Project Concept

  • Strategic partnership project

  • School education sector

  • Duration: 36 months (01/11/2022 – 31/10/2025)

  • Funded by the Erasmus+ programme by the European Union

This project is addressing specific and urgent issues – to tackle the disadvantage of the job preparation skills and low proficiency in basic and social skills of marginalised youth such as representatives of minorities, Roma, refugees, but also students with learning difficulties and special educational needs, who are the most disadvantaged groups with regards to employment.

With this project we are preparing a special educational serious game for them called “I am ready to work”, where we will prepare scenarios in accordance with a pre-employment structure, where they will be able to explore different stages of job preparation. While gaming, the students will be able to validate and assess the level of their preparation for employment. Any identified gaps will serve as a evidence to teachers and pedagogical counsellors to further implement actions on preparation for employment for these vulnerable people.

The method of serious game gives an extension of their digital skills, but also a safe environment, where students will not be judged, but the opposite – will give them a fun and engaging way to perform their knowledge toward how to maintain positive physical and verbal image, how to improve their verbal and non-verbal communication skills, how to be answer difficult questions during job interviews, which channels to use in terms of searching for a job etc.

Important part of the project training material will be also an illustrative info digital cards about how to apply for credit, how to prepare and submit documents to tax authorities etc. This will lead to greater independence and financial security, allowing them to become
active members of society.

In such way we support teachers and counsellors with visualised attractive digital materials, which will become regular method for ensuring the successful career preparation of the marginalised students with whom all partners are working on daily basis. All partners are motivated and believe that this approach will be successful in order to improve the realisation of the students, with whom they are working, educating and supporting. Obviously, this is tackling with inclusion and diversity in the mainstream schools, which staff will further strengthen their capacity (as school and as personnel) to provide qualitative and targeted education in a easy-to-understand manner following the individual’s gaps in terms of job preparation skills and level of their educative background needed for this realisation.

This will help the schools to attract more students from these target groups in the following years and to increase the number of the students who successfully passed the pre-employment career support programme. From other side the participating organisations will improve with this project their intervention and guidance with parents and family members of marginalised students and this will lead potentially to extension of their society image and reputation.