With SENSE. we seek to develop educational material that will be able to address the four thematic areas Green Deal, Digitisation, Health and Work Readiness as well as the project’s cross cutting issues Spatial Design and Social Inclusion.
GREEN DEAL. Climate change and degradation of biodiversity are existential threats to Europe and the world. To address these challenges, the European Green Deal desires to transform the EU into a modern, resource-efficient and competitive economy, aiming to reach three key goals: (1) no net emissions of greenhouse gases by 2050, (2) economic growth decoupled from resource use, (3) no person and no place left behind.
DIGITISATION. Digital technology is profoundly impacting and challenging us and re-shaping the world we live in. Sustainable strategies aim to make digital transformations work for people and environment, society and business.
The European Commission is determined to make this Europe’s “Digital Decade”. Europe must now strengthen its digital sovereignty and set standards, rather than following those of others – with a clear focus on data, technology, and infrastructure.
HEALTH. There is no single definition of health. However, health can be described as “a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity” (WHO 1946)
Health is achieved through the interaction between people and their environment. Therefore, health promoting social environments have a broad understanding of health and reflect how both individual and environmental factors are influencing health and well-being.
WORK READINESS. Vocational training serves young people to prepare for working life. Employers expect learners to show motivation and commitment, as well as certain behaviours and attitudes. VET trainees are no pupils in the classical sense. Trainees may be in client-facing situations which requires a certain degree of maturity and self-control. This is a significant change when compared to being a pupil in a school environment. The vocational education and training system can support learners to ensure a successful transition into in-company training.
SPATIAL DESIGN. We understand “Space” as a multisensory environment that impacts human behaviour in a variety of forms. Soft or hard surfaces modulate sound in different ways, light reflects specific to materials, each place has a distinct smell, the tactility of touch matters, etc.; there are infinite forms of spatial perception and interaction through a broad spectrum of sensory impulses. The “space” of the European classroom has not significantly changed since the 19th century: a simple, slightly oblong box with rows of chairs and tables directed towards the teacher are still commonly found in many educational settings. While there have been attempts in recent times to move away from the “teacher-centred box”, by changing classroom shapes and furniture layout, formal education environments tend to reinforce standardized spatial typologies, promoting formalised exchanges of knowledge.
SOCIAL INCLUSION. To identify how structures and organisations can practically support best the inclusion of minorities or groups in a vulnerable situation; to provide inputs to other WPs to incorporate social inclusion as a key aspect in the SENSE.STEAM educational model; to transversally analyse, explore and discuss how inclusion issues shape STEAM and vice versa; To collect and elaborate tools, methods, strategics policy recommendation that contribute in diminishing social and educational segregation and in further enhancing gender dimension.
During implementation four partners will cooperate together and link their activities to the following topics:
- The European Green Deal: Creda (Lab#1) ODY (Lab#2), Vilvite (Lab#3) with EFEE as supporting member for the three labs.
- Digitisation: Velvet (Lab#4), PHW (Lab#5) and GEYC and PMC (Lab#6)
- Health: UEdin (Lab#7), WECF (Lab#8), UB and FBofill (Lab#9) and SHE (Lab#10).
- Work readiness: H\B (Lab#11), Trelleborg and HVL (Lab#12), and Louvre (Lab#13).