Wiki source code of 5. Creating inclusive labour markets
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| 1 | {{box t{{{(i)}}}tle="**Contents**"}} | ||
| 2 | {{toc/}} | ||
| 3 | {{/box}} | ||
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| 5 | The ILO Centenary Declarat{{{(i)}}}on{{footnote}}ILO Centenary Declarat{{{(i)}}}on for the Future of Work (2019) (https://www.{{{(i)}}}lo.org/wcmsp5/groups/publ{{{(i)}}}c/---ed_norm/---relconf/documents/meet{{{(i)}}}ngdocument/wcms_711674.pdf){{/footnote}} calls for {{{(i)}}}nclus{{{(i)}}}ve labour markets w{{{(i)}}}th equal opportun{{{(i)}}}t{{{(i)}}}es and equal part{{{(i)}}}c{{{(i)}}}pat{{{(i)}}}on for all, {{{(i)}}}nclud{{{(i)}}}ng those w{{{(i)}}}th d{{{(i)}}}sab{{{(i)}}}l{{{(i)}}}t{{{(i)}}}es and others {{{(i)}}}n vulnerable s{{{(i)}}}tuat{{{(i)}}}ons. PES have a spec{{{(i)}}}al role and opportun{{{(i)}}}ty to be at the forefront of del{{{(i)}}}ver{{{(i)}}}ng hol{{{(i)}}}st{{{(i)}}}c serv{{{(i)}}}ces that support and act{{{(i)}}}vate d{{{(i)}}}sadvantaged groups. By prov{{{(i)}}}d{{{(i)}}}ng targeted support to those {{{(i)}}}n vulnerable pos{{{(i)}}}t{{{(i)}}}ons, PES can get more people {{{(i)}}}nto (% style="color:#e74c3c" %)work(%%) and th{{{(i)}}}s can {{{(i)}}}n turn contr{{{(i)}}}bute to boost{{{(i)}}}ng the [[labour force>>doc:work{{{(i)}}}ng:Glossary.Labour Force.WebHome]] potent{{{(i)}}}al on a local, reg{{{(i)}}}onal and nat{{{(i)}}}onal perspect{{{(i)}}}ve. | ||
| 6 | |||
| 7 | The term ‘d{{{(i)}}}sadvantaged groups’ means groups that are {{{(i)}}}n a vulnerable place w{{{(i)}}}th{{{(i)}}}n the labour market and do not have an equal foot{{{(i)}}}ng compared to the rest of the populat{{{(i)}}}on when apply{{{(i)}}}ng for [[jobs>>doc:work{{{(i)}}}ng:Glossary.Work Act{{{(i)}}}v{{{(i)}}}ty.WebHome]]. Groups fac{{{(i)}}}ng d{{{(i)}}}sadvantage {{{(i)}}}n the [[job>>doc:work{{{(i)}}}ng:Glossary.Work Act{{{(i)}}}v{{{(i)}}}ty.WebHome]] market often need to overcome several barr{{{(i)}}}ers affect{{{(i)}}}ng the{{{(i)}}}r capac{{{(i)}}}ty to seek, f{{{(i)}}}nd and ma{{{(i)}}}nta{{{(i)}}}n (% style="color:#e74c3c" %)work(%%). Wh{{{(i)}}}le some barr{{{(i)}}}ers may relate to core competenc{{{(i)}}}es or (% style="color:#e74c3c" %)work(%%) ab{{{(i)}}}l{{{(i)}}}ty, these are often coupled w{{{(i)}}}th non-[[employment>>doc:work{{{(i)}}}ng:Glossary.Employment Work.WebHome]]-related challenges.{{footnote}}ILO (2018) ‘Publ{{{(i)}}}c employment serv{{{(i)}}}ces: Jo{{{(i)}}}ned-up serv{{{(i)}}}ces for people fac{{{(i)}}}ng labour market d{{{(i)}}}sadvantage’ (https://www.{{{(i)}}}lo.org/wcmsp5/groups/publ{{{(i)}}}c/---ed_emp/documents/publ{{{(i)}}}cat{{{(i)}}}on/wcms_632629.pdf){{/footnote}} | ||
| 8 | |||
| 9 | {{{{{(i)}}}nfo}} | ||
| 10 | D{{{(i)}}}sadvantaged groups can {{{(i)}}}nclude: | ||
| 11 | |||
| 12 | * Low-sk{{{(i)}}}lled adults | ||
| 13 | * Older unemployed | ||
| 14 | * Long-term unemployed | ||
| 15 | * Homeless people, {{{(i)}}}nclud{{{(i)}}}ng young people | ||
| 16 | * M{{{(i)}}}grants | ||
| 17 | * Refugees | ||
| 18 | * D{{{(i)}}}sabled people or those w{{{(i)}}}th health {{{(i)}}}ssues ({{{(i)}}}nclud{{{(i)}}}ng mental health) | ||
| 19 | * Women return{{{(i)}}}ng from matern{{{(i)}}}ty leave | ||
| 20 | * Young unemployed, part{{{(i)}}}cularly those w{{{(i)}}}th l{{{(i)}}}ttle work exper{{{(i)}}}ence | ||
| 21 | * Rural populat{{{(i)}}}ons | ||
| 22 | * Ethn{{{(i)}}}c m{{{(i)}}}nor{{{(i)}}}t{{{(i)}}}es | ||
| 23 | {{/{{{(i)}}}nfo}} | ||
| 24 | |||
| 25 | PES can (% style="color:#e74c3c" %)work(%%) w{{{(i)}}}th other soc{{{(i)}}}al partners to put programmes {{{(i)}}}n place to help address any potent{{{(i)}}}al d{{{(i)}}}scr{{{(i)}}}m{{{(i)}}}nat{{{(i)}}}on and reduce labour market {{{(i)}}}nequal{{{(i)}}}t{{{(i)}}}es. As a result, PES’ support can help {{{(i)}}}nd{{{(i)}}}v{{{(i)}}}duals to enter {{{(i)}}}nto susta{{{(i)}}}nable and st{{{(i)}}}mulat{{{(i)}}}ng qual{{{(i)}}}ty [[employment>>doc:work{{{(i)}}}ng:Glossary.Employment Work.WebHome]]. The box below outl{{{(i)}}}nes the key partners PES can (% style="color:#e74c3c" %)work(%%) w{{{(i)}}}th. | ||
| 26 | |||
| 27 | {{box}} | ||
| 28 | **Box 21. Key partners to work w{{{(i)}}}th for del{{{(i)}}}ver{{{(i)}}}ng serv{{{(i)}}}ces to create {{{(i)}}}nclus{{{(i)}}}ve labour market** | ||
| 29 | |||
| 30 | To create {{{(i)}}}nclus{{{(i)}}}ve labour markets, PES may cons{{{(i)}}}der work{{{(i)}}}ng w{{{(i)}}}th the follow{{{(i)}}}ng types of organ{{{(i)}}}sat{{{(i)}}}ons: | ||
| 31 | |||
| 32 | * NGOs | ||
| 33 | * Youth organ{{{(i)}}}sat{{{(i)}}}ons | ||
| 34 | * M{{{(i)}}}grant organ{{{(i)}}}sat{{{(i)}}}ons | ||
| 35 | * D{{{(i)}}}sab{{{(i)}}}l{{{(i)}}}ty organ{{{(i)}}}sat{{{(i)}}}ons | ||
| 36 | * Spec{{{(i)}}}al{{{(i)}}}st prov{{{(i)}}}ders | ||
| 37 | * Educat{{{(i)}}}on prov{{{(i)}}}ders | ||
| 38 | * Commun{{{(i)}}}ty organ{{{(i)}}}sat{{{(i)}}}ons | ||
| 39 | * Employers | ||
| 40 | * M{{{(i)}}}n{{{(i)}}}str{{{(i)}}}es, or reg{{{(i)}}}onal / local governments | ||
| 41 | * Employer and bus{{{(i)}}}ness organ{{{(i)}}}sat{{{(i)}}}ons (EMBOs) | ||
| 42 | * Trade un{{{(i)}}}ons | ||
| 43 | {{/box}} | ||
| 44 | |||
| 45 | The table below prov{{{(i)}}}des an overv{{{(i)}}}ew of the people, processes and serv{{{(i)}}}ces {{{(i)}}}nvolved {{{(i)}}}n del{{{(i)}}}ver{{{(i)}}}ng serv{{{(i)}}}ces for creat{{{(i)}}}ng {{{(i)}}}nclus{{{(i)}}}ve labour market | ||
| 46 | |||
| 47 | **Table 5.1 Creat{{{(i)}}}ng {{{(i)}}}nclus{{{(i)}}}ve labour markets: people, processes and serv{{{(i)}}}ces** | ||
| 48 | |||
| 49 | (% style="w{{{(i)}}}dth:1063.45px" %) | ||
| 50 | |(% style="w{{{(i)}}}dth:328px" %)**People**|(% style="w{{{(i)}}}dth:382px" %)**Processes**|(% style="w{{{(i)}}}dth:348px" %)**Serv{{{(i)}}}ces** | ||
| 51 | |(% style="w{{{(i)}}}dth:328px" %)Frontl{{{(i)}}}ne counsellors|(% style="w{{{(i)}}}dth:382px" %)In{{{(i)}}}t{{{(i)}}}al assessment and referral|(% style="w{{{(i)}}}dth:348px" %)Act{{{(i)}}}ve labour market programmes | ||
| 52 | |(% style="w{{{(i)}}}dth:328px" %)Spec{{{(i)}}}al{{{(i)}}}st support staff (e.g., youth workers)|(% style="w{{{(i)}}}dth:382px" %)Staff tra{{{(i)}}}n{{{(i)}}}ng|(% style="w{{{(i)}}}dth:348px" %)Vocat{{{(i)}}}onal educat{{{(i)}}}on and tra{{{(i)}}}n{{{(i)}}}ng programmes | ||
| 53 | |(% style="w{{{(i)}}}dth:328px" %)M{{{(i)}}}ddle-managers|(% style="w{{{(i)}}}dth:382px" %)Outreach and act{{{(i)}}}vat{{{(i)}}}on (relat{{{(i)}}}ng to young people)|(% style="w{{{(i)}}}dth:348px" %)[[Wage>>doc:work{{{(i)}}}ng:Glossary.Earn{{{(i)}}}ngs.WebHome]] subs{{{(i)}}}d{{{(i)}}}es | ||
| 54 | |(% style="w{{{(i)}}}dth:328px" %) |(% style="w{{{(i)}}}dth:382px" %)Subcontract{{{(i)}}}ng spec{{{(i)}}}f{{{(i)}}}c serv{{{(i)}}}ces to spec{{{(i)}}}al{{{(i)}}}st prov{{{(i)}}}ders|(% style="w{{{(i)}}}dth:348px" %)Second chance programmes | ||
| 55 | |||
| 56 | Th{{{(i)}}}s sect{{{(i)}}}on w{{{(i)}}}ll outl{{{(i)}}}ne how PES can {{{(i)}}}nvest {{{(i)}}}n the{{{(i)}}}r staff so that they are a valuable resource and have the knowledge to develop and del{{{(i)}}}ver serv{{{(i)}}}ces, programmes and measures for d{{{(i)}}}sadvantaged groups. | ||
| 57 | |||
| 58 | = 5.1 How can PES {{{(i)}}}ncrease staff awareness and knowledge? = | ||
| 59 | |||
| 60 | Prov{{{(i)}}}d{{{(i)}}}ng staff w{{{(i)}}}th {{{(i)}}}nformat{{{(i)}}}on and tra{{{(i)}}}n{{{(i)}}}ng on the needs of d{{{(i)}}}fferent d{{{(i)}}}sadvantaged groups {{{(i)}}}s v{{{(i)}}}tally {{{(i)}}}mportant to create the cond{{{(i)}}}t{{{(i)}}}ons for well-{{{(i)}}}nformed frontl{{{(i)}}}ne counsell{{{(i)}}}ng and appropr{{{(i)}}}ate support and well-des{{{(i)}}}gned, appropr{{{(i)}}}ate support programmes. Th{{{(i)}}}s {{{(i)}}}s {{{(i)}}}mportant as th{{{(i)}}}s w{{{(i)}}}ll contr{{{(i)}}}bute to creat{{{(i)}}}ng the cond{{{(i)}}}t{{{(i)}}}ons for an {{{(i)}}}nclus{{{(i)}}}ve labour market, {{{(i)}}}n wh{{{(i)}}}ch all workers are able to contr{{{(i)}}}bute to the labour market and those who are d{{{(i)}}}sadvantaged are g{{{(i)}}}ven support to overcome any barr{{{(i)}}}ers. | ||
| 61 | |||
| 62 | PES staff should rece{{{(i)}}}ve tra{{{(i)}}}n{{{(i)}}}ng and {{{(i)}}}nformat{{{(i)}}}on so that they understand: | ||
| 63 | |||
| 64 | 1. Why PES need to (% style="color:#e74c3c" %)work(%%) w{{{(i)}}}th d{{{(i)}}}sadvantaged groups, and how th{{{(i)}}}s l{{{(i)}}}nks to w{{{(i)}}}der local, reg{{{(i)}}}onal and nat{{{(i)}}}onal econom{{{(i)}}}c pol{{{(i)}}}c{{{(i)}}}es | ||
| 65 | 1. What d{{{(i)}}}sadvantaged groups can offer to enterpr{{{(i)}}}ses as an added value, {{{(i)}}}n compar{{{(i)}}}son to other types of jobseekers | ||
| 66 | 1. Understand the d{{{(i)}}}fferences between d{{{(i)}}}sadvantaged groups and what d{{{(i)}}}fferent barr{{{(i)}}}ers they may face {{{(i)}}}n access{{{(i)}}}ng the labour market (e.g., access to transport, ch{{{(i)}}}ldcare, language barr{{{(i)}}}ers/ab{{{(i)}}}l{{{(i)}}}t{{{(i)}}}es) | ||
| 67 | 1. Understand the poss{{{(i)}}}ble prov{{{(i)}}}s{{{(i)}}}on ava{{{(i)}}}lable to d{{{(i)}}}fferent d{{{(i)}}}sadvantaged groups, and how and when d{{{(i)}}}fferent prov{{{(i)}}}s{{{(i)}}}ons can be used to fac{{{(i)}}}l{{{(i)}}}tate an {{{(i)}}}nd{{{(i)}}}v{{{(i)}}}dual’s trans{{{(i)}}}t{{{(i)}}}on to employment. | ||
| 68 | |||
| 69 | G{{{(i)}}}v{{{(i)}}}ng staff th{{{(i)}}}s knowledge w{{{(i)}}}ll prov{{{(i)}}}de them w{{{(i)}}}th knowledge that w{{{(i)}}}ll help them to th{{{(i)}}}nk of d{{{(i)}}}sadvantaged groups as {{{(i)}}}nd{{{(i)}}}v{{{(i)}}}dual jobseekers who have someth{{{(i)}}}ng to offer enterpr{{{(i)}}}ses. Th{{{(i)}}}s may help PES staff , part{{{(i)}}}cularly frontl{{{(i)}}}ne counsellors, to th{{{(i)}}}nk beyond stereotypes and help to unlock the sk{{{(i)}}}lls’ potent{{{(i)}}}al of each {{{(i)}}}nd{{{(i)}}}v{{{(i)}}}dual. | ||
| 70 | |||
| 71 | Tra{{{(i)}}}n{{{(i)}}}ng to PES staff should be ongo{{{(i)}}}ng across the year so that {{{(i)}}}t {{{(i)}}}s not ‘one off ’ and staff are kept up to date w{{{(i)}}}th any new programmes, {{{(i)}}}n{{{(i)}}}t{{{(i)}}}at{{{(i)}}}ves and support serv{{{(i)}}}ces that can be offered to part{{{(i)}}}cular d{{{(i)}}}sadvantaged groups. In add{{{(i)}}}t{{{(i)}}}on, {{{(i)}}}deally tra{{{(i)}}}n{{{(i)}}}ng should be complemented w{{{(i)}}}th mater{{{(i)}}}als that staff can access at any t{{{(i)}}}me. For example, tra{{{(i)}}}n{{{(i)}}}ng can take place {{{(i)}}}n a face-to-face format {{{(i)}}}n each PES off{{{(i)}}}ce and the tra{{{(i)}}}n{{{(i)}}}ng mater{{{(i)}}}als can be c{{{(i)}}}rculated afterwards and th{{{(i)}}}s can be complemented w{{{(i)}}}th a handbook and or mater{{{(i)}}}als ava{{{(i)}}}lable onl{{{(i)}}}ne. | ||
| 72 | |||
| 73 | External organ{{{(i)}}}sat{{{(i)}}}ons l{{{(i)}}}ke non-governmental organ{{{(i)}}}sat{{{(i)}}}ons can offer expert{{{(i)}}}se and {{{(i)}}}n-depth knowledge on the needs and character{{{(i)}}}st{{{(i)}}}cs of part{{{(i)}}}cular groups, such as ethn{{{(i)}}}c m{{{(i)}}}nor{{{(i)}}}t{{{(i)}}}es or m{{{(i)}}}grants. PES can take advantage of the{{{(i)}}}r expert{{{(i)}}}se by access{{{(i)}}}ng wr{{{(i)}}}tten {{{(i)}}}nformat{{{(i)}}}on and PES can also {{{(i)}}}nv{{{(i)}}}te soc{{{(i)}}}al partners to del{{{(i)}}}ver spec{{{(i)}}}f{{{(i)}}}c awareness ra{{{(i)}}}s{{{(i)}}}ng sess{{{(i)}}}ons on the needs, character{{{(i)}}}st{{{(i)}}}cs and expected barr{{{(i)}}}ers on certa{{{(i)}}}n groups. Th{{{(i)}}}s can prov{{{(i)}}}de PES staff w{{{(i)}}}th {{{(i)}}}nformat{{{(i)}}}on on any sens{{{(i)}}}t{{{(i)}}}v{{{(i)}}}t{{{(i)}}}es, cultural norms and barr{{{(i)}}}ers or solut{{{(i)}}}ons that can ass{{{(i)}}}st w{{{(i)}}}th d{{{(i)}}}sadvantaged groups’ access to PES serv{{{(i)}}}ces. | ||
| 74 | |||
| 75 | PES counsellors who are at the frontl{{{(i)}}}ne of del{{{(i)}}}very serv{{{(i)}}}ces to jobseekers requ{{{(i)}}}re more {{{(i)}}}ntens{{{(i)}}}ve and ta{{{(i)}}}lored tra{{{(i)}}}n{{{(i)}}}ng. Th{{{(i)}}}s {{{(i)}}}s so that they are tra{{{(i)}}}ned to assess each jobseeker carefully, {{{(i)}}}nclud{{{(i)}}}ng any spec{{{(i)}}}f{{{(i)}}}c needs and are able to explore any barr{{{(i)}}}ers that they may have to part{{{(i)}}}c{{{(i)}}}pat{{{(i)}}}ng {{{(i)}}}n any programmes or the{{{(i)}}}r [[job>>doc:work{{{(i)}}}ng:Glossary.Work Act{{{(i)}}}v{{{(i)}}}ty.WebHome]] search. Each PES counsellor should have the knowledge to prov{{{(i)}}}de relevant gu{{{(i)}}}dance, spec{{{(i)}}}f{{{(i)}}}c solut{{{(i)}}}ons and alternat{{{(i)}}}ve pathways to enter{{{(i)}}}ng the labour market (where and {{{(i)}}}f needed). | ||
| 76 | |||
| 77 | {{box}} | ||
| 78 | **Box 22. PES staff competences {{{(i)}}}n d{{{(i)}}}sadvantaged groups{{footnote}}European Comm{{{(i)}}}ss{{{(i)}}}on (2014) ‘European reference competence prof{{{(i)}}}le for PES and EURES counsellors’ (https://ec.europa.eu/soc{{{(i)}}}al/BlobServlet?docId=14100&langId=en){{/footnote}}** | ||
| 79 | |||
| 80 | W{{{(i)}}}th{{{(i)}}}n the EU, {{{(i)}}}t {{{(i)}}}s acknowledged that PES staff should be competent to acqu{{{(i)}}}re and use current knowledge of d{{{(i)}}}sadvantaged groups. PES staff who are able to demonstrate th{{{(i)}}}s are able to: | ||
| 81 | |||
| 82 | * Regularly acqu{{{(i)}}}re and update the{{{(i)}}}r knowledge of d{{{(i)}}}sadvantaged groups {{{(i)}}}n the labour market | ||
| 83 | * Acqu{{{(i)}}}re and apply the{{{(i)}}}r current knowledge of local/reg{{{(i)}}}onal/nat{{{(i)}}}onal labour market cond{{{(i)}}}t{{{(i)}}}ons for these d{{{(i)}}}sadvantaged groups, {{{(i)}}}n order to convey relevant {{{(i)}}}nformat{{{(i)}}}on to these cl{{{(i)}}}ents | ||
| 84 | * Demonstrate knowledge of relevant actors, partners and programmes to support d{{{(i)}}}sadvantaged groups {{{(i)}}}n the labour market | ||
| 85 | * Structure and appropr{{{(i)}}}ately apply th{{{(i)}}}s knowledge to {{{(i)}}}nd{{{(i)}}}v{{{(i)}}}dual cases | ||
| 86 | {{/box}} | ||
| 87 | |||
| 88 | **F{{{(i)}}}gure 5.1 Cycle for creat{{{(i)}}}ng and del{{{(i)}}}ver{{{(i)}}}ng serv{{{(i)}}}ces for act{{{(i)}}}vat{{{(i)}}}ng d{{{(i)}}}sadvantaged groups** | ||
| 89 | |||
| 90 | [[{{{(i)}}}mage:1750183976451-387.png]] | ||
| 91 | |||
| 92 | == 5.1.1 What sk{{{(i)}}}lls are needed by PES staff who work w{{{(i)}}}th d{{{(i)}}}sadvantaged groups? == | ||
| 93 | |||
| 94 | PES staff who are (% style="color:#e74c3c" %)work{{{(i)}}}ng(%%) w{{{(i)}}}th d{{{(i)}}}sadvantaged groups need to have some spec{{{(i)}}}f{{{(i)}}}c competences, wh{{{(i)}}}ch d{{{(i)}}}ffer to those staff who are mostly (% style="color:#e74c3c" %)work{{{(i)}}}ng(%%) w{{{(i)}}}th other types of jobseekers or employers. Th{{{(i)}}}s {{{(i)}}}s so that staff can prov{{{(i)}}}de {{{(i)}}}ntense support, and PES can use resources effect{{{(i)}}}vely to place those who are furthest way from the labour market. In add{{{(i)}}}t{{{(i)}}}on, mult{{{(i)}}}-sk{{{(i)}}}lled teams are {{{(i)}}}mportant to ensure that teams (% style="color:#e74c3c" %)work{{{(i)}}}ng(%%) w{{{(i)}}}th d{{{(i)}}}sadvantaged groups have a range of competences and areas of expert{{{(i)}}}se so that they are well placed to offer hol{{{(i)}}}st{{{(i)}}}c support to th{{{(i)}}}s target group. | ||
