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Fókuszban: Jobb esélyekkel a munkaerőpiacon

Az Erasmus+ program az álláslehetőségek széles tárházát nyitja meg a résztvevők előtt. Bizonyított tény, hogy aki részt vesz a programban, annak javulnak a szakmai kilátásai: könnyebben el tud helyezkedni külföldön, pályát tud módosítani, ha akar, illetve el tudja mélyíteni tudását az általa választott szakterületen. Az Erasmus+ mobilitási programok keretében hosszabb-rövidebb ideig külföldi felsőoktatási intézményekben tanuló diákok esetében kétszer nagyobb a valószínűsége annak, hogy már egy évvel a diplomaszerzés után sikerül állást találniuk, mint azoknak a főiskolai és egyetemi hallgatóknak az esetében, akik nem folytatnak tanulmányokat külföldön. Az önkéntes munka is javítja a résztvevők elhelyezkedési esélyeit, a munkáltatók 75%-a ugyanis értékesnek tartja az így szerzett tapasztalatot.

Az Erasmus+ a személyiségfejlődés szempontjából szintén előnyös: az önbizalom, az alkalmazkodóképesség és a kommunikációs készség csak néhány azok közül a tulajdonságok közül, amelyek fejlődésére pozitívan hat a részvétel. A program a szakmai hálózatépítésre is remek lehetőséget kínál. A résztvevők között létrejövő kapcsolatok az induló innovatív vállalkozásoktól a kutatási projektekig rendkívül sokféle innovatív foglalkoztatási kezdeményezés és vállalkozói tevékenység megszületését eredményezik.

Esther Berrozpe Galindo, a Whirlpool EMEA régiójának igazgatója szerint „a nemzetközi tapasztalatszerzés és az idegen nyelvek ismerete elengedhetetlenül fontos azok számára, akik nagy világvállalatnál szeretnének elhelyezkedni.” Az európai munkáltatók 92%-a ugyanezen a véleményen van: nagyra értékelik a mobilitási programok keretében elsajátított készségeket és a gyakornokok friss ötleteit.

Az Erasmus+ program tevékenyen elősegíti és biztosítja, hogy szoros együttműködés jöjjön létre az oktatási és képzési ágazat, valamint a munkáltatók között. 2014–16 folyamán több mint 2600 projekt részesült finanszírozásban abból a célból, hogy pozitív változásokat indítsanak meg az oktatási és képzési ágazatban, és hogy javítsák az emberek elhelyezkedési kilátásait.

Ha részt vesz az Erasmus+ mobilitási programok valamelyikében, Ön is megtapasztalja majd, hogy szaktudása elmélyül, könnyebben tud új állást találni, és hogy inspiráló élményekre tesz szert. Ragadja meg a lehetőséget, higgye el, nem fogja megbánni!

Fókuszban: válogatás az Erasmus+ program résztvevőinek beszámolóiból

Haver Järveoja – 24 – Estonia

Haver Järveoja – 24 – Estonia

Higher Education – Germany, 2013

‘My Erasmus+ experience was the catalyst for co-founding Wolf 3D.’

Ever wanted to be a hero in a video game? You will soon be able to do just that by downloading Estonian start-up Wolf 3D’s software that creates avatars of real people for video games and virtual reality applications.

It all started when Wolf 3D’s COO and co-founder, Haver, heard about Erasmus+ while studying finance at the Estonian Business School. He decided to apply as he felt it would enhance his career and help him forge valuable contacts. He was selected to go to the Frankfurt School of Finance and Management, he said: 'I’ve always loved Germany and I wanted to get to know more about its culture I met a lot of good friends there, not only from Europe, but from China as well.’

Following his Erasmus+, Haver worked as a national coordinator in a student organisation. This experience brought out his entrepreneurial side and ultimately inspired him to set up Wolf 3D. After just 2 years, Wolf 3D has 8 staff and is growing. ‘The office is a great mix of people and cultures – a bit like Erasmus+,’ he said. Moreover, the company has just entered the US market and has ambitions to expand worldwide. Thanks to his Erasmus+ experience, the future is definitely bright for Haver and his company.

