THE YES ! MODEL
RESOURCE
ADICE
HAND BOOK
Table of content
Table of content INTRODUCTION: CONTEXT, CONTENT AND OBJECTIVES OF THE HANDBOOK............................. 4
!
The
EUROPEAN CONTEXT ON YOUTH UNEMPLOYMENT............................................................................................ 5 THE YES! EXPERTISE............................................................................................................................................................ 6 OBJECTIVES OF THE HANDBOOK................................................................................................................................. 7 STRUCTURE OF THE HANDBOOK.................................................................................................................................. 8
Model
CHAPTER 1: THE YES! MODEL.............................................................................................................. 9 THE TOOLKIT OF THE YES! MODEL............................................................................................................................... 13 APPLICATION OF MEDIA TECHNIQUES....................................................................................................................... 14
Unemployment
CHAPTER 2: DESCRIPTION OF THE FOUR TOOLS............................................................................. 16 TALENT DEVELOPMENT INSTRUMENT........................................................................................................................ 17 COMPETENCES +: INTERNATIONAL MOBILITY – THE ADICE MODEL............................................................ 20 VOLUNTEERING – THE CSV MODEL.............................................................................................................................. 25 STUDIES/INTERNSHIPS – THE INCEPTIO MODEL.................................................................................................... 30
CHAPTER 3: CONDITIONS OF IMPLEMENTATION OF THE TOOLS IN AN ORGANISATION............. 35
Talent Development
TALENT DEVELOPMENT INSTRUMENT........................................................................................................................ 36 COMPETENCES +: INTERNATIONAL MOBILITY – ADICE MODEL...................................................................... 38 VOLUNTEERING – THE CSV MODEL.............................................................................................................................. 43 STUDIES/INTERNSHIPS – THE INCEPTIO MODEL.................................................................................................... 46
CHAPTER 4: IMPLEMENTATION OF THE METHODS IN THE 2SEAS TERRITORIES........................ 50 IMPLEMENTATION IMPLEMENTATION IMPLEMENTATION IMPLEMENTATION
OF OF OF OF
TALENT DEVELOPMENT INSTRUMENT.......................................................................... 51 COMPETENCES +: INTERNATIONAL MOBILITY.......................................................... 55 VOLUNTEERING – THE CSV MODEL.............................................................................. 58 THE STUDENT COMPANY – THE INCEPTIO MODEL................................................. 61
GLOSSARY............................................................................................................................................. 65 CONTACT DETAILS OF THE RESOURCE ORGANISATIONS................................................................ 68
Studies & Internships
Mobility
FRANCE...................................................................................................................................................................................... 68 BELGIUM.................................................................................................................................................................................... 68 ENGLAND.................................................................................................................................................................................. 69 THE NETHERLANDS.............................................................................................................................................................. 69
Employment
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Volunteering
Introduction:
Context, content and objectives of the handbook
European context on youth unemployment Main figures: • In May 2014, 5.2 million young people were unemployed in the EU 28 area. This represents an unemployment rate of 22.2% (23.3% in the euro zone). More than one in five young Europeans on the labour market cannot find a job; in Greece and Spain, it is one in two. • 7.5 million Young Europeans between 15 and 24 are ‘not employed, not in education and not in training’ (NEETs). • 12% of the 18-24 year olds are early school leavers. In the last four years, the overall employment rates for young people fell three times more than that of adults; the youth unemployment rate is greater than twice the adult unemployment rate (9.0%). The gap between the countries with the highest and the lowest jobless rates for young people remains extremely high. There is a gap of nearly fifty percent between the Member State with the lowest rate of youth unemployment (Germany at 7.8% in May 2014) and with the Member State with the highest rate, Greece (57.7% in March 2014). Following Greece is Spain (54%), Croatia (48.7%), Italy (43%), Cyprus (37.3%), and Portugal
(34.8%). The potential of job mobility to help tackle youth unemployment could be further developed to combat these discrepancies: the workforce in employment in the EU is around 216.1 million people, of which only 7.5 million (3.1%) are working in another Member State. EU studies show that young people are the group most likely to be mobile. Despite the crisis, there are over two million unfilled vacancies in the EU. There are also significant skills mismatches within Europe’s labour market. While many highly educated Europeans are unable to find a job, some sectors in the EU have skill shortages. As an example, it is anticipated that the booming
Youth unemployment in the 2 Seas area In the 2 Seas area, youth unemployment is also a major issue that the partners are trying to address at the local and regional level. The youth unemployment rate in the 2 Seas area is around 16.5% and the NEET rate around 14%. The average employment rate lay above the EU27 average but there is room for
COUNTRY/TIME
improvement as the EU2020 targets have yet to be achieved and the situation is still very precarious in some regions. Young people face several problems, including geographical barriers, harsh economic factors and the global economic crisis. As a result, significant numbers of the population face the risk of poverty.
ICT sector will lack 700,000 workers by 2015 and 900,000 workers by 2020, although digital innovation and needs can be very hard to predict. One solution could be better cooperation between employers and the academic sector when designing courses. Good job quality is of high importance, and if not adequately tackled, youth unemployment can risk trapping young people in the poverty cycle. Long-term unemployment can lead to a lack of confidence preventing youth to reach their objectives. For those reasons, youth unemployment is one of the top priorities of the European Commission and Member States.
This requires modernising employment, education and training policies to increase labour participation and reduce youth unemployment. Enabling young people to acquire new skills to adapt to new conditions is the key cluster partners have tried to address.
2005
2006
2007
2008
2009
2010
2011
2012
2013
18,9
17,6
15,7
15,8
20,1
21,1
21,5
23,0
23,5
Belgium
21,5
20,5
18,8
18,0
21,9
22,4
18,7
19,8
23,7
France
21,0
22,0
19,5
19,0
23,6
23,3
22,6
24,4
24,8
European Union
(28 countries)
Netherlands
9,4
7,5
7,0
6,3
7,7
8,7
7,6
9,5
11,0
United Kingdom
12,8
14,0
14,3
15,0
19,1
19,6
21,1
21,0
20,5
25
European Union (28 countries) Belgium France Netherlands United Kingdom
20
15
10
5
2005
2006
2007
2008
2009
2010
2011
2012
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2013
Introduction
Cluster partners have designed a toolkit drawn from their own experience of working with young people with additional needs and recognise that a large proportion of the young people require a set of positive experiences to build up their abilities and their confidence, connecting them to further opportunities. The most important thing to prepare young people is to promote work-readiness through work environment experience such as internships or volunteering.
The YES! cluster
The INTERREG IVA 2 Mers Seas Zeeën Programme promotes cross border cooperation between the coastal regions of four Member States: France (Nord-Pas de Calais), England (Southwest, Southeast and Eastern regions), Belgium (Flanders) and The Netherlands (South Coastal area). The ‘cluster initiative’ launched by the Programme aimed to create a strategic cooperation between approved projects and between potential competent and relevant organisations outside the 2 Seas projects. In this framework, the partnership of the YES! Cluster within the Interreg 2 Seas Programme consists of several European organisations that all participate separately to strengthen youth in many different ways. From France, ADICE is the lead partner of the YES! Project and worked on the GAPS Project (Graduate and Apprenticeship Placement
Scheme) that aims to fight against unemployment in the 2 Seas Region by developing new skills and work strategies among young people. The UK’s CSV is cooperating with the VXM Project (Villa Cross Media) and their vision is to have a society where everyone can participate to build strong and inclusive communities. Syntra West from Belgium is a VET college and worked together with the Netherlands, re-
presented by VET College Scalda and foundation and knowledge centre Pro Work on the iLaebor Project (‘Investing in Labour and Education in Border Regions’). Howest, the University College West Flanders, was part of the Sea Media project, which aimed at developing new media skills among young people through internships, volunteering and international exchanges.
The experience of the partners working with young people with fewer opportunities allowed them to highlight what they specifically need and require to be more included in the society as a whole but also – and primarily – to get new competences and a chance to find meaningful employment. The obvious diagnosis is that NEETs (‘not employed, not in education and not in training’) are lacking opportunities on the labour market for
two main reasons: • They lack clear professional goals • They lack the social skills needed to climb on the employment ladder Possessing few qualifications may have been a former contributor towards NEET status, but now well-educated young people fall within the category. At this crucial point of transition, ie, before finding their first professional experience, the latter group require: • The help and support of professionals who can assist them through the orientation process (personalised guidance) • Workplace mentors • Work experience leading to paid employment
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Throughout this handbook, the partners have identified the positive features of effective informal programmes and approaches: • Strategies that consider the specific situation of each individual, rather than adopting a ‘one size fits all’ approach • Flexible methods that include an open approach to enrolment, without too many specific requirements
The YES! Expertise
The current situation for young people in Europe, briefly explained above, increases the need to deliver new and innovative tools to address the complex issues they face to access the labour market.
Informal learning programmes provided by the cluster partners enable young people lacking direction to follow a range of potential pathways to develop qualifications for work and employability skills. These programmes include tailored support to overcome the obstacles faced by the young person and a solution-focused approach for skill and qualification acquisition.
The other problem faced is the mismatch between jobs available and the skills of those who are out of work. Indeed, even when there are job vacancies, employers face problems to find suitably qualified candidates. Many NEETs have left school with no formal qualifications; however, such qualifications are not necessary for a number of entry-level jobs where employers are more interested in attracting candidates with the right attitudes and social skills. To deal with the challenges inherent to the current economic situation, the cluster partners have designed an innovative educational tool to counteract the process of disengagement that prevents young people finding meaningful employment. The aim of these methods is to ease the positive transition to learning and employment and to make sure that if a person has failed to make this transition, a range of youth engagement programmes and interventions remain available to support and guide them, providing skills and qualifications to get back on track.
• An initial assessment to set up realistic, measurable and motivated targets that are properly tracked • A range of pathways available to young people that include work experience • One-to-one support and small group work are preferable • The development of positive relations between project managers and young people, which is pivotal as staff help build the confidence, motivation and resilience of participants • A learning environment very different from formal schooling that helps young people experience trust, respect, confidence and freedom • An assessment at the end of the process • The development of young people’s motivation and self-confidence as well their resilience to dealing with problems and barriers to participation • Outreach capacity to target young people with geographical barriers These are effective means of supporting young people into further education or employment. Nevertheless, it is also true that methods can only be successful when a young person takes responsibility for their own learning and career development – this is empowerment. The informal approaches depicted in this handbook also aim at answering to some employers’ concerns regarding hiring
young people with fewer opportunities. These concerns tend to focus on attitude, motivation or personality rather than on the perceived deficits in specific technical skills. This suggests that preparing young people with fewer opportunities to work requires more than the development of generic skills; confidence, aptitude, capability and resilience may be relevant. It was long believed that employers considered so-called hard skills (technical and academic abilities) the most important asset with potential employees. However, experts and academics, as well as large multinationals, educational institutions and the labour market experts in general agree that it is soft skills, such as good communication skills, proactivity and customer service for the (future) employees that can make the difference for an organisation. As detailed throughout the handbook, this cluster mainly focuses on these soft skills. Developing informal learning opportunities can be particularly beneficial for young people who have had a negative experience at school or lack clarity about their personal goals. In such cases, the young people need help to develop skills, qualifications and experience, in order to make the transition to the labour market.
Objectives of the handbook This handbook combines the work of the six partners who have been working together for two years on innovative educational tools targeting young people with less opportunities, through the Interreg 2 Seas cluster project YES!, ‘Youth Empowered by Skills!’. The cluster partners have discovered, shared and implemented new tools within their organisations that they consider a lever towards social inclusion and employment. These methods have been used and improved for many years by the organisations of the cluster, and they have proven their success and impact on young people. What remains to be done is to rollout wider use of these alternative ways to employment, which are particularly relevant with the current situation of the young people. The
work
method
described
in
the
handbook aims at increasing opportunities for young people at distance from the labour market, to help identify and deploy their competencies and to reduce youth unemployment in general. One of the main objectives is to diffuse and spread these work methods in the 2 Seas area to develop new partnerships with the same goals and ambitions. This can contribute to the creation of new projects targeting young people, especially in the framework of the new Interreg programme 2014-2020. If you are an organisation concerned with offering opportunities to young people that can bridge the gap between unemployment and the labour market, the innovative educational tools described in this handbook will be of interest. You will find a number of tools that have proven to be effective, and accompanying these tools is practical information about requirements and implementation.
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The handbooks allows for a smooth adoption of new methods and systems to track engagement and progress. However, the methods described are those of organisations invested in their territories, and which have been adapted to fit the needs and specificities of their target group. They are specific models of actions – or work methods – that when importing in to your organisation will require adaptation to your organisational structure, and also your country’s rules, your regional needs, your specificities, etc. If you wish to integrate one of these methods and propose it to your target group, the six partners of the YES! Cluster can help you go through these steps of implementation. All the organisations involved in the cluster will act as resources that you can contact to assist you through all the process. You will find their contact details at the end of the handbook.
Introduction
Structure of the handbook The handbook is divided into 4 chapters:
1. The first chapter presents the model (toolkit)
2. The second chapter describes the four tools that
created as the result of the YES! cluster; it links together the methods that were presented in the introduction;
form the model; it is aimed at being as precise as possible to foster interest so that you can consider implementing it and thus propose new opportunities to your target group;
3. The third chapter details the conditions of implementation that need to be considered to import the tool and adapt it within your organisation: human resource allocation, partnership to mobilise and financial conditions required.
4. Finally, the fourth and final chapter provides exa-
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mples of the YES! cluster organisations implementing these tools within the daily work of their own structure over a six month period, to see how the tools could be set up and be tested on their target group, to offer more opportunities to the young people they work with.
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Chapter 1:
The partners have focused their work on approaches at entry level including preventive approaches, with this diagram summarising the findings:
The YES! Model
Support and personalised guidance Soft skills
Building on identified skills and interest and matching skills to available options
Partnerships with training centres, employers, etc.
Proper recruitment: word-of-mouth proven best form for NEETs
Monitoring and evaluation
Personalised guidance
Learning requirements for NEETs Range of pathways available
Step-by-step/ progressive method and pedagogy
Range of venues for learning
The competence-based approach From these learning provisions for young people with fewer opportunities shared by all partners, the organisations of the cluster adopted a competence-based approach. The competence-based approach can be defined as a work method aimed at making young people aware of their own competences and at offering them opportunities to develop their competences further. Its core focus is the individual and the pathway. The different steps of the process include: • • • • •
Helping Helping Helping Helping Helping
young people to understand the basic concept of a competence recognise competencies the young people already own define and take steps to develop competences to document progress over time and to make learning visible to self-reflect and self-assess regularly throughout the process
Self-reflection and self-assessment are vital aspects of the competence-based approach: self-assessment often works best when individual is assisted through the process. Young people need extra help and support to reflect and assess their competences. The key elements of the competence-based approach that appear in the work methods of the cluster partners are the following: • Participant is voluntary as self-assessment only works if the individual wants to do it; • The young person should be as actively involved in the process as possible: it means that the young person plays a role in managing and steering their own learning process; • There must be a clear structure or framework: the individuals need to see clearly what they are doing, why they are doing it, how the process works and when they successfully take steps forwards; • It must start from what the individual already has and what they can already do, progressing forward from there.
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The YES! Model
!