| 95 | |||
| 96 | The table below outl{{{(i)}}}nes the key competences and behav{{{(i)}}}oural {{{(i)}}}nd{{{(i)}}}cators, developed by the European Comm{{{(i)}}}ss{{{(i)}}}on, wh{{{(i)}}}ch may be a useful source of {{{(i)}}}nsp{{{(i)}}}rat{{{(i)}}}on and {{{(i)}}}nformat{{{(i)}}}on for PES {{{(i)}}}n the reg{{{(i)}}}on when th{{{(i)}}}nk{{{(i)}}}ng about the sk{{{(i)}}}ll set for PES counsellors (% style="color:#e74c3c" %)work{{{(i)}}}ng(%%) w{{{(i)}}}th d{{{(i)}}}sadvantaged groups. | ||
| 97 | |||
| 98 | **Table 5.2 Key sk{{{(i)}}}lls and behav{{{(i)}}}ours of staff (% style="color:#e74c3c" %)work{{{(i)}}}ng(%%) w{{{(i)}}}th d{{{(i)}}}sadvantaged groups** | ||
| 99 | |||
| 100 | |Spec{{{(i)}}}f{{{(i)}}}c sk{{{(i)}}}ll|Key competences|Key behav{{{(i)}}}oural {{{(i)}}}nd{{{(i)}}}cators | ||
| 101 | |Knowledge of d{{{(i)}}}sadvantaged groups {{{(i)}}}n the labour market|Ab{{{(i)}}}l{{{(i)}}}ty to acqu{{{(i)}}}re and use current knowledge of d{{{(i)}}}sadvantaged groups {{{(i)}}}n the labour market|((( | ||
| 102 | * Regularly acqu{{{(i)}}}re and update knowledge of d{{{(i)}}}sadvantaged groups {{{(i)}}}n the labour market {{{(i)}}}nclud{{{(i)}}}ng (but not l{{{(i)}}}m{{{(i)}}}ted to): d{{{(i)}}}sabled people, parents return{{{(i)}}}ng to (% style="color:#e74c3c" %)work(%%), long-term [[unemployed>>doc:work{{{(i)}}}ng:Glossary.Persons {{{(i)}}}n Unemployment.WebHome]], young [[unemployed>>doc:work{{{(i)}}}ng:Glossary.Persons {{{(i)}}}n Unemployment.WebHome]], older [[unemployed>>doc:work{{{(i)}}}ng:Glossary.Persons {{{(i)}}}n Unemployment.WebHome]], people w{{{(i)}}}th spec{{{(i)}}}f{{{(i)}}}c health-related problems, [[unemployed>>doc:work{{{(i)}}}ng:Glossary.Persons {{{(i)}}}n Unemployment.WebHome]] w{{{(i)}}}th low qual{{{(i)}}}f{{{(i)}}}cat{{{(i)}}}ons, ethn{{{(i)}}}c m{{{(i)}}}nor{{{(i)}}}t{{{(i)}}}es/m{{{(i)}}}grants, etc. | ||
| 103 | * Acqu{{{(i)}}}re and apply current knowledge of local/reg{{{(i)}}}onal/nat{{{(i)}}}onal labour market cond{{{(i)}}}t{{{(i)}}}ons for these groups, {{{(i)}}}n order to convey relevant {{{(i)}}}nformat{{{(i)}}}on to cl{{{(i)}}}ents | ||
| 104 | * Demonstrate knowledge of relevant actors, partners and programmes to support d{{{(i)}}}sadvantaged groups | ||
| 105 | * Structure and appropr{{{(i)}}}ately apply knowledge to {{{(i)}}}nd{{{(i)}}}v{{{(i)}}}dual cases | ||
| 106 | ))) | ||
| 107 | |Knowledge of labour market pol{{{(i)}}}cy, ALMP measures/ concepts for act{{{(i)}}}vat{{{(i)}}}on|Ab{{{(i)}}}l{{{(i)}}}ty to acqu{{{(i)}}}re and use current knowledge of labour market pol{{{(i)}}}cy, ALMP measures/ concepts for act{{{(i)}}}vat{{{(i)}}}on|((( | ||
| 108 | * Regularly acqu{{{(i)}}}re and update knowledge of labour market pol{{{(i)}}}cy {{{(i)}}}nclud{{{(i)}}}ng (but not l{{{(i)}}}m{{{(i)}}}ted to): [[employment>>doc:work{{{(i)}}}ng:Glossary.Employment Work.WebHome]] protect{{{(i)}}}on leg{{{(i)}}}slat{{{(i)}}}on, [[job>>doc:work{{{(i)}}}ng:Glossary.Work Act{{{(i)}}}v{{{(i)}}}ty.WebHome]] creat{{{(i)}}}on pol{{{(i)}}}c{{{(i)}}}es, soc{{{(i)}}}al secur{{{(i)}}}ty systems, (% style="color:#e74c3c" %)work(%%)-l{{{(i)}}}fe balance and equal{{{(i)}}}ty {{{(i)}}}ssues, educat{{{(i)}}}on and tra{{{(i)}}}n{{{(i)}}}ng systems, labour taxat{{{(i)}}}on and [[wage>>doc:work{{{(i)}}}ng:Glossary.Earn{{{(i)}}}ngs.WebHome]] sett{{{(i)}}}ng mechan{{{(i)}}}sm, etc. | ||
| 109 | * Regularly acqu{{{(i)}}}re and update knowledge of ALMPs/concepts for act{{{(i)}}}vat{{{(i)}}}on {{{(i)}}}nclud{{{(i)}}}ng (but not l{{{(i)}}}m{{{(i)}}}ted to): d{{{(i)}}}rect [[job>>doc:work{{{(i)}}}ng:Glossary.Work Act{{{(i)}}}v{{{(i)}}}ty.WebHome]] creat{{{(i)}}}on schemes, h{{{(i)}}}r{{{(i)}}}ng subs{{{(i)}}}d{{{(i)}}}es, bus{{{(i)}}}ness start-up support, {{{(i)}}}nternsh{{{(i)}}}ps, tra{{{(i)}}}n{{{(i)}}}ngs and sk{{{(i)}}}lls format{{{(i)}}}on measures, etc. | ||
| 110 | * Acqu{{{(i)}}}re and apply current knowledge of local/reg{{{(i)}}}onal/nat{{{(i)}}}onal labour market cond{{{(i)}}}t{{{(i)}}}ons {{{(i)}}}n relat{{{(i)}}}on to effect{{{(i)}}}veness of labour market pol{{{(i)}}}c{{{(i)}}}es, {{{(i)}}}n order to convey relevant {{{(i)}}}nformat{{{(i)}}}on to the cl{{{(i)}}}ents | ||
| 111 | * Structure and appropr{{{(i)}}}ately apply knowledge to {{{(i)}}}nd{{{(i)}}}v{{{(i)}}}dual cases | ||
| 112 | ))) | ||
| 113 | |||
| 114 | European Comm{{{(i)}}}ss{{{(i)}}}on (2014) ‘European reference competence prof{{{(i)}}}le for PES and EURES counsellors’ | ||
| 115 | |||
| 116 | {{box}} | ||
| 117 | **Case Study 10. Creat{{{(i)}}}ng mult{{{(i)}}}d{{{(i)}}}sc{{{(i)}}}pl{{{(i)}}}nary teams for work{{{(i)}}}ng w{{{(i)}}}th d{{{(i)}}}sadvantaged young people: The Swed{{{(i)}}}sh approach{{footnote}}European Comm{{{(i)}}}ss{{{(i)}}}on (2018) ‘Act{{{(i)}}}vat{{{(i)}}}on measures for young people {{{(i)}}}n vulnerable s{{{(i)}}}tuat{{{(i)}}}ons: Exper{{{(i)}}}ences from the ground’ (https://ec.europa.eu/soc{{{(i)}}}al/ma{{{(i)}}}n.jsp?atId=738&langId=en&pubId=8142&furtherPubs=yes){{/footnote}}** | ||
| 118 | |||
| 119 | In Sweden, PES and mun{{{(i)}}}c{{{(i)}}}pal{{{(i)}}}t{{{(i)}}}es worked together on a spec{{{(i)}}}f{{{(i)}}}c measure, UngKOMP, wh{{{(i)}}}ch a{{{(i)}}}med to support 5,000 young people. The project spec{{{(i)}}}f{{{(i)}}}cally targeted young people who were long-term unemployed or at r{{{(i)}}}sk of long-term unemployment, focus{{{(i)}}}ng most on young people w{{{(i)}}}th complex needs. | ||
| 120 | |||
| 121 | To del{{{(i)}}}ver the measure, PES and mun{{{(i)}}}c{{{(i)}}}pal{{{(i)}}}t{{{(i)}}}es pulled together a team w{{{(i)}}}th d{{{(i)}}}fferent sk{{{(i)}}}lls sets and areas of expert{{{(i)}}}se. Th{{{(i)}}}s {{{(i)}}}ncluded employment adv{{{(i)}}}sors, psycholog{{{(i)}}}sts, educat{{{(i)}}}on workers and soc{{{(i)}}}al workers. Hav{{{(i)}}}ng such a team {{{(i)}}}n place was effect{{{(i)}}}ve for young people who faced complex needs as they prov{{{(i)}}}ded hol{{{(i)}}}st{{{(i)}}}c, coherent and {{{(i)}}}nd{{{(i)}}}v{{{(i)}}}dual{{{(i)}}}sed counsell{{{(i)}}}ng and support. Th{{{(i)}}}s meant that young people dealt w{{{(i)}}}th the team, rather than several agenc{{{(i)}}}es. | ||
| 122 | |||
| 123 | The average durat{{{(i)}}}on of a young person’s engagement w{{{(i)}}}th the mult{{{(i)}}}-sk{{{(i)}}}lled team was e{{{(i)}}}ght months. The UngKOMP measure started {{{(i)}}}n 2015 and ended {{{(i)}}}n March 2018 and {{{(i)}}}t was used {{{(i)}}}n 19 Swed{{{(i)}}}sh mun{{{(i)}}}c{{{(i)}}}pal{{{(i)}}}t{{{(i)}}}es. | ||
| 124 | {{/box}} | ||
| 125 | |||
| 126 | = 5.2 How can PES plan and del{{{(i)}}}ver d{{{(i)}}}fferent measures to act{{{(i)}}}vate d{{{(i)}}}sadvantaged groups? = | ||
| 127 | |||
| 128 | == 5.2.1 What are the key cons{{{(i)}}}derat{{{(i)}}}ons for del{{{(i)}}}ver{{{(i)}}}ng measures to d{{{(i)}}}sadvantaged groups? == | ||
| 129 | |||
| 130 | ‘Integrated’ or ‘jo{{{(i)}}}ned-up’ serv{{{(i)}}}ces refer to a sequenced organ{{{(i)}}}sat{{{(i)}}}on of var{{{(i)}}}ous types of support and measures to help cl{{{(i)}}}ents who are not [[job>>doc:work{{{(i)}}}ng:Glossary.Work Act{{{(i)}}}v{{{(i)}}}ty.WebHome]] ready or face complex barr{{{(i)}}}ers {{{(i)}}}n the labour market – beyond [[job>>doc:work{{{(i)}}}ng:Glossary.Work Act{{{(i)}}}v{{{(i)}}}ty.WebHome]] and employab{{{(i)}}}l{{{(i)}}}ty sk{{{(i)}}}lls – to secure [[employment>>doc:work{{{(i)}}}ng:Glossary.Employment Work.WebHome]].{{footnote}}ILO (2018) ‘Publ{{{(i)}}}c employment serv{{{(i)}}}ces: Jo{{{(i)}}}ned-up serv{{{(i)}}}ces for people fac{{{(i)}}}ng labour market d{{{(i)}}}sadvantage’ (https://www.{{{(i)}}}lo.org/wcmsp5/groups/publ{{{(i)}}}c/---ed_emp/documents/publ{{{(i)}}}cat{{{(i)}}}on/wcms_632629.pdf){{/footnote}} | ||
| 131 | |||
| 132 | To del{{{(i)}}}ver eff{{{(i)}}}c{{{(i)}}}ent and effect{{{(i)}}}ve measures for d{{{(i)}}}sadvantaged groups, PES need to cons{{{(i)}}}der d{{{(i)}}}fferent aspects. These key cons{{{(i)}}}derat{{{(i)}}}ons cover the resourc{{{(i)}}}ng, del{{{(i)}}}very mechan{{{(i)}}}sms and needs of the target group. Th{{{(i)}}}s can help PES move towards del{{{(i)}}}ver{{{(i)}}}ng jo{{{(i)}}}ned-up serv{{{(i)}}}ces to help people fac{{{(i)}}}ng complex barr{{{(i)}}}ers to [[employment>>doc:work{{{(i)}}}ng:Glossary.Employment Work.WebHome]] to f{{{(i)}}}nd (% style="color:#e74c3c" %)work(%%) and bu{{{(i)}}}ld on the{{{(i)}}}r sk{{{(i)}}}lls.{{footnote}}Ib{{{(i)}}}d.{{/footnote}} Refl ect{{{(i)}}}ng on these po{{{(i)}}}nts {{{(i)}}}n the early plann{{{(i)}}}ng stages of new act{{{(i)}}}v{{{(i)}}}t{{{(i)}}}es w{{{(i)}}}ll contr{{{(i)}}}bute to more eff{{{(i)}}}c{{{(i)}}}ent and effect{{{(i)}}}ve act{{{(i)}}}v{{{(i)}}}t{{{(i)}}}es and thus a{{{(i)}}}d the trans{{{(i)}}}t{{{(i)}}}on of d{{{(i)}}}sadvantaged workers {{{(i)}}}nto susta{{{(i)}}}nable, pos{{{(i)}}}t{{{(i)}}}ve outcomes. | ||
| 133 | |||
| 134 | F{{{(i)}}}rstly, {{{(i)}}}t {{{(i)}}}s {{{(i)}}}mportant to understand the spec{{{(i)}}}f{{{(i)}}}c needs of a d{{{(i)}}}sadvantaged group. Wh{{{(i)}}}le {{{(i)}}}nd{{{(i)}}}v{{{(i)}}}duals w{{{(i)}}}th{{{(i)}}}n each d{{{(i)}}}sadvantaged group w{{{(i)}}}ll have sl{{{(i)}}}ghtly d{{{(i)}}}fferent needs there w{{{(i)}}}ll be commonal{{{(i)}}}t{{{(i)}}}es w{{{(i)}}}th{{{(i)}}}n the group. The {{{(i)}}}n{{{(i)}}}t{{{(i)}}}al assessment and prof{{{(i)}}}l{{{(i)}}}ng undertaken by a frontl{{{(i)}}}ne counsellor (as descr{{{(i)}}}bed {{{(i)}}}n Sect{{{(i)}}}on 3.1.2) {{{(i)}}}s an {{{(i)}}}mportant step to understand{{{(i)}}}ng {{{(i)}}}nd{{{(i)}}}v{{{(i)}}}duals’ broad needs as th{{{(i)}}}s can collect {{{(i)}}}nformat{{{(i)}}}on on the{{{(i)}}}r character{{{(i)}}}st{{{(i)}}}cs and assess what support they w{{{(i)}}}ll need to make steps towards [[employment>>doc:work{{{(i)}}}ng:Glossary.Employment Work.WebHome]]. The frontl{{{(i)}}}ne counsellor should also be {{{(i)}}}n the pos{{{(i)}}}t{{{(i)}}}on to be able to v{{{(i)}}}ew the full menu of opt{{{(i)}}}ons of programmes and support arrangements that could be ava{{{(i)}}}lable to the {{{(i)}}}nd{{{(i)}}}v{{{(i)}}}dual, g{{{(i)}}}ven the{{{(i)}}}r c{{{(i)}}}rcumstances, and select the most appropr{{{(i)}}}ate method of support. | ||
| 135 | |||
| 136 | On a strateg{{{(i)}}}c level, {{{(i)}}}t {{{(i)}}}s {{{(i)}}}mportant for the measures and act{{{(i)}}}v{{{(i)}}}t{{{(i)}}}es for d{{{(i)}}}sadvantaged groups to be rev{{{(i)}}}ewed and updated on a regular bas{{{(i)}}}s. Th{{{(i)}}}s can help to {{{(i)}}}ncrease the qual{{{(i)}}}ty and relevance of ex{{{(i)}}}st{{{(i)}}}ng prov{{{(i)}}}s{{{(i)}}}on but {{{(i)}}}dent{{{(i)}}}fy any gaps {{{(i)}}}n prov{{{(i)}}}s{{{(i)}}}on and cons{{{(i)}}}der what measures and act{{{(i)}}}v{{{(i)}}}t{{{(i)}}}es can be {{{(i)}}}ntroduced. Go{{{(i)}}}ng forward, the challenges presented by the rap{{{(i)}}}dly evolv{{{(i)}}}ng world of (% style="color:#e74c3c" %)work(%%) re{{{(i)}}}nforce the need to do th{{{(i)}}}s so that measures are ‘f{{{(i)}}}t for purpose.’ | ||
| 137 | |||
| 138 | Secondly, {{{(i)}}}t {{{(i)}}}s {{{(i)}}}mportant for PES to th{{{(i)}}}nk carefully about who {{{(i)}}}s best placed to del{{{(i)}}}ver such measures. Th{{{(i)}}}s may {{{(i)}}}nvolve reach{{{(i)}}}ng out to organ{{{(i)}}}sat{{{(i)}}}ons outs{{{(i)}}}de of the PES to del{{{(i)}}}ver spec{{{(i)}}}f{{{(i)}}}c act{{{(i)}}}v{{{(i)}}}t{{{(i)}}}es as they have spec{{{(i)}}}al{{{(i)}}}st knowledge to do th{{{(i)}}}s. Us{{{(i)}}}ng spec{{{(i)}}}al{{{(i)}}}st organ{{{(i)}}}sat{{{(i)}}}ons to del{{{(i)}}}ver serv{{{(i)}}}ces may be most su{{{(i)}}}ted to spec{{{(i)}}}f{{{(i)}}}c groups, such as the d{{{(i)}}}sabled, where PES do not have {{{(i)}}}n-depth knowledge. In such cases, appropr{{{(i)}}}ate subcontract{{{(i)}}}ng arrangements can be put {{{(i)}}}n place between the PES and the organ{{{(i)}}}sat{{{(i)}}}on to del{{{(i)}}}ver the act{{{(i)}}}v{{{(i)}}}ty w{{{(i)}}}th st{{{(i)}}}pulated dates, agreed numbers of part{{{(i)}}}c{{{(i)}}}pants and agree{{{(i)}}}ng the content of the act{{{(i)}}}v{{{(i)}}}ty as well. Us{{{(i)}}}ng spec{{{(i)}}}al{{{(i)}}}st prov{{{(i)}}}ders to del{{{(i)}}}ver some spec{{{(i)}}}f{{{(i)}}}c serv{{{(i)}}}ces {{{(i)}}}s common {{{(i)}}}n some EU countr{{{(i)}}}es, such as France, Germany, Sweden and the UK. Th{{{(i)}}}s can mean that PES resources can be spent more eff{{{(i)}}}c{{{(i)}}}ently, and PES staff may be able to spend more t{{{(i)}}}me on other types of jobseekers. Th{{{(i)}}}s {{{(i)}}}s also a way that PES demonstrate how they are (% style="color:#e74c3c" %)work{{{(i)}}}ng(%%) together w{{{(i)}}}th d{{{(i)}}}fferent organ{{{(i)}}}sat{{{(i)}}}ons across the labour market to create {{{(i)}}}nclus{{{(i)}}}ve, susta{{{(i)}}}nable [[employment>>doc:work{{{(i)}}}ng:Glossary.Employment Work.WebHome]]. | ||
| 139 | |||
| 140 | In terms of del{{{(i)}}}ver{{{(i)}}}ng jo{{{(i)}}}ned-up serv{{{(i)}}}ces for d{{{(i)}}}sadvantaged groups, ava{{{(i)}}}lable ev{{{(i)}}}dence shows that th{{{(i)}}}s {{{(i)}}}s often dr{{{(i)}}}ven by the need of serv{{{(i)}}}ce prov{{{(i)}}}ders to tackle barr{{{(i)}}}ers to [[employment>>doc:work{{{(i)}}}ng:Glossary.Employment Work.WebHome]] {{{(i)}}}n parallel to those {{{(i)}}}n other areas, such as educat{{{(i)}}}on, health and hous{{{(i)}}}ng. Th{{{(i)}}}s pol{{{(i)}}}cy cho{{{(i)}}}ce {{{(i)}}}s a{{{(i)}}}med at {{{(i)}}}mprov{{{(i)}}}ng the relevance and qual{{{(i)}}}ty of serv{{{(i)}}}ces, produc{{{(i)}}}ng susta{{{(i)}}}nable outcomes and mak{{{(i)}}}ng more eff{{{(i)}}}c{{{(i)}}}ent use of ex{{{(i)}}}st{{{(i)}}}ng resources. Evaluat{{{(i)}}}ons of spec{{{(i)}}}f{{{(i)}}}c ALMPs w{{{(i)}}}th a strong emphas{{{(i)}}}s on employab{{{(i)}}}l{{{(i)}}}ty serv{{{(i)}}}ces conclude that {{{(i)}}}ntegrated serv{{{(i)}}}ce del{{{(i)}}}very {{{(i)}}}s part{{{(i)}}}cularly benef{{{(i)}}}c{{{(i)}}}al for populat{{{(i)}}}ons fac{{{(i)}}}ng obstacles to full part{{{(i)}}}c{{{(i)}}}pat{{{(i)}}}on {{{(i)}}}n [[employment>>doc:work{{{(i)}}}ng:Glossary.Employment Work.WebHome]].{{footnote}}ILO (2018) ‘Publ{{{(i)}}}c employment serv{{{(i)}}}ces: Jo{{{(i)}}}ned-up serv{{{(i)}}}ces for people fac{{{(i)}}}ng labour market d{{{(i)}}}sadvantage’ (https://www.{{{(i)}}}lo.org/wcmsp5/groups/publ{{{(i)}}}c/---ed_emp/documents/publ{{{(i)}}}cat{{{(i)}}}on/wcms_632629.pdf){{/footnote}} | ||
| 141 | |||
| 142 | L{{{(i)}}}nked to the {{{(i)}}}ssue of resourc{{{(i)}}}ng, PES may w{{{(i)}}}sh to cons{{{(i)}}}der {{{(i)}}}f some d{{{(i)}}}sadvantaged groups may respond better to PES {{{(i)}}}f they have a s{{{(i)}}}ngle contact person. For the PES, th{{{(i)}}}s offers the benef{{{(i)}}}ts of: | ||
| 143 | |||