Peter Skuhra – 22 – Slovakia

Peter Skuhra – 22 – Slovakia

Vocational Education and Training – Czech Republic, 2013

‘The Eramus+ experience helped me to grow in my career.’

Peter is a specialist maintenance engineer at car manufacturer, Volkswagen. He studied information technology and automation – subjects he was passionate about throughout his childhood. During his studies he spent 2 weeks in an Erasmus+ exchange in the Czech Republic.

This vocational training experience had a profound impact on Peter who afterward knew what he wanted to do professionally for the rest of his life. This experience was crucial for securing a job.

Erasmus+ was ‘pure inspiration’, not just because it defined his career path, but because he regularly uses the specialist knowledge and skills he gained in his current job.

In 2016, Peter and a friend took part in the EuroSkills competition in Gothenburg, Sweden. Competing against 15 teams from across the world, they were charged with building a device in just 3 days. Peter says he relied on past experiences to excel at the task, and that it served as a great motivation to develop in his career.

Arianna Frascarelli – 27 – Italy

Arianna Frascarelli – 27 – Italy

Team leader and Instructor at Foro Solidario Caja de Burgos

European Voluntary Service – Spain, 2014

‘I would recommend anyone to take part in Erasmus+… it totally changed my life on a personal level. It required me to adapt to other cultures to co-exist.’

When Arianna signed up for a 9-month volunteer placement at Amycos, little did she know that she would return to the same city and call Spain her home of more than 3 years.

Today she works at a partner organisation of the charity where she first volunteered. As an instructor at Foro Solidario Caja de Burgos, she is part of a team that provides free training, promotes teamwork and initiates cultural exchanges for associations in Burgos who work with young people with disadvantaged background.

Arianna works mostly with infants, primary or secondary school children, hoping to empower their entrepreneurial and creative spirit with informal and new education methods. Offering words of advice, Arianna says that: ‘potential entrepreneurs need to be proactive and fearless. Every person has a talent. Do not worry about being judged and, importantly, listen. Also, do not be afraid to ask for help and co-operate.’

Foro Solidario was set up with the ambition to create a society based on respect, tolerance, cooperation and unity. Young people are invited to talks and activities on subjects such as emotional intelligence, self-confidence, equity commerce, yoga and drama - based on these principals. Focussing on social action, Arianna and her colleagues aim to prepare the children for the future and programmes are often in collaboration with NGOs or experts in particular fields.

Erasmus+ left such a strong impression on Arianna that she now recommends the programme to the young people she helps, and she works alongside new Erasmus+ participants who join her team for a few months.

Norbert Werner – 36 – Slovakia

Norbert Werner – 36 – Slovakia

Astrophysicist

Higher Education – the Netherlands, 2003

'My quick career progression wouldn’t have been possible, had I failed to embark on Erasmus+.'

A mix-up during Norbert’s Erasmus exchange launched the astrophysicist’s career studying the hottest places and most energetic phenomena in the Universe.

Inspired by Stephen Hawking, Norbert urged his professor to facilitate an Erasmus exchange with Utrecht University so he could study where his hero once lectured. Initially intended to study in Utrecht University, eventually Norbert spent 3 months at the Netherlands Institute for Space Research and worked on satellite data that he could only read about as a child. At an extraordinary young age, Norbert had a scientific paper on a binary star published in a prestigious journal thanks to this opportunity. In fact, his hard work during his Erasmus+ experience was 'huge for me and my career'.

This turning point fueled his enthusiasm for astronomy and Norbert later returned to Utrecht for his PhD, before being offered a prestigious NASA-sponsored Chandra fellowship at Stanford University - then his career really took off. ‘It all started with Erasmus+. It made everything possible.’

Today he leads the Lendület Hot Universe research group at Eötvös Loránd University in Budapest and is an associate professor at the Masaryk University in Brno, Czech Republic.  He still works with former colleagues in Utrecht and Stanford and spends 3 months each year working in Hiroshima, Japan.

Marit Ilison – 32 – Estonia

Marit Ilison – 32  – Estonia

Artist, fashion designer and entrepreneur

Vocational Education and Training – Belgium, 2009

One needs to experience and learn about the subject in the real world.’

