Wiki source code of 5. Creating inclusive labour markets

Last modified by Helena on 2025/07/31 14:24

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8.1	1	{{box title="Contents"}}
3.1	2	{{toc/}}
	3	{{/box}}
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12.2	5	The ILO Centenary Declaration{{footnote}}ILO Centenary Declaration for the Future of Work (2019) ([[https://www.ilo.org/wcmsp5/groups/public/-ed_norm/-relconf/documents/meetingdocument/wcms_711674.pdf]]){{/footnote}} calls for inclusive labour markets with equal opportunities and equal participation for all, including those with disabilities and others in vulnerable situations. PES have a special role and opportunity to be at the forefront of delivering holistic services that support and activate disadvantaged groups. By providing targeted support to those in vulnerable positions, PES can get more people into (% style="color:#e74c3c" %)work(%%) and this can in turn contribute to boosting the [[labour force>>doc:working:Glossary.Labour Force.WebHome]] potential on a local, regional and national perspective.
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14.2	7	The term ‘disadvantaged groups’ means groups that are in a vulnerable place within the labour market and do not have an equal footing compared to the rest of the population when applying for [[jobs>>doc:working:Glossary.Job.WebHome]]. Groups facing disadvantage in the [[job>>doc:working:Glossary.Job.WebHome]] market often need to overcome several barriers affecting their capacity to seek, find and maintain (% style="color:#e74c3c" %)work(%%). While some barriers may relate to core competencies or (% style="color:#e74c3c" %)work(%%) ability, these are often coupled with non-[[employment>>doc:working:Glossary.Employment.WebHome]]-related challenges.{{footnote}}ILO (2018) ‘Public employment services: Joined-up services for people facing labour market disadvantage’ ([[https://www.ilo.org/wcmsp5/groups/public/-ed_emp/documents/publication/wcms_632629.pdf]]){{/footnote}}
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8.1	9	{{info}}
	10	Disadvantaged groups can include:
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8.1	12	* Low-skilled adults
3.4	13	* Older unemployed
	14	* Long-term unemployed
8.1	15	* Homeless people, including young people
	16	* Migrants
3.4	17	* Refugees
8.1	18	* Disabled people or those with health issues (including mental health)
	19	* Women returning from maternity leave
13.1	20	* Young unemployed, particularly those with little work experience
8.1	21	* Rural populations
	22	* Ethnic minorities
	23	{{/info}}
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14.2	25	PES can (% style="color:#e74c3c" %)work(%%) with other social partners to put programmes in place to help address any potential discrimination and reduce labour market inequalities. As a result, PES’ support can help individuals to enter into sustainable and stimulating quality [[employment>>doc:working:Glossary.Employment.WebHome]]. The box below outlines the key partners PES can (% style="color:#e74c3c" %)work(%%) with.
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3.6	27	{{box}}
13.1	28	Box 21. Key partners to work with for delivering services to create inclusive labour market
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14.1	30	To create inclusive labour markets, PES may consider working with the following types of organisations:
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3.6	32	* NGOs
8.1	33	* Youth organisations
	34	* Migrant organisations
	35	* Disability organisations
	36	* Specialist providers
	37	* Education providers
	38	* Community organisations
3.6	39	* Employers
8.1	40	* Ministries, or regional / local governments
	41	* Employer and business organisations (EMBOs)
	42	* Trade unions
3.6	43	{{/box}}
3.4	44
8.1	45	The table below provides an overview of the people, processes and services involved in delivering services for creating inclusive labour market
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8.1	47	Table 5.1 Creating inclusive labour markets: people, processes and services
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8.1	49	(% style="width:1063.45px" %)
	50	\|(% style="width:328px" %)People\|(% style="width:382px" %)Processes\|(% style="width:348px" %)Services
	51	\|(% style="width:328px" %)Frontline counsellors\|(% style="width:382px" %)Initial assessment and referral\|(% style="width:348px" %)Active labour market programmes
	52	\|(% style="width:328px" %)Specialist support staff (e.g., youth workers)\|(% style="width:382px" %)Staff training\|(% style="width:348px" %)Vocational education and training programmes
11.1	53	\|(% style="width:328px" %)Middle-managers\|(% style="width:382px" %)Outreach and activation (relating to young people)\|(% style="width:348px" %)Wage subsidies
8.1	54	\|(% style="width:328px" %) \|(% style="width:382px" %)Subcontracting specific services to specialist providers\|(% style="width:348px" %)Second chance programmes
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8.1	56	This section will outline how PES can invest in their staff so that they are a valuable resource and have the knowledge to develop and deliver services, programmes and measures for disadvantaged groups.
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8.1	58	= 5.1 How can PES increase staff awareness and knowledge? =
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8.1	60	Providing staff with information and training on the needs of different disadvantaged groups is vitally important to create the conditions for well-informed frontline counselling and appropriate support and well-designed, appropriate support programmes. This is important as this will contribute to creating the conditions for an inclusive labour market, in which all workers are able to contribute to the labour market and those who are disadvantaged are given support to overcome any barriers.
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8.1	62	PES staff should receive training and information so that they understand:
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12.2	64	1. Why PES need to (% style="color:#e74c3c" %)work(%%) with disadvantaged groups, and how this links to wider local, regional and national economic policies
8.1	65	1. What disadvantaged groups can offer to enterprises as an added value, in comparison to other types of jobseekers
	66	1. Understand the differences between disadvantaged groups and what different barriers they may face in accessing the labour market (e.g., access to transport, childcare, language barriers/abilities)
14.2	67	1. Understand the possible provision available to different disadvantaged groups, and how and when different provisions can be used to facilitate an individual’s transition to [[employment>>doc:working:Glossary.Employment.WebHome]].
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8.1	69	Giving staff this knowledge will provide them with knowledge that will help them to think of disadvantaged groups as individual jobseekers who have something to offer enterprises. This may help PES staff , particularly frontline counsellors, to think beyond stereotypes and help to unlock the skills’ potential of each individual.
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8.1	71	Training to PES staff should be ongoing across the year so that it is not ‘one off ’ and staff are kept up to date with any new programmes, initiatives and support services that can be offered to particular disadvantaged groups. In addition, ideally training should be complemented with materials that staff can access at any time. For example, training can take place in a face-to-face format in each PES office and the training materials can be circulated afterwards and this can be complemented with a handbook and or materials available online.
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8.1	73	External organisations like non-governmental organisations can offer expertise and in-depth knowledge on the needs and characteristics of particular groups, such as ethnic minorities or migrants. PES can take advantage of their expertise by accessing written information and PES can also invite social partners to deliver specific awareness raising sessions on the needs, characteristics and expected barriers on certain groups. This can provide PES staff with information on any sensitivities, cultural norms and barriers or solutions that can assist with disadvantaged groups’ access to PES services.
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8.2	75	PES counsellors who are at the frontline of delivery services to jobseekers require more intensive and tailored training. This is so that they are trained to assess each jobseeker carefully, including any specific needs and are able to explore any barriers that they may have to participating in any programmes or their [[job>>doc:working:Glossary.Job.WebHome]] search. Each PES counsellor should have the knowledge to provide relevant guidance, specific solutions and alternative pathways to entering the labour market (where and if needed).
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	77	{{box}}
10.1	78	Box 22. PES staff competences in disadvantaged groups{{footnote}}European Commission (2014) ‘European reference competence profile for PES and EURES counsellors’ ([[https://ec.europa.eu/social/BlobServlet?docId=14100&langId=en]]){{/footnote}}
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8.1	80	Within the EU, it is acknowledged that PES staff should be competent to acquire and use current knowledge of disadvantaged groups. PES staff who are able to demonstrate this are able to:
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8.1	82	* Regularly acquire and update their knowledge of disadvantaged groups in the labour market
	83	* Acquire and apply their current knowledge of local/regional/national labour market conditions for these disadvantaged groups, in order to convey relevant information to these clients
	84	* Demonstrate knowledge of relevant actors, partners and programmes to support disadvantaged groups in the labour market
	85	* Structure and appropriately apply this knowledge to individual cases
3.9	86	{{/box}}
	87
8.1	88	Figure 5.1 Cycle for creating and delivering services for activating disadvantaged groups
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8.1	90	[[image:1750183976451-387.png]]
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8.1	92	== 5.1.1 What skills are needed by PES staff who work with disadvantaged groups? ==
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12.2	94	PES staff who are (% style="color:#e74c3c" %)working(%%) with disadvantaged groups need to have some specific competences, which differ to those staff who are mostly (% style="color:#e74c3c" %)working(%%) with other types of jobseekers or employers. This is so that staff can provide intense support, and PES can use resources effectively to place those who are furthest way from the labour market. In addition, multi-skilled teams are important to ensure that teams (% style="color:#e74c3c" %)working(%%) with disadvantaged groups have a range of competences and areas of expertise so that they are well placed to offer holistic support to this target group.
