Background

In the operational context, innovative problem solving is increasingly developed in projects, where the realization is secured by project management (PM). A study by DB Research (2007) predicts the project economy a share of 15% of

the added value in 2020. So far, this development

has been given only little attention in vocational

education. To facilitate the implementation of PM

in schools, the University of Bremen and the GPM

(German Association for Project Management)

have developed a teaching concept which has

been successfully implemented in vocational education

in the federal state of Bremen. In the context

of vocational education PM is both content

(project management) and form (project teaching

and learning) to secure the quality of project

learning.

 Project management is an integral part of the working reality. This refers to both elder and younger employees. Project management seems to be an important part to prepare young people for their future work environment, especially the possibility to work and to learn in a self-organized way is highly topical. On the contrary to this there are hardly approaches or materials for a vivid and systematic learning of project management. The guide “Project Management – Setting the Standards”, developed by Prof. Dr. Michael Gessler (Universiy of Bremen) and Jürgen Uhlig-Schoenian (Federal Institute for Schools, Bremen) delivers a practice oriented approach to learn organizational knowledge, to foster team competences as well as a sense of responsibility and the possibility to make real experiences with further working practice in the aspired vocational sector.

This project, in which France country is involved and the French outcomes will be discussed in the paper, is embedded in a preparing structure, which includes the investigation of the interest of education policy in project management within the partner countries, the training of teachers as well as the adaption of didactic and methodological concepts.

This PM methodology is innotive in several ways. Beyond technical and methodological skills, In this paper, will be investigated the the innovative side of  the PM : the development and evaluation of the emotional capital of the learners. The emotional Capital is the “set of resources (emotional competencies) that inhere to the person, useful for personal, professional and organizational developments which contribute to social cohesion and personal, economic and social successes”(Gendron,2008, p.7).”

in this paper will be presented the outcome of the PIA2 PM implementation in France in regards with the development of the learners Emotional Capital (EC). This concept of emotional capital is derived from the field of emotional intelligence and management sciences combined with an economics, sociological and psychological approaches, which won the 2006 Louis Cros Prize of the French Academy of Moral and Political Sciences. EC, referring to a set of emotional competencies (social and personal skills), is essential to enable human capital formation, and crucial for individuals for its accumulation and, its optimal exploitation and people well-being at work as well. Those emotional competencies are essential in the new contexts and changes in teaching as students attitudes and the environment has changed. This set of emotional competencies constituting their Emotional Capital become professional competencies to face these new challenges of teaching and training jobs.

Adam (2012), Project management as an instrument with reference to workenvironment for development and assurance of education quality in the vocational education (DE/12/LLP-LdV/TOI/147520) http://www.adam-europe.eu/adam/project/view.htm?prj=9767 Gendron B. (2010), “Competence development through workplace learning: the case of the French Vocational Baccalauréat”, Chapter in Rediscovering Apprenticeship, F. Rauner and E. Smith (eds.), London: Springer, p. 7-18. Gendron B. (2009), Du leadership à l’agent de changement de l’enseignant(e) ou du personnel éducatif : les compétences émotionnelles comme compétences professionnelles, in Leadership et compétences émotionnelles dans le changement en éducation, Collection Education & Recherche, Québec : Presses de l’Université du Québec, p.35-44.