SITI_School Inclusion and Tranfer of Innovation


Giovanni Cervioni
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Part One

TNAM Initiative / project description


SITI_School Inclusion and Tranfer of Innovation



A common challenge for the European school systems was the prevention of early school leaving. The aim of the SITI project was to provide school teachers with the necessary skills to prevent early school leaving using the strategies and tools developed in the framework of the School Inclusion project. 

The aim of the SITI project was to provide school teachers with the necessary skills to prevent early school leaving using the strategies and tools developed in the framework of the School Inclusion project: 
• Database of reviews of publications on early school leaving 
• Database of case studies related to the prevention of early school leaving 
• Database of teachers’ experiences on early school leaving 
• Training Package on how to prevent and tackle early school leaving. 
• Collection of teachers’ experiences on early school leaving 

Keywords / TAGS
Lifelong learning
Social dialog
Open and distance learning
Access for disadvantaged

Coordinator contact details


Coordinator Country

Italy, Portugal, Malta, Spain

Coordinator Region (NUTS code)





  • Social dialogue
  • Others

Target Groups

  • Individuals
  • Groups
  • Teachers
  • Other




  • Education
  • Others

Educational sector

  • Primary
  • General secondary
  • Vocational/Technical secondary
  • Second change or remedial education


additional info if needed


Your Project language (ISO 639-2)
Languages you will look for

Part Two

TNAM results

1. LLP project or related resource

    M.E.E.T. – Management E-learning Experience for Training secondary school’s students
    The globalisation of markets and working processes as well as the financial crisis bringing about the loss of lots of jobs highlight the need to search and suggest innovative training instruments and proposals. MEET project has selected and addressed three needs which deal with: product typology; reforms of the education & training systems undertaken in the partner countries; quality criteria.
    The consortium aimed at implementing and transferring BG from the applicant’s country to the other ones and in particular from the higher education to the VET (EQF level 4 – 5). Moreover it aimed at encouraging a possible development of the practice in the LLP and the setting out of pedagogical solutions based on ICT. The proposal has addressed the following 3 objectives: 1) Innovative and attractive instrument: B.G. is a simulation and role-playing game which has been specifically designed for young people; it can be used by the schools to help the students to face a real working environment. 2) the template should comply with the European devices; 3) analysis and evaluation of the proposal in order to assure the quality.
    The consortium was composed of 14 partners and it represented a remarkable sample of organisations which were strongly motivated and used to cooperate in European contexts. Thus they could provide the appropriate contribution and support in achieving project results. Several partners had a wide and proven experience in LdV projects; they had also established close relationships with other local bodies and the policy makers. The competences, the experience and the human resources involved allowed to assure the quality in achieving project aims and carrying out activities planned.
    The impact: target groups (students and operators) which were directly involved in translating and adjusting the product; the proposal aimed at transferring and adapting the B.G. – in use in Italy for the EQF Level 6-7 – to a EQF Level 4-5 in Italy, Portugal, France and Netherlands. Poland, Romania and Estonia were also involved in the B.G. testing; the testing was carried out by using the product in English. In the long term the partnership wishes to extend the product to the Eastern Europe countries.

2. LLP project or related resource

    eESPASE european Entrepreneurship School Programme as an Answer to Social Exclusion
Hyperlink /
    The proposed project, European Entrepreneurship School Programme as an Answer to Social Exclusion (eESPASE, hereafter) is justified in the context of the need to adapt European society to the changes taking place in the model of welfare State as a result of the economic crisis. Because of this crisis, significantly increases the number of people unemployed and thereby the number of people at risk of social exclusion.

    In this situation, European Governments cannot meet alone the needs of wider collectives and develop the necessary mechanisms for social cohesion. It is necessary that civil society itself who will mobilize and organize effectively under the principles of self-management and entrepreneurial initiative, where individuals and social groups to assume the role of giving way and find solutions to their own problems collaborating with the State.

    Therefore, the presence of social entrepreneurs is necessary that identify problems and social needs and address them through projects with a high social innovation.

    This fact justifies the need to support social entrepreneurs through a programme, eESPASE, that gives effective tools to enable their professionalization, training, and provide the necessary support to increase the viability of their projects of social cohesion.

    eESPASE will have as a precedent a project already consolidated in Spain, the School of Social Entrepreneurs at the Universidad Autonoma de Madrid, which is a six year old programme, designed to promote the figure of the social entrepreneur in Spain.

    The eESPASE project has a more ambitious reach, taking as the recipient any European team of trainers or organizations providing support to social entrepreneurs. This will require a work of adaptation in terms of format, methodology and content.