The The toolkit of the YES! Model
Model
Unemployment
Added value of this approach • It offers more opportunities for individuals as it presents a much wider range of learning possibilities for individuals • It can help build self-confidence as individuals get to know their own competences and where their talents lie • It can help to strengthen motivation: the approach can be a way to give a new impulse to an individual in the sense that they may find the motivation to start something new or to make changes in their life • It can improve transparency in the sense that it makes learning more understandable; young people can see what is being learned and why it is being learned. • It can plant the seeds for lifelong learning: it encourages self-development throughout the lives of individuals • It increases flexibility and transferability: the approach focuses on competences, it means that rather looking at what a young person know, it look at what a young person can do. This leads to new possibilities and much greater flexibility because competences gained in one area or field can be easily transferred to another. The model drawn by the partners of the cluster has been created from the initial diagnosis of young people with fewer opportunities
and from the competence-based approach adopted by the partners. The model links together different methods: • Mentoring programmes, based on personalised guidance and orientation: the most disadvantaged young person needs complementary support and guidance to enhance the skills necessary for educational attainment and labour market integration. Systematic methods and personalised support can achieve a significant and durable impact on skills if targeted at those most in need. Mentoring programmes can significantly improve self-esteem and self-confidence of young people by acting as a ‘talent detector’ and by allowing empowerment. • Studies and internships: the internship and apprenticeship system is often regarded as exemplary because it provides the skills needed by the companies and combines on-the-job training and formal education, thus offering substantial initial work experience. The advantage of the system described in this handbook is that it benefits to the groups that have more difficulties finding a training position with local employers. The student company provides students with counselling, learning support and job-search assistance.
• Volunteering described in the handbook aims at harnessing the benefits of ‘traditional’ volunteering, work experience and personalised support to overcome barriers to progression and both motivate and prepare young people for employment or further study, by using media techniques. Studies show that sixty percent of hiring managers say volunteer work makes young people more marketable by showing they are passionate about something and care about helping others; companies are indeed looking for people with character and integrity. • Mobility: the system ‘Compétences +’ described in the handbook provides pedagogical support for young people at distance from the labour market who may need, whatever their educational level, essential skills to find a job. These can be social, intercultural and soft skills in general. Mobility provides young people the opportunity to leave their community, learn about others, handle themselves and provides a chance to develop linguistic skills that are more frequently required by employers. Nevertheless, empowerment through an international mobility experience can only reach its objectives if the project is defined, prepared and assessed.
Talent Development
Studies & Internships
Mobility
Volunteering
Employment
Unemployed young people should benefit from a ‘competence assessment’, called TDI – Talent Development Instrument – that looks at educational backgrounds as well as social and soft skills. The TDI is a database allowing the compiling of one’s competencies and proposing an individual systematic approach, adapted to each profile. The database creates a course of action and allows follow up which can accompany young people throughout the process. With this tool, the young person is signposted toward three different pathways that have proven positive impact: • Formal education training through internships, which empower young people by creating awareness of their potential, by allowing them to access innovative internships within professional schools. • International mobility experience to develop social, professional and intercultural skills through internships or volunteering abroad. • Volunteering at local level and media techniques to engage young people and develop social and professional skills that enhance their CVs. By accessing volunteer’s general interests, doors to employment can be opened, especially when this engagement is linked to training such as media techniques. The aim is to make volunteering attractive and beneficial for young people at a distance from the labour market.
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The YES! Model
Application of media techniques Media techniques are useful in each area they are applied. All partners were keen to develop work methods with new media to: 1. Improve self-confidence and other related skills among their target group, i.e. young people with fewer opportunities. These skills include: • The proper use of social media as a way to communicate their experience and enhance their competencies. This includes encouraging the use of blogs, Twitter, Facebook, Instagram and other websites to promote their pathway; • The use of videos and photos to capitalise their mobility and gain awareness on their personal pathway; • The creation of a ‘video CV’ as an exercise to teach the young person how to express verbally the skills acquired and to be able to describe their pathway to an employer. This is also a means to increase spoken expression and self-confidence. Media techniques are more and more necessary to access the labour market. Companies complain that young people do not know how to apply for a job and they often ignore the importance of presentation. They need to learn how to talk about themselves and their newly acquired competencies. 2. Increase their efficiency in three ways: • By encouraging young people to create testimonials that can be used to attract other young people to engage in international mobility, volunteering or internships; • By allowing better self-management and supporting young people to develop social networking links, thus increasing contacts over a greater geographical distance (for international mobility); • By promoting their actions towards international, national and local donors and institutions by disseminating success stories. All the work methods described in this handbook, which are part of the model created by the cluster partners, complement well with media techniques; partners were keen to offer these techniques to their target group. This is the reason why all partners have worked thoroughly on how to develop these techniques within their own field of expertise.
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Chapter 2:
Description of the four tools
This chapter is dedicated describing in detail the four tools that are part of the model developed by the cluster partners. The aim is to allow you to discover these work methods in-depth to start seeing to what extent you could be interested in implementing them in your organisation. Each section includes a description of the pedagogical process followed by young people, a reflection on the added value of this tool, the impact of the tool and two success stories. For the relevant work methods, a section on how to insert media techniques is also provided.
Talent Development Instrument Introduction The Talent Development Instrument (TDI) was created by Pro Work for educational institutions with students who are struggling with their education choice and chances on the labour market. The TDI is a safety net for potential dropouts and those who doubt their capacities and choices in life. The instrument offers them the possibility to explore their talents and re-orientate to something they would like to do. The main target audience is educational institutions and (their) students, but the TDI is also used in other organisations and companies. These institutions can engage the instrument for the detection of certain talents amongst their employees. It is also applied when the work force is looking for a new challenge or wants to re-orientate.
Type of tool The Talent Development Instrument is a free of charge online-tool. The only thing required is a login. Pro Work provides the login to the mentor / coach and student. Only the mentor / coach is authorised to fill out the questionnaire, the student can see the results and only fill out certain answers. There is an online manual available with step-by-step guidelines and you can contact a helpdesk when having difficulties.
Pedagogical process The TDI stands for a structural approach and sets up a unique pathway for every student in order to achieve his or her ultimate goal. The procedure comprises of three steps. The student and the mentor work together and fill out the online form, phase by phase. Step 1: Personal information - Contact and personal details (name, date of birth, address, phone number, gender, etc) - Education (educational level, diploma, certificates, training completed) - Background (personal situation, learning difficulties, medical history…) - Work experience (student jobs, voluntary work…) Step 2: Focus on talents - Ambition: what would the young person like to achieve in the future? - Interests: sports and / or other hobbies - Talents - Motivation / persistence Step 3: Action plan - Draft an action plan based on the findings of Steps 1 and 2 - Combine and verify ambition and talents through an action plan with several tasks. These tasks result in concrete actions and engagements, and an ultimate goal - Together with the coach / mentor, the student has several tasks to complete within a certain period, such as: * Identify possibilities in the area: * Check market relevance: bottleneck jobs, trends etc. * Search for an internship - Within a certain period, there is a follow-up meeting and the accomplished tasks added to the student’s file - Depending on the evaluation, the student and mentor define new action points and continue to do so until their ultimate goal is achieved (‘ever mobile’) - The ultimate goal is often achieving a job interview, finding a job or starting studying.
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Description of the four tools
Innovation and added value
Success stories
The TDI is innovative because several aspects of talent development and detection with students (and other individuals for that matter) are gathered. If someone deviates from its original pathway, the tool indicates how to redirect. Next to that, the TDI focuses on the market relevance. It tries to involve trends and bottleneck jobs in the activities for the student to fulfil. The individual is encouraged to complete the action points by a coach. The added value of the TDI is that a student has a mentor on whom he can rely at all times.
Evaluation and impact The TDI is a ‘talent detector’. The identified talents and interests of the participants defined by the use of the tool create a pathway to start training, mobility, internship, volunteering etc. Upon reflection of the action(s), the interview measures the distance travelled by the participant and the action plan is updated until complete achievement of goals. After the final goals have been achieved, the participants will be better prepared to enter the labour market and find a job according to their ambitions and the market relevance.
[Success story 1: TEACHER] Mister Saturio Rodriguez is a VET teacher in Madrid, Spain, and teaches economics to many different students who are following the commercial VET courses at his business school. Via PRO WORK and an international E-learning project they both participate in, he started working with the TDI together with some of his students. Afterwards he was asked about his opinion on the TDI. Mister Rodriguez thinks the layout, design and visibility of the instrument looks good, but regarding the usability of the instrument, he is even more positive! ‘It is a very clear way of presenting the information which is needed, namely a division in the three steps’, Rodriguez states. He thinks the instrument contains enough information by using the three steps, and therefore the instrument is therefore very thorough. ‘Together with my student Laura, I’ve started using the instrument and this was a perfect way to adapt my teaching which is very structured as well - to an online educational tool which is as equally structured and clear to use. This is important especially for students with learning difficulties like Laura, who is a very motivated girl but experiences some
problems following the general courses at school. The TDI is simple, everything is visible, easy to use for the teachers as well as the student, so I like it very much’, says Rodriguez. He further states ‘The Individual action plan can be helpful, especially for vocational orientation, because it allows reflection on skills and knowledge of the student and prepare him or her with a plan for his or her development. Finally, it defines the talent or interests of the students, which is important for them, especially those who have learning difficulties and are at risk of dropping out. But this is also very important for the teacher, because they can guide their students in a good way through their VET educational career and try to make sure the student’s goals or even dreams can be reached’.
Talent Development Instrument YES! Youth Empowered by Skills
[Success story 2: STUDENT] Laura Gonzalez is a VET student at the business VET school in Madrid. Laura is following the commercial pathway of the institution because she would love to start her own business in the future. ‘My parents have a tapas restaurant and while starting this program my intention was to finally take over their restaurant in the future. https://www.youtube.com/watch?v=k83ODXj7vEU
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With help of my mentor Mister Rodriguez, I started with the TDI and my attention problems became not only more visible for me but also for my teacher’, Laura states. Together with Mister Rodriguez, she started filling out all information and once reaching the part regarding hobbies and interest, they discovered that regardless to her learning difficulties, Laura is very interested in entrepreneurship indeed! Laura says, ‘It was very nice to see I was on the right path with my educational choice to finally start my own business.
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Because I was not 100% sure whether I wanted to take over my parents restaurant or start my own kitchen store, we agreed in the action plan I would start working some days in a kitchen store (The Kitchen Company) in Madrid to figure out where I wanted to focus on in my life. Finally, I have decided to focus on my own thing and that feels so much more motivating!’. Laura was not only able to define her own goals in life thanks to the TDI, but discovered, together with her teacher, better practical learning methods that she could use in class because of her attention difficulties.
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Description of the four tools
Competences +: International Mobility The ADICE model Introduction The use of mobility in by ADICE in Nord-Pas-de-Calais originates from a territorial diagnosis; it is linked to social issues, lack of transport and lack of perspectives due to harsh economic reconversions (coal mines, steel and textile industry) enhanced by a global crisis. In Nord-Pas de Calais Region, young people are exposed to several social problems and poverty: • Reliance on social benefits: 8% of the local population relies on social benefits for everyday life. The income per capita is one of the lowest of France (€24,734); • Deteriorated housing, especially in urban areas and collective housing; • Lack of transport: this lack of mobility is preventing the access to culture and the job market; • Shrinking economy and the deterioration of industry; • Dropping out of education - this leads to a general unskilled labour force. • High unemployment rate: unemployment of young people living in Roubaix is one of the highest in France, reaching 44%; • Cultural exclusion which leads to social issues and tensions; • Disassociation with common rules and social behaviours within the Republic; • Urban violence, expressed through violence against States representatives such as the police and the fire service, and vandalism in public areas such as public transport; • Media’s perpetual focus on illegal activities, insecurity and social issues, which fosters stigmatisation in public opinion. These aforementioned factors have resulted in Roubaix being named the poorest French city in 2014; • Unsatisfying and unadapting political answers that may lead the population of Roubaix to feel excluded and not treated like other citizens. Young people in Roubaix (immigrants or not) are therefore subjected to many social difficulties. International mobility allows the promotion of people (ie, young people, job seekers and immigrants) with fewer chances in society and on the job market, mainly coming from disadvantaged areas or isolated rural districts in society. The aim of international mobility is to help such young people to enrich their experiences, which can build up their personal and professional profile. The objectives are to help people define a future project according to the skills that they wish to develop, to promote their access to the job market and to encourage their participation in the decision making process of learning new skills. The concept of this promotion opposes integration focusing on the individual first. A young person will see that undertaking a mobility project as an investment, as it enables them to leave their surroundings, take responsibility, improve their ability to make important decisions and get involved in the local community. The aim of promotion is to make the young person capable of making their own decisions in life and to take initiative. Mobility is a means of integrating and living in a culturally diverse environment and as a start for new opportunities. For the participant this implies leaving their everyday life, increase their independency, taking responsibility and especially recognising, improving and building on the skills they have acquired.
Type of tool International mobility in itself is a professional or volunteering experience proposed to the target group. It relies on European or French programmes and funding. The mobility process also relies on consistent and relevant pedagogical tools that allow participants to capitalise their experience and, upon return, move closer to the labour market. These tools can include: • A mobility ‘passport’ to help participants fill in the forms necessary for designing their project online: a motivation letter, project form, discovery day, country and its context, Europe-based quiz to prepare for a pre-departure training; • A mobility portfolio: this includes the printed passport files and additional information on participants’ rights and duties abroad, insurance, training forms, etc. It is also necessary to work with instruments to facilitate the administrative and financial management of mobility projects: • A database that lists the people trained and supported who have participated in mobility projects or information sessions. It describes all of the support given to the participants and introduces all the local and international partners. This innovative tool enhances the quality of these projects. In addition to optimising administrative and financial management, the tool also provides an overall view of the support given to the public. • A manager’s portfolio: this document gathers all the work methods project managers have to follow, detailing the various phases of the teaching process and describing all the tools to be used (checklists, participant follow-up forms, forms for notes, etc). PAGE
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Pedagogical process Collective meeting • Collective information meeting: the participant comes to the sending organisation for a collective information meeting. • Participant receives an introduction: information of the pedagogical path, of the mobility opportunities, of the European programme’s criteria, etc.
Identification meeting • Identification meeting: this is an individual meeting with a project manager. The latter fills in ADICE’s database with information on the partcipant: their professional experience, education, all administrative information (address, etc.), professional situation, and motivation and professional project in the future. • After the meeting, all the project managers meet together to decide whether a mobility project would be a valuable and coherent experience in the participant’s pathway. If the answer is positive, a project manager/tutor is allocated to them. • Participant receives a mail and is asked to fill a presentation letter, a Europass CV and a linguistic test through the online passport. Participant can then enter the pedagogical process to find the proper mobility project for them.
Module 1 • Module 1: Designing the Project and Preparing the Mobility Passport • The participant starts with filling out 7 sheets of ADICE’s passport. • Participant has a meeting with their tutor to correct their CV and presentation letter and to receive some advice. Participant can start looking for the right project, either through professional mobility (in a company) or through volunteering (where a database of projects exists). • Participant has two months to fill in the passport.
Module 2 • Module 2: Confirmation of the Mobility Project • Once the passport is validated by his project manager, the participant has a collective meeting to sign the mobility agreement with the sending organisation. They bring additional documents (European Health Insurance card, deposit check, passport/ID card) and they received a mobility portfolio that includes the online passport files. Participant receives administrative information (insurance, health care, etc.). By then the participant has already identified the challenges for the next stage of his journey and is able to fully commit to preparing for their mobility.
Module 3 • Module 3: Preparing for Mobility • The participant participates to a discovery or engagement day in an association/NGO to commit to the community and discover how a local structure works. • Participant participates to a pre-departure training session provided by the sending organisation with all the other participants to ensure enrichment through diversity. The goals of this training module are: • To understand their mobility project in the context of European policy • To address adaptive skills and abilities for participating in intercultural contexts • To acquaint participants with advice and methods for managing their mobility project • To prepare for and anticipate their return from the mobility experience.
