Page 138 - Guiding-at-risk-youth-through-learning-to-work-Lessons-from-across-Europe

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

the social and economic integration of disadvantaged groups by demonstrating to
them and the outside world their abilities and achievements.
In practice, however, formative validation methods are currently being used
by ‘engaged’ young people, those who are already very active and involved in a
range of extra-curricular activities: non-formal training courses, volunteering,
coaching or even employment. This is partly because they are aware of such
methods through their involvement in youth associations, sport clubs, church
groups and other bodies working with young people. They are also likely to have
parents supporting participation on such initiatives.
Consequently, any initiative for young people considered to be at risk would
need to be tailored to this specific target group. Professional guidance to support
the individual beneficiary is essential and the development of validation initiatives
should try to identify and address any barriers to access. Obstacles to validation
are manifold for vulnerable young people who frequently lack information about it.
Authorities in some countries, like Germany through the ProfilPASS initiative,
fund initiatives to reach young people. In the Netherlands a project has been set
up to reach the parents of disengaged young people and persuade them to
support re-engagement through validation. The following are other ways in which
validation methods could be supported to reach at-risk groups (modified by using
the findings of a report prepared by Keogh, 2009):
(a) putting in place over-arching national/regional/local policies, targets and
funding directed at attracting young at-risk individuals into validation
processes;
(b) identifying sub-groups within what is a very heterogeneous group of
disengaged young people: each group will need push/pull factors to
encourage engagement;
(c) encouraging trade unions to act as brokers for young people who are in
employment;
(d) reaching unemployed young people through labour/welfare offices as soon
as possible after they have become unemployed;
(e) enabling third sector organisations with strong community links to play a key
role in reaching disengaged individuals;
(f) establishing specific projects to reach vulnerable young people in
collaboration with agencies and community groups working with disaffected
young people;
(g) funding information campaigns but recognising that they will not work for all;
(h) using financial incentives;
(i) putting in place information and guidance services to support young people
to engage with validation;

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