European guide to good practices in

accompanying NEETs via apprenticeship

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May 2016

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

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Summary

Introduction.............................................................................................................................4

1. The European Legal framework............................................................................................5

1.1) Youth Guarantee...........................................................................................................5

1.2) European Alliance for Apprenticeships.........................................................................6

1.3) Youth on the Move........................................................................................................6

2) Situation of the apprenticeship in the countries at stake....................................................7

2.1) Apprenticeship profile of each country.........................................................................7

2.1.1) Apprenticeship profile in France................................................................................7

2.2) State of play of apprenticeships and employment in the three sectors observed......26

2.2.2. Belgium.....................................................................................................................28

3) Selection of best practices.................................................................................................34

Ctra. Nacional II, km. 711.......................................................................................................49

4) Recommendations.............................................................................................................64

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

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

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

In order to foster links between the different actors of professional inclusion, thisproject will adapt the needs of the companies to train newcomers, identify andpromote the partnership.

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

The target public of the ANEETS project are the NEETs. The NEETs are a veryheterogeneous population of young people from 15 to 29 years old and, indeed,various definitions of NEETs can be found in the literature. They represent both earlyleaving school young people and having difficulties to enter the labour market. Forthe purpose of this project, partners have agreed on a deliberately broad definition ofNEETs. In the framework of this project, the NEETs are divided into 4 categories:- Unemployed: Long or short term- Not Available: ill, disabled, young people ensuring the care of a relative- Disengaged: not looking for work or training with an antisocial and dangerouslifestyle - Young people looking for opportunities: young people seeking training oremployment but only considering opportunities that meet their skills and status

The needs of the NEETs target group are considered as follow: efficient employmentintegration with appropriate support, personalised education and upgrading of skills.

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The project is coordinated by Face Foundation (France) and includes three otherorganisations established in Belgium, Ireland and Spain:

FACE Foundation (France) – project leader (www.fondationface.org) European think & do tank Pour la Solidarité (Belgium)

(www.pourlasolidarite.eu) Ideas Institute (Ireland) ( www.ideasinstitute.ie) Espiral Entitat de Serveis (Spain): www.espirals.org

This European guide of good practices contains: The European legal framework The situation of apprenticeship/traineeship in the countries at stake: Belgium,

France, Ireland and Spain A selection of good practices A set of recommendations.

1. The European Legal framework

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

1.1) Youth Guarantee

The Youth Guarantee is a new approach for tackling youth unemployment which aimsat ensuring that all young people under 25 – whether registered with employmentservices or not – get a good-quality, concrete offer within 4 months of them leavingformal education or becoming unemployed.The good-quality offer should be for a job, apprenticeship, traineeship, orcontinued education and be adapted to each individual need and situation.

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

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

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

1.2) European Alliance for Apprenticeships

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

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

Although managed by the Commission, the success of EAfA lies with theimplementation of national commitments and the commitment of partners, notablythrough pledges by stakeholders.

The Alliance has effectively mobilised EU Member States, but also EFTA and EUcandidate countries and a large number of stakeholders to engage in qualityapprenticeships. It has facilitated networking, cooperation and best practices sharing.The Cedefop (European Center for the Development of Vocational Training) andthe European Training Foundation (ETF) have provided strategic expert support. TheAlliance has equally contributed to raising awareness of the benefits ofapprenticeships.

Marianne Thyssen, European Commissioner for Employment, Social Affairs, skills andmobility of workers, during the declarations of Riga, 22th June 2015, with theEuropean Commission and the European professional inclusion actors and theEuropean companies, under the control of the Alliance, sealed the objective of offering140 000 apprenticeship contracts before 2018.

1.3) Youth on the MoveYouth on the Move is a comprehensive package of policy initiatives on education andemployment for young people in Europe. Launched in 2010, it is part of the Europe2020 strategy for smart, sustainable and inclusive growth.

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Youth on the Move aims to: improve young people’s education and employability, reduce high youth unemployment and to increase the youth-employment

rate – in line with the wider EU target of achieving a 75% employment rate forthe working-age population (20-64 years) – by making education and trainingmore relevant to young people's needs encouraging more of them to takeadvantage of EU grants to study or train in another country

Encourages EU countries to take measures simplifying the transition fromeducation to work.

Methods of Youth on the Move:- Coordinating policy to identify and stimulate action at EU and national level;- Specific actions designed for young people – such as 'Your first EURES job' for

labour market mobility within the EU, and increased support for youngentrepreneurs via the European progress microfinance facility.

2) Situation of the apprenticeship in the countries at stake

2.1) Apprenticeship profile of each country

2.1.1) Apprenticeship profile in France

There are two types of study contracts in France: “contrat d’apprentissage” 1 (youngfrom 16 to 25 in initial training under the Ministry education) and “contrat deprofessionnalisation” 2 (youth 16-25 years or unemployed in vocational training underthe Ministry of Labour).The Ministry of Education is responsible for education policy as pursued throughvocational training in schools and through apprenticeships. The Ministry for Employment, labour, VET and social dialogue is in charge of vocationaltraining for young people outside the initial education system and for adult job-seekersand employees in the private sector (it can thus make rules and regulations and settraining fees, etc.). For 20 years the number of apprentices has increased in France,from 440 000 to 540 000 between 1990 and 2013. But there is a decline of the numberof apprentices in the more recent period, since 2011. The number of apprentices iscurrently following a decreasing trend with a decrease respectively for each type ofcontract of 20% and 32% in January 2014 compared to January 20133. This decline isespecially true for the number of apprentices with low levels of qualification.

1 Contrat d’apprentissage in French stands for apprenticeship contract2 Contrat de professionalisation in French stands for work-study contract3 www.alternance.fr

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Workforce in work-study contract4

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

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

As a matter of fact, apprenticeship in France is only one option of the Frenchcompulsory education system. The latter is divided into three stages, the primaryeducation (for ages 6-11), lower secondary education (for ages 12-15) and the upper4 Les notes du conseil d’analyse économique, n° 19, décembre 20145 Les notes du conseil d’analyse économique, n° 19, décembre 20146 http://www.insee.fr/fr/ffc/docs_ffc/ref/formemp09e.PDF).

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

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

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

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

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

The three sectors offering most opportunities for apprentices are the hotel andrestaurant industry, trade and insurance. According to a prospective study from thePrime Minister strategy unit, the jobs which should offer most opportunities ofapprenticeships for young newcomers on the labour markets are in the IT sector such7 http://start.lesechos.fr/rejoindre-une-entreprise/classements-entreprises/qui-recrute-encore-en-alternance-943.php

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

It is noteworthy that, in France, to be enrolled in apprenticeship training is usually seenas a second choice, mainly for people that failed in the classical educational system.This is a major obstacle to the development of apprenticeship in France. According to asurvey commissioned by the Institut Montaigne in February 2015, for 43% of Frenchpeople apprenticeship is for young people "who encounter academic difficulties" and"leads to low-paying jobs." Such representations persist even with parents and withyoung people. 83% of French people believe that "apprenticeships are used to find ajob more easily”, but 69% of them also consider that apprenticeship is mainly relevantfor manual occupations9.

2.1.2) Apprenticeship profile in Belgium10

According to the Training Employment and Education Consultative Committee,apprenticeship (alternance) can be defined as followed:

“A form of teaching which aims to learn through the constantarticulation of a general training (theoretical and practical) in thetraining place, and of a practical training in the workplace.”11

There are two main Vocational Education and Training (VET) systems, both recognizedas a form of part-time compulsory education and which has trained broadly 25. 000people for the 2012-2013 period12.

One within the jurisdiction of education: CEFA13

One within the professional training: EFP14 and IFAPME15.

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

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

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

10 This guide covers the French Community of Belgium: Wallonia and Brussels regions. 11 Commission Consultative Formation Emploi Enseignement, category “Alternance”, http://ccfee.be : http://bit.ly/1H37aIU 12 All figures given in this section have been collected from the different actors of the VET systems: CEFA, EFP, IFAPME, FOREM13 CEFA in French stands for Centres d'Education et de Formation en Alternance (Centres for Apprenticeship Education and Training)14 EFP in French stands for Espace Formation PME (SMB traineeship learning area)15 IFAPME in French stands for Institut de formation en alternance et des indépendants et petites et moyennes entreprises (Institut for Apprenticeship for self-employed and SMB workers).