| 144 | * Creat{{{(i)}}}ng trust between the young person and contact person, and {{{(i)}}}nd{{{(i)}}}rectly the PES | ||
| 145 | * Develop{{{(i)}}}ng {{{(i)}}}n-depth knowledge of an {{{(i)}}}nd{{{(i)}}}v{{{(i)}}}dual, the{{{(i)}}}r needs and the (mult{{{(i)}}}ple) barr{{{(i)}}}ers they are fac{{{(i)}}}ng. | ||
| 146 | |||
| 147 | Th{{{(i)}}}s {{{(i)}}}s more appropr{{{(i)}}}ate {{{(i)}}}n cases where {{{(i)}}}nd{{{(i)}}}v{{{(i)}}}duals have a set of complex needs and w{{{(i)}}}ll requ{{{(i)}}}re a lot of support before they are su{{{(i)}}}table for [[employment>>doc:work{{{(i)}}}ng:Glossary.Employment Work.WebHome]]. Such groups could {{{(i)}}}nclude young [[unemployed>>doc:work{{{(i)}}}ng:Glossary.Persons {{{(i)}}}n Unemployment.WebHome]] people, long-term [[unemployed>>doc:work{{{(i)}}}ng:Glossary.Persons {{{(i)}}}n Unemployment.WebHome]] or older workers. | ||
| 148 | |||
| 149 | Th{{{(i)}}}rdly, the needs of the target group also need to be carefully cons{{{(i)}}}dered when plann{{{(i)}}}ng and del{{{(i)}}}ver{{{(i)}}}ng act{{{(i)}}}v{{{(i)}}}t{{{(i)}}}es and measures for d{{{(i)}}}sadvantaged groups. D{{{(i)}}}fferent d{{{(i)}}}sadvantaged groups may have d{{{(i)}}}fferent barr{{{(i)}}}ers and some barr{{{(i)}}}ers w{{{(i)}}}ll cut across groups, such as access to transport and car{{{(i)}}}ng respons{{{(i)}}}b{{{(i)}}}l{{{(i)}}}t{{{(i)}}}es. When plann{{{(i)}}}ng, des{{{(i)}}}gn{{{(i)}}}ng and del{{{(i)}}}ver{{{(i)}}}ng act{{{(i)}}}v{{{(i)}}}t{{{(i)}}}es and programmes {{{(i)}}}t {{{(i)}}}s {{{(i)}}}mportant to th{{{(i)}}}nk about the barr{{{(i)}}}ers but also potent{{{(i)}}}al solut{{{(i)}}}ons as to how part{{{(i)}}}c{{{(i)}}}pat{{{(i)}}}on can be fac{{{(i)}}}l{{{(i)}}}tated. Th{{{(i)}}}s can help to reduce any drop-outs and d{{{(i)}}}sengagement from act{{{(i)}}}v{{{(i)}}}t{{{(i)}}}es, thus ensur{{{(i)}}}ng that PES resources are eff{{{(i)}}}c{{{(i)}}}ently used. | ||
| 150 | |||
| 151 | The f{{{(i)}}}gure below prov{{{(i)}}}des an example of the w{{{(i)}}}de range of barr{{{(i)}}}ers faced by a young [[unemployed>>doc:work{{{(i)}}}ng:Glossary.Persons {{{(i)}}}n Unemployment.WebHome]] jobseeker and when part{{{(i)}}}c{{{(i)}}}pat{{{(i)}}}ng {{{(i)}}}n a support programme or w{{{(i)}}}der act{{{(i)}}}v{{{(i)}}}ty, as well as suggest{{{(i)}}}ons for potent{{{(i)}}}al solut{{{(i)}}}on for each barr{{{(i)}}}er. Some of these barr{{{(i)}}}ers and solut{{{(i)}}}ons w{{{(i)}}}ll also be appl{{{(i)}}}cable to other types of d{{{(i)}}}sadvantaged groups and other groups may also have add{{{(i)}}}t{{{(i)}}}onal barr{{{(i)}}}ers and solut{{{(i)}}}ons that need to be cons{{{(i)}}}dered. Th{{{(i)}}}s demonstrates the d{{{(i)}}}fferent aspects that PES need to cons{{{(i)}}}der when develop{{{(i)}}}ng and del{{{(i)}}}ver{{{(i)}}}ng act{{{(i)}}}v{{{(i)}}}t{{{(i)}}}es for d{{{(i)}}}sadvantaged groups. | ||
| 152 | |||
| 153 | **F{{{(i)}}}gure 5.2 Barr{{{(i)}}}ers and potent{{{(i)}}}al solut{{{(i)}}}ons for a young unemployed jobseeker’s part{{{(i)}}}c{{{(i)}}}pat{{{(i)}}}on {{{(i)}}}n a support programme/act{{{(i)}}}v{{{(i)}}}ty** | ||
| 154 | |||
| 155 | [[{{{(i)}}}mage:1750184695783-257.png]] | ||
| 156 | |||
| 157 | (% {{{(i)}}}d="cke_bm_105051S" style="d{{{(i)}}}splay:none" %) | ||
| 158 | |||
| 159 | Young people have d{{{(i)}}}fferent needs, expectat{{{(i)}}}ons and l{{{(i)}}}fe exper{{{(i)}}}ences to other types of jobseekers as well as access{{{(i)}}}ng and d{{{(i)}}}gest{{{(i)}}}ng {{{(i)}}}nformat{{{(i)}}}on d{{{(i)}}}fferently to other groups. Outreach to young people and the{{{(i)}}}r subsequent act{{{(i)}}}vat{{{(i)}}}on {{{(i)}}}s v{{{(i)}}}tal to {{{(i)}}}nvest {{{(i)}}}n the{{{(i)}}}r sk{{{(i)}}}lls, knowledge and capac{{{(i)}}}t{{{(i)}}}es so that they can become empowered to take control of the{{{(i)}}}r careers {{{(i)}}}n the future. By act{{{(i)}}}vat{{{(i)}}}ng young people and prov{{{(i)}}}d{{{(i)}}}ng them w{{{(i)}}}th support w{{{(i)}}}th pos{{{(i)}}}t{{{(i)}}}ve trans{{{(i)}}}t{{{(i)}}}ons to (% style="color:#e74c3c" %)work(%%), {{{(i)}}}t reduces the l{{{(i)}}}kel{{{(i)}}}hood of th{{{(i)}}}s cohort requ{{{(i)}}}r{{{(i)}}}ng the support of PES {{{(i)}}}n the future. | ||
| 160 | |||
| 161 | Across d{{{(i)}}}fferent geograph{{{(i)}}}cal areas, d{{{(i)}}}fferent PES have tr{{{(i)}}}ed and tested d{{{(i)}}}fferent strateg{{{(i)}}}es and approaches to target young people. In terms of reach{{{(i)}}}ng out to young jobseekers, tr{{{(i)}}}ed and tested methods {{{(i)}}}nclude: | ||
| 162 | |||
| 163 | * Onl{{{(i)}}}ne self-serv{{{(i)}}}ce tools | ||
| 164 | * Job fa{{{(i)}}}rs | ||
| 165 | * Mob{{{(i)}}}le fac{{{(i)}}}l{{{(i)}}}t{{{(i)}}}es (e.g., buses or roadshows to rural locat{{{(i)}}}ons) | ||
| 166 | * Us{{{(i)}}}ng soc{{{(i)}}}al partners to reach out to d{{{(i)}}}scouraged young workers or [[unemployed>>doc:work{{{(i)}}}ng:Glossary.Persons {{{(i)}}}n Unemployment.WebHome]] jobseekers.{{footnote}}ILO (2016) ‘Mutual learn{{{(i)}}}ng workshop: What works on employment serv{{{(i)}}}ces for youth’ (https://www.{{{(i)}}}lo.org/wcmsp5/groups/publ{{{(i)}}}c/---ed_emp/---emp_pol{{{(i)}}}cy/documents/publ{{{(i)}}}cat{{{(i)}}}on/wcms_318139.pdf) {{/footnote}} | ||
| 167 | |||
| 168 | In add{{{(i)}}}t{{{(i)}}}on, PES across the world have used a m{{{(i)}}}xture of Internet-based and face-to-face contact sess{{{(i)}}}on for offer{{{(i)}}}ng career gu{{{(i)}}}dance. The w{{{(i)}}}de range of d{{{(i)}}}fferent measures used by PES demonstrates that effect{{{(i)}}}ve serv{{{(i)}}}ces for young people requ{{{(i)}}}re d{{{(i)}}}verse approach and there {{{(i)}}}s no ‘one s{{{(i)}}}ze f{{{(i)}}}ts all’ when {{{(i)}}}t comes to young jobseekers. In fact, serv{{{(i)}}}ces need to be carefully targeted to the needs of {{{(i)}}}nd{{{(i)}}}v{{{(i)}}}duals and therefore prof{{{(i)}}}l{{{(i)}}}ng act{{{(i)}}}v{{{(i)}}}t{{{(i)}}}es are v{{{(i)}}}tally {{{(i)}}}mportant {{{(i)}}}n th{{{(i)}}}s process.{{footnote}}Ib{{{(i)}}}d.{{/footnote}} | ||
| 169 | |||
| 170 | {{box}} | ||
| 171 | **Case Study 11. PES serv{{{(i)}}}ces and support for young people {{{(i)}}}n Uzbek{{{(i)}}}stan** | ||
| 172 | |||
| 173 | In Uzbek{{{(i)}}}stan, {{{(i)}}}t {{{(i)}}}s expected that by 2030 the labour force w{{{(i)}}}ll grow by 3.9 m{{{(i)}}}ll{{{(i)}}}on people and {{{(i)}}}t w{{{(i)}}}ll become the f{{{(i)}}}fth largest workforce {{{(i)}}}n the trans{{{(i)}}}t{{{(i)}}}on econom{{{(i)}}}es of Europe and Central As{{{(i)}}}a. As a result, d{{{(i)}}}fferent measures have been {{{(i)}}}mplemented to enable young people’s trans{{{(i)}}}t{{{(i)}}}on to the labour market: | ||
| 174 | |||
| 175 | * Organ{{{(i)}}}sat{{{(i)}}}on and del{{{(i)}}}very of tra{{{(i)}}}n{{{(i)}}}ng programmes to tra{{{(i)}}}n and re-tra{{{(i)}}}n young people, accord{{{(i)}}}ng to the sk{{{(i)}}}lls needed {{{(i)}}}n local labour markets | ||
| 176 | * Quotas for enterpr{{{(i)}}}ses and other organ{{{(i)}}}sat{{{(i)}}}ons to h{{{(i)}}}re a m{{{(i)}}}n{{{(i)}}}mal number of young people | ||
| 177 | * 869 labour fa{{{(i)}}}rs have taken place enabl{{{(i)}}}ng 13,400 young people to enter employment | ||
| 178 | * Prov{{{(i)}}}s{{{(i)}}}on of m{{{(i)}}}croloans, {{{(i)}}}n cooperat{{{(i)}}}on w{{{(i)}}}th the State Employment Promot{{{(i)}}}on Fund and commerc{{{(i)}}}al banks, to prov{{{(i)}}}de fund{{{(i)}}}ng for small projects {{{(i)}}}n c{{{(i)}}}t{{{(i)}}}es and outer reg{{{(i)}}}ons. By July 2019, a total of 36.2 b{{{(i)}}}ll{{{(i)}}}on UZS has been prov{{{(i)}}}ded v{{{(i)}}}a m{{{(i)}}}croloans to 2,403 {{{(i)}}}nd{{{(i)}}}v{{{(i)}}}duals. | ||
| 179 | |||
| 180 | Look{{{(i)}}}ng to the future, the Uzbek{{{(i)}}}stan government has establ{{{(i)}}}shed an Act{{{(i)}}}on Strategy, h{{{(i)}}}ghl{{{(i)}}}ght{{{(i)}}}ng f{{{(i)}}}ve pr{{{(i)}}}or{{{(i)}}}ty areas for development between 2017 and 2021. Creat{{{(i)}}}ng jobs and upsk{{{(i)}}}ll{{{(i)}}}ng the labour force {{{(i)}}}s an {{{(i)}}}mportant part of th{{{(i)}}}s pol{{{(i)}}}cy. In cooperat{{{(i)}}}on w{{{(i)}}}th the Korea Internat{{{(i)}}}onal Cooperat{{{(i)}}}on Agency, vocat{{{(i)}}}onal tra{{{(i)}}}n{{{(i)}}}ng centres have been establ{{{(i)}}}shed {{{(i)}}}n Tashkent, Samarkand and Shakhr{{{(i)}}}sabz, w{{{(i)}}}th more {{{(i)}}}n the p{{{(i)}}}pel{{{(i)}}}ne. Th{{{(i)}}}s means that: | ||
| 181 | |||
| 182 | * Young people can part{{{(i)}}}c{{{(i)}}}pate {{{(i)}}}n short-term profess{{{(i)}}}onal tra{{{(i)}}}n{{{(i)}}}ng. | ||
| 183 | * The prov{{{(i)}}}s{{{(i)}}}on of tra{{{(i)}}}n{{{(i)}}}ng var{{{(i)}}}es from reg{{{(i)}}}on to reg{{{(i)}}}on as {{{(i)}}}t {{{(i)}}}s des{{{(i)}}}gned around the needs of the local labour market. | ||
| 184 | * Centres collaborate w{{{(i)}}}th local, reg{{{(i)}}}onal and nat{{{(i)}}}onal {{{(i)}}}ndustr{{{(i)}}}es to create a ‘br{{{(i)}}}dge’ between learners and the employers. | ||
| 185 | |||
| 186 | In add{{{(i)}}}t{{{(i)}}}on, Uzbek{{{(i)}}}stan {{{(i)}}}s work{{{(i)}}}ng w{{{(i)}}}th {{{(i)}}}nternat{{{(i)}}}onal donor organ{{{(i)}}}sat{{{(i)}}}ons to promote youth employment and f{{{(i)}}}nd out more about youth {{{(i)}}}ssues. Spec{{{(i)}}}f{{{(i)}}}cally, th{{{(i)}}}s {{{(i)}}}ncludes: | ||
| 187 | |||
| 188 | * A jo{{{(i)}}}nt project w{{{(i)}}}th the UN Development Programme on ‘Promot{{{(i)}}}ng Youth Employment {{{(i)}}}n Uzbek{{{(i)}}}stan’ launched {{{(i)}}}n spr{{{(i)}}}ng 2019. The a{{{(i)}}}m {{{(i)}}}s to promote formal employment, espec{{{(i)}}}ally among young people. The three-year project w{{{(i)}}}ll del{{{(i)}}}ver measures around: | ||
| 189 | |||
| 190 | 1) Support{{{(i)}}}ng and promot{{{(i)}}}ng youth employment through ALMPs, espec{{{(i)}}}ally college and un{{{(i)}}}vers{{{(i)}}}ty graduates, young women, return{{{(i)}}}ng labour m{{{(i)}}}grants and vulnerable groups; | ||
| 191 | 2) Promot{{{(i)}}}on of youth entrepreneursh{{{(i)}}}p and bus{{{(i)}}}ness start-ups; and | ||
| 192 | 3) Enhanced capac{{{(i)}}}ty of the M{{{(i)}}}n{{{(i)}}}stry of Employment and Labour, to prov{{{(i)}}}de serv{{{(i)}}}ces to promote youth employment. | ||
| 193 | |||
| 194 | A nat{{{(i)}}}onal study, {{{(i)}}}n cooperat{{{(i)}}}on w{{{(i)}}}th UNICEF, {{{(i)}}}s ongo{{{(i)}}}ng to rev{{{(i)}}}ew the asp{{{(i)}}}rat{{{(i)}}}ons, needs and r{{{(i)}}}sks of young people on the{{{(i)}}}r overall well-be{{{(i)}}}ng and ab{{{(i)}}}l{{{(i)}}}ty to exerc{{{(i)}}}se the{{{(i)}}}r r{{{(i)}}}ghts. Young people are asked to complete a short survey on a weekly bas{{{(i)}}}s us{{{(i)}}}ng mob{{{(i)}}}le phones and soc{{{(i)}}}al network platforms. The results w{{{(i)}}}ll be used to {{{(i)}}}mprove and {{{(i)}}}mplement youth pol{{{(i)}}}cy. | ||
| 195 | {{/box}} | ||
| 196 | |||
| 197 | Young people who are furthest from the labour market, part{{{(i)}}}cularly those not {{{(i)}}}n educat{{{(i)}}}on, [[employment>>doc:work{{{(i)}}}ng:Glossary.Employment Work.WebHome]] or tra{{{(i)}}}n{{{(i)}}}ng (NEET) often need to go through d{{{(i)}}}fferent phases before they are ready for [[employment>>doc:work{{{(i)}}}ng:Glossary.Employment Work.WebHome]]. The f{{{(i)}}}gure below demonstrates each phase of the{{{(i)}}}r journey and h{{{(i)}}}ghl{{{(i)}}}ghts {{{(i)}}}n-house measures and measures that need collaborat{{{(i)}}}on w{{{(i)}}}th other partners. | ||
| 198 | |||
| 199 | **F{{{(i)}}}gure 5.3 Key phases of NEET’s journeys, {{{(i)}}}n house measures and collaborat{{{(i)}}}ve act{{{(i)}}}ons{{footnote}}Taken from European Comm{{{(i)}}}ss{{{(i)}}}on (2016) Susta{{{(i)}}}nable act{{{(i)}}}vat{{{(i)}}}on of NEETs (https://ec.europa.eu/soc{{{(i)}}}al/BlobServlet?docId= | ||
| 200 | 16571&langId=en){{/footnote}}** | ||
| 201 | |||
| 202 | [[{{{(i)}}}mage:1750185085151-784.png]] | ||
| 203 | |||
| 204 | It {{{(i)}}}s {{{(i)}}}mportant for PES to regularly rev{{{(i)}}}ew measures and serv{{{(i)}}}ces that target d{{{(i)}}}sengaged young people, {{{(i)}}}nclud{{{(i)}}}ng NEETs, to: | ||
| 205 | |||
| 206 | * Ident{{{(i)}}}fy what elements of ex{{{(i)}}}st{{{(i)}}}ng programmes are effect{{{(i)}}}ve; | ||
| 207 | * New {{{(i)}}}ntervent{{{(i)}}}ons can bu{{{(i)}}}ld on what works; | ||
| 208 | * Gaps, fragmentat{{{(i)}}}on and overlapp{{{(i)}}}ng {{{(i)}}}n current serv{{{(i)}}}ce prov{{{(i)}}}s{{{(i)}}}on can be {{{(i)}}}dent{{{(i)}}}f{{{(i)}}}ed; and | ||
| 209 | * Serv{{{(i)}}}ce prov{{{(i)}}}ders and organ{{{(i)}}}sat{{{(i)}}}ons, su{{{(i)}}}table as potent{{{(i)}}}al partners, and spec{{{(i)}}}f{{{(i)}}}c act{{{(i)}}}v{{{(i)}}}t{{{(i)}}}es or {{{(i)}}}nputs can be {{{(i)}}}dent{{{(i)}}}f{{{(i)}}}ed.{{footnote}}ILO (2017) ‘Gu{{{(i)}}}de for develop{{{(i)}}}ng nat{{{(i)}}}onal outreach strateg{{{(i)}}}es for {{{(i)}}}nact{{{(i)}}}ve young people’ (https://www.{{{(i)}}}lo.org/wcmsp5/groups/publ{{{(i)}}}c/---ed_emp/documents/publ{{{(i)}}}cat{{{(i)}}}on/wcms_613351.pdf){{/footnote}} | ||
| 210 | |||
| 211 | The box below outl{{{(i)}}}nes some gu{{{(i)}}}del{{{(i)}}}nes for rev{{{(i)}}}ew{{{(i)}}}ng measures and serv{{{(i)}}}ce del{{{(i)}}}very mechan{{{(i)}}}sms for young people. | ||
| 212 | |||
| 213 | {{box}} | ||
| 214 | **Box 23. ILO gu{{{(i)}}}del{{{(i)}}}nes to rev{{{(i)}}}ew measures and serv{{{(i)}}}ce del{{{(i)}}}very mechan{{{(i)}}}sms for young people{{footnote}}ILO (2017) ‘Gu{{{(i)}}}de for develop{{{(i)}}}ng nat{{{(i)}}}onal outreach strateg{{{(i)}}}es for {{{(i)}}}nact{{{(i)}}}ve young people’ (https://www.{{{(i)}}}lo.org/wcmsp5/groups/publ{{{(i)}}}c/---ed_emp/documents/publ{{{(i)}}}cat{{{(i)}}}on/wcms_613351.pdf){{/footnote}}** | ||
| 215 | |||
| 216 | The purpose of th{{{(i)}}}s act{{{(i)}}}v{{{(i)}}}ty {{{(i)}}}s to: “Ident{{{(i)}}}fy ex{{{(i)}}}st{{{(i)}}}ng pol{{{(i)}}}c{{{(i)}}}es, measures and serv{{{(i)}}}ces target{{{(i)}}}ng d{{{(i)}}}sengaged young people {{{(i)}}}n the country”. It {{{(i)}}}nvolves the follow{{{(i)}}}ng tasks: | ||
| 217 | |||
| 218 | * Assess the extent to wh{{{(i)}}}ch soc{{{(i)}}}al {{{(i)}}}nclus{{{(i)}}}on pol{{{(i)}}}c{{{(i)}}}es have worked to {{{(i)}}}mprove the {{{(i)}}}ntegrat{{{(i)}}}on of young people. | ||
| 219 | * Map the publ{{{(i)}}}c and pr{{{(i)}}}vate prov{{{(i)}}}ders that ass{{{(i)}}}st {{{(i)}}}nact{{{(i)}}}ve young people at nat{{{(i)}}}onal and local level. | ||
| 220 | * Rev{{{(i)}}}ew the type, range and geograph{{{(i)}}}cal d{{{(i)}}}str{{{(i)}}}but{{{(i)}}}on of ex{{{(i)}}}st{{{(i)}}}ng serv{{{(i)}}}ces and programmes target{{{(i)}}}ng d{{{(i)}}}sengaged young people. | ||
| 221 | * L{{{(i)}}}st the ma{{{(i)}}}n gaps that are brought to l{{{(i)}}}ght by the mapp{{{(i)}}}ng of pol{{{(i)}}}c{{{(i)}}}es, measures and serv{{{(i)}}}ce del{{{(i)}}}very mechan{{{(i)}}}sms. | ||
| 222 | {{/box}} | ||
| 223 | |||
| 224 | === 5.2.1.1 How can PES reach out to young people who are furthest from the labour market? === | ||
| 225 | |||
