© Foyer

FOYER centre for part-time trainingPersonal development pathways

Monday 3 March 2012Integration Centre Foyer vzw

© Foyer

© Foyer

Welcome at Foyer in Molenbeek

What is Foyer?Integration centre in Molenbeek

- non-profit organization

- founded in 1969 - situated in Molenbeek

- active on the municipal, regional and international levels- focusing on the global integration problems of ethnic

minorities

© Foyer

What does Foyer do?• Shared Housing Projects

• Palace of the Normal and the Strange

• Service for travelling people and Rom gypsies

• Legal Service

• B.I.S. (Brussels Integration through Sports)

• Consultation service

• Intercultural mediation

• Newcomers

© Foyer

What does Foyer do? (2)• Les Ateliers du Foyer

• Youth Centre “Foyer des Jeunes”

• Dar al Amal meeting place for women

• Centre for part-time training FoyerPersonal Development Pathways for 15- to 18-year-olds

• District workplace for woodcraft

• T-impactEmployment service for our Personal Development Pathways youngsters +

for two centres for alternate learning in the region of Brussels

© Foyer

The Flemish educational system:secondary education

Our work is situatedhere: youngsters frompart-time vocationalsecondary education

Alternance training system = reformed sinceJuly 2008

Full-time commitment of 28h/week

•15h ‘learning’

•13h ‘on the job learning’

© Foyer

6 Personal Development Pathway (“POT”)organisers in Flanders

• Groep intro

• Arktos

• Aura

• Lejo

• De Werf

• Foyer

© Foyer

Personal Development Pathway providers in Flanders Within the following regions …• Antwerp : Arktos vzw, vzw Lejo• Bruges : vzw Groep INTRO• Brussels : vzw Groep INTRO, vzw Vormingscentrum Foyer• Ghent and surroundings : vzw Groep INTRO, vzw Lejo and vzw De Werf;• Halle-Vilvoorde : vzw Groep INTRO• Kempen : Arktos vzw;• Limburg : Arktos vzw, vzw Groep INTRO• Leuven : Arktos vzw;• Mechelen : Arktos vzw• Meetjesland, Leie en Schelde : vzw groep INTRO• Midden-West-Vlaanderen : vzw Groep INTRO;• Oostende : vzw Groep INTRO;• Waas en Dender : vzw Groep INTRO;• Westhoek : vzw Groep INTRO;• South-East Flanders : vzw Groep INTRO, vzw De Werf• South-West-Flanders : Aura vzw Jongerenbegeleiding and vzw Groep INTRO.

© Foyer

“On the job learning”:The youngsters get systematic pathway-to-work-

guidance

• Youngsters who do not yet have any clear career perspectives and remain indecisive about the training programme they wish to pursuecan follow a preparatory pathway (of up to 312 hours). “voortraject”

• Youngsters who are prepared to work but still need to develop theirwork attitudes and skills can avail of a bridging project to get 40 weeks' work experience (800 hours maximum) with a public administration or a non-profit association. “brugproject”

• Socially vulnerable youngsters who are not yet able to work in a labour-oriented fashion are offered a personal-developmentpathway “POT” by a Centre for Part-time Training (Centrum voorDeeltijdse Vorming).

Source:http://eacea.ec.europa.eu/education/eurydice

© Foyer

Personal-development pathways

Are very flexible, they may comprise the following combinations:• a personal-development pathway totalling 28 (50-minute) periods,

comprising the components 'learning' and 'on-the-job learning' (nolabour-market participation). (leren EN werken)

• a personal-development pathway totalling 15 (50-minute) periods, comprising the component 'learning' in combination with a bridgingproject or a preparatory pathway; (brugproject of voortraject)

• a personal-development pathway totalling 13 (50-minute) periods, comprising the component 'on-the-job learning' (no labour-marketparticipation) in combination with part-time education at a Centre forPart-time Education, CDO.

© Foyer

Who are our youngsters?• 15 to 18 years old• Registered in part-time vocational secondary schools (training in

alternance)• Socially vulnerable youngsters, due to social / personal / multiple /

complex problems• Not yet able to work in a labour-oriented fashion

• In need of a safe and encouraging learning environment

© Foyer

We believe in their talents and potential

Our youngsters cannot function in one or bothcomponents of their alternance training:

• learning (15h/week)• on-the-job-training (13h/week)

They need personal guidance to developtheir potential and personal growth...

© Foyer

Our mission is providing them with

• learning opportunities• success experiences• social skills• self-confidence and self-knowledge• responsibility and citizenship• empowerment• integration in society

(pathway to work / further education)

© Foyer

Our goals1. Re-establishing the contact with the youngster

– Truancy prevention

– Participation in training activities within a clear structure

– Stimulating involvement

2. Reinforcing the youngster as a person within hispedagogical context– Increasing well-being and self-confidence

– Allowing to “catch his breath” and calm down

– Exploring future perspectives

– Strenghtening social skills, autonomy, team spirit, sense of responsibility

– Catching up linguistic deficiencies, help with individual problems

3. Repairing the link between the youngster and society, i.e. with both components of alternance learning

© Foyer

Our PERSONAL DEVELOPMENT PATH is a success if the youngster can move on...

• to alternance learning system

• to (full-time) employment

• to (full-time) education / training

AND if the ties with society have been repaired in otheraspects of life, such as

• taking part in leisure activities

• a better sense of well-being and (self) confidence

• involvement, as opposed to alienation

© Foyer

How do we work?

© Foyer

Step by step1.Application: two possible procedures

• direct application• the youngster is sent to us by alternance learning centre

2. Round table with all partners involved3. Intake and screening4. Motivated written report by the pupil guidance centre (CLB) 5. Start of the Personal Development Pathway

� A warm welcome in a fun and motivating atmosphere� Making up a Personal Development Plan TOGETHER� The youngsters' context is an important factor� Activities and training, building competences and skills� They get lots of chances – but within a clear structure

6. Regular evaluations (at least every other month) with all partners involved. Every change (also the end) of the youngster's pathwaymust be documented officially by the pupil guidance centre.

© Foyer

When their pathway is completed, our youngsters get...

A certificate of acquired competencies

Help with their transfer to employment or education / training

Aftercare and follow-up: if they needfurther help (e.g. adapting their CV)

© Foyer

Time for questions!