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12.2	96	The table below outlines the key competences and behavioural indicators, developed by the European Commission, which may be a useful source of inspiration and information for PES in the region when thinking about the skill set for PES counsellors (% style="color:#e74c3c" %)working(%%) with disadvantaged groups.
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13.1	98	Table 5.2 Key skills and behaviours of staff working with disadvantaged groups
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8.1	100	\|Specific skill\|Key competences\|Key behavioural indicators
	101	\|Knowledge of disadvantaged groups in the labour market\|Ability to acquire and use current knowledge of disadvantaged groups in the labour market\|(((
12.2	102	* Regularly acquire and update knowledge of disadvantaged groups in the labour market including (but not limited to): disabled people, parents returning to (% style="color:#e74c3c" %)work(%%), long-term unemployed, young unemployed, older unemployed, people with specific health-related problems, unemployed with low qualifications, ethnic minorities/migrants, etc.
8.1	103	* Acquire and apply current knowledge of local/regional/national labour market conditions for these groups, in order to convey relevant information to clients
	104	* Demonstrate knowledge of relevant actors, partners and programmes to support disadvantaged groups
	105	* Structure and appropriately apply knowledge to individual cases
4.5	106	)))
8.1	107	\|Knowledge of labour market policy, ALMP measures/ concepts for activation\|Ability to acquire and use current knowledge of labour market policy, ALMP measures/ concepts for activation\|(((
14.2	108	* Regularly acquire and update knowledge of labour market policy including (but not limited to): [[employment>>doc:working:Glossary.Employment.WebHome]] protection legislation, [[job>>doc:working:Glossary.Job.WebHome]] creation policies, social security systems, (% style="color:#e74c3c" %)work(%%)-life balance and equality issues, education and training systems, labour taxation and wage setting mechanism, etc.
8.3	109	* Regularly acquire and update knowledge of ALMPs/concepts for activation including (but not limited to): direct [[job>>doc:working:Glossary.Job.WebHome]] creation schemes, hiring subsidies, business start-up support, internships, trainings and skills formation measures, etc.
8.1	110	* Acquire and apply current knowledge of local/regional/national labour market conditions in relation to effectiveness of labour market policies, in order to convey relevant information to the clients
	111	* Structure and appropriately apply knowledge to individual cases
4.6	112	)))
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8.1	114	European Commission (2014) ‘European reference competence profile for PES and EURES counsellors’
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4.5	116	{{box}}
13.1	117	Case Study 10. Creating multidisciplinary teams for working with disadvantaged young people: The Swedish approach{{footnote}}European Commission (2018) ‘Activation measures for young people in vulnerable situations: Experiences from the ground’ ([[https://ec.europa.eu/social/main.jsp?atId=738&langId=en&pubId=8142&furtherPubs=yes]]){{/footnote}}
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14.1	119	In Sweden, PES and municipalities worked together on a specific measure, UngKOMP, which aimed to support 5,000 young people. The project specifically targeted young people who were long-term unemployed or at risk of long-term unemployment, focusing most on young people with complex needs.
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14.1	121	To deliver the measure, PES and municipalities pulled together a team with different skills sets and areas of expertise. This included employment advisors, psychologists, education workers and social workers. Having such a team in place was effective for young people who faced complex needs as they provided holistic, coherent and individualised counselling and support. This meant that young people dealt with the team, rather than several agencies.
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8.1	123	The average duration of a young person’s engagement with the multi-skilled team was eight months. The UngKOMP measure started in 2015 and ended in March 2018 and it was used in 19 Swedish municipalities.
4.5	124	{{/box}}
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8.1	126	= 5.2 How can PES plan and deliver different measures to activate disadvantaged groups? =
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8.1	128	== 5.2.1 What are the key considerations for delivering measures to disadvantaged groups? ==
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14.2	130	‘Integrated’ or ‘joined-up’ services refer to a sequenced organisation of various types of support and measures to help clients who are not [[job>>doc:working:Glossary.Job.WebHome]] ready or face complex barriers in the labour market – beyond [[job>>doc:working:Glossary.Job.WebHome]] and employability skills – to secure [[employment>>doc:working:Glossary.Employment.WebHome]].{{footnote}}ILO (2018) ‘Public employment services: Joined-up services for people facing labour market disadvantage’ ([[https://www.ilo.org/wcmsp5/groups/public/-ed_emp/documents/publication/wcms_632629.pdf]]){{/footnote}}
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14.2	132	To deliver efficient and effective measures for disadvantaged groups, PES need to consider different aspects. These key considerations cover the resourcing, delivery mechanisms and needs of the target group. This can help PES move towards delivering joined-up services to help people facing complex barriers to [[employment>>doc:working:Glossary.Employment.WebHome]] to find (% style="color:#e74c3c" %)work(%%) and build on their skills.{{footnote}}Ibid.{{/footnote}} Refl ecting on these points in the early planning stages of new activities will contribute to more efficient and effective activities and thus aid the transition of disadvantaged workers into sustainable, positive outcomes.
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14.2	134	Firstly, it is important to understand the specific needs of a disadvantaged group. While individuals within each disadvantaged group will have slightly different needs there will be commonalities within the group. The initial assessment and profiling undertaken by a frontline counsellor (as described in Section 3.1.2) is an important step to understanding individuals’ broad needs as this can collect information on their characteristics and assess what support they will need to make steps towards [[employment>>doc:working:Glossary.Employment.WebHome]]. The frontline counsellor should also be in the position to be able to view the full menu of options of programmes and support arrangements that could be available to the individual, given their circumstances, and select the most appropriate method of support.
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12.2	136	On a strategic level, it is important for the measures and activities for disadvantaged groups to be reviewed and updated on a regular basis. This can help to increase the quality and relevance of existing provision but identify any gaps in provision and consider what measures and activities can be introduced. Going forward, the challenges presented by the rapidly evolving world of (% style="color:#e74c3c" %)work(%%) reinforce the need to do this so that measures are ‘fit for purpose.’
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14.2	138	Secondly, it is important for PES to think carefully about who is best placed to deliver such measures. This may involve reaching out to organisations outside of the PES to deliver specific activities as they have specialist knowledge to do this. Using specialist organisations to deliver services may be most suited to specific groups, such as the disabled, where PES do not have in-depth knowledge. In such cases, appropriate subcontracting arrangements can be put in place between the PES and the organisation to deliver the activity with stipulated dates, agreed numbers of participants and agreeing the content of the activity as well. Using specialist providers to deliver some specific services is common in some EU countries, such as France, Germany, Sweden and the UK. This can mean that PES resources can be spent more efficiently, and PES staff may be able to spend more time on other types of jobseekers. This is also a way that PES demonstrate how they are (% style="color:#e74c3c" %)working(%%) together with different organisations across the labour market to create inclusive, sustainable [[employment>>doc:working:Glossary.Employment.WebHome]].
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14.2	140	In terms of delivering joined-up services for disadvantaged groups, available evidence shows that this is often driven by the need of service providers to tackle barriers to [[employment>>doc:working:Glossary.Employment.WebHome]] in parallel to those in other areas, such as education, health and housing. This policy choice is aimed at improving the relevance and quality of services, producing sustainable outcomes and making more efficient use of existing resources. Evaluations of specific ALMPs with a strong emphasis on employability services conclude that integrated service delivery is particularly beneficial for populations facing obstacles to full participation in [[employment>>doc:working:Glossary.Employment.WebHome]].{{footnote}}ILO (2018) ‘Public employment services: Joined-up services for people facing labour market disadvantage’ ([[https://www.ilo.org/wcmsp5/groups/public/-ed_emp/documents/publication/wcms_632629.pdf]]){{/footnote}}
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8.1	142	Linked to the issue of resourcing, PES may wish to consider if some disadvantaged groups may respond better to PES if they have a single contact person. For the PES, this offers the benefits of:
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8.1	144	* Creating trust between the young person and contact person, and indirectly the PES
	145	* Developing in-depth knowledge of an individual, their needs and the (multiple) barriers they are facing.
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14.2	147	This is more appropriate in cases where individuals have a set of complex needs and will require a lot of support before they are suitable for [[employment>>doc:working:Glossary.Employment.WebHome]]. Such groups could include young unemployed people, long-term unemployed or older workers.
