S H O T SHaring Orientation Training

Bordeaux November 2009Bordeaux November 2009

S H O T S H O T SHaring Orientation TrainingSHaring Orientation Training

PARTNERSPARTNERS

Kick off seminarKick off seminar

Bordeaux November 19/20Bordeaux November 19/20


Leonardo da Vinci Partnership Leonardo da Vinci Partnership ProgrammeProgramme

Human resources and Human resources and vocational trainingvocational training




Jean Claude Trichet, Jean Claude Trichet,

President of the ECB, a few President of the ECB, a few days ago, has stated that the days ago, has stated that the

freefall of the economical crisis freefall of the economical crisis has stopped, has stopped,

but It remains the problem of but It remains the problem of unemploymentunemployment



THE IMPORTANCE OF LIFELONG LEARNINGTHE IMPORTANCE OF LIFELONG LEARNING

To this statement We can comment that To this statement We can comment that Only people who could profit by the Only people who could profit by the

appropriate vocational training to reach a appropriate vocational training to reach a qualified knowledge and updated qualified knowledge and updated professional skills could face and professional skills could face and

compete in the world of work.compete in the world of work.



Vocational training - The reformationVocational training - The reformation

Making different typologies of trainings also through Making different typologies of trainings also through different methods, following the social needs and the local different methods, following the social needs and the local territorial demands, territorial demands,

Improving continuing training and alternating period of Improving continuing training and alternating period of work to period of vocational training.work to period of vocational training.

Integrating different actors and local systems: schools, Integrating different actors and local systems: schools, vocational training, research companies, universities, vocational training, research companies, universities, enterprises, social parts, public institutions etc)enterprises, social parts, public institutions etc)

Developing the vocational training of the trainersDeveloping the vocational training of the trainers Integrating different kind of services: guidance and Integrating different kind of services: guidance and

counselling programmes, vocational training, job marketcounselling programmes, vocational training, job market Improving entrepreneurshipImproving entrepreneurship


LISBON STRATEGY FOR GROWTH AND JOBSLISBON STRATEGY FOR GROWTH AND JOBS

Lisbon Strategy is the instrument to change Lisbon Strategy is the instrument to change European Economy in a creative, modern, new European Economy in a creative, modern, new one, provided by an highly qualified workforce. one, provided by an highly qualified workforce.

SOME OF THE GENERAL AIMSSOME OF THE GENERAL AIMS Extending the working period and remaining in the Extending the working period and remaining in the

labour market, also through real labour market, also through real lifelong learninglifelong learning strategies.strategies.

Reaching a total employment rate equal to 70%, Reaching a total employment rate equal to 70%, (60% for women and 50% for elderly people with age (60% for women and 50% for elderly people with age within 55 and 64 years old).within 55 and 64 years old).


LISBON STRATEGY FOR GROWTH AND JOBSLISBON STRATEGY FOR GROWTH AND JOBS

Some of the Italian AimsSome of the Italian Aims

Increasing the Number of Graduates.Increasing the Number of Graduates.

At least 85% of 22 year olds must complete the high At least 85% of 22 year olds must complete the high school, reaching the graduation. In Italy the 35% of school, reaching the graduation. In Italy the 35% of 19 year olds don’t have an high school diploma.19 year olds don’t have an high school diploma.

Increasing the number of adults’ training.Increasing the number of adults’ training.

At least the 12% of the population from 25 to 64 At least the 12% of the population from 25 to 64 years old must attend, during one year, to training years old must attend, during one year, to training activities. In Italy the number currently is 4,6%.activities. In Italy the number currently is 4,6%.



The Lisbon Strategy is fulfilled at these The Lisbon Strategy is fulfilled at these conditionsconditions::

to match and balance the European main country to match and balance the European main country educational systemseducational systems

to put down the current waste of human and to put down the current waste of human and economical resources (which in Italy is nowadays economical resources (which in Italy is nowadays considerable) making a more rational use of the considerable) making a more rational use of the vocational systems and of the various funding vocational systems and of the various funding channelschannels

to anchor to the country territory the planning of to anchor to the country territory the planning of the vocational training offerthe vocational training offer



Italy at the first step.Italy at the first step.

Only the last one of the three conditions has been activated Only the last one of the three conditions has been activated within the italian vocational system, through the within the italian vocational system, through the implementation of autonomy in Schools and Universities, implementation of autonomy in Schools and Universities, and through the reformation of the part 5th of the and through the reformation of the part 5th of the Constitution, but the legislation is in continuous evolution.Constitution, but the legislation is in continuous evolution.



