MENTORING and COACHING EXPERIENCE GUIDEBOOK

MENTORING AND COACHING EXPERIENCE MENTORING AND and COACHING MENTORING COACHING EXPERIENCE EXPERIENCE GUIDEBOOK GUIDEBOOK

This handbook is published as an output in the framework of “CoPro Integration: Comprehensive Program for Social handbook Integration isispublished an in framework “CoPro Project Social This guidebook publishedofas asYoung anoutput output in theLeonardo Integration: Comprehensive Program for Social and Vocational Workers” Da of Vinci-TOI numbered 2011-1-TR1-LEO05-27959. and Vocational Integration of ofYoung YoungWorkers” Workers”Leonardo LeonardoDa DaVinci-ToI Vinci-TOIProject Projectnumbered numbered2011-1-TR1-LEO05-27959. 2011-1-TR1-LEO05-27959.

Project Co-ordinator: Project Co-ordinator: Pendik Local Education Authority-TURKEY Pendik Local Education Authority-TURKEY Project Partners: Project Partners:

Berufsbildungsinstitut Arbeit und Technik/ Universität Flensburg-GERMANY Berufsbildungsinstitut Arbeit und Technik/ Universität Flensburg-GERMANY Public Interest Group-Training and Vocational Training within the Grenoble Education Authority-FRANCE Public Interest Group-Training and Vocational Training within the Grenoble Education Authority-FRANCE Centre de Coordination et de Gestion des programmes européens pour l’enseignement secondaire qualifiant -BELGIUM Centre de Coordination et de Gestion des programmes européens pour l’enseignement secondaire qualifiant -BELGIUM University Rehabilitation Institute, Republic of Slovenia-SLOVENIA University Rehabilitation Institute, Republic of Slovenia-SLOVENIA Pendik Municipality-TURKEY Pendik Municipality-TURKEY Suleyman Sah University-TURKEY Suleyman Sah University-TURKEY Pendik Industrialists’and Businessmen Association-TURKEY Pendik Industrialists’and Businessmen Association-TURKEY Marmara Educators Association-TURKEY Marmara Educators Association-TURKEY Sakarya University Technical Education Faculty-TURKEY Sakarya University Technical Education Faculty-TURKEY

Istanbul, TURKEY, 2012 Istanbul, TURKEY, 2012

11 1

CONTENTS

1. Turkey............................................................................................................................................4-11 2. Germany ....................................................................................................................................12-16 3. France .........................................................................................................................................17-21 4. Belgium ......................................................................................................................................22-26 5. Slovenia .....................................................................................................................................27-31

2

2

INTRODUCTION Early school leaving is an urgent and serious problem, both for individuals and society as a whole. The EU Member States work together to reduce number of pupils who drop out before the end of secondary education. There are many reasons – often highly individual – why some young people give up education and training prematurely: learning difficulties, social problems or a lack of motivation, guidance or support. In 2003, EU Member States agreed to reduce the share of early school leavers to less than 10% of all 18 to 24 years old. This target has not been reached yet. According to Eurostat annual data (20 November 2009), early leavers from education and training percentages of the population aged 18-24 are: -14,4% in EU countries -11,1% in Germany -12,3% in France -11,1% in Belgium -5,3% in Slovenia -44,3% in Turkey “CoPro Integration” project will be based on four main actions. These are; 1. Development of new educational approach modules as pedagogic ‘second chance’ model, 2. Creation of training modules for social workers, trainers and supervisory staff, 3. Establishment of e-database through the collection of documents on EU education, training and employment strategies for vocational training policy makers, 4. Coaching and pilot practical training for fifty youth on European operational and multidisciplinary training program to promote young workers for social and labour market. This guidebook includes European good examples, best practices and applications on reintegration programmes for young people dropping out of school. It has twenty seven mentoring and coaching examples of initiatives, projects or institutions from five partner countries.

3

Strengthening the Vocational Education and

Strengthening the Vocational Education and Training System (SVET) Training System (SVET) SVET is aand five-year project resulting from an agreement signed be Strengthening the VocationalEuropean Education Training System (SVET) Commission and the Government of Turkey, and has a total budg

58.2M. The2006) projectan aims at strengthening Turkey’s VET system SVET is aproject five-year project2002 resulting from agreement between the rather than i SVET is five years (between and resulting fromsigned an agreement an alien structure. Turkey’s trade, its political for jo European Commission and theCommission Government of Turkey, andinternational has a total budget € ambitions signed between the European and the Government of international Turkey, andof has a give the p EU, and its promotion of domestic and investments 58.2M. The project aims at strengthening Turkey’s VET system rather than imposing urgent dimension. This VET also implies that Turkey has to harn total budget of € 58.2M. The projectan aims at international strengthening Turkey’s system an alien structure. Turkey’s international trade,resources, its political ambitions for joining the its economic and also that a degree of decentralisation is inevita rather than imposing an alien structure. Turkey’s international trade, its political much of its industrial and economic activities are regionally EU, and its promotion of domestic and international investments give the project based. ambitions for joining the EU, and its promotion of domestic and international an urgent international dimension. This also implies thateducation Turkey hastraining to harness all Anyinternational effective vocational system depends on its cong investments the project an urgent dimension. and This inevitable also implies its economicgive resources, and also thatwith a degree of decentralisation since for the culture the dynamic forces of the labour is market and its respect that has to harness all its economic resources, and also that a degree muchTurkey of its industrial and economic activities are based. The dynamics of regionally the labour market depends on theof needs of industry and c (the demand side, often –and but by no means always – definable decentralisation is inevitable since much of its industrial economic activities are at a more ce level) and the availability of trained individuals (the supply side, definable a Any effective vocational education and training system depends on its congruence regionally based. local level) to meet them in their current form and adapt to them in their fu with the dynamic forces of the labour market and its respect for the culture it serves. form. The effective dynamicsvocational of the labour marketand depends onsystem the needs of industry and commerce Any education training depends on its congruence The project finds itself at the centre of amore debatecentralised about the relationship (act (the demand side, often – but by no means always – definable at a with the dynamic forces of the labour market and its respect for the culture serves. desired) between labour and education; of anotheritdebate about central, p level) and the availability of trained individuals (the supply side, definable at a more and local responsibilities; ofindustry a third debate about the likely career path The of thethem labour depends onand theadapt needsand ofthem and future commerce localdynamics level) to meet in market their current form to in their graduates. (the form.demand side, often – but by no means always – definable at a more centralised The project staffs conducted and held interview level) and the availability of trained individuals (thehave supply side,workshops definableand atstudies a more meetings in aand determined effort to gather and understand as much relevan local level) to meet them in their current form adapt to them in their future The project finds itself at the centre of a debate about the relationship (actual and tion as they could. The final decisions will have to be taken by the Turkish d form. desired) between labour and education; of However, anotherthe debate provincial makers. project about staff willcentral, provide access for the decision-make current international and recent decentralisation experiences and local responsibilities; and of a third debate aboutVET theactivities likely career path of VET graduates. The project finds itself at the centre of a debate about the relationship (actual and 2002 – 2006 desired) between labour and education; of another debate about central, provincial The project staffs have conducted workshops and studies interviews European Union and local responsibilities; and of a third debate about the and likelyheld career path of and VET Government of Turkey meetings in a determined effort to gather and understand as much relevant informagraduates. tion as they could. The final decisionsThe will have to be taken by the Turkish decisionfinal outcome of the project should be a strong VET system supported makers. However, the project staff will provide access for the to credibility. tional Qualification System with decision-makers national and international The project staffs haveVET conducted studies and held interviews and current international activitiesworkshops and recentand decentralisation experiences. meetings in a determined effort to gather and understand as much relevant information 2002 – 2006as they could. The final decisions will have to be taken by the Turkish decision-makers. However, the project staff will provide access for the decision European makers to Union current international VET activities and recent decentralisation Government of Turkey experiences.

The final outcome of the project should be a strong VET system supported by a NaThe final outcome ofSystem the project was a strong VET system supported tional Qualification with national and international credibility.by a National Qualification System with national and international credibility. Main outputs of the SVET were labour market need analysis reports, training seminars, training modules for all types of vocational and technical departments at Contact information high school, promotional videos of jobs/vocations. e-mail: [email protected] / [email protected] Phone: +90 312 215 0420 Website: http://svet.meb.gov.tr/

10

Contact information e-mail: [email protected] / [email protected] Phone: +90 312 215 0420 Website: http://svet.meb.gov.tr/

4 10

Specialized Vocational Training Centres Project (UMEM) Specialized Vocational Training Centres (UMEM) is a project of skills and job training. UMEM has been initiated in 19 provinces the first place after the protocol signed among Turkey Union of Chambers and Commodity Exchanges, Ministry of Labour and Social Security, Ministry of Education and TOBB Economics and Technology University (TOBB-ETU); at this point continues to be implemented in 81 provinces. Components of the project are as follows: 1. Strengthening the educational infrastructure -Purchase of machinery and equipment -The curriculum revision -Training of trainers 2. The labor market needs analysis -Need for labor market analysis survey in 19 provinces identified as the pilot implementation -Definition of companies to accept vocational internship 3. Matching studies -Selection of trainees -Internship placement -Successful work of the placement 4. Implementation of new vocational and technical courses UMEM project implementation plan are (i) determine the need for vocational and technical education and training on the basis of the labor market in 81 provinces and complete training of trainers, (ii) organise theoretical training for the unemployed people registred at Turkish Job Institution, (iii) give practical training to job seekers and trainees at the local level in coordination with companies, (iv) certify trainees who are successful at trainings and continiue at internship working place as qualified worker. UMEM has started in 2010 and stil on going in 81 provinces. It is funded by two ministries. They are of Labour and Social Security, Ministry of Education. Main supporters are Turkey Union of Chambers and Commodity Exchanges (TOBB) and TOBB Economics and Technology University (TOBB-ETU). Associated partners are Turkish Job Institution in provinces and vocational schools

Contact information Tel: +90312 296 6000 E-Mail: [email protected] Website: http://www.umem.org.tr/

5

Extract Your Bread from Glass” Glass-Working Project Central Finance and Contracts Unit (CFCU) gave funds in 28 provinces of Turkey for Active Labour Market Measures with financial assistance from the 2008 Programme. Project objectives were (i) increase employability opportunities and productivity of the unemployed young men and women through vocational training, (ii) meet the need of qualified labour in market, (iii) contribute to mitigating the unemployment at regional and national, (iv) strengthen the place of the Turkish women and young entrepreneurs to engage in business life, by rendering them able to contribute to the economy through glass-working, (v) implement a model which will increase the beneficiaries’ income and improve regional socio-economic level. Target groups are women and youth who are unemployed or not included in the labour market. In view of the labour force needs, project increased employability opportunities and productivity of the young people and women through vocational training, respond to the needs for trained, qualified semi-skilled workers of the business sector, contribute to mitigating the unemployment at a regional and national level, and strengthen the place of the Turkish women, the handicapped and the young entrepreneurs in the society through providing them with new opportunities. Duration of the project was two years. Totally 200 young people between 18 and 29 years old participated the courses for six months and half of them find a job by assisting ISKUR at local level. Main results of the project were improved provincial level employment boards, enhanced career counselling for job seekers (including youth), improved labour market measures for women and young people, strengthen capacity in ISKUR to implement labor market measures for women and young people.

