Kristien Smet
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12th Conference EUSE Lisbon 2015
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Kristien Smet
- 1. “ Improving Diversity through Supported Employment ”
- 2. From school to work: an early preparation for a better outcome hosted by: In association with:
- 4. Studies on the labour market • Higher level of education improves chances on the labour market • Low skilled students & special needs students encounter difficulties to find a job • Still unemployed after 1 year • 37 % of the students in special needs schools • 19% for the students without special needs
- 5. Studies on the labour market These youngsters come to the same labour market as the others, but are in a weaker position. Need for early support starting from school
- 7. Vision on life-course guidance • Education & employment contribute to social inclusion • Quality of life • Empowerment & self-determination • Competence-oriented support • Systems thinking • Support from a life course perspective
- 8. Lifeline & transitional moments • From school to work is a big step • Long term perspective • Look ahead at the next phase & take action • Look back!
- 9. Transition trajectories • How it all began • Goal and for who? • Some results • How it works
- 10. History The European Goal 2006 – 2012ESF fundings 2012 – 2013GTB 2013 – 2014Flemish Government VDAB & partnership with FeGOB 2014 – 2015Flemish Government
- 11. Goal & target group • Students with disabilities • Age 17,5 to 25 • Goal is paid work • Completely voluntary • New point of view • Risk of dropping out • Limited network • Make transition to labour market fluent • Connect seamless from school guidance to labour guidance • Prevent drop-out
- 12. Some results • 2013-2014: 665 transitiontrajectories started in school • 357 closed trajectories • July ‘15: final results expected
- 13. Some results • 410 guidances started after transition in school • 175 closed files
- 14. Transition trajectories: 5 steps 1) Acquaintance: Who am I? 2) Search: What do I want? 3) Exploring: What are my skills? 4) Action: We make a plan 5) Follow up (with partners involved GOB, VDAB, welfare service …)
- 16. (Don’t) Do this at home • Communication & collaberation with all partners (education versus labour market) • Cooperation counsellor GTB & jobcoach GOB: sharing information about & with the client for a better transition • Refine tools • Use personal network • Build trust with the student • Clear plan, small steps • Biggest challenge: fundings to create transitionstrajectories
- 17. Thank you for listening. Any questions? Kristien.Smet@deploeg.be Esther.Soeryanto@vdab.be
Editor's Notes
- Slide 1. Kaart van Belgie Belgium has 3 region: Flemish, Brussel and Wallonia. The capital is Brussels. There are approximately 11milion people in Belgium, 6.3 in Flandres, 1.2 in Brussels and 3.5 in Wallonia. Our organisations operate in the region of Flanders (the upper side of Belgium). Who are we? VDAB is the PES of Flanders. Today (in april 2015) Flanders counts 228.000 jobseekers (1,3% more than last year). 17,5% of these jobseekers are between 18 and 25 years (this is 4% less than last year). In the group of young jobseekers we count 10% young jobseekers with a disability. A jobseeker comes to VDAB to get measured help towards employment or to start a training toward a job with shortage of occupation. When you are a jobseeker with a disability you get a special guidance toward suitable employment provided by GTB (GTB is an important partner of VDAB). GTB also helps its clients retain their jobs. The main goal is guiding people towards the whole employment continuum. This consists of: -The regular job market -Sheltered workshop: paid employment, within a protected environment, -Supported volunteering: a form of unpaid employment, where people who are not, not yet or not anymore ready for paid employment, get a tailor-made worktraining trying to strengthen their skills. When jobseekers with a disability needs training, they go to FeGOB. An organisation that give specialised training, but also guidance toward work after training for people with a disability.
