Mapping of trainers competences and existing SSE training programs - - PowerPoint PPT Presentation

Mapping of trainers’ competences and existing SSE training programs

SSE VET2 - Strengthening VET trainers’ competences and skills

… mutual help, workers’ unions, associations in the artistic and cultural sector, climate and environmental

protection initiatives, community-supported agriculture, co-housing, migrant support, etc.

SSE is identified as an economic dynamic interceding between the economic development policy and the environmental crisis

• enduring and more recent social movements
• a diversity of local production and distribution of goods and services

initiatives

• alternative to the mainstream capitalist economy.
• Influences of local history, culture, and political/economic realities

2

2 /17

Socia cial Solida idari rity Economy (SSE),a a di diversi ersity of f al alternati tive

“the primary objective of traditional social economy enterprises [aiming] to serve the members and not to obtain a return on investment as the traditional mainstream capital companies do […], in accordance with the principle of solidarity and mutuality, and manage their enterprise on the basis of 'one man one vote' principle”

« S « Soci cial E Economy” i in European Union

• two million social economy enterprises
• 10% of all businesses in the European Union (EU)
• More than 11 million people – about 6% of the EU’s employees

3 /17

➢ Membership

ip : up t up to

• 160 m

160 mil illion

• n pe

peopl

• ple in Europe are members of social economy enterprises (mostly retail,

banking and agricultural cooperatives, as well as mutual societies ofgering services complementary to social security regimes). ➢ Obje

jective ves : con

• ntrib

ibut ution ion t to

• the EU

EU’s employ

• yment, soci
• cial c

coh

• hesio

sion, r , region ional a and r d rur ural de deve velopm

• pment,

environmental protection, consumer protection, agricultural, third countries development, and social security policies.

➢ Size :

: mos

• stly m

micr cro, small, and m d mediu dium-siz ized e d enterpr pris ises ( s (SMEs Es).

Vocational Education and Training (VET) has been identified as a crucial tool to be reinforced by European member States in order to face the socio-economic crises, in particular the massive unemployment, and more specifically the NEET (youth "Not in Education, Employment, or Training”)

4 /17

Vocational E Education a and T Training i g in European Union

Ce Centre for

• r t

the Deve velopm

• pment of
• f Voc
• cation

ional Train ining (CEDE (CEDEFOP) P) definition :

“kn know

• wledge, kn

know

• w-h
• how
• w, s

, ski kills and/or c comp

• mpetences required i

in p parti ticu cular ar

• c
• ccu

cupati tion

• ns or
• r mor

more broadly i in the l lab abou

• ur ma

market”

→ Great diversity at national and regional level → VET predominantly

➢ addresses young people ➢ provides qualifications at the middle level of education ➢ is financed by education budgets and coordinated by central and regional governments.

The CEDEFOP points at work environments foreseen as integrating “more autonomy, less routine, more use of ICT, reduced physical efgort and increased social and intellectual tasks

5 /17

Vocational E Education a and T Training i g in European Union

→ 4 VE VET p patterns ns and interpretation can be identified in Europe

➢ work

rk-b

• base

ased or d or du dual al i initial al t trai aining ng (e.g. Denmark, Germany or Austria);

➢ initial

al voc

• cational

nal edu ducation (e.g. Bulgaria, Spain, Malta or Romania);

➢ fu

furt rther t r trai aining (e.g. Ireland and UK-England);

➢ lifelon

• ng l

learn arning (e.g. France, Italy or Greece). → Public pol c policies and t s and trai aining i institution

• ns →

s → int ntegrate t the pe perspe spective of

• f the future of w

f wor

• rk

k in VE n VET pol policies → to pr

• prov
• vide

de j job

• b r

resi silience pr proc

• cesse

sses s an and d mor

• re ac

accurate j job-m

• matching.

« Poor working conditions are main global employment challenge : Progress in reducing unemployment globally is not being matched by improvements in the quality of work”

International Labour Organization’s World Employment and Social Outlook - Trends 2019 report.

➢environmental emergency ➢socio-economic crisis ➢“digital revolution” ➢demographic ageing

Con

• ntext f

for S

• r SSE

SE and VET

6 /17

➢ European Commission ➢ ILO Social and Solidarity Economy Academy ➢ Agenda 2030 Sustainable Development Goals ➢ G20 Inclusive Business Platform ➢ G7 Global Social Impact Investment Steering

Group

➢ UN Inter-Agency Task Force on SSE ➢ International Leading Group on SSE ➢ European Commission's expert group on social

entrepreneurship.