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8.1	149	Thirdly, the needs of the target group also need to be carefully considered when planning and delivering activities and measures for disadvantaged groups. Different disadvantaged groups may have different barriers and some barriers will cut across groups, such as access to transport and caring responsibilities. When planning, designing and delivering activities and programmes it is important to think about the barriers but also potential solutions as to how participation can be facilitated. This can help to reduce any drop-outs and disengagement from activities, thus ensuring that PES resources are efficiently used.
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11.1	151	The figure below provides an example of the wide range of barriers faced by a young unemployed jobseeker and when participating in a support programme or wider activity, as well as suggestions for potential solution for each barrier. Some of these barriers and solutions will also be applicable to other types of disadvantaged groups and other groups may also have additional barriers and solutions that need to be considered. This demonstrates the different aspects that PES need to consider when developing and delivering activities for disadvantaged groups.
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8.1	153	Figure 5.2 Barriers and potential solutions for a young unemployed jobseeker’s participation in a support programme/activity
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8.1	155	[[image:1750184695783-257.png]]
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8.1	157	(% id="cke_bm_105051S" style="display:none" %)
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12.2	159	Young people have different needs, expectations and life experiences to other types of jobseekers as well as accessing and digesting information differently to other groups. Outreach to young people and their subsequent activation is vital to invest in their skills, knowledge and capacities so that they can become empowered to take control of their careers in the future. By activating young people and providing them with support with positive transitions to (% style="color:#e74c3c" %)work(%%), it reduces the likelihood of this cohort requiring the support of PES in the future.
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8.1	161	Across different geographical areas, different PES have tried and tested different strategies and approaches to target young people. In terms of reaching out to young jobseekers, tried and tested methods include:
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8.1	163	* Online self-service tools
11.1	164	* [[Job>>doc:working:Glossary.Job.WebHome]] fairs
8.1	165	* Mobile facilities (e.g., buses or roadshows to rural locations)
11.1	166	* Using social partners to reach out to discouraged young workers or unemployed jobseekers.{{footnote}}ILO (2016) ‘Mutual learning workshop: What works on employment services for youth’ ([[https://www.ilo.org/wcmsp5/groups/public/-ed_emp/-emp_policy/documents/publication/wcms_318139.pdf]]) {{/footnote}}
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8.1	168	In addition, PES across the world have used a mixture of Internet-based and face-to-face contact session for offering career guidance. The wide range of different measures used by PES demonstrates that effective services for young people require diverse approach and there is no ‘one size fits all’ when it comes to young jobseekers. In fact, services need to be carefully targeted to the needs of individuals and therefore profiling activities are vitally important in this process.{{footnote}}Ibid.{{/footnote}}
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4.8	170	{{box}}
8.1	171	Case Study 11. PES services and support for young people in Uzbekistan
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14.1	173	In Uzbekistan, it is expected that by 2030 the labour force will grow by 3.9 million people and it will become the fifth largest workforce in the transition economies of Europe and Central Asia. As a result, different measures have been implemented to enable young people’s transition to the labour market:
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8.1	175	* Organisation and delivery of training programmes to train and re-train young people, according to the skills needed in local labour markets
	176	* Quotas for enterprises and other organisations to hire a minimal number of young people
14.1	177	* 869 labour fairs have taken place enabling 13,400 young people to enter employment
	178	* Provision of microloans, in cooperation with the State Employment Promotion Fund and commercial banks, to provide funding for small projects in cities and outer regions. By July 2019, a total of 36.2 billion UZS has been provided via microloans to 2,403 individuals.
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14.1	180	Looking to the future, the Uzbekistan government has established an Action Strategy, highlighting five priority areas for development between 2017 and 2021. Creating jobs and upskilling the labour force is an important part of this policy. In cooperation with the Korea International Cooperation Agency, vocational training centres have been established in Tashkent, Samarkand and Shakhrisabz, with more in the pipeline. This means that:
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8.1	182	* Young people can participate in short-term professional training.
	183	* The provision of training varies from region to region as it is designed around the needs of the local labour market.
	184	* Centres collaborate with local, regional and national industries to create a ‘bridge’ between learners and the employers.
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14.1	186	In addition, Uzbekistan is working with international donor organisations to promote youth employment and find out more about youth issues. Specifically, this includes:
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14.1	188	* A joint project with the UN Development Programme on ‘Promoting Youth Employment in Uzbekistan’ launched in spring 2019. The aim is to promote formal employment, especially among young people. The three-year project will deliver measures around:
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14.1	190	1) Supporting and promoting youth employment through ALMPs, especially college and university graduates, young women, returning labour migrants and vulnerable groups;
8.1	191	2) Promotion of youth entrepreneurship and business start-ups; and
14.1	192	3) Enhanced capacity of the Ministry of Employment and Labour, to provide services to promote youth employment.
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8.1	194	A national study, in cooperation with UNICEF, is ongoing to review the aspirations, needs and risks of young people on their overall well-being and ability to exercise their rights. Young people are asked to complete a short survey on a weekly basis using mobile phones and social network platforms. The results will be used to improve and implement youth policy.
4.8	195	{{/box}}
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14.2	197	Young people who are furthest from the labour market, particularly those not in education, [[employment>>doc:working:Glossary.Employment.WebHome]] or training (NEET) often need to go through different phases before they are ready for [[employment>>doc:working:Glossary.Employment.WebHome]]. The figure below demonstrates each phase of their journey and highlights in-house measures and measures that need collaboration with other partners.
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10.1	199	Figure 5.3 Key phases of NEET’s journeys, in house measures and collaborative actions{{footnote}}Taken from European Commission (2016) Sustainable activation of NEETs ([[https://ec.europa.eu/social/BlobServlet?docId=16571&langId=en]]){{/footnote}}
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8.1	201	[[image:1750185085151-784.png]]
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8.1	203	It is important for PES to regularly review measures and services that target disengaged young people, including NEETs, to:
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8.1	205	* Identify what elements of existing programmes are effective;
11.1	206	* New interventions can build on what (% style="color:#e74c3c" %)works(%%);
8.1	207	* Gaps, fragmentation and overlapping in current service provision can be identified; and
11.1	208	* Service providers and organisations, suitable as potential partners, and specific activities or inputs can be identified.{{footnote}}ILO (2017) ‘Guide for developing national outreach strategies for inactive young people’ ([[https://www.ilo.org/wcmsp5/groups/public/-ed_emp/documents/publication/wcms_613351.pdf]]){{/footnote}}
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8.1	210	The box below outlines some guidelines for reviewing measures and service delivery mechanisms for young people.
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3.27	212	{{box}}
11.1	213	Box 23. ILO guidelines to review measures and service delivery mechanisms for young people{{footnote}}ILO (2017) ‘Guide for developing national outreach strategies for inactive young people’ ([[https://www.ilo.org/wcmsp5/groups/public/-ed_emp/documents/publication/wcms_613351.pdf]]){{/footnote}}
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8.1	215	The purpose of this activity is to: “Identify existing policies, measures and services targeting disengaged young people in the country”. It involves the following tasks:
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14.1	217	* Assess the extent to which social inclusion policies have worked to improve the integration of young people.
8.1	218	* Map the public and private providers that assist inactive young people at national and local level.
	219	* Review the type, range and geographical distribution of existing services and programmes targeting disengaged young people.
	220	* List the main gaps that are brought to light by the mapping of policies, measures and service delivery mechanisms.
3.27	221	{{/box}}
	222
3.30	223	=== 5.2.1.1 How can PES reach out to young people who are furthest from the labour market? ===
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8.1	225	Some groups of young people face particular challenges and barriers to access the labour market. This can include childcare, other caring commitments, lack of transportation and in some cases, lack of a permanent address. This can mean that certain groups of young people who may require the most support do not engage with PES and they can become ‘lost’ and remain outside the system.
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14.2	227	PES need to use tailored approaches to reach out to such groups of young people as well as other measures to ensure early activation and engagement. Using specific approaches, PES can ensure that young people furthest from the labour market get the support they need to enter sustainable [[employment>>doc:working:Glossary.Employment.WebHome]].
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14.2	229	Young people at risk often require a lot of ‘hand holding’ as they may need support to develop wider transferable skills and behaviours as well as assistance with finding [[employment>>doc:working:Glossary.Employment.WebHome]]. For example, a young person who is facing multiple barriers to [[employment>>doc:working:Glossary.Employment.WebHome]] and has had negative experiences in education in the past may not automatically trust the PES, or a person representing the PES, and is likely to lack (% style="color:#e74c3c" %)work(%%)-related behaviours. A person-centered approach can therefore help to build up trust with the young person and create in-depth knowledge about the individual’s needs. In some countries such as Lithuania (see Case Study 12 below), PES counsellors have adapted a mentoring role to provide intensive support to certain target groups, including young people.