- Slide 2. Flemish youth at labour market. The youth unemployment in Belgium is the lowest in Flanders (with 17%). The highest is in Brussels (39%) then Wallonia (29%). (Today we count 39.890 Flemish jobseekers between 18-25years.) Still, 1 out of 4 is looking for work, in Spain 1 out of 2 is looking for work. Reasons for this unemployment are : The economic crisis marks the labour market: compagnies don’t want to invest in youngsters, students are not immediately employable , investments in time and training is expensive. only recrutement for more specialized fonctions, high profile jobs. This means that jobs for lower profiles disappear (or replaced by machines). jobseekers with high profile work under their level. Jobseekers without any qualifications never get selected to a job interview. 2) job creation: big companies should create jobs instead of working with limited staff and increasing burn-outs of their staff, but recrutement stop. education system: students should obtain competencies linked to the labour market and have the right work attitudes. School doesn’t prepare the student on the labour market: students don’t have the right work attitude, they have other expectations when they come to the labour market. (This leads to deceptions when they find out how much salary they will get.) Mismatch of jobs: for example shortage of technical skills but no one choses technical orientation in schools, because it has always had a negative image in Belgium. Just now it is starting to change. 5) there are more and more entrepeneurs, but it still something very rare (negative conotation) compairing to for example America. To handle this problem Europe has inserted the Youth Guarantee: Young jobseekers have become a priority target for the PES : they need the most support and have less chance in finding longterm/sustainable employment. According to the European Youth Guarantee the PES of Flanders invite the young jobseeker within 4 weeks after their subscription at the VDAB, we detect their needs and offer a tailored guidance toward employment. This way we don’t lose the target group and lose time. Within 4 month of their unemployment all young jobseekers under the age of 25 gets an offer: this can be a job, internship or training. Through internship or training/going back to school we make the young jobseeker stronger on the labour market. In this system, there is always 7% of youngster we don’t reach. Not reaching means that they are not in guidance, education of training (= lost generation of the NEEt’s). To reach all jobseekers and prevent NEET’s we need to give information about labour market starting in the schoolphase.
- Link with studies on the labour market: The higher the study level, the higher the change in finding a job. Students with special need or with dissabilities (with lower level of education) have more difficulties on the labour market. 37% of them are still looking for work 1 year after graduation, 19% for the students without special needs. Student without a degree of secondary highschool don’t find work easily. We followed student about a year after leaving school in 2012. We have seen that half of the students that graduated in 2012 with a Bachelor of Master degree have found work within a year. While the number of unemployed jobseeker with only a degree of primary school have doubled one year after school 2) Next to having a degree, it is important to choose the right study choice at school : orientations with a link to the labour market, example . the vocational training, have better outcome towards employment but have the highest rate of drop-outs. 4) Student with only a primary school degree are often employable in several short term jobs (through interim work) have no certainty of longterm employment. 5)jobseekers with high profile work under their level. Jobseekers without any qualifications never get selected to a job interview. Extra support is needed for the vulnerable (vunrobbel) group of young jobseekers in finding sustainable jobs, this is for the unqualified and youth with disabilities. These groups come to the same labour market as the others, but are in a weaker position. For these group we need an early support starting from school.
- Link with studies on the labour market: The higher the study level, the higher the change in finding a job. Students with special need or with dissabilities (with lower level of education) have more difficulties on the labour market. 37% of them are still looking for work 1 year after graduation, 19% for the students without special needs. Student without a degree of secondary highschool don’t find work easily. We followed student about a year after leaving school in 2012. We have seen that half of the students that graduated in 2012 with a Bachelor of Master degree have found work within a year. While the number of unemployed jobseeker with only a degree of primary school have doubled one year after school 2) Next to having a degree, it is important to choose the right study choice at school : orientations with a link to the labour market, example . the vocational training, have better outcome towards employment but have the highest rate of drop-outs. 4) Student with only a primary school degree are often employable in several short term jobs (through interim work) have no certainty of longterm employment. 5)jobseekers with high profile work under their level. Jobseekers without any qualifications never get selected to a job interview. Extra support is needed for the vulnerable (vunrobbel) group of young jobseekers in finding sustainable jobs, this is for the unqualified and youth with disabilities. These groups come to the same labour market as the others, but are in a weaker position. For these group we need an early support starting from school.
