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Key Tutors- former des tuteurs aux compétences clés - 2015-2017

Key Tutors- former des tuteurs aux compétences clésKey Tutors- former des tuteurs aux compétences clés

The 8 Key competences are the European Framework adopted by the European Commission  & Parliament in 2006 in order to enhance the competence approach in Europe. It takes into account 4 basice competences. France combines  KC1 – communication in the mother tongue and KC6- social and civic competence. Spain combines KC 2 – communication in a foreign language and KC8- cultural awareness and expression. Lithuania combines KC3- Mathematical competence and basic competences in science and technology and KC 5- Learning to learn. Finland combines  KC4- digital competences and KC7- sense of initiative and entrepreneurship. Poland combines KC1- communication in the mother tongue and KC5- Learning to learn.


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Di&Di- promouvoir la diversité en luttant contre les discriminations - 2013-2015

Di&Di- promouvoir la diversité en luttant contre les discriminationsDi&Di- promouvoir la diversité en luttant contre les discriminations

The Di&Di project aims at proposing a tool and strategy for two specific target groups: qualified youngsters with migratory background and low qualified women also with a migratory background. It will propose a tool & mentoring that should allow them to take into account their special needs, to value their route, to define their professional profile on the basis of positive choices (and not being assigned to specific jobs). Albeit their profiles might be different the difficulties on the labour markets are quite similar. The Di & Di project should enhance exchange of experiences between youngsters and women in order for them to build their professional future. The youngsters may transfer knowledge and specific competences; women will transfer their experience and other competences.

The main innovation of the  Di & Di project is : to address directly people with a migratory heritage to support them on the labour market focussing on two specific target groups (qualified youngsters and low qualified women); to propose a tailor made training to these special target in order to make them think of a professional future ; identify skills and competences ;  open their perspectives for employment or new professional career, with a special view to enhance their creative and spirit of entrepreneurship competences ; to propose a mentoring, a collaborative method meant to enhance the exchange of experiences and competences among two target groups with different profiles (qualified youngsters & low qualified women)


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Success at school – SAS - 2012-2014

Success at school – SASSuccess at school – SAS

Initiated by iriv together with the University of Northampton, this project is financed under the Lifelong Learning Programme, Sub-programme Comenius. The main aim of the Comenius project « Success at School through Volunteering » is to propose to youngsters living in difficult areas a pedagogical approach to enhance a voluntary involvement to succeed at school. The project gathers six countries : France, Bulgaria, Italy, Portugal, United Kingdom and Slovenia. This project was awarded first place in the selection 2012 of the Comenius projects. It is offering a training programme to youngsters facing difficulties at school based on volunteering ; it will value this experience in the spirit of the Vaeb project.

 At the 2000 European Council in Lisbon, the Union defined the dimension of the school failure problem as : “The number of 18 to 24 years old youngsters with only lower-secondary level education who are not in further education and training”. An EU benchmark was set, that the proportion of early school leavers should not be more than 10% by 2010 (European Commission, 2006). By 2006 only six of the twenty seven Member States had met this benchmark. The average early school leaving statistic in the remaining twenty-one countries is 18%. This is nearly the double the benchmark to be reached by 2010-“ a real challenged” underlined the European Expert Network on Economics of Education (EENEE) under the direction of George Psacharopoulos (The costs of School Failure – A Fesaibility Study, June 2007). The situation is different from one country to another : in 2007, the proportion of youngsters 18-24 years having left early school was 39,2% for Portugal, 18% in Bulgaria ;13,1% in France and 13% in the UK and 5,2% in Slovenia.

United KingdomFranceBulgariaItalyPortugalSlovenia

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Bénévolat & compétences - 2009-2011

Bénévolat & compétences Bénévolat & compétences

Animafac with the support of Ministère du travail, de l'Emploi et de la Santé ; de la Délégation générale à l'emploi et à la formation professionnelle ; de l'ACSE et du Ministère de l'Education nationale, de la Jeunesse et de la Vie associative asked iriv to build a portfolio to assess the voluntary experience acquired by students.


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VAB- Valoriser les acquis buissonniers - 2009-2011

VAB- Valoriser les acquis buissonniersVAB- Valoriser les acquis buissonniers

Initiated by iriv together with the University of Evry Val d'Essonne under the "Lifelong learning" programme (call for proposal 2009), under the Leonardo da Vinci programme, the project is meant to identify, value and validate experience acquired by students beyond the University. Five countries have been associated : France, Austria, Greece, Eire and Poland. This is a transfer of innovation of former LdV project initiated and directed by Iriv ; the project is supported by the European programme Leonardo da Vinci.


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