Albanian Vocational Education Training Programm (AlbVet) Social Inclusion

Transcription

1 Albanian Vocational Education Training Programm (AlbVet) Social Inclusion Bernard Wandeler, Peter Stade (Lucerne University of Applied Sciences and Arts) Kleidor Rustemi (Swisscontact Albania) Luzern 19. September 2012

2 Content 1. Vocational education in Albania 1.1 Work and Education of young Albanians 1.2 Marginalized groups 1.3 The situation of the Rome community 2. The social inclusion component 2.1 considerations and goals 2.2 Coaching Cycle 2.3 Training of the Coaches 2.4 Coaches and beneficiaries 3. Experiences of the pilot project 4. Hypothesises 5. Discussion in subgroups 6. Summary Folie 2, 19. September 2012

3 Albania About 3.2 million inhabitants Additionally 1 million Albanians abroad (Italy, Greece, USA, Canada) Capital: Tirana (1 million inhabitants) Folie 3, 19. September 2012

4 1. Vocational education in Albania 1.1 Work and Education of young Albanians Fundamental political, economical and social changes in Albania since the 90 s. The development of vocational education and training needs efforts and has a considerable potential. High emigration rates High unemployment among young people in urban areas and meager earnings and poor working conditions in rural areas further migration. The inclusion of certain (young) vulnerable groups in the vocational education and training and the labour market has become more important since they face challenges and disadvantages due to their economic, social and cultural situation. Folie 4, 19. September 2012

5 1.2 Marginalized groups Albania has signed and ratified most of the major international human rights treaties. International Covenant on Economic, social and Cultural Rights (CESCR) International Covenant on Civil and Political Rights (CCPR) International Convention on the Elimination of All Forms of Racial Discrimination (CERD) Convention on the Elimination of All Forms of Discrimination against Women (CEDAW). Folie 5, 19. September 2012

6 1.2 Marginalized groups School drop outs, school leaving youth people from remote areas orphans Roma and Egyptians People with disabilities trafficked people and people at risk of being trafficked women in vulnerable situation such as single mothers, divorced women and widows Folie 6, 19. September 2012

7 1.3 The situation of the Roma community With the collapse of communism, the Roma were the first to become unemployed and to go rapidly to the bottom of the society. Roma children are discriminated by other children and teachers in schools Schools far away from Roma settlements danger of kidnapping Only 13% visit kindergarden. 43% at the age of 16 are illiterate, one out of two Roma children does not finish school (Tamo & Karaj, 2007, p ). Without finishing school, young Roma people do not,meet the basic requirements for public vocational education and training programs Roma are not found in administration, the army or in top professions such as doctors, architects. The unemployment rate among Roma usually reaches percent. Folie 7, 19. September 2012

8 2. The social inclusion component 2.1 Considerations and goals Coaching Cycle Approach Tries to develop an alternative to conventional Albanian VET programs through including community development principles and methods. The main goal is to increase the employability of individuals and integrated them into the labour market (employment or selfemployment). Process-oriented work. Self-motivation as pre-condition for a successful process of personal development. Group work and individual coaching, cooperation with and between stakeholders. Folie 8, 19. September 2012

9 2.2 Coaching Cycle Working and Learning in Groups Develop social and self competences (e. g. working in groups, presentation and conflict resolution skills, motivation, cordiality, team work ability etc.) Exploring labour market and education The participants develop an idea about their own situation and working possibilities in Albania. Individual Coaching The participants develop together with the coaches an individual development plan. Short and long term internships The participants go in for first steps on the labour market. They explore professional activities and become self-aware of their strengths, weaknesses and interests. Project work The participants develop as a group a small project in the community. Folie 9, 19. September 2012

10 2.2 Coaching Cycle Folie 10, 19. September 2012

11 2.3 Training of the Coaches The training is provided by AlbVEt with local partners and the Lucerne University. The coaches are recruited through local organizations, institutions or projects working with and for the concerned target groups. The training of the coaches contains three months in advance the same modules as the Coaching Cycle. The implementation and the sequence of the coaching cycle is elaborated and agreed upon in cooperation with the coaches. Each training contains a review on activities and the sharing of experiences in order to adapt the training to emerging difficulties and needs. Folie 11, 19. September 2012

12 2.4 Coaches and beneficiaries 88 beneficiaries in 7 cities 15 Coaches from 4 local NGOs Project start: January 2011 End of first Coaching Cycle: June 2012 Folie 12, 19. September 2012

13 3. Experiences of the pilot project Heterogeneous group of coaches Low educational level of some beneficiaries and family responsabilities External expertise vs. joint development An new approach for coaches and beneficiaries Structural and social obstacles Structure of local businesses Discrimination Folie 13, 19. September 2012

14 4. Hypothesises We are not able to change the socio-economic circumstances, but can strengthen the participants through new experiences and coaching. The project fights discrimination on a local level by establishing contacts between young members of vulnerable groups and local businesses. Since unemployment is wide spread among all Albanians, the project should focus on self-employment Folie 14, 19. September 2012