Page 101 - Guiding-at-risk-youth-through-learning-to-work-Lessons-from-across-Europe

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

young people tends to shrink as they reach their teenager years. Some
disengaged young people may not want to participate or be interested in taking
part in the opportunities available to them. However, studies suggest that forcing
young people to take part will not lead to improvements in their attainment and
participation (CBI, 2008). Project coordinators working with school leavers have
come to the same conclusion. For example, experience from the NotSchool.net
project has found that, where there has been any attempt to coerce the
participant to learn, either by attempting to impose the rigour of timetabled or
supervised work, or an overbearing parent or carer, young people have been less
likely to become very active in the project. In short, learning and engagement
stem from a desire to learn (Ultralab, 2007).
Therefore, it is important that unmotivated young people are helped to see
the value of participating in education, training or employment and are
empowered to improve their life situation by taking ownership of their decisions.
By giving the young person a chance to decide what support they will receive, for
example through the development of an individual learning plan, their motivation
to participate can be increased. A number of the examples start out with the
development of a personal plan for the young person and show that this first step
can help to engage them in the project.
Further, many of the initiatives reviewed are voluntary for the young people
who join them. Relay classes in France, for example, require consent from both
the young person and their family, before they can take part.

95