What are the project results?
Result 1 Need analysis: Worse learning conditions usually also lead to an obstacle to the
development of skills. Therefore, the empirical analysis should also
consider which competencies of the target group require additional support.
The consideration includes the four core areas of professional competence,
methodological competence, social competence and personal competence.
Since this is a "modular further training to become an iLEAP Coach" for
teachers and company trainers, after the results have been evaluated, a
comparison is made with their previous knowledge.
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Module 1: In many countries, teaching activities are often equated with frontal
teaching. However, frontal teaching has the disadvantage that it often does not reach the students and does not respond to their individual needs.
On the part of the students, this not only leads to a certain skepticism towards the teacher, but also to a disinterest in the learning content.
The aim of vocational training is to develop professional skills. The
young people should be enabled to solve new, unforeseeable problems
and to cope with the challenges arising from the constant change in the
world of work. The training should therefore enable young people to
independently plan, implement and control concrete situations in everyday
work. However, this can only succeed if the trainees have the opportunity to
independently acquire knowledge, skills and abilities through discovery
learning. The basis for this is curiosity.
In this context, the role of the teacher changes from instructor to (learning
process) companion – and with it the hierarchy between teacher and
learner and their relationship.
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Module 2: Missed lessons, homework not done and concentration
problems do not necessarily have to be an indicator of disinterest and
rejection by the teacher. They can be rooted in many personal and family
problems. Especially young people from educationally disadvantaged
households have often not learned to communicate their wishes and needs
openly. Some of them already learn “violence as a means of expression” in the
family. Only if the teacher learns to recognize the true needs and wishes of the
trainees can they support them in a targeted manner and promote them in the
best possible way. It is all the more important that teachers who work with
educationally disadvantaged young people are trained in communication and
conflict management.
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Module 3: In general, all educational institutions involved in the project were able
to establish that the inequality of opportunity for students who come from
educationally disadvantaged households was further exacerbated during
the pandemic. The question that the teachers involved in the project are
asking themselves is how do I reach my slow learners and educationally
disadvantaged students despite digital lessons and how do I use digital tools
so that the learners benefit from them?
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Module 4: In most cases, bad results follow and in the worst case even the premature
termination of the training. If these failures are repeated in the course of
their educational biographies, this has a negative effect on the selfconfidence
and self-esteem of the participants. It is therefore important to shift
the focus from weaknesses to the competencies of your students and trainees.
Competencies include gifts, talents, skills and knowledge that lie dormant in a
person. The aim of the competency analysis is to systematically fathom these
hidden strengths, interests and inclinations, to record them and then to develop
them further. Appropriate methods of competence analysis can strengthen the
motivation and self-confidence as well as the self-esteem of the trainees.
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Result 6: The iLEAP handbook is a practical and accessible guide for supporting educationally disadvantaged young people.
Based on previous project results and partner experiences, it provides key insights into identifying and addressing educational disadvantage, coaching methods, and skill development. Designed for a wide range of professionals—including teachers, trainers, social workers, and parents—it is available in multiple languages and digital formats. The manual also serves as a resource for training future iLEAP Coaches, ensuring long-term impact and sustainability.
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