O1 en european guide of bp cover

European guide to good practices in accompanying NEETs via apprenticeship

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May 2016

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

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Summary Introduction.............................................................................................................................4 1. The European Legal framework............................................................................................5 1.1) Youth Guarantee...........................................................................................................5 1.2) European Alliance for Apprenticeships.........................................................................6 1.3) Youth on the Move........................................................................................................6 2) Situation of the apprenticeship in the countries at stake....................................................7 2.1) Apprenticeship profile of each country.........................................................................7 2.1.1) Apprenticeship profile in France................................................................................7 2.2) State of play of apprenticeships and employment in the three sectors observed......26 2.2.2. Belgium.....................................................................................................................28 3) Selection of best practices.................................................................................................34 Ctra. Nacional II, km. 711.......................................................................................................49 4) Recommendations.............................................................................................................64

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Introduction Carried out from 2014 to 2016, and co-funded by the European programme Erasmus+, the European project “Apprenticeship for NEETS” (ANEETS) aims to create a network promoting training/apprenticeships for vulnerable young people "Not in Education, Employment or Training" (NEET).

In Europe the so-called NEETs (Not in Education, Employment or Training) are considered as one of the most problematic groups in the context of youth unemployment. Thus, according to Eurostat, in 2011, 7, 5 million people aged between 15-24 years and 6,5 million people aged between 25 and 29 years were excluded from the labour market and education system in Europe. In 2012 the population of NEETs reached a level of around 15 million among those aged 15–29 (Eurofound, 2012a). The NEETS are one of the European priorities in terms of employment and inclusion of young people across Europe.

In order to meet this priority, ANEETS aims to create innovative tools to facilitate their professional integration and employment. The objective is notably to create new partnership synergies between education and professional worlds in three specific sectors: hospitality, metallurgy and new technologies.

In order to foster links between the different actors of professional inclusion, this project will adapt the needs of the companies to train newcomers, identify and promote the partnership.

The integration process of NEETs within companies is the main focus of this project: It meets not only the needs of companies but it also brings new competences for NEETs. Hence, this project raises the employability of NEETs as well as the probability of the emergence of innovative professional actions geared towards this target group.

The target public of the ANEETS project are the NEETs. The NEETs are a very heterogeneous population of young people from 15 to 29 years old and, indeed, various definitions of NEETs can be found in the literature. They represent both early leaving school young people and having difficulties to enter the labour market. For the purpose of this project, partners have agreed on a deliberately broad definition of NEETs. In the framework of this project, the NEETs are divided into 4 categories: - Unemployed: Long or short term - Not Available: ill, disabled, young people ensuring the care of a relative - Disengaged: not looking for work or training with an antisocial and dangerous lifestyle - Young people looking for opportunities: young people seeking training or employment but only considering opportunities that meet their skills and status The needs of the NEETs target group are considered as follow: efficient employment integration with appropriate support, personalised education and upgrading of skills.

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The project is coordinated by Face Foundation (France) and includes three other organisations established in Belgium, Ireland and Spain:  FACE Foundation (France) – project leader (www.fondationface.org)  European think & do tank Pour la Solidarité (Belgium) (www.pourlasolidarite.eu)  Ideas Institute (Ireland) ( www.ideasinstitute.ie)  Espiral Entitat de Serveis (Spain): www.espirals.org This European guide of good practices contains:  The European legal framework  The situation of apprenticeship/traineeship in the countries at stake: Belgium, France, Ireland and Spain  A selection of good practices  A set of recommendations.

1. The European Legal framework Apprenticeships actions and models against NEETs unemployment are identified in numerous legislative documents which have a national character. Indeed, apprenticeship models come under the national competency of Member States. Thus there is no European legal framework as such, but we can identify documents and initiatives aiming to harmonise the legislation targeting youth unemployment and apprenticeship/traineeship systems at the European level.

1.1) Youth Guarantee The Youth Guarantee is a new approach for tackling youth unemployment which aims at ensuring that all young people under 25 – whether registered with employment services or not – get a good-quality, concrete offer within 4 months of them leaving formal education or becoming unemployed.

The good-quality offer should be for a job, apprenticeship, traineeship, or continued education and be adapted to each individual need and situation.

EU countries endorsed the principle of the Youth Guarantee in April 2013 (Council Recommendation).

The European Commission has helped each EU country to develop its own national Youth Guarantee Implementation Plan . The Commission also supports awareness raising activities on the setting up of the Youth Guarantee, with a pilot running in 4 Member States (Latvia, Finland, Portugal and Romania). The concept, products and visuals from this pilot have been put at the disposal of national, regional and local authorities who wish to use it further as an electronic toolkit. Furthermore, the Commission also facilitates the sharing of best practices between European governments.

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To facilitate school-to-work-transitions, the Commission’s Youth Employment Package also launches a consultation of European social partners on a Quality Framework for Traineeships so as to enable young people to acquire high-quality work experience under safe conditions. Furthermore, the Commission also launched a European Alliance for Apprenticeships (EAfA) to improve the quality and supply of apprenticeships available by spreading successful apprenticeship schemes across the Member States and outlines ways to reduce obstacles to mobility for young people.

1.2) European Alliance for Apprenticeships The European Alliance for Apprenticeships (EAfA) is a unique platform which brings together governments with other key stakeholders, like businesses, social partners, vocational education and training (VET) providers, regions, youth representatives or think tanks. The common goal is to strengthen the quality, supply and image of apprenticeships in Europe.

The Alliance was launched in July 2013 with a joint declaration by the European Social Partners (ETUC, BusinessEurope, UEAPME and CEEP), the European Commission and the Presidency of the Council of the EU. This was followed by a Council Declaration by EU countries.

Although managed by the Commission, the success of EAfA lies with the implementation of national commitments and the commitment of partners, notably through pledges by stakeholders.

The Alliance has effectively mobilised EU Member States, but also EFTA and EU candidate countries and a large number of stakeholders to engage in quality apprenticeships. It has facilitated networking, cooperation and best practices sharing.

The Cedefop (European Center for the Development of Vocational Training) and the European Training Foundation (ETF) have provided strategic expert support. The Alliance has equally contributed to raising awareness of the benefits of apprenticeships.

Marianne Thyssen, European Commissioner for Employment, Social Affairs, skills and mobility of workers, during the declarations of Riga, 22th June 2015, with the European Commission and the European professional inclusion actors and the European companies, under the control of the Alliance, sealed the objective of offering 140 000 apprenticeship contracts before 2018.

1.3) Youth on the Move

Youth on the Move is a comprehensive package of policy initiatives on education and employment for young people in Europe. Launched in 2010, it is part of the Europe 2020 strategy for smart, sustainable and inclusive growth.

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Youth on the Move aims to:  improve young people’s education and employability,  reduce high youth unemployment and to increase the youth-employment rate – in line with the wider EU target of achieving a 75% employment rate for the working-age population (20-64 years) – by making education and training more relevant to young people's needs encouraging more of them to take advantage of EU grants to study or train in another country  Encourages EU countries to take measures simplifying the transition from education to work.

Methods of Youth on the Move: - Coordinating policy to identify and stimulate action at EU and national level; - Specific actions designed for young people – such as 'Your first EURES job' for labour market mobility within the EU, and increased support for young entrepreneurs via the European progress microfinance facility.

2) Situation of the apprenticeship in the countries at stake 2.1) Apprenticeship profile of each country 2.1.1) Apprenticeship profile in France There are two types of study contracts in France: “contrat d’apprentissage” 1 (young from 16 to 25 in initial training under the Ministry education) and “contrat de professionnalisation” 2 (youth 16-25 years or unemployed in vocational training under the Ministry of Labour).

The Ministry of Education is responsible for education policy as pursued through vocational training in schools and through apprenticeships.

The Ministry for Employment, labour, VET and social dialogue is in charge of vocational training for young people outside the initial education system and for adult job-seekers and employees in the private sector (it can thus make rules and regulations and set training fees, etc.). For 20 years the number of apprentices has increased in France, from 440 000 to 540 000 between 1990 and 2013. But there is a decline of the number of apprentices in the more recent period, since 2011. The number of apprentices is currently following a decreasing trend with a decrease respectively for each type of contract of 20% and 32% in January 2014 compared to January 2013 3. This decline is especially true for the number of apprentices with low levels of qualification.

1 2

3

Contrat d’apprentissage in French stands for apprenticeship contract Contrat de professionalisation in French stands for work-study contract www.alternance.fr

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Workforce in work-study contract4

Flows of apprenticeship contracts by year and level of education at the entrance5

Pupils can start apprenticeship training at the age of 16. In 2006-2007 the average age of apprentices was of 18.76. The duration of apprenticeship can vary from one to three years, depending on the degree prepared. It may be four years for apprentices with disabilities.

As a matter of fact, apprenticeship in France is only one option of the French compulsory education system. The latter is divided into three stages, the primary education (for ages 6-11), lower secondary education (for ages 12-15) and the upper 4 5

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Les notes du conseil d’analyse économique, n° 19, décembre 2014 Les notes du conseil d’analyse économique, n° 19, décembre 2014 http://www.insee.fr/fr/ffc/docs_ffc/ref/formemp09e.PDF).

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secondary education in either a General and technological "Lycée" or in a vocational "Lycée" (compulsory for ages 15 and 16). At the time of entering the last stage of compulsory education, the Lycée, pupils are offered three options, general studies, technological studies and vocational training.

The lycée professional (vocational training) provides a combination of general education and technical knowledge, including a guaranteed in-company placement. It prepares students over a two-year period for the first level of vocational qualification, corresponding to the “certificat d’aptitude professionnelle” (CAP) or the “brevet d’études professionnelles” (BEP). Both qualifications are similar, but while the CAP has a greater focus on vocational training, the BEP is more focused on general education, intended for those wanting to continue their studies. At the end of their initial vocational training, students may follow a two year program in order to obtain a vocational baccalaureate, leading to direct employment or to further study.

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Apprenticeship in the French initial education system ******(figure to be translated into English)

Source: Centre d’analyse stratégique La note d’analyse stratégique “Fevrier 2013 numéro 322

Apprentices are usually employed in big corporations which hire more apprentices than SMEs because they have more resources dedicated to HR and can also invest more in CSR policies. But the potential for apprenticeship in SMEs is important as the French economy has a lot of small enterprises especially in hotel sector; that is the sector hiring the largest amount of apprentices. In September 2015, a French newspaper published a table of the 10 companies hiring the largest amount of apprentices at national level: at the top were found Airbus, Soprasteria, Areva and Siemens, which are big companies specialized in high performance mechanical and IT. The per year amount of job offers for apprentices of these companies is between 313 and 320. HSBC, Thales, BNP Paribas, Orange and Shneider Electrics follow, with between 174 and 149 job openings for apprentices7.

The three sectors offering most opportunities for apprentices are the hotel and restaurant industry, trade and insurance. According to a prospective study from the Prime Minister strategy unit, the jobs which should offer most opportunities of apprenticeships for young newcomers on the labour markets are in the IT sector such 7

http://start.lesechos.fr/rejoindre-une-entreprise/classements-entreprises/qui-recrute-encore-en-alternance943.php

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as IT engineers, as well as in the academic and research field such as research officers, and in the trade sector such as sales representatives and attachés, and last in the paramedic sector (nurses)8.

