1.1 Project name


1.2 Data of the promoter entity

1.3 Innovative elements

  • Target group. Women in domestic violence situation are a target group that tends to be victimised and, however, there are only few resources directed to support the individual processes to leave the situation of violence. The training for the social and labour insertion is another resource- among a lot of other possibilities- and it is directed to that support to the decision of every woman of changing her family and/or couple relationship to stop the violence.
  • Methodology of intervention. The exposed methodology is innovative when it is placing the woman in the centre of the training process, taking profit of the richness of working in group, working from the competences, looking for a significant apprenticeship and developing approaches from women experiences.
  • Take the domestic and care work- that is a common activity in the experience of women- as a starting point to reflect about two aspects: the nature of the paid and not paid work; the acquired competences on it and its transferability to other aspects of the life.
  • Work to improve the transversal competences is an innovative and efficient way to increase the employability of people with difficulties of insertion in the labour market.
  • Individual tutorship as an accompaniment process of the own route and of the decision making that belongs to every woman.

    2.1 Context of the initiative

    The project comes from the experience of two activity fields of El Safareig: the attention and information Service for women (SAID) and the Occupational vocational training course.

    The work in these two fields made us to identify the role of the violence against women as a risk factor of social exclusion. It is a risk factor in two ways: first, because coming out from a situation of violence supposes to resettle their own lives assuming, in many cases, family burdens that difficult the insertion to the labour market in good conditions; second, the consequences of the violence difficult the recognition and the implementation of the competences, increasing the difficulties to define their own personal project.

    On the other hand, the approaches and methodologies developed in our work of occupational vocational training allowed us to design a specific proposal work suggestion for this target group of women that supports their option for a labour insertion as an additional element in their process of coming out from the violence situation.

    The itinerary has been implemented since 2001. Its design has been changing to improve the options offered to women from the demands and needs that we have detected in previous years. In filling in this card, we will make reference to the year 2002 and in some cases to the suggestion of training project submitted for the year 2003.

    2.2 Target groups

    2.3 Phases

    Reception, establishment of work agreements and beginning of individual tutorships.

    Unit I: preparation for the labour world. Teamwork, basic activity for most of the women who take part in the itinerary, specially the eomen who are victims of violence.

    Unit II: internships in companies. The sectors of internships are free chosen. An individual and collective follow up.

    Accompanying to the training and insertion. Once the internships are finished, we carry out individual and collective tutorships to support the paid work search and/or the training options.

    2.4 Dates of execution

    June 2002, March 2003.

    2.5 Field of execution

    2.6 Collaborating entities

    There is a good collaboration with many enterprises of the regio, bu there is no established agreement with any of them.

    2.7 Resources

    -Human: 3 teaching experts, one of them is the co-ordinator of the itinerary, 2 tutors who are teachers at the same time, 1 tutor of practices.

    -Economic: 32.433,32 €


    3.1 Objectives


    - Support, through the improvement of their employability, to the decisions of each woman to access to the labour market as an element of their process of personal change.

    - The possibility that every woman could design, with the support of the other women, teachers and tutors, a new path and personal project directed at the socio-labour insertion, and aimed at overcoming the situation of isolation.


    - Improve the knowledge of training and labour insertion.

    - Improve the knowledge of the labour market.

    - Know how to design and use the tools to access to the labour market.

    - Analyse the gender conditions in relation to the labour options.

    - Acquire the basic knowledge to use the computer.

    - Improve the ability of understanding and expression in Catalan.

    - Develop the necessary skills to assume appropriate behaviours in implementing a job.

    - Improve the self-knowledge and self-esteem of the participants.

    - Improve the competences of relation, in particular, the communication.

    - Identification and balance of their own competences and visualise their transfer to the labour market.

    - Increase the possibilities of labour insertion looking for new orientations.

    - Make decisions in relation to labour and professional future.

    - Implement successfully the internships in companies.

    - Design strategies to achieve professional expectations.

    - Planning, implementation and evaluation of necessary actions to achieve the professional expectations.

    3.2 Methodology of intervention

    Intervention model of the Centre

    The training offer is carried out in the framework of the global project of La Casa de les Dones, El Safareig, that can be focused on the following points:

    As part of this project, the team of Vocational training course develops a work directed to the sociolabour insertion of women at risk of social exclusion because of the domestic violence, using methodologies of support to the mentioned process. The team works starting from the following guiding premises of the training action:

    Model of competences

    The working methodology in the itinerary is based on the model of Labour Competences designed by ISFOL where three types of competences are exposed:

    Basic Competences: knowledge that in a certain culture is considered necessary to access to work.

    Technical Competences: knowledge and techniques needed to develop correctly a professional labour activity.

    Transversal Competences: skills, abilities and attitudes needed to develop a job in a competent way.

    We think that this approach is specially interesting for targets with difficulties of insertion in the labour market, because it starts from what everyone has, that is the own experience and the resources that it has given to them. The work from the perspective of Competences allows to mobilise and to make aware the own resources and to transfer them to the paid work area.

    This is specially interesting for groups of women that, because of the non economical assessment and the social invisibility of the tasks they carry out, they start from a not very positive self-image in relation to what they know and their know how. It is even stronger for women suffering domestic violence, because their over-identification with the subordinated and dependent female role, because of the violence they have received from the socialisation mechanisms as well as from the couple relationship, allocate them in less favourable conditions to value their abilities and knowledge.

    The training work with women of the Itinerary is based on the recognition and improvement of transversal competences. During all the training action, competences are worked in a specific and in a transversal way:

    Working methodologies in the classroom

    Position of the training experts

    The training practise of the conductors of the working sessions in group is implemented from a position that favours the following dynamics:

    Contents development

    The contents that are specified in the programs of the training actions are developed following some points that interact and activate ones to the others. This interaction is favoured by the co-ordinating work of the group "drivers". The leitmotivs are:

    Resources and working methods

    To promote the significant apprenticeship, the working methods that are used with priority in the classroom are:

    Working methodology in the individual tutorship

    Position of the tutor

    The tutorship is a relation space that facilitates that every woman starts from herself defining willingness and interests in relation to the labour world and it can be compared with the possibilities and the opportunities to implement them. The relation between the tutor and the woman who takes part of the itinerary, has to be of confidence and respect to develop correctly the tutorship accompaniment. The position of the tutor during the working process should favour:

    3.3 Contents

    Unit I: Get ready for the labour world

    The implementation of the modules which contents are synthesised below does not follow a chronological order from the first to the last one. During the training action, we work tree days in group developing three points in parallel: specific work about transversal competences; competences balance and knowledge of the environment.


    Group constitution. Different types of representations are carried out in order to make the participant woman to express her motivations and expectations. From a group dynamic we give a meaning to the words that express interpersonal relation and working in group elements, to establish working agreements in the group.

    Start from one-self. We work the self-reception in the past and in the present through the reconstruction of the life stories. We carry out dynamics to improve the self-esteem and the assertiveness. We reflect about the sentimental roles, what we call: live for the others, live with the others. Work about the time organisation and the economical resources in the framework of the cohabitation unit.

    Feelings and emotions administrations. Identification of emotions. Relation between thoughts and emotions. Strategies for the emotional management. Role playing in personal conflictive situations.

    Communicate. We work the verbal and non-verbal communication. From the detection of the communication difficulties, we work strategies to improve it. Implementation of active listening exercises.

    Team working. Exercises about the group productivity. The co-operation and the conflict. Diagnosis and collective solving of problems. The individuality in the personal group, integrity and autonomy. Decision making in group.

    Decision making. We work the creativity from: creating options and ideas in certain situations; know how to observe the situations from different positions. The decision making: give priority, choose. Know how to defend a decision. Be autonomous: define the own objectives, mobilise the own resources to start moving the options. We work these aspects through exercises in group as well as through the recognition of past situations where they implement these competences.

    Gender work and identity. Debates and reflections about the paid and not paid work, its assessment, visibility and characteristics. Debate about the economical value of the non paid work. Critical reflection about the employment: lecture of the employment by the labour active population and by the domestic active population. Stereotypes, roles and gender prejudices in the labour market.

    Competences balance. From structured materials we work the recognition of the competences acquired in different moments and activities during the life: domestic and care work, training itinerary, paid work. Analysis of the acquired competences and its transferability to the labour world. Synthesis and conclusions of the balance in relation to a future labour insertion.

    Searching jobs techniques. Design of the presentation to the labour market instruments – CV and letter- from the compilation of her training trajectory and working experience carried out in the competences balance. Preparation and simulation of the job interview using the previously worked competences: self-knowledge, assertiveness, communication, emotion management, etc,…

    Knowledge of the environment. Through different activities –visits, excursions, talks- we make to know not only the actual conditions of the labour market but also the training and insertion resources that are in the immediate context. We put emphasis in the knowledge and reflection of the labour experience of women from Cerdanyola who expose their training and professional itinerary in some talks for the students of the itinerary. We also make them know the new jobs with visits to the companies and also the training and insertion possibilities in traditionally male sectors.

