Trabalho

1. Fresh as well as experienced unorganised workers can register with www.labourconnect.org, service providers, and job trainers can also register in the same way. Registration is free.
2. Since many candidates looking for jobs in the unorganised sector might not be proficient in using the internet and thereby creating their profiles properly, our field workers and vocational training institutes should submit the details on their behalf.
3. Currently, the portal offers information about jobs in Delhi NCR area only, in other states we are creating database of job seekers at the moment.
4. Labour Connect is building an online data repository to provide labour intelligence on blue collar jobs in India. It is intended to help participating organizations visualize the current and near-future size of the demand for blue collar workforce, while being able to populate the repository with their own data. The data is aggregated, anonymized and syndicated* for participants to gain from an overall perspective of the demand for blue collar workforce in their geography.
The value that labourconnet offers to both its employers and job seekers is in its ability to provide access to critical job and job seeker information through various technology platforms. By leveraging web and mobile technology, labourconnet is able to scale and engage a wider audience creating greater efficiency for employers and having a social impact on job seekers. Employers can conveniently browse job seeker profiles based on salary, location, languages, employment background, skills and references.

Twelve women will attend a safe learning space in the city of Vancouver. The immersive learning opportunity will be similar to a 90-day programming bootcamp. All computers and software will be available to use 24 hours a day, 7 days a week, to complete classroom projects. They will learn from experienced mentors using a proven industry curriculum.

We’re looking at a commitment of eight to ten weeks from attendees (that's roughly 400 hours). During weeks one to three, we’ll learn how to program in the Ruby language. Working in pairs and small groups, we’ll learn syntax, methods, tools, and command line. We’ll push the code to the cloud using Git. By week 3, you’ll be surprised what you know. We’ll code. We’ll make stuff. We’ll have fun!

Weeks four to five will expose us to HTML, CSS, Javascript, and Ruby on Rails. We’ll slice and dice data with mad programming skills, explore how websites are built, and how web applications are made. We’ll continue to work in pairs and work on small projects. We’ll have guest instructors and speakers every week.

By the time week six rolls around, we’ll be ready to dive deep into Ruby on Rails and start building model view controller (MVC) applications. For the next three weeks, we’ll learn about SQL and work on larger projects, and still in pairs. We’ll make clone projects like, Twitter, Facebook, and bit.ly. We’ll use object oriented programming (OOP) techniques and mash them with HTML, CSS, and Javascript for fun. Together, we will build the extraordinary!

A plan to partner the EU and the Government in the Skill Enhancement of 92% of the Local Labour Force which is largely in the Informal Sector and is mostly unskilled in a market environment which has a shortfall of over 50% of skilled labour and in a situation where only 8% of the labour force matches the requirement. In a demographic situation where over 50% of the population is comprised of a very young population and a very old population the entire burden for productivity and progress lies with the middle-income groups who are battling inflationary market forces on the one hand and repressive taxation on their productive income thus stifling this supportive group. Our effort is to provide a support system to inculcate this quality education in the basic course curriculum to provide a timely, supportive climate for the present work force. If this effort is made by the government now in the present education system the graduates will already have basic professional skills and be ready to join the workforce & be productive almost immediately as they will be fulfilling a ready need of the marketplace and this may be replicated worldwide. Training & Facilitation of Personnel in Service Industries; Mentoring, Counseling facilities; Developing Business Strategies for targeting markets; harnessing capacities and developing potential in schools and colleges; for homemakers and professionals; for employees and students. Corporate Social Responsibility as agents of change and advocacy and policy change. Sensitization programmes along with NGOs (Non-Government Organisations).

All B.C. secondary school students who are enrolled in Grade 10, 11 or 12 must complete Graduation Transitions. In order to meet this goal, students must participate in at least 30 hours of work experience and/or community service and describe what was learned. This type of experiential learning increases the relevance of school by helping students connect what they learn in the classroom with the skills, knowledge, and attitudes needed to be successful in both the workplace and larger community. Our model will provide any grade 10 through 12 student with the opportunity to apply to the in school business. Students will follow standard practices for work experience placement by providing a resume and attending an interview. Once they have successfully become a member of the business team they will embark on learning the business from the ground up. It is the intention of our initiative to provide students with the skills and knowledge that will empower them with the responsibility to run an in school manufacturing business. Students would begin at this time with the assembly of equipment and training in its operation. As we progress and new studnts come on board the existing team will mentor and train the new staff on all aspects of the business. To complete their transition requirement they will complete a report that documents their work, and identifies the employability skills used or developed.

