STePS pioneers approaches to formal and non-formal learning to enable personal growth as well as inclusive and sustainable change in organizations and territories. To this purpose STePS elaborates and manages demand-driven projects aiming at the empowerment of individuals through personalized, collaborative and participative forms of learning. We favour equitable learning opportunities by using museum, libraries, theatres, gardens and even supermarkets as alternative learning environments but we do not renounce fundamental activities like proper training need analysis, assessment and validation of competence.
We actively participate into programmes of the European Commission, to answer the regional, National, European policies and strategies in the field of education, culture, innovation, social policies, starting up and realizing projects which contribute to favour employment, professional growth and career, territorial and economic sustainability, social cohesion.
In particular our projects deal with different sectors and topics, going from the language learning to the empowerment of skills, from the professional qualification of the teachers to the analysis of new learning methodologies, from the integration of the weak target groups to the cultural and tourism promotion of the European regions.
STePS is involved in the following projects:
REAL LIFE is an Erasmus project that promotes the use of serious games for education in prisons and for disadvantaged groups with the final scope to reduce the recidivism of prisoners. Training skills in a safe and virtual reality will help prisoners to function in real life and enhance their sense of initiative. The objective is to develop an innovative tool, the RealLife game with a certificate that validates informal learning.
EDUTEACH intends to design, test and implement a modular training program adapted to the needs and interests of those responsible in education and care for young children (0-6 years) across Europe. The set of individual project includes the development of a series of interactive, media-enriched learning modules; the establishment of a database including digital learning material in 8 European languages.
URBAN GReen Education for ENTteRprising Agricultural INnovation – is a project that encourages pioneering business-oriented initiatives on Urban Agriculture. The project aims at encouraging pioneering business oriented initiatives on Urban Agriculture based on knowledge exchange, mutual cooperation and innovation as to meet the global demand for urban green innovation (environmental technologies, eco-friendly products and services, and healthy food).
ETHIKA – Ethics and values education in schools and kindergartens – wants to foster critical thinking skills in children putting it at the center of a straightforward, easily implementable teaching strategy. The aim is to strengthen the ethical thinking in school and pre-school education and to convey the charm of being critical thinkers and citizens open to dialogue to young people.
CREATIVE MUSEUM is a three-year Strategic Partnership running from 2014-2017 funded by the Erasmus+ programme to explore the connections between cultural organisations and their communities, and identify good practice about new creative experiences in museums using digital technologies. STEPS role: Evaluation and monitoring.
PRIMEDIA is a Grundtvig project to identify current good practice in the application of ICT & multimedia in offender learning. The network leaded by the College of Teachers (UK) has more than 15 international partners. STEPS role: WP leader dissemination and website – www.pri-media.org
HELP – Healthy Teachers and Professionals in Education aims at supporting teachers to cope with stress management and stress prevention. The project’s aim is to develop and implement an internet based interactive and appealing training programme that supports teachers and shows them how stress can be tackled at an indidual level by the means of e-counseling – www.help.odl.org
KNORK – promoting Knowledge Work Practices in Education coordinated by University of Helsinki (FI) develops and tests pedagogical methods, supportive ICT tools and teacher training models to improve these competencies and practices in secondary and higher education applying the “trialogical” learning approach that defines principles for sophisticated collaborative knowledge creation practices.
Roberto Righi is the President of Steps srl, and has been working since 1997 in projects financed by the European Commission as researcher, designer and project manager within programmes such as Lifelong Learning, Erasmus Plus, Territorial Cooperation, Tempus, e-Ten, Interreg, Equal, RD Framework Programmes, etc. More specifically Roberto is engaged in themes regarding education and learning methodologies (in particular e-learning), labour market analysis, recognition of competencies, territorial cooperation, development and promotion of tourism, valorization of cultural heritage, social inclusion. Roberto collaborated with private and public institutions, as project manager, expert in evaluation and monitoring, survey and research, etc: University of Bologna; Emilia-Romagna Region; ERVET, regional development agency; COFIMP, training centre for SMEs; AMITIÉ srl, centre for research in training and education.
Francesca Magrefi works as researcher and project manager in many different EU funded projects, since 2003. Her main activities include design, research, management, coordination and monitoring of national and transnational activities in the fields of Education & Training, Social Inclusion and Cultural Heritage. She has been also in charge of dissemination activities, marketing and public relations, as well as of project evaluation and monitoring. Francesca’s main fields of interest are related to adult learning, informal and non formal education, key competencies acquisition, with a specific focus on fostering inclusive, participatory and sustainable innovation processes, through the active involvement of different actors and stakeholders. She has participated as expert in science education in several international conferences and congresses and recently joined the International Advisory Board of the INTED Conference 2015 (Technology, Education and Development). Francesca regularly cooperates with various private and public institutions and organizations, including the Research Centre in Urban Environment for Agriculture and Biodiversity (ResCUE- AB) and the Department of Agricultural Sciences (University of Bologna).
Svenja Pokorny started to work in a sectorial University-Enterprise Training Partnership approved by COMETT in 1994. Her first position was that of an assistant to senior researchers. From competence and training need analysis her area of responsibility soon extended. The focus of her research has been on various open and distance learning issues like on-line assessment, on-line learning environments, ODL learning materials. In 1999 she moves to Rome for one year to contribute to the constitution of the observatory of social inclusion within ISFOL, the national research body for Vocational training and Labour. From 2000 on she has been working as European project manager in European programmes concerning: business, culture – education youth, employment and social rights, regional and local development. In parallel she is taking part in several technical assistance units working throughout Italy for local Governments.