ERASMUS+ PROGRAM
(PROJECT: 2016-2-NL02-KA205-001416)
Intellectual Output: O1 Contextualisation
Activity Leading Organisations: InProgress Calabria (Calabria Region – Italy)
Participating Organisations : Stichting Bloom (Holland Rijnland Region – The Netherlands)
Stichting Xtra (Haaglanden Region – The Netherlands)
AC Amics de la Biblioteca de la Fonteta (The Valencian Community – Spain)
Volkshochschule im Landkreis Cham e.V. (Bavaria – Germany)
Associazione Culturale Il Vergante (Piedmont Region – Italy)
Deliverable: Collaborative Report
KA2 “Shared responsibility” 2016 -2018. 2016 -2-NL02 -KA205 -001416. This project has been funded with support from the European Commission. This publication reflects the views Page 1 di 83 only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein
CONTENTS CONTENTS 2 1. INTRODUCTION 3 2. REGIONAL SITUATION IN THE CONTEXT OF INCLUSION OF NEETS, REFUGEES, MIGRANTS AND EARLY SCHOOL LEAVERS TO THE LABOUR MARKET 4 2.1 CONTEXTUALISATION REPORT FROM INPROGRESS CALABRIA (CALABRIA REGION – ITALY) 4 2.2 CONTEXTUALISATION REPORT FROM STICHTING BLOOM (HOLLAND RIJNLAND REGION – THE NETHERLANDS) 5 2.3 CONTEXTUALISATION REPORT FROM STICHTING XTRA (HAAGLANDEN REGION – THE NETHERLANDS) 7 2.4 CONTEXTUALISATION REPORT FROM AC AMICS DE LA BIBLIOTECA DE LA FONTETA (THE VALENCIAN COMMUNITY – SPAIN) 9 2.5 CONTEXTUALISATION REPORT FROM VOLKSHOCHSCHULE IM LANDKREIS CHAM E.V. (BAVARIA – GERMANY) 10 2.6 CONTEXTUALISATION REPORT FROM 'ASSOCIAZIONE CULTURALE IL VERGANTE' (PIEDMONT REGION – ITALY) 12 3. REGIONAL/NATIONAL PROGRAMS OF COMPETENCES ACQUIRED IN FORMAL/NON-FORMAL/INFORMAL CONTEXT WITH OR WITHOUT RECOGNITION 14 3.1 CONTEXTUALISATION REPORT FROM INPROGRESS CALABRIA (CALABRIA REGION – ITALY) AND 'ASSOCIAZIONE CULTURALE IL VERGANTE' (PIEDMONT REGIONV – ITALY) 14 3.2 CONTEXTUALISATION REPORT FROM STICHTING BLOOM (HOLLAND RIJNLAND REGION – THE NETHERLANDS) AND STICHTING XTRA (HAAGLANDEN REGION – THE NETHERLANDS) 14 3.3 CONTEXTUALISATION REPORT FROM AC AMICS DE LA BIBLIOTECA DE LA FONTETA (THE VALENCIAN COMMUNITY – SPAIN) 17 3.4 CONTEXTUALISATION REPORT FROM VOLKSHOCHSCHULE IM LANDKREIS CHAM E.V. (BAVARIA – GERMANY) 17 4. BEST PRACTICES FOR RECOGNITION OF COMPETENCES AND INCLUSION OF NEETS, REFUGEES, MIGRANTS AND EARLY SCHOOL LEAVERS TO THE LABOUR MARKET FROM THE REGIONAL/NATIONAL CONTEXT. 19 4.1 CONTEXTUALISATION REPORT FROM INPROGRESS CALABRIA (CALABRIA REGION – ITALY) 19 4.2 CONTEXTUALISATION REPORT FROM STICHTING BLOOM (HOLLAND RIJNLAND REGION – THE NETHERLANDS) 25 4.3 CONTEXTUALISATION REPORT FROM STICHTING XTRA (HAAGLANDEN REGION – THE NETHERLANDS) 27 4.4 CONTEXTUALISATION REPORT FROM AC AMICS DE LA BIBLIOTECA DE LA FONTETA (THE VALENCIAN COMMUNITY – SPAIN) 31 4.5 CONTEXTUALISATION REPORT FROM VOLKSHOCHSCHULE IM LANDKREIS CHAM E.V. (BAVARIA – GERMANY) 33 4.6 CONTEXTUALISATION REPORT FROM 'ASSOCIAZIONE CULTURALE IL VERGANTE' (PIEDMONT REGION – ITALY) 35 5. COMMON SYSTEMS FOR RECOGNITION OF COMPETENCES AND INCLUSION OF NEETS TO THE LABOUR MARKET FROM THE REGIONAL/NATIONAL CONTEXT. 39 5.1 EUROPEAN CREDIT SYSTEM FOR VOCATIONAL EDUCATION AND TRAINING - ECVET 39 5.2 YOUTHPASS 40 5.3 EUROPASS 41 5.4 DIGCOMP 41 5.5 EUROPEAN QUALIFICATION FRAMEWORK – EQF/NQF 42 5.6 COMMON EUROPEAN FRAMEWORK OF REFERENCE (CEFR) 43 5.7 NEW SKILLS AGENDA FOR EUROPE 43 5.8 ENTRECOMP (NEW COMPETENCE) 44 6. INTERVIEW DATA COLLECTED 46 6.1 FEEDBACK FROM INPROGRESS CALABRIA (CALABRIA –ITALY) 49 6.2 FEEDBACK FROM STICHTING BLOOM (HOLLAND RIJNLAND REGION – THE NETHERLANDS) 50 6.3 FEEDBACK FROM STICHTING XTRA (HAAGLANDEN REGION – THE NETHERLANDS) 51 6.4 FEEDBACK FROM AC AMICS DE LA BIBLIOTECA DE LA FONTETA (THE VALENCIAN COMMUNITY – SPAIN) 52 6.5 FEEDBACK FROM VOLKSHOCHSCHULE IM LANDKREIS CHAM E.V. (BAVARIA – GERMANY) 53 6.6 FEEDBACK FROM 'ASSOCIAZIONE CULTURALE IL VERGANTE' (PIEDMONT REGION – ITALY) 54 7. ANALYSIS AND COMPARISON OF INTERVIEW DATA 55 7.1 COMPARISON OF THE DATA RELATED TO QUESTION N. 1 55 7.2 COMPARISON OF DATA RELATED TO QUESTION N. 2 OF THE INTERVIEW 56 7.3 COMPARISON OF DATA RELATED TO QUESTION N.3 OF THE INTERVIEW 57 8. QUESTIONNAIRES DATA COLLECTED 58 8.1 FEEDBACK FROM INPROGRESS CALABRIA (CALABRIA –ITALY) 61 8.2 FEEDABCK FROM STICHTING BLOOM (HOLLAND RIJNLAND REGION – THE NETHERLANDS) 62 8.3 FEEDBACK FROM STICHTING XTRA (HAAGLANDEN REGION – THE NETHERLANDS) 64 8.4 FEEDBACK FROM AC AMICS DE LA BIBLIOTECA DE LA FONTETA (THE VALENCIAN COMMUNITY – SPAIN) 65 8.5 FEEDBACK FROM VOLKSHOCHSCHULE IM LANDKREIS CHAM E.V. (BAVARIA – GERMANY) 67 8.6 FEEDBACK FROM 'ASSOCIAZIONE CULTURALE IL VERGANTE' (PIEDMONT REGION – ITALY) 68 9. ANALYSIS AND COMPARISON OF QUESTIONNAIRE DATA 70 9.1 COMPARISON OF DATA RELATED TO QUESTION N.5 OF THE QUESTIONNAIRE 70 9.2 COMPARISON OF DATA RELATED TO QUESTION N.6 OF THE QUESTIONNAIRE 71 9.3 COMPARISON OF DATA RELATED TO QUESTION N. 7 OF THE QUESTIONNAIRE 72 10. COMPARISON OF QUESTIONNAIRE AND INTERVIEW DATA 73 11. CONCLUSIONS 75 12. REFERENCES 75 78 ANNEX - DATA OPEN QUESTIONS OF STRUCTURED INTERVIEW AND QUESTIONNAIRE 79
KA2 “Shared responsibility” 2016 -2018. 2016 -2-NL02 -KA205 -001416. This project has been funded with support from the European Commission. This publication reflects the views Page 2 di 83 only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein
1. INTRODUCTION
During the project partners exchange of experience at the TCA Meeting in Rome in November 2015, and a first research work, the partners found out that when young people without any formal certificates (e.g. school dropouts, early school leavers, NEETS, refugees) try to enter the labour market, they face difficulties related to a lack of recognition of competences that were acquired through non-formal and informal learning. Since the context in each region is different, which is caused by economic factors (such as unemployment rate and industries) or demographic factors (such as age structure), it was necessary to find regional tailor-made solutions together with the regional stakeholders: adult and VET education, secondary schools, employers, organisations/stakeholders (e.g. labour office, social security, policy makers, chambers) and trainers/social workers involved in the work with young NEETs, refugees and migrants. Together with the young people, they share the responsibility of including them into in the labour market. On the other hand, there are ideas, concepts and tools available on the regional and national level for the recognition of non-formal and informal learning; however, they are not always fitting perfectly with the needs for the target groups of NEETs and/or employers. Therefore, the partners decided to conduct the project on a European level in order to identify best practices that have the potential for transfer of innovation to other countries and contexts. This collaborative report is the results of the research and activities carried out during the implementation of the Intellectual Output 1 ‘Contextualisation’ where was analysed in depth the situation in each of the partners' regions. Each partner completed a national contextualisation report that feed this overall report. This work involved all the above-mentioned regional stakeholders, such as young people in the transition from school to labour market, secondary schools, VET and adult education, employers, trainers/social workers and organisations/stakeholders. The IO1 included a theoretical research, mainly based on a desktop research, as well as a practical analysis that was comprised of interviews and questionnaires with the above-mentioned stakeholders and target groups involved in the project. The work on O1 started with an in-depth desktop analysis of the regional/national context, which focused on the three major topics: V Regional situation in the context of inclusion of NEETs, refugees, migrants and early school leavers to the labour market (geographical, economical background with relevant industries and unemployment rates, demographic background including refugee and migrant situation; identification of relevant regional and national stakeholders in relation to including NEETs to the labour market); V Regional/national programs of competences acquired in formal/non-formal/informal context with or without recognition; V Best practices for recognition of competences and inclusion of NEETs, refugees, migrants and early school leavers to the labour market from the regional/national context. The theoretical research was completed by a practical research consisted of an interview and a questionnaire, in order to see the full picture by getting feedback from the relevant regional stakeholders and target groups involved. The partners conducted the interviews with 30 stakeholders from Education (Managers/Director/staff members of Secondary Schools and VET providers); Labour Market (Employer, Organisations/stakeholders e.g. labour office, social security, policy makers, chambers) and Social (Trainers/Social and youth workers involved in the work with NEETs). The structured interview consisted of a number of seven questions that ensured the detailed feedback in regards to the needs and skills of young people when aiming to enter the labour market with a lack of formal certificates. Additionally, it was administered a questionnaire made up of seven questions to 70 youngsters in transition from school to labour market (NEETs, young migrants/refugees, potential dropouts) with the aim of identifying their needs. When developing the structure of the questions, the project partners considered the established European instruments like the eight key competences for lifelong learning as well as the competences mentioned in the established EUROPASS. The aim of the O1 interviews/questionnaires was to identify the "gaps" between school/education and labour market as well as any lack of recognition of non-formal and informal acquired competences. The total of 600 interviews and questionnaires supported the contextualisation report. Due to its experience in European projects and cooperative universities in the region, the partner InProgress Calabria from Italy was the leading partner for this Intellectual Output 1. The leading partner developed a draft version for the structured interviews and questionnaires, which was discussed among all partners and finally a common version of the structured interviews and questionnaires was agreed by all partners and then conducted by the partner countries individually.
KA2 “Shared responsibility” 2016 -2018. 2016 -2-NL02 -KA205 -001416. This project has been funded with support from the European Commission. This publication reflects the views Page 3 di 83 only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein
2. REGIONAL SITUATION IN THE CONTEXT OF INCLUSION OF NEETS, REFUGEES, MIGRANTS AND EARLY SCHOOL LEAVERS TO THE LABOUR MARKET
This chapter presents all the results deriving from the depth analysis of the regional situation in the context of inclusion of NEETs, refugees, migrants and early school leavers to the labour market, carried out by the partners in their own Regions. Since the context in each region is different which is caused by economic factors, such as unemployment rate and industries, or demographic factors, such as age structure, in particular the research has been conducted by developing the following issues: V Geographical description of the Region (extension, borders, territory, main communication routes). V Economical background with relevant industries and unemployment rates; V Demographic background including refugees and migrant situation; V Identification of relevant regional and national stakeholders in relation to including NEETs to the labour market.
2.1 CONTEXTUALISATION REPORT FROM INPROGRESS CALABRIA (CALABRIA REGION – ITALY)
Geographical description of the Region (extension, borders, territory, main communication routes). The Region of Calabria is a peninsula, situated at the extreme south of Italy, lapped by the Ionian and Tyrrhenian Seas, which stretches from north to south for 248 km with a maximum width of 110 km. Most of the region is mountainous or hilly. In fact, about 42% of Calabria's area, corresponding to 15,080 km2, is mountainous, 49% is hilly, while plains occupy only 9% of the region's territory. Three mountain ranges are present: Pollino, Sila and Aspromonte. All three mountain ranges are unique with their own flora and fauna. The Pollino Mountains in the north of the region are rugged and form a natural barrier separating Calabria from the rest of Italy. Sila, which has been referred to as the "Great Wood of Italy", is a vast mountainous plateau about 1,200 meters above sea level and stretches for nearly 2,000 square km along the central part of Calabria. Sila also has some of the tallest trees in Italy, which are called the "Giants of the Sila" and can reach up to 40 meters in height. The Aspromonte massif forms the southernmost tip of the Italian peninsula bordered by the sea on three sides. This unique mountainous structure reaches its highest point at Montalto, at 1,995 meters, and is full of wide, artificial terraces that slope down towards the sea. The 485 miles of its coast make Calabria a popular tourist destination during the summer. The low industrial development and the lack of large cities in much of its territory have allowed the maintenance of low levels of marine pollution. In fact, many consider the region a natural paradise, which attracts a number of tourists from all over Italy. In addition to the most popular coastal tourist destinations, the interior of Calabria is rich in history, traditions, art and culture that attract a discrete number of tourists. Cosenza is among the most important cultural cities of Calabria, with a rich historical and artistic patrimony. Medieval castles, towers, churches, monasteries and other structures from the Byzantine to the Aragonese periods are common elements in both the interior and coastline of Calabria. In Calabria, there are three main airports: one is situated in Reggio Calabria, a few kilometers from city Centre; another is located in Lamezia Terme, currently being the first airport in Calabria concerning the number of passengers per year; the other situated near the town of Crotone. Three heavily used roads serve the region: two national highways along the coasts (SS18 Napoli-Reggio and SS106 Reggio-Taranto) and the A3 motorway, which links Naples and Reggio, passing by Salerno and Cosenza along the old inland route. The main Calabrian ports are in Reggio Calabria and in Gioia Tauro. The port of Gioia Tauro is the largest in Italy and the seventh largest container port in Europe.
Economical background with relevant industries and unemployment rates. In general, most of the lower territory in Calabria has been agricultural for centuries, and exhibits indigenous scrubland as well as introduced plants such as the prickly pear cactus. The lowest slopes are rich in vineyards and citrus fruit orchards. Moving upwards, olives and chestnut trees appear while in the higher regions there are often dense forests of oak, pine, beech and fir trees. The Bergamot orange is intensively cultivated, since the 18th century, exclusively in coastal area nearby to Reggio Calabria, where it found its optimal geological and weather conditions: essence oil from Calabrian Bergamot reach the best quality in the world. Calabria is also the largest producer of Porcini Mushrooms in Italy. Food and textile industries are the most developed and vibrant. Within the
KA2 “Shared responsibility” 2016 -2018. 2016 -2-NL02 -KA205 -001416. This project has been funded with support from the European Commission. This publication reflects the views Page 4 di 83 only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein
industrial sector, manufacturing contributes to a gross value added of 7.2%. In the manufacturing sector, the main branches are foodstuff, beverage and tobacco with a contribution to the sector very close to the national average. Over the recent decades have emerged some petrochemical, engineering and chemical industries. According to publications and studies by Institutions and Organizations on regional and national territory, the limited development of Calabria is due to the weaknesses of infrastructure (lack of an adequate network of roads) and the 'Ndrangheta’, the criminal organization standing in the territory of the region, which limits and penalizes the socio- economic entrepreneurial development. As a result of the analysis of data collected from the investigation of the Italian Ministry of Interior, the Police and the Anti-Mafia Commission, the Demoskopika Institute published a study in which it is argued that in the year 2013 the hypothetical turnover of the 'Ndrangheta’, generated from illegal activities, amounted to 53 billion euro.
Demographic background At the end of 2015, in Calabria the population was equal to 1,970,521 inhabitants while migrant entrances in the Region amounted to 29,437 persons. The Italian Ministry of Interior through the Accommodation Centres (CDA) and the Centres for Accommodation of Asylum Seekers (CARA) organizes the hospitality of migrants. In the governmental accommodation centres, first reception is guaranteed in order to carry out the necessary operations to define the legal position of the foreigners and assess their regularity stay in Italy. The illegal foreigners who requires international protection are sent to the Centres for Accommodation of Asylum Seekers (CARA), for their identification and following all the procedures relating to international protection. Second-line reception is mainly provided under the System for the Protection of Asylum Seekers and Refugees (SPRAR), which accommodates asylum seekers and beneficiaries of international protection. SPRAR has two main objectives: (a) to provide assistance and protection to the individual user; (B) facilitate the integration process of users by acquiring autonomy and independence.
Identification of relevant regional and national stakeholders in relation to including NEETs to the labour market. In 2013 young people neither in employment nor in education or training (NEET) were about 130.000, equal to more than a third of the young population of the same age (35.5%). The male component of NEETs (68,000 units) is more numerous than women (62 000 units), which represents 47.6% of the total, a figure that is more than half in the provinces of Crotone and Vibo Valentia. Two-thirds of these young people (63.7%), amounting to 82,000 units, reside in the two provinces of Cosenza (32.5%) and Reggio Calabria (31.1%), and the remaining are distributed fairly evenly in three other provinces of Calabria. The highest rate of NEET is observed in the province of Crotone (43.3%), followed by the province of Vibo Valentia (39.5%) and Reggio Calabria (38.5%), while the other two provinces (Cosenza and Catanzaro) are placed below the mean value of the region. The rate of NEET of Calabria is aligned with that of the average of the Southern regions (35.4%) and only the provinces of Crotone, Vibo Valentia and Reggio Calabria are placed above this value. On average, the rate of women NEET in Calabria (34.4%) is less than two points higher than that of men (36.5%). As for the unemployment rate of the Calabria Region in 2015 it stood at 22.9%, was higher than the average of the South and to the national average (19.4% and 11.9%). In 2015, the school dropout of students from Calabria (aged expected from compulsory education) stands at 17%. Regional and national stakeholders involved in the inclusion of NEETs to the labour market belong to public and private sector. In the public sector, there are the job centers, in the private sector there are social cooperatives, non-profit organizations, and non-governmental organizations.
2.2 CONTEXTUALISATION REPORT FROM STICHTING BLOOM (HOLLAND RIJNLAND REGION – THE NETHERLANDS)
Geographical description of the Region (extension, borders, territory, main communication routes). The Holland Rijnland-region is situated in the Randstad (the metropolitan area in the western part of Holland around the cities of Amsterdam, Rotterdam and The Hague) and has about 550,000 inhabitants. The region stretches along the North Sea, the southern bulb region and part of the Green Heart. In the south, it borders the region to the Hague region. The municipality with the largest population is the medieval city of Leiden (about
KA2 “Shared responsibility” 2016 -2018. 2016 -2-NL02 -KA205 -001416. This project has been funded with support from the European Commission. This publication reflects the views Page 5 di 83 only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein
120,000) where the first university of the Netherlands was founded in 1575. In total, Holland Rhine 525 km². The region is named after the Old Rhine, which flows through the area and also flows into the North Sea. Holland Rijnland is flat, most of the area is below sea level (the dunes at the coast prevent it from overflowing). The urban area is easily accessible from Amsterdam, Rotterdam, The Hague and Schiphol-airport by public transport. The rural areas can be better reached by car. Two highways cross the region both from north to south connecting the Amsterdam- and The Hague/Rotterdam-area.
Economical background with relevant industries and unemployment rates. The region of Holland Rijnland is famous for the ‘Bollenstreek’: the area where tulips, hyacinths and other bulb- flowers grow. But only 3% of the jobs are in agriculture. The most jobs are in the sectors ‘wholesale and retail’ (19%), Healthcare (21%) and industry (10%).
Sector Jobs in Holland Rijnland % of total Jobs healthcare 42.628 21% wholesale and retail 38.741 19% Industry, factories 19.846 10% Other jobs 99.792 50% Total of jobs in Holland Rijnland 201.007 100%
Demographic background. Work and social benefits : most youngsters are either in school or at work. Approximately 4.100 don’t do either and we call them NEETs1. This is about 9,3% of the population of this age-group. The national percentage of NEETs is 10, 3%. 2.023 of the unemployed youngsters in Holland Rijnland have registered themselves searching for a job. 50% of them have no school diploma at level 2 or higher. It is hard to get social benefits under 27 when you don’t have a job. At the start of 2015 only 3.200 youngsters did. This number is dropping because fewer new applications are approved. There have to be compelling circumstances like a disability to be able to get social benefits. In 2016, 1.610 youngsters get social benefits because of a disability.
Statistics 2013 2 total youngster 15 -27 Years Working Not working Total 43.900 29.000 14.900 Total in Holland Rijnland In school 25.800 15.000 10.800 Not in school 18.100 14.000 4.100
Total 3.300 1.000 2.300 With social benefits In school 500 200 300 Not in school 2.800 800 2.000
Total 40.600 28.000 12.600 No social benefits In school 25.300 14.800 10.500 Not in school 15.300 13.200 2.100
1 young people Neither in Employment nor in Education or Training: NEETs 2 Source: http://statline.cbs.nl/Statweb/publication/?DM=SLNL&PA=82859ned&D1=0-5&D2=a&D3=a&D4=13-14,36,46,48,267,526,530-531,545&D5=l&VW=T
KA2 “Shared responsibility” 2016 -2018. 2016 -2-NL02 -KA205 -001416. This project has been funded with support from the European Commission. This publication reflects the views Page 6 di 83 only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein
Early school leaving : the definition of early school leaving is the number of young person between 12-23 years of age who do not attends school and who have not achieved a basic qualification (i.e. a senior general secondary, pre-university, or level-2 secondary vocational diploma).
School year 2014 -2015 number of students in the region early school dropouts in 2014 -2015 % early school dropouts secondary school 23.750 120 0,5% VET -school 7.463 466 6,2% Total 31.213 586 1,9%
Ethnicity Scholars 3 Early school leavers % early school leavers Dutch origin 25.428 398 1,6% Non EU -migrants 3.666 144 3,9% EU -migrants 2.119 44 2,1% Total 31.213 586 1,9%
Identification of relevant regional and national stakeholders in relation to including NEETs to the labour market. On regional level, there are two organisations concerned in including NEETs to the labour market: Project Yes and the RMC. Project Yes 4 consists of several subproject: V Project YES: For young people between 18 and 27 years on welfare towards employment or training. Purpose: To provide support in finding employment and encouraging social participation. V Project YES +: For benefit recipients between 18 and 27 years and older with a language deficiency. Goal: preparing for work and improving language skills V Project JAS: For status holders aged 18 years and older who have settled in Leiden, Leiderdorp, Oegstgeest and Zoeterwoude after October 1, 2015. Goal: finding work or training and social participation. V Project YES Naturally: For young people in vocational and special secondary education (16 years and older). Purpose: To provide support in finding a place in the labour market. RMC is a division of the regional schooling agency (RBL Holland Rijnland). RMC is concerned with early school leavers. The object is to bring them back to school or help them find a job. RMC is responsible for monitoring the number of NEETs in the region. Apart from these two regional institutions who are concerned with NEETs, there are two other institutions concerned with unemployed people including youngsters: the bureau of social affairs and benefits of the municipality and the UWV. UWV is the national institute for social benefits of unemployed.
