VET dropout? Not today thanks to the 3-H project

VET dropout? Not today thanks to the 3-H project

The data speaks for itself: around 24 million students worldwide were at risk of not returning to school in autumn 2021 as a result of the interruption caused by the pandemic.

These were general studies not specific to VET schools, where the situation could be even more relevant due to the fact that VET in many contexts has the function of gathering and training the most fragile young people at risk of marginalisation.

It goes without saying that being well in school shouldn’t be considered a fluke or a luxury. Promoting well-being of students at school it will be a crucial aspect in the near future to reduce school drop-out.  We may have a solution to address the problem: the 3-H project, which is funded by the Erasmus+ programme. The 3-H project (Head, Heart, Hand) is based on the assumption that VET should provide holistic education, i.e. education that takes into account in the same measure cognitive intelligence (head), social-emotional intelligence (heart) and manual intelligence (hand). The project focuses on socio-emotional aspects and the aim is to equip VET staff with methodologies from the world of non-formal and informal education, such as coaching, team games, personalised planning, etc.

Considering that in different European countries there are significant experiences of schools that are strongly incorporating social-emotional aspects into their learning paths, the project wants to study some of these experiences and approaches in order to replicate them in other contexts.

In practice, the project will work on:

  1. Development of knowledge and methodologies to enable teachers to work on social-emotional aspects;
  2. Outlining a strong welcoming model, dedicated to the first months of pupils’ entry into the VET pathways;
  3. Developing/adopting good practices that promote pupils’ well-being at school and motivate students.

Thus, one of the expectations of the partners is to improve teachers’ ability to manage students’ demotivation and promote school well-being.

At the end of the project, the partnership wants to deliver a compendium of good practices, a set of guidelines and a toolkit.

To learn more and follow future developments of the project, you can visit our:

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