Module 4 • Module 4: Project Finalisation • The participant signs a contract with sending and the host structure, an NGO or company in Europe or the rest of the world. All the final logistical details are explained.
ABROAD • Mobility abroad • Monthly follow-up between the participant and the project manager (Skype/email).
Module 5 • The participant is back to France • Participant has an evaluation at the organisation’s office with their tutor. The meeting is both collective and individual: the participant will share their experience with other participants. The goal is to promote participant’s involvement in a self-evaluation approach to enable them to be actors in the wake of their mobility experience. Participant fills in a questionnaire and is helped to value their experience towards employers.
FUTURE • 6-months later, the Participant receives an online questionnaire to fill in to evaluate the impact of the mobility project on their professional and personal life.
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Description of the four tools
Innovation and added value
Media techniques: an added-value in the mobility process
The delivery of mobility activities can be defined as one of the following: (1) EU voluntary service (2) VET internships. With funding from the European Union, either activity can be started by any interested organisation or young person. The innovation and added value of the mobility tool can be described in the way it enables everyone to benefit from an enriching experience abroad. Their aim is to give everyone the opportunity to develop their social, professional and intercultural skills by taking part in European and International training and mobility projects, whatever their social or professional background. To meet these objectives, ADICE has created a mobility support platform, achieved via three central concepts:
ADICE is keen to increase the use of media techniques within the mobility process to reinforce its impact and increase the employability of the young people going through international mobility.
1. Promoting mobility through awareness, informing and training the volunteers and employing local and international workers in the youth industry; 2. Researching and identifying relevant work projects in response to the various plans of the public. ADICE decides on a mobility project with the volunteer according to their expectations. The decisions from this meeting then go through their network of international partners; 3. Individual, high quality support particularly for those who, for different reasons, are apprehensive about travelling abroad on their own long-term project (due to, for instance, no travel experience, lack of confidence, language barriers, health problems etc). The other added value of mobility is that, if properly managed, it can be used as a platform towards the labour market, by enabling young people to acquire professional, social and intercultural skills. It also answers important issues such as social issues, unemployment, geographical and cultural exclusion of young people; it provides young people with opportunities that they could not afford if there was no grants from the European Union.
Evaluation and impact ADICE considers that evaluation is crucial to assess the impact of a mobility project on a young person’s professional and personal pathway. Evaluation is carried out when participants arrive back, and six months after their return. Statistics show that: • 40% of the people that are involved in a mobility activity at ADICE are coming via ‘word of mouth’, 30% are attracted via the internet and another 30% become involved via local level networks (for example, unemployment offices). Therefore, the dissemination of ADICE’s activities is one of their important ways to engage future participants. This is achieved by numerous testimonies on their website, their blog contains case studies and their Facebook contains news. • Six months after their return, 40% of young people find that they are better at expressing their opinions, speaking in front of a group and adapting their behaviour to different situations and environments. • Six months after they return home, 80% of people feel that they are better able to carry out a project, and they are more self-confident • Six months after they return home, 82% of participants find that their plans for professional development is clearer and more concrete after their experience, compared with 40% before their departure. • Six months after they return home from mobility, only 34% are still looking for work; 78% were job seekers before they left on their mobility project These statistics are taken from the brochure ‘European and International Mobility” published by ADICE-Europe Direct Roubaix and available at http://www.adice.asso.fr/?p=2950. The figures are taken from ADICE’s 6-month follow-up for 2013 (53 respondents)
Why use media techniques with mobility? Attraction ADICE is aware that information about mobility opportunities mostly travels by word of mouth or peer mentoring: young people are attracted by testimonials available on ADICE’s website as it provides the opportunity to project themselves abroad and to see that they can succeed overseas and have a great experience. It is very reassuring for them. Thus, the use of media techniques needs to be promoted by ADICE to encourage the participants to send testimonials; explaining how they have been through their mobility, what were the best moments, the competencies acquired, and how it changed their lives. The use of media techniques is the best way to promote opportunities offered through mobility and the impact it has on participants. ADICE expects to develop videos, photographs and oral and written testimonials. Skills acquisition ADICE also understands that using media techniques, through social media, ICT, video editing or photography is a great opportunity for young people to develop and acquire new skills that could help them access the labour market. The skills are: -
ICT: better knowledge of computers, internet and social media Camera use Web design Written and oral expression Social skills
Increased employability If evaluated and capitalised, these skills could help young people have a better chance on the labour market. ADICE would also like to develop video CV as an exercise for young people to present their experience to employers once they are back. This could help them promote the competencies they have acquired and express themselves in front of a potential employers. Finally, ADICE also expects that young people more aware of the risks and opportunities of social media could better control their online image.
How can media techniques be used? Social media ADICE expects to develop its use of social media to share the testimonials of young people and to encourage them to write or send photography to ADICE. This is indeed the best way to promote mobility opportunities toward young people with fewer opportunities. Web design Following the workshop on media techniques, ADICE has already created a new sheet integrated in its mobility passport called ‘user’s guide on WordPress and other blogging options’ to encourage the participants to create a blog on their experience abroad. This is an opportunity for young people to acquire ICT skills through content management and concept building. Video CV Video CVs could be an interesting tool for ADICE, used to prepare young people to the job market (the video CV would be created as an exercise, rather than an actual CV to send to employers). It can prepare participants to explain orally how their mobility experience has allowed them to acquire new skills. It also allows them to see themselves, to hear constructive remarks and to use the proper vocabulary to describe their newly acquired competencies. Online testimonial through photography and questionnaires The aim of ADICE is to encourage participants to develop their written and oral skills to talk about their experience. An online
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blog or website is an excellent tool to show their talents online and it could act as a good complementary to the mobility passport. If they keep their blog as an online diary, talking about their everyday life, it will not only be a great souvenir, it will also be a vivid portfolio of their international mobility experience. Use of internet: fluency in ICT ADICE has recently modernised its pedagogical tools by creating online platforms where young people fill in seven pages of their mobility passport. Participants also fill in their evaluation online, as well as the six-month follow-up questionnaire. The project manager guides participants through this process. This helps participants become acquainted with ICT and provides a better knowledge of database, PDF use and typing.
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Description of the four tools
Competences + : International Mobility - the Adice model
https://www.youtube.com/watch?v=lK44u-PI9Rg
Success stories
Volunteering – the CSV model Julien, English Teacher in Vietnam Julien arrived on 01 January 2015 in Vietnam for a 10 month volunteering opportunity. Together with other French and European volunteers (Germans and Belgians), he acts as an English teacher for young blind pupils in a school of Hanoi one hour a day. ’I chose this mission because I am eager to change my career path toward social activities, be in touch with people and help them in everyday life, I also wanted to live a long lasting experience abroad and improve my English. At first, I was a bit afraid of being in front of students with disabilities, and to teach them, because I had never done this before. My first classes were very difficult but I quickly overcame my fear. Firstly, I observed and attended the class given by a volunteer who had arrived five months earlier. After I introduced myself, the pupils insisted on having me as their teacher! I was very proud and I think that helped me be confidence for my very first classes. The pupils seem to be delighted and thankful to work with international volunteers with different cultural backgrounds. They are also very curious: this enables natural exchanges and discussion between us; it was a first step to get the group trust.
I discovered the difficulties of being a teacher, like for example how to prepare for my lessons when working with blind people: no visual material can help me (no paper, no blackboard…). Everything must rely on oral communication: a true challenge. I have to find innovative ways to catch the children’s attention such as games and using other senses (hearing, smell or touch). I must also take into account the language barrier. In some classes, a Vietnamese volunteer is helping me: he enables better exchanges with pupils through their mother tongue, to be sure that the exercises are correctly understood. I would say that daily contact with children leads to a mutual trust. I notice higher participation with the class, with students displaying high levels of curiosity and energy, despite the busy daily schedule. I see them being more and more open with time. ‘
Dolène, three-month internship in Istanbul 24-year-old, bachelor in international trade ‘I left for a three month placement in Istanbul, Turkey for a professional internship. I was mainly in charge of strategic prospective and the following up of customer files for a logistic and transport company. I chose this project because I wanted to have international experience. It helps me grow and is valuable on a CV. This experience allowed me to be more confident, autonomous and to strengthen my language skills. I am proud of my ability to adapt to the work and daily life. I believe that the international experience enabled networking, discovering new working methods and to demonstrate adaptability. Mobility shaped me personality and I find it intrigued potential employers – the experience of living abroad is a bonus.
Introduction
CSV Media Clubhouse in Ipswich aims to empower young people in order to give them more self-confidence and prepare them for further training and eventually the labour market. At CSV, young people have the opportunity to develop media skills and be coached by professionals and / or experienced peers.
Type of tool
Volunteering is offered on a day-to-day basis without commitment to given hours. Volunteers can perform many different tasks at CSV: they can work at the reception or on the radio, do maintenance, and work at the music studios or within video production. Volunteers can also be involved with administrative work or provide learning support. They can also be sent to other organisations such as charity shops, in the media (local or BBC radio), in childcare, etc.
The main activities at CSV are: • • • • • •
Music empowerment group Music studio Digital storytelling / film making Journalism – printed / online FM / online radio Photography
CSV support is based on principles that can be summarised with the term FLEXIVOL: • F = Flexibility: regular / irregular hours; Challenging / non challenging tasks; one off / long term roles • L = Legitimacy: Organisational goals and targets; Overcoming negative stereotypes (‘Volunteering is not a real job’, ‘people in trouble: it’s his own fault’); Making a difference • E = Ease of access: Where to volunteer? Whom to contact? Where are the entry points? • X = experience • I = Incentives: Job references, certificates, qualifications (National recognised qualifications: ITQ: Information Technology Qualification; Creative media; ESOL: English for Speakers of Other Languages) • V = Variety • O = Organisation (welcoming environment, valued, out of pockets expenses, support, structured but informal) • L = Laughs: enjoyable
key instead of the 90 days allowed for a French citizen. As a result of staying that extra day, I had to buy a new visa and I had trouble with local authorities. This kind of unexpected event made my experience even more enriching. Leaving is not easy, we left a lot behind, we face difficulties but we have to find the means to overcome the problems, and at the end of the day, it’s a nice experience’
However, be careful – living abroad requires preparation! Because of my negligence, I spent 91 days in Tur-
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Description of the four tools
Pedagogical process
Evaluation and impact
Recruitment methods • • • • • •
This tool allows volunteers to learn skills but also to participate to society and to find alternative ways to the job market. Young people can contribute to the community they live in and acquire skills on the way.
Word of Mouth Online Print (posters, flyers) Referral Agencies Events Local Media
Pedagogical process 1. Interview Once a person wants to volunteer, they visit CSV to be interviewed. The aim of the interview is to measure motivation and to evaluate the strengths and weaknesses of the person, and ascertain what they hope to achieve by committing themselves to volunteering. The potential volunteer fills in an application form: name; contact number/mail; address; employment history; education; special skills, etc. Candidates are also asked to present references of people who know them if they stay more than three months; they should also provide a DBS form (criminal record). If the person has a criminal record, a risk assessment performed to evaluate which tasks can be given to the volunteer.
as free lunch and transport (given certain conditions). Support consists of being assigned a supervisor who will help with descriptions of volunteer tasks, procedures to follow in case of problem, distribution of training booklets, and certification / recognition. CSV respects the legal requirements regarding health and safety at work. 3. Recognition Volunteers have the possibility to get recognition. This is an important value of CSV; it ranges from a simple thank you to the opportunity to be awarded certification for the skills acquired.
Volunteering empowers young people toward the labour market. Through this experience, young people sample many jobs, and it is a good way for volunteers to have a clearer idea of what they want to do. People who volunteer gain new skills, especially as they work surrounded by professionals, acquiring professional competences, as well as social ones. Volunteers get access to on-the-job training and have a mentor who can evaluate their progresses, strengths and weaknesses and which provides regular feedback to the volunteers during their project.
young people return to work; it improves their health and allows them to meet new people, while giving back to the community. The advantages of having volunteers for CSV are also numerous: it increases organisational power and delivery, reduces pressure on paid staff, increases diversity in the workplace, maximises budget and
allows all to achieve a shared goal. The downside is that the British government has made it compulsory for young people (16-30) to volunteer if they want to keep their social benefits, for at least 16 hours a week. This has generated volunteers who can be less motivated as a result of being forced to give up their time.
At the end of the voluntary experience, CSV provides references and offers role play/training for job interviews.
The advantages for the volunteers are that it is a CV boost for them. It helps
Once volunteers leave CSV, evaluations are set up to measure the impact of the voluntary experience in a person’s personal pathway (how many find a job or go in higher education).
Personal achievement:
Every volunteer has the opportunity to go through computer lessons: they can benefit from a basic introduction class taught by a volunteer tutor. There are also formal IT classes for young people that lead to a certification. CSV is accredited to deliver a range of qualifications from several awarding bodies, these include ESOL qualifications for people where is English is not their first language to ITC, Radio, Video, Administration and Customer Service, etc. These certifications are well-recognised by employers.
out of their community so that they can open up to the outside world. This is of special importance as there are many communities in Ipswich such as the Kurdish, Portuguese, Indians and Bangladeshi communities. Some projects managed by CSV are especially dedicated to these communities.
Volunteering provides more resources for the organisation. • keeps knowledge in the organisation by passing experience from one volunteer to the other => sustainability • increases organisational power and delivery
Voluntary work through media
The clearest advantage of volunteering through media techniques is that people develop skills in many different ways. They acquire social and professional skills that get them closer to the labour market.
CSV asks which kind of skills volunteers want to acquire during their project. 2. Training Once accepted, volunteers sign a ‘volunteer’s handbook’ that explains CSV’s relationship with the volunteer, and expectations and duties. It states certain rules that must be respected and documents some advantages, such
Innovation and added value Classes
Volunteers acquire social and/or professional skills, when personal goals are met. This allows them to enhance hard skills but also soft skills that empower volunteers in any future professional situation. • Volunteers learn to work independently as well as in a team • Large range of opportunities for volunteers to be integrated in the daily work of the association • To help maintain mental and physical health • A volunteer receives experience in working with diverse communities
Impact for the organisation
This is the real speciality of CSV, and explains its success. Indeed, even students from university who require real-life experience, can come to volunteer at the radio. The added value also relies in the fact that volunteering at CSV increases the citizenship feeling of the young people. People who come feel valued and part of what they have created. It is also important to get people
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Moreover, there are special initiatives that help reach these communities. For instance, when young people create a special magazine, it can be about their communities, sharing relevant information and connecting people.
The advantages of having volunteers for CSV are also numerous: it increases organisational power and delivery, reduces pressure on paid staff, increases diversity in the workspace, maximises budget and allows for the organisation to achieve a shared goal.’
Media techniques: an added-value for volunteering Why use media techniques with volunteers? Attraction Media techniques are used to reinforce the impact of volunteering: activities provided are an attraction for young volunteers. Everybody wants to be a DJ, on the radio, or play in a band. Media techniques are thus a good way to attract young people to volunteering.
The key words are experience, confidence building, skills and empowerment.
Media techniques encompass a large range of activities such as radio, scriptwriting, technical operation, using computers, graphics (creating posters, leaflets to promote your station / radio), online promotion (adding information to the website), social media (Facebook page), live events (being able to organise equipment), live broadcast, etc.
Added value is stronger through peer mentoring, that is to say, volunteers training other volunteers.
At CSV, the radio is also used a good platform for recruitment. Live music events allow also young people to come and listen, and to discover what CSV is.