The importance of the change: The importance of the change:

From school to workFrom school to work


The compulsory education – Law n. 76 The compulsory education – Law n. 76 April 15th 2005April 15th 2005

In Italy, the right and duty to the educational In Italy, the right and duty to the educational training within 18th years old is regulated by the training within 18th years old is regulated by the Law n. 76 April 15th 2005. (aknowledged the EU Law n. 76 April 15th 2005. (aknowledged the EU Recommendation on key competences)Recommendation on key competences)

the article 2 has defined the start of the the article 2 has defined the start of the education lifetime at 6 years old attending the education lifetime at 6 years old attending the primary school, after this, students would attend primary school, after this, students would attend the secondary school, at the end of which they the secondary school, at the end of which they will have a diplomawill have a diploma




EU Recommendation of December 18th 2006 on EU Recommendation of December 18th 2006 on key competences for lifelong learningkey competences for lifelong learning

Key competences definition:Key competences definition:

Competences are defined here as a combination of Competences are defined here as a combination of knowledgeknowledge, , skillsskills and and attitudesattitudes appropriate to the appropriate to the context. context.

Key competences are those which all individuals need for Key competences are those which all individuals need for personal fulfilment and development, active citizenship, personal fulfilment and development, active citizenship, social inclusion and employment.social inclusion and employment.



EU Recommendation of December 18th 2006 on EU Recommendation of December 18th 2006 on key competences for lifelong learningkey competences for lifelong learning

Initial education and vocational training could offer all Initial education and vocational training could offer all young people instruments for improving key young people instruments for improving key competences for adult life and working life.competences for adult life and working life.

Taking care strongly about those youngsters who due to Taking care strongly about those youngsters who due to educational disadvantages caused by social, cultural or educational disadvantages caused by social, cultural or economical circumstances, need to have a particular economical circumstances, need to have a particular support and support to realize their educational potential.support and support to realize their educational potential.

Updating adult key competences throughout their lives, Updating adult key competences throughout their lives, with a particular focus on target groups identified as with a particular focus on target groups identified as priorities in the local/ regional or national context.priorities in the local/ regional or national context.



EU Recommendation of December 18th 2006 on EU Recommendation of December 18th 2006 on key competences for lifelong learning - Annexkey competences for lifelong learning - Annex

The reference framework list 8 key competences:The reference framework list 8 key competences:

Communication in the Mother tongue Communication in the Mother tongue Communication in Foreign languages Communication in Foreign languages Mathematical competences and basic compentences in science Mathematical competences and basic compentences in science

and technologyand technology Digital competenceDigital competence Learning to learnLearning to learn Social and civic competenceSocial and civic competence Sense of initiative and entrepreneurship; andSense of initiative and entrepreneurship; and Cultural awareness and expressionsCultural awareness and expressions


Law n. 77 15th April 2005Law n. 77 15th April 2005 Alternation of School and workAlternation of School and work

For student from 15 to 18 years oldFor student from 15 to 18 years old Until 15 years old, students satisfy the compulsory Until 15 years old, students satisfy the compulsory

education, then They enter the time of the compulsory education, then They enter the time of the compulsory vocational training vocational training

This is the strategy elaborated by the Italian government to This is the strategy elaborated by the Italian government to realize the training activities directed to those young people realize the training activities directed to those young people who have left the secondary school, for giving them the who have left the secondary school, for giving them the possibilities of gaining skills to use directly in the world of possibilities of gaining skills to use directly in the world of work.work.

The alternation and the integration of periods of classes at The alternation and the integration of periods of classes at school and periods of practical activities and work school and periods of practical activities and work experiences is managed by the secondary schools in experiences is managed by the secondary schools in collaboration with the vocational training system and the collaboration with the vocational training system and the world of workworld of work



THE VOCATIONAL TRAINING IN ITALYTHE VOCATIONAL TRAINING IN ITALY

INSTRUMENTS

THE NEW APPRENTICESHIP

THE CONTINUING VOCATIONAL TRAINING

LAW N. 236 19 JULY 1993

THEINTERPROFESSIONAL

FUNDS



THE APPRENTICESHIPTHE APPRENTICESHIP

The Apprenticeship is a labour contract with a vocational training related content, a specific work relationship, particularly orientated to learning aspects and directed to young people in search of occupation.