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person aged between 16 and 18 years old can also follow this type of qualification. TheCEFA offers a part time compulsory training divided into two periods: Two days oftheoretical classes within the CEFA and three days of training within a company.Training is supervised by both a tutor within the company and the CEFA educational.Mobility between this vocational system and the general education system is possible.Indeed, under certain circumstances, a student with a vocational qualification in CEFAmay join the general education system to pursue his or her schooling. There are 185education institutions CEFA in the French Community and Brussels areas, whichtrained 8,896 young people (5,962 boys and 2,934 girls) for the 2012-2013 school yearto over 100 business profiles across all sectors.

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

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

Even if business profiles tend to be extended in both branches, CEFA and IFAPME/EFP,training offers mainly focus on technical professions, which usually don’t have goodreputation hardness of work, restrictive timeslot, and low wages. However, with thegrowing staff shortage in most sectors requiring technical employees, many employersincrease wages in order to attract the workforce. Furthermore, some jobs in thesesectors require specific technical skills, meaning an upgrading of jobs and wages.Furthermore, there is a real attempt to upgrade vocational training, usually perceivedas an isolated backwater for people that failed in the classical educational system. VETis promoted in order to make vocational training a real opportunity and a recognisedand valorised educational path and choice, rather than an obligation caused by theimpossibility to join the classical educational system.

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

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

Vocational training has been extended over the years as it has been considered as aneffective tool to fight unemployment by giving opportunities to low-skilled job seekersto find work with the implementation of specific bodies which are described below:

FOREM (in Wallonia)In 2014 and in association with IFAPME, the FOREM (Public Employment and TrainingService in Wallonia) has developed “sandwich training” targeting young job seekers(18-25 years old). The training only lasts one year, so young people acquire vocationalskills which are required in the labour market.

For the 2014-2015 period, several “sandwich courses” are available: butcher, roofer,wooden structure technician, electrician specializing in residential installation, electricnetwork technician, and administration.

AWIPH and Bruxelles-FormationAWIPH offers “sandwich courses” for people with disabilities in the French Community.Training programs are developed based on the same standards as those used by othertraining operators. The duration of the training varies according to the chosenprofession and the professional experience. The training period cannot exceed a totalperiod of 3 years. In the Brussels region, a similar program is provided by Bruxellesformation, where PHARE, a specific service dedicated to people with disabilitieswishing to gain in autonomy, offer an individualised assistance.

OISPOISP are bodies in charge of socio-professional insertion. They exclusively focus on jobseekers who have not earned a secondary or primary education degree. There are fourdifferent types of OISP: Local missions, guidance operators, training organizations aswell as pedagogical workshop. These facilities provide a real work atmosphere. During the training, internships may be organized in companies. The duration ofcourses varies from several weeks to one year and a half, and in some cases it maytake the form of “sandwich training”. In the Brussels region, 53 organisations have the OISP “label”, training around 4,500apprentices through the work-based method.

Centre de compétences/Centres de références professionnelles16

In order to meet demands expressed by businesses and workers, CompetenciesCentres were created in 2000, resulting of a partnership between training institutions,social professionals and businesses. They offer customized training to meet the needsand the requirements of companies, workers, job seekers, education bodies and sectorrepresentatives. The figure below summarises the different VET systems in Belgium,recapitulating their main features.

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

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Apprenticeship in Belgium

Source: Pour la Solidarité - PLS.

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work-linked training

Professional training

FOREM AWIPH

OISP Centre de compétence

s

IFAPME/EFP

Juridiction of education

CEFA

Young people (15 and 18 years old). 3 years training. Mobility between CEFA and general education after qualification is possible

Job seekers (16-25 years old). 1 year training.

Disabled. 1 to 3 years training.

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

Large public Flexible training in accordance with people needs.

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

2.1.3) Apprenticeship profile in Spain

Apprentices almost disappeared in the Spanish labour system in the last decades.

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

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

Source: OECD Unemployment outlook 2015

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

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

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

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

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

Main characteristics of NEETs in Spain are:

More than 50% of NEETs are early school leavers (not completed upperSecondary Education)

– The main concern is on the situation of YOUNG ADULTS (20-24, 25-29)where the unemployment rates are lower (still over 25%) but most ofthem have a university degree and are not able to find a suitable jobaccording to their education and skills from the start of the recession.

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

Youth Guarantee development in SPAIN

February 28, 2013, Council of Ministers agreement according to EUrecommendation on Youth Employment Initiatives where youth unemploymentwas higher than 25% (Spain)

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

Purpose: To guarantee that ALL young people under 25 receive a good offer ofemployment, further education, apprenticeship or training WITHIN 4 MONTHSafter they complete their higher education or they register as unemployed (Notin Employment, nor in Education or Training)

Budget €1,887million.

Characteristics of the NEETs:

72% of NEETs are unemployed, actively searching for jobs (before the crisis thiswas 47%)

58% have previous work experience. 16% are long-term (11 points higher than2007)

80% of these are registered within the public system, then they are part of theEPA

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

The Spanish education System

Education is compulsory in Spain between six and sixteen years old. The currenteducation system in Spain, according to the law, is divided into two different systems:

The General System: (0-3; 3-6 years old) First and Second Childhood Education, (6-12 years old) Primary Education, ( 12-16 years old) Compulsory Secondary Education (ESO ), training and

insertion programme, (16- 19 years old) Higher Secondary Education, Vocational Education

Training intermediate and higher level (Baccalaureate) University education

The Special System (Arts education and Language)

The apprenticeship in the Spanish System

In order to respond to the current needs of the labour market, the Dual VocationalEducation Training model is committed to increase collaboration between VET schoolsand companies in the students’ training process.

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

There are two methods of practical training in the workplace:

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

DUAL ALTERNATION combines training time in school and uptime of thestudents involved in the company and the academic recognition of learningachieved by students in its company activities, performing in status: salariedemployee, volunteer or intern training.

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

The method used is called ALTERNATION. The objectives of the alternation betweentraining and work are:

1. Allow simultaneous integrated and coordinated process of training andemployment of students from VET centres between the VET centres and the

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

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

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

4. Provide positive incentives for students and businesses, encourages peoplewho complete general education, and need to join the labour market, asthey do having completed a training course with sufficient and adequateprofessional competence.

5. Encourage participation of the companies in qualifying trainees, facilitatingthe opportunity to make simultaneous initial training and employmentactivity.

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

To the Education Centres: Help to establish a greater link and co-responsibility between vocational training centres and companies in thelearning process of the students.

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

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

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

How does the company integrate the Student / trainee?

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

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CONTRACT DURATION SALARY SOCIAL SECURITY

1st phase INTEGRATION

INTERNSHIP (practicum)

80-100hours No salary No Social Security School insurance

2nd phase CONSOLIDATION

OPTION 1 In training contract

1 year min.

Upon agreement between training centre and company

Salary according to sector agreement (Unions)

Never below national min. wage (4€/h)

Registered in the Social Security system

Benefits for the company:

1. 100% deduction SS (-250 employees)

2. 75% deduction SS (+250 employees)

OPTION 2 Scholarship (a signed training agreement between centre, company & student

2-10 months per school year (extension possible)

Upon agreement between training centre and company

Never below IPREM* (3,5€/h)

Registered in the Social Security system as a grantee

Benefits for the company: 100% deduction SS

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

2.1.4) Ireland

Current Apprenticeship Structure

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

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

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

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

Source: Irish Training Authority (Solas Feb 2016)

Source : (Department of Education & Skills )

https://www.education.ie/en/Publications/Policy-Reports/Apprenticeship-Review-%E2%80%93-Background-Issues-Paper.pdf

Under Irish legislation the earliest that someone can start a regulated apprenticeship is16 years of age. The average age of apprentices is approximately 19 years of age. Apprentice Age Profile; more than 80% of apprentices registered by employers in 2011were aged 18 or over. Almost 30% were more than 21 years of age – see pie chart below;

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Source: SOLAS 2016

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

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

1. Agricultural Mechanics2. Aircraft Mechanics3. Brick and Stone Laying4. Carpentry & Joinery5. Construction Plant Fitting6. Electrical7. Electrical Instrumentation8. Electronic Security Systems9. Farriery10. Floor & Wall Tiling11. Heavy Vehicle Mechanics12. Industrial Insulation13. Instrumentation14. MAMF15. Metal Fabrication16. Motor Mechanics17. Painting & Decorating18. Pipefitting

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19. Plastering20. Plumbing21. Print Media22. Refrigeration & Air Conditioning23. Stonecutting & Stonemasonry24. Sheet Metalworking25. Toolmaking 26. Vehicle Body Repairs27. Wood Manufacturing and Finishing

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

In Ireland young people are encouraged, and they aspire from an early stage in theireducation, to take up trades/crafts of their choice, as a primary goal. Aftersuccessfully completing their apprenticeships they become skilled workers that arevalued in Irish society and economy, often equally to someone who has a collegedegree. Skilled workers would not be seen as those who ‘failed the classicaleducation system’, rather as those who choose different career paths.

