The project’s main objective was to structure a shared support approach articulating these three dimensions: access to culture (Culture), professionalisation (Craft), and civic participation (Citizenship), in order to design and test coherent pathways for the benefit of people with fewer opportunities and thereby strengthen their prospects for professional and social inclusion. Nearly one hundred trainees took part in these experimental CCC pathways over the two years. During the project, the partners benchmarked their practices, tested CCC pathways in different national contexts, and analyzed the competences mobilised to coordinate these approaches. This work led to the production of structuring resources: a Competency Framework for CCC designers / coordinators, a Good Practices Guide, a Manual for training trainers, as well as various pedagogical tools resulting from the experiments carried out in the partner territories. Beyond the duration of the project, the objective is to embed the CCC approach within our four organisations, while also enabling these resources to be disseminated and reused by other European organisations.
We applied for this project on the basis of a shared observation among the partners: in many training, integration, mediation or support schemes, the professional, cultural and civic dimensions are often addressed separately. This fragmentation limits the effectiveness of pathways designed for people with fewer opportunities and reduces their ability to achieve lasting integration into professional and social life. The project therefore aimed to develop a more integrated approach, articulating these three dimensions within coherent pathways. The needs we sought to address first concerned target groups being supported: promoting their access to employment, strengthening their civic participation and supporting their social inclusion by mobilising the cultural resources of territories and turning them into a lever for professional success. The project also responded to the need, expressed by teaching teams, for tools, methodological reference points and competency frameworks to design and implement these approaches. Finally, it responded to a need for European cooperation in order to compare practices and produce shared resources.