| 226 | Some groups of young people face part{{{(i)}}}cular challenges and barr{{{(i)}}}ers to access the labour market. Th{{{(i)}}}s can {{{(i)}}}nclude ch{{{(i)}}}ldcare, other car{{{(i)}}}ng comm{{{(i)}}}tments, lack of transportat{{{(i)}}}on and {{{(i)}}}n some cases, lack of a permanent address. Th{{{(i)}}}s can mean that certa{{{(i)}}}n groups of young people who may requ{{{(i)}}}re the most support do not engage w{{{(i)}}}th PES and they can become ‘lost’ and rema{{{(i)}}}n outs{{{(i)}}}de the system. | ||
| 227 | |||
| 228 | PES need to use ta{{{(i)}}}lored approaches to reach out to such groups of young people as well as other measures to ensure early act{{{(i)}}}vat{{{(i)}}}on and engagement. Us{{{(i)}}}ng spec{{{(i)}}}f{{{(i)}}}c approaches, PES can ensure that young people furthest from the labour market get the support they need to enter susta{{{(i)}}}nable [[employment>>doc:work{{{(i)}}}ng:Glossary.Employment Work.WebHome]]. | ||
| 229 | |||
| 230 | Young people at r{{{(i)}}}sk often requ{{{(i)}}}re a lot of ‘hand hold{{{(i)}}}ng’ as they may need support to develop w{{{(i)}}}der transferable sk{{{(i)}}}lls and behav{{{(i)}}}ours as well as ass{{{(i)}}}stance w{{{(i)}}}th f{{{(i)}}}nd{{{(i)}}}ng [[employment>>doc:work{{{(i)}}}ng:Glossary.Employment Work.WebHome]]. For example, a young person who {{{(i)}}}s fac{{{(i)}}}ng mult{{{(i)}}}ple barr{{{(i)}}}ers to [[employment>>doc:work{{{(i)}}}ng:Glossary.Employment Work.WebHome]] and has had negat{{{(i)}}}ve exper{{{(i)}}}ences {{{(i)}}}n educat{{{(i)}}}on {{{(i)}}}n the past may not automat{{{(i)}}}cally trust the PES, or a person represent{{{(i)}}}ng the PES, and {{{(i)}}}s l{{{(i)}}}kely to lack (% style="color:#e74c3c" %)work(%%)-related behav{{{(i)}}}ours. A person-centered approach can therefore help to bu{{{(i)}}}ld up trust w{{{(i)}}}th the young person and create {{{(i)}}}n-depth knowledge about the {{{(i)}}}nd{{{(i)}}}v{{{(i)}}}dual’s needs. In some countr{{{(i)}}}es such as L{{{(i)}}}thuan{{{(i)}}}a (see Case Study 12 below), PES counsellors have adapted a mentor{{{(i)}}}ng role to prov{{{(i)}}}de {{{(i)}}}ntens{{{(i)}}}ve support to certa{{{(i)}}}n target groups, {{{(i)}}}nclud{{{(i)}}}ng young people. | ||
| 231 | |||
| 232 | {{box}} | ||
| 233 | **Box 24. T{{{(i)}}}ps for successful early act{{{(i)}}}vat{{{(i)}}}on and engagement of young people furthest from the labour market{{footnote}}European Comm{{{(i)}}}ss{{{(i)}}}on (2018) ‘Act{{{(i)}}}vat{{{(i)}}}on measures for young people {{{(i)}}}n vulnerable s{{{(i)}}}tuat{{{(i)}}}ons: Exper{{{(i)}}}ence from the ground’ | ||
| 234 | (https://ec.europa.eu/soc{{{(i)}}}al/BlobServlet?docId=20212&langId=en){{/footnote}}** | ||
| 235 | |||
| 236 | * Or{{{(i)}}}entat{{{(i)}}}on/prof{{{(i)}}}l{{{(i)}}}ng {{{(i)}}}s a useful step to engage young people and get them to vo{{{(i)}}}ce the{{{(i)}}}r asp{{{(i)}}}rat{{{(i)}}}ons and {{{(i)}}}nterests. PES counsellors can work w{{{(i)}}}th the young person to prov{{{(i)}}}de them w{{{(i)}}}th real{{{(i)}}}st{{{(i)}}}c adv{{{(i)}}}ce about the labour market and shape the next steps – whether th{{{(i)}}}s {{{(i)}}}s work exper{{{(i)}}}ence, vocat{{{(i)}}}onal tra{{{(i)}}}n{{{(i)}}}ng, apprent{{{(i)}}}cesh{{{(i)}}}ps or further educat{{{(i)}}}on. | ||
| 237 | * Ind{{{(i)}}}v{{{(i)}}}dual act{{{(i)}}}on plans are a useful tool to outl{{{(i)}}}ne the spec{{{(i)}}}f{{{(i)}}}c steps for the young person concerned, ta{{{(i)}}}lored to the{{{(i)}}}r un{{{(i)}}}que s{{{(i)}}}tuat{{{(i)}}}on. | ||
| 238 | * F{{{(i)}}}nanc{{{(i)}}}al support can prov{{{(i)}}}de a v{{{(i)}}}tal l{{{(i)}}}fel{{{(i)}}}ne to some groups of young people, for example to pay for transport that {{{(i)}}}s requ{{{(i)}}}red so that they can part{{{(i)}}}c{{{(i)}}}pate {{{(i)}}}n an ALMP. | ||
| 239 | * Comb{{{(i)}}}nat{{{(i)}}}ons of counsell{{{(i)}}}ng, mentor{{{(i)}}}ng and gu{{{(i)}}}dance del{{{(i)}}}vered by spec{{{(i)}}}f{{{(i)}}}cally tra{{{(i)}}}ned staff are effect{{{(i)}}}ve. | ||
| 240 | * Hol{{{(i)}}}st{{{(i)}}}c and person-centred approaches are a must. Th{{{(i)}}}s can help to {{{(i)}}}dent{{{(i)}}}fy the needs of the young person, strengths and areas to develop. | ||
| 241 | * Trust between a young person and an adv{{{(i)}}}sor {{{(i)}}}s cr{{{(i)}}}t{{{(i)}}}cal. The young person may requ{{{(i)}}}re a lot of support, and {{{(i)}}}n turn the adv{{{(i)}}}sor may need some pat{{{(i)}}}ence. | ||
| 242 | {{/box}} | ||
| 243 | |||
| 244 | {{box}} | ||
| 245 | **Case Study 12. Us{{{(i)}}}ng mentor{{{(i)}}}ng for spec{{{(i)}}}f{{{(i)}}}c groups of jobseekers {{{(i)}}}n L{{{(i)}}}thuan{{{(i)}}}a{{footnote}}https://ec.europa.eu/soc{{{(i)}}}al/BlobServlet?docId=17007&langId=en{{/footnote}}** | ||
| 246 | |||
| 247 | The L{{{(i)}}}thuan{{{(i)}}}an PES use a mentor{{{(i)}}}ng programme to prov{{{(i)}}}de young jobseekers, long-term unemployed and jobseekers aged over 55 w{{{(i)}}}th ta{{{(i)}}}lored serv{{{(i)}}}ce prov{{{(i)}}}s{{{(i)}}}on. Th{{{(i)}}}s prov{{{(i)}}}des them w{{{(i)}}}th {{{(i)}}}ntens{{{(i)}}}f{{{(i)}}}ed counsell{{{(i)}}}ng to address the personal and profess{{{(i)}}}onal barr{{{(i)}}}ers that {{{(i)}}}nh{{{(i)}}}b{{{(i)}}}t the{{{(i)}}}r re{{{(i)}}}ntegrat{{{(i)}}}on {{{(i)}}}nto labour market. | ||
| 248 | |||
| 249 | Mentors are selected from PES counsellors, v{{{(i)}}}a an appl{{{(i)}}}cat{{{(i)}}}on process. The mentors rece{{{(i)}}}ve tra{{{(i)}}}n{{{(i)}}}ng from un{{{(i)}}}vers{{{(i)}}}t{{{(i)}}}es before they take on the role. Cl{{{(i)}}}ents are selected on the bas{{{(i)}}}s of the{{{(i)}}}r personal and employment h{{{(i)}}}story, qual{{{(i)}}}f{{{(i)}}}cat{{{(i)}}}ons and sk{{{(i)}}}lls. Mentors work w{{{(i)}}}th no more than f{{{(i)}}}ve to ten cl{{{(i)}}}ents at the same t{{{(i)}}}me, meet{{{(i)}}}ng them once or tw{{{(i)}}}ce a week. The mentor{{{(i)}}}ng programme lasts for s{{{(i)}}}x months and cl{{{(i)}}}ents cont{{{(i)}}}nue to rece{{{(i)}}}ve support from mentors when they have found a job. Mentors stay {{{(i)}}}n touch w{{{(i)}}}th cl{{{(i)}}}ents v{{{(i)}}}a ema{{{(i)}}}l, phone calls or face-to-face meet{{{(i)}}}ngs at least once a month. | ||
| 250 | |||
| 251 | The employment rate of young jobseekers {{{(i)}}}ncreased by more than 25% and by more than 15% amongst older jobseekers {{{(i)}}}n 2015, partly due to the mentor{{{(i)}}}ng programme. In add{{{(i)}}}t{{{(i)}}}on, 120 job counsellors {{{(i)}}}ncreased the{{{(i)}}}r qual{{{(i)}}}f{{{(i)}}}cat{{{(i)}}}ons by tak{{{(i)}}}ng part {{{(i)}}}n the tra{{{(i)}}}n{{{(i)}}}ng prov{{{(i)}}}ded by the programme. | ||
| 252 | {{/box}} | ||
| 253 | |||
| 254 | === 5.2.1.2 What {{{(i)}}}s a person-centred approach and how can PES use th{{{(i)}}}s w{{{(i)}}}th young people? === | ||
| 255 | |||
| 256 | Increas{{{(i)}}}ngly PES across the world are us{{{(i)}}}ng a person-centred approach to develop and del{{{(i)}}}ver serv{{{(i)}}}ces, part{{{(i)}}}cularly those target{{{(i)}}}ng young people. A person-centred approach places the {{{(i)}}}nd{{{(i)}}}v{{{(i)}}}dual at the centre and a package of serv{{{(i)}}}ces are ta{{{(i)}}}lored to the{{{(i)}}}r spec{{{(i)}}}f{{{(i)}}}c needs. Wrap around support serv{{{(i)}}}ces prov{{{(i)}}}de ongo{{{(i)}}}ng support to the {{{(i)}}}nd{{{(i)}}}v{{{(i)}}}dual so that they rece{{{(i)}}}ve ass{{{(i)}}}stance to nav{{{(i)}}}gate serv{{{(i)}}}ces, as m{{{(i)}}}n{{{(i)}}}mum. In many countr{{{(i)}}}es, jo{{{(i)}}}ned-up serv{{{(i)}}}ces {{{(i)}}}s also des{{{(i)}}}gned w{{{(i)}}}th a person-centred approach {{{(i)}}}n m{{{(i)}}}nd. Th{{{(i)}}}s can help partners to (% style="color:#e74c3c" %)work(%%) together to adv{{{(i)}}}se, support and develop hol{{{(i)}}}st{{{(i)}}}c packages that are spec{{{(i)}}}f{{{(i)}}}c to an {{{(i)}}}nd{{{(i)}}}v{{{(i)}}}dual’s context. (% style="color:#e74c3c" %)Work{{{(i)}}}ng(%%) closely w{{{(i)}}}th partners to del{{{(i)}}}ver a person-centred approach can contr{{{(i)}}}bute to reduc{{{(i)}}}ng the r{{{(i)}}}sk of an {{{(i)}}}nd{{{(i)}}}v{{{(i)}}}dual becom{{{(i)}}}ng ‘lost’ from the system. | ||
| 257 | |||
| 258 | A person-centred approach has four key aspects that PES can {{{(i)}}}mplement:{{footnote}}European Comm{{{(i)}}}ss{{{(i)}}}on (2018) ‘Act{{{(i)}}}vat{{{(i)}}}on measures for young people {{{(i)}}}n vulnerable s{{{(i)}}}tuat{{{(i)}}}ons: Exper{{{(i)}}}ence from the ground’ (https://ec.europa.eu/soc{{{(i)}}}al/BlobServlet?docId=20212&langId=en){{/footnote}} | ||
| 259 | |||
| 260 | 1. Prov{{{(i)}}}de a package of serv{{{(i)}}}ces that {{{(i)}}}nclude core serv{{{(i)}}}ces, such as face-to-face support, and add{{{(i)}}}t{{{(i)}}}onal ‘add-on’ serv{{{(i)}}}ces that are spec{{{(i)}}}f{{{(i)}}}c to needs of an {{{(i)}}}nd{{{(i)}}}v{{{(i)}}}dual and the barr{{{(i)}}}ers they are exper{{{(i)}}}enc{{{(i)}}}ng | ||
| 261 | 1. Include of mot{{{(i)}}}vat{{{(i)}}}onal-related act{{{(i)}}}v{{{(i)}}}t{{{(i)}}}es (e.g., workshops, non-(% style="color:#e74c3c" %)work(%%)-related opportun{{{(i)}}}t{{{(i)}}}es to develop transversal sk{{{(i)}}}lls) and psycholog{{{(i)}}}cal/soc{{{(i)}}}al ass{{{(i)}}}stance, wh{{{(i)}}}ch are carefully selected and ta{{{(i)}}}lored to the {{{(i)}}}nd{{{(i)}}}v{{{(i)}}}dual’s spec{{{(i)}}}f{{{(i)}}}c needs | ||
| 262 | 1. A des{{{(i)}}}gnated case worker, wh{{{(i)}}}ch supports {{{(i)}}}nd{{{(i)}}}v{{{(i)}}}duals through the{{{(i)}}}r journey, gu{{{(i)}}}des them through d{{{(i)}}}fferent serv{{{(i)}}}ces and support. Th{{{(i)}}}s could be from a ded{{{(i)}}}cated youth team {{{(i)}}}n the PES. Ideally, the contact should cont{{{(i)}}}nue once the {{{(i)}}}nd{{{(i)}}}v{{{(i)}}}dual enters [[employment>>doc:work{{{(i)}}}ng:Glossary.Employment Work.WebHome]], part{{{(i)}}}cularly for those who have more complex needs. | ||
| 263 | 1. Demonstrate to {{{(i)}}}nd{{{(i)}}}v{{{(i)}}}duals that they can contr{{{(i)}}}bute to {{{(i)}}}ncreas{{{(i)}}}ng the qual{{{(i)}}}ty of the{{{(i)}}}r l{{{(i)}}}fe and by g{{{(i)}}}v{{{(i)}}}ng them opportun{{{(i)}}}t{{{(i)}}}es so that they feel l{{{(i)}}}ke ‘equal partners.’ Th{{{(i)}}}s can be v{{{(i)}}}a co-des{{{(i)}}}gn of the{{{(i)}}}r serv{{{(i)}}}ce package, allow{{{(i)}}}ng them to express the{{{(i)}}}r v{{{(i)}}}ews and (% style="color:#e74c3c" %)work{{{(i)}}}ng(%%) w{{{(i)}}}th them to {{{(i)}}}mprove serv{{{(i)}}}ce del{{{(i)}}}very (where poss{{{(i)}}}ble). | ||
| 264 | |||
| 265 | == 5.2.2 What {{{(i)}}}s the value of act{{{(i)}}}ve labour market programmes? == | ||
| 266 | |||
| 267 | Labour market programmes and pol{{{(i)}}}c{{{(i)}}}es can be d{{{(i)}}}v{{{(i)}}}ded between act{{{(i)}}}ve labour market programmes (ALMPs) and pass{{{(i)}}}ve labour market programmes. Pass{{{(i)}}}ve labour market programmes prov{{{(i)}}}de {{{(i)}}}ncome replacement to jobseekers, for example [[unemployment>>doc:work{{{(i)}}}ng:Glossary.Unemployment.WebHome]] benef{{{(i)}}}ts as replacement for [[wages>>doc:work{{{(i)}}}ng:Glossary.Earn{{{(i)}}}ngs.WebHome]], early ret{{{(i)}}}rement {{{(i)}}}ncent{{{(i)}}}ves and soc{{{(i)}}}al ass{{{(i)}}}stance. In many countr{{{(i)}}}es, the largest share of labour market expend{{{(i)}}}ture {{{(i)}}}s often sent on pass{{{(i)}}}ve labour market pol{{{(i)}}}c{{{(i)}}}es, however act{{{(i)}}}ve labour market programmes are {{{(i)}}}ncreas{{{(i)}}}ng.{{footnote}}ILO (2004) ‘Successful employment and labour market pol{{{(i)}}}c{{{(i)}}}es {{{(i)}}}n Europe and As{{{(i)}}}a and the Pac{{{(i)}}}f{{{(i)}}}c’ (https://www.{{{(i)}}}lo.org/wcmsp5/groups/publ{{{(i)}}}c/---ed_emp/---emp_elm/documents/publ{{{(i)}}}cat{{{(i)}}}on/wcms_114329.pdf){{/footnote}} In contrast, ALMPs are ava{{{(i)}}}lable to jobseekers who are unable to f{{{(i)}}}nd [[employment>>doc:work{{{(i)}}}ng:Glossary.Employment Work.WebHome]] eas{{{(i)}}}ly.{{footnote}}ILO (2017) ‘Towards pol{{{(i)}}}c{{{(i)}}}es tackl{{{(i)}}}ng the current youth employment challenges {{{(i)}}}n Eastern Europe and Central As{{{(i)}}}a’ (https://www.{{{(i)}}}lo.org/wcmsp5/groups/publ{{{(i)}}}c/---europe/---ro-geneva/---sro-moscow/documents/publ{{{(i)}}}cat{{{(i)}}}on/wcms_575550.pdf){{/footnote}} ALMPs are typ{{{(i)}}}cally funded programmes that a{{{(i)}}}m to {{{(i)}}}mprove the [[employment>>doc:work{{{(i)}}}ng:Glossary.Employment Work.WebHome]] prospects of part{{{(i)}}}c{{{(i)}}}pants.{{footnote}}ILO (2017) ‘Towards pol{{{(i)}}}c{{{(i)}}}es tackl{{{(i)}}}ng the current youth employment challenges {{{(i)}}}n Eastern Europe and Central As{{{(i)}}}a’ (https://www.{{{(i)}}}lo.org/wcmsp5/groups/publ{{{(i)}}}c/---europe/---ro-geneva/---sro-moscow/documents/publ{{{(i)}}}cat{{{(i)}}}on/wcms_575550.pdf){{/footnote}} They typ{{{(i)}}}cally {{{(i)}}}nclude one or more of the elements outl{{{(i)}}}ned {{{(i)}}}n the table below. | ||
| 268 | |||
| 269 | **Table 5.3 Typ{{{(i)}}}cal elements of an ALMP** | ||
| 270 | |||
| 271 | (% style="w{{{(i)}}}dth:873.446px" %) | ||
| 272 | |(% style="w{{{(i)}}}dth:313px" %)**Element**|(% style="w{{{(i)}}}dth:558px" %)**What {{{(i)}}}t {{{(i)}}}ncludes** | ||
| 273 | |(% style="w{{{(i)}}}dth:313px" %)[[Employment>>doc:work{{{(i)}}}ng:Glossary.Employment Work.WebHome]] serv{{{(i)}}}ces and [[job>>doc:work{{{(i)}}}ng:Glossary.Work Act{{{(i)}}}v{{{(i)}}}ty.WebHome]] search ass{{{(i)}}}stance|(% style="w{{{(i)}}}dth:558px" %)Th{{{(i)}}}s usually means that the PES takes a med{{{(i)}}}at{{{(i)}}}ng role between jobseekers and enterpr{{{(i)}}}ses that are look{{{(i)}}}ng for employees | ||
| 274 | |(% style="w{{{(i)}}}dth:313px" %)Subs{{{(i)}}}d{{{(i)}}}sed [[employment>>doc:work{{{(i)}}}ng:Glossary.Employment Work.WebHome]]|(% style="w{{{(i)}}}dth:558px" %)Th{{{(i)}}}s usually takes two forms: | ||
| 275 | ~1. [[Employment>>doc:work{{{(i)}}}ng:Glossary.Employment Work.WebHome]] on publ{{{(i)}}}c projects, e.g. construct{{{(i)}}}on of new {{{(i)}}}nfrastructure | ||
| 276 | 2. [[Employment>>doc:work{{{(i)}}}ng:Glossary.Employment Work.WebHome]] w{{{(i)}}}th pr{{{(i)}}}vate employers v{{{(i)}}}a [[wage>>doc:work{{{(i)}}}ng:Glossary.Earn{{{(i)}}}ngs.WebHome]] subs{{{(i)}}}d{{{(i)}}}es | ||
| 277 | |(% style="w{{{(i)}}}dth:313px" %)Sk{{{(i)}}}lls tra{{{(i)}}}n{{{(i)}}}ng|(% style="w{{{(i)}}}dth:558px" %)Th{{{(i)}}}s usually {{{(i)}}}nvolves on- or off -the-[[job>>doc:work{{{(i)}}}ng:Glossary.Work Act{{{(i)}}}v{{{(i)}}}ty.WebHome]] tra{{{(i)}}}n{{{(i)}}}ng w{{{(i)}}}th a v{{{(i)}}}ew of prov{{{(i)}}}d{{{(i)}}}ng young people w{{{(i)}}}th [[job>>doc:work{{{(i)}}}ng:Glossary.Work Act{{{(i)}}}v{{{(i)}}}ty.WebHome]]-related sk{{{(i)}}}lls | ||
| 278 | |||
| 279 | ILO (2017) ‘R{{{(i)}}}s{{{(i)}}}ng to the youth [[employment>>doc:work{{{(i)}}}ng:Glossary.Employment Work.WebHome]] challenge’ | ||
| 280 | |||
| 281 | In add{{{(i)}}}t{{{(i)}}}on, ALMPs usually have common goals{{footnote}}European Comm{{{(i)}}}ss{{{(i)}}}on (2016) ‘Issues emerg{{{(i)}}}ng from comb{{{(i)}}}n{{{(i)}}}ng act{{{(i)}}}ve and pass{{{(i)}}}ve measures for the long-term unemployed – the des{{{(i)}}}gn and del{{{(i)}}}very of s{{{(i)}}}ngle po{{{(i)}}}nts of contact’ (https://ec.europa.eu/soc{{{(i)}}}al/BlobServlet?docId=16863&langId=en) {{/footnote}} that {{{(i)}}}nclude: | ||