It is noteworthy that, in France, to be enrolled in apprenticeship training is usually seen as a second choice, mainly for people that failed in the classical educational system.

This is a major obstacle to the development of apprenticeship in France. According to a survey commissioned by the Institut Montaigne in February 2015, for 43% of French people apprenticeship is for young people "who encounter academic difficulties" and "leads to low-paying jobs." Such representations persist even with parents and with young people. 83% of French people believe that "apprenticeships are used to find a job more easily”, but 69% of them also consider that apprenticeship is mainly relevant for manual occupations9.

2.1.2) Apprenticeship profile in Belgium10 According to the Training Employment and Education Consultative Committee, apprenticeship (alternance) can be defined as followed: “A form of teaching which aims to learn through the constant articulation of a general training (theoretical and practical) in the training place, and of a practical training in the workplace.” 11 There are two main Vocational Education and Training (VET) systems, both recognized as a form of part-time compulsory education and which has trained broadly 25. 000 people for the 2012-2013 period12.  One within the jurisdiction of education: CEFA13  One within the professional training: EFP14 and IFAPME15.

A CEFA is attached to an ordinary secondary school. It has the same objectives in terms of skills and delivers the same types of certifications as if the student would be in the general education system. CEFA target young people from 15 years old who already have attended two years of secondary education in the general system. Any young 8

“France Stratégie, Les métiers en 2022, july 2014 http://www.strategie.gouv.fr/publications/metiers-2022-0)

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http://etudiant.lefigaro.fr/les-news/palmares/detail/article/l-apprentissage-toujours-aussi-mal-percu-par-lesfrancais-4638/) 10

This guide covers the French Community of Belgium: Wallonia and Brussels regions.

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Commission Consultative Formation Emploi Enseignement, category “Alternance”, http://ccfee.be : http://bit.ly/1H37aIU 12

All figures given in this section have been collected from the different actors of the VET systems: CEFA, EFP, IFAPME, FOREM 13

CEFA in French stands for Centres d'Education et de Formation en Alternance (Centres for Apprenticeship Education and Training) 14 EFP in French stands for Espace Formation PME (SMB traineeship learning area) 15 IFAPME in French stands for Institut de formation en alternance et des indépendants et petites et moyennes entreprises (Institut for Apprenticeship for self-employed and SMB workers).

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person aged between 16 and 18 years old can also follow this type of qualification. The CEFA offers a part time compulsory training divided into two periods: Two days of theoretical classes within the CEFA and three days of training within a company.

Training is supervised by both a tutor within the company and the CEFA educational.

Mobility between this vocational system and the general education system is possible.

Indeed, under certain circumstances, a student with a vocational qualification in CEFA may join the general education system to pursue his or her schooling. There are 185 education institutions CEFA in the French Community and Brussels areas, which trained 8,896 young people (5,962 boys and 2,934 girls) for the 2012-2013 school year to over 100 business profiles across all sectors.

The professional training system delivered within EFP (for the Brussels region) and IFAPME (for Wallonia) is mainly focused on qualifications related to self-employed occupations, small and medium industries and craftsmanship. Usually, apprenticeships under this system last three years and can be done between 15 and 18 years old. Four days per week are dedicated to professional training within SME or with a selfemployed person and theoretical training is provided by specialised trainers for one day a week. Hundreds of apprenticeships are organized in the following sectors: construction, wood, metallurgy, crafts, electricity, automotive and mechanical engineering, personal care services, sales and trade, economics and business consulting, IT and graphic design, textile, tourism and leisure, catering, hospitality, restauration.

IFAPME are present in 34 different geographic locations in Wallonia, training 15,822 apprentices, employing 2,860 trainers/tutors and working in collaboration with 9,623 companies. 84% of students following IFAPME training have usually a job within 6 months after they graduate. In the Brussels region, EFP offer 70 different types of professions and train over 900 apprentices per year.

Even if business profiles tend to be extended in both branches, CEFA and IFAPME/EFP, training offers mainly focus on technical professions, which usually don’t have good reputation hardness of work, restrictive timeslot, and low wages. However, with the growing staff shortage in most sectors requiring technical employees, many employers increase wages in order to attract the workforce. Furthermore, some jobs in these sectors require specific technical skills, meaning an upgrading of jobs and wages.

Furthermore, there is a real attempt to upgrade vocational training, usually perceived as an isolated backwater for people that failed in the classical educational system. VET is promoted in order to make vocational training a real opportunity and a recognised and valorised educational path and choice, rather than an obligation caused by the impossibility to join the classical educational system.

October 24th, 2008 marks a major step forward with the signing of the framework cooperation agreement for dual training, concluded in Brussels between the French Community, the Walloon Region and the French Community Commission, with the announcement of the harmonization of the two systems (CEFA on one side and IFAPME and EFP in the other side), concerning in particular learners’ statutes and contracts. Launched in 2015, slow operational implementation is expected due to the

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institutional complexity and the number of actors concerned by this reform. Therefore, the system described in this guide is still operative.

Vocational training has been extended over the years as it has been considered as an effective tool to fight unemployment by giving opportunities to low-skilled job seekers to find work with the implementation of specific bodies which are described below:  FOREM (in Wallonia) In 2014 and in association with IFAPME, the FOREM (Public Employment and Training Service in Wallonia) has developed “sandwich training” targeting young job seekers (18-25 years old). The training only lasts one year, so young people acquire vocational skills which are required in the labour market.

For the 2014-2015 period, several “sandwich courses” are available: butcher, roofer, wooden structure technician, electrician specializing in residential installation, electric network technician, and administration.  AWIPH and Bruxelles-Formation AWIPH offers “sandwich courses” for people with disabilities in the French Community.

Training programs are developed based on the same standards as those used by other training operators. The duration of the training varies according to the chosen profession and the professional experience. The training period cannot exceed a total period of 3 years. In the Brussels region, a similar program is provided by Bruxelles formation, where PHARE, a specific service dedicated to people with disabilities wishing to gain in autonomy, offer an individualised assistance.  OISP OISP are bodies in charge of socio-professional insertion. They exclusively focus on job seekers who have not earned a secondary or primary education degree. There are four different types of OISP: Local missions, guidance operators, training organizations as well as pedagogical workshop. These facilities provide a real work atmosphere.

During the training, internships may be organized in companies. The duration of courses varies from several weeks to one year and a half, and in some cases it may take the form of “sandwich training”.

In the Brussels region, 53 organisations have the OISP “label”, training around 4,500 apprentices through the work-based method.  Centre de compétences/Centres de références professionnelles16 In order to meet demands expressed by businesses and workers, Competencies Centres were created in 2000, resulting of a partnership between training institutions, social professionals and businesses. They offer customized training to meet the needs and the requirements of companies, workers, job seekers, education bodies and sector representatives. The figure below summarises the different VET systems in Belgium, recapitulating their main features.

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Centre de compétences/Centres de références professionnelles in French stands for Competencies centres/Professional References centres

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Apprenticeship in Belgium

work-linked training Juridiction of education

CEFA

Young people (15 and 18 years old).

3 years training.

Mobility between CEFA and general education after qualification is possible

Professional training

Job seekers (16-25 years old).

1 year training.

Job seekers (witout high school diploma) 18 month training maximum.

FOREM

AWIPH

OISP

Centre de compĂŠtence s

IFAPME/EFP

Large public Flexible training in accordance with people needs.

Source: Pour la SolidaritĂŠ - PLS.

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Disabled.

1 to 3 years training.

Young people (15 and 18 years old) 3 years training

2.1.3) Apprenticeship profile in Spain Apprentices almost disappeared in the Spanish labour system in the last decades.

A good Education system, and the will and possibility of studying at the University for the majority of young people, while the degradation of the public image of vocational training as a consequence of multiple law changes in a short period of time take the country to a ‘”no-way-back” situation: many young people with degrees, and companies offering low profile jobs.

Recession made the final job: Youth unemployment rates in Spain almost double the OECD average while adult education level is higher than OECD average and Education spending is almost average.

Source: OECD Unemployment outlook 2015

According to Eurostat (2012) the number of NEETS in Spain is almost doubling European (EU 27) rates, yet is tendency is for a small and low recovery (INE – Instituto Nacional de Estadística, Spain, 2012).

Back in 1994, due to the recession at that time, a number of “think-tanks” and working groups were created in Catalonia and in Spain to address the issue of the 15

Education System, and to reflect on the relationship between this and the labour system’s quality that has to allow us to be competitive in the EU and globally: “Work is now a scarce resource that must be preserved”. Active participants to the debate were representatives of the various stakeholders, from university scientists to leaders of different levels of government, education,labour unions, employers, and members of the Catalan Board of Education.

The debate did not cease during the “apparently wealthy years”. Changes in the VET system were introduced up to the current Dual system that is now being developed.

The political system in Spain is quite decentralized, and Education is a transferred competence to all Regional Governments, even though the Education main curricula and framework legislation is a Ministry of Education central competence; though its development and application, and funding, belong to Regions. This means that developments can be slightly different from one another.

Main characteristics of NEETs in Spain are: 

More than 50% of NEETs are early school leavers (not completed upper Secondary Education) – The main concern is on the situation of YOUNG ADULTS (20-24, 25-29) where the unemployment rates are lower (still over 25%) but most of them have a university degree and are not able to find a suitable job according to their education and skills from the start of the recession.

– The WOMEN group is more affected than men, mainly when they have education gaps.

Youth Guarantee development in SPAIN 

February 28, 2013, Council of Ministers agreement according to EU recommendation on Youth Employment Initiatives where youth unemployment was higher than 25% (Spain)



April 22, 2013, Approval, after a period of social consultation



Purpose: To guarantee that ALL young people under 25 receive a good offer of employment, further education, apprenticeship or training WITHIN 4 MONTHS after they complete their higher education or they register as unemployed (Not in Employment, nor in Education or Training)



Budget €1,887million.

Characteristics of the NEETs:  72% of NEETs are unemployed, actively searching for jobs (before the crisis this was 47%)  58% have previous work experience. 16% are long-term (11 points higher than 2007)  80% of these are registered within the public system, then they are part of the EPA

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 72% are between 20 – 24 years old  10% have higher education studies, 25% not completed secondary education.

The Spanish education System Education is compulsory in Spain between six and sixteen years old. The current education system in Spain, according to the law, is divided into two different systems:  The General System:  (0-3; 3-6 years old) First and Second Childhood Education,  (6-12 years old) Primary Education,  ( 12-16 years old) Compulsory Secondary Education (ESO ), training and insertion programme,  (16- 19 years old) Higher Secondary Education, Vocational Education Training intermediate and higher level (Baccalaureate)  University education  The Special System (Arts education and Language) The apprenticeship in the Spanish System In order to respond to the current needs of the labour market, the Dual Vocational Education Training model is committed to increase collaboration between VET schools and companies in the students’ training process.

Today a significant number of companies participate in the new model of dual VET, enabling students to combine training in schools with training in real work environments.