Contact information e-mail: [email protected] Phone: +90 216 585 11 74 Website: http://www.pendik.bel.tr

6

e-Apprenticeship

Subject of the e-Apprenticeship project is follow/monitor school dro e-Apprenticeship E-Apprenticeship to continue to get trainings and courses at non-formal vocational education ce

Subject project of the e-Apprenticeship project is follow/monitor school dropouts E-Apprenticeship has started at 2010 and still ongoing. Subject of the eMain aim of the project is create a database of school dropouts by their forme to continue to get trainings and courses atschool non-formal vocational education centers. Apprenticeship project is follow/monitor dropouts to continue trainings schools administrators and contact with themto andget their parents to motivate a and courses at non-formal vocational education guidance to active centers. participation to trainings and courses at non-formal vocatio centers. Main aim of the project is create education a database of school dropouts by their former schools contact with them their parentsby to their motivate and Main aimadministrators of the projectand is create a database ofand school dropouts former e-Apprenticeship project include internet-based program to record database. guidance to active participation to trainings and courses at non-formal vocational schools administrators and contact with and their parents to motivate and Centers to contac sonal datathem of school dropouts used by Vocational Education educationtocenters. guidance active participation tothem. trainings and courses at non-formal vocational education centers. started local based and disseminate national level to use e-Apprenticeship project project include include Itinternet-based internet-based program to record record database. Per-at all Vocational Ed E-Apprenticeship program to database. tion Centers in Turkey. It helped to register them work and trainings together. sonal data of school data dropouts used by Vocational Centers to contact withto Registered personal of school dropouts used Education by Vocational Education Centers them. with them. contact 2010 - …

Ministry of National Education Directorate ofMost Vocational and Technical Educ It started localofbased and disseminate national level to use–education. at all Vocational EducaTarget groups the project are youths who leaved formal of them tion Centers in Turkey. It helped to register them work and trainings together. worked as apprenticeship at different sectors. Target groups of the project are youths who leaved formal education. Most of Web platform that included database was designed as ata different productsectors. of the project. worked as apprenticeship 2010 - … It started local base and disseminated national level to use at all Vocational Ministry ofCenters National – Directorate of Vocational and Technical Education in Education Turkey. It helped to register them work and trainingsEducation together.

Target groups of the project are youths who leaved formal education. Most of them worked as apprenticeship at different sectors.

Contact information e-mail: [email protected] Phone: +90 282 260 17 10 Website: www.tekirdagmem.com/

5

Contact information e-mail: [email protected] Phone: +90 282 260 17 10 Website: www.tekirdagmem.com/

75

Vocational Guidance Project (Mesrep)

Education is an important breakthrough for the eight-year basic ed Vocational Guidance (Mesrep) began with Project the enactment of the law in 1997. Today, the most suitable areas students to identify themselves, they decide they want a higher education in Education is an important breakthrough forprofession the eight-year basic education began and the they will choose to give guidance on the preparation of e tionToday, has become one of important functions. Butstudents today, students who compl with the enactment of the law in 1997. the most suitable areas for their primary education or high school, vocational guidance programs to hel to identify themselves, they decide they wanttheir a higher education institution and the determine appropriate space available.

profession they will choose to give guidance on the preparation of education has For this reason, talents, interests and needs, though to make an accurate and become one of important functions. realistic Vocational guidance programs will help people assessments, students are unable to recognize themselves as a versa professions, qualifications required, and provide a top educational institution determine their appropriate space available.

decisions about the facilities may often random. Developing application programs to help counsellors obtain theoretical know contribute to theto professional of their people. For this reason, talents, interests andcan needs, though make andevelopment accurate and

realistic assessments, students are unable to recognize themselves asproject, a versatile, YÖRET Foundation “Vocational Guidance” are intended for those rea professions, qualifications required, and provide a top educational institutions in the Starting pre-school, up to life in adulthood, based on theories of professiona decisions about the facilities may often random. opment, the realities of our country and comply with the requirements in ch

and adolescents’ self-recognition, recognition of occupations, vocational cou

lors tocounsellors increase decision-making skills, vocational guidance teachers and dev Developing application programs to help obtain theoretical knowledge programs implemented by the relevant persons. can contribute to the professional development of their people. Main aims are:

YORET Foundation Vocational Guidance project, are forprogram. those reasons. Develop material to intended prepare for the Promote based existing training options.of professional Starting pre-school, up to life in adulthood, on theories Expansion the program to the provide vocational guidance. development, the realities of our country andofcomply with requirements in Organize seminars for the dissemination of the program for counsellors and children and adolescents’ self-recognition, tors. recognition of occupations, vocational counsellors to increase decision-making skills, vocational guidance teachers and In the scope of the studies, to create awareness about the importance of voc develop programs implemented by the relevant persons. guidance, sharing of information obtained from, what services might be on v

al guidance, and to draw attention to issues of post-secondary educational o conducting activities for counsellors and educators on the subject.

Main aims were develop material to prepare for the program, promote existing training options, expansion of the program to provide vocational guidance, organize seminars for the dissemination of the program for counsellors and educators.

In the scope of the studies, to create awareness about the importance of vocational guidance, sharing of information obtained from, what services might be on vocational guidance, and to draw attention to issues of post-secondary educational options, conducting activities for counsellors and educators on the subject. Information obtained from various sources for the MESREP project, promotional brochures that included all details about vocational systems produced, “Vocational Guidance” leaflets created for psychological consultants and educators to inform Contact information about the subject. e-mail: [email protected]

Phone: +90 212 219 28 67 Website: http://www.yoret.org/index.php?page=mesrep

11

Contact information e-mail: [email protected] Phone: +90 212 219 28 67 Website: http://www.yoret.org

8

International Program for Determination of Youth Laborers This project has started on 4 December 1992 by protocol which signed between Ankara Metropolitan Municipality and ILO-IPEC (International Labour Organization). Center for Employed Kids has established in 1993. Protocol has come to end in 1994 and it renewed in 1995. After 1997, support from ILO has stopped and Ankara Metropolitan Municipality continued its activities with its own resources. Today, 1335 youth gets education in context of this program. In context of this program, youth, which has to work due to poverty, were/are supported and in order to make sure that they get the primary education, meetings and interviews has been made with youth and their families. Besides, in this center, youth can participate volleyball, air hockey, basketball, swimming, gym, English course, mentoring, concert, theatre, tournaments, and seminar related activities. The project was funded by International Labour Organization (1992-1997) and Ankara Metropolitan Municipality (1997-2011).

Contact information e-mail: [email protected] Phone: +90 312 433 84 18 Website: www.ankara.bel.tr

9

Maltepe University Research and Application Centre for Street Children/Youth (SOYAC)Street Children/Youth (SOYAC) The street children/youth phenomenon represents one of the most serious social challenges in Turkey. Maltepe University Research and Application Centre for Street Children/Youth (SOYAC) is the first and the only research and application centre established at a university to address the issues facing street children/youth. SOYAC facilitates and supports projects to improve conditions for street-involved and high risk children/youth, creates synergy between academics and practitioners, and conducts advocacy campaigns to raise awareness about street children/youth in Turkey. The Centre also conducts and fosters interdisciplinary and participatory research in order to generate knowledge, foment debate and discussion, and improve the lives of street children around the world. Malpete University Research and Application Centre (SOYAC) is a member of the SFSC (Safe Families Safe Children Coalition). The General Directorate of Social Services and Child Protection Agencies (SHCEK) is the core agency provides services for street children/youth. In order to gain access to SHCEK, a cooperation protocol has been signed between the university and the agency. Products of the SOYAC are symposiums about social sensitivity works, trainings (psycho drama, thinking process, children at street to work and live, social service models, childhood studies, mediation and children/youth at risks), annual reports and local integration projects.

Contact information e-mail: [email protected], [email protected] Phone: +90216 626 1050/2245 Website: http://soyacnew.maltepe.edu.tr

10

Istanbul Youth Rehabilitation and Vocational Centre ISMEM was established to serve young people living on the streets or at risk of life. Aim of the centre is shelter, nutrition, health, education of young people (aged between 15 and 25 years old) living on the streets or at risk of falling to the street and by providing services in areas such as vocational rehabilitations and training to be an active member of the society. It has started at 2003 as a local project and still continues in Istanbul. It is funded by Istanbul Metropolitan Municipality and Governorship of Istanbul. Educational courses, vocational trainings, job placement services are available in the centre for adaptation and reintegration. It is also provided psychological support for young people to adapt to community life and they are motivated to participate in social activities. Conditions of admissions and acceptance of young people are the field work, orientation from Municipality White Desk, routing from SHCEK (Social Services and Child Protection Agencies) institutions, Gendarmerie and the Police Children’s Branch. In order to acquire appropriate behaviour society and moral values, social, cultural, artistic, sports activities, holiday camps are organized for young people. “Vocational training” is seen as part of a rehabilitation program, youth are used as a tool to acquire a purpose for their future because career, enables young people to feel themselves part of the community. The institution provides vocational training in 13 branches. These are: carpentry, hairdressing, gardening, plumbing, mechanical, automation, electronics, electric, tailor, trades, plaster ornamenting, cooking, and computerized accounting. As a result of vocational training and rehabilitation give at ISMEM, young people are employed at a certain level. In this process, continuing education activities to prepare young people in business, by responsible staff follow-up working students and they support them to adapt to working life and discipline. Products of the project are guidebooks for trainers, curriculum for mentoring plan for young people, annual statistics and evaluation reports.

Contact information e-mail: [email protected] Phone: +90 216 393 68 86 Website: http://www.ibb.gov.tr

11

Kaufmännisch-vorbereitendes Jahr (KVJ) (year for peparing for retail)

a lower school exam join this project in Kaufmännisch-vorbereitendes Jahr –Pupils KVJ with (year forsecondary preparing for retail)

al school for business, administration and retail. General subjects as we cal and practical vocational subjects are on the timetable. Furthermore

Pupils with a lower secondary schoolatexam join weeks this project in theinvocational schoolthis year. The KV least three of placement a company during several projects in whichas thewell pupils on their and own responsibility an for business, administration and retail. General subjects as work theoretical to their self-set aims. Daily trips and shortfulfil adventure holidays which sh practical vocational subjects are on the timetable. Furthermore pupils at least participants the chance to get new experiences are on the programme three weeks of placement in a company during this year. The KVJ contains several -31/7 yearly projects in which the pupils work on1/8 their own responsibility and according to their self-set aims. Daily trips and short adventure holidays which should give the participants Shared funding sources: a) regional Ministry of education and culture p the chance to get new experiences are the administration program as well. ers;on b) local of the city of Flensburg paying rent for room

The envisaged impact on thefor target group can be divided in three differ It is yearly event held in Flensburg between July and August two months.

- personal development (1), upgrading skills in literacy and numeracy a subjects (2), vocational orientation/preparation including practical expe (3). of education and culture (paying teachShared funding sources are regional retail ministry

ers) and local administration of the city of Flensburg (paying rent for rooms and It is envisaged that a great part of the participants continue their schoo heating). order to work towards a medium secondary school exam. The envisaged impact on the target group can be divided in three different parts. These are (i) personal development, (ii) upgrading skills in literacy and numeracy and general subjects, (iii) vocational orientation/preparation including practical experiences in retail. It is envisaged that a great part of the participants continue their school career in order to work towards a medium secondary school exam.

Contact information e-mail: [email protected] Phone: +49(0)461852530 Website: www.hla-flensburg.de

12

Contact information e-mail: [email protected] Phone: +49 461 852530 Website: www.hla-flensburg.de

12

Projekt Perspektive

The project is run by the municipality of the city of Flen Projekt Perspektive the project is to construct a network for “regional management o transition” within the region of the city of Flensburg. Its objective The project is run by the municipality of the city of Flensburg. The aim of the project system for supporting young people which does not “leave anybo is to construct a networkthere for “regional school-to-work transition” should management be no “gaps”.ofThe project builds on the already existi within the region of the city of Flensburg. Its objective is to develop a system port of school-to-work transition and will developforit further in ord supporting young peoplethe which does not anybody partners, behind”, where there and agencies activities of “leave the individual the schools

should be no “gaps”. The project builds on the already existing system for support of school-to-work transition and product will develop further inupdated order to list, better adjust the A main is a itregularly published online, prese activities of the individual partners, the schools and agencies etc. of the help structures for supporting the school-to-work transition

addition, an enquiry is, also on a regular basis, carried through wi

A main product is a regularly an overview to beupdated filled inlist, by published the pupilsonline, in thepresenting last two grades (9th and 10th) o of the help structures forcation. supporting transition in Flensburg. In Thethe aimschool-to-work is to get to know the plans of the pupils for their addition, an enquiry is, also on asucceed regular basis, carriedthem. through questionnaires if they in realising In with addition, for disadvantaged yo to be filled in by the pupils in the last two grades (9th and compulsory different peculiar problems who10th) haveofdropped out of the regular education. The aim is tospecial get to know the plans of the pupils forcarried their future career, projects are developed and through. and if they succeed in realising them. In addition, for disadvantaged young people with different peculiar problems who–have dropped out of the regular support 01.10.2010 31.12.2013 networks special projectsESF are developed and carried through.