Marit is a multi-disciplinary artist and fashion designer, who mixes deep concepts with feelings in her work. She had two Erasmus+ experiences. First, a year in Copenhagen where she was encouraged to work with conceptual fashion themes more deeply while, ‘learning to explore new ideas and experiment with new techniques’. She says this experience has had a ‘major impact’ on her career path and ‘a huge influence on my creations; it is the basis of my work’.

An Erasmus+ training in Antwerp let her work for Bruno Pieters and pattern making atelier ‘Trois Quarts’. This life experience taught her ‘a great deal about people’s personal space, acceptance and tolerance’.

Marit is a strong support of profession-specific education and gaining experience outside of the classroom, explaining how her creative work was and still is influenced by the ideas and hands-on experience she gained: 'I always start my projects from a feeling or a concept and the Erasmus+ experience gave me the courage to walk my own path.’

Marit has been awarded for her work, including Estonia’s Kristjan Raud Art Prize and a Young Designer Award SÄSI. She was the finalist of the prestigious 29th Hyéres Fashion competition and was named a ‘Vogue Talent’ in 2014 as well as a ‘Vogue Success Story’ in 2016.

Jentetics Kinga, 29 éves magyarországi vállalkozó

Jentetics Kinga, 29 éves magyarországi vállalkozó

A PublishDrive alapítója

Felsőoktatási tanulmányok – Svájc, 2013

„Az Erasmus+ programban különösen fontos a más kultúrák iránti nyitottság, ami a vállalkozásom működtetésében és a saját életemben is óriási szerepet tölt be.”

Jentetics Kinga sikeres magyar vállalkozó, aki számára az Erasmus+ program egyet jelent a nemzetközi hálózatok kiépítésének lehetőségével és a különböző kultúrák megismerésével. Úgy véli, hogy „avállalkozás nem elméleti tudás, a gyakorlatban lehet elsajátítani. Az ember saját vállalkozásának irányítása közben szerzi meg a leghasznosabb ismereteket.” Kinga a Sankt Gallen-i Egyetemen töltött szemeszter után indította el az e-könyvek terjesztésével foglalkozó vállalkozását, a PublishDrive-ot, amely kisebb kiadóknak és szerzőknek nyújt segítséget abban, hogy szélesebb olvasóközönséghez jussanak el, és egy marketingszoftverrel nyomon tudják követni értékesítéseiket. A jelenleg 10 alkalmazottat foglalkoztató és több mint 100 országban elérhető vállalkozás alapja az az elgondolás, hogy „tiszteletben kell tartani mások véleményét és a világ sokszínűségét”.

Kinga vállalkozása egyre nagyobb nemzetközi elismerésnek örvend és  jó úton halad afelé, hogy előkelő helyet foglaljon el az e-könyvek növekvő piacán. A közelmúltban a Forbes Magazin „30 Under 30” médiavállalkozói listájára jelölték, és a női vállalkozók nagyköveteként aktív szerepet vállal abban, hogy saját vállalkozás indítására ösztönözze a nőket.

GOAL (Guidance and Orientation for Adult Learners)

GOAL (Guidance and Orientation for Adult Learners)

Adult education project – Belgium, Czech Republic, Iceland, Lithuania, Netherlands, Slovenia, United Kingdom, Turkey, 2015-18

'We are focusing on education that is linked to better employment in the future and to more sustainable jobs.'

The GOAL project developed field trials to help adults who have lower qualification levels and guide them towards a skill-focused training or educational programme. Project partners from 6 countries are filling a gap by collaborating with employment services and other partners (social welfare services, integration services, NGOs). They aim to help identify and fulfill the learning needs of vulnerable, multi-risk people (such as socially disadvantaged people, early school leavers, former inmates, migrants, etc.) through  guidance and counselling sessions both one-to-one and in group. Since the target groups vary and individual needs are different, tailored approaches are used.

The GOAL project has reached around 100-200 low qualified adults in each country and about 1,000 in total, through the piloted guidance services.  The processes and outcomes in these field trials are being evaluated to provide evidence for policy makers for upscaling the services in partner and other countries. The final conclusions of the policy experimentation will be disseminated in an international conference in January 2018 and through national conferences in each partner country.

The international standing of Erasmus+ has helped the project gain extra credibility and a platform to experiment with different approaches and to compare with each other, explains Nadia Reynders, the project coordinator.

