DME to invest in inclusive management for all

Youth unemployment is a growing concern throughout the European Union and deserves to be high on the political, social and economic agenda. Our society needs to invest in inclusive employment for all, also and especially the most vulnerable: early school leavers and youngsters with low education levels or physical/mental impairments. A common geographical or transnational approach is required to address this economic and social challenge. Traditionally, diversity management propagates an inclusive human resources management, covering the employer-employee relationship.


INVOLVE: "INVOLVEment of learners with low educational background into the Lifelong learning process" (source: )

The learning partnership "INVOLVEment of learners with low educational background into the Lifelong learning process" focused on the strategies, methods and tools necessary to increase the participation of the special group of learners. As those people are at an increasing risk of unemployment and social exclusion.
Successful integration of persons with low education was a great challenge for the organization of adult education across Europe. Partner project organization were aware that the target group needs a specific approach setting low entry and so they discussed ways in different countries, exchanged experiences and identified the needs for the creation of materials, courses and strategies, as well as ways of addressing target groups . Particular attention was paid to a disadvantaged areas and possibilities of adult education in those areas.

Target group:

Organizations that work with people with low educational background.

Related documents:


Gender Audit (source: )

Project Gender audit focused on employers as well as employees. This fact makes it very effective as it goes both ways.


This project´s aim was to support and encourage employers in the Zlín and Moravian-Silesian region in the implementation of equal opportunities for men and women and reconciling work and family life. The target group was 7 employers - companies from the above mentioned regions and 14 employees - HR professionals / managers / executives participating enterprises.

Related documents:


Integration protocol (source: )

An integration protocol is a written document, containing commitments agreed upon by the (new) employee with a disability, his immediate superior, the HR representative of the company and often an external expert. The integration protocol is co-signed by the most senior manager of the company. What exactly is agreed upon? Measures necessary to ensure a good start and optimal integration of the employee with a disability and measures needed to optimize his performance on the job.

The drafting of the agreement is done by the HR department, that supports all concerned parties. As already mentioned, it is also possible to call upon external help, e.g. an expert on a certain disability, a company doctor …

One of the most important things of an integration protocol is that it allows discussing the disability of a (new) employee (as far as it has an influence on his on the job performance), in an early stage of his employment. Possible disability-related problems can be countered right from the start. If necessary additional support can be offered to colleagues and superiors.

It is also of the utmost importance that the measures decided upon in the integration protocol are executed with absolute priority. The main goal is an adapted workplace from day one of the employment.


An integration protocol contains agreements that should lead to an ideal working situation for employees with a disability.

It makes it easier for all parties involved, to discuss the disability and all possible work-related problems. It creates a “safe zone” in which possibilities and competences can be explored, without ignoring the disability-related problems.

It also creates a solid support base in the organization, because it is co-signed by the most senior company manager.

An integration protocol is drafted by the HR department. In case of future problems, they can be called upon by all concerned parties.

An integration protocol can also be used as a supporting instrument, e.g. during performance and evaluation interviews.

The integration protocol is the result of a series of discussions. It is not easy to talk about a disability, not for the employee and not for his (future) employer, superiors and colleagues. Therefore it is important to have exploratory talks, before bringing everyone together. During the first talk with the superior, expected competences and skills need to be further clarified. It is also necessary to give straightforward information on the disability of the new employee and possible (reasonable) measures to counter disability-related obstacles. It must be clear to the new employee that there is a secure environment for discussions in order to create a win-win-situation. It is essential that the final integration protocol-talk is properly prepared, to ensure a smooth and efficient conversation flow.


Integration protocols are used by the Flemish government.
JKVG vzw constructed a tailor-made procedure for the use of integration protocols for the City of Ghent.



The Learning Machine is an Ofqual accredited Awarding Organisation providing a new approach to assessment, reducing the administrative load on teachers and freeing up more of their time to concentrate on supporting raised attainment. The Learning Machine is a qualifications awarding organisation accredited by the UK government regulators Ofqual. Current qualifications include... IT User, Computing, Design Engineer Construct, Enterprise, Business Management, Food Safety, Additive Manufacture and more to follow; Teacher assessors with flexibility to assess directly to broad criteria; Judgements about competence throughout a course with feedback and recognition for learners; End of course exam designed for grading - only available to those that prove competence through the course; Scope for self-and peer assessment with free optional cloud based tools to manage it; Teacher assessor decides the methods, we are only interested in evidence of outcomes; Optional progress tracking and reporting using coursework evidence.



The Raw Talent Factory is a website built specifically for young people at risk of dropping out of school and have no prospect of future and struggling their plans for the future. In the Raw Talent Factory they go to discover what they are good at under guidance of a social worker and in cooperation with a buddy (family member, counsellor etc). The talent they already possess knowledge of social media will be transferred to a family member, a buddy. They do this by using special (online) lessons written for Raw Talent Factory and placed on their special page on the website. During this online course an insight into the choices they could make is provided and they also are looking at how the buddy made his or her past choices. During this mutual discussions and assignments they will look at these moments of choice and concentrate on "talent". The ultimate goal is that the young person can make a choice for a school or profession and the support and experience of the buddy is constitute as an important pillar in this choice. The target group of the RTF are young people between 14 and 23 who (through various circumstances) are threaten to fail at school and have been in contact with Compulsory Education Regional Office.