It is funded by ESF and duration of the project is 3 years. will project be held in The target group benefits fromIt the in Flensburg two respects: between 01.10.2010 andThrough 31.12.2013. the better adjustment of the partners in the network ove

structures can be developed. In this way it is possible to improve t

The target group benefitsthe from the project two respects: young peopleinthrough individually adapted activities in order Through the better adjustment of the partners in the network overarching help school-to-work transition. structures can be developed. In this way it is possible to improve the support for Through the special aretotoalleviate be developed the young people through individually adaptedprojects activitieswhich in order their for partic representing peculiar help arrangements, the young people can b school-to-work transition. order to regain ownproblem professional Through the special projects which are toperspectives be developedfor for their particular cases,and person representing peculiar help arrangements, the young people can be supported in order to regain perspectives for their own professional and personal future.

Contact information e-mail: [email protected] Contact information Phone: +49 461 851342 Website: www.flensburger-perspektiven.de e-mail:/ www.flensburg.de [email protected]

Phone: +49 (0)461 – 85 1342 Website: 13 www.flensburger-perspektiven.de / www.flen

Flensburg

Kompetenzagentur Flensburg

The „Competence agency“ in Flensburg, Germany, is part of a model proKompetenzagentur Flensburg ject which is supported by the federal Ministry for Families, the Elderly, Women and

Young People as well as by the city of Flensburg. Its task is to support young people who are affected by several challenges for re-integrating themselves into VET and the labour market. The competence agency two tasks: co-ordination The “Competence agency” in Flensburg-Germany, is part of ahas model project which isof the activities and pedagogical guidance and counselling within the framework of a case managesupported by the federal Ministry for Families, the Elderly, Women and Young People ment process.

as well as by the city of Flensburg. Its task is to support young people who are affected In the role of the co-ordinating agency is aiming at improving the communication by several challenges for re-integrating themselves into VETitand the labour market. The between the labour agency (and similar agencies) and the VET providers on the one competence agency has twohand tasks: of the activities and pedagogical andco-ordination the schools and the parents on the other. It initiates networks which support the people in of meeting themanagement challenges of difficult life situations. In this way guidance and counselling within theyoung framework a case process. it improves the “help system” by identifying gaps in the support chain and develops, together with the partners of the networks, support conceptions which are adapted to the target group. In the role of the co-ordinating agency it is aiming at improving the communication

between the labour agency In (and andand thecounselling VET providers on aim theofone the similar function agencies) of the guidance agency the the competence hand and the schools and the parents on the other. initiates networks which support agency is to discover, togetherItwith the young people, their talents and strengths and, in this way, to develop ways of integrating these capabilities into the young people in meeting the challenges of difficult life situations. In this way it VET and work. The co-operation is based on the resources of the young people, provides orientation improves the “help system” and by identifying in the chain and develops, lays open newgaps potentials forsupport motivation. If necessary the counsellors are helping also in connection generalconceptions problems of everyday impairto the entrance together with the partners of the networks,with support which life arewhich adapted into VET processes. the target group. To tackle these problems could consist in reducing debt, finding of an acceptable

space for living, but also agency the completion of aof qualification in school. The competence In the function of the guidance and counselling the aim the competence agency is not only supporting the integration into VET, but is also prepared to provide agency is to discover, together young people, their and strengths and, All interhelpwith until the a sustainable integration into talents the labour market is accomplished. young people livingcapabilities in Flensburg are entitled to make use of the support of the in this way, to develop ways ested of integrating these into VET and work. The co-operation is based on thecompetence resourcesagency. of the young people, provides orientation and lays open new potentials forFor motivation. If necessary counsellors helping also in the time being the project isthe running till 31. 12.are 2013. The co-financing structure moneythe fromentrance the ESF, provided by the federal connection with general problems of everyday lifeconsists whichofimpair into VET Ministry, and support from the city of Flensburg. processes. The main task of the competence agency consists in supporting young people who

need longer lasting help by social pedagogues in order to be able to get an opportuTo tackle these problems could consist in reducing debt, finding of an nity to enter VET and the labour market. Within theacceptable framework ofspace a case-managefor living, but also the completion of a qualification in school. The structures competence agency guided. ment process they are integrated into support and continuously This guidance andVET, counselling connecting all aspects of vocational orientation and is not only supporting the integration into but isisalso prepared to provide help until qualification and help in situations characterised by social problems. a sustainable integration into the labour market is accomplished. All interested young This close interconnection vocational orientation andcompetence intensive support by social people living in Flensburg are entitled to make useofof the support of the pedagogues enables the competence agency to help young people with very comagency. plex problems. For this it is particularly important that the case management of the competence agency comprises various institutions irrespectively of the different

judicial regulations. The co-financing structure consists of money from the ESF, provided by the federal Ministry, and support from the city of Flensburg. Project is running till 31.12.2013.

The main task of the competence agency consists in supporting young people who need Contact information longer lasting help by social pedagogues in order toe-mail: be able to get an opportunity to [email protected] Phone: enter VET and the labour market. Within the framework of+49461-1503225 a case-management process http://www.bequa.de/kompetenz.htm they are integrated into support structures Website: and continuously guided. This guidance and counselling is connecting all aspects of vocational orientation and qualification and help in situations characterised by social problems. 14 This close interconnection of vocational orientation and intensive support by social pedagogues enables the competence agency to help young people with very complex problems. For this it is particularly important that the case management of the competence agency comprises various institutions irrespectively of the different judicial regulations. Contact information e-mail: [email protected] Phone: : +49 461 1503225 Website: www.flensburger-perspektiven.de

14

azubikonkret

Azubi-Konkre

Azubi-konkret The participants of the project get working compet for an apprenticeship in a way which provides close relations which special obligation to work The participants of thehave projectdeclared get workingacompetences and preparation for an with them. apprenticeshipworking in a way which closeoften relationships in a provides company provewith to companies provide awhich new motivati have declaredchallenges a special obligation to work with them. Real experiences of working in to get of that. The companies get the opportunity a company often prove to provide a new motivation to grapple with the challenges apprentices real-lifetosituations everyday work. in of that. The companies get thein opportunity get to know of their future apprentices real-life situations of everyday work.

The project will be held between 01.10.2011 and 30.09.2013. Founding sources are 01.10.2011 -30.09.2013 Jobcenter Flensburg, Zukunftsprogramm Arbeit (ZP Arbeit, Programme Future Work), Arbeitsmarktprogramm des Landes Schleswig-Holstein (Labour Market Programme Flensburg, Arbeit ( ZP Arbeit, of the State ofJobcenter Schleswig-Holstein). It is alsoZukunftsprogramm co-financing by Bequa Flensburg.

P Arbeitsmarktprogramm des Landes Schleswig-Holstein (Labo Target group are peopleof outSchleswig-Holstein) of work for a long time who live on social security of young the State and have already experienced programmes for re-integration into VET. They should have lower secondary qualifications and key skills for completing an apprenticeship (co financing) or for preparing themselves for that. The impact is realised through the real-life experience in companies, supported by counselling.

Target group Young people out of work for a long time who live on social s already experienced programmes for re-integration into VET. secondary qualifications and key skills for completing an app paring themselves for that. The impact is realised through th companies, supported by counselling.

Contact information e-mail: [email protected] Phone: +49 461 1503212 Website: http://www.bequa.de/azubikonkret.htm

15

Berufseinstiegsbegleit Berufseinstiegsbegleitung Berufseinstiegsbegleitung is an individual guidance and coun

gramme for socially disadvantaged young people in lower secondary sc from class eight in secondary school members the target group a Berufseinstiegsbegleitunging is an individual guidance and counselling programoffor individual for learningschool. processes in school, socially disadvantaged young peopleassistance in lower secondary Starting from vocational orient and vocational asgroup well as career guidance. It is planned tha class eight in secondary school members integration of the target are offered individual accompanies the young person over a period ofand up to four years as a c assistance for learning processes in school, vocational orientation, social who can be asked ifItany kind of problem vocational integration as trust well as career guidance. is planned that the occurs. guide accompanies the young person over a period of up to four years as a close of until he/s Up to four years of guidance and counseling for anperson individual trust who can be asked if anced any kind of problem occurs. within the apprenticeship place Funding period of the initiative: to be prolonged It is funded by Bundesagentur für Arbeit, Nürnberg. Funding period of the initiative to be prolonged up to four years of guidance and Bundesagentur für Arbeit, Nürnberg counselling for an individual until he/she has balanced within the apprenticeship The young people have an individual guide who can be asked in all kind place. that are difficult to manage. The guide should replace missing parents extentguide who can be asked in all kind of situations The young people have angreat individual Bundesagentur für Arbeit, Nürnberg that are difficult to manage. The guide should replace missing parents’ guidance to a great extent.

Contact information Phone: +49(0)461852530 Contact information Website: www.berufseinstiegsbegleitung.de e-mail: info@ berufseinstiegsbegleitung.de Phone: +49 461 852530 Website: www.berufseinstiegsbegleitung.de

16

16

School for a second chance School for a second chance

The school for a second chance (E2C) is a European initiativ The school for a second chance (E2C) Paper is a European initiative the White the White for “Teaching andproposed Learning:inTowards a learning soci Paper for “Teaching and Learning: society”, presented by Edith by EdithTowards Cressonaatlearning the Summit of Heads of State in Madrid in Decem Cresson at the Summit of Heads of State in Madrid in December 1995 and adopted adopted by the education ministers of member states. by the education ministers of member states. young people have notaged validated a level (French CAP level) The E2C mechanism aims toAllincrease numberwho of persons from 18 to 24Vyears who have nevereducation, had professional experience having completed only the and first /or cycle of secondary not continuing in in business can entry the motivation and acceptance of school rules. further education or training andcriterion to ensureis their professional and social integration. The first integration , that can range from three to si It acquires basic skills necessary for step, socialthe integration andperiod professional development students to commit to building a project and to accept the rules of lif and elaborates a skills portfolio. ing this period, knowledge of students in French, mathematics, logic, All young people who havetion not validated a level (French CAP level) qualification technologies are Vevaluated to develop an individualized training and/or who have never hadAfter professional in business can between apply E2C.the The this first experience phase, a contract is signed student and th only entry criterion is the motivation andindividualized acceptance oftraining school plan. rules. specifies the The first step, the integration period that can range from three to six weeks, enables Three stages of “sandwich courses” will accompany the upgrading of students to commit to building a project and to accept the rules of life in school. edge. During this period, knowledge of students in French, mathematics, logic, new First, the emergence of the professional project the discovery o information technologies are evaluated to develop an individualized trainingwith plan. promising professions: professions, imme After this first phase, a contract is signed between discovering the studentof and the school,internships, which become aware of its skills. specifies the individualized realities training to plan. Three stages of “sandwich courses” accompanyofthe of basic and evaluation of p Then, thewill confirmation theupgrading project: Acquisition knowledge. These are (i) emergence ofthe theinprofessional project with the discovery gestures of the company. of companies and promising professions (discovering of professions, internships, the student in Finally, his assertion. The school always accompanies immersion into job realitiesjob to become aware of its skills), confirmation the profession by or entering a training course(ii)suitable for theof choses project (acquisition and evaluation of professional qualification integrationgestures plan. of the in the company), (iii) his assertion. At the end of the period, the young obtains a certificate indicating hi The school always accompanies the student in his search for a job or entering and servesprofession as a passport to enter thea workforce. a training course suitable for chooses by identifying qualification For the duration of his schooling, he is paid under the vocational trai integration plan. 1 year - follow upaafter completion of the At the end of the period, the young obtains certificate indicating histraining, level of every skills 3 months: t contact, collective workshop. and serves as a passport tophysical enter the workforce. For the duration of his schooling, he is paid under the vocational training. E2C funded by Rhone-AlpesThe Regional tuitionCouncil ranges and fromESF. 6 to 10 months depending on the time stude Main products of E2C mechanism building and a portfolio of skillsfor that validates the acquireare knowledge skills needed employability. courses and reflects the work of developing a personal and professional project Rhone-Alpes Regional Council - State - ESF – taxes forof training from c the trainee. Acquisitions in dation basic skills (French, mathematics, computer science ...) – communities make a real sense around the personal and professional project. The Certificate of Acquired Skills is issued at the end of the training course. This The to E2C mechanism to halve thethe number persons aged from certification allows the trainee measure own aims progress during time atofthe having only the first cycle secondary education, not con School of the 2nd Chance, with thecompleted objective of facilitating accessofto employment or ther education or training and to ensure their professional and socia a vocational education at the exit of the course. the basic skillsisnecessary for social integration and pro The Certificate of Acquired Have Skills acquired and the Skills Portfolio a perspective of life-long learning. They are designedopment to lead ;to recognition of the learner’s acquisitions and to facilitate the trainee, subsequently, a process of accreditation of prior learning (APL). Elaboration of a skills portfolio.