The contract of Apprenticeship is at the same time:

a working period, during which the apprentice contributes with his/her work in the realization of products or services;

a training period in which the employer, besides paying the salary for the apprentice’s job, has got to assure him the training course for learning all the required subjects, directly or through specific organizations,for the achievement of a professional qualification.

WHAT IS IT?


MODELS OF MODELS OF APPRENTICESHIPAPPRENTICESHIP

The last legislation, (D. Lgs. 276/03), divides The last legislation, (D. Lgs. 276/03), divides the apprenticeship in three different types:the apprenticeship in three different types:

The apprenticeship for the achievement of The apprenticeship for the achievement of the the right and dutyright and duty ofof Education and Education and Training Training

The apprenticeship for obtaining The apprenticeship for obtaining Professional SkillsProfessional Skills

The apprenticeship for The apprenticeship for Higher Education Higher Education TrajectoriesTrajectories


THE FUNDING FOR APPRENTICESHIP THE FUNDING FOR APPRENTICESHIP IN ITALYIN ITALY

The apprentice’s training is paid entirely by public funds (mixed with ESF). The companies don’t pay for the training of the apprentices. Furthermore the companies have tax relief equal to 60 % of the welfare charge.

THE IMPORTANCE OF APPRENTICESHIP IN ITALY

In the age group between 15-24, the percentage of apprentices on the total workers is about equal to 32%, which means that in this age group one worker out of three is an apprentice.


THE CONTINUING THE CONTINUING

VOCATIONALTRAINING LAW VOCATIONALTRAINING LAW 236/93236/93

The Law refers to “urgent intervention to support Employment” The Law refers to “urgent intervention to support Employment” and outline the way to proceed for the public administration and outline the way to proceed for the public administration (Department of Labour and Regions). (Department of Labour and Regions).

It promotes training activities directed to employee workers in It promotes training activities directed to employee workers in need of updating, qualification, or conversion.need of updating, qualification, or conversion.

This activities are funded by This activities are funded by the contribution of 0.3% of the overall the contribution of 0.3% of the overall amount of salaries paid by all the private enterprises to the amount of salaries paid by all the private enterprises to the National Social Welfare Institute to support measures of struggle to National Social Welfare Institute to support measures of struggle to unemploymentunemployment.. The training project can be company-based, sector-based, and The training project can be company-based, sector-based, and individual. individual.


Continuing Training and Interprofessional Funds


THE INTERPROFESSIONAL THE INTERPROFESSIONAL FUNDSFUNDS

CREATED BY ASSOCIATIONSCREATED BY ASSOCIATIONS

Funding company projects, sector projects, Funding company projects, sector projects, territorial projects, which each company would territorial projects, which each company would decide to realize for employeesdecide to realize for employees..

FFunding individual training projects, and other kind unding individual training projects, and other kind of training activities.of training activities.


THE BODY BUILDTHE BODY BUILD

These Funds are promoted by the These Funds are promoted by the representative bodies of the Social Parts: representative bodies of the Social Parts: trade unions and employers associationstrade unions and employers associations

through specific national agreementsthrough specific national agreements

THE INTERPROFESSIONAL FUNDS


THE LEGISLATION N.388/2000:THE LEGISLATION N.388/2000:

o It provides that each company have to pay the percentage It provides that each company have to pay the percentage equal to 0,30% from the salary of each employee to the equal to 0,30% from the salary of each employee to the National Welfare Institution as a contribution to the National Welfare Institution as a contribution to the unemployment state.unemployment state.

o Companies could ask the Welfare Insitute to shift this Companies could ask the Welfare Insitute to shift this contribution to one of the Interprofessional Funds contribution to one of the Interprofessional Funds scheduled, so that enterprises will profit by the training scheduled, so that enterprises will profit by the training activities required .activities required .

THE INTERPROFESSIONAL

FUNDS


THE FUNDS HAVE BEEN CREATED FOR EACH SECTOR OF ECONOMYTHE FUNDS HAVE BEEN CREATED FOR EACH SECTOR OF ECONOMY

CRAFTS – TERTIARY SECTORCRAFTS – TERTIARY SECTOR

AGRICULTURAL - INDUSTRYAGRICULTURAL - INDUSTRY

THE INTERPROFESSIONAL

FUNDS


THERE ARE 14 INTERPROFESSIONAL FUNDSTHERE ARE 14 INTERPROFESSIONAL FUNDS

Training Crafts FundsTraining Crafts Funds – This Fund is created by Confartigianato, CNA, Casartigiani, – This Fund is created by Confartigianato, CNA, Casartigiani, CLAAI, CGIL-CISL-UILCLAAI, CGIL-CISL-UIL

