|
|||||||||||||||
|
|
|||||||||||||||
 |
|
|
|
|
|
||||||||||
Key Skills open doors ... for life, learning and employment
Key
Skills in the education and training frameworks
of Germany, Greece, Sweden and UK
'Best
Practice' in the re-intergration of the target groups
in
the labour market - the role of Key Skills:
The Welsh experience
Case
Study: Key Skills and getting a job
An
Integrated Strategy for delivering Key Skills
in TEPs: The Welsh Experience
KeyNet is a European project, part-funded by the European Commission under the Leonardo da Vinci programme which aims to help two groups of people re-integrate into the labour market through the development of their key skills.
The KeyNet target groups are:
-
Unemployed young people with minimum or no qualificat ions facing social exclusion.
-
People over 40 who have been unemployed for over a year also facing social exclusion. It will provide them with a "second chance" in education and training and identify key skills that will enable them to achieve economic reintegration.
The chances of people in these two groups getting a job will be increased as more and more employers are now looking for people who can demonstrate the Key Skills.
The project particularly concentrates on developing rural areas designated as territorial employment pact areas. The territorial employment pacts (TEPs) aim to develop employment opportunities and tackle unemployment, particularly through the promotion of partnerships and pacts involving all local actors with an interest in employment creation.
What
are "Key Skills"?
There are six key skills as defined by the UK government. These are the broad areas we will be working in during our project:
-
COMMUNICATION. This involves taking part in discussions, oral presentations, producing written materials and the use of images.
-
INFORMATION TECHNOLOGY (I.T.). Preparing information, information processing, presenting information and evaluating the use of Information Technology.
-
APPLICATION OF NUMBER. Collecting and recording data, tackling problems, interpreting and presenting data, using mathematical skills which are needed in the workplace.
-
WORKING WITH OTHERS. Identifying collective goals and responsibilities. Working to achieve collective goals.
-
IMPROVING OWN LEARNING AND PERFORMANCE. Assessing your own strengths and weaknesses, identifying targets, following a schedule to meet these targets.
-
PROBLEM SOLVING. Learning to use different approaches to solve a wide range of problems.
What
do we want to achieve in the KeyNet project?
-
Create the appropriate tools for the identification of key skill needs and the assessment of key skills achievement by members of the target groups.
-
Create a trainers' guide for key skills assessment.
-
Set up an electronic "Resource Centre" through a web server on the Internet which will operate as a communication, exchange of experience, good practice and dissemination forum regarding the development of key skills and the integration of the target groups in the labour market.
People from the two target groups based in the territorial employment pact areas will test these products in all four of the countries involved.
We
would like to hear from you!
Organisations from Sweden, Germany, Greece and the UK are involved in this project. Please contact us if you are working in this field or would like to benefit from this project.
Kim
Morgan
Welsh Joint Education Committee (WJEC)
245 Western Avenue
Cardiff CF5 2YX
UK
Tel:
+44 (0)29 20265184
Fax:
+44(0)29 20576201
E-mail: k.morgan@wjec.co.uk
Patrick
Shore
National
Rural Enterprise Centre
Stoneleigh Park
Warwickshire CV8 2RR
UK
Tel:
+44 1203 690691
Fax: +44 1203 696770
E-mail: p.shore@ruralnet.org.uk
|
WJEC NREC |
||
| Produced
by: UK: WJEC, NREC Germany: BILSE (Institute for Education and Research), Economic Development Company Greece: PRISMA Sweden: Swedish University Agricultural Department, Hogsby Municipality, Sweden |
||
 |
Project carried out with the support of the European Community within the framework of the Leonardo da Vinci Programme. This document does not necessarily represent the Commission's official position. |
|