Transcript
  • Training paths for the labour insertion of rural women in sectors with more male presence

    Good Practices Handbook EQUIJOBS – Leonardo da Vinci - ES/08/LLP-LdV/TOI/149006

    October 2009

  • LLeeoonnaarrddoo ddaa VViinnccii PPrroojjeecctt:: EESS//0088//LLLLPP--LLddVV//TTOOII//114499000066

    ii

    PROJECT PARTNERS: FEDERACIÓN DE LA MUJER RURAL (FEMUR) – Spain Juana Borrego Izquierdo e-mail: [email protected] www.femur.es INSTITUTO DE FORMACIÓN INTEGRAL (IFI) - Spain Alicia García-Madrid Colado e-mail: [email protected] www.ifionline.com HELLENIC REGIONAL DEVELOPMENT CENTER – Greece Nikoletta Georgogianni e-mail: [email protected] www.hrdc.org.gr ARBEIT UND BILDUNG e.V. – Germany Jochen Eisold e-mail: [email protected] www.arbeit-und-bildung.de KURESAARE AMETIKOL – Estonia Jane Mägi e-mail: [email protected] www.ametikool.ee ASSOCIAÇAO DE DESENVOLVIMENTO DA REGIAO ALTO TAMEGA (ADRAT) – Portugal Marco Fachada e-mail: [email protected] www.adrat.pt STIFTELSEN MINERVA – Sweden Marianne Lundberg e-mail: [email protected] www.minerva.nu AGENZIA REGIONALE PER IL LAVORO – Italy Luca Spissu e-mail: [email protected] www.regione.sardegna.it

    mailto:[email protected]�http://www.ifionline.com/�http://www.hrdc.org.gr/�mailto:[email protected]�http://www.arbeit-und-bildung.de/�mailto:[email protected]�http://www.ametikool.ee/�mailto:[email protected]�http://www.adrat.pt/�mailto:[email protected]�http://www.minerva.nu/�mailto:[email protected]�http://www.regione.sardegna.it/�

  • Good Practices Handbook October 2009

    LLeeoonnaarrddoo ddaa VViinnccii PPrroojjeecctt:: EESS//0088//LLLLPP--LLddVV//TTOOII//114499000066

    iiii

    Index

    1. Introduction .............................................................1

    2. Good Practices Collection and Processing ......................3

    2.1. Good Practice in general .......................................3 2.2. General steps......................................................4

    3. Description of Good Practices ......................................6

    3.1. Estonia...............................................................8 3.2. Germany .......................................................... 18 3.3. Greece ............................................................. 33 3.4. Italy ................................................................ 48 3.5. Portugal ........................................................... 69 3.6. Spain ............................................................... 80 3.7. Sweden ............................................................ 92

    4. Assessment of Good Practices ................................. 107

    4.1. Estonia........................................................... 109 4.2. Germany ........................................................ 110 4.3. Greece ........................................................... 111 4.4. Italy .............................................................. 112 4.5. Portugal ......................................................... 114 4.6. Spain ............................................................. 115 4.7. Sweden .......................................................... 116

    5. Conclusions .......................................................... 117

    Annex I. Pass of Good Practice with Instructions ............. 120

    Annex II. Assessment of Good Practices......................... 122 This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

  • Good Practices Handbook October 2009

    LLeeoonnaarrddoo ddaa VViinnccii PPrroojjeecctt:: EESS//0088//LLLLPP--LLddVV//TTOOII//114499000066

    iiiiii

    Index of Tables Table 1. Summary of GPs...............................................................6 Table 2. GP "Metal-worker – Welder Basic Course".............................8 Table 3. GP "Decorative Rendering Course" .................................... 10 Table 4. GP "Training of the Ferry Port Servers" .............................. 12 Table 5. GP "Access to Training via Mentor Supported Rural

    Learning Groups" ........................................................... 15 Table 6. GP "Girls’Day - Girls' Future Day" ...................................... 18 Table 7. GP "Taste for Girls – Test Techniques – Discover Your

    Excellencies" ................................................................. 22 Table 8. GP "New Media for Women from Rural Areas / Strategies

    of Women from Rural Areas in the Media Era" .................... 26 Table 9. GP "Powering into the Future Professional Career" ............... 29 Table 10. GP "Be Your Own Boss".................................................. 33 Table 11. GP "SITCOM: Simulating IT Careers for Women" ............... 36 Table 12. GP "Entrepreneurship - Business Creation" ....................... 40 Table 13. GP "E-XADA (Development and Improvement of

    Dynamic Employment)" .................................................. 43 Table 14. GP "Clay Walling – Modern Clay Construction

    Techniques to Promote Regional Development: Development, Testing, Dissemination and Certification of Further Training" ........................................................ 46

    Table 15. GP "Equality Employment Ecology – Enterprise Creation in the Construction Sector with Specialization in Eco-Technologies and Bio-Architecture"................................... 48

    Table 16. GP "Agricoltur@sostantivo femminile" .............................. 51 Table 17. GP "Donne di Credito - The Network of Economics of

    Gender in the Province of Cagliari" ................................... 55 Table 18. GP "Training Paths for Equal Opportunities" ...................... 59 Table 19. GP "Industrial Work Women: Machine Tool Female

    Operator / Electric Panel Cabling Female Technician"........... 61 Table 20. GP "DEMETRA - Feminine Enterprise Creation in the

    Agricultural Sector" ........................................................ 64 Table 21. GP "Opportunities for Women within New Technologies" ..... 66 Table 22. GP "Bio-Logica da Formação: Conception Model of E-

    Learning Contents with an Active Role of the Beneficiaries" ................................................................ 69

    Table 23. GP "Acting for Equality".................................................. 72 Table 24. GP "Nature and Rural Realm Interpreter, an Innovative

    Training"....................................................................... 74 Table 25. GP "Women XXI"........................................................... 77 Table 26. GP "DULCINEA Project" .................................................. 80 Table 27. GP "Environmental Education Programme “Live it

    Natural”" ...................................................................... 83 Table 28. GP "Women and Youth: Alternative Energy"...................... 85

  • Good Practices Handbook October 2009

    LLeeoonnaarrddoo ddaa VViinnccii PPrroojjeecctt:: EESS//0088//LLLLPP--LLddVV//TTOOII//114499000066

    iivv

    Table 29. GP "Pilot Project: The sense of the Villages, the Rural Women as Protagonist"................................................... 87

    Table 30. GP "Environmental Guide in the Industrial Sector" ............. 90 Table 31. GP "The Future Factory"................................................. 92 Table 32. GP "Gender, Integration and Technology" ......................... 95 Table 33. GP "LIBRA"................................................................... 98 Table 34. GP "Career Opportunities - Project Leaders at the

    Swedish Road Administration"........................................ 101 Table 35. GP "MiA – Diversity in Working Life"............................... 104 Table 36. Rating System / Assessment for GPs.............................. 107 Table 37. Assessment of GPs in Estonia........................................ 109 Table 38. Assessment of GPs in Germany ..................................... 110 Table 39. Assessment of GPs in Greece ........................................ 111 Table 40. Assessment of GPs in Italy ........................................... 112 Table 41. Assessment of GPs in Portugal ...................................... 114 Table 42. Assessment of GPs in Spain .......................................... 115 Table 43. Assessment of GPs in Sweden....................................... 116 Table 44. Summary of GPs according to Sectors ............................ 117 Table 45. Pass of Good Practice with Instructions .......................... 120 Table 46. Assessment of Good Practices ....................................... 122

  • Good Practices Handbook October 2009

    LLeeoonnaarrddoo ddaa VViinnccii PPrroojjeecctt:: EESS//0088//LLLLPP--LLddVV//TTOOII//114499000066

    11

    1. Introduction

    A project – “Training paths for the labour insertion of rural women in sectors with more male presence” (“Equijobs”), No. ES/08/LLP-LdV/TOI/149006 has been partially financed from the national Agency OAPEE (Organismo Autónomo Programas Educativos Europeos, Spain) on behalf of the European Commission, Lifelong Learning Program, Leonardo da Vinci Subprogram, 2008 – 2010. European rural women have a lot of difficulties to improve their professional profile and to be inserted in the labour market, because in their environment the employment opportunities and the training resources are scarce. Moreover, some professional sectors with a high male presence in rural areas have a low rate of female employment because there are still cultural barriers towards women employment in these sectors. The current project aims for an incorporation of rural women in the profes-sional sectors with more male presence, with the adaptation of training paths and contents to the characteristics of rural women in the sectors, facilitating their labour insertion. This way the gender perspective will be integrated into the activities of rural development. It is sought to adjust and somehow to equalize the employment rates of men and women in rural areas in various pro-fessional fields. Among different goals of the project the following ones could be emphasized especially: improving women’s participation in rural economy through their labour insertion; promoting labour development of rural women qualifying them in jobs in the sectors, where there exist social and cultural barriers; pro-moting entrepreneurial spirit among rural women; implementing new training paths and contents in sectors with more male presence aimed to rural women that are in vocational training, organized by local development, training, equal opportunities, etc. entities. "Equijobs" is underway in seven European countries: Estonia, Germany, Greece, Italy, Portugal, Spain, and Sweden. The participating on the project partner-ship is formed by different organizations related with rural areas, employment and/or gender equality. It will ensure the implementation of the project’s re-sults, as they are in direct contact with target groups of the project. In order to make the final outcomes more suitable to project target groups, the project partners collected different good practices on training methodologies, paths and contents (most of them from rural experiences) for rural women to be inserted in the labour-market in men dominated professions in the following global sectors: agriculture, construction, industry, technologies and transport. Afterwards the project partnership should choose from the collected good practices several ones, somewhat the so called best practices, to be adapted within pilot tests in all partner countries.