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3.31	231	{{box}}
8.1	232	**Box 24. Tips for successful early activation and engagement of young people furthest from the labour market{{footnote}}European Commission (2018) ‘Activation measures for young people in vulnerable situations: Experience from the ground’
10.1	233	([[https://ec.europa.eu/social/BlobServlet?docId=20212&langId=en]]){{/footnote}}**
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14.1	235	* Orientation/profiling is a useful step to engage young people and get them to voice their aspirations and interests. PES counsellors can work with the young person to provide them with realistic advice about the labour market and shape the next steps – whether this is work experience, vocational training, apprenticeships or further education.
8.1	236	* Individual action plans are a useful tool to outline the specific steps for the young person concerned, tailored to their unique situation.
	237	* Financial support can provide a vital lifeline to some groups of young people, for example to pay for transport that is required so that they can participate in an ALMP.
	238	* Combinations of counselling, mentoring and guidance delivered by specifically trained staff are effective.
	239	* Holistic and person-centred approaches are a must. This can help to identify the needs of the young person, strengths and areas to develop.
	240	* Trust between a young person and an advisor is critical. The young person may require a lot of support, and in turn the advisor may need some patience.
3.31	241	{{/box}}
3.30	242
4.9	243	{{box}}
10.1	244	Case Study 12. Using mentoring for specific groups of jobseekers in Lithuania{{footnote}}[[https://ec.europa.eu/social/BlobServlet?docId=17007&langId=en]]{{/footnote}}
3.30	245
8.1	246	The Lithuanian PES use a mentoring programme to provide young jobseekers, long-term unemployed and jobseekers aged over 55 with tailored service provision. This provides them with intensified counselling to address the personal and professional barriers that inhibit their reintegration into labour market.
3.31	247
14.1	248	Mentors are selected from PES counsellors, via an application process. The mentors receive training from universities before they take on the role. Clients are selected on the basis of their personal and employment history, qualifications and skills. Mentors work with no more than five to ten clients at the same time, meeting them once or twice a week. The mentoring programme lasts for six months and clients continue to receive support from mentors when they have found a job. Mentors stay in touch with clients via email, phone calls or face-to-face meetings at least once a month.
4.11	249
14.1	250	The employment rate of young jobseekers increased by more than 25% and by more than 15% amongst older jobseekers in 2015, partly due to the mentoring programme. In addition, 120 job counsellors increased their qualifications by taking part in the training provided by the programme.
4.9	251	{{/box}}
3.32	252
8.1	253	=== 5.2.1.2 What is a person-centred approach and how can PES use this with young people? ===
3.32	254
12.2	255	Increasingly PES across the world are using a person-centred approach to develop and deliver services, particularly those targeting young people. A person-centred approach places the individual at the centre and a package of services are tailored to their specific needs. Wrap around support services provide ongoing support to the individual so that they receive assistance to navigate services, as minimum. In many countries, joined-up services is also designed with a person-centred approach in mind. This can help partners to (% style="color:#e74c3c" %)work(%%) together to advise, support and develop holistic packages that are specific to an individual’s context. (% style="color:#e74c3c" %)Working(%%) closely with partners to deliver a person-centred approach can contribute to reducing the risk of an individual becoming ‘lost’ from the system.
3.32	256
10.1	257	A person-centred approach has four key aspects that PES can implement:{{footnote}}European Commission (2018) ‘Activation measures for young people in vulnerable situations: Experience from the ground’ ([[https://ec.europa.eu/social/BlobServlet?docId=20212&langId=en]]){{/footnote}}
3.32	258
8.1	259	1. Provide a package of services that include core services, such as face-to-face support, and additional ‘add-on’ services that are specific to needs of an individual and the barriers they are experiencing
12.2	260	1. Include of motivational-related activities (e.g., workshops, non-(% style="color:#e74c3c" %)work(%%)-related opportunities to develop transversal skills) and psychological/social assistance, which are carefully selected and tailored to the individual’s specific needs
14.2	261	1. A designated case worker, which supports individuals through their journey, guides them through different services and support. This could be from a dedicated youth team in the PES. Ideally, the contact should continue once the individual enters [[employment>>doc:working:Glossary.Employment.WebHome]], particularly for those who have more complex needs.
12.2	262	1. Demonstrate to individuals that they can contribute to increasing the quality of their life and by giving them opportunities so that they feel like ‘equal partners.’ This can be via co-design of their service package, allowing them to express their views and (% style="color:#e74c3c" %)working(%%) with them to improve service delivery (where possible).
3.35	263
8.1	264	== 5.2.2 What is the value of active labour market programmes? ==
3.35	265
14.2	266	Labour market programmes and policies can be divided between active labour market programmes (ALMPs) and passive labour market programmes. Passive labour market programmes provide income replacement to jobseekers, for example [[unemployment>>doc:working:Glossary.Unemployment.WebHome]] benefits as replacement for wages, early retirement incentives and social assistance. In many countries, the largest share of labour market expenditure is often sent on passive labour market policies, however active labour market programmes are increasing.{{footnote}}ILO (2004) ‘Successful employment and labour market policies in Europe and Asia and the Pacific’ ([[https://www.ilo.org/wcmsp5/groups/public/-ed_emp/-emp_elm/documents/publication/wcms_114329.pdf]]){{/footnote}} In contrast, ALMPs are available to jobseekers who are unable to find [[employment>>doc:working:Glossary.Employment.WebHome]] easily.{{footnote}}ILO (2017) ‘Towards policies tackling the current youth employment challenges in Eastern Europe and Central Asia’ ([[https://www.ilo.org/wcmsp5/groups/public/-europe/-ro-geneva/-sro-moscow/documents/publication/wcms_575550.pdf]]){{/footnote}} ALMPs are typically funded programmes that aim to improve the [[employment>>doc:working:Glossary.Employment.WebHome]] prospects of participants.{{footnote}}ILO (2017) ‘Towards policies tackling the current youth employment challenges in Eastern Europe and Central Asia’ ([[https://www.ilo.org/wcmsp5/groups/public/-europe/-ro-geneva/-sro-moscow/documents/publication/wcms_575550.pdf]]){{/footnote}} They typically include one or more of the elements outlined in the table below.
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8.1	268	Table 5.3 Typical elements of an ALMP
3.35	269
8.1	270	(% style="width:873.446px" %)
	271	\|(% style="width:313px" %)Element\|(% style="width:558px" %)What it includes
14.2	272	\|(% style="width:313px" %)[[Employment>>doc:working:Glossary.Employment.WebHome]] services and [[job>>doc:working:Glossary.Job.WebHome]] search assistance\|(% style="width:558px" %)This usually means that the PES takes a mediating role between jobseekers and enterprises that are looking for employees
	273	\|(% style="width:313px" %)Subsidised [[employment>>doc:working:Glossary.Employment.WebHome]]\|(% style="width:558px" %)This usually takes two forms:
	274	~1. [[Employment>>doc:working:Glossary.Employment.WebHome]] on public projects, e.g. construction of new infrastructure
	275	2. [[Employment>>doc:working:Glossary.Employment.WebHome]] with private employers via wage subsidies
8.7	276	\|(% style="width:313px" %)Skills training\|(% style="width:558px" %)This usually involves on- or off -the-[[job>>doc:working:Glossary.Job.WebHome]] training with a view of providing young people with [[job>>doc:working:Glossary.Job.WebHome]]-related skills
3.41	277
14.2	278	ILO (2017) ‘Rising to the youth [[employment>>doc:working:Glossary.Employment.WebHome]] challenge’
4.12	279
10.1	280	In addition, ALMPs usually have common goals{{footnote}}European Commission (2016) ‘Issues emerging from combining active and passive measures for the long-term unemployed – the design and delivery of single points of contact’ ([[https://ec.europa.eu/social/BlobServlet?docId=16863&langId=en]]) {{/footnote}} that include:
3.41	281
8.1	282	* Reduce the duration of [[unemployment>>doc:working:Glossary.Unemployment.WebHome]] and long-term welfare dependency,
14.2	283	* Improve [[employment>>doc:working:Glossary.Employment.WebHome]] outcomes for registered unemployed jobseekers, and
8.1	284	* Improve system efficiencies (within PES and between PES and services provided by other labour market actors).
