TEFI TCA – Id. Code 3919 Final Report INDEX INTRODUCTION I

TEFI TCA – id. code 3919 INDEX INTRODUCTION I. ACTIVITY 1: BARRIERS AND LEARNING II. ACTIVITY 2: METHODS OF ASSESSMENT AND COMPETENCIES III. ACTIVITY 3: GLOSSARY IV: ACTIVITY 4: METHODS OF MAINSTREAMING V: ACTIVITY 5: EVALUATION CHAPTER 1: BARRIERS AND LEARNING 1.1. INTRODUCTION 1.1.1. LIBERAL AND REPUBLICAN POLITICS 1.1.2 PRIVATE, MIXED AND COLLECTIVE GOODS 1.2 OBSTACLES, DIFFICULTIES AND TRANSNATIONAL PRODUCTS, PROCEDURES AND STRUCTURES TO OVERCOME THE OBSTACLES AND DIFFICULTIES 1.2.1 TALENT OF LORRAINE, FRANCE 1.2.2 TE.S.E.O. OF TERAMO, ITALY 1.2.3 THE ESTABLISHMENT AND TESTING OF SUPPORT MECHANISM FOR THE INTEGRATION OF NATIONAL MINORITIES INTO LABOUR MARKET, LITHUANIA 1.2.4 PAMIR SON OF SOUTHEAST LOWER SAXONY, GERMANY 1.3 COMMON PROCEDURAL AND STRUCTURAL RECOMMENDATIONS AS KEYS TO SUCCESS CHAPTER 2: METHODS OF ASSESSMENT AND COMPETENCIES 2.1 THE FRENCH CONTRIBUTION 2.1.1 ABOUT « RECONNAISSANCE DES ACQUIS »: FROM “RECONNAISSANCE DES ACQUIS” TO “VALIDATION DES ACQUIS” (VAE) 2.1.2 HOW MIGRANTS AND ETHNIC MINORITY PEOPLE CAN ACCESS THIS OPPORTUNITY Final report 1 TEFI TCA – id. code 3919 2.1.3 FASILD WORK 2.1.4 FROM A MORE GENERAL POINT OF VIEW 2.2 THE GERMAN CONTRIBUTION 2.2.1 CONTEXT OF REFERENCE 2.2.2 ECONOMIC ANNOTATIONS 2.2.3 PROJECT EXECUTING ORGANIZATION 2.2.4 CHARACTERISTICS OF PAMIR SON 2.2.5 METHODS OF ASSESSMENT AND COMPETENCIES 2.2.6 BRAUNSCHWEIG ADULT EDUCATIONAL INSTITUTE, THE PEINE & DISTRICT ADULT EDUCATIONAL INSTITUTE AND THE CITY OF BRAUNSCHWEIG DEPARTMENT OF MIGRATION AFFAIRS 2.2.7 SZST SALZGITTER SERVICE & TECHNOLOGIE GMBH AT SALZGITTER AG 2.2.8 BRAUNSCHWEIG SKILLS TRAINING CENTRE 2.2.9 PEINE & DISTRICT ADULT EDUCATIONAL INSTITUTE: SOME BASIC CONSIDERATIONS FOR A METHOD TO ENHANCE THE INTERCULTURAL COMPETENCES OF KEY PROTAGONISTS 2.3 THE LITHUANIAN CONTRIBUTION 2.3.1 SITUATION IN LITHUANIA - THE CONTEXT 2.3.2 UNEMPLOYMENT 2.3.3 EMPLOYMENT 2.3.4 SUPPORT PROGRAMS OF THE UNEMPLOYED 2.3.5 POPULATION EMPLOYMENT BY NATIONALITY IN 2002 YEAR 2.3.6 SUPPORT OF GYPSY POPULATION 2.3.7 NONGOVERNMENTAL ORGANIZATIONS OF NATIONAL MINORITIES BY NATIONALITY* 2.3.8 THE PROJECT 2.4 THE ITALIAN CONTRIBUTION 2.4.1 IMMIGRATION IN A NATIONAL, REGIONAL AND PROVINCIAL CONTEXT: THE MIGRATORY PHENOMENON IN ITALY 2.4.2 IMMIGRATION IN THE CONTEXT OF THE REGION OF ABRUZZO 2.4.3 IRREGULAR WORK AND IMMIGRATION Final report 2 TEFI TCA – id. code 3919 2.4.4 THE TESEO PROJECT: THE CHARACTERISTICS 2.4.5 THE TERRITORIAL NETWORK OF SERVICES 2.4.6 THE TESEO DESK 2.4.7 MODELS OF INTERVENTION AND DEVICES FOR THE SUPPORT STRUCTURES FOR INTEGRATION IN EMPLOYMENT: MAP OF THE SUPPORT SERVICES AT WORK AND RECOGNITION OF THE ACQUIRED SKILLS. 2.4.8 SKILLS ASSESSMENT: CONCEPTUAL ORGANIZATION 2.4.9 DEVELOPMENT OF SKILLS ASSESSMENT IN ITALY 2.4.10 THE TOOLS FOR ASSESSMENT: STRUCTURE AND ARTICULATION 2.4.11 RECEPTION PHASE 2.4.12 PHASE OF ANALYSIS OF POTENTIAL 2.4.13 PHASE OF PROGRAMMING THE FINAL PROJECT 2.4.14 PHASE OF ACCOMPANIMENT (OPTIONAL) 2.4.15 OUTPOUT OF THE ASSESSMENT 2.4.16 MODELS OF REFERENCE 2.4.17 RELATIONAL APPROACH 2.4.18 DIFFERENTIAL APPROACH 2.4. 19 ERGONOMIC OR EXPERT APPROACH 2.4.20 APPROACH BASE ON SELF-IMAGE 2.4.21 CONCEPT OF SKILLS 2.4.22 THE BURGOYONE AND STUART MODEL(1978). 