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

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

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

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

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

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

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Reintegrating young people into the labour market and education

Fostered by increasingly high youth unemployment rates and the economic andsocietal consequences associated with NEET status, there is a renewed sense ofurgency to develop and implement policies to bring young people (back) intoemployment, education or training across Europe. Governments aim to both reducethe great economic and social costs and to give every young person the chance torealise their potential and to prevent scarring through a protracted NEET experienceEurofound (2012).

SIPTU researcher, Lorraine Mulligan, said: “The rate of youth unemployment in Irelandis among the highest in the EU. However, the rate of young people under 29 years whoare ‘not in employment, education or training’ (referred to as ‘NEETs’) is elevated at18.4% in Ireland. In the main, this category has a heightened risk of being disengagedor distant from the labour market.”

She added: “The expansion of apprenticeship/structured traineeships and vocationaleducation should be prioritised as part of the roll-out of a ‘Youth Guarantee’ in Ireland,allowing young people to gain recognised industry-relevant qualifications” (SIPTULiberty online)

The debate concerning expanded structured training and vocational education inIreland has just begun. It is hoped that this project and the timely review process ofthe apprenticeship process already underway will encourage new thinking and, moreimportantly, new practical pathways into employment for our young people.

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2.2) State of play of apprenticeships and employment in the three sectors observed

2.2.1) France

Metallurgy sectorThe production of the French metal industry stagnates for several months andrepresents only 79 % of its value reached in spring 200817.Production of capital goods (-0.3%) , industry automotive (-0.9 %) and the majority ofintermediate goods is in a downtrend. Industrial employment is still trending down inthe first quarter of 2015.According to the French National Institute for Economic and Statistical Analysis(INSEE), production has been stable in volume in the manufacturing sector (+0,1%) inthe third quarter of 2015 and is increasing in the overall industry sector (+0,4%)Moregenerally, the industry continues to experience a decline of its workforce (-0 .3% to3,122,300) compared to the previous quarter of 201518.In general, the production of metallurgy is stable since months, down over 20 % fromits peak reached in early 2008. Industrial employment is still in a decreasing phase. Itcontinues to fall: -0.4 % in quarter 3 , that is to say 12,800 fewer jobs . In metallurgy,employment declined by 0.4% in quarter 2. Thus, the strength of the metallurgy’sworkforce stays behind 15.6% compared to early 2008.

The national branch of metallurgy settled the following goals regarding apprenticeshipat the end of 201419:

46000 signed apprenticeship contracts with an increase of 14% compared to2013.

Less than 5% anticipated break out apprenticeship contracts 85% of success rate at the final exam of the professional certification 85% of professional inclusion with a temporary or permanent contract(65%)

after the training period

Hospitality sectorThe sector of tourism activities has averaged 7 .1 % of employment of the competitivesector between 2008 and 2014. This share was 6.8% in 2008 (with 1.22 million jobs)and rose to 7.2% in 2014 (with 1.28 million positions). Employment in the tourismsector is more dynamic than in the overall competitive sector.20 According to theofficial site of the Hotel industries sector (http://www.umih.fr/fr/emploi-formation/formation/index.html) more than 91, 000 young are enrolled in a hotelindustries educational curriculum whose 36,000 under apprenticeship contract. With 13 % of hiring intentions in 2014, the BMO survey (needs of manpower)published by the French PES still designate hotels and restaurants as the first national17 Source Union des métiers de l’industrie (UIMM)18 Source Union des métiers de l’industrie19 Source Union des métiers de l’industrie20 Source Source Union des métiers et des industries de l’Hôtellerie

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recruitment sector. A study on occupations in 2020, published in March 2012 by theDirectorate of Research animation, Studies and Statistics (DARES) in partnership withthe Center for Strategic Analysis (CAS), reported an annual growth rate of 0 .7 %between 2010 and 2020 for the sectors of hospitality and restaurants21

New technologies sectorThe development of the digital economy irrigates all sectors of activity and representsan important source of jobs in France and Europe. The European Commission22 hasestimated that it represented 888 000 active people in France, 3.4% of the labor forcein 201223. Since the early 2000s, job growth has been particularly strong in the digitalsector, and employment has maintained even during the crisis. This dynamic shouldcontinue up to 2020 with a plausible demand of 900 000 jobs in Europe, among which10% should be in France. This projection is confirmed when one considers theprofessional field of information technology. DARES and France Stratégie24 haveestimated that the number of jobs in this career field is expected to increase over thenext ten years, at a much higher rate than for all occupations. In total, according to thecentral scenario, 191,000 vacancies arise up to 2022. The ever-growing need forexpertise functions, the development of demand for services, products and complexsystems (intelligence, collaborative communication, virtualization systems, etc.), willbe the main driving factors. The IT sector also represents a prime source ofemployment for young people. Beginners are indeed much more present in this sectorthan in the overall employed population (representing 14% of the workforce of theprofessional field of IT on average over the period 2008-2012 against 7 6% of allbusinesses).

21 Source Union des métiers et des industries de l’Hôtellerie 22 European Commission (2014), e-Skills for Jobs in Europe. Measuring Progress and Moving Ahead23 On the basis of available data for the following occupations of the IT sector : Management, architecture and analysis level positions(ISCOlevel1+2) ; ICT practitioners in professional level positions(ISCOlevel2) ; ICT practitioners in associate or technician level positions (ISCOlevel3)24 France Stratégie-DARES (2015), Les métiers en 2022

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

The Walloon employment in the metal industry reduced sharply, due to severalrestructuring programmes in 2011 and in 2012. The decline in the metal manufacturingsector is relatively less. On the other hand, the metallurgy sector represents an opportunity, as it requiresspecific skills and certifications, leading to job opportunities linked to specificcompanies’ needs.

In order to respond to their needs, companies have set up metallurgy productionsectorial funds (le fonds sectoriel des fabrications métalliques) managed by IFPM(www.ifpm.be). These funds are used by IFPM to organise specific trainings withcertifications, to finance both apprentices and the companies that decide to trainthem.

Metallurgyestablishments Employees Independent

workersWallonia 1156 26873 548Brussels-Capital 121 2153 60Flanders 2294 55578 1107Belgium (total) 3571 84604 1715Source: Forem, data from 2012.

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

Hotel Restaurant CafeWallonia 662 7938 5172Brussels-Capital 306 3715 1766Flanders 1169 15347 11308Belgium (total) 2137 27000 18246Source: Le Moniteur belge, data from 2012.

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

New technologies

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The sector of information and communications technology (ICT) produces goods andservices that allow the digitisation of the economy. The sector is very active in Belgiumthrough a large number of small and medium enterprises. These companies have beenthe basis for creating many highly skilled jobs. Today, the ICT sector is growing twice asfast as other areas of the economy.In 2013, there were 36,057 companies in the Information and CommunicationsTechnology (ICT) sector in Belgium, showing an increase of 3.4% compared to 2012,and the trend continues. Most of them are services companies, representing 98.5% ofthe entire ICT sector. The turnover exceeds EUR 39 billion, 34% of it being generatedby companies operating in telecommunication25 . The Belgium ICT sector isexperiencing an important staff shortage concerning digital experts, terms whichcovers a large variety of jobs such as Web Designer & Developer, ICT Project Manager,ICT Sales & Marketing Representative, Infrastructure Operation & MaintenanceEngineer, Customer Service & Helpdesk Officer, Technical/Field Support Engineer.

Agoria recommends raising young people awareness about ICT studies26. Yet thetraditional educational system can sometimes give birth to non-adapted profiles, asthe approach followed can be too theoretical in terms of job needs. The dualvocational (apprenticeship) system could therefore be an interesting answer torespond to staff shortage in the ICT sector, both in terms of practical education toperfectly match companies’ needs but also by opening the access to ICT studies tomore young people.