2.3 CONTEXTUALISATION REPORT FROM STICHTING XTRA (HAAGLANDEN REGION – THE NETHERLANDS)
Geographical description of the Region (extension, borders, territory, main communication routes). Regio Haaglanden has more than 1 million inhabitants. Together with urban region Rotterdam, Region Haaglanden constitutes the metropolitan region Rotterdam-The Hague, which is the 177th urbanized agglomeration in the world. The metropolitan region in turn is part of the Randstad conurbation (a chain of cities in the western part of the Netherlands). Haaglanden is a densely built and highly varied region. On a relatively small surface area are cities, villages, glasshouse horticulture areas, business and office parks, intensive infrastructure and special green areas. The centre of government, the international institutes, the Greenport (large horticulture cluster) and its location by the sea make Haaglanden unique in the Randstad conurbation.
3 Note that the number of scholars vary between the two tabels because of different sources and differt timeperiodes. One counts all students in a schoolyear, the other at a certain moment in time. 4 Source: http://www.jongerenopdearbeidsmarkt.nl/
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Economical background with relevant industries and unemployment rates. The major sectors in Haaglanden are ‘other business and specialist services’, public administration, care & welfare, retail trade. Employment will grow in most sectors in 2017. Major growers will be ‘other business services’, building trades, and wholesale trade. Employment will decline in agriculture & fisheries, industry, financial services, ICT and other services, which are all relatively small sectors in Haaglanden. Within the ICT sector, the relocation of work will lead to a decline in the region. Employment in public administration and care & welfare will remain the same in 2017. Demographic developments will cause an increase in jobs in education. The number of jobs in Haaglanden has risen by 1% per year on average from 2015 to 2017, which is equal to the national average (source: Regio in beeld 2016, werk.nl).
Demographic background. The education sector and municipalities participate in the RMC (Regional Notification and Coordination Centre) for Regio Haaglanden to ensure that as many young people as possible leave school with at least basic qualifications. From today, it is attempted to have young people also monitored and supported from institutes for practice-oriented education and special secondary education. The statutory task of the RMC is thus extended. Regio Haaglanden had 1,789 new early school leavers in the school year 2014-2015, representing an early- school-leaver percentage of 2.4%. Almost 60% of the school leavers in Haaglanden comes from The Hague, which has the highest early-school-leaver percentage in the region with 3.1%. The municipality of Zoetermeer follows with a percentage of 2.6%. The other municipalities in the region have early-school-leaver percentages at or below the regional average. The percentages of the municipalities of Midden-Delfland, Pijnacker-Nootdorp, Wassenaar and Westland are even below the national average of 1.8%. The percentage of new early school leavers in Regio Haaglanden decreased in the new agreement period from 2.8% to 2.4%. In absolute terms, the decrease in the number of new early school leavers from the municipality of The Hague was highest, namely from 1,188 to 1,052 young people. In relative terms, the early-school-leaver percentages of the municipalities of Westland, Middle Delfland and Pijnacker-Nootdorp decreased the most; compared to 2012, the number of new early school leavers in these municipalities decreased by approximately 35%. According to level of education in Region Haaglanden
DESCRIPTION 2014-2015 2013-2014 2012-2014
First stage bo (vocational education) 0.3% 0.3% 0.3%
Second stage vmbo (pre-vocational secondary education) 1.9% 1.8% 2.4%
Second stage havo (senior general secondary education) / vwo (pre-university education) 0.5% 0.6% 0.7% Mbo (senior secondary vocational education) 1 27% 32.8% 29.1%
Mbo (senior secondary vocational education) 2 11.5% 13.1% 13.4%
Mbo (senior secondary vocational education) 3 and 4 4.7% 4.6% 5%
KA2 “Shared responsibility” 2016 -2018. 2016 -2-NL02 -KA205 -001416. This project has been funded with support from the European Commission. This publication reflects the views Page 8 di 83 only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein
2.4 CONTEXTUALISATION REPORT FROM AC AMICS DE LA BIBLIOTECA DE LA FONTETA (THE VALENCIAN COMMUNITY – SPAIN)
Geographical description of the Region (extension, borders, territory, main communication routes). The Valencian Community is an autonomous community of Spain. The fourth most populated after Andalusia, Catalonia, and Madrid with 4.9 million inhabitants. Is on the east of the Iberian Peninsula, along the Mediterranean coast. The highest peak is the Cerro Calderón (1,839m) but all the inland part of the territory is craggy. The capital is called Valencia; other important cities are Alicante, Elche and Castellón. The Valencian people speak Valencian, a variety of Catalan, a third of the population is native speaker of this language. Valencian and Spanish are the official language of the region. Valencia has a generally mild climate, influenced by the Mediterranean sea. Most of the population lives in localities with fertile cultivation and growing lowlands by rivers and along the coastline. The Valencian Community has two international airports, Alicante and Valencia. There is also a new airport in Castellon but with just some flights per day. This region has also a rail system which connects the principal cities with other important cities of Spain. The high-speed rail Madrid-Valencia connect Valencia and Madrid with just one hour and a half. There are also some metropolitan trains and subways in Alicante and Valencia. There are important highways that cross the region, like from north to south (Murcia and Barcelona) and east to west (to Madrid).
Economical background. The agriculture was responsible for the first economic boom in the late 19th century, but nowadays the importance of this sector is decreasing since the 60s. The most important product is the citrus but there are another important hectares of rice, grapes and vegetables. Sometimes, there are water problems in summer because of the human consumption. Industry is also important: major exports include cars (Ford has a plant in Valencia) ceramics and tiles, shoe industry, furniture and textile. The industry has a low and continuing decrease in the last decades being replaced by services, including tourism (with cities like Benidorm) and construction. In 2008, the economic crisis had very important impact in the Valencian economy. The financial crisis hit the construction activity; most of the business related on it was bankrupted. The active population in the Community of Valencia during the third quarter of 2015 was 2,425,600 persons, with the Services sector standing out from the other sectors with 72.90 % of the regional total, with Industry lagging behind with 17.32%, and being followed by Construction with 6.10% and Agriculture with 3.68%. The unemployment rate in the region was 22.37%, which is a bit higher than the national unemployment rate of 21.18%
Demographic background including refugees and migrant situation. According to data from the Valencian statistical institute, the official census are 4,959,968 persons with a decrease from 2015 of -0,42%. Population from 16 to 29 years old (youngsters) are 14.17% of total. With no primary certificate are 10.46% of total and just with primary education are the 15.05% of total. An important data for this project is the school dropout rate, 21%, one of the highest in Spain. Foreigners represent 13.56% of the total population. Four points more than the Spanish average. In addition, data from National statistical institute show us that Valencian Community is, after the Balearic Islands, the second region of the country with the highest percentage of immigrants. At provincial level, Alicante is the Spanish province with the highest percentage of foreigners (20.6% of the total population), Castellón the fourth (15.9%) and Valencia's fourteenth (10.2%). By area of origin, 59.4% of foreign residents come from a European country, 24.7% from Latin America, 12.2% from Africa (mainly from the Maghreb) and 3.3% from Asia). In Alicante coast, there are a large number of North-European residents. In Castellón, there is one of the most important Romanian communities of the country. About refugees, news are that the regional and some local governments want to promote the reception of refugees. However, the national government block this kind on initiatives. With the official Spanish government program, last December had arrived 30 Syrian refugees to the region. The group consists of 15 women and 15 men who form five families. The thirty refugees of December join the 17 who have received asylum in the region during the months before.
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Identification of relevant regional and national stakeholders in relation to including NEETs to the labour market. V SERVEF (regional government service of employment). V Ministry of employ (national government). V Ministry of education. These institutions have initiatives to solve the situation of NEETS. However, in Spain doesn't exist a specific public program to fight against that situation. We can conclude that, NEETs are not an important priority for the stakeholders.
2.5 CONTEXTUALISATION REPORT FROM VOLKSHOCHSCHULE IM LANDKREIS CHAM E.V. (BAVARIA – GERMANY)
Geographical description of the Region (extension, borders, territory, main communication routes). The Volkshochschule im Landkreis Cham e.V. is situated in Cham. The district of Cham is located in the region Upper Palatinate in East Bavaria and with 1511,87 kmq it is ranked 5 of 71 districts in Bavaria 5. The maximum extension in North-South is 52.6 km, the maximum extension East-West is 63.5 km. The district is bounded by (from the south and clockwise) the districts of Regen, Straubing-Bogen, Regensburg and Schwandorf and by the Plzeň Region (Czech Republic). The district is located in the northern parts of the Bavarian Forest. It is situated within the borders of the Upper Bavarian Forest Nature Park. The highest mountain is the Großer Arber at 1439 m, located on the Germany–Czech Republic border. With about 70 km border to the Czech Republic, the district of Cham is a bridge to the east. Until 1989, this border was part of the so-called “Iron Curtain”. The total population of the district is 126,359 (Dec 31, 2015). Main city is Cham with a population of 16,529 (Dec 31, 2016). Other major towns are Roding with 11,682, Furth im Wald with 8,910 and Bad Kötzting with 7,301 inhabitants 6. Main communication routes are the federal roads B20 (from Freilassing near Salzburg (Austria) to the Czech border near Furth im Wald) and B85 (from Bayreuth to Passau). There is no motorway in the district of Cham. However, the distance to the A3 in Straubing and A93 Regensburg and Schwandorf is less than 50 kilometers. Cham and Furth im Wald are stops of the major train line from Munich to Prague which connects these main cities four times a day.
Economical background. The district of Cham has a diversified medium-sized economic structure in crafts, trade, industry and services. Their range is from the traditional woodworking company to the high-tech enterprises in the fields of mechanical engineering, electrical engineering, plastics technology and mechatronics. Tourism is also a main industry with 1.8 million of guest nights in 2015. Working population in total is 69,800 people: 3,300 in agriculture, 27,900 in production and 38,600 in trade and service. In total, there are 48,594 employees subject to social insurance contributions 7. About 11,898 people are commuting beyond the limits of the district 8, mainly to Straubing and Regensburg where big companies like BMW, Continental, Infineon and Osram are located. 9,936 persons are commuting from other regions to the district of Cham, among them about 2,000 people from Czech Republic 9. In total, some 9,000 companies have their headquarters in the district of Cham, including some with more than 1,000 employees 10 . Some of the companies are global leaders in their fields. The unemployment rate of the district of Cham is compared to other regions in Europe at a relatively low level of 2.3 % (November 2016) 11 . In 2015/2016 there were 2.921 applicants for apprenticeships and 4.383 vacant jobs for apprenticeships over the year in the regions of the districts Schwandorf and Cham 12 : In September 2016, there were 592 open apprenticeship jobs and 15 applicants without a job: this means about 40 available opportunities per candidate. The age of the 2.921 applicants was as follows: 15 and younger: 463, 16 years: 1.065, 17 years: 623, 18 years:
5 Source: https://www.destatis.de/DE/ZahlenFakten/LaenderRegionen/Regionales/Gemeindeverzeichnis/Administrativ/Aktuell/04Kreise.html 6 Source: http://www.landkreis-cham.de/Home/StatistischeDaten/DerLandkreisChaminZahlen2016.aspx 7 Source: http://www.landkreis-cham.de/home/StatistischeDaten/DerLandkreisChaminZahlen2016.aspx 8 Source: http://www.landkreis-cham.de/Home/StatistischeDaten/DerLandkreisChaminZahlen2016.aspx 9 Source: http://www.landkreis-cham.de/Wirtschaft.aspx 10 Source: http://www.bbkult.net/kulturdatenbank/orte:alle::6/11437967150404.html 11 https://statistik.arbeitsagentur.de/Navigation/Statistik/Statistik-nach-Regionen/Politische-Gebietsstruktur/Bayern/Cham-Nav.html. 12 Source: only combined data available in https://www3.arbeitsagentur.de/web/wcm/idc/groups/public/documents/webdatei/mdaw/mtg4/~edisp/egov-content472899.pdf
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313, 19 years: 193 (in total 2.659 under 20 years), 20 years: 78, 21 years: 57, 22 years: 34, 23 years; 28, 24 years: 25 (in total 2881 under 25 years), 25 and older: 40. The nationality of applicants was German for 2.769 candidates (approx. 95%), other for 151 candidates. 8 candidates do not possess a Secondary School I exam, for 82 there is no data concerning school exams. All the other have higher school exams. 2.451 candidates (approx. 84 %) completed school in 2016, 214 in 2015 and 242 in earlier years. Data from the 15 people without apprenticeship shows that none of them lacked a school exam. Nine of them left school two and more years before, among those 5 male candidates from other countries with high school graduation. There were jobs with vacancies in all the sectors; however, a main part was available in trade, metalwork, energy sector, plumbers, painters, bricklayers and carpenters.
Demographic background including refugees and migrant situation. The last available data on demographics in the district of Cham show following age structure:
Total population Year <3 3 - <6 6-<10 10 - <16 16-<19 19-<25 25-<40 40-<60 60-<75 75+ in thousands 2014 125,8 3,1 3,0 4,2 7,3 4,3 8,7 21,8 39,8 20,8 12,9
In 2014, the average age was 44,2 years. According to the prognoses until 2034, the total number of population will decrease and the age average will increase for the district of Cham. Both effects will be statistically stronger for the district of Cham than for the Bavaria in total.
13
Germany experienced a substantial wave of refugees starting in summer 2015. The German government in cooperation with the Federal States intend to locate the refugees in a decentralized manner, as meaning that they live in urban and rural regions all over Germany. By November 2016, there are about 1,400 refugees living in the district of Cham. Here they are also settled in different towns and villages. Nearly 700 refugees are recognized refugees. Most of them come from Syria and Iraq. The majority of them are mostly young adults and they are allowed to work. However, to enable these recognized refugees to go to the labour market, most of them have to attend integration or literacy courses in order to learn German (and literacy skills).
Identification of relevant regional and national stakeholders in relation to including NEETs to the labour market. 14 The concept of the “Region of Education: District of Cham” was established in 2012. It concludes of a steering committee led by the District Administrator with 10 members, one of these a vice managing director of Volkshochschule im Landkreis Cham e.V. Moreover, there is a committee of more than 20 experts and stakeholders. This committee brings together district administration, general education, adult education, higher education, VET and labour office, chamber of commerce, chamber of crafts. Some of the members are: District of
13 Source: https://www.statistik.bayern.de/statistik/kreise/09372.pdf 14 Source: Landratsamt Cham, Volkshochschule im Landkreis Cham e.V.
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Cham with different stakeholders (economy, regional management, youth, and volunteers departments), schools, Volkshochschule im Landkreis Chame e.V., Vocational Schools Cham, IHK Cham (chamber of commerce), Handwerkskammer Niederbayern-Oberpfalz (chamber of crafts), Labour Office Cham. The concept is built on seven pillars: 1) Organise and accompany transitions from education to work (e.g. three fairs for job orientation for young people). 2) Build up networks with formal and non-formal education offers (e.g. Girls Day: cooperation between schools and enterprises for a one-day internship for girls in typically “male” jobs; cooperation between chamber and High schools for certificates for practical metalwork (workshops in the school holidays). 3) No talent is lost – to support young people with special situations or problems (e.g. Erzählcafe: Young migrants meet in a casual atmosphere and exchange their experiences with living in Germany; Kleine Entdecker-ganz groß: Scientific Education in kindergarden with experiments). 4) Develop civil society, Guidance of young people (e.g. Ehrenamt macht Schule: Young students receive a certificate if they can achieve 80 hours of volunteer work during the school year). 5) Accept the challenges of the demographic change (e.g. Investments in the Health sector and education on the health sector, Gesundheitsakademie Ostbayern). 6) Cross-border and innovative projects (e.g. EU-Project MobiPro with Spanish apprentices for the district of Cham, Vocational Education for young people from Czech Republic). 7) Education creates integration: (e.g.EU-Project MobiPro, Language and Integration courses, Integration in sports, Volunteer Network for teaching German) 15
2.6 CONTEXTUALISATION REPORT FROM 'ASSOCIAZIONE CULTURALE IL VERGANTE' (PIEDMONT REGION – ITALY)
Geographical description of the Region (extension, borders, territory, main communication routes). Piedmont is one of the 20 Regions in Italy. It has an area of 25,402 square kilometers (9,808 sq. mi) and a population of about 4.6 million. The Piedmont’s capital is Turin. Piedmont is enclose on three sides by the Alps; It borders with France, Switzerland and the Italian regions of Lombardy, Liguria, Aosta Valley and Emilia Romagna. The geography of Piedmont is 43.3% mountainous, along with extensive areas of hills (30.3%) and plains (26.4%). Piedmont is the second largest of Italy's 20 regions, after Sicily. It is broadly coincident with the upper part of the drainage basin of the river Po, which rises from the slopes of Monviso in the west of the region and is Italy’s largest river. The Po collects all the waters provided within the semicircle of mountains (Alps and Apennines) which surround the region on three sides. From the highest peaks the land slopes down to hilly areas, (not always, though; sometimes there is a brusque transition from the mountains to the plains) and then to the upper, and then to the lower great Padan Plain. The countryside is very diversified: from the rugged peaks of the massifs of Monte Rosa and of Gran Paradiso, to the damp rice paddies of Vercelli and Novara, from the gentle hillsides of the Langhe and of Montferrat to the plains. 7.6% of the entire territory is considered protected area. There are 56 different national or regional parks, one of the most famous is the Gran Paradiso National Park located between Piedmont and the Aosta Valley.
Economical background. The lowland Piedmont is a fertile agricultural region. The main agricultural products in Piedmont are cereals, including rice, representing more than 10% of national production, corn, grapes for winemaking, fruit and milk. With more than 800,000 head of cattle in 2000, livestock production accounts for half of final agricultural production in Piedmont. Piedmont is one of the great winegrowing regions in Italy. More than half of its 700 square kilometers (170,000 acres) of vineyards are registered with DOC designations. It produces prestigious wines as Barolo, Barbaresco, from the Langhe near Alba, and the Moscato d'Asti as well as the sparkling Asti from the vineyards around Asti. Indigenous grape varieties include Nebbiolo, Barbera, Dolcetto, Freisa, Grignolino and Brachetto.
15 Source: http://www.bildungsregion-cham.de/download/DY3c2842f6X14eaaa2506dXY6c88/Pr%C3%A4sentation_BildungsregionCham.pdf
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The region contains major industrial centres, the main of which is Turin, home of the FIAT automobile works. Olivetti, once a major electronics industry whose plant was in Scarmagno, near Ivrea, has now turned into a small- scale computer service company. Biella produces tissues and silks. The city of Asti is located about 55 kilometers (34 miles) east of Turin in the plain of the Tanaro River and is one of the most important centres of Montferrato, one of the best known Italian wine districts in the world, declared officially on 22 June 2014 a UNESCO World Heritage site. Alba is the home of Ferrero's chocolate factories and some mechanical industries. There are links with the neighbouring France via the Fréjus and the Colle di Tenda tunnels as well as the Montgenèvre Pass. Piedmont also connects with Switzerland with the Simplon and Great St Bernard passes. It is possible to reach Switzerland via a normal road that crosses Oriental Piedmont starting from Arona and ending in Locarno, on the border with Italy. The region's airport, Turin-Caselle, caters domestic and international flights. The region has the longest motorway network amongst the Italian regions (about 800 km). It radiates from Turin, connecting it with the other provinces in the region, as well as with the other regions in Italy. In 2001, the number of passenger cars per 1,000 inhabitants was 623 (above the national average of 575). Tourism in Piedmont employs 75,534 people and currently comprises 17,367 companies operating in the hospitality and catering sector, with 1,473 hotels and tourist accommodations. The sector generates a turnover of € 2,671 million, 3.3% of the € 80,196 million, which represents the total estimated spending on tourism in Italy. The region enjoys almost the same level of popularity among Italians and visitors from oversea. In 2002, there were 2,651,068 total arrivals. International visitors to Piedmont in 2002 accounted for 42% of the total number of tourists with 1,124,696 arrivals. The traditional leading areas for tourism in Piedmont are the Lake District – "Piedmont's Riviera", which accounts for 32.84% of total overnight stays, and the metropolitan area of Turin, which accounts for 26.51%. In 2006, Turin hosted the XX Olympic Winter Games and in 2007, it hosted the XXIII Universiade. Alpine tourism tends to concentrate in a few highly developed stations like Alagna Valsesia and Sestriere. Around 1980, the long-distance trail Grande Traversata delle Alpi (GTA) was created to draw more attention to the manifold of remote, sparsely inhabited valleys. Since 2006, the Piedmont region has benefited from the start of the Slow Food movement and Terra Madre, events that highlighted the rich agricultural and viniculture value of the Po valley and northern Italy. In the same year, Piedmont Agency for Investments, Export and Tourism was founded in order to strengthen the international role of the area and its potential. It was the first Italian institution bringing together all activities carried out by pre-existing local organizations operating for the internationalization of the territory.
Demographic background including refugees and migrant situation. The foreign population see an unemployment rate that is 22.8% vs 8.9% of Italians. The 52.7% of foreign young people up to 24 years are unemployed vs 37.8% of Italian peers. In Piedmont the value of foreign people is 9, 3%, the national level is around 8, 1% and 24 people per 1,000 residents are foreigners. Other births: 1 of 5 born in Piedmont is a foreigner (7,030 in 2013, 19.7%of the total). Increase the second generations. If you choose to become an Italian citizen it can be - in part - a strategic choice (for example, the Italian citizenship opens doors to European citizenship, its rights - and duties; and it provides access to a number of welfare provisions) and, also, decide to become parents in a country that it’s not governed by the rule “jus soli”. It is a project that is part of a stabilization framework and final stay at the outside the country of origin. In 2013, they counted 276,953 (7.1% of the national total), half of women (50.2%) and for a little over a quarter lower (25.5%). Continue to increase residents long period, holders of a permit for an indefinite period: 155,619 (56.2% of the total), while the remaining 121,334 holding an expired permit, in almost 9 out of 10 for family reasons (45.8%) or work (41.7%). Matter of importance is the share of residents for study (5.0%) and asylum / humanitarian reasons (5.2%).
Identification of relevant regional and national stakeholders in relation to including NEETs to the labour market Piedmont has 185.000 NEET. According to Istat, in Piedmont the NEETs between the ages of 15 and 34 years are 185.000, slightly less than a fifth of young people of the same age: the highest percentage among industrialized regions of centre-North. The situation does not improve in Europe: Italy is among the nations with the highest percentage of NEETs. Since 2008 (year of the recession’s beginning) The Piedmontese NEETs grew by 48 percent. National the same of IN PROGRESS and at local level we have REGIONE PIEMONTE and LABOR OFFICES for Youth Guarantee.
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3. REGIONAL/NATIONAL PROGRAMS OF COMPETENCES ACQUIRED IN FORMAL/NON- FORMAL/INFORMAL CONTEXT WITH OR WITHOUT RECOGNITION
This chapter lists and describes the regional/national programs of competences acquired in formal/non – formal/informal context with or without recognition. With regard to Netherlands and Italy, the partners carried out the task collaboratively just because they worked on a national basis.
3.1 CONTEXTUALISATION REPORT FROM INPROGRESS CALABRIA (CALABRIA REGION – ITALY) AND 'ASSOCIAZIONE CULTURALE IL VERGANTE' (PIEDMONT REGIONV – ITALY)
The Italian University System The Italian university system is organized in three cycles, according to the Bologna structure: the main academic degrees are the Laurea (1st cycle), the Laurea Magistrale (2nd cycle) and the Dottorato di Ricerca (3rd cycle). Credits: degree courses are structured in credits (Crediti Formativi Universitari CFU). University credits are based on the workload students need in order to achieve the expected learning outcomes. Each credit corresponds to 25 hours of student workload, including independent study. The average workload of a full time student is conventionally fixed at 60 credits per year.