3.41	285
11.1	286	Within the region, ALMPs are in place but they are not widely accessed by unemployed people when compared to the wider pool of unemployed people.{{footnote}}European Commission (2016) ‘Issues emerging from combining active and passive measures for the long-term unemployed – the design and delivery of single points of contact’ ([[https://ec.europa.eu/social/BlobServlet?docId=16863&langId=en]]){{/footnote}}
3.41	287
12.2	288	There is the potential for PES in the region to further promote employability support, including ALMPs, in order to encourage more jobseekers to register with the PES and access ALMPs. This can increase the PES share of (% style="color:#e74c3c" %)working(%%) with unemployed people, contribute to shortening the average duration of [[unemployment>>doc:working:Glossary.Unemployment.WebHome]] as well as demonstrating the added value for PES to ministries so that future investment can be secured.
3.41	289
14.2	290	PES can collect information on [[unemployment>>doc:working:Glossary.Unemployment.WebHome]] duration, participation in ALMPs, results in terms of [[employment>>doc:working:Glossary.Employment.WebHome]] after their completion (at set points such as within one week, one month and six months, to show sustainability), expenditure and cost-effectiveness of ALMPs.{{footnote}}Ibid.{{/footnote}}
3.41	291
12.2	292	An important aspect in the delivery of ALMPs is communication and promotion of these programmes to enterprises. It is important for enterprises to be familiar with the options available as their cooperation is critical to the delivery of some programmes, for example subsidised internships, specific training, wage subsidies or concessions for recruiting disadvantaged groups (e.g., tax breaks for recruiting disabled workers or young people who do not have any previous (% style="color:#e74c3c" %)work(%%) experience).{{footnote}}ILO (2017) ‘Towards policies tackling the current youth employment challenges in Eastern Europe and Central Asia’ ([[https://www.ilo.org/wcmsp5/groups/public/-europe/-ro-geneva/-sro-moscow/documents/publication/wcms_575550.pdf]]){{/footnote}}
5.7	293
4.14	294	{{box}}
13.1	295	Case Study 13. Armenia – Employment promotion policies for people with disabilities in Armenia{{footnote}}Ibid.{{/footnote}}
3.42	296
14.1	297	Armenia has developed, together with the ILO, services to promote the employment of people with disabilities. The State Employment Service Agency works with social partners, regional governments and non-governmental organisations to deliver support appropriate to each persons’ needs. This includes vocational rehabilitation, vocational training, job placement support, lumpsum compensation for adapting workshops and promotion of self-employment.
4.14	298	{{/box}}
3.43	299
14.2	300	It is worth mentioning that public (% style="color:#e74c3c" %)works(%%) are one of the most widely used ALMPs within the Commonwealth of Independent States (CIS) region{{footnote}}Ibid.{{/footnote}} and they are frequently used by young people. While they off erincome, (% style="color:#e74c3c" %)work(%%) experience and opportunities to develop (% style="color:#e74c3c" %)work(%%) behaviours and undertake valuable (% style="color:#e74c3c" %)work(%%) for communities, they are not always suitable for highly skilled individuals and often do not lead to future, sustainable [[employment>>doc:working:Glossary.Employment.WebHome]].
3.43	301
11.1	302	This manual will explore two specific types of ALMPs – vocational education training and wider training programmes and wage subsidies.
3.45	303
4.14	304	{{box}}
13.1	305	Case Study 14. Creating employment opportunities for women returning after maternity leave in the Astrakhan Region, Russian Federation – ‘My mother is an entrepreneur’ project
3.45	306
8.1	307	In 2017, the PES in Astrakhan Region of the Russian Federation initiated a pilot project ‘My mother is an entrepreneur’, in partnership with:
3.45	308
8.1	309	* Amway Charity Foundation ‘In Responsibility for the Future’;
	310	* The Federal Corporation for the Development of Small and Medium Enterprises (SME Corporation); and
	311	* The Committee for the Development of Women’s Entrepreneurship of the All-Russian Nongovernmental Organisation of Small and Medium Business (OPORA RUSSIA).
3.45	312
14.1	313	The project targets women who left the labour market because of childbirth or childcare and aims to promote women’s self-employment by helping the women bring their business ideas to fruition. Women who have children younger than 18 and are currently registered with the PES are eligible to participate.
3.45	314
8.1	315	Participants undergo a free-of-charge five-day intensive training course on the basis of entrepreneurship and business management, with mentoring support by professional entrepreneurs. A competition among participants’ projects is held in the final stage of the training. A winner is selected by a jury of experts based on economic feasibility, originality and social significance.
3.45	316
8.1	317	The winner receives 100,000 Russian Rubles (in 2019) from the ‘In Responsibility for the Future’ Foundation. In addition, the PES provides all participants with the materials necessary to start their businesses (worth approximately 85,000 Russian Rubles). A total of 88 women have participated in this project, 44 of whom have established their own businesses during the first three years of the project.
4.14	318	{{/box}}
3.45	319
4.14	320	{{box}}
8.1	321	Case Study 15. Piloting Entrepreneurship Promotion Programmes in Azerbaijan
3.45	322
14.1	323	Azerbaijan implemented a pilot entrepreneurship promotion programme, with support from the ILO, to increase youth entrepreneurship in rural areas. The pilot programme targeted 20 young people and the lessons from this practice have now been transferred into a much larger national scale programme that focuses on self-employment. To date, the national project has now supported approximately 2000 families and a network of nation-wide trainers has been established. The national project has been established within the framework of ‘Strategic Roadmap 2020’, which identified that socio-economic development is important and that there are should be specifiactivities in place to help young people to expand their capacities and integrate them into society.
4.14	324	{{/box}}
3.45	325
8.1	326	=== 5.2.2.1 Vocational education training programmes can provide jobseekers with sector-specific knowledge and transferable, lifelong skills ===
3.43	327
8.8	328	Vocational education and training (VET) can provide jobseekers with knowledge, technical skills and competences specific to a certain [[job>>doc:working:Glossary.Job.WebHome]] and career path as well as providing an individual with an opportunity to develop transferable cross-cutting skills like teamwork and communication that can assist with their future career development. The content of the training and education is closely linked to the needs of the labour market and it can respond to specific enterprise needs, which can contribute to developing jobseekers who have skills that enterprises need now and in the future. VET programmes can therefore help to increase the skill level of the local labour market, thus making the local area more attractive to enterprises and having the potential to make real contributions to local, regional and national economic strategies.
3.43	329
12.2	330	VET can be a suitable ALMP for disadvantaged groups, such as young people who have a low skill level, as it can include a range of different learning methodologies that mix classroom based as well as handson, (% style="color:#e74c3c" %)work(%%)-based practical experience. As such, VET can be used as a route to provide training to different groups of disadvantaged registered jobseekers. For example, it can be a valuable offer to:
3.43	331
8.1	332	* Young people who do not have previous experience and have a low skill base; or
	333	* Older workers who may need to upskill or reskill so that they have the appropriate skills required by the labour market.
3.43	334
8.1	335	To make sure that participation is worthwhile, and resources can be efficiently used PES need to carefully consider the following aspects for each individual:
3.43	336
8.1	337	* Education level and history;
	338	* Qualifications; and
	339	* Skills that they already have.
3.43	340
14.2	341	Within the context of the future of (% style="color:#e74c3c" %)work(%%), it is likely that the VET and other types of (% style="color:#e74c3c" %)work(%%)-based learning will become much more important as they can be delivered in a short-time frame to deliver training on technical skills required by sectors. The content of VET training programmes can be quickly updated so that those participating, including disadvantaged groups, are equipped with the skills required by enterprises before they enter into [[employment>>doc:working:Glossary.Employment.WebHome]].
3.43	342
12.2	343	PES need to (% style="color:#e74c3c" %)work(%%) with local partners to deliver VET or other (% style="color:#e74c3c" %)work(%%)-based learning training programmes. This can include enterprises, education providers and technical education providers. These partnership relationships are required so that the (% style="color:#e74c3c" %)work(%%)-based elements can take place in either simulated (% style="color:#e74c3c" %)work(%%) environments or real-life (% style="color:#e74c3c" %)work(%%) environments. By (% style="color:#e74c3c" %)working(%%) with local, or regional, organisations PES can allocate specific activities to specialist providers and in time, overcoming negative perceptions of PES. In addition, PES can also position their ALMPs and training delivery with partners within wider strategies, as this has been demonstrated in Azerbaijan.
3.43	344
4.15	345	{{box}}
8.1	346	Case Study 16. Youth of Azerbaijan Strategy
3.43	347
14.1	348	The Youth of Azerbaijan Strategy includes the provision of education and state-led programmes to unemployed young people and to highly skilled graduates as well as the organisation of events and labour fairs targeting young people/graduates to keep young people aware of the skills demanded by the labour market. It also includes a ‘Youth Board’, which covers the provision of part-subsidised jobs for graduates aged under 29. To date, 14,000 young people have participated in this specificaspect.
