Page 128 - Guiding-at-risk-youth-through-learning-to-work-Lessons-from-across-Europe

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

vocational options can be clearly seen (as in accreditation of courses). It is also
important to ensure that the courses offered suit learner needs, for example,
through flexible, modularised learning pathways. It is important too, to find ways
of promoting the value of vocational learning, on a par with academic
qualifications.
However, it is widely acknowledged that early school leaving rates are
generally higher among VET institutions than in academic upper secondary
schools. There is also a need to strengthen mainstream guidance provision in
IVET establishments as it is often less extensive than at lower secondary level
and in general upper secondary routes. However, a key strength of vocational
education and training is the link to the workplace and future employment; work-
based learning allows young people to understand how the theory they learn in
the classroom is relevant to a job.
Particularly interesting vocational guidance measures help inform young VET
students and engage young people in vocational pathways. Good practice
examples can be seen in Finland, the former Yugoslav Republic of Macedonia
and the Netherlands. In Finland, the Career start programme (ammattistartti) is
aimed at school drop-outs and young people who have not decided on their
career direction. The programme allows young people to try out different
vocational routes and courses, visit work and training places, and access
professional career guidance and other support options to explore different
career and job opportunities before selecting their study or employment route.
The programme lasts for 20-40 weeks, depending on the needs of the individual,
and students are able to move easily from courses offering preparatory
instruction to courses leading to certification, which will take into account prior
learning during the preparatory phase. Originally introduced as a pilot project in
2006, the government has now decided to introduce it as one of the mainstream
activities in the education-to-work transition agenda.
In the Netherlands, the importance of guidance in vocational education and
training has been recognised by the national framework for policy developments
in early school leaving (Aanval op schooluitval). The programme aims to improve
the guidance system in vocational schools, with a particular emphasis on
transition support, follow-up services and a greater professionalism within the
guidance sector. A number of special needs advisory teams have been set up in
schools to identify at-risk young people and offer them timely support to
overcome their difficulties. Teams are formed from a range of different
professionals, including youth services, social workers, the police and judicial
authorities.

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