There are two methods of practical training in the workplace: 

SIMPLE ALTERNATION combines training time in school and uptime of students in the company, without involving the academic recognition of uptime in the company



DUAL ALTERNATION combines training time in school and uptime of the students involved in the company and the academic recognition of learning achieved by students in its company activities, performing in status: salaried employee, volunteer or intern training.

The cycles are grouped into professional families and have a variable duration: there are 2,000; 1,700; 1,400 and 1,300 hours. Part of the hours is spent in training in a school and the other part in practical training in the workplace. A training cycle 1,300 or 1,400 hours corresponds to one academic year, while a series of 1,700 or 2,000 hours corresponds to two academic years.

The method used is called ALTERNATION. The objectives of the alternation between training and work are: 1.

Allow simultaneous integrated and coordinated process of training and employment of students from VET centres between the VET centres and the

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businesses in the productive sectors where there is more disparity between the number of students enrolled and labour needs.

2.

Improving training, qualification and personal development of young people who begin their professionalism in a given field, alternating training on a training cycle and work in a company.

3.

Establishing a closer link and co-responsibility between the VET training centres and the companies involved in the training process of youth from various productive and service sectors of the Spanish economy.

4.

Provide positive incentives for students and businesses, encourages people who complete general education, and need to join the labour market, as they do having completed a training course with sufficient and adequate professional competence.

5.

Encourage participation of the companies in qualifying trainees, facilitating the opportunity to make simultaneous initial training and employment activity.

Foreseen advantages of the new Dual VET Training system in Catalonia: 

To the Education Centres: Help to establish a greater link and coresponsibility between vocational training centres and companies in the learning process of the students.



To the companies: Recovering the model of the apprentice, ensuring a VET system able to improve the qualifications and personal development of young people; guarantee qualified personnel adapted to their needs and familiar with their processes and the corporate culture.



To the students: An opportunity to combine training in a centre and in a company in the preferred sector with a contract or grant; develop their professional potential; learn in real situations of work; gain experience and improve employability.

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Source: Public Indicator for Multiple Effects (IPREM), an index used as a reference in Spain for Grants, Scholarships, Public Benefits Funding, unemployment subsidy, etc.

How does the company integrate the Student / trainee?

The company hosts the apprentice through the training period, according to the national VET legal frame, in two phases:

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1st phase INTEGRATION

CONTRACT

DURATION

SALARY

SOCIAL SECURITY

INTERNSHIP (practicum)

80-100hours

No salary

No Social Security School insurance

1 year min.

 Upon agreement between training centre and company  Salary according to sector agreement (Unions)  Never below national min. wage (4€/h)

OPTION 1 In training contract 2nd phase CONSOLIDATION OPTION 2 Scholarship (a signed training agreement between centre, company & student

 Upon agreement between training centre and company  Never below IPREM* (3,5€/h)

2-10 months per school year (extension possible)

 Registered in the Social Security system Benefits for the company: 1. 100% deduction SS (-250 employees) 2. 75% deduction SS (+250 employees)  Registered in the Social Security system as a grantee Benefits for the company: 100% deduction SS

Source: Public Indicator for Multiple Effects (IPREM), an index used as a reference in Spain for Grants, Scholarships, Public Benefits Funding, unemployment subsidy, etc.

2.1.4) Ireland Current Apprenticeship Structure

In Ireland, regulated apprenticeship is the recognised means by which young people are trained to become craftspeople in certain designated trades. It is a programme which is driven by employer demand, aimed at developing the skills of the apprentice to meet the needs of industry and the labour market.

Regulated apprenticeship training in Ireland is regulated by legislation, with FÁS (now SOLAS) as the regulatory authority. The current FÁS apprenticeship model is founded on the AnCO legislation (The Industrial Training Act) enacted in 1967, as amended by the National Training Fund Act 2000 and the 1987 Labour Services Act and is based on the 1986 White Paper on Manpower Policy and the 1991 Programme for Economic and Social Progress (PESP Agreement).

In Ireland there are over 4,000 people who choose to engage in the regulated apprenticeship system across the range of 27 regulated apprenticeships.

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The impact of the economic downturn has led to a collapse in demand for apprentices from employers, particularly in construction related trades. Significant numbers of apprentices have also been made redundant before completion of their training, see table underneath;

Source: Irish Training Authority (Solas Feb 2016)

Source : (Department of Education & Skills ) https://www.education.ie/en/Publications/Policy-Reports/Apprenticeship-Review-%E2%80%93-Background-IssuesPaper.pdf

Under Irish legislation the earliest that someone can start a regulated apprenticeship is 16 years of age. The average age of apprentices is approximately 19 years of age.

Apprentice Age Profile; more than 80% of apprentices registered by employers in 2011 were aged 18 or over. Almost 30% were more than 21 years of age – see pie chart below;

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Source: SOLAS 2016

The period for regulated apprenticeships in Ireland is 4-years and is a blend of on-thejob and off-the-job training.

The jobs that are learned through regulated apprenticeships; FĂ S currently has responsibility for promoting and overseeing the training and education of the apprentice trades given in the table below:

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

Agricultural Mechanics Aircraft Mechanics Brick and Stone Laying Carpentry & Joinery Construction Plant Fitting Electrical Electrical Instrumentation Electronic Security Systems Farriery Floor & Wall Tiling Heavy Vehicle Mechanics Industrial Insulation Instrumentation MAMF Metal Fabrication Motor Mechanics Painting & Decorating Pipefitting

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19.

20.

21.

22.

23.

24.

25.

26.

27.

Plastering Plumbing Print Media Refrigeration & Air Conditioning Stonecutting & Stonemasonry Sheet Metalworking Toolmaking Vehicle Body Repairs Wood Manufacturing and Finishing

Generally, apprenticeship students are employed across the full range of employments and sizes, however there is a greater concentration amongst SMEs. and mainly in construction, engineering and services.

In Ireland young people are encouraged, and they aspire from an early stage in their education, to take up trades/crafts of their choice, as a primary goal.

After successfully completing their apprenticeships they become skilled workers that are valued in Irish society and economy, often equally to someone who has a college degree.

Skilled workers would not be seen as those who ‘failed the classical education system’, rather as those who choose different career paths.

Skilled workers in Ireland have opportunities through progression route to engage, if they so wish, in the ‘classical education system’. Also skilled workers with their appropriate qualifications can generally travel and work globally, as their trade and accredited skills are recognised internationally.

Skilled workers in Ireland are actively encouraged to enter , if they so wish, in the ‘classical education system’. The concept and practice of life-long education is very vibrant in Ireland. Adult education is readily accessible and available. All of the third level colleges conduct education programmes ranging from certificate to PhD levels across a wide spectrum of subject matters. Many apprentices avail of these opportunities and study further to gain diplomas and degrees in technology subjects.

There is a state regulated national training authority, SOLAS, and there are no private companies developing their own dual training methods.

While this formal apprenticeship system already outlined is clearly effective in providing training for young person’s seeking to enter into the traditional trades, there is an argument to be made for reviewing this approach to enable skills training to better cater for the ever-increasing array of skills required to support modern living and life-styles. The Minister for Education & Skills, Ruairí Quinn T.D., has published a comprehensive review of the system of apprenticeships. The review was undertaken by an independent group chaired by Kevin Duffy, chairperson of the Labour Court.

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Among the recommendations of the group are an expansion of apprenticeships to new business and industrial sectors. The role of employers in such an expansion is key, according to the review, and they should identify the occupations which would be suitable for new apprentices. An Apprenticeship Council should also be established and employers should pay apprentices in the new areas for both on the job and off the job periods (Department of Education and Skills).

Major structural reform of education and training, particularly the creation of SOLAS and the establishment of Education and Training Boards, and the critical need to align education and training more clearly with the demands of the labour market meant that it was an opportune time to look at apprenticeship (Department of Education and Skills).

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Reintegrating young people into the labour market and education Fostered by increasingly high youth unemployment rates and the economic and societal consequences associated with NEET status, there is a renewed sense of urgency to develop and implement policies to bring young people (back) into employment, education or training across Europe. Governments aim to both reduce the great economic and social costs and to give every young person the chance to realise their potential and to prevent scarring through a protracted NEET experience Eurofound (2012).

SIPTU researcher, Lorraine Mulligan, said: “The rate of youth unemployment in Ireland is among the highest in the EU. However, the rate of young people under 29 years who are ‘not in employment, education or training’ (referred to as ‘NEETs’) is elevated at 18.4% in Ireland. In the main, this category has a heightened risk of being disengaged or distant from the labour market.”

She added: “The expansion of apprenticeship/structured traineeships and vocational education should be prioritised as part of the roll-out of a ‘Youth Guarantee’ in Ireland, allowing young people to gain recognised industry-relevant qualifications” (SIPTU Liberty online) The debate concerning expanded structured training and vocational education in Ireland has just begun. It is hoped that this project and the timely review process of the apprenticeship process already underway will encourage new thinking and, more importantly, new practical pathways into employment for our young people.

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2.2) State of play of apprenticeships and employment in the three sectors observed 2.2.1) France Metallurgy sector

The production of the French metal industry stagnates for several months and represents only 79 % of its value reached in spring 200817.

Production of capital goods (-0.3%) , industry automotive (-0.9 %) and the majority of intermediate goods is in a downtrend. Industrial employment is still trending down in the first quarter of 2015.

According to the French National Institute for Economic and Statistical Analysis (INSEE), production has been stable in volume in the manufacturing sector (+0,1%) in the third quarter of 2015 and is increasing in the overall industry sector (+0,4%)More generally, the industry continues to experience a decline of its workforce (-0 .3% to 3,122,300) compared to the previous quarter of 201518.

In general, the production of metallurgy is stable since months, down over 20 % from its peak reached in early 2008. Industrial employment is still in a decreasing phase. It continues to fall: -0.4 % in quarter 3 , that is to say 12,800 fewer jobs . In metallurgy, employment declined by 0.4% in quarter 2. Thus, the strength of the metallurgy’s workforce stays behind 15.6% compared to early 2008.

The national branch of metallurgy settled the following goals regarding apprenticeship at the end of 201419:  46000 signed apprenticeship contracts with an increase of 14% compared to 2013.  Less than 5% anticipated break out apprenticeship contracts  85% of success rate at the final exam of the professional certification  85% of professional inclusion with a temporary or permanent contract(65%) after the training period Hospitality sector The sector of tourism activities has averaged 7 .1 % of employment of the competitive sector between 2008 and 2014. This share was 6.8% in 2008 (with 1.22 million jobs) and rose to 7.2% in 2014 (with 1.28 million positions). Employment in the tourism sector is more dynamic than in the overall competitive sector. 20 According to the official site of the Hotel industries sector (http://www.umih.fr/fr/emploiformation/formation/index.html) more than 91, 000 young are enrolled in a hotel industries educational curriculum whose 36,000 under apprenticeship contract.

