The document summarizes an upcoming event on apprenticeships hosted by the European Alliance for Apprenticeships. The event will take place on June 27th in Brussels and will include welcome remarks, presentations on recent high-level events on apprenticeships, and thematic group sessions on topics like social inclusion, mobility, quality, and securing skilled employees. One session will focus on apprenticeships for social inclusion and feature presentations on projects from Romania, Belgium, and Italy that aim to increase access to vocational education and training for vulnerable groups through initiatives like awareness campaigns, counseling, and direct company engagement.
Erasmus+ is a European Union program with a budget of 14.7 billion euros over seven years that funds education, training, youth, and sport projects across Europe. The program is managed through both centralized and decentralized activities. In the UK, the Erasmus+ program is managed by a partnership between the British Council and Ecorys UK. Key activities include mobility programs for students, staff, and youth workers to study and work abroad as well as strategic partnerships between organizations to collaborate on projects.
This PowerPoint was presented at the AVA expert seminar to explain the context of the AVA analysis and list the European Commission's main priorities both on adult education and on validation.
Erasmus+ The Eu programme for education.pdfFtimaCortes4
The document discusses the new Erasmus+ program, which integrates existing EU programs for education, training, youth, and sport into a single framework. It aims to strengthen links between education/training and employment, promote mobility and cross-sector cooperation, and support policy reform. The main actions of Erasmus+ include learning mobility for students, staff, and youth; strategic partnerships between education/training institutions and business; and support for developing and implementing EU tools and policies.
Recruitment & Retention on the Education Sector, a Matter og Social DialogueJonas Nørholm Larsen
The document discusses recruitment and retention challenges in the education sector in Europe. It summarizes a project by ETUCE and EFEE examining these issues through surveys and case studies. Key challenges identified include an aging teaching workforce, shortages in certain subject areas and remote schools, and high attrition rates for new and male teachers. Recommendations call on member states to develop strategies to address job insecurity, enhance the attractiveness of the teaching profession through training and support, and strengthen the image and respect for the profession.
At the 6th NICE Conference in Bratislava, Dr Laura Gressnerova and Dr Ivan Prelovsky presented the results of an EU-funded project during a symposium on "Innovative Training Projects & Programmes for Career Professionals"
Among the millions of asylum seekers who recently arrived in OECD countries, the majority are young people who may be able to take advantage of vocational education and training (VET) opportunities to help them enter skilled employment. This report provides advice to governments and other stakeholders who are seeking to use VET to promote integration, in particular for young humanitarian migrants. While the study draws particularly on policy and practice observed in Germany, Italy, Sweden and Switzerland, it also highlights other international practices.
The document discusses career guidance in schools as a creative process. It describes the CENTRES project funded by the EU to train career counselors in schools on creative entrepreneurship and career guidance. It outlines the new role of educational counselors in providing comprehensive career guidance and education to students as a lifelong process. Some of the key challenges discussed are the narrow focus of current career guidance services in schools and the need to develop students' flexibility, creativity, and entrepreneurship through innovative guidance approaches.
Erasmus+ is a European Union program with a budget of 14.7 billion euros over seven years that funds education, training, youth, and sport projects across Europe. The program is managed through both centralized and decentralized activities. In the UK, the Erasmus+ program is managed by a partnership between the British Council and Ecorys UK. Key activities include mobility programs for students, staff, and youth workers to study and work abroad as well as strategic partnerships between organizations to collaborate on projects.
This PowerPoint was presented at the AVA expert seminar to explain the context of the AVA analysis and list the European Commission's main priorities both on adult education and on validation.
Erasmus+ The Eu programme for education.pdfFtimaCortes4
The document discusses the new Erasmus+ program, which integrates existing EU programs for education, training, youth, and sport into a single framework. It aims to strengthen links between education/training and employment, promote mobility and cross-sector cooperation, and support policy reform. The main actions of Erasmus+ include learning mobility for students, staff, and youth; strategic partnerships between education/training institutions and business; and support for developing and implementing EU tools and policies.
Recruitment & Retention on the Education Sector, a Matter og Social DialogueJonas Nørholm Larsen
The document discusses recruitment and retention challenges in the education sector in Europe. It summarizes a project by ETUCE and EFEE examining these issues through surveys and case studies. Key challenges identified include an aging teaching workforce, shortages in certain subject areas and remote schools, and high attrition rates for new and male teachers. Recommendations call on member states to develop strategies to address job insecurity, enhance the attractiveness of the teaching profession through training and support, and strengthen the image and respect for the profession.
At the 6th NICE Conference in Bratislava, Dr Laura Gressnerova and Dr Ivan Prelovsky presented the results of an EU-funded project during a symposium on "Innovative Training Projects & Programmes for Career Professionals"
Among the millions of asylum seekers who recently arrived in OECD countries, the majority are young people who may be able to take advantage of vocational education and training (VET) opportunities to help them enter skilled employment. This report provides advice to governments and other stakeholders who are seeking to use VET to promote integration, in particular for young humanitarian migrants. While the study draws particularly on policy and practice observed in Germany, Italy, Sweden and Switzerland, it also highlights other international practices.
The document discusses career guidance in schools as a creative process. It describes the CENTRES project funded by the EU to train career counselors in schools on creative entrepreneurship and career guidance. It outlines the new role of educational counselors in providing comprehensive career guidance and education to students as a lifelong process. Some of the key challenges discussed are the narrow focus of current career guidance services in schools and the need to develop students' flexibility, creativity, and entrepreneurship through innovative guidance approaches.
1. The document discusses innovations and trends in higher education in Europe, including increased blended learning combining online and in-person education, growth in continuing education and open education through MOOCs and OERs, and more diversified educational pathways to accommodate various student needs.
2. It proposes increased collaboration between European universities on short learning programs, including recognition of credits between institutions and development of joint programs, to provide flexible options for lifelong learning.
3. A network of experts across European universities aims to accelerate adoption of new teaching and learning methods through staff training, pilot programs, and institutional innovation planning.
This document summarizes information about the Erasmus+ program, which provides funding opportunities for education, training, youth, and sport projects across Europe. The Erasmus+ program runs from 2014 to 2020 with a budget of €14.7 billion. It includes several Key Actions that fund mobility projects, strategic partnerships, and youth activities. The document outlines the application deadlines and eligibility requirements for various areas of the program.
The document summarizes the objectives, actions, and funding opportunities of the Erasmus+ Programme for 2020. The key points are:
- The program aims to contribute to EU strategies like Europe 2020 through support for education, training, youth, and sport.
- Total budget is €3.38 billion, funding a range of actions including learning mobility, cooperation projects, policy reform support, and Jean Monnet/sport activities.
- Key Action 1 supports student/staff exchange and mobility. Key Action 2 funds partnerships, alliances, and capacity building. Key Action 3 helps policy development and innovation.
- Grants are awarded through open and specific calls, with funding rates between 75-100%
The document summarizes the mission and activities of UNA Europa, an alliance of European universities. Its key goals include (1) promoting European values and identity through international and interdisciplinary education, (2) increasing the quality, performance and competitiveness of European higher education, and (3) making the knowledge triangle of education, research and innovation a reality. UNA Europa aims to establish an integrated European university campus with innovative curricula and at least 50% student mobility. It focuses on sustainability, cultural heritage, data science and AI. Recent activities include doctoral workshops, a student congress, and successful Horizon 2020 and Erasmus+ grants for postdoctoral fellowships and an online learning hub.
The document outlines the Erasmus+ program for education, training, youth, and sport from 2014-2020. It discusses the need for a new approach given changes in the education and training landscape like high youth unemployment and skills gaps. The key aspects of Erasmus+ include bringing together existing programs into a single framework, increasing the budget by 40%, and focusing on three main types of activities - learning mobility, cooperation for innovation, and support for policy reform.