| 282 | |||
| 283 | * Reduce the durat{{{(i)}}}on of [[unemployment>>doc:work{{{(i)}}}ng:Glossary.Unemployment.WebHome]] and long-term welfare dependency, | ||
| 284 | * Improve [[employment>>doc:work{{{(i)}}}ng:Glossary.Employment Work.WebHome]] outcomes for reg{{{(i)}}}stered [[unemployed>>doc:work{{{(i)}}}ng:Glossary.Persons {{{(i)}}}n Unemployment.WebHome]] jobseekers, and | ||
| 285 | * Improve system eff{{{(i)}}}c{{{(i)}}}enc{{{(i)}}}es (w{{{(i)}}}th{{{(i)}}}n PES and between PES and serv{{{(i)}}}ces prov{{{(i)}}}ded by other labour market actors). | ||
| 286 | |||
| 287 | W{{{(i)}}}th{{{(i)}}}n the reg{{{(i)}}}on, ALMPs are {{{(i)}}}n place but they are not w{{{(i)}}}dely accessed by [[unemployed>>doc:work{{{(i)}}}ng:Glossary.Persons {{{(i)}}}n Unemployment.WebHome]] people when compared to the w{{{(i)}}}der pool of [[unemployed>>doc:work{{{(i)}}}ng:Glossary.Persons {{{(i)}}}n Unemployment.WebHome]] people.{{footnote}}European Comm{{{(i)}}}ss{{{(i)}}}on (2016) ‘Issues emerg{{{(i)}}}ng from comb{{{(i)}}}n{{{(i)}}}ng act{{{(i)}}}ve and pass{{{(i)}}}ve measures for the long-term unemployed – the des{{{(i)}}}gn and del{{{(i)}}}very of s{{{(i)}}}ngle po{{{(i)}}}nts of contact’ (https://ec.europa.eu/soc{{{(i)}}}al/BlobServlet?docId=16863&langId=en){{/footnote}} | ||
| 288 | |||
| 289 | There {{{(i)}}}s the potent{{{(i)}}}al for PES {{{(i)}}}n the reg{{{(i)}}}on to further promote employab{{{(i)}}}l{{{(i)}}}ty support, {{{(i)}}}nclud{{{(i)}}}ng ALMPs, {{{(i)}}}n order to encourage more jobseekers to reg{{{(i)}}}ster w{{{(i)}}}th the PES and access ALMPs. Th{{{(i)}}}s can {{{(i)}}}ncrease the PES share of (% style="color:#e74c3c" %)work{{{(i)}}}ng(%%) w{{{(i)}}}th [[unemployed>>doc:work{{{(i)}}}ng:Glossary.Persons {{{(i)}}}n Unemployment.WebHome]] people, contr{{{(i)}}}bute to shorten{{{(i)}}}ng the average durat{{{(i)}}}on of [[unemployment>>doc:work{{{(i)}}}ng:Glossary.Unemployment.WebHome]] as well as demonstrat{{{(i)}}}ng the added value for PES to m{{{(i)}}}n{{{(i)}}}str{{{(i)}}}es so that future {{{(i)}}}nvestment can be secured. | ||
| 290 | |||
| 291 | PES can collect {{{(i)}}}nformat{{{(i)}}}on on [[unemployment>>doc:work{{{(i)}}}ng:Glossary.Unemployment.WebHome]] durat{{{(i)}}}on, part{{{(i)}}}c{{{(i)}}}pat{{{(i)}}}on {{{(i)}}}n ALMPs, results {{{(i)}}}n terms of [[employment>>doc:work{{{(i)}}}ng:Glossary.Employment Work.WebHome]] after the{{{(i)}}}r complet{{{(i)}}}on (at set po{{{(i)}}}nts such as w{{{(i)}}}th{{{(i)}}}n one week, one month and s{{{(i)}}}x months, to show susta{{{(i)}}}nab{{{(i)}}}l{{{(i)}}}ty), expend{{{(i)}}}ture and cost-effect{{{(i)}}}veness of ALMPs.{{footnote}}Ib{{{(i)}}}d.{{/footnote}} | ||
| 292 | |||
| 293 | An {{{(i)}}}mportant aspect {{{(i)}}}n the del{{{(i)}}}very of ALMPs {{{(i)}}}s commun{{{(i)}}}cat{{{(i)}}}on and promot{{{(i)}}}on of these programmes to enterpr{{{(i)}}}ses. It {{{(i)}}}s {{{(i)}}}mportant for enterpr{{{(i)}}}ses to be fam{{{(i)}}}l{{{(i)}}}ar w{{{(i)}}}th the opt{{{(i)}}}ons ava{{{(i)}}}lable as the{{{(i)}}}r cooperat{{{(i)}}}on {{{(i)}}}s cr{{{(i)}}}t{{{(i)}}}cal to the del{{{(i)}}}very of some programmes, for example subs{{{(i)}}}d{{{(i)}}}sed {{{(i)}}}nternsh{{{(i)}}}ps, spec{{{(i)}}}f{{{(i)}}}c tra{{{(i)}}}n{{{(i)}}}ng, [[wage>>doc:work{{{(i)}}}ng:Glossary.Earn{{{(i)}}}ngs.WebHome]] subs{{{(i)}}}d{{{(i)}}}es or concess{{{(i)}}}ons for recru{{{(i)}}}t{{{(i)}}}ng d{{{(i)}}}sadvantaged groups (e.g., tax breaks for recru{{{(i)}}}t{{{(i)}}}ng d{{{(i)}}}sabled workers or young people who do not have any prev{{{(i)}}}ous (% style="color:#e74c3c" %)work(%%) exper{{{(i)}}}ence).{{footnote}}ILO (2017) ‘Towards pol{{{(i)}}}c{{{(i)}}}es tackl{{{(i)}}}ng the current youth employment challenges {{{(i)}}}n Eastern Europe and Central As{{{(i)}}}a’ (https://www.{{{(i)}}}lo.org/wcmsp5/groups/publ{{{(i)}}}c/---europe/---ro-geneva/---sro-moscow/documents/publ{{{(i)}}}cat{{{(i)}}}on/wcms_575550.pdf){{/footnote}} | ||
| 294 | |||
| 295 | {{box}} | ||
| 296 | **Case Study 13. Armen{{{(i)}}}a – Employment promot{{{(i)}}}on pol{{{(i)}}}c{{{(i)}}}es for people w{{{(i)}}}th d{{{(i)}}}sab{{{(i)}}}l{{{(i)}}}t{{{(i)}}}es {{{(i)}}}n Armen{{{(i)}}}a{{footnote}}Ib{{{(i)}}}d.{{/footnote}}** | ||
| 297 | |||
| 298 | Armen{{{(i)}}}a has developed, together w{{{(i)}}}th the ILO, serv{{{(i)}}}ces to promote the employment of people w{{{(i)}}}th d{{{(i)}}}sab{{{(i)}}}l{{{(i)}}}t{{{(i)}}}es. The State Employment Serv{{{(i)}}}ce Agency works w{{{(i)}}}th soc{{{(i)}}}al partners, reg{{{(i)}}}onal governments and non-governmental organ{{{(i)}}}sat{{{(i)}}}ons to del{{{(i)}}}ver support appropr{{{(i)}}}ate to each persons’ needs. Th{{{(i)}}}s {{{(i)}}}ncludes vocat{{{(i)}}}onal rehab{{{(i)}}}l{{{(i)}}}tat{{{(i)}}}on, vocat{{{(i)}}}onal tra{{{(i)}}}n{{{(i)}}}ng, job placement support, lumpsum compensat{{{(i)}}}on for adapt{{{(i)}}}ng workshops and promot{{{(i)}}}on of self-employment. | ||
| 299 | {{/box}} | ||
| 300 | |||
| 301 | It {{{(i)}}}s worth ment{{{(i)}}}on{{{(i)}}}ng that publ{{{(i)}}}c (% style="color:#e74c3c" %)works(%%) are one of the most w{{{(i)}}}dely used ALMPs w{{{(i)}}}th{{{(i)}}}n the Commonwealth of Independent States (CIS) reg{{{(i)}}}on{{footnote}}Ib{{{(i)}}}d.{{/footnote}} and they are frequently used by young people. Wh{{{(i)}}}le they off er{{{(i)}}}ncome, (% style="color:#e74c3c" %)work(%%) exper{{{(i)}}}ence and opportun{{{(i)}}}t{{{(i)}}}es to develop (% style="color:#e74c3c" %)work(%%) behav{{{(i)}}}ours and undertake valuable (% style="color:#e74c3c" %)work(%%) for commun{{{(i)}}}t{{{(i)}}}es, they are not always su{{{(i)}}}table for h{{{(i)}}}ghly sk{{{(i)}}}lled {{{(i)}}}nd{{{(i)}}}v{{{(i)}}}duals and often do not lead to future, susta{{{(i)}}}nable employment. | ||
| 302 | |||
| 303 | Th{{{(i)}}}s manual w{{{(i)}}}ll explore two spec{{{(i)}}}f{{{(i)}}}c types of ALMPs – vocat{{{(i)}}}onal educat{{{(i)}}}on tra{{{(i)}}}n{{{(i)}}}ng and w{{{(i)}}}der tra{{{(i)}}}n{{{(i)}}}ng programmes and [[wage>>doc:work{{{(i)}}}ng:Glossary.Earn{{{(i)}}}ngs.WebHome]] subs{{{(i)}}}d{{{(i)}}}es. | ||
| 304 | |||
| 305 | {{box}} | ||
| 306 | **Case Study 14. Creat{{{(i)}}}ng employment opportun{{{(i)}}}t{{{(i)}}}es for women return{{{(i)}}}ng after matern{{{(i)}}}ty leave {{{(i)}}}n the Astrakhan Reg{{{(i)}}}on, Russ{{{(i)}}}an Federat{{{(i)}}}on – ‘My mother {{{(i)}}}s an entrepreneur’ project** | ||
| 307 | |||
| 308 | In 2017, the PES {{{(i)}}}n Astrakhan Reg{{{(i)}}}on of the Russ{{{(i)}}}an Federat{{{(i)}}}on {{{(i)}}}n{{{(i)}}}t{{{(i)}}}ated a p{{{(i)}}}lot project ‘My mother {{{(i)}}}s an entrepreneur’, {{{(i)}}}n partnersh{{{(i)}}}p w{{{(i)}}}th: | ||
| 309 | |||
| 310 | * Amway Char{{{(i)}}}ty Foundat{{{(i)}}}on ‘In Respons{{{(i)}}}b{{{(i)}}}l{{{(i)}}}ty for the Future’; | ||
| 311 | * The Federal Corporat{{{(i)}}}on for the Development of Small and Med{{{(i)}}}um Enterpr{{{(i)}}}ses (SME Corporat{{{(i)}}}on); and | ||
| 312 | * The Comm{{{(i)}}}ttee for the Development of Women’s Entrepreneursh{{{(i)}}}p of the All-Russ{{{(i)}}}an Nongovernmental Organ{{{(i)}}}sat{{{(i)}}}on of Small and Med{{{(i)}}}um Bus{{{(i)}}}ness (OPORA RUSSIA). | ||
| 313 | |||
| 314 | The project targets women who left the labour market because of ch{{{(i)}}}ldb{{{(i)}}}rth or ch{{{(i)}}}ldcare and a{{{(i)}}}ms to promote women’s self-employment by help{{{(i)}}}ng the women br{{{(i)}}}ng the{{{(i)}}}r bus{{{(i)}}}ness {{{(i)}}}deas to fru{{{(i)}}}t{{{(i)}}}on. Women who have ch{{{(i)}}}ldren younger than 18 and are currently reg{{{(i)}}}stered w{{{(i)}}}th the PES are el{{{(i)}}}g{{{(i)}}}ble to part{{{(i)}}}c{{{(i)}}}pate. | ||
| 315 | |||
| 316 | Part{{{(i)}}}c{{{(i)}}}pants undergo a free-of-charge f{{{(i)}}}ve-day {{{(i)}}}ntens{{{(i)}}}ve tra{{{(i)}}}n{{{(i)}}}ng course on the bas{{{(i)}}}s of entrepreneursh{{{(i)}}}p and bus{{{(i)}}}ness management, w{{{(i)}}}th mentor{{{(i)}}}ng support by profess{{{(i)}}}onal entrepreneurs. A compet{{{(i)}}}t{{{(i)}}}on among part{{{(i)}}}c{{{(i)}}}pants’ projects {{{(i)}}}s held {{{(i)}}}n the f{{{(i)}}}nal stage of the tra{{{(i)}}}n{{{(i)}}}ng. A w{{{(i)}}}nner {{{(i)}}}s selected by a jury of experts based on econom{{{(i)}}}c feas{{{(i)}}}b{{{(i)}}}l{{{(i)}}}ty, or{{{(i)}}}g{{{(i)}}}nal{{{(i)}}}ty and soc{{{(i)}}}al s{{{(i)}}}gn{{{(i)}}}f{{{(i)}}}cance. | ||
| 317 | |||
| 318 | The w{{{(i)}}}nner rece{{{(i)}}}ves 100,000 Russ{{{(i)}}}an Rubles ({{{(i)}}}n 2019) from the ‘In Respons{{{(i)}}}b{{{(i)}}}l{{{(i)}}}ty for the Future’ Foundat{{{(i)}}}on. In add{{{(i)}}}t{{{(i)}}}on, the PES prov{{{(i)}}}des all part{{{(i)}}}c{{{(i)}}}pants w{{{(i)}}}th the mater{{{(i)}}}als necessary to start the{{{(i)}}}r bus{{{(i)}}}nesses (worth approx{{{(i)}}}mately 85,000 Russ{{{(i)}}}an Rubles). A total of 88 women have part{{{(i)}}}c{{{(i)}}}pated {{{(i)}}}n th{{{(i)}}}s project, 44 of whom have establ{{{(i)}}}shed the{{{(i)}}}r own bus{{{(i)}}}nesses dur{{{(i)}}}ng the f{{{(i)}}}rst three years of the project. | ||
| 319 | {{/box}} | ||
| 320 | |||
| 321 | {{box}} | ||
| 322 | **Case Study 15. P{{{(i)}}}lot{{{(i)}}}ng Entrepreneursh{{{(i)}}}p Promot{{{(i)}}}on Programmes {{{(i)}}}n Azerba{{{(i)}}}jan** | ||
| 323 | |||
| 324 | Azerba{{{(i)}}}jan {{{(i)}}}mplemented a p{{{(i)}}}lot entrepreneursh{{{(i)}}}p promot{{{(i)}}}on programme, w{{{(i)}}}th support from the ILO, to {{{(i)}}}ncrease youth entrepreneursh{{{(i)}}}p {{{(i)}}}n rural areas. The p{{{(i)}}}lot programme targeted 20 young people and the lessons from th{{{(i)}}}s pract{{{(i)}}}ce have now been transferred {{{(i)}}}nto a much larger nat{{{(i)}}}onal scale programme that focuses on self-employment. To date, the nat{{{(i)}}}onal project has now supported approx{{{(i)}}}mately 2000 fam{{{(i)}}}l{{{(i)}}}es and a network of nat{{{(i)}}}on-w{{{(i)}}}de tra{{{(i)}}}ners has been establ{{{(i)}}}shed. The nat{{{(i)}}}onal project has been establ{{{(i)}}}shed w{{{(i)}}}th{{{(i)}}}n the framework of ‘Strateg{{{(i)}}}c Roadmap 2020’, wh{{{(i)}}}ch {{{(i)}}}dent{{{(i)}}}f{{{(i)}}}ed that soc{{{(i)}}}o-econom{{{(i)}}}c development {{{(i)}}}s {{{(i)}}}mportant and that there are should be spec{{{(i)}}}f{{{(i)}}}act{{{(i)}}}v{{{(i)}}}t{{{(i)}}}es {{{(i)}}}n place to help young people to expand the{{{(i)}}}r capac{{{(i)}}}t{{{(i)}}}es and {{{(i)}}}ntegrate them {{{(i)}}}nto soc{{{(i)}}}ety. | ||
| 325 | {{/box}} | ||
| 326 | |||
| 327 | === 5.2.2.1 Vocat{{{(i)}}}onal educat{{{(i)}}}on tra{{{(i)}}}n{{{(i)}}}ng programmes can prov{{{(i)}}}de jobseekers w{{{(i)}}}th sector-spec{{{(i)}}}f{{{(i)}}}c knowledge and transferable, l{{{(i)}}}felong sk{{{(i)}}}lls === | ||
| 328 | |||
| 329 | Vocat{{{(i)}}}onal educat{{{(i)}}}on and tra{{{(i)}}}n{{{(i)}}}ng (VET) can prov{{{(i)}}}de jobseekers w{{{(i)}}}th knowledge, techn{{{(i)}}}cal sk{{{(i)}}}lls and competences spec{{{(i)}}}f{{{(i)}}}c to a certa{{{(i)}}}n [[job>>doc:work{{{(i)}}}ng:Glossary.Work Act{{{(i)}}}v{{{(i)}}}ty.WebHome]] and career path as well as prov{{{(i)}}}d{{{(i)}}}ng an {{{(i)}}}nd{{{(i)}}}v{{{(i)}}}dual w{{{(i)}}}th an opportun{{{(i)}}}ty to develop transferable cross-cutt{{{(i)}}}ng sk{{{(i)}}}lls l{{{(i)}}}ke teamwork and commun{{{(i)}}}cat{{{(i)}}}on that can ass{{{(i)}}}st w{{{(i)}}}th the{{{(i)}}}r future career development. The content of the tra{{{(i)}}}n{{{(i)}}}ng and educat{{{(i)}}}on {{{(i)}}}s closely l{{{(i)}}}nked to the needs of the labour market and {{{(i)}}}t can respond to spec{{{(i)}}}f{{{(i)}}}c enterpr{{{(i)}}}se needs, wh{{{(i)}}}ch can contr{{{(i)}}}bute to develop{{{(i)}}}ng jobseekers who have sk{{{(i)}}}lls that enterpr{{{(i)}}}ses need now and {{{(i)}}}n the future. VET programmes can therefore help to {{{(i)}}}ncrease the sk{{{(i)}}}ll level of the local labour market, thus mak{{{(i)}}}ng the local area more attract{{{(i)}}}ve to enterpr{{{(i)}}}ses and hav{{{(i)}}}ng the potent{{{(i)}}}al to make real contr{{{(i)}}}but{{{(i)}}}ons to local, reg{{{(i)}}}onal and nat{{{(i)}}}onal econom{{{(i)}}}c strateg{{{(i)}}}es. | ||
| 330 | |||
| 331 | VET can be a su{{{(i)}}}table ALMP for d{{{(i)}}}sadvantaged groups, such as young people who have a low sk{{{(i)}}}ll level, as {{{(i)}}}t can {{{(i)}}}nclude a range of d{{{(i)}}}fferent learn{{{(i)}}}ng methodolog{{{(i)}}}es that m{{{(i)}}}x classroom based as well as handson, (% style="color:#e74c3c" %)work(%%)-based pract{{{(i)}}}cal exper{{{(i)}}}ence. As such, VET can be used as a route to prov{{{(i)}}}de tra{{{(i)}}}n{{{(i)}}}ng to d{{{(i)}}}fferent groups of d{{{(i)}}}sadvantaged reg{{{(i)}}}stered jobseekers. For example, {{{(i)}}}t can be a valuable offer to: | ||
| 332 | |||
| 333 | * Young people who do not have prev{{{(i)}}}ous exper{{{(i)}}}ence and have a low sk{{{(i)}}}ll base; or | ||
| 334 | * Older workers who may need to upsk{{{(i)}}}ll or resk{{{(i)}}}ll so that they have the appropr{{{(i)}}}ate sk{{{(i)}}}lls requ{{{(i)}}}red by the labour market. | ||
| 335 | |||
| 336 | To make sure that part{{{(i)}}}c{{{(i)}}}pat{{{(i)}}}on {{{(i)}}}s worthwh{{{(i)}}}le, and resources can be eff{{{(i)}}}c{{{(i)}}}ently used PES need to carefully cons{{{(i)}}}der the follow{{{(i)}}}ng aspects for each {{{(i)}}}nd{{{(i)}}}v{{{(i)}}}dual: | ||
| 337 | |||
| 338 | * Educat{{{(i)}}}on level and h{{{(i)}}}story; | ||
| 339 | * Qual{{{(i)}}}f{{{(i)}}}cat{{{(i)}}}ons; and | ||
| 340 | * Sk{{{(i)}}}lls that they already have. | ||
| 341 | |||
| 342 | W{{{(i)}}}th{{{(i)}}}n the context of the future of (% style="color:#e74c3c" %)work(%%), {{{(i)}}}t {{{(i)}}}s l{{{(i)}}}kely that the VET and other types of (% style="color:#e74c3c" %)work(%%)-based learn{{{(i)}}}ng w{{{(i)}}}ll become much more {{{(i)}}}mportant as they can be del{{{(i)}}}vered {{{(i)}}}n a short-t{{{(i)}}}me frame to del{{{(i)}}}ver tra{{{(i)}}}n{{{(i)}}}ng on techn{{{(i)}}}cal sk{{{(i)}}}lls requ{{{(i)}}}red by sectors. The content of VET tra{{{(i)}}}n{{{(i)}}}ng programmes can be qu{{{(i)}}}ckly updated so that those part{{{(i)}}}c{{{(i)}}}pat{{{(i)}}}ng, {{{(i)}}}nclud{{{(i)}}}ng d{{{(i)}}}sadvantaged groups, are equ{{{(i)}}}pped w{{{(i)}}}th the sk{{{(i)}}}lls requ{{{(i)}}}red by enterpr{{{(i)}}}ses before they enter {{{(i)}}}nto employment. | ||
| 343 | |||
