Скачать презентацию APPROACHING DECISION MAKERS Project Idea Institute of Скачать презентацию APPROACHING DECISION MAKERS Project Idea Institute of

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APPROACHING DECISION MAKERS Project : “Idea” Institute of Entrepreneurship Development, Larissa, Greece University of APPROACHING DECISION MAKERS Project : “Idea” Institute of Entrepreneurship Development, Larissa, Greece University of the Aegean, Mytilene, Greece 1

WHO TO APPROACH… (Target group for Greece: 18 -25, unemployed) (1) The Ministry of WHO TO APPROACH… (Target group for Greece: 18 -25, unemployed) (1) The Ministry of National Education and Religious Affairs The Organisation for Vocational Education and Training (OEEK) which organizes public Vocational Training Institutes (IEK) and supervises private ones (IVET) The General Secretariat of Lifelong Learning (GGDVM), The General Secretariat of Adult Education (GGEE) The Institute of Lifelong Adult Education (IDEKE) (2) The Hellenic Open University (EAP) – (Lifelong learning at a tertiary level) Second Chance Schools (SDE) for adults Adult Training Centres (KEE) Centre of Distance Lifelong Education (KE. DVM. AP). Prefectural Committees of Adult Education (NELE) 2

WHO TO APPROACH… (Target group for Greece: 18 -25, unemployed) (2) The Ministry of WHO TO APPROACH… (Target group for Greece: 18 -25, unemployed) (2) The Ministry of Labour and Social Protection The National Accreditation Centre for Vocational Training Structures (EKEPIS) which accredits Vocational Training Centers (KEKs) - CVET The Manpower Employment Organization (OAED) Vocational Training Institutes (IEK) - IVET Vocational Training Centers (KEK) - CVET 3

WHO TO APPROACH… (Target group for Greece: 18 -25, unemployed) (3) Other Ministries who WHO TO APPROACH… (Target group for Greece: 18 -25, unemployed) (3) Other Ministries who promote CVET programmes The Ministry of Rural Development and Food (YPAAT): The Organization of Agricultural Vocational Education Training and Employment (OGEEKA) The Ministry of the Interior, Public Administration and Decentralization: The National Centre for Public Administration and Local Government (EKDDA) The Ministry of Tourism 4

WHO TO APPROACH… (Target group for Greece: 18 -25, unemployed) (4) Social Partners who WHO TO APPROACH… (Target group for Greece: 18 -25, unemployed) (4) Social Partners who implement CVET programmes • The Federation of Greek Industries • The Institute for Industrial and Vocational Training • The National Confederation of Hellenic Commerce • The Greek General Confederation of Labour • The General Confederation of Professionals, Craftsmen and Tradesmen • the Development Centre of Greek Commerce 5

WHO TO APPROACH… (Target group for Greece: 18 -25, unemployed) (5) Guidance settings : WHO TO APPROACH… (Target group for Greece: 18 -25, unemployed) (5) Guidance settings : Education Sector Career & Counseling Centers - KE. SY. P Career Services Offices for Universities & Technological Educational Institutes (GD) 6

WHO TO APPROACH… (Target group for Greece: 18 -25, unemployed) (5) Guidance Settings: Employment WHO TO APPROACH… (Target group for Greece: 18 -25, unemployed) (5) Guidance Settings: Employment Sector Centers for Promotion to Employment (K. P. A. ) by the Greek Manpower Employment Organization (OAED) Information Office for the Unemployed and Businesses - Greek Workers’ Confederation (G. S. E. E) Employment Offices for Special Social Groups by the Greek Manpower Organization (OAED) Information Offices for the Unemployed and Businesses (GEA) Information Centre for the Employed and Unemployed (KE. PE. A) The Hellenic Society of Counseling and Guidance (ELESYP) 7

