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Key Tutors- A tool and education guidance to enhance key competences
Date du début: 1 sept. 2015, Date de fin: 31 août 2017 PROJET  TERMINÉ 

At 218 million, average EU employment in 2012 was 2.6% less than in 2008. Only five countries (Austria, Belgium, Germany, Malta and Sweden) have recovered both their pre-crisis GDP and employment levels. Young people with low qualifications were worst affected by the crisis - hiring fell by one third (-31%) between 2013 and 2008. Young people generally enjoy a high rate of hiring, but this is not reflected by a significant reduction in youth unemployment due to high turnover (European Vacancy and Recruitment Report , EC, 2014). The main findings of the Report highlight 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 unbderlines 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 labour 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 (known as "social employment") has increased in the past years to face the difficult social and economic situation, their professional profiles have been more and more various. They usually work in associations but also in local authorities or Small and Medium Entreprises (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 Entreprises (SME) 2. Indirect public: learners from disadvantaged backgrounds/with fewer opportunities insisting on their status( employed, unemployed…). Tutor is understood here as tutor in enterprise (professionnals) and tutor in adult education (trainers) Professionnal tutor support adult in the acquisition of professional and social skills. He works in a local enterprise, association or public authority and train adults in the same organization. He materializes a link with society and work for the unemployed, fragile, in inclusion and thus contribute to the fight against social exclusion and the fight against unemployment. E. Savary, consultant at Center for Continuing Education (CAFOC) France, wrote in 1994"it is not enough to be a good professional to be a good tutor! Thanks to the Key Tutors project, these tutors (professionnals and trainers) will be offered: 1. a tool & method 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 labour market taking into account their profiles (education/status) and professional conditions of work (private, public, not for profit…) The transnational approach is mots important for the Key tutors project as a comparative approach will be made depending on the field of activitiy to which belong professionals (tutors) and learners. France will be mainly focussed on learners working in associations (field of Education for all, network of the Federation Familles rurales), Lithuania and Finland will be focussed on local authorities, Spain will be focussed on associations and Small and Meditum Entreprises (SME); Poland will be focussed on both associations and local authorities (public administration). Moreover, the Key Tutor project reflects the diversity of the European regions: France (Western Europe), Spain (Southern part), Lithuania and Finland (Nordic part) and Poland (Eastern part) with different policy and strategy in the social field and VET.



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