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Presentation Ireland Dr. Dermot Stokes, National Coordinator, Youthreach Stephen McCarthy, Education Officer, City of Dublin VEC; Angelique Kelly, Coordinator, Crumlin Youthreach, Dublin 12; Christina Carolan, former Youthreach participant v. l.: D. Stokes, St. McCarthy, C. Carolan, A. Kelly “Youthreach” – Qualification and employment programme for disavantaged young people Employment context The last fifteen years have seen a profound change in the Irish economy. Where there was high unemployment, low expectations and endemic, structural emigration of both high and low skilled people now there is low unemployment, high expectations and substantial inward migration. A high percentage of the labour force has 3rd level qualifications but there is also a high percentage with lower secondary education or below. The labour force also has low levels of adult literacy, especially amongst older workers, there is poor participation in continuing education and training and skills shortages are evident in some sectors. These are largely being filled through high skilled immigration. There are an estimated 280,000 non-Irish nationals aged 15 and over in Ireland. The forecast inward migration is 55,000 in 2007. It is estimated that Ireland will need 950,000 extra new workers between 2006 and 2020 and 310,000 of these will come from inward migration. In 2007 the Expert Group on Future Skill Needs published its report Tomorrow’s Skills: Towards a National Skills Strategy. In order to become a new knowledge economy which can compete effectively in the global market place, Ireland requires to enhance the skills of the resident population, increase participation in the workforce and continue to attract highly skilled migrants. It is now policy to raise the qualifications of the workforce in general by one level of the National Framework of Qualifications (NFQ, www.nqai.ie). However, it is also acknowledged that the strong demand for low skilled jobs is currently contributing to educational under-achievement by encouraging individuals into employment rather than continuing in education. Early School leaving and the Youthreach programme Our presentation focuses on the Youthreach programme which is the principal national response aimed at those who have left school early. If we take the cohort born in 1990, and in Ireland that would be around 55,000 children, 1.5 % of that cohort will leave education straight from primary school; 3.5 % will leave post-primary with no qualifications; 18-19 % will leave school with less than upper secondary and 25 % will leave the school system with less than 5 D grades from the Leaving Certificate. These are robust figures which have, despite substantial spending on prevention of early school leaving, held steady for a decade. 29
There are four broad reasons why we are concerned. Firstly, in a society which espouses notions of educational inequality, to have one in four leaving with inadequate qualifications is unacceptable. Secondly, where we are attempting to achieve the Lisbon goals and raise the qualifications of the workforce, such high levels of early school leaving undermine our capacity to reach our goals. Thirdly, we are aware of the implications of low qualifications for a person’s labour market history. S/he is more likely to be unemployed, his/her job will be lower paid and more precarious, if made redundant s/he will have to wait longer and search harder for a new job and it, in turn, will be lower paid and more precarious than others. The possibility of social exclusion follows. Finally, we are also aware of various morbid correlations and associations with early school leaving. There are three broad strands to our response. The first is at the level of service architecture. We are attempting to create a climate of collaboration and child-centredness that transcends service and sectoral boundaries. The second is a range of preventive measures and structures in the social services and in schools, such as the DEIS initiative 2 . The third strand is out of-school measures, principally the Youthreach programme and a range of non-formal youth services and projects. These strands are expressed in a range of policy statements such as the national partnership agreement Towards 2016, the National Development Plan 2007-2013 and the National Action Plan for Social Inclusion 2007-16. We have also attempted to create transversal mechanisms linking the various Ministries with responsibility for services to young people, in particular the Office of the Minister for Children. We have also been setting a broad framework of legislation to govern the delivery of services to young people. This marks a significant change from the past when the governance framework comprised a plethora of disconnected legislation and ministerial orders and directives. Unlike most other European countries, the municipalities do not have a direct role in Further Education or in the delivery of social services or training for young people. In general, the Irish system emphasises general education to upper secondary level and early vocational choice is discouraged. For early school leavers, Youthreach is the principal response. Vocational Education Committees (VECs) are the key delivery and coordination agencies for Further Education. Thanks to the development of the NFQ, qualifications are now a unifying framework. Youthreach has been called the education and training system’s flexible friend. It was first established in 1988 to deliver the Social Guarantee. It is a national programme but delivery is devolved to the local level. It is built on three phases - Engagement, Foundation, Progression. It is managed at national level by two Ministries, Education and Science and Enterprise, Trade and Employment. There is a strong emphasis on inter-sectoral and interagency work, though it is acknowledged that this is difficult to implement. The programme is delivered in 90 centres for education and 43 Community Training Centres throughout the country. These are small out-of-school units with fulltime and part-time staff. Youthreach targets early school leavers, that is, young people aged 15-20 with poor qualifications who are out-of-school and not in employment. Of participants, 15 % are 2 See www.education.ie 30
Page 2 and 3: EU Congress “Children and Young P
Page 4: Table of Contents Introduction ....
