This report was produced at the end of the ArtS project and describes all the outputs and outcomes.

You may find the report here.

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This is the first out of three national reports that maps the Spanish CCS sector potential and skill shortages. It also categorizes the professional profiles using the EQF framework in preparation for the application of the ECVET framework.

The report’s contents are:

• Overview of current trends and challenges for the CCS
• Current skills needs
• National education and training provisions
• Future forecasts

Annex: classification of the CCS professional profiles under the EQF Framework

You may find the report here.

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This report maps the CCS sector potential and skill shortages in Greece. It also categorizes the professional profiles using the EQF framework in preparation for the application of the ECVET framework.

The report’s contents are:

• Overview of current trends and challenges for the CCS
• Current skills needs
• National education and training provisions
• Future forecasts

Annex: classification of the CCS professional profiles under the EQF Framework

You may find the report here.

This post is also available in:
Spanish Greek Italian

This report maps the CCS sector potential and skill shortages in Italy. It also categorizes the professional profiles using the EQF framework in preparation for the application of the ECVET framework.

The report’s contents are:

• Overview of current trends and challenges for the CCS
• Current skills needs
• National education and training provisions
• Future forecasts

Annex: classification of the CCS professional profiles under the EQF Framework

You may find the report here.

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Spanish Greek Italian

The questionnaire template has been carefully designed to respond to the question ‘how vocational training can prevent and reverse the current skills shortages in the CCS in each consortium country’. The contents of the template were specified during the kick-off meeting in Athens and include information on both labour skill shortages and the tools that could be used to avert it (pedagogical, educational and ICT). The template adapted to the specificities of the six different subsectors:

a) Craft

b) Cultural Heritage

c) Visual arts

d) Literary arts

e) Performing arts

f) Audiovisual & Multimedia

The template consists of multiple choice and open-ended questions. It is designed in a way that creates the possibility to investigate the commonalities and differences in the perceptions on skills shortages per region, country, subsector and type of actor. For the six (6) questionnaires (one per subsector) in four (4) languages – Spanish, Italian, Greek, English – please, click here.

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The report quantifies the needs of the CCS labour market. It (cross)tabulates, interprets and discusses the needs assessment survey results. Its objectives are to clearly illustrate a) the labour market needs in the sector in general and in the three consortium countries/regions in particular and b) the target group’s training needs and pedagogical preferences. Its findings are annexed to the more comprehensive ‘Mapping the Competences of the Cultural and Creative Sectors’ Study (Deliverable R2.6.)

You may find the report here.

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The study specifies the training and certification needs for the target group in the participating countries. It synthesises, analyses and compares the information provided by the three national reports (R2.1. to 2.3.) and the needs assessment analysis of the respective labour markets.

The study concludes with specific recommendations on linking learning outcomes with qualifications that match the labour market needs and which were used in the design of the curricula, certification and assessment, according to the ECVET requirements.

The study is structured as follows:

• overview of the Cultural and Creative Sectors (CCS) current trends and occupational standards;
• overview of the CCS occupational standards in Greece, Italy and Spain (based on national reports and the needs assessment survey);
• anticipated short and medium term changes (based on national reports and the needs assessment survey);
• definition of specific occupational standards per cultural and creative subsector;
• new trends and best practices in education and training for the CCS;
• how to link occupational standards with learning outcomes.

You may find the study here.

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This report presents the strategy of the ArtS team for developing its curricula using EQF/ECVET. It builds upon existing experience and the feedback by the partners.

You may find the report here.

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The report presents the results of the cooperation of the partners regarding the application of EQF/ECVET system to the ArtS programme and is structured as follows:

• Connection of learning outcomes with labour market skills requirements
• Analysis of learning outcomes and allocation of ECVET points
• Definition of the assessment criteria

Validation and certification of the learning outcomes.

You may find the report here.

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The report presents the pedagogical tools and methodologies that the ArtS project employs for the effective training of the target group. The tools and methodology were carefully chosen so that they could match the target group’s specific needs.