The implementation of ECVET in Italy Even ECVET is a European validation system, in Italy it is very good implemented respect to the other European countries. The system identifies eight strategies at EU level for the implementation of ECVET. Most countries, like Italy, are developing ECVET through a combination of strategies. Italy has followed three of these eight strategies: Strategy 1: the creation of testing initiatives. The test is performed in national initiatives for a specific qualification process. In most cases these initiatives followed by the most important political decisions actors (ministries or authorities for qualifications). The initiatives have a specific budget line and are co-financed by national and European budgets. Strategy 3: implementation of legislation and regulations on training. Legislation and regulations are updated by integrating the technical characteristics of the ECVET system. Strategy 7: learning by working with European projects ECVET. This strategy involves regional or national sectorial European ECVET projects. Italy has introduced ECVET in the list of its activities related to the EU. In 2006, the Italian technical committee for the construction of a national system of minimum professional standards and training standards and skills certification has been working with stakeholders (ministries, regions, social partners) to coordinate and develop, within a common methodological framework, a national system. The objectives were defined to recognize the qualifications, skills and to certify the credits, the transparency of skills, and the creation of training and professional standards. The technical committee has temporarily suspended its activities because of the need to focus on the challenges of the current crisis.
3.2 CONTEXTUALISATION REPORT FROM STICHTING BLOOM (HOLLAND RIJNLAND REGION – THE NETHERLANDS) AND STICHTING XTRA (HAAGLANDEN REGION – THE NETHERLANDS)
RPL/APL 16 Recognition of prior learning (RPL, in Dutch: EVC Eerder Verworven Competenties) is the common name given to the process of the recognition of competences that an individual has gained through formal, informal or non-formal learning in various settings. Accreditation of Prior Learning refers to the process of accreditation once the gained competences have been recognized. This implies that competences acquired by learning on the job, in society or in voluntary work are in principle comparable to the competences acquired in formal education. RPL and APL are instruments to make the potential of the individual development visible and to improve
16 Source: http://www.nationaal-kenniscentrum-evc.nl/
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the human capital management in companies. In the Netherlands, recognition of prior learning is seen in various contexts: V to increase the employability of individuals and employees by recognizing their prior learning related to a qualification and describe these outcomes in a certificate of experience; V to get more insight in employees' capacities to create an optimal match with occupational profiles or learning programs on the job; V to increase the employability of individuals by recognizing and possibly accredit their prior learning to shorten the duration of continuing training/education programs in order to attain nationally recognised qualifications; There are about 36 recognized companies and institutions who are allowed to test if someone has certain competences and issue an official EVC-certificate.
Boris Scholars who are unable to obtain a basic qualification at EFQ-2 level can follow an alternative school career in ‘secondary special education’ or ‘practical education’. Together with accredited training companies, they can educate these students with the so-called ‘Boris-approach’ to work out specific parts of the qualification-structure of VET-education at EFQ2-level. With the Boris Approach SBB, people with disabilities get opportunities to engage in the labour market. The approach is based on the system of vocational education by learning in practice. The target group follows a long time-internship at special recognized training companies. The company trains the youngster at the workplace, and leads him toward work according to ability. Think of assisting, supporting and producing activities. Thereby these vulnerable youth get perspective to participate at the labour market. Every student has their own talents and skills on which companies can benefit. With a Practice Certificate -which is supported by many industry association- the student can show others what his skills are and can therefore better participate in society. The Boris-approach is meant for students with disabilities or learning-difficulties who attend secondary special education or schools for practical-education. The Boris-approach is also available for youngsters with social benefits for a disability (Wajong), with a WSW-indication (Social Employment Law), a WIW- or ID-job.
Research differences in skills between migrants and native youngsters In October 2016, the Dutch center for integration and society did a study on "the use of work skills of young immigrants. Conclusions for the three main questions: 1) Which skills do employers seek and to what extent differences occur in different types of functions? Employers expect a combination of job-related expertise with intra- and inter-personal skills, such as flexibility, communication, motivation and working in a team. For functions for highly skilled employers value in order of importance: expertise, professional diploma and employee competences. For functions for low-skilled people, employers appreciate high value on social skills and teamwork. Furthermore, they pay attention to four easily observable features containing evidence of discrimination mechanisms: age, sex, health, and ethnic background. 2) How do employers measure if young people have these competences and skills? Judgement is often made during the job interview. Young people with a migration background -more than indigenous youths- are valued unsuitable in the application phase when they fail the social normative standard for communication-skills, attitude and profile. Various studies show that discrimination occurs during the process of recruitment and selection: with the same characteristics candidates with a migrant background are less likely to be invited. For functions with many customer contact more distinction is made in racial background. There are also indications that employers apply above-average standards towards youngsters with a migration background. 3) To what extent are employee-competences and -skills of young people with a migration background less well developed than that of native youth? There is hardly research data on this issue. Evidence for differences in skills is very limited. The emphasis in policy and literature on possible differences seemed to be based on stereotyping rather than actual data.
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UAF Since 1948, the Foundation for Refugee Students (UAF) supports and counsels highly skilled refugees in the Netherlands. We help them with their study and finding suitable employment. Many refugees have studied, and often received a diploma, in their country of origin. The diplomas of these doctors, engineers, law graduates, economists and others are not recognized in the Netherlands. The UAF helps them with a new start in The Netherlands. UAF supports refugees with grants and loans, so that they can attend a course of higher education. These funds are intended only for tuition fees, language courses, books, a computer, travelling expenses and other costs related to their studies. UAF advises refugees on their choice of study and guides them during their studies and when they apply for jobs. In the initial phase, UAF helps them while they learn the language and develop learning skills. UAF organizes training courses and networking meetings for refugees who are studying and those who have graduated. More info: www.UAF.nl
Europass Certificate Supplement The Europass Certificate Supplement (CS) is a brief and practical description of a Dutch senior secondary vocational education (MBO) qualification. You can use the CS to show your skills in the Netherlands and abroad. The information comes directly from the qualification files prepared by the Minister of Education, Culture and Science. The CS is available in Dutch, English and German. The Europass Certificate Supplement is part of Europass. This is a set of documents that will help you even more to show your knowledge and skills abroad. More information can be found at Europass.nl.
Open badges 17 Open Badges provide portable and verifiable information about skills and achievements. Individuals can unlock opportunities by sharing collections of badges representing desired skill sets in a dynamic, evidence-based way. Open Badges represent legitimate, authenticated achievements, described within badge and linked to the awarding organization. Individuals and organizations who accept badges and offer opportunities in exchange, play a critical role in the ecosystem. Through this process, Open Badges can be turned into new collaborations, jobs, internships, and richer connections between lifelong learners. Things you can verify and explore in a badge: V details about the organization issuing the badge; V what the individual has done to earn the badge; V the criteria that the badge has been assessed against; V that the badge was issued to the expected recipient; V the badge earner’s unique evidence (optionally included); V when the badge was issued and whether it has expired.
17 Source: https://openbadges.org/
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3.3 CONTEXTUALISATION REPORT FROM AC AMICS DE LA BIBLIOTECA DE LA FONTETA (THE VALENCIAN COMMUNITY – SPAIN)
The National Catalogue of Professional Qualifications (CNCP) is an instrument of the National System for Qualifications and Vocational Education and Training (SNCFP), which lists the professional qualifications according to the appropriate competences for the professional exercise. They are arranged in five levels of qualifications. The Spanish National Catalogue of Professional Qualifications (CNCP) consists of professional qualifications arranged in level of qualification and professional family. The 26 professional families which make up the National Catalogue of Professional Qualifications (CNCP) have been created according the different professional competences. The 5 levels of professional qualification are based on the professional competency required for each productive activity taking into account different criteria like knowledge, initiative, autonomy, responsibility and complexity, among others, necessary for the accomplishment of every activity. The qualifications are published in the State Official Bulletin. At this moment, the National Catalogue of Professional Qualifications has 664 published qualifications. Through the CNCP, you can find a recognized certificate of your competences. This certificate is official and valid in all the national territory and are issued by the Spanish Employment Service and the Autonomous Communities. They are obtained through two ways: V Studying and passing all the modules that make up the certificate of professionalism. V Following the procedures established for the evaluation and accreditation of professional skills acquired through work experience or non-formal training. There are no others official programs of competences in Spain.
3.4 CONTEXTUALISATION REPORT FROM VOLKSHOCHSCHULE IM LANDKREIS CHAM E.V. (BAVARIA – GERMANY)
The first activities to include Non-Formally and Informally acquired competences have been already undertaken in Germany. In order to include results of Non-Formal and Informal Learning in the development of the German National Qualifications Framework DQR, an expert workshop was established in 2010 and its results showed that Germany had already a range of procedures to recognize informally acquired competences. The Volkshochschule im Landkreis Cham e.V. was a member of the working group for non-formal education. The working group of experts was to develop the criteria for inclusion of qualifications from the non-formal sector. In general, the German system is very much orientated on formal learning with official certificates (e.g. school system), VET (dual system with structured apprenticeship pathways, final exams, and certification). However, under certain preconditions (worked in the occupation for 5 years), one is allowed to pass the so-called “Externenprüfung” (“Exam for externals”) – this means one has to do the same VET exams, theoretical and practical, as if you had done a 3-years-apprenticeship training 18 . There are also several initiatives below legislative level, in form of projects or different stakeholders’ programmes. These relate mainly to identification and documentation of learning outcomes and are not generally linked to the development of the National Qualifications Framework. One of the most successful initiatives is the ProfilPASS, a system of counselling and documentation of learning outcomes based on biographical methods. There is a special ProfilPass for young people, to be used for age 13 and more. The ProfilPass supports the documentation of abilities, strengths and field of interests of the young people, in particular those not documented in official school certificates 19 . A new national programme, called “2P Potenziale und Perspektiven” for recognition of competences was presented by the Ministry of Education in November 2016. At this stage it is available in Baden-Württemberg, one federal state in Germany. In the final version it is planned on a national context and it will comprise of seven elements: 1. Basis cognitive competences (Power of concentration, Retentiveness, Deductive Reasoning, Special Imagination) - available 2. Vocational competences – planned to be available by 2017 3. Methodological competences (Planning ability, Problem solving ability, Self-controls ability) - planned to be available by December 2016
18 Source: http://www.perspektive-berufsabschluss.de/de/501.php 19 Source: http://www.profilpass-fuer-junge-menschen.de/fuer-eltern/ziele-nutzen/
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4. Mother tongue (German: Listening, Vocabulary, Reading, Writing) - available 5. Foreign Language (English: Listening, Vocabulary, Reading, Writing) - available 6. Mathematical competences (Measuring, Space and Forms, Functions and Data/Random) - available 7. Biographical information with relation to education. - planned to be available by 2017 The target group is young people, aged 10-20 years and young migrants. The system is web-based. It is also appropriate for the use with young migrants, wherever possible language-based information is avoided. The test can be done several times per participant. The test is only available for schools; it can only be done by trained teachers 20 . The Bavarian Industry and Trade Federation, in coordination with regional labour office and the Bavarian Association of Cities, has developed an online-based instrument for recognition of vocational competences for migrants and refugees not having formal certificates: check.work. There are two modules: One for pupils and one for adult migrants with work experience. The instrument is available in five languages. As a result the migrants will receive a certificate which will be used during the further integration process. The test will take about 45 minutes. The tool will be soon accessible (Feb 2017) with a free license issued by the regional Industry and Trade Chamber. However, for working with the tool a special training is required.
20 Source: http://www.2p-bw.de/,Lde/Startseite/Zeitplan+_+Ueberblick ; http://2p-bw.de/site/pbs-bw-new/get/documents/KULTUS.Dachmandant/KULTUS/Projekte/Projekt-2P/2P-Flyer_BW.pdf
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4. BEST PRACTICES FOR RECOGNITION OF COMPETENCES AND INCLUSION OF NEETS, REFUGEES, MIGRANTS AND EARLY SCHOOL LEAVERS TO THE LABOUR MARKET FROM THE REGIONAL/NATIONAL CONTEXT.
In this chapter, each partner presents a set of best practices from the regional/national context for recognition and inclusion of the defined target group to the labour market. Each best practice has been described and the target group has been defined. At the end of the description, there is a SWOT Analysis according the following scale of relevance:
SWOT A NALYSIS “BEST PRACTICE’’ Scale of Relevance 1 None or very low 2 Low average 3 Medium average 4 High
4.1 CONTEXTUALISATION REPORT FROM INPROGRESS CALABRIA (CALABRIA REGION – ITALY)
Description of the best practice N.1 - Project ‘W.A.Y.’ (Welfare Air Young) The project ‘W.A.Y.’ (Welfare Air Young) represented an innovative intervention of youth policies on the territory of the Region of Calabria. The general aim of the project was to create, through an interactive multimedia container (web/radio/TV platform) and experimental workshops on the field (training and informative programs), an incubator of active welfare policies allowing young users to promote contents, programs and actions in support of social inclusion. The project ‘WAY’ proposed an intervention "by youngsters for youngsters", aimed at the creation, transmission and dissemination of actions of social inclusion through civic engagement and active participation of youngsters in social issues and the cooperation among institutions and organizations in supporting activities for vulnerable groups. Youngsters living in Calabria aged 14-35 and migrants and asylum seekers of the same age represented the main target groups. During the project, it was built a massive communication campaign with the aim to reach the greatest number of users. In order to engage youngsters, it was created a Facebook page that got 1,408 likes, and 300 hours of radio transmissions with approximately 400 average daily listeners were realized. Thanks to the communicative campaign, it was possible to obtain excellent results in terms of popularity, and the training activity was administered through: V A platform of e-guidance, made available by a project partner, where some operators and consultants provided online counseling and guidance (and/or skills assessment) according to the needs of young users and the initiatives promoted by the University of Calabria (external associate). The results obtained with the platform were the following: − 80 forms on skills assessment (developed or to be developed); − 80 specialized intervention plans; − 80 curriculum vitae in European format; V Training workshops carried out in the project partners’ facilities, attended by an amount of 448 youngsters (compared to the 150 originally planned). 148 of these youngsters were women under 35; 56 were disadvantages and 70 were refugees asylum seekers. Thanks to this project, it was possible to train youngsters with specific job skills needed for the employability in the radio industry (radio presenter, director, content creator, etc.). The method used by the project represents a good potential for the development of the following key competences: 1. Communication in mother tongue: W.A.Y. allows youngsters to create their own radio programs, by also improving their linguistic skills both oral and written, to be able to communicate knowledgeably and engagingly with audiences, organize a speech and express their ideas through an active communication involving listening and speaking.
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2. Communication in a foreign language: As migrants represented one of the target group of the project W.A.Y., they had the possibility to produce their own programs in their Mother Tongue or in Italian (for them Foreign Language). They had the opportunity to improve the ability to organize a speech and to express their ideas in a foreign language, through an active communication involving listening and speaking by also considering intercultural topics. 3. Mathematical competence and basic competences in science and technology: Thanks to the project W.A.Y., the youngsters developed a mathematical thinking, also useful for the problem solving of everyday life. Moreover, they improved the ability of word processing and data handling. 4. Digital competence: W.A.Y. allowed participants to develop the competence in the use of ICT tools applied to the radio industry, thanks to the opportunity of use specific software for the creation of radio programs and their broadcasting. The youngsters could use informatics tools and technologies in order to prepare, realize and evaluate the project and share it with the external; This implied to have strong IT skills, including word processing and data handling - and, ideally, audio editing and image manipulation software 5. Learning to learn: through W.A.Y. project it was possible to learn how to better organize the acquisition of knowledge, including time and information management both individually and in groups; 6. Social and civic competences: within the project W.A.Y., the youngsters had the opportunity to deepen some topics related to the social and working life of the community, as well as participate in an effective and constructive way in social life. Thanks to the project W.A.Y. it was possible to work with various groups, and exploring new ways of looking at the world, different values and traditions; 7. Sense of initiative and entrepreneurship: thanks to the project W.A.Y., it was possible to acquire not only knowledge spendable for the employability in the radio industry, but also start a business on their own. Talents, ideas and creativity were showed during the realization the commercials; 8. Cultural awareness and expression: the training paths designed for the project W.A.Y. gave the participants the opportunity to develop the ability to express themselves through music, performing arts, literature and the visual arts. Specifically, the participants were involved in the preparation of radio performances. As following, the SWOT ANALYSIS TABLE “BEST PRACTICE’’:
TABLE SWOT ANALYSIS “BEST PRACTICE’’ ANALISYS DESCRIPTION Rel. Strength 4 Replicable intervention . 4 Hardware readily available . 4 Simple (apparent) use of digital tools . Rel. Weakness 3 Selling is not the main objective . 4 Relevant costs of Hardware . 4 Advanced computer skills . Rel. Opportunities 4 Always and everywhere visible . 4 To find customers and partnerships . 4 To attract capital with advertising campaigns . Rel. Threats 4 Lack of know -how . 4 Believe that it is a fashion, a hobby . 4 Crisis of consumption and re -allocation between items of expenditure.
Description of the best practice N.2 - Project P.A.R.I. (Percorsi Antidispersione, Recupero, Inclusione - Dropout prevention, recovery and inclusion) The project P.A.R.I. (Percorsi Antidispersione, Recupero, Inclusione - Dropout prevention, recovery and inclusion), promoted by the province of Reggio Calabria (in Calabria Region), had the aim of motivating the school attendance of students of the third classes of the lower secondary schools (aged 14 -17), at high risk of school dispersion. The project has been realized through some workshops and laboratories organized in two training
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centres of the Province of Reggio Calabria. In fact, students from lower secondary school attended the workshops and laboratories that took place in two vocational training centres of Reggio Calabria and Gioia Tauro. Moreover, the participants had the opportunity to attend seminars on the topics of legality and citizenship, organized by ‘Associazione Libera’. Throughout the duration of the project, the participants received motivational support and guidance by some professionals such as psychologists and cultural mediators. Overall, 200 youngsters participated in the project. Among them, 28 (19 males and 9 females) participated in training activities and workshops. Only 14.28% of the students who participated in workshop activities were foreigners. The five workshops activated at the local vocational training centres (three of IT and two of mosaic) had a duration of 26 hours each with a frequency of 4-5 hours per week. Eight Lower secondary schools and Permanent Territorial Centres (CTP) joined the project. The certification of acquired skills has been released after passing a final exam. The method represents a good opportunity of acquiring or improving the key following competences: 1. Communication in mother tongue: The project P.A.R.I. allowed participants to develop the ability of express and define their ideas, feelings and thoughts properly; 2. Digital competence: Thanks to the project P.A.R.I., participants improved their IT competences by using software and computer devices. They learnt to use, in an appropriate and critical way, the IT for work, leisure activities and communication; 3. Learning to learn: During the project, the participants had the opportunity to understand the project goals and learn to establish individual and collective learning objectives; 4. Social and civic competences: Thanks to the training sessions of the project, the participants were able to acquire greater knowledge, understanding and awareness of the values and roles of civil society, in order to participate constructively in the social life; 5. Sense of initiative and entrepreneurship: The project P.A.R.I. allowed participants to become aware of their talents and passions, in order to develop potential individual entrepreneurial activities; 6. Cultural awareness and expression: Students who participated in the workshops had the opportunity to become aware of the importance to express their ideas and emotions by using both information systems and visual art. During the mosaic workshops, they were able to share and learn details of local culture and traditions: heritage of knowledge to be acquired and pass on. As following, the SWOT ANALYSIS TABLE “BEST PRACTICE’’:
TABLE SWOT ANALYSIS “BEST PRACTICE’’ ANALISYS DESCRIPTION Rel. Strength 4 The workshops encouraged the re -motivation to schooling 4 Awareness of their skills 4 Acquisition of work in a team Rel. Weakness 4 Few institutions participating in the project 4 Few foreign students 3 Short duration of the workshops Rel. Opportunities 4 Increase the number of participants by broadening the training offer 4 Spreading the culture of legality Rel. Threats 4 Not respecting the time schedule 4 Difficulties in finding funds
Description of the best practice N.3 – Project “C.A.S.” (Centro di Accoglienza Straordinaria- ‘Extraordinary Reception Centres ’) The project “C.A.S.” (Centro di Accoglienza Straordinaria- ‘Extraordinary Reception Centres ’) coordinated by “Cooperativa Malgrado Tutto", was realised in Lamezia Terme. The project was addressed to 136 male refugees, asylum seekers, with an average age of 26 years. During the project, some workshops and courses have been activated with the purpose of allowing migrants to acquire new knowledge, skills and competences and foster their employability. The participants attended courses and workshops of literacy, climbing, gardening, creation of
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naturalistic paths, pet-therapy, volunteering and other. In order to recognize the skills of those to be included in the labour market, it was necessary to concentrate on their real will to integrate themselves in the social life. The skills, knowledge and attitude of participants have been tested on the field trough handicraft activities, manufacturing and work in the social sector. In fact, the participants have been involved in voluntary activities or during natural emergencies and interventions. The beneficiaries of the projects participated in specific training in order to improve and enhance their skills. At the end of the training, they had a final exam and a skills assessment. All the activities have been followed and monitored by professionals, culture mediators ad social workers. At the end of the projects, some participants have been hired by the cooperative for internal and external tasks. The method used by the projects represents a good opportunity of acquiring the following key competences: 1. Communication in mother tongue: Thanks to the opportunity to interact with the professionals and the culture mediators, the participants could improve their linguistic skills both written and oral as well as the ability to organize a speech to better express their needs. 2. Communication in foreign language: The participants acquired a foreign language (Italian) both written and oral as well the ability to organize a speech and interact with others. 3. Mathematical competence and basic competences in science and technology: Thanks to the project, the participants developed a mathematical thinking and a problem solving attitude, being successful in topics regarding science and technology; 4. Digital competence: The project C.A.S. allowed participants to develop competence in the use of IT and telecommunication, also by using smartphones for communicate and interact with their origin countries; 5. Learning to learn: The participants learnt how to better organize their knowledge, how to learn as trainer in different contexts and with other students as well as how to find the right motivation to learn; 6. Social and civic competences: The participants acquired notions and understanding of topics relating to the social and working life of the society. Moreover, they had the opportunity to better understand values, roles and structure of the hosting community. 7. Sense of initiative and entrepreneurship: The project allowed participants to acquire notions useful for employability in the social sector. They had the opportunity to discover their talents and passions and apply them for a possible own business; 8. Cultural awareness and expression: Thanks to the works of handicraft, the participants learnt how to turn natural basic materials into tools and objects, and could express themselves through creativity. As following, the SWOT ANALYSIS TABLE “BEST PRACTICE’’:
TABLE SWOT ANALYSIS “BEST PR ACTICE’’ ANALISYS DESCRIPTION Rel. Strength Integration of the participants in the social and economic context through sport activities and their participation in meetin gs in 4 schools. 4 Integration, exchange and debates with the Catholic community of the territory through meetings and cultural exchange Educate both migrants and host populations to foster mutual understanding of their respective cultures and values, and thus 4 ease adaptation and integration. Rel. Weakness In case of humanitarian emergency, the number of beneficiaries may grow significantly and social inclusion measures are not 4 very effective 3 Lack of information about migrants and their inclusion in society. 4 Existing prejudices towards foreign populations Rel. Opportunities 4 Schooling of refugees. 4 Training of refugees to legality for criminality prevention 4 Delivery of an internal regulation with a "handbook of the foreigner", to know the regulations of the host country. Rel. Threats 4 Uncertainty of public funding 4 Low culture of integration of local inhabitants 4 European limited financial resources for projects in favor of the integration of refugees into the Italian socio -economic context
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Description of the best practice N.4 - Project ‘NETnotNEET’ NETnotNEET is a European project aimed at NEET people, which in Italy has involved the non-profit association CIOFS-FP (lead partner) which is settled throughout the Italian territory and ‘Provincia di Livorno Sviluppo’, a body for development, research and training activities within the Province of Livorno, in Tuscany. The aim of the project was to identify and develop new strategies and tools in order to implement local and European networks, composed of VET&PA actors, by supporting and strengthening their services, methodologies and tools and offer them new strategies for better respond to the different and specific needs of NEETs at local and European level. Particularly attention has been focused to reinforce and/or implement: V measures to reintegrate early school-leavers; V measures to provide timely support for those who have just made the decision to drop out by encouraging and enabling them to continue their previous studies or to find other more suitable training alternatives; V measures to prevent early school-leaving; V new methodologies and strategies of Career guidance, to enable NEETs to get suitable work and to avoid a skill mismatch; V school-to-work transition policies; V measures to foster employability and to remove barriers to employment. The project was based on a double level of complementary strategies: V Bottom-up: involving NEETs in Forums and Laboratories of Dialogue to discuss and propose new methodologies and tools for the VET system, employment services and selected public authorities, according to their needs and expectations. The Forums of Dialogue took place through web forums, namely virtual areas of dialogue, integrated in the NNN website to which the youth could connect in order to find out information and participate in discussions. Through the involvement of NEETs in these Forums, they had the chance to share their stories regarding unsuccessful education, training and/or working experiences, explain their perception of VET, employment services and appointed public authorities system, as well as identify weakness, strength, and possible improvements according to their needs and expectations. The Forums of Dialogue allowed these young people an opportunity to exchange ideas and discuss problems. V Youth involved in NNN were engaged in the three Laboratories of dialogue that took place in each country of the partnership (Italy, Spain, Ireland, Turkey, Bulgaria and Romania). The Laboratories were prepared through the dedicated Forums of Dialogue, where people in NEET condition could share experiences, discuss topics, such as why they stopped looking for a job, why they have not engaged with guidance counseling centers, why they wanted or have decided to leave school or training courses before getting a diploma and without having already a job etc. Starting from these inputs, and according to their needs and expectations, the NEETs met together at Laboratories of dialogue held at local level and had the chance to identify proposals and suggestions for policy makers; V Top-down: involving public and private stakeholders of the VET system, employment services and appointed public authorities in Peer Reviews to analyze the impact of their good practices. Peer Review was a form of external evaluation aimed at supporting the reviewed educational institution in its quality assurance and quality development efforts. An external group of experts- known as Peer- was invited to judge the quality of an activity, strategy or policy. V Experts and NEETs matched in Dueling Moderator Focus Groups, where there was a synthesis of the two points of view (bottom-up and top-down). At a dueling moderator, focus group two distinct groups were asked about their perceptions, beliefs, and views regarding a certain topic, and they took opposite sides in this discussion. It involved two moderators, who took opposite sides on a topic and discussed it further. V A transnational Laboratory was held in Romania with European experts, representatives of the NEET target group, the VET systems, employment services and relevant public authorities. Three study visits involving partner organisations and external participants took place respectively in Denmark, Sweden and Ireland, in order to learn and share knowledge and experiences about social welfare systems oriented to NEETs. The Dueling Moderator Focus Groups in Livorno was a success. Seven young people took part and two of them addressed questions to the representatives of the institutions attending (the Minister for Employment of the