‘The Why and How of Open Education‘ - Session One: Service Concepts and Pr...Andreas Meiszner
By: Dr. Andreas Meiszner & Ruediger Glott, United Nations University UNU-MERIT – The Netherlands. Elmar Husmann, ELIG – European Learning Industry Group
Workshop on “The Why and How of Open Education: Service Concepts and Provider Perspectives”
15th MindTrek Conference and the International Academic Conference | 30 of September, Tampere – Finnland
Taken from the schools workshop held at the Erasmus+ UK 'My Story' Annual Conference 2015. Originally presented by Liz Neil, programme lead for schools at the Erasmus+ UK National Agency.
Topics in this presentation include an overview of the Erasmus+ 2016 programme for schools, how eTwinning and the School Education Gateway complement your Erasmus+ project and linking Erasmus+ with a European Development Plan.
The document summarizes the higher education landscape in Namibia. It describes the background of higher education developing after independence from colonial rule. It outlines the public and private higher education providers, including two public universities, vocational training centers, and one private university. It discusses the regulatory framework including the Namibia Qualifications Authority and National Council for Higher Education. It also briefly describes the national qualifications framework and need to diversify higher education opportunities.
The German vocational education and training (VET) system is admired around the world for its ability to prepare young people for skilled employment. In Germany, VET smooths transitions into work and is closely aligned with labour market demand. This report focuses on an unprecedented test of the German VET system: how to respond to the significant increase in migrants who arrived in the country in 2015-16. The study explores both the opportunities and the challenges presented by migration.
[OOFHEC2018] Darco Jansen: Current status of micro-credentials and short prog...EADTU
The document discusses short learning programs (SLPs) in Europe. It notes that lifelong learning and continuous professional development are underdeveloped in much of the EU. SLPs can help address this by providing flexible, scalable online/blended programs to keep workforce skills up to date. SLPs also anticipate future careers better than degree programs and can serve as building blocks for degrees. The E-SLP project is defining SLP concepts, developing guidelines for collaborative SLPs and recognition frameworks, and mainstreaming SLPs at universities alongside degrees and open education. Emerging are three areas of provision: degree education, continuous education including SLPs, and open education like MOOCs.
MISP: A Multiple-Impact Social Partnership Model to promote Educators’ Develo...M I Santally
The organization Helping Our People has been setup in 2011 by a team of education professionals working at the Virtual Centre for Innovative Technologies (VCILT) at the University of Mauritius. In 2009, the VCILT embarked on the SIDECAP project, funded by the EU-ACP in a consortium regrouping the Open University of the UK, the University of the West Indies, the University of the South Pacific and the University of the Highlands and Islands. The work of the VCILT in the context of the SIDECAP project was essentially focused on the repurposing of Open Educational Resources to fit in the local Mauritian Context. At the same time, the VCILT received an internal grant to work on the development of interactive learning materials using the integration of text-to-speech technology in instructionally designed PowerPoint presentations. In this paper we report how the research activities of the two projects led to a series of development and applications in the real-world context for the continuous professional development of educators, the establishment of a social entity, an NGO called Helping Our People, a partnership with Microsoft Indian Ocean and French Pacific under the Partners in Learning Program and the Youth Empowerment Program to alleviate the suffering of those living in vulnerable conditions in the country.
The document summarizes the work and recommendations of the POERUP project, which investigated policies to promote open educational resources (OER) across Europe. It discusses findings related to OER availability and initiatives in schools, vocational education, and universities. It identifies barriers to OER adoption and provides recommendations in areas like communication, funding, licensing, quality assurance, and teacher training. These recommendations target both the European Commission and individual member states. The presenter then discusses OER priorities and initiatives underway in Romania and seeks input on how the recommendations apply in the Romanian context.
World Programme for Human Rights Education: Outcomes of the Second PhaseABD...Naouel Abdellatif Mami
The document summarizes the World Programme for Human Rights Education's second phase and the ABDEM 2014-2016 project. The project aims to introduce a human rights-based approach in higher education in Maghreb countries through: 1) training trainers on planning and evaluation skills, 2) creating an inter-university human rights master's program, and 3) developing educational materials. The project involves 12 European and Maghreb universities and seeks to enhance governance, curricula, and teaching methods regarding human rights education.
E slp policy forum 28 may 2021 by esteban vazquez cano (uned)EADTU
The document discusses recommendations for institutional, governmental, and EU policymakers regarding microcredentials and short learning programs (SLPs). It recommends that policymakers: (1) build frameworks for recognizing continuing education qualifications, (2) foster international collaboration on common frameworks, and (3) develop strategic plans for microcredentials that are stackable to degree programs. It also provides specific recommendations at the institutional, government, and EU levels to integrate microcredentials and SLPs and develop lifelong learning.
The Erasmus+ programme is the EU's programme for education, training, youth and sport from 2014-2020. It aims to increase higher education attainment, reduce early school leaving, promote cooperation in youth fields, and provide more opportunities for students to increase employability. The programme combines previous EU programmes for lifelong learning, international higher education, youth, and sport. It includes opportunities for student and staff mobility, strategic partnerships between organizations, and support for policy reform to improve education, training, and youth systems across Europe.
Erasmus+ is a European Union program that runs from 2014 to 2020 to provide opportunities for staff, students, and learners in education, training, youth, and sport to experience studying, training, and volunteering abroad. The program allows organizations in these fields to engage in international partnerships and mobility activities. It is implemented through various Key Actions that provide funding for activities like mobility exchanges, strategic partnerships, and structured dialogue in youth. The document outlines the structure and opportunities of Erasmus+ and provides guidance and deadlines for UK organizations to participate.
Année de la Mer : Philippe Chabot au rendez-vousKevin Lognoné
M. Nicolas Forissier a interrogé Madame la ministre de la culture sur la prise en compte de la mémoire de Philippe Chabot durant « l'année de la mer ». Comte de Buzançais, amiral de Brion, amiral de France ou encore ancien ministre des choses de la mer sous le règne de François Ier, Philippe Chabot est aujourd'hui connu pour avoir organisé et financé les voyages de Jacques Cartier, lequel fut le premier européen à découvrir Terre-Neuve et, plus largement, l'actuel Canada en 1534.
1. The document discusses innovations and trends in higher education in Europe, including increased blended learning combining online and in-person education, growth in continuing education and open education through MOOCs and OERs, and more diversified educational pathways to accommodate various student needs.
2. It proposes increased collaboration between European universities on short learning programs, including recognition of credits between institutions and development of joint programs, to provide flexible options for lifelong learning.
3. A network of experts across European universities aims to accelerate adoption of new teaching and learning methods through staff training, pilot programs, and institutional innovation planning.
This document summarizes information about the Erasmus+ program, which provides funding opportunities for education, training, youth, and sport projects across Europe. The Erasmus+ program runs from 2014 to 2020 with a budget of €14.7 billion. It includes several Key Actions that fund mobility projects, strategic partnerships, and youth activities. The document outlines the application deadlines and eligibility requirements for various areas of the program.
The document summarizes the objectives, actions, and funding opportunities of the Erasmus+ Programme for 2020. The key points are:
- The program aims to contribute to EU strategies like Europe 2020 through support for education, training, youth, and sport.
- Total budget is €3.38 billion, funding a range of actions including learning mobility, cooperation projects, policy reform support, and Jean Monnet/sport activities.
- Key Action 1 supports student/staff exchange and mobility. Key Action 2 funds partnerships, alliances, and capacity building. Key Action 3 helps policy development and innovation.