  • Good Practices Handbook October 2009

    LLeeoonnaarrddoo ddaa VViinnccii PPrroojjeecctt:: EESS//0088//LLLLPP--LLddVV//TTOOII//114499000066

    22

    Current cycle to be adapted to rural women is aimed to define positive aspects and advantages of special vocational training, so that rural women could find new effective ways to step in the labour market in different men dominated professions. The current Good Practices Handbook consists of a database on specific, real experiences of training methodologies, paths and contents mostly aimed to the rural women to be inserted in the labour market in men dominated professions. Arbeit und Bildung e.V., Marburg, Germany, has been responsible for the com-pilation of the current Good Practices Handbook. We would appreciate our great attitude to the whole "Equijobs" partnership for the broad co-operation and contribution when working on this handbook. Any comments are very welcome and should be sent to Mr. Jochen Eisold and Dr. habil. Ing. Alexander Topchishvili, Arbeit und Bildung e.V. Krummbogen 3 35039 Marburg Germany Tel: +49 6421 999 4353 / 9636 49 Fax: +49 6421 9636 37 E-mail: [email protected]

    [email protected]

    mailto:[email protected]�mailto:[email protected]

  • Good Practices Handbook October 2009

    LLeeoonnaarrddoo ddaa VViinnccii PPrroojjeecctt:: EESS//0088//LLLLPP--LLddVV//TTOOII//114499000066

    33

    2. Good Practices Collection and Processing

    The current handbook offers an overview on Good Practices (description see below) in 7 project partner countries (Estonia, Germany, Greece, Italy, Portu-gal, Spain, and Sweden) regarding existing, well tested training methodologies, paths and contents in general related to the following global sectors with more male presence (the so called man-dominated sectors) from rural areas:

    agriculture;

    construction;

    industry;

    technologies;

    transport. Collecting process of Good Practices was carried out according to the approved by the “Equijobs” project partners guidelines summarized in "Manual on Good Practices Research", which was developed by the partner - Arbeit und Bildung e.V., Marburg, Germany. According to the pre-defined guidelines, each partner had to try to contribute with about 5 good practices. Collecting practices to be included in the Good Practices Handbook was quite a complicated task. One partner succeeded to identify 7 good practices, 3 of them - 5, 3 – 4, inspite of the fact that within practically 5 months period the partners carried out volumetric work to find them in the given above sectors. Finally all partners succeeded to collect 34 good practices totally in all coun-tries. 2.1. Good Practice in general

    Generally speaking, the concept of Good Practice, hereafter referring to as GP, underlying this study is defined as follows. Good Practice (GP) is any practical outcome (e.g. a training methodology, a training course, a training activity, an action, an approach, a method, a proce-dure, an instrument etc.) that

    follows approved standards;

    represents leading edge experience;

    has fully or substantially achieved its own objectives with confirmed success;

    has had a beneficial impact on its environment;

  • Good Practices Handbook October 2009

    LLeeoonnaarrddoo ddaa VViinnccii PPrroojjeecctt:: EESS//0088//LLLLPP--LLddVV//TTOOII//114499000066

    44

    has provided relevant and useful learning issues, points and lessons, which act as a reservoir of ideas, guides, checklists, etc., which others can use as an input to their own learning and implementation processes;

    has a potential to be transferred to different geographic or thematic ar-eas.

    GP concepts are the following:

    impact and outcomes;

    innovation and novelty;

    lessons learned;

    sustainability;

    transferability. 2.2. General steps The GP collection procedure was organized in 5 main steps:

    communication with different potential organisations that could provide appropriate materials about developed practices;

    collection different materials on potential practices to be analyzed;

    evaluation of collected practices based on a specially developed assess-ment system for choosing GP;

    submission of GP to Arbeit und Bildung e.V.;

    finalisation by Arbeit und Bildung e.V. the submitted GPs in a handbook with concrete data and conclusions.

    The detailed information on all of these steps was presented in the working document "Manual on Good Practices Research", Arbeit und Bildung e.V., Mar-burg, Germany, June 12, 2009. Generally speaking each partner collected following data on a particular train-ing GP, which was considered as a candidate of GP to be adapted within the “Equijobs” project:

    1. Identification of GP

    2. Detailed description 3. Target users/groups 4. Economic branches/sectors 5. Influence area

    6. Funding sources 7. Collaboration with other organizations

  • Good Practices Handbook October 2009

    LLeeoonnaarrddoo ddaa VViinnccii PPrroojjeecctt:: EESS//0088//LLLLPP--LLddVV//TTOOII//114499000066

    55

    8. Different elements that allowed/helped to achieve a positive/good per-formance/result

    9. Grade of achievements 10. Availability to public use 11. Difficulties encountered

    12. Supporting/training material 13. Other relevant information 14. Additions/comments/remarks 15. Etc. Based on these issues a corresponding GP Pass (the appropriate form, including necessary comments on filling it, is presented in the table of Annex I) was filled in (together with an organisation that developed GP).

  • Good Practices Handbook October 2009

    LLeeoonnaarrddoo ddaa VViinnccii PPrroojjeecctt:: EESS//0088//LLLLPP--LLddVV//TTOOII//114499000066

    66

    3. Description of Good Practices

    This section contains 34 GPs, which have been identified, analyzed and col-lected by all partners in 7 participating in "Equijobs" project countries – Estonia (4), Germany (4), Greece (5), Italy(7), Portugal (4), Spain (5), and Sweden (5). (We present in brackets the number of GPs collected by the country). The de-tailed information has been summarized and presented in corresponding tables (in alphabetical order of the project countries), and provides a clear idea about different positive actions. Before presenting in details all GPs, a brief summary including a GP title accompanied by a correspondent country and an economic branch/sector of GP are given.

    Table 1. Summary of GPs No. Title Country Economic branches/ sectors 1. Metal-worker – Welder Basic Course Estonia Mechanics and metal works 2. Decorative Rendering Course Estonia Construction and material processing 3. Training of the Ferry Port Servers Estonia Transportation, ferry trans-port 4. Access to Training via Mentor Supported Rural Learning Groups Estonia Tourism

    5. Girls’Day - Girls' Future Day Germany

    Techniques/ Engineering, ICT, natural sciences, crafts, women in leadership posi-tions, self-employment, politics, etc.

    6. Taste for Girls – Test Techniques – Discover your Excellencies Germany Craft, techniques and infor-mation technology

    7. New Media for Women from Rural Areas / Strategies of Women from Rural Areas in the Media Era

    Germany New media/ Internet – creat-ing web pages, teaching, training and consultancy

    8. Powering into the Future Professional Career Germany Research, software devel-opment, sales and distribu-tion, consulting, marketing, construction planning

    9. Be Your Own Boss Greece All business sectors 10. SITCOM: Simulating IT Careers for Women Greece ICT, science and engineering 11. Entrepreneurship - Business Creation Greece Agriculture 12. E-XADA (Development and Improvement of Dynamic Employment) Greece

    Agriculture, construction, business

    13. Clay Walling – Modern Clay Construction Techniques to Promote Regional Develop-ment: Development, Testing, Dissemination and Certification of Further Training

    Greece Construction

    14. Equality Employment Ecology – Enterprise Creation in the Construction Sector with Specialization in Eco-Technologies and Bio-Architecture

    Italy Construction

    15. Agricoltur@sostantivo femminile Italy Agriculture and food sector

    16. Donne di Credito - The Network of Econom-ics of Gender in the Province of Cagliari Italy Credit and entrepreneurial counselling in the following sectors: agriculture, handi-

  • Good Practices Handbook October 2009

    LLeeoonnaarrddoo ddaa VViinnccii PPrroojjeecctt:: EESS//0088//LLLLPP--LLddVV//TTOOII//114499000066

    77

    craft, cooperation, services, trade

    17. Training Paths for Equal Opportunities Italy Handicraft, home construc-tion (interiors)

    18. Industrial Work Women: Machine Tool Fe-male Operator / Electric Panel Cabling Fe-male Technician

    Italy Mechanical and electrical sectors

    19. DEMETRA - Feminine Enterprise Creation in the Agricultural Sector Italy Agriculture

    20. Opportunities for Women within New Tech-nologies Italy Electronic publishing and multimedia products

    21. Bio-Logica da Formação: Conception Model of E-Learning Contents with an Active Role of the Beneficiaries

    Portugal Agriculture, services (train-ing)

    22. Acting for Equality Portugal

    23. Nature and Rural Realm Interpreter, an In-novative Training Portugal Agriculture, tourism and leisure social-cultural servi-ces, environment

    24. Women XXI Portugal

    Entrepreneurship in service areas (accounting and con-sulting offices, proximity services) and tourism (lodg-ing, restaurants, animation, traditional commerce, etc.).

    25. DULCINEA Project Spain Construction 26. Environmental Education Programme “Live it Natural” Spain Construction and public work

    27. Women and Youth: Alternative Energy Spain Renewable energy, alterna-tive energy

    28. Pilot Project: The sense of the Villages, the Rural Women as Protagonist Spain

    Manufacturing and packaging of products, rural tourism; rural crafts in wood, distri-bution, tailoring in stitch; geriatrics

    29. Environmental Guide in the Industrial Sector Spain Industry 30. The Future Factory Sweden Industry and techniques 31. Gender, Integration and Technology Sweden IT – and network technology 32. Libra (Equal) Sweden Building construction

    33. Career Opportunities - Project Leaders at the Swedish Road Administration Sweden Road construction, transpor-tation and road administra-tion

    34. MiA – Diversity in Working Life Sweden All sectors

  • Good Practices Handbook October 2009

    LLeeoonnaarrddoo ddaa VViinnccii PPrroojjeecctt:: EESS//0088//LLLLPP--LLddVV//TTOOII//114499000066

    88

    3.1. Estonia

    Table 2. GP "Metal-worker – Welder Basic Course"

    METAL-WORKER – WELDER BASIC COURSE - ESTONIA Value Description

    Title Metal-worker – Welder Basic Course Acronym Responsible company Full Name Kuressaare Ametikool Address Kohtu 22, Kuressaare 93812, Estonia Phone number +372-45-24600 Fax +372-45-24616 E-mail address [email protected] Web address www.ametikool.ee Legal-status/ ownership Public Contact person Ade Toomann Good Practice (in details) Objectives Objective of the study programme is to provide basic knowledge of

    metal-working and welding. By the end of the course the student will know metal-working tools and their maintenance; metal-working technology; necessary working conditions; various welding joints; safety techniques and protective equipment; and the student can perform various metal-work; prepare welding; perform simple welding; process welding joints; consider others in a working environment.

    Programme Local duration Less than 1 month: 5 days, 40 hrs. Global duration Less than 2 years. Tools Both theory and practical training. Number of staff involved 2 Detailed description Course took place Fridays and Saturdays, 8.30am – 4.30pm in a metal-

    working study room and a welding laboratory. Brief description fol-lows: Metal-working - 29 hrs, in particular: Introduction - 1 hr Metals and characteristics of their alloys - 4 hrs Measuring - 4 hrs Marking and Cutting - 4 hrs Filing, Drilling, etc. - 10 hrs Metal-working practical exercises - 6 hrs- Welding technology - 11 hrs, in particular: Electrode welding - 2 hrs MIG/MAG welding - 2 hrs Gas welding - 2 hrs Safety requirements - 1 hr Welding practice - 4 hrs.

    Target users/ groups ad-dressed by Good Practice

    mailto:[email protected]�http://www.ametikool.ee/�

  • Good Practices Handbook October 2009

    LLeeoonnaarrddoo ddaa VViinnccii PPrroojjeecctt:: EESS//0088//LLLLPP--LLddVV//TTOOII//114499000066

    99

    Participants profile Persons working as welders or metal-workers in Saaremaa. Number of participants in-volved at start-up and by the end

    7 participants at start-up; 7 - successfully by the end.

    Economic branches/ sectors Mechanics and metal works. Influence area Saare county/region. Funding sources Public: ESF programme „Täiskasvanute tööalane koolitus ja aren-

    dustegevused“. Collaboration with other organizations

    Co-operation with employers (OÜ Hilmaa, 4 participants), Estonian Ministry of Education and Research.

    Different elements that allowed/helped to achieve a positive/good perform-ance/result

    Innovation and novelty A metal-worker – welder course has not been conducted in Kuressaare Ametikool for over 10 years. A welding course for unemployed people took place in 1997.

    Originality No other organisation in Saare county, but only Kuressaare Ametikool offers a metal-worker – welder course.

    Specific methodology/ learn-ing techniques

    Applying theoretical knowledge immediately in practical training. Both individual and group work.

    Personalized service Individual instruction during practical training. Professionalism of trainers The training provider has worked in Kuressaare Ametikool for 42

    years. Others Grade of achievements Outcomes/benefits Professional skills of participants were improved through their train-

    ing. Societal impact Professional skills of people working in Saaremaa in the field of metal-

    working and welding were improved through training. Lessons learned Professional skills need to be up-dated continuously. Sustainability and future development

    Subsequent refresher courses on metal-working and welding.

    Usability Since the participants were professionals, they can apply the gained theoretical and practical knowledge in their every day’s work.

    Transferability and sharing Visibility The course was advertised on the school webpage, in local newspa-

    pers Meie Maa and Oma Saar and by emails sent directly to potential employers.

    Availability to public use Training materials are not open to public use so far. Difficulties encountered It’s difficult for an employee to get off work on Fridays, luckily em-

    ployers agreed to give days off. Supporting/ training mate-rial

    Learning materials available at school, a conspectus on the course handed out to all participants.

    Other relevant information Additions/ comments/ re-marks

    Date 30/09/2009

  • Good Practices Handbook October 2009

    LLeeoonnaarrddoo ddaa VViinnccii PPrroojjeecctt:: EESS//0088//LLLLPP--LLddVV//TTOOII//114499000066

    1100

    Table 3. GP "Decorative Rendering Course"

    DECORATIVE RENDERING COURSE - ESTONIA Value Description

    Title Decorative Rendering Course Acronym Responsible company Full Name Kuressaare Ametikool Address Kohtu 22, Kuressaare 93812, Estonia Phone number +372-45-24600 Fax +372-45-24616 E-mail address [email protected] Web address www.ametikool.ee Legal-status/ ownership Public Contact person Ade Toomann Good Practice (in details) Objectives The aim of the course is to provide the participants with knowledge

    on materials used in decorative rendering and on work equipment and appliances and that they acquire correct working techniques and technology and knowledge on quality and safety requirements for rendering work.

    Programme Local duration 10 days, 50 hours. Global duration Less than 2 years. Tools Both theory and practical training. Number of staff involved 2 Detailed description Course took place from Monday to Friday 4 pm – 7 pm, two weeks in a

    row, in a study room and a civil-engineering laboratory. Brief descrip-tion follows: Purpose of decorative rendering. Rendering grouts, preparation

    and qualities - 2 hrs Tools, devices, appliances – conditions of use and maintenance - 2

    hrs Scaffolding and working platforms, requirements for mounting - 2

    hrs Safety requirements for rendering works - 2 hrs Surface cleaning, levelling Workplace arranging. Selection of materials and work equipment.

    Technological order of tasks/procedures. Plain and spatial märkimine. Working techniques. - 6 hrs

    Rendering corners, etc. - 8 hrs Quality requirements for decorative rendering, check-up proce-

    dures - 2 hrs Defects, correction of defects - 8 hrs.

    Target users/ groups ad-dressed by Good Practice

    Participants profile People working as builders or providing building services as self-employers in Saaremaa.

    Number of participants in-volved at start-up and by the end

    10 participants at start-up; 9 - successfully finished (1 female).

    Economic branches/ sectors Construction and material processing. Influence area Saare county /region. Funding sources Public: ESF programme „Täiskasvanute tööalane koolitus ja aren-

    dustegevused“. Collaboration with other Cooperation with employers (OÜ Primus, 2 participants), Estonian

    mailto:[email protected]�http://www.ametikool.ee/�

  • Good Practices Handbook October 2009

    LLeeoonnaarrddoo ddaa VViinnccii PPrroojjeecctt:: EESS//0088//LLLLPP--LLddVV//TTOOII//114499000066

    1111

    organizations Ministry of Education and Research. Different elements that allowed/helped to achieve a positive/good perform-ance/result

    Innovation and novelty Courses on Tiling – finishing and inner decorating have been con-ducted for years, the course on decorative rendering is conducted for the first time.

    Originality Kuressaare Ametikool wishes to provide builders with various continu-ing vocational training courses.

    Specific methodology/ learn-ing techniques

    Applying theoretical knowledge immediately in practical training. Both individual and group work.

    Personalized service Individual instruction during practical training. Professionalism of trainers The training provider has worked in Kuressaare Ametikool for 16 years

    as teacher in construction field. Others Grade of achievements Outcomes/benefits Participants improved their professional skills through training. Societal impact Professional skills of people working in Saaremaa in the given field

    have been improved through training. Lessons learned Professional skills need to be up-dated continuously. Sustainability and future development

    Subsequent continuous courses on decorative rendering and various other courses.

    Usability Since the participants were professionals, they can apply the gained theoretical and practical knowledge in their every day’s work.

    Transferability and sharing Visibility The course was advertised on the school webpage, in local newspa-

    pers Meie Maa and Oma Saar and by emails sent directly to potential employers.

    Availability to public use Training materials are not open to public use so far. Difficulties encountered It’s difficult to attend a course in the evenings after work, therefore

    the one quitter. Supporting/ training mate-rial

    Training materials are available at school, a conspectus on the course handed out to all participants.

    Other relevant information Additions/ comments/ re-marks

    Date 30/09/2009

  • Good Practices Handbook October 2009

    LLeeoonnaarrddoo ddaa VViinnccii PPrroojjeecctt:: EESS//0088//LLLLPP--LLddVV//TTOOII//114499000066

    1122

    Table 4. GP "Training of the Ferry Port Servers"

    TRAINING OF THE FERRY PORT SERVERS - ESTONIA Value Description

    Title Training of the Ferry Port Servers Acronym Responsible company Full Name OÜ Väinamere Liinid Address Kohtu 1, 93812 Kuressaare, Estonia Phone number +372-45-24350 Fax +372-45-24355 E-mail address [email protected] Web address www.tuulelaevad.ee Legal-status/ ownership Private Contact person Anu Hiiuväin Good Practice (in details) Objectives To give workers for their job’s successful execution of additional

    knowledge and practical skills associated with, including: the ability to more clearly acknowledge the need for changes and

    behavioural changes associated with reactions; the ability to offer and receive support during teamwork; evaluation of common values; knowledge and new experiences in phone-service.

    Programme Local duration 2 days, 13 hours. Global duration Less than 2 years. Tools Lecture-discussion, exercises in pairs and groups, creativity and coop-

    eration exercises. Number of staff involved 2 Detailed description The training was planned through the group work (up to 14 people).

    Personnel and training were divided into two groups on two occasions, to two different groups in the same format. The training was responsible for motivating the participants and stimulating environment for the effective work performance. At the start of training course, participants were consulting with colleagues; ice-breaking exercises focused their work on the values of the com-pany and on self-valuing. Homework for the exchange of experience made by participants completing task of the self-evaluation exercises. Participants engaged in describing the needs of their duties and got a chance to discuss what can be done to you that to better in tense situations. Creative exercises and methods were used to formulate a range of possible choices and development. Participants took part in the program offered, appeared to have sig-nificant discussions with their colleagues, got lot of ideas and thoughts from colleagues and trainers. The following elements were included in the work program addition-ally: Proactive behaviour (a sense of initiative, initiative-taking, to

    assume and to decide) Personal and team values (whether and how to apply the agreed

    values in their daily) Adapting to change Phone Service features Support and Feedback.

    Target users/ groups ad-

    mailto:[email protected]�http://www.tuulelaevad.ee/�

  • Good Practices Handbook October 2009

    LLeeoonnaarrddoo ddaa VViinnccii PPrroojjeecctt:: EESS//0088//LLLLPP--LLddVV//TTOOII//114499000066

    1133

    dressed by Good Practice Participants profile Customer service of the ferry ports, staff selling ferry tickets. Number of participants in-volved at start-up and by the end

    23

    Economic branches/ sectors Transportation, ferry transport. Influence area Region Funding sources Private Collaboration with other organizations

    Different elements that allowed/helped to achieve a positive/good perform-ance/result

    Innovation and novelty Trainers used many different creative methods, which opened a com-pletely new awareness of trainees, it helped to create a natural, and excellent working environment. Important part of personal develop-ment was the appreciation of the importance of the better perform-ance in everyday job. In the past emphasis on customer service train-ing has been better management and technical working tools. Finding of common values and self-awareness prioritizing.

    Originality Specific methodology/ learn-ing techniques

    “Yes”, described above.

    Personalized service “Yes”. Each trainee was asked to express their opinion and, where appropriate, individual consultation was carried on.

    Professionalism of trainers Trainers have long-term experience (working in training since 1990, and 2003). The course was professional, learning activities very in-trigued.

    Others Grade of achievements Outcomes/benefits Participants rated the training as excellent. Compared the previous

    trainings it was evaluated as the best thanks to the skills they have to serve their job less vulnerable,

    while increasing customer satisfaction; improving service quality and speed of information is moving

    faster and more seamless (the crisis will be solved quickly, and everyone can understand in the same way).

    Societal impact Supporting employees' personal development, the livelihood of the region increases, since increasing the loyalty of their enterprise. Indi-viduals’ personal relationships become more pleasant. Thus, better individuals are better in their jobs. The result is a pleasant environ-ment both within companies as well as customers, and thus the entire society.

    Lessons learned Professional continuous training is necessary in every field and is very important for company image.

    Sustainability and future development

    “Yes”. Through the personal development of each worker is able to develop business and manage the entire regions in a sustainable way. Adapting to change, team values, pro-active behaviour, the refund request and delivery of items, this can always work to be done. On this base, it is possible to create a more in depth new courses.

    Usability Training is usable by very small variations at different levels from senior management to client servers. Training is not limited to the usability of activity, as is personal development and team-based sup-port, based on this.

    Transferability and sharing Visibility Most people come to the islands, before going on the ferry, they meet

  • Good Practices Handbook October 2009

    LLeeoonnaarrddoo ddaa VViinnccii PPrroojjeecctt:: EESS//0088//LLLLPP--LLddVV//TTOOII//114499000066

    1144

    client servers of ferry port, and they create a first impression of all county. Therefore, it is a very important role to play in front and their satisfaction with their work and there is need for the support net-work.

    Availability to public use Not available. Difficulties encountered The training was so thoroughly prepared for the staff and a positive

    attitude that did not reveal any significant bottlenecks. Supporting/ training mate-rial

    Each participant received a personal notebook, which has the key-words for each topic, and everyone had to start training notes. Mainly used in large flip chart, where all participants could write to-gether their own thoughts. Both developed a substantial list of the trainees themselves. In addition to a wide range of creativity tools. Trainers composed summary for company and suggestions for further trainings. Training material, the company drew up a summary and suggestions for further training.

    Other relevant information Additions/ comments/ re-marks

    Date 2/10/2009

  • Good Practices Handbook October 2009

    LLeeoonnaarrddoo ddaa VViinnccii PPrroojjeecctt:: EESS//0088//LLLLPP--LLddVV//TTOOII//114499000066

    1155

    Table 5. GP "Access to Training via Mentor Supported Rural Learning Groups"

    ACCESS TO TRAINING VIA MENTOR SUPPORTED RURAL LEARNING GROUPS - ESTONIA Value Description

    Title Access to Training via Mentor Supported Rural Learning Groups Acronym ROUTES Responsible company Full Name Kuressaare Ametikool Address Kohtu 22, Kuressaare 93812, Estonia Phone number +372-45-24645 Fax +372-45-24616 E-mail address [email protected] Web address www.ametikool.ee Legal-status/ ownership Public Contact person Jane Mägi Good Practice (in details) Objectives Raising and developing employability in rural areas;

    development of tourism-related micro-businesses and self-employers;

    improving access to training and learning materials; training mentors and tutors; developing new concepts of supported learning for excluded

    groups within remote or isolated rural communities; improving opportunities for business start-up and improved man-

    agement of those within existing business; encouraging equal opportunities for all target groups; communications between businesses; new methodologies for supporting mentored learning.

    Programme Local duration 3 years. Global duration More than 3 years. Tools Project development, piloting, evaluation and dissemination. Number of staff involved 20. Detailed description The project addressed a need for improved access to training and

    learning materials in rural communities and developed innovative methodologies for providing learning support systems and connectivity arrangements. Specific and targeted learning materials developed to support and enhance these new training approaches. The project also addressed issues of employability and especially those associated with equal opportunities for men and women. Access to learning made available to all sectors of rural communities and included development of self confidence building learning modules to encourage and engage those individuals not normally involved in the learning process. Project Partner Organisations created pilot Learning Groups at the level of the rural community. Trained Mentors and Facilitators, who in turn were be supported by Training Staff from Project Partner Organi-sations supported the delivery of training to these Learning Groups. Through drawing together Social Partners and other sectors of the community to address local training needs the project was able to develop a more holistic approach to training delivery and learning support. The work-program on the project consisted of the following parts: Start-up, training needs analysis Development of the ROUTES concept Writing learning materials in 6 modules

    mailto:[email protected]�http://www.ametikool.ee/�

  • Good Practices Handbook October 2009

    LLeeoonnaarrddoo ddaa VViinnccii PPrroojjeecctt:: EESS//0088//LLLLPP--LLddVV//TTOOII//114499000066

    1166

    Testing of learning materials in partner countries Improving of learning materials Publishing learning materials on CD-s and in Internet Dissemination and valorisation of ROUTES concept and learning

    materials. Target users/ groups ad-dressed by Good Practice

    Participants profile Local entrepreneurs-potential mentors, unemployed and employees – rural people, interested in entrepreneurship and networking in learn-ing.

    Number of participants in-volved at start-up and by the end

    Participants in partner countries in different activities – 150-200.

    Economic branches/ sectors Tourism Influence area Different rural areas and islands in Europe. Funding sources EC, Leonardo da Vinci II.

    Collaboration with other organizations

    Partners in Scotland, Iceland, Ireland.

    Different elements that allowed/helped to achieve a positive/good perform-ance/result

    Innovation and novelty "Yes". Originality "Yes". Specific methodology/ learn-ing techniques

    Mentor supported rural learning groups; tutors from learning centres trained and supported mentors.

    Personalized service Professionalism of trainers High level trainers Others Grade of achievements Outcomes/benefits A Mentor supported learning group concept.

    Six modules specialised learning materials including 1. ROUTES introduction 2. Interpersonal Skills 3. Networking Skills 4. Business Skills 5. ICT Skills 6. Project Management

    Societal impact The project addressed issues of employability and especially those associated with equal opportunities for men and women. Access to learning made available to all sectors of rural communities and in-cluded development of self confidence building learning modules to encourage and engage those individuals not normally involved in the learning process.

    Lessons learned Several, for example working in international team. Sustainability and future development

    ROUTES was transferred to Slovakia by TOI 2007-2008, learning con-cept and learning materials are widely used in Estonia and other part-ner countries

    Usability Usability in modules, open access. Transferability and sharing Visibility Learning materials developed during the project are published in CD-s

    and web-page www.ametikool/routes Availability to public use Training materials are open to public use Difficulties encountered Supporting/ training mate-rial

    Six modules specialised learning materials.

    http://www.ametikool/routes�

  • Good Practices Handbook October 2009

    LLeeoonnaarrddoo ddaa VViinnccii PPrroojjeecctt:: EESS//0088//LLLLPP--LLddVV//TTOOII//114499000066

    1177

    Other relevant information Additions/ comments/ re-marks

    Date 30/11/2009

  • Good Practices Handbook October 2009

    LLeeoonnaarrddoo ddaa VViinnccii PPrroojjeecctt:: EESS//0088//LLLLPP--LLddVV//TTOOII//114499000066

    1188

    3.2. Germany

    Table 6. GP "Girls’Day - Girls' Future Day"

    GIRLS’DAY - GIRLS' FUTURE DAY - GERMANY Value Description

    Title Girls’Day - Girls' Future Day (Girls’Day – Mädchen-Zukunftstag) Acronym Responsible company Full Name Centre of Excellence on Technology-Diversity-Equal Opportunities e.V.

    (Kompetenzzentrum Technik-Diversity-Chancengleichheit e.V.) Address Wilhelm-Bertelsmann-Str. 10, 33602 Bielefeld, Germany Phone number +49-521-106 7357 Fax +49-521-106 7357 E-mail address [email protected] Web address www.girls-day.de Legal-status/ ownership Non-profit Association Contact person Doro-Thea Chwalek Good Practice (in details) Objectives Enhancement of girls' career horizon with emphasis on technical and

    natural scientific professions and study paths. Programme - Local duration 1 day per year. Global duration Since 2001, permanently. Tools Interactive and annual redesigned website www.girls-day.de with a

    registration/application tool for organizers as well as search and reg-istration/application tools for girls. Target-free organization; the an-nual number of page views is about 30 million. Telephone hotline is available for companies and girls in advance, 2-4 months before the action.

    Number of staff involved Approx. 8 persons (both full and part-time) and student assistants. Detailed description Every year, on the fourth Thursday in April, mainly all technical en-

    terprises, companies with technical departments and training facili-ties, universities and research centres open their doors to girls from the grades (classes) 5-10, to help them to have a look inside a variety of events within working environment and to facilitate an early con-tact with mentors of internship and human resources managers / staff responsible for personnel. The 10th Girls'Day will take place on April 22, 2010. The Girls'Day embraces also a very important environment for the entire decision of career choice for girls such as school, family, me-dia, and employers. Promotion materials, which have been aimed to specific target groups, a comprehensive, interactive web-portal and individual consultation services, support the implementation process. The action is scientifically accompanied. The girls are motivated and encouraged by their active participation in the Girls'Day to use their choices, to choose a qualified professional training or study at a high school, and to make a decision about sub-sequent occupation in currently untypical for women professions. The nationwide coordination site of Girls'Day coordinates and supports the nationwide action's day and is located at the Centre of Excellence on Technology-Diversity-Equal Opportunities e.V.

    Target users/ groups ad-dressed by Good Practice

    Participants profile Students from general education schools starting from the grade 5. Number of participants in- More than 900,000 in the range of 2001 to 2009; participation figures

    mailto:[email protected]�http://www.girls-day.de/�http://www.girls-day.de/�

  • Good Practices Handbook October 2009

    LLeeoonnaarrddoo ddaa VViinnccii PPrroojjeecctt:: EESS//0088//LLLLPP--LLddVV//TTOOII//114499000066

    1199

    volved at start-up and by the end

    of particular years can be found at www.girls-day.de.

    Economic branches/ sectors Techniques/Engineering, ICT, natural science, crafts, women in lead-ership positions, self-employment, politics, and other previously male-dominated career fields.

    Influence area Germany. Funding sources The Girls'Day – Girls' Future Day has been sponsored by the Federal

    Ministry for Education and Research, the Federal Ministry for Family Affairs, Senior Citizens, Women and Youth and is funded with re-sources from the European Social Fund. The local actions have been financed by various organizations and companies.

    Collaboration with other organizations

    The project is supported by a broad action alliance/coalition, consist-ing of the Federal Ministry for Education and Research (BMBF), the Federal Ministry for Family Affairs, Senior Citizens, Women and Youth (BMFSFJ), the Federal Union of German Employers (BDA), the German Federation of Trade Unions (DGB), the Federal Employment Agency (BA), the German Association of Chambers of Commerce and Industry (DIHK), the Federation of German Industry (BDI), the National Associa-tion of German Crafts (ZDH) and the Initiative D21. The above men-tioned partners have been accompanying the project in content and organization by means of a steering group. The other organisations such as the Federal Parents Council (BER), the Conference of German Cultural Ministers (KMK) and the Conference of Equal Opportunities and Women's Affairs Ministers (GFMK) are represented here as well as permanent guests.

    Different elements that allowed/helped to achieve a positive/good perform-ance/result

    Innovation and novelty Initial impulses and initiatives for the Girls'Day came from the women's technology networks, inspired by the example of American "Take-Our-Daughters-To-Work-Day".

    Originality "Yes". Unlike the previous concept of Girls'Day – Girls' Future Day has been focused on the technical and technology-related professions.

    Specific methodology/ learn-ing techniques

    Contact with preferably female trainees and role models, practical experiences - girls in companies have wide opportunities to become active and to test their skills and talents.

    Personalized service "Yes". Both male and female contact persons are available in the premises. A contact person must be referred to as on the website in advance by offers' insertion.

    Professionalism of trainers Others Grade of achievements Outcomes/benefits More than 90 percent of the participants assessed Girls'Day to be "very

    good" or "good". 45 percent learned different professions in engineer-ing/techniques, natural science, ICT and craft, in that they were inter-ested. About 40 percent can figure out to path through an internship or training in an organization, in which they spent the Girls'Day.

    Young women have been now employed by nearly 10 percent of compa-nies, and these women got acquainted with appropriate compa-nies within the former years, while participating by the company on their Girls'Day – Girls' Future Day – in view of the young age of most participants, this proportion is very significant. Future ca-reer begins for more and more young women as an apprentice in a technical profession. Portraits can be found at www.girls-day.de.

    Girls become always more active, while looking for a venue of

    http://www.girls-day.de/�http://www.girls-day.de/�http://www.girls-day.de/�

  • Good Practices Handbook October 2009

    LLeeoonnaarrddoo ddaa VViinnccii PPrroojjeecctt:: EESS//0088//LLLLPP--LLddVV//TTOOII//114499000066

    2200

    Girls'Day. In 2008 over 60% of girls found their venue herself or with an assistance of friends, and quite often by means of the federal action map. The number of open tenders increases, and pure Daughters' Days decrease.

    The evaluation of the action day shows that the sensitivity to the issue of gender-based professional orientation has been growing, especially if companies/enterprises and schools repetitively par-ticipate at Girls'Day. Repetitive participation at Girls'Day has a positive influence on the overall corporate culture and leads to a greater gender consciousness.

    The Girls'Day improves the image of technical professionals and leads to realistic expectations about employment outlook, professional con-tent and framework requirements. Publication of evaluation results 2002 to 2008, and other professional articles.

    Societal impact Girls'Day bundles regionally limited individual initiatives and achieves so far a unique broad effect through the nation-wide orientation and consistent date.

    Lessons learned The process of professional and student orientation takes place over many years under the influence of many factors. The transition from school into profession/job is not a gender-neutral one but it is influ-enced by the orientation of social-cultural role models as well as stereotypical vocational settings. Rethinking succeeds only long term and with the participation of all bodies that influence the career choice process. This succeeds only in the case, if general public and relevant social partners plan annually repetitively and always to the goal of overcoming gender stereotyping role models in the future, so that to access reduction. A mentality and attitude change takes time and could be reached hard by means of short-term or small-scaled projects.