With 13 % of hiring intentions in 2014, the BMO survey (needs of manpower) published by the French PES still designate hotels and restaurants as the first national 17

Source Union des métiers de l’industrie (UIMM) Source Union des métiers de l’industrie 19 Source Union des métiers de l’industrie 20 Source Source Union des métiers et des industries de l’Hôtellerie 18

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recruitment sector. A study on occupations in 2020, published in March 2012 by the Directorate of Research animation, Studies and Statistics (DARES) in partnership with the Center for Strategic Analysis (CAS), reported an annual growth rate of 0 .7 % between 2010 and 2020 for the sectors of hospitality and restaurants 21 New technologies sector

The development of the digital economy irrigates all sectors of activity and represents an important source of jobs in France and Europe. The European Commission 22 has estimated that it represented 888 000 active people in France, 3.4% of the labor force in 201223. Since the early 2000s, job growth has been particularly strong in the digital sector, and employment has maintained even during the crisis. This dynamic should continue up to 2020 with a plausible demand of 900 000 jobs in Europe, among which 10% should be in France. This projection is confirmed when one considers the professional field of information technology. DARES and France Stratégie 24 have estimated that the number of jobs in this career field is expected to increase over the next ten years, at a much higher rate than for all occupations. In total, according to the central scenario, 191,000 vacancies arise up to 2022. The ever-growing need for expertise functions, the development of demand for services, products and complex systems (intelligence, collaborative communication, virtualization systems, etc.), will be the main driving factors. The IT sector also represents a prime source of employment for young people. Beginners are indeed much more present in this sector than in the overall employed population (representing 14% of the workforce of the professional field of IT on average over the period 2008-2012 against 7 6% of all businesses).

21

Source Union des métiers et des industries de l’Hôtellerie European Commission (2014), e-Skills for Jobs in Europe. Measuring Progress and Moving Ahead 23 On the basis of available data for the following occupations of the IT sector : Management, architecture and analysis level positions(ISCOlevel1+2) ; ICT practitioners in professional level positions(ISCOlevel2) ; ICT practitioners in associate or technician level positions (ISCOlevel3) 24 France Stratégie-DARES (2015), Les métiers en 2022 22

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2.2.2. Belgium Metallurgy

In Belgium, this area is part of the history of the country since in the XIX century the Charleroi basin was one of the most powerful areas in the world in the field of metallurgy. From that time until now, the sector has experienced several crises, mergers, takeovers and relocations. All these changes have resulted in the redefinition of organisations and production tools. They have also evolved in response to technological improvements. Since 2009, the sector was hit hard by the crisis.

The Walloon employment in the metal industry reduced sharply, due to several restructuring programmes in 2011 and in 2012. The decline in the metal manufacturing sector is relatively less.

On the other hand, the metallurgy sector represents an opportunity, as it requires specific skills and certifications, leading to job opportunities linked to specific companies’ needs.

In order to respond to their needs, companies have set up metallurgy production sectorial funds (le fonds sectoriel des fabrications mĂŠtalliques) managed by IFPM (www.ifpm.be). These funds are used by IFPM to organise specific trainings with certifications, to finance both apprentices and the companies that decide to train them.

Metallurgy establishments Wallonia 1156 Brussels-Capital 121 Flanders 2294 Belgium (total) 3571 Source: Forem, data from 2012.

Employees 26873 2153 55578 84604

Independent workers 548 60 1107 1715

Hospitality

The hospitality establishments are numerous in Belgium and the sector as such is one of the most important economic activities of the country. The sector requires real management skills and scrupulous respect of a set of highly complex regulations, as well as subject to regular inspection controls.

Hotel Wallonia 662 Brussels-Capital 306 Flanders 1169 Belgium (total) 2137 Source: Le Moniteur belge, data from 2012.

Restaurant 7938 3715 15347 27000

Cafe 5172 1766 11308 18246

Like in the metallurgy, there is a sectorial fund in the hospitality sector.

New technologies

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The sector of information and communications technology (ICT) produces goods and services that allow the digitisation of the economy. The sector is very active in Belgium through a large number of small and medium enterprises. These companies have been the basis for creating many highly skilled jobs. Today, the ICT sector is growing twice as fast as other areas of the economy.

In 2013, there were 36,057 companies in the Information and Communications Technology (ICT) sector in Belgium, showing an increase of 3.4% compared to 2012, and the trend continues. Most of them are services companies, representing 98.5% of the entire ICT sector. The turnover exceeds EUR 39 billion, 34% of it being generated by companies operating in telecommunication 25 . The Belgium ICT sector is experiencing an important staff shortage concerning digital experts, terms which covers a large variety of jobs such as Web Designer & Developer, ICT Project Manager, ICT Sales & Marketing Representative, Infrastructure Operation & Maintenance Engineer, Customer Service & Helpdesk Officer, Technical/Field Support Engineer.

Agoria recommends raising young people awareness about ICT studies 26. Yet the traditional educational system can sometimes give birth to non-adapted profiles, as the approach followed can be too theoretical in terms of job needs. The dual vocational (apprenticeship) system could therefore be an interesting answer to respond to staff shortage in the ICT sector, both in terms of practical education to perfectly match companies’ needs but also by opening the access to ICT studies to more young people.

2.2.3. Spain The Metallurgy Sector The metallurgy industry is composed of large companies, above all in the activities of the steel industry and the manufacture of first fusion metal, and for small and medium enterprises in the smelting and the first Metal Transformation. The large enterprises of the steel industry and metallurgy at first fusion are in general multinationals, but in some cases are of Spanish origin.

With the crisis there is a strong marked fall in production, and manpower, due to the fall in domestic demand and excessively based on the growing construction sector.

Employment has experienced a sharp decline (40,200 fewer employed between 2005 and 2010). In 2009 there was a sharp drop of steel purchases abroad and in 2010 began the recovery of trade. A growth of Spanish exports in recent years is observed also.

The leading Spanish companies are generally smaller than the European ones. The customers’ range of sectors is also smaller in Spain than in Europe; basically boils down six namely: automotive, aviation, marine, rail, machine tools, and moulds, very much focused on the automotive sector.

25

SPF économie: Communiqué de presse http://economie.fgov.be - http://bit.ly/1LYs78n p.4 (28/10/2015).

26 Agoria: http://www.agoria.be - http://bit.ly/1Whixra p.6 (28/10/2015).

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The Hospitality sector The tourism and hospitality industry is one of the main economic engines for both Spain and Catalonia. In particular, the traditional sun and beach model still stands as one of the main centres of attraction; although in recent years there have been new trends in the sector. In addition, hospitality is the driver for other sectors, as culture, entertainment, transportation.

The tourism and hospitality industry is one of the pillars of the Spanish economy (in 2011 the Spanish Tourism Synthetic Index (tourism GDP) increased 2,6%, which means that in 2011 tourism grew almost four times in the whole of the Spanish economy (0,7%). Note also that in 2011 tourism generated 2,678 million euros more than in 2010 and led to the net creation of 17,000 jobs. Tourism is one of the sectors with the highest contribution to GDP in Spain, and the only one to generate jobs in 2011. In Barcelona, tourism generated 20 million euros a day and had a major impact on sectors such as trade and catering.

During 2011, the number of people working or intending to work in the tourism industry was 2.132.034, accounting for 11,8% of the active population in the Spanish economy and 15,9% of the active population in the services industry. Barcelona's tourism generates 100.000 jobs.

The trend towards specialization in the sector has led to a strong demand for skilled professionals in very specific branches such as, haute cuisine chefs, cruise business, personal shoppers, etc., associated with the new demands of the users.

The Technology Sector (ICT) in Spain The Information and communication technologies (ICT) sector is formed by the manufacturing or service industries whose main activity is linked with the development, production, marketing and intensive use of information technology and communications.

The ICT sector employs about 30,000 businesses, mostly small enterprises, with a total turnover of 104,300 million euros. It generates 459,000 direct jobs, 1 .5 million with indirect employment. The estimated sector’s contribution to the GDP is about 5 .85%. If we add the indirect and induced effects, benefits to economic sectors that generate a total gross added value above 22% of GDP. These figures were possible with the support of successive Spanish governments and some particular strengths: a settled domestic demand for ICT products and services; the maturity in technology and commercial practices; experience in the export of services and the availability of highly qualified human capital at competitive costs.

Spain has modern transport and telecommunications infrastructure, complemented by a dense network of science and technology and higher education parks (network about 80 parks), and the government support to the development of ICT, through specific sectorial plans is firm.

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2.2.4 Ireland The metallurgy sector The Irish Engineering sector is a strong vibrant sector within the Irish manufacturing industry. A very broad range of engineering companies exist in Ireland in terms of size, scale and product, and the sector is a strong contributor to Irish exports. The sector includes companies primarily concerned with metal and plastic processing and machine manufacture27.

However, the engineering sector as a whole has suffered in the past few years, certain parts of the sector have done much better than others. In the last eight years, the "repair of installation of machinery and equipment" has done very well. This is largely due to demand for sub-supply engineering services from larger manufacturers.

Employment in the repair and installation of machinery increased from 2,700 in 2008 to over 4,000 in 2011.

Increases in turnover in the Engineering sector are a result of recovery in domestic investment. Investment in machinery and equipment (excluding purchases of aeroplanes) rose 22.7% last year, and this was projected to further in 2014. The value of exports in machinery and transport equipment dropped from €8 .6 billion in 2008 to €5.6 billion in 2010, but has since recovered to €6 .4 billion in 2012 as demand in international markets recovers28 In 2014, 13,000 engineers and 10,000 engineering technicians were working in Ireland, with the majority employed in the manufacturing and professional, scientific and technical activities sectors.

The age profile of engineering occupations is somewhat younger than the national average (particularly for electronic, design and development engineers), subsequently the numbers leaving the sector are not estimated to be large, with the total annual replacement demand (including retirement) estimated at 1,500. However, the expected strong performance of the professional, scientific and technical services sector, as well as the move to higher value added activities in manufacturing, is likely to bring the annual recruitment requirement to well over 2,000.

Strong demand for engineering skills is confirmed in numerous job announcements, including ABEC (engineered process equipment for biopharmaceutical manufacturing), EPS (water and wastewater treatment), Schwungrad Energie Limited (Europe’s first grid connected to a hybrid flywheel system service facility).

The vacancy data for 2014 supports this finding (3,000 vacancies advertised on the PES and Irishjobs.ie portals alone), although a share of vacancies for engineers is arising due to turnover, which is somewhat more pronounced in the area of quality control.

27

(Enterprise Ireland, 2010 https://www.enterprise-ireland.com/en/Source-a-Product-or-Service-fromIreland/Sector-and-Company-Directories/Engineering-Sector-Profile.pdf) 28 (IBEC, 2014, New 2014 economic review of Irish engineering sector: https://www.ibec.ie/IBEC/Press/PressPublicationsdoclib3.nsf/vPages/Newsroom~new-2014-economicreview-of-irish-engineering-sector-09-04-2014?OpenDocument#.Vz7NJ_kwiig).

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The number of third level engineering graduates is estimated at just fewer than 4,300 (2013/2014), of which approximately one half are at honours bachelor degree or postgraduate level. This does not include graduates from the new provision in polymer technology in Sligo IT (level 6/7) and Athlone IT (level 8). In addition, in May 2015, there were 400 engineers and 270 engineering technicians (third level graduates) who were job-ready job seekers29.