- Grants are awarded through open and specific calls, with funding rates between 75-100%
The document summarizes the mission and activities of UNA Europa, an alliance of European universities. Its key goals include (1) promoting European values and identity through international and interdisciplinary education, (2) increasing the quality, performance and competitiveness of European higher education, and (3) making the knowledge triangle of education, research and innovation a reality. UNA Europa aims to establish an integrated European university campus with innovative curricula and at least 50% student mobility. It focuses on sustainability, cultural heritage, data science and AI. Recent activities include doctoral workshops, a student congress, and successful Horizon 2020 and Erasmus+ grants for postdoctoral fellowships and an online learning hub.
The document outlines the Erasmus+ program for education, training, youth, and sport from 2014-2020. It discusses the need for a new approach given changes in the education and training landscape like high youth unemployment and skills gaps. The key aspects of Erasmus+ include bringing together existing programs into a single framework, increasing the budget by 40%, and focusing on three main types of activities - learning mobility, cooperation for innovation, and support for policy reform.
‘The Why and How of Open Education‘ - Session One: Service Concepts and Pr...Andreas Meiszner
By: Dr. Andreas Meiszner & Ruediger Glott, United Nations University UNU-MERIT – The Netherlands. Elmar Husmann, ELIG – European Learning Industry Group
Workshop on “The Why and How of Open Education: Service Concepts and Provider Perspectives”
15th MindTrek Conference and the International Academic Conference | 30 of September, Tampere – Finnland
Taken from the schools workshop held at the Erasmus+ UK 'My Story' Annual Conference 2015. Originally presented by Liz Neil, programme lead for schools at the Erasmus+ UK National Agency.
Topics in this presentation include an overview of the Erasmus+ 2016 programme for schools, how eTwinning and the School Education Gateway complement your Erasmus+ project and linking Erasmus+ with a European Development Plan.
The document summarizes the higher education landscape in Namibia. It describes the background of higher education developing after independence from colonial rule. It outlines the public and private higher education providers, including two public universities, vocational training centers, and one private university. It discusses the regulatory framework including the Namibia Qualifications Authority and National Council for Higher Education. It also briefly describes the national qualifications framework and need to diversify higher education opportunities.
The German vocational education and training (VET) system is admired around the world for its ability to prepare young people for skilled employment. In Germany, VET smooths transitions into work and is closely aligned with labour market demand. This report focuses on an unprecedented test of the German VET system: how to respond to the significant increase in migrants who arrived in the country in 2015-16. The study explores both the opportunities and the challenges presented by migration.
[OOFHEC2018] Darco Jansen: Current status of micro-credentials and short prog...EADTU
The document discusses short learning programs (SLPs) in Europe. It notes that lifelong learning and continuous professional development are underdeveloped in much of the EU. SLPs can help address this by providing flexible, scalable online/blended programs to keep workforce skills up to date. SLPs also anticipate future careers better than degree programs and can serve as building blocks for degrees. The E-SLP project is defining SLP concepts, developing guidelines for collaborative SLPs and recognition frameworks, and mainstreaming SLPs at universities alongside degrees and open education. Emerging are three areas of provision: degree education, continuous education including SLPs, and open education like MOOCs.
MISP: A Multiple-Impact Social Partnership Model to promote Educators’ Develo...M I Santally
The organization Helping Our People has been setup in 2011 by a team of education professionals working at the Virtual Centre for Innovative Technologies (VCILT) at the University of Mauritius. In 2009, the VCILT embarked on the SIDECAP project, funded by the EU-ACP in a consortium regrouping the Open University of the UK, the University of the West Indies, the University of the South Pacific and the University of the Highlands and Islands. The work of the VCILT in the context of the SIDECAP project was essentially focused on the repurposing of Open Educational Resources to fit in the local Mauritian Context. At the same time, the VCILT received an internal grant to work on the development of interactive learning materials using the integration of text-to-speech technology in instructionally designed PowerPoint presentations. In this paper we report how the research activities of the two projects led to a series of development and applications in the real-world context for the continuous professional development of educators, the establishment of a social entity, an NGO called Helping Our People, a partnership with Microsoft Indian Ocean and French Pacific under the Partners in Learning Program and the Youth Empowerment Program to alleviate the suffering of those living in vulnerable conditions in the country.
The document summarizes the work and recommendations of the POERUP project, which investigated policies to promote open educational resources (OER) across Europe. It discusses findings related to OER availability and initiatives in schools, vocational education, and universities. It identifies barriers to OER adoption and provides recommendations in areas like communication, funding, licensing, quality assurance, and teacher training. These recommendations target both the European Commission and individual member states. The presenter then discusses OER priorities and initiatives underway in Romania and seeks input on how the recommendations apply in the Romanian context.
World Programme for Human Rights Education: Outcomes of the Second PhaseABD...Naouel Abdellatif Mami
The document summarizes the World Programme for Human Rights Education's second phase and the ABDEM 2014-2016 project. The project aims to introduce a human rights-based approach in higher education in Maghreb countries through: 1) training trainers on planning and evaluation skills, 2) creating an inter-university human rights master's program, and 3) developing educational materials. The project involves 12 European and Maghreb universities and seeks to enhance governance, curricula, and teaching methods regarding human rights education.
E slp policy forum 28 may 2021 by esteban vazquez cano (uned)EADTU
The document discusses recommendations for institutional, governmental, and EU policymakers regarding microcredentials and short learning programs (SLPs). It recommends that policymakers: (1) build frameworks for recognizing continuing education qualifications, (2) foster international collaboration on common frameworks, and (3) develop strategic plans for microcredentials that are stackable to degree programs. It also provides specific recommendations at the institutional, government, and EU levels to integrate microcredentials and SLPs and develop lifelong learning.
The Erasmus+ programme is the EU's programme for education, training, youth and sport from 2014-2020. It aims to increase higher education attainment, reduce early school leaving, promote cooperation in youth fields, and provide more opportunities for students to increase employability. The programme combines previous EU programmes for lifelong learning, international higher education, youth, and sport. It includes opportunities for student and staff mobility, strategic partnerships between organizations, and support for policy reform to improve education, training, and youth systems across Europe.
Erasmus+ is a European Union program that runs from 2014 to 2020 to provide opportunities for staff, students, and learners in education, training, youth, and sport to experience studying, training, and volunteering abroad. The program allows organizations in these fields to engage in international partnerships and mobility activities. It is implemented through various Key Actions that provide funding for activities like mobility exchanges, strategic partnerships, and structured dialogue in youth. The document outlines the structure and opportunities of Erasmus+ and provides guidance and deadlines for UK organizations to participate.
Année de la Mer : Philippe Chabot au rendez-vousKevin Lognoné
M. Nicolas Forissier a interrogé Madame la ministre de la culture sur la prise en compte de la mémoire de Philippe Chabot durant « l'année de la mer ». Comte de Buzançais, amiral de Brion, amiral de France ou encore ancien ministre des choses de la mer sous le règne de François Ier, Philippe Chabot est aujourd'hui connu pour avoir organisé et financé les voyages de Jacques Cartier, lequel fut le premier européen à découvrir Terre-Neuve et, plus largement, l'actuel Canada en 1534.
Centenaire Marie-Françoise Jeanneau : le ministre apporte son soutien à la co...Kevin Lognoné
La même année, le CIDEF : centre de français langue étrangère (FLE) de l’Université catholique de l’Ouest (UCO) a été créé en 1947 au sein du palais universitaire d'Angers. Les premiers étudiants des « cours de français pour étrangers » étaient polonais et allemands. C'est au milieu des années 1960 que le CIDEF se développa, en particulier avec l'arrivée d'étudiants américains, effectuant leur « gap year » en France.
