THE NEED TO SHIFTING FROM
EGO-SYSTEM TO ECO-COMMUNITY

Although 20th-century capitalism fostered massive economic growth, including innovation and prosperity, it contributed to social inequalities and even market failures. Fuelled by the need for self-esteem, power, capital accumulation and competition, this ego-system is based on results and not on the number of participants in the economy. Unlike the ego-system, the eco-community embraces universal values and interdependence, requiring collaboration and partnership for all to participate in the economy.

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• Partnership: Establish an educational relationship with external experts, mentors and teachers to facilitate support for learners in our schools;

• Career awareness: Highlight and value the needs and opportunities in NB;

• Experiential learning: Provide learners with authentic and meaningful learning situations;

• Virtual learning: Connect learners to learning and career opportunities wherever they are, and develop a shareable body of knowledge. ​

The Intr’Appreneur project attaches importance to digital issues in the labor market and education. It aims to create an educational environment to bridge the gap between the world of education and the world of work to ensure a genuine inclusive education that promotes the professional integration of learners to the new economic reality. The term Intr’Appreneur refers to the opportunity to learn together, to co-create with others. This ecosystem, highlighting a community learning network, promotes personalized education by valuing the contribution of teachers, parents, researchers, learners, entrepreneurs and other partners to collaborate in the search for decentralized solutions to achieve school autonomy.

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Community collaboration, at the heart of the Intr’Appreneur project, provides the foundation for improving the education system. When schools and communities collaborate to solve problems, they support educational projects aimed at improving the world around them, generating a strong sense of responsibility and commitment on both sides. Moreover, according to Beaumont, Lavoie and Couture (2009), this provides a deep sense of belonging, efficiency and motivation to teachers to engage in their school, while benefiting from the expertise and the experience of other community actors (field of services, companies, etc.).

Aligned with the vision and values of the EECD, "Plan vie carrière” (Francophone sector) and "Personalized Learning” (Anglophone sector), the Intr’Appreneur project responds to the community needs to contribute to the global and green economy. Its major partners Steelcase, Apple, STAPLES, Engage VR and Logics Academy support the countless innovative learning methods.

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Face-to-face, remote and hybrid training (combining the two) enriches learning through the interaction of professionals from communities, provinces and neighbouring countries in technological initiatives aimed at solving environmental and cultural problems such as climate change, clean energy, rights and respect for Indigenous Peoples, diverse ethnicities and newcomers. Instead of limiting learning to a single approach and a fixed location, it offers completely redesigned ways of learning adapted to today's world. Community members and economic actors are present and active in the educational journey, offering learners a real-world experience while preparing them for this new era of work. The project calls upon schools, communities and industries to embrace innovation as a variable that promotes learning as well as the development of healthy, thriving and inclusive communities and schools.

BENEFITS FOR ALL

By participating in the Intr’Appreneur project, schools expand their pool of resources, curb work in silos, and help learners thrive and learn in an ever-changing regional, provincial and global economy. More specifically, the project wants to:

• Restore parental and community confidence in schools and learning through projects that reflect local priorities and develop a better understanding of individual goals;

• Increase the professional autonomy of school personnel; • Promote inclusive education and well-being;

• Strengthen the role of schools in communities;

• Enhance digital skills;

• Explore new professional avenues in terms of future careers;

• Encourage learners and teachers to become actors in their learning;

• Foster collaboration and sharing of approaches and solutions between schools; • Strengthen 21st-century skills;

• Develop risk-taking and resilience;

• Access to ongoing education related to scientific knowledge;

• Improve student achievement and the quality of education.

Entrepreneurs linked to this project will equally benefit. New, improved and interconnected products, services or methods resulting from student projects will provide visibility in the community, adding value and hope to companies faced with the changing market conditions. Not only will profits and customer communication improve, but entrepreneurs will thrive by displaying openness to digital skills and developments in the world of technology and research. After all, prosperity is a two-way street.

• Digitization – How can we improve digitization capacity and position businesses to be more innovative, agile and resilient in response to changing market conditions?

• Workforce of the future – How can we support school-to-work transition, help Atlantic Canadians build new skills in growing sectors and boost digital skills?

• Green economy – How can we foster tech adaptation, waste optimization, clean energy and decarbonization of key sectors?

• Inclusion – How can we increase the inclusion of under-represented groups and direct specific attention on Indigenous people, newcomers, international students, women and youth?