Central Activities Project
PHASE 1.- DETECTION of young people in situation of social risk, in networking with the partner entities and other educative and social resources of the territory: Local Governments, Social Services, educational centers, youth entities, etc...
PHASE 2.- TRAINING. The educational process is based on three main blocks:
1.- Module of social and personal skills (20 h.)
2.- Specific training (the model Tresca Europe in Spain is based on training of leisure time). (150 hours-theory / 160 hours-internship)
3.- Module of labour inclusion (20 h.)
- The specific training will be adapted to the reality and needs of every participant country, but always beyond the central training contents, must guarantee:
- The work in social and personal skills: understanding this ability like a key in the training of the young people for the development of their personal project from the present towards the future.
- Values education from the group intervention.We understand the group like a space of contents, and simultaneously like a stimulator of individual and collective knowledge. As well as like a space which make possible to the young people reinforce the values like the solidarity, the tolerance and the teamwork, among others.
- Monitoring carried out by a tutor: to guarantee the success towards the inclusion, we consider an exhaustive monitoring of each young person; the applied methodology combines the intervention of the group and the permanent mentoring. From the group the sense of belonging is reinforced, and from the individual the most emerging needs.
PHASE 3.- INTERNSHIP. It is the first approach to the labor world, putting into practice the learnt knowledge in the previous training.
During the internship, also it is done a process of tutorship and personalized follow-up, with the aim to help the young persons to elaborate the experience during the same moment that develop it and to guarantee this way the success of the same one.
Simultaneously it tries to be a space to develop the competences acquired in the context of the training.
PHASE 4.- SOCIAL AND LABOR INCLUSION. It is the last and cross-curricular theme aim of the project. During this phase, the main role of the coordination team and tutorships is to accompanying and stimulating the development of the basic skills to assure the inclusion in the social environment and to make easier the inclusion in the labour world.
Development of abilities of young people.The professional competences represent the key to articulate the improvement of the opportunities to be employed. According to the used model, the professional competence is established like an integrated and complex device of labour knowledge, capacities and skills evaluated in the widest sense, to put into play the execution of a particular labour activity.
Cross-curricular themes
Personalized ACCOMPANIMENT and constant follow-up by means of the individual and group tutorships along the whole process, in a team and regular work between entities and derivative resources.
The MENTORING takes into account in the frame of the project:
The role of the mentor: professionals from different disciplines who voluntarily accompany the young persons in the process of construction of their project of life, and promote their social inclusion making easier their integration in the labor market.
Young participants: the young members of the project and the educators appreciate the need for continuing accompanying the construction of their project of life.
Promotion of the social and community participation during the whole process. It is a transverse process in the training. There are meeting spaces in order to reflect on the engagement of young people with their social environment, in order to have a positive impact on the organization of own acts of the Fundación like the Festa Esplai and the Week for the Rights of the Youth.
The aim is to promote the participative culture of young people towards a firm commitment with their environment, stimulating their prominence, engagement and perseverance.