Lucie Randoin : la députée du Finistère Sandrine Le Feur investie en commissi...Kevin Lognoné
Tombés dans l'oubli, le discours nutritionnel et l'alimentation de demain étaient au cœur des travaux de la scientifique Lucie Randoin, première femme biologiste à l'Académie de médecine. La députée a été sensible à ce plaidoyer au titre de son parcours d'agricultrice "bio" à Pleyber-Christ. Il n'existe à ce jour qu'une seule rue Lucie Randoin dans le Finistère (commune de Guilers).
Un timbre sera donc officialisé en 2025. Les prochaines étapes de cette aventure philatélique vont consister à valoriser la mémoire de Lucie Randoin à l'occasion du pavillon des femmes prévue lors de la prochaine Exposition universelle d'Osaka (Japon) la même année en 2025.
Au titre de son engagement en commission du développement durable, madame la Députée a été sollicitée pour demander des éclairages au ministre de la transition écologique qui exerce une tutelle sur l'organisation du prochain pavillon France prévue à la prochaine Exposition universelle d'Osaka en 2025.
Journée internationale des femmes : Discours en hommage à Lucie RANDOIN (8 ma...Kevin Lognoné
CETTE
COMMÉMORATION EST INSCRITE A L’AGENDA DES
NATIONS UNIES DEPUIS 1945, ANNÉE OU ELEANOR
ROOSEVELT A ADRESSE UNE « LETTRE OUVERTE AUX
FEMMES DU MONDE ENTIER », LES EXHORTANT A
S’IMPLIQUER DAVANTAGE DANS LES AFFAIRES LOCALES
MAIS AUSSI INTERNATIONALES.
CR 04-03-2024 groupe de travail de sensibilisation à la Grande Muraille VerteKevin Lognoné
Restitution vidéo sur : https://youtu.be/DRWz531roUY?feature=shared
Accès au netboard : https://mjanzac.netboard.me/test/?tab=797708&link=3Do3FFBn-TPqce4h1-X8yepteI
La prochaine réunion mensuelle de coordination sera prévue le lundi 8 avril à 18 heures (heure sénégalaise) et 19 heures (heure française).
Voici le lien de connexion pour y participer : https://us06web.zoom.us/j/86282003870?pwd=srHw3zsAKKPpw13qUaMPQUuHs7x6PZ.1
L'ordre du jour s'articulera autour de trois points :
1/ Préparation de la caravane scolaire
2/ Etablissement des canaux de communication entre les établissements
3/ Questions diverses et point sur l'effectivité des appariements
Un hommage philatélique à la femme de lettres Marie-Françoise Jeanneau souten...Kevin Lognoné
Marie-Françoise Jeanneau, née à Cholet (Maine-et-Loire) le 25 septembre 1927 et décédée le 22 octobre 2020 à Saint-Malo (Ille-et-Vilaine), est une femme de lettres, spécialiste du rôle d'incubation culturelle, antique et poétique joué par la poésie, la philosophie et les lettres anciennes.
Le regretté président de l’association Souvenir de Chateaubriand, amitiés culturelles, Yves Debroise décédé en décembre 2019, fut au nombre de ses étudiants.
Nantes : Pourquoi FlyPool débarque dans la cité de Jules Verne mais aussi aut...Kevin Lognoné
Dans le cadre de l’émission Good Morning Business, une solution inédite de covoiturage pour les aéroports avec un système de sponsoring et sans échange d’argent a été dévoilée le lundi 19 février 2024 : https://www.bfmtv.com/economie/replay-emissions/good-morning-business/la-pepite-fly-pool-le-covoiturage-d-aeroport-par-anna sur les ondes de BFM Business.
Son fondateur Burthey Mathieu, CEO de FlyPool souhaiterait développer l’expérimentation et le développement à venir à Nantes.
Aéroport de Nantes : Comment rejoindre FlyPool comme entreprise partenaire ?Kevin Lognoné
Dans le cadre de l’émission Good Morning Business, une solution inédite de covoiturage pour les aéroports avec un système de sponsoring et sans échange d’argent a été dévoilée le lundi 19 février 2024 : https://www.bfmtv.com/economie/replay-emissions/good-morning-business/la-pepite-fly-pool-le-covoiturage-d-aeroport-par-anna sur les ondes de BFM Business.
Son fondateur Burthey Mathieu, CEO de FlyPool souhaiterait développer l’expérimentation et le développement à venir à Nantes.
Aéroport Nantes Atlantique : quelles sont les opportunités de partenariat off...Kevin Lognoné
Dans le cadre de l’émission Good Morning Business, une solution inédite de covoiturage pour les aéroports avec un système de sponsoring et sans échange d’argent a été dévoilée le lundi 19 février 2024 : https://www.bfmtv.com/economie/replay-emissions/good-morning-business/la-pepite-fly-pool-le-covoiturage-d-aeroport-par-anna sur les ondes de BFM Business.
Son fondateur Burthey Mathieu, CEO de FlyPool souhaiterait développer l’expérimentation et le développement à venir à Nantes.
Covoiturage : FlyPool sur les trajets d'aéroports depuis Nantes Atlantique ou...Kevin Lognoné
Dans le cadre de l’émission Good Morning Business, une solution inédite de covoiturage pour les aéroports avec un système de sponsoring et sans échange d’argent a été dévoilée le lundi 19 février 2024 : https://www.bfmtv.com/economie/replay-emissions/good-morning-business/la-pepite-fly-pool-le-covoiturage-d-aeroport-par-anna sur les ondes de BFM Business.
Son fondateur Burthey Mathieu, CEO de FlyPool souhaiterait développer l’expérimentation et le développement à venir à Nantes.
Phare de Ré : Lucie Randoin et le sel de Ré aux nuesKevin Lognoné
Cette biologiste n’est pas Rétaise, mais elle a mis en avant les bienfaits du sel de l’île de Ré au milieu du XXe siècle. En 2025, elle aura un timbre à son effigie.
Gratitude for Kevin Lognoné participation as a citizen juror in the European ...Kevin Lognoné
As a sign of appreciation and as proof of the role played in fostering democracy, a Citizen Juror Certificate was provided to Kevin Lognoné - you can download it here. Thank you for your service to democracy !
CR 05-02-2024 groupe de travail de sensibilisation à la Grande Muraille Verte...Kevin Lognoné
Quoi ? projet I2(ED): Interscolaires Éco Délégués pour une Éducation au Développement Durable
Comment ? Bâtir un partenariat de sensibilisation aux enjeux éducatifs de la Grande Muraille Verte
Partenaire ? Agence sénégalaise de la Reforestation et de la Grande Muraille verte (ASERGMV) qui promeut un Sénégal vert. / asergmv
Date : 22 février 2024, Réunion sur Zoom, logiciel de visiophonie
Animation : Abdou DIOME Compte-rendu : Kevin LOGNONÉ
Coordinateurs nationaux présents : Félicia PREIRA et Maxime JANZAC
Ministères représentés : Ministère de l’éducation nationale du Sénégal, Ministère de la jeunesse du Sénégal
Lieux identifiés : Grande muraille verte (Ranérou) et Parc national des oiseaux du Djoudj (Saint-Louis) pour la caravane scolaire de sensibilisation et de découverte de la Grande muraille verte (vendredi, samedi et dimanche pendant les fêtes de la jeunesse de Pâques.
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Rendez-vous de haut niveau pour l'apprentissage 2023
1. The European Alliance for Apprenticeships
Get Together event 2023
Thon Hotel EU, Brussels, Belgium
27th June – 13:00 – 17:00
2. Welcome from the moderator and DG EMPL
• Luca Mobilio, Team leader, Apprenticeship Support Services, Ecorys
• Ana Carrero, Deputy Head of Unit, Vocational Education and
Training, DG EMPL B3
3. Main take-aways from the High-Level Event
• Noelia Cantero, Director, European Association of Regional and Local
Authorities for Lifelong Learning (EARLALL)
• Michael Fitzgerald, Technical Training & Development Manager Director,
ESB Networks
4. Thematic Group Session I | 14:20 – 15:20
• Parallel Session 1 – Apprenticeships as a means for social inclusion – GERMANY
• Parallel Session 2 – Mobility of Apprentices – BELGIUM II&III
• Parallel Session 3 – Quality of apprenticeships – GERMANY
• Parallel Session 4 – Apprenticeships as a means to secure skilled employees –
BELGIUM II&III
Thematic Group Session II | 15:50 – 16:50
5. Parallel Session 1 – Apprenticeships as a means
for social inclusion
Moderated by Richard Daniel Curtis, The Root of It
• Mihaela Sandu, VoHub – Hands across Romania
• Jean Buffenoir, European Committee of Coordination (CEC)
• Anna Maria Cazzato, Consorzio Consolida
8. Content
• CONTEXT
• VET IN UKRAINE
• VET IN EUROPE
• VET IN ROMANIA
• SOLUTION
• RECOMMENDATIONS
• PROJECTS
9.
10. Support measures needed
Research shows that migrants have:
• lower upper secondary education outcomes,
• higher dropout rates, and
• higher risks of lack of employment, education and training.
This is especially true for the VET sector. Refugees face significant barriers and are underrepresented in
vocational training due to language barriers, employer reluctance and discrimination and inclusion policies.
Furthermore, the low participation of migrants in vocational training programs is also a result of self-selection
mechanisms and the 'ethnic selection effect'.
11. VET in UKRAINE
• Ukraine was in the process of bolstering its VET system with the
implementation of dual apprenticeship programs before the
Russian invasion.
• Vocational programs are highly favored with one-third of upper
secondary students enrolled in vocational-oriented courses. The
industry sector is the most sought-after sector for VET, followed by
agriculture and construction.
44%
of the working
population had
received secondary
education.
12. VET in EUROPE
• Allowing participation without permission for
permanent stay (e.g. in Denmark, Finland, Norway,
Portugal);
• Giving flexible deadlines for enrolment – in some
cases, by enlarging the capacity of buildings and
classroom spaces – and increasing the maximum
number of admissions (e.g. in Czech Republic,
Hungary, Portugal, Slovenia);
• Simplifying the qualifications’ recognition process
(e.g. in Germany, Estonia, Lithuania, Portugal);
• Engaging Ukrainian learners already enrolled in VET
programs to ongoing Erasmus+ KA1 projects, through
a flexible use of the project funding (e.g. Finland).
13. VET in ROMANIA
• The challenge for VET systems is to accommodate Ukrainian forcibly displaced students so they
can re-enter the educational system, make friends in a new environment, and gain marketable skills that will
help them find work in their host country or upon their eventual return to Ukraine.
• A flexible educational and learning system is a must for adapting their learning pathway to a new system.
This flexibility allows them to move within and across education, training and employment.
• Currently, in Romania, there are no special provisions that would allow Ukrainian FDC already following a VET
program in Ukraine to continue their theoretical classes online and, at the same time, attend practical
lessons under the Romanian VET system. Therefore, the only option they have to benefit from practical
learning is to enroll in the Romanian system as listeners, so that they do not lose the already acquired
practical skills for the labor market. In practice, these students would therefore make an effort to attend VET
in two different educational systems, coupled with the language barriers, if practical teaching is conducted in
Romanian only.
14. Solution - Second chance program
• It is aimed at teenagers, young people and adults from a variety of social backgrounds and ages
who have not attended or have not completed primary or secondary education. VET education
in Romania is aimed at people aged between 14 and 26 years old.
• The opportunity to continue, complete compulsory education without having to interrupt any
professional or family activities. The program is structured on two levels: primary & lower
secondary education, with a vocational training component.
• Flexible and innovative elements in the educational process: modular curriculum and credit
system for basic education, assessment, certification and recognition of competences
previously acquired by learners, provision of an individualized training program.
15. Recommendations
1. Increase funding for VET programs: Governments and international organizations should increase
their funding for VET programs for refugees. This can be done by increasing budget allocations for
VET programs, seeking external funding from international organizations and donors, and promoting
private sector investment in VET.
2. Improve access to VET programs: Governments and organizations should work to improve access to
VET programs for refugees. This can be done by providing information about available programs,
reducing barriers to entry, and promoting outreach efforts to reach refugees who may not be aware
of available opportunities.
16. Recommendations
3. Tailor VET programs to refugee needs: VET programs should be tailored to meet the specific needs
of Ukrainian refugees. This can be done by providing language and cultural training, incorporating
trauma-informed care, and focusing on skills that are in demand in the local labor market.
4. Provide support services: VET programs should be accompanied by support services such as
counseling, job placement assistance, and financial support. These services can help refugees to
overcome barriers to participation and achieve success in their training and employment.
5. Promote partnerships and collaboration: Governments, organizations, and employers should work
together to promote partnerships and collaboration in the development and delivery of VET
programs for refugees. This can help to ensure that VET programs are effective, efficient, and
responsive to the needs of refugees and local communities.
17. • The project aims to increase access for children from vulnerable
communities to dual VET through awareness campaigns, vocational
counselling sessions for children and their parents, and direct
companies’ engagement.
• Special attention will be paid to increasing the quality and relevance
of education and training, both for the labour market and for
individuals. Through the proposed project we aim to increase access
for children from vulnerable communities to dual VET through
awareness campaigns, vocational counselling sessions for children
and their parents, and direct companies engagement. The project
also aims to provide teachers and parents with relevant information
to support and guide young people in continuing their studies and
accessing vocational education.
Profession - towards the vision
of my future
Expected results:
• To create 4 classes of dual VET which focus on decreasing
school drop-out rate,
• to increase awareness of the labour market opportunities
• To make young people, teachers, and their parents aware of
the characteristics and career options offered by dual
vocational education through three months of information
activities and events.
• To provide teacher training on vocational orientation
towards dual vocational education.
18. VoHub – vocational counselling for refugees
• Vocational counselling services for about 1,000 Ukrainian refugees
• Apprenticeships for about 50 teenagers
• Entrepreneurship workshops and mentorship
21. Erasmus+: Cooperation partnerships in
the field of Education and Training –
European NGOs
SKills for long term unemploYed – SKY
EAfA Get Together Event 27/06/23
22. Objectives
• 1. To enable LTU’s to acquire valuable skills by setting up short training courses in
order to reintegrate them socially and professionally and to give them the desire to
learn to learn.
• 2. To offer a complementary tool (micro-training and micro- certification) to VET
providers and Working Integration Social Enterprise in charge of training and socio-
economic integration of LTU’s.
24. Methodology
Inventory of
best
practices
Territorial
Working
Groups
Identification
of the
needs of
companies in
terms of skills
that will
be the subject
of micro-
training
Creation of
micro-
trainings
The duration of
a micro-training
course is a
minimum of 1.5
hours and a
maximum of 24
hours.
Test
Micro-
trainings
amongst 125
LTU
Policy
recommendations
March 2022 - February 2024
25. Methodology
Identification of the local
needs
Companies, Public authorities,
VET providers, social
enterprises
PROFESSIONAL SECTORS
TRADES/JOBS
PROFESSIONAL
GESTURES
ESCO, COMPANIES, TRADE
UNIONS, VET PROVIDERS
26. List of trades selected by each partner
Partners AGFE MIREC SCF BARKA TRINIJOVE
Trades/jobs
→ Recycling
and reuse of
textile waste
→Home
assistance
→IT
→Home
assistant
→Waste
recycling
→Horeca
→Home assistant
→HACCP Course
and Certificate
(compulsory for
Food Handler)
→Pest eliminator
→Waiter
→Customer
service
→Gardener
→Computer
recycling
→Digital training
→Seasonal
vineyard worker
and wine
packaging
27. Example of professionnal gestures selected.
• MIREC - Trade: Waste management - 2 professional gestures: 1. wear
personal protective equipment correctly in a semi-industrial environment. 2.
