New pathways of youth to labour market through

New pathways of youth to labour market through lifestyle self – employment Project No. 2017 -3 -LT 02 -KA 205 -005536 Training course for youth workers ‘Social mentoring as innovative training pathway lifestyle self-employment’ to 1 st face-to-face session This project has been funded with support the European Commission. This publication reflects the views only of the author, and the commission cannot be held for any use which may be made of the information contained therein.

SELF-E Training Course • The SELF-E training course is based on social mentoring and using a set of practical exercises based on Open Education Resources (OERs). • The SELF-E training course duration is 27 hours. It covers both face-to-face and online learning. • After successful completion of training course “Social mentoring as innovative training pathway to lifestyle self-employment SELF-E”, youth workers will improve their competences of becoming mentors of social mentoring process on lifestyle selfemployment (LSE) and effectively organize training of young learners with fewer opportunities. • Training course SELF-E provides theoretical material and practical tools for youth worker to work with target group: young learners with fewer opportunities, including NEETs.

Learning outcomes By the end of the course, the youth workers will be able to: • Understand the concept of lifestyle self-employment. • Conceptualise the main peculiarities of lifestyle entrepreneurship as a useful alternative of youth self-employment in contemporary labour market. • Analyse different types of LSE for self-employment. • Understand business principles in LSE and create business plans. • Develop, implement and monitor marketing strategies for LSE. • Define soft skills needed to become lifestyle entrepreneur. • Use the different methods and tools to increase motivation of young people with fewer opportunities, including NEETs, to become lifestyle self-employed by exploring these new business opportunities. • Use Social Media to promote Life-Style Entrepreneurship.

Training plan for youth worker (1) No Method Duration (*a. h) Content/Topics 1 Face-to-face 2 2 Online session 6 3 Face-to-face 2 Introduction of the SELF-E Training Course for youth workers. Initial assessment of competence of youth worker to become mentor on LSE and to run the training course for disadvantaged youth-learners. Introduction of Module I “Social mentoring on lifestyle self-employment as a new non-formal learning pathway”. Self-learning of Module I “Social mentoring on lifestyle self-employment as a new non-formal learning pathway”. Group work exercises on Module I, discussions. Introduction of the Module II “Facilitating the social mentoring process on LSE by using the set of open educational resources (OERs) on Life-Style Entrepreneurship”. Fulfilment of at least one OERs and filling the “Feedback sheet” for this OER.

Training plan for youth worker (2) No Method Duration (*a. h) Content/Topics Self-learning of Module II “Facilitating the social mentoring process on LSE by using the set of open educational resources (OERs) on Life-Style Entrepreneurship”. Fulfilling the set of OERs and filling in the “Feedback sheet” for all OERs in order to bring it to 5 th session. Discussions on results of self-learning on Module II on the basis of “Feedback sheet” form filled in by learners. Analyse the importance of OERs to facilitate the mentoring on LSE. Introduction to Module III “Validation of the competences “Sense of initiative and entrepreneurship””. 4 Online session 9 5 Face-to-face 2

Training plan for youth worker (3) No Method Duration (*a. h) Content/Topics Self-learning of Module III “Validation of the competences “Sense of initiative and entrepreneurship””. Fulfilling the test for assessment, which will be provided to youth with few opportunities during the SELF-E training course. Final session: Work group exercises on Module III. Feedback collection for the whole training course, discussions. Post-assessment for youth workers-learners. Awards – certificates. 6 Online session 4 7 Face-to-face 2 TOTAL 27

Initial assessment of competence of youth worker to become mentor on LSE and to run the training course for disadvantaged youth-learners http: //self-e. lpf. lt/assessment_worker. html? lang=en

Module I. Social mentoring on lifestyle self-employment as a new non-formal learning pathway

Aim of the MODULE I To introduce the youth workers to the social mentoring on lifestyle self-employment as a new non-formal learning pathway in order to encourage, promote and support mentees’ personal and professional development towards starting their own business.

Objectives of the MODULE I (1) § to define the concepts of mentoring on lifestyle self-employment: Why social mentoring is innovative and valuable non-formal learning pathway for lifestyle self-employment for young people with fewer opportunities, including NEETs; § to define the main roles and tasks of mentee and mentor in social mentoring on lifestyle selfemployment; § to explain explicitly the main roles and tasks of a mentor in the social mentoring on lifestyle self-employment; § to explain the benefits and challenges of mentoring on lifestyle self-employment; § to define the main steps of a social mentoring on LSE process; § to define the ways on how to ensure an effective social mentoring on LSE;

Objectives of the MODULE I (2) § to introduce methods on how to select mentors and to match them with young peoplementees; § to explain how to ensure the desired quality standards of social mentoring on lifestyle selfemployment; § to introduce how to organize initial, mid-term and final sessions of social mentoring on lifestyle self-employment; § to define the aims of monitoring of quality of social mentoring on lifestyle self-employment; § to define the ethical and professional codes for both youth-workers mentors and young mentees; § to introduce the managing tools for the social mentoring on lifestyle self-employment.