LocalSwitch engages with a community and identifies the local resources that are available. Energy initiatives can be any of the following but not limited to, Windfarms, solar pv farms, district heating, micro hydro, biomass, biogas, solar thermal,housing retrofits,(energy saving upgrades). Food initiative examples,Community shared agriculture, community farms, allotments, shared orchards, aquaponics, home growing initiatives, community recycling/zero waste initiatives, waste to energy initiatives, fuel crop co-op's.Transport examples electric vehicle car sharing, community owned vehicles, electric /cargo bike sharing.

Specific example: We setup a FESCo in a particular community-we fund raise to pay for the employment of a community cataylst-this person builds a subscriber base/association of local people who wish to make cost savings on their home heating oil bill. The catalyst matches suppliers to the market and sets up a wood fuel supplier,a wood burning stove retrofit supplier and the subscriber base. The subscriber base can pay for the capital cost in a number of ways, Irish Government Energy saving grants, a pay as you save scheme facilitated through local credit union or personal upfront payment. The wood fuel supplier creates a fixed contract with the FESCo to supply to it subscriber base. The subscribers benefit from a lower fixed home heating cost and isolate themselves from rising oil prices.The wood co-op is based on a renewable harvest cycle.Local employment demand is created through wood supply and housing retrofit.

We surveyed and had long thoughtful conversations with the families in our community to find out what works and what wouldn’t. We learned that for them to be able to keep their children safely in school year after year, have enough food on their table and escape poverty, they need new skills, safe jobs and decent incomes.

We reach out to the young women and girls early. To help these women overcome the social stigma and integrate into our classes more easily, we arrange field trips to the zoo and water park. Volunteers join our social workers to organise ice-breaking games so like-minded women can meet to chat comfortably, provide one another with peer support and engage in mentally-wholesome activities.

Through our social workers encouragement, they are motivated to join our training courses. Then, to enable the women with babies and toddlers to concentrate on learning and complete the year’s training, we help care for their children in our Baby Room in the day. During the training period, we provide foodbox (rice, packet-noodles and canned food) for their families and allowance for these participants. This is our income replacement plan that will ensure that the women graduate successfully instead of dropping out mid-way. At no charge, we loan the women staying further from our centre, donated bicycles so they can travel to work.

Besides training the women in sewing using our own donated sewing machines, we conduct workshops such as Domestic Violence, HIV and trafficking prevention workshop, Business and Financial Management and industrial field trips

CRS Tourism SMEs Development Fund is a private equity fund structure that encourages private investment in tourism SMEs based on the realization that the tourism industry's risk owners is the private sector not the government.
The fund is structured as a limited partnership of the investors and tourism SMEs.
The fund allows business angels and private equity companies to invest in tourism startups and expanding tourism SMEs.

Obudu Delight is one of Cross River State's Tourism SMEs.
Obudu Delight is a honey farm, supplying tourists visiting the Obudu Mountain Resort, Cross River State and southern Nigeria as its market reach.
The farm's production level have been increased through private investment by helping the locals with the necessary farm implements to keep bees rather than get into the wilds and forests to hunt bee hives with low productivity as the output.
The scalability of this tourism SME was achieved through private equity funding. However, the investors had a good return on investment for the 6 years Obudu Delight has been in operation and the community is running the farm with little supervision and advice on the management of the farm.
The following are a list of CRS tourism SMEs and markets to be developed:
1. CR Cocoa Processing Factory
2. Palm oil bottling company
3. Dry gun distillery
4. Yam and cassava flour processing company
5. Obudu delight - Obudu honey farm (currently in existence for 5 years)
6. Palm-wine bottling company
7. Art and craft markets for each senatorial district
8. Reconstruction of beach market & beach restaurants

Samiksha, a 29 year old teacher earning USD 100/month, working 6 hours a day might not sound like someone interested in being a domestic worker. She joined Maid in India and has grown to be one of our brightest, most hardworking and most liked maid so far. She now earns more than USD 250/month, working 6 hours/day. She has been able to send 2 kids to school this year, and will send the other 2 next year, with upto USD 50 saved each month with MII saving schemes. She said “maid in India earned me the respect in my neighborhood that teaching could not for years. I earn anyone else in my slum and save the most for my kids. I have a LIC policy and a lot of money saved every month. Maid in India is an organization that treats us like employees and not maids and the same reflects in the attitude of our owners. When I fall sick, I now know where to go and seek help immediately, since I'm not charged exorbitantly like before. MII even gives me short-term interest free loans, keeping my good work in mind."

Activity 1
-Prepare training curricular with School of business
-Selection of 400 people by conducting a random selection through a lottery to promote fairness and transparency to participate in program.
-Walk the selected trainees through the established preconditions: 1. to attend the training to completion and come up with a business idea either individually or in group capable of offering a service or a product to the market and as well as develop a comprehensive business plan/framework with a mentor in order to be eligible for financial support from the project/our partners, 2. To set up a business at the end of the training(and if they do not set up the business, they have to refund grant for the course).