I can identify the types of waste, their characteristics and the benefits of
recycling them.
• Fundacio Trinijove – Trade: recycling of computers - 3 Professional gestures:
1. Identification of the labels of the computers to determine which ones will
be disassembled and which will pass the test for reusing them – 2.
Identification of the correct tools and proper use in order to remove the
pieces efficiently following a specific order – 3.Quick recognition of valuable
products and knowledge of component prices in the market.
28. Micro-trainings on at least two
professional gestures
VET providers, companies,
social enterprises, social
partners
At this phase possibility to organise a micro-training in the company
or in a social entreprise
29. Selection of the LTU’s
• Initial reception interview : what the person can do, wants to do, or
no longer wants to do
• Making the most of the skills and knowledge already possessed by
the unemployed
• Interview framework specific to the selected job in order to put the
jobseeker in a situation in which he/she will be confronted with a job
• Video with working conditions or direct contact with the worker
performing the professional gestures in the company in order for the
LTU’s to get a clear view of the job
30. Certification
• Micro-trainings will be validated through a « Gentlemem agreement »
signed by the company, the VET provider/social enterprise and LTU.
31. Contact
• Eric Degimbe
• cecedbe@gmail.com
• http://cecasbl.org
• http://skyltu.eu
Thank you for your
attention.
33. APPRENTICESHIP AS A TOOL FOR GROWING CAPABILITIES:
OPPORTUNITIES FOR VULNERABLE PEOPLE AND COMPANIES
The case of Consorzio Consolida
Social Program Coordinator
Anna Maria Cazzato a.cazzato@consorzioconsolida.it
+39 349 9332560
Brussels, 27/06/2023
34. LOMBARDY IS THE SECOND RICHEST REGION IN ITALY
LECCO'S ECONOMY IS GROWING
INCREASING POPULATION AGING
LECCO HAS VERY LOW UNEMPLOYMENT RATES
RECRUITMENT CRISIS
35. 01
04
Youth policies
Vulnerable people work
inclusion
A second level organization
22 social enterprises
2800 employee
15 million euros turnover
Organization
Social enterprises Sectors
Sectors Leader of...
Social
Health Care
Education
Job placement
Consorzio
Consolida?
Minors and family
people with disabilities
early childood
young people
elderly people
work inclusion
... for all municipalities
of the Province of Lecco
Multi-purpose
vocational
training
Services
03
Continuos training
Administrative management
Stakeholder Management
Research and insight
Places of thought and discussion
36. Youth policies
Vulnerable people work
inclusion
Sectors Leader of...
... for all municipalities
of the Province of Lecco
Multi-purpose
vocational
training
RECRUITMENT
CRISIS
Characteristics of Second level Apprenticeship:
- 3 years program
- Reduction of the remuneration
- Permanent contract
- Focus on training
NEET
Vulnerab.
people
NEET
with
potential
From
projects
to
Appren.
key way
for
learning
Two
tutors
Homogeneus
participant
Heterogeneous
participant
W. linked
to specific
target
TARGET
OFFER
CLASSROOM TRAINING
ON THE JOB TRAINING
STRENGTH
WEAKNESS
38. Discussion questions
1) What targeted strategies and good practices could be effectively deployed to
reach out and re-engage individuals at risk of social exclusion, such as long-term
unemployed, NEETs, people with disabilities, and migrants? Could you give
specific examples?
2) Which key stakeholders ought to be actively involved in these initiatives to
maximize their reach and effectiveness? Could you identify any specific roles
these stakeholders could play?
3) In what ways could the European Union provide support to facilitate and
enhance these outreach strategies and practices, and how could such support be
most impactful?
39. Parallel Session 2 – Mobility of Apprentices
Moderated by Hans Thomas Hjorth, ReKreata I/S and Aarhus Business College
• Bernadette Greco, Regione Puglia
• Jean Arthuis, Euro App Mobility
• Ana Zacharian, Albanian Skills
41. Transnational mobility within the Higher Education and Research
Apprenticeship scheme (Type 3): tools available, challenges and obstacles
to overcome
Bernadette Greco, EURES coordinator, Apulia Region,
Brussels, EAfA 10 years, 26th-27th June 2023
42. A Brief history of the apprenticeship scheme in Italy, with specific
reference to type-3: why and how it was designed
How the type 3-apprenticeship works: distinguishing features
The type 3-apprenticeship within our pledge: the ITS system
and the fair mobility EURES flagship
The ITS system in Apulia Region
T. The EURES TMS project: does it fit with the transnational
component of the apprenticeship?
Obstacles and challenges to transnational mobility
43. High unemployment rate among youth
(23.1% vs 14.6 Eu, 2002 source Eurostat )
Rigidity of the labour market
Education: graduation age,
skills, enterprises role
Thorny school-labour
market transition
The Apprenticeship scheme-type 3 (higher level
apprenticeship) : the reasons behind such a choice
44. Type 3-apprenticeship in a nutshell
➢Scheme history : since 1955 to Decree 81/2015 (art.45)+NCLA(CCNL)
➢Beneficiaries : youth aged 18-29 holding secondary school education qualification
➢Functional feature (education vs employment): written contract paid employment, hence
student+worker
➢Deliver qualifications by bringing people into the labour market: the qualifications of type 3 are
possible in programmes in EQF levels 5 to 8 (ITS 5 to doctorate degree 8)+ research (no formal
qualification)+regulated professions
➢Duration: min 6 months to 3-4 years (state-regions,derogation); in not otherwise stated, OEC
➢Compulsory school-company alternance, with 40% in company training (no compulsory model of
alternation)
➢Regulatory framework: training to regions (individual training path, tutor,pay/wage, in-company training,
Individual dossier)
➢Labour contracts hence COB (ministry of labour+INPS): definition of wage for apprentices+ tax reliefs
and incentives
➢Monitoring results by INAPP
45. The ITS (High Technical Institutes): how to comply with the
enterprises’ requests in terms of innovation and technology
➢ Tertiary non-university education,
decree of the Pcom, 25 January 2008
➢ New strategy: combination of
education, VET, training, labour market
➢ Companies’ need for innovation and
tech, know-how transfer to SMEs
➢ 6 technological areas identified
➢ 29 profiles
➢ At last 30% in-company training
➢ Duration: 4 (max 6) semesters
➢ The in-company experience through
apprenticeship
➢ Qualification obtained: EQF 5°,
Europass diploma supplement (if 6
semesters EQF 6°).
46. The ITS system, Apulia Region:
Number of apprenticeship contracts (Type 3) signed: 29, 2018-2023
Our pledge at a glance:
❖ Train youth according to the
companies’ needs;
❖ Reduce youth
unemployment through
apprenticeship contracts
❖ Enhance the apprentices
skills through fair and
circular mobility
47. The EURES network and the ITS system: how to cooperate
➢ Get to know each other and dive in the educational path of
the ITS (external training component) to source inspiration
for mobility experience (outcome: mutual learning
meetings)
➢ How to step in the «apprenticeship contract»?
➢ Match the training at the workplace component with the
mobility component (outcome: shared working and training
calendar)
➢ Organize joint recruiting events in the Tourism sector:
(outcome: A, NL, DE events). Highest share of mobility
with one of the core sector for EURES- tourism-
(outcome: placement of ITS Tourism students in A, DE,
NL)
48. The EURES- TMS for apprenticeship: does/can it work?
Eligibility on the candidate’s side:
✓ Duration
✓ Benefits granted: relocation, language course, subsistence for
apprentices
✓ Results: number of apprenticeship contracts channelled within
the specific project quite low. Challenges for the future call?