Contact information Contact informatione-mail: [email protected] e-mail: [email protected] Phone: +33(0)326696970 Phone: +33 326 696970 Website: http://www.fondatione2c.org, http://www.reseau Website: http://www.fondatione2c.org e2com26-07.tv

17

17

Support for young school dropouts

Support for Young School Dropouts

Project description of the local missions of the Rhone-Alps region within

The purpose of this guidancethe is National to secure the career of the young around Interprofessional Agreement withperson a grant application The purpose of this guidance is to secure theon career the young person around 4 four steps. Individual and enhanced coaching integrates a work the of whole person steps. with the mobilization of a single referent, or even a dedicated adviser to support Individual and enhanced coaching integrates a work on the whole person with the this enhanced coaching for the entire duration the course. counsellor a mobilization of a single of referent, or even The a dedicated adviserhas to support this enhancedemployers coaching forand the entire duration the course. The counselor has a mediatin mediating role (relay to partners, others) up toof physically accompany role (relay to partners, employers and others) up to physically accompany the youn the young trainee in some steps. trainee in some steps.

Each trainee must have followed an interview once a week during the first 3 month

and atinleast two times a month untilemployment the end of the (permanent support in Step 3. The duration The project reduces inequalities access to sustainable the support is adapted to the situation of the beneficiary in relation to employment job contract and temporary job contract of more than six months), secures young It is up to 12 months for step 2 and 3 and 6 months for step 4, up to a maximum of 18 months. peoples’ careers allowing those who find no solutions to restart another dynamic by Step 1: identification, welcoming and information of young trainees offering a new training course, secures companies that employ these young people - Step 2: Diagnosis: definition of the professional project and a global diagnostic to and reduce the failure rate ofidentify employment contracts, improves access to training and relying in barriers to their integration and propose appropriate solutions, the support of specialized partners /or to projects on setting up particular an own on business Contract signature: Formalization of reciprocal commitments between the young trainee and the program consultant.

Each trainee must have followed an interview once week proposed during the firstproject threeand the employabilit The contract will mention theaactions for the of the trainee and obligation participate months and at least two times a month untilhisthe end oftothe support in Step-3. The formalization of the agreement the young trainee is necessary Duration of the support is adapted to the situation of the of beneficiary in relation to to trigger the accompaniment. employment. It is up to twelve months for step-2 and and six months step-4, - Step 3: Support: supporting the3young trainee in thefor steps definedup in the contract to a maximum of 18 months.and the action plan and on all checks abouth the barriers that have been identified

in order to secure the training course as much as possible (housing, health, disabilit administrative procedures, mobility ...). Step-1 is about identification,Whenever welcoming andaninformation of young trainees. possible, induction period in the workplace will be established. Step 4: Follow-up in employment: the single referent willand monitor Step-2 means diagnosis that-includes definition of the professional project a the young traine for 6 months in his employment, particularly to address the various problems that global diagnostic to identify barriers may occur.to their integration and propose appropriate solutions, relying in particular the support Contract Itson purpose is keepingof thespecialized young personpartners. in his employment by implementing an actiontrainee for mediation and program advising theconsultant company that will mention result, as far as possible, for a signatures between the young and the that a monthly discussion (which may be telephone), incompressible for a period o the actions proposed for theleast 6project months. and the employability of the trainee and his

obligation to participate. December to August Step-3 is support phase for the young2011 trainee with2013 action plan and all checks about the barriers that have been identified in order to secureand the training course as much Ministry of Labour, employment health as possible (housing, health, disability, administrative procedures, mobility ...). Reduce inequalities in access to sustainable employment Step-4 is follow-up in employment and the single referent will monitor the (Permanent young job contract and Temporary job contract of more than 6 months). trainee for six months in his employment, particularly to address the various young allowing those who findemployment no solutions to restart anproblems that may occur. ItsSecure purpose is peoples’ keepingcareers the young person in his other dynamic byand offering a newthe training course that will result, by implementing an action for mediation advising company as far as possible, for at leastSecure a monthly discussion (which telephone), companies that employ thesemay youngbe people and reduce the failure rate of employment contracts incompressible for a period of six months. Improve access to training and /or to projects on setting up an own business

Funding sources are Ministry of Labour, Employment and Health. Duration of the Contact information project is two years and the period is December 2011 [email protected] August 2013. e-mail: Phone: +33(0)475767067

Main products are quantitative andhttp://www.cnml.gouv.fr/IMG/pdf_ANI_accompagnement_des_jeunes_2011-04-07.pd qualitative assessment, accompanying 20.000 Website: http://www.actualite-de-la-formation.fr/IMG/pdf/doc_jeunes_paritaire_7avril_2011_-_definitif.p “dropouts” who left education without qualifications or without diploma by the local missions (national level). Additionally, The Local Missions are assigned a target of 18 2.010 young people in Rhone-Alps region.

Contact information e-mail: [email protected] Phone: : +33 475 767067 Website: http://www.cnml.gouv.fr

18

Support for young school dropouts in t General Mission for Reinsertion (MGI

Support for young school dropouts in the General Mission for Reinsertion

The General Mission for Reinsertion (MGI) is for all young people with a risk The purpose of this guidance isthe toeducational secure the career ofqualification. the youngAwareness person around system without was rises of the shared respon of all partners involved in education. A comprehensive educational approach is initiated four steps. Individual and enhanced coaching integrates a work on the whole person into account the inclusion in a process from successful school integration to the access with mobilization of a single referent or even a dedicated adviser fication, even if for some students the ways areto notsupport “classic”. this All actions of theof MGI arecourse. implemented the authority enhanced coaching for the entire duration the Theunder counsellor hasofathe rector, as part of aca policy. To achieve this, a regional plan to fight against school dropping out is adopted by mediating role (relay to partners, employers anddirection others) up to physically accompany regional council in the of vocational high schools. To meet the requirement of monitoring students leaving school without qualifications, the young trainee in some steps. leaders have the responsibility to lead these students to MGI, in the year following disc

or during school year (if rupture or failure in examinations without the possibility of rep

And the relay is taken by the MGI, which coordinates and manages these drop outs at r The project reduces inequalities in possibly accesslinked to sustainable employment (permanent level, to the departmental units (School Inspectorate), and decides what set up in schools, with than their collaboration and according needs. job contract and temporary jobtocontract of more six months), securestoyoung The first role of M.G.I. is to reduce early drop outs that remove students from access to peoples’ careers allowing thosecations. who Infind to restart dynamic and by prevention, w this no areasolutions the three missions of the another MGI are: identification remobilizing, training. The and coordinated registration of students Is orga offering a new training course,and secures companies thattracking employ these young people later is organized in an interview on the specific situation for each identified student, pr and reduce the failure rate of employment contracts, improves access to training may be made to the student: entry into vocational school on a vacant place that can po match him, accompanying and/or to projects on setting up an own business. on a research to find a contract in a sandwich course, or ente specific action of the MGI.

Projects and needs of young people are studied by MGI to develop a training plan and s

andan individualized insertion. The quantitative and qualitative information, provided by t Each trainee must have followed interview once week during the three Public Establishment of LocalaEducation inspections tofirst academic and education offices, datauntil to offer a comprehensive and consistent training through the developme months and at least two timesessential a month the end of the support in Step-3. regional plans of development of training and youth employment. Duration of the support is adapted to employment the situation ofisthe beneficiary in relation to The local market studied in collaboration with the employment services A local partnership with hosting employment employment. It is up to twelvecompanies. months for step-2 and is3 developed and six months forand step-4, up structures w the public network of young people’s integration. to a maximum of 18 months. The measures preparing to a reinsertion provide young people with the necessary cond

build gradually, alternately, a successful integration through several stages. There are tw egories of actions implemented in schools (in cooperation with them), by decision of th

Step-1 is about identification, welcoming andfor information of young *actions preparing entry into training leading trainees. to a degree, which include the remed remotivation actions: upgrading, preparation for active orientation, Step-2 means diagnosis that includes definition of the professional project and a period in the workp * actions giving access to the qualification (which includes actions towards employmen global diagnostic to identify barriers integration andintegration propose appropriate intendedto to their facilitate the professional in activities relevant to local needs. These actions are organized around a general educational organization, with balance of solutions, relying in particular on the specialized vidual andsupport collective of time, and methodspartners. appropriateContract to acquire: life skills and signatures between the young *trainee andsocial theskills program consultant that mention * basic knowledge, essential to a continuation or resumption of training: French, scienti the actions proposed for the project thesocial employability oflife the technicaland culture, and professional ... trainee and his *a cultural awareness through specific modules obligation to participate. * experience of the professional world through work placements. Step-3 is support phase for the*Individualization young trainee with action plan and all checks about is the “thread” of training. the barriers that have been identified in order to secure the training course as much Each school year as possible (housing, health, disability, administrative procedures, mobility ...). Actions of preparation and support for integration of MGI linked to the initial trainin Step-4 is follow-up in employment and the single referent will monitor theare young therefore financed with resources from the overall allocation to the education authoriti trainee for six months in his employment, particularly to address the in addition to European Social Fund co-financing andvarious possible partners (government, lo authorities…) problems that may occur. Its purpose is keeping the young person in his employment General Mission for Reinsertion providesthat the support of the young person fo by implementing an action for The mediation and advising the(MGI) company will result, national education system. (which The orientation law April 2005 and the three-year plan of as far as possible, for at least aMinistry monthly discussion be of telephone), of Education adopted by themay Interministerial Committee of Cities in 2008 assig system quantitative goals for success. It’s the same in the Lisbon process. incompressible for a period of education six months.

For several years, the investigation led by the General Directorate of School Education ( ESCO) with educational authorities identified approximately 50,000 students without tr

solution, received them in Health. “personal interviews Funding sources are Ministry ofinsertion Labour, Employment and Durationonoftheir thesituation” and about students supported by the action “supports for professional integration” within the MG project is two years and the period December 2011increase to August For twoisyears now, a marked can be 2013. perceived in students received in persona

views on their situation: 53,220 students received in 2008-2009, 58,130 students in 200 Of the 34,973 students received in the action “supports for professional integration” in

Main products are quantitative2010, and82% qualitative accompanying 20.000 of studentsassessment, have found a solution at the end of the action (68% to training, 7 and 7% to other structures). “dropouts” who left educationemployment without qualifications diploma by the local devices were Despite an increase in studentsor thewithout targets concerning returns in training missions (national level). Additionally, The Local Missions are assigned a target of Contact information 2.010 young people in Rhone-Alps region.

[email protected] Phone: +33(0)549492500 Website: http://www.esen.education.fr/fr/ressources-par-type/outils-pour-a film-annuel-des-personnels-de-direction/detail-d-une-fiche/?a=7&cHash=426

19

Contact information e-mail: [email protected] Phone: +33 549 492500 Website: http://www.esen.education.fr

19

Employment and Training P Employment and Training Project (PFE)

Employment and training project (PFE) provides for thetraining creation of certified training for the cre Employment and project (PFE) provides courses of long duration (up to training 1600 hours), in aofperspective of sustainable fied courses long duration (up to 1600access hours),toin a perspec employment. able access to employment. A unique, integrated and progressive course, starting with a possibilit A unique, integrated and progressive course, starting with a possibility of entrance into theand device a pre-certification and to thethe preparation into the device, a pre-certification the,preparation (according case) of a (according to diploma, title or certification. diploma, title or certification. For the duration of the course, students have access to a reinforced e socialstudents supporthave based on their to accommodation For the duration of the course, access to aneeds, reinforced educational andand catering Theneeds, purpose of providing teaching support is to prevent drop out of t social support based on their to accommodation and catering. company the construction of the proposed training and career plan b The purpose of providing teaching support is to prevent drop out of training, to individual situation accompany the construction ofsocial the proposed career planmainly basedthe on each The purpose training is to takeand into account issues related to individual situation environment of the trainee during the training, and to resolve them: mobility issues, housing ... The social purpose is to take into account mainly the issues related to the physical social helpsand in orientation, advises the student to develop environment of the traineeThe during theguide training, to resolve them: remuneration, and decision making. He accompanies him to access existing training mobility issues, housing... The offer of training is offered on a regional scale, with a presence in eight departments according specific The social guide helps in orientation, advises the studenttoto“the develop his vocational autonomy pathway” of ment and qualification needs identified. and decision making. He accompanies him to access existing training measures. The offer of training is offered ontoa 2016 regional scale, with a presence in each of 2011 the eight departments according to “the specific vocational pathway” of each department and qualification needs identified. Rhone-Alps Regional Council PFE is funded by Rhone-Alps Regional Council for six years between 2011 and 2016.

