YOUNG TALENTS - CREATING NEW MULTICULTURAL BRANDS

Topic(s) addressed

• Creativity: The project involved artisan, interior design and business students creating new multicultural brands

• Learning together: cross-sectoral student groups, entrepreneurs, teachers, multidisciplinary approach

Target groups

• Students

• Teachers

• Entrepreneurs

Methodologies

• In YOUNG TALENTS ENGAGING LEARNING MODEL students learnt by acting as international entrepreneurs. 

• The pedagogical model supported competence-based learning in VET.

• During the project, business, artisan and interior design students from Finland, Spain and Holland established 6 companies in a mixed group. 

• The students developed their brands with coaching from experienced entrepreneurs. 

• The students ran the company and sold products in retail stores and in Young Talents online webstore.

Environments

Three different and equal learning environments were used in this project:

• school building (incl. workshops and normal learning at home schools), 

• Young Talents eLearning platform (eKampus) 

• companies established by students (incl. Young Talents webstore).

Teachers

• The project created YOUNG TALENTS COACH ACADEMY PEDAGOGICAL MODEL for teachers.

• European teachers from different countries learned to use new pedagogical tools reshaping the teacher’s role: from “a distributor of knowledge” to a supporting coach who works in collaboration with fellow teachers, companies and students.

• The teachers learn to operate in the “big picture” context of larger pedagogical structures and multidisciplinary modules moving away from the narrow perspective of their native subjects.

Impact

48 STUDENTS

• used a multidisciplinary approach and entrepreneurship skills in their VET studies

• They developed their learning skills through problem-solving activities

• Gained transferable skills including digital skills (incl. making of videos) 

• Were able to establish, brand and run a company in the international market 

TEACHERS

• managed to reshape the teaching model from a “distributor of knowledge” to a supporting coach.

SCHOOLS

• changed the pedagogical structure in the VET programme facilitating the re-allocation of economic resources. 

• The use of eLearning grew significantly.