Instit itut utions ions a and nd prog

• grams a

addressing ng S SSE and nd the he f fut utur ure of work

• f work

Tow

• wards a c

a cap apaci city ap approach ch

« Qualification shifuing from a package of skills and competences, to a negotiated array of occupational standards to be articulated according to individuals, empowering them in building their professional path in a given social and cultural

• environment. »

7 /17

→ not to let VET programs drifu away from the empowerment it can provide the workers : flexibility / job-market increasing responsibility & pressure on individual → Ref : Sen (1999) and Nussbaum (2000) → soci

• cial m

medi diated d nature of

• f skil

ill : beyond individual attributes to consider the social, economic and cultural conditions that are required to realise capability. → Auton

• nom
• my of
• f the t

trainees : developing underlying capacity to be able to realise a number of difgerent outcomes → SSE se E self-m

• managed g

d grass-r

• root i

init itia iativ ives i integrate c capabilit itie ies appr pproach ch : SSE VET is now crucial to provide a positive and sustainable vision for the future for decent work/labour

Objectives & Methodology

In this report « Mapping of trainers » competences and existing SSE training programs”, partners proceeded to an in depth survey, turning to the people most fitted to answer: the trainers.

8 /17

Interviews and desk research to explore → the possibility of integrating VET trainers' competences in existing training programs, focusing on the need to develop a competence profile for SSE in difgerent disciplines of VET studies. → to explore elements that will be introduced in a trainer competence profile adjusted to SSE requirement.

→ These data address important questions to be reflected in our project, while not necessarily capturing a representative view from all SSE and VET

• rganisations from the participating countries.

An int n inter erdisc disciplinar plinary appr approac ach

• Speci

cifi fic g c general k knowl

• wledge or
• r/and academic

c back ckground = = c cog

• gnitive

com

• mpetences (functions that deals with logic) :

–

Knowledge = underpinning theory and concepts + tacit knowledge out of experience

–

Understanding = holistic knowledge of processes and context ( know-why vs know-that)

–

Specializ ized knowledge = meeting content specific demands and solving content-specific tasks

–

General world k knowledge : : understanding context, environment of a given society

• Value-b
• based, feeling and relating-ori
• rientated t

train iners rs’ s skills = a = afg fgective com

• mpetence

–

personality and attitudes

–

afgective competencies of teachers directly afgect student learning

• Acting, b

behavin ing called= c = con

• native com
• mpetenci

cies.

–

connection of knowledge and afgect to behaviour and is associated with the issue of why

–

personal, intentional, playful, deliberate, goal-oriented, or striving component of motivation, the proactive (as opposed to reactive or habitual) aspect of behaviour

Cogniti tive ve, afg fgective ve & conati tive ve competences

9 /17

Spec ecifi fic c gen eneral k al knowled ledge o

• r/an

and ac acad adem emic ic b back ackground

(cognitive competences)

• soc

social an and e d environ

• nme

mental al imp mpac act

• alternative resources and tools of

economic sustainability :

– ethical finance, – social currencies and mutualism,

socio-economic integrated approach,

– societal purpose, political, economic,

ecological and social goals,

– capacity to have in depth

conversation regarding the limits of the current economic system and presenting SSE as a way to build alternative economic practices, etc.)

• History,
• values & concepts,

variety of practices & organisations,

• social-economic-

environmental context at national,

• European, and

international level;

• framework and

strategies designed from public institutions

SSE Grou

• undwor
• rk

Sociologi

• logical

al, A Anthropologi

• logical

al an and Econ

• nomi

mical al back ackgrou

• und

Soci

• ciol
• log
• gical, An

Anthrop

• pol
• logi

gical al an and E Econ

• nom
• mical

al b backgr grou

• und
• management

ment, fina nanc nce, e, admi dmini nistr trative, market & digital knowledge

• demo

democratic/h /horizont ntal dec decision- making ng and nd ma mana nageme ement, working conditions in SSE, social/economic sustainability and impact, product/service development within SSE.

• legal environment, multi-stakeholder

involvement, social accounting, social finance, social marketing, social capital, a

• wareness of political dynamics and

the knowledge of the laws in matter of work environment.

10 /17

Specific general knowledge…

• Ge

Gene neral al knowledg dge (especially in Italy, France, Portugal and Germany) :

– comprehensive understanding of the economic and social territorial context – analysing local dynamics.

