Page 142 - Guiding-at-risk-youth-through-learning-to-work-Lessons-from-across-Europe

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

to the labour market. Theoretical training should be in place to support work-
based learning. For instance, key skills such as literacy and numeracy should still
be acquired: it has been found that, for apprenticeships, teaching these at the
start of the programme, while emphasising how they relate to the job role, can be
more effective (Jones and Simister, 2007). Other factors that make work-based
learning opportunities successful include:
(a) providing an ‘authentic’ experience. Working-life familiarisation measures
should support young people to understand the reality of the working world
and what it is like to work in a certain job or field. It is important that the
measure provides a realistic picture or experience to the young person.
Young people undertaking work experience, for example, should be
provided with a range of tasks (suited to their level of ability) which can be
supplemented by work shadowing, to support their understanding of how
different work tasks play a part in the running of the company (Trident,
2008);
(b) creating strong relationships/partnerships. The interaction between
education establishments, employers and students, as well as other relevant
stakeholders, is considered essential to ensuring maximum success from
work-based learning (Pohjonen, 2002). Close collaboration and regular
communication can ensure that the placement or training meets the needs of
all those involved and that expectations are appropriately managed. In the
Italian alternance training scheme, for example, schools stress the
importance of working closely with employers when planning activities. This
means that the programme can be tailored to the needs of the enterprise as
well as those of the individual;
(c) providing guidance. This is central to working-life familiarisation initiatives.
The role of guidance extends beyond the advice and information for the
young person, to liaison with the employer. In the first instance, young
people need to know what opportunities are available and may need help in
deciding which is best for them. They should be supported to make choices
(e.g. of work experience placements, of training opportunities) which are in
line with their interests, abilities and learning styles and capacity. By finding
the most appropriate opportunity for the young person, the host employer
also benefits by hosting the most appropriate trainee. Parents may also wish
to access guidance, as in the Austrian Career catching counsellors project,
to support their child in making the right decisions about their future;
(d) identified learning outcomes and methods of recording and assessing these.
It is important that any working-life familiarisation measure has a clear aim in
terms of the young person’s learning. Both the learner and the employer

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