Training Industrial FundsTraining Industrial Funds – This Fund is created by Confindustria, CGIL-CISL-UIL – This Fund is created by Confindustria, CGIL-CISL-UIL Training Manager FundsTraining Manager Funds – Giuseppe Taliercio (Fundation for industrial manager – Giuseppe Taliercio (Fundation for industrial manager

Training), created by da Confindustria, CGIL-CISL-UILTraining), created by da Confindustria, CGIL-CISL-UIL FOR.TEFOR.TE – This Fund is created by Confcommercio, ABI, ANIA, Confetra, CGIL-CISL-UIL – This Fund is created by Confcommercio, ABI, ANIA, Confetra, CGIL-CISL-UIL FONDIRFONDIR –This Fund is created by Confcommercio, ABI, ANIA, Confetra, CGIL-CISL-UIL, –This Fund is created by Confcommercio, ABI, ANIA, Confetra, CGIL-CISL-UIL,

Fendac, Federdirigenticredito, Sinfub, FidiaFendac, Federdirigenticredito, Sinfub, Fidia FON.TERFON.TER – This Fund is created by Confesercenti, CGIL-CISL-UIL – This Fund is created by Confesercenti, CGIL-CISL-UIL Fon.CoopFon.Coop – This Fund is created by AGCI, CCI, Legacoop, CGIL-CISL-UIL – This Fund is created by AGCI, CCI, Legacoop, CGIL-CISL-UIL Fondo Dirigenti PMIFondo Dirigenti PMI – This Fund is created by Confapi, Federmanager – This Fund is created by Confapi, Federmanager Fondo Formazione PMIFondo Formazione PMI – This Fund is created by Confapi, CGIL-CISL-UIL – This Fund is created by Confapi, CGIL-CISL-UIL FondoprofessioniFondoprofessioni – This Fund is created by Consilp, Confprofessioni, – This Fund is created by Consilp, Confprofessioni,

Confedertecnica, CIPA, CGIL-CISL-UILConfedertecnica, CIPA, CGIL-CISL-UIL FOND.E.RFOND.E.R. – This Fund is created by AGIDAE, CGIL-CISL-UIL. – This Fund is created by AGIDAE, CGIL-CISL-UIL FON.AR.COMFON.AR.COM. - This Fund is created by C.I.F.A. , CONF.S.A.L.. - This Fund is created by C.I.F.A. , CONF.S.A.L. FondaziendaFondazienda – This Fund is created by Confterziario, CIU, Conflavoratori – This Fund is created by Confterziario, CIU, Conflavoratori For.Agri For.Agri – This Fund is created by Confagricoltura, Coldiretti, CIA, CGIL-CISL-– This Fund is created by Confagricoltura, Coldiretti, CIA, CGIL-CISL-

UIL,ConfederdiaUIL,Confederdia



Grant the authorization to activate the Fund.Grant the authorization to activate the Fund.

Function of monitoring and management.Function of monitoring and management.

In case of irregularities, the Ministry can suspend the Funds’ In case of irregularities, the Ministry can suspend the Funds’ activities.activities.

The ministry has organized a specific Institution to control the Funds’ The ministry has organized a specific Institution to control the Funds’ activities: activities: THE OBSERVATORY FOR CONTINUING TRAINING.THE OBSERVATORY FOR CONTINUING TRAINING.


THE DEPARTMENT OF LABOUR AND SOCIAL THE DEPARTMENT OF LABOUR AND SOCIAL POLICYPOLICY


HOW TO JOIN THE FUND: WELFARE PROCLAMATION N. 71 HOW TO JOIN THE FUND: WELFARE PROCLAMATION N. 71 2 APRIL 20032 APRIL 2003

Establish that:Establish that:

The participation in an Interprofessional Fund is voluntary and The participation in an Interprofessional Fund is voluntary and according to predetermined rules .according to predetermined rules .

The participation is revocable, valids during one year and The participation is revocable, valids during one year and considered extended, unless it is explicitly revoked.considered extended, unless it is explicitly revoked.

Each company can participate in only one Fund, also if it is in a Each company can participate in only one Fund, also if it is in a different sector than in the one it belongs to.different sector than in the one it belongs to.



THANK YOU VERY MUCH THANK YOU VERY MUCH FOR YOUR ATTENTIONFOR YOUR ATTENTION

See You in Florence See You in Florence

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