Also, new-style apprenticeship is being introduced in 2016 for Manufacturing Engineer, Field Service Engineer – Electrical Technology, Manufacturing Technician, Network Engineering and Advanced Craft Welder. In relation to the proposed apprenticeship in these areas, the Apprenticeship Council are at an advanced stage of design, planning and industry/education collaboration. They are currently undergoing a detailed development phase and are awaiting validation30.

The hospitality sector The Irish hospitality and tourism sector has been significantly affected by the recent recession as international tourism declined following the global economic downturn 31.

As Ireland was particularly hit by this recession, domestic sales were also on the decline up until recently32. These trends resulted in falling employment rates in the hospitality sector, but job losses were less severe than in other sectors such as construction or retail. The largest proportion of jobs lost were in the hotel sub-sector 33.

Furthermore, during the past few years, employment in hotels and restaurants across the country has been rising and the number of those employed in Accommodation and Food services rose from 119,000 in 2008 to over 137,000 at the end of 2014 34. This is partially explained by the reduction of VAT rates for this sector in 2013 (Foley, 2013) which it is claimed allowed many employers to increase their staff levels. Even during the downturn, the hospitality sector as a whole remained crucial for the Irish economy and now is claimed to provide one in ten jobs across the country 35. While the rest of the country still continues to attract international tourists, the expansion in Dublin has also been driven by non-leisure tourism. This is especially the case since the opening 29

(Jasmina Behan Joan, McNaboe Caroline, Shally Nina Burkem and Anne Marie Hogan 2015. National Skills Bulletin 2015 A Report by the Skills and Labour Market Research Unit (SLMRU) in SOLAS for the Expert Group on Future Skills Needs) 30 (Careers portals, 2016: Proposed Apprenticeship, http://www.careersportal.ie/apprenticeships/modern_apprenticeships.php? parent=35&ed_sub_cat_id=244#Modern%20Apprenticeships) 31 ITIC news, Year-end Review 2009 & Outook 2010 http://www.itic.ie/wpcontent/uploads/2015/05/ITIC_Year-End_Review_2009___Outlook_2010_01.pdf 32 Power J., 2015. The National Minimum Wage. A report prepared for the Restaurants Association of Ireland by Jim Power, April 2015. The Restaurants Association of Ireland.

33 Ernst and Young. 2013. The Hospitality Sector in Europe: An assessment of the economic contribution of the hospitality sector across 31 countries. A report commissioned by the Brewers of Europe with support from HORTEC. 34 CSO. 2015. Quarterly National Household Survey: QNHS Detailed Employment Series Quarter 1 2009-Quarter 1 2015. Dublin: Central Statistics Office.

35 Failte Ireland, 2011 Tourism Employment Survey 2010, Dublin. Foley, A. 2013. Economic Impact of the Reduction of the VAT Rate On the Restaurant Sector. Report Commissioned by the Restaurant Association of Ireland. Restaurant Association of Ireland.

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of the Convention Centre in Dublin in 2010. This launch was followed by the establishment of two large, high-standard international hotels in its close proximity 36.

In July 2015, Education Minister, Jan O’Sullivan and Minister for Skills, Research and Innovation, Damien English TD announced the Proposed Apprenticeships in Ireland in the Hospitality sector. This is however, being introduced in 2016; the Apprenticeship Council has now assigned to the new programme 'Category 1 status', meaning that they are sustainable and at an advanced stage of design, planning and industry/education collaboration.

They are currently undergoing a detailed development phase and are awaiting validation37 The technology sector Ireland is emerging as a global technology hub. The IT sector is thriving, with exports and employment in both indigenous and multinational technology firms continuing to grow. In the last three years over 17,500 jobs have been announced by technology companies and the sector is responsible for 40% of our national exports (€72 billion per annum) Ireland is home to: 10 of the top 10 global technology companies 9 of the 10 global software companies 5 of the 5 top security software companies 3 of the top 3 enterprise software companies 3 of the top 5 games companies 4 of the top 5 IT services companies The top 10 'born on the internet' companies The IT sector in Ireland directly employs over 105,000 people, with 75% employed in multinational companies and the remainder in the indigenous digital technology sector38.

The ICT sector is of vital strategic importance to Ireland, both in terms of the numbers of high skilled professionals employed and its significant contribution to export performance, accounting for €70 billion per annum. ICT is also widely used across other sectors of the economy. Around 60% of ICT professionals are employed in the broad ICT sector, while 40% are employed across other sectors of the economy.

The skills demand for ICT talent is a global one. By 2015, it was estimated that there will be a shortage of up to 864,000 ICT professionals across the EU and the European Economic Area (EEA).

Ireland is likely to face an average increase in demand for high-level ICT skills of around 5% a year out to 2018 with the employment of ICT professionals anticipated to rise to 36

Alicja Bobek and James 2015, Working Conditions in Ireland Project Employment in the Irish hospitality sector: A preliminary background report Wickham http://www.tasc.ie/download/pdf/hospitality_sector_final.pdf 37 (http://www.careersportal.ie/apprenticeships/modern_apprenticeships).

38 http://imda.ie/Sectors/ICT/ICT.nsf/vPages/Papers_and_Sector_Data~sector-profile!

OpenDocument&Click=

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just over 91,000. Meeting the continuing strong domestic demand for ICT professional skills will require an increase in the numbers of high-quality computing and electronic/electrical engineering graduates, supplemented by higher education conversion and upskilling programmes for jobseekers, further investment by business in employee training as well as though the enhancement of the skills pool here in Ireland by the attraction of appropriately skilled professionals from across Europe and beyond39.

However, new-style apprenticeship is being introduced in 2016 for Software Development. In relation to the proposed apprenticeship in Software Development, the Apprenticeship Council are at an advanced stage of design, planning and industry/education collaboration. They are currently undergoing a detailed development phase and are awaiting validation40.

3) Selection of best practices A best practice may be defined simply as a process or a methodology that has been proven to work well and produce good results in achieving a specific objective, and is therefore recommended as a model. In addition to national research conducted in the framework of the ANEETs project, the following best practices have been identified.

This section presents 20 best practices from 20 companies in the three sector of interest of this project (hospitality, metallurgy and new technology). Each best practice is presented in the form of a data sheet organized as follows: - Presentation of each company-best practice identified with description of the work, apprenticeship method, inclusion tools - Description of the methodology of NEETs’ support - Contact details of the company.

39

ICT Action Plan, Department of Job, enterprise and innovation, 2014 http:// www.careersportal.ie/apprenticeships/modernapprenticeships.php?parent=35&ed subcat _id=244#Modern%20Apprenticeships 40

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Hospitality

Sodexo France

Description

Created in 1966 in Marseille by Pierre Bellon, Sodexo is the world leader in Quality of Life Services. It is set up in 80 countries and employs 419,000 employees, driven by the same passion for service. Because it is a factor of well-being and motivation for individuals to work. Quality of Life is a source of performance for companies and organizations of which they are strategic partners.

Taking care by deploying value-added services as well in companies, schools and university campuses, in hospitals, prisons or Remote Sites from around the world.

Sodexo France is a Branch of the Sodexo group. Here are some figures:  2.7 billion euros in revenue (at 31 August 2014 )  More than 37 000 employees  4000 run sites throughout the territory , closer to living areas (companies, hospitals and clinics, schools, universities, retirement homes, prisons )  2.5 million daily users of services  50 regional directorates  Sodexo is the first French employer worldwide

Methodology

Contact

Even if Sodexo France has not put in place a specific CSR policy for the NEETs, at this time Sodexo can count 1 100 apprentices working in the company and among them it can identify a large number of disadvantaged young people.

Sodexo trains tutors through e-learning and one day training on the field (organisation of the tutor pathway, evaluation and feedback activities).

The jobs which are offered are well adapted for the NEETs because it is quite simple to keep their motivation regarding the practical tasks required from hospitality: cooks, kitchen porters, and some jobs in the technical maintenance.

Sodexo, 6 Rue de la Redoute 78043 Guyancourt http://fr.sodexo.com/ Alain MASSON, Diversity and Inclusion Responsible +33(0)1 30 85 47 17 alain.masson@sodexo.com 35

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Formation Emploi Tremplin (FOR.E.T)

Description

Methodology

Formation Emploi Tremplin (FOR.E.T) is a Brussels-based private not-for-profit company specialised in the catering industry. The organisation is running a pedagogical restaurant and is providing catering and cleaning services to youth hostels in Brussels run by the non-profit organisation SLEEP WELL. Its priority is to foster low-skilled people inclusion in the job market, with a specific focus on unemployed and with little schooling young jobseekers, via vocational training.

The company employs 16 full-time people as well as 6 persons with a helped contract (article 60).

FOR.E.T is currently training :  34 NEETs in apprenticeship to become help cookers, room clerks, manservants or chamber maids.  4 NEETS as help cookers via a career bridging program and as part of a social economy project subsidized by the Regional Employment Office, in order to initiate and promote local employment.

FOR.E.T uses a work-based learning methodology. Professional practice is the priority. Vocational training is given in a real work atmosphere, in contact of clients visiting the pedagogical restaurant and SLEEP WELL youth hostels. By doing so, the program participants acquire directly practical skills and “knowhow” which then will provide a basis for more theoretical learning. In addition, trainees have to complete a work placement of 152 hours maximum in a company.  Housekeeping training: 2 days of theoretical modules (English, Dutch, introduction of the sector, communication and professional theory) and 3 days of practice in the youth hostel.  Help cooker and room clerks training: 640 hours of training where 4/5 is dedicated to professional practice in the pedagogical restaurant which is open 4 days per week at lunch time and 1/5 is dedicated to theoretical modules such as communication and employment law.  Help cooker training via the career bridging program: It follows the same methodology described above, at the only difference that trainees have a working contract and that theoretical module (80 hours scheduled by the contract) are organized when there is gaps in their work

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Contact

timetable.

Formation Emploi Tremplin (FOR.E.T.) asbl Bd de la 2ème ArmÊe Britannique, 27 1190 Bruxelles. http://www.asblforet.be/ Maggy Iglesias (manager) +32 23 43 89 45 maggy.iglesias@skynet.be

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SODEXO (Brussels site)

Sodexo Belgium is a Branch of the Sodexo group, world leader in “Quality of Life Service” such as on-site services (ex: preparation and delivery of ready meals for schools, rest home, university, companies…) The company counts 4,000 collaborators and 1,200 sites across Belgium. The Brussels site currently hires 400 employees and Description has 5 apprentices and 3 young persons with a specific work placement convention to discover the professional world.

Sodexo Belgium has been acting for 15 years to facilitate professional reinsertion and improving living conditions for vulnerable population: long-term unemployed, low-skill jobseekers, with a specific focus on young people. Sodexo has developed a corporate social responsibility policy which is fully part of the company’s strategy, promoting among others equal opportunities for all (NEETs depending on this specific focus).

SODEXO is mainly training young people for the 5 following jobs: help cookers, room clerks, sellers, technicians, administrative officers.

