O1 - Methodological guide for supporting young people in project mode

This intellectual production consists of a methodological guide presenting the tutoring services and methods offered to young people within the framework of PEPPY and associated tutorials.

It will present the different steps to build the pedagogical method of support for young people, the prerequisites in terms of resources and tutoring team, as well as the range of PEPPY services deemed appropriate and necessary to meet the needs

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O2 - European collaborative digital platform

The PEPPY project aims to open a European digital platform for networking and common resources in three European areas: Cyprus, France and Italy. This platform will offer different and complementary functionalities.

Submission of projects and constitution of project groups.

This section of the platform will serve as a sort of permanent window for projects and young people, and will be used upstream of the work on the projects.

Digital working environment

Created specifically for each project group, with resources and tools that allow the project on which the youth group is working to be carried out.

Guidance and support towards a new pathway

When the young person takes part in one or more projects and discovers skills that he or she had or has acquired, this can make him or her want to move towards one or more training courses / one or more jobs. The sponsor and the tutor then have an advisory role with the young person, supported by third-party organisations such as local missions, etc.

O3 - Strategic action plan to mobilise young people and stakeholders in the territory

This intellectual production is complementary to intellectual productions 1 and 2. Its activities aim at refining the intellectual production 1 by experimenting it in situ.

It concerns a strategic plan for the mobilisation of young people and actors of the territory, concerned by PEPPY.

This plan will detail the definition of the target groups of the PEPPY project and the mobilisation or recruitment strategy that will be transferable to any territory interested in the approach.

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O4 - Training guide for competence markers and personal self-diagnosis

This intellectual output proposes a training guide on competence markers and personal self-diagnosis.

It will be developed on the basis of a competency self-management model to be tested during the PEPPY project and an entrepreneurship self-test.

In addition, a portfolio format, a training model, a training of trainers to test the model and a test training for young people will be developed.

The basis of the training will be the CH-Q system, a system for sustainable self-management of competences, which has been developed by a group of Swiss social and organisational psychologists and pedagogues.

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O5 - Recommendations report

This intellectual production consists of a report of recommendations for a new pedagogical dynamic developing the autonomy of young people. It will be based, among other things, on data from the evaluation of the experimentation and the activities carried out by the project partners.

The PEPPY project aims above all to strengthen innovative pedagogical models to promote the valorisation and adaptability of young people and to develop innovative tools for evaluating and communicating these skills.

Assessing the progression of key competences.

Did the experience help them to learn new things about themselves in a different way? Did it reveal resources that were unexpected, untapped or not usually recognised in formal education? What adaptability motivated them? How did they react when working together? What new skills did they acquire and master? How can these skills be transposed or used in their training pathway or in building their professional future?

Lessons to be learnt for the development of territorial pedagogical approaches

Have the support workers or the group leader adopted a different way of relating to the young people after having helped them with their projects? How did they do this? To what effect? Did this situation create innovative factors? What were the effects of working in a multi-stakeholder training network? What kind of individual contributions did supporting young people with their projects create? What changes were made to individual and group training to adapt to the context and/or differences of the young people’s projects? What types of ICT, MOOCs and/or distance learning tools and resources were used to support the young participants? What new or different elements can be introduced in the pedagogical practices compared to those used so far?

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PEPPY - Promote Education, Participation and Projects for Youth

Financed by
The Erasmus + program

The Erasmus + program is the European program for education, training, youth and sport. It is not intended only for students but is open to all audiences and the fields of education and training, formal or non-formal.

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