Page 144 - Guiding-at-risk-youth-through-learning-to-work-Lessons-from-across-Europe

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

7. Conclusions

Research has shown that reforms have taken, and are taking, place across
Europe to transform education and training, in order to meet better the needs of
young people who have already dropped out or are at risk of doing so. Such
reforms have included creating alternative learning options, developing 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.
That said, in many European countries young people appear remarkably
resistant to the wide range of interventions established and, in certain areas and
contexts, the number of people failing to make successful transition to
employment is increasing. This is particularly relevant in the context of the
current economic crisis as youth unemployment is likely to remain high over the
coming months. Even when the recovery begins, competition for jobs is likely to
be intense. Low-skilled individuals, including early school leavers, can find
themselves ‘trapped’ as higher qualified and skilled peers secure the few jobs
available.
While successful practice in aiding the learning-to-work transition has been
identified, more needs to be done. This study has identified a number of
principles underpinning the effective delivery of guidance to prevent early school
leaving or to support the transition, regardless of the context in which the
guidance is delivered. Some of these factors are pertinent to both preventive as
well as remedial measures.
The analysis presented in this report suggests that coordination, a strategic
overview, 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.
One of the key conclusions from the study is that coordinated approaches
must be combined with outreach work in order to identify and reach those
individuals who are in most urgent need of support (hardest-to-help groups).

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