Page 15 - Guiding-at-risk-youth-through-learning-to-work-Lessons-from-across-Europe

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

Such approaches need to be combined with outreach work to identify and reach
those in most urgent need of support (hardest-to-help groups).
Guidance is an indispensable ingredient in any policy that seeks to speed up
the education-to-work transition. Successful guidance policies take into
consideration the specific situation of each individual and recognise that early
school leavers are a heterogeneous group, from diverse backgrounds and with
varied needs and aspirations. While access to professional guidance should be
made available to all, it is particularly important for at-risk groups. Further, the
role of guidance provided through informal and non-formal routes (by family
members, friends, peers, tutors, mentors, etc.) cannot be underestimated,
especially in the absence of professional guidance.
Guidance professionals and other front-line staff working with at-risk groups
have a challenging job in learning how to establish with young people a
professional partnership, based on mutual trust and respect but placing the
interests of the individual young person first. Front-line support staff need to be
appropriately selected, trained, coordinated and then supported continuously.
Involving parents in their children’s education and development is beneficial,
for the child, the parent, the school and the wider community. Support for children
to achieve at school decreases the likelihood that they will disengage and, in
many cases, establishes a solid foundation for learning throughout life.
A multi-agency approach is central to effective delivery of career guidance
and personal, social and academic support for young people. 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. Another key ingredient of successful guidance policies targeting
at-risk groups is the involvement of young people in designing such policies and
approaches.
Successful preventive approaches take a long-term view, are systematic,
comprehensive and adequately targeted, funded and resourced. Early
interventions, as soon as signs of difficulties are detected, are critical to avoid the
cumulative development of problems. Effective preventive approaches also focus
on guiding young people through key transition points. Area-based approaches
have the potential for reducing the level of early school leaving, although funding
too often tends to be spread too thinly to make a real impact.
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

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