Page 148 - Guiding-at-risk-youth-through-learning-to-work-Lessons-from-across-Europe

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

flexibility, as local solutions are sought and decided on by each municipality with
a network of relevant partners, and they centre on guidance, early identification
of at-risk groups and providing alternative learning opportunities.
Collecting and sharing quality data is essential. It was evident from the
analysis of good practice examples that many preventive approaches lack formal
evaluation evidence to demonstrate their success. Much of the evidence is
anecdotal. High-quality monitoring and evaluation systems are essential to show
whether a project is working well or whether improvements could be made and to
ensure that provision is continually evolving in line with changing contexts.
Further, only some of the guidance-oriented developments reviewed result from
an in-depth, systematic assessment of the needs of their users, although they
often require huge investments of public funds.
Many project promoters also face a dilemma concerning the difficulties
associated with targeting particular groups. For example a number of mentoring
projects reviewed as part of this study (e.g. the Rise and follow your dreams
project in Denmark and scholarship and mentoring projects in Hungary) have
expanded their targets from minority groups to all young people from
disadvantaged backgrounds. While these projects now have the potential of
benefitting a greater range of young people, there is anecdotal evidence to
suggest that some of the new projects are not necessarily then able to reach all
of those in need of most acute support. However, given the nature of the client
group for such projects, time is required to develop appropriate links and develop
trust based relationships.
Evidence also implies that local and ‘target-group specific NGOs’ can play a
very important role in identifying, reaching and supporting those in greatest need
of guidance and support. This has been apparent, for example, from the Roma
mentoring projects in Hungary and other eastern European and Balkan countries.

7.2. Reintegration measures

Research shows that disengagement results from a range of factors, all of which
need to be addressed before it is possible for young people either to return to
learning or integrate into the labour market. This study has found that the
reintegration of a young, disengaged person into mainstream education, training
or employment begins with an assessment of their needs and aspirations. The
process then continues with their participation in learning and continuous review
of their progress through to employment. It is important that the journey does not
end when the young person enters employment but that support is received

142