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Tuscany Region and a representative of employers for Legacoop Toscana, an important association among cooperatives). Around the table, there was a lively and participated debate, which saw a first round with questions and answers between the two girls who had participated in the workshops of NETnotNEET project and the regional minister. The lack of guidance after the end of the studies and the accompaniment to the work by the public service, the contradictions in the available tools such as traineeships, the mismatch between the studies and the labour market were some of the important issues discussed. A second round started with a focus on the point of view of the companies and their supply of labour in relation to the demand by the unemployed young people. The framework he outlined was an important discovery for many young people, who were positively surprised. The debate was constructive, being finalized with concrete proposals for improving the training and education system, the labour insertion services and the public authorities. A message of encouragement and hope ended Dueling. Thanks to the methods and activities implemented during the project (Forum of dialogue, NEET Laboratories of Dialogue, Peer Reviews, Dueling Moderator Focus Groups, etc.) the participants had the opportunity to improve and/or acquire the following key competences: 1. Communication in mother tongue: NEETs had the chance to share their stories regarding unsuccessful education, training and/or working experiences, explain their perception as well as identify weakness and strength and possible improvements according to their needs and expectations. The Forums of Dialogue allow these young people an opportunity to exchange ideas and discuss problems. So they could improve their capacity to express opinions and ideas, and organize a speech being able to support an active communication involving listening and speaking. 2. Communication in a foreign language: The project has seen the participation of young people from different European countries, which have had to exchange their ideas using English as a vehicular language. They had the opportunity to improve the ability to organize a speech and to express their ideas in a foreign language, through an active communication involving listening and speaking by also considering intercultural topics. 3. Digital competence: Through the web forum, the participants had the opportunity to become familiar and deepen their competence and knowledge in participating to a web discussion, share information by using a chat for asking and answering to written message. Moreover, they could improve their capacity in the use of pc commands and keys. 4. Learning to learn: For the participants to the project it was possible to learn how to better organize the acquisition of knowledge, including time and information management both individually and in groups. They learnt to work collaboratively as part of the learning process, discover the benefits from a heterogeneous group, and to share what they have learnt. They became able to organise their own learning, evaluate their own work, and to seek advice, information and support when appropriate; 5. Social and civic competences: By sharing experience with their coetaneous and with people with the same needs, the participants showed tolerance, expressed and understood different viewpoints, created confidence and felt empathy each other. They were also capable to express themselves and communicate in a constructive way. They showed the ability to engage effectively with others in the public domain, and to display solidarity and interest in solving problems affecting the local and wider community through a critical and creative reflection and constructive participation in community; 6. Sense of initiative and entrepreneurship: Thanks to debates, dialogues and round tables with stakeholders, politicians and representatives of employers, the participants could identify available opportunities for personal, professional and/or business activities, including ‘bigger picture’ issues that provide the context in which they live - such as a broad understanding of the workings of the economy, and the opportunities and challenges facing an employer or organization. As following, the SWOT ANALYSIS TABLE “BEST PRACTICE’’:
TABLE SWOT ANALYSIS “BEST PRACTICE’’ ANALISYS DESCRIPTION Rel. Strength 4 Excellent communication among participants 4 All the activities well organized 4 European project value
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Rel. Weakness 3 Not too much time for questions 3 Lack of practical suggestions about how to contact employment services Rel. Opportunities 4 Sharing experience with coetaneous 4 To exchange ideas and discuss problems 4 To meet European experts, representatives of VET system and employment services 4 To learn and share knowledge about social welfare system oriented to NEETs Rel. Threats 3 Find out too many barriers to employment 3 Believe to find a job after participating
4.2 CONTEXTUALISATION REPORT FROM STICHTING BLOOM (HOLLAND RIJNLAND REGION – THE NETHERLANDS)
Description of the best practice N.1 - Buitenkans 21 Partnership for secondary education, VET-schools ROC Leiden and ID College. Cardea youth help, Regional bureau for education and the municipalities in the Holland Rijnland-region. Target group: Buitenkans helps youngsters between 15-23 years who tend to drop out of school before getting a diploma or who don’t fit (just yet) in the formal education-environment of a VET- school. The target group is not able to get a level-2 VET-school diploma or a job without extra help, which is not provided for, in the regular care structure of the schools. The object is that youngsters, who participate in the project, get into a VET-school or find a job. The project started in 2016 with 40 youngsters. The project is based at the ‘Campus older youth’ of Cardea Youth care at the Gerrit van der Veenstraat in Leiden, Netherlands. The youngster are being supervised by a multidisciplinary team of teachers, counselors, trainers and behavioral scientists who work with the target group based upon a shared vision. Basic components of the working method: working on motivation, self-confidence building, and view to gain a positive perspective and develop workers' skills before they can return to school or go to work. Type of the tool/practice: guidance, self-development. Level of influence of your tool/practice: regional (Holland Rijnland – region). As following, the SWOT ANALYSIS TABLE “BEST PRACTICE’’:
TABLE SWOT ANALYSIS “BEST PRACTICE’’ ANALISYS DESCRIPTION Rel. Strength 3 Care in close reach for youngster 3 Possibility too acquire social skills 3 Cooperation school -youth care 3 Internships within the company Rel. Weakness 3 No official certificate for learned skills 3 Limited target group Rel. Opportunities 1 Focus on a wider target group Rel. Threats 4 Finances (temporarily subsidized)
Description of the best practice N.2 - Studio Moio 22 Studio Moio develops new concepts on complex issues, tries them out in practice, organizes events and thereby develops appropriate media expressions that really creates movement to make a difference. Most subjects deal with the
21 More info: https://www.swvvo2801.nl/images/pdf/buitenkans-informatie.pdf 22 More info: http://www.studiomoio.nl/
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Dutch schooling system and labour market and the exclusion of youngsters who don’t ‘fit’ in the system. Target group: Studio Moio mainly works with young people with lives off the beaten path: now work and no completed education. The call them their innovators. They have to renew their strength. They think differently and have motivation to show that things can be different, makes it possible to generate new insights and break existing patterns. Moio studio is a self-financed social enterprise: a company who takes care of his own (income) while social value is generated at the same moment. Studio Moio creates a wide range of projects, A short-list: V ‘Roem en poen’ (Fame & Fortune): creating internships for early school leavers. V Equal right in VET-education: a study by VET-scholars. V Campaign for young caregivers. V Superheroes: campaign for chances at the labour market for youngsters with a disability. V Vitalab: advice for improvement of care- and cure education. Type of the tool/practice: self-empowerment, innovation, research, advice. Level of influence of your tool/practice: local (City of Leiden, Netherlands). As following, the SWOT ANALYSIS TABLE “BEST PRACTICE’’:
TABLE SWOT ANALYSIS “BEST PRACTICE’’ ANALISYS DESCRIPTION Rel. Strength 4 Youngster is judged on talent and motivation 4 Public relations and marketing 4 Flexible and innovative 4 Customized task for each youngster Rel. Weakness 4 No recognition for skills learned 4 Dependent on grants and funds Rel. Opportunities 4 Influence on policy of government and (VET -)schools 4 Secure experience and implement elsewhere Rel. Threats 4 ‘one woman operation’
Description of the best practice N.3 - Nefiks 23 Nefiks is a project that has been promoting the values of volunteering and non-formal education in Slovenia for over 10 years. It has been doing so by motivating young people to educate in different fields and persuading employers to consider non-formal education as a reference when getting a job. Nefiks expands the possibility of young peoples' employment and social inclusion, especially for those "left behind", with its supplement activities such as workshops, stakeholder meetings, system of peer advising and public promotion. In its years of existence, Nefiks significantly raised the meaning of recognition of non-formally acquired skills, and that's why many institutions strongly support it. Nefiks comes in two shapes, electronic portfolio and a booklet. Nefiks started as a record book for young people participating in non ‐formal learning experiences. Today, apart from its paper version, Nefiks is an easy to use online portfolio for recording knowledge, experience and skills of young people, acquired through 6 different fields: V active citizenship and responsible work on projects. V work. V organized forms of education. V camps and voluntary work. V exchanges/visits with foreign countries. V other ways of acquiring knowledge, skills and experiences. In 2009 – Nefiks was recognized as a relevant tool for the recognition of non ‐formal learning experiences by the University of Ljubljana. Type of the tool/practice: Self ‐assessment tool, Publication/Handbook, Portfolio, Website/Platform/ Blog. Recognition dimensions addressed by the tool/practices: Self ‐recognition, Social recognition. Level of influence of your tool/practice: National. Target group(s) for the tool/practice: all young people
23 More info: http://pjp-eu.coe.int/en/web/youth-partnership/nefiks?inheritRedirect=true Developed by: Zavod Nefiks, Slovenia
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from Slovenia over 14 years of age and all youth and other NGOs where non ‐formal learning is taking place. As following, the SWOT ANALYSIS TABLE “BEST PRACTICE’’:
TABLE SWOT ANALYSIS “BEST PRACTICE’’ ANALISYS DESCRIPTION Rel. Strength 4 Research: user friendly 4 For employers: more than a usual CV 4 Digital and hard copy 4 Free to use 4 Nation -wide usage in Slovenia 4 Tutors for users Rel. Weakness 2 Mainly self -assessment 2 Not by an official organization 2 More about experiences than competences Rel. Opportunities 3 Apply in other European countries Rel. Threats - -
4.3 CONTEXTUALISATION REPORT FROM STICHTING XTRA (HAAGLANDEN REGION – THE NETHERLANDS)
Description of the best practice N.1 – Boris 24 Boris is an approach to help pupils from special secondary education and practice-oriented education find their place in the labour market. For 100.000 young people per year, this is the most important route to employment, and for businesses it is a way to recruit new personnel. The most important objectives are: V Efficient and effective route from education to the labour market V More economically independent young, less benefits V Additional opportunity for companies to recruit young people V Better position for young people with an impairment in society The Boris Method: a tailor-made route. The Boris Method is based on the practice-based learning method used in senior secondary vocational education. Important elements in the method are job and career orientation, a tailor- made training programme and learning within a company. There are all kinds of instruments to help young people to determine their talents, wishes and opportunities in relation to their future employment (such as the quality files used in senior secondary vocational education). Some of these instruments are already suitable for practice- oriented education and special secondary education, others are in the process of being made suitable. Once a young person has determined, together with the school, where his or her opportunities and talents are, a tailor-made training programme is composed. The young person does not only learn in school, but also in practice. There is therefore a cooperation with certified work placement companies, where young people can get help. The training ends with a practice statement (certificate) recognized by the relevant industry. If he or she has sufficient practice statements, the young person can be placed with an employer (permanently). During the Boris special secondary education (VSO) pilot phase, more than 50% flew out to work in a company under an employment contract for an indefinite period. The follow-up concerns the wider implementation of the Boris method and a Boris research pilot in practice-oriented education (this pilot has meanwhile started). Also the development of facilities to make the practice-based learning method suitable for the target group is part of the follow-up. This involves the development of tailor-made routes on the basis of qualifications structures for young people who are unable to achieve full qualifications, and certifying the results thereof in consultation with the industries. As following, the SWOT ANALYSIS TABLE “BEST PRACTICE’’:
24 More information: www.borisbaan.nl
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TABLE SWOT ANALYSIS “BEST PRACTICE’’ ANALISYS DESCRIPTION Rel. Strength 4 Tailor -made The practice statements are recognized by the industry organizations as proof of professional competence. Sub -competences 4 are already recognized. 4 Outflow to a (permanent) job is high. 4 Practice statements at all levels of senior secondary vocational education Rel. Weakness 1 Only for pupils from special secondary education and practice -oriented education. 1 It is difficult to have schools cooperate with work placement companies. 1 Only based on working processes quality files senior secondary vocational education. Rel. Opportunities formalizing the system of certification by industries in order to achieve broader recognition among businesses, schools and 3 government reinforcing the relationships of schools with their regional (work placement) companies in order to develop permanent 3 partnerships Do not limit the service provision to special secondary education (vso) and practice -oriented education (pro), but make it 3 available to all people who have been unable to achieve full qualifications and need help to enter the labour market. Rel. Threats 2 linking up with existing routes 2 Critical comments of the council for senior secondary vocational education (mbo raad)
Description of the best practice N.2 - Leren doen 25 Leren doen is a foundation that is almost entirely funded by the municipality of The Hague. The organization places early school leavers and vulnerable young people in daytime activities projects, where young people are taught some discipline, routines and forms of cooperation. In the course of the programme, young people are trained as assistant bicycle engineers. The organization aims to reduce the number of early school leavers. Young people without basic qualifications are encouraged and prepared during the daytime activities route, such that they can flow into a regular basic vocational programme (BBL) / vocational training (BOL) at level 1 or higher after no more than 6-8 months. In this way, they can achieve their basic qualifications and/or flow into a place in the labour market. Social failure is prevented and the independence of young people is usually increased. The daytime activities route organized by Leren Doen is available for 20 to 25 young people (per year) over the age of 18 who have left school without basic qualifications. There is no fixed inflow moment, young people can flow in flexibly at any time. Ideally, young people who cannot be placed are registered with the flex school (a temporary school for young people with behavioral problems, who can no longer do courses at their original school). Young people can achieve recognized industry certificates during the route. As following, the SWOT ANALYSIS TABLE “BEST PRACTICE’’:
TABLE SWOT ANALYSIS “BEST PRACTICE’’ ANALISYS DESCRIPTION Rel. Strength 4 Personal contact and tailor -made thanks to coach. No judging by performance culture. 4 Everything under one roof (practice, development, education, help) 4 No school, but education Rel. Weakness 1 Bicycle technique not popular among young people. 1 The route focuses on one specialism. 1 Private initiative, so vulnerable 1 No "reward" for young people Rel. Opportunities
25 More information: www.lerendoen.org
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Link to BOL (vocational training) Mbo -1 (senior secondary vocational education) route ‰Being able to achieve the entrance 3 level. 3 Link to employers. Link to vso (special secondary education) / pro (practice -oriented education) / vo (secondary education) mbo (senior 3 secondary vocational education) traineeship Rel. Threats 2 Much depends on the personal contact of the young person with the coach. 2 Declining enthusiasm 2 Depends on funding by municipality
Description of the best practice N.3 - Vakbroeders and project Pimp your portiek 26 Vakbroeders is an organization that, with partners, trains unemployed young people in their own neighbourhood to become a skilled worker. It does so by offering a teaching programme that is mainly based on the transfer of knowledge and skills by experienced trainers/colleagues. Participating young people become professional painters and refurbish their own neighbourhood. Vakbroeders makes the connection between young persons, clients, education and maintenance company. Young people work four days a week, for payment, in a maintenance or refurbishment project in their own neighborhood. They cooperate with professionals of the maintenance company and are supported by experienced trainers/colleagues who teach them professional skills. In addition, they are supported by a job coach. One day a week, the young people go to school for theoretical training. After successful completion of this route, the young people receive a recognized professional diploma. Vakbroeders focuses initially on painting. Other technical skills will be added in the future. Project pimp your portiek: preliminary route. Vakbroeders creates, together with partners (housing associations, education, residents and contractors), practice-oriented learning routes for young unemployed aged 16 up to and including 26 years, in their own neighborhood. The route serves as a preliminary route. This means that participants without basic qualifications who become motivated in the course of this route can flow to a paid training route at a contractor in the network of Vakbroeders. Objective: V Objective Housing Associations. • Residents’ satisfaction and residents’ involvement. • Improving living conditions at a minimal budget. • Involving young people in improving the neighbourhood. • Creating opportunities for pupils to learn a trade. V Objective municipality. • Improving the neighbourhood; social cohesion, residents’ satisfaction, neat neighbourhood. • Create opportunities for young people. • Reducing youth unemployment. V Objective education. • Practical experience for starting pupils. • Practical experience for pupils who have difficulty finding a traineeship. Approach. Corporations organize porch meetings. Residents get to know each other and have a say in how to improve public areas. Young people, preferably from the neighbourhood, without traineeship, school or job, implement these improvements, thereby developing competencies. ROC Mondriaan organizes a part of the professional technical support and the link to school. At work, professional support is provided by Vakbroeders. As following, the SWOT ANALYSIS TABLE “BEST PRACTICE’’:
TABLE SWOT ANALYSIS “BEST PRACTICE’’ ANALISYS DESCRIPTION Rel. Strength 4 Provides for good support of young people, by leading them towards training and offering a traineeship. 4 All materials, locations, participation activities are made possible by the cooperating partners. 4 Offers young people prospects of income
26 More information: www.vakbroeders.nl
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Rel. Weakness 1 Must be commercially successful Rel. Opportunities 2 Preliminary step towards practice -oriented education Rel. Threats 3 Depends on funding
Description of the best practice N.4 - Wijkbanenplan 27 Wijkbanenplan (Jobs in Neighourhoods) focuses on young people in The Hague no older than 27, who do not go to school and are unemployed. The objective of Wijkbanenplan is to lead young people towards employment, practice-oriented training or school. There are many obstacles that interfere with the chance of success, such as debts, poverty, the lacking of any training (relevant in the labour market) and poor command of the Dutch language. To eliminate these obstacles, the municipality cooperates with partners in the neighbourhoods. A Servicepunt Arbeid (service point work) has opened in the Hague Ondernemershuis (house of entrepreneurs) at Vaillantlaan (Schilderswijk): a place where employers, (welfare) organizations and municipality cooperate in order to lead as many young people from the neighbourhood as possible to work or back to school. The employers’ service point comes to the young people, partners and employers in the neighbourhood. Wijkbanenplan has three pillars: the young, employers and (new) facilities. 1) Young people: the outreach approach. Municipal account managers with a focus on work and the prevention of early leaving school together visit the neighbourhood to talk 1:1 with in young people. In doing so, they seek cooperation with youth workers and key figures in the neighbourhood. The account managers are assisted at case level by colleagues who focus on youth work, activation and participation. There is also a social case manager who organizes the link to the neighbourhood care team and ancillary facilities, for example debt assistance. If a young person goes back to school or goes to work, aftercare is organized. 2) Employer approach: Servicepunt Arbeid (SPA, inter alia ‘WSP in de wijk’). The services of the employer service desk are offered in the neighbourhood. This is done by, inter alia, the account managers involved in the outreach approach. They also explore the opportunities with and among employers, and proactively search vacancies in, and outside of, the neighbourhood. In addition, they offer support to employers, for example in the form of information about subsidies, job coaching and probationary placements. Facilities: ‘leren werken’. 3) As a connecting link between work and young people, there is a comprehensive range of facilities. The outreach approach leads young people towards these facilities. Starting point is that use is made in the first place of existing facilities, and that there is a cooperation with partners in the neighbourhood. If additional facilities and initiatives appear necessary, these may be initiated by such cooperation and/or new initiatives may be encouraged and funded. A concrete example is the development of work placement companies at or with entrepreneurs in the neighbourhood, for young people who are not (yet) ready for work. As following, the SWOT ANALYSIS TABLE “BEST PRACTICE’’:
TABLE SWOT ANALYSIS “BEST PRACTICE’’ ANALISYS DESCRIPTION Rel. Strength 4 Network enlargement and (learning) to use it. 4 Servicepunt Arbeid is established in the neighbourhood. Young people walk in quickly. 4 Cooperation with various organizations in the city/neighbourhood, so that young people are quickly found. Rel. Weakness 2 No good progress reporting, because much depends on the person who provides the assistance Rel. Opportunities 3 Improve the name recognition of the Servicepunt Arbeid. 3 Intensify contacts with employers so that young people can be placed more quickly. Rel. Threats - -
27 From the municipality of The Hague
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4.4 CONTEXTUALISATION REPORT FROM AC AMICS DE LA BIBLIOTECA DE LA FONTETA (THE VALENCIAN COMMUNITY – SPAIN)
Description of the best practice N.1- BASIC VOCATIONAL EDUCATION (FP BÁSICA) The purpose is to ensure that students acquire a set of knowledge, skills, abilities, and attitudes for a job, for future studies and training them for rights and obligations as citizens. Teenagers and youngsters who couldn’t finish Compulsory secondary education are the target group (most of them from 15 to 17 years old) This program exists since the 70s but is now with the last Law for the improvement of Educational Quality (LOMCE) that is called Basic Vocational Training, in Spanish Formación Profesional Básica. What is the objective of Basic Vocational Education? The main objective of the Basic Vocational Training is to reduce the early abandonment of the classrooms and to facilitate that the students who don’t want to continue studying Secondary Education continue studying in order to obtain employment in the future. Are any requirement to take part? The student, at least, has finished the second course of the fourth who composed the Compulsory secondary education. In addition, the student must have been proposed by the teaching team to the parents or legal residents for incorporation into the programme. The duration of the training cycles will be 2,000 hours, equivalent to two full- time academic courses. A very important positive point of this programme is students FP will obtain a degree which is equivalent to that obtained at the end of Compulsory Secondary Education, before this program was not possible. The students who obtain the degree have academic and professional value and validity through the national territory. The professional competence of the degree, in general, will be level 1 of the National Catalogue of Professional Qualifications. In addition, with the Basic Training all students can access medium level vocational education cycles. Does Basic Vocational Education provide contact with the real world of business? Yes, some of the specializations of this programme are Administrative Services, Electricity and Electronics, Manufacturing and Assembly, Computer and Communications, Office Computers, Graphic Arts, Food and Beverages, Food Industries, Vehicle Maintenance, Gardening, Agriculture, and Hairdressing. Students have also practices the second year in an internship related with the specialization. Is composed of the following subjects: V Modules of the specific topic associated to the profession. With this training, at least a level 1 professional qualification will be obtained. V Modules of the common subjects from the Compulsory secondary school. The regional government are increasing the groups of Basic Training: last year the department of education offered 22 more groups, with a total catalogue of 733 groups in all Valencian Community. As following, the SWOT ANALYSIS TABLE “BEST PRACTICE’’:
TABLE SWOT ANALYSIS “BEST PRACTICE’’ ANALISYS DESCRIPTION Rel. Strength 4 Way of insertion for students with school failure 3 Existence of training practices Rel. Weakness 4 Society thinks is for "losers" 4 Very high dropout rate. In some regions, up to 40% Rel. Opportunities 4 Correct development can eliminate most of the scholar dropout 4 Can decrease the unemployment rate because the highest rate is in people without any degree or certificate. Rel. Threats 3 Not promoted by the government 2 Budget cuts for this programme because of crisis
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Description of the best practice N.2 - ESCUELA TALLER What is it? The Workshop Schools (escuelas taller) is a public employment-training program with one important objective: the insertion of unemployed young people from 16 to 25 years old in occupation like promotion Artistic, historical, cultural or natural heritage, as well as the rehabilitation of urban areas or the environment, improvement of the living conditions of cities and others activities of public. The purpose is insertion through the professionalization and experience of the participants. The European Social Fund co-finance the projects. Who can promote it? Public institutions like the national government, regional government and local entities. Can also promote it associations, foundations, and non-profit organizations. To be approved it, this institutions needs a sufficient number of unemployed young people under the age of 25 in the area, the execution of a work who benefit the community. The project needs a real possibility of employment of the participants. How it works? The projects will consist of two stages: V During the first stage, students will receive vocational training. V During the second stage of the project, student will complement their training with work and professional practice. The duration of both stages shall be not less than one year and not more than two. Most of them are about masonry, plumbing, carpentry, gardening or welding. Students receive any salary? Yes, during the first stage, the formative, they receive a scholarship During the second stage (with professional practice) they receive a salary: the 75% of the Minimum Salary established. Is participating in Escuelas Taller an "official title"? Is not formal education but if they pass the evaluations, they receive an official certificate with the competences that they achieve. With this certificate, they can homologate the competences through the National Catalogue of Professional Qualifications (CNCP). As following, the SWOT ANALYSIS TABLE “BEST PRACTICE’’:
TABLE SWOT ANALYSIS “BEST PRACTICE’’ ANALISYS DESCRIPTION Rel. Strength 4 Society see they are doing an activity for the community. Participants feel fulfilled. 4 Competences that they learn are useful to find a job Rel. Weakness 3 Some participants go there unmotivated because government force them to go if they want receive subsidies. 2 Somet imes, there is not a good analysis about the real options of the employability of the participants after workshop school. Rel. Opportunities 3 Can be a very good programme to learn competences in a different context 3 Why not workshops about new areas like new technologies or sustainable development? Rel. Threats 3 Low resources for funding the projects because change of priorities 2 Some participants can leave the programme because of the low salary
Description of the best practice N.3 - JOOP - YOUTH OPPORTUNITIES PROGRAM The regional government of Comunitat Valenciana launches, as a pilot experience, the program JOOP, which consists of counseling and motivation workshops for young people with low level of education, who have dropped out without completing either the Secondary or the Vocational Education. The workshops, which start in January 2017, will be funded by the European Social Fund-Youth Employment Initiative and will have pedagogues and coaches experts in youth and adolescents. What is a JOOP workshop?