Sodexo has privileged contacts with training centers. The young trainee is selected in the training center depending on the company needs. A meeting on site is organized between the trainee, the tutor and a member of the HR department. This first meeting is followed by a 1 day to 2 weeks discovery work placement. The trainee is then integrated to the Sodexo team and participates progressively to Sodexo activities. A reference person from the training center regularly Methodology comes in the company to check and evaluate the apprenticeship.

The company has a training policy which can be described as follow:  Sodexo site commanders are trained in terms of management team, communication, cultural diversity awareness.  A supervisor is designated for each apprentice. The supervisor selection is done in function of his professional experience as well as his pedagogical competencies.  Sodexo training policy allows the young person to acquire news competences, essential to his or her professional evolution. Indeed, the company has an internal mobility policy and company tends to hire his or her apprentice after his or her training.

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Contact

Sodexo Boulevard de la plaine 15 1050 Brussels, Belgium. http://be.sodexo.com Christiane Dethier (HR Business partner) +32 499/565872 christiane.dethier@sodexo.com

FEDERACIĂ“ D'HOSTALERIA DE LES COMARQUES DE GIRONA Description

The Federation of Hospitality is the entity representing the hospitality sector in the province of Girona: It was founded in 1977.

The Federation of Hospitality for the Girona region is composed of eleven regional associations, each comprised of establishments like hotels, hostels, campsites, restaurants, bars, cafes, and nightclubs among others.

The Federation has now 4,500 federated companies.

The Federation base its activity in being the reference interlocutor between the service partners at the hospitality industry and public administrations, particularly on and policy actions and measures for the economic development and improvement of professional activity. We take care of spreading the regulations and agreements that may affect our partners. The FHCG also cares for organizing activities, events, conferences and annual meetings within the sector to cooperate and share views on the sector progress. All this to help develop and boost the tourism and hospitality industry in the region.

Methodology

The Federation speaks for all sector’s members, associated companies.

They rely on the tutoring / mentoring methodology to welcome new employees.

Contact

Carrer Montnegre, 48-50 17006 Girona www.gihostaleria.org Marina Figueras +34 972224344 comunicacio@gihostaleria.org

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Fundació Ramon Noguera

Description

The Ramon Noguera Group is a non-profit organization which works to improve the quality of life for people with an intellectual disability and for its families.

Guaranteeing the quality of life for the people with an intellectual disability offering the necessary individualized supports in all the aspects of the personal welfare, the socially participation and the self-determination.

Production lines:  Gardening and maintenance of green areas  Cleaning and industrial groups  Car Wash  Shop apparel and accessories  Self-service laundry and ironing

Methodology

The group have a Professional Activity Support Unity (PASU) that aims to achieving social and occupational integration and therefore improve the quality of life of workers with intellectual disabilities. It works with three aspects: A) Individualized Work: work has been done individually for each disabled worker of the Special Employment Centre that is considerate apprentice in order to achieve the maximum capacity of each people in their jobs.

B) Training: It should be noted that it has developed a new training program aimed at disabled workers, it aims to provide a favourable framework to achieve personal and professional development of people with disabilities.

C ) Individual Training : They carry out continuous assessments of individual skills and jobs of the different sections, promoting autonomy in the workplace , monitoring of work habits , training in health and safety at work, adaptation to training and jobs.

Contact

FUNDACIÓ RAMON NOGUERA C/Indústria, 22 17005 Girona http://grupfrn.cat/ Marina Molina (Project Manager) +34 97 22 37 611 mmolina@grupfrn.cat

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The Imperial Hotel Description

Methodology

Located in the heart of Cork city the Four Star Imperial Hotel is Corks most centrally located hotel. Part of the Flynn hotel group, which is family owned and run, the 200 year old building combines the old with the new, having undergone extensive refurbishments. It is situated right on the doorstep of Corks commercial district making it the perfect retreat for the business guest.

Young people are recruited locally and are suitably qualified for the particular job in question within the hotel. .

A key selection consideration that was frequently highlighted during our research was the importance placed by hotel management on the personal appearance, attire and attitude of the candidate. The demonstration of “good manners” during the interview process was also viewed very favourably.

In particular, young candidates who are hired for the more menial jobs in the industry (e.g., washing dishes in the kitchen) are monitored over time, and if the proper attitude and application are demonstrated, then more challenging work is offered. “They are given a chance” was how this informal assessment process was described. Thus, it is possible for ambitious young workers to progress within the sector ----- if the appropriate attitude and willingness to work are shown by the young person.

Contact

The stark realities of working in the hospitality industry can make this an unattractive career path for NEETS. Working long unsocial hours for minimum pay will not appeal to everybody, but, if in doing this, a valuable and transferrable skill-set is acquired, then it might become a more attractive proposition Tim Head Porter Cork, Ireland +353 21 4274040

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HOTEL MUSEU LLEGENDES DE GIRONA Description

Contact

WE DON'T SELL ROOMS, WE OFFER EMOTIONS. This is how the Hotel Llegendes de Girona advertises itself. In his stately house, according to tradition, lived Saint Narcís, Bishop, Martyr, Saint and chief of Girona, between 304-307aC. When being pursued, he jumped through the window and left on the rock his footprint in opposite direction to disorient his pursuers and nobody found him.

Mark Zuckerberg and Priscilla Chan, the Roca brothers from “El Celler de Can Roca” (best restaurant in the world 2013, 14), recently stayed at the Hotel.

The more than 100 plates, busts, marble details of the artist Gerard Roca, transforms the HOTEL into an authentic museum. Each room has the name of a legend. They introduce our clients to 42 magical stories and legends of Girona, in 9 languages, in addition of Braille.

The hotel location can’t be better, in the Historic Town near the Cathedral and the “Call Jueu”, the Jewish quarter.

It’s a first level tourism and gastronomy, along with “El Celler de Can Roca” and many other quality restaurants in the city.

From the very first day the apprentices have a guide- tutor to take them through all the process; there is a permanent contact of this person and their managing team in order to go through a real and constant follow up and to not forget any detail along the path. The friendly environment allows for them to integrate really fast and feel welcome and listen, accompanied in the process.

They propose them short term objectives, and evaluate the results.

Their method is assay-error oriented as they want the young to know on their own where there was a mistake or a bad result and analyse why and how to improve the process. They value the positive feedback of their newcomers and try to make its ideas happen and be evaluated by all the team. Though they allow the young to do the activities they feel more comfortable at the initial steps so they get fast and easy confidence on their results.

Protocol is very important in the hospitality sector. Behaviour with the clients, corporative image, company’s culture and philosophy, are key pillars of their training. The employees are key to the whole training content as they work together.

HOTEL LLEGENDES DE GIRONA

(Address)

Portal de la Barca, 4

(Post code City)

17004 Girona

(www)

www.llegendeshotel.com

Methodology

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(Name) (Position)

ANNA MALLART VALLMAJÓ +34 972220905 info@llegendeshotel.com

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Metallurgy

INDUSTRIAL INDCAR Description

Methodology

Contact

CARROCERA

ARBUCIENSE

S.A.,

Industrial Carrocera Arbuciense s.a. is a Spanish private company.

Indcar is specialized in the manufacture of minibus bodies for passengers and vans adaptations, following the guidelines of quality, safety, and comfort required by the market.

Their core values are technology, safety, design, and environment.

The company employs 150 people and trains between 3-4 per year.

They have an agreement with the high school of Arbúcies and the Education Department of the Catalonia Government, called “ Simple Alternation”.

The student of the first course follows an initial theoretical and practice courses in the High school, and then he follows a practical training in the company during 350 hours. Is essential to be suitable in the two areas to approved the course.

The second and third course, the student makes the same, but he has a contract practices in the company. The student has a tutor of the high school and a responsible worker in the company.

The company provides trainees the tools and materials needed and the flexibility they need so they can combine with their studies.

INDUSTRIAL CARROCERA ARBUCIENSE S.A. POLÍGON INDUSTRIAL TORRES PUJALS 4 17401 ARBÚCIES, SPAIN http://www.indcar.es/en Judit Ferrés (RRHH Technic) +34 972 860165 judit.ferres@indcar.es

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BEULAS

Description

BEULAS, SAU is a family firm which started operations in 1934 and has grown constantly through three generations.

1934 – 1936 - Ramon Beulas & Narcis Pujol created Beulas Bodyworks.

They were building bodyworks made of wood, taking advantage of the surrounding wooden region. Their staff was 12 employees in the 30s; during the Spanish Civil War, Beulas built ambulance bodies for the army. After the war, bodyworks were personalised on demand, producing some 6 units a year. The fifties were years of transition; the company reached its 40 employees, and build bodyworks made from wood, metallic, and mixed ones. In 1963-66 the area of the company is extended with 900 additional square metres. Chassis with the front engine and rear engine are started to be produced, with a length of 12 m and 59 seats. 1975-77, a new bodywork was created with its own design and personality, named BEULAS 75. The factory premises were enlarged to some 10,000 square metres, of which 3,400 square metres were built up. 1988 – 1992, a new extension of the factory of 4000 square metres and a total number of workers increased to 96. 1993 – 1999 is the period of the export growth (Germany, England). Beulas starts participating in International fairs. In 2005, the staff of the company is 190 employees that produce 200 units every year. New models incorporate important technologic improvements.

The main export product is currently small 18-35 seats coaches.

We are still working to offering coaches with a big quality, reliability and a high profitability.

Methodology

The number of car body industries in Arbúcies, which makes the village the Spanish leader in the sector, asked for decisions in the late 1900 in order to fulfil the education needs of the changing industrial environment.

Car body builders teamed to create a new professional curriculum in the existing VET public centre in Arbúcies. Together with the Dept. of Education of the Catalan Govt., designed an Alternation path in order for the companies to reach the skilled people they need for their plants, as they constitute the main group of car body builders in Spain. Most of them were family owned companies and have now turned into export companies because of their quality work.

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The students follow initial theoretical courses at the high VET school, and then practical training path at the company (350 h). Evaluation is integrated for the two areas. After the very first year, the student follows about the same plan, but they have an internship contract when in the company. They are assigned a tutor from the school plus a responsible official from the company. They are given all needed tools and materials and the flexibility they need to be responsible for their combined tasks. After 3 years they can become easily part of the staff of the company and some may decide to go to the university for an Engineering degree.

Contact

BEULAS S.A.U C. Riera Xica, s/n 17401 ARBĂšCIES, SPAIN http://beulas.net/ Dolors Beulas Business Director +34 972 860400 info@beulas.net

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Garatge Plana Concessionari Mercedes Benz Description

Dealer and authorized Mercedes-Benz workshop Company with more than 70 years of experience in the automotive world . Sale of new vehicles and opportunity units ( business cars and second hand)and repairs cars , vans and motorhomes, as well as comprehensive Service for trucks, repairs and painting for any vehicle .

Mercedes Benz has 4 plants in the Girona area: Girona, Blanes, Vilamalla and Montràs.

Methodology

They are specialized: - The unit in Girona deals with sales and post-sales on sheet metal work and painting of cars, trucks and vans.