You may find the report here.

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This result consists of teaching material for nine different modules. Their choice and development was performed with care and attention to the target group’s needs.

Performing Arts

Literary Arts

Audiovisual & Multimedia

Cultural Heritage

Networking/Digital & Media Communication

Crafts

Business & administration / management

Entrepreneurial Skills & Social Entrepreneurship

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This guide provides a detailed description of the ArtS training modules, teaching methods and assessment criteria. It includes a programme description, the presentation of the different modules and a description of the units of each module.

Each unit is described as follows:

1. title of the unit; title of the Qualification;
2. EQF Level for qualifications; NQF Level for qualifications;
3. ECVET points allocated to qualifications;
4. Learning outcomes description for the Unit (including skills, knowledge, competence);
5. ECVET points for the Unit;
6. the procedures and criteria for assessment of the units of learning outcomes;
7. the validity in time of the unit, where relevant.

according to RECOMMENDATION OF THE EUROPEAN PARLIAMENT AND OF THE COUNCIL of 18 June 2009 on the establishment of a European Credit System for Vocational Education and Training (ECVET).

You may find the report here.

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This guide is a trainer’s compendium to the programme. It includes practical information about the modules, how they relate to the learning outcomes and how trainers can make the most out of the teaching material. It is available in all consortium languages plus English.

You may find the report here.

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Similarly to the trainer’s guide above, the trainees’ guide provides target-group-artists all the necessary practical information for the successful completion of the programme.

You may find the report here.

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This guide describes:

• the contextual and technical specificities of the platform,
• the tools that were used and
• how those match the project’s objectives.

You may find the report here.

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The career section of the portal comprises the following material:

Career ArtS: a welcome note to the trainees and explanation of the objectives of the section

Live and work in the EU and ArtS countries: a practical guide of the living and working conditions in the EU in general and Greece, Italy and Spain in particular. It also informs trainees that the programme has a pool of potential employers/collaborators at their disposal.

How to look for a job or internship: a guide for a successful job hunting in the EU and the three consortium countries that can be extend to more countries.

How can you write CV and Cover Letters: this section focuses on the format and information that matches the target group’s specific needs.

Contact us for career guidance: this subsection encourages trainees to contact the person appointed responsible for career guidance in each VET.

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The virtual forum enables users to interact with each other and participate in group activities through avatars. It is open to all and compatible with the popular social networks, so as to reach and connect the biggest number of persons possible from the international artistic community.

In order to access the ArtS Forum, please, click here.

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This sector includes information on:

• Funding opportunities in the EU
  • Funding opportunities in Spain
  • Funding opportunities in Greece
  • Funding opportunities in Italy
• Funding opportunities in the world
• How to apply for funding
• Tips

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The questionnaire is an online tool that allows for the assessment of the applicant trainers’ suitability to the post.

You may find the questionnaire here.

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The questionnaire is an online tool that evaluates the applicant trainees’ commitment to the training programme objectives and their equality of opportunity in participating in transnational projects.

• You may find the questionnaire here.
• You may find the questionnaire here.
• You may find the questionnaire here.
• You may find the questionnaire here.

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The toolkit contains different types of evaluation techniques (e.g. questionnaire, interviews and observation) in order to assess the delivery of the training seminars by both the trainers and the trainees.  Its findings informed the report on programme delivery (see below) and the subsequent programme revision as well as the project evaluation report.
ArtS dissemination portfolio includes flyers, a poster, templates for short articles about the project. The material was created in such a way that its content could be easily used in 4 languages.

The leaflets can be found here.

The poster can be found here

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An online newsletter informing stakeholders about the project activities was distributed in months 6, 12, 18, 24 and 30 in partner languages and in English through the project website.

You may find them here:

• 1st Newsletter
• 2nd Newsletter
• 3rd Newsletter
• 4th Newsletter
• 5th Newsletter

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This post is also available in:
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