How to give the floor to professionals and build the solutions with their active participation?

The final version of the three learning units of the CoMWork model, was created thanks to the contributions made by the professionals that work with NEETs, the NEETs themselves, experts and institutions in the different ways:

  • Open Audit developed in each country;
  • Contributions in peer review;
  • Contributions in the questionnaires in the peer review.

Moreover, we have relied on:

  • The Guidance and training model for recognize and validate competences of social and educational professionals working with NEET’S (IO2);
  • ESCO[1]. To categorize the survey answers we have taken as a reference the ESCO transversal skills.
ESCO Transversal skills/competences
Attitudes and values at work Values Follow ethical work practices

Show respect

Attitudes Demonstrate commitment

Handle challenges

Application of knowledge Information and communication Interact electronically

Manage hardware

Manage electronic information

Manage software

Create electronic content

Maintain online privacy and security

Seek electronic information

Numeracy and mathematics Process mathematical information for work

Apply mathematical concepts to work tasks

Use mathematical tools and equipment

Communicate mathematical work processes

Carry out work-related calculations

Health, safety and the working environment Implement organizational policies

Implement environmentally-sustainable work practices

Implement equality policies

Implement safety policies

Social skills and competences Working with others Work as part of a team


Display intercultural competence

Leading others Leading others

Build relationships

Language and communication Non-verbal communication Understand non-verbal cues

Respond to cultural differences (non-verbal communication)

Use non-verbal cues

Verbal communication Spoken production

Spoken interaction

Language Mother tongue

Foreign language

Thinking skills and competences Learning Manage the learning self

Manage learning process

Critical thinking Examine evidence

Explore issues

Creative and entrepreneurial thinking Generate new ideas

Turn new ideas into action

Problem-solving Analyse the problem

Take action to solve the problem

Plan for action

Planning own work Manage time

Follow plan

Set targets


We considered all contributions. Many of them were similar, so this helped us in this task. The cooperation among partners was very important to elaborate the contents of this final step of the project.

This training has its origin in:

  • The cooperative analyses done by all partners.
  • Identified needs from educational and social workers.
  • The Guidance and Training Model for trainers leading training for socio-educational professionals working with NEET is developed to make this LU.

The whole training is based on professional experience. Operators are the protagonist and they will transmit the experience by this training model. Also, it is adapted to the needs of professionals and flexible to conditions of professionals.

The training has three axes / Learning Units, one for each area of competence detected in previous actions:

  1. Collective competences of a team and a network.
  2. Motivational and empowerment competences.
  3. Planning and change management competences.

Each Learning Unit is independent but at the same time, is connected with the rest of the axis. Learning Units can have duration of a number of hours that ranges from a minimum of 20h to a maximum of 35h overall, depending on the applications and on the skills of the operators. However, the duration of each LU will not be more than 50 hours.

Each one of the Learning Units is designed according to its increased relevance and consistency with the corresponding area of expertise. There is a cross reflective approach that covers all competences of the three areas. Moreover, during all training, the subject will be always in the centre.

Social professionals who work with NEETs are beneficiaries of the training model. They are the protagonist and the directly beneficiaries, however, the organizations and the NEETs are also indirectly beneficiaries.

The trainers will realize the evaluation process, but in this process will participate professionals, because they are expert in the work with NEETs and they are protagonist.

The contribution of the open audits and the peer review

During May 2016, each country has doing an Open Audit. This activity is within the IO 4. Each country has elaborated a report[2] with the conclusions and other dates. With this information, we have elaborated this part and the content of the proposal of LU.

Each Open Audit has aimed gather professionals, institutions, young people, NEETs, ex-NEETs, with the goal to analyse the work done so far and collect new suggestions to do this IO and the next steps in our project. They all could share their opinions about CoMWork Project, about the Guidance and Training Model for trainers leading training for socio-educational professionals working with NEET’S, also about other aspects such as the services and young people’s needs and about the different status of the NEET. The structure of each one has been flexible but always the methodological approach has been active, being the people protagonist of these events. Then, we analyse each contribution of each Open Audit related with each area.

From March to July 2016, we have opened a web platform for professionals to collect the contributions of the professionals that gave us their opinion and experiences working with NEETs.[3] In this Platform, they could find:

  • Partners had his own space in their own language and in English too. In this space we had all the information generated for CoMWork project so far. Also in this space we had several forums for collecting contributions from the professionals.
  • A survey called “Your competences for working with NEETs”[4], available in five languages: English, Bulgarian, Spanish, Italian and Portuguese. The survey was structured in four groups of questions, which we analysed one by one in:
    • Collective competences of a team and a network.
    • Motivational and empowerment competences.
    • Competences for management of change.
    • General questions.

Table 1. Summary of people register in the web platform for the Peer Review

Language Number of answers
English 6
Bulgarian 20
Spanish 45
Italian 43
Portuguese 4



Table 2. Summary of answers per language in survey

Language Number of answers
Bulgarian 31
Spanish 21
Italian 22
Portuguese 8



[1] ESCO “European Skills, Competencies, Occupation Taxonomy”. Officially introduced in 2013, by the European Commission, the European classification of skills, qualifications and occupations, is a useful tool for institutions and citizens. ESCO is a common language to facilitate cooperation and dialogue between education, training and labour market players. The European classification, accessible online, totally free and translated in 25 European languages, contributes to relevant initiatives of European cooperation in education and training, support for mobility, study and work, transparency of titles and qualifications.

[2] Each report is available on the project website:

[3] The link to the platform is:

[4] Each survey had its link: