INTRODUCTION OF THE “UPLOAD YOUR DREAMS”

ERASMUS+ KA2 project

Project description and project process

2019.

Structure of the project

Project background, rationale of the project1

Youth unemployment affects millions of young Europeans.

According to European statistics (Eurostat) more than 3.3 million young people (aged 15-24

years) are unemployed in 2019 in the EU. In 2018, more than 5.5 million young people (aged

15-24 years) were neither in employment nor in education or training (NEETs) in the EU. The

situation was the same when the idea of “Upload your dreams” project was born in 2016.

Although these numbers have decreased in the recent years, the youth unemployment rate

is still very high in the EU (with peaks of more than 30% in several countries like at one

project partner, in Italy) and more than double the overall unemployment rate (less than 7%),

and masks big differences between countries, which requires a variety of different methods

of intervention in the different countries or regions. For all this youth unemployment is often

examined separately.

In summary youth unemployment figures have not changed significantly over the last

decade, nor are they expected to improve in the next few years.

High unemployment co-exists sometimes with increased difficulties in filling vacancies,

creating labor market mismatches that are partly due to inadequate skills.

Why the successful integration of young people into the labor market is so important?

Helping young people enter and stay in the labor market

− helps to promote economic growth and better living conditions, and also

− has a positive effect on the mental state of young people.

1 Sources: https://ec.europa.eu/social/main.jsp?catId=1036; https://www.statista.com/statistics/266228/youth-unemployment-rate-in-eu-countries/ NEETs Young people not in employment, education or training: Characteristics, costs and policy responses in Europe, Luxembourg: Publications Office of the European Union, 2012

Identification of the problem and

background of the project

Declare project objective

Hypothesis

Preparation: planning project

activities, consistent with the needed response to the

problem

Implementation of the planned

activitiesEvaluation

Dissemination (local, national, international)

(Without a job, young people are more likely to get close to various deviations or

abuses, and they are more likely to be affected by mental and physical illnesses such

as depression, which adversely affects all areas of their life.)

On the contrary, unemployment (especially if the person also does not attend any formal or

non-formal education or training) has severe adverse consequences for the individual,

society and the economy. Spending time in such a life situation may lead to a wide range of

social disadvantages, such as disaffection, insecure and poor future employment, youth

offending, and mental and physical health problems (from the mildest to the most severe),

etc.

Young people in general face specific challenges in the transition from school to work:

− Since being new and less experienced to the labor market they are less likely to find

a job, or are often employed on temporary and part-time contracts.

− Young people are more easily dismissed if the economic cycle is weak, or due to the

industrial automation of processes.

− The levels of youth unemployment and inactivity are largely influenced by the

economy, but they may also be caused by structural challenges.

Structural challenges include unsatisfactory outcomes in education and training,

segmentation of labor markets affecting young people, and at times the low capacity

of public employment services to provide tailored services to young people,

particularly to the most vulnerable.

There are particularly vulnerable groups within young people whose life situation,

background is even more challenged, so that finding a job for them without help or

intervention is more difficult.

The “Upload your dreams” project primarily focuses on them.

These youngsters have disadvantaged backgrounds and fewer opportunities compared to

their peers for different reasons:

− They could have some disability.

− They could have educational difficulties (e.g.: learning difficulties; early school-

leavers; low qualified adults; young people with poor school performance).

− They could have economic obstacles (e.g.: people with a low standard of living, low

income, dependence on social welfare system or homeless; young people in long-

term unemployment or poverty; people in debt or with financial problems).

− They could have cultural differences (e.g.: immigrants or refugees or descendants

from immigrant or refugee families; people belonging to a national or ethnic minority;

people with linguistic adaptation and cultural inclusion difficulties).

− They could have health problems (e.g.: chronic health problems, severe illnesses or

psychiatric conditions).

− They might face social obstacles (e.g.: people facing discrimination because of

gender, age, ethnicity, religion, sexual orientation, disability, etc.; people with limited

social skills or anti-social or risky behaviors; people in a precarious situation; (ex-)

offenders, (ex-)drug or alcohol abusers; young and/or single parents; orphans).

− They could have geographical obstacles (e.g.: people from remote or rural areas;

people living in small islands or in peripheral regions; people from urban problem

zones; people from less serviced areas (limited public transport, poor facilities).

− They could be NEETs (not in employment, education or training).

The target groups of the “Upload your dreams” project came from a mixture of the above

listed special young groups.

Project history

Members of the partner organizations met in person in Rome in 2015 at an Erasmus+ cross-

sectorial contact seminar, and the challenges behind the project were identified, and main

points and milestones of the project plan were defined in Rome.

Common basis of the partners: All partners provide services for similar target group:

vulnerable young people often with disadvantaged background who have difficulties entering

the labor market, and need extra help, special methods to prepare for and keep the job, but

the reason behind these difficulties are different:

− low level of education,

− immigration background,

− refuges or asylum seekers (with cultural and language difference),

− living with disabilities or other health issues (reduced working capacity),

− living in disadvantaged areas etc.

Partner organizations work with disadvantaged, vulnerable youngsters however every

organization helps young people with different background and reasons why these

youngsters are more excluded from the society, and why they have difficulties in the labor

market. For this reason, the partner organizations use different methods and practice to help

their target group. In this way, partners work on the mission to help these disadvantaged

youth, but they have slightly different target groups, and different answers for their problems.

So the mission of the partner organization is the same: Helping their clients' inclusion into the

society in general and particularly into the labor market, increasing the chance of their

employability.

Objective of the project

According to the project history, the partner organizations started the project work to fulfill

their mission and work for the similar goals together: the project intended to increase

employability of disadvantaged youngsters (for example young people not in employment,

education or training) by sharing good practices that were particularly successful in the local

society, and testing new methods in four European countries (Hungary, Italy, Slovenia,

Belgium).

The hypothesis behind the project: certain methods that are particularly useful for a certain

young target group in certain European countries may work with minor or major

methodological changes with other young target groups in other contexts.

To prove this hypothesis, the partners shared their methods for certain young groups and

tested one new method learned from another partner.

Partner organizations2

The main target groups of the project

1. Professionals of partner organizations working in the field of youth services: youth

workers, job coaches, social workers, teachers, trainers

2. Youngsters

− at the age of 18-30 years

− at risk of socio-economical exclusion

− NEETs

− members of vulnerable groups

− living with disadvantaged background

HUNGARY: disabled youngsters

ITALY: refugees and asylum seekers

SLOVENIA: young people who either finished Vocational school, High school or university

and are unable to find job due to lack of job experience or lack of quality of work

BELGIUM: long-term unemployed, young disadvantaged unemployed people due to various

reasons such as different cultural background, educational difficulties, low qualification,

health problems or disability, addictions etc.

2 ANNEX1: Introduction of the partner organizations or https://uploadyourdreams.eu/ PARTNERS MENU

− Salva Vita Foundation, Budapest, Hungary

https://salvavita.hu/

− ICEI Istituto Cooperazione Economica

Internazionale, Milan, Italy

https://www.icei.it/

− De Groene Kans vzw, Diksmuide, Belgium

http://www.degroenekans.be/

− Hisa! drustvo za ljudi in prostore so.p.,

Maribor, Slovenia

http://www.drustvo-hisa.si/sl

Project activities in chronological order

I. Organizing transnational project meetings3

− Partners held project management discussions on project management issues (e.g.

tasks, responsibilities, deadlines etc.).

− Partners planed and monitored project activities.

− Partners discussed dissemination plans and activities.

− Partners got to know each other's Good Practices on spot, and other successful

methods operating in the partner city regarding employability of disadvantaged and

vulnerable youth.

− Partners informed each other about the experiences, feedback, results and impacts

of testing phase, developed methodologies.

− Partners planed project closure, project follow-up and Intellectual Output.

II. Organizing 5 day-long short-term joint staff training sessions4

− Two times, organized in Hungary and Belgium.

− Partners deepened their knowledge about Good Practices and adaptable method.

− Partners prepared for the test phase of the project while coaching each other.

− Partners planned testing phase of the project in details.

III. Testing, working with disadvantaged, vulnerable youth / participants5

3 See more: https://uploadyourdreams.eu/1-project-meeting/; https://uploadyourdreams.eu/2-project-meeting/; https://uploadyourdreams.eu/3-project-meeting/; https://uploadyourdreams.eu/4-project-meeting/; https://uploadyourdreams.eu/gallery/ 4 See more: https://uploadyourdreams.eu/5-training/; https://uploadyourdreams.eu/6-training/; https://uploadyourdreams.eu/gallery/ 5 See more: https://uploadyourdreams.eu/600-2/ https://uploadyourdreams.eu/special-city-walk-in-budapest-2/, https://uploadyourdreams.eu/special-city-walk-in-budapest/ https://uploadyourdreams.eu/job-shadow-experience-in-slovenia/

Training & meetings:

sharing Good Practices

Selecting an adaptable

method by each partner

TESTING with new traget group and in new environment +

EVALUATION

Documenting and sharing the

experiences of testing

Compilation of Intellectual

Output

Dissemination and

Follow-up

− Partners compiled standardized process and progress forms to help monitor the

testing process in all partner countries in a same and comparable way:

o G(ood) P(ractice) Matrix6: helped to compare the learned methods and to

choose the method that best suits the given environment and target group of

the partners.

o „Upload Your Dreams” Assistant Form for Testing7: accompanied the testing

process from the choice of a method to the detailed results and impact that

the tested method caused / partner.

o Impact Tool8: helps to list in a structured way the effects of the tested

methods.

− Partners chose one learned method while paying attention to:

o How realistic is the chosen method for the given organization, target group,

environment?

o How useable is the chosen method for the given organization, target group?

o How challenging the chosen method for the given organization, target group?

o How promising for the future, the chosen method for the given organization,

target group, country or region?

o How flexible is the chosen method regarding possible methodology change?

o If the chosen method can be tested during the project in terms of human and

financial resources as well as duration?

o Etc.

− Partners prepared for testing phase of the project:

o Contact, partnership building with local partner organizations (all partners

involved local partners in the testing phase).

o Recruiting participants.

o Signing contract with participants (e.g. learning agreement).

o Developing tools needed in the testing process (e.g. training materials, leaflets

etc.)

o Adapting the method to local circumstances and target groups: making any

necessary methodological changes in the original method

− Partners implemented the chosen and adapted method involving at least 10

youngsters from the target group.

− Partners evaluated the whole testing process

o Collecting feedback from participants

o Inner evaluation

6 ANNEX 2: G(ood) P(ractice) Matrix_sample 7 ANNEX 3: „Upload Your Dreams” Assistant Form for Testing_sample 8 ANNEX 4: Impact Tool_sample

− Partners have documented their testing results and experience in detail using G(ood)

P(ractice) Matrix, „Upload Your Dreams” Assistant Form for Testing and Impact Tool

table.9

o The filled process and progress forms helped to create Intellectual Output.

IV. Compiling Intellectual Output

By the nature of the project, compiling the Intellectual Output is the result of a longer process

whose steps are according to the above listed activities:

1. Sharing best practices among the partners, mutual learning, collecting new ideas

from each other.

2. Selecting a promising and applicable practice, method by each partner.

3. Developing and refining the frameworks of the learned method within own local

circumstances, adapting a learned method to local circumstances and target groups.

4. Testing the learned methods with own (sometimes very different) target groups by all

partners (one in four European countries: Hungary, Italy, Slovenia, Belgium).

5. Drawing conclusions from testing, consideration of the future applicability of the

tested method.

6. Elaborating new methodologies from the experiences, conclusions of testing phase

(including feedbacks, results, effects, difficulties etc. during testing pahse)

The overall goal to elaborate methods that can be adaptable, accessible and profitable for

other European non-governmental or governmental organizations who work with

disadvantaged youngsters.

V. Dissemination10

− The partners were responsible for local, national and international dissemination.

− In the context of local dissemination, multiplier events were organized by every

project partner at local level, in Budapest, Milano, Maribor and Diksmuide where

project process and project result (especially the local testing) were presented to

participants of the project, professionals, interested organizations, NGOs,

local/associated partners, stakeholders, public administration and any other social

organization working in the field of the initiative.

− In the context of national dissemination, partner organizations used for dissemination

purpose:

o their own web-site,

o their social media platforms,

o their newsletters

o other national event or Eramus + event (e.g. Word of mouth, at project

meeting funded by the Asylum Migration and Integration fund of the European

Union

9 ANNEX5, ANNEX6, ANNEX7, ANNEX8. „Upload Your Dreams” Assistant Form for Testing at all partner organizations 10 See more: https://uploadyourdreams.eu/multiplier-events/

o thematic networks, such as the network of the NGOs of the Region of

Lombardy

− In the context of international dissemination, partners used international thematic

mailing lists (e.g. network of DuoDay organizations), project webpage

(https://uploadyourdreams.eu/), social media of the partners.

Project timetable

Project results

− At least 30 professionals were directly involved in the project from 4 different partner

organizations, who were involved in the project work at different points of the project

(e.g. transnational, project meeting, training, multiplier event, testing etc.), all of whom

participated in the exchange of Good Practices.

− 16 professionals work in the project, were trained, got new intervention tools they can

use in their profession in the future.

− 15 Good Practices (applicable for vulnerable target group regarding employment and

social integration) were shared between four organization from different part of

Europe (Hungary, Italy, Slovenia, Belgium). A Good Practices Collection was

compiled from the program sharing project phase, which is an extra (originally not

planned) product of the project.

− 4 new methods (applying in different target group in a different environment) were

tested and evaluated.

− 2 Intellectual Output was elaborated, first one – planned in the application form -

containing these 4 different methodologies, second one is a Good Practice collection

− Almost 50 youngsters were directly involved in the testing phase of the project (when

partner organization tested out new methods with their participation).

