Page 84 - Guiding-at-risk-youth-through-learning-to-work-Lessons-from-across-Europe

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

may be social, behavioural or emotional problems, poor life skills, inability to cope
with mainstream education or lack of motivation to participate, or other problems
related to the individual (health, substance misuse, offending) or their individual
circumstances (caring responsibilities). The interventions aim to help the young
person with their personal challenges while they start the reintegration process
into learning or employment.

Youth schools (Jaunimo Mokyklos), Lithuania (http://jaunmok.ipc.lt/)

There are 25 youth schools in Lithuania, offering alternative provision to young people who have left general
education. The schools are available to young people aged 12-17 and support those who have not adapted
to the regular school system or lack motivation to complete their education. They are also designed for
schoolchildren with learning difficulties, those in need of support to socialise and integrate with peers and
young people who prefer a practical approach to learning. Particular target groups include young people from
compulsory schools, from the first stage of professional schools (IVET), young people without basic
education and young people who are not in education, employment or training. They support around 2 000
young people each year.

The youth schools have two broad aims:
• provide basic education and seek to maximise the number of pupils obtaining basic education;
• enrich the personal experience of pupils, prepare them for further learning, professional career, social
and cultural life.
The total number of pupils in Youth Schools varies between 50 and 130 but class sizes are between eight
and twelve pupils. Classes are delivered during the daytime, in the evening, or a combination of the two.
Support provided at the schools is diverse, ranging from information and advice to pedagogical,
psychological, social and health support. In addition to basic education teachers, it is compulsory for a youth
school to employ a social pedagogical worker, psychologist, special pedagogical worker, healthcare
specialist and teacher assistants. Many youth schools also employ VET teachers, psychotherapists, special
pedagogical workers, and physical education coaches.

All learning is individualised and integrated with after-school, pre-vocational and work placement activities.
On entering the youth school, a learning plan is developed through discussion with the individual young
person, their parents and the school. This three-part programme is reviewed and assessed on a periodic
basis. Within this programme:
• the basic education curriculum can form up to 60 % of learning activities, with an enhanced portfolio of
arts, physical education, technology and information technology;
• up to 40 % of learning consists of practical activity modules, integrated with IT, pre-vocational training
and project work. Professional career and personal development modules are also available;
• additional study offers, depending on the direction chosen by a youth school, can be oriented towards
artistic, sport or technology education and connected to pupils’ interests.
While the basic education curriculum is taught in classrooms, other forms of learning take place in a variety
of locations: classrooms, outdoors, and other spaces in and outside the schools.
The combination of theoretical and practical learning is considered to be one of the success factors of the
youth schools (Vilnius Pedagogical University, 2005). The beneficiaries remain involved in education and are
motivated to continue learning through practical activities and by being able to choose their own education
pathway. This helps them to take ownership and to feel in control of their own learning. Further, youth
schools are granted some freedom within the school curricula, enabling the education and training they
provide to be tailored to the needs of the individual young person.

The relatively small size of youth schools and their classes is also considered to contribute to their success.
Young people receive more individual attention and are able to interact more freely with the teacher.

A further strength of the youth schools is specialist support for young people with specific problems. This
support enables them to deal with problems in their day-to-day life and tackle any obstacles that prevent
them from learning.

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