It is a key element of good teaching practice that the teacher will begin from the place on the learning path in which the learner is currently and then help in the learner's progress along that path. In order to achieve this goal the teacher must try to use the tools and techniques that best engage with the learner and indeed provide the motivation and intellectual stimulation that learners at all levels of study and ability require. The last years of recession have shown the vulnerability of Students attending adult training centers. This has led them to a demotivation and doubts about their personal and work future. General objective to stimulate the integral development of students and enhance economic and social growth through science and technology. Training is necessary to get out of social inclusion, but for the sea to be so effective that people can manage their emotional intelligence. Students attends to formal educacion at adult education centers to obtain a high school qualification or a basic vocational qualification. Sometimes they also attends to some kinds of non-formal education that this centers also offer. Our project MUSETEAM is based on the Internal Practices Organizational modality, focusing in learning by doing, which allows the development of training of students in a semi-professional environment whose main catalyst is collaborative learning among students. This organizational modality is situated between the presence and non-presence of the students. This is so, since the design is done in cooperative environments without the direct help of the teacher, while that the construction part is usually carried out in the workshop through the teacher's advice, where they have included activities that encourage emotional intelligence to help you manage group work. The work by projects would respond to the young people of generation Z (digital) who are looking for new methods of learning. The teaching method will be the Project-Based Learning that will foster interaction between people from a cooperative point of view, and in which the teacher becomes the guide of the formative process. That metod provides immediate and accessible feedback about performance and the level of mastery acquired and what needs should be learnt in order to progress; it is a system that improves teacher-student communication, and also peer to peer communication, a social dimension of learning, which is known to encourage deeper engagement with the activities. The overall objective is committing the students to change their attitude towards learning, increasing their motivation and consequently enabling them to achieve their full potential. The students will develop pieces, machinery or a technological resource that later will be part of the Museum of Science and Technology. Each piece will be related with a law of Science or Technology and will illustrate the way that law works in practice. The student will have to search in the Internet or other channels the necessary information and so the student will begin to develop the different steps for the elaboration of the pieces of the museum. All this information will be collected in a file as a graphic document (with video or photographs). There will be different modalities of evaluation (self-evaluation and co-evaluation) of the final piece and of the memory through the rubric and the attached documentation. The project seeks to develop innovative methodologies and accompanying tools to put these ideas into practice aiming at making our students engage more in their own learning processes, therefore improving not only subject-specific achievement levels but also transversal skills in every educational level and, in lower educational levels like secondary or second chance education for adults, also basic skills like literacy, communication and technology and numeracy. The hypothesis of our project is focused in project-based formation to improve aspects related to emotional intelligence. The projects tends to enhance enterprising capacities, improve the emotional intelligence and get the students more self confident. The product will be a program that enhance the social enterprising, the emotional inteligence and a Museum of Science and Technology. Our innovative product will be the formative program that allows the dissemination of the scientific and technological culture among the students of our centers and with other training centers. That will give them greater security to get out of social inclusion We hope that with this project they will improve the specific levels of performance of the subjects, decrease the absenteeism and facilitate the labor inclusion of the students that arrive at our centers.
The Strategic Association is formed by CEPA Villaverde and CFPA Mercè Rodoreda adult education centres (Spain), EUROFORM RFS (Italy) and Ludor Engineering SRL (Romania). All partners are in peripheral areas of cities. We partnered through EPALE to answer some of our students’ questions: What shall I study that will be worth it for the future? What job will be more advantageous? We concluded that the “what” was not so important, it was the “how” that mattered. The goals were focused on the design of a social entrepreneurship course based on the construction of technological pieces through active methodologies that simulate internal practices, but it was necessary to complete it with training in emotional intelligence to break “the glass ceiling". In addition, the aim was to reduce absenteeism and improve the level of competence. Finally, the objective of facilitating access to the world of work to reduce job vulnerability. The project was developed in three phases: the first one focused on the training of teachers and technicians, since without knowing the methodology it could not be applied in our classrooms; the second phase focused on the training of students based on the level of competence while applying the methodologies; in the third phase, the design of the course was addressed. 235 generation Z youths born after 1994 and 165 older adults have been trained directly. Young people are a new generation that interacts 24/7 with their mobile devices, seeks immediacy, is irreverent to authority and surrounded by uncertainty. They were people with job placement difficulties, either for having no previous work experience or for having lost their job. They are people of Spanish origin or immigrants who wish to finish their studies and obtain a degree. The internal practices methodology was used. This methodological strategy included online tools and mobile apps; training in interpersonal skills (training in emotional intelligence). They were provided with easily assimilable STEM materials. All the activities proposed focused on dealing with a real-life problem, which the students had to solve. The teacher was only a mediator and coordinator and the students had to go through the entire process to reach the solution by completing different steps on the technical sheet. They became protagonists of their learning, improved their motivation and the level of absenteeism decreased. Empathy among our students increased since all the activities were carried out in groups, whose members moved between different teams and responsibilities. The most efficient proposal was "project-based learning" combined with "flipped classroom". This way, the time spent on the design and construction of the piece within the class time was greater. The teacher uploaded the content on the platform so that they could move forward. Topics from other curricular areas science and geography) were also included in this platform. The least efficient proposal was “design thinking”, since the creative phase took more time than expected because the pupils were not used to following this methodology in the classroom. On a daily basis, training activities were carried out in small chunks (between five and fifteen minutes) to improve the students’ emotional intelligence skills. Adult students had 4 levels of commitment; each one of the higher levels included the previous one: 1: Construction only <2: Basic explanations <3: Project completion <4: Improvement of the pieces already built. The designed pieces were used to build the Science and Technology Museum (MUCyT) at the CFPA Mercè Rodoreda (physical and virtual). There are three main final products: The first one is the course "The Influence of Emotional Intelligence on Technological Training" (on paper and MOOC in IEDRA.UNED) that contains the training activities for Emotional Intelligence skills based on the Theory of Salovey and Mayer (1994): perception, facilitation, understanding and emotional control) in three languages (Spanish, English, Italian) and a teachers training programme translated into the 3 previous languages plus Romanian and Czech); the second output is the course “Creation of a school museum of science and technology ”distributed in four documents: presentation, construction, facilities and dissemination. The third one is the book "Technology Module II" The MUSETEAM Association disseminated the project through the "Contest of Pieces for a Technological Museum". Its members, who also form part of scientific institutions, collaborated as judges. All the partners presented the conclusions of the project in teachers training organization, schools and universities in their countries. The final evaluation is positive, since a programme offers educational and work opportunities to people at risk of exclusion and the verification of the effectiveness of this educational intervention makes it possible for a future implementation of this programme in any training centre.