− Several local organizations (private and public bodies) in the 4 cities (Budapest,

Milano, Maribor, Diksmuide) were involved in the national dissemination phase, and

get to know the results of the project.

− Approximately 120 people (professionals, stakeholders, interested people, member of

local authorities, decision-makers, member of partner organizations/ngo-s etc.) were

informed about project experiences by means of multiplier events in the 4 cities.

− Due to local, national, international dissemination, numerous Hungarian, Italian,

Slovenian and Belgian, as well as European organization - work with NEETs,

vulnerable, disadvantaged youngsters – can learn from the developed

methodologies, Good Practice Collection and project process study. These

organization could help the personal development of the target group.

Project impacts

Effects, impacts on partnership, directly involved partner organization and the professionals:

− Good Practices in new environment and among new target groups were tested,

thereby new methods, methodologies were created.

− The project – due to the Good Practice sharing project phase and testing period - has

developed and strengthened the partners' intervention methods, tools and increased

their knowledge regarding the target group, thus increased their capacity both locally

and internationally.

− During the project, the partners engaged in methodological development in order to

adapt a new method to their local environment and target group. The methodological

work brought new challenges and motivation for the professionals.

− The project work provided the partners a lot of new ideas, motivation and inspiration

to further develop their services and programs beyond the current project period.

− The competencies of the professionals directly involved in the project work were

developed at several points, which can be transferred to other work areas or project.

− The relationship between the partners has been strengthened and their international

relations have been consolidated.

− A European network of professionals and organizations work with disadvantaged,

vulnerable youngsters were created involving organization outside the project

partnership.

Effects, impacts on the directly involved target group

− The project increased the employability and social inclusion of the participated young

people from vulnerable, disadvantaged groups or NEET by having enabled the

partners to learn and test new ways to support the target group.

− Several skills and competences of the young people directly involved in the project

have develop (e.g.: developed skills: communication skills, critical thinking,

cooperative/ collaboration skills, groupwork, work ethics as attentiveness, following

directions, meeting deadlines, motivation, reliability, training; increased competence

for cooperation with others, increased self-confidence, reliability, flexibility, etc.)

Effects, impacts on the target group, organizations not directly involved in the project:

− Partners will also be able to apply the methods to disadvantaged, vulnerable, or NEET

young people not directly involved in the project, so it is expected that their skills,

competences and employability may increase.

− Through the local, national and international dissemination of the new methodologies,

the scope of the project and the project results have been broadened, and the results

can be successfully used by other organizations. Organizations outside the

partnership will be aware of the intervention options available to the target group.

− Due to local, national and European disseminations, employability chances of the

target group in general can increase.

ANNEX 1

INTRODUCTION OF THE PROJECT PARTNERS

SALVA VITA FOUNDATION Salva Vita Foundation was established in

1993 with the mission to foster the inclusion of disabled people into

society and to build a more diverse society.

Since then, the Foundation has provided numerous services, tools,

programs that help to create that diversity in general and especially at

work.

Our Basic Values:

− Client-Centered services

− Comprehensive Approach

− Transparency

− High-quality services

− Partnership

SERVICES FOR THE CLIENTS:

Work Experience Program (WEP)

Salva Vita has developed the WEP in 1996, to help students with learning disabilities to

prepare for work and give them the opportunity to gain some real work experience during

school years. In the program, they have the opportunity to complete practical training periods

at various companies. In small groups and accompanied by a mentor, participants get to

know several workplaces and jobs; they learn to meet workplace expectations, and get to

experience diverse company cultures. It helps them to decide on their choice of job and gives

them some very useful work experience before they actually start looking for a job.

Supported Employment Service

When, in 1996, Salva Vita’s professionals started to look for jobs for disabled clients, they

met a great deal of fear and incomprehension; both on the side of the employers and on that

of the disabled people and their families. The situation has improved since then, as more

than 20 years of experience and a comprehensive methodology allow us to help future

employees and employers. We adapted the methodology of Supported Employment

(developed in the U.S.) to the Hungarian situation, and remodeled it in accordance with the

special needs of people with various disabilities.

Supported Employment is a highly personalized methodology that provides tailored-to-the-

needs support for both the employers and those looking for a job. We assess the strengths

and limits of each client, and define the areas which need improvement for successful

employment. Preparation goes according to individual needs. After the successful

preparation, we try to find the right person for the right job.

Job coaching is an essential part of Supported Employment. We are there at the workplace

during the first period of employment and assist the new employee to learn his/her tasks and

we help to bring about a smooth integration.

We also provide ongoing support / consultancy / mediation at any time during employment –

according to the needs of the employer or employee.

CLUBS - WHAT WE ARE MOST PROUD OF

The Salva Vita has been organizing clubs for clients with learning disabilities and autism for

over 25 years.

These clubs help our clients spend their free time together and are full of experiences.

Clubs are a proven form of group follow-up where our clients regularly meet us, share their

experiences and work-related issues with the professionals and each other. Helping each

other at the clubs contributes to keeping their job in the long run.

“DISABILITY-SMART" SERVICE PACKAGE FOR EMPLOYERS:

Salva Vita developed a comprehensive service package to build disability-smart

organizations and help them to remove barriers between companies and disabled people.

Experience shows that the combination of the services described below, have contributed to

the growing number of disabled employees in recent years.

Disability audit

The aim of the audit is to help employers to understand what needs to change, if disabled

people are to be treated fairly. This helps organizations become fully accessible to disabled

customers and employees.

We use questionnaires, interviews, focus groups and field-days to assess the present

situation. In the audit report, we present our suggestions for workplace adaptations, the

recruitment process, internal and external communication or useful training programs.

Training

We provide professional training for executives, HR experts, and staff members of

companies. Our training always builds on personal experiences and we involve disabled co-

trainers. Our training includes topics such as reasonable adjustments, welcoming disabled

customers, disability awareness, communication skills, etc.

Recruitment

We provide overall recruitment services for employers. Since we have 20+ years’ experience

in employment services and access to a large pool of disabled people, we can provide them

with potential candidates.

Consultation and guidance

Our disability consultants provide online, phone and personal consultation for employers

during the recruitment and onboarding process of disabled candidates as well as throughout

the employment period (e.g. conflict situations, dismissal etc.)

Publications

We produce practical guides for companies to use them for internal or external

communication. We can also help to translate company information to an “easy-to-read”

format.

Corporate events

In co-operation with our disabled partners, we can support companies organizing accessible

corporate events or include disability awareness programs into corporate events.

Employers’ Award

Salva Vita, the Ministry of Human Resources, Hungarian Association for

Excellence and American Chamber of Commerce in Hungary founded the award. It is given

to companies that demonstrate an outstanding commitment to employing disabled people.

The Award raises the reputation of the company demonstrating that it is a responsible

employer.

The Employers’ Award has dual aims: on the one hand, using the Award Logo, it supports

the bringing together of disabled job seekers and employers who are ready to employ them.

On the other hand, it rewards employers which are committed to best practices regarding

disability in the workplace. Receiving the award, the employer becomes entitled to use the

Award Logo for 2 years.

More information about the program: http://fbm.hu/about-us/

Employers’ Forum

The Forum, initiated by the Salva Vita Foundation and other companies, is the first

membership organization in Hungary where responsible companies share their best

practices in managing a diverse workforce. Members of the Forum employ almost 5% of the

Hungarian workforce and they are determined to improve the employment situation of

disadvantaged people.

More information about the program: http://mef.forum.hu/

SHOP WITH HEART – TRADEMARK, WEBSHOP AND DEVELOPMENT

The program joins forces with sheltered workshops that employ a high number of disabled

employees. The focus of the program is to develop and modernize the product portfolio of

these workshops, to ensure the high quality of the products and meet contemporary taste.

We invite designers and artists to design new products for the workshops and we operate a

web-shop to sell the products. We also support the workshops with central sales, marketing,

and branding activities.

More information about the program: https://www.segitovasarlas.hu/english

JOB FOR YOU, DREAM FOR ME! PROGRAM - DUODAY IN HUNGARY

This program is an adaptation of the Irish Job Shadow Day organized by IASE (Irish

Association of Supported Employment) and DuoDay organized in many European countries.

In the course of the Job Shadow Day, disabled participants explore the world of work by

‘shadowing’ someone (the workplace mentor) in the workplace as they go about their normal

working routine. The aim of the program is to bring people with disabilities and employers

together for one day to promote equal employment opportunities.

Through our programs, Salva Vita has built a diverse and strong network with special

schools, employment services, employers, sheltered workshops, experts, designers,

universities etc. We have a close cooperation with local authorities, the Ministry of Human

Capacities and the relevant authorities, that we can utilize.

More information about the program: http://nekedmunka.hu/inenglish/

HIGHFIVE! PROGRAM - FOR THE YOUNGEST

The Salva Vita Foundation publishes a national call for tender for youngsters between 10-19

years of age – called HIGHFIVE! The aim of the tender is to facilitate personal encounters

between youngsters and disabled people.

Applicant students and their teachers are asked to organize joint programs with disabled

people. Any kind of program is welcome, where they can spend some time together and get

an insight into each other’s daily lives. The ideal program is imaginative and attractive for

both sides.

A successful program helps to remove ones' prejudices and fears, and can form the attitudes

of students for the rest of their lives. We hope that the youngsters who participate in the

program will become open, responsibly-minded, empathic members of our society.

The applicant teams need to document their program and prepare a final application.

Applications need to be loaded on the program website. The 12 best applications will be

awarded at the HIGHFIVE Award Gala in May 2019.

Our partners in the program are: ELTE Bárczi Gusztáv Special Education Faculty and

Council of Advocacy Organisations of Disabled People

Sponsor of the program is the Szerencsejáték Zrt. (Hungarian National Lottery)

More information about the program: https://adjegyotost.hu/english

For more information on Salva Vita, please visit: https://salvavita.hu/

ICEI Istituto Cooperazione Economica Internazionale is an NGO based in Milan and

established in 1977. ICEI is committed to social promotion, strengthening democracy,

widening individual and collective rights, and implementing equal opportunities at the

economic, gender and cultural levels.

The organization’s mission is to conceive, design and implement cooperation programs with

local communities, in a perspective of widening democratic spaces and rights, to promote

social cohesion and the creation of fair employment, to contribute to the protection of

environment and cultures in Italy, in Europe and worldwide.

ICEI’s values are:

quality and specialization, local partnerships, sustainability, inter-culturality, excellence and

innovation.

ICEI works in 3 lines of intervention:

1. SUSTAINABLE AGRICULTURE AND ENVIRONMENT:

food security, promoting ecological trends in agriculture, supporting agricultural

research, and supporting and testing Syntropic Agriculture (SA).

2. RESPONSIBILE AND SUSTAINABLE TOURISM.

In developing countries, ICEI promotes local development through the valorization of

natural and cultural resources to fight poverty (community-based approach). In

Europe and in Italy, the organization fosters local development projects, based on

sustainability and social responsibility, as well as innovative intercultural touristic

paths as valuable tools to foster integration and fight discrimination. ICEI is also

Member of the Italian Association for Responsible Tourism and the International

Social Tourism Organization.

3. MIGRATIONS AND INTERCULTURAL CITIZENSHIP.

ICEI We facilitates social, economic and working inclusion for vulnerable groups,

focusing on youths and women, both in Italy and at European level. ICEI also

promotes the positive role of migration, by valorizing the opportunities brought about

by migrants. ICEI works to, among others: encourage young people’s active

participation, social and labour inclusion; support youth associations and foreign

communities to enable them to be active protagonists in their local context; foster

actions in the socio-cultural field (activities, events, communication campaigns).

Some of ICEI’s acknowledgments and affiliations are:

− Since 2017 – Member of ALDA (European Association for Local Democracy)

− Since 2013 – Member of AOI (Association of Italian Organizations for International

Cooperation and Solidarity)

ICEI Istituto Cooperazione Economica

Internazionale, Milan, Italy

− In 2007 – ICEI’s Amazon Project was recognized by the United Nations as one of the

best 50 social programs in Brazil

− In 2005 – Special Mention of the Peace Prize, awarded by the Region Lombardia for

its commitment to the post-tsunami reconstruction in Sri Lanka

− In 1998 – Founding Member of the AITR (Italian Association for Responsible

Tourism)

− Since 1990 – Recognized as international organization by the Italian Ministry of

Foreign Affairs (Law 948 of 28/12/82)

ICEI’s projects and initiatives are funded by donors such as the EU (within Programs such as

Erasmus+, Europe for Citizens, DG Growth), national and international Foundations, national

and local authorities (e.g. City of Milan) and the Italian Development Cooperation Agency.

In the area of support to young people, ICEI carries out activities to, among others: foster

entrepreneurship of young people with fewer opportunities (NEETs, etc.) and of young

migrants; fight against discrimination, prejudices and stereotypes; promote social inclusion

and intercultural learning; stimulate active citizenship, local and global action; contribute to

employability and development of competences.

For more information on ICEI, please visit: https://www.icei.it/

De Groene Kans is a Belgian ngo. The aim of De Groene Kans is to provide learning and

working opportunities for disadvantaged groups. The learners are all long term unemployed,

people at risk of social exclusion.

The programme we offer, involves:

− Inclusive pathways: to provide supportive programmes to people for whom other

education and training options are not suitable. A hundred unemployed people

participate in the programme annually

− Social enterprise in forestry work, catering and organic horticulture. Approximately 50

people find a job in the social enterprise.

De Groene Kans has 21 members of staff. Staff include both technically trained instructors,

social workers and administrators.

The inclusive pathways provide a wide range of services that deliver basic skills, workplace

learning, training and working experience in the intermediary labour market and social

enterprises.

Work based learning De Groene Kans provides, is on the job training for long-term

unemployed people prior to full employment.

