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 Works in both parts of the island  Member of NYCI & as a member of the European Alliance of YMCAs also members of European Youth Forum  We work with.

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Presentation on theme: " Works in both parts of the island  Member of NYCI & as a member of the European Alliance of YMCAs also members of European Youth Forum  We work with."— Presentation transcript:

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2  Works in both parts of the island  Member of NYCI & as a member of the European Alliance of YMCAs also members of European Youth Forum  We work with over 25,000 young people in 20 communities  We have developed a number of specialisms: ◦ Family youth work ◦ Vocational training ◦ Health promotion ◦ Peace building ◦ Outdoor Education 

3 started late1980's as a YMCA response to the crisis of youth unemployment in both parts of the island based on research into the issues facing early school leavers funded under the European Social Fund to 1999 & since then it has been funded as part of the Department of Education's Youthreach Programme primarily seen as a pre-vocational training programme

4 aimed at year olds & preference is given to those with low or no formal educational qualifications a significant number would present with underlying issues of substance misuse, justice or homelessness issues currently a full time programme operating from September to July Leads to a Level 4 FETAC award in Employment Skills

5 Components covered include: Personal Development Teamwork Career Planning Customer Service Maths ECDL Work Experience Understanding Interculturalism Health

6 emphasis on creating non-formal learning opportunities emphasis on experiential & reflective learning emphasis on "learning to learn" emphasis on integrating ICT methodologies into all aspects of the programme accredited learning using FETAC and ECDL ( European computer driving License)

7 approx 66% progress onto either full time education or into employment most leave with a sense of a career direction soft-skills are measured using a variety of tools including o progression matrix where progress along a number of set criteria is assessed o a Solution Focused Richter based tool has been developed where young people address the "issues" in their lives & this is used to develop an individual action plan Introducing a Work Outcomes Star which will simplify the recording as well as moving it online which will also provide data on a national level

8 need to recognise that some young people in the NEET group often have complex issues which may be preventing them access existing training or employment issues providing holistic support is essential in order to address these underlying issues. Therefore these supports must be provided in-house or accessed in the community many young people have had a negative experience of formal learning & there is a need to create new type of learning experiences which allow for them to recognise & practice their own unique " learning styles"

9 consideration needs to be given to the form of accreditation so that it provides speedy positive reinforcement of achievement (eg ECDL) and allows for progression (eg FETAC) importance of having means of measuring soft skills or outcomes for young people importance of having effective support structures in place for staff

10 need to ensure that there is scope for a variety of innovative responses to the problem of NEETs which combine both soft skills as well as an element of "hard" skills training recognition needs to be given to the unique role which community based youth organisations can play in both identifying NEETs but also in providing follow up support a funding mechanism to allow organisations to provide some level of follow-on support is vital to ensure smooth transitioning to other mainstream providers. As part of this closer links needed to be developed between youth organisations providing Youth Guarantee training & mainstream providers to help provide more targeted supports for young people making the transition

11 recognition needs to be given to the importance of holistic support for young people & not simply on providing vocational training avoid a payment by outcomes approach given the nature of the issues facing this cohort ie transition to further education or training more important than transfer into a casual or temporary job importance of ensuring adequate supports are in place to deal with literacy & numeracy issues and other Special Education Needs Importance of links with employer partners who understand the needs and are prepared to work with a NEET's group


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