Groups massively unemployed/underemployed

13 Oct 2010, TELECENTRE-EUROPE Summit

Key Competences For All research and development towards a brand solution for telecentre learning

resources

Results of a multi-country analysis: Context analysis in five European countries

Budapest, 14th October 2010

Gabriel Rissola, JRC-IPTS

Joint Research Centre (JRC)Institute for Prospective Technological Studies The European Commission’s Research-Based Policy Support Organisation


Key Competences For All research and development towards a brand solution for telecentre learning resources

Results of a multi-country analysis: Context analysis in five European countries


Groups massively unemployed/underemployed

RO: Ex -Industry workers (mining, metallurgy, etc); Subsistence agriculture workers; Ethnic minorities (rroma); Women; Under-skilled people

BE: Low-skilled young people (Youth unemployment is a structural and recurrent problem in Belgium); Migrant people (from outside EU-25); Over 55 people (due to the use of anticipated retirement schemes for laid-off workers above 50 years old)

UK: Women Returners, Single Parents, Refugees, Ex-Offenders, People with disabilities (particularly those with mental health issues), NEET generation (young people who have slipped through the education, employment and training systems)

ES: Youngs under 25 (including the NEET generation subgroup), Immigrants, Women over 45 years, Disabled people and Long-term unemployed (+ 12 months).


Adult educationLV: Adults are participating quite actively in lifelong learning (mainly the women).

However, obstacles for a more extended participation are led by Training cost; lack of time because of family responsibilities; and conflicts with the work schedule.

RO: Percentage of adult population participating in lifelong learning is quite low (1,5%).BE: 42% of adult population takes part in any activity of continued training (slightly

higher proportion or men, 44%, it decreases with age: only 27% in the 55-64 age group while the gap between men and women increases in this group). 82.5% do it mainly for professional reasons, 17.5% for personal or social reasons. 40% of salaried workers takes part in training activities linked to vocational training (in telecommunications, finance, chemistry and energy utilities, the rate raises to more than 60%, while in the construction sector, wood industry, textile and clothing, and catering, it decreases to less than 25%).

UK: Overall, participation of adults in training in the UK is higher than the EU average. In 2006, 68.2% of all adults reported participating in some type of learning and 46.6% participated in taught courses (a downward trend in adult participation was observed for the following three years). However, UK has a continuing challenge to increase participation in learning among adults, especially those 'hard to reach‘.


• Job assistance and guidance:• (Self) assessment of own skills and interests, choosing a career (what to

value)• Job guidance, job profiles, search job vacancies• Assistance in CV preparation and assessment, application forms• Development of interview skills• Assistance in communication with potential employer via Internet• Promotion of Volunteering as a means to gain labour experience• Guidance for foreign workers• Help and advice for ex-offenders and other target groups with special

needs• Access to information and funding opportunities for self-employment

and entrepreneurship

TCs contribution to User Employability process


• Training:• Access to Vocational training opportunities• Access of unemployed people to training programs• Help for students with disabilities • Advice on paying for learning • Advice for choosing the right course • Help with reading, writing and numbers [literacy and numeracy]• Certification (ECDL, etc) for people looking for job, as well as a proof of

qualification rise of employed people

19/04/236 KC4all project funded by LLP/Grundtvig




• Personal and social issues linked to Employability:• Advice on finding and paying for childcare • Show the way to save money (internet bank, news on Internet etc.)• Provide valuable information, for example, realization of hobbies, finding

persons who share one’s views and interests• Support social life improvement by better communication with family,

friends, relatives abroad, local community, decreasing the digital gap



Conclusion I: target groups for the toolkit

Surveyed target groups

LV: 70% women, 52% tertiary level studies

RO: 62% women, 55% tertiary level studies, ex-industry workers, ethnic minorities, agricultural workers, women, underskilled people

BE: 87% women, 47% long term unemployed, low qualified, young people, migrants, only 30% learned ICT at school

UK: diversified profiles

ES: 67% women, young (neither study, neither looking for job), migrants, long term unemployed

Selected target groupsLV: unemployed | people looking to improve their qualifications for working purposes |disadvantaged groups- seniors, people with low income RO: underskilled | women | ethnic minorities (roma) | entrepreneurs?BE: Young people | non-EU MigrantsUK: women, „hard to reach“ communities, without school certificates, low-numeracy skillsES: <25 unemployed | long-term unemployed | immigrants | women >45



Conclusion II: languages and ICT-skills

Users need to be addressed in their mother tongue

ICT use is widely spread (but we asked only telecentre users in courses!)

