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Erasmus+ Program 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
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