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Description of the four tools
Skills acquisition
How media techniques are used:
The use of media techniques allows young people to develop a wide range of skills:
CSV uses media through different forms: • Online: to promote both the radio project as well as CSV. The radio promotes events and projects that are being delivered by the organisation. Media techniques are important for the organisation and to reach out to people that have never heard of it. The online radio worldwide coverage and everything is available on demand. • Print: promotion posters, flyers, leaflets: distributed in public, in the centre of towns (flyers handling). • Live events: on the back of live music events, members of the target group who are present can be accessed and given information. • Magazines: young people get together and have the opportunity to create a magazine; they choose the content; they do the writing; they appoint a chief editor; they have to do all of the graphics. CSV ensure that the magazine is printed. Young people are in charge of distribution.
• • • • • •
Graphic design IT use Writing Organising Production techniques Social skills: communication, working as a team, responsibility, time keeping, speaking and listening… • Literacy and numeracy CSV also proposes to turn these skills into nationally recognised qualifications.
Increase your employability Media techniques provide young people with a clearer idea of professional projects. They have the chance to experience a real working environment, which will help them later get a job.
Success stories
Meet Justina
Active contribution to your local community Volunteering and media techniques work well together as radio, magazines, etc, give the community a voice. It also helps young people to engage themselves in volunteering by finding information on the internet, signing petitions, etc. This increases also the citizenship feeling of many young people at risk of exclusion.
Justina arrived at CSV as a 17-year-old young person who had previously experienced many traumas in her life. Her previous personal life experiences made her want to help others and the community she lives in. CSV was a vehicle for her to improve her skills as well as develop herself personally to achieve her end goal of employment and look forward to a bright future. Justina volunteered on reception and completed administration duties for several months. She later secured a placement at CSV on an internship for six months funded by a government program. Justina’s confidence improved and she developed skills in Radio Broadcasting, Sound Editing and Script Writing as an Intern at CSV, which improved her communication and organisational skills. The Villa Cross Media project was launched and vacancies for part-time staff advertised. Justina applied and was successful in her application and started paid work on the project. After three years, the VXM project ended and Justina needed to find alternative employment. Justina was successful in gaining employment at a local college centre and CSV were instrumental
Volunteering - the CSV model
in supplying references and the wealth of experience she gained whilst at CSV. Justina continues to volunteer at CSV supporting vulnerable young people and women escaping domestic abusive relationships. Justina uses her experiences to shape the work she does with young people. Justina is an asset to CSV and an inspiration to other young people and women.
Sophie Sophie is a 17 year old female who lived in the county of Essex with her mother. Sophie had strained relationships with her family and eventually left the family home and moved to Ipswich with her partner. Sophie was a confused young person with no real direction of what she wanted to do in life. She was unemployed and unable to claim Job seekers allowance as this is only available to 18 year olds. Sophie’s partner knew that she was good with caring for children so encouraged her to look for a training opportunity to work with children. Sophie informed the Job Centre of her desire to work with children and gain a qualification. https://www.youtube.com/watch?v=Ntktltrh1rM
The Job Centre referred Sophie to CSV as well as another training provider. Sophie chose CSV as it was closer to her home and enrolled on a Childcare course. Whilst at CSV, Sophie was aware that she needed to improve her literacy, numeracy, IT and communications skills. She was made aware of the volunteering opportunities available at CSV and applied for Volunteer Receptionist and Administration duties. Sophie was successful in her application and started volunteering on reception. Sophie says ‘being on reception has improved my communication and IT skills as I had to answer the telephone correctly and
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take messages and give them to staff. When I first saw the room booking system, I thought what is this all about? But I soon learned how to use it and was ok.’ Sophie has completed her Child Care Level 1 qualification at CSV and as a result has been offered an apprenticeship with another training provider. Sophie says that she would not have been able to access this opportunity without gaining Level 1 at CSV and displaying experience of communicating and working in a real work environment.
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Description of the four tools
Studies/Internships – the Inceptio model Introduction Scalda created a Student Company called Inceptio to help vulnerable students from VET to find and complete an internship. These students have specific problems and they face difficulties in finding an internship. The reason is that the students require more time from the company then the company can offer, as the student needs more guidance to successfully complete their internship. The economic situation, the recession, combined with a high unemployment rate makes it difficult to find an internship. Another factor is the demands of the labour market being in line with the study direction followed by the students. Inceptio focuses on economic studies, commercial studies, marketing and communication, accountancy, and finance. It can be difficult to find an internship in these areas. Inceptio also have students that
manage to find an internship in a company but after a while, the company sends them back to school, because the internship situation is not working. Inceptio allows students to go through a mandatory part of their study; indeed, it is compulsory to complete an internship every year of study in Scalda. If there were no Inceptio these students would at best be delayed in their studies or they would not be able to continue their studies.
Type of tool Inceptio is a student company, in which students work on assignments from third party organisations, ie, companies that outsource a part of their work to Inceptio. The students are busy working on orders for other companies on secretarial, commercial and law work, like archiving work, surveys, writing newsletters, and helping on organising events.
Inceptio consists of an office with workplace for twelve students each day, outside school. Not every student has a full time internship; Inceptio serves about 15 students per week. The interns have a set of tasks that they have to fulfil. Most internships last between three to six months.
Innovation and added value The student company Inceptio deals with the problems of the unemployed intern. That is to say, Inceptio offers internships to students that are unable to find an internship. For many of the students that Inceptio takes on, the difficulty in finding or maintaining an internship is related to issues or special circumstances the intern has to deal with. ADHD, autism or a complex personal situation can lead to rejection during the application process. Inceptio offers opportunities to those stu-
dents and provides them with the possibility to continue or complete their study, thus preparing them for a position on the labour market. The innovation from this Student Company thus relies on its inclusion committed position, and its promotion of diversity. It allows development of new competences and talents through guidance and follow-up. Another innovation is that the office is placed inside the entrepreneurs’ centre,
outside the school environment. If all VET schools should implement student companies based on the Inceptio-model, this would certainly make a huge difference to students with additional needs. The education would become more ‘inclusive’ and the number of early school leavers would drop. The result is that students will be better prepared either for the labour market or to attend studies at a higher level of education.
Media techniques: an added-value for studies/internships The professional competences that are expected from an employee include good communication and presentation skills. The use of media techniques has become
an important element of (student) companies’ communication. Scalda intends to provide students with training on communication skills during
a stage of the study, prior to the one in which the internship is incorporated.
This training includes: - Introduction to audio and video production techniques - Interviews: taking on the role of the interviewer and of the interviewee either in an audio or video production - Filming presentations, application interviews and discussions. These videos will be used to confront the students with their appearance and performances in order to improve their communication and presentation skills - Understanding how to write for a specific target group in Online and Social Media and bringing this to practice. While doing their internship at the student company, the students are required to fulfil Social Media tasks like writing articles for Facebook and updating the company’s website. This task is like any other task such as serving coffee or answering the phone, a part of the daily rotating schedule. The video and audio techniques may also be used during their internship to produce product videos for clients of the student company.
Evaluation and impact
Pedagogical process 1 - Contact between the students and the student company: The internships coordinator who knows our priority and target group contacts students who need help to find an internship. Then the interested student writes an application letter. 2- Interviewing the student about their motivations and study path. The manager from the student company connects with the school to get more information about the studies and motivations of the student. The student’s mentor at Scalda also advises positively or negatively about the internship.
The impact of Inceptio is monitored through a self-reflection tool that is completed by all students going through the company. Statistics are also realised to evaluate how many students have been able to finish their studies thanks to Inceptio – and would have otherwise dropped out.
Studies and Internships - the Inceptio model
3 – Students who are accepted are asked to visit the student company to experience the work atmosphere. 4 - On their first day, students are given an explanation about the procedures at the student company and they are invited to write a number of targets they want to set for themselves. They are also invited to mention qualities or skills they would like to improve. Those targets and improvements are the topics during the coaching conversations with the manager. 5 - All interns also have an external coach who is required because of two reasons: • The students making their internship at the student company are further away from the job market than in a normal internship. This situation can provide a confused picture of the content of the job; competencies and steps need to be taken to obtain a real work situation, • Sometimes the students need information that is very detailed, so it is convenient to have a specialist from a company who is prepared to deliver that information. 6 - Students pass or fail their internship. They go through a final evaluation and personal evaluation of their internship in the student company.
https://www.youtube.com/watch?v=2Z4HolzpZKU
The external coach is always a volunteer who is working in a company, mostly companies that give assignments to Inceptio. It is always somebody who takes satisfaction in guiding our students, in helping him or her prepare their future.
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Description of the four tools
Success stories
Liza Year of birth 1986 Study Management Assistant level 4
After Liza graduated from her VMBO-B study, she took on the study management assistant. Liza cannot work for long periods of time because of her medical conditions. Liza suffers from a condition that prevents her standing up or siting in a chair for long durations. Liza lives with her girlfriend and her daughter. During her internship at Inceptio, Liza was empowered to focus on areas of work relevant to her skills, carrying
out various commissions for clients. She passed her internship and completed her studies. Liza originally had no long-term plans because she thought that, given her condition, her possibilities were limited. After perseverance and intensive coaching, Liza graduated as a management assistant. Liza is studying in the field of educational psychology at the HZ University of Applied Sciences in Vlissingen.
Petra Date of birth: 1987 Study: Management Assistant level 4 Petra has graduated a VMBO-B study and afterwards completed a two-year study for Secretarial Assistant. She lives alone with her two sons. Petra has a difficult relationship with her ex-boyfriend and is regularly mistreated. Petra is very inquisitive and light-hearted. Her internship was not flawless. Because Petra has had an abusive relationship, there are periods in which she is not able to come do her internship. At Inceptio, the coaches had long talks with her and asked her to reflect on her relationship, also taking her own security and that of her  
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sons into account. After a period of time, she put an end to the relationship and reported the mistreatment to the police. As a result of not being harassed anymore, Petra was able to finish her internship at Inceptio. After finishing het internship, Petra completed her study and succeeded in finding a job at a municipality. Petra’s personal situation is stable and she is very happy with her diploma and her job.
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Chapter 3:
Conditions of implementation of the tools in an organisation
The aim of this chapter is to allow you to foresee the steps of implementation for each tool of the handbook. It describes the more technical side necessary to develop this method within your organisation and seeks to answer all the questions that should arise if you are interesting in developing these opportunities for your young people. Keeping that in mind, partners have listed and described the type of organisations they believe could be interested in the tool, the costs (both financial and resource), the partnership to be mobilised to set up the method and the steps of implementation. Each tool also includes a checklist for a successful process, to ensure that each tool maintains its essence and values during the importation process.
Talent Development Instrument Type of organisations interested
The table below presents the different types of organisation likely to develop the TDI and to implement it with their target group. This list is non-exhaustive but aims at providing ideas on how it could be adapted within different organisations with different objectives.
Type of organisation
Target group
Why?
Students
Reorientation in their study choice
Employees
Reorientation to another function or job
Students
At the start to find a proper path
NEETs
Initial assessment to find pathways and possible careers / guidance
Organisations for youth/welfare
Young people, 16-25
For orientation / coaching young people to employment or education
Social centres
Unemployed over 26
To help define employment related goals
Outplacement agencies
Employees who have been made redundant
Reorientation of professionals
Unemployment agencies
Unemployed with issues
Coaching towards employment
Voluntary organisations
Volunteers
To give more structure to their work, path towards paid jobs
Prisoners
Orientation of offenders to help find jobs, to be trained and prepare release
People with psychological problems / drugs / alcohol
To reintegrate in society
High schools Organisations or enterprises Schools or colleges National career services, schools / private career assistance agencies
Educational services in prisons / Juvenile detention centres Rehabilitation centres
Human resources to manage the tool
The need for staff related to the TDI can be divided into two elements 1. DEVELOPMENT of TDI instrument: • Online platform • IT specialist • Employment professional • Recruitment personnel
2. EXECUTION of TDI instrument: • Assessor: Relevant knowledge of the labour market and experience of guiding young people are required to be a TDI assessor • Assessee • School/Educational counsellor • Youth worker • Recruitment / HR personnel • One person responsible for dissemination, recruitment and networking
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Steps of implementation
This section presents the partnerships that need to be created to set up the tool: it lists the types of organisation you need to contact that are necessary to implement the method.
The aim of this section is to provide you with a systematic method to implement the tool within your organisation. These general steps can help you plan how to adapt the methodology to your own way of working; it should also allow you to think about the objectives you hope to achieve by implementing this method.
Referral organisations: Educational institutions, schools (mainly VET colleges), businesses, unemployment centres that detect the need and signpost the person to use TDI
1
Determine problem / goal
Reduce dropouts or unemployment rate by discovering talents of disadvantage youth / people
2
Draft of instrument / goal
Flowchart divided into different stages from the start to the completion of the instrument implementation
3
Search for partners
European projects, schools, organisations, partners network etc.
4
Search for funding
Commercial funding or by accessing subsidy / public funding
5
Determine content instrument
Work groups to develop content of instrument (IT specialist, EU partners, youth/ (un)employment expert, HR manager, diversity coach, etc)
Sending organisation: Educational institutions, schools (mainly VET colleges), businesses, unemployment centers that detect the need and signpost the person to use TDI
6
Start developing instrument
IT specialist working on online environment, software, content etc.
7
Testing phase
Instrument testing with certain amount of assessors and assesses under guidance of IT specialist (trial and error)
Facilitator: Pro Work or other organisation for contact person, instruction manual and possible face-to-face explanation at location
8
Launching the instrument ‘on the market’
Distribute instrument among network of involved partners
9
Disseminate instrument
Disseminate instrument to different countries, partners, target groups and more
10
Improve instrument / complement instrument while using it
Add different content, adapt to different target groups, purposes and trends in society - an ongoing process
Facilitator: Pro Work for contact person, instruction manual and possible face-to-face explanation at location IT specialist: Design of online tool, provide login information and provide assistance and / or solving possible technical problems EU partner users: Improve system – dissemination
son
Young P er
Conditions of implementation of the tools in an organisation
Partnership to mobilise
IT Specialist: Design of online tool, provide login information and provide assistance and/or solving possible technical problems
EU partner users: Improve system – dissemination
Checklist for a successful process
The checklist below summarises the key elements of the work method that will make it successful and that can encourage you to implement it. These key elements should also be maintained during importing the tool if you want to maintain the same impact on your target group.
An individual project with objectives
Budget and financial conditions 1. DEVELOPMENT of TDI instrument: The costs for the development can be divided into two parts: • Development TDI - Technical aspect of the instrument (online environment, software design, implementation of the instrument with content, etc). The existing TDI tool within the iLAEBOR 2SEAS project is partly funded by the European Union (approximately 180 working hours for an IT specialist) - Content of the instrument (brainstorming and other (online) meetings regarding the design and content of the instrument). The content of the TDI tool is developed in approximately 400 hours, by the partners involved in the iLAEBOR 2SEAS project partly funded by the European Union • Hosting TDI Because the TDI is an online tool, there will be web-hosting costs involved. Finances also required for resolving technical problems, creating logins and updating the system with any specialised information.
2. USE of TDI instrument: The use of the TDI is free: the website can be visited and an account can be created. The only costs related to the use of the TDI relate to ‘staff costs’.
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• The TDI is a personal and / or professional development plan. • Skills already possessed are defined; skills to be acquired to achieve the goals are ascertained and steps created on how to achieve them. • The TDI is a continuous systematic process. • The TDI must be generated according to the abilities, interests, ambitions and motivations of the participant, and allows the creation of a personal profile. • Guided by a coach, the participant will set up their pathway, and evaluate and redefine during the process. • The participant is encouraged to take action to achieve their goals that the coach helped to set. Empowerment is important in every step of the process.