- Sales and post-sales of cars and van in the other three plants.  A first week (1 week) at the computer studying (on line) procedures, Trade Mark information, all MB models, plus job risks, safety and security proceedings, etc. It’s a company-wide facility and programme.  Up to 2-3 months working alongside a first officer, never alone  Up to 3 months of working autonomously under supervision, usually in the technical maintenance of vehicles unit At this stage, employee is evaluated: Attitude, adaptability, motivation… There is a requirement to get at least 80% of the total evaluation points to continue.  After the first year, a new employee can start its Trade Training.

It consists of: maintenance technician, systems technician and diagnostic technician. The process can last for several years, up to the completion of all the parts of the programme. It is a progressive programme; to become a full employee, and then you get more responsibility, a better salary. At this stage, to keep their status, employees have to attend new models, new motors presentations.  4-5 is the continuing education programme  Finally they can start a Specialization process.

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Contact

GARATGE PLANA CONCESSIONARI MERCEDES BENZ Ctra. Nacional II, km. 711 Fornells de la Selva, SPAIN http://www.garatgeplana.mercedesbenz.es/content/spain/retail-1/garatgeplana/es/desktop/home.html Ricard Ventura ( Post selling service) +34 972 476969/ 34 690134813 csf.gplana@mercedes-benz.es

AUDI Brussels S.A/N.V Description

The brand Audi has an assembly site in Brussels for the production of Audi A1 cars. AUDI Brussels produced 115,377 cars and had 2,531 employees in 2014. The company is currently training 12 apprentices. Based on good practices and the German long-standing experience with apprenticeship, the training project developed in Brussels is considered by the AUDI Belgium branch as a great success.

Indeed, the company considers itself as a pioneer in this field in Belgium. This specific training project is part of their corporate social responsibility policy, policy which has been specifically adapted to the factory in order to foster territorial anchoring.

The German system of apprenticeship has also been tailored to meet local needs. Indeed, the training project developed

by AUDI Brussels focuses on two types of professions where the company experiences labor shortages: installation technician and maintenance technician. The project was set up by the company in order to:  Respond to the labor shortage problem at the source, by getting directly involved in the training process.  Initiate a “win-win” situation: employment perspective for young people as well as having candidates fitting perfectly the company’s needs in terms of knowledge and competencies for jobs related to their field of activity.  Train young people for qualified jobs which required a high technical level.

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Methodology

Contact

The apprenticeship program.

This program offered by AUDI Brussels has been design and developed in close-cooperation with two associated schools.

High school students who choose to follow this specific educational pathway divide their time between school and the company. During the two first years of the apprenticeship, they are within the company 300 hours per year and the rest of the time at school. In their last year, students are completely immersed in the company, where they follow practical and theoretical courses.

Supervision by tutors (members of the training staff within the company): The 12 apprentices are supervised by 30 tutors, which are part of the company staff. As most of them didn’t have any pedagogical skills, a program called “train the trainer” has been developed in cooperation with the associated schools, in order to give them basic knowledge in this area.

AUDI Brussels S.A/N.V Boulevard de la 2ème armée britannique, 201 1190 Brussels, BELGIUM http://www.audibrussels.com Andreas Cremer (Secretary General) +32 2 348 2402 andreas.cremer@audi.de

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l’Outil

Description

L’Outil is a so called training company through work (Entreprise de formation par le travail –EFT). This type of company has the specificity to provide training in real work situations (on site or/and in workshops). They offer individual support in order to help people facing integration difficulties to have access to the labour market. These companies are considered as part of the social economy.

Training companies through work have to receive an agreement from the region to be able to operate under this status. They respond to specific criterions set up by decree: their trainees must be over 18 years old, should be registered as job seekers and should not be holding a certificate of higher secondary education.

Based in Namur (Wallonia), l’Outil depends of the Public Centre for Social Action (Centre Public d’action sociale –CPAS), local and public organisation which delivers a wide range of social services.

L’outil trains 30 young people which are alienated from the workplace in professions linked with building renovation and art metalwork.

At the beginning, the trainee works on his or her professional project with an inclusion worker. During the training period, evaluations are made on the social and the technical side, which can lead to the readjustment of the choices made at the beginning.

Methodology

The pedagogical team meets once a month. The mentor in charge of the trainee explains and shares his progress and his difficulties with the other team members. The goal of these meetings is to have a shared vision, as a pluralist approach allows for a better understanding of the qualities of the trainee and his difficulties. It is also a way to develop solidarity mechanisms, building a strong and reinsuring environment for the trainee to develop in.

Trainees at l’Outil are developing their skills at a client place, under the team leader supervision. The team leader is also a job coach who is at the head of a small team of 5 trainees and who has followed a specific course for the function.

L’Outil is the first step in the professional development of the young trainee where he acquires know-how-to-be and know-how skills. Once this first step is completed, the pedagogical team helps

51

the young trainee to develop further his professional project. The trainee can choose to either follow graduated training or to be in complete immersion within a company through a work placement.

Contact

CISP-EFT l’Outil du CPAS de Namur Rue Asty Moulin, 5 5000 Namur, Belgium Dewinter Annick (manager) 0496/219976 annick.dewinter@cpasnamur.be

52

PSA Peugeot

Description

With 200 years of industrial history, PSA Peugeot Citroën is solidly anchored in French territory Group.

The Group produced 919,900 vehicles in 2013. This represents a contribution of 4.5 billion euros to the country's trade balance. It happened in France 85% of its engines and gearboxes and 33% of its cars are manufactured in France.

In 2013, PSA Peugeot Citroën sold more than 2 .8 million vehicles, of which 42% outside Europe. While maintaining a strong local presence in France with 83,930 employees, and in Europe excluding France with 62,664 employees, the Group has chosen to develop in three priority areas: China, Latin America, and Russia. These geographic areas, where living and working 48,088 Group employees are indeed the main drivers of global growth and those where mobility needs are greatest.

Methodology

The company has a strong and proven CSR policy strictly linked with the territory. They promote diversity and social cohesion.

They work “hand-in-hand” with local social actors and the employment centre and the HR policy is engaged in reaching the 25% of permanent contract hiring apprentices or former apprentices under in 2016.

The trainers are trained on the specific needs of the disadvantaged people and they are accompanied by apprentices’ administrator on field with an intergenerational approach. These are specific full-time job inside the company.

The apprentices are stimulated through ceremonies for the obtaining of professional certificates and through networking with apprentices’ colleagues and ex apprentices of the company. The jobs offered are related to the shortage occupations of the territory.

45 Rue Jean Pierre Timbaud 78300 Poissy http://www.psa-peugeot-citroen.com/en Xavier GUISSE, HR Director and CSR Responsible +33 (0)6 70 21 02 06 xavier.guisse@mpsa.com

Contact

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Boliden Tara Mines Description

Methodology

Boliden Tara Mines is an underground mine, Europe's largest zinc mine and the world's ninth largest.

At the Tara mine, which was acquired by Boliden in early 2004, production has been under way since 1977. Over the years, more than 80 million tonnes of ore have been mined. Approximately 2.6 million tonnes of ore for zinc and lead concentrate production is mined and concentrated every year.

Through both exploration and acquisitions, the ore reserve and mineral resources have been increased. In recent years, Tara has focused on improving its cost position, measured as cash cost, through investments designed to boost productivity and saving measures.

Boliden Tara Mines employees 600 employees in Ireland.

The company has a very rigorous selection process for recruitment of formal engineering apprentices. These young people are recruited locally and are suitably academically qualified for the particular craft apprenticeship. In addition, the company requires proper aptitude, strength of character and a good work ethic as basic requirements.

The selected candidate undergoes the formal structured apprenticeship which features periods of both “on-the-job” and “off-the-job” training.

Progress is closely monitored throughout the entire process, and a dedicated HR specialist is readily available to help with any difficulties should these arise.

Contact

All supporting information regarding training, including all tests completed and their results, and additional achievements and/or specialisms are recorded in the Apprentice Logbook. These entries are verified independently by the training provider and/or the company It is common practice in Ireland that apprentices upon successful completion of the training are encouraged to broaden their practical experiences by working in other companies. This allows new skills and work experiences to be gained. A young person at this stage of their skills development is often referred to as a “journeyman” and when this informal process is completed, only then are they regarded as a “master craftsman”.

Knockumber Road, Navan, Co. Meath Eoghan O Neill, HR Manager +353 46 90 82 00 Eoghan.oneill@boliden.com

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ArcelorMittal Description

Methodology

With annual achievable production capacity of approximately 92,5 tonnes of crude steel, and 209,000 employees across 60 countries, ArcelorMittal is the world’s leading steel and mining company.

With an industrial presence in 19 countries, they are the leader in all major global steel markets including automotive, construction, household appliances and packaging, with leading research and development and technology, sizeable captive supplies of raw materials, and outstanding distribution networks.

Our approach Our core philosophy is to produce safe, sustainable steel. In so doing, our top priority is safety and our goal is to be the world’s safest steel and mining company.

As a company, we are committed to our promise of ‘transforming tomorrow’. Guiding us in this are our values of sustainability, quality and leadership.

ArcelorMittal works closely with the training centres in advance.

Once they’ve decided a short list they contact by phone the possible candidates and make sure their motivation and making some questions on the company.

Then during the hiring phase, we already work with the tutor in order to meet the more that we can the expectations of the company.

At the selection phase they use personal fitness test Once the candidates are selected we then put in place a sort of scholar report, and this document will be feed all along the apprenticeship, in collaboration with the tutor and the HR department.

Contact

Dunkerque HR Department 3031 rue du Comte Jean - CS 52508 F-59381 Dunkerque Cedex 1 France, http://corporate.arcelormittal.com/ Sylvie Guillardeau HR Responsible Mobility recruitment +33 3 2829 7770 silvye.guillardeau@arcelormittal.org

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New technologies

Accenture Foundation Description

Accenture, a world reference in consulting and technology, accompanies the largest businesses and governments in all phases of processing, from strategy to implementation. International company operating in 120 countries with over 370,000 employees, Accenture benefit from a global network of excellence and a recognized methodology, guaranteeing expertise and performance in many sectors: insurance / bank sector public, telecommunications, aerospace, energy distribution, health, consumer, media, tourism, automotive industry .

At a time of great technological change, Accenture helps increase our customers' performance through solutions that transform their organizations, products offerings, their distribution channels and customer relationships.

Because they are convinced that diversity is a source of performance, they strive to create an environment in which everyone can thrive professionally and build a career that matches it. This environment recognizes the uniqueness of our employees and promotes respect, personal achievement and responsible management.

Methodology

The Accenture Foundation recruited 50 apprentices in France through their CSR service which works as an intermediary with the managers.

They actually have tutors selected according to the target group of NEETs apprentices and apprentices with disabilities which are called “career counsellors”.

The “passport tutor” are specialised with this target group and trained by inclusion associations. The jobs adapted for the NEETs are Web designer, Community manager, Web analytic consultant and consultant in cyber security. These jobs are adapted for the NEETs because they do not require high level of education.

