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Training and Qualifications R&Di Newsletter MAY 2019 | ISSUE 19


MAY 2019 | ISSUE 19


The fields of education and training have been the focus of much debate and concern in the European Union, especially since European societies and economies have changed so much since the beginning of this century. The digital and technological innovations of the last years have transformed the labour market; new ways to communicate, travel and exchange cultural experiences reorganized society; climate change and social inequality beg for a more sustainable way of living. All this requires a more adequate set of knowledges and skills, enabling European citizens to become more competent and adaptable to the new needs and requirements. In 2006, the European Parliament and Council adopted a Recommendation on Key Competences for Lifelong Learning, with a Reference Framework annexed. In it were defined eight key competences considered important and valuable to succeed in the world. The Recommendation presents a shift from a knowledge centred education to a broader competence approach, reflecting a need already felt by many European countries. It influenced and reformed many Member States and stakeholders’ formal and non-formal education and training frameworks, helping them also to create their own.

2006 Key Competences

2018 Key Competences

Communication in the mother tongue

Literacy competence

Communication in foreign languages

Languages competence

Mathematical competence and basic competences in science and technology

Science, technological, engineering and mathematical competence

Digital competence

Digital competence

Learning to learn

Personal, social and learning competence

Social and civic competences Sense of initiative and entrepreneurship Cultural awareness and expression

Civic competence Entrepreneurship competence Cultural awareness and expression competence 1

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Being well aware of the constant socio-economic changes occurred in Europe through the following years, in 2016 the European Commission started a review process of the Recommendation, with the purpose of assessing its impact, understanding its relevance and analysing its practical implementations. It was a broad consultation process, involving representatives from each Member State and other education-related organizations. The review was both a test to the applicability of the 2006 Reference and a tool used to understand how ten years of economic and social transformations had shaped Europe, and how they had to be reflected in the Framework. The review process took roughly two years and the new Council Recommendation on Key Competences for Lifelong Learning was published in May 22, 2018. It highlights the increasing importance of developing specific competences necessary for a fulfilled life in a multicultural, global and democratic Europe. The promotion of sustainability is given more relevance, understanding the need to foster a more sustainable environment through education and the development of these specific competences.

A more holistic approach is made to the key competences now identified. For instance, if we look at the entrepreneurship competence, it goes beyond the more popular definition of entrepreneurship, characterising it not only as the quality needed to create companies, but also as a capacity to transform ideas and opportunities into actions in all kind of activities, not only professional ones. It is closely connected to creativity, critical thinking and problem-solving, thus becoming fundamental for every aspect of life. It enables people to work both individually and collaboratively, always with a sense of responsibility and ethic, fostering a more pro-active and forward-looking society. ISQ has been working hard to promote the development of the key competences identified both in the 2006 and in the 2018 Recommendations. We have been doing it through the development of a series of products and their incorporation in our training offer, very often through EU funded projects. Going back to the entrepreneurship competence, we can mention some of the projects that lead to really good results that make us proud of doing what we do: ENTER Entrepreneurship Towards Employment, created a training course for young people on how to create a company; MIGOBI - Learning for Entrepreneurship, developed a course that promoted an entrepreneurial mindset in trainees; SEED - Joint Measures to Promote Social Entrepreneurship Education; T-Challenge – Entrepreneurship education using challenge-based learning (still an ongoing project). 2

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T-CHALLENGE Reflective teachers keep their practice under constant review and adjust it in the light of desired learning outcomes and of the individual needs of students. As a key competence, entrepreneurship does not necessarily involve a specific school subject. Rather, it requires a way of teaching in which experiential learning and project work have a main role. Teachers do not provide students with the answers, instead they help them to research and identify right questions and find the best answers. To inspire their pupils and students, and to help them develop an enterprising attitude, teachers need a wide range of competences related to creativity and entrepreneurship, as well as good and diverse resources. T-Challenge project offers just that, exploring the WebQuest methodology (Adventure on the Net), an approach developed on constructionist theories, which focuses on the development of key competences. With the T-Challenge Entrepreneurship Education programme, targeting young adults (16-25 years old), six topics are covered - Entrepreneurship, Innovation, Leadership, Critical Thinking, Social Impact and Circular Economy – and there are two options for using the T-Challenge platform: by topic or by key competence.

ISQ will promote a first edition of this course starting on the June 24th and taking about three weeks. For more information, please contact:

Raquel Almeida 3

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LIFT This project intends to find the best ways of how to "break the glass ceiling" of access to quality IT learning and self-learning. This project targets at women who may not have very good English skills, who lack basic knowledge of ICT terms and who have a low level of technological confidence, and offers a compensatory, mother-tongue route to learning basic IT and basic programming through mentoring, training and confidence-building measures. At this stage, the partnership already concluded the needs analysis and the curriculum. Partners are implementing a pilot training (b-learning and e-learning). If you want to learn how to code and can’t come to our training, you can do it by yourself by registering at LIFT learning platform: Stay tuned to LIFT facebook page to watch out virtual video tour, full of inspirational women coders.

