The Next Step4-SFC project

All sectors of activity, players in training and socio-professional integration agree on the relevance of “behavioral know-how” in a professional situation – commonly called “soft skills” in learning pathways. The impact of the health crisis has brutally reshaped our world of work. Everyone had to reinvent themselves, demonstrate adaptation and responsiveness. This insecure context, which has forced us to withdraw into ourselves, has also engendered, as a reaction, an increased need for networking, cooperation and social contact, and this even more strongly for people with fewer opportunities. such as low-skilled job seekers and adult learners far removed from employment. It changed learning and highlighted the importance of continuing education and access to distance learning for all.

Project display

Integrating and recognizing behavioral know-how in training and socio-professional integration courses. 


All these new emerging needs have been taken into account to continue the work on behavioral skills undertaken in our previous Erasmus+ projects "OPC-SFC", "Step4-SFC" and to provide operational responses by promoting interdisciplinarity, inclusion for those involved in training, socio-professional integration and for job seekers who will also be able to promote and have their non-technical skills recognized through hybrid courses, whether face-to-face or remotely.
In these courses, the idea is to integrate all the resources as well as the new developments of the Next Step4 project.


Particular importance will be given to the pooling of both human and material resources, to collective recognition, to reflexivity as a key skill and to the establishment of an ecosystem. 
It will materialize with the creation of an SFC Lab: a third place of collective intelligence (multi-operators, multi-disciplinary) to build answers to issues related to soft skills/SFC in a professional context.
You will find equipment and educational resources that will make it possible to develop responses related to the discovery, practice, training, support and recognition of soft skills/SFC.


It will allow to:

  • link a maximum of human and material resources related to the theme of behavioral skills in paths of discovery, experimentation, practice and support.
  • co-construct answers to the problems of behavioral know-how / soft skills.
  • integrating a new learning dynamic that meets the needs of the job market.

Behavioral skills are recognized as transversal skills, even universal, all business sectors and countries combined.

It is therefore relevant, even necessary, to situate the exchange of practices and the development of tools at a transnational level and to extend it to a mixed training-enterprise partnership. The sector-based approach will be ensured by integrating businesses into the educational reflection, and the Portuguese partner will bring an intergenerational dimension and knowledge of small and medium-sized businesses, which will support this global and complementary approach.

This project follows the integration of training for trainers in the programs of partners who denounce the lack of educational tools to work and develop soft skills with their learners.

The idea of the project is therefore, starting from the OPC-SFC methodology, made up of 4 stages, to develop educational activities. It reinforces and operationalizes step 4 of the latter, hence its name.

This construction will be done in collaboration with the trainers of basic training centers and with professionals in connection with work and / or training situations that fall within the following horizontal priorities:

It also responds to the following professional training priority:


Project-related activities concern the development, testing, adaptation, adoption and implementation of:


The consortium of partners formed within the framework of this project brings together players in vocational training and education (VET) at all levels (first line, support and guidance services, design and implementation of training, academic world, training of trainers), both public and private.

All develop actions aimed at the sustainable integration of very diverse groups, sometimes very vulnerable and remote from employment.

Forem is the Walloon Office for Vocational Training and Employment.

Its core business: the integration of job seekers into the labor market with a view to sustainable and quality employment, as well as the satisfaction of the needs of employers and their job offers.

Le Forem offers job seekers personalized advice, guidance and information services, as well as validation of skills, support for geographical mobility, specific actions for young people, etc.

Le Forem offers businesses consulting, assistance and information services on employment and training. It guarantees them access to public aid and schemes, advice on human resource management and the dissemination of their job offers.

Le Forem offers all French-speaking citizens of Wallonia training courses enabling them to obtain a qualification that meets the requirements of the labor market. More than 200 training courses are thus offered by Forem, which also guarantees access for all to information on training courses organized by other operators.

Finally, thanks to an extensive network of partners, Forem also plays a coordinating role in the job and training market in Wallonia.

In the STEP4-SFC project, the Forem Training Department carries and coordinates the project. It provides a tool for transfer.


the AID network (Integrated Development Actions) brings together 32 member associations. It is made up of Work Training Companies (EFT) in Wallonia, Work Training Workshops (AFT) in Brussels, Socio-Professional Integration Organizations (OISP) in Wallonia and Brussels and Companies d'Insertion (EI & ILDE) in Brussels and Wallonia.