    Sustainability and future development

    One-time networking of many partners at local, regional and national level as a supporter for the Girls'Day and its concerns, and the wide acceptance and agreement suggests that the low-threshold concept Girls'Day continues to remain popular and widely used as a gateway to other projects to attract more girls for MINT-professions. The website as a nationwide platform supports all committed and assures the qual-ity and sustainability.

    Usability Career/profession investigation days or taster days at universities have become a common practice in the profession and orientation towards high schools. Experiences from the concept of the Girls'Day can be used too.

    Transferability and sharing The Girls'Day concept is well received also in other European coun-tries and has been adapting in Luxembourg, the Netherlands, Austria, Switzerland, Poland and Kosovo. There are similar offers to extend professional and study spectrum choice for boys, which show them, for example, future prospects in education and nursing professions, the typical female occupations. These often Boys'Day - Guys-Day or similarly called low-threshold offers will be bundled in the project "New Approaches for Boys". Concepts for promotion of girls have to be adjusted to the needs and other learning orientations of boys.

    Visibility All information is available on the website www.girls-day.de. All in-formation in the form of printed material or studies and publications could be download or ordered free of charge.

    Availability to public use All materials and publications are accessible for the public use. Difficulties encountered Supporting/ training mate-rial

    Various printed materials such as an action poster, information leaf-lets, girl's notebook, certificate of attendance, parents' letter, re-leaser declaration, school brochure, corporate brochure and others, can be ordered according to the target group in the required number

    http://www.girls-day.de/�

  • Good Practices Handbook October 2009

    LLeeoonnaarrddoo ddaa VViinnccii PPrroojjeecctt:: EESS//0088//LLLLPP--LLddVV//TTOOII//114499000066

    2211

    of copies on the website. Other relevant information Additions/ comments/ re-marks

    Date 6/08/2009

  • Good Practices Handbook October 2009

    LLeeoonnaarrddoo ddaa VViinnccii PPrroojjeecctt:: EESS//0088//LLLLPP--LLddVV//TTOOII//114499000066

    2222

    Table 7. GP "Taste for Girls – Test Techniques – Discover Your Excellencies"

    TASTE FOR GIRLS – TEST TECHNIQUES – DISCOVER YOUR EXCELLENCIES - GERMANY Value Description

    Title Taste for Girls – Test Techniques – Discover your Excellencies (taste for girls – Technik ausprobieren - Stärken entdecken)

    Acronym “taste” Responsible company Full Name LIFE e.V. Address Dircksenstr. 47, 10178 Berlin, Germany Phone number +49-30-308 798–28/33 Fax +49-30–308 798-25 E-mail address [email protected], [email protected] Web address www.taste-for-girls.de; www.life-online.de Legal-status/ ownership Non-profit Registered Association Contact person Ursula Neuhof/Annemarie Cordes Good Practice (in details) Objectives Development of assessment procedures to identify potential and

    vocational orientation for girls by the school graduation. "taste" is aimed to be an instrument for school graduates to determine their

    potential suitability for craft, technical or information technol-ogy profession;

    to cover their key skills such as o team, communication and problem solving expertise; o job classification, accuracy and thoroughness; o emotional resilience; o personal responsibility;

    to contribute for improving equal opportunities in the career choice and to increase the proportion of women in the male-dominated professions.

    Programme Federal Ministry of Education and Research, European community initiative "EQUAL".

    Local duration 5-day workshop per each conducting cycle. Global duration Since 2001; 2001 – 2003 – development phase; since then "taste" has

    been irregularly offered to appropriate bodies both in various regions of Germany and in Austria.

    Tools Participants' courses at an assessment-centre taking place for several days, including 5-day training program and complete materials for users. (Training as certified observers).

    Number of staff involved Per each assessment (8-12 participants): 3-4 trained and certified observers; 1 moderator; where applicable female expert-moderators, depending on professional sectors.

    Detailed description Assessment-Centre (AC) for potential assessment for young women in transition phase from school to profession "taste" arises at the school graduation period, in the vocational phase. "taste" launches with an information meeting by informing an audience with an offer and its techniques, preferably under partici-pation of its former female participants. "taste" takes place for a week. Within four days everyone tests three professional fields in crafts, IT, technical professions and a special task to cope with the minority situation as young women in a male dominated surrounding. The participants are closely monitored. The fifth day is used as a conclusion meeting and for preparation of a detailed certificate. Female participants always know, by what crite-ria they have been observed, and what is important to be paid atten-tion to, when solving the tasks.

    mailto:[email protected]�mailto:[email protected]�http://www.taste-for-girls.de/�

  • Good Practices Handbook October 2009

    LLeeoonnaarrddoo ddaa VViinnccii PPrroojjeecctt:: EESS//0088//LLLLPP--LLddVV//TTOOII//114499000066

    2233

    "taste" is a skill-oriented approach like all potential assessments. It is oriented on finding out strong points, rather than on finding weak-nesses. Description of a typical day… Daily oriented program to the respective career field - prepar-

    ing to the respective AC-mandatory formations, game-based ex-ercises and short tests on professions of the day.

    Carrying out AC-task under observation (about one-hour based test from one of the below given professions according to the descrip-tions). Information technologies: Team must quickly search on the Internet for an information and process it…a few technical failures arise...and a stressful female client, who does not know exactly, what she wants, has been wait-ing... Craft: To assemble a small article of furniture at a "designer-workshop"...to understand a working plan/constructional drawing...To use tools... Technique: To construct/assemble a technical device for a female athlete…there is considerable shortage of time...and not everything works per-fectly... Additionally, participants can also test a separate task, which is as follows. How does a woman "feel" herself as a beginner within a different team and involved by another level, how she could "feel" herself as a woman in a minority when working together with other male em-ployees, such that sometimes they could be nice, sometimes conde-scending, sometimes ... - and what strategies the participants can develop to be successful and to fit their personalities. - Subsequently self-assessment in accordance with specified cri-

    teria should be carried out by the participant. - Monitoring adjustment and preparation of short reports on the

    test results should be done by the observers. Two independent, trained female or male observers, the so-called "internal evaluators", are keeping an eye on a girl, while she is exe-cuting her task. They will be guided by monitoring dimensions, which have been de-rived from the vocational requirements. Example: It should be rated as "a problem-solving skills and creativ-ity" the situation, when a female participant “breaks her work by arising problems, reorients herself, corrects and adjusts her actions and finds out alternative on-going actions and strategies." - Feedback-discussions based on this analysis with the female

    participant. - By the end every girl receives a certificate that can be used as a

    document for further applications, and she gets "unofficially" different helpful hints for self-assessment as well.

    Target users/ groups ad-dressed by Good Practice

    Participants profile Young women in transition phase from school to profession. Number of participants in- Per each assessment week 8-12 participants

  • Good Practices Handbook October 2009

    LLeeoonnaarrddoo ddaa VViinnccii PPrroojjeecctt:: EESS//0088//LLLLPP--LLddVV//TTOOII//114499000066

    2244

    volved at start-up and by the end

    (Per training course in the assessment-centre methodology – 16 par-ticipants).

    Economic branches/ sectors Identifying potential career fields in craft, techniques and informa-tion technology – untypical professional sectors for women.

    Influence area Started in Berlin, conducted in the meantime all around Germany and in Austria and Switzerland as well.

    Funding sources Federal Ministry for Education and Research (at the beginning); af-terwards – special councils, employment agencies, etc.

    Collaboration with other organizations

    Different high schools, employment agencies/Jobcenters, other free providers, consultancies working on transition phase from school to profession.…

    Different elements that al-lowed/ helped to achieve a positive/good perform-ance/result

    Innovation and novelty "taste" adopts existing differences in occupational choice behaviour between male and female youngsters and teenagers seriously and for the first time offers in Germany potential assessment procedures, which provide many school graduates a practice experience in occupa-

    tions such as craft, IT and techniques, to which they earlier have only a slight contact or none at all;

    encouraged young women to choose a profession outside the traditional range of women careers;

    opens a new, personally oriented access to "new horizons", which can not be achieved alone by means of information cam-paigns;

    enables a real related experience beyond school grades and roll stereotypes;

    detects undiscovered talents by means of design exercises and specific search vision on "gender equity right" of trained female and male observers;

    brings motivation to hope that young women's career behaviour can change, that lack in knowledge of alternatives and / or lack of confidence in their abilities does not exhaust all existing pos-sibilities.

    Originality "Yes". Issues in combination with different procedures to be unique and highly motivating for young women.

    Specific methodology/ learn-ing techniques

    "Yes". Assessment procedures for the detection of potential.

    Personalized service "Yes". Personal care within the AC-week by means of daily feedback in

    the form of a tête-à-tête (face to face) discussion; Aftercare/ follow-up care and monitoring of the process of ca-

    reer choice are brought by coach or teachers. Professionalism of trainers High level specialists, educators, teachers in assessment methodol-

    ogy, psychologists. Others Grade of achievements Outcomes/benefits Encouraging young women to revise their careers choice, which is

    often limited only to a few professions, and to identify their own potential for learning - in terms of equal opportunities, opening un-typical occupations for young women and attracting women into professional sectors. When there could be organized appropriate internships and monitor-ing, which follow the procedures, the female participants could be encouraged to be discharged into a typical female profession.

  • Good Practices Handbook October 2009

    LLeeoonnaarrddoo ddaa VViinnccii PPrroojjeecctt:: EESS//0088//LLLLPP--LLddVV//TTOOII//114499000066

    2255

    Societal impact Increasing the proportion of women in untypical for women profes-sions.

    Lessons learned When there arises an opportunity for young women to test and to-gether with them to reflect new experiences, they can more appro-priately launch existing, mostly hidden potentials and untypical for women professions can be gained.

    Sustainability and future de-velopment

    Vide supra.

    Usability Existing users alongside Life e.V.: various bodies of the AWO (Workers Welfare Federal Association)

    nationwide in Germany; Vocational trainings unit Waiblingen - in the frame of work tri-

    als/ vocational activities and as a future offer for a planned re-gional professional diagnostic centre;

    Initiative group TASTE from Stuttgart - INVIA girls club; Sunwork in Vienna in cooperation with schools; Professional Network (QualiNETZ) in Duisburg in cooperation

    with various institutions in North Rhine-Westphalia supporting disadvantaged persons;

    University of Mainz / Centre for Scientific training; IB technical centre for girls and women, Frankfurt/M; IB girls workshop in Wetzlar; Rural education in Duderstadt; Vocational Training Association Tribsees e.V.; infau/Lernstatt LLC in Augsburg; association of craftsmen of the district Ostholstein/Plön.

    Transferability and sharing Methodology can be used by others, if those, who intend to perform these activities in the future, will path through a 5-day training of certified observers if there are available workshops, computers, group rooms and a pre- and post network for female participants.

    Visibility Presentation of the procedure for teachers-training sessions, confer-ences on the topic, etc.

    Availability to public use Using of materials after participating in 5-day training by means of the methodology.

    Difficulties encountered The procedure is expensive in terms of costs, if all female observers should be remunerated. It is difficult to find a financial donor.

    Supporting/ training material www.taste-for-girls.de Training materials for implementation, content, AC-tasks, which

    will be issued within the 5-day training course. Other relevant information Additions/ comments/ re-marks

    Date 29/07/2009

    http://www.taste-for-girls.de/�

  • Good Practices Handbook October 2009

    LLeeoonnaarrddoo ddaa VViinnccii PPrroojjeecctt:: EESS//0088//LLLLPP--LLddVV//TTOOII//114499000066

    2266

    Table 8. GP "New Media for Women from Rural Areas / Strategies of Women from Rural Areas in the Media Era"

    NEW MEDIA FOR WOMEN FROM RURAL AREAS / STRATEGIES OF WOMEN FROM RURAL

    AREAS IN THE MEDIA ERA - GERMANY Value Description

    Title New media for women from rural areas / Strategies of women from rural areas in the media era (Neue Medien für LandFrauen -IT-LandFrauen/ Die Strategien der LandFrauen im Medienzeitalter)

    Acronym IT-LandFrauen Responsible company Full Name German Association of Rural Women (Deutscher LandFrauenverband

    e.V.) Address Claire-Waldoff-Str. 7, D-10117, Berlin, Germany Phone number +49-30-284492910 Fax +49-30-284492919 E-mail address [email protected] Web address www.LandFrauen.info Legal-status/ ownership Registered Association (e.V.) Contact person Dr. Monika Michael Good Practice (in details) Objectives Mentally preparing and qualifying women in rural areas for use of

    new media, reducing barriers in Internet access, effects on profes-sion/work and daily routine of women.

    Programme European Social Fund (ESF) and federal funds. Local duration 12 months, 01/2007 – 12/2007. Global duration 6 years, from 2002 until 2007 (final year). Tools a) Seminars-workshops; b) practical trainings; c) tests; d) self-

    learning materials (manuals/guidelines/books/learning CDs/etc.); e) accompanying in self-employment; f) adoption as disseminators in association.

    Number of staff involved 44 IT-LandFrauen, 3 project staff-members Detailed description The project has triggered a wave of learning and testing all over

    Germany and showed that women are capable to affect much on rural areas by means of new media. By means of computer and Internet, they have created their individual access to the informa-tion society. The IT-women from rural areas train other rural women as insightful (like-minded) trainers all around the internet. The pro-ject obtained the following success factors: integration into the as-sociative structures, which generated targeted learning/training of disseminators (IT-women from rural areas), who generated the so-called "snowball effect". Regarding IT-women from rural areas, by means of the project the rural business ideas and markets have been built, sustainability has been achieved. It was important consistently to identify deficits like broadband connectivity in rural areas. The project developed innovative instruments such that a broad Internet campaign has been set up at the association, which goes farther up today. These include the rural internet portal “LandPortal” as a vir-tual marketplace for products and services of rural women, software "Manager of Association" and a modular homepage.

    Target users/ groups addressed by Good Practice Participants profile Women from rural areas, who are not reported as unemployed, but

    who are looking for additional employment opportunities for addi-tional to agriculture or family work income.

    Number of participants in-volved at start-up and by the

    44 – 44 IT-women from rural areas, many other stakeholders at the association can not be quantified.

    mailto:[email protected]�http://www.landfrauen.info/�

  • Good Practices Handbook October 2009

    LLeeoonnaarrddoo ddaa VViinnccii PPrroojjeecctt:: EESS//0088//LLLLPP--LLddVV//TTOOII//114499000066

    2277

    end Economic branches/ sectors New media/Internet – creating web pages, teaching, training and

    consultancy. Influence area Rural areas in the whole Germany. Funding sources Public: ESF and federal funds.

    Associations supporting rural women, participants with self-investments (self-employed economic activity).

    Collaboration with other organizations

    BMFSFJ, Andreas-Hermes-Academy (qualifying), SÖSTRA GmbH (sci-entific consultancy). 22 associations of rural women in federal states of Germany.

    Different elements that al-lowed/helped to achieve a positive/good perform-ance/result

    Innovation and novelty The project has enabled self-forces; potential of the association brought Internet know-how to the women. At the same time learning was made practically comprehensible as a real benefit for work and everyday life. The project was accompanied and encouraged changes to on-line learning. The close integration of collective and individual commitment is quite innovative.

    Originality "Yes". Disseminators are simultaneously founders of new businesses (thereby promoting sustainability). The demand for services (in this case - the Internet) has become the subject of the association – this "market" has been served internally by the own experts. The corre-sponding business model was designed in the project, which was tested and further developed. In addition, different tools were developed within the project, such that through them the objectives of the project could be transported and adapted to the usefulness of IT. (LandPortal, transfer of knowl-edge in association, regional concepts, special custom-tailored user software).

    Specific methodology/ learn-ing techniques

    "Yes". Learning and sharing within the team, placing contracts from the association in the qualification phase, generating a high "pres-sure to succeed"/attitudes of expectation on IT-women from rural areas, which are early set on market mechanisms (personal responsi-bility of IT-women from rural areas as self-employed, paid services, competition).

    Personalized service “Yes”, by means of the project team, but consciously limited, IT-women from rural areas have been treated as self-employed entre-preneurs; many different issues have been regulated within the well-functioning network of IT-women from rural areas.

    Professionalism of trainers IT and marketing specialists, educators, economists and others if required.

    Other elements Grade of achievements Outcomes/benefits The ultimate project goal (use of new media) has been reached, but

    it could be hardly ever quantifiable. A large proportion of IT-women from rural areas established themselves now on the market and by the association. The project benefits have been distributed to the participating women (and families) on the rural area (broadband maintenance, online tenders/offers) and association's activities and work locally. Especially, gender aspects, while using of the Internet and design, should be figured out.

    Societal impact Lessons learned Such projects are functioning as a broad public-private partnership

    only. Consistent goal orientation and preparation for the period after the project is necessary from the very beginning.

  • Good Practices Handbook October 2009

    LLeeoonnaarrddoo ddaa VViinnccii PPrroojjeecctt:: EESS//0088//LLLLPP--LLddVV//TTOOII//114499000066

    2288

    Disseminators are very useful, when ideas/knowledge should be dis-seminated to the wide audience, but they must be financially inter-ested to provide not for free (not voluntarily) products and services, for which there exists a market demand.

    Sustainability and future de-velopment

    “Yes”. Developed tools of the project have been continued.

    Usability Unknown. Transferability and sharing The project can be used by other similar professional associations.

    Similar output constellations should be given (associative structures, rural area).

    Visibility Project Report (leaflet/booklet and Internet), there are no more capacities for another actions for participants.

    Availability to public use Documentation and reports are available. The use of training materi-als and its relevance must be examined.