Brainstorming and new proposal within the upcoming call
(learning by doing; pilot project)
➢ Financial benefit-subsistence- does not comply with the length of
the apprenticeship contract
➢ Cross-border recognition of qualification
➢ The mobility experience turns into a traineeship within the
apprenticeship contract: is it feasible?
➢ Get the other stakeholders involved : e.g. Regional Vocational
department (state-regions competences)
➢ Need for ad hoc project design, once the tools available are
known, just edit what may fit in!
➢ Pilot project for apprenticeship (?!)
49. A brief example……
Does EURES-TMS fit in?
Bilateral meetings by country (e.g. Austria-Italy, Germany-Italy )
Find the vacancy fitting the profile,
skills to learn and expected outcome
EURES Austria – employers in
Austria to explain the features of the
vacancy, time schedule, etc.
5.1 Tecnico superiore per la gestione di strutture turistico ricettive: COMPARE
Macroskills to learn-expected
outcome
Activities to be carried out in the job
vacancy
ITS tourism sector : Focus on the Profiles (29)
Identify the learning path :
macroskills to learn
Expected outcome
50. Were we up to our pledge?
On our way, happy to share and
learn from the EAfA members!
Thank you
Bernadette Greco
Department of Labour market and policies
b.greco@regione.puglia.it
55. 4-year pilot project (2020 - 2023)
Spreading learning mobility from Western
Balkans to the EU
MAIN GOAL
To introduce the culture of learning mobility in
the field of VET in Western Balkans VET systems
to improve the employability of students
56. MOBILITIES OF LEARNERS
Destinations: France, Italy, Poland
Slovenia, Spain
• 56 PRO-type Mobilities of 3
months (for recent graduates
and apprentices)
• 360 Mobilities in one month
(for high school VET students)
CAPACITY BUILDING
Destinations: France, Malta, Netherlands, Spain, Italy
• 54 Job Shadowing experiences (for VET teachers and managers)
• 36 VET teachers in Summer Schools
• 72 teachers and managers Thematic Themes (EfVET)
57. TRAINING ASSIGNMENTS
Destinations: Albania, Bosnia, Kosovo, Montenegro, North Macedonia,
Serbia
• 18 Mobilities to train VET staff and VET providers
• 24 Mobilities to train learners before their departure
60. I hope that many students and young people from
my country will join this project and open doors for
themselves in the future.
I can’t find the words
to describe this
experience, but I am
sure that this
internship is a giant
step in my career.
61. During my education in Bosnia, I never had
experience with patient care, feeding, and
similar things but here I learned all of it.
It makes me sad that we had some
accommodation problems during the first few
days, but I’m glad that it was solved very
quickly.
62. I was selected to be a part of “El Garbo
de Greta” a website and e-commerce
company.
Every day I had to take public transport
and report at 9:30 to the company.
Working in the company gave me the
opportunity to explore, develop my
opinion, and above all learn a lot, and
above all learn how to be part of a
workgroup.
64. INFO AND CONTACTS
ALBANIAN SKILLS –NATIONAL ASSOCIATION
FOR SKILLS COMPETITIONS
Email: ana.acharian@albanianskills.org
Tel.: +355 69 21 477 25
Website: https://intervetwb.net
Uniser Soc. Coop. Onlus
Uniser Get in Touch: https://intervetwb.net/contacts/
67. Discussion questions:
1) What strategies can be implemented to promote mobility among apprentices,
companies, and VET providers, in order to increase participation and foster a
more diverse and adaptable workforce?
2) What are the main challenges faced by apprentices, companies and VET
providers when embarking on mobility experiences? How can these be
overcome? Do you have any good practice to share?
3) From the perspective of all stakeholders - apprentices, companies, and VET
providers - what key attributes or factors contribute to a high-quality mobility
opportunity, and how can we ensure these factors are consistently realised?
69. Parallel Session 3 – Quality of apprenticeships
Moderated by Sabine Weger, CMA France
• Sergi Alegre Calero, Fundació Catalana de l’Esplai
• Joaquim Santos, Federaçao Nacional da Educaçao
• Menno Bart, Adecco Group
71. From experience to policy
recommendations
Sergi Alegre
Fundació Catalana de l’Esplai, Spain
72. For them as persons, for the goodness of our societies and for the goodness of Europe, we can not leave
anyone behind, but specially our youth as they are our present and our future
If we want to win this battle, we have to go to the deep causes and to solve them, but in the meantime,
we have to work hard to deal with the actual situation
14% of NEETs in Europe
73. European, national, regional and local governments have done a lot, but let’s say the truth:
the situation remains unsatisfactory!
What can we do?
74. Public administrations should:
• Keep looking for all new, original and success experiences at local level because all success stories
have started at local and small size level (from aviation to Bill Gates; from Red Cross to football
teams)
• Promote new initiatives and new approaches
• Look outside of our territorial limits in order to see and to learn from others as this is the case of
Yopeva project inspired in Brazil experience “Dema” now being developed in Catalonia
75. This search must be constant and continuous, but one thing is clear for us:
No programme, action or project dealing with young people at risk of social
exclusion will be successful without an important scort component.
Lack of access to high-quality study and accreditations are main causes of these young people to be
excluded, jeopardising their future.
They need a hand
Support needs to be comprehensive: on top of filling in their educational gaps, we need to provide:
• Advice
• Support to win their fears
• To make (good) decisions
• And, sometimes, even support to deal with their family and their nearest social ecosystem.
76. Public administrations should understand as soon as possible that
NGO’s are the best armies to fight this situation
NGOs can play an essential role, not only in the execution of programmes and projects, but already in the
planning/development phase, when it is important to decide what, when, where, who and why.
NGOs are committed; flexible and agile. They work in the boroughs, in the streets and in the squares,
directly with youth and dealing with their social realities
77. In order to get a high level of success of social inclusion programmes via formation
we need companies
However, we do really believe public administrations should promote and strongly push for their
commitment and their active participation.
This can be done through different means, including regulations.
Today we have a great opportunity, never before Europe has invested so much - hundreds of thousands
of millions of Euros - to support our companies. Therefore we, the society, have not just the right, but
not the moral obligation to ask and to demand them to give back to society what they know better: to
teach young people how to work, through working
78. Last, but not least, we consider that public administrations must change urgently the way they show
programmes and projects dealing with the reality of excluded youth, as this deeply affect the way the
majority of societies see them as well.
Image is key
If this fight is a main and real goal for our society, we have to improve the way we connect with young
people.
If we want that they feel we consider them important, that we do really want to change their situation,
we have to improve our communication tools, we have to elaborate branding strategies, we must use the
last technologies and we must invest money and human resources.
80. FNE (National Federation of Education) joins 7 teachers’ unions in all education sectors and 3 non
teachers’ unions (education support personnel)
FNE in EAfA: since 2015 in Riga
The issue of image of vet is transversal to all countries in Europe
81. RELEVANCE OF EAfA
EAfA: A successful case within the scope of the European social dialogue.
It implies an interaction of a multiplicity of actors around apprenticeships.
Social dialogue at european level is very fruitful with outstanding results.
Difficulties happen when we move from European social dialogue to national, regional, municipal or
local levels.