- Slide How it all began The European community wants to provide every citizen with the opportunity to develop personally and to strengthen their abilities in order to participate in the labour market. To realize this European goal, the Flemish government created the opportunity for every citizen(also those with a disability) to evaluate and develop their skills and abilities by 2020. So that’s how we got the fundings to realize the program of which we knew the necessity. Since 2006 the GTB started with developing transitionprograms together with the special educational training schools and with labour organisations. GTB has learned from each experience and ascertained that it is valuable for the student to have a fluent guidance from teacher to counsellor in the transition from school to labour. In 2012 GTB started working with the transition program as we present to you today Because of the good result and because there is a high number of unqualified young people in unemployement, the PES has taken this program as a part of her service. The last 2 years we are happy to be able to support the program through funding.
- Slide Goals of the Transitiont trajectories are: - make the transition to the labour market fluent Connect seamless from school guidance to labour guidance Prevent drop out without a degree this during school by GTB When intensive guidance towards work is needed after school (intensive guidance through internships, tailor-made coaching, vocational training) GTB contact GOB and they continue the guidance. Strength of the program is : - the coaching style brings out the best in people. It focuses on the strengths and possibilities of the adolescent. The talent and passion increase motivation and can realise a successful future. - the strong collaboration during transition in school between the teacher, the adolescent, and the GTB counsellor about the individual learning process suitable for him or her. This result in a better follow up of the adolescent. For who? Target are students with disabilities, age between 18 to 25years, goal is paid work, completely voluntary, the student need new point of view in his schoolcareer (next to schooladvices), with risk of dropping out and with limited network (= the vulnerable group).
- How does it work? Video The transition program starts in the last 6 months of the last school year. The counselling happens in our offices or in school. It takes approximately 5 to 10 sessions of about an hour. They are individually different. To try to find a job, we look for answers to the questions: Who am I? What are my skills? Who can help me? Which actions do I have to take in order to reach my target? The Programme consists of 5 steps: 1) ACQUAINTANCE: WHO AM I? The student, the teacher and the GTB-counsellor sit together and get to know one another. The main issue of this session is to chart ‘WHO AM I’. We try to clarify who is his network, how are his capacities for transportation, what education and experience does he have, and how were his internships. 2) SEARCH FOR THE GOALS, DESIRE: WHAT DO I WANT? What kind of work do I want? What kind of work is there? What kind of job do I certainly not want to do? We give information about the labour market, and the advantages and disadvantages of certain jobs. 3) EXPLORING POSSIBILITIES AND CAPACITIES: WHAT ARE MY SKILLS? Through a strong collaboration between school, the teachers, the student and his network and the GTBcounsellor, we come to a list of capacities and pitfalls. 4) TAKE ACTION: WE MAKE A PLAN. With the combination of all three previous stages of the project, we make up a plan of actions we are going to take and when. Actions can be: trying out a shop floor, going to visit a sheltered workplace, or testing transportation. 5) FOLLOW UP AND LEADING TOWARDS APPROPRIATE ACTIONS and FOLLOW UP. After a while, we evaluate how the actions work, what went okay, and what doesn’t work. Then, we decide what we will to do in the future. The Programme in school time ends, the collaboration with the teachers stops, we make up what to do next, and we help the students to get to further help or work. This way we increase the realistic image the adolescents have about themselves and the requirements of the labour market. The adolescent, the teacher, the school guidance service, the personal network and the GTB-counsellor all have a responsibility in this project. The adolescent is the director and participates voluntarily in this training. It is essential for the success that each participant has respect for the experience and the expertise of others. During the transition program the GTB counselor use the registration tools of the PES. This makes the transition from school to labour market visible and fluent. (The task of the teacher consists in this program: ) to think together with us, to bring in the experiences of the internship leaders, to explain what impression he gives to others and then when the actions are distinct, the teacher adjusts his assignments in class or in internships. This is always a process that grows together with all partners, no one tells the other what he has to do.