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It is an activity where young people with low level of education and unemployed, perhaps unmotivated and without a clear idea of how to get out of this situation, receive counseling and coaching, in group and also in an individualized way. It is a rapid (two months) and "shock" intervention that aims to radically change the way they face reality: personal, social and work. From a comprehensive approach, each young participant will reflect on their life project and then define their professional project, which will take the form of a personalized itinerary to follow from the day after they pass through the workshop. A path that will lead them to achieve their vital and professional goals. The philosophy that inspired this action was born in France ("Second Chance Schools") and, given the good results obtained, the European Social Fund-Youth Employment Initiative (FSE-IEJ) now supports its implementation in Spain. Is participating in a JOOP workshop an "official title"? JOOP workshops are "non-formal education" and not a "professional qualification" course. Participants receive a certificate of attendance Does a JOOP workshop provide contact with the real world of business? Each young person visits a minimum of 20 "host companies" In very short stays, from one to three working days, in which will coexist with professionals from 10 different sectors (professional families), at least. As following, the SWOT ANALYSIS TABLE “BEST PRACTICE’’:
TABLE SWOT ANALYSIS “BEST PRACTICE’’ ANALISYS DESCRIPTION Rel. Strength 4 Starts from the Public administration, so it has big impact and support 3 Based on a previously tested system in France Rel. Weakness 3 Low amount of resources allocated 2 No official recognition of competences acquired Rel. Opportunities 4 Good connections with external agents such as the labour market 4 Very specific target group, easier to approach. Good timing (all society is worried about this target group) Rel. Threats 4 Low motivation due to the lack of employment 3 It depends on the EU priorities on the Youth Guarantee system, so it can be vulnerable to the EU Changes
4.5 CONTEXTUALISATION REPORT FROM VOLKSHOCHSCHULE IM LANDKREIS CHAM E.V. (BAVARIA – GERMANY)
Description of the best practice N.1 - Digitally Competent Youth - 2014-2-DE04-KA205-001363 28 The Erasmus+ project Digitally Competent Youth created a methodology and a platform in order to assess and recognize digital competences for the target group of young people. The project approach is strongly linked to the newly developed self-assessment grid which is also used in the Europass CV and focuses in particular on level “basic user”. When having completed the five digital competence areas (information, communication, content creation, safety and problem solving) the learners will be awarded a badge. The platform is available in English, German, Polish, Spanish and Basque language. Digital challenges are designed which correlate to the DIGCOMP framework by Anusca Ferrari and take into consideration the five areas: information, communication, content creation, safety and problem solving. The challenges are created on a Moodle platform which both learners and youth workers can access. The project developed a guidebook which provides youth workers with instructions on how to utilize the platform and also provides information on the state-of-the-art of ICT and digital competences, information on the DIGCOMP framework and other up-to-date methodologies in ICT. The target group expands to incorporate migrant and non-
28 www.digicomyouth.eu (http://ipts.jrc.ec.europa.eu/publications/pub.cfm?id=6359 : DIGCOMP: A Framework for Developing and Understanding Digital Competence in Europe)
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migrant individuals, marginalized youth, long-term unemployed, and NEET (Not in Education, Employment or Training).As following, the SWOT ANALYSIS TABLE “BEST PRACTICE’’:
TABLE SWOT ANALYSIS “BEST PRACTICE’’ ANALISYS DESCRIPTION Rel. Strength 4 Free of charge tool for recognition of digital competences related to the self -assessment grid in the Europass. 4 Tailor -made for the target group of marginalized young people, in particular NEETs and migrants 3 The platform uses badges which goes in line with the planning in S hared Responsibility Rel. Weakness 4 It is not a self -learning platform, but is based on a Moodle platform which means that a trainer has to be involved Rel. Opportunities The tool is available in several European languages, among them 2 partner languages in Shared Responsibility (German, 4 Spanish) and English. Rel. Threats 3 The platform is restricted to the conditions of Moodle .
Description of the best practice N.2 - app.t project - 2014-1-UK01-KA202-001619 29 App.t aims to create an app to support target groups who are more likely to be unemployed or to have difficulties finding work in the current EU economy, and their trainers. The key target group to be addressed is 16-25 years old who are unemployed and includes specifically those that: V are socially excluded; V have confidence issues; V have geographical obstacles; V are recent graduates; V are NEET (not in employment, education or training). By learning with this app, they will increase their knowledge, skills and competences on entrepreneurship, in particular on starting a social enterprise. In the partner countries UK, Germany and Czech Republic, the target groups comprise of young people aged 16-25 years old who are unemployed, are socially excluded, have confidence issues; have geographical obstacles; are recent graduates; or are NEET (not in employment, education or training). The other key target group include VET trainer, VET sector Organisations and other professionals in the field. As following, the SWOT ANALYSIS TABLE “BEST PRACTICE’’:
TABLE SWOT ANALYSIS “BEST PRACTICE’’ ANALISYS DE SCRIPTION Rel. Strength 4 An app is a state -of -the -art approach for young people 4 The topic of social enterprises is innovative in many countries in Europe. 4 Starting an enterprise is an alternative to being unemployed. Rel. Weakness 3 There are many materials to read. This might be a challenge for the target group of learners. Rel. Opportunities 4 The app is available in English, German and Czech language. It would be possible to add more languages. Rel. Threats 1 If the learners do not read and work with the course materials, they might not reach the goals set with the app.
Description of the best practice N.3 - Job Tutor (“Jobbegleiter) for the district of Cham In order to develop a sustainable integration of refugees in the district of Cham, both from the labour market perspective as well as from the perspective of society, the concept of the job tutor was developed. It aims on counteracting the regional lack of skilled workers. In cooperation between the labour office and stakeholders in
29 Source: http://apptproject.eu/wp/
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education potential participants are identified and the cooperation with the job tutor on the transition from education to the labour market will be initiated. The job tutor identifies job vacancies and matches the needs with the profiles of the refugee and migrant candidates. For this reason he has to recognize their individual knowledge, skills and competences. Even after the placement in an enterprise these candidates will be supported by the job tutor in order to guarantee a sustainable employment relationship. Target group: Young refugees. As following, the SWOT ANALYSIS TABLE “BEST PRACTICE’’:
TABLE SWOT ANALYSIS “BEST PRACTICE’’ ANALISYS DESCRIPTION Rel. Strength 4 Individual support, high success rates Rel. Weakness 3 No formal system of recognition of knowledge, skills and competences . Rel. Opportunities 4 Sustainable job relationships. Rel. Threats Since the target group of this project is restricted to refugees, other vulnerable groups may not take advantage from the 2 successful approach
Description of the best practice N°4 - Hamet Test 30 The Hamet Test is a practical and hands-on test for recognizing vocational competences with young people, in particular those with fewer opportunities. A new module is developed for the needs of young refugees. At present there are: Module 1 for assessing dexterity; Module 2 for assessing the learning capabilities for basic vocational competence, Module 3: for recognizing the vocationally orientated social skills, Module 4 for assessing trouble shooting and problem solving skills. Target group: young people with fewer opportunities and young refugees. As following, the SWOT ANALYSIS TABLE “BEST PRACTICE’’:
TABLE SWOT ANALYSIS “BEST PRACTICE’’ ANALISYS DESCRIPTION Rel. Strength Scientifically tested diagnosis, especially for young people with fewer opportunities, testing dexterity, exactness, routine and 4 speed of working. Rel. Weakness 4 Not free of charge. Rel. Opportunities 2 Develop own similar ideas from evaluating this best practice. Rel. Threats Due to the fact that this best practice is related to costs and copyrights, it is a challenge to develop tools that show the same 2 high quality and effectiveness.
4.6 CONTEXTUALISATION REPORT FROM 'ASSOCIAZIONE CULTURALE IL VERGANTE' (PIEDMONT REGION – ITALY)
Description of the best practice N.1 - YOUTH GUARANTEE - National level The Youth Guarantee Program needs a uniform and shared strategy between Regions and Government for an efficient local fulfilment. Therefore, next to the National Plan that pinpoints the common actions all over the national territory, each Region must undertake an own executive plan to define which are the Program’s measures that start over the territory, in coherence with the national strategy. Regions have to actualize concretely the active policy actions toward the youth stakeholders of the Program, making available the measures. They have the coordination role of the organization about the “network” of public employment services and private accredited, that will have the role to carry out reception and orientation functions and to identify needs and potentialities of the
30 Source: https://hamet.diakonie-stetten.de/hamet-2.html
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Youth in order to identify the path in line with their aptitudes and professional experiences. They are "intermediate” entities that are positioned between the Ministry of Labour which defined the National Plan and the network of employment services displaced all over the territory and they receive the Youth. It is concern to the Regions address the youth to the various employment services where they will take the first guidance interview. The young has the possibility to make use of the program’s services wherever in the national territory, even in a different Region where he has not his domicile or residence. In the end, it’s concern to the Regions carry out supervision activities of the actions, observe better fulfilment process of the measures, dispensed services, the stakeholders’ number and profile, the development costs and others features about the employability of the Youth. The financial resources allocated to each measure are specified in the agreements that each Region and Independent Province has signed with the Ministry of Labour and Social Policy. The financial resources defined may be susceptible to change due to successive redistribution of resources. Description of the best practice N.1 - YOUTH GARANTEE - Local level Piedmont Region The Region Piedmont has € 97.433.240, 00 to realize the Youth Guarantee. To battle the unemployment under 30, the Region focus the majority of the resources for training and internships. For training are devoted just under half of the resources in order to improve skills and knowledge of the Youth, in order to increase employment opportunities, aligning the profiles to the market requirements. For extra-curricular training, even in geographical mobility (outside the region and abroad), are devoted a third of the resources. The aim is to encourage a first work experience and to enable businesses to train the youth on the field. Important resources are destined to the accompaniment, civil service, hospitality, taking charge and guidance for young people. Financial resources allocated to each measure are specified in the agreement of 9 th May 2014 stipulated between the Ministry of Labour and Social Policy and the Region. The amounts pertain to the agreement signing date and may be subject to change due to following redistribution of resources under the PAR's definition. Below, the updated amounts allocated to the measures offered by the Piedmont region: V Hospitality, taking charge, guidance: 8.869.000, 00 euros. V Training: 43.968.240, 00 euros. V Work accompaniment: 12.000.000, 00 euros. V Extra-curricular internship even in geographical mobility: 30.820.000,00 euros. V National Civil Service: 1.776.000, 00 euros. Description of the best practice N.1 - YOUTH GARANTEE - Local level Calabria Region To Calabria were allocated € 67,668,432 to implement the regional plan for supporting youth employment. Huge resources were intended to employment bonuses for companies that offer a real opportunity for people under 30 years; internships, instrument that allows companies to train young people in the field. The Region has started, in addition, the following measures: reception, taking charge and accompaniment; professional training; civil service; self-employment and self-entrepreneurship support; transnational mobility. Financial resources allocated to each measure are specified in the agreement of 2 nd May 2014 stipulated between the Ministry of Labour and Social Policy and the Region. The amounts pertain to the agreement signing date and may be subject to change due to following redistribution of resources under the PAR definition. Below, the updated amounts allocated to the measures offered by the Calabria region: V Hospitality, taking charge, guidance: 875.029,94 euros V Training: 6.162.533,20 euros V Work accompaniment: 14.088.817,76 euros V Extra-curricular internship even in geographical mobility: 14.028.566,02 euros V National Civil Service: 2.450.429,80 euros V Support on self-employment and self-entrepreneurship 15.610.172,30 euros V Translational and territorial professional mobility: 3.662.469,72 euros V Employment bonus: 10.790.413, 26 euros. As following, the SWOT ANALYSIS TABLE “BEST PRACTICE’’:
TABLE SWOT ANALYSIS “BEST PRACTICE’’ YOUTH GUARANTEE ANALISYS DESCRIPTION Rel. Strength 4 A good -quality offer of employment.
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4 A good quality offer of an apprenticeship or a traineeship. 4 Continued education. Rel. Weakness 4 Not all the young are involved. 4 Lack of information and differences between Regions. Rel. Opportunities 4 To be e part of the Community. 4 To exchange ideas and knowledge in the Society. 3 To meet representatives of VET system and employment services. 3 To learn and share knowledge about welfare. Rel. Threats 2 Chang e in policies. 4 Not enough money for all the need of the country. 3 Some projects are only a way for paying less the workers.
Description of the best practice N.4 - FOLLOW THE YELLOW BRICK ROAD The course is an innovative 7-day Erasmus+ training course for youth workers, trainers and youth leaders raising the question most of us face nowadays – how can we in today’s economy create satisfying reality for us and choose the right career path? In our training course, we will look for “the element” - having an experience that allows you to reflect on why you do what you do in work in order to enable young people you are working with to do the same. “Follow the Yellow Brick Road” takes its name from the movie "The Wizard of Oz". We chose this name because it is perfectly related to the topic of challenge, change, journey and transformation and that is what the training course is going to be about. The programme involves theoretical inputs and practical workshops, discussions, group processes and individual work. A substantial part of the programme will take place outdoors in nature. The course will involve 24 participants from Italy, Netherlands, Poland, Ireland, United Kingdom, Czech Republic, Belgium, Portugal, Spain, Greece, Hungary and Romania. The course wants to bring the participants on a journey of the "yellow brick road" (the story of "The Wizard of Oz" creates a leading thread in our programme). We aim to provide participants with tools and inputs to help them to be more aware of themselves, their skills and their competences - and also how to empower young people that are working with to do the same. In particular, we would like: V to create a space for personal development, by exploring personal talents, aspirations and potential through a variety of non-formal education and experiential tools; V to explore and reflect on ‘change’ and ‘responsibility’, as ways to define and reach personal and professional objectives and live a more fulfilling life; V to experience tools and methodologies that can be utilized to enable, empower and inspire young people through non-formal education and youth work; V to create a social experience of community through sharing work and life spaces, domestic work and practical tasks related to the community life. "Follow the Yellow Brick Road" 3. Working methods “Follow the Yellow Brick Road” is an interactive and experiential training course that aims to develop participants' skills for self-empowerment, ownership of their life, dealing with challenging situations as well as foster their youth worker skills to support young people dealing with change. This training course is organized within the context of Non-Formal Education (NFE). This means that we will have an interactive, participatory, horizontal and non-academic approach. What you give is what you get! We expect that participants share their knowledge and their own expertise and actively contribute in the programme, exchange experiences, build together experiences and share feelings and opinions. An important part of the programme will be the connection with nature and experiencing outdoors and during the week the participants will be invited to possibly “face their demons”, experience self-development in environments that may be unfamiliar to them and to challenge themselves physically, mentally, emotionally and spiritually. To what extent they experience, this will be entirely up to them. Many of the inputs and methodologies used during the course will revolve around the tool of storytelling, with a special focus on the practice of “The Way of Council” (a storytelling
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process of personal narratives, self-reflection and the power of listening) and the archetypical tale of the “Hero's Journey” (an holistic experience which aims to explore the physical, mental and spiritual dimensions of the participants based on the model of the “Monomyth”, conceived by Joseph Campbell in his “The Hero with A Thousand Faces”). As following, the SWOT ANALYSIS TABLE “BEST PRACTICE’’:
TABLE SWOT ANALYSIS “BEST PRACTICE’’ ANALISYS DESCRIPTION Rel. Strength 4 Participant self -reflection 4 Reflection about challenge, change, journey and transformation 24 participants from Italy, Netherlands, Poland, Ireland, United Kingdom, Czech Republic, Belgium, Portugal, Spain, Greece, 3 Hungary and Romania. A lot of countries are involved Rel. Weakness 3 Communication in English could be an obstacle. 2 Lack of time for self -reflection during everyday life you are not in the mood. Rel. Opportunities To create a space for personal development, by exploring personal talents, aspirations and potential through a variety of non - 4 formal education and experiential tools. To explore and reflect on ‘change’ and ‘responsibility’, as ways to define and reach personal and professional objectives and 4 live a more fulfilling life. To experience tools and methodologies that can be utilized to enable, empower and inspire young people through non -formal 4 education and youth work. To create a social experience of community through sharing work and life spaces, domestic work and practical tasks related 4 to the community life. Rel. Threats 3 Find out that it is difficult to apply the ideas and knowledge in your reality, community and daily life. 3 Level of motivation when you are at home.
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5. COMMON SYSTEMS FOR RECOGNITION OF COMPETENCES AND INCLUSION OF NEETS TO THE LABOUR MARKET FROM THE REGIONAL/NATIONAL CONTEXT.
The Italian partner InProgress Calabria was in charge of describing the systems for recognition of competences and inclusion of NEETs to the labour market. The systems described in this chapter are the following: V ECVET - European Credit System for Vocational Education and Training; V Youthpass; V Europass; V Digcomp - European Digital Competence Framework for Citizens; V EQF/NQF – European Qualification Framework/National Qualification Framework; V CEFR - Common European Framework of Reference for Languages; V New skills agenda for Europe; V Entrecomp (New competence);
5.1 EUROPEAN CREDIT SYSTEM FOR VOCATIONAL EDUCATION AND TRAINING - ECVET The European Credit System for Vocational Education and Training (ECVET) is a European instrument to support lifelong learning, the mobility of European learners and the flexibility of learning pathways to achieve qualifications. The Recommendation of the European Parliament and the Council on the establishment of a European Credit Transfer System for vocational education and training (ECVET) was officially adopted during the Czech presidency in May 2009. The adoption and implementation of ECVET in the participating countries is voluntary In fact, ECVET is not an obligation for the different education and training systems, and it has been developed and implemented gradually on a voluntary basis by European countries, taking into account national or regional legislation or current sectorial rules regarding the qualifications. The diversity of national systems that define the levels and content of qualifications is not conducive to transnational mobility of learners. ECVET remedies this situation by facilitating mobility among learners throughout Europe. EU countries were free to adopt this recommendation and implement the system. They asked to introduce gradually measures voluntarily, with a view to using ECVET from 2012. ECVET is implemented through partnerships and networks based on learning agreements (Memoranda of Understanding), which provide an appropriate framework for credit transfers. A European ECVET network of relevant stakeholders and competent institutions promotes ECVET and allow EU countries to exchange information and experience. From this network, the Commission has established an ECVET users’ group, which contributes to the ECVET users’ guide and the implementation of ECVET. Complementarity with other initiatives for the recognition and transfer of skills ECVET is one of many European initiatives that encourage learner mobility within the European Union (EU), such as Europass and the European Quality Charter for Mobility. ECVET also complements the European Credit Transfer and Accumulation System (ECTS) by linking vocational education and training with higher education. The ECTS was set up in 1989, and has encouraged transparency and the recognition of periods of study spent in other countries. The aim of ECVET is to facilitate the transfer of credits for learning outcomes from one qualifications system to another. It is different from the European Qualifications Framework (EQF), which is a common reference framework. Rather than harmonizing these systems, ECVET is designed to make them compatible by providing an interface between existing national provisions on the accumulation, recognition and transfer of credits. FEATURES ECVET contributes to making recognised mobility an integrated part of individuals’ learning pathways. It makes it easier for employers to understand qualifications achieved abroad. It also improves the credibility of international education and training experience by identifying and documenting what the learner has achieved. ECVET supports flexibility of programmes and pathways to achieve qualifications, enhancing the opportunities for lifelong learning. It makes it easier to recognize the learning achievements that young people or adults have gained in other contexts - be it countries, institutions or systems (for example initial or continuous training) but also formal, non-formal, or informal ways of learning. ECVET is based on concepts and processes, which are used in a systematic way to establish a common and user-friendly language for transparency, transfer and recognition of learning outcomes. Some of these concepts and processes are already embedded in many qualifications systems across Europe.
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ECVET is based on: − Learning outcomes, which are statements of knowledge, skills and competence that can be achieved in a variety of learning contexts. − Units of learning outcomes that are components of qualifications. Units can be assessed, validated and recognized; − ECVET points, which provide additional information about units and qualification in a numerical form; − Credit that is given for assessed and documented learning outcomes of a learner. Credit can be transferred to other contexts and accumulated to achieve a qualification on the basis of the qualifications standards and regulations exiting in the participating countries; − Mutual trust and partnership among participating organisations. These are expressed in Memoranda of Understanding and Learning Agreements. OBJECTIVES/AIMS ECVET aims to facilitate the recognition, validation and accumulation of learning outcomes of individuals aiming to acquire a qualification which: − improves the general understanding of learning outcomes; − increases transparency, cross-border citizens-mobility between and within Member countries; − fosters learners and labour mobility and portability of qualifications in a borderless area of lifelong learning; − supports flexibility of programmes and pathways to achieve qualifications, enhancing the opportunities for lifelong learning; − makes it easier to recognize the learning-including non-formal learning- achieved by learners in other contexts.