Nadia is confident about the results so far: in Flanders (Belgium) most participants are working towards a secondary education qualification while undertaking vocational training in sectors such as IT, social work, accountancy, and caregiving professions. Another important lesson came from Iceland: when a person is facing emotional or social barriers, ‘the right conditions to learn should be fulfilled first before they can step into an educational programme.’

The project is not only about getting people into education, but also about developing networks to reach the target groups. ‘It is all about processes: about how people develop in the project; about their different feedback; about establishing collaboration - the failures that you experience, and the conditions that you need to make these collaborations successful.’

 

 

Jaime Arbona & Gonzalo Lathera – both 30 – Spain

Jaime Arbona & Gonzalo Lathera – both 30 – Spain

Co-founders of Selectra

Higher Education – France, 2009-10 and 2010-11

‘I really think that people that participate in the Erasmus+ programme are more prepared for the real world.’ (Gonzalo Lathera)

Childhood friends Jaime and Gonzalo are inspiring examples of how studying and working abroad can change lives and lead to great things. The duo from Seville won Erasmus+ scholarships a year apart to the prestigious École Centrale Paris, an experience that ‘really opened our minds. I think we are able to show that as entrepreneurs we have experience abroad, and are aware of how the world works’ says Gonzalo Lathera.

Their time in Paris is at the heart of their success. They both found jobs in the French capital after graduation, and met their business associates there. They spent evenings working together on a business concept - bringing Selectra, an energy tariff platform that was started in France - to Spain.

Studying abroad prepared them for working in an international context, because everyone works with people from other countries these days. Knowing that there are different ways of doing things is a huge benefit’. This vein of internationalism runs deep through the company. In addition to the Madrid office, which already employs around 200 staff, the company has opened a subsidiary in Portugal and has plans to enter South America, providing consumer advice on energy tariffs.

Selectra's outstanding success, originated and materialised thanks to Jamie and Gonzalo's experience abroad: 'without Erasmus+, we would not be in the position we are now. We would not have met the people we met, nor had the chance to study and work abroad and developed new skills. Erasmus really opened our minds.'

Yolanda Rueda Fernández – 42 – Spain

Yolanda Rueda Fernández – 42 – Spain

Founder and president of Fundación Cibervoluntarios (Cyber Volunteers Foundation)

Capacity building under the field of youth, 2015- present

Austria, Belgium, Bulgaria, Cyprus, Czech Republic, Denmark, France, Germany, Ghana, Hong Kong, Hungary, Ireland, Italy, Greece, Macedonia, Netherlands, Poland, Portugal, Romania, Senegal, Spain, Sweden, Turkey, UK

'I think young people need to see the reality more, different social contexts. Without doubt, volunteering is a good way to get closer to different realities.'

Yolanda’s fascination with technology began when she discovered the Internet more than 20 years ago. In 1996, she co-founded Campus Party, which every year brings together ‘technology fans’ from all over the world.

During her career working in the digital world, she discovered that the joys of technology are not always available for everyone. The ambitious technophile took it upon herself to ensure that others could access the empowering resources available online and she set up the Cibervoluntarios Foundation in 2001.  

Today a group of more than 1,500 ‘cybervolunteers’ help more than 20,000 people a year and work with over 500 organisations in Spain. They provide training to (digitally) challenged groups such as, children, the elderly and people with disabilities.

The foundation has joined up with an Erasmus+ international collaboration that enables them to improve training programmes by providing the opportunity to share ideas and experiences with organisations from more than 20 countries.

Yolanda hopes that more young people will participate in volunteering opportunities so they could see and act on social needs. ‘As they already know the technology, when they see a social need, they will try to find a solution. These ideas will be the jobs of tomorrow with a vision of social equality. We just need to create the right climate.

 

 

Gianni Cristian Iannelli – 30 – Italy

Gianni Cristian Iannelli – 30 – Italy

Founder and CEO of Ticinum Aerospace

Higher Education – United Kingdom, 2010

‘Those who participate in Erasmus+ enter the business market where they see the theory they learned at university applied in practice.