| 344 | PES need to (% style="color:#e74c3c" %)work(%%) w{{{(i)}}}th local partners to del{{{(i)}}}ver VET or other (% style="color:#e74c3c" %)work(%%)-based learn{{{(i)}}}ng tra{{{(i)}}}n{{{(i)}}}ng programmes. Th{{{(i)}}}s can {{{(i)}}}nclude enterpr{{{(i)}}}ses, educat{{{(i)}}}on prov{{{(i)}}}ders and techn{{{(i)}}}cal educat{{{(i)}}}on prov{{{(i)}}}ders. These partnersh{{{(i)}}}p relat{{{(i)}}}onsh{{{(i)}}}ps are requ{{{(i)}}}red so that the (% style="color:#e74c3c" %)work(%%)-based elements can take place {{{(i)}}}n e{{{(i)}}}ther s{{{(i)}}}mulated (% style="color:#e74c3c" %)work(%%) env{{{(i)}}}ronments or real-l{{{(i)}}}fe (% style="color:#e74c3c" %)work(%%) env{{{(i)}}}ronments. By (% style="color:#e74c3c" %)work{{{(i)}}}ng(%%) w{{{(i)}}}th local, or reg{{{(i)}}}onal, organ{{{(i)}}}sat{{{(i)}}}ons PES can allocate spec{{{(i)}}}f{{{(i)}}}c act{{{(i)}}}v{{{(i)}}}t{{{(i)}}}es to spec{{{(i)}}}al{{{(i)}}}st prov{{{(i)}}}ders and {{{(i)}}}n t{{{(i)}}}me, overcom{{{(i)}}}ng negat{{{(i)}}}ve percept{{{(i)}}}ons of PES. In add{{{(i)}}}t{{{(i)}}}on, PES can also pos{{{(i)}}}t{{{(i)}}}on the{{{(i)}}}r ALMPs and tra{{{(i)}}}n{{{(i)}}}ng del{{{(i)}}}very w{{{(i)}}}th partners w{{{(i)}}}th{{{(i)}}}n w{{{(i)}}}der strateg{{{(i)}}}es, as th{{{(i)}}}s has been demonstrated {{{(i)}}}n Azerba{{{(i)}}}jan. | ||
| 345 | |||
| 346 | {{box}} | ||
| 347 | **Case Study 16. Youth of Azerba{{{(i)}}}jan Strategy** | ||
| 348 | |||
| 349 | The Youth of Azerba{{{(i)}}}jan Strategy {{{(i)}}}ncludes the prov{{{(i)}}}s{{{(i)}}}on of educat{{{(i)}}}on and state-led programmes to unemployed young people and to h{{{(i)}}}ghly sk{{{(i)}}}lled graduates as well as the organ{{{(i)}}}sat{{{(i)}}}on of events and labour fa{{{(i)}}}rs target{{{(i)}}}ng young people/graduates to keep young people aware of the sk{{{(i)}}}lls demanded by the labour market. It also {{{(i)}}}ncludes a ‘Youth Board’, wh{{{(i)}}}ch covers the prov{{{(i)}}}s{{{(i)}}}on of part-subs{{{(i)}}}d{{{(i)}}}sed jobs for graduates aged under 29. To date, 14,000 young people have part{{{(i)}}}c{{{(i)}}}pated {{{(i)}}}n th{{{(i)}}}s spec{{{(i)}}}f{{{(i)}}}caspect. | ||
| 350 | {{/box}} | ||
| 351 | |||
| 352 | More w{{{(i)}}}dely, (% style="color:#e74c3c" %)work(%%)-based learn{{{(i)}}}ng act{{{(i)}}}v{{{(i)}}}t{{{(i)}}}es can {{{(i)}}}nclude apprent{{{(i)}}}cesh{{{(i)}}}ps, {{{(i)}}}nternsh{{{(i)}}}ps and on-the-[[job>>doc:work{{{(i)}}}ng:Glossary.Work Act{{{(i)}}}v{{{(i)}}}ty.WebHome]] tra{{{(i)}}}n{{{(i)}}}ng. Programmes that {{{(i)}}}nclude (% style="color:#e74c3c" %)work(%%)-based learn{{{(i)}}}ng aspects fac{{{(i)}}}l{{{(i)}}}tate trans{{{(i)}}}t{{{(i)}}}ons to decent (% style="color:#e74c3c" %)work(%%) and lead to better labour market outcomes for learners, enterpr{{{(i)}}}ses and governments, {{{(i)}}}n terms of better [[employment>>doc:work{{{(i)}}}ng:Glossary.Employment Work.WebHome]] outcomes and [[wages>>doc:work{{{(i)}}}ng:Glossary.Earn{{{(i)}}}ngs.WebHome]] for learners and pos{{{(i)}}}t{{{(i)}}}ve rates of return on {{{(i)}}}nvestment to enterpr{{{(i)}}}ses and governments.{{footnote}}ILO (2018) ‘Does work-based learn{{{(i)}}}ng fac{{{(i)}}}l{{{(i)}}}tate trans{{{(i)}}}t{{{(i)}}}ons to decent work?’ (https://www.{{{(i)}}}lo.org/wcmsp5/groups/publ{{{(i)}}}c/---ed_emp/documents/publ{{{(i)}}}cat{{{(i)}}}on/wcms_635797.pdf) {{/footnote}} The box below outl{{{(i)}}}nes some benef{{{(i)}}}ts and advantages of us{{{(i)}}}ng (% style="color:#e74c3c" %)work(%%)-based learn{{{(i)}}}ng programmes. | ||
| 353 | |||
| 354 | {{box}} | ||
| 355 | **Box 25. Benef{{{(i)}}}ts offered by work-based learn{{{(i)}}}ng programmes{{footnote}}ILO (2018) ‘Does work-based learn{{{(i)}}}ng fac{{{(i)}}}l{{{(i)}}}tate trans{{{(i)}}}t{{{(i)}}}ons to decent work?’ (https://www.{{{(i)}}}lo.org/wcmsp5/groups/publ{{{(i)}}}c/---ed_emp/documents/publ{{{(i)}}}cat{{{(i)}}}on/wcms_635797.pdf){{/footnote}}** | ||
| 356 | |||
| 357 | Labour market part{{{(i)}}}c{{{(i)}}}pat{{{(i)}}}on seems h{{{(i)}}}gher for learn{{{(i)}}}ngs wh{{{(i)}}}ch are pa{{{(i)}}}d for the work-based learn{{{(i)}}}ng component of the{{{(i)}}}r programmes, for example for {{{(i)}}}nterns and apprent{{{(i)}}}ces, than those learn{{{(i)}}}ngs wh{{{(i)}}}ch are not pa{{{(i)}}}d. | ||
| 358 | |||
| 359 | In terms of enterpr{{{(i)}}}ses, the f{{{(i)}}}nanc{{{(i)}}}al and non-f{{{(i)}}}nanc{{{(i)}}}al returns are largely pos{{{(i)}}}t{{{(i)}}}ve {{{(i)}}}n the case of {{{(i)}}}nternsh{{{(i)}}}ps and apprent{{{(i)}}}cesh{{{(i)}}}ps, but the benef{{{(i)}}}ts vary by programme type, durat{{{(i)}}}on and sk{{{(i)}}}ll level and the extent to wh{{{(i)}}}ch learners contr{{{(i)}}}bute to product{{{(i)}}}ve act{{{(i)}}}v{{{(i)}}}t{{{(i)}}}es of the enterpr{{{(i)}}}se. | ||
| 360 | |||
| 361 | For apprent{{{(i)}}}cesh{{{(i)}}}ps, early f{{{(i)}}}nd{{{(i)}}}ngs show that the benef{{{(i)}}}ts cont{{{(i)}}}nue for enterpr{{{(i)}}}ses after the apprent{{{(i)}}}cesh{{{(i)}}}p {{{(i)}}}s f{{{(i)}}}n{{{(i)}}}shed. | ||
| 362 | |||
| 363 | Techn{{{(i)}}}cal vocat{{{(i)}}}onal educat{{{(i)}}}on and tra{{{(i)}}}n{{{(i)}}}ng {{{(i)}}}s effect{{{(i)}}}ve at gett{{{(i)}}}ng younger age groups {{{(i)}}}n the labour market as {{{(i)}}}t br{{{(i)}}}ngs workplace-based tra{{{(i)}}}n{{{(i)}}}ng {{{(i)}}}nto the educat{{{(i)}}}on and tra{{{(i)}}}n{{{(i)}}}ng doma{{{(i)}}}n. Apprent{{{(i)}}}cesh{{{(i)}}}ps and pa{{{(i)}}}d {{{(i)}}}nternsh{{{(i)}}}ps are valuable {{{(i)}}}n th{{{(i)}}}s context. | ||
| 364 | |||
| 365 | It {{{(i)}}}s {{{(i)}}}mportant for enterpr{{{(i)}}}ses to get {{{(i)}}}nputs and they should be prov{{{(i)}}}ded w{{{(i)}}}th {{{(i)}}}nformat{{{(i)}}}on on the potent{{{(i)}}}al costs and benef{{{(i)}}}ts concern{{{(i)}}}ng d{{{(i)}}}fferent types of work-based learn{{{(i)}}}ng programmes. | ||
| 366 | {{/box}} | ||
| 367 | |||
| 368 | === 5.2.2.2 Wage subs{{{(i)}}}d{{{(i)}}}es can be used to encourage enterpr{{{(i)}}}ses to h{{{(i)}}}re d{{{(i)}}}sadvantaged groups === | ||
| 369 | |||
| 370 | [[Wage>>doc:work{{{(i)}}}ng:Glossary.Earn{{{(i)}}}ngs.WebHome]] subs{{{(i)}}}d{{{(i)}}}es can be prov{{{(i)}}}ded for a short per{{{(i)}}}od of t{{{(i)}}}me to enterpr{{{(i)}}}ses to encourage them to recru{{{(i)}}}t d{{{(i)}}}sadvantaged groups. The a{{{(i)}}}m {{{(i)}}}s to compensate enterpr{{{(i)}}}ses for {{{(i)}}}n{{{(i)}}}t{{{(i)}}}al lower product{{{(i)}}}v{{{(i)}}}ty plus add{{{(i)}}}t{{{(i)}}}onal costs of on-the-[[job>>doc:work{{{(i)}}}ng:Glossary.Work Act{{{(i)}}}v{{{(i)}}}ty.WebHome]] tra{{{(i)}}}n{{{(i)}}}ng or mentor{{{(i)}}}ng of the worker.{{footnote}}ILO (2017) ‘Towards pol{{{(i)}}}c{{{(i)}}}es tackl{{{(i)}}}ng the current youth employment challenges {{{(i)}}}n Eas tern Europe and Central As{{{(i)}}}a’ (https://www.{{{(i)}}}lo.org/wcmsp5/groups/publ{{{(i)}}}c/---europe/---ro-geneva/---sro-moscow/documents/publ{{{(i)}}}cat{{{(i)}}}on/wcms_575550.pdf){{/footnote}} Th{{{(i)}}}s can prov{{{(i)}}}de enterpr{{{(i)}}}ses w{{{(i)}}}th a lower cost (% style="color:#e74c3c" %)work(%%) force and prov{{{(i)}}}de d{{{(i)}}}sadvantaged groups w{{{(i)}}}th [[employment>>doc:work{{{(i)}}}ng:Glossary.Employment Work.WebHome]] and an opportun{{{(i)}}}ty to develop workrelated sk{{{(i)}}}lls. Over t{{{(i)}}}me, {{{(i)}}}t {{{(i)}}}s expected that the [[wage>>doc:work{{{(i)}}}ng:Glossary.Earn{{{(i)}}}ngs.WebHome]] subs{{{(i)}}}d{{{(i)}}}es would be taken away and the enterpr{{{(i)}}}se would take on the worker full t{{{(i)}}}me. | ||
| 371 | |||
| 372 | However, the use of [[wage>>doc:work{{{(i)}}}ng:Glossary.Earn{{{(i)}}}ngs.WebHome]] subs{{{(i)}}}d{{{(i)}}}es must be carefully des{{{(i)}}}gned and targeted. For example, they can be targeted to the h{{{(i)}}}r{{{(i)}}}ng of spec{{{(i)}}}f{{{(i)}}}c groups such as d{{{(i)}}}sabled workers. In th{{{(i)}}}s spec{{{(i)}}}f{{{(i)}}}c case, {{{(i)}}}t {{{(i)}}}s often perce{{{(i)}}}ved that workers w{{{(i)}}}th d{{{(i)}}}sab{{{(i)}}}l{{{(i)}}}t{{{(i)}}}es often cannot perform at the same level as the{{{(i)}}}r fellow workers w{{{(i)}}}thout d{{{(i)}}}sab{{{(i)}}}l{{{(i)}}}t{{{(i)}}}es, or that enterpr{{{(i)}}}ses perce{{{(i)}}}ve the{{{(i)}}}r product{{{(i)}}}v{{{(i)}}}ty to be lower.{{footnote}}European Comm{{{(i)}}}ss{{{(i)}}}on (2016) ‘D{{{(i)}}}sab{{{(i)}}}l{{{(i)}}}ty and labour market {{{(i)}}}ntegrat{{{(i)}}}on’ (https://ec.europa.eu/soc{{{(i)}}}al/BlobServlet?docId=16601&langId=en){{/footnote}} By carefully cons{{{(i)}}}der{{{(i)}}}ng the{{{(i)}}}r target group and the{{{(i)}}}r des{{{(i)}}}gn, PES can reduce any dead-we{{{(i)}}}ght losses. They have been successfully used {{{(i)}}}n the Commonwealth of Independent States (CIS) reg{{{(i)}}}on as the case study box below shows. | ||
| 373 | |||
| 374 | {{box}} | ||
| 375 | **Case Study 17. Azerba{{{(i)}}}jan – wage subs{{{(i)}}}d{{{(i)}}}es for enterpr{{{(i)}}}se to h{{{(i)}}}re young people far from the labour market{{footnote}}ILO (2017) ‘Towards pol{{{(i)}}}c{{{(i)}}}es tackl{{{(i)}}}ng the current youth employment challenges {{{(i)}}}n Eastern Europe and Central As{{{(i)}}}a’ (https://www.{{{(i)}}}lo.org/wcmsp5/groups/publ{{{(i)}}}c/---europe/---ro-geneva/---sro-moscow/documents/publ{{{(i)}}}cat{{{(i)}}}on/wcms_575550.pdf){{/footnote}}** | ||
| 376 | |||
| 377 | In Azerba{{{(i)}}}jan, launched a 50% wage subs{{{(i)}}}dy {{{(i)}}}s offered to enterpr{{{(i)}}}ses for s{{{(i)}}}x months to h{{{(i)}}}re young people who are far from the labour market. The programme has been very successful {{{(i)}}}n help{{{(i)}}}ng to prov{{{(i)}}}de work exper{{{(i)}}}ence to young people and {{{(i)}}}n help{{{(i)}}}ng enterpr{{{(i)}}}ses to change the{{{(i)}}}r att{{{(i)}}}tude towards young people. | ||
| 378 | {{/box}} | ||
| 379 | |||
| 380 | Ex{{{(i)}}}st{{{(i)}}}ng l{{{(i)}}}terature demonstrates that the success of [[wage>>doc:work{{{(i)}}}ng:Glossary.Earn{{{(i)}}}ngs.WebHome]] subs{{{(i)}}}d{{{(i)}}}es can be strongly dependent on how they are comb{{{(i)}}}ned w{{{(i)}}}th {{{(i)}}}nd{{{(i)}}}v{{{(i)}}}dual coach{{{(i)}}}ng and enterpr{{{(i)}}}se {{{(i)}}}nvolvement.{{footnote}}European Comm{{{(i)}}}ss{{{(i)}}}on (2011) ‘The role of publ{{{(i)}}}c employment serv{{{(i)}}}ces {{{(i)}}}n youth {{{(i)}}}ntegrat{{{(i)}}}on’ (https://ec.europa.eu/soc{{{(i)}}}al/BlobServlet?docId=14112&langId=en){{/footnote}} Th{{{(i)}}}s could {{{(i)}}}nclude a spec{{{(i)}}}f{{{(i)}}}c contact po{{{(i)}}}nt e{{{(i)}}}ther at the enterpr{{{(i)}}}se or the PES for the {{{(i)}}}nd{{{(i)}}}v{{{(i)}}}dual to ‘check {{{(i)}}}n’ w{{{(i)}}}th and to prov{{{(i)}}}de them w{{{(i)}}}th any necessary gu{{{(i)}}}dance. Once the [[wage>>doc:work{{{(i)}}}ng:Glossary.Earn{{{(i)}}}ngs.WebHome]] subs{{{(i)}}}dy has ended, {{{(i)}}}t {{{(i)}}}s recommended that d{{{(i)}}}sabled workers are offered vocat{{{(i)}}}onal tra{{{(i)}}}n{{{(i)}}}ng, wh{{{(i)}}}ch may help to fac{{{(i)}}}l{{{(i)}}}tate the{{{(i)}}}r trans{{{(i)}}}t{{{(i)}}}on to non-subs{{{(i)}}}d{{{(i)}}}zed (% style="color:#e74c3c" %)work(%%).{{footnote}}ILO (2017) ‘Towards pol{{{(i)}}}c{{{(i)}}}es tackl{{{(i)}}}ng the current youth employment challenges {{{(i)}}}n Eastern Europe and Central As{{{(i)}}}a’ (https://www.{{{(i)}}}lo.org/wcmsp5/groups/publ{{{(i)}}}c/---europe/---ro-geneva/---sro-moscow/documents/publ{{{(i)}}}cat{{{(i)}}}on/wcms_575550.pdf){{/footnote}} It {{{(i)}}}s worth not{{{(i)}}}ng that evaluat{{{(i)}}}on l{{{(i)}}}terature on [[wages>>doc:work{{{(i)}}}ng:Glossary.Earn{{{(i)}}}ngs.WebHome]] subs{{{(i)}}}d{{{(i)}}}es shows that only few [[wage>>doc:work{{{(i)}}}ng:Glossary.Earn{{{(i)}}}ngs.WebHome]] subs{{{(i)}}}dy programmes return pos{{{(i)}}}t{{{(i)}}}ve results for young people, but they often perform poorly regard{{{(i)}}}ng the{{{(i)}}}r {{{(i)}}}mpact on the future [[employment>>doc:work{{{(i)}}}ng:Glossary.Employment Work.WebHome]] prospects of part{{{(i)}}}c{{{(i)}}}pants.{{footnote}}European Comm{{{(i)}}}ss{{{(i)}}}on (2016) ‘D{{{(i)}}}sab{{{(i)}}}l{{{(i)}}}ty and labour market {{{(i)}}}ntegrat{{{(i)}}}on’ (https://ec.europa.eu/soc{{{(i)}}}al/BlobServlet?docId=16601&langId=en){{/footnote}} | ||
| 381 | |||
| 382 | = 5.3 What can PES do to mon{{{(i)}}}tor and assess the effect{{{(i)}}}veness of measures for d{{{(i)}}}sadvantaged groups? = | ||
| 383 | |||
| 384 | ALMPs need to be carefully mon{{{(i)}}}tored and evaluated to assess the{{{(i)}}}r effect{{{(i)}}}veness and establ{{{(i)}}}sh what (% style="color:#e74c3c" %)works(%%) and why. Mon{{{(i)}}}tor{{{(i)}}}ng ALMP act{{{(i)}}}v{{{(i)}}}t{{{(i)}}}es can collect {{{(i)}}}nformat{{{(i)}}}on that {{{(i)}}}ncludes number of part{{{(i)}}}c{{{(i)}}}pants, length of [[unemployment>>doc:work{{{(i)}}}ng:Glossary.Unemployment.WebHome]] durat{{{(i)}}}on after the ALMP, number of enterpr{{{(i)}}}ses {{{(i)}}}nvolved, number of part{{{(i)}}}c{{{(i)}}}pants who move {{{(i)}}}nto [[employment>>doc:work{{{(i)}}}ng:Glossary.Employment Work.WebHome]] (and what type of [[employment>>doc:work{{{(i)}}}ng:Glossary.Employment Work.WebHome]]) and gender spl{{{(i)}}}t of part{{{(i)}}}c{{{(i)}}}pants (where relevant). Mon{{{(i)}}}tor{{{(i)}}}ng should be an ongo{{{(i)}}}ng act{{{(i)}}}v{{{(i)}}}ty and part of a standard approach to serv{{{(i)}}}ce del{{{(i)}}}very and the emerg{{{(i)}}}ng outcomes are analysed, shared and d{{{(i)}}}scussed at management level so that h{{{(i)}}}gher levels are aware of the uptake, outcomes and potent{{{(i)}}}al {{{(i)}}}mpacts of ALMPs and any {{{(i)}}}mprovements can be made go{{{(i)}}}ng forward. Th{{{(i)}}}s can contr{{{(i)}}}bute to del{{{(i)}}}ver{{{(i)}}}ng h{{{(i)}}}gh qual{{{(i)}}}ty serv{{{(i)}}}ces that encourage equal part{{{(i)}}}c{{{(i)}}}pat{{{(i)}}}on {{{(i)}}}n the labour market. | ||
| 385 | |||
| 386 | {{{{{(i)}}}nfo}} | ||
| 387 | Mon{{{(i)}}}tor{{{(i)}}}ng {{{(i)}}}s a cont{{{(i)}}}nuous process of collect{{{(i)}}}ng and analys{{{(i)}}}ng {{{(i)}}}nformat{{{(i)}}}on about a programme and compar{{{(i)}}}ng actual aga{{{(i)}}}nst planned results {{{(i)}}}n order to judge how well an {{{(i)}}}ntervent{{{(i)}}}on {{{(i)}}}s be{{{(i)}}}ng {{{(i)}}}mplemented.{{footnote}}ILO (2013) ‘Mon{{{(i)}}}tor{{{(i)}}}ng and evaluat{{{(i)}}}on of youth employment programmes: A learn{{{(i)}}}ng gu{{{(i)}}}de’ (https://www.{{{(i)}}}lo.org/wcmsp5/groups/publ{{{(i)}}}c/---ed_emp/---emp_pol{{{(i)}}}cy/documents/{{{(i)}}}nstruct{{{(i)}}}onalmater{{{(i)}}}al/wcms_384468.pdf){{/footnote}} | ||
| 388 | {{/{{{(i)}}}nfo}} | ||
| 389 | |||
| 390 | == 5.3.1 What methods can be used to collect data? == | ||
| 391 | |||
| 392 | To be able to mon{{{(i)}}}tor the effect{{{(i)}}}veness of d{{{(i)}}}fferent measures for d{{{(i)}}}sadvantaged groups PES must have systems {{{(i)}}}n place to collect data. Th{{{(i)}}}s should be a standard{{{(i)}}}sed process across PES off{{{(i)}}}ces on a local, reg{{{(i)}}}onal and country level so that results can be collated and v{{{(i)}}}ewed as a whole. | ||
| 393 | |||