    Introduction to the use of the computer. This activity started as an exercise to lose the fear and as motivation to the apprenticeship. However, in 2003 we offer an specific action that provides some basic notions for the use of the computer.

    Catalan. The bad comprehension and the oral and written expression in Catalan are sometimes unfavourable elements for the labour insertion. The improvement of the use of Catalan has been done in a transversal way in every itinerary, through activities in one or another language. For the itinerary in 2003, however, we have planned to carry out a specific action from the demand of the students.

    Unit II: Work experience in companies

    Work experience. The work carried out in Unit I takes the student to the election of a working sector where she is willing to do her practises, because she has a previous experience or because she finds interesting to know it because she considers she has the competences to work on it, or because she is interested in following a technical and vocational training for a labour profile in that sector.

    The practises make them face the immersion in the labour context, using the personal resources and the competences worked in the Unit I in order to do it successfully.

    Monitoring the practises. Once a week we carry out a collective tutorship of monitoring where the experiences are exchanged, they talk about the difficult situations and the conflicts, they listen different points of view about them and they make conclusions about the labour and training future.

    Accompaniment to the training and insertion

    When the working practises are finished, the individual and collective tutorship are periodically continuing taking place to monitor and evaluate the implementation of the different labour and training options of the students of the itinerary.

    Individual Tutorship

    In the space of the individual tutorship we carry out a mediation between what the centre offers and each person who takes part of the training action; all the training aspects worked in the group sessions are integrated, they take aware of the knowledge and the lacks, the motivations, the capabilities and the attitudes in relation to the own itinerary are catalysed; agreements and compromises of implication in the personal professional project are established.

    In the individual tutorship the following aspects are carried out:

    3.4 Carried out activities

    The temporal activities of the itinerary consist of:

    As transversal activity, there is the individual tutorship that is maintained during all the Itinerary and even when it is finished, the student can go back to the centre where she will always be attended.

    3.5 Evaluation

    Three aspects are evaluated: design, action and results.

    The evaluation of the training action is carried out from two perspectives: the students perspective and the professionals perspective.

    Perspective of the students

    Evaluation of the design: Units and Modules

    Evaluation of the action: teaching

    Evaluation of the results: self-evaluation

    Perspective of the professionals

    Evaluation of the design

    Evaluation of the action

    Evaluation of results

    At the end of the training action we write the Final Annual Report where all the evaluated aspects from both perspectives are collected.

    3.6 Monitoring

    The monitoring starts in the phase we have named "Accompaniment to the training and the insertion" and it follows after the end of the Itinerary.

    In a first phase (3-6months), we call periodically the students individually or in groups, to work the following aspects:

    After this first phase, the contact with women becomes to be initiative of them, depending on her needs. The centre keeps on open offering advise and orientation and maintains the women who want, into the employment exchange.

    3.7 Identified obstacles


    4.1 Products and/or materials

    Own materials directed to identify and enumerate the acquired competences in the domestic and care work practise.

    4.2 Obtained results

    We have to take into account that at the moment we were filling in this form, the 2002 Itinerary was not finished and, therefore, the long term results cannot be appreciated.

    Although the 2002 Itinerary was designed for 10 women, at the end 14 women were accepted. 9 took part of the work in group and 5 worked in individual tutorship.

    Results that are evaluated in a quantitative way for 14 women give the following percentages (they do not sum 100% because some of the options are simultaneous):

    The results for the 2001 Itinerary, for 10 participant women were:

    Qualitative results that we can detect are:

    Improving the relation to themselves, what is showed in the way they get dressed and in general they take care of their aspect, their health and their time investment in their personal training.

    Improvement in the interpersonal relations. The Itinerary has allowed to brake the isolation of some women, to create links between women of the group and has created support actions from some women to the others in relation to their personal situations and the search of work.

    Changes in the familiar relations. During all the Itinerary, some women have reconsidered the relation to their children, mothers and have faced with different results the conflicts in the couple relationship. This has been translated in a better time administration and in decisions related to the priority of their training and labour insertion willingness/needs.

    Changes in the attitudes in relation to the paid work. In the Itinerary of this year, it has been especially important to work the self-knowledge and also the task of facing the participant women with the reality of the labour market, because the tendency of the group was:

    The results in this sense, particularly through the work of individual tutorship after the work practises, have been very good, as most of the women have managed to recognise their strong points (competences related to the domestic and care practise), and face their weak points (transversal competences and competences related to the training) and delimit them clearly.

    4.3 Evaluation of the impact

    The impact of the work in the Itinerary can be seen in two aspects: