Page 100 - Guiding-at-risk-youth-through-learning-to-work-Lessons-from-across-Europe

Guiding at-risk youth through learning to work
Lessons from across Europe

(Gordon, 2007). According to the Confederation of British Industry (CBI), young
people without basic skills, who do not have a positive attitude to work, will find it
difficult to find employment (CBI, 2008). Reintegration measures, therefore, need
to incorporate basic and life skills as appropriate to the needs of each individual.
Across the examples identified, there is also evidence that a mix of practical
and theoretical learning is particularly effective in supporting the target group.
Practical workshops are a key element of the programme offered at Danish
production schools, which focus on enabling young people to ‘learn by doing’,
also seen in the Lithuanian youth schools, which adopt a three-part programme
comprising basic education, practical learning and additional courses chosen
according to the young person’s interests.
In Slovenia, the Project learning for young adults (PLYA) initiative supports
young people through project-oriented learning. With the support of a mentor,
participants choose their own project theme and how they will learn, which
increases their motivation to carry out the project (Zalec, 2008). PLYA focuses
more on the knowledge and skills young people can gain by carrying out the
project than by the actual educational content (Bozic, 2007). For example,
participants develop skills such as critical thinking, team-working, and creativity;
by discovering their own talents they are supported to formulate a career plan
(Zalec, 2008).

5.3.9. Aiding access
In addition to social and learning barriers, the target group for reintegration
measures may need help to overcome practical barriers to accessing the support
offered to them. For instance, where finance is a barrier, grants can be provided
to participants, as is the case in Ireland under the Youthreach initiative. Other
barriers might include caring commitments; offering classes in the evening or
providing access to childcare can assist access. Classes provided by the
Lithuanian youth schools are delivered during the daytime, in the evening, or a
combination of the two. Provisions are also in place in countries such as
Germany, Greece, Italy and Malta to offer learning opportunities outside normal
school hours.
Where practical factors cannot be addressed by the initiative itself,
collaboration with local partner organisations (e.g. in relation to housing issues,
substance misuse or offending) is vital.

5.3.10. Motivation
An OECD report on Motivating students for lifelong learning (OECD, 2000b)
indicated that children rarely lack curiosity, but the appetite to learn for some

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