2.2.3. Spain

The Metallurgy Sector The metallurgy industry is composed of large companies, above all in the activities ofthe steel industry and the manufacture of first fusion metal, and for small and mediumenterprises in the smelting and the first Metal Transformation. The large enterprises ofthe steel industry and metallurgy at first fusion are in general multinationals, but insome cases are of Spanish origin.With the crisis there is a strong marked fall in production, and manpower, due to thefall in domestic demand and excessively based on the growing construction sector.Employment has experienced a sharp decline (40,200 fewer employed between 2005and 2010). In 2009 there was a sharp drop of steel purchases abroad and in 2010began the recovery of trade. A growth of Spanish exports in recent years is observedalso.The leading Spanish companies are generally smaller than the European ones. Thecustomers’ range of sectors is also smaller in Spain than in Europe; basically boils downsix namely: automotive, aviation, marine, rail, machine tools, and moulds, very muchfocused on the automotive sector.

25 SPF économie: Communiqué de presse http://economie.fgov.be - http://bit.ly/1LYs78n p.4 (28/10/2015). 26 Agoria: http://www.agoria.be - http://bit.ly/1Whixra p.6 (28/10/2015).

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The Hospitality sector The tourism and hospitality industry is one of the main economic engines for bothSpain and Catalonia. In particular, the traditional sun and beach model still stands asone of the main centres of attraction; although in recent years there have been newtrends in the sector. In addition, hospitality is the driver for other sectors, as culture,entertainment, transportation.The tourism and hospitality industry is one of the pillars of the Spanish economy (in2011 the Spanish Tourism Synthetic Index (tourism GDP) increased 2,6%, which meansthat in 2011 tourism grew almost four times in the whole of the Spanish economy(0,7%). Note also that in 2011 tourism generated 2,678 million euros more than in2010 and led to the net creation of 17,000 jobs. Tourism is one of the sectors with thehighest contribution to GDP in Spain, and the only one to generate jobs in 2011. InBarcelona, tourism generated 20 million euros a day and had a major impact onsectors such as trade and catering. During 2011, the number of people working or intending to work in the tourismindustry was 2.132.034, accounting for 11,8% of the active population in the Spanisheconomy and 15,9% of the active population in the services industry. Barcelona'stourism generates 100.000 jobs.The trend towards specialization in the sector has led to a strong demand for skilledprofessionals in very specific branches such as, haute cuisine chefs, cruise business,personal shoppers, etc., associated with the new demands of the users.

The Technology Sector (ICT) in SpainThe Information and communication technologies (ICT) sector is formed by themanufacturing or service industries whose main activity is linked with thedevelopment, production, marketing and intensive use of information technology andcommunications.The ICT sector employs about 30,000 businesses, mostly small enterprises, with a totalturnover of 104,300 million euros. It generates 459,000 direct jobs, 1 .5 million withindirect employment. The estimated sector’s contribution to the GDP is about 5 .85%. Ifwe add the indirect and induced effects, benefits to economic sectors that generate atotal gross added value above 22% of GDP.These figures were possible with the support of successive Spanish governments andsome particular strengths: a settled domestic demand for ICT products and services;the maturity in technology and commercial practices; experience in the export ofservices and the availability of highly qualified human capital at competitive costs.Spain has modern transport and telecommunications infrastructure, complemented bya dense network of science and technology and higher education parks (network about80 parks), and the government support to the development of ICT, through specificsectorial plans is firm.

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2.2.4 Ireland

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

However, the engineering sector as a whole has suffered in the past few years, certainparts of the sector have done much better than others. In the last eight years, the"repair of installation of machinery and equipment" has done very well. This is largelydue to demand for sub-supply engineering services from larger manufacturers.Employment in the repair and installation of machinery increased from 2,700 in 2008to over 4,000 in 2011.Increases in turnover in the Engineering sector are a result of recovery in domesticinvestment. Investment in machinery and equipment (excluding purchases ofaeroplanes) rose 22.7% last year, and this was projected to further in 2014. The valueof exports in machinery and transport equipment dropped from €8 .6 billion in 2008 to€5.6 billion in 2010, but has since recovered to €6 .4 billion in 2012 as demand ininternational markets recovers28 In 2014, 13,000 engineers and 10,000 engineering technicians were working in Ireland,with the majority employed in the manufacturing and professional, scientific andtechnical activities sectors.

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

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

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

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

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The number of third level engineering graduates is estimated at just fewer than 4,300(2013/2014), of which approximately one half are at honours bachelor degree orpostgraduate level. This does not include graduates from the new provision inpolymer technology in Sligo IT (level 6/7) and Athlone IT (level 8). In addition, in May2015, there were 400 engineers and 270 engineering technicians (third levelgraduates) who were job-ready job seekers29.

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

The hospitality sectorThe Irish hospitality and tourism sector has been significantly affected by the recentrecession as international tourism declined following the global economic downturn 31.As Ireland was particularly hit by this recession, domestic sales were also on thedecline up until recently32. These trends resulted in falling employment rates in thehospitality sector, but job losses were less severe than in other sectors such asconstruction or retail. The largest proportion of jobs lost were in the hotel sub-sector33.Furthermore, during the past few years, employment in hotels and restaurants acrossthe country has been rising and the number of those employed in Accommodation andFood services rose from 119,000 in 2008 to over 137,000 at the end of 201434. This ispartially explained by the reduction of VAT rates for this sector in 2013 (Foley, 2013)which it is claimed allowed many employers to increase their staff levels. Even duringthe downturn, the hospitality sector as a whole remained crucial for the Irish economyand now is claimed to provide one in ten jobs across the country35. While the rest ofthe country still continues to attract international tourists, the expansion in Dublin hasalso been driven by non-leisure tourism. This is especially the case since the opening

29 (Jasmina Behan Joan, McNaboe Caroline, Shally Nina Burkem and Anne Marie Hogan 2015. National Skills Bulletin 2015 A Report by the Skills and Labour Market Research Unit (SLMRU) in SOLAS for the Expert Group on Future Skills Needs)30 (Careers portals, 2016: Proposed Apprenticeship, http://www.careersportal.ie/apprenticeships/modern_apprenticeships.php?parent=35&ed_sub_cat_id=244#Modern%20Apprenticeships)31 ITIC news, Year-end Review 2009 & Outook 2010 http://www.itic.ie/wp-content/uploads/2015/05/ITIC_Year-End_Review_2009___Outlook_2010_01.pdf32 Power J., 2015. The National Minimum Wage. A report prepared for the Restaurants Association of Ireland by Jim Power, April 2015. The Restaurants Association of Ireland.33 Ernst and Young. 2013. The Hospitality Sector in Europe: An assessment of the economic contribution of the hospitality sector across 31 countries. A report commissioned by the Brewers of Europe with support from HORTEC.34 CSO. 2015. Quarterly National Household Survey: QNHS Detailed Employment SeriesQuarter 1 2009-Quarter 1 2015. Dublin: Central Statistics Office.35 Failte Ireland, 2011 Tourism Employment Survey 2010, Dublin. Foley, A. 2013. EconomicImpact of the Reduction of the VAT Rate On the Restaurant Sector. Report Commissioned by the Restaurant Association of Ireland. Restaurant Association of Ireland.

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of the Convention Centre in Dublin in 2010. This launch was followed by theestablishment of two large, high-standard international hotels in its close proximity36.

In July 2015, Education Minister, Jan O’Sullivan and Minister for Skills, Research andInnovation, Damien English TD announced the Proposed Apprenticeships in Ireland inthe Hospitality sector. This is however, being introduced in 2016; the ApprenticeshipCouncil has now assigned to the new programme 'Category 1 status', meaning thatthey are sustainable and at an advanced stage of design, planning andindustry/education collaboration. They are currently undergoing a detaileddevelopment phase and are awaiting validation37

The technology sectorIreland is emerging as a global technology hub. The IT sector is thriving, with exportsand employment in both indigenous and multinational technology firms continuing togrow. In the last three years over 17,500 jobs have been announced by technologycompanies and the sector is responsible for 40% of our national exports (€72 billionper annum)

Ireland is home to:10 of the top 10 global technology companies9 of the 10 global software companies5 of the 5 top security software companies3 of the top 3 enterprise software companies3 of the top 5 games companies4 of the top 5 IT services companiesThe top 10 'born on the internet' companies

The IT sector in Ireland directly employs over 105,000 people, with 75% employed inmultinational companies and the remainder in the indigenous digital technologysector38.

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

The skills demand for ICT talent is a global one. By 2015, it was estimated that therewill be a shortage of up to 864,000 ICT professionals across the EU and the EuropeanEconomic Area (EEA). Ireland is likely to face an average increase in demand for high-level ICT skills of around5% a year out to 2018 with the employment of ICT professionals anticipated to rise to

36 Alicja Bobek and James 2015, Working Conditions in Ireland Project Employment in the Irish hospitality sector: A preliminary background report Wickham http://www.tasc.ie/download/pdf/hospitality_sector_final.pdf37 (http://www.careersportal.ie/apprenticeships/modern_apprenticeships).38 http://imda.ie/Sectors/ICT/ICT.nsf/vPages/Papers_and_Sector_Data~sector-profile!OpenDocument&Click=

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just over 91,000. Meeting the continuing strong domestic demand for ICT professionalskills will require an increase in the numbers of high-quality computing andelectronic/electrical engineering graduates, supplemented by higher educationconversion and upskilling programmes for jobseekers, further investment by businessin employee training as well as though the enhancement of the skills pool here inIreland by the attraction of appropriately skilled professionals from across Europe andbeyond39.

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

3) Selection of best practices

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

This section presents 20 best practices from 20 companies in the three sector ofinterest of this project (hospitality, metallurgy and new technology). Each best practiceis presented in the form of a data sheet organized as follows:

- Presentation of each company-best practice identified with description of thework, apprenticeship method, inclusion tools

- Description of the methodology of NEETs’ support- Contact details of the company.

39 ICT Action Plan, Department of Job, enterprise and innovation, 201440http:// www.careersportal.ie/apprenticeships/modernapprenticeships.php?parent=35&ed subcat _id=244#Modern%20Apprenticeships

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Hospitality

Sodexo France

Description Created in 1966 in Marseille by Pierre Bellon, Sodexo is the worldleader in Quality of Life Services. It is set up in 80 countries andemploys 419,000 employees, driven by the same passion forservice. Because it is a factor of well-being and motivation forindividuals to work. Quality of Life is a source of performance forcompanies and organizations of which they are strategic partners.

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

Sodexo France is a Branch of the Sodexo group. Here are somefigures:

2.7 billion euros in revenue (at 31 August 2014 ) More than 37 000 employees 4000 run sites throughout the territory , closer to living

areas (companies, hospitals and clinics, schools,universities, retirement homes, prisons )

2.5 million daily users of services 50 regional directorates Sodexo is the first French employer worldwide

Methodology Even if Sodexo France has not put in place a specific CSR policy forthe NEETs, at this time Sodexo can count 1 100 apprenticesworking in the company and among them it can identify a largenumber of disadvantaged young people. Sodexo trains tutors through e-learning and one day training onthe field (organisation of the tutor pathway, evaluation andfeedback activities). The jobs which are offered are well adapted for the NEETs becauseit is quite simple to keep their motivation regarding the practicaltasks required from hospitality: cooks, kitchen porters, and somejobs in the technical maintenance.

Contact

Sodexo, 6 Rue de la Redoute78043 Guyancourthttp://fr.sodexo.com/

Alain MASSON, Diversity and Inclusion Responsible+33(0)1 30 85 47 17

alain.masson@sodexo.com

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Formation Emploi Tremplin (FOR.E.T)

Description

Formation Emploi Tremplin (FOR.E.T) is a Brussels-based privatenot-for-profit company specialised in the catering industry. Theorganisation is running a pedagogical restaurant and is providingcatering and cleaning services to youth hostels in Brussels run bythe non-profit organisation SLEEP WELL. Its priority is to foster low-skilled people inclusion in the jobmarket, with a specific focus on unemployed and with littleschooling young jobseekers, via vocational training.The company employs 16 full-time people as well as 6 personswith a helped contract (article 60). FOR.E.T is currently training :

34 NEETs in apprenticeship to become help cookers, roomclerks, manservants or chamber maids.

4 NEETS as help cookers via a career bridging program andas part of a social economy project subsidized by theRegional Employment Office, in order to initiate andpromote local employment.

Methodology

FOR.E.T uses a work-based learning methodology. Professionalpractice is the priority. Vocational training is given in a real workatmosphere, in contact of clients visiting the pedagogicalrestaurant and SLEEP WELL youth hostels. By doing so, theprogram participants acquire directly practical skills and “know-how” which then will provide a basis for more theoreticallearning. In addition, trainees have to complete a work placementof 152 hours maximum in a company.

Housekeeping training: 2 days of theoretical modules(English, Dutch, introduction of the sector, communicationand professional theory) and 3 days of practice in theyouth hostel.

Help cooker and room clerks training: 640 hours of trainingwhere 4/5 is dedicated to professional practice in thepedagogical restaurant which is open 4 days per week atlunch time and 1/5 is dedicated to theoretical modulessuch as communication and employment law.

Help cooker training via the career bridging program: Itfollows the same methodology described above, at theonly difference that trainees have a working contract andthat theoretical module (80 hours scheduled by thecontract) are organized when there is gaps in their work

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timetable.

Contact

Formation Emploi Tremplin (FOR.E.T.) asblBd de la 2ème Armée Britannique, 271190 Bruxelles.http://www.asblforet.be/

Maggy Iglesias (manager) +32 23 43 89 45

maggy.iglesias@skynet.be

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SODEXO (Brussels site)

Description

Sodexo Belgium is a Branch of the Sodexo group, world leader in“Quality of Life Service” such as on-site services (ex: preparation anddelivery of ready meals for schools, rest home, university,companies…) The company counts 4,000 collaborators and 1,200 sitesacross Belgium. The Brussels site currently hires 400 employees andhas 5 apprentices and 3 young persons with a specific workplacement convention to discover the professional world. Sodexo Belgium has been acting for 15 years to facilitate professionalreinsertion and improving living conditions for vulnerable population:long-term unemployed, low-skill jobseekers, with a specific focus onyoung people. Sodexo has developed a corporate social responsibilitypolicy which is fully part of the company’s strategy, promoting amongothers equal opportunities for all (NEETs depending on this specificfocus). SODEXO is mainly training young people for the 5 following jobs: helpcookers, room clerks, sellers, technicians, administrative officers.

Methodology

Sodexo has privileged contacts with training centers. The youngtrainee is selected in the training center depending on the companyneeds. A meeting on site is organized between the trainee, the tutorand a member of the HR department. This first meeting is followed bya 1 day to 2 weeks discovery work placement. The trainee is thenintegrated to the Sodexo team and participates progressively toSodexo activities. A reference person from the training center regularlycomes in the company to check and evaluate the apprenticeship. The company has a training policy which can be described as follow:

Sodexo site commanders are trained in terms of managementteam, communication, cultural diversity awareness.

A supervisor is designated for each apprentice. Thesupervisor selection is done in function of his professionalexperience as well as his pedagogical competencies.

Sodexo training policy allows the young person to acquirenews competences, essential to his or her professionalevolution. Indeed, the company has an internal mobilitypolicy and company tends to hire his or her apprentice afterhis or her training.

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Contact

Sodexo Boulevard de la plaine 151050 Brussels, Belgium.http://be.sodexo.com

Christiane Dethier (HR Business partner) +32 499/565872 christiane.dethier@sodexo.com

FEDERACIÓ D'HOSTALERIA

DE LES COMARQUES DE GIRONA

Description The Federation of Hospitality is the entity representing thehospitality sector in the province of Girona: It was founded in 1977.The Federation of Hospitality for the Girona region is composed ofeleven regional associations, each comprised of establishments likehotels, hostels, campsites, restaurants, bars, cafes, and nightclubsamong others. The Federation has now 4,500 federatedcompanies.The Federation base its activity in being the reference interlocutorbetween the service partners at the hospitality industry and publicadministrations, particularly on and policy actions and measuresfor the economic development and improvement of professionalactivity. We take care of spreading the regulations and agreementsthat may affect our partners. The FHCG also cares for organizingactivities, events, conferences and annual meetings within thesector to cooperate and share views on the sector progress. All thisto help develop and boost the tourism and hospitality industry inthe region.

Methodology The Federation speaks for all sector’s members, associatedcompanies.They rely on the tutoring / mentoring methodology to welcomenew employees.

Contact

Carrer Montnegre, 48-5017006 Girona www.gihostaleria.org

Marina Figueras+34 972224344

comunicacio@gihostaleria.org

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Fundació Ramon Noguera

Description The Ramon Noguera Group is a non-profit organization whichworks to improve the quality of life for people with an intellectualdisability and for its families. Guaranteeing the quality of life for the people with an intellectualdisability offering the necessary individualized supports in all theaspects of the personal welfare, the socially participation and theself-determination. Production lines:

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

Methodology The group have a Professional Activity Support Unity (PASU) thataims to achieving social and occupational integration and thereforeimprove the quality of life of workers with intellectual disabilities. Itworks with three aspects:A) Individualized Work: work has been done individually for eachdisabled worker of the Special Employment Centre that isconsiderate apprentice in order to achieve the maximum capacityof each people in their jobs.B) Training: It should be noted that it has developed a new trainingprogram aimed at disabled workers, it aims to provide a favourableframework to achieve personal and professional development ofpeople with disabilities. C ) Individual Training : They carry out continuous assessments ofindividual skills and jobs of the different sections, promotingautonomy in the workplace , monitoring of work habits , training inhealth and safety at work, adaptation to training and jobs.

Contact

FUNDACIÓ RAMON NOGUERAC/Indústria, 22 17005 Gironahttp://grupfrn.cat/

Marina Molina (Project Manager)+34 97 22 37 611

mmolina@grupfrn.cat

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The Imperial Hotel

Description Located in the heart of Cork city the Four Star Imperial Hotel is Corks mostcentrally located hotel. Part of the Flynn hotel group, which is family ownedand run, the 200 year old building combines the old with the new, havingundergone extensive refurbishments. It is situated right on the doorstep ofCorks commercial district making it the perfect retreat for the businessguest.

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

A key selection consideration that was frequently highlighted during ourresearch was the importance placed by hotel management on the personalappearance, attire and attitude of the candidate. The demonstration of“good manners” during the interview process was also viewed veryfavourably.

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

The stark realities of working in the hospitality industry can make this anunattractive career path for NEETS. Working long unsocial hours forminimum pay will not appeal to everybody, but, if in doing this, a valuableand transferrable skill-set is acquired, then it might become a moreattractive proposition

Contact Tim Head PorterCork, Ireland

+353 21 4274040

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HOTEL MUSEU LLEGENDES DE GIRONA

Description WE DON'T SELL ROOMS, WE OFFER EMOTIONS. This is how the HotelLlegendes de Girona advertises itself. In his stately house, according totradition, lived Saint Narcís, Bishop, Martyr, Saint and chief of Girona,between 304-307aC. When being pursued, he jumped through thewindow and left on the rock his footprint in opposite direction todisorient his pursuers and nobody found him. Mark Zuckerberg and Priscilla Chan, the Roca brothers from “El Cellerde Can Roca” (best restaurant in the world 2013, 14), recently stayed atthe Hotel. The more than 100 plates, busts, marble details of the artist GerardRoca, transforms the HOTEL into an authentic museum. Each room hasthe name of a legend. They introduce our clients to 42 magical storiesand legends of Girona, in 9 languages, in addition of Braille. The hotel location can’t be better, in the Historic Town near theCathedral and the “Call Jueu”, the Jewish quarter. It’s a first level tourism and gastronomy, along with “El Celler de CanRoca” and many other quality restaurants in the city.

Methodology From the very first day the apprentices have a guide- tutor to takethem through all the process; there is a permanent contact of thisperson and their managing team in order to go through a real andconstant follow up and to not forget any detail along the path. Thefriendly environment allows for them to integrate really fast and feelwelcome and listen, accompanied in the process. They propose them short term objectives, and evaluate the results.Their method is assay-error oriented as they want the young to knowon their own where there was a mistake or a bad result and analysewhy and how to improve the process. They value the positive feedbackof their newcomers and try to make its ideas happen and be evaluatedby all the team. Though they allow the young to do the activities theyfeel more comfortable at the initial steps so they get fast and easyconfidence on their results.Protocol is very important in the hospitality sector. Behaviour with theclients, corporative image, company’s culture and philosophy, are keypillars of their training. The employees are key to the whole trainingcontent as they work together.

Contact

(Address)

(Post code City)

(www)

HOTEL LLEGENDES DE GIRONA

Portal de la Barca, 4

17004 Girona

www.llegendeshotel.com

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(Name) (Position)

ANNA MALLART VALLMAJÓ

+34 972220905

info@llegendeshotel.com

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Metallurgy

INDUSTRIAL CARROCERA ARBUCIENSE S.A.,INDCAR

Description Industrial Carrocera Arbuciense s.a. is a Spanish private company.Indcar is specialized in the manufacture of minibus bodies forpassengers and vans adaptations, following the guidelines ofquality, safety, and comfort required by the market. Their core values are technology, safety, design, and environment.

The company employs 150 people and trains between 3-4 per year.Methodology They have an agreement with the high school of Arbúcies and the

Education Department of the Catalonia Government, called “Simple Alternation”. The student of the first course follows an initial theoretical andpractice courses in the High school, and then he follows a practicaltraining in the company during 350 hours. Is essential to besuitable in the two areas to approved the course.The second and third course, the student makes the same, but hehas a contract practices in the company. The student has a tutor ofthe high school and a responsible worker in the company. The company provides trainees the tools and materials needed andthe flexibility they need so they can combine with their studies.

Contact

INDUSTRIAL CARROCERA ARBUCIENSE S.A. POLÍGON INDUSTRIAL TORRES PUJALS 417401 ARBÚCIES, SPAINhttp://www.indcar.es/en

Judit Ferrés (RRHH Technic)+34 972 860165

judit.ferres@indcar.es

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BEULAS

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

1934 – 1936 - Ramon Beulas & Narcis Pujol created Beulas Bodyworks. They were building bodyworks made of wood, taking advantage of the surrounding wooden region. Their staff was 12 employees in the 30s; during the Spanish Civil War, Beulas built ambulance bodies for the army. After the war, bodyworks were personalised on demand, producing some 6 units a year. The fifties were years of transition; the company reached its 40 employees, and build bodyworks made from wood, metallic, and mixed ones. In 1963-66 the area of the company is extended with 900 additional square metres. Chassis with the front engine and rear engine are started to be produced, with a length of 12 m and 59 seats. 1975-77, a new bodywork was created with its own design and personality, named BEULAS 75. The factory premises were enlarged to some 10,000 square metres, of which 3,400 square metres were built up. 1988 – 1992, a new extension of the factory of 4000 square metres and a total number of workers increased to 96. 1993 – 1999 is the period of the export growth (Germany, England). Beulas starts participating in International fairs. In 2005, the staff of the company is 190 employees that produce 200 units every year. New models incorporate important technologic improvements.

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

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

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

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

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

Contact

BEULAS S.A.U C. Riera Xica, s/n

17401 ARBÚCIES, SPAINhttp://beulas.net/ Dolors Beulas Business Director

+34 972 860400 info@beulas.net

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Garatge Plana Concessionari Mercedes Benz

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

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

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

Methodology A first week (1 week) at the computer studying (on line)procedures, Trade Mark information, all MB models, plus jobrisks, safety and security proceedings, etc. It’s a company-widefacility and programme.

Up to 2-3 months working alongside a first officer, never alone Up to 3 months of working autonomously under supervision,

usually in the technical maintenance of vehicles unitAt this stage, employee is evaluated: Attitude, adaptability,motivation… There is a requirement to get at least 80% of the totalevaluation points to continue.

After the first year, a new employee can start its Trade Training.It consists of: maintenance technician, systems technician anddiagnostic technician. The process can last for several years, up tothe completion of all the parts of the programme. It is aprogressive programme; to become a full employee, and thenyou get more responsibility, a better salary.

At this stage, to keep their status, employees have to attend newmodels, new motors presentations.

4-5 is the continuing education programme Finally they can start a Specialization process.