• Networ
• rk

k & & Patnership hip

– mapping and understanding of the social and economic dynamics – to build and participate to network and partnerships.

• De

Decent t wor

• rk

– information on workers rights – training on hybrid and innovative ways of working life corresponding to non-

profit, horizontal initiatives.

...adding some context and perspective

11 /17

Afgective competencies,…

coh

• herence of
• f person

sonal al prof

• file/

ile/style le → matching SSE values

...towards a balance among knowledge, capacities and social attitude

12 /17

Trainers’style and approach

Inspire trust and reciprocal respect Empathy with

• thers

Share the core SSE values Stimulate personal ethics Coherent with the topic style and approach Empirical knowledge Able to cope with vulnerable groups 12 /17

Trainers’ experience on SSE organisation/social enterprise/ Civil Society

• rganisations

Trainers’experience in SSE

• rganisation/social

entreprise/NGO

Experience in SSE field

Pedagogy

• f self-

management

Links with existing realities Work with creativity

13 /17

Motivati tion

• n &

& cona

• nati

tive compe petenci ncies

… Appreciating a and s sharing t the « « why » » t to

• joi
• in S

SSE

Trainers’style and approach

critical thinking + free and fair speech 14 /17 Share desire for social change / care / equity/ facilitate the prospective / complex thinking

act with transparency, honesty, integrity, moral responsibility, solidarity and tolerance. network with

• ther
• rganisations

Provide tools for emancipation

(capitalism/hierarchi cal/patriarchal)

Enhance people capacities

Flexibility in educational process and adapt to the group dynamic

To be energetic, captivating and enthusiastic non- violent communic ation, active listening flexibility, cooperative work, experimentatio n and, leadership.

promote personal development innovation / interaction promote

• pen

systems demonstrate positive impact

• f teamwork,

collective work

Methodological aspects of the trainings

• Anal

alysis of tr trainees ees’ ’ needs eds an and ex expec pectati tions

• Fair

r parti articipati tion

• Co

Co-constru ructi tion and co-design the course together with trainees.

• Open

pen spac aces for all to participate

• Art

rticulati tion of f indivi vidu dual al to collec ective ve Skills (at the core of SSE organisation development.)

• Trainer – Trainee contract

– str

tron

• ng c

g connec ection

• n a

and c com

• mmun

union

• n bon
• nd

d

– concreti

tizati tion

• n through decision making and practical actions

– con

• nsensus g

gov

• vernance of

e of a activities

• Co

Collec ecti tive ve & cooperative e work rk (no sub-group) for collec ecti tive ve learn arning g (rotation of roles) → tr trai ainees es ex expec pectation + ac acti tive ve learn arning g + parti articipative ve pr proces ess => => fee eedbac ack pr proces ess

...For a

• r a t

transfor

• rmative exp

xperi rience

15 /17

Opportunities & constraints + next steps

Methodological aspects of the trainings

Opport rtunit unitie ies & c & constr train aints

• SSE v

vis isio ion a n and nd p prac actic tices es : ne new p pathw thway o

• n w

work rk, local development, social responsibility, education, training, etc.

• tr

tran ansform rmativ tive p prac actic ices = m = mostl tly invisibl ible / unfamiliar in training modules

• confus

usio ion a and nd m mis isund unders rstan anding ing (misleading use of SSE concepts by lucrative multinational groups marketing campaigns) educational platforms Nex ext s t steps

• tr

trainin aining f for t r trainers ers n nee eeded ed : : S SSE SE in incr creasin ingly ly p present ent in several dimensions of the education and training system o

• Art

rticu iculatio tion trainin ing & in & insid ide S e SSE SE i init itia iativ ives es i integrated ed tr train aining s system

• educatio

ional p l pla latform rms = = local a l autho horities ies a and the mun the munici icipalit litie ies + i + indiv ivid idual uals, collec lectiv ives es an and o

• rgan

anis isatio ions ac actin ting g on S SSE.

• need

need f for E Eur uropean an c certif tific icatio ion o

• f n

non-a n-academic c emic competenc ences es + + for c r consul ultant nts

Partners of the Project

17 /17

Illustration : Frans Masereel

www.apdes.pt www.le-mes.org www.ripesseu.net www.solidariusitalia.it www.technet-berlin.de www.cries.ro www.dock.zone