EPALE - Electronic Platform for Adult Learning in Europe

This is the second article in a series on my experiences with international projects targeting inactive young adults, NEETs (people not in employment, education or training). In the first article I presented some factors that may help increasing the motivation of young people to participate in the project. In this second article I will present some experiences on learning and networking.

There are many reasons for the inactivity of young adults. It may be personal reasons like family issues or poor health, or systemic failures of the education system and the labour market resulting in discrimination and exclusion. We know that involuntary inactivity may have many unfortunate consequences, of which poverty and social exclusion are two of the most serious. Additionally, many young people experience low self-esteem and feel worthless since our society often ranks people by education level or type of job. Some young people develop a high level of distrust and are suspicious of projects and initiatives whose goal is to bring them back to an education system in which they have failed and a labour market in which they have felt unwanted. Unfortunately, it is a fact that many NEETs have low basic skills in reading, writing and arithmetic, and may also lack digital skills. Lacking such skills, they are ill equipped to obtain academic or vocational competences required by higher education or the ordinary labour market. A holistic project targeting these NEET groups should therefore include training on both basic and specialised skills.

Learning – focusing on achievement

Most projects targeting vulnerable young people include education and training elements that aim to increase the participants´ chances to take part in society, or their  «employability». This concept normally includes a set of skills, attitudes and values that are viewed as necessary to become a part of the worklife. To reach the goal of «employability» the following aspects may be considered during the project planning phase:

• Many participants may need to start a training process by focusing on personal matters and social skills. Self-esteem, energy and optimism are optimal elements in a learning process, and these may well be accomplished via developing a higher sense of achievement. Many successful projects start out with a long period of training on social skills and the development of positive attitudes, and ensure that these skills are maintained and further developed throughout the project period.
• It is worth discussing how the project may avoid organising the training sessions in traditional learning arenas like local school classrooms or the public employment services´ conference rooms. Consider, or discuss with the participants, if it is a good idea to find alternative learning arenas that are free of bad memories. FOLM is a good example of a project that makes use of the natural environment as an arena to increase self-esteem and a deveop a higher sense of achievement.
• A holistic project that includes training in social, basic and specialised skills should ensure that such competences are developed in a relevant context. Many countries have excellent experiences with using ordinary jobs as a training ground. However,  participants with bad experiences from the labour market may not benefit from such learning arenas, and may also need stronger individual support than usually offered by regular employers.  My experience is that civil society can act as a valuable arena for developing social skills and employability. Some participants also feel that working in a non-profit organisation is meaningful and thus more motivational.
• Many international project activities include visits to partner organisations abroad to be inspired by the international community. Some projects also include mobility elements where the individual participant gets the opportunity to travel to an organisation abroad for training. Such experiences may be very valuable for participants, but it is important that the activity is viewed as inclusive (ie. that all participants are given the chance to take part, despite personal barriers like caretaking duties, disabilities or other forms of challenges). Such mobility activities must be well planned to ensure that the participants´ sense of achievement is heightened.  This project offers some good advice.

Networking – together for success

Most formal education systems have an individualistic approach to learning, in which students are removed from their families and their daily surroundings during the learning process. Many projects copy this approach by offering young adults learning arenas away from their familiar environment, not taking personal circumstances and barriers into consideration. Learning outcomes may however be better secured if the learning takes place in an inclusive social context with personal support. Projects may take advantage of the resources offered by families and the local community and develop a team spirit in which the individual participant enjoys good will and support throughout the project period.  Experienced adult educators know that the main reasons for adult learner dropout are linked to personal circumstances. To support the participants in their personal situations the following initiatives could be discussed in the project planning phase:

• Practical help and relief from family responsibilities like taking care of old and disabled family members;
• Child care support for participants with children;
• Transport to and from project activities for participants without transportation means.

In addition to such  practical help, good will, support and sympathy from one´s family is often crucial for  a participant´s ability to undertake long-term project activities. Some kind of family learning that involves the closest circle is successfully tried out in projects targeting younger children, but may well be beneficial also for older NEETs that are dependent on their families. Family learning breaks down the individualistic concept of learning and recognises that most participants belong to families that often greatly influence the participants´ motivation and personal circumstances. Involving family members in the project may benefit the whole family.  See for instance this UNESCO report to learn more about family and intergenerational learning.  

It is an unfortunate fact that many young people with health problems and disabilities drop out of school and never gain permanent access to the worklife. For these participants it may be an option to include medical care and treatment as an integral part of the project, to ensure a holistic perspective and target each participant´s personal challenges.

In addition to mitigating participants´ personal barriers the project should discuss how to involve other local resources to ensure a holistic support system. It seems essential that labour market actors are involved as stakeholders in projects targeting NEETs, as partners or advisers. Relevant labour market actors are employers, trade unions, sectoral associations, public employment centres and municipal industrial committees. These organisations have first-hand knowledge and information about the local labour market and are often indispensable in implementing change. By including such stakeholders the project will gain insight into employee requirements, skills needs, which sectors that lack labour, and which employers that offer job placements. As important is information on which employers are willing to act as mentors and coaches, may provide personal support and tailor-made solutions, as well as offer long-term commitment. Even workplaces that are eligible for apprentices will usually need training, continuous support and external resources to accommodate the needs of vulnerable NEETs. As mentioned above, civil society organisations can act as excellent stakeholders and partners in projects for NEETs, and many projects have good experiences with using civil society actors as mentors and coaches.

In this article I have presented some experiences from projects that focus on how to promote learning for vulnerable young adults. During the project planning the partners should discuss how and not the least where the participants are to develop basic and social skills like self-esteem and motivation.  Many participants will have multiple challenges and the project needs to have a holistic or comprehensive strategy on how to approach these.