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

Executive summary

Nine out of ten new jobs in Europe will require medium or high level
qualifications, yet one in seven young people leaves formal education without
completing the upper secondary level (Cedefop, 2008a). Alongside this skills
mismatch, fundamental changes are taking place in terms of economic activity,
job and career patterns, and education systems. As a result, young people in
Europe face increasing uncertainty and have a greater need for high quality
information and guidance services. These services are particularly important for
at-risk groups.
This Cedefop report presents the findings of a study carried out in 2009 on
guidance policies and practices in Europe that support young people at risk.
Specifically, the report examines guidance measures (formal, informal and non-
formal guidance) that aim to support school completion, those which aid
reintegration of disengaged young people, and measures to ease the transition of
the young from school to work. The study takes account of both mainstream
provision and specific projects which fall within the definition of guidance adopted
by the Council of the European Union (Resolution of the Council ..., 2004).
This research has shown that reforms have taken, and are taking, place
across Europe to transform education and training systems, to meet better the
needs of young people who have already dropped out or are at risk of doing so.
Such reforms have included, for example, the creation of alternative learning
options, the development of more comprehensive and tailored delivery methods,
widening choices, providing better and more targeted support, addressing
barriers to participation, and making practical changes such as tracking young
people more effectively. These reforms appear to be making a difference as
official statistics indicate that the number of early school leavers in Europe is
declining, albeit at a much slower pace than anticipated (see footnote 2 in the
Foreword).
While successful practice has been identified, more needs to be done, not
least due to the high costs associated with early school leaving. The analysis
suggests that coordination, a strategic overview, and long-term, sustainable,
funding are often missing and are too focused on project-based approaches.
There is growing recognition that effective practice in efforts to prevent early
school leaving comprises a professional approach, joined-up structures,
personalised guidance, and thinking ‘outside the box’ when considering ways of
supporting young people in their transition from education to the world of work.

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