5.2 YOUTHPASS Youthpass is a part of the European Commission’s strategy to foster the recognition of non-formal learning. It is available for projects funded by Erasmus+: Youth in Action (2014-2020) and Youth in Action (2007-2013) programmes. As a tool to document and recognize learning outcomes, it puts policy into practice and practice into policy: − While creating their Youthpass Certificate together with a support person, the participants of the projects have the possibility to describe what they have done in their project and which competences they have acquired. Thus, Youthpass supports the reflection upon the personal non-formal learning process and outcomes. − Being a Europe-wide validation instrument for non-formal learning in the youth field, Youthpass contributes to strengthening the social recognition of youth work. − Describing the added value of the project, Youthpass supports active European citizenship of young people and of youth workers. − Youthpass also aims at supporting the employability of young people and of youth workers by documenting the acquisition of key competences on a certificate. FEATURES Youthpass is: − supported by the European Commission’s Erasmus+ programme; − a tool to improve the recognition of learning through youth activities under the Erasmus+ Programme; − a certificate which confirms an individual’s participation in an Erasmus+ youth activity; − a record of the activity undertaken which is recorded by the participants of their personal learning outcomes; − firmly based on the principles of non-formal education and the value of ‘learning to learn’; − an explanation of Erasmus+ activities which can be understood by people outside the youth sector; − Not just a certificate! OBJECTIVES/AIMS Youthpass the participants of those projects to record their learning and skills development, which could then be used to support job applications or applications for further courses for example.
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5.3 EUROPASS Europass is an initiative, which aims to help people make their skills and qualifications clearly and easily understood in Europe, thus facilitating the mobility of both learners and workers. Europass is supported by a network of National Europass Centres. Europass has been established by the Decision No 2241/2004/EC of the European Parliament and the Council of 15 December 2004 on a single transparency framework for qualifications and competences. FEATURES Five documents to make skills and qualifications clearly and easily understood in Europe: − Two documents freely accessible, completed by European citizens: • The Curriculum Vitae helps to present skills and qualifications effectively and clearly. It is possible to own CV online using tutorials or download the template, examples and instructions. • The Language Passport is a self-assessment tool for language skills and qualifications. It is possible to create own Language Passport online using tutorials or download the template, examples and instructions. − Three documents issued by education and training authorities: • The Europass Mobility records the knowledge and skills acquired in another European country; • The Certificate Supplement describes the knowledge and skills acquired by holders of vocational education and training certificates; • The Diploma Supplement describes the knowledge and skills acquired by holders of higher education degrees. − A network of National Europass Centres - the first point of contact if you want to learn more about Europass OBJECTIVES /AIMS − To help citizens communicate their skills and qualifications effectively when looking for a job or training; − To help employers understand the skills and qualifications of the workforce; − To help education and training authorities define and communicate the content of curricula.
5.4 DIGCOMP The European Digital Competence Framework for Citizens, also known as DigComp, offers a tool to improve citizens’ digital competence. DigComp was developed by the Joint Research Centre (JRC) of the European Commission as a scientific project based on consultation with, and active input from, a wide range of stakeholders and policy makers from industry, education and training, employment, social partners, etc. The project originated in DG Education and Culture and was further developed on behalf of DG Employment, Social Affairs and Inclusion. It was first published in 2013 and has become a reference for the development and strategic planning of digital competence initiatives at both European and Member State levels. FEATURES The Digital Competence Framework for Citizens is structured in four dimensions. Dimension 1 and 2 represent the DigComp conceptual reference model: − Areas identified to be part of the digital competence; − Competence descriptors and titles that are pertinent to each area; − Levels of proficiency for each competence; − Examples of the knowledge, skills and attitudes applicable to each competence − The process of updating DigComp is advancing in two phases: − Update phase 1: Competence areas (5 areas) and Competences that are pertinent to each area (21) with their titles and descriptors; − Update phase 2: Proficiency level of each competence and Examples of the knowledge, skills and attitudes applicable to each competence; OBJECTIVES/AIMS − To improve citizens’ digital competence, help policy-makers formulate policies that support digital competence building, and plan education and training initiatives to improve the digital competence of specific target groups;
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− To offer a common reference at European level by providing a common language on how to identify and describe the key areas of digital competence
5.5 EUROPEAN QUALIFICATION FRAMEWORK – EQF/NQF The European Qualifications Framework (EQF) relates the national qualifications systems and frameworks at all levels in education and training together around a common reference for the European Union. In practice, it functions as a translation device making national qualifications more readable abroad. The core element of the EQF is a set of eight reference levels describing what a learner knows, understands and is able to do — their ‘learning outcomes’ — regardless of the system where a particular qualification was acquired. The levels span the full scale of qualifications, from basic (Level 1, for example school leaving certificates) to advanced (Level 8, for example Doctorates) levels. As an instrument for the promotion of lifelong learning, the EQF encompasses all levels of qualifications acquired in general, vocational as well as academic education and training. Additionally, the framework addresses qualifications acquired in initial and continuing education and training. The EQF has been the catalyst for development of comprehensive national qualification frameworks based on learning outcomes. All countries committed to the EQF consider such national frameworks necessary to make their qualifications comparable across sectors and countries. By July 2015, 25 countries had linked (‘referenced’) their national qualifications levels to the EQF: Austria, Belgium (Flemish and French communities), Bulgaria, Croatia, the Czech Republic, Denmark, Estonia, France, Germany, Hungary, Iceland, Ireland, Italy, Latvia, Lithuania, Luxembourg, Malta, Montenegro, the Netherlands, Norway, Poland, Portugal, Slovenia, Switzerland and the UK. In Italy the eight EQF are: Level 8 Dottorato di Ricerca (Research Doctorate - PhD) Level 7 Laurea Magistrale (Master's Degree) Level 6 Laurea (Bachelor's Degree) Level 5 “Diploma di tecnico superiore per la mobilità di persone e merci” Level 4 “Diploma professionale di tecnico edile” (Professional technician diploma for construction) Upper secondary education diploma for Vocational Schools “Certificato di specializzazione tecnica superiore per l’Assistenza alla Direzione di Agenzie di Viaggio e Tour Operator” (Higher technical specialization certificate as Assistant Manager for Travel Agency and Tour Operator) Level 3 “Attestato di qualifica di operatore professionale edile” (Professional operator certificate for construction) Level 2 “Certificato delle competenze di base acquisite in esito all’assolvimento dell’obbligo di istruzione” (Compulsory education certificate) Level 1 “Diploma di licenza conclusiva del primo ciclo di istruzione” (Lower secondary school leaving diploma) FEATURES The EQF focuses on learning outcomes: what a person holding a particular qualification actually knows and is able to do. Each of the 8 levels is defined by a set of descriptors indicating the learning outcomes relevant to qualifications at that level in any system of qualifications. In the context of EQF, knowledge is described as theoretical and/or factual skills are described as cognitive (involving the use of logical, intuitive and creative thinking) and practical (involving manual dexterity and the use of methods, materials, tools and instruments). Competence is described in terms of responsibility and autonomy. OBJECTIVES/AIMS It is intended: − To promote citizen’s mobility among countries and to facilitate their lifelong learning; − To support a better match between the needs of the labour market (for knowledge, skills and competences) and education and training provision − To facilitate the validation of non-formal and informal learning − To facilitate the transfer and use of qualifications across different countries and education and training systems.
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5.6 COMMON EUROPEAN FRAMEWORK OF REFERENCE (CEFR) The Common European Framework provides a common basis for the elaboration of language syllabuses, curriculum guidelines, examinations, textbooks, etc. across Europe. It describes in a comprehensive way what language learners have to learn to do in order to use a language for communication and what knowledge and skills they have to develop so as to be able to act effectively. The description also covers the cultural context in which language is set. The Framework also defines levels of proficiency, which allow learners’ progress to be measured at each stage of learning and on a life-long basis. FEATURES The taxonomic nature of the Framework inevitably means trying to handle the great complexity of human language by breaking language competence down into separate components. This confronts us with psychological and pedagogical problems of some depth. Communication calls upon the whole human being. The competences interact in complex ways in the development of each unique human personality. As a social agent, each individual forms relationships with a widening cluster of overlapping social groups, which together define identity. In an intercultural approach, it is a central objective of language education to promote the favorable development of the learner’s whole personality and sense of identity in response to the enriching experience of otherness in language and culture. It must be left to teachers and the learners themselves to reintegrate the many parts into a healthily developing whole. The Framework includes the description of ‘partial’ qualifications, appropriate when only a more restricted knowledge of a language is required (e.g. for understanding rather than speaking), or when a limited amount of time is available for the learning of a third or fourth language and more useful results can perhaps be attained by aiming at, say, recognition rather than recall skills. Giving formal recognition to such abilities will help to promote plurilingualism through the learning of a wider variety of European languages. OBJECTIVES/AIMS − The Common European Framework is intended to: • overcome the barriers to communication among professionals working in the field of modern languages arising from the different educational systems in Europe; • provide the means for educational administrators, course designers, teachers, trainers, examining bodies, etc. to reflect on their current practice, with a view to situating and coordinating their effort and to ensuring that they meet the real needs of the learners for whom they are responsible; • encourage practitioners of all kinds in the language field, including language learners themselves, to reflect on such questions as: • What do we actually do when we speak (or write) to each other? V What enables us to act in this way? V How much of this do we need to learn when we try to use a new language? V how do we set our objectives and mark our progress along the path from total ignorance • To effective mastery? V How does language learning take place? V What can we do to help ourselves and other people to learn a language better? • Make it easier for practitioners to tell each other and their clientèle what they wish to help learners to achieve, and how they attempt to do so.
5.7 NEW SKILLS AGENDA FOR EUROPE The new Skills Agenda for Europe launches a number of actions to ensure that the right training, the right skills and the right support is available to people in the European Union. Working together to strengthen human capital, employability and competitiveness" proposes ways to address the skills challenges that Europe is currently facing. FEATURES The Commission announced ten actions to be taken with the adoption of the new Skills Agenda for Europe on 10 June 2016: − A Skills Guarantee to help low-skilled adults acquire a minimum level of literacy, numeracy and digital skills and progress towards an upper secondary qualification.
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− A review of the European Qualifications Framework and the related annexes for a better understanding of qualifications and to make better use of all available skills in the European labour market. − The 'Digital Skills and Jobs Coalition' to support co-operation among education, employment and industry stakeholders. − The 'Blueprint for Sectoral Cooperation on Skills' to improve skills intelligence and address skills shortages in specific economic sectors. − Subsequent actions include: − A revision of the Europass Framework, offering people better and easier-to-use tools to present their skills and get useful real-time information on skills needs and trends which can help with career and learning choices. A proposal to revise the Europass Decision was adopted by the Commission in October 2016. − A 'Skills Profile Tool Kit for Third Country Nationals' to support early identification and profiling of skills and qualifications of asylum seekers, refugees and other migrants. − Making Vocational Education and Training (VET) a first choice by enhancing opportunities for VET learners to undertake a work based learning experience and promoting greater visibility of good labour market outcomes of VET. − A review of the Recommendation on Key Competences to help more people acquire the core set of skills necessary to work and live in the 21st century with a special focus on promoting entrepreneurial and innovation-oriented mind-sets and skills. OBJECTIVES/AIMS − To have the key set of competences needed for personal development, social inclusion, active citizenship and employment; − Making better use of the skills that are available; − Equip people with the new skills that are needed - to help them find quality jobs and improve their life chances;
5.8 ENTRECOMP (NEW COMPETENCE) The development of the entrepreneurial capacity of European citizens and organisations is one of the key policy objectives for the EU and Member States. The European Commission identified sense of initiative and entrepreneurship as one of the 8 key competences necessary for a knowledge-based society. The EntreComp framework proposes a shared definition of entrepreneurship as a competence, with the aim to raise consensus among all stakeholders and to establish a bridge between the worlds of education and work. The EntreComp study was launched to establish a common reference framework for entrepreneurship as a competence to help citizens to develop their ability to actively participate in society, to manage their own lives and careers and to start value-creating initiatives. The conceptualisation of entrepreneurship as a competence was therefore the stepping stone for the development of a reference framework. In the context of the EntreComp study, entrepreneurship is understood as a transversal key competence applicable by individuals and groups, including existing organisations, across all spheres of life. It enables citizens to nurture their personal development, to actively contribute to social development, to enter the job market as employee or as self-employed, and to start-up or scale-up ventures which may have a cultural, social or commercial motive FEATURES EntreComp defines entrepreneurship as a transversal competence, which applies to all spheres of life: from nurturing personal development, to actively participating in society, to (re)entering the job market as an employee or as a self-employed person, and also to starting up ventures (cultural, social or commercial). It builds upon a broad definition of entrepreneurship that hinges on the creation of cultural, social or economic value. It thus embraces different types of entrepreneurship, including intrapreneurship, social entrepreneurship, green entrepreneurship and digital entrepreneurship. It applies to individuals and groups (teams or organizations) and it refers to value creation in the private, public and third sectors and in any hybrid combination of the three. Lastly, it is domain neutral: one can act upon ideas and opportunities to generate value for others in any domain and possible value chain. The EntreComp framework has been developed through a mixed-methods approach, made up of a comprehensive review of academic and grey literature, an in-depth analysis of case studies, desk research
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and a set of iterative multi-stakeholder consultations. The EntreComp conceptual model is made up of two main dimensions: the 3 competence areas that directly mirror the definition of entrepreneurship as the ability to turn ideas into action that generate value for someone other than oneself; and the 15 competences that, together, make up the building blocks of the entrepreneurship as a competence for all citizens. OBJECTIVES/AIMS − To build a bridge between the worlds of education and work, by contributing to a better understanding and promotion of entrepreneurship competence in Europe; − To facilitate peer learning and exchange among Member States and eventually to have a positive impact on the mobility, employability and active participation of citizens in society and the economy; − To contribute to unleash European citizens' potential to participate in all areas of society by transforming ideas into action.
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6. INTERVIEW DATA COLLECTED
In order to analyze the different regional situations concerning the gap between youngsters without any official diplomas or certificates and the labour market, it was conducted an interview with 30 stakeholders belonging to the following sectors: Education, Labour Market and Social: • Managers/Director/staff members of Secondary Schools. • VET providers (VET Institutions, trainers). 1) Labour market: • Employers. • Organisations/stakeholders (e.g. labour office, social security, policy makers, and chambers). 2) Social: • Trainers/social and youth workers involved in the work with NEETs. The structured interview consisted of a number of seven questions that ensured the detailed feedback in regards to the needs and skills of young people when aiming to enter the labour market with a lack of formal certificates. Anyway, for the purposes of our statistical analysis, here we consider only the questions on the eight keys competences, presented in the following tables.
Questions related to the eight key competences: QUESTION N. 01
In your opinion, which of the following competences should a youngster have in order Evaluation grid* to enter the labour market? 1 *0=not have at all, 1= have a little, 2= have moderately, 3=have enough, 4=have much, 0 1 2 3 4 5 5=have very much
Communication in the mother tongue 1.1 The ability to express and interpret concepts, thoughts, feelings, facts and opinions in both § § § § § § oral and written form (listening, speaking, reading and writing).
Communication in foreign language The ability to understand, express and interpret concepts, thoughts, feelings, facts and 1.2 § § § § § § opinions in both oral and written form (listening, speaking, reading and writing) in a foreign language.
Mathematical competence and basic competences in science and technology 1.3 The ability to develop and apply mathematical thinking in order to solve a range of problems § § § § § § in everyday situations.
Digital competence 1.4 The confident and critical use of Information Society Technology (IST) for work, leisure and § § § § § § communication.
Learning to learn 1.5 The ability to pursue and persist in learning, to organise one’s own learning, including § § § § § § through effective management of time and information, both individually and in groups.
Social and civic competences Personal, interpersonal and intercultural competence and all forms of behavior that equip 1.6 § § § § § § individuals to participate in an effective and constructive way in social and working life, and particularly in increasingly diverse societies, and to resolve conflict where necessary.
Sense of initiative and entrepreneurship 1.7 The individual’s ability to turn ideas into action. It includes creativity, innovation and risk- § § § § § § taking, as well as the ability to plan and manage projects in order to achieve objectives
Cultural awareness and expression Appreciation of the importance of the creative expression of ideas, experiences and 1.8 § § § § § § emotions in a range of media, including music, performing arts, literature, and the visual arts.
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QUESTION N. 02
In your opinion, to what extent youngsters in our target group aiming at entering the Evaluation grid* labour market, have the following competences? 2 *0=not have at all, 1= have a little, 2= have moderately, 3=have enough, 4=have much, 0 1 2 3 4 5 5=have very much
Communication in the mother tongue 2.1 The ability to express and interpret concepts, thoughts, feelings, facts and opinions in both § § § § § § oral and written form (listening, speaking, reading and writing).
Communication in foreign language The ability to understand, express and interpret concepts, thoughts, feelings, facts and 2.2 § § § § § § opinions in both oral and written form (listening, speaking, reading and writing) in a foreign language.
Mathematical competence and basic competences in science and technology 2.3 The ability to develop and apply mathematical thinking in order to solve a range of problems § § § § § § in everyday situations.
Digital competence 2.4 The confident and critical use of Information Society Technology (IST) for work, leisure and § § § § § § communication.
Learning to learn 2.5 The ability to pursue and persist in learning, to organise one’s own learning, including § § § § § § through effective management of time and information, both individually and in groups.
Social and civic competences Personal, interpersonal and intercultural competence and all forms of behavior that equip 2.6 § § § § § § individuals to participate in an effective and constructive way in social and working life, and particularly in increasingly diverse societies, and to resolve conflict where necessary.
Sense of initiative and entrepreneurship 2.7 The individual’s ability to turn ideas into action. It includes creativity, innovation and risk- § § § § § § taking, as well as the ability to plan and manage projects in order to achieve objectives
Cultural awareness and expression Appreciation of the importance of the creative expression of ideas, experiences and 2.8 § § § § § § emotions in a range of media, including music, performing arts, literature, and the visual arts.
QUESTION N. 03
In your opinion, to what extent youngsters in our target group, aiming at entering the Evaluation grid* labour market, have the following competences, but are not recognised by any 3 diploma or certificate?
*0=not have at all, 1= have a little, 2= have moderately, 3=have enough, 4=have much, 0 1 2 3 4 5 5=have very much
Communication in the mother tongue 3.1 The ability to express and interpret concepts, thoughts, feelings, facts and opinions in both § § § § § § oral and written form (listening, speaking, reading and writing).
Communication in foreign language The ability to understand, express and interpret concepts, thoughts, feelings, facts and 3.2 § § § § § § opinions in both oral and written form (listening, speaking, reading and writing) in a foreign language.
KA2 “Shared responsibility” 2016 -2018. 2016 -2-NL02 -KA205 -001416. This project has been funded with support from the European Commission. This publication reflects the views Page 47 di 83 only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein
Mathematical competence and basic competences in science and technology 3.3 The ability to develop and apply mathematical thinking in order to solve a range of problems § § § § § § in everyday situations.
Digital competence 3.4 The confident and critical use of Information Society Technology (IST) for work, leisure and § § § § § § communication.
Learning to learn 3.5 The ability to pursue and persist in learning, to organise one’s own learning, including § § § § § § through effective management of time and information, both individually and in groups.
Social and civic competences Personal, interpersonal and intercultural competence and all forms of behavior that equip 3.6 § § § § § § individuals to participate in an effective and constructive way in social and working life, and particularly in increasingly diverse societies, and to resolve conflict where necessary.
Sense of initiative and entrepreneurship The individual’s ability to turn ideas into action. It includes creativity, innovation and risk- 3.7 § § § § § § taking, as well as the ability to plan and manage projects in order to achieve objectives
Cultural awareness and expression Appreciation of the importance of the creative expression of ideas, experiences and 3.8 § § § § § § emotions in a range of media, including music, performing arts, literature, and the visual arts.
Each partner has returned the sum of the individual answers reported on the evaluation grid. The value of each competence has been obtained from the summations of the individual degrees of competence multiplied by the total number of the received results. For better understand how the value has been calculated, the following pilot table can be used as an example:
TABLE EXAMPLE
QUESTION Evaluation grid*
*0=not have at all, 1= have a little, 2= have moderately, 3=have enough, 4=have much, 5=have very much 0 1 2 3 4 5
Communication in the mother tongue 1.1 The ability to express and interpret concepts, thoughts, feelings, facts and opinions in both 2 4 4 5 8 7 oral and written form (listening, speaking, reading and writing).
Value of Communication in the mother tongue =(2*0)+(4*1)+(4*2)+(5*3)+(8*4)+(7*5) = 94
The bar charts of the next pages show the data processed for each project partner. In order to reduce the dimension of the table, we are going to use the following acronyms: 1) Communication in the mother tongue: CMT . 2) Communication in foreign language: CFL . 3) Mathematical competence and basic competences in science and technology: MCBCST . 4) Digital competence: DC . 5) Learning to learn: LTL . 6) Social and civic competences: SCC . 7) Sense of initiative and entrepreneurship: SIE . 8) Cultural awareness and expression: CAE .
KA2 “Shared responsibility” 2016 -2018. 2016 -2-NL02 -KA205 -001416. This project has been funded with support from the European Commission. This publication reflects the views Page 48 di 83 only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein
6.1 FEEDBACK FROM INPROGRESS CALABRIA (CALABRIA –ITALY)
119 150 103 101 61 68 71 59 65 100 50 0 4- DC 7- SIE 5- LTL 2- CFL 6- SCC 8- CAE 1- CMT 3- MCBCST
Bar chart showing the processing of data obtained from the question number 1
122 150 100 96 69 65 62 67 75 100 50 0 4- DC 7- SIE 5- LTL 2- CFL 6- SCC 8- CAE 1- CMT 3- MCBCST
Bar chart showing the processing of data obtained from the question number 2
109 150 104 88 96 61 72 69 74 100 50 0 4- DC 7- SIE 5- LTL 2- CFL 6- SCC 8- CAE 1- CMT 3- MCBCST
Bar chart showing the processing of data obtained from the question number 3
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6.2 FEEDBACK FROM STICHTING BLOOM (HOLLAND RIJNLAND REGION – THE NETHERLANDS)
117 150 102 94 101 82 100 51 47 51 50 0 4- DC 7- SIE 5- LTL 2- CFL 6- SCC 8- CAE 1- CMT 3- MCBCST
Bar chart showing the processing of data obtained from the question number 1
150 77 82 100 42 37 47 47 44 47 50 0 4- DC 7- SIE 5- LTL 2- CFL 6- SCC 8- CAE 1- CMT 3- MCBCST
Bar chart showing the processing of data obtained from the question number 2
98 103 150 74 79 79 90 85 100 57 50 0 4- DC 7- SIE 5- LTL 2- CFL 6- SCC 8- CAE 1- CMT 3- MCBCST
Bar chart showing the processing of data obtained from the question number 3
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6.3 FEEDBACK FROM STICHTING XTRA (HAAGLANDEN REGION – THE NETHERLANDS)
118 96 108 150 67 87 85 100 56 58 50 0 4- DC 7- SIE 5- LTL 2- CFL 6- SCC 8- CAE 1- CMT 3- MCBCST
Bar chart showing the processing of data obtained from the question number 1
150 85 86 78 62 66 70 100 55 48 50 0 4- DC 7- SIE 5- LTL 2- CFL 6- SCC 8- CAE 1- CMT 3- MCBCST
Bar chart showing the processing of data obtained from the question number 2
103 104 98 98 90 150 68 81 100 52 50 0 4- DC 7- SIE 5- LTL 2- CFL 6- SCC 8- CAE 1- CMT 3- MCBCST
Bar chart showing the processing of data obtained from the question number 3
KA2 “Shared responsibility” 2016 -2018. 2016 -2-NL02 -KA205 -001416. This project has been funded with support from the European Commission. This publication reflects the views Page 51 di 83 only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein
6.4 FEEDBACK FROM AC AMICS DE LA BIBLIOTECA DE LA FONTETA (THE VALENCIAN COMMUNITY – SPAIN)
137 110 117 150 105 93 108 92 100 39 50 0 4- DC 7- SIE 5- LTL 2- CFL 6- SCC 8- CAE 1- CMT 3- MCBCST
Bar chart showing the processing of data obtained from the question number 1
107 150 88 82 52 63 100 25 36 41 50 0 4- DC 7- SIE 5- LTL 2- CFL 6- SCC 8- CAE 1- CMT 3- MCBCST
Bar chart showing the processing of data obtained from the question number 2
121 111 106 114 150 94 92 82 103 100 50 0 4- DC 7- SIE 5- LTL 2- CFL 6- SCC 8- CAE 1- CMT 3- MCBCST
Bar chart showing the processing of data obtained from the question number 3
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6.5 FEEDBACK FROM VOLKSHOCHSCHULE IM LANDKREIS CHAM E.V. (BAVARIA – GERMANY)
120 121 94 98 113 150 73 84 68 100 50 0 4- DC 7- SIE 5- LTL 2- CFL 6- SCC 8- CAE 1- CMT 3- MCBCST
Bar chart showing the processing of data obtained from the question number 1
91 150 88 68 68 74 100 52 53 47 50 0 4- DC 7- SIE 5- LTL 2- CFL 6- SCC 8- CAE 1- CMT 3- MCBCST
Bar chart showing the processing of data obtained from the question number 2
102 103 101 150 89 76 71 71 77 100 50 0 4- DC 7- SIE 5- LTL 2- CFL 6- SCC 8- CAE 1- CMT 3- MCBCST
Bar chart showing the processing of data obtained from the question number 3
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6.6 FEEDBACK FROM 'ASSOCIAZIONE CULTURALE IL VERGANTE' (PIEDMONT REGION – ITALY)
136 110 129 113 116 113 150 102 100 54 50 0 4- DC 7- SIE 5- LTL 2- CFL 6- SCC 8- CAE 1- CMT 3- MCBCST
Bar chart showing the processing of data obtained from the question number 1
150 75 60 76 69 58 100 47 55 34 50 0 4- DC 7- SIE 5- LTL 2- CFL 6- SCC 8- CAE 1- CMT 3- MCBCST
Bar chart showing the processing of data obtained from the question number 2
96 104 115 99 150 76 74 70 100 44 50 0 4- DC 7- SIE 5- LTL 2- CFL 6- SCC 8- CAE 1- CMT 3- MCBCST
Bar chart showing the processing of data obtained from the question number 3
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7. ANALYSIS AND COMPARISON OF INTERVIEW DATA
This chapter shows the comparison of the interview data and the average value obtained for each competency. The arithmetic mean (or average) is the most commonly used type of mean and the most commonly known. It is used to sum up, with only one number, a set of data on a measurable phenomenon (for example, the average height of a population). It is calculated by adding all the collected values divided by the total number of data in the collection. It is defined by the formula: ∑ Example of calculation of the average value:
Amics de la Volkshochschule InProgress Stichting Bloom Stichting Xtra Biblioteca de la im Landkreis Il Vergante Fonteta Cham e.V. CMT 103,00 117,00 118,00 137,00 120,00 136,00
Average Value = (103+117+118+137+120+136)/6 = 121,83
7.1 COMPARISON OF THE DATA RELATED TO QUESTION N. 1 ‘IN YOUR OPINION, WHICH OF THE FOLLOWING COMPETENCES SHOULD A YOUNGSTER HAVE IN ORDER TO ENTER THE LABOUR MARKET?’
