Refences Competencies for life

Project References

In the last few years, RPIC-ViP has successfully run several projects, amongst them:

CL@SS - Competences Learning at Secondary Schools

Today there is no any doubt that social skills are vital for the quality of future workforce and that these competences should start developing from school level.

The project will provide a new high effective innovative model of teaching that will develop students` soft skills and make the subjects classes more interesting and attractive for children. This approach will stimulate their creativity and motivation. This can positively influence their pro-activity and results. In addition, it will develop competences (professional and social), motivation and self confidence of teachers.

Project - Effective school management (ESM)

RPIC-ViP has participated in this project jointly with the Regional Body for Continuous Education of Teachers and Information Centre at NovĂ˝ JiÄŤĂ­n. The rationale behind it is to respond flexibly to the changing needs of school principals during a period of flux, when the national curricula are being updated and changed substantially. At the same time, there are regional developments under way, affecting the economy and society at large. That is why school principals and their teams need to brush up on and/or acquire new, skills to stay on top of the processes they have to manage.

SOCOPOL project

The project's goal has been to create and promote an integrated system for training and development of social competencies suitable for police officers and the staff of other public as well as private law-enforcement agencies attached to Ministries of Interior. A transfer of innovative methodologies from the Czech Republic to Bulgaria and Turkey has been taking place.

SOS.NET project

This project addressed the dearth of social competency training programmes in secondary education, and five countries (Czech Rep., Portugal, Romania, Bulgaria, and Turkey) took part in it. Over the period of two years, 63 teachers were exposed to specialised training to acquire the know-how on how to “teach” soft skills. Over 1,100 students throughout the partner countries were then subject to a pilot programme, resulting in six full sets of didactic tools for social skills recognition and training. Thanks to an online, multilingual diagnostic platform, students, teachers, and general public can now test the quality of their social skills. Teachers are able to use the project's output and apply new methods in the classroom to everyone's advantage.

Project – Support of VET at secondary schools

Between November, 2008, and May, 2011, RPIC-ViP cooperated with 14 secondary schools in the Moravian-Silesian region on this project.

One of the main goals was to boost the motivation of grammar school students to get involved with technical subjects; this would be a key factor for the development of specialised education, at the same time improving the quality of delivery.


This project was focused on soft competencies assessment and the development of potential entrepreneurs, using the results of two previous LdV projects, ASTRA and CECE.

Employer to Employee (E2E)

This is an EU Grundtvig-funded Partnership Project that brings together five organisations from four EU countries. Our E2E partnership has set itself a clear, simple aim: to identify, document, and disseminate best practice on approaches to engaging older people in Enterprise Education.


ANGELIE builds on the significance of key competencies in Europe, and includes the development of social and civic competencies, inter-cultural and entrepreneurship skills.

The goal is to develop new skills and behaviour at workplaces and in social life - life skills, which promote coexistence and cooperation among all the people. The project specifically focuses on sustainable improvement of "inter-cultural, entrepreneurship, and social skills of the civic society".


MAPPED – Method for Advanced Professional and Personal ePortfolio Development

The project has provided an ePortfolio as a method for advanced personal and professional development in lifelong learners and knowledge workers while planning, developing, and recognizing learning achievements.

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