4.15	349	{{/box}}
3.43	350
14.2	351	More widely, (% style="color:#e74c3c" %)work(%%)-based learning activities can include apprenticeships, internships and on-the-[[job>>doc:working:Glossary.Job.WebHome]] training. Programmes that include (% style="color:#e74c3c" %)work(%%)-based learning aspects facilitate transitions to decent (% style="color:#e74c3c" %)work(%%) and lead to better labour market outcomes for learners, enterprises and governments, in terms of better [[employment>>doc:working:Glossary.Employment.WebHome]] outcomes and wages for learners and positive rates of return on investment to enterprises and governments.{{footnote}}ILO (2018) ‘Does work-based learning facilitate transitions to decent work?’ ([[https://www.ilo.org/wcmsp5/groups/public/-ed_emp/documents/publication/wcms_635797.pdf]]) {{/footnote}} The box below outlines some benefits and advantages of using (% style="color:#e74c3c" %)work(%%)-based learning programmes.
3.45	352
3.48	353	{{box}}
13.1	354	Box 25. Benefits offered by work-based learning programmes{{footnote}}ILO (2018) ‘Does work-based learning facilitate transitions to decent work?’ ([[https://www.ilo.org/wcmsp5/groups/public/-ed_emp/documents/publication/wcms_635797.pdf]]){{/footnote}}
3.46	355
14.1	356	Labour market participation seems higher for learnings which are paid for the work-based learning component of their programmes, for example for interns and apprentices, than those learnings which are not paid.
3.46	357
8.1	358	In terms of enterprises, the financial and non-financial returns are largely positive in the case of internships and apprenticeships, but the benefits vary by programme type, duration and skill level and the extent to which learners contribute to productive activities of the enterprise.
3.46	359
8.1	360	For apprenticeships, early findings show that the benefits continue for enterprises after the apprenticeship is finished.
3.47	361
8.1	362	Technical vocational education and training is effective at getting younger age groups in the labour market as it brings workplace-based training into the education and training domain. Apprenticeships and paid internships are valuable in this context.
3.47	363
14.1	364	It is important for enterprises to get inputs and they should be provided with information on the potential costs and benefits concerning different types of work-based learning programmes.
3.48	365	{{/box}}
3.47	366
8.1	367	=== 5.2.2.2 Wage subsidies can be used to encourage enterprises to hire disadvantaged groups ===
3.47	368
14.2	369	Wage subsidies can be provided for a short period of time to enterprises to encourage them to recruit disadvantaged groups. The aim is to compensate enterprises for initial lower productivity plus additional costs of on-the-[[job>>doc:working:Glossary.Job.WebHome]] training or mentoring of the worker.{{footnote}}ILO (2017) ‘Towards policies tackling the current youth employment challenges in Eas tern Europe and Central Asia’ ([[https://www.ilo.org/wcmsp5/groups/public/-europe/-ro-geneva/-sro-moscow/documents/publication/wcms_575550.pdf]]){{/footnote}} This can provide enterprises with a lower cost (% style="color:#e74c3c" %)work(%%) force and provide disadvantaged groups with [[employment>>doc:working:Glossary.Employment.WebHome]] and an opportunity to develop workrelated skills. Over time, it is expected that the wage subsidies would be taken away and the enterprise would take on the worker full time.
3.47	370
11.1	371	However, the use of wage subsidies must be carefully designed and targeted. For example, they can be targeted to the hiring of specific groups such as disabled workers. In this specific case, it is often perceived that workers with disabilities often cannot perform at the same level as their fellow workers without disabilities, or that enterprises perceive their productivity to be lower.{{footnote}}European Commission (2016) ‘Disability and labour market integration’ ([[https://ec.europa.eu/social/BlobServlet?docId=16601&langId=en]]){{/footnote}} By carefully considering their target group and their design, PES can reduce any dead-weight losses. They have been successfully used in the Commonwealth of Independent States (CIS) region as the case study box below shows.
3.48	372
3.50	373	{{box}}
11.1	374	Case Study 17. Azerbaijan – wage subsidies for enterprise to hire young people far from the labour market{{footnote}}ILO (2017) ‘Towards policies tackling the current youth employment challenges in Eastern Europe and Central Asia’ ([[https://www.ilo.org/wcmsp5/groups/public/-europe/-ro-geneva/-sro-moscow/documents/publication/wcms_575550.pdf]]){{/footnote}}
3.48	375
14.1	376	In Azerbaijan, launched a 50% wage subsidy is offered to enterprises for six months to hire young people who are far from the labour market. The programme has been very successful in helping to provide work experience to young people and in helping enterprises to change their attitude towards young people.
3.50	377	{{/box}}
3.49	378
14.2	379	Existing literature demonstrates that the success of wage subsidies can be strongly dependent on how they are combined with individual coaching and enterprise involvement.{{footnote}}European Commission (2011) ‘The role of public employment services in youth integration’ ([[https://ec.europa.eu/social/BlobServlet?docId=14112&langId=en]]){{/footnote}} This could include a specific contact point either at the enterprise or the PES for the individual to ‘check in’ with and to provide them with any necessary guidance. Once the wage subsidy has ended, it is recommended that disabled workers are offered vocational training, which may help to facilitate their transition to non-subsidized (% style="color:#e74c3c" %)work(%%).{{footnote}}ILO (2017) ‘Towards policies tackling the current youth employment challenges in Eastern Europe and Central Asia’ ([[https://www.ilo.org/wcmsp5/groups/public/-europe/-ro-geneva/-sro-moscow/documents/publication/wcms_575550.pdf]]){{/footnote}} It is worth noting that evaluation literature on wages subsidies shows that only few wage subsidy programmes return positive results for young people, but they often perform poorly regarding their impact on the future [[employment>>doc:working:Glossary.Employment.WebHome]] prospects of participants.{{footnote}}European Commission (2016) ‘Disability and labour market integration’ ([[https://ec.europa.eu/social/BlobServlet?docId=16601&langId=en]]){{/footnote}}
3.49	380
8.1	381	= 5.3 What can PES do to monitor and assess the effectiveness of measures for disadvantaged groups? =
3.49	382
14.2	383	ALMPs need to be carefully monitored and evaluated to assess their effectiveness and establish what (% style="color:#e74c3c" %)works(%%) and why. Monitoring ALMP activities can collect information that includes number of participants, length of [[unemployment>>doc:working:Glossary.Unemployment.WebHome]] duration after the ALMP, number of enterprises involved, number of participants who move into [[employment>>doc:working:Glossary.Employment.WebHome]] (and what type of [[employment>>doc:working:Glossary.Employment.WebHome]]) and gender split of participants (where relevant). Monitoring should be an ongoing activity and part of a standard approach to service delivery and the emerging outcomes are analysed, shared and discussed at management level so that higher levels are aware of the uptake, outcomes and potential impacts of ALMPs and any improvements can be made going forward. This can contribute to delivering high quality services that encourage equal participation in the labour market.
3.49	384
8.1	385	{{info}}
11.1	386	Monitoring is a continuous process of collecting and analysing information about a programme and comparing actual against planned results in order to judge how well an intervention is being implemented.{{footnote}}ILO (2013) ‘Monitoring and evaluation of youth employment programmes: A learning guide’ ([[https://www.ilo.org/wcmsp5/groups/public/-ed_emp/-emp_policy/documents/instructionalmaterial/wcms_384468.pdf]]){{/footnote}}
8.1	387	{{/info}}
3.50	388
3.55	389	== 5.3.1 What methods can be used to collect data? ==
3.53	390
8.1	391	To be able to monitor the effectiveness of different measures for disadvantaged groups PES must have systems in place to collect data. This should be a standardised process across PES offices on a local, regional and country level so that results can be collated and viewed as a whole.
3.53	392
14.2	393	Certain metrics should be available via online systems, if they are used, where information can be added about each jobseeker upon registration with their personal information, [[employment>>doc:working:Glossary.Employment.WebHome]] and education history, results of initial assessment and any subsequent actions undertaken by the jobseekers including any ALMPs the jobseeker has been enrolled in. If data is not present in an online system, PES could consider the following points:{{footnote}}European Commission (2019) ‘Getting started with key performance indicators’ ([[https://ec.europa.eu/social/BlobServlet?docId=20673&langId=en]]){{/footnote}}
3.53	394
8.1	395	1. Are there surveys or other ways to collect quantitative monitoring data?
	396	1. Are there ways to develop automated ways to collect this data to the IT infrastructure?
	397	1. Are there ways to collect qualitative information to find out about participants’ views and experiences of ALMPs?