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Contact

GARATGE PLANA CONCESSIONARI MERCEDES BENZCtra. Nacional II, km. 711Fornells de la Selva, SPAINhttp://www.garatgeplana.mercedes-benz.es/content/spain/retail-1/garatge-plana/es/desktop/home.html Ricard Ventura ( Post selling service)

+34 972 476969/ 34 690134813 csf.gplana@mercedes-benz.es

AUDI Brussels S.A/N.V

Description The brand Audi has an assembly site in Brussels for theproduction of Audi A1 cars. AUDI Brussels produced 115,377cars and had 2,531 employees in 2014. The company iscurrently training 12 apprentices. Based on good practicesand the German long-standing experience withapprenticeship, the training project developed in Brussels isconsidered by the AUDI Belgium branch as a great success.Indeed, the company considers itself as a pioneer in this fieldin Belgium. This specific training project is part of theircorporate social responsibility policy, policy which has beenspecifically adapted to the factory in order to fosterterritorial anchoring. The German system of apprenticeship has also been tailoredto meet local needs. Indeed, the training project developedby AUDI Brussels focuses on two types of professions wherethe company experiences labor shortages: installationtechnician and maintenance technician. The project was setup by the company in order to:

Respond to the labor shortage problem at the source,by getting directly involved in the training process.

Initiate a “win-win” situation: employmentperspective for young people as well as havingcandidates fitting perfectly the company’s needs interms of knowledge and competencies for jobsrelated to their field of activity.

Train young people for qualified jobs which required ahigh technical level.

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Methodology

The apprenticeship program.This program offered by AUDI Brussels has been design anddeveloped in close-cooperation with two associated schools.High school students who choose to follow this specificeducational pathway divide their time between school andthe company. During the two first years of theapprenticeship, they are within the company 300 hours peryear and the rest of the time at school. In their last year,students are completely immersed in the company, wherethey follow practical and theoretical courses.

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

Contact

AUDI Brussels S.A/N.VBoulevard de la 2ème armée britannique, 2011190 Brussels, BELGIUMhttp://www.audibrussels.com

Andreas Cremer (Secretary General) +32 2 348 2402 andreas.cremer@audi.de

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l’Outil

Description L’Outil is a so called training company through work (Entreprise deformation par le travail –EFT). This type of company has thespecificity to provide training in real work situations (on site or/andin workshops). They offer individual support in order to helppeople facing integration difficulties to have access to the labourmarket. These companies are considered as part of the socialeconomy.

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

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

L’outil trains 30 young people which are alienated from theworkplace in professions linked with building renovation and artmetalwork.

Methodology

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

The pedagogical team meets once a month. The mentor in chargeof the trainee explains and shares his progress and his difficultieswith the other team members. The goal of these meetings is tohave a shared vision, as a pluralist approach allows for a betterunderstanding of the qualities of the trainee and his difficulties. It isalso a way to develop solidarity mechanisms, building a strong andreinsuring environment for the trainee to develop in.

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

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

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

Contact

CISP-EFT l’Outil du CPAS de NamurRue Asty Moulin, 55000 Namur, Belgium

Dewinter Annick (manager) 0496/219976 annick.dewinter@cpasnamur.be

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PSA Peugeot

Description With 200 years of industrial history, PSA Peugeot Citroën issolidly anchored in French territory Group.The Group produced 919,900 vehicles in 2013. This represents acontribution of 4.5 billion euros to the country's trade balance. Ithappened in France 85% of its engines and gearboxes and 33%of its cars are manufactured in France.In 2013, PSA Peugeot Citroën sold more than 2 .8 millionvehicles, of which 42% outside Europe. While maintaining astrong local presence in France with 83,930 employees, and inEurope excluding France with 62,664 employees, the Group haschosen to develop in three priority areas: China, Latin America,and Russia. These geographic areas, where living and working48,088 Group employees are indeed the main drivers of globalgrowth and those where mobility needs are greatest.

Methodology The company has a strong and proven CSR policy strictly linkedwith the territory. They promote diversity and social cohesion. They work “hand-in-hand” with local social actors and theemployment centre and the HR policy is engaged in reaching the25% of permanent contract hiring apprentices or formerapprentices under in 2016. The trainers are trained on the specific needs of thedisadvantaged people and they are accompanied byapprentices’ administrator on field with an intergenerationalapproach. These are specific full-time job inside the company.The apprentices are stimulated through ceremonies for theobtaining of professional certificates and through networkingwith apprentices’ colleagues and ex apprentices of thecompany. The jobs offered are related to the shortageoccupations of the territory.

Contact 45 Rue Jean Pierre Timbaud78300 Poissyhttp://www.psa-peugeot-citroen.com/en

Xavier GUISSE, HR Director and CSR Responsible+33 (0)6 70 21 02 06

xavier.guisse@mpsa.com

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Boliden Tara Mines

Description Boliden Tara Mines is an underground mine, Europe's largest zinc mineand the world's ninth largest.At the Tara mine, which was acquired by Boliden in early 2004,production has been under way since 1977. Over the years, more than80 million tonnes of ore have been mined. Approximately 2.6 milliontonnes of ore for zinc and lead concentrate production is mined andconcentrated every year.

Through both exploration and acquisitions, the ore reserve and mineralresources have been increased. In recent years, Tara has focused onimproving its cost position, measured as cash cost, through investmentsdesigned to boost productivity and saving measures.Boliden Tara Mines employees 600 employees in Ireland.

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

The selected candidate undergoes the formal structured apprenticeshipwhich features periods of both “on-the-job” and “off-the-job” training.Progress is closely monitored throughout the entire process, and adedicated HR specialist is readily available to help with any difficultiesshould these arise.

All supporting information regarding training, including all testscompleted and their results, and additional achievements and/orspecialisms are recorded in the Apprentice Logbook. These entries areverified independently by the training provider and/or the companyIt is common practice in Ireland that apprentices upon successfulcompletion of the training are encouraged to broaden their practicalexperiences by working in other companies. This allows new skills andwork experiences to be gained. A young person at this stage of theirskills development is often referred to as a “journeyman” and when thisinformal process is completed, only then are they regarded as a “mastercraftsman”.

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

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ArcelorMittal

Description With annual achievable production capacity of approximately92,5 tonnes of crude steel, and 209,000 employees across 60countries, ArcelorMittal is the world’s leading steel and miningcompany. With an industrial presence in 19 countries, they are the leader inall major global steel markets including automotive, construction,household appliances and packaging, with leading research anddevelopment and technology, sizeable captive supplies of rawmaterials, and outstanding distribution networks. Our approachOur core philosophy is to produce safe, sustainable steel. In sodoing, our top priority is safety and our goal is to be the world’ssafest steel and mining company.As a company, we are committed to our promise of ‘transformingtomorrow’. Guiding us in this are our values of sustainability,quality and leadership.

Methodology ArcelorMittal works closely with the training centres in advance.Once they’ve decided a short list they contact by phone thepossible candidates and make sure their motivation and makingsome questions on the company. Then during the hiring phase, we already work with the tutor inorder to meet the more that we can the expectations of thecompany. At the selection phase they use personal fitness testOnce the candidates are selected we then put in place a sort ofscholar report, and this document will be feed all along theapprenticeship, in collaboration with the tutor and the HRdepartment.

Contact

Dunkerque HR Department 3031 rue du Comte Jean - CS 52508F-59381 Dunkerque Cedex 1 France,http://corporate.arcelormittal.com/

Sylvie Guillardeau HR Responsible Mobility recruitment +33 3 2829 7770silvye.guillardeau@arcelormittal.org

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New technologies

Accenture Foundation

Description Accenture, a world reference in consulting and technology,accompanies the largest businesses and governments in all phases ofprocessing, from strategy to implementation. International companyoperating in 120 countries with over 370,000 employees, Accenturebenefit from a global network of excellence and a recognizedmethodology, guaranteeing expertise and performance in manysectors: insurance / bank sector public, telecommunications,aerospace, energy distribution, health, consumer, media, tourism,automotive industry .At a time of great technological change, Accenture helps increase ourcustomers' performance through solutions that transform theirorganizations, products offerings, their distribution channels andcustomer relationships.Because they are convinced that diversity is a source of performance,they strive to create an environment in which everyone can thriveprofessionally and build a career that matches it. This environmentrecognizes the uniqueness of our employees and promotes respect,personal achievement and responsible management.