Enable once the entire session to be employable The project enables trainees once trainees completed thecompleted entire session to be employable profession in the selected profession, enable trainees to obtain a certification registered in the Enable certifications trainees to obtain a certification registered in the national dire national directory of professional and increases the public skill level. certifications Main product of the projectsional is quantitative and qualitative assessment at the end of the session. Increase the public skill level

Contact information Contact information e-mail: [email protected], [email protected] e-mail: [email protected], francoise.dutruge@greta-viv Phone: +33 475 823790 Phone: +33(0)475823790 Website: www.rhonealpes.fr Website: www.rhonealpes.fr

20

20

Platforms for assistance and support for leavers

Support for young school dropouts in the General Mission for The device to set up involves all levels: Reinsertion (MGI) - At the national level, the Project ownership of the information exchange system

The General Mission for Reinsertion (MGI) is for all youngtopeople withDirectorate a risk of exit the Education (DGESCO) in co (SIEI) is entrusted the General of School Delegation foreducational employment and vocational training (DGEFP); the princip educational system without qualification.General A comprehensive approach is initiated, action of the local platforms for assistance and support are decided at academic taking into account the inclusion in a process from successfullevel school integration to the access to operational de - At the departmental is ensured the implementation of the school dropping In agreement with the school inspector, the director of dep qualification, even if for some students the ways are notout. “classic”. Education, and the Regional Director of Food, Agriculture and Forestry, the prefe

(French administrative unit) appoints a manager for coordinating the device to fi

dropping at the departmental levelas as part well as responsible for the coordinati All actions of the MGI are implemented under theoutauthority of the rector, ofaacademic departmental platform created; policy. To achieve this, a regional plan to fight against school out is adopted the the platform for su - At the local level (city,dropping labor and training pool, etc..)by deploys that supports, by mobilizing the resources of all partners, the follow up of each y regional council in the direction of vocational highinschools. he enrolls a training session or has access to qualifications and employment. T

the whole territory of platforms for monitoring and supporting young people lea

a diploma to in addition to the information exchange between min School leaders have responsibility to leadwithout these students meet of system All stakeholders of theMGI state,to and localrequirement authorities (in particular regional authoriti monitoring students leaving school without qualifications, in the year following discharge association of local missions and social partners should beor closely associated wit platforms such as coordination of actors thatdropouts will be the at opportunity for a bett during school year. Relay is taken by MGI,of which and manages these tools andcoordinates devices to reregister young school leavers in a training course and soc regional level, possibly linked to departmental units (School Inspectorate) and decides what integration. action to set up in schools, with their collaboration according to needs. Platforms forand assistance and support for dropouts are a mode of coordination of tation and integration of young people set up in 2011. Platforms for monitoring

leaversthat haveremove the lists (from the SIEI) of young objectives: provide a quick and The first role of MGI is to reduce early dropout students from access to and to to each young person over 16 without qualifications without solution, provi coaching solutions to the welcoming context of the territory in whic qualifications. In this area three missions for of MGI arecustomized identification andadapted prevention, An official named referent, isofresponsible for the establishment and operability o and remobilizing, training. Tracking and coordinated registration students is organized and an Locally, the animation of the platforms is provided by officials appointed by the p ment after consultation local authorities. interview on the specific situation for each identified student with coordinated. Entry into vocational for monitoring andon support for schoolfind leavers rely on local missions, w school on a vacant place that can possiblyPlatforms match, accompanying a research a contract role in assisting young people with difficultiesto in employability. They articulate th the partnership set up for the fight against school dropout. in a sandwich course organised.

The procedures consist of several steps: - The student is reported by the educational team of his high school to trainers a

ter having to the family and to the student the device Projects and needs of young people are studied bypresented MGI to develop a training plan, suitable and as a possible fu requesting admission to the relay agency. individualized insertion. The quantitativeprincipal qualitative provided by the Public -and The admission of information, the student is subject to a contractual commitment in the pre person his school, and his parents, a member of the management and a tra Establishment of Local Education inspections toinacademic education offices areschool essential enrolled in his school of origin and can continue enjoying the benefits of schooli data to offer a comprehensive and consistent training through the development ofofregional - Assistance in conjunction with a contact person the school of origin and a tra agency is implemented in the form of guided interviews: help in organizing searc plans of development of training and youth employment.

research internships and balances to develop the project of the student; - Groupings allow students to work their career plans, communicate better, to ta

a group and achieve the educational project ofservices the year;and The local employment market is studied in collaboration with the employment - Internships in companies or schools; companies. A local partnership is developed with hosting and employment structures within thenetwork) or ad -upgrades in customized educational workshops (“APP” in GRETA ble in the original class; public network of young people’s integration.

- Artistic creations, in general a common thread running throughout the accomp address in many dimensions: philosophical, social, psychological and historical, t

artistic ... young For example, thewith theme “heritage” conditions has enabled students to make conn The measures preparing to a reinsertion provide people necessary vidual and collective heritage assets, think about notions of heritage and honor to build gradually, successful integration through several stages. There are two categories of audio-visual techniq the framework of the “philosophy” workshop and discover a film partMGI. of a “images andissounds” Visits museums and exhibi actions implemented in schools, by decision ofasthe First one actionsworkshop. preparing forto entry this work. into training leading to a degree, which include remedial or remotivation actions (upgrading, school year,Second throughout the year. too early, in order to check on poss preparation for active orientation, periodAtinfirst workplace). category is Not actions giving not too late. access to qualification (which includes actions towards employment) are intended to facilitate The device of needs. monitoring and support for dropouts benefits from new budgetary professional integration in activities relevant to local by the state under the stimulus plan. They are managed through the Fund “for e These actions are organized around a general with balance of Youth”educational (EYF), whose organization, animation is provided by the Directorate of Youth, popular e munity life (DJEPVA). individual and collective time and methods appropriate to acquire (i) life skills and social skills, The local platforms for monitoring and support to dropouts are to be based on p (ii) basic knowledge, essential to a continuation or resumption of training (French, scientific and schools, auto law (General integration mission(MGI), Civil service, second chance “EPID”, courses, regionalthrough specific devices, supported by the partn technical culture, social and professional life), (iii)sandwich a cultural awareness specificetc..) modules, dination. A certain latitude remains to solicit support for actions that are not cov (iv) experience of the professional world through work placements (v) individualization is the law but considered essential forand a comprehensive response to identified needs. “thread” of training. Contact information For two years now, a marked increase can be perceived in students received in personal [email protected] interviews on their situation. 53,220 students received in 2008-2009, 58,130 students in 2009-2010. 34,973 students received in the action “supports for professional integration” in Phone: +33(0)476277489 2009-2010, 82% of students have found a solution at the end of the action (68% to training, 7% Website: http://www.ac-grenoble.fr/polerelais-agglo/article.ph to employment and 7% to other structures).

Contact information e-mail: [email protected] Phone: +33 476 277489 Website: http://www.ac-grenoble.fr

21

21

MFI – Module de Formation Individuali

MFI – Module de Formation Individualisée

The objective of the module is to increase the chances of a successful integ

young studentsthe in a chances qualifying training and lead them to a qualification The objective of the module is to increase of a successful integration of degree in a voc dual system : 2 days school / 3 days work young students in a qualifying training Target : and lead them to a qualification degree in a •Students between 15 and 18 who want to work vocational dual system, 2 days school and 3 days work. •Academic and social drop-outs Majority : boys Team :

Target groups for MFI are (i) students between 15- and who who want to worktheand (ii) during their int •The “accompagnateur Tutor”18 teachers accompany students academic and social drop-outs especially boys. in the work environment ; they focus on the behavioral aspects •The teachers of the various subjects : French, social sciences, math

group of 30 students is guided by one teacher and one “accompagnateur”. + the The tutor teachers focus on the Each behavioural aspects. They accompany the students gist and social worker of the CPMS during their integration in the work environment. STEPS : Teachers of the various subjects5(French, social sciences, math etc.) teach to each 1.The life project : group of 30 students. Each group is guided by one teacher and one tutor. The •Communication workshops psychologist and social worker of the CPMS help them. •Coaching workshops •Intervention of CPMS

•Promotes and concentrates on communication skills MFI has five main steps. These are: •Decides whether work is the best solution for the student 1.The life project includes communication workshops, coaching workshops, intervention of CPMS, promotion and concentration on communication skills to 2.Orientation for a job : different jobs and trades including observation and contact with the decide whether work is the best•Activities solutionaround for the student. •Trial period in a business •Understand requirements of jobs and help making choice

2.Orientation for a job includes activities around different jobs and trades including 3.Awareness rules :period in a business to understand observation and contact with the industry,oftrial •Courses with focus on rules and appropriate behavior in school, society, work environ requirements of jobs and help making choice. •Develops social abilities 4.Upgradewith of competences knowledge 3.Awareness of rules includes courses focus on &rules and :appropriate behaviour • French, social science, math in school, society, and work environment to develop social abilities. •Individual or collective •Level basic knowledge required to enter vocational school

4.Upgrade of competences & knowledge include French, social science, math 5.Get ready to enter vocational school : required to enter lessons, individual or collective information, basic knowledge •Observation in business vocational school. •Find contract and start vocational school in a dual system 2008 and takes place every year, the whole year contract round 5.Get ready to enter vocational Started schoolinwith observation in business to find from Ministry of Education and ESF and start vocational school in a Support dual system. Results : More self-confidence to choose a vocational orientation

students /yearevery year, the whole year round. It is MFI project started in 2008 and60 takes place •15% are not ready or interested in the vocational supported by Federation Wallonie Bruxelles Ministry of Education andtraining ESF. ->they are oriented toward (type of) school Main results are more self-confidence to choose a vocational orientation 60 •55% to 65% enter the vocational school and obtain a job •20% 30% stay in the for a full academic year->they -> the MFI is a preparation fo students/year,, 15% are not ready ortointerested inprogram the vocational training are academic55% project oriented towards another (typefuture of) school, to 65% enter the vocational school and obtain a job, 20% to 30% stay in the program for a full academic year -> the MFI is a preparation for their future academic project. Contact information

e-mail: [email protected] Phone: +32(0)71606890 Website: www.cefachar.be

22

Contact information e-mail: [email protected] Phone: +32 716 06890 Website: www.cefachar.be

22

Centre d’Evaluation, d Centre d’Evaluation, de Renforcement des Renforcement des Connaissances et d’O Connaissances et d’Orientation

Centre d’Evaluation, de Renforcement des Connaissances et d’Orientation CERCO is ahelps service that helps reorienting beneficiaries reorienting theirlives professional CERCO is a service that beneficiaries their professional through l orientation and reinforcement of their knowledge. orientation and reinforcement of their knowledge.

Each person undergoes a thorough test withwho a counselor helps the be Each person undergoes a thorough check-up test check-up with a counselor helps thewho beneficiary CERCO is a service that helps beneficiaries reorienting professional lives through define his/her : define his/her objectives : objectivestheir orientation and reinforcement of their knowledge. -Find a job for which he/she is qualified -Find a job for which he/she is qualified - Pinpoint areas of knowledge that need to be improved - Pinpoint areas of knowledge /attitudes that/attitudes need to be improved - Identify courses that cansuch be attended French and Math. - Identify courses that can be attended as Frenchsuch andas Math.