3.55	398
8.1	399	With regards to collecting qualitative information PES can undertake online or paper exit questionnaires. These can be used for two reasons. Firstly, and most simply, to find out about their satisfaction and general impressions of a programme. Secondly, an exit questionnaire can also be used to find out the ‘distance travelled’ and knowledge gained. These can be carried out at the end of a programme, for example vocational training programme, and where paper-based questionnaires are used they can be done ‘onsite’ to ensure a good response rate.
3.55	400
14.2	401	In addition, PES may also consider undertaking telephone interviews with participants at specific timings after the ALMP has ended, for example six weeks or one month afterwards. This can be used to collect feedback on the measure and to find out the jobseeker is now in [[employment>>doc:working:Glossary.Employment.WebHome]].
3.55	402
8.1	403	== 5.3.2 How can data be used to monitor and assess the effectiveness of measures? ==
3.55	404
14.2	405	PES can collect a vast amount of data by recording information via the methods outlined above. PES should collate this on a monthly basis, or less frequently, and draw out interesting talking points from the data and share these points with senior management. For example, the data could show that more (or less) disadvantaged groups are participating in ALMPs, which groups are well or less represented, and transition time to [[employment>>doc:working:Glossary.Employment.WebHome]]. This can also be coupled with an analysis of the qualitative data, if available, that can highlight any areas of improvement from an individual’s perspective. In the Russian Federation all regional PES offices are required to collect information using a dedicated form called ‘2T-Jobplacement’.{{footnote}}An example can be found here: [[https://normativ.kontur.ru/document?moduleId=44&documentId=42180&from=similarforms]]{{/footnote}} The form is collated by the regional PES and the data is then analysed by the Russian PES.
3.55	406
10.1	407	Information can be collated and referred to within the context of the ‘Plan, Check, Do, Act (PCDA)’ cycle. This can be an important part of a PES’ quality management approach which can help them to continuously monitor delivery (including objectives, targets, and indicators), evidence-based evaluations, and subsequent innovations and improvements.{{footnote}}European Commission (2018) ‘Methods of quality management’ ([[https://ec.europa.eu/social/BlobServlet?docId=20389&langId=en]]){{/footnote}} The figure below shows the PCDA cycle.
3.55	408
10.1	409	Figure 5.4 PCDA cycle{{footnote}}European Commission (2018) ‘Methods of quality management’ ([[https://ec.europa.eu/social/BlobServlet?docId=20389&langId=en]]){{/footnote}}
3.55	410
8.1	411	[[image:1750188340355-618.png]]
3.56	412
11.1	413	Evaluation is the assessment of an intervention to determine its relevance, efficiency, effectiveness, impact and sustainability.{{footnote}}ILO (2013) ‘Monitoring and evaluation of youth employment programmes’ ([[https://www.ilo.org/wcmsp5/groups/public/-ed_emp/-emp_policy/documents/instructionalmaterial/wcms_384468.pdf]]){{/footnote}}
3.56	414
10.1	415	In order to carefully evaluate and assess the effectiveness of different ALMPs PES need to consider a number of questions, these will help to establish a clear direction for evaluation activities. The questions below are a good starting point for evaluation activities:{{footnote}}European Commission (2018) ‘PES Network Seminar on piloting and evaluation’ ([[https://ec.europa.eu/social/BlobServlet?docId=19254&langId=en]]){{/footnote}}
3.56	416
8.1	417	* What do we want to know about PES services?
	418	* How can we build up such knowledge?
	419	* What conclusions can we draw to inform the PES strategic and operational decisions?
3.56	420
12.2	421	However, PES can (% style="color:#e74c3c" %)work(%%) towards this without all these different prerequisites in place. For example, using pilot schemes is a good starting point for PES to run a small scale ‘test’ of a specific approach. This can help to identify what (% style="color:#e74c3c" %)works(%%) and what needs to be improved before the pilot is rolled out to a larger level. Pilots are used by some regions in the Russian Federation to test approaches to delivering ALMPs to young people (see the Case Study below).
6.1	422
8.1	423	Establishing systems for evaluation systems requires several prerequisites, which include:
3.60	424
8.1	425	Appropriate legislative basis Demand for evaluation results from decision-makers Good quality data Data warehouses and appropriate IT systems PES staff who have the knowledge and methodological know-how.
3.60	426
3.61	427	{{box}}
11.1	428	Case Study 18. Republic of Kalmykia, Russian Federation, – design and adoption ofwage subsidies for long-term unemployed young people{{footnote}}ILO (2017) ‘Towards policies tackling the current youth employment challenges in Eas tern Europe and Central Asia’ ([[https://www.ilo.org/wcmsp5/groups/public/-europe/-ro-geneva/-sro-moscow/documents/publication/wcms_575550.pdf]]){{/footnote}}
3.60	429
14.1	430	The Republic of Kalmykia in the Russian Federation launched a pilot employment programme in 2015 aimed at getting long-term unemployed young people into work. A 50% wage subsidy was offered to enterprises for six months to encourage them to hire the target group. Sixteen young people took part, most of them had only short-term, low quality work experience. Thirteen young people got permanent employment with the same enterprise after the wage subsidy expired and three other young people secured permanent employment with other enterprises. The scheme was incorporated into the region’s employment programmes since 2016.
3.61	431	{{/box}}
	432
12.2	433	When dealing with young people who are furthest from the labour market, it is important to develop monitoring and evaluation approaches that consider the long-term positive impacts on the individual. By considering the longer-term impact, PES can develop insights into what does or does not (% style="color:#e74c3c" %)work(%%) and this can be used to adjust or re-design specific programmes.
3.61	434
10.1	435	One successful approach is using the ‘distance travelled’ approach.{{footnote}}European Commission (2018) ‘Activation measures for young people in vulnerable situations: Experience from the ground’ ([[https://ec.europa.eu/social/BlobServlet?docId=20212&langId=en]]){{/footnote}}
3.61	436
14.2	437	Instead of looking at a vulnerable young person’s [[employment>>doc:working:Glossary.Employment.WebHome]] situation at the end of a specific programme, it looks at the ‘distance’ and progress the young person makes since he first accessed support. This can also account for different interventions that may not necessarily help the young person to enter [[employment>>doc:working:Glossary.Employment.WebHome]] straight away.
6.1	438
8.1	439	= 5.4 What is the added value of working with partners to deliver these services? =
3.61	440
12.2	441	It is worth stressing that in order to deliver appropriate and effective ALMPs to disadvantaged groups it is important to (% style="color:#e74c3c" %)work(%%) with specialist providers and other labour market actors to do this. This is so that the most appropriate services can be provided in a cost-effective manner and it also means that PES resources can be funnelled towards other activities, such as supporting and counselling easier-to-place jobseekers. By (% style="color:#e74c3c" %)working(%%) with other actors, PES also expand their network and, as a by-product, promote their range of services and improve others’ understandings and perceptions of PES. This section will provide some details on the importance of staff training as well as providing an overview of the different partners who PES may want to (% style="color:#e74c3c" %)work(%%) with.
3.61	442
8.1	443	== 5.4.1 Why should PES staff be specifically trained to deal with disadvantaged groups? ==
3.61	444
12.2	445	Staff training is very important to ensure that all relevant staff have the right knowledge and expertise and are equipped with the PES’ key messages around partnership (% style="color:#e74c3c" %)working(%%) and the benefits of (% style="color:#e74c3c" %)working(%%) with disadvantaged groups.
3.61	446
8.1	447	Firstly, PES staff who deal directly with enterprises need to be able to convey to enterprises why they should participate in measures and incentives for disadvantaged groups. PES staff should be able to emphasise the unique opportunities, views and skills that some disadvantaged groups may offer to an enterprise. For example, some migrants may be able to speak different languages that could be of an advantage to enterprises or young people with a low experience level may be more au fait with new technologies and may be able to bring in new, innovative ideas that may enhance and improve enterprise practices.
3.61	448
14.2	449	In some European countries, the PES have created special awards or badges for enterprises to recognise their (% style="color:#e74c3c" %)work(%%) in hiring disadvantaged workers and their contributions to fair, equal and inclusive [[employment>>doc:working:Glossary.Employment.WebHome]].{{footnote}}European Commission (2014) ‘Targeted services to employers’ ([[https://ec.europa.eu/social/BlobServlet?docId=14083&langId=en]]){{/footnote}}
3.61	450
8.1	451	This is a win-win situation for both PES and enterprises as it is something that enterprises can promote as a good example to jobseekers as a sign of a quality workplace, to other businesses and they may also promote this in the media. For the PES this can be used as an example of the ‘added’ value of PES that can be shared with other enterprises and stakeholders.