AID has expertise insupport for training projects at the pedagogical, financial, technical or human resources levels. It develops, with and on behalf of its members, various educational tools and helps them to operationalize them concretely in their training systems.

AID worked on key skills in different national projects. Thus, as part of the "Transversal Skills" project carried out at the request of the Subregional Committee for Employment and Training in Tournai, support for training centers in these matters has resulted, in particular, in the publication of a workbook, “These skills that make the difference in employment”, intended for trainees in training.

In the project AID is one of the experts, and brings some of the tools to be transferred.


the Group for European Integration is an NGO created in 2002. Its main objective is to actively contribute to the European Union integration process through, in particular, educational actions and cultural actions.

The areas of expertise of the GIE are:

  • research applied to lifelong learning (LLL)
  • the field of research in general
  • comparative studies
  • and the development of strategies and methodologies for lifelong learning (LLL) on the one hand and vocational education and training VET (Vocational and Educational Training) on the other.

The GIE works with a wide network of local organizations and experts, with the aim of reintegrating marginalized and disadvantaged citizens into society and the labor market.

The GIE takes part in all the actions of the project, by bringing its specific view and its knowledge of Romanian vulnerable groups. He is the internal evaluator of the actions and processes implemented in the project.


Social cooperative created in 1979, COOSS is a private non-profit organization that provides care services, social services, training and educational activities in the Marche region. It now has about 2,500 members/employees.

Engaged in the advancement of the individual, COOSS recognizes the fundamental right of everyone to have a fair quality of life.

For COOSS, each person is a unique individual. This is expressed by the maxim of the cooperative "al centro del nostro Coossmo ci sei TU", "at the center of our Coossmo, there is YOU", in the belief that the particularities of each are a heritage to be protected and to value.

Recognized by the regional government, COOSS is also a VET (Vocational Education and Training) professional education and training actor, which manages and develops VET actions (in initial and continuing training) and adult education.

In the OPC-SFC project, COOSS participates in all actions. The cooperative, which has been active for a long time in key skills, brings its vision of the concepts and their theoretical background.


Established in 1984, CRIF Training and Consulting (Research Center for Integration through Training and Counseling) is a training and guidance organization located in Franche-Comté, in Besançon, Gray and Pontarlier. It accompanies towards and in employment.
To fulfill this mission, it acts on several levels:

  • in the Regional Public Training Service, by supporting training projects (project validation, refresher training, etc.)
  • through actions to combat illiteracy
  • through Pôle Emploi services in individual support
  • through training for professions in the tertiary sector: pre-qualifying actions and Educational Training Company
  • through interventions as an Individual Skills Assessment provider to support professional transitions
  • through the training of professionals in the training, employment and integration sector, in particular professionals of Integration through Economic Activity (Employment Advisors and Technical Supervisors, Tutors, etc.).
Brussels Training

Brussels Training is the public body responsible for the vocational training of job seekers and French-speaking Brussels workers in the Brussels-Capital Region.

By decree, BRUXELLES TRAINING has a dual mission:

  • ORGANIZE vocational training in Brussels
    As such, it is a training operator via its own centres.
  • MANAGE vocational training. As such, it contributes to the regulation of the field of training.

BRUXELLES TRAINING provides, in its 9 centers or through subcontracting, training in many areas of the secondary and tertiary sector (building, logistics, construction, IT, secretarial work, etc.), but also targeted language training for businesses (bf.languages), basic training or pre-training to prepare the trainee for entry into qualifying training (bf.springboard).


TOJAS was created in 1991 to promote quality and innovation in the field of adult education and training (EFA) and more particularly Learning Mobilities, Innovation (turnkey project in technology transfer ), small business (SME) management and strategic development, with a focus on Smart design, recycling, reuse.

TOJAS' expertise in the area of EFA includes:

  • ECVET and EUROPASS skills in the field of learning mobility;
  • the formation of innovative approaches for social entrepreneurship;
  • non-formal and informal learning methods;
  • management models and disruptive strategy applicable to SMEs;
  • circular economy development models;
  • operating models for development results, including capacity building multipliers, self-learning centers, observatory and steering committees, to name a few.

Given the impact that industrial and commercial activities have on biodiversity and the environment, we embrace the vision that environmental conservation provides substantial benefits to meet the needs of local communities. The environment has its own economic importance, therefore the environment is essential. Tojas Investimentos aims to integrate the strategic management and conservation of natural resources currently applied in its development practices, which will result in a more sustainable approach, which also allows communities and nature to develop.