    Difficulties encountered Broadband maintenance in rural areas. Supporting/ training material Final Documentation:

    http://www.landfrauen.info/fileadmin/user_upload/downloads/projekte/ Documentation -It-LandFrauen.pdf

    Other relevant information Additions/ comments/ re-marks

    Date 22/07/2009

    http://www.landfrauen.info/fileadmin/user_upload/downloads/projekte/�http://www.landfrauen.info/fileadmin/user_upload/downloads/projekte/�

  • Good Practices Handbook October 2009

    LLeeoonnaarrddoo ddaa VViinnccii PPrroojjeecctt:: EESS//0088//LLLLPP--LLddVV//TTOOII//114499000066

    2299

    Table 9. GP "Powering into the Future Professional Career"

    POWERING INTO THE FUTURE PROFESSIONAL CAREER - GERMANY Value Description

    Title Powering into the Future Professional Career (Mit Energie in die beruf-liche Zukunft)

    Acronym Responsible company Full Name LIFE e.V. – Education, Environment, Equal Opportunities Address Dircksenstraße 47, 10178 Berlin, Germany Phone number +49-30-308 798-17 Fax +49-30-308 798-25 E-mail address [email protected] Web address www.life-online.de Legal-status/ ownership Non-profit Registered Association Contact person Andrea Simon Good Practice (in details) Objectives The aim of the project is to help female engineers and natural scien-

    tists with immigrant background to find a job in the field of renew-able energy, or to open up new career opportunities. The method combines closely consulting, competence assessment, training and support for job application.

    Programme Federal Ministry of Labour and Social Affairs; European Social Fund. Local duration More than 7 months.

    So far, carried out twice: 04/2008 – 01/2009; 04/2009 – 01/2010. Will take place for the third time in 2010.

    Global duration January 2008 – December 2010 (3 years). Tools Professional biographical interviews to identify professional com-

    petence (interview guidelines). Potential assessment to identify key skills (description of simula-

    tions/ role playing and observation dimensions). Seminars in the fields of renewable energy (solar-, wind energy,

    biomass, energy efficiency). Workshops in project management, interpersonal communication,

    team work, conflict management, negotiation training. Training for job application. Materials (manuals, manuscripts, quizzes, glossaries, slides, etc.) on all topics are available for the participants on an online platform.

    Number of staff involved 4. Additionally 1 observer is needed for each 2 participants for the 8-day assessment of potential.

    Detailed description One cycle is divided into four phases. First, skills and qualifications are identified; here it is about, whether diplomas and exams are rec-ognized/ approved, and skills are detected and registered, which have not been accompanied by certificates. In an assessment of potential, together with female participants their key skills are established and documented. In this assessment centre female participants cope with a series of tasks, in which particularly challenging situations of professional practice are simulated. The second phase involves the area of renewable energy; the female participants have possibility to get acquainted with the basics of re-newable energy technologies and related professional fields and quali-fication requirements in order to develop concrete ideas for their own activities in this sector. Key points: photovoltaic, solar heat, energy efficiency, wind energy, biomass.

    mailto:[email protected]�http://www.life-online.de/�

  • Good Practices Handbook October 2009

    LLeeoonnaarrddoo ddaa VViinnccii PPrroojjeecctt:: EESS//0088//LLLLPP--LLddVV//TTOOII//114499000066

    3300

    In the third phase, the participants develop a competitive strategy and deal with the demands of the local labour environment. They get acquainted with different norms and unwritten rules in the enter-prise, that impede launching career, especially in some foreign coun-try. In the fourth and final phase work fields are presented and potential employers are searched for. The female participants apply their professional skills in business and test in cooperation with German female and male colleagues.

    Target users/ groups ad-dressed by Good Practice

    Participants profile Unemployed female engineers, female natural scientists and techni-cians with a migration background (mainly from Eastern Europe).

    Number of participants in-volved at start-up and by the end

    1. First trial: 14 participants (by the end - 11). 2. Second trial: 16 participants (until now all of them are still pre-

    sent). Economic branches/ sectors Research, software development, sales and distribution, consulting,

    marketing, construction planning. Influence area Berlin and Brandenburg. Funding sources Federal Ministry for Labour and Social Affairs, Federal Employment

    Office, Berlin's Senate Department for Integration and Labour, Euro-pean Social Fund.

    Collaboration with other organizations

    At Berlin's level: Berlin's Senate Department for Integration and Labour, Migration Of-fice of Berlin, Berlin's Job Centre and employment agencies, Federal Office for Migration and Refugees (BAMF), adult education centres and 10 educational institutions in Berlin at the network KUMULUS PLUS. At the federal level: The project is a part of the nationwide network of IQ - Integration through professional training, in which different institutions like Fed-eral Employment Office (BA), Federal Ministry for Labour and Social Affairs (BMAS), the Central Union for Advanced Training in Craft and over 50 educational organizations cooperate.

    Different elements that allowed/helped to achieve a positive/good perform-ance/result

    Innovation and novelty According to our knowledge, the project is the only one nationwide that has a content of professional integration of migrant women in the sector of renewable energies.

    Originality “Yes”. Our offer combines action-oriented competence assessment (assessment centre), professional training in renewable energy and use of an online communication peerless platform.

    Specific methodology/ learn-ing techniques

    “Yes”. 1. Potential Assessment Assessment centers are based on the simulation approach, that is, they simulate requirements, which are oriented towards the working environment, and therefore, may collect different skills, particularly key skills, which are required in a similar form at the workplace as well. This is oriented towards the integration of our target group in the labour market as key skills in many occupations will become more important. It is not sufficient today to have technical expertise in engineering or technical occupations as well; it is necessary to have communication skills so that to be able to respond to customer re-quests or complaints, presentation skills, so that to introduce a prod-uct or a work product, flexibility, resilience, etc. 4 simulations have been developed in our assessment centre. The simulations are oriented towards the demands, which are faced up to

  • Good Practices Handbook October 2009

    LLeeoonnaarrddoo ddaa VViinnccii PPrroojjeecctt:: EESS//0088//LLLLPP--LLddVV//TTOOII//114499000066

    3311

    the branch of renewable energy for female engineers. The specific requirements that women with immigrant background, when entering the industrial sectors, must overcome different problems (e.g. lan-guage problem, self-assertion into the male dominated areas, enter-ing into the German work culture), are taken into account in the simulations too. During the assessment the female participants have been observed by the trained female assessment personnel. In subse-quent conversations the female assessment observers provide the female participants with a differentiated feedback, which is adjusted with the self-assessment of participants. Based on the results of po-tential assessment, an individual counselling plan is set up for each female participant, which also forms the basis of qualification and practical experience. 2. Communication platform To encourage independent search of information and networking with each other, the female participants use an online communication platform. They can inform themselves about job offers, enterprises, businesses and internships. They use the online platform for documen-tation of their qualifications and competences. They learn how to create an online competency-based portfolio, which keeps records on its formal and informal qualifications, their skills and career aspira-tions, and in the process of application, serves as a basis for letter of application, CV and interview. They also find all key learning materi-als within the platform. Our previous experiences with online consultancy are very positive. These consultancies can not replace the face-to-face advice, but have a complementary role. The use of communication platform straight from own home forms an enormous expansion of its scope for action for women with children and is used by the participants with enthusi-asm. The work on the platform also extends the literacy of women and makes them safe in dealing with computers and the Internet.

    Personalized service “Yes”. Throughout the whole program, the female participants can utilize career counselling. A female consultant assists female partici-pants in identification and documentation of their skills and with the formal approval of qualifications; she identifies together with the female participants eligible fields/scopes of work and identifies any professional training needs. And finally she makes suggestions, how to search for potential internships and jobs.

    Professionalism of trainers Environmental engineering or similar engineering degree (for renew-able energy); educational or social sciences degree (for consultancy). 10-day training in the assessment methodology and educational / psy-chological training (for potential assessment).

    Others Grade of achievements Outcomes/benefits So far 30 women have already participated in the project. The first

    phase with 14 participants was completed in January 2009. The sec-ond phase is still ongoing. 70% of women have found the job in the primary labour market. 50% found it in the field of renewable energies in: consulting, sales, marketing, research, solar technology, public relations, programming, and laboratory. The project is evaluated regularly. When being interviewed, the fe-male participants express great satisfaction with the project; strengthening of the self-confidence and motivation to apply for a skilled occupation is a great profit for all participants, which they gained from the project, as well as a great clarity about expectations of employers and career opportunities of female engineers in Ger-many.

  • Good Practices Handbook October 2009

    LLeeoonnaarrddoo ddaa VViinnccii PPrroojjeecctt:: EESS//0088//LLLLPP--LLddVV//TTOOII//114499000066

    3322

    Societal impact Increasing the ratio of women in engineering jobs, improvement of professional integration of immigrant women, contribution for improv-ing opportunities of women and men in the labour market.

    Lessons learned There is no primarily lack of expertise for unemployed female engi-neers with an immigrant background to find work on the German la-bour market, but rather it depends on key skills, their knowledge of the German working environment and self-confidence. Therefore it is important to get in the demands of working environment in education, to match them up with employers and HR managers (job fairs, factory tours, interviews and discussions with experts); this helps to reduce fear to present themselves to employers, and strengthens the self-confidence for the application process.

    Sustainability and future development

    “Yes”. The results of the project are included in the national integra-tion plan and consulting concepts of Federal Employment Office (BA) through close collaboration with Federal Employment Office (BA) and Federal Ministry for Labour and Social Affairs (BMAS). The project will be extended after 2010.

    Usability Transferability and sharing Within th


Recommended