Page 85 - 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 programmes were established, for example, in Ireland and Lithuania
some 15 years ago. In Lithuania, the Youth schools initiative (Jaunimo Mokyklos)
demonstrates the importance of providing specialist support to young people with
learning and behavioural problems. It ensures that young people receive
individual attention, within small groups, providing both practical and theoretical
learning, with freedom in the way they work with school curricula. Each young
person follows an individual learning plan and can proceed at an appropriate
pace.
In Ireland, the Youthreach programme has been working since the early
1990s with 15-20 year old school leavers. It demonstrates a number of the
strengths of holistic projects, including the flexibility of the programme, bespoke
to each young person, and the supportive and structured environment in which it
is delivered. The project is also committed to giving young people opportunities to
succeed; they are seen as ‘resilient, resourceful people’ as opposed to difficult
young people.
The factors that make these two programmes successful are similar. They
include programme flexibility (from curriculum to delivery and pedagogical and
engagement methods), individual learning plans, teaching basic and life skills,
transition support, and multi-disciplinary teams. The supporting, all-inclusive
ethos and welcoming atmosphere are also very significant in aiding the
development of learning relationships and a sense of belonging or attachment. A
survey carried out among participants in the Lithuanian Youth Schools found that
participants do not feel isolated as they become aware that there are other
people suffering from similar problems and they are accepted as they are,
without prejudice (Republic of Lithuania ..., 2005). In the Youthreach project,
engagement is encouraged through a mentoring process. Staff members are
assigned to learners as their ‘key workers’ and planned time is set aside for the
mentors to engage in mentoring sessions with their learners.
Evaluations demonstrate that both programmes are successful at providing a
supported reintegration journey for their beneficiaries (Department of Education
and Science, Ireland, 2006). Over three-quarters of Youthreach participants in
Ireland progress to the labour market or to further education or training.
Estimates from Lithuania suggest that that around 95 % of youth school pupils
wish to continue learning in another education institution or enter employment
after participation in the programme.

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