This project proposal is dedicated to the problem of youth unemployment and lack of work experience among this target group. During the financial crisis the young were severely hit, manifested by an upward trend in the youth unemployment rate and by extension an increasing risk of social exclusion. Several years after the financial crisis, the Eurozone’s youth unemployment remains high – more than double the euro area. Studies show that lack of future prospects and long periods of unemployment in the beginning of joining the labour market, can lead to recurring unemployment periods later on in life and as a result even ruin one’s career opportunities. The young are “responsible” for 40 percent of the world’s unemployment and are four times as likely to end in unemployment compared to adults. This issue is also addressed by the UN world goals under goal 8, in which their one of their targets is to substantially reduce the proportion of youth not in employment, education or training by 2020.The consequences of unemployment are severe and makes many young people feel isolated, dependent and worthless on top of the negative output it has on society. This is one of the many reasons why this project aims to contribute to the knowledge production of youth unemployment in Europe. Often the solution proposal to youth unemployment is articulated by upgrading skills of the unemployed. However, we believe that many academic students actually do have a lot of skills and knowledge, but lack relevant work experience. As a consequence, this initiative is dedicated to spread light on the competences of academic students and the benefits of including them into the labor market already while studying. The objective of this project is to promote Student jobs as a way of capacity building and reduce unemployment after graduation from universities by giving students work experience already while studying. The last couple of years, Foreningen Nydansker has worked extensively with young international students, mainly from the European countries and our experience shows, that many of these lack relevant experience from their field of study and that throughout Europe, it is very seldom to see students enrolled at universities, with a relevant student job. Opposite, in Denmark, 52% of students does beside studying, have a student job, where the majority is relevant to their field of study. Studies show, that the chances of landing a job after graduating from university is much higher if you already have relevant experience. In addition, having a student job help students to create a greater network within their field early in their career.Based on this experience and knowledge, we do with this project aim to share best practice of the benefits of student jobs in relation to decrease youth unemployment - Both in the period of studying, and after ended education. With this project we aim to inspire and effect the workplace culture in the counties of partnership to be more inclusive towards using students as workforce while they are studying at universities. To do so, we will establish a European Student Job Youth Network, where the students from the four partnerships countries will learn, share and acquire new knowledge. As a part of the youth network, there will be held at least 1 workshop in each country for students. These workshops, will be used to inspire and inform student about the benefits of student jobs, so that they can advocate and better argue for why they are a strong and valuable workforce.After these workshops we will facilitate four multiplier events (one in each country). The students from the youth network will be invited to join the event taking place in their own country as well as the final event taking place in Copenhagen, where we will launch the guide. Local/national enterprises will also be invited at each multiplier event. The guide and the material that we have produced will be used and handed out to the enterprises to spread the word and to give them a written guide to how to best include students at their workplace. Moreover, we will investigate and define best practices for how to benefit from a relevant student job. This will be done through an investigation of practices of including students in workplaces in Denmark, Italy, Spain, and Finland. After having acquired an in depth knowledge of the ways of including academic students as a part of the workforce in the countries involved, we will make a guide for how to best include students in the workplace and why it is beneficial for the student, the company and society – with the Danish student job model as inspiration. We will carry out this project on a transnational level, as we believe that other countries can benefit from the kn

Refugees and newcomers have more difficulty than other disadvantaged groups to be employed. Insufficient command of the host country's language, difficulty in promoting their skills, and uncertainty about their status are, along with cultural prejudices, the main obstacles they face. However, they need and want to work, and they already master a large number of transversal skills, not always expressed but particularly sought after by employers, who for their part sometimes have difficulties to recruit. Finally, having a job is the best way to integrate and feel integrated.Brefe has tried to resolve these contradictions by working in four countries, France, Italy, Spain and Denmark with : - refugees and newcomers ; - language trainers, integration professionals, employment counselors, social workers and volunteers - employers.to identify practices and formalize a set of resources, methods and tools, which, when implemented together, can boost access to employment for refugees and newcomers. They need to become aware of their transversal skills in order to make the most of them on their path to employment. They also need to improve their learning methods so that they can continue to develop their language skills at home and at work without formal support that is not always available.Professionals and volunteers can improve their action by taking better account of the diversity of situations, needs and expectations. They need to become familiar with the skills to help refugees identify, express and value them. They must also optimize the time of their intervention by giving keys to reinforce autonomy in learning. Finally, language learning can take place anywhere and keep employment in mind.Companies have access to a large number of potential workers who, through their diversity and commitment, can bring real added value. They must be able to properly assess the skills of refugees, organize their reception to optimize the conditions for a sustainable integration. They must also be prepared to hire people who do not have a complete command of their language but who have a strong potential for progress that can be achieved through support measures at the workplace.Brefe delivers three guides with guidelines, methods, tools and testimonies to optimize the support of refugees towards and in employment, to adapt the socio-linguistic support and to better take into account transversal skills. The whole is available under a free license, organized in a dynamic way on a multilingual website.