2.4.23 THE PFEIFFER MODEL(1983) 2.4.24 THE MARCHETTI AND QUARANTA MODEL (1984) 2.4.25 THE HAY-MCBER MODEL (1983) 2.4.26 THE CAMPAGLIA AND QUAGLINO MODEL (1992) 2.4.27 ASSESSMENT FOR THE IMMIGRANTS: TWO GOOD PRACTICES 2.4.28 JOB CENTRE DI GENOVA 2.4.29 ENAIP –RI.SO. PROJECT (SOCIAL RESOURCES) 2.5 CONCLUSIONS Final report 3 TEFI TCA – id. code 3919 CHAPTER 3: GLOSSARY 3.1 INTRODUCTION 3.2 THE GLOSSARY IN: ENGLISH FRENCH GERMAN LITUANIAN ITALIAN CHAPTER 4: METHODS OF MAINSTREAMING 4.1 INTRODUCTION 4.2 DEVELOPMENT PARTNERSHIP TALENT “TERRITOIRES EN ACTION LORRAINS POUR L’EGALITE NOUVELLE AU TRAVAIL” 4.3 DEVELOPMENT PARTNERSHIP PAMIR SON “PROJEKT ARBEITSMARKTINTEGRATION VON MIGRANTEN IN DER REGION SUDOSTNDS” 4.4 DEVELOPMENT PARTNERSHIP TE.S.E.O. “TERAMO SVILUPPO EMERSIONE OCCUPAZIONE” 4.5 DEVELOPMENT PARTNERSHIP "TAUTINIŲ MAŽUMŲ INTEGRACIJOS Į DARBO RINKĄ PARAMOS MECHANIZMO SUKŪRIMAS IR IŠBANDYMAS“ 4.6 ANNEX 1 4.7 ANNEX 2 CHAPTER 5: EVALUATION 5.1 ITALIAN EVALUATION: FROM THE TCA BEGINNING TO METZ TRANSNATIONAL MEETING (NOVEMBER 2005) 5.1.1 MONITORING AND EVALUATION ACTIVITIES 5.1.2 INTERMEDIATE EVALUATION REPORT OF THE ITALIAN TE.S.E.O. DP. 5.1.3 EVALUATION OF THE PROCESS 5.1.4 MONITORING AND EVALUATION INSTRUMENTS – EVALUATION OF THE PRODUCT 5.1.5 EVALUATION SCALE 5.1.6 EVALUATION GRID 5.1.7 CRITERIA OF EVALUATION 5.1.8 TCA EVALUATION Final report 4 TEFI TCA – id. code 3919 5.1.9 E-MAIL EVALUATION 5.2 GERMAN EVALUATION: FROM METZ TO VILNIUS TRANSNATIONAL MEETINGS (MAY 2006) 5.2.1 TEFI’S GOAL 5.2.2 EVALUATION CRITERIA AND PERSPECTIVE 5.2.3 INFORMATION AND MATERIAL AVAILABLE FOR THE EVALUATION 5.2.4 DP APPROACHES AND THE QUALITY OF INFORMATION PROVIDED BY THE FOUR NATIONAL DPS (SEE APPENDIX I) 5.2.5 THE QUALITY OF COMMUNICATION (SEE APPENDIX II) 5.2.6 EPILOGUE (WRITTEN AFTER THE BRAUNSCHWEIG MEETING) 5.2.7 APPENDIX I: DPS’ APPROACHES AND THE QUALITY OF INFORMATION. FOUR REPORTS ON TEFI PARTNERS’ ACTIVITIES DECEMBER 05 – MAY 06 5.2.8 APPENDIX II 5.3 LITHUANIAN EVALUATION: FROM VILNIUS TO BRAUNSCHWEIG TRANSNATIONAL MEETINGS (OCTOBER 2006) 5.3.1 INTRODUCTION 5.3.2 METHODOLOGY 5.3.3 ASSESSMENT SUBJECTS: WHETHER OR NOT THE CHOSEN ACTIVITIES AND METHODS OF ACHIEVING THE SET OBJECTIVES ARE USED EFFECTIVELY 5.3.4 ASSESSMENT SUBJECT: COOPERATION OF T.E.F.I. PARTNERS PARTICIPATING IN THE ACTIVITY, THEIR COMMUNICATION 5.3.5 ASSESSMENT OF THE BRAUNSCHWEIG TRANSNATIONAL MEETING - ASSESSMENT SUBJECTS: PLANNING OF THE ACTIVITY AND WHETHER THE ACTIVITY WAS COMPETENTLY ADMINISTERED 5.4 FRENCH EVALUATION: FROM BRAUNSCHWEIG TRANSNATIONAL MEETING TO MAY 2007 5.4.1 INTRODUCTION 5.4.2 QUESTION N°1: 5.4.3 QUESTION N°2 5.4.4 CONCLUSION Final report 5 TEFI TCA – id. code 3919 INTRODUCTION In 2005, as part of the transnational activities of the 2nd phase of the EQUAL Community Initiative programmes, the TESEO project undersigned the Transnational Cooperation Agreement (TCA) “Together in Europe For Integration - TEFI” with other three European projects that all have in common the intention of creating methodologies and activities for combating alienation. The partnership, consolidated with the following projects: Projekt Arbeitsmarktintegration von MigrantInnen in der Region SüdOstNds – PAMIR SON- (Germany – id. code DE-XB4-76051-20-NI/209), Territoires en Action Lorrains pour l'Egalité Nouvelle au Travail – TALENT- (France – id. code FR-LOR-2004-44074) and Tautinių mažumų integracij į darbo rinką (Lithuania - id. code LT-6), has dealt with subjects that, although with different experiences in the various countries, have shown the importance of planning a common undertaking for fighting discrimination on the European scene, as already affirmed by EQUAL. The results of the two years of activity have been summarized in this final report where each chapter contains the shared opinions on the following subjects, as established in the TCA – TEFI outline: - Activity 1: barriers and learning - Activity 2: methods of assessment and competencies - Activity 3: glossary - Activity 4: methods of mainstreaming - Activity 5: evaluation Final report 6 TEFI TCA – id. code 3919 I. Activity 1: barriers and learning "Barriers and learning", as all the other activities of the Transnational Cooperation Agreement, has demonstrated its usefulness as a means of comparing the various contextual and operational situations of the TEFI Country partners. The cultural and social difficulties that the immigrants meet, or that, on the other hand, the populations of the countries of destination meet, have shown how the concept of integration is hampered/lived through in different ways. The degree of cultural integration, as coherence of the systems of values and beliefs, can manifest in more or less intense ways. Also, from the studies set up on the "barriers and learning" activities, it has emerged that, notwithstanding the differences in context, history and type of immigration, it is important to highlight the structural dimension together with the cultural one. This first shows the participation of the immigrant as an individual and as a group on an institutional level (employment market, school, health system, etc.), while the cultural dimension indicates orientation towards the values of the host society and its rules. We have seen how, in the various partner Countries, this difference between the structural and the cultural dimensions may be more or less complicated, in reference to four different aspects: the acculturation, that involves knowledge of the culture of the society of destination, but also the necessary ability to find ones way in that same society; the placing in the society which means reaching a social position through work but also the forming of a family and finding adequate living conditions; the interactivity between the migrant and the host society, in the degree Final report 7 TEFI TCA – id. code 3919 of loyalty (and not so much of identification) in respect to the values, regulations and behaviour of the society of destination. The work of "barriers and learning" has, therefore, been to compare the process and element that characterize/hinder integration: participation in the employment market, the forming of a family, access to the system of services, knowledge of the rules and regulations, etc. The comparison has highlighted how difficultly these elements can be analyzed separately, but that they need to be considered for their reciprocal influence.

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