3-H Project (Head, Heart, Hand)

The project aimed to address the issue of the high number of youngsters enrolled in VET programs who showed signs of demotivation or school-related distress. Based on these premises, the 3-H proj...

The 3-H project aimed to: A. DEVELOP SKILLS IN TEACHERS AND TRAINERS in order to: A.1 Introduce methodologies for managing student demotivation within the classroom group A.2 Incorporate a socio-emotional perspective into daily work with students B. IMPROVE STUDENTS' LEARNING CAPACITY through: B.1 Developing skills for managing socio-emotional aspects The 3-H project thus sought to contribute to reducing the number of VET students who were demotivated or experiencing difficulties at school by adopting teaching methodologies in Spanish and Italian contexts that emphasized socio-emotional skills, potentially drawing from the fields of non-formal and informal education.

The project activities were divided into 6 Work Packages (WPs), each assigned to different partners. The first three WPs were transversal, while the last three were implemented at different times and led to the achievement of the 3 project's results. WP1: PROJECT MANAGEMENT ENAC, as the project leader, was responsible for the overall coordination of activities and partnership. This WP also included administration and reporting activities. WP2: DISSEMINATION ENAC also coordinated communication and dissemination activities. Throughout the project, five events were organized: the first, a Consensus Conference, around the midpoint of the project to validate the first two outputs, and the remaining four at the end of the project (two in Spain, one in Italy, and one at the European level). WP3: MONITORING/EVALUATION The Catholic University was responsible for monitoring and evaluation activities. WP4: TRAINING/EXPERIENTIAL ACTION STEP Institute was the partner responsible for coordinating training activities and creating the first output (collection of good practices). WP5: TOOL CREATION ENDOFAP was responsible for creating the tools through which good practices could be tested in the contexts of the promoting partners (Italy and Spain). All partners collaborated on the creation of the output (toolkit and guidelines). WP6: TOOL TESTING Centro San Viator coordinated the testing of the tools at the centers and, together with the Catholic University, developed the related output (policy recommendations).

Three project results were planned: 1. COLLECTION OF GOOD PRACTICES - COMPENDIUM The Compendium of Good Practices for socio-emotional education in VET institutions resulted from a series of Learning/Teaching/Training Activities (LTTA) organized among the 3-H project partners. The hosting institutions for the LTTA were asked to share examples of methodologies, practices, projects, and programs specifically aimed at developing the socio-emotional skills of their students. The guidance was to select and organize practices according to four themes: (1) Reception/Orientation, (2) Well-being and Motivation, (3) Self-directed Learning, and (4) Problem-Based Learning. A team from the Catholic University of the Sacred Heart (UCSC), Department of Educational Sciences, acted as the scientific committee for the Work Package, overseeing the transition from LTTA to the creation of this Compendium. The UCSC team participated in the activities and was responsible for analyzing and organizing the presented practices. At the end of each activity, the hosting institution was also asked to describe the practice in a standardized format. This served as the basis for creating the Compendium of Good Practices. 2. TOOLKIT AND GUIDELINES This output involved creating organizational guidelines based on the training and good practices studied. The guidelines aimed to support schools by providing useful indications for building a socio-emotional curriculum, while also outlining the organizational elements necessary for its implementation. Along with the guidelines, a toolkit was developed, offering an engaging and concise collection of activities that are clearly defined and readily implementable by any trainer in any context. 3. POLICY RECOMMENDATIONS This document aimed to influence both institutional levels and other VET providers by outlining a manifesto for socio-emotional education. The 10 principles outlined in the Policy Recommendations were designed to support and guide policymakers, legislators, and officials in the ongoing challenge of innovating and transforming the educational and vocational training system, considering its structural limitations, increasing social risks, and emerging needs in contemporary society.