Want to know more, ďŹ rst hand, about

LIFT project


For further informations, in Portugal, contact:

Andreia Morgado 4

MAY 2019 | ISSUE 19

COOP-IN Social innovation training for virtual work based learning

Europe’s citizens, governments and enterprises are facing a myriad of social, economic and environmental challenges. We need to find answers to new challenges such as large-scale unemployment, ageing population, global market place, climate and environmental change, or sustainability of Europe's health and social security systems. Yesterday’s strategies and solutions are unlikely to provide the answers to tomorrow’s challenges, so where are the answers and the solutions going to come from? This is where social innovation (SI) could hold the key as yesterday’s thinking cannot resolve tomorrow’s problems. What will be required is a different way of thinking, of understanding problems, and a different approach to solving them. For further informations, in Portugal, contact:

The main aim of COOPIN project is to raise awareness of the opportunities and the challenges involved in implementing SI initiatives. Organisations can play a central role and introduce new strategies, concepts and ideas to meet the social needs of people from within and outside of the organisation. If you want to learn about SI, check the innovative COOPIN training kit at and do not miss the chance to play the COOPIN “serious game”: learn about SI while solving the challenges created by Curiocity!

Good luck!

Lara Ramos 5

MAY 2019 | ISSUE 19

WELD 4.0

The European manufacturing industry is experiencing a new industrial revolution, considered to be the fourth; this leap forward is being called Industry 4.0. Enterprises will need to invest in equipment, information and communication technologies (ICTs) and data analysis as well as the integration of data flows throughout the global value chain. Moreover, employees now face the need to fully embrace training for digital skills. Consequently, it is essential for Vocational Education and Training (VET) to be updated WELD 4.0 project’s main innovation is the inclusion of new ICT technologies and VET methods to an existing professional profile in the manufacturing industry, the European Welder, working in the context of Industry 4.0, that will address an actual market need in terms of qualified personnel.

To comply with WELD 4.0 objectives, it will be developed a new training approach using Game Based Learning, that is a new and innovative teaching method that allows learners to explore playfully different parts of a scenario, as a way of learning. Weld 4.0 game was designed to balance the learning subjects, such as welding techniques, with different approaches and aspects of playing a game. For further informations, in Portugal, contact:

Tânia Avelino 6

MAY 2019 | ISSUE 19

ON CALL The second ON-CALL project transnational meeting took place in Rzészow, Poland, last February. This project aims the development of a train-the-trainer programme for local residents that will become Lay Community Health Advisors, providing access to a training opportunity on health literacy. Following the Learning Outcomes Matrix elaborated during the first months of the project, partners are now developing the bespoke training programme and multimedia health literacy resources. The training will comprise 100 hours of blended learning in 4 areas/units:

1 - Pedagogy; 2 – Health Literacy; 3 - Networking; 4 - Digital & Social Media.

During the induction training programme, Advisors will engage 240 disadvantaged families across the eight EU partner countries and support them to develop essential health literacy skills. Find detailed information about the project’s outputs and partners on the project’s website and follow our Facebook page with health news and tips at For more information, please contact:

Vasco Gaião 7

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WELD 4.0

Ongoing Online course in HTML, CSS & JavaScript

June ISQ Academy Testing of the virtual game for the welding sector



May 16th & 17th Academia Meets Auto-Industry Official Presentation

June & July ISQ Academy Serious Games testing in Social Innovation





June ISQ Academy Testing of platform for the manufacturing sector

July ISQ Academy Online course in competences for the transition to a circular economy



June 24th – july 12th ISQ Academy Pilot course for ages 15 to 25 on Entrepreneurship, Social Impact, Critical Thinking, Leadership, Circular Economy and Innovation

May & June Escola Profissional Gustave Eiffel -Pilot course for promoting active citizenship and intercultural competences in young students

June ISQ Academy Online course for managers of Apprenticeship programmes in SMEs

September ISQ Academy B-learning course for workers in industry 4.0






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Catarina Miranda

Tânia Avelino

Paulo Ferreira

Célia Tavares

Raquel Almeida

Vasco Gaião

Lara Ramos

Andreia Morgado Miguel Troncão


Av. Eng. Valente de Oliveira, 19, TAGUSPARK 2740-254 Porto Salvo Portugal Phone: +351 214 228 100

Profile for ISQ R+I Trainning

Newsletter 19  

Newsletter 19