MOVE-EU PROJECT Job-Oriented Migration in Europe ... · This project is aimed at two target audiences: X migrants present in Europe who want to start or continue with a professional

MOVE-EU PROJECT Job-Oriented Migration in Europe (Migration Orientée Vers l’Emploi en Europe)

METHODOLOGICAL GUIDE

Janu

ary

2020


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I. INTRODUCTION ................................................................................................... 3

I.1 The project: inception ....................................................................................... 4

I.2 Choice of approach and content development ................................................. 6

I.3 Thefinalproduction ......................................................................................... 7

II. THE REFERENCE, COMPRISING 10 SKILLS REQUIRED FOR PROFESSIONAL INTEGRATIONANDTHE“SKILLSMAP”APPROACH ......................................... 8

II.1 Preamble .......................................................................................................... 8

II. 2 The MOVE-EU reference ................................................................................... 8

II.3 Uses of the reference ........................................................................................ 13

II.4 The “skills map” approach ............................................................................... 14

III. IDENTIFYING, EVALUATING AND ASSESSING THE SKILLS REQUIRED FOR PROFESSIONAL INTEGRATION.......................................................................... 16

III.1. Principles and objectives ................................................................................. 16

III.2.Thethreeevaluationandassessmentstages .................................................. 17

III.3. Methods ........................................................................................................... 20

III.4. Tools ................................................................................................................ 20

III.4.1 Information and data-collection tools required for evaluation and assessment 21

III.4.2. Tools for representing and visualising the assessment ...................................... 23

IV. DEVELOPING THE SKILLS REQUIRED FOR PROFESSIONAL INTEGRATION ..... 28

IV.1 Methodologyfordesigningexperimentaltrainingengineering ........................ 28

IV.2 Educationalactivitiesandprogresslogicforthe“skillsmap” ......................... 29

IV.3ExperimentscarriedoutaspartoftheMOVE-EUproject: ............................... 30

IV.3.1 General presentation ............................................................................................... 30

IV.3.2 Training engineering developed during the experiments ..................................... 31

IV.3.3 The use of the “skills map” during training ........................................................... 37

V. THE TRAINING PATH TO PROFESSIONAL INTEGRATION ................................... 38

V.1Introduction ....................................................................................................... 38

V. 2 Tools ................................................................................................................. 39

V.2.1 The flowchart .......................................................................................................... 39

V.2.2 The summary table for the skills levels .................................................................. 44

V.2.3. Structure of the type of socio-professional integration operators and of the vocational training offer in effect in the regions of the project partners. 45

VI. CONCLUSIONS .................................................................................................. 48


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EUROPEAN PROJECT: MOVE-EUJob Oriented MigrationinEurope


I. INTRODUCTION

MOVE-EU aims to facilitate the professional integration of migrants, by integrating the learning of the host country’s language into the development of the key skills required for entry into work.This project is aimed at two target audiences:

X migrants present in Europe who want to start or continue with a professional integration path and find a job;

X integration and training professionals.

Germany, Belgium, France and Italy1 are the European partners involved in the MOVE-EU project. Along with other European countries, they share a two-fold observation at the inception of the pro-ject, which was launched in 2017. In fact, they have identified two major difficulties that impact the path from integration to employment for migrants and its length.

The first difficulty concerns the fact that the level of mastery of the host country’s language is gen-erally an entry condition for vocational training or access to employment. In fact, most training entry tests and/or hiring conditions encountered by migrants often require a high level of oral and/or written knowledge in this language, which is not always suited to the actual needs of the profession. All of the skills that are useful for specific situations in the context of training and/or employment are deemed secondary and, in some cases, are rarely considered, or not considered at all. Due to this “language” entry requirement, the ability to continue to learn the latter in the context of training or work is also not considered. Thus, the linguistic requirement is perceived as a “difficulty” and consti-tutes a barrier to accessing training or employment for people.

The second difficulty concerns the offer of language training in the host country. Great diversity is commonly noted by the project participants, whether in the type of structures that organise it (and, therefore, their financing), the aims and objectives pursued, the teaching methods or the character-istics of the audience, etc. Most of the time, general language courses aim to facilitate the social integration of adult migrants in the host country and play an undeniable role in linguistic knowledge, daily autonomy and self-confidence. The path to professional integration is not necessarily taken into account; the transition to skills training or employment is often difficult. In addition, the wide-spread organisation of “modules” by level of mastery, in accordance with the Common European Framework of Reference for Languages (CEFR)2, induces a fairly linear course logic which is compli-

1 Germany: ISIS GmBH – Belgium: LE FOREM (holder), CALIF, CIEP – France: CO-ALTERNATIVES, Workinscop SC’OPARA – Italy: COOS

2 Common European Framework of Reference for Languages: framework of reference designed with a view to providing a transparent and coherent foundation, which is as exhaustive as possible, for the development of these training programmes and for the assessment of foreign language skills specifically. The levels used to categorise mastery of a language are: A1–A2

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cated to approach concomitantly with a professional activity or professional training, for example. There are long and particularly tedious courses, if we consider, in addition, the principle of level of mastery, presented above, as a condition for accessing (pre)qualifying training or performing a trade.

I.1 THE PROJECT: INCEPTION

To respond to the observations mentioned above, and break away from the often long and linear professional integration pathways, MOVE-EU's project partners wanted to create and test training engineering based on learning the host country's language and the development of the key skills of the European Framework (see box: Key skills, transversal skills: what are they?)

THE “EXPERIMENTS”

The testing or “experimentation” section was not planned at the start of the project. However, these experiments are very useful and enlightening for the development of engineering methods and skills-eval-uation methods. It has also provided interesting ma-terial in the context of the development of the train-ing courses. It should be noted that the experiments were carried out in parallel to the work for devel-oping training methods and engineering to provide support.

The primary objective of the MOVE-EU project was to make migrants' jour-neys more fluid, by personalising them and making the development of "key" or "transversal" skills that are essen-tial for professional integration as effi-cient as possible. To do this, it was first necessary to be able to recognise the key – or transversal – skills al-ready possessed by migrants, as well as their level of mastery thereof.

Therefore, the project was initially structured around four phases, which promised the linear devel-opment of the project and covered a wide scope of investigation. These phases, which were divid-ed into four “intellectual productions” (or “Intellectual Output: IO”), corresponded to the creation of tools, processes and methods that were adapted to the target audience.

They are formulated as follows:

(beginner), B1–B2 (intermediate), C1–C2 (advanced).

KEY SKILLS, TRANSVERSAL SKILLS: WHAT ARE THEY?

The notion of "key skills" refers directly to the European Reference Framework of "Key skills for lifelong learning", which describes eight key skills:

1. Communication in mother tongue2. Communication in foreign languages3. Maths skills and basic skills in science and technology4. Digital skills5. Learning to learn6. Social and civil skills7. Initiative and entrepreneurship8. Sensitivity and cultural expression

https://competencescles.eu/sites/default/files/attachements/keycomp_fr.pdf

The notion of "key skills" refers directly to the European Reference Framework of "Key skills for lifelong learning" which describes 8 key skills:

https://competencescles.eu/sites/default/files/attachements/keycomp_fr.pdf


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IO1: Creation of a methodology for identifying and objectifying key skills and technical skills offered by migrants (assessment, test, interview).

IO2: Creation of a common training course in the host country’s language, integrating the European framework of key skills adapted to the profiles of migrants

IO3: Creation of a standard evaluation test for language courses in the host country, integrating the European framework of key skills adapted to migrants

IO4: A flowchart of possible migrant pathways based on their profile, in order to optimise the orien-tation of the target audiences.

THE IDEA OF TRANSVERSAL SKILLS: EXTRACT FROM THE RECTEC GUIDE’S PRACTICAL PROJECT

Skills are a fluid concept; many studies have been pro-duced and there are probably as many definitions as there are experts who are interested in this idea. We can mention the following as an example:

Philippe PERRENOUD, for whom "a skill is an ability to act effectively in the face of a group of situations, which we manage to master because we have both the necessary knowledge and the ability to use it wisely, in a timely manner, to identify or solve real problems".

Jacques TARDIF considers that a “skill is a complex way of acting based on the use and effective combi-nation of a variety of internal and external resources within a group of situations”.

Guy LE BOTERF states that “the skill does not lie in the resources (knowledge, capacities, etc) to be used, but in the usage of these resources. The skill is knowing how to use it”.

There are common themes in these definitions:

• A skill is based on the use, integration and network-ing of a range of resources: the internal resources specific to the individual, his/her knowledge, ca-pacities and skills, but also external resources that can be used in the environment (other people, doc-uments, IT tools, etc.);

• This use of resources takes place in a given situa-tion, in order to act: the skill is necessarily located;

however, it is exercised in a variety of situations, through an adaptation process and not just the re-production of mechanisms.

The RECTEC approach is based on this definition, which is a summary of the thoughts of the three people mentioned above.

Transversal skills are the subject of debate in a range of literature, which also examines other concepts used in the context of support for young people and adults (basic skills, key skills, knowledge base and professional skills, knowledge – behavioural know-how, profession-al skills, soft skills, etc.) The concept of transversal skills is more specifically inscribed in profes-sional contexts; transversality can relate to sev-eral trades or several professional situations in the same trade. In fact, transversal skills play a part in improving the careers, professional mobility and employability of individuals, that is, their capacity to be employed.

Therefore, the term “transversal skills” will be used in this guide instead of “key skills”. See also the definition in the glossary.

1 RECTEC project: “REconnaissance des Compétences Transversales pour l’Employabilité et les Certifications” (Recognition of transversal skills for employability and certifications”, project supported by GIP FCIP of the Academy of Versailles http://rectec.ac-versailles.fr/ Practical guide RECTEC, pp.7–8

http://rectec.ac-versailles.fr/


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I.2 CHOICE OF APPROACH AND CONTENT DEVELOPMENT

During the project’s first stage concerning the analysis of the tools and relevant practices required, the partners have chosen an approach based on skills, specifically on the methodology set out in the “skills map”.3 This is based on a skills reference, with each divided into several levels of mastery.

Two main reasons motivated the partners to choose this approach, which turns out to respond par-ticularly well to the observations made at the inception of the project:

1. The linguistic objective is not the primary objective. Language skills are part of the transversal skills that are considered necessary for professional integration. They need to be used, developed and perfected within the framework of the specific interactions required to construct and realise each person's professional project with the given environment.

2. The use of the "skills map" approach allows for the recognition of partial skills, developed at different degrees of mastery, beyond school levels. Everyone has a minimum amount of knowledge in one or more skills, depending on their experience, their previous career and their professional experience in their country of origin or in the host country.

Thus, mastery or knowledge of the language no longer constitutes the filter, the determining prereq-uisite by which the migrant person is able to access a system or not.

Recognition of prior learning will constitute the prerequisite when orienting and/or determining needs and objectives in relation to a given project. Based on the premise that the person has skills, we also recognise and value what they are able to do.

We will provide more details about the use and benefits of the “skills map” later on in this guide.

Therefore, the second stage consists of targeting and defining the transversal skills constituting the MOVE-EU project’s specific reference. The fact that they are essential for the socio-professional in-tegration of migrants in the host country was the main selection criterion for these skills, regardless of any technical mastery related to the job.

In terms of the definition of transversal skills, the MOVE-EU partners use the definition proposed in the RECTEC project4 , which is presented in the box below.

In order to develop the reference, the partners have relied on two projects based on the “skills map” approach5. This made it possible to benefit from the assets and resources developed by the latter, to avoid the creation of yet another reference to be juxtaposed with the many existing references, and to be part of existing and innovative systems, building on this approach, in France as well as in other countries (Belgium, etc).

More specifically, the grading of some of these skills is validated by the European RECTEC project and the professional integration reference adopted by the Ile-de-France Region.6.

Even if it is based on existing references and approaches and validated in the context of other pro-jects, the MOVE-EU reference is the result of a choice by the project partners in the given context and at a given time.

Once the skills in the reference are identified, the partners set to work on the complex and rigorous task of defining and assessing the levels of mastery of these skills.

In the wake of this work, the need arose to test the reference and to experiment with the tool in the field. Thus, the next step was to develop engineering training in the host country’s language, open to

3 Developed by Mariela de Ferrari and Florence Mourlhon-Dallies in 2007 – France4 RECTEC project: “REconnaissance des Compétences Transversales pour l’Employabilité et les Certifications ” (Recognition of

transversal skills for employability and certifications), A project supported by the GIP FCIP of the Academy of Versailles (France) http://rectec.ac-versailles.fr/5 RECTEC project: “REconnaissance des Compétences Transversales pour l’Employabilité et les Certifications ” (Recognition of

transversal skills for employability and certifications), A project supported by the GIP FCIP of the Academy of Versailles (France) http://rectec.ac-versailles.fr/ and regional “Avenir

Jeunes" device - Île de France Region https://www.defi-metiers.fr/sites/default/files/users/229/guide_evaluer_pour_se_for-mer.pdf

6 Reference of the regional “Avenir Jeunes" device : see note at the bottom of page no. 5.


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that of other transversal skills, based on the reference, and to implement them in the field.

These experiments also made it possible to create, test, evaluate and refine specific tools and devic-es for evaluating the skills acquired, before and/or during the training.

An orientation process emerged in parallel with this reflection on the process of identifying and objectifying skills, thus feeding into the final stage of the MOVE-EU project: the development of possible standard paths based on the profiles of the migrants encountered. The methodology for developing the flowchart of the standard paths is based on an inductive approach: it starts with the specific profiles and paths of the beneficiaries and their experiences, as well as those of the migrants on whom each partner of the MOVE-EU project is focused.

Thus the choices and the path for producing the tools induced a development dynamic for the MOVE-EU project that was different from what was considered at the start, in the sense that it was previously necessary to finalise the reference to think about training engineering and, above all, de-termine the methods for assessing the skills of the applicants throughout the training process.

I.3THEFINALPRODUCTION

This guide is designed and structured to correspond to the “skills map” approach and to the develop-ment dynamics of the MOVE-EU project presented above. This approach considers the reference as the central element with which the evaluation systems (IO1 and IO3) and training engineering (IO2) are linked, and which the flowchart of standard training courses (IO4) is intended to reflect.

After this introduction, the Guide presents:

In point 2: the transversal skills reference necessary for professional integration and its presentation in the form of a map, as well as the detailed description of its components (skills areas and axes, grading levels).

In point 3: the approach leading to identifying, evaluating and positioning the professional skills ac-quired and/or to be acquired during training, and/or with a view to orientation.

In point 4: the logic of training engineering deployed to enable the development of skills, backed by the assessment and positioning process.

In point 5: a view of the standard training courses, based on the experiments carried out in the pro-ject and the realities of each region/country involved in the project.

A “Glossary” and “Resources” appearing in the annexes to the “Methodological Guide”.

An “Experiment journal” presenting the details of the experiments carried out in the partner coun-tries.


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II. THE REFERENCE, COMPRISING 10 SKILLS REQUIRED FOR PROFESSIONAL INTEGRATION AND THE “SKILLS MAP” APPROACH

II.1 PREAMBLE

In the “skills map” approach adopted, language skills are considered as a component of professional skills, making it possible to recognise the skills and needs of the audiences instead of stigmatising their difficulties and shortcomings (see box).

The “skills map” approach is based on two fundamental elements: the reference of 10 transversal skills7 and its circular presentation in the form of a map8. These documents appear in the “Resourc-es” section.

II. 2 THE MOVE-EU REFERENCE

The reference is produced to assess and train migrants involved in finding jobs and professional integration. It includes ten transversal skills that are considered essential and significant by the pro-ject partners for gaining access to employment and vocational training/qualifications.

The 10 skills axes of the MOVE-EU reference set out what is involved in the context of the activity of the person undergoing professional integration (clarifying their project, access to training, em-ployment, etc.), and are broken down into four levels of mastery. They are grouped into three areas

7 See “Resources”: MOVE-EU skills reference 8 See “Resources”: MOVE EU skills map

LANGUAGE AS A PROFESSIONAL SKILL

The “skills map” approach” on which the project is based makes use of a theoretical background for the teaching of languages for professional purposes. Communication skills are based on the principles of the Common Euro-pean Framework of Reference for Languages (CEFR), which considers the learner as a social actor using skills in real contexts, at the service of an action, in this case the search for a job or professional training that is adapted to his/her project and skills.

In the case of “Professional skills”, language skills are generally considered essential for performing a trade or occupying a position. In this respect, it is considered to be a professional skill and is often included in job profiles, particularly in France. Thus interactions at work are identified with professionals in the jobs concerned, profession-al sector managers, employers, in line with the typical activities for each job or role held.

One of the experiments carried out in the context of MOVE-EU modestly illustrates this work to identify neces-sary professional skills, notably in the context of the preparation of access to vocational training. The professional trainers, who are partners in the experiments, identified the oral or written interactions associated with the profes-sional situations encountered in training in particular, as well as in the future performance of the profession. Thus, a mason does not need highly complex oral skills to manage very varied communication situations and contacts. He has even less need for a high level of writing skills. In this sense, the skills-based approach differs from the logic of "language levels", which is homogeneous, and can therefore induce an uneven development of language skills according to the needs of business situations and therefore, training.

This approach has been applied in different professional contexts and has also been adapted to job-seeking audi-ences.1. CONSTRUFORM skills centre (Belgium/Forem - Liège): training as a mason, form-worker or surface technician.

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(Organisation, Communication and Technical), as presented in the table below.

The reference’s skills axes and areasThe Organisation area includes skills related to professional activity (employment, placement, work training), job searching or training. The Communication area focuses on interactions between peo-ple within the activity. The Technical area covers the rules and technical tools corresponding to the activity.

Table 1 : The areas and the 10 skills axes

ORGANISATIONAL COMMUNICATION TECHNICAL

1. Building one's professional project/career

2. Organising one’s activity3. Working in a group and a

team

4. Verbalising one’s skills 5. Interacting verbally6. Taking social and cultural

codes into account 7. Interacting in writing

8. Using digital resources9. Using one’s maths skills 10. Following instructions

and rules

The “skills map” presented below is a tool for viewing the 10 skills axes and their interconnectivity (also see diagram 1 below)

Map 1: The areas and the 10 skills axes

PÔLE COMMUNICATIONNEL

Util

iser

les

ress

ourc

es

num

ériq

ues

Respecter les consignes

et les règlements

Construire son projet /

son parcours professionnel

Organiser son activité

Travailler en groupe et en équipe

Interagir à l’écrit

Prendre en compte les codes

socio-culturels Interagir à l’oral

Verb

alise

r ses

com

péte

nces

PÔLE TECHNIQUE PÔLE ORGANISATIONNEL

1

2

3

4

56

7

8

9

10

Mob

iliser

ses c

ompé

tenc

es

mat

hém

atiq

ues


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The "skills map" approach induces the permanent referral of the skills axes to each other, within the areas and between the areas themselves.

For example:

X In the Organisation area: discovering the labour market, assessing skills and defining a profes-sional plan involves being in contact, and working, with others, as well as organising and struc-turing approaches.

X This directly involves the Communication area: once you have the knowledge, you need to be able to verbalise it, which induces oral, and often written, interaction in a professional environment (see CVs, cover letters, for example), while taking socio-cultural codes specific to the profession-al environment of the host country into account in these interactions.

X In addition, socio-professional integration usually requires technical skills on which the devel-opment of other skills is based. Mathematical and digital skills are therefore considered to be technical means used to carry out activities, in the same way as complying with the instructions and regulations associated with these activities.

Diagram 1 illustrates the dual dynamic induced by the approach: that between the areas and that between each of the skills within each area.

Because of this dynamic, language skills develop and are perfected at phonetic and linguistic levels depending on actions related to the job search, training or work situation to validate a project, gain or maintain professional qualifications or find or maintain employment.

Diagram1 : Model dynamic: interconnectivity of the areas and the skills between them.

Technical area

Communication areaOrganisational area

Building one's

professional project/career

Organising one’s activity

Work in a group and team

Use digital

resources

Using one’s maths

skills

Respecting rules

and regulations

Verbalising one’s skills

Interacting orally/in writing

Consideringsocio-cultural

codes


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In terms of evaluating and developing written skills for audiences with little or no education, a five-stage reference9 completes and details the “Interacting in writing” skills axis, levels 1 and 2.

Grading the reference’s skillsEach of the reference’s skills is divided into four levels of mastery corresponding to the map’s four circles.

These four levels are:

Level 1: Knowing and understanding

X Level 2: Dealing with and applying

X Level 3: Analysing and integrating

X Level 4 : Assessing and adapting

Three principles structure this progression from one level of mastery to another and induce a logic of evolution that echoes the realities experienced by migrants in the process of professional inte-gration in a host country:

Evolution … towards

a need for support independence to create successful conditions for action

for unrealistic and imprecise projects a realistic and practical project in a given context

fragmented communications with known/familiar contacts

formal, varied communications with contacts and in unknown contexts

Table 2 on the next page gives details of the progress logic10 for the different levels of each skill in the MOVE-EU reference.

9 See “Resources”: “5-stage” reference for learning to read and write. Extracts from the references level A1.1 (Beacco, De Ferrari, Lhote and Tagliangte, Paris Didier 2006)10 The progress logic adopted in the development of the “Avenir Jeunes" reference -

Practical guide: https://www.defi-metiers.fr/sites/default/files/users/229/guide_evaluer_pour_se_former.pdf

https://www.defi-metiers.fr/sites/default/files/users/229/guide_evaluer_pour_se_former.pdf


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Table 2 : The progress logic for the mastery levels

MASTERY LEVELS CONTEXTS ACTIONS

Level 1

Knowingandunderstanding

a familiar, defined and restricted context

a close proximity space a structured, secure and

supported environment

NameCiteStateGiveRecogniseUnderstand

IdentifyConsultSearchPerformReason

Level 2

Dealingwithandapplying

a more diverse familiar and defined context

an extended proximity space

a structured and guided framework

DiscoverEncounterFaceItemiseListStateUnderstand (in a more specific environment)FollowCombineListen

RespectSupport ExplainUseSpeakRespondDoApplyAdoptCarry outPerform

Level 3

Analysingandintegrating

formal and more specific contexts

new spaces explored varied settings but always

supervised

Take into account./considerDevelopModifyAdaptRephraseProposeAcceptExplainChooseSpecifyAskRespondObserveIntegrate

ActPerceiveAdoptWriteClearly understandMasterUseManageApplyAdaptJustifyClarify

Level 4

Assess and adapt

unfamiliar contexts unknown spaces various contexts

independently1

DefineExplainDevelopIntegrateImplementPerformVaryClarifyJustifyEstablishProposeArgueImply FacilitateSelectStructure

ProveCommunicateModifyExpressAdoptUnderstandAdaptValueResearchUseLearnGuideVerifyRectifyMonitorAssessSpecify1 Practical guide: Assessing to train

in the “Avenir Jeunes” regional device, 2011, p.21.


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For each skill axis in the reference, the four levels of mastery correspond to the skill levels identified, which are called descriptors.

Each descriptor refers to the indicators used to measure progress and verify whether the skill is acquired partially or fully.

Table 3 below details the descriptors for the “Verbalising one’s skills” skill in the MOVE-EU reference and proposes indicators for each of them.

Table3 : Skill descriptors and progress logic

Communication areaAxis 4 – Verbalising one’s skills

Skills descriptors Indicators

1. Partially talks about his/her career in response to questions

X Describes some of his/her professional experiences bit by bitX Responds more easily to specific questions than talks him/herselfX Sometimes has to repeat him/herself to be understood

2. Describes useful experiences and lessons and places them in time

X Briefly explains current and/or past activitiesX Places a few activities in time (in 2005, 15 years ago or for the past 3

months) X Uses only a few time markers, connecting activities in time

3. Describes his/her experience and skills in structured, chronological order, in varied situations

X Explains his/her career chronologically in connection with his/her life journey X Chooses relevant examples of his/her career to explain his/her skills X Specifies the skills acquired or developed (during a placement or course

or in work)X Specifies skills to acquire or develop (to carry out his/her career project,

for example)

4. Adapts the ways of presenting his/her experience according to his/her intention and the person he/she is speaking to

X Selects the useful elements of his/her experience according to the contextX Structures his speech and highlights the useful elements (skills,

experiences) in the contextX Summarises his/her career precisely, adapting it to the context and the

person he/she is speaking to

II.3 USES OF THE REFERENCE

This reference framework is intended for all professionals who are called upon to support the pro-fessional integration pathways of “new arrivals” or migrants: job seekers, trainers, assessors, etc. Within the framework of the MOVE-EU project, three main uses emerge for the professional:

w Evaluate to orientate w Recognise the skills of a migrant audience w Train to develop targeted skills, notably language skills

For the migrant audience, which is also a group that benefits from this framework, the main potential uses are:

w Clarify the professional projectw Access (pre)qualifying training w Access employment directly

The examples presented for the evaluation approach show how employment-support professionals can use certain skills axes during “pre-assessment”. The fact that all professionals adopt a common


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language avoids redundant questions and exploration relative to beneficiaries.

This approach assumes that orientation professionals and those involved in training use the same reference and communicate with each other based on these skills. in line with the jobs available in an area and with (pre-) qualifying training that is accessible based on the degree of mastery of certain skills required to access this training. It thus responds to the problem of “loop” traffic (recurrent re-ferral to training in French, at any time during the course) encountered by a large number of migrants by promoting the development of people towards employment within a territory.

II.4 THE “SKILLS MAP” APPROACH

The “skills map” representing the reference and the mastery levels of the skills in circular form is used to teach the 10 skills axes from one perspective. It is constructed in a circular manner, with each axis moving from the centre of the circles outwards. The four concentric circles represent the four levels of mastery defined for each skill: the most central circle represents the lowest level of mastery, level 1, the second circle, level 2, the 3rd circle level 3 and the 4th circle the highest level of mastery of the skill, level 4.

In the example below, for the skill: “Building their project/professional career”:

w Level 1 (the lowest) is found in the most central circle. The skill descriptor at this level is: “Describes one or more project ideas”

w Level 2 is in the 2nd circle. The skill descriptor for this level is: “Compares his/her experiences with local constraints and opportunities”

w Level 3, in circle 3. The skill descriptor for this level is: “Defines and explains a realistic project”

w Level 4 (the highest level of mastery). The skill descriptor for this level is: “Plans actions to carry out his/her project”

Map2 : the mastery levels map: the skills descriptors11 (page on the right)

Use of the reference in the form of a “skills map” encourages an approach that has several benefits:

w A global circular vision of the skills that are representative of the interconnectivity of the skills axes, integrating learning of the language in the host country (interacting orally, in writing, verbalising one’s skills) in the development of the reference’s other skills, in line with the purpose inherent to each one.

w An iterative learning process, where the action implemented is contextualised and repeated several times, in a loop, until the skills used are integrated.

w A reflexive logic: the beneficiary learns by doing; he/she is aware that he/she is learning, he/she assesses his/her learning during the action, he/she reflects on his/her learning and adapts his/her actions. This approach allows the beneficiary to query their role and to get involved in their training and in the acquisition of knowledge.

11 The complete map for the skills in the MOVE-EU reference and their descriptors appears in the “Resources” section.


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This approach induces an “integrated and iterative” approach, in which the permanent reference for the skills axes to each other, inside the areas and between the areas themselves, is found. The person must act competently, that is to say, be able, in the given context, to face new problems and situations by activating a certain number of resources on an individual and/or group scale12. Each person is perceived as having mastered various levels of each of the skills related to these axes, without all these axes being brought to the same level of mastery.

Thus the “skills map” approach visually represents a cognitive process which clearly combines the interconnectivity of the axes developed during the training with the iterative character and thinking encouraged by the pedagogical approach.

It is this combination that encourages the effectiveness and relevance of the pedagogical process, which is directly linked to the purpose of the steps in the professional integration path.

In addition, when evaluating and objectifying the skills, the “skills map” approach also constitutes an instrument for familiarisation with, and discovery of, the labour market in the host country, in line with the path of each participant, since it allows for a diagnosis of knowledge (based notably on self-diagnosis), orientation, development of targeted skills and measurement of the learning pro-gress based on individual professional integration needs and objectives.13.

12 Revue Langage, Travail et Formation, Penser le lien entre langage, travail et didactique des langues: modélisations, façons de voir, façons de faire, Florence Mourlhon-Dallies.

13 See point 3.4.2. Tools for representing and visualising the assessment.

3. Travailler en groupe et en équipe

2. Organiser son activité

4. Verbaliser ses compétences

1. Construire son projet, son parcours professionnel

5. Interagir à l’oral

6. Prendre en compteles codes

socio-culturels

7. Interagir à l’écrit8. Utiliser

les ressources numériques

9. Mobiliser ses compétencesmathématiques

10. Respecter les consignes

et les règlements

4. Définit un projet réaliste et réalisable, le planifie

3. Décrit et explique son/ses projet(s) professionnel(s

2. Nomme ses idées et confronte son expérience aux contraintes et

opportunités localesp

1. Émet une ou plusieurs idées de projet professionnel


16

III. IDENTIFYING, EVALUATING AND ASSESSING THE SKILLS REQUIRED FOR PROFESSIONAL INTEGRATION

III.1. PRINCIPLES AND OBJECTIVES

The identification and objectification of skills is integrated into a continuous process of evaluation and positioning on the skills axes in the reference and their grading.

The approach may be proposed to any migrant who wants to progress in their professional career. It is based on the reference of 10 skills.

It is the common thread, closely linked to individual objectives, which makes it possible to establish the path to employment for each person in its orientation.

This approach takes into account, from the start of the integration process, all of the transversal skills held by migrants, including the ability to communicate more or less easily in the language of the host country, even if these skills are minimal in some of the skills axes.

This dimension is important in the trajectory of these groups, in particular, because it values life experiences and skills developed in the past and skills that are under development.

It makes it possible to objectify and locate the level of skills held by each migrant person in each of the skills thanks to their grading in four levels of mastery, and to do this in a progressive and contin-uous manner throughout the training course.

The objectives of the approach are:

1. to make use of the concepts used in the professional sector and the labour market;2. to position oneself in terms of skills acquired and to be acquired according to the objectives

pursued, at key moments in the training process;3. to establish benchmarks to make realistic and sustainable professional choices and/or build a

career path according to skill levels and the requirements of the training/trade targeted;4. to ensure effective communication between the various actors, professionals and learners and

between professionals conducting the assessments, at any time, so as to guarantee the efficien-cy of the training and integration path for the migrant audience.

“ evaluation” and “assessment” are understood to mean:

– The skills evaluation: this is a process of collecting data from multiple and varied sources, which makes it possible to account for the level of mastery of the skills of the individual, according to his degree of mastery of the internal and external resources which can be mobilised in the imple-mentation of his skills and according to the variety of situations in which he is able to deploy his skills14.

– Assessment is the result of all the evaluation approaches per skill axis, and sets the level ac-quired based on one of the four skills grades or levels. These four grades essentially correspond to the following four skill levels: “I know and understand”, “I face it and apply myself”, “I analyse and integrate” and “I evaluate and adapt”14

The challenge of this approach is, on one hand, to ensure effective communication between the different professionals performing the assessments, at any time whatsoever, so as to guarantee the efficiency of the training and integration path of the migrants. On the other hand, the challenge is to give participants the ability to position their knowledge and needs, in line with their plans and to measure the path to be taken to achieve them, in a given territory.

14 See the “Glossary” for the MOVE-EU project in the “Resources” section.

3


17

III.2. THE THREE EVALUATION AND ASSESSMENT STAGES

The global approach is based on three different evaluation and assessment stages, which constitute key points in the training path.

Diagram2: the three evaluation stages

Stage 1: the evaluations and assessment at the start of the path

X before access to training: pre-assessment

X and/or at the start of training: the initial evaluation

In this first stage, the carrying out of assessments at two distinct moments at the start of the course is justified by the fact that, in a large number of institutions (associations, public institutions, pri-vate organisations), migrants who apply for professional integration are first interviewed by an in-tegration and/or guidance advisor, an educational coordinator, a social worker, a trainer, etc. before entering or continuing training. Thus, the potential pre-assessment stage, which is carried out by a person external to the training and prior to it, takes on its full meaning and contributes to the rele-vance of the orientation towards training that is best suited to the migrant’s needs.

The assessments carried out at the start of training (initial) can supplement those carried out in pre-assessment by an advisor, a coordinator or any other integration professional. They are carried out by the trainer(s) involved in the system, as well as by the migrants themselves, that is, so-called self-assessment.

Consequently, the initial assessment is based on the possible pre-assessment, on the evaluations carried out by the trainers and on the self-assessment carried out by the person. This requires co-operation between the professionals involved and the migrant.

This approach makes it possible to define the priority individual objectives once each of the learners is assessed, for each of the skills envisaged, at a level of mastery that is specific to them.

To illustrate stage 1 of the assessment in the context of the FOREM testing:

The people approached for orientation towards the "FLE & Key skills for employment" training were pre-assessed on five skills axes during an individual interview led by an advisor from the New Arrival Service. These axes have been chosen based on the training’s priority work axes. The advisor pre-assessed (evaluated) potential candidates with the aim of confirming the orientation towards the proposed training if the prerequisites were met and whether this training met the needs of the people. Otherwise, the advisor focused on other training, anoth-

WELCOME Individual interview

FLE & KEY SKILLS TRAININGCollective and individual approach

STAGE 1 STAGE 2 STAGE 3

Pre-assessment Initial assessmentIntermediate assessment

(in the case of long-term training)Final assessment

BEFORE THE TRAININGChoice of skills to be assessed

in the reference+

Assessment of these skills by the advisor, the coordinator, the

trainer(s)

START OF THE TRAININGAssessment by the trainer(s) of the skills developed during the

training+

Self-assessmentby the trainee

MIDDLE OF THE TRAININGvariable point(s) for choice of

skills for assessment+

Assessment by the advisor, the coordinator, the trainer(s)

+ Self-assessment by the trainee

END OF TRAININGAssessment by the trainer(s) of the skills developed during the

training+

Self-assessmentby the trainee


18

er integration path. The advisor used the table below to establish the skill levels expected on entry and the final level targeted for each axis used during the training.

Table 4: Prerequisites and target levels

Stage 2: the intermediate evaluation and assessment (during the training process). Assessment of the skill level during training, for the 10 axes, or some of them, is possible, but not mandatory. The

organisation of an intermediate evaluation mainly depends on the duration and objectives of the training. It seems obvious that the option of the intermediate assessment is not very relevant for training courses of a relatively short duration. In addition, this option may also prove to be interest-ing when a work placement is planned during the training. It can indeed allow for assessment before and after the placement and measure the progress of learners over this specific period.

The intermediate evaluation is used to verify and adjust the learning dynamic, with a view to the objectives set out. It also makes it possible to quickly inform learners of their progress and to adapt the programme, methods, content and timing of the training.

The performance of the assessment is also envisaged via the self-assessment of the learner, the assessment of the trainer and, if necessary, the assessment of a professional third party (advisor, etc). The combination of the different intermediate assessments makes it possible to envisage and agree on adjustments for the rest of the training.

Stage 3: final evaluation and assessment (at the end of the training process). Multiple objectives are targeted. First of all, it measures the achievement of the training objectives and the skill levels ac-

MINIMUM PREREQUISITE FOR ACCESS TO TRAINING

FINAL LEVEL TARGETED (TO BE PERSONALISED)

1Building one's professional project/career

Level 1 Level 4

2 Organising one’s activity No prerequisites Level 2 or 3

3 Working in a group and a team Level 1 Level 2

4 Verbalising one’s skills Level 2 Level 3 or 4

5 Interacting verbally Level 2 Level 3 or 4

6Taking social and cultural codes into account

Level 1 Level 3

7Interacting in writing in a professional context

Level 1 in writingLevel 2 in reading/understanding

Level 2 or 3 in writingLevel 3 or 4 in reading/

understanding

8 Using digital resources Level 1 Level 2

9 Using one’s maths skills Not covered in the testing Not covered in the testing

10 Following instructions and rules No prerequisites Level 2 or 3


19

quired by the learners at the end of the training. As soon as different evaluation points are organised during the training, the final evaluation also makes it possible to measure and visualise the progress of each learner with regard to the levels established at the start of the training.

The final assessment takes place via the learner’s self-assessment, the trainer’s assessment and, where applicable, the assessment of a professional third party (advisor, etc). The combination of the different final assessments and an action plan allows a course orientation for each trainee, accord-ing to the defined professional project, the skills acquired and those still to be developed in order to achieve the target professional objective.

Depending on the training engineering on which it is based – pace, duration, the systems involved – the three stages are implemented in whole or in part and declined according to different methods.

In the context of the FOREM testing, all of the evaluation and assessment stages were carried out as illustrated in diagram four below. The use of the same reference framework and a common language facilitates the intervention of the professionals involved (the advisor, the full-time trainer, the “digital” trainer), allowing them to work together and guarantee the consistency of the beneficiary’s learning path. This means: properly orienting towards training, measuring the evolution of the level of skills in the different axes during training and, if necessary, adjusting the progress objectives according to the construction of the professional project, as well as ensuring an adapted follow-up to the journey of the person at the end of the training.

Diagram3: The evaluation and assessment conditions in the 3 stages

Use of a tool for viewing the skills levels (the “scales” or the “map”)

WELCOME Individual interview

FLE & KEY SKILLS TRAININGCollective and individual approach

STAGE 1 STAGE 2 STAGE 3

Pre-assessment Initial assessmentIntermediate assessment(in the case of long-term training)

Final assessment

Assessment by the advisor/educational coordinator/trainer BEFORE access to

training

Assessment with a view to positioning by the

trainer(s) at the START of training

Follow-up mid-way interview by the advisor/educational coordinator/

trainer

Assessment by the trainer(s)/advisor/

educational coordinator at the END of trainingCO

MPA

NY

PLAC

EMEN

T

Pooling of assessments INITIAL ASSESSMENT of

the trainee

Pooling of mid-way assessments INTERMEDIATE ASSESSMENT of

the trainee

Pooling of assessments FINAL ASSESSMENT of

the trainee

SELF-ASSESSMENT by the trainee at the START of the training (with a view of the initial assessment)

SELF-ASSESSMENT by the trainee BEFORE

the start of the company placement

SELF-ASSESSMENT by the trainee at the END

of the training

Definition of priority individual objectives

Integrated skills development approach


20

III.3. METHODS

The approach is dynamic and progressive and, as previously mentioned, linked to the training action. Professionals will use or rely on several activities and simulated or real-life situations in which peo-ple are involved and active to assess skills.

The evaluation methods will include individual, sub-group and collective work and individual inter-views, as well as self-assessment and evaluation by the trainer(s). The evaluation process must al-low the trainees to gradually acquire the logic of the skills axes, their interdependence and the levels.

It also promotes a dialogue which consists of speaking with "the other" (evaluator vs. learner) and not about "the other". The evaluation is well designed as a participatory relationship between people, needs and expectations. This approach distinguishes the learner from the "problem", which is, in this case, the non-mastery of the language of the host country.

All the elements resulting from the evaluation are taken into account to, ultimately, perform an as-sessment based on the graduated circles of the different skills axes. In this context, the skills map is used as a representation and visualisation of the assessment at the end of each evaluation stage. However, it may have different functions and be used in different ways (see point 3.4.2).

This approach is illustrated in the “Experiment journal” as part of the MOVE-EU project. However, brief feedback on the details of the process of recognising transversal skills is given below.

III.4. TOOLS

We have chosen to distinguish two types of tools that support the evaluation and assessment: on the one hand, those intended to collect the information and data required during the evaluation and assessment phases and, on the other hand, the tools allowing representation and visualisation of the assessment.

These tools are sometimes aimed exclusively at professionals and sometimes at the latter and ben-eficiaries. We will see, however, that this distinction does not pigeon-hole these tools into categories,

EXPERIMENT FEEDBACKAppropriation of the transversal skills-recognition approach

Within the context of the experiments carried out as part of MOVE-EU, the trainers have highlighted that it was not easy for the participants to understand the logic of the skills axes and the progress levels and to get used to the tools (“map” and “scales”).For the CIEP, the difficulty was particularly related to understanding the vocabulary used in the reference. The trainer took the time to rephrase the information. The issue of a lack of time was also highlighted by the COOSS.In all the experiments – whether using the map or the scales – it was difficult for the trainees to make the link between their skills and the skills and their grades at the initial assessment stage. Thus, during the self-assess-ment process, the trainers were faced with the difficulty of getting them to identify their skills and assess their level, starting from the experiences and circumstances of the different situations experienced (where, when, with whom, etc.) and not be limited to a declarative

evaluation of what they can or cannot do. They agree that using the skills map as a benchmark for this logic on a regular basis during training activities should allow them to better understand the process and gradually come to understand it. If it is only referred to during formal assessments, the skills map can seem to come out of nowhere. We can conclude that, on one hand, there is a need to organise a time for appropriating the approach of the graduated reference framework for skills and indicators by the teaching team beforehand and, on the other hand, a need to include an initial activity for appropri-ating the approach, the skills map and its descriptors by the learner in the training process. The map will thus then make sense for the beneficiaries and be an integral part of the training.


21

since they can have several functions and be used at different times in the training and evaluation process.

III.4.1Informationanddata-collectiontoolsrequiredforevaluationandassessment

The practical assessment guide for professionals

This can be used at the various stages of the evaluation, by the professionals (adviser, trainer) who are required to conduct assessment interviews with people.

It is a collection of concrete examples of questions that can be asked in turn, in the order deemed relevant by the professional. Depending on the answers given by the beneficiary and the degree of precision, the professional can assess the skills based on the level of the relevant skill axis, in rela-tion to the descriptors.

In addition to questioning, other techniques are also cited and illustrated, such as, for example, sim-ulation, the use of authentic documents or photo-language.

The professional who performs an assessment can also directly record the responses on the "skills map" or the "skills scales”, or use the assessment grid for professionals, if they want to use a tool shared with their colleagues.

This “practical assessment guide” is presented in the project’s “Resources” section.

The assessment grid for professionals

This grid is intended exclusively for professionals – advisers, coordinators, trainers – involved in the skills assessment. Participants use it to note and record the evaluation elements, at different times, and to provide personalised follow-ups to the beneficiary. It is also used as a tool for communication between professionals.

Table5 : Assessment grid (Excel file in “Resources” )


22

For example, below, a grid completed during the pre-assessment on the "Building one’s professional project" axis, as part of the experiment conducted by FOREM.

Table 6: Completed assessment grid (Excel file in “Resources” )

EXPLANATORY NOTEThis tool is presented in the form of an EXCEL file with one skill per sheet/tab. Each sheet shows the skills levels vertically (one colour = one degree) and the defined assessment periods horizontally.After or during the interview – based on the assessment questions and activities – the participant completes, in the “TIME” column (Before, Start, End of training, etc.), the two columns:- “Assessment” (with a drop-down menu: yes/no/partial/not covered) and the “name of the

professional evaluator”,- “Declared by the person". The last sheet of the file presents the results in each skill area evaluated and explains the principle followed for the completion of this summary, which is used to position the skills acquired by the person in each skill area. The complete tool is available in the project’s “Resources”. It includes a recommendations tab to be completed.


23

III.4.2.Toolsforrepresentingandvisualisingtheassessment

THE SKILLS MAP

“The skills map” is the circular version of the reference.

As a visual support for the approach using axes and skill levels, it is the common reference tool for all stakeholders: adviser, trainer, beneficiary, during the training course.

Within the framework of the evaluation stages, with a view to the assessment described above, this tool will be used individually, to capitalise on the results of the evaluations by assessing based on the circles for each of the skills axes worked on. It allows the beneficiaries, at key moments of the training, to identify what they have acquired, to measure the gaps between the skills required for the targeted/desired project and the skills assessed and to visualise their progress from one stage to another. It will be used to perceive the progress objectives to be achieved within the framework of the training and to adjust and personalise them throughout the course. The assessment is therefore materialised in a visual representation of all the skills assessed and their four respective grades. These four grades correspond, in essence, to the following 4 skill levels: I am "not very competent", "fairly competent", "competent" and "very competent". We visually represent the assessment of the skill level assessed for each skill, as shown in the map below (map 3: Assessment example)

The map also has other functions and can be used in various ways throughout the process, with training and assessment stages overlapping. Thus, it serves as a repository, a self-assessment tool, an assessment tool, a self-assessment tool at the end of each educational sequence, a tool for re-flection, etc.

Map3 : Example of assessment based on the map as part of the COOSS testing

Assessment Initial evaluation Final evaluation

Map4 (on the left): Comprehensive map with skills axes and descriptors of the mastery levels

The complete “skills map” with all its level descriptors can be downloaded in A3 format in the pro-ject’s “Resources” section. A “to be completed” version, without the descriptors, is also available in

3. Travailler en groupe et en équipe2. Organiser son activité

4. Verbaliser ses compétences

1. Construire son projet, son parcours professionnel

5. Interagir à l’oral

6. Prendre en compteles codes socio-culturels

7. Interagir à l’écrit8. Utiliser les ressources numériques

9. Mobiliser ses compétencesmathématiques

10. Respecter les consignes

et les règlements


24

PÔLE

ORGANISATIONNEL

PÔLE

TECHNIQUE

PÔLE

COMMUNICATIONNEL

Mobiliser ses compétences mathématiques

Utilise

r les r

essource

s

numériques

Resp

ecte

r le

s co

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nes

et le

s rè

glem

ents

Cons

trui

re s

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roje

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son

parc

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Organiser so

n activité

Travailler en groupe et en équipe

Interagir à l’é

crit

Pren

dre

en c

ompt

e le

s co

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soci

o-cu

ltur

els

Inte

ragi

r à

l’ora

l

Verbaliser s

es compétences

Varie les raisonnements suivant les situations rencontrées

Choisit les opérations et les raisonnements pour résoudre des

situations courantes

Applique les opérations et les mesures dans des situations liées à son

environnement proche

Effectue des calculs simples liés à des situations

récurrentes

Personnalise

les re

ssource

s numériq

ues au

service de sa

situatio

n et

de ses b

esoins

Utilise ré

gulièrement le

s

ressource

s numériq

ues en

fonction du co

ntexte

Utilise des fo

nctions d

e

base de quelques outils

numériques, a

vec

ou sans a

ideRéalise

des tâches

élémentaires a

vec

un outil numériq

ue connu

Assu

re e

t con

trôl

e l’a

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Adapte et form

alise le

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Met en place

des démarch

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à la ré

alisatio

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de son projet

Identifie

les resso

urces

nécessaire

s

pour son projet

professionnel

Contribue au travail collectif en variant sa place et son rôle.

Sait tenir le rôle de médiateur

Fait des propositions et les négocie si nécessaire

Participe au travail collectif et collabore avec les autres

Identifie les personnes

et leur(s) rôle(s) au sein

du groupe

Gère et traite

des textes c

omplexes

et varié

s. Produit d

es écri

ts élaborés

Utilise la

plupart des é

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nécessaire

s à so

n activit

é. Rédige

des documents

relatifs à so

n activit

é

et à so

n contexte professi

onnel

Identifie les in

formatio

ns

utiles d

ans des te

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de son enviro

nnement.

Ecrit des te

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courts lié

s à so

n activité

Identifie

les

éléments

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très c

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Ecrit quelques m

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relatifs à so

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Adap

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elon son in

tention et

l’interlo

cuteur

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et ses c

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rée, chronologique,

dans des s

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Sources du Référentiel MOVE-EU :Projet RECTEC : « REconnaissance des Compétences Transversales pour l’Employabilité et les Certifications », projet porté par le GIP FCIP de l’Académie de Versailles (France) http://rectec.ac-versailles.fr/et le Dispositif régional « Avenir Jeunes » - Région Île de France https://www.defi-metiers.fr/sites/default/files/users/229/guide_evaluer_pour_se_former.pdf

Full map with axes and descriptors (downloadable in A3 and A4 format in the “Resources” section)


25

A3 format in the “Resources” section.

During testing, the CIEP used the “skills map” during the initial assessment. During a group activity, participants were invited to learn about the skills axes they worked on. On the basis of questions asked by the trainer and the research of concrete and factual examples by the participants, they self-assessed the different axes. By listening to the information expressed by the participants, based on the criteria and indicators of the different axes, the trainer adjusted the assessment of each per-son on the circles of the different axes.

Map 5: Initial assessment of A during the CIEP experiment (by combining the trainer's assessment and the learner's self-assessment) and final assessment.

The skills map below was used by the trainer during the pre-assessment and the initial assessment, as well as during the final assessment. The level of knowledge acquired at the start of training is highlighted in green on the skill axis, and the level of knowledge acquired in the final assessment, in orange, on the same axis.To facilitate reading, here is the transcription of the handwritten notes appearing on the skills map:

Axis4–Verbalisingone’sskills: “States his/her professional experience”, “Partially describes his/her experience”.Axis5–Interactingorally: “Communicates face-to-face and answers

questions”, “Partially communicates on familiar subjects”, “Partially interacts based on needs”.Axis7–Interactingorally: “Recognises documents”, “Understands certain documents”.Axis1–Buildingone’sprofessionalproject: “Cites the jobs he/she can do”, “Knows about working in Belgium”.

At the FOREM, the advisor in charge of the pre-as-sessment suggested that it would be useful to have a document that formalises the outcome of the in-terview for the beneficiary. The use of the map from this stage would be recommended, so as to encour-age the appropriation of the approach from the start of the process. In the context of the initial assess-ment, the map-based representation has not been used in the FOREM testing15 and has made way for an alternative proposal: skills scales.

15 See the “testing file”: Experiment 1: The Belgian FOREM (Wallonia)


26

SKILLS SCALES

The map-based representation seemed difficult to understand for some professionals and not very readable for (some) migrants. A scale-based representation was designed in the context of the MOVE-EU workshops and tested by the FOREM partner (below). This document can be downloaded from the “Resources” section.

Diagram4 : The MOVE-EU reference in the form of scales

Gives one or more professional ideas

Identifies relevant information in simple texts in his/her

environment. Writes short informative texts concerning his/

her professional environment.

Compares his/her experiences with local constraints and

opportunities

Defines and explains a realistic project

Plans actions to carry out his/her project

1. BUILDING ONE'S PROFESSIONAL PROJECT/

CAREER

Identifies the elements that structure the organisation of

the activity planned

Applies the organisational methods planned for his/her

activity

Adapts his/her organisational methods to the requirements

of a given situation

Plans and organises his/her short- and medium-term

activity

2. ORGANISING ONE’S ACTIVITY

Partially talks about his/her career in response to

questions

Describes useful experiences and lessons and places them

in time

Uses most of the written texts necessary for his/her

activity. Writes documents about

his/her activity and his/her context

Adapts the ways of presenting his/her

experience according to his/her intention and the person

he/she is speaking to

4. VERBALISING ONE’S SKILLS

Communicates a little in a face-to-face conversation

Talks about and refers to familiar topics in

interactions

Adapts his/her way of communicating to the

purpose of the interactions

5. INTERACTING VERBALLY

Identifies the key elements of a very short, informative written text. Writes a few words concerning his/her

professional situation

Describes his/her experience and skills in

structured, chronological order, in varied situations

Manages and handles complex and varied texts. Produces elaborate texts

7. INTERACTING IN WRITING

Interacts according to his/her needs in varied

situations

Performs basic tasks with a known digital tool

Uses the basic functions of a few digital tools, with or

without help

Regularly uses digital resources based on the

context

Personalises the digital resources for his/her situations and needs

8. USING DIGITAL RESOURCES

Identifies the people and their role(s) within the group

Takes part in group work and collaborates with others

Makes proposals and negotiates them if

necessary

Contributes to the group work by varying their place

and role, including as a mediator

3. WORKING IN A GROUP AND A TEAM

Identifies instructions and rules

Applies instructions and rules

Incorporates instructions and procedures in his/her

activity

Follows and checks the application of instructions

and procedures

10. FOLLOWING INSTRUCTIONS AND RULES

Identifies the basic codes of his/her surrounding

environment

Applies conventions in his/her usual environment

Follows the codes of behaviour expected in varied

situations

Adapts how he/she acts in unforeseen, simple or

complex situations

6. TAKING SOCIAL AND CULTURAL CODES INTO

ACCOUNT

Performs simple calculations involved in

recurring situations

Applies operations and takes measures in

situations relating to his/her surrounding environment

Chooses operations and reasoning to resolve common situations

Varies reasoning depending on the situation

encountered

9. USING ONE’S MATHS SKILLS


27

Diagram5: the skills scales as a tool for visualising the initial, intermediate and final assessment for M, used in the FOREM testing.

Assessment Initial evaluation Intermediate evaluation Final evaluation

Gives one or more professional ideas

Identifies relevant information in simple texts in his/her

environment. Writes short informative texts concerning his/

her professional environment.

Compares his/her experiences with local constraints and

opportunities

Defines and explains a realistic project

Plans actions to carry out his/her project

1. BUILDING ONE'S PROFESSIONAL PROJECT/

CAREER

Identifies the elements that structure the organisation of

the activity planned

Applies the organisational methods planned for his/her

activity

Adapts his/her organisational methods to the requirements

of a given situation

Plans and organises his/her short- and medium-term

activity

2. ORGANISING ONE’S ACTIVITY

Partially talks about his/her career in response to

questions

Describes useful experiences and lessons and places them

in time

Uses most of the written texts necessary for his/her

activity. Writes documents about

his/her activity and his/her context

Adapts the ways of presenting his/her

experience according to his/her intention and the person

he/she is speaking to

4. VERBALISING ONE’S SKILLS

Communicates a little in a face to face conversation

Talks about and refers to familiar topics in

interactions

Adapts his/her way of communicating to the

purpose of the interactions

5. INTERACTING VERBALLY

Identifies the key elements of a very short, informative written text. Writes a few words concerning his/her

professional situation

Describes his/her experience and skills in

structured, chronological order, in varied situations

Manages and handles complex and varied texts. Produces elaborate texts

7. INTERACTING IN WRITING

Interacts according to his/her needs in varied

situations


28

IV. DEVELOPING THE SKILLS REQUIRED FOR PROFESSIONAL INTEGRATION

IV. 1 METHODOLOGY FOR DESIGNING EXPERIMENTAL TRAINING ENGINEERING

Several types of training engineering can be developed from the reference, depending on the degree of clarity of the professional project, the degree of mastery of oral and/or written communicative skills or the purpose of the path proposed to the migrant: getting oriented, recognising your skills, completing training, working, etc.In the context of the MOVE-EU project, the partners have created and tested three different types of training engineering, based on the “skills map” reference approach adopted in the project.The educational engineering developed has been designed in training “stages” – corresponding to the chronological markers (for example: Stage 1: 1–15 November 2018) and making it possible to structure the evolution of the skills development in line with the evaluation stage, thus feeding and reflecting the learning process.At each stage of the training, one or more skills axes are developed as a priority, while others will be present throughout the training as part of all the activities.The diagram below represents the global process for developing training engineering, which can be adapted to every situation. This process is clarified by examples 16 Thus axis 1 - “Building one’s professional project/career” and axis 4 “Verbalising one’s professional skills” are priorities in stage 1, axis 1 “Building one’s professional project/career” remains a priority in stage 2, while axis 2, “Or-ganising one’s activity”, is added, and so on.Axis 1 “Building one’s professional project/career” is the overwhelming priority axis of the testing given as an example. Therefore, it will be present at all stages.

Diagram6 : The development of the training engineering in line with the assessment stages

4

Elements of training engineering

Skills axes at the service of the priority axis/axes

WELCOME Individual interview TRAINING engineering based on the assessment stage

ASSESSMENT STAGE 1 ASSESSMENT STAGE 2 ASSESSMENT STAGE 3

Choice of skills axes to be assessed before the training, if pre-assessment occurs

FINAL ASSESSMENT

INITIAL INDIVIDUAL ASSESSMENT

TRAINING PERIOD

INTERMEDIATE ASSESSMENT(S)

TRAINING STAGE 1(chronological markers)• General aims of the stage• Specific objectives

Start of the training End of training



Priority skills for the stage Examples

no.1 – Building one’s professional project/path

no. 4 – Verbalising one’s skills

Priority skills of the stage Examples

no.1 – Building one’s professional project/path

no. 6 – Taking social and cultural codes into account

Priority skills of the stage Examplesno.1 – Building one’s

professional project/path no. 2: Organising one’s activity

(e.g. job search)no. 4 – Verbalising one’s skills

Definition of the individual priority objectives

Skills at the service of the priority axe(s)No. 3 – Working in a group and a team - no. 5 – Interacting orally – no. 7 – Interacting in writing – no. 8 – Using digital resources – no. 9 – Following instructions and rules


29

IV. 2 EDUCATIONAL ACTIVITIES AND PROGRESS LOGIC FOR THE “SKILLS MAP”

The themes developed as part of the training – for example, digital resources, job-search tools and techniques, the discovery of integration institutions, the discovery of the regional job market, trades found therein, the preparation of the placement (if the training engineering includes a placement) etc. – are the subject of educational activities with diverse performance environments, in several “stages” of engineering, which thus fulfils the progress logic induced by the “skills map” approach.

The iterative, spiral process of learning takes place through training stages and the implementa-tion of know-how in various contexts, allowing learners' skills to evolve towards greater autonomy, greater ease in communication and the management of new situations, with a view to concrete actions to be carried out. Thus, from one stage to the next, know-how, knowledge and behavioural know-how are broadened and consolidated and the objectives of skills development are explained, in terms of actions to be carried out and level of mastery to be achieved.16

Illustration of the progress logic reinforced by the “skills map” approach

The example below illustrates this process of constant back-and-forth between skills, the interac-tion with environments and the objectives to be achieved, favouring the development of regular inte-grated skills towards a higher level of mastery. It is taken from the FOREM’s testing, which included a company placement, in line with the priority skills axis of the training: “Building one’s professional project/career”. The aim of this placement was to confirm his/her professional project while dealing with the reality of the profession and the labour market in Wallonia. The example cited concerns an educational activity to prepare for the placement interview (stages 3 and 4 of the training engineer-ing)17. Several tasks were carried out, in an iterative logic, in a loop, prompting the learner to reflect on the development of his/her skills in relation to this objective:

Oral expression of the professional project (with the skills and experiences useful for the targeted trade, specifying the aptitudes and qualities that are useful and held by the learner);

Discover what characterises a job/internship interview and how to prepare for it with an employment advisor from Carrefour Emploi Formation et Orientation of the FOREM18;

Simulation of a job interview filmed with another advisor from the CEFO18, who is unknown to the learners;

Viewing and discussing the videos with the FLE trainer;Finalisation of the CV and cover letter for the host company;Preparation of questions that could be asked by the placement supervisor/tutor during the

placement interview;Preparation of questions to ask the company at the end of the interview: “What information do I

need before beginning the placement which I didn’t find out during the interview? ";Simulation of the interview with the FLE trainer;Interview in a company with the placement manager and the FLE trainer. Definition of the

placement’s objectives and activities. Signing of the placement contract;Evaluation of the placement: Oral and written description of the activities carried out during the

placement and the skills acquired/still to be acquired;Confirmation (or not) of the professional plan and creation of an action plan following the

placement and its evaluation.

16 Experiment I, the FOREM: October 2018 – February 2019 – 190h + 80h company placement (15h/week)17 See the Experiment I “Experiment journal”, the FOREM pp. 16–17 for the engineering detail.18 CEFO: Carrefour Emploi Formation Orientation – Wallonia (Belgium)


30

Diagram 9 illustrates the iterative "loop" logic of the learning described in the example above, which make it possible to integrate the necessary skill levels.

Diagram7:“Spiral” learning logic favoured by the “skills map»” approach

IV.3 EXPERIMENTS CARRIED OUT AS PART OF THE MOVE-EU PROJECTIV.3.1 General presentation

Table 7 : Summary presentation of the experiments

I present my professional project orally to the group, then to the advisor (person external to the

training) by integrating my skills and useful experiences

I arrive at the company for the placement interview

I ask questions at the end of the interview

I specify the skills and qualities required for my professional project

I finalise the preparation for my interview with the host companyI finalise my written supports: CV

and cover letter

I query the professional environment (orally and in writing):

information about the trades and on the practical terms of the placement

I prepare a face-to-face interview with the employer (placement entry interview) + role play (repetitions of

this interview)

FOREM CIEP COOS

Title

of

the

trai

ning

FLE & key skills for the job

FLE & key skills for pro-fessional training19

Introduction to the socio-professional

integration path

Completing his/her professional project in

the Marches region

Audi

ence

Num

ber o

f pa

rtic

ipan

ts

New arrivals20

6

New arrivals20 and migrants

6

New arrivals and migrants

10

New arrivals and political asylum-

seekers, as part of the COOSS cooperative

project (Les Marches)

28

19 Second experiment carried out by the FOREM in the second half of 201920 New arrivals: people from outside the EU who have been living in Wallonia for less than 3 years, with refugee status, asylum-seekers (valid registration

certificate) with a work permit, beneficiaries of subsidiary protection with a work permit, and people who have obtained a right of residence on the basis of family reunification with a third-country national and work permit C.


31

IV.3.2Trainingengineeringdevelopedduringtheexperiments

The tables presented below show how the stages have been sequenced in the MOVE-EU experiment training engineering, in order to give priority to certain skills areas and to organise all of the educa-tional activities that encourage the development of this/these priority skill(s) in order to achieve the desired level of mastery. The other skills are also worked on throughout the training course; they are developed in support of the development of priority skills.

EXPERIMENTS CARRIED OUT BY THE FOREM

As has already been mentioned in this guide, the priority skill for the first experiments by the FOREM was “Building one's professional project/career”. However, all of the skills axes were worked on in the training, with the exception of axis 9, "Using one’s maths skills", which was not relevant in the context of this training, which was focused on the construction of the project and professional ca-reer. The specificity of this training consisted of integrating a two-week internship in a company to validate the chosen trade and to deal with the professional reality, then to take stock of the skills necessary for carrying out this trade. Below is the training engineering developed in the context of this testing.

Trai

ning

in

clud

ed

in a

noth

er

mod

ule

No No Yes Yes

Trai

ning

du

ratio

n

190h + 80h company placement

190h 24h 33h

Prio

rity

of th

e pa

th

Building one’s career project

Preparing to enter and pursue professional

training in the building

Understanding the work system

Building one's professional project/career in the specific

host territory

(The Marches region).

Perio

d

4 months

October 2018–February 2019

3.5 months

July–October 2019

3 weeks

February 2019

3 weeks

March 2019

Spec

ifics

of t

he e

xper

imen

t

Performance of a two-week placement in a

company

Partnership with the professional training in the jobs of mason,

form-worker and surface technician.

Visit to, and discovery day in, the training

centre

Training integrated into a training approach that

is already ongoing

Permanent education sector.

Integration of training in general integration

classes

Focus on sectors and jobs specific to the

Marches region

Permanent access


32

Table 8: Training engineering developed by the FOREM (training: 190h – Placement: 80h)

The FOREM conducted a second experiment, entitled "FLE & key skills for access to vocational train-ing in the construction and cleaning sectors". The priority development axes for this training were more numerous and diversified in the three skill areas. A summary of the prerequisites for entry into FLE and key skills and business training (i.e. the level targeted at the end of FLE training) is presented below (page 34).

Global objective

Defining one's professional project/career and developing the transversal skills required for a job search

Trai

ning

sta

ges

Stage 1: 46h

Professional project

Stage 2: 40h

Realistic professional pro-ject

Stage 3: 42h

Realistic professional pro-ject and work placement

Stage 4: 30h

Placement preparation

Stage 5: 80h

Work placement

Stage 6: 32h

Assessment and action plan

GEN

ERAL

OBJ

ECTI

VES

Assessingone’sskills

Discover the professions for their project

Identifytheaspectstobeconsidered for their career objectives

Openthepathwaysforthecareer objectives

Dealingwiththerealitiesofthe job market

Compare their career objectives with the local situation

Formalise their internship project

Present their project and prepare their internship

Prepareforsuccessintheirinternship

Usingoralandwrittenskillsforone’sproject

Experienceaworksettingandmobilise their oral and written skills

Reviewingtheplacementandone’sskills

Make a plan and take action

Prio

rity

skill

s ax

es

Building one's professional project/career( 1)Verbalising one’s skills (4)


Building one's professional project/career( 1)Organising their activity (2)

Building one's professional project/career( 1)Verbalising one’s skills (4)Taking social and cultural codes into account (6)

Building one's professional project/career( 1)Taking social and cultural codes into account (6)

Building one's professional project/career( 1)Organising their activity (2)Verbalising one’s skills (4)

Skill

s ax

es a

t the

ser

vice

of t

he p

riorit

y sk

ill(s

)

Working in a group or team (3)Interacting orally (5)

Interacting in writing (7)Using digital resources (8)

Following instructions and rules (10)


33

Global objective

Defining one's professional project/career and developing the transversal skills required for a job search

Trai

ning

sta

ges

Stage 1: 46h

Professional project

Stage 2: 40h

Realistic professional pro-ject

Stage 3: 42h

Realistic professional pro-ject and work placement

Stage 4: 30h

Placement preparation

Stage 5: 80h

Work placement

Stage 6: 32h

Assessment and action plan

GEN

ERAL

OBJ

ECTI

VES

Assessingone’sskills

Discover the professions for their project

Identifytheaspectstobeconsidered for their career objectives

Openthepathwaysforthecareer objectives

Dealingwiththerealitiesofthe job market

Compare their career objectives with the local situation

Formalise their internship project

Present their project and prepare their internship

Prepareforsuccessintheirinternship

Usingoralandwrittenskillsforone’sproject

Experienceaworksettingandmobilise their oral and written skills

Reviewingtheplacementandone’sskills

Make a plan and take action

Prio

rity

skill

s ax

es



Building one's professional project/career( 1)Organising their activity (2)

Building one's professional project/career( 1)Verbalising one’s skills (4)Taking social and cultural codes into account (6)

Building one's professional project/career( 1)Taking social and cultural codes into account (6)

Building one's professional project/career( 1)Organising their activity (2)Verbalising one’s skills (4)

Skill

s ax

es a

t the

ser

vice

of t

he p

riorit

y sk

ill(s

)

Working in a group or team (3)Interacting orally (5)

Interacting in writing (7)Using digital resources (8)

Following instructions and rules (10)


34

Table 9: Prerequisites for access to FLE training, depending on the levels targeted at the end of training and necessary for entry into professional/trade training

Minimum prerequisite for access to training

“FLE & key skills”

Target level for access to professional training in the construction and cleaning

sectors

1“Building)Validatingone’scareer project

Level 1Having a plan in the pro-

fessional construction and cleaning sector

Level 2 acquired

2 Organising one’s activities

Level 1Showing structural ele-

ments in the organisation of an activity

Level 2 acquired

3Workinginagroupandateam

Level 1Having already worked in a

team or experienced a group situation

Level 2 acquired

4Verbalising one’s skills for one’s professional project

Lev. 1 acquired/2 partial Level 3 partial

5Interacting verbally in a professional context

Lev. 1 acquired/2 partial Level 2 acquired

6Taking social and cultural codes into account in a professional context

Level 1 partial Level 2 acquired

7

Interactinginwritinginaprofessionalcontext • Writing•Reading/understanding

Level 1Level 2 partial

Level 1Level 3 partial

8 Using digital resources Lev. 1 acquired/2 partial Level 2 acquired

9 Usingone’smathsskills Lev. 2 partial Level 3 acquired

10Followinginstructionsandrules Lev. 1 acquired/2 partial Level 3 acquired

The priority skills axes are shown in green; the others are developed in order to acquire the level of mastery targeted in the priority skills. The definition of the prerequisite levels for each skill takes into account not only the level of mastery targeted, but also the duration of the training and therefore the realistic and achievable aspect of achieving these objectives.


35

TESTING CARRIED OUT BY THE CIEP21 19

A second example of short training engineering is presented below. This is a 24-hour module devel-oped by the CIEP, a Belgian association responsible for implementing social citizen actions for “new arrivals” in Belgium.

Table 10 : Training engineering developed by CIEP.

Global objective Introduction to the socio-professional integration path

Trai

ning

st

ages

Stage 1 : 3h

Evidence of his/her skills

Stage 2: 6h

Identification of the trades for the project

Stage 3: 12h

Discovery of the institutions useful for a

job search

Stage 4: 3 h

Professional orientation

GEN

ERAL

OBJ

ECTI

VES

BuildingonexperiencesStatingone’sskills,know-how,knowledgeRankingskills

Exploringsectorsandtrades to increase possibilities Identifyingsectorsandtrades in line with skills

IdentifyingandreadingkeydocumentsfromfourinstitutionsthatareusefulforjobsearchesUnderstandinganddifferentiatingthe operation of institutionsMeetingagentsfromaninstitution

Explainandspecify 1to3targetedprofessionsChoosinganinstitutionandidentifyingappropriate contacts Planningtheapproachesrequired

Prio

rity

skill

s ax

es

1. Verbalising one’s skills (4)

1. Interacting orally (5) 1. Interacting in writing (4)

1. Building their project/professional career (1)

Skill

s ax

es a

t the

ser

vice

of

the

prio

rity

skill

(s)

Building their project/professional career (1)

Working in a group or team (3)

Interacting orally (5)

Taking social and cultural codes into account (6)

The sequencing of the engineering favours the development of oral interaction skills, starting with the verbalisation of experiences and relating them to the skills in the reference. Written interaction skills develop thanks to the understanding of the documents related to the four flagship institutions that can support these people in their job search at the end of this module. Finally, the last phase uses the oral and written skills developed previously to assess each trainee on the "Building one’s professional project/career" skill axis.

21 The CIEP: Popular Information and Education Centre in the Hainaut Centre (Belgium, Wallonia)


36

Experiment carried out by COOSS22 20

The third batch of testing, which was also short term, was also carried out by the project’s Italian partner, the COOSS cooperative.

This is a 33-hour testing module, with 11 hours per week for 3 weeks, developed in the context of the “Italian language for new arrivals and political asylum-seekers” class, managed by COOSS in the Marches region of Italy.

Table 11 : Training engineering developed by COOSS.

22 COOS: Social Cooperative for the Marches region (Italy), which specifically manages services for the integration of asylum seekers and refugees.

Global objective Completing one's professional project in the Marches region

Trai

ning

sta

ges

Stage 1: 3h

Discovery of his/her skills

Stage 2: 10h

Discovery of the industrial areas and the different types of work in the territory

Stage 3: 5h

Discovery of seasonal work

Stage 4: 10h

How to write a CV and present yourself at a job interview

Stage 5h:

Professional orientation

GEN

ERAL

OBJ

ECTI

VES

BuildingonexperiencesStatingone’sskills, know-how, knowledge,Rankingskills

Describingthedifferentindustrialareas and their activitiesRole-playingafterstudyingthevocabularyandphrases to be usedtodiscussactivities

Illustratingthedifferent seasons inItalyandtheprofessional activities related to themRole-playingafterstudyingthevocabularyandphrases that are usefulincertainworkcontexts

WritingaCVadapted to the contextDescribingtheattitudesrequiredtosucceedinthejob interviewRole-playingafterstudyingthevocabularyand phrases that areusefulforpresentingoneselfduringajobinterview

Definingandexplaining1–3jobsamongthejobstargetedChoosinganinstitutionandidentifyingappropriate contacts Plan the approaches required

Prio

rity

skill

s ax

es

Verbalising one’s skills (4)

Interacting orally (5)Interacting in writ-ing (7)

Interacting orally (5)Interacting in writing (7)

Interacting orally (5)Interacting in writ-ing (7)

Building one’s professional project/career (1)

Skill

s ax

es a

t the

ser

vice

of t

he

prio

rity

skill

(s)

Building one’s professional project/career (1)

Organising their activity (2)


37

The main objective of the module was to determine a professional project and to target the so-cio-professional integration of applicants for political asylum in the regional territory.21222324

IV.3.3Theuseofthe“skillsmap”duringtraining

As previously mentioned in this guide23, the map is used as a visual support for the approach based on skills axes and levels. It is the common reference tool for all stakeholders (advisers, trainers, ben-eficiaries) during the training course.

It allows for self-assessment and the visual presentation of the individual mastery levels in each skill - that is, assessment at different points in the evaluation24. It also allows for an overview of knowledge and learning progress.

Finally, the “skills map” constitutes a tool for appropriating individual knowledge in each of the skills deemed useful for professional integration, both for the migrant and for the professionals around them and is therefore an important source of motivation.

The second visualisation and assessment tool presented in this guide – the “skills scales” – plays the same roles in its use.

23 See point 3.4.2. Tools for representing and visualising the assessment/the “skills map”, pp. 23–24 24 See diagram 2, in point 3.2. The three evaluation and assessment stages, p.17


38

V. THE TRAINING PATH TO PROFESSIONAL INTEGRATION

V.1 INTRODUCTIONThe skills map methodology is used to feed an orientation process for the target audiences. Logi-cally, it makes it possible to delineate the possible paths according to the requirements of a training system and access to the given job and the necessary increase in skills of the beneficiaries. In this respect, it provides the latter with benchmarks for constructing realistic and sustainable projects, according to the skill levels acquired throughout their journey.

In particular, within the framework of the MOVE-EU project, it is a question of assessing the skill levels of the target audience, either to clarify or define a professional project (see experiments) or to access training or go directly to job search. Assessing the skills axes and identifying those required by these three types of usage makes it possible to figure out the path to take and, specifically for the target audience, to calibrate the necessary and sufficient level of oral and written skills.

During the MOVE-EU project, this reflection on orientation naturally emerged in parallel with the skills evaluation and assessment process. This resulted in the development of potential standard routes, based on the profiles of the migrants encountered, in the form of a "flowchart".

To do this, the partners opted for an inductive method and analysed the profiles and specific paths of the beneficiaries participating in the three project experiments. Rather than using an enlarged panel of possible standard paths, the flowchart proposes a logic induced by the levels of skills ac-quired and to be acquired by the person, according to the targeted project and the devices specific to each country.

By relying on this skill progress approach, by level, and by giving structuring benchmarks in oral and written skills, the flowchart offers an alternative proposal to the linearity of the paths and/or to the loop circulation, which were the findings at the origin of the project. However, two major limits must be noted in order to assess the fair value of the final result of the flowchart.

Firstly, the experiments were carried out by three project partners and concerned two different coun-tries (Belgium: Wallonia region and Italy: The Marches region). The exploitable material in the ex-periments enabled the partners to build a flowchart mainly on the basis of the realities of Wallonia, in line with the Belgian experiments (FOREM and CIEP). Indeed, the absence of experimentation, or even the absence of relevant material for candidates' journeys, did not allow, within the framework of this project, the immediate establishment of standard pathways for all of the partner countries. However, the partners were able to sketch the link between the course logic of the MOVE-EU project and the reality of the training offer in each of the partner countries (see point 5.2.3 - Structure of the type of socio-professional integration operators and of the vocational training offer in effect in the regions of the project partners).

Secondly, the scope of the project did not allow consultation with the training and employment stakeholders25, by sector, in each of the territories. However, it should be carried out sooner or late, in order to refine and specify the respective skill levels targeted. The reference will thus constitute both the tool and the common language that allow this collaborative work between the various stakeholders in the integration of migrant candidates.

Finally, let us remember that, like the MOVE-EU project, the flow diagram relates to a projection of possible paths built on the basis of the ten skills of the MOVE-EU standard, namely the transversal skills considered essential for the professional integration of the migrant audience, including lan-guage learning. In this respect, it serves as a tool for beneficiaries and professionals in the context of professional orientation.

25 With the exception of the second experiment carried out by FOREM with business sectors at the very end of the project. However, the lack of feedback means comprehensive results or conclusions cannot be included. See point 4.3.2 Training engineering developed in the experiments, pp.32 - 34.

5


39

V. 2 TOOLSV.2.1 The flowchart

The flowchart presented is generic. It is built on the principle of the skill levels from the reference system and proposes a logic for the construction of possible pathways, through the creation of training modules and by showing the logical relationship which unites them.

The flowchart proposes an extrapolation of the role and the form of MOVE-EU for the parts of the course which could not be tested. The flowchart clearly shows the concept of modular training and thus proposes potential links/training modules, making it possible to develop skill levels on the axes concerned in a specific way, to access existing training and/or employment and to what these re-quire as skill levels on the different axes.

In this respect, an example of a professional training and professional French course (see Resourc-es, "Professional traing and professional French course") developed on French territory is enlight-ening to understand the logic at work in this part. The authors started from the observation that the linguistic training offered in the Ile-de-France territories is very varied and that the linguistic aspect is not well integrated into the training courses that target employment and qualification. The dia-gram illustrates how the development of linguistic skills, when associated with the construction of a pathway, can be deployed through local actions, towards qualification and/or employment, in order to give meaning to learning, highlight development skills and motivate beneficiaries.26

Point 5.2.2 (page 44) presents a summary table of the skill levels in relation to the course.

26 Professional training and professional French courses, France, Co-Alternatives with the support of the Ile-de France region.


40

Flowchart explanation and legend:

The MOVE-EU flowchart shown in the page below is deployed from left to right in two sections.

1. Its input is the assessment on the skills axis: “Building one’s professional project/career” (axis 1). This axis was imposed with regard to the objectives of the project, the majority needs of the target audiences identified by the partners and in the context of the three experiments. It ends with access to employment.

In the first section (on the left);

– If the professional project is to be built (assessment at levels 1 or 2: trans-versal skills development modules (including the language of the host coun-try) can be developed in different contexts and adapted to the needs of audience.

X For example (blue boxes) the modules tested in MOVE-EU

– At the end of these modules, depending on the training objectives, people have clarified their professional project or not.

X For example, in the context of two of the modules tested (FOREM and COOSS), people have generally been able to clarify their professional project and are assessed at, at least, level three of this skill axis. At the same time, they have progressed in the other skills axes studied in these respective modules. 1

– once people reach level three, the partners considered that they were able to continue their jour-ney and reach their goal (Professional Project OK).

In the second section (on the right):

– Starting from assessment 3 or 4 on axis 1, there are avenues towards support for employment devices that the partners have chosen to distinguish and group into three types of device (based on the realities of the countries):Job searchProfessional or vocational training, with or without a certificationSkills validation

– To switch to one of these devices, depending on the person's project, it is necessary to know the levels required by the latter (consultation between stakeholders in a territory is necessary on the basis of the reference system). The course choices will be set out according to the positioning of the people at the end of the training and those targeted at the entry into the targeted device (see table point 5.2.2.).

X For example, for two of them (job search and professional or vocational training, with or with-out a certification), the partners have defined the skill levels required in certain priority skill axes in very general terms and in light of the audience targeted. It is in this context that con-sultation with local stakeholders should be extended.X For people who have not acquired these levels, there are potential "MOVE-EU" modules that

allow them to work and develop skills in French and those identified according to the targeted sectors/trades.

Finally, these stages of the journey are illustrated by examples of situations of people who participated in the experiments, for which trajectories could be set out (table on pages 42–43).


41

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42

Examples of situations and paths

TOWARDS THE JOB SEARCH PATH RECOMMENDED (OR TAKEN) Current situation (January 2020)

Situation of Abdullah (23 years old – Iraq)Professional project: Clothing seller in a specialist store

MOVE-EU training followed:“FLE & key skills for the job/training” with a 15-day placement at the FOREM.

Additional training is not essential for Abdullah to help him in his job search, but we could offer it to him. The most appropriate step in his career would be a placement in the working environment (internship or company training), with the possibility of practising the language orally and a few hours of refresher training in maths. This step would allow him to improve his level of mastery in the following skills axes:Interacting orally (5) Verbalising one’s skills (4)

Organising one’s activity (2)Using one’s maths skills (9) -> level to be assessed or developed

Levels at the end of MOVE-EU training:Interacting orally: 3 partialVerbalising one’s skills: 3 partialOrganising one’s activity: not assessedUsing one’s maths skills: not assessed.

Abdullah found a job as a salesperson in a mass retailer.

Zuhair’s situation (38 years old – Iraq)Professional project: Order picker


Additional training would be required to help Zuhair find a job as an order picker. They would need to further improve their oral skills and develop their job search skills. The ideal training module should therefore develop their skills in the following areas:Organising one’s activity (2)Verbalising one’s skills (4)

Interacting orally (5)Using digital resources (8)Levels at the end of MOVE-EU training:Organising one’s activity: not assessedVerbalising one’s skills: 3 partialInteracting orally: 3 partialUsing digital resources: 2 partial

Zuhair is currently looking for a job, but no longer wants to take training in French.

TOWARDS JOB TRAINING (with or without a certification)

PATH RECOMMENDED (OR TAKEN) Current situation

Situation of Mirly (39 years old – Venezuela)Professional project:Administrative employeeTravel agent


Mirly did not want to start training as a travel agent, especially since she did not have the equivalent of the second-level diploma that she was asked for (CESS in Belgium). A holder of 2 Masters in Venezuela, she has not yet applied for equivalence, due to the lack of all the necessary documents. To advance in her career, Mirly wanted to train as an administrative employee, but her mastery of written French was not yet sufficient. However, she was able to participate in a training module in the "Educational Training Com-pany" (EEP – 3 months – FOREM), through a distance training proposal in written French. The EEP training will end with a four-week placement in a company, in January 2020.

Skills axes for improvement:

Interacting in writing (7)Interacting orally (5) (pronunciation)

Levels at the end of MOVE-EU training:Interacting in writing: 3 partialInteracting orally: 4 partial

Mirly is currently on a four-week placement as an administrative employee in a social welfare organisation.

Maïmouna’s situation (39 years old – Guinea)Professional project: Personal assistance sector:Early childhood assistant Family assistance

MOVE-EU training followed:“FLE & key skills for the job/training” with a 14-day placement at the FOREM..

Additional training is required to help Maïmouna with their training project with a certification. The most suitable proposal for their path to employ-ment would be preparatory training for access to job training, focused on written interactions and the use of maths skills. This step would allow him to improve his level of mastery in the following skills axes:

Interacting in writing (n°7) >>> mainly writingUsing one’s maths skills (9) >>> mastery levels to be acquired

Building one’s professional project/career (no. 1) >>> specify the professional project and thus the qualifying training

(with certification).

Levels at the end of MOVE-EU training:Interacting in writing: 3 basic. (Drafting difficult).Using one’s maths skills: not assessedBuilding one's professional project/career: 4 basic

Maïmouna found a job (social contract) in the cleaning sector in a crèche/care centre for children.

Isabel’s situation (37 years old – Angola)Professional project: Surface technician (Isabel has "asylum seeker" status and not “refugee”)

MOVE-EU training followed: “FLE & key skills for qualifying training (job)”, in collaboration with a skills centre in the construction sector (Construform). FOREM

Isabel did not conduct a job search following her qualifying training as a surface technician, because she was hired by the cleaning company where she completed her placement at the end of the training course.If she had to do job searches or if she needs to do any in the future, she would certainly need to improve her skills in the following areas:

Organising one’s activity (2)Taking social and cultural codes into account (6)Using digital resources (8)

Levels at the end of MOVE-EU training:Levels not assessed

Isabel has been employed on a part-time basis by the cleaning company where she completed her placement in late 2019.


43

Examples of situations and paths

TOWARDS THE JOB SEARCH PATH RECOMMENDED (OR TAKEN) Current situation (January 2020)

Situation of Abdullah (23 years old – Iraq)Professional project: Clothing seller in a specialist store


Additional training is not essential for Abdullah to help him in his job search, but we could offer it to him. The most appropriate step in his career would be a placement in the working environment (internship or company training), with the possibility of practising the language orally and a few hours of refresher training in maths. This step would allow him to improve his level of mastery in the following skills axes:Interacting orally (5) Verbalising one’s skills (4)

Organising one’s activity (2)Using one’s maths skills (9) -> level to be assessed or developed

Levels at the end of MOVE-EU training:Interacting orally: 3 partialVerbalising one’s skills: 3 partialOrganising one’s activity: not assessedUsing one’s maths skills: not assessed.

Abdullah found a job as a salesperson in a mass retailer.

Zuhair’s situation (38 years old – Iraq)Professional project: Order picker


Additional training would be required to help Zuhair find a job as an order picker. They would need to further improve their oral skills and develop their job search skills. The ideal training module should therefore develop their skills in the following areas:Organising one’s activity (2)Verbalising one’s skills (4)

Interacting orally (5)Using digital resources (8)Levels at the end of MOVE-EU training:Organising one’s activity: not assessedVerbalising one’s skills: 3 partialInteracting orally: 3 partialUsing digital resources: 2 partial

Zuhair is currently looking for a job, but no longer wants to take training in French.

TOWARDS JOB TRAINING (with or without a certification)

PATH RECOMMENDED (OR TAKEN) Current situation

Situation of Mirly (39 years old – Venezuela)Professional project:Administrative employeeTravel agent


Mirly did not want to start training as a travel agent, especially since she did not have the equivalent of the second-level diploma that she was asked for (CESS in Belgium). A holder of 2 Masters in Venezuela, she has not yet applied for equivalence, due to the lack of all the necessary documents. To advance in her career, Mirly wanted to train as an administrative employee, but her mastery of written French was not yet sufficient. However, she was able to participate in a training module in the "Educational Training Com-pany" (EEP – 3 months – FOREM), through a distance training proposal in written French. The EEP training will end with a four-week placement in a company, in January 2020.

Skills axes for improvement:

Interacting in writing (7)Interacting orally (5) (pronunciation)

Levels at the end of MOVE-EU training:Interacting in writing: 3 partialInteracting orally: 4 partial

Mirly is currently on a four-week placement as an administrative employee in a social welfare organisation.

Maïmouna’s situation (39 years old – Guinea)Professional project: Personal assistance sector:Early childhood assistant Family assistance

MOVE-EU training followed:“FLE & key skills for the job/training” with a 14-day placement at the FOREM..

Additional training is required to help Maïmouna with their training project with a certification. The most suitable proposal for their path to employ-ment would be preparatory training for access to job training, focused on written interactions and the use of maths skills. This step would allow him to improve his level of mastery in the following skills axes:

Interacting in writing (n°7) >>> mainly writingUsing one’s maths skills (9) >>> mastery levels to be acquired

Building one’s professional project/career (no. 1) >>> specify the professional project and thus the qualifying training

(with certification).

Levels at the end of MOVE-EU training:Interacting in writing: 3 basic. (Drafting difficult).Using one’s maths skills: not assessedBuilding one's professional project/career: 4 basic

Maïmouna found a job (social contract) in the cleaning sector in a crèche/care centre for children.

Isabel’s situation (37 years old – Angola)Professional project: Surface technician (Isabel has "asylum seeker" status and not “refugee”)

MOVE-EU training followed: “FLE & key skills for qualifying training (job)”, in collaboration with a skills centre in the construction sector (Construform). FOREM

Isabel did not conduct a job search following her qualifying training as a surface technician, because she was hired by the cleaning company where she completed her placement at the end of the training course.If she had to do job searches or if she needs to do any in the future, she would certainly need to improve her skills in the following areas:

Organising one’s activity (2)Taking social and cultural codes into account (6)Using digital resources (8)

Levels at the end of MOVE-EU training:Levels not assessed

Isabel has been employed on a part-time basis by the cleaning company where she completed her placement in late 2019.


44

V.2.2Thesummarytablefortheskillslevels

As part of the construction of the course, it is essential to assess the skills acquired and know the levels required by the target project. This table makes it possible to note these levels acquired in training and those expected by the targeted training/project, that is, the access thresholds for the relevant device.

Table 12 : Summary of the skills levels

SKILLS AXES

TRAINING ACTION

LEVELS REQUIRED BY THE PROJECT TARGETED

Pre-

requ

isite

Initi

al a

sses

s-m

ent

Fina

l as

sess

men

t

1 Building one’s profes-sional project/career

2 Organising one’s activity

3 Working in a team

4 Verbalising one’s skills

5 Interacting verbally

6 Taking social and cultural codes into account

7 Interacting in writing

8 Using digital resources

9 Math skills

10 Following instructions and rules

In the logic of a path, as shown in the flowchart, the table can also present the succession of stag-es for the targeted project (access to employment, to qualifying training) and the succession of skill levels necessary for each stage. In this configuration, the targeted project is the final step, for example employment, and the table is used to display the transversal skills of the MOVE-EU refer-ence and the level of mastery required for the targeted job. One of the preliminary steps can be job training which, in addition to technical skills, will address the transversal skills identified for doing the job. The objective of this job training will be to bring the person as close as possible to the level of transversal skills expected for doing the job. The logic can be continued with a MOVE-EU module which will bring the person to the level of vocational training or employment, like that illustrated in the flowchart. This career logic requires the cooperation of stakeholders at the various stages.

In fact, FOREM, in the context of a second experiment, worked with business trainers to identify transversal skills from the MOVE-EU standard that were deemed important for the proper follow-up of business training in the field of masonry, form-working and professional cleaning. This consul-tation made it possible to develop training engineering according to the principle of the MOVE-EU project, in order to bring the candidates up to the levels of mastery in the transversal skills chosen in the reference and that are essential for the proper monitoring of the chosen job training as quickly as possible. In this way, consultation appears to ensure optimal fluidity of the pathways aimed at ac-


45

quiring and developing transversal skills over the entire pathway, as soon as the stakeholders iden-tified know their scope and intervention objectives with target audiences. In doing so, the linking of the different stages of the journey makes it possible to bring transparency to the process, to suggest people achieve their objective/carry out their project and to generate motivation and efficiency. This can also bring elements of reflection for each of the parties on the skills already acquired by people and thus lead to changing the overview, which is sometimes focused on the migrant audience.

V.2.3.Structureofthetypeofsocio-professionalintegrationoperatorsandofthevocationaltrainingofferineffectintheregionsoftheprojectpartners.

The tables below show the structure established by each partner with regard to the offer in effect in their relevant country/territory. They present a similarity in terms of type of operator and organisa-tion of the training offer, which allows the the logic of MOVE-EU training engineering to be adapted in partner countries, and in other European countries. The logic presented above through the skills summary table shows that, beyond a logic of skill levels from one stage to another, there can exist a logic for the type of training in relation to each of these stages, of which the tables below are only their interpretation in terms of offer structures. Thus the stages and the type of offer show that the MOVE-EU logic can also help to structure a training offer which revolves around the level of skills to be acquired, wherein each operator plays the complementary role of the previous one in the course.

Table 13 : Training offer and integration in Germany

TRAINING INSTITUTIONS

Job searchBAP

Preparatory training for job training

E JMDBGF-HDAAD

Job training without a certificationIQIvAF

With a certification27 IQ IvAF

Skills validation WHKT28

BA Bundesagentur für Arbeit (Federal Employment Agency) BGF-H Bildungsberatung Garantiefonds Hochschule (Training advice – Higher education

guarantee fund)DAAD Deutscher Akademischer Austauschdienst (German university exchange service)E Language school for the Federal Ministry of Labour and Social AffairsIQ IQ Netzwerk (“Integration by qualification” network)IvAF Kooperationsverbund IvAF (“Integration of asylum-seekers and refugees” cooperation

network )JMD Jugend Migrations Dienste (Migration services for young people)P Private Arbeitsvermittlungen (Private employment agencies)WHKT Westdeutscher Handwerkskammertag (West Germany Chamber of Trades)Table 14: Training and integration offer inBelgium (Wallonia)


27 That is to say: “the official result of an assessment process obtained when a competent authority establishes that an individual has, at the end of an education and training process, the knowledge corresponding to a given standard”.

28 Germany still does not have a uniform system for validating skills acquired non-formally and informally. However, the WHKT is running the Valikom Transfer project, which covers the validation of skills.


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Job search

FOREM CISP and CFISPARQASBL

Preparatory training for job training CISP (pass certificate)

Job training without a certificationCISP (pass certificate)FOREM

With a certificationSocial-integration trainingFOREM (skills certificate)IFAPME (learning certificate)

Skills validation Skills validation consortium (certification)

ASBL: Non-profit association CFISPA: Adapted socio-professional training and integration centresCISP: Socio-professional integration centreFOREM: Walloon employment and training public serviceIFAPME: Walloon institute for sandwich training and self-employed workers and small and

medium-sized enterprisesRQ: Neighbourhood management

Table 15: Training and integration offer inItaly


Job searchEmployment hubAPEC (executives)

Preparatory training for job training Skills preparation (employment hub and AFPA)

Qualifying, certifying, diploma professional training

Public and para-public organisations:AFPAGRETACNEDCFPPAConsular institutions (CCI and CMA)Private organisations:Training associations and companies

Skills validationVAE (managed by ministries, professional branch organisations and private organisa-tions)

Skills validation Skills-validation consortium (certification)

APEC: Executive employment associationAFPA: National association for the professional training of adultsGRETA: Group of public local teaching establishmentsCNED: National distance-learning centreCFPPA: Vocational training and agricultural-promotion centreCCI: Chamber of Commerce and IndustryCMA: Chamber of trades and craftsEMPLOYMENT HUB: Public employment serviceVAE: Validation of Acquired Experience

Table 16: Training offer and integration inItaly


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Job search

Private recruitment agenciesNational register of persons listed with em-ployment servicesUnions

Preparatory training for job trainingNational register of persons listed with em-ployment servicesJob centres

Job training without a certification Professional training centres

With a certification

Professional training centres accredited in the regional registersCPIA – Regional adult education centresItalian certifications for foreigners: CELI-CILS-CERT.it-PLIDA

Skills validationCLIQ - Consortium for the quality of the Italian languageINAPP* – through the national job directory

*INAPP: National Institute for the Analysis of Public Policies


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6. CONCLUSIONS

The aim of this guide is to present the tools developed by the partners in the context of the MOVE-EU project.

As a reminder, the MOVE-EU project partners have created and tested training engineering artic-ulating learning the language of the host country and the development of transversal/key skills, in order to break away from the often long and linear career path for migrants.

With this in mind, the partners selected an approach based on skills,specifically on the method-ology set out in the “skills map”. This is based on a reference of 10 skills, each divided into four levels of mastery.

The project also made it possible to create a continuous process of evaluation and assessment for the level of skills of people. These were focused on the skills axes of the reference and their grading.

The experiments carried out in this context also allow the partners to establish suggestions for standard pathways for the professional integration of the target audiences, by demonstrating the place and role that MOVE-EU engineering can take.

The main innovation of the project lies in the fact that linguistic competence is one of the 10 transversal skills considered essential for professional integration. In other words, learning the language of the host country is contextualised for professional integration and is envisaged in an integrated manner with all the skills targeted by the reference and training engineering.

In doing so, as soon as the levels of transversal skills of the MOVE-EU reference system that are necessary for the proper follow-up of job training are agreed with the job trainers, and/or are in line with the positions to be occupied, innovation in training engineering can relate to the calibra-tion of the learning of the level of linguistic competence envisaged and necessary. In other words, it is the right level required that is the subject of learning. This leaves it to the various other stages of the person's journey for them to progress in situ.

The assessment approach is also innovative. Beyond making it possible to objectify and locate the level of skills held by each person at different times in the journey, through positioning car-ried out by a third party, the approach also provides for evaluation by self-assessment. In other words, the approach allows each person to achieve their own assessment with regard to the four levels of mastery of the 10 skills from the reference. This specificity not only allows an essential dialogue between the professional(s) who carry out the assessment and the person concerned who has self-assessed, but the MOVE-EU approach also gives rise to reflection by the migrant on his/her own learning and generates motivation as a result. The "combination" of the results between the two parties makes it possible to consider the level acquired by the person upward, if he/she has underestimated him/herself, or downward, if he/she has shown him/herself to be too optimistic. In any case, these different assessment methods contribute to the objectivity of the results and to the consideration of the person as a stakeholder and actor in their journey. However, they require, on the part of the trainers who organise the engineering according to the MOVE-EU approach, the integration of a self-assessment, not only in the practices, but also and above all, in the contents, so as to allow the person to properly take ownership of the approach.

Without thinking that the tools of the MOVE-EU project are the miracle solution to the fastest pro-fessional integration of migrant audiences, the project partners are however convinced of the role that they can play in it. In fact, as long as learning the language of the host country remains, in many European countries, disconnected from the professional integration of migrants, MOVE-EU offers an alternative which allows, at some point in the person’s journey, to target and to calibrate the learning of linguistic skills not only in an integrated way with the learning of other transversal skills, but also in connection with the targeted objective (professional training, a job, etc.). Fur-thermore, the principle of MOVE-EU engineering is not to replace existing offers in terms of train-ing in the language of the host country, but rather to articulate them and offer the possibility, at a given point in the journey, to work differently and more quickly towards professional integration.

6


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The advantage of MOVE-EU lies in its ability to be used at any time during the migrant's journey and in any type of training module, not only in the interest of the stakeholders involved, but also with the aim of faster professional integration.

Documents

MOVE-EU PROJECT Job-Oriented Migration in Europe ... · This project is aimed at two target audiences: X migrants present in Europe who want to start or continue with a professional