The main objective of TOJAS is to improve employability and internationalization through ambitious learning programs, innovative business models and strong international cooperation, by encouraging and supporting the concept of capitalization of skills between generations of workers.

Our core activities cover:

  • the design and implementation of training courses;
  • apprenticeships;
  • inclusive networking with the world of work, such as professional associations, public, semi-public and private employment institutions, chambers of commerce and crafts, and social partners;
  • the observatory of best practices on sustainable development policies focusing on labor market demand;
  • research in the transfer of innovation and recommendations in the creation of these policies.

Objectives and results

The project and all the contributions of the partners are based on the 4-step co-construction methodology and associated key tools: the shopping list and the progress radar.

In practice, the expected outputs are:

As a reminder, the partnership has developed these intellectual products to meet the needs of trainers, on the basis of a inventory and recommendations of all partners.

The objective of the project is to offer various, practical and operational responses to trainers who wish to train and have tools to:

National contexts and visions


In France, there is more and more question of the evaluation of professional behavior

In France, there is more and more question of the evaluation of professional behavior, whether during annual interviews in companies, in continuing education, where we work on the professional posture, and even, recently, in temporary work companies with the creation of a "Professional behavior certificate".

We therefore agree today that it is a central theme in the management of human resources in companies, but also in professional integration.

What still raises questions today is how to approach this theme without undermining the individual personality. This question is framed by the labor code and is the fight in particular of the trade unions (a few cases appeared recently in the courts). In view of this situation, this European project on “Behavioral Know-How” therefore takes on its full meaning in France.

As a player in professional integration, the CRIF cannot ignore this dimension, but it is essential to deal with it professionally, that is to say with all possible objectivity, respecting the individual and with a single objective: to promote the "employability" of its audiences.


In Italy, the concept of behavioral know-how in a professional situation is not mentioned by the systems and systems of qualifying training

In Italy, the concept of behavioral know-how in a professional situation is not mentioned by the qualifying training systems and mechanisms. Therefore, at the national level, no development and evaluation strategy has been defined.

The closest concepts to SFCs are:

  • them " transversal skills ", which are generic and not specific to a profession; among them are communication skills, the ability to solve problems, etc.
  • them " key skills " which refer to a particular profession; they can often also be considered or identified as technical
  • them " know how " Where “know how” which represent skills and knowledge of an operational nature, to carry out work-related activities.

Vocational training is managed at the regional level. For most qualifications, the Marche Region has not defined specific training programs. The training agencies, of which COOSS is a part, are therefore quite free to construct their training projects, which are ultimately validated by the mandated regional or provincial body.

The discourse is different for the professional profiles of the SOCIO-HEALTH OPERATOR and the FAMILY ASSISTANT, which COOSS has chosen to study and analyze the SFCs, on the one hand, to experiment and validate the educational tools, on the other hand. . Indeed, these two profiles have already been translated at the regional level, by a training reference system, in terms of knowledge, skills and competences to be acquired.

This is where the challenge lies for COOSS, to succeed, despite these legislative obligations and this fixed framework, in implementing an articulated and structured system for the development of Behavioral Know-How for these two professions.

For COOSS and the Human Services Industry, the quality of the relationship between operator and user is essential. The SFCs can therefore become a strategic lever to reinforce the efficiency of the services., integrating the technical and non-technical skills of workers.

The OPC-SFC project is the ideal context to identify, experiment and evaluate these fundamental skills which make, and this is particularly true for the care professions, the difference in employment.


In French-speaking Belgium, without having the tools to do so, training and guidance operators have always been aware of the importance and added value of soft skills.

In French-speaking Belgium, without however having the tools to do so, training and guidance operators have always been aware of the importance and added value of going beyond technical skills and giving their public in integration the non-technical skills that allow their integration into sustainable employment and make the difference in employment.

Skills interfere and impose themselves. The growing internationalization of economies affects the world of work, bringing about rapid and frequent change, the introduction of new technologies and new ways of organizing businesses. Employees must both upgrade their specific professional skills and acquire generic skills that enable them to adapt to change.

The skills are therefore mentioned in the job profiles with sometimes different terms to designate the same concept. Professional activity has undergone structural changes: technical, economic and social. These changes lead to a transformation of work organization and requirements in terms of content, tools, methods and social forms of work. This therefore has consequences for the qualification and skills of workers and their initial and continuing vocational training.

