CIAPE - The Italian Centre for Permanent Learning

Aims and Network CIAPE is an Italian non-profit cultural association promoting lifelong learning in an innovative and inclusive way. CIAPE holds sound expertise in designing and carrying out training activities aimed at developing and validating soft skills, as well as the competences required in the future labour market. The organization works, on a daily basis, in synergy with more than 300 like-minded entities and organizations from all over Europe and beyond; indeed, CIAPE is: - Italian antenna of EPALE, the Electronic Platform for Adult Learning in Europe - member of the European Network of Innovation for Inclusion - member of the Rural Employability Network - member of the National Euroguidance Network (Italy) - member of the European Commission’s Pact for Skills - recognised European expert in Work Based Learning - coordinator of the European Network for Quality Apprenticeship - recognised European organisation for the training of trainers - designer of innovative ideas aimed at ensuring the accessibility of learning to multiple target groups, such as young students, seniors, professionals and groups at risk of social and professional exclusion - active member of CEDEFOP "European Qualifications Framework - Credit Transfer In VET" and of the "Quality Assurance in VET" communities - skilled in learning methods calibrated to learners’ exigencies and in the management of in-service training courses and sectoral study visits - involved in several Projects concerning entrepreneurial education, new job profiles, social inclusion and innovative learning tools (e.g. scenario design for mobile learning, gamified learning environments, MOOCs etc.) - experienced in EU, national and regional projects management (more than 60 EU projects since 2009) Main activities: 1. Coaching and mentoring CIAPE is engaged in designing and implementing individual and group coaching and mentoring sessions addressed to youngsters and adults (teachers, trainers, youth workers…), based on an innovative, inclusive and integrated approach made up of multiple methodologies and tools: • Non-violent communication • Storytelling • Humanistic coaching • Personal branding canvas • Prototyping Overall, the technique aims at combining individual vocation with talents in order to outline, in a participatory way, a strategy aimed at training the skills and attitudes identified as being the most effective and in line with the emerged desires, towards the professional and personal empowerment of individuals and groups. In details: The use of Non-violent communication allows people to discover their needs, while storytelling techniques help when it comes to communicate to the inner self and to others about personal projects. Humanism is a person-centred approach applied to coaching processes in a view to develop sustainable talents, perceived as satisfying for the person involved. Talents are chosen and are compatible with self-care and affection, and their sustainability arises from the harmony between individual motivation and attitudes. The satisfaction emerges hence from the sense of value and the relevance of the process in the individual’s perspective as well as in the relationship with others, being the personal branding co-created. Finally, the prototyping process is an effective way to transfer both transversal and job-related skills to learners in an innovative and engaging way. The technique proved to be successful towards high quality employment e.g. in the form of business models’ development through Lego Serious play, start-up, follow-up and innovative/green management of future-looking entrepreneurial initiatives (e.g. coworking start-up in European rural areas leveraging on tech, digital and/or green economy opportunities). The techniques can be used in a self-standing or integrate way. In both cases, participants will be able to shed light on what they want and what they can do, what skills and attitudes to invest in and which, among them, would most need to be trained. The satisfaction will emerge hence from the sense of value and the relevance of the process in the individual’s perspective as well as in the relationship with others, being the personal branding co-created in a very concrete way. 2. Train-the-trainer CIAPE proposes a further option, beyond the one directly targeting the final beneficiaries, is aimed at improving the replicability potential of the specific coaching approach(es) (see point 1) and consists in addressing trainers, youth workers, teachers, coaches and counsellors via ad hoc immersive sessions, in presence or via online classes. These sessions make professionals able, in the medium-long term, to systematically apply the innovative techniques learned, helping to raise awareness of peers around the person-centred coaching model, and to build lasting integrated approaches to coaching and mentoring for young people and adults. 