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In this regard, both Italy and Spain are confronted with the problem of early school leaving and school segregation. Early school leaving in Spain occurs in 16.0% of young people, being the country with the highest rate in the European Union, with an average of 10.2%. This problem basically affects children, who represent 74% of students who drop out of studies, and immigrant students, who represent 32.5% of those who leave the education system (Ministry of Education of Spain, 2020). A better adaptation of the training offered to the needs of both the labour market and the situation of these young people could give them greater continuity in their training in vocational training. In terms of school segregation, in Spain, 9% of Spanish education centers have more than 50% of students who are disadvantaged for socio-economic reasons (Save the Children, 2018).
This segregation takes place between public and private schools, but also between public centers themselves, causing the ghettoization of those schools that concentrate disadvantaged students. This problem affects academic performance, given the social determinism that exists in academic achievement.
– To develop the ability to reorient their training offer, innovating it, according to the changes in the labour market.
– To establish a client-student orientation in terms of listening, analyzing and reading needs.
– To develop self-orienting skills to face the challenges of the market, the capacity for critical and constructive reflection, to transform ideas into actions and to engage in creative processes.
– To strengthen the technical-professional skills that can be used in innovative work contexts.
– To increase project competence for the development of ideas and projects, favoring occasions where young people can have at least one practical entrepreneurial experience during school education; develop a customer orientation, understood as the territory and labour market in which the Institute is inserted.
– To increase knowledge of digital tools and their use.
– To increase the link between technical skills and transversal skills.
– Create an innovative teaching methodology shared between the Partners, through activities with teachers and experimentation in the schools involved.
– Increase collaboration at European level between educational institutions, territorial context, labour market and professional realities (universities, training and work bodies that deal with research in the field of training processes and development of new technologies, Association of Executives), facilitating the exchange of good practices; implement the ability of schools, teachers and young people to interact with the European Union through the acquisition of design competence, as a key competence through which to establish programs of social relevance and local development.
First partnership meeting in Zaragoza (Spain).
Second partnership meeting in Roma, Italy.
First multiplier event (Italy, Spain, North Macedonia and Turkey).
First LTTA, in Skope, North Macedonia
Finished the first project result: service design thinking platform.
Second LTTA, online.
Finished the second project result: service design thinking learning course.
Third partnership meeting in Ljubliana, Slovenia.
Finished the third project result: ebook of service design thinking methodology.
Second multiplier event (Italy, Spain, North Macedonia and Turkey).
Forth partnership meeting in Skope, North Macedonia.
