Page 154 - Guiding-at-risk-youth-through-learning-to-work-Lessons-from-across-Europe

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

as opportunities for continuing training – to develop the skills necessary for
working with disaffected young people.
There is a need to invest in transition support and after-care. This is an area
where there is underinvestment at present. Such an approach supports the view
that guidance is a continuum.
As has been seen with the Education and training 2010 targets, there is a
need to take a long-term view and commit adequate resources to prevent early
school leaving. Bespoke guidance solutions are normally, although not
necessarily, more expensive than mainstream provisions, hence both time and
resources are required to put in place and deliver such services. However, there
is merit in seeing expenditure on such policies as an investment rather than as a
cost, given the high costs associated with disengagement.
Person-centred approaches are important, though in the initial stages
guidance may be led by professionals working with young people. At some point
during the continuum, responsibility for re-engagement needs to be taken on by
the young person concerned: such an approach gives young people the skills to
take responsibility for their own progress and cope with setbacks. It also gives
them a sense of independence and having control over their own destiny.

8.2. Priority area 1: encourage lifelong acquisition of
career management skills

It is important that teachers and trainers have the necessary skills to help young
people to develop career management skills and apply them in both the transition
into work and throughout their working lives. An understanding of career
management needs to be integrated into mainstream education and training, with
the acquisition of appropriate skills as a key output. CMS also need to be part of
IVET and any alternative curricula for young people at risk.
Concerns have been raised that the guidance offer that accompanies IVET is
not at an equivalent standard to that in mainstream education. There is a need to
ensure that the same quality service offer is available to young people pursing a
vocational route.
Consideration needs to be given to how CMS contributes to employability.
Theoretically, CMS helps reduce the transition (though this needs to be proven),
hence providing such skills to the at-risk/excluded should improve employability
and promote equity and inclusion.
There is merit in considering whether national frameworks for CMS are
appropriate and required.

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