Self-employment • Self-employment is the state of working for oneself rather than an employer. • Self-employed people generally find their own work rather than being provided with work by an employer, earning income from a trade or business that they operate. • Self-employed people have different kinds of jobs, different levels of income, different responsibilities (single, family, caring for others), live in places with vastly different costs of living, and have different goals for what they *want* to earn.

Differences of self-employment, entrepreneurship, and start-up • self-employment: an organization created with the primarily intention to give a job to the founders. • entrepreneurship: all new organizations. • start-up: a temporary new organization created with the intention to be bigger (at least have employees).

Mentoring • Mentoring – from the educational point of view mentoring is a developmental partnership through which one person shares knowledge, skills, information and perspective to foster the personal and professional growth of someone else.

Primary aim of mentoring on employment • The primary aim of mentoring on employment is to encourage, promote and support the mentee’s professional and personal development towards getting employed or starting his/her own business. • The mentoring process also increases the mentee’s knowledge, capability and self-esteem.

Types of mentoring (1) Pair mentoring: o a mentor communicates with one mentee; they become acquainted with each other and begin to build a relationship. o Pair mentoring is suitable for a mentee who feels more comfortable to develop his/her abilities by directly interacting with his/her own mentor. o The mentor can totally concentrate on the employment-related issues of one mentee.

Types of mentoring (2) Group mentoring: o a mentor works with a group of 4– 5 mentees. o Sometimes, it may take more time for the mentees and the mentor to get acquainted with each other and begin to build a strong working relationship. o However, in group mentoring an individual mentee usually acquires many new ideas because everyone is sharing his/her knowledge with others. o In addition, mentees in group mentoring often become peer mentors to each other. o They also build networks for future purposes in the group: they can find suitable jobs more easily or, if they start as entrepreneurs, they can gain more customers by benefiting from the mentoring network.

Forms of mentoring • Face-to-face mentoring: a mentor regularly meets his/her mentees and communicates with them during face-to-face individual or group meetings. • e-mentoring: ICT tools and e-Learning are used. The Internet is the main area where ementoring takes place. e-mentoring requires mentors and mentees who stick to a secure web environment to be able to communicate with each other on a variety of employment-related issues. • Blended mentoring: face-to-face mentoring and e-mentoring. A mentor communicates with his/her mentee(s) by using the e-mentoring web environment and by meeting them face-toface a few times during the mentoring process. It is recommended to conduct at least three face-to-face sessions with the mentor during the e-mentoring process – one at the beginning, one in the middle and one at the end of the process.

Main roles in mentoring process • Manager is a person experienced in management who organizes the whole mentoring process from the selection of mentees and mentors to the collecting of feedback after the process has ended. • Mentor is a skilled, experienced and esteemed person who is willing to support and advise a less experienced person. manager responsibilities and proceed mentoring in effective way. • Mentee is in general a person with a strong desire to develop personally and professionally by setting targets/goals for him/herself and by developing action plans to work towards these goals.

Main steps of a social mentoring on LSE • selection of mentors-youth workers and mentees-youth learners; • training of the mentors; • forming pairs or groups by matching the most suitable mentor with the mentee(s); • the initial mentoring session: starting the mentoring process; • further meetings of groups or pairs: thematic mentoring sessions; • monitoring sessions (the mid-term and final); • the final mentoring session – evaluating results and concluding the relationship.

Mentoring tools 1. 2. 3. 4. 5. 6. 7. 8. Mentoring Contract. Mentee‘s personal goals and objectives. Mentees‘ group goals and objectives. Mentoring session plan. Mentoring Diary. Monitoring initial questionnaire for Mentee. Monitoring questions for final discussion Monitoring final questionnaire for Mentee.

Introduction of the practical exercises on Module I for 3 rd session • Exercise 1. Basic information about participants in Mentoring process. • Exercise 2. Mentoring goals. • Exercise 3. Moodboard presentation.

Homework Self-learning of Module I “Social mentoring on lifestyle self-employment as a new non-formal learning pathway”.