After 5 months of Erasmus+ experience during his graduate studies in Pavia, Gianni has a career path in sight. Working at a global risk and disaster management consultancy in Ashtead during his Erasmus+, he learnt tools that assess the risk of natural hazards by means of space-borne Earth observation data. This was the ‘starting point’ for him to launch his own company, after completing a PhD and going on to invent new state-of-the art techniques in geospatial data analysis. The Erasmus+ experience helped Gianni to gain a clear view on his carrier aspirations: 'if I hadn't done Erasmus I would still be confused about what to do next ... this experience gave me a hint about what I want to do for the next 10-20 years … After my experience I went back to Italy and started to focus more in-depth on catastrophe analysis based on satellite data. I made a lot of new connections through networking and today I am leading a company in this field.’

Other than career path and technical skills, Gianni perfected his presentation and language skills, and opened his mind to other cultures and work practices which he later put in practice in Italy and Brazil - all thanks to his Erasmus+ experience.

As an employer today, Gianni is an advocate for young people going abroad and says that those who have travelled are more prone to learn new things, to accept different and challenging situations and to bring forward new ideas: ‘if you have a lot of experiences you can see much further than others … you have more data to compare and you can take better decisions based on your experiences.’

His company, Ticinum Aerospace, is currently active in satellite data analysis for risk assessment, and has been awarded a gold medal and a certificate as the ‘most innovative company’ by the province of Pavia in Italy.

 

EURIAC – Sweden

EURIAC – Sweden

Vocational Education and Training project – Finland, Germany, Sweden, Switzerland, the Netherlands, Spain, 2011-13

'The skills acquired by the pupils during the European class make them more attractive in the global market place.'

The European Industrial Automation Class (EURIAC) project designed a European class in industrial automation that has provided around 70 Vocational Education and Training (VET) students in the industrial automation sector with the necessary skillsets to increase their employability both at home and abroad. Through learning exchanges, students had the opportunity to learn about industrial production lines in factories in various contexts and countries. Project coordinator Pernilla Öhberg says ‘students also learned how to work in transnational project teams, and to develop their social and language skills’.  

A total of 300 students have taken part in a variety of European classes (other subjects include welding and truck maintenance). The European Class is school-based mobility and designed as a stand-alone educational unit that can be integrated into any European vocational education and training programme in industrial automation. To ensure students get the best out of all their VET programmes, EURIAC also helped develop the European Credit system for Vocational Education and Training (ECVET) - the European instrument to promote mutual trust and mobility between institutions.

Many EURIAC project participants have received awards as a result of their role in the project. One of the students that participated in the European class exchanges won the gold medal in the national and European skills games in Mechatronics and came 4th in the World Skills games. A EURIAC VET teacher, received Sweden’s most prestigious award for industrial automation - the Itf Framtidspris - as a result of his work on both EURIAC and on VET in automation in Sweden.

Entrepreneurship Education – Luxembourg

Entrepreneurship Education – Luxembourg

School Education project – Germany, Spain, Iceland, Luxembourg, Czech Republic, 2012-14

‘Schools need to be close to real life in order to inspire and equip students for the future.’

At ‘Entrepreneurship Education – Enabling Europe’s Students to Develop Entrepreneurial Mindsets’, high school students, teachers and businesses from 5 countries came together to explore, simulate and create an international company, where each school was responsible for a department and had to present a business plan, showing students the real-life implications of economics.

Through direct contact with entrepreneurs and other students, the project ‘truly brought economics to life’ and made more than 1,500 participants aware of issues like fair trade and sustainability. The knowledge, practical skills and experiences from this project equips students to become ‘socially responsible entrepreneurs of the future’. Moreover, it equips students with the right tools to find solutions to various business problems together, by learning from others and get inspired to create further collaborative projects. On a more personal level, the project helped create international friendships and break down prejudices. Project coordinator Claudine Dostert underlines the project is about ‘learning skills that will equip you for the rest of your life. After all school is real life and real life is school; you never stop learning.’

Project partners came from Luxembourg, Iceland, Czech Republic, Germany and Spain. Together, they exchanged business plans in Germany, organised a fair trade fashion show and held 3 innovation camps, where participants had to develop economic solutions related to each of the 3 countries. A number of students were also able to visit businesses and meet entrepreneurs abroad.