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The CVE project

The CVE project

Education and training have an important place in the Lisbon strategy for career development and career chances. As part of this overall strategy, the Council set out broad common objectives for the education and training systems of the EU. This has been done through the Education and Training 2010 work programme launched in 2001 and its follow-up, the Strategic Framework for European Cooperation in Education and Training (ET 2020) adopted by the Council in May 2009.

There is wide agreement that our future prosperity depends acutely on increasing the skills and knowledge of the working population. The curriculum changes now being introduced engage employers to help young people develop the personal skills that allow them to prosper in the new economy and achieve more by exposure to different and potentially more motivating styles of learning.

Corporate Volunteering - CVE Project

In the fast-changing world teachers are expected to prepare students for jobs that do not yet exist. By working with employers, teachers can ensure that they help their students receive the most up-to-date knowledge and experience of the working world as possible.Opportunities to work with employers will give students insights into the types of skills that are needed in the workplace both generically and specifically.Involvement of employers in the curriculum will allow students to develop their functional skills and personal learning and thinking skills with closer reference to the requirements of employers.

The CVE partners of this European project believe in the benefits to gain from implementing corporate volunteering actions especially when it fosters a close relationship between schools and the world of work. As such, the CVE Training Kit aims to be an important tool for the implementation of corporate volunteering actions in schools and it has been developed as the result of the combination of: (1) the needs analysis of the trainers, teachers of teachers, school leaders, teachers and other personnel in secondary schools regarding information about possibilities of cooperation between the world of work and schools, (2) the expertise of each partner and their collaborative efforts, and (3) the results from the piloting process that took place in the partner's countries.  


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