3.61	452
12.2	453	Secondly, PES staff should also be knowledgeable about the needs of disadvantaged groups and be in the position to help enterprises to overcome any potential biases, such as gender bias that may be held by enterprises in specific sectors. PES can also produce (or (% style="color:#e74c3c" %)work(%%) with specialist organisations to produce) training and information materials that may contribute to changing the perceptions of enterprises. This is an important step to create workplaces and labour markets that are without bias or discrimination.
6.1	454
8.1	455	== 5.4.2 Who should PES work with to develop and deliver ALMPs and why? ==
3.61	456
12.2	457	Partners need to be carefully selected so that they can make appropriate inputs into the design and delivery of ALMPs. This can help PES to deliver high quality, effective ALMPs that can aid the transition to the labour market for disadvantaged groups. The table below outlines some of the different partners whom PES can consider (% style="color:#e74c3c" %)working(%%) with to develop and deliver ALMPs. The list is not exhaustive, but it is intended to indicate the value of gaining insights from others and that PES cannot delivery ALMPs alone.
3.61	458
12.2	459	Table 5.4 Partners to work with in the development and delivery of ALMPs
3.61	460
12.2	461	\|Partner type\|Reason(s) to (% style="color:#e74c3c" %)work(%%) with them
	462	\|Local governments and public administrations\|Development and in the delivery of public (% style="color:#e74c3c" %)work(%%) schemes Raising awareness of ALMPs
11.1	463	\|Local enterprises\|Promote ALMPs to them and encourage take up of wage subsidies
8.12	464	Encourage enterprises to host on-the-[[job>>doc:working:Glossary.Job.WebHome]] training, internships and apprentices
8.1	465	\|Local education and training institutions\|Providing VET related programmes
	466	\|Youth organisations\|Outreach to young people
	467	Provide input in the development of ALMPs targeting young people
	468	Provide input in the support to young people participating in ALMPs, e.g. as mentors
	469	\|Disability-focused organisations\|Advising on the development and delivery of ALMPs for disabled people
	470	\|Migrant-focused organisations\|Advising on the development and delivery of ALMPs for migrants
12.2	471	\|EMBOs\|Promoting ALMPs to them and (% style="color:#e74c3c" %)work(%%) in partnership with them to further promote ALMPs to their members
8.12	472	Encouraging members to become involved in ALMP delivery, e.g. hosting an internship, on-the-[[job>>doc:working:Glossary.Job.WebHome]] training or apprenticeship
8.1	473	\|Trade unions\|Raising awareness of ALMPs and reaching out to specific target groups
	474	Provide input in the development of specific schemes
3.63	475
14.2	476	ILO (2017) ‘Towards policies tackling the current youth [[employment>>doc:working:Glossary.Employment.WebHome]] challenges in Eastern Europe and Central Asia’.
3.63	477
12.2	478	In addition, with the rise of social media PES in the Commonwealth of Independent States (CIS) are (% style="color:#e74c3c" %)working(%%) with vloggers (‘video bloggers’, i.e. individuals who create videos about certain topics and upload them to social media) to promote PES services to young people, some of them may not have very much experience. This is an innovative way to reach out to young people and could be used to raise awareness and take up of ALMPs within young people.
3.63	479
3.64	480	{{box}}
8.1	481	Case Study 19. Using social media ‘celebrities’ to reach young people – Republic of Komi, Russian Federation
3.63	482
14.1	483	The PES in the Republic of Komi have established a project to provide high school students with career information, partnering with a popular YouTuber to do so. The Ministry of Labour, Employment and Social Protection of the Komi Republic started the “Tomorrow Is You” project in spring of 2018 to help high school students with determining their professional pathways by familiarising them with popular specialities. Activities include:
3.63	484
8.1	485	* organising meetings for high school students with guest speakers of various professions
	486	* site visits to enterprises in different sectors
3.63	487
8.1	488	The project cooperated with Nikita Chernov, a YouTuber who is popular with young and has more than 53,000 subscribers. With support from the Youth Library of the Komi Republic, which acted as a platform for the project’s implementation, the YouTuber created an 80-second video where he introduces the project. The video promoted the message that the project offered positive outcomes for young participants. He also attended a meeting with high school students and helped to get them interested in the project. The cooperation with the YouTuber raised awareness of local and other young people in the “Tomorrow Is You” project and, increasing the number of its participants, contributed to enhancing the ability of youth to determine their career trajectory.
3.64	489	{{/box}}
3.63	490
8.1	491	== 5.4.3 What tools can be used to manage working arrangements? ==
3.63	492
12.2	493	(% style="color:#e74c3c" %)Working(%%) with different partners will require governance structures in place so that the roles and responsibilities of the PES and the partner are confirmed, and both are clear on the aims and objectives of the collaboration. Putting such arrangements in place will minimise any potential for confusion, and conflict.
3.67	494
12.2	495	The table below outlines some of the different governance structures that can be used by PES to (% style="color:#e74c3c" %)work(%%) with partners in the developing and delivery of ALMPs.
3.63	496
8.1	497	Table 5.5 Partnership governance mechanisms for delivery and development of ALMPs
3.64	498
8.1	499	\|Governance mechanism\|Details
	500	\|Partnership boards\|A joint consultative forum for stakeholder partnerships that are not market based. The frequency of meetings depends on what is being consulted, and more operational meetings can be organised on a regular basis (e.g., monthly basis), while strategic meetings tend to take part on a quarterly basis
	501	\|Partnership agreements and contracts\|This is a formal agreement, which can be legally enforceable. Statements of intent and mutual commitment can also be used. Written commitments can ensure commitment from all partners and shared objectives. They can also explain any hierarchies and individual contact points
12.2	502	\|Informal and unwritten agreements\|These are informal (% style="color:#e74c3c" %)working(%%) relationships, primarily based on mutual trust.
	503	They are therefore often dependent on (% style="color:#e74c3c" %)working(%%) relationships between certain individuals and can be at risk if an individual departs an organisation
8.1	504	\|Commercial contract\|These are legally enforceable and cover market-orientated (i.e., providing a service for a financial value) goals. They are often more legally different to partnership agreements
3.64	505
12.2	506	European Commission (2015) ‘Trends and developments in PES partnership-(% style="color:#e74c3c" %)working(%%)’
4.17	507
8.1	508	Figure 5.5 Workflow for activation measures
3.64	509
8.1	510	[[image:1750188989604-808.png]]
3.64	511
3.65	512	{{box}}
8.1	513	Box 26. Creating inclusive labour markets
3.64	514
8.1	515	Below is a checklist of the key features that should be delivered to activate disadvantaged groups and help to create inclusive labour markets:
3.64	516
8.1	517	* A definition of disadvantaged groups to be prioritised, enabling a customer segmentation strategy
	518	* A process for capturing relevant information to provide counsellors with a client case history
14.1	519	* A comprehensive list of stakeholder organisations who can work in partnership with the PES
8.1	520	* A programme to train staff in meeting the needs of disadvantaged groups
	521	* A partnership strategy to determine which services the PES should provide and which should be delivered through other organisations
	522	* ALMPs in place that address both the barriers of disadvantaged clients and meet the needs of employers
	523	* A system for assessing the effectiveness of support measures in meeting the needs of disadvantaged clients
	524	* Incentives to encourage enterprises to recruit disadvantaged clients
	525	* Vocational and education (VET) training schemes designed to meet labour market needs
	526	* A system for collecting qualitative and quantitative data to monitor the effectiveness of ALMPs
	527	* A process for tracking the (re)integration journeys of disadvantaged jobseekers towards employment and measuring sustainability post-recruitment
	528	* A transparent governance structure defining the responsibilities of PES and partners for the delivery of ALMPs, that are targeted to meet the needs of disadvantaged people.
3.65	529	{{/box}}
3.64	530
3.65	531	{{box}}
8.1	532	Box 27. Questions for self-reflection
3.64	533
8.1	534	Use the questions below to think about the steps your PES need to take to develop and implement to create inclusive labour markets:
3.65	535
8.1	536	* Do client record systems capture sufficient information to enable personalised support to be provided for disadvantaged clients to overcome barriers to integration? If not, how should these be enhanced?
	537	* Are systems in place to track clients’ progress towards (re)integration? If not, how can these be introduced?
	538	* What systems do you need to introduce to ensure that ALMPs increase the employability of disadvantaged people?
	539	* How comprehensive is your stakeholder engagement? Do you need to expand this to ensure that the interests of disadvantaged clients are properly represented?
3.65	540	{{/box}}
	541
3.1	542	----
	543
3.2	544	{{putFootnotes/}}

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