Vocational skills with purpose: embedding European values

This project kit shows how to integrate European values into vocational subjects, helping develop both technical skills and civic awareness among learners.

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Through interactive activities, learners explore the connections between their vocational studies and fundamental European values. At the end, pupils can demonstrate their work to highlight their skills and their understanding of these European values.

Objectives

Enhance communication skills
Foster collaborative learning
Connect learning to real life

Introduction of partners

Values in action

To start the project, teachers could ask learners to share one value that is important to them and briefly comment on its importance. Each post on the TwinSpace should include the learner’s name and country, as well as an accompanying image.

Orientation

Teachers can then use a slideshow to introduce European values and provide examples of how these values manifest in everyday life.

Teachers divide pupils into groups and assign each group a European value. The groups brainstorm how this value is shown both in everyday life and in their vocational field.

Each group can then create a visual map showing the connections between their assigned value and different vocational areas.

After completing the maps, the groups take a virtual walk to view each other’s work, and are encouraged to leave sticky notes with comments or questions on other groups’ maps.

Communication

To promote communication and collaboration among learners, teachers could allow them to select a project relevant to their vocational area and integrate a European value into its execution. Please see the examples below.

Culinary: learners focus on sustainable cooking practices that reflect the value of human dignity through fair trade and local sourcing.
Carpentry: learners design and construct furniture that is accessible to people with disabilities thereby promoting equality through inclusive design. They could also use sustainably sourced materials to emphasise environmental responsibility.
Information technology: learners develop a software application or tool that is focused on enhancing data privacy and security, such as an encrypted messaging app, and ensure that the project complies with GDPR and other relevant legal frameworks.
Graphic design: learners create a series of posters or digital graphics that support freedom of expression. They should research current issues related to this value and incorporate these insights into their designs.
Hospitality: learners develop a service plan for a multicultural event to highlight foods and customs from different European cultures, with a focus on accurate and respectful cultural representation and accommodation of diverse dietary needs.
Automotive technology: learners work on projects on integrating green technologies into automotive systems, such as hybrid or electric vehicle components, and explore how these innovations can contribute to environmental protection and the EU’s sustainability goals.
Textile and fashion: learners design a clothing line using ethically sourced and fairtrade materials to focus on transparency in the supply chain. They could also research labour conditions in the fashion industry and propose innovative improvements.
Media production: learners produce a short documentary film exploring how democracy functions within their community or region by interviewing local politicians, activists and citizens to gather different perspectives on democratic participation.

Collaboration

Output

A tangible product or service that demonstrates both vocational competence and the chosen European value. In case of limited resources (material, time, etc.), the designs and draft plans can be also considered valid outputs.

Evaluation & Assessment

Scoring-based assessment

Teachers should create a detailed scoring table that evaluates specific aspects of each project. This rubric could be shared with learners at the beginning of the project so they understand the expectations. Key areas to include in the scoring table might be:

how well learners have understood the assigned European value and incorporated it into their project;
the demonstration of vocational skills in creating the project output;
the originality and creativity displayed in their project solutions;
the ability to work effectively within a team and communicate ideas clearly;
the depth of reflection during the presentation.

Peer assessment

It’s a good idea to involve learners in assessing each other’s projects. This encourages critical thinking and allows them to learn from their peers. Teachers can provide them with a checklist or simplified rubric to guide their evaluations.

Feedback sessions

In structured feedback sessions, teachers and learners can discuss the projects in detail. Feedback should be constructive and focus on areas of strength and improvement, emphasising both vocational and values-based learning.

Follow up

Documentation via storytelling

Learners might want to create digital stories or videos depicting moments from the collaborative activities they completed during the project that highlight how European values contributed to their creativity. This could result in a digital portfolio or YouTube channel featuring their storytelling projects.

Dissemination

An (online/onsite) workshop would be an opportunity for learners to showcase their work to the invited school community (staff and other IVET learners), parents and representatives from the world of work. Learners could present their ideas via hands-on and interactive presentations to emphasise the practical applications of European values.

Additional information

Age from:

15
Age to:

20+
Difficulty:

Intermediate
Education type:

Vocational Education and Training

Vocational skills with purpose: embedding European values

Vocational skills with purpose: embedding European values

Additional information

School subjects

Vocational subjects

Key competences