De Groene Kans is working with disadvantaged groups : long-term unemployed, people with

no formal qualification, migrants, ex-offenders, people with psychiatric problems, alcoholics,

drug abuse.

For more information on De Groene Kans, please visit: http://www.degroenekans.be/

De Groene Kans vzw, Diksmuide,

Belgium

House! Society for the people and places is an organically growing formation, consisting

of programs: The Living courtyards (a year-round program of Community action, which is

created and developed in specific semi-public spaces – Maribor backyards), Living City

Initiative (upgrade of the Living Courtyards programme) a program of revitalization of sleepy

streets of the city in co-operation with the inhabitants, local economy, public sector, creators,

clubs and street theatre. advocacy on a local and national level, implementing participatory

methods. www.citytools.net), Printmaking arts centre an international locus and workshop

for detection, creation and presentation of printmaking art. www.cgu.si), Rajzefiber biro an

alternative tourist offer that is tailored to the individual and accelerates the detection of

potentials of the town – a platform, programme and a shop for innovative, participatory

touristic offer www.rajzefiber.si and the local street theatre collective SepateKapate.

House! is active in the field of contemporary art, non-formal education, culture, youth and

volunteering, inclusion and development. We have a cohesive organization, which makes a

strong thread between the city, its inhabitants, students and visitors. We work to help deliver

the ideas of youths, artist and the active public, to provide quality mentoring and non-formal

education, participatory arts and community building, the development of local prospective,

enablement and empowerment of the town’s commons and socio-cultural potential. House! is

part of the international programs Actors of Urban change of Robert Bosch foundation,

Tandem Europe of MitOst e.V. and founding member of the National Network for space. It

won the prizes at the international design biennial BIO 50, the main prize and the youth

social innovation prize Challenge Future Summit. It’s work was presented as best practice on

the Global conference Urban Future Graz and Human cities Milan. Through our programs

and actions we revive degraded spaces and the inhabitants of those, making a cultural and

social impact attempting for sustainable and long-lasting impact on quality urban

development.

For more information on HISA, please visit: http://www.drustvo-hisa.si/sl

Hisa! drustvo za ljudi in prostore so.p.

Maribor, Slovenia

ANNEX 2

GOOD PRACTICES MATRIX

for summarizing the experiences

GOOD

PRACTICES

/ METHODS

OF

PARTNER 1

FOR PARTNER 2 / PARTNER 3 / PARTNER 4 …

Strengths &

Weaknesses

Interesting

aspects to

replicate

Difficulties

in replicating

Target

group to

test the GP

with

Other changes

to make when

replicating

Info/support

needed from

PARTNER 1

Selected?

Yes/No and

why

If selected,

specify if

whole or

which

part(s)

Practice /

method 1

Practice /

method 2

Practice /

method 3

….

ANNEX 3

ASSISTANT FORM

for testing phase

PREPARATION, CHOICE OF METHOD

− Which method/GP were your organization most interested in at the beginning

and during the field visits?

o Why was it the most interesting for your organization? (similar target group,

highly adaptable, novel for the organization etc.)

− Which method/GP is the most feasible, in terms of costs, duration in your

organization?

− Which method/GP (or part of it) did your organization choose finally to test?

(name of the GP, name of the organization, country, original target group)

Please explain your choice.

− From which partner did you take the method/GP?

o Are there any similarities/differences between the two organizations that

helped your choosing?

− Which part of the newly known method was the most interesting, innovative,

promising for your organization and target group?

o Please explain your choice.

− Was there any prior reasoning behind the choice of your organization? (prior

knowledge of similar programs, prior knowledge of the chosen method, the choice

was in line with future plans/ organizational strategy etc.)

− Were there any expected difficulties, risks before testing?

o Please describe your expectations.

o How did your organization prepare for the expected difficulties, risks?

− What kind of (positive or negative) effects did your organization expect as the

result of testing?

TARGET GROUP INFORMATION

− Please describe the target group with whom you test the new method/GP.

o Was your target group different from those you had originally seen during the

field visits? Please describe the differences.

o How many of young people were involved in the testing?

o Please not only describe number but also which kind of youth you involve in

the testing, their situation, needs, difficulties regarding labor market or in

general etc.

IMPLEMENTATION, PROJECT TIMETABLE

− Please describe in details the steps, milestones your organization followed

during testing the new method/GP.

1. preparation (e.g.: recruitment, conclude needed cooperation etc. - Describe

what preparatory steps were taken before testing the new method/GP?

2. implementation

3. ending

4. results

− Were there any real difficulties during testing phase?

o Please describe the difficulties.

o How could your organization overcome them?

− Did you make new collaboration/cooperation with local partners (public or

private organizations) due to the newly tested project(s)?

o Please describe these cooperation (with whom, how, part of the cooperation

etc.)

− Did your organization need to change, modify something in the tested

method/GP?

o What did you change, modify?

o Why did your organization need to change, modify some parts of the tested

method/GP?

o Please describe the changes in details.

RESULTS, OUTCOMES

− What were the results of the testing phrase?

o What happened with the young people who were involved in the project?

o Were the participants satisfied with the tested method?

o What kind of new skills, competences the participants learned, gained during

the testing?

o How your target group could use in the near or far future the method (learned

skills, competences) you tested with them?

− What were the real short-term and long-term effects that you experienced

during testing?

o For your organizations and for the target group

− How successful was your testing?

o What did you learn from it?

FUTURE PLANS, RECOMMENDATIONS

− Are you planning to build in the newly tested method in your services you

generally offer to your clients?

o Do you need any changes, modifications to use the newly tested method/GP

in the future and/or in your strategy?

o What kind of support do you need in order to apply the newly known and

tested method/GP in the long-term future?

− Could you recommend the tested and/or modified method to other organization

working on the same field like you?

ANNEX 4

IMPACT TOOL

IMPACT = The most important results, effects the partners would like to achieve with the project.

The problem or question that the partners would like to find an answer for.

IMPACTS/EFFECTS

of the project work

INDICATORS that

describe or show

the effects

DATA SOURCES/

MEASUREMENT how

we measure the

indicators

SHORT-TERM MIDDLE-

TERM

LONG-

TERM

For the system

For the

partners

For the target

group

For the staff,

project

workers

26

Systemic changes, effects:

− legal or administrative changes that have occurred in the given sector or profession

as a result of the project

− the contribution of the project to non-formal learning

− new or improved training courses and methods created by the project

− the benefits provided by the project to the sector or professional networks

Effect/impacts for the partner organizations

− the changes that have taken place at the partner organizations as a result of the

project

− new or improved products, services, collaborations at the partners as a result of

the project

− guidelines and procedures changed by partner organizations as a result of the

project

Effect/impacts for target group of the project

− changes in the target group as a result of the project (especially changes from their

point of view)

− learned competences and skills acquired by the target group as a result of the

project

− changes in the attitude, motivation or opinions of the target group as a result of

the project

Effect/impacts for staff working in the project

− the impact of project on project staff

− learned experience, skills and competences acquired by the project staff as a

result of the project

− the professional development of the project staff due to the participation in the

project

27

ANNEX 5

„UPLOAD YOUR DREAMS” ASSISTANT FORM FOR TESTING

SALVA VITA FOUNDATION

PREPARATION, CHOICE OF METHOD

− Which method/GP (Good Practice) were your organization most interested in at

the beginning and during the field visits?

o Why was it the most interesting for your organization? (similar target group,

highly adaptable, novel for the organization etc.)

Salva Vita was interested in all methods/Good Practices (GPs) presented by the UYD

partners during the field visits, as they all represented effective ways to promote the labor

inclusion of young people with fewer opportunities, which build on the engagement of both

the youth and various stakeholders.

At the time of the study visits, the following methods/GPs appeared particularly interesting to

Salva Vita to test in their environment:

1. Printmaking arts centre - The Living courtyards program - Living City Initiative

are carried out by HISA.

The concept of Special touristic walks and nano-tourism approach is particularly interesting

for Salva Vita, as a “social tool” to stimulate mutual interaction between provider and user

and to create meeting opportunities between special target group and the everyday people.

2. Mygrantour: this program was a good practice presented by ICEI.

ICEI developed and tested special city walks, specifically aimed at (re) discover the migrant

communities and their heritage in the European cities: migrants themselves were trained to

guide the public around the city to find out the migrants’ cultural and religious places, where

they hang out, how they have transformed and enriched the city. The final aim was to

contribute to intercultural dialogue and fight against prejudices and stereotypes, and also to

empower migrants with specific skills as tour guide, who could tell the story of their

communities and their city.

This GP was a very good example of how to create a situation where disadvantaged, often

excluded social group /minority can make interaction with the local population. A method like

this can build those situations where both parties can meet, get to know each other….

3. 4Ways Project presented by ICEI showed a lot of similarities with our Work

Experience Program and Supported Employment service.

This project also aims at supporting young people in entering the labor market, however the

target group here are different then the clients of Salva Vita: young people aged 17-25 facing

various obstacles (NEETs, ex-offenders, those under social services' care, with low family

income, etc.). The project is made up of a training program followed by a job placement (six-

months, for at least 2 participants per training course). Training courses are formulated

based on the labor market's needs and can be activated very quickly following the discussion

with employers and employers' associations. The uniqueness of this training was how flexible

it is. The program was interesting in a way, that it could motivate volunteers (e.g. former HR

managers from big companies) which is a very new technique for us.

4. Social Enterprice: kitchen (bio jam and syrup making) & green workers

5. New project: cafe, petting zoo, garden (pick for yourself), vegetarian garden.

28

presented by De Groene Kans were also very inspiring for Salva Vita because at the time

of the study visits Salva Vita was about to start its own social enterprise and every good

and working example of social enterprises in Europe is particularly interesting for Salva

Vita.

In summary, at the time of the study visits, given Salva Vita’s organizational structure,

activities, human and financial resources, these social enterprises were too complex (too

early) ideas to test in the framework of UYD project, but these were very useful for us

well beyond the end of the Upload Your Dreams project, and thus ensuring the

sustainability of the UYD results. The examples and experiences seen and presented in

Belgium will be useful in the new unity (social enterprise) of Salva Vita that will start to

operate in fall 2019.

In summary, all the methods/GPs learnt from the other partners during the project, even if

they were not specifically tested in Hungary, gave new ideas, useful knowledge and future

inspiration for Salva Vita Foundation. As the shared knowledge, GPs were passed on to

colleagues, Salva Vita explored how these practices (or part of them) could be adapted/used

in the future in Hungary.

− Which method/GP is the most feasible, in terms of costs, duration in your

organization?

Among the above-mentioned methods/GPs, the most realistic, usable, challenging and

promising for the future for Salva Vita, and also flexible in terms of human and financial

resources as well as duration, are the mygrantour and touristic walk.

− Which method/GP (or part of it) did your organization choose finally to test?

(name of the GP, name of the organization, country, original target group)

Please explain your choice.

Salva Vita tested the mixture of city walk and mygrantour during the project, carried out by

HISA in Slovenia and ICEI in Italy. The most inspiring was the concept of mygrantour from

Italy.

While mygrantour worked with migrants, and its goal were to create intercultural dialogue

and to fight against prejudices and stereotypes against migrants, and also to empower them

with specific skills as tour guide.

Salva Vita wanted to create a special city walk with its clients, disabled people with the same

intention:

− The goal was to provide another opportunity for disabled and non-disabled people to

meet, get to know each other and get closer to each other through personal

encounters, so a new initiatives that engages everyday non-disabled people. This is

proved to reduce the misconception about disabled people, and in this way gives

more opportunities for disabled people in every area of life.

− The concept of city walk with unusual tour guides (disabled youngsters) was new in

the term of existing thematic city walks in Budapest (Salva Vita studied these

opportunities before started the testing period).

− The concept also fit well with other awareness raising activities of the Foundation.

29

− The GP promised to provide non-formal education opportunities, new soft skills to

gain and new knowledge to learn for young disabled people.

− From which partner did you take the method/GP?

o Are there any similarities/differences between the two organizations that

helped your choosing?

The tested method/GP was taken from ICEI and HISA, and as these are both non-

governmental organization these partners were the closest - in terms of mode of operation,

support options, structure – to Salva Vita. (De Groene Kans is a well-organized, long-

established social enterprise with an established scope of activities, specialized tools and

stable financial support from the state, in this way it has very different opportunities than the

three other partners.)

ICEI and Salva Vita have some more similarities: both organizations are specifically

committed to build a diverse society and both work to help the integration of people with

fewer opportunities, disadvantaged people (often excluded from the society) in the everyday

life and especially in the open labor market.

− Which part of the newly known method was the most interesting, innovative,

promising for your organization and target group?

o Please explain your choice.

Salva Vita is constantly looking for opportunities where disabled and non-disabled people

can make direct personal contact and interaction because these personal encounters provide

real opportunity to get to know each other personality and life situation.

The new method - in addition to providing another opportunity for such a personal encounter

- seemed

− to equip the target group (disabled youngsters) with new abilities, skills (including soft

skills such as communication, team work etc.) that can be used later on in the school

years or in the world of work.

− to increase participants' self-confidence through gaining new skills, learning new

knowledge as a tour guide.

− to raise awareness about diversity and the value of a diverse society, as well as the

value of disabled people by providing special city walk with disabled tour guides.

− to offer an eye-opening and thought provoking program to open-minded audience,

even to workplace communities as a team building activity.

− Was there any prior reasoning behind the choice of your organization? (prior

knowledge of similar programs, prior knowledge of the chosen method, the choice

was in line with future plans/ organizational strategy etc.)

The learned and tested method/GP fits perfectly in the work of Salva Vita, and in its strategy

and plans for the future. It seemed a well applicable awareness-raising program, that gives

working opportunity for disabled people.

