Page 91 - Guiding-at-risk-youth-through-learning-to-work-Lessons-from-across-Europe

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

their experience and potential and provides an access route to formal education
or training, or a chance to shorten their study period through exemptions.
Recognition of the young person’s skills can also increase their self-esteem and
motivation. In Portugal, for example, validation is used to support early school
leavers to attain formal qualifications, either through validation alone or by
combining the process with tailored training, taking into account the experience
they have gained outside formal education.
The draft European guidelines for validating non-formal and informal learning
stress the importance of providing information, advice and guidance. Candidates
need information on what the validation will bring in terms of benefits, what the
process involves, what the expectations will be from their participation, and what
they can do after completing the process. Guidance is also important to help
people to overcome any fears they may have. It is particularly important to at-risk
groups who may be less familiar with training and validation schemes, have low
self-confidence, and do not believe they can succeed.
A research project (Krichewsky, 2004) reviewing how validation
professionals should be trained to respond to the needs of ‘highpotential drop-
outs’ (individuals experiencing social difficulties but who are involved in social
exchanges and informal learning) also noted that, for this group, lack of self-
confidence and fear (of failure, of the processes involved) can be a barrier to
participation in validation. Individuals may worry that the process will confirm that
their skills and experience are inadequate and may be put off by a system
resembling formal schooling (if they have had negative experience of formal
education). The report stresses the importance of ensuring that validation
professionals are trained to support and guide the target group and prepared to
support them to overcome the barriers they face.
Individuals may encounter a number of barriers to validation access,
depending on their circumstances; these include costs and lack of awareness of
the opportunities available. It is important for targeted validation initiatives to take
actions to overcome these barriers, such as by providing financial support and
carrying out awarenessraising activities. In Denmark the low-skilled are entitled to
access validation at no cost and the Portuguese RVCC system is also free of
charge. In order to engage specific target groups, validation can be offered or
disseminated by a range of partners, including employment offices or third sector
bodies.

5.2.6. Guidance and training to support employment
Support for early school leavers does not necessarily have to focus on helping
them return to formal schooling. In contrast to their experience of formal

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