Activity 2:
-With our partners, train the selected participants in financial literacy, business plans, management, marketing, product and service development, customer service and social networking.
-Leverage the expertise of successful entrepreneurs to share skills, administrative services,web development, and other operational costs with the trainees.

Activity3:
-Support graduates in developing business plans/framework, enter an agreement to offer subsidize business loan to capitalize business( in order to give them time to develop their business) and offer them with lower interest rate and longer grace period and assign with expert mentors to help them grow their business over time. At the end of the project each person will undergo a self-assessment of his/her confidence and capability to remain in employment.

Qeyno is a classroom product that uses game-like rewards to introduce young millennials to career possibilities with the help of professionals as subject-related mentors (micro-mentorship), a mission/badge achievement system, and a challenge-board where they can compete and win prizes, internships, and scholarships.

IDEPSCA's Popular Education methodology coupled with Mobile Voices' complementary popular communication approach is helping to build a process of reflection, dialogue, and action within immigrant worker communities and to develop alternative, community-based media outlets in Los Angeles County. IDEPSCA incorporates Mobile Voices as a popular communication vehicle to bridge the technological gap that continues to marginalize the immigrant community. It creates a space for immigrant workers to share their stories, learn about their rights, counteract negative stories that are written about them, document human rights abuses as well as to highlight their own humanity. For example, IDEPSCA's families participate in various conferences, marches, and actions to raise awareness about discriminatory anti-immigration policies and rhetoric. Through the Mobile Voices platform, supporters have used their cell phones to take photos, audio, and video recordings at these different events, upload them to the Mobile Voices website, and then spread the word about the mobilization to their friends, family, and communities.

- Proposta de preenchimento de pessoas com transtorno e/ou deficiência mental no plano de cotas de empresas com mais 100 funcionários (conforme previsto em lei).
- oferecer o suporte dos "gerentes de trabalho" aos clientes com transtorno mental, seja treinando-os no próprio local de trabalho, seja acompanhando-os semanalmente para avaliar evolução, satisfação e desempenho. Assim como, dirimir dúvidas e intermediar as relações estabelecidas entre cada cliente e colegas de trabalho e empregador.
- Estabelecer contato permanente com todos os profissionais de saúde envolvidos no tratamento de cada cliente.
- Propor horário diferenciado de trabalho conforme cada caso.
- provar que é direito de pessoas com transtorno mental ingressar no mercado formal de trabalho admitindo o devido suporte a elas.

The Core Reaction game and website include four main components to teach science content and motivate interest in STEM careers in the nuclear energy industry:

1. Game Play - Core Reaction is a role-playing game in which students select one of five nuclear professionals they will play in the game. Each position has a variety of tasks students must manage to help run the nuclear power plant. This game play experience will help students recognize the connection between the science they’re learning in the classroom and their potential to be STEM professionals in the nuclear energy industry. Visit http://corereaction.org/ to learn more about the game.

2. Assessment – Teachers can program the game to administer an assessment to students at the end of the game. Based on National Science Education Standards, the assessment will provide instant feedback about students’ science content knowledge gains.

3. Supplemental Activities and Videos – The website will include supplemental activities teachers can use to reinforce content taught in the game. The website will also include video interviews with nuclear energy professionals to further motivate students to consider STEM careers in the nuclear energy industry.

4. Student Dashboard – At the end of playing the game, students will be shown a dashboard that provides additional information about the STEM career they just played. The dashboard will help students understand what needs to be done to transition from being a middle school student to a nuclear energy professional.

TCR! recognized that a funding mechanism that provided an outcomes-based payment to training providers assisting the hardest to employ would have strong political support. It made this case nearly fifteen years ago, working with the state to demonstrate that a successful graduate has $31,000 of Net Present Value to taxpayers. So it requested that the state share this benefit with TCR! in the form of a performance payment for each successful outcome. The state agreed to pay TCR! $9,000 when the program demonstrates that it has placed one of its graduates in a job that pays at least $20,000 annually with benefits. TCR! qualifies for another $9,000 payment if the graduate remains in that job for one year. This effort resulted in a PFP funding model in partnership with the State of Minnesota that has the potential to be replicated in other states and may create a solution for those searching to provide an adequate level of training and related services to participants despite diminishing federal funding.

The economic value to the state, turning tax users into tax payers in a win-win funding arrangement, is what drove the creation of this model and provides the opportunity for replication in other states. Over the last 15 years the model’s economic outcomes continued to improve, and bipartisan legislatures have supported this legislation. The appropriation has grown steadily, due to demonstrated returns to the state. Since its creation, the state of Minnesota has received $7.24 for each $1 it has paid out.