briefing papers for policy makers

Recommendations

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• There is some evidence that young men have more difficulties in maintaining motivation after a series of de-motivating experiences in the formal system. Young women seem to be more capable of managing their motivation in a reflexive way although this may be hidden from those offering advice and support. But, this does not mean that they are more successful in finding their ways into recognised positions. 3. For most young people interviewed, their involvement in initiatives represented a “biographical turning point” where they could either re-invest the motivation they had individually maintained or experience a re-discovery of their motivation. They experienced: • Relationships with project workers based on trust. • Being part of a “family” – due to close relationships with project workers and with other participants (group building being a central part of the project methods). • Non-formal learning and training situations in which they can influence the content, the speed and forms of learning. • Being given responsibility for their own learning, but also for processes and decisions regarding the group and the project. • Respect and recognition for their own choices and aspirations – even if not corresponding to the projects’ objectives (e.g. dropping out). 4. However, the experience of motivation through participation does not result in sustainable inclusion for all young people: • There is limited success in effectively providing young people recognised qualifications and experiences of empowerment and motivation through active participation (still there are a few that do succeed). • Organised youth work projects are often highly participatory, but the competencies they provide are hardly ever recognised by employers, the employment service or training institutions. • Vocational training and employment schemes are often administrated by rigid guidelines limiting the space for individual choice and influence. • Projects funded by local municipalities are more likely to combine subjective and systematic aspects, respectively to integrate youth policy elements with education, training and labour market policies. However they are more vulnerable to policy change and they are a minor part of national transitions systems. • Most agencies are third sector organisations that have credibility with young people and the flexibility to consider individuals with different needs and interests. However, their funding situation is often unstable due to short-term policy initiatives. Initial Recommendations Policies addressing young people in their transition from school to work need to: 1. Put young people at the centre of the policy and involve them in active participatory initiatives. 2. Consider that the lack of motivation of young people is due to restricted choice and lack of recognition of their assets rather than due to “individual deficits”. 3. Recognise and include youth work initiatives within integrated education, training and labour market policies. 4. Fund initiatives in a way that provides security and continuity for the organisations running them. 5. Develop initiatives that provide “hard” resources such as recognised qualifications, jobs and/or income for young people but within “soft” youth work settings. Research into young people in their transitions to work should: 1. Consider the dynamics involved in the processes of de-motivation and re-motivation and what facilitates them. 2. Include subjective perspectives through qualitative research that can provide knowledge on the relevance that “policy offers” have for their “clients” and thus explain why some initiatives are used by young people and others not. 154
Further Information The full title of the project is: Youth Policy and Participation. Potentials of participation and informal learning in young people’s transitions to the labour market - A comparative analysis in 10 European regions. The final report is due in October 2004. The project web site at http://www.iris-egris.de/yoyo/. Several intermediate reports are available at this web site. Key Publications No publications have been produced yet except working papers that can be downloaded from the project website. 155
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REPORT EUR 20791 European Union-sup
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2003 EUROPEAN COMMISSION European U
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Table of Contents Foreword ……
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Notes from the editor This report i
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Briefing Paper 1 Research Instituti
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4. Other incentives to improve mobi
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4. However, the push to make work e
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Key Publications Gornitzka, “Gove
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7. Despite strong resistance from e
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10. There needs to be encouragement
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The full title of the project is: E
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2. Some employers and politicians a
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Briefing Paper 11 Research Institut
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• A greater understanding of the
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The Final Report and results of thi
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9. Policy needs to provide opportun
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• The levels of teachers’ inter
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4. Strengthening the educational re
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Key Recommendations The project mad
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National Policy Recommendations 1.
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Key Recommendations The following r
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Key Recommendations The following r
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8. Lifelong Learning is still seen
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Key Recommendations Specific recomm
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Tikkanen, T., Teknologian muutos ty
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• Moving from training-based deve
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This project is now being taken for
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13. Some of the enterprises have ha
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Key Recommendations 1. Efforts shou
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10. Although, it has been found tha
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4. Separate analysis of the wage di
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Denny & Harmon, The impact of educa
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10. In addition, important learning
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8. Opening schools to activities be
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Page 113 and 114: establishing links between the scie
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Page 121 and 122: The Final Report and results of thi
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Page 129 and 130: Key Recommendations The following r
Page 133 and 134: University of Barcelona 3. Further
Page 135 and 136: Educational research supported by D
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Page 145 and 146: Key Recommendations Political and l
Page 147 and 148: Further information The final repor
Page 149 and 150: 8. Learning in a “learning compan
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Page 161 and 162: Adaptability and Entrepreneurship 6
Page 163 and 164: 18. Gender audits and relevant acti
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Page 169 and 170: 2. There is a need to encourage fle
Page 171 and 172: Key Recommendations 1. The focus of
Page 173 and 174: • Shaping European learning relat
Page 177 and 178: Forthcoming Publications: Arriaga,
Page 183 and 184: Further Information The project sta
Page 185 and 186: 3. Concerning inequalities it has b
Page 187 and 188: Summaries of research project clust
Page 189 and 190: Briefing Paper 36 Contact address:
Page 191 and 192: 7. Policy should encourage long-ter
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