HOW TO APPROACH… Introducing website (1) NTRODUCTION OF THE PROJECT “IDEA”: definition of “soft HOW TO APPROACH… Introducing website (1) NTRODUCTION OF THE PROJECT “IDEA”: definition of “soft skills”, target group and aims of the project Short/long version of Policy Paper Employability: how necessary “soft skills” are Articles-Surveys about “soft skills” (2) PRESENTATION & ARGUEMENTATION: tools, necessity of assessing “soft skills”, “good practices” in other countries Documentation of assessment: “a certificate” Tool Box of “soft skills” assessment (reliability) Handbook for experts to assess Good practices: Organize a national expert Conference: multipliers, public administration, political representatives, potential “assessors” Brochures of the project the example of Denmark, Sweden (3) ORGANIZATION OF WORKSHOPS, CONFERENCES Organize a Conference or Workshops for potential “users” of the assessment tools: young people, unemployed, students 8

HOW TO APPROACH… more details… Identification of the term “soft skills” and description of HOW TO APPROACH… more details… Identification of the term “soft skills” and description of their increasing importance in working life (new forms of working). Documents: information from research and future-oriented studies/papers which deal with the need for soft skills Establishment of what activities in the VET system could address the needs for soft skills and which institutions could use the assessment tools. Identifying examples of good/innovative practices in other countries. Draw policy recommendations aimed at ensuring that soft skills are satisfactorily developed among post-secondary students, new labour market entrants and the existing workforce. 9

RECOGNITION – “CERTIFICATE” Reaching a Consensus…. Launch a national skills improvement movement: “Development of RECOGNITION – “CERTIFICATE” Reaching a Consensus…. Launch a national skills improvement movement: “Development of ‘hidden’ competencies” Towards A “soft skills” Certificate • A document widely recognized • New legislation on the political as part of a personal portfolio – agenda. New regulation passed “skills literacy” by the government and the parliament regarding the • Also included in an online recognition of “soft skills” “skills” portfolio • • A “soft skills” Certificate used in Vocational Education & Training programmes, in Basic Adult Education, in Degrees & Diplomas, in Universities, in Guidance-Counseling settings Recognized by: (1) Educational structures (2) Employment structures (3) Social Partners (4) Private Sector (5) Partnership Agreement • Promoted as a crucial part of a CV – European CV • The Ministries involved in the VET system and the labour market should (1) Regarded as further “qualification” co-operate in the following areas: (2) Receive ‘credits’ for certain -- Development of a “skills-portfolio” procedures (educational-occupational) based on the reliability of a relevant (3) Pre-requisite for entering (a) the “skills Certificate” workplace, (b) further education -- Making companies, employees, structures employer organization and the public more aware of the importance and the assessment of ‘soft skills’ 10

RECOGNITION – “CERTIFICATE” Reaching a Consensus…. Launch a national skills improvement movement: “Development of RECOGNITION – “CERTIFICATE” Reaching a Consensus…. Launch a national skills improvement movement: “Development of ‘hidden’ competencies” Towards A “soft skills” Certificate • Information & Networking Campaign aiming at unemployed people, 18 -25 • Establishment of a counseling Web portal that provides information about the “soft skills” documentation • TV campaign, conferences, seminars, meetings with public & private sector structures concerning the VET system and the employment In post-secondary Education A “soft In third-level Education skills” Certificate In adult Education could be In Vocational Programmes obtained: In Working Life In E-learning Programmes /Courses/Diplomas/Degrees 11

LONG-TERM AIMS OF THE PROJECT IN GREECE The acquisition & development, on an on-going LONG-TERM AIMS OF THE PROJECT IN GREECE The acquisition & development, on an on-going basis, of soft skills proficiency and use (certification). This would be critical for maintaining and improving both the competitiveness and the employability. The development of soft skills should form an explicit and integral part of the national policy agenda, both in respect of enterprise development and of education/training. Integration of ‘soft skills’ within “normal” programmes of all levels (curricula-learning processes) or The development of nationally certified stand-alone modules at different levels for various elements of ‘soft skills’ Aim at being extended to national The development of soft skills should vocational qualifications (independed form an explicit and integral part of the of context) national policy agenda, both in respect of enterprise development and of Broaden the potential for individual flexibility education/training. and for skill accumulation & transfer 12

STILL A LONG WAY TO GO…. . Thank you for your attention! 13 STILL A LONG WAY TO GO…. . Thank you for your attention! 13