Each person undergoesThe a thorough test with aiscounsellor helps thetheir personal objective of of the activities CERCO iswho to help beneficiaries analyze their persona objective The ofcheck-up the activities CERCO toofhelp beneficiaries analyze and professional situation, where necessary, become and autonomous andthe finally enter the sional situation, improve where necessary, become autonomous finally enter job market. beneficiary define his/her objectives (i) find a jobimprove for which he/she is qualified, (ii) pinpoint content The content : The areas of knowledge/attitudes need be: improved, (iii) identify courses that can be 1st step : Training : 1st step that : Training : to attended such as French-Math and and math. -Math and French courseson - depending level of the participant French courses - depending level of theon participant (available (available at any time) at any time)

-Vocational Available in schools on previously the level and previously obtain -Vocational courses Available in schools depending ondepending the level and obtained degree -> The objective of the activities toacourses help Leadingisto degreebeneficiaries analyze their personal and Leading of to aCERCO degree -Counseling and individual guidance interviews -Counseling and individual guidance interviews professional situation, improve where necessary, become autonomous and finally enter the 2ndready step : to When enter in the job market: 2nd step : When enterready in thetojob market: job market. of sector, •Identification•Identification of sector, trade, industrytrade, industry •Writing of resume •Writing of resume

•Simulations ofand job interviews •Simulations of job interviews The content has two steps. First step is training includes (i) math and French courses •Sending out •Sending of resumeout of resume that- depends on level of the participant up onavailable resume at any time, (ii) vocational courses •Follow up on•Follow resumeand that is available in schools depending on the level and previously upof on evolution ofprocess job seekingobtained process degree (leading •Follow up on•Follow evolution job seeking The:target guidance group : The target to a degree), (iii) counselling andgroup individual interviews. •As •As of 18 years oldof 18 years old Second step is about when readylimit to•No enter inlimit the job market. It includes identification of upper •No upper •The majority areand between 20 and 25 •The majority are between 20 25of job sector, trade, industry, writing of resume, simulations interviews, sending out of •People (nationals orhave foreign)who have little or no the French languag •People and (nationals or foreign)who little no knowledge ofknowledge the French of language resume, follow up on resume, follow up on evolution oforjob •People without a degree, those who dropped out of school •People without a degree, those who dropped outseeking of school process. a degree, sometimesdegree a university degree who arejob at lost in the job •People with •People a degree,with sometimes a university but who are atbut lost in the market

•People who have been of the market a long (women mainly) •People been out of the jobout market forjob aare long timefor (women mainly) Target group as of 18 years oldwho andhave nofrom upper limit. The majority between 20 time and 25 •People comingschools from special schools (physicallyhandicapped) or mentally handicapped) •People coming special (physically or mentally people (nationals or foreign) who have The methodology The methodology : little or no: knowledge of the French language can The techniques atout the University are CERCO The techniques developed at developed the University of Liège are atofCERCO : atwith participate. People without a degree those who dropped of school orLiège people a: 1st step: 1st step: degree degree, sometimes a university but who at inhis/her the job market can apply to is are able to lost define objectives, •a person who•aisperson able towho define his/her objectives, CERCO. People who have of the job market for ahis/her long time (women mainly) and/ person who can identify and weaknesses •a been personout who•a can identify his/her strengths andstrengths weaknesses who istodetermined act upon his weaknesses personschools who•aisperson determined act mentally upon histoweaknesses or people coming from •a special (physically or handicapped). •such a person is ready to take the necessary to market. enter the job market. •such a person is ready to take the necessary steps to entersteps the job 2nd step : 2nd step :

•Role play tointerview simulate job interview situations •Role play developed to simulate job situations The methodological techniques at the University of Liège are at CERCO. At •Individual interview to needs estimate the needs a person who can •Individual interview totoestimate the end of first step, a person who is ableand definethe his/her objectives, •Visits to businesses and discussions •Visits to businesses discussions with managerswith managers identify his/her strengths and atoperson is determined to act his in of PC research the sector or industry they are interested •Use of weaknesses, PC to •Use research the sector orwho industry they are interested in upon discussion studies of successful •Analysis and•Analysis discussion of case studiesofofcase successful beneficiaries weaknesses, such a person is ready to takeand the necessary steps to enter the jobbeneficiaries market. Second step is about role playinto2002 simulate interview situations, individual interview Started injob 2002 and takesyear, place year, the whole year roundto Started and takes place every theevery whole year round estimate the needs, visits to businesses and discussions with managers, use of computer to from Ministry of Education anddiscussion ESF Support from Ministry of Education and ESF and research the sector or industry theySupport areofinterested in, analysis of case studies Close collaboration CERCO and the University of Liège Close collaboration CERCO andof the University of Liège of successful beneficiaries. the Stat of Liège Supported by Supported the Stat of by Liège Results : every year, the whole year round. It is supported Results CERCO has started in 2002 and: takes place -Autonomy -Autonomy by Federation Wallonie -Self-confidence Bruxelles Ministry of Education, ESF and Stat of Liege. There is a -Self-confidence 60 students /yearof Liege. 60 students close collaboration of CERCO and /year the University

not ready in orthe interested in the vocational ->theytowards are oriented towar •15% are not •15% ready are or interested vocational training ->theytraining are oriented another (type of) school (type of) school

•55% the to 65% enter for the vocational school and obtain a job •55% toand 65% self-confidence enter vocational school and obtain a job Main results are (i) autonomy 60 students/year, (ii) 15% are not •20% 30% stay inare theaprogram fortowards a full year ->preparation the MFI •20% to 30% stay into the program for full academic yearacademic -> the MFI is a(type their ready or interested in the vocational training, they oriented another of) is aforpreparation future academic project future academic project school (iii) 55% to 65% enter the vocational school andContact obtaininformation a job, (iv) 20% to 30% stay Contact information in the program for a full academic year, the MFI is ae-mail: preparation for their future academic e-mail: [email protected] [email protected] project. +320204 340 06 02 Phone: +32 Phone: 04 340 06

Website: http://www.cercolg.be/ Website: http://www.cercolg.be/

Products of CERCO are open event for training & job and workshops “manage and organize work time and personal time”, “how to synthesize a course to prepare for the exam?”.

23

Contact information e-mail: [email protected] Phone: +32 434 00602 Website: http://www.cercolg.be/

23

23

The Dodecahedron – a project can h The Dodecahedron – a project can hide other projects

The project actually promotes a global and transve encourage students to understand that the different subject The project actually promotes a global and transversal process to in everyday life. complementary andlearning that they are useful encourage students to understand that the different subjectsthe taught at school are The students discovered dodecahedron in a Gallo-Roman complementary and that they are useful everydayquite life. mysterious. The students thought tha objectinappeared adopt the dodecahedron as the symbol of new knowledge a The students discovered the dodecahedron in a Gallo-Roman museum and the object appeared quite mysterious. The students thought that it was a good idea to Two of examples of activities adopt the dodecahedron as the symbol new knowledge and: research. 1-Write a story around the dodecahedron : • For the pupils of the primary school Two examples of activities are: • Obeying the rules of the literary genre and grammatical ru 1.Write a story around the dodecahedron -For the pupils of the primary school • Type the story and illustrate it (computer class) -Obeying the rules of the literary genre and grammatical rules (French • Publish the story obeying the rulesclass) of book editing (French -Type the story and illustrate it (computer class) • Read the story to all the pupils of the primary school -Publish the story obeying the rules•of book editing (French Present the project in aclass) national forum about innovative pr -Read the story to all the pupils of the primary school 2-Build a scale model of a Roman villa: -Present the project in a national forum about innovative projects in Brussels • Introduction to history and everyday life during the roman 2.Build a scale model of a Roman villa • Research about the blue print of a villa -Introduction to history and everyday life during the roman era Technology students build the model + help from other stu -Research about the blue print of a•villa subject forfrom decoration -Technology students build the model + help other students to research the subject for decoration •Presentation of scale model at public events -Presentation of scale model at public Whyevents this project? • Work in a horizontal and transversal manner between the This project helps to work in a horizontal schooland transversal manner between the departments of the school. It increases the students’ knowledge and understanding • Increase the students’ knowledge and understanding of su of subjects that are usually studied in a rather passive manner; make the subject studied in a rather passive manner, make the subject much m much livelier, hence more interesting. It set up a “duo” system combining interests/ subjects covered in general coursesinteresting (history, language, …) and technical courses Set up athat “duo” system interests / subjects cover (carpentry, welding, …). It support a•project is useful forcombining the students, an object (history, language, …) and weld that can be exhibited, that has a meaning that stays alive eventechnical after thecourses project (carpentry, is •Support a project that is useful for the students, an object t completed. that has a meaning that stays alive even after the project is c It happens since 2003 and it is implemented during subsequent academic years. It can be reproduced any time by any Itteacher. It doesn’t need foritfunding, it happens happens since 2003 and is implemented during subsequ during normal school periods with the material available in the workshops. be reproduced any time by any teacher.

It is favor team work; support a higher appreciation between students from different need for research funding, it happens during normal sections. It encourages curiosity andNo additional and stimulates pride and school period available in the workshops perseverance. - Favor team work Support a higher appreciation between students from diffe Fairy tales for children produced in -the project. - Encourage curiosity and additional research - Stimulate pride and perseverance

Contact information Contact information e-mail: [email protected] e-mail: [email protected] Phone: 043411128 Fax: 043431269 Phone: +32Website: 434 11128 http://www.ecl.be/ECL_Site/2p_ecoles/e_3_ Website: http://www.ecl.be

24

24

Mini-Enterprise at school Mini-Enterprise at School A need :

•Students from the school need to have a practical and concrete learning curve;. This project is a result of threetheir needs. Students from the school need to have a •Teachers want link practical with the theory taugh practical and concrete project to stimulate theirtolearning curve.experience Teachers want •Students, teachers, administrative staff need snacks and drinks d to link practical experience with the theory taught at school. Students, teachers, A result : administrative staff need snacks and drinks during recess. Creation of a shop with snacks, hot and cold drinks entirely run b supervision of 3 teachers on the premises of the school Creation of a shop with snacks,Target hot and cold: drinks entirely run by students under group supervision of three teachers on the premises of thesection school. Students in the sales The Objectives : Students are in the sales section by thisstudents project. They involve inproject a concrete •Involve in a concrete •Stimulate their creativity and their in school and schoolproject to stimulate their creativity and their interest in school andinterest school-related •Increaseand their self-confidence andunderstand self-esteemof the matters, increase their self-confidence self-esteem, improve •Improve understand organization(money of a commercial activity organization of a commercial activity, become awareof ofthe responsibilities and aware of responsibilities (money supplies) supplies), work in small teams •Become with specific responsibilities for each team and member. small teams with specific responsibilities This project motivates them to•Work adopt in appropriate attitudes and apply the sales for each team •Motivate them to adopt appropriate attitudes and apply the sale techniques they learned learned The tasks involved : Students are main actors in theThe project. They do it all: students -Market research of the needs •The main actors in the project -Establish the list of supplies •They do it all : -Prepare the communication material Market research of the needs Establish the list of supplies -Display the supplies Prepare the communication material -Sell the snacks and drinks Display supplies -Count the proceeds and deposit themthe in the school safe Sell the snacks and drinks -Store the supplies safely Count the proceeds and deposit them in the school safe -Re-order the supplies Store the supplies safely -Do the book keeping Re-order the supplies -Financial and qualitative reporting tobook the school management Do the keeping Financial and qualitative reporting to the school management Teachers supervise the activities ofteachers the students, link the activity with the courses, The help finding second-hand equipment and evaluate the students. •Supervise the activities of the students •Link the activity with the courses •Help finding second-hand equipment School management provides the space in the school, provides a loan without •Evaluate interest of €400 to be reimbursed at the the endstudents of the academic year. The school management •Provide space in thefor school It takes during the academic year. Therethe is not anything funding, it happens •Provide a loan without interest €400 to be reimbursed at the during normal school periods with the material available in the of workshops. demic year

It is a favor team work. Students havethe more self-confidence and self-esteem. It During academic year increases awareness of responsibility, entrepreneurship. It is more interest in their No need for funding, it happens during normal school periods wit training. available in the workshops - Favor team work Main outputs are methodology- More of sales entrepreneurship and money to organize a self-confidence and self-esteem - Awareness of responsibility study and cultural visit. - Entrepreneurship - More interest in their training Contact information Contact information e-mail: [email protected] e-mail: [email protected]: +32(0)22795250 Phone: : +32 227 95250 Website: http://www.cefavilledebruxelles.be Website: http://www.cefavilledebruxelles.be

