Page 118 - Guiding-at-risk-youth-through-learning-to-work-Lessons-from-across-Europe

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

For example, the Luxembourg attestation de compétences description
booklet stresses that the process for preparing the attestation should be based
on a dialogue with the young person, enabling them to carry out self-evaluation,
supported by feedback from the member of staff preparing the attestation on their
behalf. The booklet explains that this process of open dialogue makes the
process educational in itself, aiding critical reflection and analysis of what the
young person has learned and achieved (Bodeving, 2009).
It is also important to ensure that validation is not seen as a finite procedure
and to offer the beneficiary further guidance to support their future plans. Once
his/her competences have been identified and recognised, the individual should
be supported to formulate next steps in personal learning or career development
(Krichewsky, 2004). This important step of motivating the young person towards
further development is also mentioned in the attestation de competences
description booklet (Bodeving, 2009).
Validation should also be tailored to the needs of its target groups; providing
guidance means each procedure can be tailored to the beneficiary (Cedefop,
2009a). In addition, the tools and processes employed should be user-friendly for
the target group (Keogh and Nevala, 2009). While the German ProfilPASS was
originally developed for adults, the variant for young people has been adapted
and the language used is easy to understand (although it does not actually use
young people’s vocabulary or slang). In addition, ProfilPASS counsellors must
undertake specific training to deliver the ProfilPASS for young people and for
adults.
Validation of non-formal and informal learning can bring a wide range of
benefits, including less tangible outcomes, such as support for a young person’s
personal development. It can also represent a key tool in supporting the
development of career management skills, by enabling young people to identify
their competences and strengths, as well as their goals for future development.
Individualised, tailored approaches, accompanied by professional guidance are
key elements of successful validation measures.

6.3. Working-life familiarisation

To aid the transition from education to employment, young people need to
develop skills and competences relevant to the workplace and to understand how
the working world differs from education and training. They also need to be
supported to make informed career choices. Working-life familiarisation
measures, such as work experience placements and entrepreneurship education,

112