82. QUALITY AND EFFECTIVE APPRENTICESHIPS SHALL RESPOND TO:
• Global unemployment and under employment rates
• Inequalities
• Rapid transformations in the world of work (climate change, skills mismatches, skills shortages)
• Skill, reskill and upskill – in a quality lifelong learning framework
• Decent work for all / well-being / freedom and dignity
• Economic security / equal opportunity
• Entrepeneurship / self-employment / sustainability of companies
83. APPRENTICESHIPS SHOULD BE:
Regulated; sufficiently funded; sustainable
Free from discrimination, violence, harassment and exploitation
THEY SHOULD PROMOTE:
Gender equality and diversity
Adequate remuneration and/or financial compensation
Social protection coverage
84. QUALITY APPRENTICESHIPS SHOULD INVOLVE:
The role of social dialogue, joining together apprentices, enterprises, representatives of teachers,
trainers and tutors, in order to enhance attractiveness
The participation and incentives to SMEs, responding to inclusion
85. A GOOD EXAMPLE OF QUALITY APPRENTICESHIPS:
“ILO’S Recommendation on quality apprenticeships June 2023”
THE RECOMMENDATION EMPHAZISES:
• A partnership between representative employers’ and workers’ organizations, for determining
whether an occupation is suitable for quality apprenticeships
• The role of equality and diversity in quality apprenticeships
• The crucial role of the international, regional and national cooperation
86. SOCIAL DIALOGUE CAN HELP
The ILO's tripartite view of the world of work is very consistent.
Cooperation between governments and workers' and employers' organizations is the basis for
promoting social and economic progress.
87. AI AND APPRENTICESHIPS
AI and machine learning are bringing new issues to quality apprenticeships
Yuval Harari on may 19, 2023 in Portugal emphazised four characteristics of ai:
1. AI is a tiny baby: it is only 10 years old
2. Chat GPT and all these wonders are the amoebas of the AI World
3. AI is the first technology in history that can make decisions by itself, even about us
4. The first technology ever that can create new ideas
88. WORLD ECONOMIC FORUM FUTURE OF JOBS REPORT – MAY 2023
AI and machine learning: quite relevant in digital transition and in employment.
The transformation of jobs and skills have a great impact on businesses, governments and workers.
89. KEY FINDINGS / DRIVERS OF LABOUR MARKET TRANSFORMATION:
• Technology adoption will remain a key driver of business transformation in the next five years
• Within technology adoption, big data analytics, cloud computing and AI feature highly on likelihood
of adoption
• A majority of companies will prioritize women (79%), youth under 25 (68%) and those with
disabilities (51%) as part of their DEI (diversity equity inclusion) programmes
93. Discussion questions
1) What criteria or factors should we consider when defining high-quality
apprenticeships?
2) What are the most meaningful and, possibly, quantifiable metrics for assessing
the quality of apprenticeships?
3) Could you share some simple yet effective strategies or best practices that
stakeholders can adopt to enhance the quality of the apprenticeships they offer?
94. Parallel Session 4 – Apprenticeships as means of
secured skilled employees
Moderated by Rosa Solanes, PIMEC
• Bart Denys, Hotelschool Ter Duinen
• Susana Silvestre, Lisbon City Council
• Barbara Grau, SNCF
98. Our courses
COURSE TARGET GROUP
First degree Students aged11 to 13 years old
Second degree Students aged 13 to 16 years old
Third degree Students aged 16 to 19 years old
Adult education cook and waiter
1 year training
18 years and older
7th year world gastronomy or hotel
management
18 years and older
Culinary Arts bachelor 18 years and older
101. Promote critical thinking and
problem solving
Best practices from Design Thinking in Lisbon City
Council
Susana Silvestre
Câmara Municipal de Lisboa |Development and Training Department
102. As human beings, we get used to everyday things very quickly.
We easily fall onto a repetitive mode without realising it.
We have limited brain power.
103. Try to learn from people, try to see the world as it
really is.
104. We challenged trainees to see services through
the eyes of citizens, trying to identify fears and
possible frustrations.
We use case studies in the areas of health,
culture, transports, etc, to stimulate creative
thinking and problem solving.
109. Validate solutions with users, before implementation.
Qualities of adaptability, analysis and flexibility
Active listening to create empathy with users and teams.
Ability to solve problems, looking for new opportunities and identifying good practices;
Decision making, linguistic and expressive skills.
Build trigger questions: HMW?
Data Analysis : brainstorming, clustering and selection of ideas to prototype.
Promote networking and partnerships.
Risk management and prioritising.
Use simple and cheap prototypes to experiment solutions.
How apprenticeships could use these practices in their job?
110. Look Broader
When you are dealing with a
problem, there are several
situations that contribute to it.
It is important to step back,
invite multidisciplinary teams to
diversify our thinking.
112. Think as a beginner
We all see the world more
clearly when we see it for the
first time. But it requires
looking at problems with fresh
eyes and on a clean slate.
113. Our challenge is to wake up every day and say:
how can we improve our skills to contribute to
a better world?
114.
115. Apprenticeships as a means to secure
skilled employees at
Barbara GRAU - Head of European and International HR Affairs
116. About SNCF
SNCF
Voyageurs
SNCF Gares &
Connexions
SNCF Réseau
Rail Logistics
Europe
SNCF
(the parent
company)
SNCF in France: 150 400 employees
Training at SNCF:
- 464,1M€ dedicated to training at SNCF
- 19 training centers
- 150 railway professions
Apprenticeships & dual students at SNCF:
- 7645 apprentices & dual students
117. “CFA Ferroviaire”: SNCF’s Railway Apprenticeship
Centre
Developing apprenticeship schemes to secure the transfer of skills to our
apprentices
118. 30
Programmes
30
Programmes
Training offer designed at the request of
SNCF Business Units in response to the
company’s needs
563 apprentices in 2022
Partnerships with 18 high schools and SNCF
training centres
Training for a diploma with
railway specifities to facilitate
their recruitment by SNCF
Professions in railway fields such as:
- Rolling stock maintenance
- Rail infrastructure maintenance
- Rail traffic management
- Train station customer services
119. How does it work?
Follow-up of learning progress and accompaniment throughout the course
THE TRAINING SCHEME
Work-study
timetable
Tutor Colleagues
Manager
Teaching staff Trainers
Professional experience
COMPANY HIGH-SCHOOL
SNCF
CAMPUS
120. EXAMS & ASSESMENT:
✓ Assessment during training or
vocational skills certificate, but also
final examinations on a fixed date
✓ National education diploma or
professional qualification
In 2022 :
95% exam success rate
65-83% integration rate in SNCF
PARTNERSHIPS WITH
HIGH SCHOOLS :
✓ Developing new partnerships / new
training courses in accordance
with the company’s needs
✓ High schools with technical
equipment allow apprentices
to practice
✓ Sharing best practices to
improve training
121. SNCF’s commitment to diversity and inclusivity
Welcoming people from all backgrounds
122. →PAQTE: A French government initiative to recruit
young people in priority neighbourhoods. In 2022,
9% of apprentices and dual students came from
these areas (712)
→The PAQTE helps SNCF recruit more apprentices
from priority neighbourhoods, by identifying
them, coaching them, but also by supporting their
tutors
DIVERSITY & THE PAQTE PROJECT:
123. DISABILITY INCLUSION POLICY :
→ Facilitating access to training for people with
disabilities
→ Identify the educational adjustments or
adaptations to be implemented with the
teaching teams
→ Organise awareness campaigns for teaching
teams and coordinators
→“Hantrain” an apprenticeship initiative for
people with disabilities
126. Discussion questions:
1) Given the current challenges of skill shortages and the rapid pace of technological
changes, how can we ensure that the content and scope of apprenticeships adequately
equip both young people and adults with the necessary skills for the evolving
workforce? Could you give specific examples of good practices?
2) What role can multi-stakeholder governance platforms play in ensuring apprenticeship
programmes are responsive to changing labour market needs, particularly in the
context of the twin transition?
3) As we see apprenticeships at the forefront of workforce transformations, what
measures can be put in place to ensure they not only respond to current labour market
needs, but also attract future workers to emerging occupations or occupations being
modernised?