Methodology The Accenture Foundation recruited 50 apprentices in France throughtheir CSR service which works as an intermediary with the managers. They actually have tutors selected according to the target group ofNEETs apprentices and apprentices with disabilities which are called“career counsellors”. The “passport tutor” are specialised with this target group and trainedby inclusion associations. The jobs adapted for the NEETs are Webdesigner, Community manager, Web analytic consultant and consultantin cyber security. These jobs are adapted for the NEETs because theydo not require high level of education. The young people are motivated and recruited through jobs events andcoaching days

Contact

Fondation Accenture, 118, avenue de France, 75013 ParisAngelina Lamy, General Manager and CSR Responsible for France, Holland and Belgium+33(0)6 32 73 63 38 angelina.lamy@accenture.com

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BTM Sound

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

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

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

Methodology The company provides the apprentices with a referenceperson within their staff, as a mentor / tutor. Apprenticeswork always next to him, maybe not doing the same tasks butbeing carefully followed side by side because the equipment isvery expensive and fragile; the company needs to protect itfrom misuse. Also, some tasks can be dangerous (the companyk with metallic pieces); so the company needs to protectyoungsters from being hurt. The training method that is used is “learning from doing”,practical experience gained doing a real job.

Contact

BTM Sound SLMajor de Salt, 34517190 SALT, SPAINwww.btmsound.com

Xavier Morell (General Manager) +34 972 242927

infor@btmsound.com

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Theo Benning GmbH

Description Theo Benning GmbH is a family ownedbusiness that designs, builds andtests a wide range of electronic equipment such as hand held electricaltesters, power chargers, and printed circuit boards(PCBS) for a range ofsectors. Their Irish factory is located in the Whitemill Industrial Estate inWexford Town. Theo Benning GmbH employs approx 100 staff in theirWexford facility.

Methodology The company has a structured selection process for the recruitment of workers. They are recruited locally and some young people are recommended to the company by the local training centre , YouthTrain Centre. The centre works very closely with the company, and both are located in the Whitemill Industrial Estate. This centre has facilities to train young people in both basic IT and elementary engineering skills, and thus teaching staff are well positioned to assess the suitability of potential candidates to work in Theo Benning GmbH.

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

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

Senior management encourage the development of a strong work cultureof continuous improvement and employee involvement within the plant.This philosophy is driven by the Joint Union management SteeringCommittee (JUMST) whose role is to actively encourage practical teamwork across the entire plant. Subsequently, all employees receive formaltraining, and are qualified to nationally accreditation standards (EQF Level4). The practical use of a wide range of problem solving skills(“brainstorming”, Pareto analysis, fish-bone diagrams etc) is commonacross the entire plant.

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Contact Whitemill Industrial Estate, Wexford, Ireland. Pauline Stamp , HR Manager 00353 53 917 6904 pstamp@BENNING.ie

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GRNSERVEIS TELEMÀTICS

INTERNET

Description Before June 1995 the few people in Girona willing to connect toInternet had to make a long distance phone call, with a cost oftwenty euros per hour. In late June 1995 the GRN TelematicsServices Internet access local node became operational, givingthe possibility to connect to the Internet via a local call. GRNcelebrates its 20th anniversary this year by rememorizing thebeginnings of the Internet world.

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

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

Methodology TutoringGRN integrates newcomers to the company by working next to awell-integrated company member with good technical level andability to train new staff members. The goal is to teach them thehabits and general requirements of both the company and thebusiness sector in general. We want them to reach a goodknowledge of the world of private enterprise. Mentoring. GRN uses mentorship in the process to adapting thenewcomers. Past / retired technical staff members are glad tocooperate in some business activities. New employees are usually well trained, or at least with a basicVET education. Tasks at the company call for a minimum

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technical knowledge. Though they need adaptation to thelabour environment and to some specific company habits.Psychology is the most appreciated trainer profile.

Contact

GRN Serveis Telemàtics. Oviedo, 46, 17005 GIRONAwww.grn.cat

Esteve Camós. Administrador+34 97 22 30 000

esteve@gr.cat

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Hewlett-Packard CDS

Description Hewlett-Packard CDS is a wholly owned subsidiary of Hewlett-Packard and although an integral part of Delivery OperationsEMEA, is a separate legal entity providing true multi-vendorservice capability for HP customers.The HP service offerings are contained in a single portfolio of HPbranded services, which are delivered by both HP CDS and HPservice teams. HP CDS specialises in on-site delivery for multi-vendor products and services.Hewlett -Packard CDS provides a competitive advantage for theGroup HP grounded an elevated performance the provision ofservices , thanks to the quality which will distinguish it in theMarket:

The Customer Satisfaction (focus in quality of service). Agility in the design of solutions. Efficiency Costs (structures in the provision of services, agile

fear control system) .

Methodology HP CDS has created the Technological Observatory and has anagreement with the University of Girona and several educationinstitutions in order to supervise Students Projects and supportthem in training periods inside the company. Once the projector training period ends, the company hires the students whoshow interest and potential (far more than 90% of cases) for aperiod of six months. Those students are involved in realprojects. To ensure the correct monitoring and adaptation of newapprentices, the company assigned a tutor who takes care of thelearner during the initial period.

Contact

HEWLETT-PACKARD CDS Emili Grahit, 91 – Narcis Monturiol buildingParc Cientific i Tecnológic UdG17003 Gironahttps://www.hpcds.com/es/

Gerard Font (Service Delivery Manager)+34 670 055 906

gerard.font@hpcds.com

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Droit et Devoir Asbl

Description Droit et Devoir is a Belgium private not-for-profit companywith three missions: Social by helping unemployed to join or rejoin the

workforce on the assumption that computer sciencesconcern just as well low-skilled people as qualifiedones.

Economical by contributing at the creation of highquality and stable jobs

Environmental through the process of recovery andreuse of obsolete computing equipment.

The company runs a second-hand computing equipmentshop as well as a call center. This economic activity isconciliated with a mission of social insertion by offeringthree types of employments: computer assembler,recycling waste handler and call center operator for peopleover 18. The company employs 12 people and trains between 80and 100 people per year.

Methodology Training is based on a worked-based pedagogy. Theparticipant is following theoretical courses alongsidepractical and productive workshops in authentic workingsituations, either in Droit et Devoir premises either throughan internship done in an external company (up to 520hours can be dedicated to this task).The company has developed a personalized supportmethod called 4D.A Excellself to face problems of low-motivation and it is based on tools coming from theneurocognitive and behavioral approach. It identifiesmotivation mechanisms by differentiating two categoriesof motivations: unconditional motivations (sustainable andresisting to failure) from conditional motivations (unstableas depending on work results and acknowledgement). Thisapproach is a way to identify precisely and objectively thepersonality of each trainee and to help him/her to developtheir potential and to be more dedicated to theirproject/tasks. This method is concretely translated throughsix steps: Carry out a personal and professional assessment

(exploring self).

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Communicate in different personal and professionalsituations.

Deal with the social, economic, cultural and politicalenvironment.

Develop a professional or learning project. Communicate on this project. Bring this project to life through real-life professional

situations.Furthermore, Droit et Devoir is following a participativeapproach, where the trainee is at the core of his/herprofessional and learning project, by stimulating theirexpression and creativity.

Contact Droit et Devoir AsblRue du Fisch Club, 67000 Mons, Belgiquewww.droitetdevoir.com

Bouchaïb SAMAWI (Manager) +32 (0)65 37 42 51 general@droitetdevoir.com

4) RecommendationsThis part summarises the project recommendations aimed at promoting and carryingout apprenticeship for NEETs in Europe. Local researches have enabled the emergenceof general principles. Those principles serve as a base for European recommendationsset out in the framework of the ANEETs project.

1. Stimulate the motivation of NEETs, by adapting the apprenticeship method.It is essential that the methodology fits the apprentices’ personality, developstheir potentials and depends on their sustainable motivations in order to getthem on board, and to make them masters of their professional project.

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

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

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

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

6. Design a tailored welcome plan to the company. Where the NEETs has apersonalized incorporation plan in the company, detailing all the stages of theapprenticeship, processes and tasks to be carried in their workplace, theintegration to the company’s team is faster and more effective. The referencesupport person monitors and evaluates the evolution of the work in thetechnical aspects, but also takes into account the cognitive, psycho-educationaland social aspects of the trainees. This methodology enhances the role ofmentoring and coaching in the process. This method that works fine forintegrating people with disabilities at a work place, can be spread to thegeneral population when incorporating NEETs to a new job, and beextrapolated to ordinary companies.

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

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

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

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