It appears, for some time now, that the importance accorded to skills in companies or in the public sector of employment is gradually going beyond the construction of a frame of reference centered on the core business to take into consideration more and more often soft skills.

Indeed, given the labor market, diplomas and certifications, although still constituting an essential reference, are no longer sufficient to differentiate and decide between candidates. Recruiters are not satisfied with training and diplomas, but they also seek to gauge the ability to live in a community, the sense of concreteness, the faculty of initiative or the ability to complete a job as well as knowledge. -Do Behavioral. Should we turn a blind eye to this development?

Frequently, a discourse putting soft skills at the center of the decision, whether in terms of recruitment, evaluation, career management or professional orientation, is heard.

However, it is necessary to identify all the characteristics and components of soft skills because they are more and more often considered as a predictor of professional success. [1].

In its Opinion No. 99 of February 22, 2008, the Council for Education and Training (Belgium – French Community Wallonia-Brussels) recommends that vocational training, among other things, "organize the mobilization of these skills and make them operational, without them becoming elements of social control and social selection of workers. In the same Opinion, the Council proposes, to get out of the “shambles” of concepts and definitions related to the notion of competence, the lighting of Professor Bunk's model.

the Bruges press release, from 2010, and its rapid translation into regional plans have prompted the Belgian partners to create tools to "give citizens the means to act", to " adapt to an ever-changing environment  " and of " manage change » [2].

It is from this moment that the concept of behavioral know-how (SFC) was born. Behavioral know-how, like all know-how, can be worked on, acquired in training, from the moment it is contextualized in a work situation. As such, he may be observed throughout the training process.

In the constant concern to develop tools for identifying and managing skills and to offer these tools to as many people as possible, each of the operators has implemented tools for the observation and development of Behavioral Know-How throughout training (frames of reference, observation grids, integration into training repositories, etc.) proposed for transfer within the framework of the OPC-SFC project.

The work of each, the actions carried out and the tools implemented have demonstrated that these non-technical skills, taken as a whole, make a difference in employment. The hypothesis formed by the Belgian partnership is that these skills can be worked on from orientation and then in qualifying training, and that it is possible to encourage and observe progress among their audiences in training or socio-professional integration.


In Portugal, behavioral skills are increasingly preferred, especially when dealing with individuals without work experience.

In Portugal, behavioral skills (often called “transversal skills”) are increasingly preferred, especially when dealing with individuals without work experience. These skills are generally availability, cooperation, team spirit and are today as important as technical qualifications. These skills are highly valued in the application process. Thus, in the current context of the labor market, recruiters are increasingly looking for employees who, together with their technical skills, possess a set of soft skills, that is, behavioral skills, which translate by personal and relational characteristics.

Be able to solve complex problems, have a critical sense, be creative, know how to manage, coordinate activities, be able to make decisions, be customer/service oriented, be endowed with emotional intelligence, be a good negotiator and have a cognitive flexibility. These are the 10 key skills in 2020 listed by the World Economic Forum and highly sought after in Portugal. For labor market operators, anyone who fully or partially combines them will more easily find their place in the future labor market. [3]

In Portugal, training operators have been working for many years in close collaboration with a number of organizations and companies, one of whose concerns is precisely to listen to their needs and try to adapt the teaching and assessment methods as well as the curricular offer that meets these needs. A series of initiatives are being developed, such as extracurricular projects aimed at promoting personal and civic skills, the participation and even the organization of international competitions to solve business cases, a certification program for extracurricular experiences and a recognition of skills (FEP Pro-skills, Faculty of Economics, University of Porto), a mentoring program allowing students to contact high-performing professionals (Faculty of Economics, University of Coimbra, FEUC), curricular units of transversal skills for employability and introduction to professional practices (FEUC), seminars, conferences and workshops.

In Portugal, behavioral skills are present in the qualification frameworks specified by the National Agency for Qualification and Vocational Education (ANQEP), through the concept of "entrepreneurship", and more specifically to identify and define the " profile and potential of the candidate entrepreneur – diagnosis/development”. The evaluation of Behavioral Know-How is systematically set out in the internal regulations of professional training of the public authority, within which it is qualified as "behaviours with attitudes revealing transversal skills". [4]

In addition, Behavioral Know-How is systematically present in the approved training catalogs of vocational training and labor market operators, with emphasis on conflict management, emotional intelligence, leadership, ethics and integrity, as well as social responsibility.
Finally, the vast majority of medium and large companies have internal programs specific to each company for the development of Behavioral Know-How.