3. New Skills for New Jobs CIAPE conducts researches, forecasts and prepares policy papers and recommendations about the new skills required by the future labour market, for a better professional integration of young people (namely the Generation Z and/or those living in rural areas) and adults, with a special attention to the implementation of equal opportunities for all in the access to the labour market. Major socio-economic and environmental trends (migration, population ageing, jobs’ automation, urbanization, climate change…), as well as unexpected health emergencies like the Covid-19, heavily affect the features of the economic system and stimulate young people and professionals to adapt their professional profile and professional perspectives in that sense. Crisis and major changes should be conceived as opportunities for specialization, re-skilling and up-skilling paths. In 2018 CIAPE has activated a service of video CV realization for the valorisation of transversal and technical skills and a better inclusion into the labour market. 4. EQF development The “European Qualifications Framework” (EQF) is a translation device making national qualifications more readable abroad in Europe. The common language among different systems is represented by the approach which is based on learning outcomes; this helps to strengthen the relevance of qualifications. CIAPE created EQFs for the following professions: European Youth Worker (2020); Co-working start-upper (2019); Sports and youth trainer able to promote gender equality (2018); Manager of small innovative tanning companies (2018); Work-Based Learning professional (2018); Entrepreneur of cultural systems (2017); Manager of small textile and clothing companies (2016); Health Services Manager (2015); Retail manager (2015); European business woman (2015); Hotel manager (2014); Restaurant manager (2014); Professionals for the sustainability of new technologies (2012). 5. Distance learning and Gamification CIAPE has been involved in the design of scenarios and methodologies for distance training courses based on the most advanced information and communication technologies for mobile devices, serious games, 3D worlds and virtual realities with learning purposes, targeting young people and/or adults. We apply gamified approaches and tools within training contexts with the aim of increasing the learners’ degree of involvement, motivation, thus further encouraging the achievement of the expected learning results. The tools we dealt with are aimed at targeting both young and adult learners. 6. Social researches CIAPE carries out specialized research reports for public and private organisations at regional, national and European levels. They are the result of a mix of field and second-level researches, integrated with major findings emerging from a structured dialogue with the main stakeholders. Fields: new skills for new jobs, innovative learning media, certification of informal learning, autobiographical methodologies, gender mainstreaming, diversity management. 7. Organization of study visits CIAPE is used to deal with the organization and management of study visits addressed to young people, adults at risk of social exclusion, policy makers, company top managers and representatives of public organisations about the benchmarking of best practices. In 2021 CIAPE gained the Accreditation as Coordinator of Mobility Consortia for adult learners within the Erasmus+ Programme. 8. European projects CIAPE holds a sound expertise in the coordination and management of national and international projects in partnership with training institutions, universities, research centres and public authorities. The European projects managed by CIAPE mainly refer to the following EU programmes: ERASMUS+, COSME, REC, AMIF. The more than 100 project carried out since 2009 have always been positively assessed, reaching a very positive social impact; some of them have been recognized as best practices by the European Commission. 9. EPALE Ambassador Two of the staff members of CIAPE are EPALE Ambassadors (https:/ec.europa.eu/epale/en/home-page). EPALE is an initiative of the Directorate-General for Education, Youth, Sport and Culture of the European Commission. It is a community for teachers, trainers, researchers, academics, policy makers with a professional role in adult learning across Europe. It is set up around the sharing of content related to adult learning, including news, blog posts, resources, and events. Thus, all the results produced will have a strong visibility at EU level. 10. Start-up and management of collaborative work environments In 2019 CIAPE gave birth to “The Apartment”, a parent-friendly co-working space for freelancers and professionals, based in Rome. It offers also co-baby services, organising laboratories for the development of social skills in kids according to the Scandinavian model. We are looking forward to share our self-entrepreneurial expertise and assist the start-up process of organizations and individuals. - - - More about CIAPE: www.ciape.it

About us

CountryItaly
ContactEleonora Perotti
E-mail addressciape@ciape.it
Type of organisation:Company
Sector of expertise:Other community, social and personal service activities
Current level of involvement in Vocational Excellence:Expert in definition of European Qualification Framework for new professional profiles and in Valorisation of prior learning experiences. Specialised in WBL, EntreComp and LifeComp frameworks.