Moreover, Salva Vita has already operated awareness-raising program (e.g. Job Shadow

Day, High Five!), which has some similarities with the newly tested one. However, the special

city walk with disabled tour guides gives a completely new role to young disabled

30

participants, in which the young person with disabilities presents their own skills, knowledge,

information and his/her perspective to a non-disabled audience/users.

− Were there any expected difficulties, risks before testing?

o Please describe your expectations.

o How did your organization prepare for the expected difficulties, risks?

Expected difficulties:

− It was a question whether Salva Vita could find 10-11 motivated disabled young

people in the age limit (under 30) who would like to take part in the testing without

knowing whether the program will continue after the test period.

o To overcome this risk, Salva Vita announced the program at several high

schools (due to its good contact with these schools) and also contacted the

student service of one of the largest Hungarian universities that help disabled

students. In addition, the program was open for our young disabled clients.

− Salva Vita – however the staff has a lot of training experience - was not sure about

the training curriculum needed before the city walk (separate or group training,

element of the training, knowledge to be transferred, duration of the training needed

etc.), what kind of preparation the participants will need.

o Prior to the recruitment of participants, personal interviews were conducted

with potential participants to assess their ideas regarding the new program,

knowledge, abilities and skills, which helped to develop an appropriate

preparatory training for them.

− It was also a question what type of disabled young people are eligible to enter the

program. Whether all disabled group should be represented, or one group (e.g.

people with learning disabilities) should be excluded from the testing because of other

required learning methods and process.

o At the end, the Foundation decided that all eligible disabled applicants with

any kind of disability should be involved in the program, and in this way the

staff could test whether how young people with different disabilities can work

together.

− Managing the expectations of the young participants.

o The Foundation made it clear that this is a test training and testing a possible

thematic city walk while strengthening the soft skills of the participants. The

trainers of the Foundation payed extra attention not to raise big expectations

about the future of the program, which is even uncertain and depends on the

results of testing.

− What kind of (positive or negative) effects did your organization expect as the

result of testing?

− Contribution towards strengthening the soft skills (e.g. communication, team work

skills etc.) of the young disabled participants and providing them a theoretical and

practical group training experience that could be unusual for them for the future.

− Increasing the knowledge of the young participants about the city since Many of them

were from the countryside and have little knowledge about the capitol.

− Giving them opportunity to feel self-confidence.

31

− Strengthening connections with middle schools and universities where most of the

participants studied.

− Learning a new and effective method/GP that can be used in the field of awareness

raising, and help to show the hidden values of disabled people.

TARGET GROUP INFORMATION

− Please describe the target group with whom you test the new method/GP.

o Was your target group different from those you had originally seen during the

field visits? Please describe the differences.

o How many of young people were involved in the testing?

o Please not only describe number but also which kind of youth you involve in

the testing, their situation, needs, difficulties regarding labor market or in

general etc.

Characteristics of the target group involved in testing:

Characteristics of the given group

− Disabled people: with learning difficulties (2 participants), Down syndrome (1

participant), visually (7 participants) or hearing impairment (2 participants); in

summery 11 participants at the beginning (1 person withdraw from the program at the

middle)

− Age: 16 – 30

− Middle school or university students (7 people), 4 people working, all lived in

Budapest or in this area.

− The participants of the testing was very different from those participated in

mygrantour, consequently, other types of knowledge and skills were needed prior to

the tour.

In general

− Young people with disabilities usually study segregated from non-disabled peers of

the same age, and stay in the school system for much longer. Longer period of

secondary education is considered the safest for both the disabled youngsters and

their parents since their employment (at the open labor market or sheltered

workplaces) / day care opportunities after school are narrow, and their access to

higher education is difficult. Disabled youngsters stay in the middle school until the

age of 24-25 while gaining more professions, however these are often not

marketable, and they often cannot use these qualifications after school. Because of

the lack of their education, the not accessible higher education (building, teaching

process and methods) in general in Hungary, it is very hard for a disabled young

person to study at a university. As a result of their special needs and the deficiency of

their education, they can start their independent adult life later compared to their age.

IMPLEMENTATION, PROJECT TIMETABLE

− Please describe in details the steps, milestones your organization followed

during testing the new method/GP.

1. preparation (e.g.: recruitment, conclude needed cooperation etc. - Describe

what preparatory steps were taken before testing the new method/GP?

32

2. implementation

5. ending

6. results

PREPARATION

1. Planning city route: 12. 2018. - 02. 2019

− Data collection about the downtown area:

Each station has special meaning and has some connection with disability (e.g.

famous building where famous disabled politician lived; cafe that lost a lawsuit

due to lack of accessibility etc.), in this way the whole route can show the

audience how many points in the city are linked in some way to disability.

− Trying out the planned route by the trainers personally to measure the length,

difficulties, accessibility of the route, and to find the possibilities that the stations

can give.

− Planning the whole walking rout and each station.

− Inventing games for each station.

Each station has its own games where potential guest can experience - through

playful tasks - the challenges a disabled person has to live with in a city.

It was necessary to plan the route before carrying out the training, but we also

counted on the evaluation of the disabled youngsters involved regarding the route,

stations and games, as the aim was to develop a route accepted by the participated

young people.

As more participants had little knowledge of the city due to their countryside

background, the young people accepted the route, but they have ideas about the

games.

2. Recruiting participant: 09. 2018 – 01. 2019.

− Writing recruiting news with a brief introduction about the planned program.

− Making contact with special schools (schools for disabled students), special

support service of a university (ELTE) in order to inform potentially interested

youngsters.

− Compiling interview questions (including questions about own ideas about the

program).

− Organizing personal interviews with all possible candidates.

− Decision about participants.

Initially we wanted to include the same number of participants from each disability

group, but we had to realize that the program was more attractive to certain

groups (visually impaired and blind people) than to other (e.g. hearing impaired)

probably due to the needed communication and learning skills that the task

required.

− Signing learning agreement with participants. The contract detailed the

commitment of both the participant and the Foundation.

33

3. Preparation of the training taking into account the needs, abilities and knowledge of

the participants: 12. 2018. – 02. 2019

− Planning training schedule, time and place.

− Planning training curriculum, exercises, figuring out topics to work on.

− Identification of the staff at Salva Vita who would teach and support the young

people during the training and testing.

Preparatory training information:

− Type of the training: group training with 11 participants and 4 trainers

− Length: 10.00 – 15.00 / 16.00

− Methods:

o short presentation

o working groups

o situational exercises

o study visit (outdoor)

o facilitated discussion

The training had 2 sections:

Theoretical part

− indoor

− not lecture-based but using proven training techniques, methods, taking into

account the needs, abilities and difficulties of the participants due to their

disabilities

− with a lot of games, exercises, situational exercises and subgroup work1

o to help the participants to get to know each other and learn from each

other,

o to create effective teamwork and atmosphere

o to practice presentation skills

o to gain participants’ motivation, active involvement

− discussed topics:

o brief explanation of Salva Vita, UYD project, funders and partners

o detailed program presentation (what it is about)

o confidence building game

o small group exercises to understand each other's disabilities, and to learn

how to speak about themselves

o qualities of a good tour guide (presentation and brainstorming)

o presenting route details, possible games, further brainstorming

o question and answer section

Practical part

− outdoor

− trying out the route as a group, getting to know each station, practicing the

learned materials on the spot

− trying out the games, figuring out new games if necessary

− distribution of the stations between participants

34

− Keeping contact with participants.

IMPLEMENTATION

4. Implementation of the training: 02. 2019

− On February 9, 2019; 10.00 – 16.00

− The training was organized at the weekend since the participants couldn’t attend

the training on the weekdays due to their study or work.

− The pre-designed training curriculum was used with some necessary changes on

the spot (tailored to the needs of the participants and the current time frame).

− Participants received the full description of the planned walk at the end of the

training, highlighting the parts they chose to present during testing.

− The trainers were looking forward to the participants’ own ideas, so the

youngsters were encouraged to add new information (they collect themselves) to

their parts.

− Trainers gave one month between training and the test walk, giving young people

the opportunity to become more familiar with the route.

− During this month, project manager was keeping contact with the participants.

− Each participant was given the opportunity to have a personal consultation and

practice with the trainers. (Only the youngsters with learning disabilities used this

extra opportunity. High schools students asked help from their teachers who also

received all materials as part of the collaboration.)

− At the end of the training, feedbacks (ideas, opinions, comments) from

participants were collected about the training experiences (in short video

footages).

− Throughout the day some photos were taken about the experiences.

5. Implementation of the test walk, “exam”: 03. 2019

− On March 9, 2019; 10.00 – 12.30

− Test walk was organized at the weekend due to the participants’ study or work on

the weekdays.

− Guests were invited (mostly family members, teachers) for the test walk who

listened to the participants’ performance and took part in the games.( The original

plan was to invite representative of employers, media partners to the testing, but

during the training, the group and the trainers voted for an inner testing, as the

group was not ready to perform in front of strangers or media partners.)

− At the end of the training, feedbacks (ideas, opinions, comments) from

participants and guests were collected about the test walk and their own feelings.

− Throughout the day, some photos were taken about the experiences.

ENDING

6. Evaluation: 03. – 04. 2019.

More types of evaluation was performed:

35

6.1 Training evaluation:

− Internal training evaluation:

The trainers evaluated the effectiveness, strengths of the training, as well as areas

where improvement was needed:

o The joint training and preparation of young people with different disabilities

require further thought and planning.

o Longer, more detailed training would be more effective with this target and

age group.

o More outdoor practice is necessary tailored to the people with different types

of disability.

o Group training was very effective way of the training because the atmosphere

was good, cheerful, the people could motivate each other, there was more

brainstorming, good group cohesion.

− Training evaluation by the participants:

We asked feedback from the participants (after training and testing).

As we didn’t want to ask a formal feedback using a feedback form, we asked the

participants to express their views freely.

6.2 Evaluation of the participants’ performance and improvement:

− Evaluating participants by the trainers:

Participants' performance was evaluated based on their training activity and city walk

performance to assess their strengths and weaknesses.

The evaluation took place in the framework of a discussion between trainers.

Not all participants became qualified for tour guides yet, there were some who

needed more preparation.

Participants from universities were generally more experienced in presenting and

more motivated to continue the program in the future, additionally they have more

own ideas regarding the route.

− Self evaluation

RESULT

7. Report to the staff of the Foundation

The trainers introduced the whole process, training and testing to Salva Vita staff so

that the future potential of the program could be analyzed with other employees of the

Foundation.

8. Organizing multiplier event: 05. 2019.

Salva Vita organized a multiplier event on 21. May 2019:

Beyond Awareness-raising Training: Innovative Approaches to Awareness – Disabled

People in Unusual Roles

Employers’ representatives, HR and CSR professionals were invited to event. Some

guests were members of the Hungarian Employers Forum on Equal Opportunities

(http://mef.forum.hu/), others were employer partners of the Foundation.

36

The new pilot program, Special City Walk was presented at the event as a team-

building and awareness-raising tool for the representatives of the labor-market.

One of the participants of the program, a visually impaired university student talked

about his experiences during the pilot training, what he learned and experienced and

why he applied for the program.

The event provided opportunity to share other good practices in the labor market

regarding diversity and inclusion of disabled people and to exchange personal

experiences in connection with this theme.

9. Were there any real difficulties during testing phase?

o Please describe the difficulties.

o How could your organization overcome them?

Difficulties and solution:

− Finding 10 or 11 young disabled people under the age of 30 ready for testing a new

method in their free time.

o Contacting schools, universities, using local contact.

− The needed training curriculum and material were new even for the experienced

trainer.

o Compiling training material a lot of research was needed.

o Studying the method of other thematic city tour.

− It was challenging to train together youngsters with different disabilities because of

the different needs, knowledge.

o During the training, we used more subgroup exercises in order to be able to

pay enough attention to every participant.

o 4 staff were available for the 11 youngsters (high human resources needs)

o Youngsters with learning disabilities got more support and help beyond the

training.

− Did you make new collaboration/cooperation with local partners (public or

private organizations) due to the newly tested project(s)?

o Please describe this cooperation (with whom, how, part of the cooperation

etc.)

Thanks to the UYD project, particularly the testing period of the project, Salva Vita

successfully managed to strengthen the collaboration and cooperation with the following

local partners:

Salva Vita made cooperation with these local partners while recruiting participant for the

testing.

− State Institute for the Blind, Complex Rehabilitation Institute

http://vakokintezete.hu/

The schoolteachers helped the Foundation by sharing the news of the program with

disabled young students, and encouraged them to participate.

Teachers appreciate and support every opportunity that help their visually impaired or

blind students to step out from the institution where they study segregated. They also

support them to learn new skills, to get new knowledge within new environment, and

when they reinforce their competencies.

37

− Special Student Affairs Support Office

https://www.elte.hu/eselyegyenloseg

The office helped the Foundation by sharing the news of the program with disabled

young students.

Salva Vita are planning to establish stronger cooperation with the office in order to

help disabled graduates with employment.

10. Did your organization need to change, modify something in the tested

method/GP?

o What did you change, modify?

o Why did your organization need to change, modify some parts of the tested

method/GP?

o Please describe the changes in details.

− Completely different target group

The adopted program was originally designed for a different target group in both Italy

(mygrantour: migrants lead the touristic walk) and Slovenia (touristic walk: involving local

people).

Salva Vita tested the program (basic elements of the program) with disabled youngsters.

− Different focus

While mygrantour wants to present the migrants’ cultural and religious places in the city, and

to make connections between people with or without migrant background, and Slovenian

touristic walk focuses on local attractions, unknown points in the city, and provides a special

and playful way to explore the city, the Hungarian special city walk - inspired by the previous

ones – would like to focus on the interaction between disabled tour guides and non-disabled

audience. Additionally, it would like to highlight the points of the capitol that are somehow

linked to disability and provide some lessons.