Employment 4 Inclusion project focuses on one of the biggest challenges in regards to the integration of migrants, newcomers, asylum seekers and refugees (MNAR) in Europe: how to deliver the best intervention model to promote their social and labour inclusion, generating synergies among professionals of civil society organisations, public administration and companies. The EMPLOYMENT 4 INCLUSION project aimed at fostering the social and labour inclusion of migrants, newcomers, asylum seekers and refugees with the following objectives:• Develop and provide an integral training program for professionals with the most innovative tools and an interactive model for the social and labour inclusion of MNAR.• Provide professionals working with migrants with the necessary guidance and tools to conduct an integral support of MNAR with the backing and collaboration of public bodies and companies.• Promote social inclusion and civic participation of MNAR by developing their labour and social skills as well as by developing and testing effective methods for reaching out these groups.• Offer practical solutions and policy recommendations for institutions, companies and social organisation at local, regional, national and European levels, so as to improve the social-labour inclusion of MNAR. The target groups of the E4I project were:• Professionals dealing with MNAR: social workers, trainers, counsellors, adult educators, VET providers, psychologists, professors, mediators, etc.• Migrants, newcomers, asylum seekers and refugees -MNAR (18 years old and above).• Professionals supporting MNAR at local, regional and national public entities (primarily municipalities, Social Services and employment services).• Staff from companies.• Policy makers at European, national and regional levels. Through the project, more than 1.600 direct participants were reached, and more than 4.000 persons were beneficiaries of the dissemination activities of the project. The following Outputs were delivered through the E4I project.- The E4I E-learning Hub offer a comprehensive and quality-based learning platform that integrates a Hub of best practices, as well as a Learning Area with MOOC courses for working with MNAR, to facilitate the acquisition of skills or their improvement by professionals in the field.- The E4I Interactive Model for Social and Labour Inclusion, a resource for the upskilling of professionals for conducting an integral and transversal intervention with MNAR, covering all the dimensions to this end. It is based on “E4I Integration System”, composed by 6 zones, developed in the correspondent MOOC courses.- The E4I Guidelines, with innovative methods and tools for professionals to engage and support public bodies and companies for the social and labour inclusion of MNAR, tackling a need of boosting the collaboration between civil society organisations, public administrations and companies when it comes to measures in favour of social and labour inclusion of MNAR. All products are accessible in the E-Learning Hub and provide a uniform and transferable set of learning specifications for professionals dealing with MNAR, public administrations and companies. An online LTTA was implemented for professionals of the consortium, trained in the resources and tools developed within the outputs 2 and 3, namely the MOOC courses and the Guidelines for Engaging Public Administrations and Companies.4 National Multiplier Conferences with at least 35 participants were held in Denmark, France, Italy and Greece, in order to disseminate the main results of the project with associate partners and stakeholders. Additionally, a Transnational Conference was held in Madrid, with international stakeholders. The overall impact for the EMPLOYMENT 4 INCLUSION project is that the innovative methods, guidelines, tools, online resources and recommendation originated within the project were positively recognised, used and adapted by professionals dealing with migrants, newcomers, refugees and asylum seekers (MNAR) around Europe, whether they work at the civil society, public or private sectors. CONSORTIUMThe E4I consortium is built upon the wide experience of the partners working with MNAR, public institutions and companies.• Solidaridad Sin Fronteras (SSF), coordinator of the project (http://ssf.org.es/)• ITG-Conseil, France : https://www.itg.fr/• Cooperativa sociale Onlus «Formazione e Comunione» (Fo.Co.)., Italy : https://www.coopfoco.org/• The Association New Dane: https://www.foreningen-nydansker.dk/home/medlemsressourcer/om-foreningen/who-are-we• PRAKSIS, Greece: www.praksis.gr