Page 7 and 8: state concepts produce different na
Page 9 and 10: highlighted the importance of small
Page 11 and 12: Programme EU Congress “Children a
Page 13 and 14: WG 4: Cross-departmental strategies
Page 15 and 16: Working Group 1: Education Presenta
Page 17 and 18: promoted, respecting the voice of y
Page 19 and 20: cooperation with each other. Unfort
Page 21 and 22: coordination of skills, are aimed a
Page 23 and 24: Question for Discussion − How to
Page 25 and 26: 22 3. The encouragement and strengt
Page 27 and 28: The other major obstacle for youngs
Page 29 and 30: History The project was based on a
Page 31: The innovative outcome of the proje
Page 35 and 36: In youth work and adult education o
Page 37 and 38: For those who remain on Youthreach
Page 39 and 40: Working Group 3: Multicultural Livi
Page 41 and 42: Good results are achieved in locali
Page 43 and 44: education with her friends. The sup
Page 45 and 46: Presentation Lithuania Tadas Leonč
Page 47 and 48: Key policy programmes concerning na
Page 49 and 50: Presentation Europarat Kathrin Grot
Page 51 and 52: − Participation Symposium 25th -
Page 53 and 54: Report working group 3: Multicultur
Page 55 and 56: Working Group 4: Cross-departmental
Page 57 and 58: Example of local implementation - N
Page 59 and 60: Presentation France Philippe Choffe
Page 61 and 62: These facts demand ambitious measur
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Page 65 and 66: Presentation United Kingdom Kate Mo
Page 67 and 68: Evaluator’s Perspective In conclu
Page 69 and 70: national observation authority. Bri
Page 71 and 72: Working group 5: Local strategies f
Page 73 and 74: projects for young people. The LOS
Page 75 and 76: targeted a total of 332,004 persons
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Page 79 and 80: the granting of a subsidy to enable
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Two further Adele Lavoro projects r
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Implementation in London In London,
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Report for working group 5: Local s
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Prof. Salvador Parrado, Governance
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What is governance? • reflects a
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Prof. Rainer Kilb, Fachhochschule M
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anomic developments and, secondly,
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Three factors have a particularly p
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• individual encouragement of tal
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Literature • Principle of transve
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These developments need relatively
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that was struck in 2005 on matters
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conventional aspirations in illegal
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premises practical concepts have pr
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Dr. Susann Burchardt, Dr. Heike Fö
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It is self-evident that the first g
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spanning the fields of education, h
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The various functions of programmes
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Lithuania is by its own account ori
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It must however be mentioned that t
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120 2. National action strategies a
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Literature professional standards s
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Carmona Maria Instituto de Apoio à
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Knudsen John Vinter Youth Guidance
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Rombach Jürgen Stadt Eschweiler De
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Speakers Surname First name Organis
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Project fair Ausstellergruppe Surna
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Frankreich Douat Rémi L'atelier Jo
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