− Different training method:

In the final version of the special city walk, we planned 2 tour guides / group and extra helper

from Salva Vita, but in the testing, we wanted to train 11 young people.

These 11 young disabled people, after training and testing, can decide how challenging and

interesting this program for them to participate in the future, and it is also an opportunity for

the participants and trainers to identify together the additional skills needed.

RESULTS, EFFECTS

11. What were the results of the testing phrase?

o What happened with the young people who were involved in the project?

o Were the participants satisfied with the tested method?

o What kind of new skills, competences the participants learned, gained during

the testing?

o How your target group could use in the near or far future the method (learned

skills, competences) you tested with them?

For disabled participants:

38

− 11 young disabled people participated in a training (described above), and 10 young

disabled youngsters tried himself/herself as tour guides during the test walk.

− The youngsters enjoyed the new opportunity and their time together, get to know

each other surprisingly easily, and were enthusiastic during the whole program

(training and testing).

− The young people gained new knowledge, interesting information about the city they

have been living in, and they enjoyed the opportunity to participate in something new.

− The young participants acquired new skills such as:

o Communication skills, including presentation, public speaking, storytelling and

giving feedback since they needed to learn and present the story of the

stations and buildings in their own words.

o Skills related to critical thinking such as desire to learn, creativity, research

since they were encouraged to do some research about the route and were

asked about their opinion many times during the training.

o Positive attitude, including cooperation, enthusiasm, honesty (e.g. about their

situation, difficulties)

o Teamwork, including cooperation, accepting feedback (e.g. from each other

and the trainers), interpersonal skills, empathy towards each other, social

skills.

o Work ethic such as attentiveness, dedication, following directions, meeting

deadlines, motivation, reliability, trainability.

− The participants strengthened lot of their competences such as:

o Competencies Dealing with People (e.g.: attention to communication, oral

communication, persuasive communication, interpersonal awareness,

Influencing Others, Customer Orientation)

o Self-Management Competencies (self-confidence, personal credibility,

flexibility,)

o Leadership Competencies (e.g.: motivating and inspiring, embracing diversity)

− Some of them particularly enjoyed the fact that they had the opportunity to show

directly some skills such as presentation and communication.

− Knowing how many famous people were affected by some form of disability was

thought provoking for the participant.

For organizations:

− The Hungarian professionals involved in the project and testing got new intervention

tools they can use in their profession in the future.

− Salva Vita gained new experience working with young disabled people by trying out a

new method with them.

− Salva Vita created a new training material, the staff was encouraged and motivated to

figure out new technics, tools.

12. What were the real short-term and long-term effects / impact that you

experienced during testing?

o For your organizations, your target group and Hungarian system

39

IMPACTS/EFFECTS of the project

work

INDICATORS that describe or

show the effects

DATA SOURCES/

MEASUREMENT how we

measure the indicators

SHORT-

TERM

MIDDLE-

TERM

LONG-

TERM

For the

system

− Long-term contribution to

fostering employability and

inclusion of disabled young

people.

− New disability equality,

awareness-raising program.

− Contribution of the project to

non-formal learning since part

of the tested method was a

training designed for disabled

participants.

− New training courses and

method, methodology created

by the project.

− Enquiry and interest from

employers about Special

City Walk

− Service request

from employers

toward awareness-

raising programs

X

For the

target group

(disabled

youngsters)

− New employment

opportunities discovered.

− Transversal key competences

and skills strengthened during

training and testing.

− New opportunities for social

integration, and personal

meeting of disabled and non-

disabled people created that

− Developed soft skills of

the young participants.

− New knowledge learnt by

the participants.

− New carrier opportunity

for disabled youngsters.

− Trainers of the

young disabled

participants

observed.

The test period contained

two parts: training and

“exam” where the disabled

participants could show

their skills and knowledge

X X X

40

can reduce fear and false

information regarding

disabilities.

− New opportunity for non-

formal learning for disabled

people.

they learned during the

training.

− Feedback of the

participants

For the

staff,

project

workers

− Strengthen contact with local

partners (middle schools,

universities) teaching

disabled youngsters.

− New international contacts

and networks, that can help

further international

cooperation and project work.

− New and effective

methods/tools that strengthen

soft skills and promote youth

employability and the

inclusion of disabled people in

the labor market, learned,

adopted and tested.

− New training methodology

developed.

− Professional development of

the project staff

− Inspiration and motivation

because of Good Practice

sharing project phase that the

− 1 method adapted

(including training

program) and tested with

the target group. (mixture

of migratour and touristic

city walk)

− Many inspiring and

motivating Good

Practices, methods

collection learned that the

staff could use in the

future in other projects.

− A developed,

disseminated

methodology

document

describing how to

create and

implement Special

City walk with

disabled tour

guides

− Good Practice

collection

X X X

41

staff could use in the future in

other projects.

− Experience, skills and

competences acquired during

project.

42

13. How successful was your testing?

o What did you learn from it?

− Despite being limited in time and numbers (11 youngsters), Salva Vita considers

both the training and testing successful experience, young participants gave positive

feedback. Salva Vita, however, thinks that more extensive and longer training and

more real practices (test walks) needed for the disabled tour guides to be prepared

for this program.

− It was challenging to train the participants with learning disabilities and other disabled

youngsters together. Youngsters with learning difficulties needed more time, support

and preparation. The joint training and preparation of young people with different

disabilities require further thought and planning.

FUTURE PLANS, RECOMMENDATIONS

14. Are you planning to build in the newly tested method in your services you

generally offer to your clients?

o Do you need any changes, modifications to use the newly tested method/GP

in the future and/or in your strategy?

o What kind of support do you need in order to apply the newly known and

tested method/GP in the long-term future?

Testing has proven to Salva Vita that the method works well as a way of non-formal learning.

Young disabled people have even less chance than their non-disabled peers for such non-

formal learning, where they do learn new skills and competences.

Stepping out of the often segregated educational system and using training techniques,

opens up a whole new world for young disabled people, and even their teachers can confirm

that these youngsters need this kind of outlook so that they could start their adult life more

prepared.

However, how much the foundation will be able to apply this method in the future, and how

well they can integrate this method into the everyday practice, will depend on many factors.

So the possible future use of the method is under consideration.

In order to build in the new GP in the services of Salva Vita, we need:

− specific funds/projects or private financing (e.g. from employers)

− demand from potential guests, service users

o partly for this reason we organized a multiplier event for employers’

representatives

− longer, more detailed training (The joint training and preparation of young people

with different disabilities require further thought and planning regarding curriculum

and methods.)

− more walks/routes tailored to different types of disability.

− Could you recommend the tested and/or modified method to other organization

working on the same field like you?

43

Yes.

ANNEX 6

„UPLOAD YOUR DREAMS” ASSISTANT FORM FOR TESTING

ICEI

PREPARATION, CHOICE OF METHOD

You can use GP Matrix to fill these questions, but please write down your experiences,

opinions in more details.

− Which method/GP were your organization most interested in at the beginning

and during the field visits?

o Why was it the most interesting for your organization? (similar target group,

highly adaptable, novel for the organization etc.)

ICEI was interested in all methods/Good Practices (GPs) presented by the UYD partners

during the field visits, as they all represented effective ways to promote the labour inclusion

of young people with fewer opportunities, which build on the engagement of both the youth

and various stakeholders.

At the time of the study visits, the following methods/GPs appeared particularly interesting to

ICEI to test in their environment:

➢ JOB for you, DREAM for me! (Job Shadowing): this program is carried out by Salva

Vita Foundation and it is an adaptation of the Irish Job Shadow Day organized by IASE

Irish Association of Supported Employment (http://www.iase.ie/job-shadow/) and

DUOday, organized in many European countries (see for instance www.duoday.fr). In

the course of the Job Shadow Day, disabled participants explore the world of work by

‘shadowing’ someone (the workplace mentor) in the workplace as they go about their

normal working routine. The aim of the program is to bring people with disabilities and

employers together for one day to promote equal employment opportunities. For more

information: http://nekedmunka.hu/inenglish/ . ICEI considers this initiative a highly

effective way to start the process to enter the labour market for the target group

(disabled people), as they can have "a taste" of the jobs, as well as of the key technical

and soft skills needed to perform it, thus strengthening their employability. At the same

time, this GP brings about a strong raising-awareness of disability issues among

employers and of how to promote the labour inclusion of vulnerable people. It also

appears as a flexible method, that can be adapted to other target groups, such as young

migrants, which is one of ICEI’s main beneficiary groups. On the other hand, one of the

challenge that ICEI would encounter in adapting this method/GP, related to the effective

engagement of employers, which were already a big part of Salva Vita work, but for

other organisations, may represent a difficult task.

➢ Rajzefiber Touristic Walks/nanoturism: this program is carried out by HISA. For more

information: www.rajzefiber.si/, www.facebook.com/rajzefiberbiro?fref=ts. One of ICEI’s

main sector of activity is responsible and sustainable tourism. ICEI is a founding member

of AITR Italian Association of Responsible Tourism and, as an NGO, has been

44

implementing for decades several development cooperation projects in this field in Latin

America and Asia. For this reason, the Rajzefiber Touristic Walks and the whole

nanotourism approach (www.nanotourism.org/) is particularly interesting for ICEI, as a

new, participatory, locally/bottom up oriented tourism, and as a “social tool to stimulate

mutual interaction between provider and user by co-creation or exchange of knowledge.

It is not about scale, but is a projected ability to construct responsible experiences from

the bottom-up, using local resources”. This approach can thus develop many synergies

with responsible and sustainable tourism, as a new way to (re) discover European cities.

The engagement of local organisations and of the citizens is a much valued key element

of this approach, and the method/GP looked to ICEI quite easy to adapt and adopt. This

is because in the past, ICEI has already developed and tested similar walks, specifically

aimed at (re) discover the migrant communities and their heritage in the European cities:

migrants themselves were trained to guide the public around the city to find out the

migrants’ cultural and religious places, where they hang out, how they have transformed

and enriched the city. The final aim was to contribute to intercultural dialogue and fight

against prejudices and stereotypes, and also to empower migrants with specific skills as

tour guide, who could tell the story of their communities and their city. In one case,

moreover, ICEI worked with young students (both Italian and non-EU) coming from a

technical college for tourism: in this case, the young people themselves were supported

in creating – and then leading – the “intercultural walk”. This time, beside the intercultural

aim, ICEI meant to provide the youngsters with the specific and technical knowledge and

skills in formulating and organising new and responsible tourist trails/packages, as well

as with the possibility to develop their soft skills – such as working in group, creativity,

leadership and sense of initiative, communication, active citizenship. In this way, the

youngsters increased their employability in the tourism sector, with new ideas,

competences, etc. for a new kind of tourism; but also in terms of transversal

competences that nowadays are considered key to enter and remain in the labour

market. Even if HISA method/GP was not entirely new to ICEI, ICEI was interested in

learning new types of walks, that, when working with young people, could enable

youngsters to acquire or strengthen new kind of technical and soft skills.

➢ Events in public places: this programme is carried out by HISA. ICEI very much

appreciates the following parts/elements of this method/GP: the re-appropriation by

citizens of their spaces, the protagonism of people in creating and using public spaces,

the empowerment of citizens, the role played by creativity. ICEI thought about testing

this method/GP on a smaller scale, that is, with a school class in the suburbs of the city

of Milan, engaging the young people in re-claiming their (often neglected) neighborhood.

➢ Supported Employment and Work Experience Program: these programmes are

carried out by Salva Vita Foundation (https://salvavita.hu/about-us/programs-and-

services/) and were interesting for ICEI. However, at the time of the study visits, given

ICEI’s organizational structure and activities, they were deemed too complex to test, as

they require a large amount of human and financial resources, as well as solid relations

with employers and a wide range of stakeholders, that ICEI did not have at the time.

However, the situation changed towards the end of the project: see below for details.

45

Given ICEI’s mission and its organizational structures and activities at the time of the study

visits, it was inevitable that the methods/GPs that could be adapted by ICEI would be those

of Foundation Salva Vita and HISA: these are in fact organisations with some similarities to

ICEI – in terms of organizational approach, mission, funding sources, etc. - while De Groene

Kans is a highly specialized social enterprise who carries out very specific inclusion

programmes for very specific target groups.

At the same time, however, it is worth notice that in the last stage of the project UYD, ICEI

expanded its work in the labour inclusion of migrants, in particular thanks to EU funding for

the project “MILE Migrants Integration in the Labour market in Europe”, started in December

2018 (https://projectmile.eu/). This meant that ICEI got new financial and human resources

as well as collaborations with local, national and European organisations with significant

expertise in labour inclusion of disadvantaged groups. Therefore, the other methods/GPs

carried by Salva Vita Foundation, who were not chosen for the testing in UYD, suddenly

become much more “close to home” and fed ICEI’s implementation of the project MILE, well

beyond the end of the project Upload Your Dreams and thus ensuring the sustainability of

the UYD results.

− Which method/GP is the most feasible, in terms of costs, duration in your

organization?

Among the above-mentioned methods/GPs, the Supported Employment and Work

Experience Programs by Salva Vita Foundations were at the time excluded for testing in

Milan: as mentioned above, they entail a high amount of financial and human resources, for

a long duration of time, as well as solid relations with employers and a wide range of

stakeholders, that ICEI did not have at the time. The other methods/GPs mentioned

appeared more realistic and flexible in terms of human and financial resources as well as

duration. The “Events in public spaces”, however, appeared less feasible in terms of costs

and duration and also given that it would mean a very strong engagement of public local

authorities and organisations such as residents' associations, which at the time, ICEI could

not count on.

− Which method/GP (or part of it) did your organization choose finally to test?

(name of the GP, name of the organization, country, original target group)

Please explain your choice.

ICEI eventually decided to test the “JOB for you, DREAM for me! (Job Shadowing)”

method/GP, carried out by Salva Vita Foundation in Hungary with disabled people.

This was chosen because ICEI, in the past few years, has been working to progressively

strengthen its expertise, experience and skills in the field of labour inclusion of vulnerable

groups, with focus on young people. ICEI has also identified this as one of the 4 main fields

of action for the next few years of the organisation, during a wider process of the

organisation’s Theory of Change that was carried out between March and June 2019.

Therefore, ICEI wanted to take a leap forward in this area, to be able to provide not only non-

formal education opportunities for young people, but also more structured initiatives, which

also engage directly the employers. The Job Shadowing method/GPs perfectly fit into this

46

framework and plans. Moreover, as ICEI has been focusing its work more and more on

young migrants, refugees and asylum seekers – as those most vulnerable and at risk of

exclusion from the labour market – the Job Shadowing method appeared to ICEI as a

flexible, effective and engaging practice to adopt, to contribute to increase this target group’s

employability.

With regards to the HISA’s methods/GPs mentioned above: the Rajzefiber Touristic

Walks/nanoturism – this was not selected in the end as it was already known to ICEI in some

way, while the “Events in public spaces” did not appear fully feasible in terms of human and

financial resources and relations needed at local level.

It is worth highlighting, however, that all the methods/GPs learnt from the other partners,

even if they were not specifically tested in UYD, have fed into ICEI’s organisation, knowledge

and practice: they were shared with all of ICEI’s staff, to explore if and how they could be

adapted/used in the various parts of ICEI’s work in Italy, Europe and developing countries.

− From which partner did you take the method/GP?

o Are there any similarities/differences between the two organizations that

helped your choosing?

The Job shadowing method/GP was taken from Salva Vita Foundation. ICEI and Salva Vita

have some similarities in that both organisations are specifically committed to build a diverse

society and both work specifically to favour the integration of people with fewer opportunities

in the labour market. However, at the time of the study visits, it was clear that Salva Vita was

very much more ahead and specialized in this area, as it is its core mission, compared to

ICEI experiences at the time, and could count on, among others, very significant relations

with employers and local, regional and national public and private stakeholders. However, as

mentioned above, the situation started to change towards the end of the project UYD, thanks

to a new EU-funded project granted to and led by ICEI: thanks to this, ICEI strengthened

their experiences and skills in the field of labour integration of vulnerable people and all good

practices previously learned from Salva Vita appeared more and more adaptable and

feasible. However, ICEI’s work is always based on networking and working in partnership:

this means that they would carry out the testing in collaboration with other organisations (see

below).

− Which part of the newly known method was the most interesting, innovative,

promising for your organization and target group?

o Please explain your choice.

The whole Job Shadowing method/GP was interesting for ICEI and promising for the young

migrants, refugees and asylum seekers ICEI works with, as it is a highly effective way to start

the process to enter the labour market, as youngsters can have “a taste" of the jobs, as well

as of the key technical and soft skills needed to perform it, thus strengthening their

employability. At the same time, this method/GP raises awareness among employers about

diversity and the value of a diverse workplace.

47

− Was there any prior reasoning behind the choice of your organization? (prior

knowledge of similar programs, prior knowledge of the chosen method, the choice

was in line with future plans/ organizational strategy etc.)

As mentioned above, the Job Shadowing method/GP fits perfectly in the work ICEI has done

in the last few years and their strategy and plans for the future.

Moreover, ICEI had already some small knowledge of similar programmes, but never had the

chance to learn them in-depth and use them with their young people.

− Were there any expected difficulties, risks before testing?

o Please describe your expectations.

o How did your organization prepare for the expected difficulties, risks?

The main challenges identified before testing the Job Shadowing Program were:

1. Identification and engagement of employers;

2. Time-consuming work and risk of dispersing energies and scope, with 10 young people

attending 10 different job shadowing experiences, with no opportunity for them to liaise

and share learning;

3. Selection of hosting employers with unclear link with ICEI’s mission, activities and values

and/or with the labour market demand, with the risk of frustrating participating

youngsters’ experiences and aspirations;

4. Managing the expectations of the young people participating in the job shadowing day: it

would have to be clear what this day was about – i.e. “tasting” the jobs and

strengthening technical and soft skills, so as to improve own employability -, in order not

to raise expectations about employment as a direct outcome of the project UYD.

In relation to the first three issues, ICEI decided to ensure a clear link between the Job

Shadowing method/GPs and its own mission, activities and values, as well as the actual

employment opportunities for young people. This meant, first of all, identifying a specific and

single thematic sector for the programme. The choice was sustainable agriculture. ICEI has

a multiannual experience in sustainable agriculture in Mozambique, while at the same time,

this represents nowadays in Italy a good employment sector for young people, including

those with fewer opportunities, including in the city of Milan. It might be a surprise, but Milan

is indeed the second agriculture city in Italy and the first city in terms of agriculture

production. The PASM South Milan Agricultural Park is a protection area which however

recognizes agriculture has a key aspect for development, a first example in Europe. Social

Agriculture is also promoted in the Regional Law for Agriculture 25/2011. In Milan, ICEI has

been in contact with CasciNet (https://cascinet.it/), a not-for-profit association/social

enterprise which carries out local participatory projects in social and sustainable agriculture

and sustainability, to re-generate the city and engaging directly the citizens.

Secondly, ICEI decided to organise a group job shadowing day, instead of separate

individual programmes, so that young people can liaise and share learning and experiences

among themselves. Moreover, given the significant vulnerability of the specific target group

of the testing – asylum seekers – a group shadowing was the best option, so that they could

support each other and overcome together possible barriers (e.g. language barriers).

48

In relation to the fourth issue, ICEI make sure that the reception centres prepared the young

people in the right way for the job shadowing day, clarifying that this was one of many

opportunities they should take in order to improve their skills, knowledge of the Italian labour

market, etc.

− What kind of (positive or negative) effects did your organization expect as the

result of testing?

• Contribution towards strengthening the soft skills of the young participants and

providing them an experience of socialization, at the same time opening for them the

knowledge of new possible employment options;

• Strengthening links with local organisations working with refugees/asylum

seekers/migrants on one hand, and in sustainable agriculture on the other;

• Acquisition of new and effective methods/GPs within ICEI, to use in the field of labour

integration of young people with fewer opportunities.

TARGET GROUP INFORMATION

− Please describe the target group with whom you test the new method/GP.

o Was your target group different from those you had originally seen during the

field visits? Please describe the differences.

o How many of young people were involved in the testing?

o Please not only describe number but also which kind of youth you involve in

the testing, their situation, needs, difficulties regarding labor market or in

general etc.

Since the very beginning of the study visits, ICEI had in mind to test new methods/practice to

contribute to increase the employability of young migrants, refugees and asylum seekers.

This is a key target group for ICEI’s mission and projects, and ICEI has been indeed carrying

out several initiatives with them, both at local, national and European level. Therefore, ICEI is

always looking to learn effective and innovative ways to support their socio-economic

integration.

In the case of UYD, ICEI relied on the collaboration with the reception centres that host

asylum seekers, in order to provide this opportunity to these youngsters. The two centres

were located outside Milan, in the Province of Alessandria:

- one managed by the Social Cooperative Versoprobo www.versoprobo.it/strutture-

accoglienza

- one managed by the nonprofit association Social Domus

www.socialdomus.org/wp/progetto-accoglienza-richiedenti-asilo/modello-metodo-

educativo/

11 young people (compared to the 10 planned in the project) participated in the Job

shadowing testing. They were male youngsters between 20 and 25 years of age coming from

West Africa, all of them asylum seekers hosted in the above mentioned reception centres.

Most of them had no educational qualifications, with few exceptions (one high school degree

49

and one middle school degree). The Italian language level was low and none of them had an

occupation at the time. They all had basic experiences in agriculture, some of them also as

workers in manufacturing companies. As such, they represented an extremely vulnerable

group, seriously at risk of social and labour exclusion and in strong need of learning and

employability opportunities. As some of them had some experience in the past in farming, in

their home country, sustainable agriculture could indeed become an option for their future.

IMPLEMENTATION, PROJECT TIMETABLE

− Please describe in details the steps, milestones your organization followed

during testing the new method/GP.

1. preparation (e.g.: recruitment, conclude needed cooperation etc. - Describe

what preparatory steps were taken before testing the new method/GP?

2. implementation

7. ending

8. results

Preparation (10/01/2019 to 20/03/2019):

• Liaising with Cascinet and the two reception centres, to design a job shadowing day

programme that could be interesting, effective, engaging and respondent to the

needs and interests of the young migrants

• Identification and preparation of the young participants by the reception centres: brief

explanation of ICEI and Cascinet, of the programme of the day and the learning

agreement, etc. Moreover, each participant:

- filled in, with the support of the reception centre staff, a form describing their

background, needs, interest and experience in agriculture (including sustainable

agriculture);

- signed a learning agreement for UYD.

• Organization of the Job Shadowing Day: preparation of forms and learning

agreements for the youngsters (see above), logistics, etc.

• Identification of the staff at Cascinet, ICEI and reception centres, to support the young

people during the Job Shadowing Day.

Implementation (21/03/2019)

• The Job shadowing day took place at Cascinet on the 21st of March 2019;

• The youngsters visited the “Vetabbia Park”, located in the outskirts of Milan, where

Cascinet, in collaboration with the Municipality of Milan, is promoting a campaign to

regenerate fallow lands through syntrophic agriculture techniques. The project, called

“Agroforestiamo” (Let’s Agroforestry), will provide the area with more than 1.300 fruit

trees, vegetables and other plants that will be pre-purchased by the local

neighborhoods. The idea is to use agro-ecological principles to create an inclusive

area where the neighbors can share values and ideas, and contrast social

marginalization;

• The first part of the job shadowing day was aimed to explain Cascinet and the overall

objective of this project, visiting the whole area and creating a constructive debate

50

about the goals of the project. Due to the fact that participants came from different

countries, there was the possibility to compare different points of view and analyze

how agriculture should be done in order to create advantages for the society without

damaging the earth;

• The second part was spent to learn two simple but innovative agro-ecological

practices using the job shadowing procedure, namely following a learn-by-doing

scheme:

o The first practice was a fertilization technique that does not include any

chemical products, in order to avoid soil contamination. The main ingredient

used for this methodology were bales of hay, and the youngsters had to

decide how to distribute them around the soil, creating a few different

techniques;

o The second practice was a sowing technique. Following a “triangle path”,

small sprouts coming from an ecological growth-room were seeded in a soil

covered with a black bio-degradable plastic bag”. Once again, participants

decided how to divide their work in order to be more efficient.

• Finally, participants and staff came together to share their feedback, ideas and

opinions about the experience.

• During the day, 1 ICEI youth worker, 1 ICEI intern and 2 social workers from

Versoprobo supported the youngsters.

• Throughout the day the young people took some photos and videos of their

experiences. The participants from Versoprobo created a slideshow of the day after

the event.

Ending

• After the event, the young people discussed and shared their impression, feedback,

what they learnt, etc. with the staff of the reception centres;

• on line dissemination: ICEI disseminated the experience via their social media,

contacts, etc.

Results

• Improvement of young people’s employability, by providing access to a new potential

employment field as well as strengthening their soft skills, and of the opportunity to

liaise with local organisations and Italian citizens

• Acquisition by ICEI of a new and effective method to promote young migrants’

employability and contribute to their integration.

− Were there any real difficulties during testing phase?

o Please describe the difficulties.

o How could your organization overcome them?

The language barrier was the main difficulty encountered during the testing. However, this

was overcome as ICEI and Cascinet staff were able to speak English and thus to help the

youngsters in participating in the activities. However, for this reason, participants struggled to

take full part in the debate in the first part of the Job Shadowing day.

51

− Did you make new collaboration/cooperations with local partners (public or

private organizations) due to the newly tested project(s)?

o Please describe these cooperations (with whom, how, part of the cooperations

etc.)

Thanks to the testing in UYD of the Job Shadowing method/GPs, ICEI successfully managed

to strengthen the collaboration and cooperation with the following local partners and

cooperation with them is still continuing after the Job shadowing Day:

• Cascinet: Cascinet and ICEI share their interest in sustainable agriculture, and

syntrophic agriculture in particular. Thanks to the job shadowing programme,

Cascinet on one hand managed to “open” its work to a new target group, i.e. young

migrants. ICEI, on the other hand, got an even better grasp of sustainable agriculture.

The two organization found the collaboration so fruitful that they decided to co-

organise the Upload your Dreams Multiplier Event in Milan in July 2019, as well as to

explore opportunities (Calls for proposals, etc.) to further their joint work in this field.

In relation to the Multiplier Event, this was the natural culmination of the job

shadowing programme, as it was focused on presenting the results of the testing

phase as well as discuss and share projects, ideas, etc. about opportunities for youth

in the field of sustainable and social agriculture.

• Reception Centres: ICEI and the centres are exploring other learning and

socialization opportunities to provide to the young asylum seekers, as well as

possible collaboration on other topics addressed by both organisations.

− Did your organization need to change, modify something in the tested

method/GP?

o What did you change, modify?

o Why did your organization need to change, modify some parts of the tested

method/GP?

o Please describe the changes in details.

• Different target group. As mentioned above, ICEI do not work specifically with disabled

people, but instead, focus much of their activities on young migrants, refugees and

asylum seekers. That is why, the Job Shadowing method/GP was tested with this other

target group.

• Group job shadowing and one single employer hosting the youngsters. As mentioned

above, given the significant vulnerability of the ICEI’s target group (asylum seekers), a

groups job shadowing was organised, instead of individual job shadowing experiences.