25

25

Project Sas and Mini Sas – Li In French “sas” means access, passage, a security space between two doors where one has to close the first door before opening the second one. The project is developed by the Centre Psycho-médico-social (CPMS). The target group is the students who wish to apply to a vocational school. Many potential students of vocational schools have a negative experience with school in general and they have a very poor knowledge of their own capacities, on the one hand and of the job market, on the other hand they want to work but they have no idea in which direction they want to head. The interview usually reveals this situation and at the same time the counselors give individualized orientation advice, share brochures and other reading material that will broaden the student’s horizon. Most of all the parents are not informed concerning the options that are available at school. The parents do not communicate with the school and they do not attend educational trade fairs such as the ones organized by SIEP (Service d’Informationsur les Etudes et les Professions). In addition, some parents are disappointed by the academic results of their children and they have given up their authority and/or their advice. During the first interview, the counselors strongly encourage the parents to accompany their child. This is another way of involving the parents in the student’s future choices and also to inform the parents of the range of possibilities that are available to their child. Two weeks before the start of the academic year in the vocational schools, the CPMS is available for each student who wants to enroll in the school. It is agreed with the various vocational schools of the city of Liege that a student has to make an appointment with the CPMS prior to his enrolment. This is why the project is called “sas” – “passage”. It is strongly advised to make the appointment with the student’s parents. Content of the interview during this first appointment: -Provide information about the various alternatives offered at the VET. -How the VET works, the organization, the courses, the obligations, the degrees, the work contract, etc. -How the CPMS works and how the CPMS can help the student during the academic year. -Discussion with the student in terms of skills, capacities and preferences. The result of the interview can possibly be an actual enrolment in the VET, a referral to another school – technical or professional more appropriate to the student’s preferences. This project takes place from mid-August until mid-September during the enrolment period of the schools. The CPMS decided to extend the service during two half days a week during the rest of the academic year because students are allowed to enroll in a VET at any time during the academic year and there are peak periods during the school year when students dismissed from other schools apply to VET, mainly in January. During the peak period, the service may even be available for more than the two half days. Any student who considers applying in a vocational school is invited to an interview where the psychologist evaluates (i) his level of understanding of the vocational system, (ii) to what extent he is ready to choose an orientation and a trade, (iii) what his goals are in terms of professional choice and preparation. The interview will lead to an effective enrolment in a vocational school or a referral to a full time technical or professional school. One of the main advantages of the “sas” and “mini sas” projects is the CPMS acts as an independent intermediary who can provide the students with objective information. If it is clear from the interview that a school other than a VET will be more appropriate for the candidate, the CPMS will advise freely the candidate in that direction. The project was initiated in 2009 and it runs now during the academic year. It is integrated into the daily working of the CPMS that is financed by the Federation Wallonia Brussels. The first year there was some extra funding from the ESF that is now discontinued. Main output of the project is best orientation and guidance to choose a vocational training and to obtain a certification. Contact information

e-mail: : [email protected] Phone : +32 422 20493 Website: http://www.ecl.be

26

JobCircuit - anhanced opportuni for young people - Leonardo da V

JobCircuit - Enhanced Opportunities for Young People

The JobCircuit training programme is exclusively developed for on job

training with getting experience on more job job in enterprises. The different The JobCircuit training programme is exclusively developed for on training with components are included: theoretical practical skills soft skills. getting experience on more jobs in enterprises. The differentsills, components areand included Targetand group the project are VET school drop-outs young people; non-registe theoretical sills, practical skills softforskills.

unemployed young people 12-20 years; long-term unemployed young people - w did not find employment in their profession. Target group for the project are VET school people; non-registered Before entering thedropout training inyoung enterprise we had interview with participants an unemployed young peoplemake 12-20 years; youngThe people a plan for long-term the trainingunemployed for each participant. goal -ofwho this interview was did not find employment in their profession. identification of the youth’s vocational training needs, through their own perce tions and those of the companies, in order to understand which relevant factors influence how theyinterview get a job and corresponding successful in the labou Before entering the training in enterprise, made with participants andinsertion a market. For theparticipant. constructionThe of the version ofinterview the trainingwas programme also cont plan prepared for the training for each goal of this the uted the conclusions of the discussion group between tutors, and mentors. identification of the youth’s vocational needs, their own perceptions In the scope of training the JobCircuit on through job training programme several training metho and those of the companies, order to have understand which relevant factors influence andin techniques been used. how they get a job and corresponding successful insertionmentoring, in the labour market. Teaching methods and techniques: guided problem-solving, diagnos assignments, role playingalso and simulation. For the construction of theteaching, versionwork of the training programme contributed the Teaching styles: directtutors, instruction, indirect instruction and cooperative learning. conclusions of the discussion group between and mentors. The choice of each method and /or technique is done by the mentor, not only a cording to the contents to learn the tasks to perfume by the trainee in each mom In the scope of the JobCircuit ontraining job training programme several methods and character of the process, but also taking into training consideration the trainee’s techniques have been used. methods and techniques were mentoring, guided andTeaching learning style(s). problem-solving, diagnostic teaching, work role supported playing and In the Test Phase theassignments, participants were by simulation. tutors from the training or (in Slovenia: Institute for rehabilitation Republic of Slovenia) and by ment Teaching styles were directzation instruction, indirect instruction and cooperative learning. from the company. During the pilot experience process were develop The choice of each method and/or technique is done by the mentor, evaluation not only according where two differentby moments (at the and inof the end of the training to the contents to learn the tasksinto perfume the trainee in beginning each moment the od) the participants were invited to evaluate the several dimensions of the JobC training process, but also taking into consideration the trainee’s characteristics and training programme. learning style(s). Theoretical part of training content: Protocol / code of behaviour / rights and du Mainstreaming soft skills acquisition /development; Personal Computer knowlIn the Test Phase, participants by tutors from training organization edge were (word,supported excel, internet, e-mail); Job the coaching. Job Circuit is a company trainingand - creation of training tothe the demands of (in Slovenia: Institute for rehabilitation Republic based of Slovenia) by mentors from “red line”process of the project was: company. During the pilotenterprises. experienceThe evaluation were developed where in flexibility inand relation to VET two different moments (atMore the beginning in the endgroup. of the training period) the

participants were invited to evaluate 2006 - 2008 the several dimensions of the JobCircuit training programme. European Commission Theoretical part of training content included (i) protocol/code of behaviour/rights and get first real work experiences and work experiences for more duties, (ii) mainstreaming The softparticipants skills acquisition/development, (iii) personal computer jobs. Theye-mail), leave the with more self-confidence. They learn how to knowledge (word, excel, internet, (iv)programme job coaching. cooperate goodaswith employees; they getto or the improve their computer knowledge Job Circuit is a company based training a creation of training demands of skills for better communication. After the programme they are more skilled enterprises. The “red line”and of the project was more flexibility in relation to VET group. to find a proper job and they do have more possibilities to get permanent job. It was funded by EuropeanWork Commission Leonardo Program between 2006 and experiences in at leastda2 Vinci work places. 2008. Positive effect on social skills. The participants got first real work experiences and work experiences for more jobs. They leaved the programme with more self-confidence. They learned how to cooperate good with employees and they improved their computer knowledge and skills for better communication. After the programme they were more skilled to find a proper job and they do have more possibilities to get permanent job. Work experiences in at least two work places. The project positively them on social Contact affected information skills. e-mail: [email protected] Phone: 00 386 1 475 8276

A training programme, project brochure with CD,Website: research evaluation reports http://www.jobcircuit.net were developed as products of the project.

27 Contact information e-mail: [email protected] Phone: +38 61475 8276 Website: http://www.jobcircuit.net

27

European Outplacement Framework

European Outplacement Framework Vocational support for people with disabilities on employment access. Supporting

achieve permanent connection to the labour market. This process connects trainees, training o tions and the labour market in order to create new employment environment - locate new jobs accesses well as possibilities working. It is a vocational support for people withasdisabilities onforemployment access. EOF EOF focuses on the professional (re)integration and successful career-planning of people in train supported people to achieve permanent connection to the labour market. This further education. process connected trainees, training organizations and the labour market in and order to in order to advice The main aim is to enhance the technical competences of tutors mentors counsel-the job seeking trainees to get an adequate job. create new employment environment located new jobs and job accesses as well as Target group for the project are: job-seeking persons with disabilities (trainees), tutors and men possibilities for working. employers.

1.10.2009 – 30.09.2011 EOF focused on the professional reintegration and successful career-planning of European Commission people in training and further education. The main aim was to enhance the technical Our in objective is toto help people with find the an adequate job, to develop tools and meth competences of tutors and mentors order advice anddisabilities counsel job seeking trainers and human resource managers in their tasks as tutors and mentors within the trainees to get an adequate job. support of outplacement activities, Methodological guide for mentors and tutors, Good practice catalo Target group for the project were job-seeking persons with disabilities (trainees), tutors and mentors, employers. It was funded by European Commission between 1.10.2009 – 30.09.2011. Objective was to help people with disabilities find an adequate job, to develop tools and methods which support trainers and human resource managers in their tasks as tutors and mentors within the framework of outplacement activities. Products were methodological guide for mentors and tutors, good practice catalogue, seminar program.

Contact information e-mail: [email protected] Phone: 00 386 1 475 8276 Website: http://www.eu-eof.net

28

Contact information e-mail: [email protected] Phone: +38 61475 8276 Website: http://www.eu-eof.net

28

NEAR JOB Vocational Training

NEAR JOB Vocational Programme In the Training Near Job project we developed Vocational on Job tra

sons with Difficulties on Employment Access. It is Experimental train of Leonardo datrainings Vinci Pilot project based on thewith results from survey a In the Near Job project, vocational on job developed for persons andtraining employers. difficulties on employment dressed access. Ittoisyoungsters experimental programme of Partners presents diversity of policies, measures and Leonardo da Vinci Pilot project basedexpertises on the results fromwide survey application addressed to youngsters and employers. vocational training and labour/employment systems, wide definition Partners’ expertise presented widecooperation diversity of and policies, and approached group, goodmeasured practice exchange. to vocational training and labour/employment wide of the target on empl The target group of systems, the project aredefinition persons with difficulties group, cooperation and good practice exchange. youngsters with disabilities and special needs that are not able to us The target group of the project were persons with difficulties on employment tion and vocational training system, unemployed youngsters (first jo access, youngsters with disabilities and special needs that are not able to use regular term unemployed). education and vocational training system, unemployed youngsters (first job seekers, Duration of the training programme was at least 4 months and up to long term unemployed). The duration was variable - depending on characteristics of each trai enterprisewas (work place). trainee supported by tutor and men Duration of the training programme at least fourEach months andisup to nine months. The duration was variable - evaluation dependingprocess on characteristics of each and of the tutors and was developed fortrainee trainees, mentors, enterprise (work place). Each trainee supported by tutor and mentor. 360 percent Part of theisprogramme was matching youngsters with the companie evaluation process was developed for trainees, tutors and employers. ous training methodsmentors, (mentoring, guided problem solving, work assi content of the programme contains three main areas; A - Administra Part of the programme wasorganisation, matching youngsters with the B - Marketing, C -companies. Finance andVarious accounting. there are als training methods (mentoring, guided problem solving, work assignments…) were difficulties/complexity of tasks; 1st level - more easy knowledge and used. The content of the programme contained three main areas (i) administration intermediate of difficulty, 3rd levelThere - morewere complex and office organisation, (ii) marketing, (iii)level finance and accounting. also knowledge/

three levels of difficulties/complexity of tasks; 1st level - more easy knowledge 2006 - 2008 and tasks, 2nd level - intermediate level of difficulty, 3rd level - more complex European Commission knowledge/tasks. It was funded by European Commission Leonardo da Vinci Program between 2006 and 2008. Our goal was to clarify the individual professional identity; acquire/d Main goals were to clarify the individual professional identity; acquire/develop sional skills; acquire/develop soft skills (interpersonal and communic professional skills; acquire/develop (interpersonal andtocommunication reliabilitysoft andskills responsibility, ability work effectively...); sensitising skills, reliability and responsibility, work effectively...); sensitising to focusability on thetotarget group and promote socialthe responsibility. enterprises to focus on the target group and promote social responsibility. Experimental training programme of Leonardo da Vinci Pilot project for youngsters, and methodological guide for mentors and tutors were developed as project outputs.