| 394 | Certa{{{(i)}}}n metr{{{(i)}}}cs should be ava{{{(i)}}}lable v{{{(i)}}}a onl{{{(i)}}}ne systems, {{{(i)}}}f they are used, where {{{(i)}}}nformat{{{(i)}}}on can be added about each jobseeker upon reg{{{(i)}}}strat{{{(i)}}}on w{{{(i)}}}th the{{{(i)}}}r personal {{{(i)}}}nformat{{{(i)}}}on, [[employment>>doc:work{{{(i)}}}ng:Glossary.Employment Work.WebHome]] and educat{{{(i)}}}on h{{{(i)}}}story, results of {{{(i)}}}n{{{(i)}}}t{{{(i)}}}al assessment and any subsequent act{{{(i)}}}ons undertaken by the jobseekers {{{(i)}}}nclud{{{(i)}}}ng any ALMPs the jobseeker has been enrolled {{{(i)}}}n. If data {{{(i)}}}s not present {{{(i)}}}n an onl{{{(i)}}}ne system, PES could cons{{{(i)}}}der the follow{{{(i)}}}ng po{{{(i)}}}nts:{{footnote}}European Comm{{{(i)}}}ss{{{(i)}}}on (2019) ‘Gett{{{(i)}}}ng started w{{{(i)}}}th key performance {{{(i)}}}nd{{{(i)}}}cators’ (https://ec.europa.eu/soc{{{(i)}}}al/BlobServlet?docId=20673&langId=en){{/footnote}} | ||
| 395 | |||
| 396 | 1. Are there surveys or other ways to collect quant{{{(i)}}}tat{{{(i)}}}ve mon{{{(i)}}}tor{{{(i)}}}ng data? | ||
| 397 | 1. Are there ways to develop automated ways to collect th{{{(i)}}}s data to the IT {{{(i)}}}nfrastructure? | ||
| 398 | 1. Are there ways to collect qual{{{(i)}}}tat{{{(i)}}}ve {{{(i)}}}nformat{{{(i)}}}on to f{{{(i)}}}nd out about part{{{(i)}}}c{{{(i)}}}pants’ v{{{(i)}}}ews and exper{{{(i)}}}ences of ALMPs? | ||
| 399 | |||
| 400 | |||
| 401 | |||
| 402 | W{{{(i)}}}th regards to collect{{{(i)}}}ng qual{{{(i)}}}tat{{{(i)}}}ve {{{(i)}}}nformat{{{(i)}}}on PES can undertake onl{{{(i)}}}ne or paper ex{{{(i)}}}t quest{{{(i)}}}onna{{{(i)}}}res. These can be used for two reasons. F{{{(i)}}}rstly, and most s{{{(i)}}}mply, to f{{{(i)}}}nd out about the{{{(i)}}}r sat{{{(i)}}}sfact{{{(i)}}}on and general {{{(i)}}}mpress{{{(i)}}}ons of a programme. Secondly, an ex{{{(i)}}}t quest{{{(i)}}}onna{{{(i)}}}re can also be used to f{{{(i)}}}nd out the ‘d{{{(i)}}}stance travelled’ and knowledge ga{{{(i)}}}ned. These can be carr{{{(i)}}}ed out at the end of a programme, for example vocat{{{(i)}}}onal tra{{{(i)}}}n{{{(i)}}}ng programme, and where paper-based quest{{{(i)}}}onna{{{(i)}}}res are used they can be done ‘ons{{{(i)}}}te’ to ensure a good response rate. | ||
| 403 | |||
| 404 | In add{{{(i)}}}t{{{(i)}}}on, PES may also cons{{{(i)}}}der undertak{{{(i)}}}ng telephone {{{(i)}}}nterv{{{(i)}}}ews w{{{(i)}}}th part{{{(i)}}}c{{{(i)}}}pants at spec{{{(i)}}}f{{{(i)}}}c t{{{(i)}}}m{{{(i)}}}ngs after the ALMP has ended, for example s{{{(i)}}}x weeks or one month afterwards. Th{{{(i)}}}s can be used to collect feedback on the measure and to f{{{(i)}}}nd out the jobseeker {{{(i)}}}s now {{{(i)}}}n [[employment>>doc:work{{{(i)}}}ng:Glossary.Employment Work.WebHome]]. | ||
| 405 | |||
| 406 | == 5.3.2 How can data be used to mon{{{(i)}}}tor and assess the effect{{{(i)}}}veness of measures? == | ||
| 407 | |||
| 408 | PES can collect a vast amount of data by record{{{(i)}}}ng {{{(i)}}}nformat{{{(i)}}}on v{{{(i)}}}a the methods outl{{{(i)}}}ned above. PES should collate th{{{(i)}}}s on a monthly bas{{{(i)}}}s, or less frequently, and draw out {{{(i)}}}nterest{{{(i)}}}ng talk{{{(i)}}}ng po{{{(i)}}}nts from the data and share these po{{{(i)}}}nts w{{{(i)}}}th sen{{{(i)}}}or management. For example, the data could show that more (or less) d{{{(i)}}}sadvantaged groups are part{{{(i)}}}c{{{(i)}}}pat{{{(i)}}}ng {{{(i)}}}n ALMPs, wh{{{(i)}}}ch groups are well or less represented, and trans{{{(i)}}}t{{{(i)}}}on t{{{(i)}}}me to [[employment>>doc:work{{{(i)}}}ng:Glossary.Employment Work.WebHome]]. Th{{{(i)}}}s can also be coupled w{{{(i)}}}th an analys{{{(i)}}}s of the qual{{{(i)}}}tat{{{(i)}}}ve data, {{{(i)}}}f ava{{{(i)}}}lable, that can h{{{(i)}}}ghl{{{(i)}}}ght any areas of {{{(i)}}}mprovement from an {{{(i)}}}nd{{{(i)}}}v{{{(i)}}}dual’s perspect{{{(i)}}}ve. In the Russ{{{(i)}}}an Federat{{{(i)}}}on all reg{{{(i)}}}onal PES off{{{(i)}}}ces are requ{{{(i)}}}red to collect {{{(i)}}}nformat{{{(i)}}}on us{{{(i)}}}ng a ded{{{(i)}}}cated form called ‘2T-Jobplacement’.{{footnote}}An example can be found here: https://normat{{{(i)}}}v.kontur.ru/document?moduleId=44&documentId=42180&from=s{{{(i)}}}m{{{(i)}}}larforms{{/footnote}} The form {{{(i)}}}s collated by the reg{{{(i)}}}onal PES and the data {{{(i)}}}s then analysed by the Russ{{{(i)}}}an PES. | ||
| 409 | |||
| 410 | Informat{{{(i)}}}on can be collated and referred to w{{{(i)}}}th{{{(i)}}}n the context of the ‘Plan, Check, Do, Act (PCDA)’ cycle. Th{{{(i)}}}s can be an {{{(i)}}}mportant part of a PES’ qual{{{(i)}}}ty management approach wh{{{(i)}}}ch can help them to cont{{{(i)}}}nuously mon{{{(i)}}}tor del{{{(i)}}}very ({{{(i)}}}nclud{{{(i)}}}ng object{{{(i)}}}ves, targets, and {{{(i)}}}nd{{{(i)}}}cators), ev{{{(i)}}}dence-based evaluat{{{(i)}}}ons, and subsequent {{{(i)}}}nnovat{{{(i)}}}ons and {{{(i)}}}mprovements.{{footnote}}European Comm{{{(i)}}}ss{{{(i)}}}on (2018) ‘Methods of qual{{{(i)}}}ty management’ (https://ec.europa.eu/soc{{{(i)}}}al/BlobServlet?docId=20389&langId=en){{/footnote}} The f{{{(i)}}}gure below shows the PCDA cycle. | ||
| 411 | |||
| 412 | **F{{{(i)}}}gure 5.4 PCDA cycle{{footnote}}European Comm{{{(i)}}}ss{{{(i)}}}on (2018) ‘Methods of qual{{{(i)}}}ty management’ (https://ec.europa.eu/soc{{{(i)}}}al/BlobServlet?docId=20389&langId=en){{/footnote}}** | ||
| 413 | |||
| 414 | [[{{{(i)}}}mage:1750188340355-618.png]] | ||
| 415 | |||
| 416 | Evaluat{{{(i)}}}on {{{(i)}}}s the assessment of an {{{(i)}}}ntervent{{{(i)}}}on to determ{{{(i)}}}ne {{{(i)}}}ts relevance, eff{{{(i)}}}c{{{(i)}}}ency, effect{{{(i)}}}veness, {{{(i)}}}mpact and susta{{{(i)}}}nab{{{(i)}}}l{{{(i)}}}ty.{{footnote}}ILO (2013) ‘Mon{{{(i)}}}tor{{{(i)}}}ng and evaluat{{{(i)}}}on of youth employment programmes’ (https://www.{{{(i)}}}lo.org/wcmsp5/groups/publ{{{(i)}}}c/---ed_emp/---emp_pol{{{(i)}}}cy/documents/{{{(i)}}}nstruct{{{(i)}}}onalmater{{{(i)}}}al/wcms_384468.pdf){{/footnote}} | ||
| 417 | |||
| 418 | In order to carefully evaluate and assess the effect{{{(i)}}}veness of d{{{(i)}}}fferent ALMPs PES need to cons{{{(i)}}}der a number of quest{{{(i)}}}ons, these w{{{(i)}}}ll help to establ{{{(i)}}}sh a clear d{{{(i)}}}rect{{{(i)}}}on for evaluat{{{(i)}}}on act{{{(i)}}}v{{{(i)}}}t{{{(i)}}}es. The quest{{{(i)}}}ons below are a good start{{{(i)}}}ng po{{{(i)}}}nt for evaluat{{{(i)}}}on act{{{(i)}}}v{{{(i)}}}t{{{(i)}}}es:{{footnote}}European Comm{{{(i)}}}ss{{{(i)}}}on (2018) ‘PES Network Sem{{{(i)}}}nar on p{{{(i)}}}lot{{{(i)}}}ng and evaluat{{{(i)}}}on’ (https://ec.europa.eu/soc{{{(i)}}}al/BlobServlet?docId=19254&langId=en){{/footnote}} | ||
| 419 | |||
| 420 | * What do we want to know about PES serv{{{(i)}}}ces? | ||
| 421 | * How can we bu{{{(i)}}}ld up such knowledge? | ||
| 422 | * What conclus{{{(i)}}}ons can we draw to {{{(i)}}}nform the PES strateg{{{(i)}}}c and operat{{{(i)}}}onal dec{{{(i)}}}s{{{(i)}}}ons? | ||
| 423 | |||
| 424 | |||
| 425 | |||
| 426 | However, PES can (% style="color:#e74c3c" %)work(%%) towards th{{{(i)}}}s w{{{(i)}}}thout all these d{{{(i)}}}fferent prerequ{{{(i)}}}s{{{(i)}}}tes {{{(i)}}}n place. For example, us{{{(i)}}}ng p{{{(i)}}}lot schemes {{{(i)}}}s a good start{{{(i)}}}ng po{{{(i)}}}nt for PES to run a small scale ‘test’ of a spec{{{(i)}}}f{{{(i)}}}c approach. Th{{{(i)}}}s can help to {{{(i)}}}dent{{{(i)}}}fy what (% style="color:#e74c3c" %)works(%%) and what needs to be {{{(i)}}}mproved before the p{{{(i)}}}lot {{{(i)}}}s rolled out to a larger level. P{{{(i)}}}lots are used by some reg{{{(i)}}}ons {{{(i)}}}n the Russ{{{(i)}}}an Federat{{{(i)}}}on to test approaches to del{{{(i)}}}ver{{{(i)}}}ng ALMPs to young people (see the Case Study below). | ||
| 427 | |||
| 428 | Establ{{{(i)}}}sh{{{(i)}}}ng systems for evaluat{{{(i)}}}on systems requ{{{(i)}}}res several prerequ{{{(i)}}}s{{{(i)}}}tes, wh{{{(i)}}}ch {{{(i)}}}nclude: | ||
| 429 | |||
| 430 | Appropr{{{(i)}}}ate leg{{{(i)}}}slat{{{(i)}}}ve bas{{{(i)}}}s Demand for evaluat{{{(i)}}}on results from dec{{{(i)}}}s{{{(i)}}}on-makers Good qual{{{(i)}}}ty data Data warehouses and appropr{{{(i)}}}ate IT systems PES staff who have the knowledge and methodolog{{{(i)}}}cal know-how. | ||
| 431 | |||
| 432 | {{box}} | ||
| 433 | **Case Study 18. Republ{{{(i)}}}c of Kalmyk{{{(i)}}}a, Russ{{{(i)}}}an Federat{{{(i)}}}on, – des{{{(i)}}}gn and adopt{{{(i)}}}on ofwage subs{{{(i)}}}d{{{(i)}}}es for long-term unemployed young people{{footnote}}ILO (2017) ‘Towards pol{{{(i)}}}c{{{(i)}}}es tackl{{{(i)}}}ng the current youth employment challenges {{{(i)}}}n Eas tern Europe and Central As{{{(i)}}}a’ (https://www.{{{(i)}}}lo.org/wcmsp5/groups/publ{{{(i)}}}c/---europe/---ro-geneva/---sro-moscow/documents/publ{{{(i)}}}cat{{{(i)}}}on/wcms_575550.pdf){{/footnote}}** | ||
| 434 | |||
| 435 | The Republ{{{(i)}}}c of Kalmyk{{{(i)}}}a {{{(i)}}}n the Russ{{{(i)}}}an Federat{{{(i)}}}on launched a p{{{(i)}}}lot employment programme {{{(i)}}}n 2015 a{{{(i)}}}med at gett{{{(i)}}}ng long-term unemployed young people {{{(i)}}}nto work. A 50% wage subs{{{(i)}}}dy was offered to enterpr{{{(i)}}}ses for s{{{(i)}}}x months to encourage them to h{{{(i)}}}re the target group. S{{{(i)}}}xteen young people took part, most of them had only short-term, low qual{{{(i)}}}ty work exper{{{(i)}}}ence. Th{{{(i)}}}rteen young people got permanent employment w{{{(i)}}}th the same enterpr{{{(i)}}}se after the wage subs{{{(i)}}}dy exp{{{(i)}}}red and three other young people secured permanent employment w{{{(i)}}}th other enterpr{{{(i)}}}ses. The scheme was {{{(i)}}}ncorporated {{{(i)}}}nto the reg{{{(i)}}}on’s employment programmes s{{{(i)}}}nce 2016. | ||
| 436 | {{/box}} | ||
| 437 | |||
| 438 | When deal{{{(i)}}}ng w{{{(i)}}}th young people who are furthest from the labour market, {{{(i)}}}t {{{(i)}}}s {{{(i)}}}mportant to develop mon{{{(i)}}}tor{{{(i)}}}ng and evaluat{{{(i)}}}on approaches that cons{{{(i)}}}der the long-term pos{{{(i)}}}t{{{(i)}}}ve {{{(i)}}}mpacts on the {{{(i)}}}nd{{{(i)}}}v{{{(i)}}}dual. By cons{{{(i)}}}der{{{(i)}}}ng the longer-term {{{(i)}}}mpact, PES can develop {{{(i)}}}ns{{{(i)}}}ghts {{{(i)}}}nto what does or does not (% style="color:#e74c3c" %)work(%%) and th{{{(i)}}}s can be used to adjust or re-des{{{(i)}}}gn spec{{{(i)}}}f{{{(i)}}}c programmes. | ||
| 439 | |||
| 440 | One successful approach {{{(i)}}}s us{{{(i)}}}ng the ‘d{{{(i)}}}stance travelled’ approach.{{footnote}}European Comm{{{(i)}}}ss{{{(i)}}}on (2018) ‘Act{{{(i)}}}vat{{{(i)}}}on measures for young people {{{(i)}}}n vulnerable s{{{(i)}}}tuat{{{(i)}}}ons: Exper{{{(i)}}}ence from the ground’ (https://ec.europa.eu/soc{{{(i)}}}al/BlobServlet?docId=20212&langId=en){{/footnote}} | ||
| 441 | |||
| 442 | Instead of look{{{(i)}}}ng at a vulnerable young person’s [[employment>>doc:work{{{(i)}}}ng:Glossary.Employment Work.WebHome]] s{{{(i)}}}tuat{{{(i)}}}on at the end of a spec{{{(i)}}}f{{{(i)}}}c programme, {{{(i)}}}t looks at the ‘d{{{(i)}}}stance’ and progress the young person makes s{{{(i)}}}nce he f{{{(i)}}}rst accessed support. Th{{{(i)}}}s can also account for d{{{(i)}}}fferent {{{(i)}}}ntervent{{{(i)}}}ons that may not necessar{{{(i)}}}ly help the young person to enter [[employment>>doc:work{{{(i)}}}ng:Glossary.Employment Work.WebHome]] stra{{{(i)}}}ght away. | ||
| 443 | |||
| 444 | = 5.4 What {{{(i)}}}s the added value of work{{{(i)}}}ng w{{{(i)}}}th partners to del{{{(i)}}}ver these serv{{{(i)}}}ces? = | ||
| 445 | |||
| 446 | It {{{(i)}}}s worth stress{{{(i)}}}ng that {{{(i)}}}n order to del{{{(i)}}}ver appropr{{{(i)}}}ate and effect{{{(i)}}}ve ALMPs to d{{{(i)}}}sadvantaged groups {{{(i)}}}t {{{(i)}}}s {{{(i)}}}mportant to (% style="color:#e74c3c" %)work(%%) w{{{(i)}}}th spec{{{(i)}}}al{{{(i)}}}st prov{{{(i)}}}ders and other labour market actors to do th{{{(i)}}}s. Th{{{(i)}}}s {{{(i)}}}s so that the most appropr{{{(i)}}}ate serv{{{(i)}}}ces can be prov{{{(i)}}}ded {{{(i)}}}n a cost-effect{{{(i)}}}ve manner and {{{(i)}}}t also means that PES resources can be funnelled towards other act{{{(i)}}}v{{{(i)}}}t{{{(i)}}}es, such as support{{{(i)}}}ng and counsell{{{(i)}}}ng eas{{{(i)}}}er-to-place jobseekers. By (% style="color:#e74c3c" %)work{{{(i)}}}ng(%%) w{{{(i)}}}th other actors, PES also expand the{{{(i)}}}r network and, as a by-product, promote the{{{(i)}}}r range of serv{{{(i)}}}ces and {{{(i)}}}mprove others’ understand{{{(i)}}}ngs and percept{{{(i)}}}ons of PES. Th{{{(i)}}}s sect{{{(i)}}}on w{{{(i)}}}ll prov{{{(i)}}}de some deta{{{(i)}}}ls on the {{{(i)}}}mportance of staff tra{{{(i)}}}n{{{(i)}}}ng as well as prov{{{(i)}}}d{{{(i)}}}ng an overv{{{(i)}}}ew of the d{{{(i)}}}fferent partners who PES may want to (% style="color:#e74c3c" %)work(%%) w{{{(i)}}}th. | ||
| 447 | |||
| 448 | == 5.4.1 Why should PES staff be spec{{{(i)}}}f{{{(i)}}}cally tra{{{(i)}}}ned to deal w{{{(i)}}}th d{{{(i)}}}sadvantaged groups? == | ||
| 449 | |||
| 450 | Staff tra{{{(i)}}}n{{{(i)}}}ng {{{(i)}}}s very {{{(i)}}}mportant to ensure that all relevant staff have the r{{{(i)}}}ght knowledge and expert{{{(i)}}}se and are equ{{{(i)}}}pped w{{{(i)}}}th the PES’ key messages around partnersh{{{(i)}}}p (% style="color:#e74c3c" %)work{{{(i)}}}ng(%%) and the benef{{{(i)}}}ts of (% style="color:#e74c3c" %)work{{{(i)}}}ng(%%) w{{{(i)}}}th d{{{(i)}}}sadvantaged groups. | ||
| 451 | |||
| 452 | F{{{(i)}}}rstly, PES staff who deal d{{{(i)}}}rectly w{{{(i)}}}th enterpr{{{(i)}}}ses need to be able to convey to enterpr{{{(i)}}}ses why they should part{{{(i)}}}c{{{(i)}}}pate {{{(i)}}}n measures and {{{(i)}}}ncent{{{(i)}}}ves for d{{{(i)}}}sadvantaged groups. PES staff should be able to emphas{{{(i)}}}se the un{{{(i)}}}que opportun{{{(i)}}}t{{{(i)}}}es, v{{{(i)}}}ews and sk{{{(i)}}}lls that some d{{{(i)}}}sadvantaged groups may offer to an enterpr{{{(i)}}}se. For example, some m{{{(i)}}}grants may be able to speak d{{{(i)}}}fferent languages that could be of an advantage to enterpr{{{(i)}}}ses or young people w{{{(i)}}}th a low exper{{{(i)}}}ence level may be more au fa{{{(i)}}}t w{{{(i)}}}th new technolog{{{(i)}}}es and may be able to br{{{(i)}}}ng {{{(i)}}}n new, {{{(i)}}}nnovat{{{(i)}}}ve {{{(i)}}}deas that may enhance and {{{(i)}}}mprove enterpr{{{(i)}}}se pract{{{(i)}}}ces. | ||
| 453 | |||
| 454 | In some European countr{{{(i)}}}es, the PES have created spec{{{(i)}}}al awards or badges for enterpr{{{(i)}}}ses to recogn{{{(i)}}}se the{{{(i)}}}r (% style="color:#e74c3c" %)work(%%) {{{(i)}}}n h{{{(i)}}}r{{{(i)}}}ng d{{{(i)}}}sadvantaged workers and the{{{(i)}}}r contr{{{(i)}}}but{{{(i)}}}ons to fa{{{(i)}}}r, equal and {{{(i)}}}nclus{{{(i)}}}ve [[employment>>doc:work{{{(i)}}}ng:Glossary.Employment Work.WebHome]].{{footnote}}European Comm{{{(i)}}}ss{{{(i)}}}on (2014) ‘Targeted serv{{{(i)}}}ces to employers’ (https://ec.europa.eu/soc{{{(i)}}}al/BlobServlet?docId=14083&langId=en){{/footnote}} | ||
| 455 | |||
| 456 | Th{{{(i)}}}s {{{(i)}}}s a w{{{(i)}}}n-w{{{(i)}}}n s{{{(i)}}}tuat{{{(i)}}}on for both PES and enterpr{{{(i)}}}ses as {{{(i)}}}t {{{(i)}}}s someth{{{(i)}}}ng that enterpr{{{(i)}}}ses can promote as a good example to jobseekers as a s{{{(i)}}}gn of a qual{{{(i)}}}ty workplace, to other bus{{{(i)}}}nesses and they may also promote th{{{(i)}}}s {{{(i)}}}n the med{{{(i)}}}a. For the PES th{{{(i)}}}s can be used as an example of the ‘added’ value of PES that can be shared w{{{(i)}}}th other enterpr{{{(i)}}}ses and stakeholders. | ||
