<< Background >>Since the COVID-19 crisis, schools have observed a rise in student anxiety, reflected in academic difficulties, lack of self-confidence, uncertain outlooks for the future (eco-anxiety, instability), and deteriorated social relationships (loneliness, bullying). This situation complicates the educational mission, both in terms of learning and personal development. Refusing to accept this state of affairs, we launched this project to strengthen the human dimension of the school and to give students a greater sense of responsibility.We identified the need to develop practices that foster autonomy, initiative, and commitment, while encouraging collaboration between primary, middle, and high school to facilitate transitions. This project is also part of a European dynamic (France, Italy, Portugal, with input from Denmark), promoting the exchange of practices and pedagogical innovation, within an inclusive and environmentally-friendly approach..<< Objectives >>Our main objective was to improve well-being at school, in a context marked by a deteriorating school climate. We wanted to show that by modifying the posture of teachers and students, it is possible to transform everyone's place in the school.By establishing less hierarchical but still respectful relationships, we hoped to encourage profound and lasting changes in attitudes. The European dimension, made possible through collaboration among our four countries, allowed us to share perspectives, enrich our practices, and strengthen our sense of belonging to the educational community. We wanted to enhance the value of every member of the school and prove that trusting, listening to and empowering students, combined with openness on the part of teachers, has a positive impact on the school climate, everyone's well-being and collective success.<< Implementation >>As part of our project, we rethought the student-teacher relationship to enhance the role of each individual within our nine schools. Activities focused on three main themes: connecting with oneself, with others, and with the environment. We implemented innovative teaching methods fostering creativity, self-confidence, and stress reduction. Students were encouraged to express themselves, take initiative, and collaborate in a climate of tolerance. Special emphasis was placed on responsibility, oral expression, and argumentation.The project also had a strong inclusive dimension, with particular attention given to supporting our most vulnerable students and ensuring that everyone could benefit fully from the activities.The European dimension enabled us to carry out intercultural activities with partners from three countries, strengthening the sense of belonging to a European community. We also used digital tools, music, theater, and art to develop self-expression, cohesion, and cultural openness. Finally, concrete actions raised awareness about respect for the environment, encouraging eco-friendly behaviors for a more sustainable school environment.<< Results >>Several concrete achievements have been accomplished. We created a collective STORYTELLING project that presents our vision of the ideal school, including an introduction to our institutions and, in the form of DOWNLOADABLE FILES, concrete proposals for transforming teaching practices for the benefit of students.An ESCAPE GAME on the theme of the environment was designed to raise students’ awareness of ecology and encourage their engagement. We also produced an original SHOW, bringing together 81 students from four countries, entitled “THE LAST JOURNEY OF COMENIUS,” which highlighted Europe, tolerance, cooperation, and creativity. These activities strengthened student involvement, improved the school climate, and enabled some students to move from the status of “underachiever” to that of an engaged participant in their education. The entire project promoted tolerance, cultural openness, and a positive dynamic within the partner institutions.

BackgroundOn the one hand there is the ever-accelerating digitalization that fundamentally changes the competences needed for employability and active participation as citizens.On the other hand, recent research shows that students’ mind- and skills-sets do not comply with these requirements. They do have most unrealistic aspirations about the world of work and they are used to being taken care of in every aspect of their lives. Flexibility, mobility and open-mindedness, creativity, commitment, courage to experiment and learning from mistakes, as well as the willingness to make extra efforts can barely be found anymore. The upper secondary vocational education program European Business Baccalaureate Diploma (EBBD) can contribute considerably in order to bridge this gap by providing learning opportunities where students can acquire necessary competences, attitudes and realistic aspirations and by fostering excellence.ObjectivesThe main objectives are -updating the qualification by implementing the Digital Competence Framework for Citizens 2.1, Digital Competence Framework for Consumers, Entrepreneurship Competence Framework (all 2016), Council Recommendations for lifelong learning and Reference Framework of Competences for Democratic Culture (2018)-creating close links to world of work, thus promoting realistic professional aspirations based on authentic role models and keeping EBBD aligned to future requirements-informing/counselling students/their parents when choosing educational pathways-increasing the possibility of implementing EBBD in more European countries by making it more flexible, i.e. creating Learning Units (learning outcomes, knowledge, skills, attitudes, assessment according to ECVET and possibly credits)-further disseminating EBBD in EuropePartnershipPartners responsible for the development and future sustainability of EBBD, for (re-)accreditation of EBBD institutions and co-ordinators of regional/national EBBD networks:- EBBD e.V.- EBBD institutions represented in the Steering Committee of EBBD e.V.Institutions from European Countries where EBBD is not implemented, yet.(Associated) partners from the world of work and other stakeholders who can provide one or more of the following contributions to the project:-expertise with regard to the competences needed in the future-the feedback on how EBBD graduates match these requirements-cooperation with EBBD providers which will bring work-life closer to the students (high-quality internships, practical work-life experiences in projects, workshops, simulations etc.)-further disseminate EBBD (students, parents, companies, other stakeholders)ActivitiesAccording to the project’s objective activities will concentrate on the following:-developing modular learning units (learning outcomes, knowledge, skills and attitudes, assessment criteria according to ECVET-cross-checking LU with (associated) partners from the world of work regarding their relevance for the future. -collecting and compiling best practice examples in guidelines for (prospective) accredited EBBD institutions (creating links to the world of work, increasing elements of work-based learning (WBL), contacts with authentic role models, in particular EBBD graduates, counselling/ guiding students and parents)-developing information strategies, including a cohesive social media strategy-organizing EBBD conferences as platforms for exchange and improving links to stakeholdersResults and impactAfter completing the project, we expect to have-a redesigned/modernized EBBD in modular learning units. -guidelines that describe structures and strategies as well as best practice examples, that together enable EBBD institutions to create closer links to the world of work. -a strengthened EBBD network that helps keeping standards and aligning future developments of EBBD in all countries offering the qualification. -a new accreditation tool that is adjusted to the new learning units and facilitates the accreditation.Envisaged impact:- EBBD becomes a brand for high-quality vocational education- better guidance of students/parents regarding career choices- more realistic job aspirations- increased competences and employability of students- closer links to the world of work and other relevant stakeholders- better qualified applicants for companies and - more competent and committed European citizens- transfer of experiences and results to other Joint European QualificationsLonger-term benefits:By incorporating the recent European frameworks into EBBD their implementation in the European Education Area will be promoted within the participating organizations and all (prospective) EBBD institutions. EBBD will strengthen the development of a European identity of students (and their parents), their teachers, the EBBD colleges and other stakeholders.