Page 53 - Guiding-at-risk-youth-through-learning-to-work-Lessons-from-across-Europe

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

be less able to cope with the transition from one level of education to another due
to lack of support at home. Hence, while studies have found that the provision of
guidance is essential for all age groups, it is particularly important at key
transition moments in young people’s lives (e.g. Bushnik et al., 2004; Darmody,
2008; OECD, 2004b and 2006; NCCA, 2008; Quintini et al., 2007).
The Member States of the European Union have introduced measures
across different education levels to help students to progress from one level to
the next and to ensure that problems which could lead to early school leaving are
identified and effectively addressed. Examples of such measures include:
(a) use of ‘bridging materials’ (e.g. information booklets) and sharing of
information between schools;
(b) buddy programmes and mentoring schemes;
(c) shared projects and activities between local primary and secondary schools;
(d) visits to schools by prospective teachers, children and their parents, and
visits by guidance counsellors;
(e) talks at schools, taster days and other joint social events between schools.

Ambition to succeed (Ambition Réussite), France

Various programmes are available in France to support young people moving from primary to secondary
education and on to higher education. Ambition to Succeed (Ambition Réussite) networks were created in
2006 and can be found across disadvantaged neighbourhoods. The aim of these networks is to support
young people facing the greatest difficulties in terms of accessing education and the area they live in.

Networks of nursery and primary schools have been established and grouped around secondary schools
(collège) in the chosen socially and economically deprived areas. These networks reinforce continuity of
support during the transition of pupils from one level to the next, therefore reducing the risk of students
dropping out of the education system. The networks enable schools to identify students encountering
difficulties with the educational system and target them with timely support. Additional, experienced teachers
and teaching assistants (students training to become teachers) are available to those in need of extra help
with their homework or with social or career related concerns. Various other support methods and
programmes are offered, more pedagogical experimentation is encouraged and funds are allocated also for
extra-curricular activities.

Each network is headed by the relevant lower secondary school, situated in close proximity to their network
partners (nursery and primary schools). An executive committee has been formed in each cluster to aid
cooperation between educational levels and cycles, and to coordinate effectively the development,
implementation, monitoring and evaluation of the project. Currently, the networks consist of 254 secondary
schools and 1 700 primary and nursery schools (Direction générale de l’Enseignement scolaire, 2008).

For further information, see http://eduscol.education.fr/D0049/CXJACC01.htm or
http://www.educationprioritaire.education.fr/index.php

Support programmes that address the transition from primary to secondary
level at a more comprehensive level have been introduced in Denmark, Ireland,
France, Luxembourg, Hungary, the Netherlands and the UK. In Hungary, the
primary school curriculum has been modified to create a more supportive
environment for fifth and sixth graders to prepare them for the transition. In
Ireland, students from different classes and schools are mixed to provide them

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