The young people are motivated and recruited through jobs events and coaching days Fondation Accenture, 118, avenue de France, 75013 Paris Angelina Lamy, General Manager and CSR Responsible for France, Holland and Belgium +33(0)6 32 73 63 38 angelina.lamy@accenture.com

Contact

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BTM Sound Description

BTM SOUND SL is a company created in 1992 with the intention to provide a comprehensive service in the assembly and production of shows and social events.

They become a reference name and professionalism in the sector. They have extensive experience in the field of sound, lighting and image live shows and corporate events.

Currently, they are open to design and build any project or space and we adapt to customer needs.

Methodology

Contact

The company provides the apprentices with a reference person within their staff, as a mentor / tutor. Apprentices work always next to him, maybe not doing the same tasks but being carefully followed side by side because the equipment is very expensive and fragile; the company needs to protect it from misuse. Also, some tasks can be dangerous (the company k with metallic pieces); so the company needs to protect youngsters from being hurt.

The training method that is used is “learning from doing�, practical experience gained doing a real job.

BTM Sound SL Major de Salt, 345 17190 SALT, SPAIN www.btmsound.com Xavier Morell (General Manager) +34 972 242927 infor@btmsound.com

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Theo Benning GmbH

Description

Theo Benning GmbH is a family ownedbusiness that designs, builds and tests a wide range of electronic equipment such as hand held electrical testers, power chargers, and printed circuit boards(PCBS) for a range of sectors. Their Irish factory is located in the Whitemill Industrial Estate in Wexford Town. Theo Benning GmbH employs approx 100 staff in their Wexford facility.

Methodology

The company has a structured selection process for the recruitment of workers.

They are recruited locally and some young people are recommended to the company by the local training centre , YouthTrain Centre. The centre works very closely with the company, and both are located in the Whitemill Industrial Estate.

This centre has facilities to train young people in both basic IT and elementary engineering skills, and thus teaching staff are well positioned to assess the suitability of potential candidates to work in Theo Benning GmbH.

During the selection process, the company will look for a motivated individual with good vocational aptitude, demonstrated good work ethic and reasonable manual dexterity.

The selected candidate undergoes the formal and informal structured on-the-job training for the particular task(s) they have been employed. and off-the-job training. The training is designed, delivered and assessed by a cadre of in-house training specialists. These trainers are all quailified to national accreditation standards (QQI Level 6 ). Progress is closely monitored throughout the entire process, and additional help/support is available when/if required.

Senior management encourage the development of a strong work culture of continuous improvement and employee involvement within the plant.

This philosophy is driven by the Joint Union management Steering Committee (JUMST) whose role is to actively encourage practical team work across the entire plant. Subsequently, all employees receive formal training, and are qualified to nationally accreditation standards (EQF Level 4). The practical use of a wide range of problem solving skills (“brainstorming�, Pareto analysis, fish-bone diagrams etc) is common across the entire plant.

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Contact

Whitemill Industrial Estate, Wexford, Ireland.

Pauline Stamp , HR Manager 00353 53 917 6904 pstamp@BENNING.ie

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GRN SERVEIS TELEMĂ€TICS INTERNET Description

Before June 1995 the few people in Girona willing to connect to Internet had to make a long distance phone call, with a cost of twenty euros per hour. In late June 1995 the GRN Telematics Services Internet access local node became operational, giving the possibility to connect to the Internet via a local call. GRN celebrates its 20th anniversary this year by rememorizing the beginnings of the Internet world.

GRN is in the world of the Internet since its inception. Its products and services aim to cover all aspects: connectivity, the domain hosting, email, housing in dedicated and virtual servers, IP telephony, technology consultancy in the Linux environment, firewalls, web design, mobility, new cloud philosophies and every technology new issue.

Methodology

GRN was born in 1995 with an infrastructure consisting of a Linux server BBS and, therefore, its history with this operating system goes back to the beginning, and that has been the key to its success and the fact that even exist as an independent ISP. This trajectory supports GRN as Linux consultants. Today the range of devices that work with Linux is immense. In business you can find everything from file servers, database, web server with PHP and MySQL, mail servers, firewalls, proxies, routers etc. GRN can contribute to help users to find the best solution in each case, as well as to integrate open source products to obtain a solution to their preference.

Tutoring GRN integrates newcomers to the company by working next to a well-integrated company member with good technical level and ability to train new staff members. The goal is to teach them the habits and general requirements of both the company and the business sector in general. We want them to reach a good knowledge of the world of private enterprise.

Mentoring.

GRN uses mentorship in the process to adapting the newcomers. Past / retired technical staff members are glad to cooperate in some business activities.

New employees are usually well trained, or at least with a basic VET education. Tasks at the company call for a minimum

60

technical knowledge. Though they need adaptation to the labour environment and to some specific company habits.

Psychology is the most appreciated trainer profile.

Contact

GRN Serveis TelemĂ tics.

Oviedo, 46, 17005 GIRONA www.grn.cat Esteve CamĂłs. Administrador +34 97 22 30 000 esteve@gr.cat

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Hewlett-Packard CDS

Description

Hewlett-Packard CDS is a wholly owned subsidiary of HewlettPackard and although an integral part of Delivery Operations EMEA, is a separate legal entity providing true multi-vendor service capability for HP customers.

The HP service offerings are contained in a single portfolio of HP branded services, which are delivered by both HP CDS and HP service teams. HP CDS specialises in on-site delivery for multivendor products and services.

Hewlett -Packard CDS provides a competitive advantage for the Group HP grounded an elevated performance the provision of services , thanks to the quality which will distinguish it in the Market:   

The Customer Satisfaction (focus in quality of service).

Agility in the design of solutions.

Efficiency Costs (structures in the provision of services, agile fear control system) .

Methodology

HP CDS has created the Technological Observatory and has an agreement with the University of Girona and several education institutions in order to supervise Students Projects and support them in training periods inside the company. Once the project or training period ends, the company hires the students who show interest and potential (far more than 90% of cases) for a period of six months. Those students are involved in real projects.

To ensure the correct monitoring and adaptation of new apprentices, the company assigned a tutor who takes care of the learner during the initial period.

Contact

HEWLETT-PACKARD CDS Emili Grahit, 91 – Narcis Monturiol building Parc Cientific i Tecnológic UdG 17003 Girona https://www.hpcds.com/es/ Gerard Font (Service Delivery Manager) +34 670 055 906 gerard.font@hpcds.com

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Droit et Devoir Asbl

Description

Methodology

Droit et Devoir is a Belgium private not-for-profit company with three missions:  Social by helping unemployed to join or rejoin the workforce on the assumption that computer sciences concern just as well low-skilled people as qualified ones.  Economical by contributing at the creation of high quality and stable jobs  Environmental through the process of recovery and reuse of obsolete computing equipment.

The company runs a second-hand computing equipment shop as well as a call center. This economic activity is conciliated with a mission of social insertion by offering three types of employments: computer assembler, recycling waste handler and call center operator for people over 18.

The company employs 12 people and trains between 80 and 100 people per year.

Training is based on a worked-based pedagogy. The participant is following theoretical courses alongside practical and productive workshops in authentic working situations, either in Droit et Devoir premises either through an internship done in an external company (up to 520 hours can be dedicated to this task).

The company has developed a personalized support method called 4D.A Excellself to face problems of lowmotivation and it is based on tools coming from the neurocognitive and behavioral approach.

It identifies motivation mechanisms by differentiating two categories of motivations: unconditional motivations (sustainable and resisting to failure) from conditional motivations (unstable as depending on work results and acknowledgement). This approach is a way to identify precisely and objectively the personality of each trainee and to help him/her to develop their potential and to be more dedicated to their project/tasks. This method is concretely translated through six steps:  Carry out a personal and professional assessment (exploring self).

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

Contact

Communicate in different personal and professional situations.  Deal with the social, economic, cultural and political environment.  Develop a professional or learning project.  Communicate on this project.  Bring this project to life through real-life professional situations.

Furthermore, Droit et Devoir is following a participative approach, where the trainee is at the core of his/her professional and learning project, by stimulating their expression and creativity.

Droit et Devoir Asbl Rue du Fisch Club, 6 7000 Mons, Belgique www.droitetdevoir.com Bouchaïb SAMAWI (Manager) +32 (0)65 37 42 51 general@droitetdevoir.com

4) Recommendations This part summarises the project recommendations aimed at promoting and carrying out apprenticeship for NEETs in Europe. Local researches have enabled the emergence of general principles. Those principles serve as a base for European recommendations set out in the framework of the ANEETs project.

1. Stimulate the motivation of NEETs, by adapting the apprenticeship method.

It is essential that the methodology fits the apprentices’ personality, develops their potentials and depends on their sustainable motivations in order to get them on board, and to make them masters of their professional project.

2. Identify a specific tutor for accompanying the apprentice. It is essential that NEETs benefit from a and tailor-made individualized support during the apprenticeship period, in order to present social issues, low motivation, or anticipated break out apprenticeship contracts.

3. “Train the trainer”. For a successful apprenticeship method, trainers/professional instructors/tutors who are in direct contact with the apprentice, and who represent the link between theory and practice within the company, should have at least basic pedagogical competences. The method to give access to these pedagogical competences may be developed in cooperation with training centres which could be associated to company's apprenticeship method development.

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4. Have an on field approach and focus more on practise than on theory : young people with low education levels usually drop out of school very early by choice, or by constraint (e.g. because of personal matters) They see the theoretical approach as a constraint and they cannot see the immediate improvement of their skills. With the “learning by doing” method instead, the NEETs are in the field and can experience the job concretely. They, thus, can see very quickly the results of their actions and their improvement with the monitoring of the tutor.

5. The theoretical part of the apprenticeship method should be tailored to the apprentices' professional goal. General theoretical subjects' competences should not be an obstacle for a successful training of NEETs. Motivation is a real driving force. To stimulate it, the choice of courses and the time allocated to training should notably be designed in a way that the NEETs identifies the real added value for its future professional life.

6. Design a tailored welcome plan to the company. Where the NEETs has a personalized incorporation plan in the company, detailing all the stages of the apprenticeship, processes and tasks to be carried in their workplace, the integration to the company’s team is faster and more effective. The reference support person monitors and evaluates the evolution of the work in the technical aspects, but also takes into account the cognitive, psycho-educational and social aspects of the trainees. This methodology enhances the role of mentoring and coaching in the process. This method that works fine for integrating people with disabilities at a work place, can be spread to the general population when incorporating NEETs to a new job, and be extrapolated to ordinary companies.

7. Creating a capacity’s table for the company. A company has (should have) a well-defined specific list of processes/ tasks on its production units. When a NEETs enters the company, a personalised table is built to follow the learning process by filling a competence mark for each of them according to expert’s evaluation. The tool is used to determine in which processes a learner is better skilled in order to be definitely allocated. Moreover, the result is a comprehensive company table (Skills Matrix) which works as a picture of all available staff’s competences to be used as a resource when looking for a specific skilled person to fill a gap in staffing, to provide punctual support to a unit, etc.

8. Companies should work in close collaboration with social actors involved in the professional and social support of NEETs. It is important that all actors involved in the support of NEETs work together during the training period and

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share information regarding the difficulties that the youth may encounter and that may put at risk the success of the programme.

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