Existing activities:C&P: Apprenticeships, Upskilling and reskilling
C&P: Business-education partnerships, Pact for Skills
C&P: Knowledge creation and dissemination
C&P: VET Internationalization strategies
T&L: Guidance and validation
T&L: Innovative curricula
T&L: Innovative teaching and learning methods
T&L: Life Long Learning continuum, Initial and continuing VET
Envisioned activities:C&P: Apprenticeships, Upskilling and reskilling
C&P: Business incubators & Entrepreneurship
C&P: Business-education partnerships, Pact for Skills
C&P: Innovation hubs & applied research
C&P: International VET campus/academies
C&P: Knowledge creation and dissemination
C&P: Skills competitions
C&P: VET attractiveness campaigns
C&P: VET Internationalization strategies
G&F: Bringing together all relevant stakeholders
G&F: Co-creating skills ecosystems
G&F: National and regional Skills governance systems
G&F: Sustainable financial models
T&L: Feedback loops and graduate tracking
T&L: Guidance and validation
T&L: Higher level VET and flexible pathways
T&L: Innovative curricula
T&L: Innovative teaching and learning methods
T&L: Learner centered excellence approach
T&L: Life Long Learning continuum, Initial and continuing VET
T&L: Professional Development of teachers and trainers
T&L: Staff and learner mobility and joint qualification
Type of partner(s) wanted:National Authority
Professional/ sector association
Regional Authority
VET provider
Priority countries for cooperation:Afghanistan
Åland Islands
Albania
Algeria
American Samoa
Andorra
Angola
Anguilla
Antarctica
Antigua and Barbuda
Argentina
Armenia
Aruba
Australia
Austria
Azerbaijan
Bahamas
Bahrain
Bangladesh
Barbados
Belarus
Belgium
Belize
Benin
Bermuda
Bhutan
Bolivia (Plurinational State of)
Bosnia and Herzegovina
Botswana
Bouvet Island
Brazil
British Indian Ocean Territory
Brunei Darussalam
Bulgaria
Burkina Faso
Burundi
Cabo Verde
Cambodia
Cameroon
Canada
Cayman Islands
Central African Republic
Chad
Chile
China
Christmas Island
Cocos (Keeling) Islands
Colombia
Comoros
Congo
Congo, Democratic Republic of the
Cook Islands
Costa Rica
Côte d'Ivoire
Croatia
Cuba
Cyprus
Czechia
Denmark
Djibouti
Dominica
Dominican Republic
Ecuador
Egypt
El Salvador
Equatorial Guinea
Eritrea
Estonia
Eswatini
Ethiopia
Falkland Islands (Malvinas)
Faroe Islands
Fiji
Finland
France
French Guiana
French Polynesia
French Southern Territories
Gabon
Gambia
Georgia
Germany
Ghana
Gibraltar
Greece
Greenland
Grenada
Guadeloupe
Guam
Guatemala
Guernsey
Guinea
Guinea-Bissau
Guyana
Haiti
Heard Island and McDonald Islands
Holy See
Honduras
Hong Kong
Hungary
Iceland
India
Indonesia
Iran (Islamic Republic of)
Iraq
Ireland
Isle of Man
Israel
Italy
Jamaica
Japan
Jersey
Jordan
Kazakhstan
Kenya
Kiribati
Korea (Democratic People's Republic of)
Korea, Republic of
Kuwait
Kyrgyzstan
Lao People's Democratic Republic
Latvia
Lebanon
Lesotho
Liberia
Libya
Liechtenstein
Lithuania
Luxembourg
Macao
Madagascar
Malawi
Malaysia
Maldives
Mali
Malta
Marshall Islands
Martinique
Mauritania
Mauritius
Mayotte
Mexico
Micronesia (Federated States of)
Moldova, Republic of
Monaco
Mongolia
Montenegro
Montserrat
Morocco
Mozambique
Myanmar
Namibia
Nauru
Nepal
Netherlands
New Caledonia
New Zealand
Nicaragua
Niger
Nigeria
Niue
Norfolk Island
North Macedonia
Northern Mariana Islands
Norway
Oman
Pakistan
Palau
Palestine, State of
Panama
Papua New Guinea
Paraguay
Peru
Philippines
Pitcairn
Poland
Portugal
Puerto Rico
Qatar
Réunion
Romania
Russian Federation
Rwanda
Saint Barthélemy
Saint Helena, Ascension and Tristan da Cunha
Saint Kitts and Nevis
Saint Lucia
Saint Martin (French part)
Saint Pierre and Miquelon
Saint Vincent and the Grenadines
Samoa
San Marino
Sao Tome and Principe
Saudi Arabia
Senegal
Serbia
Seychelles
Sierra Leone
Singapore
Slovakia
Slovenia
Solomon Islands
Somalia
South Africa
South Georgia and the South Sandwich Islands
Spain
Sri Lanka
Sudan
Suriname
Svalbard and Jan Mayen
Sweden
Switzerland
Syrian Arab Republic
Taiwan, Province of China
Tajikistan
Tanzania, United Republic of
Thailand
Timor-Leste
Togo
Tokelau
Tonga
Trinidad and Tobago
Tunisia
Turkey
Turkmenistan
Turks and Caicos Islands
Tuvalu
Uganda
Ukraine
United Arab Emirates
United Kingdom of Great Britain and Northern Ireland
United States Minor Outlying Islands
United States of America
Uruguay
Uzbekistan
Vanuatu
Venezuela (Bolivarian Republic of)
Viet Nam
Virgin Islands (British)
Virgin Islands (U.S.)
Wallis and Futuna
Western Sahara
Yemen
Zambia
Zimbabwe
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Center of Vocational Excellence