Page 141 - Guiding-at-risk-youth-through-learning-to-work-Lessons-from-across-Europe

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

which job placement to apply for. Further, by making a young person aware of
what will be expected of them in the workplace, they are more likely to be able to
form a positive relationship with the employer and other employees during the
placement. In the case of the Swedish PRAO initiative, career guidance
counsellors give lessons to inform pupils about the purpose of the work
experience, the selection criteria and other practical details, prior to their
placement.
Employers too should be aware of the purpose of the work placement and
the expectations in terms of learning outcomes, to ensure that the young person
is able to gain the maximum benefit from their time in the company and is
exposed to as many learning opportunities as possible. The employer should
ensure that the young person is overseen during the placement (Pohjonen, 2002)
and, in most instances, the employer will nominate a mentor to support the
learning.
The limitations of short-term work placements also need to be recognised. It
is unlikely they would be able to assist the young person in developing specific
vocational skills. It is also essential to ensure the placements are available to
disaffected young people who have the potential of benefitting most from the
experience.
The impact of the economic downturn on employment opportunities for
young jobseekers can mean fewer work placement opportunities. This means
that the advantages to be gained from work experience may be increased for
those students who are able to find a dedicated employer willing to offer them a
learning opportunity. A long-term view is important to maintain a good supply of
skilled school leavers for the future.

6.4.6. Combining practical and theoretical learning
A key strength of vocational education and training is the link to the workplace
and future employment. Where this can be assisted by work-based learning,
young people are able to understand how the theory they learn in the classroom
is relevant to a job. Work-based learning, such as apprenticeships and
alternation measures, offer learners the chance to benefit from practice-based
learning. For some learners this may be more appropriate to their learning style
and may represent an opportunity to develop or demonstrate skills which may not
receive recognition or encouragement through classroombased learning.
Working-life familiarisation measures may, however, simply demonstrate to
young people how theoretical learning can be applied in the workplace. Going to
work ‘cannot be a completed course in itself’ (Pohjonen, 2002) and should form
only part of a course designed to support the young person to make the transition

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