This helped the young beneficiaries benefit from the experience, overcoming difficulties

such as language barriers and lack of knowledge of the local labour market, and

counting on the support of their peers. Moreover, the youngsters could share their

learning with their peers and explored together if and how, in their common situation,

sustainable agriculture could be a viable career option. With regards to the employer, a

single organization was selected, taking into account both ICEI’s fields of action -

sustainable agriculture is one of the main 4 main areas in ICEI’s work – and a field that

52

has potential for employment for young people in Italy, including those with fewer

opportunities.

53

IMPACTS/EFFECTS of the project work INDICATORS that

describe or show the

effects

DATA SOURCES/

MEASUREMENT how we

measure the indicators

SHORT-

TERM

MIDDLE-

TERM

LONG-

TERM

For the

system

• Long-term contribution to fostering employability

and inclusion in the labour market of vulnerable

young people.

• Contribution to “open up” non-youth

organisations to work with vulnerable young

people.

Increase of the

projects/initiatives

addressing the topic of

employability where

asylum seekers are

involved

Future project

proposal/initiatives

formulated/implemented by

the organisations involved

in the job shadowing day in

Milan

X

For the

partner

• New methods/Good Practices learned by ICEI to

promote the WBL, youth employability and the

inclusion of young people with fewer

opportunities in the labour market.

• Internationalisation of ICEI’s strategies in the

youth field strengthened

• 12 methods/Good

Practices learned (6

from Salva Vita, 3

from HISA, 3 from

DE GROENE KANS)

• About 10 new

contacts with non-

partner organisation

in Hungary, Slovenia

and Belgium

• The methods/Good

Practices were

disseminated and shared

both internally (with other

ICEI staff) and towards

local organisations ICEI

works with, as well as on

ICEI website

• ICEI contacted in May

2018 one of the

Slovenian non-partner

organization to invite

them to speak at a final

event of a Erasmus+ KA2

youth project, to present

their Good Practices

X X X

For the

target group

• New, innovative and sustainable agricultural

agro-ecological techniques learned and

increased knowledge in this field.

• 2 innovative agro-

ecological techniques

put into practice by

Tutors of the young asylum

seekers observed an

improvement in the

X X X

54

(asylum

seekers)

• New employment opportunities discovered.

• Transversal key competences (working in group,

communication, etc.) strengthened

• New opportunities for socialisation and liaising

with peers and natives.

the young people

during the job

shadowing day

• Increase in the soft

skills of the young

participants

relations among them, after

the job shadowing day, as

well as of their interest in

the field of sustainable

agriculture as an

employment opportunity

For the

staff,

project

workers

• Links with local organisations working with

refugees/asylum seekers/migrants on one hand,

and in sustainable agriculture on the other,

strengthened.

• New and effective methods/tools to promote the

WBL, youth employability and the inclusion of

young people with fewer opportunities in the

labour market, adopted and tested.

• Skills and knowledge in the formulation and

implementation of job shadowing initiatives

strengthened (networking with employers, etc.)

• 1 method/Good

Practices (“Job

Shadowing”, from

Salva Vita) adapted

and tested with the

target group.

• Additional project

proposals formulated

together with the

local organisations.

• A methodology document

describing how to create

and implement “Job

shadowing with asylum

seekers& refugee” was

produced by ICEI

• A KA2 Capacity building

in the Youth field project

was submitted by ICEI

together with Cascinet in

January 2019 to the

European Commission

X X X

55

FUTURE PLANS, RECOMMENDATIONS

− Are you planning to build in the newly tested method in your services you

generally offer to your clients?

o Do you need any changes, modifications to use the newly tested method/GP

in the future and/or in your strategy?

o What kind of support do you need in order to apply the newly known and

tested method/GP in the long-term future?

ICEI intends to keep on using the Job Shadowing method/GP in their work with young

people. The aim is to try and diversify this method/GP, in terms of both target group – for

instance, testing it with young NEETs – and sectors. For instance, hosting employers could

be NGOs, who can give young people the opportunity to taste the “social work” and how they

can play their part as active citizens in local and global sustainable development. However,

in order to bring this method/GP to a higher level – for instance, engaging great numbers of

young people in a single day across the city of Milan – specific funds/projects are necessary.

− Could you recommend the tested and/or modified method to other organization

working on the same field like you?

ICEI surely recommend the Job Shadowing method/GP to other organisations working with

young people and in particular with those with fewer opportunities, as a flexible, highly

adaptable but greatly effective and engaging way to contribute to strengthening youth

employability.

56

ANNEX 7

„UPLOAD YOUR DREAMS” ASSISTANT FORM FOR TESTING

HISA

PREPARATION, CHOICE OF METHOD

You can use GP Matrix to fill these questions, but please write down your experiences,

opinions in more details.

− Which method/GP were your organization most interested in at the beginning

and during the field visits?

o Why was it the most interesting for your organization? (similar target group,

highly adaptable, novel for the organization etc.)

o

The programs were mostly adaptable to our local needs and the programs we are already

working in.

In addition they address the target groups we work with.

− Which method/GP is the most feasible, in terms of costs, duration in your

organization?

Job shadowing and YEP – Youth enterprise program

− Which method/GP (or part of it) did your organization choose finally to test?

(name of the GP, name of the organization, country, original target group)

Please explain your choice.

Job shadowing (HU)

The method is adaptable to our local needs and the programs we are already working in.

In addition, they address the target groups we work with and fill the demand for professionals

in the area on the local ablur market.

− From which partner did you take the method/GP?

o Are there any similarities/differences between the two organizations that

helped your choosing?

There are little or no similarities between the organizations, besides the target groups. The

most similar in organizational structure and content is ICEI (IT).

This diversity provides opportunity to explore methods, structures and organizational issues

beyond our existing work parameters.

− Which part of the newly known method was the most interesting, innovative,

promising for your organization and target group?

o Please explain your choice.

57

Job shadowing; the method is quick and provides a basic insight into the functioning of the

subject presented.

The participant gets to know the basics of the job. On the other hand, the mentor does not

present the job over a longer period of time, thus the energy and time forwarded are

reserved and do not interfere with the mentors regular work. Furthermore, the energy and

cognitive process are condensed and provide a better effect for the benefit of the participant.

Depending on the complexity of the job, we found out that with certain jobs, job shadowing

should run longer, as the true extent of the job has to be observed longer. This should be a

role especially with vulnerable participants who require a holistic presentation of tasks

needed to be accomplished with certain jobs.

− Was there any prior reasoning behind the choice of your organization? (prior

knowledge of similar programs, prior knowledge of the chosen method, the choice

was in line with future plans/ organizational strategy etc.)

We ran similar project, but over a longer period of time – traineeship method.

House wanted to explore the possibility of such a method that would provide a denser time

span and higher qualitative output for the participants; the impact on the mentors and

trainers.

In addition, we wanted to test the effects of this kind of method to the local employment

landscape as well as impact on the target groups. The job shadowing method also allowed

us to detect future partners and the needs they are detecting with their participants and

target groups.

Strategically the Job shadowing method would allow House become the bridge between

public intuitions and other non-government organizations dealing with low youth

employment, as well as provide new methods for labor market exploration.

− Were there any expected difficulties, risks before testing?

o Please describe your expectations.

o How did your organization prepare for the expected difficulties, risks?

The risk was that there would be no participants as printmaking involves ink and is a “hands

on” job.

Most youths are reluctant to try out such a job, even educated graphic designers do not fully

understand of the process, as well as the fact that they can use classical methods of

printmaking to produce a high quality design.

We connected the job shadowing projects to an educational program of a local partner

(Mladinski kulturni center Maribor and GT22), who in return provided help with the acquisition

of participants. To this, the mentors needed to have additional meetings when constructing

the testing curriculum as the method was comprised over interlacing layers and aimed at

presenting the job as a whole.

58

− What kind of (positive or negative) effects did your organization expect as the

result of testing?

We expected a good result and further projects like this, as well as adding new partner

organizations for contents as well as target groups.

TARGET GROUP INFORMATION

− Please describe the target group with whom you test the new method/GP.

o Was your target group different from those you had originally seen during the

field visits? Please describe the differences.

o How many of young people were involved in the testing?

o Please not only describe number but also specific caractheristics such as age,

which personal situation, needs, difficulties regarding labor market or in

general, what kind of fewer opportunity, etc.

Our target group are youths who have just finished their studies, but are unable to find job. In

this sense they are quite different form the other target groups.

Those youths are at risk of: moving to another country to find a job, become permanently

unemployed, as they cannot get job experience, unable to become financially independent

from their parents.

21 young people were involved in the Job shadowing for 3 to 7 days. They are 23 to 26

years of age, all unemployed for the last 3 years, with no prospect of employment.

Psychology and linguistically awkward, anti- social, introverted and extremely insecure –

extreme low self-esteem.

One of the participants was a young mother; over 7 were from poor social status and

fanatical background; most of them unemployed; trying to finish their degree (writing of

thesis) for over 2 years.

Financial all were dependent on social welfare and parent support, little number had petty

precariat jobs with irregular payments.

IMPLEMENTATION, PROJECT TIMETABLE

− Please describe in details the steps, milestones your organization followed

during testing the new method/GP.

1. preparation (e.g.: recruitment, conclude needed cooperation etc. -

Describe what preparatory steps were taken before testing the new

method/GP?

- preparation period with the mentors

Construction of the curriculum, aims and goals of the testing in general

- coordination with the local partner organizations

59

discussion of the curriculum with partner organizations, adding their needs and

administrational requirements of partners

- interviews with the participants

interviews with the participant, introduction of the aims and goals as well as

curriculum, becoming aware of their actual needs and expectations, answering

possible questions

- preparation of the schedule and work plan for the participants, assessment of the

materials needed for the testing

finalizing the curriculum according to participant interviews, assessing the storage for

materials needed for testing and discussion possibilities for creative approaches to

topic and method with partners

- coordination with the participants

coordination with participants on timeline, needed research beforehand and

answering new questions.

9. implementation

- Presentation of the workshop

First meeting, presenting the participants to each other, going through the timeline

introduction of the mentors

presentation of customer satisfaction and how to communicate with the costumer;

why is graphic design important and why is printmaking a essential part of this. How

is graphic design connected to the costumer and why is a certain design tailor-made

for the costumer.

- presentation of the materials

presentation od the materials printmakers work with and how those materials are

used on examples

- determination of the topic and approaches to production

Jointly the participants decided on a topic – each one would do several designs with

the first letter of their name (make a portrait, use it in a nother context)

- subject research

the participants were researching similar products, designs, cases

the participants researched innovative was of making a portrait from classical masters

to modern successful designers

To this the participants also needed to research professional CV designers and

portfolios of successful designers and compare them with theirs – they were

encouraged to change their professional attitude towards presenting themselves on a

higher level.

- brainstorming sessions

a joint brainstorming session was executed where the participants and the mentors

explored their own facial features and decided on the design approach, with a input

from the master printmaker explaining the elements of printmaking an quality

preparatory process of the image for printing.

- project development and marketing

60

a small session was arranged on project development, marketing of design and

designers, as well as the creative industries, answering the questions on why some

designers are successful and why some are not

- production (screen-printing)

the prepared images were then printed on a printmaking machines were the

participants were guided over the logic of printmaking and the technical aspects of

screen printing. Prior to that a printmaking studio was introduces to them (what it

must have; how to behave in a studio; where materials, machines, water and storage

are, as well as why they are there) and the lineup for each participant to print their

design e.g. image.

- production ( alternative printmaking for quality products)

the same subject (the first letter of your name) was part of the second part of the

training where the participants had to design an image from waist materials to a plate,

woodcut and linocut; and print this image in fabric and paper. Beforehand the

participants were introduced to the techniques and materials, as well as encouraged

to explore alternative ways to construction a good design.

- product evaluation

as a group the participants we asked to evaluate the products they made, they were

encouraged to ask additional questions to the mentors regarding the techniques and

the theoretical input they gained.

In addition the participants were asked to fashion their products as an exhibition in a

relevant manner in the exhibition space of GT22.

10. ending

- Mentor evaluation meetings

The mentors were conduction an internal evaluation of the process, approaches and

the relevance of the curriculum.

Their findings: the timeline was adequate. Many participants needed stronger

motivational guidance in the theoretical parts of the training, the designs we

qualitatively adequate, the hands on learning process could have lasted one day

longer, the space of the implementation was adequate, two mentors who worked with

unemployed youths for the first time found that keeping up of the motivation required

additional time, which they lost for other participants.

- participant evaluation meeting

In a group the participants summarized that the process was good, the space and

curriculum were sufficient. The hands on approach was more interesting that the

theoretical parts. The mentors were professional, motivational and positive. They

suggested an additional training, as the experience was good.

- partner organization evaluation meeting

on a meeting the mentors and partners were evaluating the process and the

partnership – public institution providing participants and Ngo’s conducting trainings.

The conclusion was that the project was fruitful and that similar trainings and

61

consortiums should be conducted in the future.

11. results

a) the job shadowing was the combination of cognitive development and technological

understanding of product design and graphic design with printmaking.

b) In the 7 days the participants were to understand the background of product design,

the development of an idea and its positioning of it in the market context. When the

idea is developed the aspect of quality graphic design and customer satisfaction is

determined. This is flowed by the technical aspect and the production solutions

which need to be determined prior to production itself. When production is complete,

the product is introduced to the consumer/audience and evaluated.

c) All participants enjoyed the brainstorming sessions and the research faze.

When tackling the production faze itself, the participants were eager to learn more.

Over this course of this stage, the participants developed new ideas and managed to

skillfully adapt to alternative printmaking and product production.

− Were there any real difficulties during testing phase?

o Please describe the difficulties.

None, aside the extensive motivation needed for the bridge between the theoretical and

practical part.

o How could your organization overcome them?