Contact information e-mail: [email protected] Contact information Phone: 00 386 1 475 8276 e-mail: [email protected]: www.nearjob.org Phone: +38 61475 8276 Website: www.nearjob.org

29

29

Development the model of regional practice firm for adults - The Right Way Towards Work Experience

Development the Model of Regional Practice Firm for Adults Opportunity for empirical learning; 30 learning workplaces, 3-6 months of per day, Work “Learning by doing”. The Righttraining, Way 8hours towards Experience

Each learning workplace is equipped with a personal computer, commercial transac-

In this project, there were cooperation with enterprises andwork sole traders, tions supported by a thirty computer application, active in finance and accounting office with accounting programmes, staff and personnel external expert partners, fact-finding visits of computer enterprises, practical training inmanagement supported by a computer application. enterprises, carrying out tasksCooperation for the enterprises, sponsorship of the programme. with 30 enterprises and sole traders, external expert partners, factIt was a good opportunity forfinding empirical thirty learning workplaces, visits oflearning enterprises,with practical training in enterprises, carrying out3-6 tasks for the months of training, 8 hours per day, “learning doing”. enterprises, sponsorshipby of the programme. planned oriented computer, process, in favour of the public (programme Each learning workplace was Systematically equipped with a and personal commercial participants, former participants, and potential candidates, employees of the transactions supported by a computer application, active work in finance and organisation, enterprises, local community, chambers, governmental organisations, accounting office with accounting computer staff and and media), two-way programmes, interactive communication, and personnel image of the organisation. The of the programme always come first. We evaluate the users (3 times - upon management supported by a users computer application. entering the programme, during the implementation and upon completion). Forma evaluation of the programme (improvement and development) and summative It was systematically plannedtive and oriented process, in favour of the public evaluation (effects and achieved results). (programme participants, former participants, candidates and employees The target group for the potential project are unemployed people with employment problems and people disabilities, people with long-term unemployment, first-time jobof the organisation, enterprises, local with community, chambers, governmental seekers, and people with at least secondary education, economic and organisations and media), two-way interactive communication and image of orientation, the compatibility with the employment plan. organisation. The users of the programme always came first. Trainers evaluated the users (three times- upon entering 2003 - 2005 the programme, during the implementation Projectevaluation Phare 2001, Social Inclusion and upon completion). Formative of the programme (improvement and Practice firm: European Commission and Government development) and summativeAtevaluation (effects and achieved results) done. The target group for the project were people with employment Our goal wasunemployed to improve the educational structure of people with disabilities and problems and people with disabilities, people long-term unemployment, firstin the people who are difficultwith to employ; Increase their competitive advantage labour at market; the percentage of unemployed disabledorientation people; Activate the time job-seekers and people with leastReduce secondary education, economic potentials of people with long-term unemployment; Quality experience for first-time and compatibility with the employment plan. job-seekers, Activate and link the resources in the Podravje Region; Develop the programme by connecting with the economy and their needs.

It was supported Phare 2001 Program Economic and Social Cohesion. Practical trainings at firms were funded by European Commission and Government between 2003 and 2005. Main goals were (i) improve the educational structure of people with disabilities and people who are difficult to employ (ii) increase their competitive advantage in the labour market, (iii) reduce the percentage of unemployed disabled people, (iv) activate the potentials of people with long-term unemployment, (v) quality experience for first-time job-seekers, (vi) activate andContact link the resources in the information [email protected] Podravje Region and (vii) develop the programmee-mail: by connecting with the economy Phone: 00 386 1 475 8276 and their needs. Website: www.ucnopodjetje-irrs.si

Project products were: 30 -Methodology for directing people into the learning enterprise, -Designed system of support programmes prior to participation, -Developed programme modules of the learning enterprise based on knowledge catalogues for individual professions, -Professional goal and career planning of the participants, -Continuation of learning in an independent learning centre, -Establishment of a network of external partners and employers, -Promotion and development of the programme (website of learning enterprise, communication network, information bulletin and brochure). Contact information e-mail: [email protected] Phone: +38 61475 8276 Website: www.ucnopodjetje-irrs.si

30

ACTrain - Accessible web-based and interactive video-supported skills transfer

The partnership consists of experts within the fields of education, training, employACTrain - Accessible web-based and interactive video-supported ment, and vocational rehabilitation, the social inclusion of people with special needs, ICT development, pottery and ceramic design. Besides direct inclusion of the target groups within skills transfer the implementation of the project, we have developed an adapted curriculum and content for 50 lessons in ceramic design in 5 languages, and in 5 languages and 4 sign language adaptations

for the deaf and hard of hearing, blind and partially-sighted people, which will be assembled The partnership consists of experts within fields of education, training, within athe completely free of charge, user-friendly and accessible ICT-application called ‘Proteus’. We already carried out the pilot training for the target group. The results can be integrated employment, and vocational rehabilitation, the social inclusion of people with within a working environment, school programmes (regular education, afternoon activities, technical days, training of children with special needs etc.), rehabilitation or just as special needs, ICT development, pottery and ceramic design. Besides directprogrammes inclusion part of free-time activities at home, at official social centres, or other institutions. In the ACTrain project, are developing an ICT-curriculum based training in ceramic design for the deaf of the target groups within the implementation ofwethe project, and and hard of hearing, blind and partially-sighted people. We have decided to concentrate on this content for 50 lessons in ceramic design in five languages and four sign fourdeveloped target groups because: these targeted groups do not have equal access to (ICT-based) education and training, and language adaptations for the deaf and •applications hard offor ICT hearing, blind and partially-sighted are often user-unfriendly; existing teaching methods, teaching and approaches are not keeping pace with people, which will be assembled within•thetheatechnological completely free ofmaterials, charge, user-friendly changes sweeping through our society and ICT often has an insufficient presence in those European education and training systems that need to adapt to these changes and accessible ICT-application called ‘Proteus’. (progress report adopted by the European Commission in 2008); • ICT-based education and training is inaccessible for many European citizens, depending on

socio-economic backgrounds. Pilot trainings carried out for the targettheir group. Results integrated working In order to provide innovative learning through ICT, at within the Europeana level, this consortium will develop innovative ICT-based training in ceramic designs for at least 70 Deaf and Hard of Hearenvironment, school programmes (regular afternoon activities, ing, Blindeducation, and Partially Sighted learners. Moreover, this innovation will betechnical accessible to every European citizen. Experts will initiate this innovation over 6 piloted training programmes days, training of children with special needs etc.), rehabilitation programmes or justand design a Project Promotion Campaign, including dissemination of the results, at local, regional, and European levels through the network Europeaninstitutions. Platform for Rehabilitaas part of free-time activities at home, national at official social centres orof the other tion. This will include all relevant European institutions concerned with educating and training

people with special needs, policy makers, and others involved, with the purpose of transferring

their findings into the mainstream practice and promotion of anti-discrimination and awareIn the ACTrain project, ICT based training in ceramic developed deaf ness-raising activities, socialdesign inclusion, ICT-based learning for all,for EU-policies, and and LLP. The long-term objective of this project is to establish a firm foundation for the acceptance, forhard of hearing, blind and partially-sighted people. We have decided to concentrate mally or informally, of innovative ICT as one of the key ICT tools for the education and training on this four target groups because: of people with special needs. 2010-2012

European Commission -These targeted groups do not have equal access to Commission (ICT-based) education and At Practice firm: European and Government training and applications for ICT are often We areuser-unfriendly. convinced that you will be able to recognize how useful the presented results are, regardless of where you want to integrate them, be it within a working school -The existing teaching methods, teaching materials and approaches are notenvironment, keeping programmes (regular education, afternoon activities, technical days, training of children with special needs etc.), rehabilitation programmes or just as part of free-time activities athas home, at pace with the technological changes sweeping through our society and ICT often official social centres, or other institutions. an insufficient presence in those European education training systems that needforThe long term objective of thisand project is to establish a firm foundation for the acceptance, mally or informally, of innovative ICT as one of the key ICT tools for the education and training to adapt to these changes (progress report by the European Commission in of peopleadopted with special needs. 2008). -ICT based education and training is inaccessible for manyContact European citizens, information depending on their socio-economic backgrounds. e-mail: [email protected] Phone: 00 386 1 475 8276 In order to provide innovative learning through ICT, atWebsite: the European level, www.see-hear-touch.com consortium developed innovative ICT based training in ceramic designs for at least 70 deaf and hard of hearing, blind and partially sighted learners. 31 Moreover, this innovation was accessible to every European citizen. Experts initiated this innovation over six piloted training programmes and design a project promotion campaign, including dissemination of the results, at local, regional, national and European levels through the network of the European Platform for Rehabilitation. This included all relevant European institutions concerned with educating and training people with special needs, policy makers, and others involved, with the purpose of transferring their findings into the mainstream practice and promotion of anti-discrimination and awareness-raising activities, social inclusion, ICT based learning for all, EU-policies and LLP.

The long-term objective of this project is to establish a firm foundation for the acceptance, formally or informally, of innovative ICT as one of the key ICT tools for the education and training of people with special needs. It was funded European Commission and practical trainings at firms were supported by Government between 2010 and 2012

Contact information e-mail: [email protected] Phone: +38 61475 8276 Website: www.see-hear-touch.com

31

A Academic and social dropouts 22 Access 26 Access to certification 5-20 Active labour market 5-6 Apprenticeship 7

J Job market 5-26 Job training 27

B Business network 17

L Learning by doing 30

C Case management 14-15 Companies 5-13 Comprehensive support 18 Cooperation 13-30 Counsellor 8

M Mentoring 27-28-29 Methodological guide for tutors 28 Municipality 6-11-13 Modules 4 Motivation 17-25

D Database 7 Disadvantaged young people 13-14

N National Education 4-19 Non-formal education 7 Network 18

E Educational support 20 Empirical learning 30 Employers 28 Employment access 29 Enhanced support 17 Enterprises needs 27 Evaluation & orientation career 23 Evaluation of the users 30 Experimental training program 29 F Flexibility 27 Firm foundation of innovative ICT 31 Follow-up 21 G Good practice catalogue 28 Group 21 Guarantee of career continuation 18 Guidance and counseling 16-26 H Handcraft 6 Homeless youth 9 I ICT tools and development 31 Individual support 21 Individualization 17 Innovative learning through ICT 31 Insertion 21 International project 9 Interpersonal skills 27

K Key skills 15

O Orientation 26 Oriented process 30 On-the job training and learning 15 Overarching support structures 14 P Partner company 15 Perseverance to learn 24-25 Personal development 12 Pilot training for the target group 31 Pottery and ceramic design 31 Pre-certification session 20 Professional reintegration 28 Proof of skills 17 Q Qualifying training 22 R Regional management 14 Regional networks 15 Remediation 19 Remobilization 19 Re-motivation 19 Retail sector 12 S Safe family 10 Sandwich course 17 Secure young trainee’s careers 18 School assistance 16 School dropout 7-9-19-21-27 School-to-work transition 14 Shelter 12 Social and vocational integration 16

32

Social competences 15 Social disadvantaged youth 9 Social service 10 Social support 20 Socialization 12 Stimulation 24 Successful career planning 28 Systematically planned process 30 T Team work 24-25 Trainee 28-29 Training 11-26 Training techniques&methods 27-29 Tutoring 27-28-29 U Unemployed youth 5-6 Unsheltered conditions 11 Upgrade 17 V Vocational education 4-5-8-13-15-29 Vocational guidance 8 Vocational preparation 12 Vocational rehabilitation 12 Vocational support 28 Y Young people 11-27 Young trainee 18 Young workers 7 Youngsters with disabilities 29 Youth at risks 12 Youth at street 10 Youth worker 10

This project has been funded with support from the European Commission [Lifelong Learning Programme of the European Union]. This guidebook reflects the views only of the author, and the European Commission cannot be held responsible for any use which may be made of the information contained therein.

Not for sale