150,00
125,00
100,00
75,00
50,00
25,00
0,00 1- CMT 2- CFL 3- MCBCST 4- DC 5- LTL 6- SCC 7- SIE 8- CAE
InProgress Stichting Bloom Stichting Xtra Amics de la Biblioteca de la Fonteta Volkshochschule im Landkreis Cham e.V. Il Vergante Average Value
Broken line chart showing the comparison of the results related to question N. 1 of the interview
The comparison of data shows a trend that links all the partner regions; the average value of the responses has created the following "competences list" (according the highest value obtained) that a young person should have to enter the labor market: 1) CMT - Communication in the mother tongue (average value 121,83). 2) DC - Digital competence (average value 107,50). 3) SCC - Social and civic competences (average value 105,63).
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4) LTL - Learning to learn (average value 98,67). 5) SIE - Sense of initiative and entrepreneurship (average value 85,83). 6) CFL - Communication in foreign language (average value 84,50). 7) MCBCST - Mathematical competence and basic competences in science and technology (average value 67,50). 8) CAE - Cultural awareness and expression (average value 63,83).
7.2 COMPARISON OF DATA RELATED TO QUESTION N. 2 OF THE INTERVIEW ‘IN YOUR OPINION, TO WHAT EXTENT YOUNGSTERS IN OUR TARGET GROUP AIMING AT ENTERING THE LABOUR MARKET, HAVE THE FOLLOWING COMPETENCES?’
150,00
125,00
100,00
75,00
50,00
25,00
0,00 1- CMT 2- CFL 3- MCBCST 4- DC 5- LTL 6- SCC 7- SIE 8- CAE
InProgress Stichting Bloom Stichting Xtra Amics de la Biblioteca de la Fonteta Volkshochschule im Landkreis Cham e.V. Il Vergante Average Value Broken line chart showing the comparison of the results related to question N.2 of the interview
Even in this case the comparison of data shows a trend that links all the partner regions; the average value of the responses has created the following "competences list" (according the highest value obtained) in possession of a young person who wants to enter the labor market: 1) DC - Digital competence (average value 93,83). 2) CMT - Communication in the mother tongue (average value 84,33). 3) CAE - Cultural awareness and expression (average value 63,17). 4) SCC - Social and civic competences (average value 61,00). 5) LTL - Learning to learn (average value 60,33). 6) SIE - Sense of initiative and entrepreneurship (average value 54,50). 7) MCBCST - Mathematical competence and basic competences in science and technology (average value 53,00). 8) CFL - Communication in foreign language (average value 52,83).
KA2 “Shared responsibility” 2016 -2018. 2016 -2-NL02 -KA205 -001416. This project has been funded with support from the European Commission. This publication reflects the views Page 56 di 83 only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein
7.3 COMPARISON OF DATA RELATED TO QUESTION N.3 OF THE INTERVIEW ‘IN YOUR OPINION, TO WHAT EXTENT YOUNGSTERS IN OUR TARGET GROUP, AIMING AT ENTERING THE LABOUR MARKET, HAVE THE FOLLOWING COMPETENCES, BUT ARE NOT RECOGNISED BY ANY DIPLOMA OR CERTIFICATE?’
150,00
125,00
100,00
75,00
50,00
25,00
0,00 1- CMT 2- CFL 3- MCBCST 4- DC 5- LTL 6- SCC 7- SIE 8- CAE
InProgress Stichting Bloom Stichting Xtra Amics de la Biblioteca de la Fonteta Volkshochschule im Landkreis Cham e.V. Il Vergante Average Value Broken line chart showing the comparison of the results related to question N.3 of the interview
Even in this case the comparison of data shows a trend that links all the partner regions; the average value of the responses has created the following "competences list" (according the highest value obtained) not recognised but in possession of a young person who wants to enter the labour market: 1) DC - Digital competence (average value 106,50). 2) CMT - Communication in the mother tongue (average value 97,00). 3) SCC - Social and civic competences (average value 95,50). 4) SIE - Sense of initiative and entrepreneurship (average value 92,00). 5) LTL - Learning to learn (average value 85,50). 6) CAE - Cultural awareness and expression (average value 83,50). 7) CFL - Communication in foreign language (average value 80,00). 8) MCBCST - Mathematical competence and basic competences in science and technology (average value 63,83).
KA2 “Shared responsibility” 2016 -2018. 2016 -2-NL02 -KA205 -001416. This project has been funded with support from the European Commission. This publication reflects the views Page 57 di 83 only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein
8. QUESTIONNAIRES DATA COLLECTED
In order to identify, in each partner regions, the "gaps" between school/education and labour market as well as any lack of recognition of non-formal and informal acquired competence, it was administered a questionnaire, made up of seven questions, to a sample of 70 youngsters in transition from school to labour market (NEETs, young migrants/refugees, potential dropouts). It is important to specify and highlight that the target group respondent to our questionnaires were NEETs in possession of level 1 and 2 of EQF. For some partners in particular this represented a challenge because it was not so easy to find NEETs with so low level of education. In particular, the partners from Italy (‘Il Vergante’), Spain and German point out that the majority of NEETs in their respective regions (Piedmont, Valencian Community and East Bavaria) are in possession of higher level of education (level 6 and 7 EQF). When developing the structure of the questions, the project partners considered the established European instruments like the eight key competences for lifelong learning as well as the competences mentioned in the established EUROPASS. Our statistical analysis focused just on the eight key competencies, as specified in he following tables.
Tables of questions related to the eight key competences QUESTION N. 05
In your opinion, which of the following competences do you think you should have to Evaluation grid* enter the labour market? 5 *0=have not at all, 1=have little, 2=have moderately, 3=have enough, 4=have much, 0 1 2 3 4 5 5=have very much
Communication in the mother tongue 5.1 The ability to express and interpret concepts, thoughts, feelings, facts and opinions in both § § § § § § oral and written form (listening, speaking, reading and writing).
Communication in foreign language The ability to understand, express and interpret concepts, thoughts, feelings, facts and 5.2 § § § § § § opinions in both oral and written form (listening, speaking, reading and writing) in a foreign language.
Mathematical competence and basic competences in science and technology 5.3 The ability to develop and apply mathematical thinking in order to solve a range of problems § § § § § § in everyday situations.
Digital competence 5.4 The confident and critical use of Information Society Technology (IST) for work, leisure and § § § § § § communication.
Learning to learn 5.5 The ability to pursue and persist in learning, to organise one’s own learning, including § § § § § § through effective management of time and information, both individually and in groups.
Social and civic competences Personal, interpersonal and intercultural competence and all forms of behavior that equip 5.6 § § § § § § individuals to participate in an effective and constructive way in social and working life, and particularly in increasingly diverse societies, and to resolve conflict where necessary.
Sense of initiative and entrepreneurship 5.7 The individual’s ability to turn ideas into action. It includes creativity, innovation and risk- § § § § § § taking, as well as the ability to plan and manage projects in order to achieve objectives
Cultural awareness and expression Appreciation of the importance of the creative expression of ideas, experiences and 5.8 § § § § § § emotions in a range of media, including music, performing arts, literature, and the visual arts.
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QUESTION N. 06
In your opinion, which of the following competences do you learn at school? Evaluation grid*
6 *0=not have at all, 1= have a little, 2= have moderately, 3=have enough, 4=have much, 5=have very much 0 1 2 3 4 5
Communication in the mother tongue 6.1 The ability to express and interpret concepts, thoughts, feelings, facts and opinions in both § § § § § § oral and written form (listening, speaking, reading and writing).
Communication in foreign language The ability to understand, express and interpret concepts, thoughts, feelings, facts and 6.2 § § § § § § opinions in both oral and written form (listening, speaking, reading and writing) in a foreign language.
Mathematical competence and basic competences in science and technology 6.3 The ability to develop and apply mathematical thinking in order to solve a range of problems § § § § § § in everyday situations.
Digital competence 6.4 The confident and critical use of Information Society Technology (IST) for work, leisure and § § § § § § communication.
Learning to learn 6.5 The ability to pursue and persist in learning, to organise one’s own learning, including § § § § § § through effective management of time and information, both individually and in groups.
Social and civic competences Personal, interpersonal and intercultural competence and all forms of behavior that equip 6.6 § § § § § § individuals to participate in an effective and constructive way in social and working life, and particularly in increasingly diverse societies, and to resolve conflict where necessary.
Sense of initiative and entrepreneurship 6.7 The individual’s ability to turn ideas into action. It includes creativity, innovation and risk- § § § § § § taking, as well as the ability to plan and manage projects in order to achieve objectives
Cu ltural awareness and expression Appreciation of the importance of the creative expression of ideas, experiences and 6.8 § § § § § § emotions in a range of media, including music, performing arts, literature, and the visual arts.
QUESTION N. 07
In your opinion, which of the following competences do you learn outside a school Evaluation grid*
7 *0=not have at all, 1= have a little, 2= have moderately, 3=have enough, 4=have much, 5=have very much 0 1 2 3 4 5
Communication in the mother tongue 7.1 The ability to express and interpret concepts, thoughts, feelings, facts and opinions in both § § § § § § oral and written form (listening, speaking, reading and writing).
Communication in foreign language The ability to understand, express and interpret concepts, thoughts, feelings, facts and 7.2 § § § § § § opinions in both oral and written form (listening, speaking, reading and writing) in a foreign language.
Mathematical competence and basic competences in science and technology 7.3 The ability to develop and apply mathematical thinking in order to solve a range of problems § § § § § § in everyday situations.
7.4 Digital competence § § § § § §
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The confident and critical use of Information Society Technology (IST) for work, leisure and communication.
Learning to learn 7.5 The ability to pursue and persist in learning, to organise one’s own learning, including § § § § § § through effective management of time and information, both individually and in groups.
Social and civic competences Personal, interpersonal and intercultural competence and all forms of behavior that equip 7.6 § § § § § § individuals to participate in an effective and constructive way in social and working life, and particularly in increasingly diverse societies, and to resolve conflict where necessary.
Sense of initiative and entrepreneurship 7.7 The individual’s ability to turn ideas into action. It includes creativity, innovation and risk- § § § § § § taking, as well as the ability to plan and manage projects in order to achieve objectives
Cultural awareness and expression Appreciation of the importance of the creative expression of ideas, experiences and 7.8 § § § § § § emotions in a range of media, including music, performing arts, literature, and the visual arts.
Each partner has returned the sum of the individual answers reported on the evaluation grid. The value of each competence has been obtained from the summations of the individual degrees of competence multiplied by the total number of the received results. For better understand how the value has been calculated, the following pilot table can be used as an example:
TABLE EXAMPLE
QUESTION Evaluation grid*
*0=have not at all, 1=have little, 2=have moderately, 3=have enough, 4=have much, 5=have very much 0 1 2 3 4 5
Communication in the mother tongue 1.1 The ability to express and interpret concepts, thoughts, feelings, facts and opinions in both 3 4 5 6 7 5 oral and written form (listening, speaking, reading and writing).
Value of Communication in the mother tongue =(3*0)+(4*1)+(5*2)+(6*3)+(7*4)+(5*5) = 85
The bar charts of the next pages show the data processed for each project partner. In order to reduce the dimension of the table, we are going to use the following acronyms: 1) Communication in the mother tongue: CMT . 2) Communication in foreign language: CFL . 3) Mathematical competence and basic competences in science and technology: MCBCST . 4) Digital competence: DC . 5) Learning to learn: LTL . 6) Social and civic competences: SCC . 7) Sense of initiative and entrepreneurship: SIE . 8) Cultural awareness and expression: CAE .
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8.1 FEEDBACK FROM INPROGRESS CALABRIA (CALABRIA –ITALY)
304 277 350 249 268 264 251 300 204 250 200 146 150 100 50 0 4- DC 7- SIE 5- LTL 2- CFL 6- SCC 8- CAE 1- CMT 3- MCBCST
Bar chart showing the processing of data obtained from the question number 5
313 350 300 226 221 209 227 201 250 176 200 132 150 100 50 0 4- DC 7- SIE 5- LTL 2- CFL 6- SCC 8- CAE 1- CMT 3- MCBCST
Bar chart showing the processing of data obtained from the question number 6
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350 262 300 215 219 226 228 222 213 250 200 138 150 100 50 0 4- DC 7- SIE 5- LTL 2- CFL 6- SCC 8- CAE 1- CMT 3- MCBCST
Bar chart showing the processing of data obtained from the question number 7
8.2 FEEDABCK FROM STICHTING BLOOM (HOLLAND RIJNLAND REGION – THE NETHERLANDS)
297 350 261 267 300 216 219 236 250 182 157 200 150 100 50 0 4- DC 7- SIE 5- LTL 2- CFL 6- SCC 8- CAE 1- CMT 3- MCBCST
Bar chart showing the processing of data obtained from the question number 5
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297 350 248 253 248 245 300 213 236 250 152 200 150 100 50 0 4- DC 7- SIE 5- LTL 2- CFL 6- SCC 8- CAE 1- CMT 3- MCBCST
Bar chart showing the processing of data obtained from the question number 6
350 246 265 300 223 201 218 208 250 196 200 144 150 100 50 0 4- DC 7- SIE 5- LTL 2- CFL 6- SCC 8- CAE 1- CMT 3- MCBCST
Bar chart showing the processing of data obtained from the question number 7
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8.3 FEEDBACK FROM STICHTING XTRA (HAAGLANDEN REGION – THE NETHERLANDS)
292 350 265 279 229 247 300 199 250 153 164 200 150 100 50 0 4- DC 7- SIE 5- LTL 2- CFL 6- SCC 8- CAE 1- CMT 3- MCBCST
Bar chart showing the processing of data obtained from the question number 5
275 350 248 249 300 218 216 225 250 170 151 200 150 100 50 0 4- DC 7- SIE 5- LTL 2- CFL 6- SCC 8- CAE 1- CMT 3- MCBCST
Bar chart showing the processing of data obtained from the question number 6
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350 270 252 242 300 212 229 215 250 182 180 200 150 100 50 0 4- DC 7- SIE 5- LTL 2- CFL 6- SCC 8- CAE 1- CMT 3- MCBCST
Bar chart showing the processing of data obtained from the question number 7
8.4 FEEDBACK FROM AC AMICS DE LA BIBLIOTECA DE LA FONTETA (THE VALENCIAN COMMUNITY – SPAIN)
310 350 249 265 300 226 245 243 238 250 200 150 89 100 50 0 4- DC 7- SIE 5- LTL 2- CFL 6- SCC 8- CAE 1- CMT 3- MCBCST
Bar chart showing the processing of data obtained from the question number 5
KA2 “Shared responsibility” 2016 -2018. 2016 -2-NL02 -KA205 -001416. This project has been funded with support from the European Commission. This publication reflects the views Page 65 di 83 only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein
316 350 300 244 243 205 194 194 250 166 200 112 150 100 50 0 4- DC 7- SIE 5- LTL 2- CFL 6- SCC 8- CAE 1- CMT 3- MCBCST
Bar chart showing the processing of data obtained from the question number 6
350 255 300 229 221 237 188 250 158 172 200 99 150 100 50 0 4- DC 7- SIE 5- LTL 2- CFL 6- SCC 8- CAE 1- CMT 3- MCBCST
Bar chart showing the processing of data obtained from the question number 7
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8.5 FEEDBACK FROM VOLKSHOCHSCHULE IM LANDKREIS CHAM E.V. (BAVARIA – GERMANY)
317 306 350 272 287 287 244 300 214 250 186 200 150 100 50 0 4- DC 7- SIE 5- LTL 2- CFL 6- SCC 8- CAE 1- CMT 3- MCBCST
Bar chart showing the processing of data obtained from the question number 5
306 350 288 258 250 237 238 300 209 203 250 200 150 100 50 0 4- DC 7- SIE 5- LTL 2- CFL 6- SCC 8- CAE 1- CMT 3- MCBCST
Bar chart showing the processing of data obtained from the question number 6
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350 273 253 238 300 207 205 218 250 185 180 200 150 100 50 0 4- DC 7- SIE 5- LTL 2- CFL 6- SCC 8- CAE 1- CMT 3- MCBCST
Bar chart showing the processing of data obtained from the question number 7
8.6 FEEDBACK FROM 'ASSOCIAZIONE CULTURALE IL VERGANTE' (PIEDMONT REGION – ITALY)
350 278 270 243 240 300 205 216 205 250 188 200 150 100 50 0 4- DC 7- SIE 5- LTL 2- CFL 6- SCC 8- CAE 1- CMT 3- MCBCST
Bar chart showing the processing of data obtained from the question number 5
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350 265 300 195 198 250 169 161 172 163 177 200 150 100 50 0 4- DC 7- SIE 5- LTL 2- CFL 6- SCC 8- CAE 1- CMT 3- MCBCST
Bar chart showing the processing of data obtained from the question number 6
350 265 252 250 300 235 226 229 250 158 165 200 150 100 50 0 4- DC 7- SIE 5- LTL 2- CFL 6- SCC 8- CAE 1- CMT 3- MCBCST
Bar chart showing the processing of data obtained from the question number 7
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9. ANALYSIS AND COMPARISON OF QUESTIONNAIRE DATA
This chapter shows the comparison of the interview data and the average value obtained for each competency. The arithmetic mean (or average) is the most commonly used type of mean and the most commonly known. It is used to sum up, with only one number, a set of data on a measurable phenomenon (for example, the average height of a population). It is calculated by adding all the collected values divided by the total number of data in the collection. It is defined by the formula: ∑ . Example of calculation of the average value:
Amics de la Volkshochschule InProgress Stichting Bloom Stichting Xtra Biblioteca de la im Landkreis Il Vergante Fonteta Cham e.V. CMT 304,00 297,00 292,00 310,00 317,00 278,00
Average Value = (304+297+292+310+317+278)/6 = 299,67
The following broken line charts show the comparison of the data related to questions number 5, 6 and 7 of the interview.
9.1 COMPARISON OF DATA RELATED TO QUESTION N.5 OF THE QUESTIONNAIRE ‘IN YOUR OPINION, WHICH OF THE FOLLOWING COMPETENCES SHOULD A YOUNGSTER HAVE IN ORDER TO ENTER THE LABOUR MARKET?’
350,00 325,00 300,00 275,00 250,00 225,00 200,00 175,00 150,00 125,00 100,00 75,00 50,00 25,00 0,00 1- CMT 2- CFL 3- MCBCST 4- DC 5- LTL 6- SCC 7- SIE 8- CAE
InProgress Stichting Bloom Stichting Xtra Amics de la Biblioteca de la Fonteta Volkshochschule im Landkreis Cham e.V. Il Vergante Average Value
Broken line chart showing the comparison of the results related to question N. 5 of the questionnaire
The comparison of the data shows a trend that links all the partner regions; the average value of the responses has created the following "competences list" (according to the highest value obtained) that a young person should have to enter the labor market: 1) CMT - Communication in the mother tongue (average value 299,67). 2) LTL - Learning to learn (average value 265,33).
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3) SCC - Social and civic competences (average value 264,83). 4) SIE - Sense of initiative and entrepreneurship (average value 254,17). 5) DC - Digital competence (average value 240,17). 6) MCBCST - Mathematical competence and basic competences in science and technology (average value 217,50). 7) CFL - Communication in foreign language (average value 208,67). 8) CAE - Cultural awareness and expression (average value 157,83).
9.2 COMPARISON OF DATA RELATED TO QUESTION N.6 OF THE QUESTIONNAIRE ‘IN YOUR OPINION, WHICH OF THE FOLLOWING COMPETENCES DO YOU LEARN AT SCHOOL?’
350,00 325,00 300,00 275,00 250,00 225,00 200,00 175,00 150,00 125,00 100,00 75,00 50,00 25,00 0,00 1- CMT 2- CFL 3- MCBCST 4- DC 5- LTL 6- SCC 7- SIE 8- CAE
InProgress Stichting Bloom Stichting Xtra Amics de la Biblioteca de la Fonteta Volkshochschule im Landkreis Cham e.V. Il Vergante Average Value Broken line chart showing the comparison of the results related to question N. 6 of the questionnaire
The comparison of the data shows a trend that links all the partner regions; the average value of the responses has created the following "competences list" (according the highest value obtained) that youngsters have acquired at school: 1) CMT - Communication in the mother tongue (average value 295,33). 2) SCC - Social and civic competences (average value 225,50). 3) LTL - Learning to learn (average value 224,83). 4) MCBCST - Mathematical competence and basic competences in science and technology (average value 222,33). 5) CFL - Communication in foreign language (average value 213,33). 6) DC - Digital competence (average value 209,83). 7) SIE - Sense of initiative and entrepreneurship (average value 206,33). 8) CAE - Cultural awareness and expression (average value 154,50).
KA2 “Shared responsibility” 2016 -2018. 2016 -2-NL02 -KA205 -001416. This project has been funded with support from the European Commission. This publication reflects the views Page 71 di 83 only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein
9.3 COMPARISON OF DATA RELATED TO QUESTION N. 7 OF THE QUESTIONNAIRE ‘IN YOUR OPINION, WHICH OF THE FOLLOWING COMPETENCES DO YOU LEARN OUTSIDE A SCHOOL.’