By supporting the mentors who needed help with the participants lacking motivation – one of

the mentors from the practical part took over 2 participants with motivational problems.

− Did you make new collaboration/cooperation with local partners (public or

private organizations) due to the newly tested project(s)?

o Please describe these cooperation (with whom, how, part of the cooperation

etc.)

The society is already working with this local partner.

Through the UYD project, in general House was able to establish new contacts with

organizations working with volunerable groups (Zavod Mars Maribor Ozara d.o.o., Zavod

Razvoj, Andragosški zavod Maribor)

− Did your organization need to change, modify something in the tested

method/GP?

o What did you change, modify?

o Why did your organization need to change, modify some parts of the tested

method/GP?

o Please describe the changes in details.

No major modifications were. We set it out in the first place to accommodate the needs of the

individual. The pedagogic approach towards was satisfactory, although the design mentor

62

could have provided a more detailed introduction into customer satisfaction. A minor change

as made when a mentor helped out with 2 participants instead of pre-preparing the printing

workshop.

RESULTS, OUTCOMES

− What were the results of the testing phrase?

o What happened with the young people who were involved in the project?

Most of them arranged to get part time work with printing companies. Only 3 did not manage

to get jobs.

The products from the testing faze were presented in the format an exhibition, which lasted 1

week.

o Were the participants satisfied with the tested method?

All of the participants wanted to take a follow up Job shadowing for a longer period – up to 2

weeks.

o What kind of new skills, competences the participants learned, gained during

the testing?

How to approach product design, how to use brainstorming in connection to creative thinking,

how to understand printing and the technological aspect pf printing when placing put orders.

Awareness of the costumers needs and design affiliation and how to handle customer

satisfaction when working on an order.

o How your target group could use in the near or far future the method (learned

skills, competences) you tested with them?

They can use them in real life situations as well as a starting point when applying for jobs

and building a career.

− What were the real short-term and long-term effects that you experienced

during testing?

o For your organizations and for the target group

target group - employment competences, communication competences, making new

contacts, gaining new knowledge and updating their approach towards employability

Organization: strengthening of the collaboration with the partner institution, networking with

on local level and gaining new partners

− How successful was your testing?

o What did you learn from it?

63

The7 day job shadowing is a good tool for in-depth understanding of a graphic designer and

printmaker occupation. However this is a specific job and tricks of the trade are gained over

time and experience, of which the participants must be made aware of.

FUTURE PLANS, RECOMMENDATIONS

− Are you planning to build in the newly tested method in your services you

generally offer to your clients?

o Do you need any changes, modifications to use the newly tested method/GP

in the future and/or in your strategy?

No. Maribor’s economic situation does not foster an outlook for customers who are prepared

to invest in new employees. If we consider our costumers to be the organizations who are

offering education to vulnerable groups, the answer is still no, as they do not have the means

to support external experts.

o What kind of support do you need in order to apply the newly known and

tested method/GP in the long-term future?

For the execution in the future we would require additional finding for such social programs,

as well as one additional, adequately trained employee who would monitor the motivation

and/or other psychological issues of the participants.

− Could you recommend the tested and/or modified method to other organization

working on the same field like you?

Yes. Off course. However, it needs to fashion to the group needs as well as contemporary

costumer and economic needs in order to underline the sense of product design.

64

ANNEX 8

„UPLOAD YOUR DREAMS” ASSISTANT FORM FOR TESTING

DE GROENE KANS

PREPARATION, CHOICE OF METHOD

− Which method/GP were your organization most interested in at the beginning

and during the field visits?

o Why was it the most interesting for your organization? (similar target group,

highly adaptable, novel for the organization etc.)

De Groene Kans was most interested in:

a. Supported employment & Work Experience Program (by Salva Vita):

• Different target group but same needs

• A pathway to work

• Salva Vita uses a workbook with examples and information to prepare the

target group for work. They teach them soft skills. We wanted to make a

similar workbook and create examples of different situations on the

workplace.

• Salva Vita does a group evaluation (8-15 young people + mentor) and

discuss their experiences and get to know the realistic picture and get to

know each other (bonding);

b. Touristic Walks (by HISA)

• It was a nice way of discovering the city.

• Cooperating with local inhabitants and encourage the disabled people as

tour guides was very interesting for us.

− Which method/GP is the most feasible, in terms of costs, duration in your

organization?

Teaching soft skills as seen during a project meeting at ICEI Milan and during a training at

Salva Vita Budapest, was most feasible for us. Participants of our day centre and the

sheltered employment are guided towards paid employment in the labour market.

− Which method/GP (or part of it) did your organization choose finally to test?

(name of the GP, name of the organization, country, original target group)

We chose to test the teaching of soft skills, as seen during a project meeting at ICEI Milan

and during a training at Salva Vita Budapest. We combined it with the video training as seen

in Salva Vita (Hungary) for people with disabilities

65

Please explain your choice.

A lack of appropriate soft skills is one of the main reasons why our target group experiences

problems in finding employment. Addressing this issue in an effective way could lead to

better results in gaining employment. The group working at the day centre is young and lack

work experience.

− From which partner did you take the method/GP?

o Are there any similarities/differences between the two organizations that

helped your choosing?

De Groene Kans took the methodology from Salva Vita. Salva Vita supports people with

disabilities. In our day centre (target group for the test), the group is similar. The group is

facing mental, psychological and physical problems.

− Which part of the newly known method was the most interesting, innovative,

promising for your organization and target group?

De Groene Kans teaches social skills in the workplace. The most interesting part of the

methods was the classroom teaching, the group discussion and the use of videos to

demonstrate real-life situations.

− Was there any prior reasoning behind the choice of your organization? (prior

knowledge of similar programs, prior knowledge of the chosen method, the choice

was in line with future plans/ organizational strategy etc.)

The choice was in line with the future changes within our organisation. The day centre

operates an organic farm and a petting zoo. This means that the youngsters of the day

centre have to interact with visitors and tourist. Appropriate soft skills are necessary for their

work in the day centre as well as for their future job search in the labour market.

Also people working in the social enterprise, will need a soft skills training to be able to

transfer to the ‘real’ labour market.

− Were there any expected difficulties, risks before testing?

o Please describe your expectations.

Many of the youngsters did not finish school or had bad school experiences in the past.

Classroom could be a challenge. The role of the trainer was therefore crucial in motivating

the youngsters to co-operate in the classroom. The teaching methods had to be adapted so

that the group would engage.

66

o How did your organization prepare for the expected difficulties, risks?

We introduced a game Sociopoly in the training. A lot of the youngsters are gamers. Using

Sociopoly proved to be beneficial. It was a hands-on training that did not require the target

group to write the answers.

− What kind of (positive or negative) effects did your organization expect as the

result of testing?

We expected the effects to be positive and strengthen the target group in their future job

search. We hoped they would be more successful in finding jobs.

We expected the training to boost the confidence of the youngsters. We also hoped to

discuss certain taboos within the group.

TARGET GROUP INFORMATION

− Please describe the target group with whom you test the new method/GP.

o Was your target group different from those you had originally seen during the

field visits? Please describe the differences.

Our target group are youngsters working in the day centre. This group is slightly different

from the group at Salva Vita. Salva Vita works with disabled people whereas we work with

disadvantaged youngsters, people facing mental, medical and psychological problems.

The lack of adequate soft skills is prominent within this group.

o How many of young people were involved in the testing? Please not only

describe number but also which kind of youth you involve in the testing, their

situation, needs, difficulties regarding labor market or in general etc.

The target group we tested the method on, are the youngsters who work in our day centre.

It’s a group of youngsters who are all under the age of 30. The total group was 25 people.

They mostly live with their parents or in sheltered housing. They lack any work experience.

At the day center they perform simple, basic tasks for a few hours per week. During their

work they are guided and supervised by a mentor/instructor who helps them with their tasks.

They develop their skills and competences and work on personal growth. The youngsters at

the day center are not in paid employment but receive a benefit. A job coach monitors their

progress and support them in their path to paid employment.

For some youngsters paid employment is not an option because of their social inadequacies.

We wanted to provide a training in soft skills that would empower the young people and help

them in their search for a job.

67

IMPLEMENTATION, PROJECT TIMETABLE

− Please describe in details the steps, milestones your organization followed

during testing the new method/GP.

1. preparation (e.g.: recruitment, conclude needed cooperation etc. -

Describe what preparatory steps were taken before testing the new

method/GP?

1. Design of the methods. Several preparational meeting were held with the instructors

at the day centre and the social workers to adapt what was observed in Salva Vitae to

our context. We also looked for videos to use in the tests.

2. Recruitment : all people that work in the day centre participated in the test.

3. Initial test : motivating the target group for the training was crucial. It was important

that they were serious about the initial test and did not dismiss it. It was also

important to create a working environment in which they felt safe. On the other hand,

we had to make it clear that they did not take an exam and that there were several

possible answers. The test served as an introduction to a group discussion. The fear

of failure was real and caused stress with the participants. We had to pay attention to

the group dynamics

4. Co-operation: we worked with a partner organisation (GTB) who delivered part of the

training.

5. implementation of the method

3 steps

o Initial test quiz with examples before the training

o social skill training (GTB): 2 sessions

▪ Personal branding

▪ sociopoly

o Test 2 : identical to initial test quiz with examples after the training

6. ending: there was a group discussion with the youngsters about the test.

7. Results:

Within De Groene Kans: the results were collected and put in an excel file. The

results were discussed with the instructors and the social workers. The follow up was

agreed upon. The methods will be adapted for this target group and will also be used for

the group working in sheltered employment.

Within the local and regional communities. De Groene Kans showcased the methods

on the Samenwerkings platform for all local partner organisations. This leads to a lively

debate on teaching methods and materials.

− Were there any real difficulties during testing phase?

o Please describe the difficulties.

The main difficulty was the heterogenous group.

o How could your organization overcome them?

68

We split the group in two. Each small group was more homogenous and the

smaller group size allowed for a better interaction.

− Did you make new collaboration/cooperations with local partners (public or

private organizations) due to the newly tested project(s)?

o Please describe these cooperations (with whom, how, part of the cooperations

etc.)

We intensified our collaboration with the local partner GTB. They did part of the training.

They put in a lot of effort to help and adapt the method for this particular target group. The

test had to be easy to understand, clear and not relying on reading and writing

competencies.

− Did your organization need to change, modify something in the tested

method/GP?

o What did you change, modify?

We used videos in the test, introduced a game and discovered that repetition was a key

factor to make sure that everyone was on board.

o Why did your organization need to change, modify some parts of the tested

method/GP?

The changes were made because parts of the test proved to be too difficult for the target

group. The visual aids, the repetition and the use of simpler language made the test more

accessible.

o Please describe the changes in details.

The use of videos that show real-life situation in the workplace : the youngsters could identify

with the situations. It was something they knew from personal experience or had witnessed

in the day centre.

The use of Sociopoly, a game. The target group likes to play games. It is accessible to

everyone.

Simple language: the use of plain and simple language was important so that the youngsters

were clear about what was involved.

Repetition: it was crucial to repeat the questions and the videos several time to make sure

that everyone understood. It meant allowing more time for the training.

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RESULTS, OUTCOMES

− What were the results of the testing phrase?

o What happened with the young people who were involved in the project?

The new training method aimed at strengthening the skills of the young people in the day

centre. These new skills would allow those youngsters to move on to paid employment r to

interact in a better way with the colleagues and visitors of the petting zoo.

Some of the youngsters are on the way to a paid employment. Others are more confident in

dealing with visitors at the farm and the petting zoo.

For all youngsters, the training and the new method offered a means to discuss situations

and behaviour. The videos gave them a point of reference with which they could identify.

It increased their confidence and made taboos open for debate.

o Were the participants satisfied with the tested method?

Yes, the participants enjoyed the new methods. They talked a lot about the tests and the

videos among themselves and with the instructors.

o What kind of new skills, competences the participants learned, gained during

the testing?

They learned soft skills, skills they use in the workplace. They learned how to deal with

visitors, how to be polite, ask questions, phrase feedback and respond to remarks. They also

learned what is appropriate behaviour in different contexts.

o How your target group could use in the near or far future the method (learned

skills, competences) you tested with them?

They can use in their everyday situation. During their work there are several situations where

they can use examples we gave them during the tested method. The learned skills can also

be transferred to a new workplace.

− What were the real short-term and long-term effects that you experienced

during testing?

o For your organizations and for the target group

Short term:

Target group:

The group started to think about their behaviour and understand the effect it had on others.

They reflected on their behaviour. They were also given a ‘language’ to discuss what they

witnessed in others.

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Organisation:

A training in soft skills for this target group requires a lot of time and repetition before you can

obtain results.

Long Term:

Target group:

The group knows how to deal with visitors and respond to questions in an adequate way.

They feel more confident in new situations. The soft skills will empower them and help them

in their job search.

Organisation:

The training of soft skills will become a part of all programs we provide for long-term

unemployed people.

− How successful was your testing?

o What did you learn from it?

The testing was successful because we learned a lot from it. Repetition and practice are

important in learning new skills. We also learned that small changes are positive and can

make people more confident in what they do.

FUTURE PLANS, RECOMMENDATIONS

− Are you planning to build in the newly tested method in your services you

generally offer to your clients?

o Do you need any changes, modifications to use the newly tested method/GP

in the future and/or in your strategy?

We will run further tests with other target group within the organization. We will look at the

results and adapt the methods if necessary.

o What kind of support do you need in order to apply the newly known and

tested method/GP in the long-term future?

We would need to co-operate with GTB to organise part of the training. Extra funding would

be helpful to incorporate the new method in our program.

− Could you recommend the tested and/or modified method to other organization

working on the same field like you?

Yes, we would highly recommend this method to other organisations working in our field.