Page 76 - Guiding-at-risk-youth-through-learning-to-work-Lessons-from-across-Europe

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

5. Reintegrating the disengaged through

guidance

5.1. Introduction

The background presented in Chapter 3 showed how young people who are
grouped under the headings of ‘disengaged’ and ‘early school leavers’ reflect a
great number of sub-groups. The process of dropping out of school can be
caused by a wide range of factors, including social, economic, institutional or
personal factors.
Whatever their reasons for disengagement, for those young people who
have dropped out of school, there are a number of barriers and obstacles to
returning to formal learning or making the transition to further education, training
or employment. For instance, the majority of these young people will have low
self-esteem and in certain cases, may feel that their fate is to fail. Previous
negative experiences of formal schooling and a sense of failure and rejection
mean that many lack confidence in their ability to learn or lack direction. Further,
their individual circumstances may mean that they have multiple reasons for
becoming disengaged from formal education and training or employment, such
as overcoming addictions, managing family life, offending behaviour and
maintaining their financial situation.
As a diverse group with complex individual circumstances, at-risk young
people have a diverse range of needs. They may lack knowledge of the
opportunities available to them or where to go for help and support (Stokes,
2000). They may not have been able to work within the teaching and learning
methods employed in formal education but prefer a kinaesthetic approach to
learning through work placements and traineeships. They may also have such a
complex range of needs that they need a completely alternative approach and a
fresh start to learning. These young people require guidance to help them
navigate their way back to learning and to support them in their reintegration
journey.
Over the past decade, the policies of the European Union have highlighted
the need to offer early school leavers the opportunity to pursue qualifications.
Policies also recognise the important role played by guidance in second-chance
education. In the 2004 Resolution on strengthening policies, systems and
practices in the field of guidance, the European Commission acknowledged that

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