Title: CREUS - Developing and nurturing the vocational transversal skills of disadvantaged young people through creative, non-formal learning in unconventional spaces
The CREUS project will develop and apply new, innovative ways for young people who are
disadvantaged and NEET to develop transferable and transversal key competences for the labour market by engagement through non-formal, cultural and artistic learning. The project will improve the prospects for young people (aged 16-24) who have been alienated by traditional educational experiences and/or as a result are at risk of severe social and economic exclusion.
The project also introduces its innovation by locating its development and experimentation featuring learning with young peers (aged 19-24) in "unconventional places"; - festivals, clubs, business incubators and micro business workspace, film and video locations, youth clubs, community center, shelters, playgrounds, town halls, churches, adapted industrial spaces, museums and art galleries, open air spaces tunnels, farmyards, sports center - locations and spaces which are not associated by the end user target group with traditional education.
CREUS seeks to develop Intellectual Outputs that support the creation of new pathways to initial vocational education. By fully utilizing peer mentors as motivators, the CREUS approach combines these elements to bring ‘back’ into learning and engaging disaffected young people NEET who have been alienated by traditional education andare experiencing labour market exclusion.
The CREUS approach will place the key competencies of the European Reference Framework for Lifelong Learning (ERF) concerned with communication skills, sense of initiative; entrepreneurship, cultural awareness and expression and social and civic competences.
The activities will improve the personal development/life skills (confidence, communication, team-working, presentation, problem solving, time management, responsibility, attitude and motivation) of 120 disadvantaged young and unemployed people aged 16-24 directly in the project activities, and the development of a further 25 young peer mentors (aged 18-24) to enable them all to experience achievement and success. It will equip the trainers, tutors and peer mentors that support the young people to implement ECVET and Youth pass in their provision.
This innovation has been designed in a way that responds to a range of research studies (e.g. Work-based learning in Europe:
Practice and Policy Pointers, EC Education; Training 2013; Identifying What Matters, CEDEFOP 2014) which all call for innovation in the design of post-statutory, employment-related VET through transversal skills, in order that young Europeans are enabled to effectively participate in and appreciate lifelong learning, to access initial VET and employment as a result and to gain sustainable careers.