From dreams to business

This project arose as a result of a previous bilateral project, which originated from the participation of some members of the
Canarian organization in a training activity of the Canary Islands Government in which the learning methodology called
Flipped Classroom was discussed. We found it to be an interesting learning method that can be applied to non-formal and
informal contexts. On the other hand, we learned Howard Gardner's Theory of Multiple Intelligences (IIMM) in our
educational centers. And the fact is that the combination of both factors seemed to us an unbeatable path for employability
and entrepreneurship in these times of uncertainty and crisis that, yes, still remain in our countries.
Once the bases of the initial idea were developed, we did a new search for partners (in SALTO OTLAS), where we found a
new entity from Romania (since the one that participated in the previous exchange was dissolved) that accompanies us,
among others, in this partnership, in this adventure: in fact, in this partnership we all get involved on equal terms. And we
couldn't agree more with the relevance of the project, the methodology and the connection with our employability. So we
decided to take a step forward towards this new Erasmus+ project.
General objective.
To get various actors linked to the project (direct and indirect participants, promoting entities, organizations and public
institutions and their representatives) to turn the formal learning model around through the Flipped Classroom technique,
incorporating elements of non-formal learning with a focus on the Theory of Multiple Intelligences oriented towards our
employability.
The specific objectives of the project are:
• To energize and activate all participants through games and group dynamics.
• To know in detail all the activities of the week of activities, their methods and objectives, as well as the preparation work
that each partner has done.
• To agree on the security and risk prevention aspects necessary to have a smooth experience.
• To merge the multicultural partnership into a single homogeneous group with common objectives.
• To highlight the activities, interests, concerns and learnings of each organisation in the partnership.
• To measure the knowledge, skills, abilities and know-how acquired during the day.
• To end an intense day in a fun and entertaining way for everyone.
• To contextualise multiple intelligences (MII) as a vehicle for measuring and acquiring essential knowledge for
employability.
• To debate and reach consensus on the theory of the MII and to what extent they help to better identify knowledge oriented
to the labour sector.
• To identify good practices in the field of the project theme and to what extent they support the employability of young
Europeans.
• To get to know the local democratic authorities to value the rule of law and citizen participation.
• To incorporate new factors that modify the decision-making of politicians in matters that directly concern us young people.
• To give visibility, seek a greater multiplier effect and extend the impact beyond the local limits of the project.
• Develop linguistic and interpersonal skills and abilities related to argumentation, speech construction and the defense of
arguments for debate.
• Understand the traditions, habits, customs and tangible and intangible heritage of the territories represented.
• Learn to speak in public in English to express what we know, understand and feel about our dreams and personal projects.
• Simulate various experiences that we have had or that we intuit in real working life.
• Share a fairly informal time preparing an informal meal.
• Learn through practical observation of real experiences in a relaxed context of learning and calm debate.
• Learn about the possibilities offered by Erasmus+, DiscoverEU and CES to European youth.
• Learn to develop an "Erasmus+: Youth" project in a practical and enjoyable way.
• Acquire first-hand information from local society related to the theme of the project, as well as obtain valuable conclusions
from their perception of learning for life.
• Measure the knowledge, skills, abilities and know-how acquired during the project, as well as the practical aspects of the
project.
Capture the acquired skills, abilities and competencies in a recognized certificate