| 457 | |||
| 458 | Secondly, PES staff should also be knowledgeable about the needs of d{{{(i)}}}sadvantaged groups and be {{{(i)}}}n the pos{{{(i)}}}t{{{(i)}}}on to help enterpr{{{(i)}}}ses to overcome any potent{{{(i)}}}al b{{{(i)}}}ases, such as gender b{{{(i)}}}as that may be held by enterpr{{{(i)}}}ses {{{(i)}}}n spec{{{(i)}}}f{{{(i)}}}c sectors. PES can also produce (or (% style="color:#e74c3c" %)work(%%) w{{{(i)}}}th spec{{{(i)}}}al{{{(i)}}}st organ{{{(i)}}}sat{{{(i)}}}ons to produce) tra{{{(i)}}}n{{{(i)}}}ng and {{{(i)}}}nformat{{{(i)}}}on mater{{{(i)}}}als that may contr{{{(i)}}}bute to chang{{{(i)}}}ng the percept{{{(i)}}}ons of enterpr{{{(i)}}}ses. Th{{{(i)}}}s {{{(i)}}}s an {{{(i)}}}mportant step to create workplaces and labour markets that are w{{{(i)}}}thout b{{{(i)}}}as or d{{{(i)}}}scr{{{(i)}}}m{{{(i)}}}nat{{{(i)}}}on. | ||
| 459 | |||
| 460 | == 5.4.2 Who should PES work w{{{(i)}}}th to develop and del{{{(i)}}}ver ALMPs and why? == | ||
| 461 | |||
| 462 | Partners need to be carefully selected so that they can make appropr{{{(i)}}}ate {{{(i)}}}nputs {{{(i)}}}nto the des{{{(i)}}}gn and del{{{(i)}}}very of ALMPs. Th{{{(i)}}}s can help PES to del{{{(i)}}}ver h{{{(i)}}}gh qual{{{(i)}}}ty, effect{{{(i)}}}ve ALMPs that can a{{{(i)}}}d the trans{{{(i)}}}t{{{(i)}}}on to the labour market for d{{{(i)}}}sadvantaged groups. The table below outl{{{(i)}}}nes some of the d{{{(i)}}}fferent partners whom PES can cons{{{(i)}}}der (% style="color:#e74c3c" %)work{{{(i)}}}ng(%%) w{{{(i)}}}th to develop and del{{{(i)}}}ver ALMPs. The l{{{(i)}}}st {{{(i)}}}s not exhaust{{{(i)}}}ve, but {{{(i)}}}t {{{(i)}}}s {{{(i)}}}ntended to {{{(i)}}}nd{{{(i)}}}cate the value of ga{{{(i)}}}n{{{(i)}}}ng {{{(i)}}}ns{{{(i)}}}ghts from others and that PES cannot del{{{(i)}}}very ALMPs alone. | ||
| 463 | |||
| 464 | **Table 5.4 Partners to work w{{{(i)}}}th {{{(i)}}}n the development and del{{{(i)}}}very of ALMPs** | ||
| 465 | |||
| 466 | |Partner type|Reason(s) to (% style="color:#e74c3c" %)work(%%) w{{{(i)}}}th them | ||
| 467 | |Local governments and publ{{{(i)}}}c adm{{{(i)}}}n{{{(i)}}}strat{{{(i)}}}ons|Development and {{{(i)}}}n the del{{{(i)}}}very of publ{{{(i)}}}c (% style="color:#e74c3c" %)work(%%) schemes Ra{{{(i)}}}s{{{(i)}}}ng awareness of ALMPs | ||
| 468 | |Local enterpr{{{(i)}}}ses|Promote ALMPs to them and encourage take up of [[wage>>doc:work{{{(i)}}}ng:Glossary.Earn{{{(i)}}}ngs.WebHome]] subs{{{(i)}}}d{{{(i)}}}es | ||
| 469 | Encourage enterpr{{{(i)}}}ses to host on-the-[[job>>doc:work{{{(i)}}}ng:Glossary.Work Act{{{(i)}}}v{{{(i)}}}ty.WebHome]] tra{{{(i)}}}n{{{(i)}}}ng, {{{(i)}}}nternsh{{{(i)}}}ps and apprent{{{(i)}}}ces | ||
| 470 | |Local educat{{{(i)}}}on and tra{{{(i)}}}n{{{(i)}}}ng {{{(i)}}}nst{{{(i)}}}tut{{{(i)}}}ons|Prov{{{(i)}}}d{{{(i)}}}ng VET related programmes | ||
| 471 | |Youth organ{{{(i)}}}sat{{{(i)}}}ons|Outreach to young people | ||
| 472 | Prov{{{(i)}}}de {{{(i)}}}nput {{{(i)}}}n the development of ALMPs target{{{(i)}}}ng young people | ||
| 473 | Prov{{{(i)}}}de {{{(i)}}}nput {{{(i)}}}n the support to young people part{{{(i)}}}c{{{(i)}}}pat{{{(i)}}}ng {{{(i)}}}n ALMPs, e.g. as mentors | ||
| 474 | |D{{{(i)}}}sab{{{(i)}}}l{{{(i)}}}ty-focused organ{{{(i)}}}sat{{{(i)}}}ons|Adv{{{(i)}}}s{{{(i)}}}ng on the development and del{{{(i)}}}very of ALMPs for d{{{(i)}}}sabled people | ||
| 475 | |M{{{(i)}}}grant-focused organ{{{(i)}}}sat{{{(i)}}}ons|Adv{{{(i)}}}s{{{(i)}}}ng on the development and del{{{(i)}}}very of ALMPs for m{{{(i)}}}grants | ||
| 476 | |EMBOs|Promot{{{(i)}}}ng ALMPs to them and (% style="color:#e74c3c" %)work(%%) {{{(i)}}}n partnersh{{{(i)}}}p w{{{(i)}}}th them to further promote ALMPs to the{{{(i)}}}r members | ||
| 477 | Encourag{{{(i)}}}ng members to become {{{(i)}}}nvolved {{{(i)}}}n ALMP del{{{(i)}}}very, e.g. host{{{(i)}}}ng an {{{(i)}}}nternsh{{{(i)}}}p, on-the-[[job>>doc:work{{{(i)}}}ng:Glossary.Work Act{{{(i)}}}v{{{(i)}}}ty.WebHome]] tra{{{(i)}}}n{{{(i)}}}ng or apprent{{{(i)}}}cesh{{{(i)}}}p | ||
| 478 | |Trade un{{{(i)}}}ons|Ra{{{(i)}}}s{{{(i)}}}ng awareness of ALMPs and reach{{{(i)}}}ng out to spec{{{(i)}}}f{{{(i)}}}c target groups | ||
| 479 | Prov{{{(i)}}}de {{{(i)}}}nput {{{(i)}}}n the development of spec{{{(i)}}}f{{{(i)}}}c schemes | ||
| 480 | |||
| 481 | ILO (2017) ‘Towards pol{{{(i)}}}c{{{(i)}}}es tackl{{{(i)}}}ng the current youth [[employment>>doc:work{{{(i)}}}ng:Glossary.Employment Work.WebHome]] challenges {{{(i)}}}n Eastern Europe and Central As{{{(i)}}}a’. | ||
| 482 | |||
| 483 | In add{{{(i)}}}t{{{(i)}}}on, w{{{(i)}}}th the r{{{(i)}}}se of soc{{{(i)}}}al med{{{(i)}}}a PES {{{(i)}}}n the Commonwealth of Independent States (CIS) are (% style="color:#e74c3c" %)work{{{(i)}}}ng(%%) w{{{(i)}}}th vloggers (‘v{{{(i)}}}deo bloggers’, {{{(i)}}}.e. {{{(i)}}}nd{{{(i)}}}v{{{(i)}}}duals who create v{{{(i)}}}deos about certa{{{(i)}}}n top{{{(i)}}}cs and upload them to soc{{{(i)}}}al med{{{(i)}}}a) to promote PES serv{{{(i)}}}ces to young people, some of them may not have very much exper{{{(i)}}}ence. Th{{{(i)}}}s {{{(i)}}}s an {{{(i)}}}nnovat{{{(i)}}}ve way to reach out to young people and could be used to ra{{{(i)}}}se awareness and take up of ALMPs w{{{(i)}}}th{{{(i)}}}n young people. | ||
| 484 | |||
| 485 | {{box}} | ||
| 486 | **Case Study 19. Us{{{(i)}}}ng soc{{{(i)}}}al med{{{(i)}}}a ‘celebr{{{(i)}}}t{{{(i)}}}es’ to reach young people – Republ{{{(i)}}}c of Kom{{{(i)}}}, Russ{{{(i)}}}an Federat{{{(i)}}}on** | ||
| 487 | |||
| 488 | The PES {{{(i)}}}n the Republ{{{(i)}}}c of Kom{{{(i)}}} have establ{{{(i)}}}shed a project to prov{{{(i)}}}de h{{{(i)}}}gh school students w{{{(i)}}}th career {{{(i)}}}nformat{{{(i)}}}on, partner{{{(i)}}}ng w{{{(i)}}}th a popular YouTuber to do so. The M{{{(i)}}}n{{{(i)}}}stry of Labour, Employment and Soc{{{(i)}}}al Protect{{{(i)}}}on of the Kom{{{(i)}}} Republ{{{(i)}}}c started the “Tomorrow Is You” project {{{(i)}}}n spr{{{(i)}}}ng of 2018 to help h{{{(i)}}}gh school students w{{{(i)}}}th determ{{{(i)}}}n{{{(i)}}}ng the{{{(i)}}}r profess{{{(i)}}}onal pathways by fam{{{(i)}}}l{{{(i)}}}ar{{{(i)}}}s{{{(i)}}}ng them w{{{(i)}}}th popular spec{{{(i)}}}al{{{(i)}}}t{{{(i)}}}es. Act{{{(i)}}}v{{{(i)}}}t{{{(i)}}}es {{{(i)}}}nclude: | ||
| 489 | |||
| 490 | * organ{{{(i)}}}s{{{(i)}}}ng meet{{{(i)}}}ngs for h{{{(i)}}}gh school students w{{{(i)}}}th guest speakers of var{{{(i)}}}ous profess{{{(i)}}}ons | ||
| 491 | * s{{{(i)}}}te v{{{(i)}}}s{{{(i)}}}ts to enterpr{{{(i)}}}ses {{{(i)}}}n d{{{(i)}}}fferent sectors | ||
| 492 | |||
| 493 | The project cooperated w{{{(i)}}}th N{{{(i)}}}k{{{(i)}}}ta Chernov, a YouTuber who {{{(i)}}}s popular w{{{(i)}}}th young and has more than 53,000 subscr{{{(i)}}}bers. W{{{(i)}}}th support from the Youth L{{{(i)}}}brary of the Kom{{{(i)}}} Republ{{{(i)}}}c, wh{{{(i)}}}ch acted as a platform for the project’s {{{(i)}}}mplementat{{{(i)}}}on, the YouTuber created an 80-second v{{{(i)}}}deo where he {{{(i)}}}ntroduces the project. The v{{{(i)}}}deo promoted the message that the project offered pos{{{(i)}}}t{{{(i)}}}ve outcomes for young part{{{(i)}}}c{{{(i)}}}pants. He also attended a meet{{{(i)}}}ng w{{{(i)}}}th h{{{(i)}}}gh school students and helped to get them {{{(i)}}}nterested {{{(i)}}}n the project. The cooperat{{{(i)}}}on w{{{(i)}}}th the YouTuber ra{{{(i)}}}sed awareness of local and other young people {{{(i)}}}n the “Tomorrow Is You” project and, {{{(i)}}}ncreas{{{(i)}}}ng the number of {{{(i)}}}ts part{{{(i)}}}c{{{(i)}}}pants, contr{{{(i)}}}buted to enhanc{{{(i)}}}ng the ab{{{(i)}}}l{{{(i)}}}ty of youth to determ{{{(i)}}}ne the{{{(i)}}}r career trajectory. | ||
| 494 | {{/box}} | ||
| 495 | |||
| 496 | == 5.4.3 What tools can be used to manage work{{{(i)}}}ng arrangements? == | ||
| 497 | |||
| 498 | (% style="color:#e74c3c" %)Work{{{(i)}}}ng(%%) w{{{(i)}}}th d{{{(i)}}}fferent partners w{{{(i)}}}ll requ{{{(i)}}}re governance structures {{{(i)}}}n place so that the roles and respons{{{(i)}}}b{{{(i)}}}l{{{(i)}}}t{{{(i)}}}es of the PES and the partner are conf{{{(i)}}}rmed, and both are clear on the a{{{(i)}}}ms and object{{{(i)}}}ves of the collaborat{{{(i)}}}on. Putt{{{(i)}}}ng such arrangements {{{(i)}}}n place w{{{(i)}}}ll m{{{(i)}}}n{{{(i)}}}m{{{(i)}}}se any potent{{{(i)}}}al for confus{{{(i)}}}on, and confl{{{(i)}}}ct. | ||
| 499 | |||
| 500 | The table below outl{{{(i)}}}nes some of the d{{{(i)}}}fferent governance structures that can be used by PES to (% style="color:#e74c3c" %)work(%%) w{{{(i)}}}th partners {{{(i)}}}n the develop{{{(i)}}}ng and del{{{(i)}}}very of ALMPs. | ||
| 501 | |||
| 502 | **Table 5.5 Partnersh{{{(i)}}}p governance mechan{{{(i)}}}sms for del{{{(i)}}}very and development of ALMPs** | ||
| 503 | |||
| 504 | |Governance mechan{{{(i)}}}sm|Deta{{{(i)}}}ls | ||
| 505 | |Partnersh{{{(i)}}}p boards|A jo{{{(i)}}}nt consultat{{{(i)}}}ve forum for stakeholder partnersh{{{(i)}}}ps that are not market based. The frequency of meet{{{(i)}}}ngs depends on what {{{(i)}}}s be{{{(i)}}}ng consulted, and more operat{{{(i)}}}onal meet{{{(i)}}}ngs can be organ{{{(i)}}}sed on a regular bas{{{(i)}}}s (e.g., monthly bas{{{(i)}}}s), wh{{{(i)}}}le strateg{{{(i)}}}c meet{{{(i)}}}ngs tend to take part on a quarterly bas{{{(i)}}}s | ||
| 506 | |Partnersh{{{(i)}}}p agreements and contracts|Th{{{(i)}}}s {{{(i)}}}s a formal agreement, wh{{{(i)}}}ch can be legally enforceable. Statements of {{{(i)}}}ntent and mutual comm{{{(i)}}}tment can also be used. Wr{{{(i)}}}tten comm{{{(i)}}}tments can ensure comm{{{(i)}}}tment from all partners and shared object{{{(i)}}}ves. They can also expla{{{(i)}}}n any h{{{(i)}}}erarch{{{(i)}}}es and {{{(i)}}}nd{{{(i)}}}v{{{(i)}}}dual contact po{{{(i)}}}nts | ||
| 507 | |Informal and unwr{{{(i)}}}tten agreements|These are {{{(i)}}}nformal (% style="color:#e74c3c" %)work{{{(i)}}}ng(%%) relat{{{(i)}}}onsh{{{(i)}}}ps, pr{{{(i)}}}mar{{{(i)}}}ly based on mutual trust. | ||
| 508 | They are therefore often dependent on (% style="color:#e74c3c" %)work{{{(i)}}}ng(%%) relat{{{(i)}}}onsh{{{(i)}}}ps between certa{{{(i)}}}n {{{(i)}}}nd{{{(i)}}}v{{{(i)}}}duals and can be at r{{{(i)}}}sk {{{(i)}}}f an {{{(i)}}}nd{{{(i)}}}v{{{(i)}}}dual departs an organ{{{(i)}}}sat{{{(i)}}}on | ||
| 509 | |Commerc{{{(i)}}}al contract|These are legally enforceable and cover market-or{{{(i)}}}entated ({{{(i)}}}.e., prov{{{(i)}}}d{{{(i)}}}ng a serv{{{(i)}}}ce for a f{{{(i)}}}nanc{{{(i)}}}al value) goals. They are often more legally d{{{(i)}}}fferent to partnersh{{{(i)}}}p agreements | ||
| 510 | |||
| 511 | European Comm{{{(i)}}}ss{{{(i)}}}on (2015) ‘Trends and developments {{{(i)}}}n PES partnersh{{{(i)}}}p-(% style="color:#e74c3c" %)work{{{(i)}}}ng(%%)’ | ||
| 512 | |||
| 513 | **F{{{(i)}}}gure 5.5 Workflow for act{{{(i)}}}vat{{{(i)}}}on measures** | ||
| 514 | |||
| 515 | [[{{{(i)}}}mage:1750188989604-808.png]] | ||
| 516 | |||
| 517 | {{box}} | ||
| 518 | **Box 26. Creat{{{(i)}}}ng {{{(i)}}}nclus{{{(i)}}}ve labour markets** | ||
| 519 | |||
| 520 | Below {{{(i)}}}s a checkl{{{(i)}}}st of the key features that should be del{{{(i)}}}vered to act{{{(i)}}}vate d{{{(i)}}}sadvantaged groups and help to create {{{(i)}}}nclus{{{(i)}}}ve labour markets: | ||
| 521 | |||
| 522 | * A def{{{(i)}}}n{{{(i)}}}t{{{(i)}}}on of d{{{(i)}}}sadvantaged groups to be pr{{{(i)}}}or{{{(i)}}}t{{{(i)}}}sed, enabl{{{(i)}}}ng a customer segmentat{{{(i)}}}on strategy | ||
| 523 | * A process for captur{{{(i)}}}ng relevant {{{(i)}}}nformat{{{(i)}}}on to prov{{{(i)}}}de counsellors w{{{(i)}}}th a cl{{{(i)}}}ent case h{{{(i)}}}story | ||
| 524 | * A comprehens{{{(i)}}}ve l{{{(i)}}}st of stakeholder organ{{{(i)}}}sat{{{(i)}}}ons who can work {{{(i)}}}n partnersh{{{(i)}}}p w{{{(i)}}}th the PES | ||
| 525 | * A programme to tra{{{(i)}}}n staff {{{(i)}}}n meet{{{(i)}}}ng the needs of d{{{(i)}}}sadvantaged groups | ||
| 526 | * A partnersh{{{(i)}}}p strategy to determ{{{(i)}}}ne wh{{{(i)}}}ch serv{{{(i)}}}ces the PES should prov{{{(i)}}}de and wh{{{(i)}}}ch should be del{{{(i)}}}vered through other organ{{{(i)}}}sat{{{(i)}}}ons | ||
| 527 | * ALMPs {{{(i)}}}n place that address both the barr{{{(i)}}}ers of d{{{(i)}}}sadvantaged cl{{{(i)}}}ents and meet the needs of employers | ||
| 528 | * A system for assess{{{(i)}}}ng the effect{{{(i)}}}veness of support measures {{{(i)}}}n meet{{{(i)}}}ng the needs of d{{{(i)}}}sadvantaged cl{{{(i)}}}ents | ||
| 529 | * Incent{{{(i)}}}ves to encourage enterpr{{{(i)}}}ses to recru{{{(i)}}}t d{{{(i)}}}sadvantaged cl{{{(i)}}}ents | ||
| 530 | * Vocat{{{(i)}}}onal and educat{{{(i)}}}on (VET) tra{{{(i)}}}n{{{(i)}}}ng schemes des{{{(i)}}}gned to meet labour market needs | ||
| 531 | * A system for collect{{{(i)}}}ng qual{{{(i)}}}tat{{{(i)}}}ve and quant{{{(i)}}}tat{{{(i)}}}ve data to mon{{{(i)}}}tor the effect{{{(i)}}}veness of ALMPs | ||
| 532 | * A process for track{{{(i)}}}ng the (re){{{(i)}}}ntegrat{{{(i)}}}on journeys of d{{{(i)}}}sadvantaged jobseekers towards employment and measur{{{(i)}}}ng susta{{{(i)}}}nab{{{(i)}}}l{{{(i)}}}ty post-recru{{{(i)}}}tment | ||
| 533 | * A transparent governance structure def{{{(i)}}}n{{{(i)}}}ng the respons{{{(i)}}}b{{{(i)}}}l{{{(i)}}}t{{{(i)}}}es of PES and partners for the del{{{(i)}}}very of ALMPs, that are targeted to meet the needs of d{{{(i)}}}sadvantaged people. | ||
| 534 | {{/box}} | ||
| 535 | |||
| 536 | {{box}} | ||
| 537 | **Box 27. Quest{{{(i)}}}ons for self-reflect{{{(i)}}}on** | ||
| 538 | |||
| 539 | Use the quest{{{(i)}}}ons below to th{{{(i)}}}nk about the steps your PES need to take to develop and {{{(i)}}}mplement to create {{{(i)}}}nclus{{{(i)}}}ve labour markets: | ||
| 540 | |||
| 541 | * Do cl{{{(i)}}}ent record systems capture suff{{{(i)}}}c{{{(i)}}}ent {{{(i)}}}nformat{{{(i)}}}on to enable personal{{{(i)}}}sed support to be prov{{{(i)}}}ded for d{{{(i)}}}sadvantaged cl{{{(i)}}}ents to overcome barr{{{(i)}}}ers to {{{(i)}}}ntegrat{{{(i)}}}on? If not, how should these be enhanced? | ||
| 542 | * Are systems {{{(i)}}}n place to track cl{{{(i)}}}ents’ progress towards (re){{{(i)}}}ntegrat{{{(i)}}}on? If not, how can these be {{{(i)}}}ntroduced? | ||
| 543 | * What systems do you need to {{{(i)}}}ntroduce to ensure that ALMPs {{{(i)}}}ncrease the employab{{{(i)}}}l{{{(i)}}}ty of d{{{(i)}}}sadvantaged people? | ||
| 544 | * How comprehens{{{(i)}}}ve {{{(i)}}}s your stakeholder engagement? Do you need to expand th{{{(i)}}}s to ensure that the {{{(i)}}}nterests of d{{{(i)}}}sadvantaged cl{{{(i)}}}ents are properly represented? | ||
| 545 | {{/box}} | ||
| 546 | |||
| 547 | ---- | ||
| 548 | |||
| 549 | {{putFootnotes/}} |