Communication between coach and participant • There must be good coordination between the participant and the coach. • Both the participant and the coach must be active in the pro-
cess: commitment is required. • The coach has to make sure that the goals of the participant are realistic. • Follow-up is required at the conclusion of each sub-step.
A good follow-up and evaluation • The follow-up and evaluation are continuous during the process; it is a matter of constantly redefining new sub-steps. • The progress will be measured and discussed in a personal meeting or from a distance via the online TDI tool. • The participant is guided towards reaching their defined goals.
Anticipating difficulties • The participant might not be committed. • Some participants might need guidance that is more regular; lack of self-motivation may result in deviation from the plan • The goals need to be realistic, concerning either labour market relevance or the personal competences of the participant
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Conditions of implementation of the tools in an organisation
Competences +: International Mobility – ADICE model Type of organisations interested
Partnership to mobilise This section presents the partnerships that are required to set up the tool: it lists the types of organisation you need to contact that are necessary to foresee the implementation of the method.
The table below presents the different types of organisation likely to develop mobility opportunities and to propose them to their target group. This list is non-exhaustive but aims to provide ideas on how mobility could be adapted within different organisations with different objectives.
Type of organisation
Target group
Why?
Students or young graduates
To provide an opening to another culture; provide a new experience
Young people
To motivate people / young people to leave their community and open them to new cultures
Young people / VET students
To acquire social and professional competences
Employees
To create international mobility of employees, motivating them to acquire new skills
University Associations fighting against discriminations and against cultural intolerance / against radicalisation / to create bonds between European countries Associations for the empowerment of young people / social inclusion Companies
Youth centres / organisations
Young people
Youth career organisations / unemployment agencies Municipalities
Unemployed young people
Young people
To orient or reorient young people
Young people with additional needs (addicts, ex-offenders)
To be an active member of society, to reintegrate into society
Young people
Social inclusion
Young people
Youth empowerment, ie, trust
Immigration and naturalisation services Charity organisation
National or programme agencies such as Erasmus + or French Civic Service
(or depending on the conditions of the programme you manage)
to ma sub na mit ge pro and jec ts
Intermediary organisations in the host country
t
t to
en
ri oo
Organisation managing mobility projects
Unemployed offices Youth career centres Youth organisations Social centres Shelters
International network of organisations to host and follow-up young people abroad
to find
Human resources to manage the tool
Budget and financial conditions
1. One project manager by mobility programme / Coordinator of the mobility tool
A project manager can cope with around thirty participants at any one time.
The project manager is responsible of the programme he deals with (for instance European Voluntary Service – EVS): the project manager submits the application, deals with the administrative and financial aspects, helped by the database and the accounting departments. The project manager finds the beneficiaries, organises the follow-up and makes sure that all the grants are distributed.
In order to propose mobility projects to the target group, since its founding ADICE has worked with many European programmes that finance a large part of mobility projects for the participant, but that also finance a part of ADICE’s activities. The main mobility programmes under the new programming period 2014-2020 are:
Each project manager is assisted by a project officer / volunteer. All project managers duties include: • Collating information • Training sessions for the beneficiaries • Participating in external events to promote the activities of the organisation • Etc Skills required: • Accurate administration and financial record collation • Good level of English to interact with hosting organisations abroad • Patience • Ability to communicate orally • Knowledge of project management • Availability
2. Administrative and financial management It is necessary to have at least one accountant to monitor budgets, gather the administrative and financial evidence and correctly archive documents. One person to participate in meetings and answer questions by phone is also required.
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• Volunteering through the EVS programme • Professional mobility through learning mobility and the Erasmus + programme. ADICE offers three types of mobility projects, to meet the various expectations of our public. The definition of the project is based on the personal needs, experiences and aspirations of the participant, through different national and European programs. These programs target job seekers, with no prerequisite (no requirement in terms of linguistic or qualification level) except motivation. • Introduction to mobility (18-30 years old) • Short-term volunteering (EVS) • One to two months • In Europe for all types of missions • Engagement (18-30 years old) • Long-term volunteering (EVS or French Civic Service) • Three months to one year • Europe and the rest of the world for all types of placements • Professional placements (18+) • Professional mobility (internships) • Three, six or ten months • In Europe covering all professional sectors
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Conditions of implementation of the tools in an organisation
1. Erasmus + The Erasmus+ programme aims to boost skills and employability, as well as modernising education, training, and youth work. Erasmus + provides opportunities for over four million Europeans to study, train, gain work experience and volunteer abroad as well as the support of partnerships: a. Learning mobility KA1 The Key Action 1 supports mobility in the education, training and youth sectors and aims to bring long lasting benefits to the participants and the organisations involved. The mobility for learner and staff activities promotes transnational mobility activities targeting learners (students, apprentices, trainees, volunteers, and young people) and staff (teachers, professors, trainers, youth workers, and people working in organisations active in the education, training and youth fields). It also supports international mobility activities from or to Partner Countries in the fields of higher education and youth. b. Cooperation project KA2 The actions under KA2 make possible for organisations from different participating countries to work together, to develop, share and transfer best practices and innovative approaches in the fields of education, training and youth. c. Policy reform support KA3 Key Action 3 provides grants for a wide variety of actions aimed at stimulating innovative policy development, policy dialogue and implementation, and the exchange of knowledge in the fields of education, training and youth.
Steps of implementation The aim of this section is to provide you with a systematic method to implement the tool within your organisation. These general steps can help you plan how to adapt the methodology to your own way of working; it should also allow you to think about the objectives you hope to achieve by implementing this method.
Determine target group and objectives
2
Determine resources / means available
3
Search for international partners
Partners able to host young people abroad: specialised websites for accredited organisations; make contact.
4
Write your EU proposal
Pay attention to deadlines of European mobility projects. Describe the opportunities you will offer with your international partners.
5
Draft a coherent budget
Submit a coherent budget (Erasmus + works with flat rates)
2. Erasmus for Young Entrepreneurs Erasmus for Young Entrepreneurs is an exchange programme that gives entrepreneurs who intend to start a business or have recently started one, the chance to learn from experienced owners of small businesses in other European Union countries.
3. EU Aid Volunteers Launched in 2015, the EU Aid Volunteers initiative brings volunteers and organisations from different countries together to work on humanitarian projects worldwide. The programme focuses on strengthening the European Union’s capacity to deliver needs-based humanitarian aid by providing professional support through the deployment of trained volunteers to people in need whilst also benefiting local organisations with capacity-building measures.
Using mobility projects as a lever towards employment Helping young people with fewer opportunities to have an experience abroad
1
Financial support for follow-up of young people One manager to follow participants Administration and accounting
Plan a pedagogical process for young people to help them: • Know about your project • Apply to get the grants • Define objectives • Have a positive experience
6
Develop pedagogical tools
7
Manage
If your project is successful, you will need to keep tight administration and accounting, by archiving the necessary documents.
8
Promote your action
To make sure you find the right number of participants, do not hesitate to capitalise on the successful experiences of your participants.
4. Other programmes a. French Civic Service The Civic Service is a voluntary commitment that serves the interest of the general public, open to all young people aged 16 to 25 years. The only requirements are to have know-how and motivation. Civic Service can be performed in associations, local authorities (town halls, departmental or regional governments) or public institutions (museums, secondary schools, etc) over a period of six to twelve months in France or abroad, for periods of at least 24 hours per week. Each volunteer receives a grant of 573 Euros per month for participation. b. European Territorial Cooperation programmes The European Territorial Cooperation (ETC) focuses on the construction of a common European space, and remains the cornerstone of European integration. To this purpose, three types of INTERREG programmes support a wide range of local initiatives with ERDF funds. - Cross-border cooperation - Trans-national cooperation - Interregional cooperation
5. Local support Local support or other European programmes are also necessary to finance all the young people’s accompaniment and follow-up: 1. National and local support a. French State / Ministries b. Local authorities: Regional Council, City Hall
Checklist for a successful process
The checklist below summarises the key elements of the work method that make it successful and that can encourage you to implement. These key elements should also be maintained during the rollout of the tool if you want to maintain the same impact on your target group.
An individual project with objectives
A dynamic partnership
• There must be clearly defined and transparent criteria for the selection of participants • The mobility must be constructed in the framework of a personal and professional project • Mobility must be constructed according to the needs and profiles of the participant • The objectives of the stay have to be clearly defined and documented by the sending organisation and the participant, particularly the aptitudes to be developed and the skills to be acquired • The participant has be guided by the project manager to evaluate their pathway and to build the project • The participant needs to receive help to build their CV and cover letter • The participant must be active in the construction of their mobility project: they must find information on the host country, cultures and attitudes and on the host organisation.
• Quick communication will ensure the success of the placement: feedback on the candidacy of a participant has to be made within a week • There must be good coordination between the four members of a mobility project: the sending organisation, the intermediary structure, the hosting organisation and the participant • The participant must be fully involved in their project: the sending process has to ensure the commitment of the participant and not to make them too passive in the process. • Strong communication must be established between all members through regular Skype and phone meetings • The project manager has to ensure that the activity of the participant during his or her stay abroad match his or her needs • Follow-up during the stay will be ensured by the four members of a mobility project
2. Private foundations
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Conditions of implementation of the tools in an organisation
Volunteering – the CSV model
A good follow-up and evaluation • A coordinator at the hosting organisation must be appointed as the mentor and supervisor of the mobile learner • The objectives of the placement must be formalised and validated by all involved • Objectives have to be discussed again just before departure to ensure the project succeeds • Monthly follow-up between the sending organisation and the participant must be established through a liaison document with questions on the integration of the participants, their objectives at this stage, and professional competencies acquired. • A meeting of evaluation between the sending organisation and the participant has to be organised once returned to see how the set objectives have been achieved • The evaluation meeting can be individual or collective to allow participants to share their experience and put words on which competencies they have acquired • The participant must be guided after their mobility experience towards employment / return to training / entrepreneurship
Type of organisations interested The table below presents the different types of organisation likely to develop volunteering opportunities and to propose them to their target group. This list is non-exhaustive but aims at providing ideas on how it could be adapted within different organisations with different objectives.
Anticipating difficulties • Participants must be prepared for worst-case scenarios during their pre-departure training • The participant must be provided with a template to assist in looking for information and the culture of the host country • Testimonies of former participants must be set up during the pre-departure training to help participants anticipate difficulties. This can also be through a mentoring system between former and new participants. • A checklist of things to do to anticipate the mobility project must be given to the participants • A tutor must be appointed in the sending and hosting organisations • Constant support must be provided in case a problem arises: new accommodation, new internship, etc. • The participant must receive logistical and accommodation support if necessary. • Transport from the airport to the host structure or accommodation must be explained to participants if required.
Type of organisation Sports club
Social centres Schools
National career service
Social centres Charity shops Health organisations or other organisation working with volunteers Any organisation working with volunteers and without structured support for volunteers
Target group
Why?
Young people
To professionalise their activities within; to learn new competences (ie, hygiene, etc, to be sport assistant)
Young people on the margins of society
To recreate social links, to rebuild self-confidence
Young people
To have a first concrete experience, for example, as classroom assistant or working with children
Unemployed
Volunteering experience for unemployed to gain a first experience and get some qualification
Young people who want experience
To gain a first experience, for example, as a nanny
Young people
To gain a first experience as a retailer
Young people
To acquire experience in the sector and gain access to the labour market
Volunteers
To turn volunteering into a period to develop competences for employment
Human resources to manage the tool CSV requires skilled volunteers to keep the different projects going and to mentor the other volunteers and teach them what they have themselves learned. In terms of human resources required, one full-time equivalent can guide six people per week. The average time spent training a volunteer equates to: • Induction - three hours • Daily training for first three weeks at one hour per day, then after three weeks, fifteen mins supervision per day The competences of volunteers is broad, we have people with basic literacy & numeracy at Level 1 (GCSE D-G) Foundation diploma as well as people who are Architects or Doctors.
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Conditions of implementation of the tools in an organisation
Partnership to mobilise
Checklist for a successful process
This section presents the partnerships that need to be forged to set up the tool: it lists the types of organisation you need to contact that are necessary to foresee the implementation of the method.
The checklist below summarises the key elements of the work method that make it successful and that can encourage you to implement it. These key elements should also be maintained during the rollout of the tool if you want to maintain the same impact on your target group.
Selection and intake criteria
Local network of volunteers providers:
Local government for financial support
to send young people
- unemployment offices - local voluntary agency - probation services
Organisation managing volunteering projects Voluntary organisation and charity shops
to propose volunteering opportunities
training to acquire competences
• Volunteering has to be open to anybody who is capable of working in a public environment • A volunteer has to be able to provide references from former employers or schools • Depending on the country, a volunteer might undergo a background check to ensure they aren’t a risk to themselves or others in the organisation (UK: volunteer has to be checked by Disclosure and Barring Services) • A Volunteer Coordinator will point the volunteer to various projects within the organisation that matches their profile and personal ambition. Skills will be further developed and the volunteer will be monitored continuously to maximise their potential.
Commitment • Volunteers must be able to commit time and effort • Volunteers are in charge of their own personal development • During enrolment, the volunteer signs an induction handbook in order to encourage them to uphold their commitment
Supervision • A volunteer coordinator approaches each volunteer individually • During the first three weeks, a volunteer can receive daily personal support from the volunteer coordinator for an hour a day. After those three weeks, the personal support is 15 minutes a day.
Private training organisations
Budget and financial conditions The main difficulty with volunteering through media techniques is the lack of funding during periods of economic tension. This is why CSV needs to find long-term funding through, for instance, European programmes.
Steps of implementation The aim of this section is to provide you with a systematic method to implement the tool within your organisation. These general steps can help you plan how to adapt the methodology to your own way of working; it should also allow you to think about the objectives you hope to achieve by implementing this method.
1
Determine the volunteering opportunities to develop
Identify the relevant needs compared with the local market Set up a local area network of organisations with young ‘candidates’ for voluntary services Set up the network of local partners interested to offer / provide voluntary placements for the young people
2
Search for partners
3
Locate funding
4
Determine your pedagogical process
5
Promote your organisation’s opportunities
Lobbying with local government and other grant distributing agencies
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Educational objectives Accompaniment principles and methods Useful complementary trainings Various actions of communication and mobilisation
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Type of organisations interested
This section presents the partnerships that need to be created to establish the tool: it lists the types of organisation you need to contact that are necessary to foresee the implementation of the method
The table below presents the different types of organisation likely to develop student companies and to propose this opportunity to their target group. This list is non-exhaustive but aims to provide ideas on how it could be adapted within different organisations with different objectives.
Internship
VET School
Assignments Services
Interns
Money
Type of organisation
Target group
Any vocational schools or training organisations
Study centres (any type)
Career management office
Students
Why?
Managers
To learn their jobs through apprenticeship For a training organisation, a student company could be for a different target group: for instance, to start your own business during the internship phase (to be an intern in your own company).
Young people / students
To develop similar student companies for their students
Young people with issues or additional needs (ie, autism)
To include them in society School & student and the office that finds the same type of internship as Inceptio by outsourcing
Human resources to manage the tool Working at Inceptio requires special skills that sometimes make it hard to find the right staff for the job. Even though there are only a maximum of eight students at the same time at Inceptio, a manager needs multiple skills: • • • • •
Patience Empathy All round professional skills Decisive and directive Commercial attitude: depending on assignments received from other companies, they may need to ‘sell’ the product. • Good organising qualities A good option is to have two part-time managers, on a contract basis. An external coach for each student and industry, who can bring solutions help the young student and support Inceptio managers. Since September 2014, there is also one volunteer from the employment agency. They play the role of assistant manager, guiding students. Inceptio also works with an external coach, working in a company or in an organisation to guide students. The main requirement for this coach is to have employment experience.