Internet access is widely spread

Users prefer courses that can be used at home AND in the TC

Users prefer assistance in the TC (blended learning)



Topics differ between countries

LV: foreign language, entrepreneurship,

RO: maintain positive digital identity

BE: foreign languages, high level eSkills (because of service sector)

UK: fill in official application forms

ES: self-evaluation and diagnosis tools, skills for designing a CV, employing internet employability tools, entrepreneurship

Most common topicsICT skills, languages, personal skills


Conclusion III: topics for the toolkit


LV: skills level diagnostic, upgrade road map, language learning, tools for employability issues (starting business, creating profile...)

BE: competence assessment tools, orientation tools towards other actors, social competencies (punctuality etc.), no need for basic ICT skills, tools and guide to find a job, office automation,

RO: focus on advanced IT skills, attractive entrepreneur modules with success stories

ES: skills diagnostic, how to design a CV online


Conclusion IV: skills to be addressed


Key competences: offer & demand matching

LATVIA ROMANIA BELGIUM UK SPAIN MultiKey Basic Competence Deman

d Offer Deman

d Offer Deman

d Offer Deman

d Offer Deman

d Offer Agree

ment1. Communication in the mother/local language

X(Rus)

XX

(Du) X X X X X

2. Communication in foreign language

X(En)

X X XX

(En)

X(En)

3. Mathematical literacy …X X X X X

4. Digital competence X X X X X

5. Learning to learn X X X

6. Interpersonal and civic competences X X X X X

7. Entrepreneurship X X X X X

8. Cultural expression X X


X = Explicit Demand/Offer X = Tacit Demand/Offer ■ = Partner’s choice ■ = Common choice


Possible end users for the KC4all toolkit

Partners’ target groupsLV: unemployed | people looking to improve their qualifications for working purposes |disadvantaged groups: seniors, people with low income RO: underskilled | women | ethnic minorities (roma) | entrepreneurs?BE: Young people | non-EU migrantsUK: ES: <25 unemployed | long-term unemployed | immigrants | women >45

Agreed target groups for the KC4all toolkit:

Women in working age

„vulnerable people“



Competences to be addressed by the toolkit

Competences taken from the list of key basic competences

Digital competence

Learning to learn

Interpersonal and civic competences

Entrepreneurship



Contents for the KC4all toolkit

Common contents of all partners’ TC networks:

Basic skills, advanced skills, skills for online learning, creating web content

Basic ICT, special ICT

Employing internet employability tools



Resource list for the KC4all toolkit

19/04/23 KC4all project funded by LLP/Grundtvig16

Code Name DescriptionOwnershi

pLanguag

eEmployability

purposeRelevant

step Users

LV-1 IT Barometerself-evaluation test for basic ICT skills

PartnerEN, LV,

RU2 (ICT) 1 End/Facilit.

LV-2 Employability motivation guidemotivation to engage in basic ICT training

Partner EN, LV 2 (ICT) 5,6,7,3 Facilitators

LV-3 Book "Digital Skills for SME's”basic ICT functions for micro/SMEs

Partner LV, RU 2,4 3,2,4,7 End users

RO-1 MS Unlimited Potential curriculum

8 modules to develop ICT skills Private All ?? ?? End users?

UK-1 Selection of 15 public resourcesLearning tools to increase employability skills

Public EN 2,4 All End users

BE-1 Cybersoda KitICT initiation & exploration for youngsters

Partner FR 1,3 3,1,2,6 Facilitators

BE-2 Informatisons – Wegwijs in Informatica

Awareness tool on ICT job opportunities

Partner FR 2 7 End users

BE-3 CVitae4Assistance for online CV preparation

Public FR 12,3,4,5,1,

7End/Facilit.

ES-1 Seven steps for employabilityModular, integrated path for job seekers

Partner ES 1 All Facilitators?

ES-2 Employability ICT barometer self-evaluation test for job-related ICT skills

Partner ES 2 (ICT) 1,4 End users

ES-3 Ordenador práctico [Practical PC]Learning tools to acquire basic ICT skills

Partner ES 2 (ICT) ?? ?? End users?

13 Oct 2010, TELECENTRE-EUROPE Summit 17

Thank you

[email protected] http://is.jrc.ec.europa.eu/pages/EAP/eInclusion.html http://is.jrc.ec.europa.eu/pages/EAP/eLearning.html

[email protected] http://tascha.washington.edu/

Documents

Groups massively unemployed/underemployed