Proyectos

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

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

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

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

The Key Tutors project will address two publics, taking into account the diversity of the profiles (in the professional environment of the partners and the adult education context of the countries)

1. Direct public: Tutors (Professionals and trainers) working with learners from disadvantaged backgrounds/with fewer opportunities in associations, local authorities and Small and Medium Enterprises (SME)
2. Indirect public: Adult learners from disadvantaged backgrounds/with fewer opportunities insisting on their status (employed, unemployed…). 

Thanks to the Key Tutors project, tutors will be offered:

1. a tool to  identify and assess the key competences of learners from disadvantaged backgrounds/with fewer opportunities. Each country will be focused on a combination of one basic competence/one transversal competence (reference is made to the 8 Key competences  enhanced by the European Commission and the European Parliament, Brussels, 2006) depending on their selected field of activity.
2. an appropriate education guidance to support learners from disadvantaged backgrounds/with fewer opportunities in their  transition into the labor market taking into account their profiles (education/status) and professional conditions of work (private, public, not for profit…)