3. LLP project or related resource

    PEOPLE-School of skills-Job training area
    The project transferred methods and innovative approaches directly from ” La Scuola Competenze”, created in Sardinia in order to aid people with mild cognitive deficits and potentially able to enter the labor market. The project action has gone beyond the traditional training and focused on disability as a resource full of potential. The primary objective was to enable beneficiaries, through educational, flexible and experience orientated programmes, to enter into professional settings. Working inclusion was the undisputed key factor of the project, enlightening the programmes and representing the focal point. Beneficiaries participated in educational paths even after or in parallel with working inclusion. “La Scuola delle Competenze” through the mediation of the operators represented the link between beneficiaries and the reality of local businesses, offering itself as central driving force of a sustainable, economic development. Innovation and quality of interventions has been guaranteed through continual processes of monitoring and reviewing, which allowed the programmes to develop alongside the beneficiaries. Additional objectives of the project were implemented by the awareness of the territories involved and of the reality of local businesses, so that the work integration of disabled people would be conceived as an opportunity and not as a constraint. The creation of institutional networks based on a common approach to education plus the significant experience of partnership complete such valuable actions of awareness-raising. The strength of the partnership has been guaranteed through consolidated synergy and through high professionalism demonstrated in both the training and social-labour inclusion fields (ISFOR API, CESPIM, API Puglia, CSAPI), the presence of a lively and active institutional body (Municipality of Sykies) and the participation of a foundation that operates in a dynamic and effective way in favour of the disabled (ÖZEV). The experience of the partners further guaranteed the reliability of management, funding and ethics. In terms of tangible results, therefore, the project supported people with disabilities outside of a “controlled” environment such as that of the family making them an active part of society and not mere consumers of services. The project actions have had a positive impact even by different stakeholders enabled in the project and in particular enterprises, public institutions operating at national and local level.

4. LLP project or related resource

    Career Guidance Services developing an entrepreneurial spirit in secondary school students.
    Developing entrepreneurship is a key objective for the European Union. It is a driver of innovation, development and the creation of new jobs. It is identified as a key competence in the Lisbon agenda.
    Enterprise is a talent we admire in individuals and applaud in companies. In a competitive global market, it is also a vital attribute for nations and for Europe.
    This project will take existing innovation developed in the LdV project: Career Guidance Services for Entrepreneurship –, transfer it to new national contexts and languages and develop the project idea further to a Guidebook for Entrepreneurship as strategy for teaching in secondary vocational education. The original project developed and tested a set of three guidelines concerning the development of entrepreneurship in young people in education and training, which have continued to be used in the original partner schools and have also been taken up by additional schools in partner countries. Some of the original partners have started to develop the original Guidelines to teacher training courses in cooperation with teacher training institutions in their regions, Norway, Poland and Sweden.
    This project will be run by a consortium of vocational school partners and teacher training Universities. The main development work will be done by the school partners supervised from the University partners. Sør-Trøndelag County council will be the coordinator and project leader.
    The main outcome from the project will be a joint Guideline book with suggestions and recommendations how to teach the entrepreneurial way and how can entrepreneurship be the main strategy for teaching in secondary vocational education. We will describe how counsellors and teachers can guide their students and how schools can cooperate with local businesses to teach in an more entrepreneurial way.

Part Three

CB4LLP Action Plan

Useful ideas

The project aimed to improve the portal developed during the School Inclusion project in order to transfer its contents on a geographical basis, focusing on the involvement of teachers from different countries that the ones that were involved in the previous project and as far as Italy is concerned, spreading the use of the School Inclusion Portal in different regions.





The School Inclusion portal intended to identify the strategies developed in the different European countries to combat early school leaving so as to develop a common strategy to prevent the phenomenon. This common strategy was based on the best practices identified at European level.


• Database of reviews of publications on early school leaving
• Database of case studies related to the prevention of early school leaving
• Database of teachers’ experiences on early school leaving
• Training Package on how to prevent and tackle early school leaving.
• Collection of teachers’ experiences on early school leaving


• New reviews of publications on early school leaving issues
• Further collection of direct experiences of teachers in preventing and tackling early school leaving
• Creation of a collection of reviews of teachers’ training courses on the topic of the prevention of early school leaving



email, forums, skype, partner meetings


website, dissemination activities

Educational Sector


Non educational


Systems for quality monitoring

Systems to document taken actions

Dissemination reports, exploitation reports, activity reports

Part Four

CB4LLP Impact analysis

Useful ideas















04_useful_ideas (value): 8
04_useful_ideas (text): 8

04_stakeholders (value): 8
04_stakeholders (text): 8

04_partnerships (value): 8
04_partnerships (text): 8

04_other (value): 9
04_other (text): 9

04_solutions (value): 8
04_solutions (text): 8

04_general (value): 9
04_general (text): 9

04_particular (value): 9
04_particular (text): 9

04_internal (value): 9
04_internal (text): 9

04_external (value): 9
04_external (text): 9

04_educational (value): 9
04_educational (text): 9

04_noneducational (value): 8
04_noneducational (text): 8

04_equipment (value): 9
04_equipment (text): 9

04_systems_monitor (value): 8
04_systems_monitor (text): 8

04_systems_actions (value): 9
04_systems_actions (text): 9

About the Author: Giovanni Cervioni

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