Page 146 - Guiding-at-risk-youth-through-learning-to-work-Lessons-from-across-Europe

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

wellinformed, and supportive rather than controlling influence on their children’s
career choices.
This study has identified a number of effective ways of promoting parental
involvement: keeping parents and local communities informed of school news
and events, providing parents with regular information on how their child is doing
at school, and informing parents of what the school expects of them (such as
attendance at parents’ evenings). However, while good practice exists, there is
evidence to suggest that the influence of national and European policies
promoting parental involvement has not always filtered down to the school level.
Another important component underpinning many of the successful case
studies is a multi-agency approach to delivering career guidance and personal,
social and academic support for young people. Such an approach reduces over-
reliance on single guidance providers and offers an opportunity to provide a more
holistic guidance service. It also prevents the chances of young people ‘slipping
through the net’, or missing out on support appropriate to their needs due to lack
of coordination across the range of support services offered. Adequate funding is
particularly important for such an approach to work, as the creation of a true
partnership between a range of different actors, agencies and professionals
takes time and resources. The potential long-term benefits can, however, be
significant, as an integrated, strategic approach can maximise synergies between
guidance initiatives and external partners.
Another key ingredient of successful guidance for at-risk groups is involving
young people in the design of the policies and approaches. Relatively few
examples were found of policies taking this approach to design or delivery of
activities, although their involvement has the potential to bring some of the
greatest benefits. This was illustrated by the Notschool.net case study, which
fundamentally changed its system of guidance delivery following feedback from
young people.
Successful guidance policies take into consideration the specific situation of
each individual, rather than adopting a ‘blanket’ or ‘one size fits all’ approach.
Consequently, the policies recognise that early school leavers are a
heterogeneous group, from diverse backgrounds and with varied needs and
aspirations. While guidance is a universal right, tailored approaches ensure that
each individual receives support appropriate to their level of ability and additional
needs, and can help to maintain the sustained participation of the young person.
Finally, it is evident from this study that guidance is an indispensable
ingredient in any policy that seeks to speed up education-to-work transition and
reduce the economic and social costs associated with early school leaving.
Guidance provided through informal and non-formal means can prove vital in the

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