Companies
Conditions of implementation of the tools in an organisation
Studies/Internships – the Inceptio model
Partnership to mobilise
Student company
COACHES
Projects / funds Organisation School Supplier of management
Required for
Providing manager(s) for Student Company (SC)
Commissioning organisations Advisors Accreditation organisation Coaches (specialists in certain fields of work)
Give tasks / orders to SC
Accountant
Preferably an organisation with good contacts or network in the region. Acquisition by SC
Connect themselves to SC for advice and creating support
Representatives of regional companies
Accreditation of SC is a legal liability (in certain countries) (additional) coaching of students
Real estate broker Legal advisor
Suggestions
Providing students in need of an apprenticeship
Representatives of regional companies / commissioning organisations
Provides a venue for SC Advice on legal status of SC, terms of delivery, liability insurance for SC Taking care of book keeping for SC
Budget and financial conditions The costs that come with using the student company will differ, according to the kind of activities / assignments that are carried out by the students. In the case of Inceptio, the product range consists of commercial and administrative services, which demand a well-equipped ICT environment. In general, it is fair to say that any student company that operates on the bases of Inceptio will have the following cost factors:
Location conditions • Away from school • Separate room for confidential talks with students • Professional appearance • Reachable by public transport • Affordable • ICT-structure Inceptio relocated in September 2014, as the new building is more entrepreneurial and can facilitate partnerships and the finding of new assignments.
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1. Staff costs 2. Housing costs 3. ICT costs 4. Depreciation of assets 5. PR & communication 6. Travel costs 7. Office supplies 8. Catering
manager(s) / coaches Network, fileserver, hosting, services Inventory, ICT equipment Activities and acquisition
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Conditions of implementation of the tools in an organisation
The concept of Inceptio is that the costs are – as much as possible – covered by the services that the student company offers to third parties. To reach this goal, acquisition activities have to be carried out, both by the managers and by the students. The manner in which the student company will be able to recover the costs by the sales revenues will depend on: a. the total amount of costs b. the productivity of the students c. the sales market for the services or products of the student company Given the fact that the students will normally have a limited productivity, it has to be considered that the sales revenues will not cover all the expenses of the student company.
Steps of implementation The aim of this section is to provide you with a systematic method to implement the tool within your organisation. These general steps can help you plan how to adapt the methodology to your own way of working; it should also allow you to think about the objectives you hope to achieve by implementing this method.
Step
TO DO
Examples – How - What
1
Determine problem / goal
Determine whether there are a substantial number of students unable to fulfil their internship because of additional needs.
2
Carry out market research
The student company must be able to produce goods or services than are relevant to potential customers. The market research has to determine whether there is a market for the potential student company.
Search for partners, investors
It is obvious that a (VET) school will initiate the activities that may lead to the founding of a student company, but it is possible that more stakeholders can be identified. All potential partners should be investigated.
Develop a business plan
Targets, products / services, equipment, clients, marketing concept and financial aspects are described. The business plan points out the possibilities of the student company and provides essential information to investors.
Search for funding
It is evident that all possibilities for (European and national) project funding are to be examined carefully. Aside from project funding the possibilities for sponsorships and donors need to be taken into account.
3
4
5
6
7
Establishing the student company
Checklist for a successful process The checklist below summarises the key elements of the work method that make it successful and that can help you implement it. These key elements should also be maintained during the rollout of the tool if you want to maintain the same impact on your target group.
Based on the needs of students • • • • • •
The student company must be able to provide the educational and personal needs of the students. Good coaching capabilities of the staff are of vital importance. Coaches must have knowledge and experience in handling students with additional needs The internship and the working activities must be relevant to the study Structured approach for the guidance of the students The location should be at a venue other than the school, to make the difference between school and the student company clear to the students • External coaches are of great added value to the students / the student company
Solid and professional managerial competences • Student company must produce goods or services that are relevant to the market • Commercial competences: The student company depends on the acquisition of assignments receives from other companies; the student company needs to sell their products / services and obtain a position in the market. • Managers must be capable of building and maintaining a network of companies / commissioning organisations. • Managers must develop and maintain solid procedures for financial and logistic matters. • The student has to show their motivation for working at the student company via an application procedure • In some countries a (student) company has to be accredited for the studies delivered to the students • Good relations between educational institute(s) and the student company is imperative
Procedures for personal and professional evaluation • Defining and registering of personal and professional targets in dialogue with the student on entering the student company • Each student writes a personal action plan • Student reflects daily on their work and progress • Periodic evaluations of the personal action plan by student and coach • Consultations by external coach to improve professional competences • The way the internship of the student is evaluated must be transparent
Key elements in this phase are: - finding appropriate housing - attracting mangers/coaches - buying equipment - determine procedures of application and coaching - accreditation (if applicable) - signing off legal and financial procedures When staffing with students has been developed, the student company will work on publicity and acquisition of assignments / orders. Meanwhile internal procedures will be brought into
Start-up phase
practice.
8
Continuation and development
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If the student company operates according to the business plan, it will develop both its products/services as its internal procedures in the course of time.
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Chapter 4:
Implementation of the methods in the 2seas territories
Implementation of the Talent Development Instrument This chapter is about describing how partners have worked to understand the methods of their partners and to start planning how they could implement the tools within their own organisation. This can be used as an example of how you could proceed within your own organisation – although remember that the process of importation is very specific to each organisation, according to its target group, values and general working methods.
ADICE
Reason to import the tool TDI is a tool to establish the first diagnosis of a young person that may enter into a mobility process. It is a necessary tool to make an individual assessment of potential participants: their competencies, experiences, expectations, and motivations, and to establish with them a support plan to move forward and to propose pathways and solutions. The most valuable aspect for ADICE is that it fits with the individual follow-up ADICE offers and that it can provide a complete overview of a young person’s situation. ADICE already owns a database to gather the same kind of information as the TDI. Young people that are interested in mobility are followed up by ADICE. During a private interview with a project manager, the young person creates their ‘profile’, including their current situation, their professional experiences, their studies, skills, and objectives. The TDI appeared to be complementary to what ADICE delivers. An in-depth study of the online tool provided ADICE with ideas to improve its own database. Instead of multiplying the tools used by project managers, ADICE decided to use a
new online tool to give young people control of their project. ADICE likes the idea of giving preparation tasks to young people, to build their professional projects and to acquire new competencies. The concept of ‘homework’ for young people was realised in the setting up of the ‘mobility passport’, an online tool where participants have to fill in documents to go further in the construction of their mobility project. This is also a good opportunity to ensure that par-
ticipants are properly motivated and ready to take actions to realise their mobility projects. The next step for ADICE is to set assignments to young people while they are abroad to prepare for their return to France. For instance, to ask the young person to carry out research on companies to which they might want to apply to, or training they would like to follow.
Similarity of the target groups The target group using the TDI is very similar to the one in ADICE and facilitated the transfer of knowledge on the tool: it is about helping young people with fewer opportunities that really need support in finding their professional and social objectives. ADICE works with young people who may face discrimination, or who have difficul-
ties finding a job because they lack skills and competencies. ADICE believes that individual follow-up is the only way for young people to build up personal and professional objectives so that they have goals to reach and a clearer professional project at the end of the process. It is especially true for young people with fewer opportunities or at distance from the labour market that need a
comprehensive support to feel empowered and be ready to have experience abroad. This is why the TDI perfectly fitted with ADICE’s already existing pedagogical support model and its content provided ADICE with new ideas to improve its support toward young people who need it most.
Resources needed ADICE decided to work more on the exchange of good practice to improve its own existing database. The aim is to increase the impact of its support rather than repeating the same method. Thus, there were no more resources required than the one that already existed.
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Implementation of the methods in the 2seas territories
Countries specificities
Difficulties to overcome
Similarity of the target groups
TDI in itself is a tool that needs to be adapted for the French educational system as it already includes the Belgian and Dutch systems. As ADICE used it as a source for good practices, the country specificities were not so relevant.
The main difficulty was to avoid doubling workload with ADICE’s existing database and online mobility passport. It was about understanding the added value of the TDI to use it as a source to improve our way of working with young people.
TDI is a tool that in the end every organisation working with young people with fewer opportunities can develop in their own way: it can be either a database (software) or an online platform. It should be used as a method for data collecting during the first meeting with a young person: it is an assessment tool to identify existing skills and way of identifying skills requiring further development to access the labour market. It can orient young people towards multiple opportunities, including mobility, internships in the formal educational system or volunteering opportunities. It can also guide the participant to look for relevant information on the labour market in his or her area.
Steps of implementation in the organisation
As a department within an educational institution offering media internships and volunteering opportunities, SeaMedia Howest has our own way of establishing talent and working out and tracking a personal development plan. It is not a standardised method, however, nor does it have any fixed procedures. Talent development instruments exist in various ways at educational institutions, as the goal is to prepare young people for internships, mobility opportunities, and volunteering opportunities to improve their skills and move closer to the job market. One tool cannot possibly cover all of these, as it would be too limiting. At every stage, different tools are used. A school’s main tool is its grading and feedback system. For SeaMedia Howest, during the interview and first day of an internship we assess the skills and goals of the person through discussion and track the progress accordingly via a mid-term and end evaluation.
Differences with organisations offering the same service at local level Many organisations working with the same target group could show great interest in developing such a tool to keep track of the young people they work with and to propose a ‘development plan’ to help them access the labour market. The differences rely mainly on the fact that the TDI assesses not only formal competences but also soft skills that are difficult to evaluate but more and more required by employers. This is a way of improvement also for existing tools in Nord-Pas-de-Calais.
All ADICE’s project managers attended the workshop on the TDI of Phase 2. They worked together to clearly understand the online tool and to be able to visualise which inputs could be made to ADICE’s existing database. 1. Personal information: this information is similar to what is present in ADICE’s database. 2. Focus on talents: this information is similar to what is present in ADICE’s database. Action plan: this is the part that ADICE has decided to focus on to improve its pedagogical support to young people. ADICE intends to get the labour market closer to participants who go through a mobility experience and considers that it is very interesting for the young people to start researching during the construction of their mobility project. Through the database and the online mobility passport, ADICE intends to create personalised actions for young people, asking them to carry out research on their professional project, whether finding a job or going back to studies. This would also be useful to update the CV and portfolio of the young people with the competences that they have acquired during the whole mobility process. It will also help ADICE’s young people to start working on job opportunities in their sector to better prepare their return to France; while at the same time, they will be encouraged and supported in their research by their project manager.
Howest
The TDI could create more structure and allow us to work more efficiently and keep better records. It could possibly merge the tracking of various pathways together and simplify the existing systems all together.
Resources needed Implementing the TDI tool would require budget for training staff how to use it. A professional network to refer the young people to once they have developed an action plan would also be essential. In an educational environment, the implementation would be top-down and spread out over various departments at different times with some test groups to start.
Differences with organisations offering the same service at local level All organisations working with young people with a specific goal and action plan to activate them in the job market could use such a tool.
The VDAB (the employment agency in Flanders) exists to help unemployed people find the right pathway. It is the main organisation for this and is connected to the whole unemployment system and payment system. There are many other organisations that help people prepare for the job market but that is a secondary step for the VDAB.
Difficulties to overcome As TDI is something that happens throughout the study experience, there is no way to have one tracking method at Howest other than grades and feedback, which become part of the students’ records and pathway. With so many different departments, staff, students and goals, it would be very challenging to subscribe to one method of tracking talent. On the one hand, it would make sense to streamline everything into one handy and efficient tool. On the other hand, it would be a huge and time-consuming challenge.
Syntra West
Reason to import the tool We believe that a good guidance of students can have an essential impact on their study choice and on how they approach their studies. The TDI can help make these choices and might help us as a training organisation in better guiding our students.
Similarity of the target groups
Reason to import the tool
The target group of the Talent Development Instrument is students who are struggling with their education choice and chances on the labour market. This is also a part of the target group of our training organisation.
The advantage of the TDI is that the students/assesses are in control of a large part of the process that they go through, thus empowering them to take responsibility. The TDI software is authored in a way that the assessor can only edit a small number of details, which means the young person leads its completion. This tool allows the participant to take their destination in their own hands, but also provides the necessary guidance and follow up to convert plans and ideas into concrete actions and results. At Howest and within SeaMedia, our primary goal is to get students, volunteers and interns to accomplish all their goals in as smooth a manner as possible with the young people in the driver’s seat. Deciding what to do and being told what to
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Resources needed
do are two different approaches. The TDI tool appeals to us because the young person is instrumental in the whole process. They can take full pride in all the positive results and learn essential lessons from the setbacks.
Regarding resources - this is an easy tool to implement. An internet connection and a student guidance counsellor and you are set.
Countries specificities The training systems of the different countries have to be implemented in the tool to customise it and to be able to use it. As Syntra West is not a school, we do not follow the school system, so we would need to look into adapting it to our spe-
cific organisation and opportunities. However, since the impact of the student guidance counsellor in this is crucial, this issue can be taken care of by that person.
Differences with organisations offering the same service at local level In Flanders, the CLB (Centre for Student guidance) offers similar guidance to students. Their main job is to guide students through their high school career so this might actually be a key tool for them. The employment office in Flanders (VDAB) guides unemployed people in their search for a job and in redirecting their career. They have different people
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and instruments at their disposal to do this. In general, the Talent Development instrument itself might not be that innovative as it already is integrated in certain services, but the idea and the guidance systems can be looked at to improve existing opportunities in Flanders.
Difficulties to overcome Using the TDI is easy and no special resources are required. Adapting it to our training system and to existing tools and guidance systems will be crucial to overcome overlap and double work.
Implementation of the methods in the 2seas territories
CSV
Reason to import the tool The TDI stands out as the essential tool for the tracking and development of students and potential candidates. The TDI is a comprehensive database; it could be used within our organisation and would need extensive population to create and store the data required to enable it to be useful.
Similarity of the target groups The target group is extremely similar to those of CSV, particularly ethnic minorities, disengaged youth, etc.
Resources needed A computer that is cable of handling large amounts of data quickly with a large amount of data storage, at least 2 terabytes.
Difficulties to overcome The Data Protection Act 1998 (DPA) is an Act of Parliament of the United Kingdom of Great Britain and Northern Ireland which defines UK law on the processing of data on identifiable living people. It is the main piece of legislation that governs the protection of personal data in the UK. If data is incorrect, the tool will be useless. The security of personal data should not be compromised and students should have assurance that their data is safe.
Implementation of Competences +: International mobility Howest
Reason to import the tool The Mobility passport, which is designed for the candidates to prepare their departure by looking up information about the host country, for example, is appealing. At SeaMedia Howest, we facilitate exchanges and mobility in our interns, volunteers and students. We take a ‘journalistic’ approach in that we expect people to be prepared by doing in depth research before heading anywhere. That is partially just because it is necessary when travelling but it is also because as young content producers they must be prepared for their trips as they will often be filming and interviewing people. ADICE’s mobility passport and online tools make preparation a key point and make it easy to follow up the candidates. It can be integrated in the database in order to work in an efficient way. It is also interesting as it keeps a record of all steps taken, which can be helpful to collect data and have an overview of all of the various pathways and journeys.
Similarity of the target groups Howest could pass this on to our international office so they can have a look at the system to see if there is a possibility to improve their workflow when it comes to international mobility. Howest closely guides students in their search for a mobility experience, in the form of a study or an internship abroad. The international office of the school also has a broad network of partner schools, organisations and business contacts at its disposal to find the perfect match between student and partner school or work placement. Students and placement schools, organisations and companies are all guided through the process every step of the way, with pre-evaluations, midterm
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and exit follow-up. There are probably some elements of the mobility tools that could help us streamline our own methods. Our targets are different in that they are students who are heading in the direction of the job market. Unfortunately, the job market is not always close to students with degrees as might be expected. Often they graduate and seek more experience while waiting to find a job or to make their chances of finding a job stronger. During their studies, generally in the end of their second and / or third year, all students are encouraged to have a mobility experience. More and more, our students want to go abroad. Additional mobility opportunities will be created as a result, which means more students will need to be tracked. For SeaMedia Howest, it is also interesting to continue placing ourselves as a host organisation for interns from abroad. We can learn a lot about being a sending and hosting institution from ADICE’s experience.
Differences with organisations offering the same service at local level
Resources needed
Difficulties to overcome
Financial resources are required to send and host young people on mobility projects. Partner organisations and a large and trusted professional network abroad are essential to offer positive experiences. To create and foster such partnerships, budget is required for travel. You need to have an infrastructure to handle problems that come up as things can go wrong for young people abroad. At Howest, we have student services that help to follow up problems with housing, health, studies, etc. You need experienced staff to be able to handle the administration and follow-up involved. Howest has such structures in place as mobility is a priority.
The biggest barrier might be persuading Howest to switch models as they have a working one at the moment and often switching one model, means switching many related ones. Howest only recently started requiring all mobility to be tracked in a system called MoveOn, so the time to change would be bad and too much of a financial investment. Finding and following up with host organisations takes several full time jobs in a large educational environment, such as Howest. It is an essential, ongoing, never-ending process.
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ADICE’s approach to mobility could be used as an inspiration model for organisations who are already trying to help enhance the employability of young people and to see if international mobility is an option, maybe in partnership with other organisations who are more experienced in this field. Howest, as an education institute, along with other such organisations, work closely with Erasmus and other EU and worldwide funding streams to promote and insure that mobility happens among young people. There are many host organisations in the region. Schools and social organisations are mostly the sending partners. Each organisation has its own approach and progress tracking tools but all share the goal to enhance young people’s social and practical skills through a cross-cultural experience.
Implementation of the methods in the 2seas territories
Pro Work
CSV
We want to learn about the importance of using mobility as a tool to stimulate different groups (young people, unemployed, those with special educational needs, people with disabilities), young people with fewer opportunities on the labour market to develop their talent, broaden their experience and therefore increase their chances on the labour market. The most valuable skills they learn by making use of mobility are to improve their linguistic skills, increase their experience (abroad), show initiative, improve communication skills, be more flexible, independent, stress resistant, creative, solve problems and, last but not least, increase their employability.
I learned about the main aims of ADICE, encouraging young people who may not have had an opportunity to access volunteering or internship placement and in particular mobility abroad. What seemed to be the most valuable asset is the notion of being able to train and support young people internationally. The idea of preparing young people for travel and training abroad is sound and would fit nicely into CSV’s projects. The taster placements of up to two months would probably be our limit unless significant resources were received to support a longer duration.
Reason to import the tool
Reason to import the tool
Similarity of the target groups We want to use the mobility tool as a pilot project in our organisation to broaden our experience. Delivery of mobility projects was not part of our core business, and as such, we do not have participants of our own yet (like a school or training institute). We believe that in our field, working with people with a distance to the labour market, using a mobility tool makes our organisation stronger and gives us more opportunities. We will not engage in mobility projects just yet, but we can inform other Dutch institutes and transfer the knowledge, especially concerning the aims and goals to use the mobility tool among this target group. We must make sure there can be build a stronger European network for mobility, so the target group will have more chances and possibilities.
Resources needed The resources needed to implement the mobility tool are the training mobility tool, instructions and guidelines, financial resources, participants, network / database, organisations abroad interested to participate, tutors / trainers, transport, and insurance.
Countries specificities Of course, the situation in the Netherlands concerning the economic situation and labour market situation is more or less the same as the situation in France. Ne-
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vertheless, there are some differences especially in relation to government regulations, laws and subsidy funds. Therefore, the execution of the mobility tool is different in general. Not so many subsidy funds are available here in relation to France and therefore some innovative ideas for getting the budget for these projects need to be developed. Secondly, it is not possible in the Netherlands to participate in mobility projects and keep your legal benefits. Lastly, a large network of organisations and people are required to implement the whole mobility process, and this tool is not common knowledge to potential beneficiaries.
Differences with organisations offering the same service at local level Projects abroad: • Voluntary work, under guidance, for students only as part of their school curriculum and for older people just for some sort of experience with no special goal • Their mission is to encourage people, young and old, to volunteer and participate in worthwhile projects in developing countries – they do not focus on unemployment or the transition to the labour market in general
Difficulties to overcome
Similarity of the target groups In terms of mobility, our target groups do not travel around. We have a similar age range for our learning division but we also work with all ages.
Resources needed Skilled staff to select and mentor potential candidates. Substantial funding to provide staffing for research, planning and forming partnerships abroad.
Differences with organisations offering the same service at local level There are other organisations offering mobility opportunities in England but there not always accessible by CSV’s target group. It includes: • Global Vision International (GVI) • Working Abroad • Frontier • Volunteer Services Overseas (VSO)
Countries specificities Safeguarding of young people in the UK is of utmost importance. The many laws and regulations of working with young people may put off possible partnerships.
As PRO WORK, we already focused on talent development, diversity management and ways to decrease the distance of certain groups to the labour market, but had previously never used this tool before. To start using this in our organisation and methods, more experience is required to use both the tool and establish the overseas networks.
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Difficulties to overcome • Funding is a major factor; without funding or a substantial sponsor; the start-up costs for this tool would be unreachable for most organisations. • Health & Safety at Work Act 1974, duty of all employers and employees to provide a safe working environment. • The Protection of Freedoms Act 2012 established the new DBS (Disclosure and Barring Service) which processes criminal records checks and manages the Barred Children’s and Barred Adults’ Lists of unsuitable people who should not work in regulated activities with these groups. • Safeguarding Children and Young people Policy.
Implementation of the methods in the 2seas territories
Countries specificities The administrative procedures to volunteer in France are much lighter than in Great Britain: volunteers do not need to provide a DBS, unless working with certain members of the public, and the procedure is quick and free. All the health and safety procedures are also less intensive. As ADICE is working with European and French programmes, contracts are already prepared for hosting volunteers and some of their expenses are covered.
Implementation of Volunteering – the CSV model ADICE
Reason to import the tool ADICE was interested in developing the volunteering opportunities proposed to its target group. In ADICE, all the young people going through the pedagogical scheme and willing to have an experience abroad are asked to spend one day, called Discovery Day, in the NGO (non-governmental organisation) or associations they chose. Indeed, ADICE proposed two mobility opportunities: one to do a professional mobility / internship, the other one to volunteer in an NGO abroad. It thus considers that it is important for young people, before leaving, to have a short experience of how an NGO works, and of how they could engage themselves in local community life. ADICE has realised that many young people willing to do volunteering abroad are much less interested in volunteering in their own local community. This is why ADICE was very much interested in learning about CSV and on how they motivate young people to come to their organisations. ADICE itself being an association, it is also important that some young people can come to volunteer, through organisations such as the Civic Service. The whole intent was threefold: • To encourage participants to mobility to engage more actively in their local community and not only during their mobility abroad. • To better prepare their departure by encouraging participants to engage and discover the workings of an association. • To better engage volunteers in the daily work of ADICE
Similarity of the target groups The target group from CSV is very similar from the one in ADICE, as CSV works with young people aged 16 to 25. As ADICE, CSV is completely inclusive. CSV also works with young people who may be facing discrimination and who have fewer opportunities. The main difference is that in ADICE, the focus is more on the participant themselves (goals, expectations, personal and professional project) than on the community as whole.
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The concept of volunteering is particularly relevant for NEETs (not in employment, education or training), ie, young people are entirely free during the day and at risk of lacking social interactions. These young people are targeted by both ADICE and CSV in their approach to volunteering.
Resources needed The first for ADICE was to work on how to encourage young people to realise a discovery day in an association in Nord-Pas-de-Calais to discover how it works and how they can engage themselves in such activities. The online passport includes a sheet called ‘Discovery Day’ where participants have to fill in details and information when they have found an association where to carry out their day of activities. This sheet is compulsory to validate the mobility passport and be able to continue the pedagogical process to go abroad. The second action was to encourage young people to engage in local associations. The first action was to see how young people came more aware of the needs existing at the local (not only international) level. The third action was to improve volunteer engagement in the daily work of ADICE: ADICE is familiar with hosting European and French volunteers in its offices but would benefit from engaging part-time volunteers to give additional support when possible. The resources needed are mainly time and space. Hosting volunteers in an office requires time from project managers to welcome the volunteer and it requires support and the search for proper tasks to be delegated. It probably means one full time manager for volunteers. To develop the ‘Discovery Day’, ADICE made it compulsory for young people to be involved prior to the start of their mobility project and is developing of network of organisations able to host these one-day volunteers.
Differences with organisations offering the same service at local level The main added value that ADICE has been working on the use of media tech-
niques throughout the volunteering experience, both to attract young people and to help them acquire new skills that they can capitalise when looking for a job. There are other organisations working in this field at the local level, mainly through the French Civic Service, but they do not always establish a clear link with professional projects.
Difficulties to overcome The main difficulties concern: • Space within ADICE to host volunteers is limited • The time required to properly support volunteers • The difficulties to promote volunteering at the local level • The use of media techniques during the volunteering experience
Steps of implementation in the organisation The first step was to implement the discovery day and make it a part of the mobility passport that participants have to complete. The idea is to promote the engagement of young people and to make sure they are aware of how NGOs work and what the opportunities for engagement at the local level are. The second step was to work on the creation of pedagogical tools to encourage young people to engage, and to train ADICE’s project managers to inform the young people on available opportunities. Finally, ADICE is working with its project managers to better support volunteers when they are hosted in ADICE or at other local organisations.
Howest
Reason to import the tool At CSV, there is a wide range of volunteering activities in which young people can be involved. From reception duty to media activities (print, radio and television), opportunities to learn are abound. CSV has a non-rejection policy and wants to maintain an inclusive structure. One of the most valuable elements within the organisation is that they have a very diverse mix of people volunteering and working at CSV. There are many possibilities for volunteers to be integrated in the daily work of the association. The volunteering activities are designed to enhance hard skills, such as media techniques but also soft skills to empower them in any future professional situation. At Howest, we welcome volunteers to join in in our activities, according to their own needs and wishes. There are a few different activities in which they can engage, such as filming and editing, but we also welcome people to help us with subtitles for example. Because we do not work with a huge number of volunteers, we do not have a fixed standard procedure when we welcome volunteers and it could be interesting to take over some elements of the initial assessment forms (to get a clear view on personal situation, possible medical situation and to inform them on health and safety procedures). At our Media Lab Quindo, on the other hand, there are many volunteers and procedures in place. Everyone is welcome but there is also a small yearly fee and commitment is required. As Quindo moves more towards a socially inclusive set-up, more procedures need to be in place so we can learn much from CSV on this front.
Similarity of the target groups At Howest, we are open to work with any volunteers who present themselves to us. However, in our experience, we mostly attract students that are studying at Howest and looking for additional professional experience to enhance their portfolio. We are not actively recruiting volunteers because there is limited room for proper guidance. Quindo Media Lab does recruit volunteers and uses different tools to engage and monitor them. Surely Quindo and CSV could benefit from exchanging methods, especially as Quindo Media Lab continues to implement more social volunteering programs to people who generally would not have access to such opportunities. It is essential to have good systems in place from the start. The tools CSV uses to track the pathway of its volunteers could be helpful as CSV has so many years of experience in this as its core work.
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Resources needed Obviously, to be able to accommodate volunteering in any organisation, there are financial resources needed. Next to that, there is a big need for experienced staff, both on a social level as well as on a media level. There is also a need for external experts to bring up-to-date, professional information. Quindo Media Lab, for example, keeps on growing as volunteers increase as well as social programs. Recently, Quindo was able to hire a social worker and a media maker. Without engaging new staff, it would be impossible to attract, let alone track, new volunteers and new programs.
Implementation of the methods in the 2seas territories
Differences with organisations offering the same service at local level All organisations that are working with volunteers can benefit from the methods used at CSV. It can be particularly interesting to be introduced to the processes that CSV uses to integrate volunteers into the organisations. There is a heavy background check and an initial assessment of the volunteers before they can get to work. They are screened well so they are assigned the correct tasks within the organisation.
Difficulties to overcome Staff costs are expensive and you often need a mix between a social worker and a media maker, which can be hard to find. Finding funding from external sources is also a big challenge. These organisations are most
often non-profit ones that depend on funding to survive. Media Lab Quindo, for example, relies on funding from Howest, the City of Kortrijk and various project streams. You have to adapt your workflow to the funding stream requirements, which means having shortterm projects and adjusting outputs constantly. You cannot pay volunteers but you have to keep them engaged by constantly having events, which can be expensive to organise. Material and equipment, that are often quite expensive, can be stolen or damaged and often cannot be replaced. Even things such as ‘who will wash the dishes that were left behind after the radio show’ can be time-consuming. There is a huge mix of volunteers, all with different needs and wants. This can make it hard to follow up properly sometimes and can cause misunderstandings. Luckily, that is the exception and not the norm. One exception, however, can drain much staff time and time is money.
Scalda
Reason to import the tool
Implementation of the Student Company the Inceptio model Howest
Reason to import the tool
Scalda always seeks opportunities to improve young people’s opportunities to enter the labour market. Our core business is delivering education, but we realise that opportunities can also be opened by offering job experience via volunteering to the unemployed. At Inceptio, we began by offering a job experience placement to a volunteer. Depending on the evaluation, we will decide to continue and / or to expand the volunteering positions.
Similarity of the target groups The first volunteer at Inceptio is active in assisting the coaches, and the person placed has work experience in this line of work. In the future, Inceptio will look at the possibilities of taking on volunteers for other positions.
Resources needed The most importance resources are: - the physical requirements, such as fully equipped working spaces for each volunteer - the possibility of coaching and guidance of the volunteers
Countries specificities As Inceptio is a Dutch organisation that only deals with Dutch volunteers, we did not encounter any country specificities.
Differences with organisations offering the same service at local level We did not investigate the specifics of other organisations that offer opportunities to volunteers, but Inceptio, being a student company, differs from other organisations in this respect.
Difficulties to overcome Starting with one volunteer, we did not encounter any serious difficulties.
During our presence at Scalda, we learned about the creation and workflow of Inceptio, a student company founded to accommodate internships for students who could not find a placement in the regular job market. The main goal of Inceptio is to diminish students who drop out and get the most out of each student that studies at Scalda. There are a few very valuable aspects to this way of working. On the one hand, students learn how to work in a team with peers and can experience the ‘company feel’. From the point of view of the labour market, a very valuable aspect is that Scalda tries to engage companies through a corporate, social responsibility policy. We learned about the procedure students have to go through from the moment they apply for an internship at Inceptio until the evaluation at the end of the placement. A personal approach and coaching from professionals help contribute to empowering these students in a tight labour market. The recent relocation of Inceptio has also opened the door for a new synergy between the start-ups in the business incubator of DOK41 and the student company. There is room for workshops and exchange of best practices. Inceptio was of real interest to us as our SeaMedia office is in Howest’s on-campus business accelerator and our project is very internship-focused. We were inspired by the social responsibility policy, which gave us the idea to look for ways to try to engage with outside companies that might want to mentor start-ups here. One of our goals for future projects
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would also be to set up small, simulated start-ups for young people of different skill and culture backgrounds and with various proximities to the job market. We would ask outside companies to assign tasks and projects to these groups and to follow their progress.
Similarity of the target groups At Howest, students also need to apply for an internship at an external organisation. Sometimes there is a possibility to do an internship at Media Lab Quindo or at the European project SeaMedia. The main difference between Scalda and Howest is that they are different types of schools; Howest is a university college for applied sciences, Scalda a college for vocational studies. Different schools ask for different internships. Our Media Lab Quindo is set up to provide internships and placements not just for Howest’s students but also for young people who struggle with finding a place in the regular job market. SeaMedia Howest has also been able to provide a ‘softer’ internship setting when necessary to students who struggle with social, learning or physical / mental challenges. Because both Quindo and SeaMedia are not businesses but skill providing organisations within the walls of a school / city, we provide a service that many businesses and faster-paced organisations might not be able. We demand a lot from our volunteers and interns and expect them to follow the ‘rules’ and deadlines of our organisations, but we are always nearby with the purpose to coach them, and sometimes that can make all the difference. Howest also has a business accelerator that functions
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as a ‘soft’ launching point for start-ups. It is not the same as the Inceptio model but could be adapted to it and could serve as the perfect environment to coach people with certain challenges. We already do the coaching and have the location and experience. It could be very interesting to make at least part of The Studios available to a different model and then to link it to all of our industry contacts. This actually gives us an idea for a project involving The Studios in the future and possibly moving more towards an Inceptio model. The great thing at The Studios is the mix of people - from different study backgrounds to different cultural backgrounds. It would be great to incorporate a more social angle to what happens at The Studios and it would fit well into the DNA of Howest.
Resources needed Any organisation who would wish to create a comparable structure like Inceptio would definitely need financial resources. There is also a need for experienced people from the business market with patience and empathy. Howest could consider using its wide network of industry and organisational partners to ask them to ‘donate’ an hour a week or a month to guide young people. Regarding staff, it would be essential to hire people with social work backgrounds who had the experience needed to give the correct kind of support and guidance.
Implementation of the methods in the 2seas territories
Differences with organisations offering the same service at local level Creating a student company within schools for vocational studies is very relevant. In order to gain experience in the work field, students need to get familiar with the tricks of the trade, learn by doing. These types of ‘student companies’ could be adapted to all different educational institutions, if there is a need for it (shortage of internships, students that need more guidance, etc…). Organisations offering similar services have social workers in place and a network of socially responsible companies and organisations they can work with.
Difficulties to overcome SeaMedia Howest, during an exchange in the UK in February 2014, experienced first-hand how different it can be to work with different groups of young people. It is great when it works but the coaches and support-gi-
vers really need some training to deal with more socially excluded young people. We see at Quindo Media Lab that it was essential to hire someone with a social work background as he had skills that could be of great use. Organisations involved might feel that need too as different challenges arise. We also recently experienced a placement of a person that did not fit in to the organisation. They were placed by a worldwide fund for youth mobility but there was not a good match. There was too little in-take information, no pre-interview by Skype, etc, and the placement ended sooner than expected. It was a time-intensive investment that could have been avoided with better systems in place to find the right placement for the right people. That step alone is so essential and needs time and staff. Socially inclusive systems require even more attention and dedication than non-inclusive ones. Again, it unfortunately comes down to funding and having enough staff, as well as good will and the interest in social responsibility from partner organisations.
Syntra West
Reason to import the tool Having a student company gives young people the opportunity to do an actual internship in a real-life work environment. Internship places are hard to find in certain sectors, due to the many students and the competition with students of University Colleges. The willingness of companies to take in an intern is not always that high.
Similarity of the target groups
Resources needed
The target group at Inceptio is slightly different from the target group of our organisation. Scalda is a high school that provides VET training to young people between 12 and 18 years of age. Syntra West on the other hand is a training organisation that provides training programmes to adults (over 18s) and to young people between 15 and 18 in the apprenticeship programme. We will not consider incorporating the ‘student company’ tool into our apprenticeship programme since that is based on a system of work-based learning. If we look at the training we provide for adults, there are also different groups. We provide evening courses and daytime, full time training programmes. A student company might be an addition to our full time day courses.
As demonstrated at Scalda it is very difficult to maintain such an initiative without general funding. If you have to rely on project funding, the sustainability of the student company is very low. The financial overview of Scalda gives a good impression of what budget is required, taking into account the necessary changes to implement it into our own organisation.
There currently is an internship phase included in most of the full time day courses. It however proves to be difficult to find good internship companies for all students. A student company might be a solution for this. We however believe that limiting it to the target group of students with certain difficulties might not be the way forward for us. A combination with a sort of incubator for start-ups may however be a good cross solution. This also meets the demands of our mission statement that our trainings should lead to ‘more and better entrepreneurship’.
If we want to implement this, we would have to take into account the structure of our own organisation and our own target group. Another key issue is that ‘selling’ the student company as a product to other companies might be difficult. To find enough assignments and to be able to provide work to a few students at the same time, you have to acquire quite a few assignments. To do this we would have to appeal to the corporate social responsibility (CSR) of the companies, as they did at Scalda. However, CSR is not yet widely known and incorporated in Flanders; in the region of West-Flanders and looking at our current clients that are mostly SMEs, we have to take into account that solely appealing to companies CSR will not cover costs and bring in enough work.
We also believe that choosing the right study areas is essential for the success of the student company; this does not work in all study areas. We feel that Scalda has made a good choice with Inceptio.
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We believe that finding the resources is the most crucial part of setting up a student company. We have to develop a business case to research our options and further elaborate on the idea.
Countries specificities
Differences with organisations offering the same service at local level There are no organisations in our region that offer exactly the same service for the same target group as Inceptio. Initiatives that have some resemblance: • Mini businesses: an initiative for se-
condary schools where students can start-up a mini-business. They can create a business plan and sell certain products. This initiative is to strengthen entrepreneurial skills and interest. • Small Business Projects: same initiative but for students in higher education, colleges or universities.
Difficulties to overcome If we want to implement a student company within our organisation, we will have to start by creating a business case with a focus on how to find funding, as this is a key issue.
Pro Work
Reason to import the tool The student company provides internships for students with (multiple) difficulties in different professions like administration, commercial and secretarial services, together with coaching and support of individuals by staff from trade and industry. This is very important because PRO WORK is responsible for the Talent Development Instrument (TDI) and this tool is designed to define talents and possibilities for future market relevance. In this case, you start your internship via a school company. Then you would actually start paid employment at a school company and finally you evaluate what you have learned (by using the TDI again). Because the TDI is related to the internships, it is very important to import this tool to offer a full program to support youth. After participating in this pathway, you have more chances on the labour market because of your experience and your added value (students will be in direct contact with employers, increasing their chances to find a job after they graduated). Students with special educational needs (SEN) or other disabilities have the chance to experience an internship in a ‘protected way’ – a target group PRO WORK focus on especially.
Similarity of the target groups The target group of SEN students is similar to the one PRO WORK focuses on in their projects in general, but because we are not a school or training institute, we only work together with Dutch institutes, especially schools, to transfer the knowledge about this way of using internships within their school organisation. It is especially important to offer work placements for students with SEN and increase their chance on the labour market.
Resources needed
Difficulties to overcome
The resources needed to implement the internship tool are; students, school(s), guidelines, financial resources and organisations to participate, mentors / trainers from schools and companies, facility services in general.
Countries specificities This method of using these internships to increase young people’s chances of accessing the labour market is Dutch in origin. As PRO WORK is located in the Netherlands as well, the country specificities do not differ much and the set-up and execution of this tool can be directly copied.
Differences with organisations offering the same service at local level There are other VET student companies and similar internships in the Netherlands, but they do not focus on SEN students alone like Inceptio does. The fact this school company is offering internships outside the school building in a commercial centre and in direct contact with commercial companies is also a rarity.
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Only a large educational institution can deliver this method of a student company and the related internships. No small institution can deliver in the same way as they the lack the budget, experience, people and expert staff. These are the main difficulties to ‘copy / paste’ this idea into another organisation. You need to have a school to execute this method and therefore you need all facilities connected to that. The legislation is nevertheless an interesting element, in this case in some positive ways, which now include a special focus on diversity management and the design of the participation law. This will contribute to the strong, current need for such a system. However, when there are changes in society, (eg, regulations or needs) the necessity for such a system may change as well.
Glossary
Accredited Organisations
Apprenticeship
Cluster
Employability
Empowerment
Hosting organisation
Intermediary organisations
Accreditation is a procedure to support organisations that want to take part in mobility projects. It is designed to ensure consistently high standards in mobility and to help organisations find partners. Accreditation is a quality assurance process facilitating communication between the promoter and programme structures, so that all parties involved are aware of the values, objectives and rules of the mobility programme. All accredited organisations must show they are able to implement mobility projects according to the rules of European programmes. Accreditation is an organisation’s entry ticket for mobility projects, and proves that it complies with the programme’s quality standards.
Apprenticeships are systematic, long-term alternating training periods at the workplace and in an educational institution or training centre. The apprentice is contractually linked to the employer and receives payment (wage or allowance). The employer assumes responsibility for providing the trainee with training leading to a specific occupation.
A Cluster is a system that joins organisations to share the same resources, use similar technologies and form links and work together to achieve the same goal. Clustering improves cooperation to achieve objectives and strengthen the territorial / local benefits. At the end of the day, a cluster is a system of organisations growing together.
Employability refers to a person’s capability of gaining employment. On one hand, a person’s employability depends on the knowledge, skills and attitudes of this person. On the other hand, labour market rules and institutions have significant impact on the ability of an individual to gain employment. Hence, a person with the same knowledge and skills characteristics might fare very differently in different national or regional labour markets.
The process by which ‘people, organisations or groups who are powerless (a) become aware of the power dynamics at work in their life context, (b) develop the skills and capacity for gaining some reasonable control over their lives, (c) exercise this control without infringing upon the rights of others, and (d) support the empowerment of others in their community’. (McWhirter, E.H. (1991). Empowerment in Counseling. Journal of Counseling & Development, 69, 222-227)
The hosting organisation is a place / structure receiving international volunteers. Hosting organisations are recruited by the European Commission based on their host project. This organisation must provide support for the volunteer’s tasks, and personal support to overcome any difficulties. Each host organisation must identify a mentor who is directly responsible for training, personal support and language training for the volunteer and to whom the volunteer can turn in case of problems. The host organisation is responsible for arranging language learning opportunities, accommodation, meals and eventually an allowance. By welcoming a volunteer, a host organisation will bring new ideas, an added value and intercultural elements into its regular activities. There could also be an interesting exchange of experience with the sending organisation via the volunteer.
Usually for mobility, an agreement takes place between the volunteer, the sending organisation and the hosting organisation. Sometimes a fourth organisation may be involved: the intermediary organisation or coordination organisations. They help volunteers to find a partner and a position for volunteering in a foreign country; an organisation’s participation can change according the needs of the aforementioned stakeholders.
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Glossary
Interreg IV A 2 Seas
Lifelong learning
The INTERREG IVA 2 Mers Seas Zeeën Programme promotes crossborder cooperation between the coastal regions of four Member States: France (Nord-Pas de Calais), England (Southwest, Southeast and Eastern regions), Belgium (Flanders) and The Netherlands (south coastal area).
Refers to all the learning activities undertaken throughout life, which result in improving knowledge, expertise, skills, competences and / or qualifications for personal, social and / or professional reasons.
Young People Young People with fewer opportunities
Young people addressed in this handbook are people 18 to 30 years old. People are classified as being employed or unemployed irrespective of whether or not they are in education.
Young People who face one or more some obstacles that prevent them from having effective access to education, mobility and fair inclusion in society. This phrase is often used to address people under 25 years old particularly who are disadvantaged and those who have limited opportunities (eg, caused by geographical factors, disability, etc).
Media techniques
NEET stands for Not in Education, Employment or Training Sending organisation
Soft skills
Target group
VET stands for Vocational Education and Training
Products and services directly related to ICT and multimedia systems that enable the delivery of information through new digital and interactive mediums such as video, computers, internet, apps, smart grids and social network.
The term NEET is used to describe young people who are not engaged in any form of employment, education or training. The term has come into the policy debate in recent years due to disproportionate impact of the recession on young people under 30 years old. The unemployment rate for those under 30 is nearly double the average figure.
These organisations coordinate international volunteer roles and projects and will often arrange such logistical support for housing, incountry transportation and meals. The sending organisation provides the pre-departure training. It is one option to ease the volunteering process in another country and to be sure that the project abroad is well prepared and successful. There are many different types of volunteer sending organisations: non-profit or non-governmental organisations, for profit organisations, governmental organisations, and faith organisations, ‘study abroad’ or vacations.
Skills that crosscut across jobs (see Job specific skills) and sectors (see Sector specific jobs) and relate to personal skills (confidence, discipline, self-management) and social abilities (teamwork, communication, emotional intelligence).
The group people that the organisation has decided work with: they are the principal beneficiaries of the action, which is specifically built to meet their needs.
Education and training aims to equip people with knowledge, expertise, skills and/or abilities required in particular occupations or more broadly on the labour market. Usually known as technical and vocational education and training, VET prepares people for specific trades, crafts and careers. VET providers are often public and private institutions (schools) and companies that supply VET and related services or employers, who provide training as a part of their business activities.
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Contact
Contact details of the resource organisations The objective of this handbook was to allow you to discover innovative tools and to give you the first steps to develop them within your organisation. The cluster partners hope that they have succeeded in raising your curiosity and hope you contribute to a wider use of these innovative work methods targeting young people with fewer opportunities, keeping in mind the final objective - to fight youth unemployment in the 2 Seas area. The six partners involved can assist you through the process of implementation; their contact details follow.
ENGLAND CSV CSV Media Old Crown Court Civic Drive Ipswich IP1 2DX T: 01473 418030 http://www.csv.org.uk Contact email: ipswichit@csv.org.uk
FRANCE ADICE
THE NETHERLANDS Pro Work
2, avenue Jean-Baptiste Lebas - 3ème étage 59100 Roubaix - France tél 00.33.3.20.11.22.68 http://www.adice.asso.fr ADICE – Centre d’Information Europe Direct Roubaix @Adice_Roubaix Contact email: Fanny Dufréchou, European project manager fanny.dufrechou@adice.asso.fr
Stichting Kenniscentrum PRO WORK Postbus 34 4328 ZG Burgh Haamstede
ADICE
http://www.pro-work.nl https://www.facebook.com/StichtingKenniscentrumProWork https://twitter.com/ProWork_EU Contact email: info@pro-work.nl
Scalda
BELGIUM Syntra West
Podium 15 4337 WV Middelburg T 0118 558416 F (0118) 558301
Syntra West vzw Spoorwegstraat 14 8200 Brugge - Belgium
http://www.scalda.nl http://www.inceptio-studentenbedrijf.nl http://www.facebook.com/pages/Scalda https://www.facebook.com/Inceptio.Studentenbedrijf.Vlissingen http://twitter.com/scaldambo
T +32 (0)50 40 30 84 F +32 (0) 50 40 30 64 http://www.syntrawest.be
Contact email: commercieelzakelijk@scalda.nl
Contact email: info@syntrawest.be
Howest Howest University College Marksesteenweg 58 8500 Kortrijk
Support in the structuring and drafting of the handbook: SophieDelebarre Conseil, Consultant in Social Innovation and Sustainable Development.
T +32 (0)56 24 12 90
Sophie.delebarre@gmail.com.
http://www.howest.be/contact Contact email: info@howest.be
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Notes
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