The Talent Development Instrument (TDI) can make a personal development plan of a participants. Through three different components there ultimately can be made a so-called action plan. The three components described by the participant itself or in collaboration with a assessor various from information as personal data and skills to interests and limitations. The action plan that is ultimately derived reflects the following information that will be presented;

The ownership of the TDI lies with the person who wishes to develop. It not only contributes to a higher involvement but also encourages a greater degree of self-development of the participant, the 'learner'. But when in a given context by one (or several) external party (ies), a number of expectations / goals are set and the TDI of the participant is drawn together, this party is also partly responsible for the feasibility, the time and resources needed for this expectations to achieve. Getting started with the Talent Development Instrument?

This individual development never stands by itself, since it is part of a development process. These means that the various steps are connected with each other (and it is a continuous process): a self-analysis (what are my strengths and weaknesses) and an analysis of opportunities and threats. Central is: How can I best utilize my talents and how can I develop them?

Once agreements are made in the Individual Action Plan, the participant start with his/her talent development and there will be a next evaluation that shows whether and what progress has been made. This information is added to the "Personal Information" and continues the process of Individual Development Plan and Individual Action Plan, until the intended targets of the participant are achieved. The TDI is freely accessible after getting an inlog code for everyone who is interested!


YES MODEL (source: )

We think this YES toolbox is very interesting because unemployed young people benefit from this form of “competence assessment”, a toolbox that is presenting different pathways for unemployed young people that aims at being integrated by all kind of partners at international level - whereby young unemployed people benefit and empowered to be more prepared for the labour market.


In this context of high youth unemployment, the YES tool cluster partners have decided to focus their efforts on empowering young people, especially those with fewer opportunities or at distance from the labour market. With this in mind, the YES tool has been working both on processes and outputs. The tool is mostly focussing on the mutually enriching existing tools to result in what we believe are levers towards employment for young people (and especially NEET people):


From university to work placement (source: )

The aim of the procedure is promotion of the first work experience for young people with training for a specific job.
It is suitable for young people looking for first employment and bridging the gap to their permanent job. It allows them to gather first work experience and get familiar with work environment. The employee may also decide to offer them permanent employment after the programme is completed. At the same time, it enables employees to test the potential employer without high financial risk.

Main benefits:

The procedure requires funding from the government and is a part of active employment policy.


Community work placements programme (source: )

Community work placement programme is intended for the unemployed persons. It provides co-financing of employment of maximum 1 year for long-term unemployed in public services programs in the fields of social welfare, education, culture, nature protection, utilities, agriculture and related fields.

The benefits of the programme:

The procedure is a part of active employment policy.


Job clubs (source: )

The idea of the clubs has come from abroad, from the USA and from there they spread around the world. In Slovenia the first job clubs were introduced in 1994.

The program lasts 3 months; The first three weeks are intended for training how to act in the labour market and where to look for employment opportunities. The remaining time is devoted to the systematic inclusion of finding a job, which allows independent and active functioning of the labour market and provide help in speeding up the search for employment. The program lasts for 4 hours every workday, participants may be absent only for job interviews.

The benefits of the programme:

The procedure addresses unemployed (mostly long-term unemployed) and helps them to re-engage in the labour market. It improves their communication skills, connects them with employers, offers support and assistance in making first steps back on labour market. Within the programme participants also receive some financial support and technical support when applying for jobs.

The procedure is a part of active employment policy.


ProfilPASS tool (source: )

The ProfilPASS system is based on the fact that people learn mostly in informal environments like family, voluntary work and through coping with challenges of their lives. It assumes that all human beings have competences (A competency is more than just knowledge and skills. It involves the ability to meet complex demands, by drawing on and mobilising resources including skills and attitudes in a particular context) and that all competences are valuable regardless where they have been acquired.

Target groups:

Related documents:



PUM (Project learning for youngsters) (source: )

The Training addresses the most vulnerable group - young people with unfinished education, dropouts, long-term unemployed and those who require help, support and motivation to re-engage the labour market. Training programme /mentorship lasts one year. Within that year participants work together on various projects. Focus is on developing basic competences but also soft skills such as sense of responsibility, cooperation etc. Role of the mentor is crucial.

The programme requires training for the mentors, support from local environment, premises where participants can gather and work. The idea is to build a sense of community and cooperation between participants.

Target groups:

Individuals from 15 to 25 years of age, without completed education, without profession, have no job and are ready to move forward. Participants must be registered at the Employment Service of Slovenia.

The DME Project is co-funded by the Erasmus+ programme of the European Union. This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
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