Context

The main findings of the European Vacancy and Recruitment Report 2014 are that low-skilled workers encounter increasing difficulties to find a job, face lower job stability and are out-competed by medium-skilled workers even in elementary occupations. In contrast, job opportunities are growing in some high-skilled professions.  The report also highlights the increase in temporary and part-time work during the crisis and underlines the need to better support school-to-work transitions, to decrease segmentation of the labor markets and to up-skill jobseekers, particularly the low qualified (EC, 2014).

 

Most of the low-skilled workers come from disadvantaged backgrounds. Professionals working with learners from disadvantaged backgrounds/with fewer opportunities are mainly social workers but also other kinds of professionals. As the public support for employment has increased in the past years to face the difficult social and economic context, their professional profiles have been more and more various. They usually work in associations but also in local authorities or Small and Medium Enterprises (SMEs).

Whatever their educative and/or professional background, they are not trained to support learners from disadvantaged backgrounds/with fewer opportunities.

 

A relevant social and educative support is most needed in order to sustain the employment of low skilled workers in the long term. 

 

Key projects of reference

 

The Key tutor project will gather examples of tools & methods having designed innovative pedagogical approach in the framework of previous  European projects such as:

1. in the field of Education for all, the EDUKEY project (http://www.edukeyproject.com), a Grundtvig project (2009-2011), initiated by the Spanish  partner of the Key Tutor addressed the social group formed by young adults who have experienced school failure shows poor key competencies, a characteristic that limits their access to and success in adult learning processes and makes them socially and economically vulnerable, as they lack the mechanisms to optimise the training resources available.

partners concerned: Infodef (Spain)


2. in the non formal and informal learning approach, the VAEB project, a Leonardo da Vinci project, initiated and led by the French partner iriv conseil (www.eEuropeassociations.net) between 2003 and 2006 in 7 countries. It designed a tool and method, a portfolio, in order to identify and assess the experience and comptences acquired thanks to a voluntary work.

partners concerned: iriv conseil


3. a third example is the innovative approach offered by the AllinHE project , an Erasmus project, initiated and led by the Inholland University (www.allinhe.eu) between 2011 and 2014, which enhanced an innovative approach to Validating Prior Learning (VPL).  It was focused on target groups with special needs (50+, migrants and disabled people and intended to enhance multi-targeted and bottom-up approaches, using the VPL-methodology).

partners concerned: iriv conseil (France) and JAMK University of Applied Sciences (Finland)


4. In the field of VET, the Leonardo partnership  project “Echanges de pratiques sur le tutorat en Europe”  was coordinated by the French partner (Familles Rurales)  with Lithuanian (Skudutiskis academy) and Portuguese partners. This project designed a definition of the competences of a tutor and a mentoring evaluation guide.

partners concerned: Fédération Familles Rurales Pays de Loire