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EU CONTEXT OF THE PROJECT

Thematic Review Seminar “The way forward – exit strategies for crisis – related measures in the context of the Europe 2020 strategy” PLYA - ANOTHER WAY TO ADULT HOOD Brussels , 29 th June 2010 Magda Zupančič , MoLFSA. EU CONTEXT OF THE PROJECT.

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EU CONTEXT OF THE PROJECT

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  1. Thematic Review Seminar “The way forward – exit strategies for crisis – related measures in the context of the Europe 2020 strategy”PLYA - ANOTHER WAY TO ADULTHOODBrussels, 29thJune2010MagdaZupančič, MoLFSA

  2. EU CONTEXT OF THE PROJECT Europe 2020 strategy towards 75 % employment rate, including: • “Youth on the move” flagship initiative Guidelines for the employment policies (7-10) focus on: …preventative labour market measures foryoung people… …labour market integration and shift in employment rate of young people… …removing obstacles for newcomers …job experience, training opportunity, access and chance to second-chance learning …prevent ing early school leavers Monitoring of: • NEET rate (15-25 yrs) • Early school leavers(less than 10 % by 2020) • youth unemployment ratio (15-24) yrs)

  3. RELEVANCE OF THE PROGRAMME • The programme was designed to answer the needs related to emerging young unemployed and drop-outs in the economic crisis after 1991 due to Slovenia’s market reorientation- relevant in actual economic crisis, number of participants is increasing (cca 50% increase since 2008) • …funded by Ministry of Education and Sports, Ministry of Labour, Family and Social Affairsand by local communities. • …focused to young individuals to raise the motivation, social inclusion and trust to become more competitive and employable in the labour market . • The final goal from employment perspective - sustainability of integration WHILE ATTENDING THE PROGRAMME, PARTICIPANTS BECAME TOLERANT, SELF-CONFIDENT AND AWARE THAT THEY HAVE QUALITIES WHICH HAVE TO BE USED AND RESPECTED

  4. EMPLOYABILITY AS A FUNCTION OF EDUCATIONAL LEVEL AND ACTIVATION OF EARLY-SCHOOL LEARNERS FACTS: • Educational level of 20-24 years old who completed upper secondary school is90,2 %in Slovenia versus 78,5 % in EU -27 (2008) • Small share of early school leavers -4,3 % in Slovenia versus 15,2 % in EU-27 (2007) • Intensive, individualized work with small proportion of early school leavers results in successful integration of young people GOALS: • To intensify the programmeaccording to the possible inflow of young people, hit by hard social condition and lack of motivation • To monitor early school leavers and assess the sustainability of the measure

  5. ROLE OF THE PUBLIC EMPLOYMENT SERVICE Format of work: • Work in small groups, project work, emphasis on motivation and raising the awareness as regards the importance of education, training and life long learning. • The responsible institution is monitoring the programme, based on personal and phone contacts, study visits and periodical reports (monthly, quarterly and annually reports) Successfulness of the programme: • Cca 70 % of participants of the programme is (after concluding the program) successfully integrated into formal education, round 20 % of participants enter into the labour market, about 10 % of participants register at PES to get special consulting.

  6. RESULTS FROM THE EVALUATION (2006-2009) ADVANTAGES: • Program adapted to priority groups enables social integration (precondition for further education or labour) • Programme is designed comprehensively and incorporates many activities (counseling, mentorship, integration, training, skills-upgrading…) WEAK POINTS: • Variety of financial sources do not enable transparency of spending • Many actors included into management and implementation of the programme – weak overview regarding the consistency of the program

  7. RESULTS FROM THE EVALUATION- age structure Majority of participants had no formal education, namely: 2006/07 2007/08 2008/09 85% 88,7% 85%

  8. RESULTS FROM THE EVALUATION- waiting time

  9. EVALUATION - SUCCESS IN PLYA RADOVLJICA 2008/09 • 35 young participants (even “waiting list), 25 M/ 10 F • Aged mostly between 18 and 19 years • Before inclusion - majority enrolled into secondary vocational or professional schools • RESULTS: • 6 participants concluded educational process; 3 primary education, 10 interrupted secondary professional school, 5 secondary vocational school. • 10 participants continued education; 5 secondary vocational school, 2 lower vocational school, 1 continued primary education. • 3 participants decided for new vocation – 3 lower vocational school, 1 primary education. • 1 person successfully entered in the labour market • 5 participants gained informal education and certification (languages, IT…) • .

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