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Advancing Employment Equality Strategy in Europe

Discover how the European Union's innovative strategies are improving job opportunities and fighting discrimination. Addressing challenges through a development partnership, the project aims to enhance the socio-professional integration process and support vulnerable groups on the labor market. By engaging with key partners, the project seeks to increase reinsertion opportunities, promote innovative initiatives, and pilot experiments to boost employability. Explore the impact of cognitive skills assessment and personalized insertion processes in creating inclusive employment opportunities.

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Advancing Employment Equality Strategy in Europe

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  1. EQUAL PROJECT GENERIC

  2. WHY EQUAL ? • Strategy adopted by the European Union : • creating more jobs ; • favouring better jobs ; • not preventing anyone from getting a job.

  3. COROLLARY OF THE EUROPEAN STRATEGY • Trying out new means : • to fight against discriminations and inequalities; • compared to the job-seekers and the workers. • To provide an experimental framework : • to test new ideas ; • ideas likely to modifythe future policies and practices ; • in the fields of employment and training.

  4. CHALLENGES • The development partnership (DP) has to : • mobilize the key actors in order to fight against discriminations ; • put together skills and experiences ; • operate in a particular region both on a national (GENERIC) and transnational level (JEDI) ; • cooperate to the activities of networks creation and broadcasting.

  5. FINAL OBJECTIVE ACCORDING TO THE CHOSEN THEME • Improving quality and efficiency : • of the socioprofessional insertion processes ; • of preserving jobs ; • of the most exposed people on the labour market.

  6. EQUAL TARGET • People under 25 • Job seekers without school certificates • Long term unemployed • Minimal income recipients • Disabled people • Women returners • Low qualification workers weakened in their job

  7. GEOGRAPHICAL PARTNERSHIP • Two employment areas facing the same problems : • La Louvière-Centre • Mons-Borinage

  8. PARTNERS • Insertion partners : • CPAS (Social services) from La Louvière and Mons • Structure and communication partner : • Non-profit association CEDAR • Evaluation and remediation partner (adults education) : • Province of Hainaut (CPEPSB) • City of La Louvière (Form@t 21) • Pilot project responsible partner : • Non-profit association INDIGO • Coordinator partner : • Non-profit association CEDAR

  9. PROJECT FINANCING • Project duration : 36 months • Total budget : € 900,504.80 • Partners’ contribution : € 450,504.80 • Financial intervention from ESF : € 450,000.00

  10. PARTNERSHIP EXPERIENCE • November 2001 – May 2005 • Project « Passeport cognitif pour l’insertion (PCI) » • European Project «Passeport européen cognitif pour l’insertion (PECI) »

  11. INSERTION STEPS • Socialization, structuration, orientation • Levelling, pre-qualification, initiation • Basic skills • Compliance training • Transition towards employment

  12. PCI IN A NUTSHELL • Identifying and validating the reference cognitive skills (cognitive skills audit). • Implementing a training offer from the CSA results. • Structuring a triangulation between : • the person (audit), • the training market (prerequisites), • the employment market (access to employment). • Adapting the CSA environment to the people needing a personalised approach. • Structuring a network organisation.

  13. WHYTHE COGNITIVE SKILLS ? • Unlike professional skills : • they can be mobilised at any moment for any activity ; • whatever the person and their geographical, and socioprofessional environment . • They allow an upgrading of the life experience gained through other practices.

  14. CSA • Evaluation of the: • verbal skills ; • quantitative skills ; • abstraction skills ; • spatial skills . • On a voluntary basis. • Without performance criteria. • Nor linked to possession of a diploma.

  15. CONCLUSIONS FROM PCI – PECI • Project : • refusing a concrete and unsatisfactory situation ; • exploring innovating leads for socioprofessional insertion ; • reconciling the companies and the citizens. • Considered concrete solutions. • Programmed ground actions. • Need to go further.

  16. OBJECTIVES OF THE GENERIC PROJECT • promoting innovating socioprofessional insertion actions ; • increasing reinsertion opportunities ; • increasing the employability level ; • leading a pilot experiment.

  17. TARGET OF GENERIC • people out of the labour market ; • low qualified job-seekers ; • long term unemployed ; • de-structured people ; • people hard to reintegrate.

  18. GENERIC OBJECTIVES • implementing and managing the DP ; • identification and validation of the generic and cognitive skills ; • negotiation of an individualised insertion process ; • developing of the pilot experiment «cyber animator ».

  19. INTERVENTION LOGICS - 1 • Establishing the link between socioprofesional audit and the MAGIC method developped within the PECI project (Modèle actif de gestion intégrée des compétences). • Obtaining a relational matrix adaptable to individuals, training and jobs.

  20. INTERVENTION LOGICS - 2 • To follow the same procedures as the social services (CPAS) : SPI actions based on tools such as : • information collecting ; • negotiation ; • pre-formation ; • formation ; • preparation to employment ; • setting with employment. • To end on a socioprofessional audit.

  21. INTERVENTION LOGICS – 3PILOTPROJECT : « cyber animator » • to define a glossary of the required skills for employment ; • to elaborate a communication tool introducing the job ; • to identify the existing remediation canals ; • to identify the tools most adapted to the project ; • to invite the candidates to take part to skills audit ; • to implement remediation tools ; • to evaluate the candidates at the end of the remediation ; • to test the candidates in situation.

  22. SKILLS • Skills : set of • knowledge ; • aptitudes ; • values ; • attitudes ; • put together by a person in order to reach set results within a specified function or role (contextualisation) ; • assumed by a worker to take part to their company’s objectives.

  23. SOFT AND HARD SKILLS • Hard skills : • observable through tangible results ; • easily measurable on an objective way. • Soft skills : • also called behaviour skills ; • observable through perceptible behaviours.

  24. FUNCTION • Function : set of : • tasks ; • responsibilities assumed by a worker to take part to their company’s objectives. • For each function : combination of : • generic skills ; • technical skills. • Skills Profile : defines the necessary skills for a determined function

  25. GENERIC SKILLS Growing skills level

  26. DEVELOPMENT PARTNERSHIP MANAGEMENT • Partnership and development convention (DP) • Transnational cooperation agreement (TCA) • Committee of accompaniment • Steering committee • Work cells

  27. REFERENCE DOCUMENTS • Documents set by the European Social Fund : • rules about the Community Initiative Program ; • administrative and financial guide ; • auto-evaluation guide ; • documents about gender equality ; • ESF bulletins ; • ESF website ;… • Documents set by the partnership : • DP agreement ; • records of the board meetings ; • logical frame of the project ; • project chronogram ;…

  28. COMMUNICATION MANAGEMENT • Communication platform • Help line • Records • Websites • Virtual library • Press conferences

  29. AUTO-EVALUATION OF THE PROJECT • Creation of an auto-evaluation group • Works based on the ESF guidebook • Works on existing documents • Group works • Enquiries with the partners • Enquiries with the recipients • Analysis, synthesis, conclusions

  30. THANKS FOR YOUR ATTENTION For any further information about the GENERIC project, call Daniel Nervenne, Coordinator on ++32(0) 475 754 724

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