350,00 325,00 300,00 275,00 250,00 225,00 200,00 175,00 150,00 125,00 100,00 75,00 50,00 25,00 0,00 1- CMT 2- CFL 3- MCBCST 4- DC 5- LTL 6- SCC 7- SIE 8- CAE
InProgress Stichting Bloom Stichting Xtra Amics de la Biblioteca de la Fonteta Volkshochschule im Landkreis Cham e.V. Il Vergante Average Value
Broken line chart showing the comparison of the results related to question N. 7 of the questionnaire
The comparison of the data shows a trend that links all the partner regions; the average value of the responses has created the following "competences list" (according to the highest value obtained) that youngsters have acquired outside the school: 1) SCC - Social and civic competences (average value 252,50). 2) DC - Digital competence (average value 241,17). 3) CMT - Communication in the mother tongue (average value 232,67). 4) SIE - Sense of initiative and entrepreneurship (average value 225,67). 5) CAE - Cultural awareness and expression (average value 220,00). 6) LTL - Learning to learn (average value 210,50). 7) CFL - Communication in foreign language (average value 174,00). 8) MCBCST - Mathematical competence and basic competences in science and technology (average value 160,83).
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10. COMPARISON OF QUESTIONNAIRE AND INTERVIEW DATA
In order to present the data as exhaustive as possible, following we are going to compare the average values of interviews and questionnaires. As the interviews and questionnaires were administered through a different methodology (interview in one case, questionnaire in the other case) and on different samples (30 interviews and 70 questionnaires) in order to compare and homogenize the data, we are going to calculate the percentage value of the average values already calculated. The percentage value will be given by the ratio between the average value and the maximum value attributable to the question, that is: • 150 (= 30 * 5) for the interviews; • 350 (=70 * 5) for the questionnaires. They will be compared: • the percentage average values of the question n.1 of the interview with the percentage average values of the question n. 5 of the questionnaire; • the percentage average values of the question n. 3 of the interview with the percentage average values of the question n. 7 of the questionnaire.
Comparison of percentage values of the question n. 1 of Interview with question n. 5 of questionnaire QUESTION N. 1 INTERVIEW Description 1- CMT 2- CFL 3- MCBCST 4- DC 5- LTL 6- SCC 7- SIE 8- CAE Average Value 121,83 84,50 67,50 107,50 98,67 105,67 85,83 63,83 Average percentage 81,22% 56,33% 45,00% 71,67% 65,78% 70,44% 57,22% 42,56%
QUESTION N. 5 QUESTIONNAIRE Description 1- CMT 2- CFL 3- MCBCST 4- DC 5- LTL 6- SCC 7- SIE 8- CAE Average Value 299,67 208,67 217,50 240,17 265,33 264,83 254,17 157,83 Average percentage 85,62% 59,62% 62,14% 68,62% 75,81% 75,67% 72,62% 45,10%
100,00%
90,00% 85,62% 81,22% 80,00% 75,81% 75,67% 71,67% 72,62% 68,62% 70,44% 70,00% 65,78% 62,14% 59,62% 60,00% 56,33% 57,22%
45,10% 50,00% 45,00% 42,56% 40,00%
30,00%
20,00%
10,00%
0,00% 1- CMT 2- CFL 3- MCBCST 4- DC 5- LTL 6- SCC 7- SIE 8- CAE Average percentage Average percentage questionnaire interview
Bar chart showing the comparison of percentage values of the question n. 1 of Interview with question n. 5 of questionnaire
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Comparison of percentage values of the question n. 3 of Interview with question n. 7 of questionnaire QUESTION N. 3 OF INTERVIEW Description 1- CMT 2- CFL 3- MCBCST 4- DC 5- LTL 6- SCC 7- SIE 8- CAE Average Value 97,00 80,00 63,83 106,50 85,50 95,50 92,00 83,50 Average percentage 64,67% 64,67% 64,67% 64,67% 64,67% 64,67% 64,67% 64,67%
QUESTION N. 7 OF QUESTIONNAIRE Description 1- CMT 2- CFL 3- MCBCST 4- DC 5- LTL 6- SCC 7- SIE 8- CAE Average Value 232,67 174,00 160,83 241,17 210,50 252,50 225,67 220,00 Average percentage 66,48% 49,71% 45,95% 68,90% 60,14% 72,14% 64,48% 62,86%
100,00%
90,00%
80,00% 72,14% 71,00%68,90% 70,00% 66,48% 64,67% 63,67% 64,48% 62,86% 60,14% 61,33% 60,00% 57,00% 55,67% 53,33% 49,71% 50,00% 45,95% 42,56% 40,00%
30,00%
20,00%
10,00%
0,00% 1- CMT 2- CFL 3- MCBCST 4- DC 5- LTL 6- SCC 7- SIE 8- CAE Average percentage Average percentage questionnaire interview
Bar chart showing the comparison of percentage values of the question n. 3 of Interview with question n. 7 of questionnaire
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11. CONCLUSIONS
Young people are a fundamental asset of our economies and societies. Empowering young people by creating favorable conditions for them to develop their talents and to actively participate into the labour market is essential for economic and social development and for the sustainability of society. The integration of young people into the labour market poses great challenges to Member States at present as young people have been severely affected by the economic crisis. For most EU Member States, the low participation of young people in the labour market is not a new problem, but what is new is the current scale of this problem. In addition, in the context of this recession, youth unemployment has affected all young people, even the well-educated. Traditional indicators of labour market participation were found to have limited relevance for young people, and so the concept of young people ‘not in employment, education or training’ (NEET) entered the policy arena. While NEETs, so defined, are very easy to capture from a statistical point of view, they represent a heterogeneous population that includes vulnerable and non-vulnerable subgroups, with different characteristics and needs. However, despite this heterogeneity, young people who are NEET share some common and fundamental characteristics. They are not accumulating human capital through the formal channels of education, training or employment, which might have a negative impact on future employment and earnings. As the risk factors that increase the chances of becoming NEET are often a combination of personal, economic and social factors, being NEET can in many cases be described as both an outcome and a defining characteristic of the disadvantaged young people who are at much greater risk of social exclusion. Spending short and limited periods disengaged from the labour market and education system can be part of any normal transition from school to work. However, it is essential to understand that spending protracted periods in NEET status comes with a wide range of grave and interconnected negative short- and long-term consequences for the individual and society as a whole. Being NEET is not just a problem for the individual; it is also a problem for society and the economy. The inclusion of NEETs (as well migrants, refugees and early school leavers) into the labour market has been the focus of the researches that the partners implemented during the first phase of the project. In fact, in order to achieve the first result of the project (Intellectual Output 1 - Contextualisation), the partners focused the research also on a selection of Best Practices for recognition of competences and inclusion of NEETs, refugees, migrants and early school leavers to the labour market from the regional/national context. In order to implement the activity, the partners started from the assumption that skills and competences are acquired not only through formal education but also through learning which takes place outside this formal framework. This involves the informal acquisition of a given competence during the course of an individual's life which is not linked to any formally recognized and validated qualifications. Such skills and competences may, for example, be acquired during the course of housework, workplace-based learning, help on a farm, caring for older people, the sick, children, etc. Non-formal learning on the other hand refers to situations in which an individual learns and acquires skills through various types of activity where learning takes place but without certification or accreditation of such skills. Examples of such activities include seminars, training courses which are open to all and internships, as well as, for example, amateur sport or volunteer work for local communities. Non-formally and informally acquired skills may have both technical aspects (e.g. practical experience) and social aspects (e.g. language skills). Thanks to the validation of non-formal and informal learning, individuals will not only receive certification that they have reached a certain level in a competence acquired outside the formal education system but, in certain cases, will also achieve transition to another level of education, subject to the appropriate accreditation framework.
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The Best practices presented in this report by the project partners involve a wide range of different initiatives and represent an intervention at different points along the pathway to employment; a youngsters’ journey towards inclusion into the labour market and employment. For many young people, this pathway from education to employment is not straight, and those who become NEET have gone astray somewhere along the way. Some of these best practices represent measures in order to help youngsters in NEET condition to enter the labour market and participate actively in society. The aim is to intervene in the early stages of the pathway and preventative interventions that keep young people from leaving their aspiration and motivation to enter the labour market. The theoretical research – mainly based on a desktop analysis of each partner’s regional/national context - has been supported by a practical research based on a survey made up by an amount of 600 interviews and questionnaires conducted by the partners in their respective regions. The data obtained by the analysis and the comparison of the structured interviews conducted in each partners’ country (discussed in Chapter 7), together with the data obtained by the analysis and comparison of the structured questionnaires (discussed in Chapter 9), have revealed an unexpected result, i.e. that there is a common trend for all partners’ countries. It was an unexpected result because, regardless of region, economics, and other factors that affect the social sector and the labor market, the importance attributed to the key competences in the different questions, appears to have a similar chart pattern for each project partner. By comparing the common questions of the interview with stakeholders and the questionnaire with youngsters ‘In your opinion, which of the following competences should a youngster have in order to enter the labour market?’ the partners noted a common trend among stakeholders and youngsters that the answers of both groups go in line for the different key competences on the one hand and a common trend of weighting the importance of the different key competences among the project countries on the other hand. All project countries show similar curve shapes for the results from youngsters. The same effect can be stated for the curve shape of stakeholders´ results. In fact, both categories of respondents think that the main competence, which a young person should have in order to enter the labor market, is the Communication in the Mother Tongue. The top five competences are the same for both groups of respondents, however the ranking is slightly different for stakeholders (S) and young people (Y): Digital competence (S rank2/ Y rank5), Social and civic competences (S3/Y3), Learning to learn (S4,Y2) and Sense of initiative and entrepreneurship (S5/Y4). This ranking of competences will also be a good starting point for the development of next project activities in order to focus on the high ranked competences first when creating a methodology and a system for recognition of competences with the target group of NEETS, school dropouts and young migrants. Instead, with regard to the competences acquired through non-formal and informal learning, (question number 3 of Interview ‘In your opinion, to what extent can youngsters gain the following competences outside the formal learning at school?, and question number 7 of questionnaire ‘In your opinion, which of the following competences do you learn outside a school?) there is a diversity of thought. Stakeholders, in fact, think that the competence that young people have acquired outside the formal learning paths is the digital competence, while young people believe that it is the social and civic competence, which they have acquired outside school. According to data, the respondent stakeholders believe that young people are in possession of high digital skills. In fact, to the question number 2 and number 3 of the interview, respectively ‘In your opinion to what extent youngsters in our target group aiming at entering the labour market, have the following competences?, and ‘In your opinion to what extent youngsters in our target group aiming at entering the labour market, have the following competences, but are not recognized by any diploma or certificate?, the majority of respondents consider the digital competence as the most in possession of the young people; competence even not recognized in a formal way. On the other hand, however, young people do not consider digital competence as the competence they have more. Young people consider Communication in the Mother tongue the competence they gained at school, and Social
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and Civic Competence the competence they gained outside the school environment. Thus, young people do not believe that digital competence is so strongly in their possession. It therefore appears that young people know little about the needs of the labor market and they have little awareness about the importance that digital competence plays nowadays. With regard to the open questions of the interview and the questionnaire, just as open questions, the respondents have provided the most disparate answers for which it was not possible to reach a common response trend. The majority of young people surveyed declare they are motivated to work. Obviously, there are different reasons that influence this motivation: earning money might be the most urgent and important one, however the young people also state that they want to meet people/have social contacts, get a professional degree, want to get independent etc. The ones stating that they are not motivated to work in many cases give reasons like that they prefer to complete their school exams, prefer to study, etc. To question n. 3 of the questionnaire 'Where did you acquire your competences?' The answers were ‘school environment’, ‘work environment’, ‘family’, ‘recreational/leisure activities’ for all countries, however for the Netherlands the ranking was different than in the other countries Spain, Italy and Germany: ‘work environment’ was the answer most frequent, followed by recreational, family and school. This result could either be influenced by a special background of the Dutch respondents (many school dropouts) or show that in the Netherlands the concept of acquiring competences not only in formal settings is more spread and well-known. Similarly, to the open question n. 4 of the questionnaire 'How can you show your potential employer to be competent in a specific field or sector, without having a degree or certificate for it?' the target group responded differently. In many cases they think that a work placement or training period would be a good opportunity to show the competences for which they have no official certificates. The interview with the employers would also be a good occasion to explain competences and talk about acquired competences from leisure time or family. With view to the further developments in the projects the survey for stakeholders was also designed to find out how competences gained outside the formal learning system could be valued and to identify possible institutions, which could certify in an official manner the competences of NEETs, potential dropouts, young refugees and migrants. There was a variety of answers how to value the competences, ranging from issuing badges to doing practical assessment which will be reflected in the next project steps. Moreover, the stakeholders suggested several institutions in their countries that could certify the competences, among others VET providers, local governments, adult education providers, NGO in the youth field, employers and chambers. The project partners will start to involve these potential users of the SHARE methodology and SHARE system at an early stage of the project in order to respect their feedback and needs and in this way guarantee the usability of the instruments. These results of the research phase of the project will be reflected in the developments of next project outputs in order to provide tailor-made products for the group of NEETs, employers, education providers and other stakeholders in the transition process between school and labour market. These instruments will help to reduce the gap between the expectations of the labour market and the key competences that young people are able to have recognized – regardless of where the competences were achieved (formal, non-formal or informal context).
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12. REFERENCES
− Eurofound (2012), NEETs – Young people not in employment, education or training: Characteristics, costs and policy responses in Europe , Publications Office of the European Union, Luxembourg.
− www.SALTO-YOUTH.net/BridgesForRecognition
− Isfol (2012) Validazione delle competenze da esperienza: approcci e pratiche in Italia e in Europa, “I libri del Fondo Sociale Europeo”, Rubbettino, Catanzaro.
− European Commission. (2008). The European qualifications framework for lifelong learning (EQF). Luxembourg: Office for Official Publications of the European Communities.
− European Parliament and the Council. (2008). Recommendation of the European Parliament and of the Council on the establishment of the European Qualifications Framework for lifelong learning. Official Journal of the European Union
− COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES: LEARNING, TEACHING, ASSESSMENT, Language Policy Unit, Strasbourg, http://www.coe.int/lang-CEFR
− Ferrari, A. (2013). DIGCOMP: A Framework for Developing and Understanding Digital Competence. JRC Science and Policy Reports. Luxembourg: Publications Office of the European Union
− DigComp 2.0: The Digital Competence Framework for Citizens, Update Phase 1:The Conceptual Reference Model (2016)
− https://ec.europa.eu/jrc/digcomp
− Bacigalupo, M., Kampylis, P., Punie, Y., Van den Brande, G. (2016). EntreComp: The Entrepreneurship Competence Framework. Luxembourg: Publication Office of the European Union
− https://ec.europa.eu/jrc/entrecomp
− https://europass.cedefop.europa.eu/
− https://www.youthpass.eu/it/youthpass/
− https://ec.europa.eu/jrc/en/publication/eur-scientific-and-technical-research-reports/entrecomp- entrepreneurship-competence-framework
− http://ec.europa.eu/social/main.jsp?catId=1223&langId=en
− https://www.giz.de/expertise/html/12707.html
− http://www.ciofs-fp.org/en/recognition-and-certification-of-skills/
− http://www.europarl.europa.eu/committees/en/supporting-analyses-search.html
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ANNEX - DATA OPEN QUESTIONS OF STRUCTURED INTERVIEW AND QUESTIONNAIRE
INTERVIEW
4 - In your opinion, how could we value competences gained outside the formal learning system?
Bloom Foundation + AC Amics de la Volkshochschule im In Progress Il Vergante Stichting Xtra Biblioteca de la Fonteta Landkreis Cham e.V.
By practical activities Diplomas Certificates Certification and accreditation of Project work in the Different kind of References from previous Badges competences companies or schools, certifications employers References from employer Interviews Volunteer work with By the design of a project ATP/Curriculum Evaluations pedagogical support and work Vitae/Portfolio Demonstrations evaluation Other ways Through projects Catalogue of criteria ordered Other individual answers in competence areas In personal interview (application process), assessment where social competences, politeness, presentation abilities can be observed. Oral or written tests With suitable tools, some clubs confirm volunteer work. Strengthening of public youth work, more financial resources for youth work, more investment in social politics Self-assessment, monitoring Certificates with course description, presentation of vocational skills on a certain problem, evaluation by a professional General tests Recognition of performance in sports, volunteer work, political activity or activities in the society Face-to-face conversation, Questionnaire/Assessment Assessments, Tests ProfilPass Assessment, Test (e.g. Hemet), ProfilPass, Face-to- face conversations Certificates in non-formal education
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INTERVIEW 5 - In your opinion, which competences are required the most by the labour market?
Bloom Foundation + AC Amics de la Volkshochschule im In Progress Il Vergante Stichting Xtra Biblioteca de la Fonteta Landkreis Cham e.V.
Communication Social skills Flexibility Social competences, Flexibility Digital competences Employee skills ICT Learning to learn Entrepreneurship Social skills Motivation Discipline Languages Social and personal Be on time Ambition Self-knowledge Team-working competences Be goal oriented Able to learn Motivation Professional competence, Communication skills Leadership Methodology expertise, Digital competences Attitude Personal competence Job related skills Computer skills Social competence, personal Experience initiative, mother tongue skills Resilience Mother tongue, Solving problems mathematical, social Overcome difficulties. competences Self-determination Professional competence, Creativity willingness to learn, mother Entrepreneurship tongue skills, motivation, soft Know-how skills Interest, team spirit, diligence, self-responsibility, flexibility Key competences and motivation the future Digital competence, Learning to learn, mother tongue and foreign language (English) Initiative, social competence, mathematical competence, learning competence Foreign language, learning to learn Learning to learn, Ability to express oneself, personality Mother tongue, Learning to learn, social competence Language, Learning to learn Social competences, learning to learn, motivation Willingness to learn, social competences, basic knowledge in mother tongue and math Mother tongue (writing, reading, understanding), math, social competence, learning to learn Flexibility, mother tongue Social competences, Learning to learn, Reliability, Flexibility, Efficiency, Capacity Social competences, mother tongue, Learning to learn, mathematical/technical competences Mother tongue, Learning to learn, Initiative Social competence, Initiative
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INTERVIEW 6 - Do you know any good practices where youngsters learn competences outside the formal learning? Do they get any recognition for the competences they gain there? Bloom Foundation + AC Amics de la Volkshochschule im In Progress Il Vergante Stichting Xtra Biblioteca de la Fonteta Landkreis Cham e.V.
Volunteer work Yes No In clubs FABLAB Don't know No answer Volunteering. No recognition Volunteer work, clubs (is Catholic life projects Oath clubs, Sport clubs No recognition. confirmed with school Crowd funding projects Work related Demonstrations. No recognition. certificate ("Ehrenamt macht international Volunteer work Through projects. No Schule") volunteering recognition. Volunteer work in a club, e.g. School raising projects Workshop school. With Fire workers, red cross, “Open badges” Projects recognition. sports or music clubs “Fondazione Golinelli”, Other individual answers Social competences by doing “Junior Achievement” volunteer work (fire workers, church, senior home, sports club) with documentation by confirmation of the club Social competences in clubs with certificates or confirmations, self-learning Sport club Use of media for digital competences, in literacy circles and cultural events for language In Germany it is possible to complete an "external school exam". Reading Recognition of volunteer work with putting responsibility or awarding prizes Profilpass, Europass Mobility To do an internship and receiving feedback In clubs, volunteer work, with friends - they could provide letters of recommendation Clubs, volunteer work (for social competences), projects (e.g. Construction of playing ground, repairing bicycles, etc.) Courses in non-formal education with certificates (e.g. Japanese course at VHS)
KA2 “Shared responsibility” 2016 -2018. 2016 -2-NL02 -KA205 -001416. This project has been funded with support from the European Commission. This publication reflects the views Page 81 di 83 only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein
INTERVIEW 7 - Which institutions, in your opinion, could certify in an official manner the competences of NEETs, potential dropouts, young refugees and migrants? Bloom Foundation + AC Amics de la Volkshochschule im In Progress Il Vergante Stichting Xtra Biblioteca de la Fonteta Landkreis Cham e.V.
Employment centres/Labour No answer - No idea Public entities, in general General Education (schools), VET institutions offices Employers Local government Adult Education, Assessment Onlus Employers Schools Employment services Centers, Chambers Labour offices VET providers Government NGO Education Centres with (Youth) Care Vocational Education Centers / educational offers Universities Trained "EU pedagogical Workshop school (Escuelas experts" taller) Adult Education Centers (e.g. Employers organizations Volkshochschulen in Other individual answers Germany) Social institutions that run courses for social competences (e.g. Volkshochschulen, Kolping- Bildungswerk) Ministry of Education/Culture, chambers, Schools Bodies responsible for youth work Schools, Adult Education, Certification Bodies, Ministries, Companies Vocational schools, Labour Office Chambers, Adult Education Centers, Labour office Public and private education providers, association, clubs Education providers, companies Schools, Adult education providers, Organisations working with young people Labour Office / Authority for Refugees, Vocational schools, Adult Education Centres
QUESTIONNAIRE 1 - Are you motivated to work?
Bloom Foundation + AC Amics de la Volkshochschule im In Progress Il Vergante Stichting Xtra Biblioteca de la Fonteta Landkreis Cham e.V.
YES (I need /want Money - I YES (For the YES (To gain money; YES (Want/like to want to be self-sufficient or future, For welfare, To have an experience work; get experience; independent; I need for money, for my 68 of life; To meet people; 94 get a degree; purpose 56 experience - To help my 64 YES 55 projects, for life, for To put in practice my in life; social contacts; family; Because I like work; feel complete as competences) need money/job) I’m active; Other individual human, for career) answers ) NO ( I prefer to study - It NO (It depends on the is difficult for me to get job; I want morre NO (I want to continue up in the morning - 2 17 experience/further 20 NO 8 8 NO my studies) I prefer to learn, I have learning; I have no to prepare for a good degree) future)
KA2 “Shared responsibility” 2016 -2018. 2016 -2-NL02 -KA205 -001416. This project has been funded with support from the European Commission. This publication reflects the views Page 82 di 83 only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein
QUESTIONNAIRE 2 - In your opinion, which is the right attitude if you want to find a job?
Bloom Foundation + AC Amics de la Volkshochschule im In Progress Il Vergante Stichting Xtra Biblioteca de la Fonteta Landkreis Cham e.V.
62 To be flexible 67 To be flexible 38 To be flexible 55 To be flexible 26 To be flexible To be motivated and To be motivated and To be motivated and To be motivated and To be motivated 58 100 53 52 42 determined determined determined determined and determined To have a problem To have a problem To have a problem solving To have a problem To have a problem 51 50 38 44 16 solving attitude solving attitude attitude solving attitude solving attitude To be collaborative To be collaborative and To be collaborative To be collaborative and To be collaborative and 45 84 37 59 35 and respect the respect the others and respect the others respect the others respect the others others 40 To be responsible 55 To be responsible 61 To be responsible 40 To be responsible 29 To be responsible
QUESTIONNAIRE 3 - Where did you acquire your competences:
Bloom Foundation + AC Amics de la Volkshochschule im In Progress Il Vergante Stichting Xtra Biblioteca de la Fonteta Landkreis Cham e.V.
60 School environment 44 School environment 56 School environment 56 School environment 34 School environment 42 Work environment 77 Work environment 36 Work environment 40 Work environment 39 Work environment 32 Family 56 Family 30 Family 37 Family 28 Family Recreational/Leisure Recreational/Leisure Recreational/Leisure Recreational/Leisure Recreational/Leisure 22 71 19 33 19 activities activities activities activities activities
QUESTIONNAIRE 4 - How can you show your potential employer to be competent in a specific field or sector, without having a diploma or certificate for it? Bloom Foundation + AC Amics de la Volkshochschule im In Progress Il Vergante Stichting Xtra Biblioteca de la Fonteta Landkreis Cham e.V.
Small testing (like one hour) To make a work placement Don' t know Trial period I am a teamplayer Be nice/social/good behavior Personal interview To show at the work place Most of the people: Trainining period Show ringh attitude, wark Correct attitude Explain in the conversation Sharing my knowledge, Engagement hard Showing my competences Show interest competences and Committement Show motivation Work experience Be polite in the conversation abilities Putting Effort Cv/porfolio Good image I am a member of the Sharing my enthusiasm Written/ oral reference Showing confidence fireworkers and my motivation Show skill Not possible With my network Other individual answers During probationary period
KA2 “Shared responsibility” 2016 -2018. 2016 -2-NL02 -KA205 -001416. This project has been funded with support from the European Commission. This publication reflects the views Page 83 di 83 only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein