Building alternative skills to implement creativities and Commons
This report explores how vocational education and training (VET) can support the reactivation of vacant urban spaces through socially meaningful uses, referred to as commons. Developed within the BASICC project, it provides both a narrative of field activities and a comparative look at policies and training practices across Italy, France and Latvia. The document reflects on how common spaces may function not only as physical infrastructures, but also as learning environments for inclusive urban development. It offers perspectives of interest to educators, public administrators, and those engaged in grassroots innovation.
A narrative account of the Translocal Meeting held in Padua, Italy, gathering VET partners, municipal authorities, and civil society actors. Activities included expert-led workshops, site visits (e.g., community gardens), and co-design sessions on training programs for those working in and with common spaces. The section highlights how collaborative learning environments can emerge from transnational exchange and real-life practices.
Regarding Commons, the three countries present divergent legal traditions: Italy recognizes commons constitutionally but struggles to formalize skills gained in informal contexts; Latvia is in the early stages of rebuilding trust in collective space management, following a history of forced collectivism.; France lacks a formal legal definition of commons but fosters a dynamic ecosystem of "third places" supported by national policy.
Also the Vocational Training Systems of each country reflect different strengths: Italy regional diversity enables tailored training, though administrative complexity remains an issue; Latvia emphasizes practice and modularity, while EU programs serve as catalysts for local innovation.; France has taken the lead in integrating commons-related competences into certified pathways, including diplomas for third-place managers.
- Italy (L’Asilo, Naples): Focus on the recognition of non-formal skills developed through civic engagement.
- Latvia (Vidzeme University, Free Riga): Development of a higher-education module focused on vacant space curation.
- France (Yes We Camp, Ancoats, Plateau Urbain): Collaborative training offers, including a university diploma for common space managers.
The report embraces the idea that commons are not only containers of activity, but contexts of situated knowledge. Competences in governance, sustainability, communication and care are often learned by doing, through long-term involvement rather than formal curricula. These competencies are vital in today’s labor market and can be harnessed through experiential learning in informal settings.
Across countries, the same challenge emerges: how to connect informal, experiential learning with formal recognition systems. This includes developing micro-credentials, improving cross-sector partnerships (VET institutions, public authorities, grassroots groups), and designing training that speaks to real community needs—not just to institutional formats.
BASICC promotes an open, flexible training ecosystem rooted in place-based knowledge and collaboration. Commons, in this view, become learning infrastructures. The report calls for new professional profiles, institutional recognition of grassroots knowledge, and a shift from “standardized” training to responsive and situated approaches.
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