Table 1 Description of European emotional programs in VET
Program | Country, promoter, period | Aim | Theoretical framework | Duration and contents | Instruments | Findings/effectiveness | |
|---|---|---|---|---|---|---|---|
POCOSE—Programa de Orientación en las Competencias Socioemocionales (Guidance Program for Socio-Emotional Competences) No website available | Spain Part of the research project “Orientación y desarrollo de competencias socio—emocionales a través de las prácticas en empresa”, financed by the Ministry of Education, (SEJ2004-07648/EDUC) Period: 2004–2007 | To train socio-emotional competences, applied within university practicums and internships in companies To encourage personal development and labor placement for students and recent graduates | Mixed models of Emotional Intelligence (Mayer and Salovey 1997) | 7 modules of 10 h, structured in 5 sessions of 2 h Each module develops one of the following competencies: emotional self-awareness, empathy, emotional regulation, motivation, assertiveness, teamwork and conflict resolution Each module specifies the objectives, contents, development dynamics, sequence of the sessions, materials used, and the most relevant bibliography (Repetto Talavera & Pérez-González 2007) | Pre- and post-test measurement with Socioemotional Competency Inventory (ICOSE) ICOSE entails two questionnaires: the first evaluates the importance that students attach to socio-emotional competences for their job performance; the second evaluates the degree of presence of these competences in students’ courses (Repetto Talavera et al. 2006) | No results available from the web | |
EL4VET—Teachers First: Using Emotional Literacy to Improve VET Teaching in the 21st Century | Bulgaria, Portugal, Cyprus, Czech Republic, Poland and the United Kingdom Supported by the European Commission’s Lifelong Learning Programme, and Leonardo partnership Period: 2010–2012 | To test a pilot program designed to support the development of teachers’ emotional competence | Ability EI (based on Saarni’s concept of emotional competence) | 3 modules for a total of 30 h Contents: Introduction to Teacher Emotional Competence; Teacher Emotional Competence and Education; and Development of Teacher Emotional Competence Attributes (Madalinska-Michalak 2015, p. 77) | Survey about teachers’ perception of usefulness of the training program and the transfer of the knowledge to the experiences in their workplaces (Madalinska-Michalak 2015, p. 77) Closed- and open-ended questions | Results (only from Poland, Madalinska-Michalak 2015): The participants of the pilot program perceived the program as relevant to their practice and their professional development. The development of emotional competence of the teachers affected the teachers’ practice | |
SELVET—Social and Emotional Learning in Vocational Education and Training | Germany, Hungary, Malta, The Netherlands, United Kingdom Supported by the European Commission’s Lifelong Learning Programme, and Leonardo partnership Period: 2013–2015 | To explore the application of SEL in several countries to provide a rationale for including such programs in VET | Not available, the program is based on SEL interventions | Several projects are reported and described in the SELVET report (Rácz et al. 2015) | Several projects are reported and described in the SELVET report (Rácz et al. 2015) | In the SELVET report (Rácz et al. 2015) there are several good practices concerning interventions on social and emotional competences, however no results about their effectiveness were found | |
Sozial kompetent—dual ausgebildet https://www.dlr.de/pt/desktopdefault.aspx/tabid-11212/16307_read-47649 | Germany German Federal Ministry for Economic Affairs and Energy, as part of the program “Promotion of social competence in dual training, especially for the integration of refugees” Period: 2017–2020 | To strengthen social skills and raise awareness of their importance among all the persons involved in VET to better integrate refugees (but not only) | Not available | 46 projects and networks, 12 of them are described in the report of the project (Bundesministerium für Wirtschaft und Energie 2019), but without specific information | Development and testing of 46 projects and networks Twelve of them are described in the report of the project (Bundesministerium für Wirtschaft und Energie 2019), but without specific information about the instruments | Development and testing of 46 projects and networks Twelve of them are described in the report of the project (Bundesministerium für Wirtschaft und Energie 2019), but without specific information about the effectiveness of the program | |