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Handbook 2018
The COURAGE project is a 3 year programme of and economic opportunities associated with full
The COURAGE PROJECT - Handbook 2018 research and development undertaken by partner citizenship in a modern European society. We aim
institutions in five different European countries. to identify, analyse, and disseminate best practice
Edited by Gert Larsen Each partner works in youth services, education, across the European area in integrating educational,
Layout: Glostrup Albertslund Production School / Nikolaj Theilgaard & Maria Malling or both. The project addresses the exclusion of youth, sports and other leisure activities to “bring
Printing: Albertslund Municipality Printing House young people from the social, educational, cultural young people back in”.
ISBN 978-87-983751-9-7
1. Udgave, 1. oplag
2018
Introduction CONTENTS
Preliminary needs analysis with our immediate target groups shows a crucial need for
Lithuania
more specific training and support directed particularly towards developing and sharing
best practice for more effective inter-agency collaboration Currently, even those initiatives
which seem most successful have often been developed on a largely ad hoc and “top-down”
basis which has not encompassed a wide range of related practitioners and professionals Lithuania p. 40
from other agencies who typically have limited opportunities to share their experience and Case Study 1: “Folk studio “Rūta”” p. 44
make more effective, collaborative intervention.
Norway
All of our findings, conclusions, analyses, reports, films and resource packs will be dissem-
inated through our freely accessible public website sustainable after the project’s lifetime;
through publications and presentations in the academic and professional literature; and
through a European conference for practitioners delivered at the end of the project. Norway p. 48
Case Study 1: “MOT” p. 52
We believe that the most effective exploration and dissemination of “What works, where, Case Study 2: “Getting active” p. 54
and why” in this field, producing a core of best practice transferable to all European coun-
tries, must be based upon transnational analysis of practitioners’ experience of similar Portugal
problems and strategies in a variety of different European settings.
Our partners are from contrasting regions of five different countries from North, West, East
and Southern Europe. Each one has a variety of local and regional networks of related agen- Portugal p. 56
cies in education, youth and community work, sport and leisure. Their staff is drawn from Case Study 1: “Orquestra Geração (OG)” p. 62
both educational and youth work backgrounds and all have specific and varied experience Case Study 2: “Para ti Se não faltares(For you if you don’t miss school)” p. 66
of working with different types of disadvantaged learners from marginalized communities
in different European contexts, many with a migrant background.
The COURAGE project Aims and Rationale
for training and support which can be optimized
through these sorts of collaboration. The project’s
Current research across all European societies indi- ultimate beneficiaries are the many hundreds and
Carlos Gargaté School Cluster is a complex of two cates a number of key features concerning the sit- thousands of young people whose life-chances we
Dr. Stephen Molloy (B.Sc.(Soc); Ph.D),
schools located in Almada, a suburban municipality uation of young people disengaged or potentially aim to enhance during and after the lifetime of the
Visiting Research Fellow,
within Greater Lisbon, 20 kilometers south of the disengaged from mainstream educational and em- project by enhancing the knowledge and compe-
University of Leeds
city itself. Escola Básica Carlos Gargaté is a Basic ployment opportunities. This is particularly impor- tence of our immediate target groups.
UK
School for students aged between 6 to 15. It also has a tant for younger people characterized as “NEETS”
vocational course related to civil protection. It has 80 – (Not in Employment, Education or Training), Preliminary needs analysis with these groups of
The partnership is co-ordinated in Denmark and teachers and about 700 students in 27 classes. Escola and those at risk of becoming NEETs through Early youth workers, teachers and leaders shows a crucial
includes partners from Portugal. Ireland, Lithuania, Básica Louro Artur (EBLA) has a kindergarten and School Leaving (ESL) and their more general disen- need for more training and support directed specif-
and Norway. primary school with about 370 students in 15 classes. gagement from wider, socially inclusive networks. ically towards developing and sharing best practice
2 partners are associated with autonomous munici- Carlos Cargate has been working closely for several for more effective inter-agency collaboration Cur-
palities in the Greater Copenhagen area. Albertslund years with business and community initiatives, such Studies suggest that: rently, even those initiatives which seem most suc-
Youth Centre offers full-time and part-time educa- as those associated with the Benfica Foundation, a) within the broad range of life-skills needed cessful have often been developed on a largely ad hoc
tional, professional and personal development for directed towards the educational and social re-en- to exercise full citizenship, the development and “top-down” basis which has not encompassed a
young people who have completed non-compulsory gagement of disaffected young people through a of social skills, self-confidence and positive wide range of related practitioners and professionals
education but may not have realized their full poten- range of leisure, recreational, and cultural activities. self-esteem is very important for young people from other agencies. Whether they are professionals
tial or become clear about their future education and or volunteers, these key practitioners typically have
employment. Albertslund and Glostrup Production Haugaland Upper Secondary School is located in the b) sporting activities, non-formal types of educa- limited opportunities to share their experience and
School provides informal education and practical shipping and industrial port of Haugesund on the tion, and community activity such as drama, build upon within training situations to produce
workshop-based training for young people disen- South West coast of Norway. It has approximately dance, music and multi-media workshops can be more effective, collaborative interventions.
gaged from more conventional schooling. 800 students and 170 staff focusing on practical, very effective in engaging or re-engaging young
vocational education. It offers a wide and success- people in wider social and educational net- We aim to help meet these needs by bringing togeth-
Alytus is a town of 60,000 people in South East Lith- ful range of innovative and “alternative” provision, works, raising self-confidence and self-esteem, er partners with considerable but differing types and
uania, not far from the borders with Poland, Bela- including off-campus, work-based learning centres, developing social skills and team-working and levels of inter-agency working to combat youth dis-
rus, and Kalingrad. Alytus Youth Centre supports for students disengaged from more conventional thus combating social and economic exclusion engagement. We identify and explore best practice
the professional and personal development of over schooling. The School has 100 apprenticeship stu- in our different national and socio-economic con-
1000 children, young people, and adults through a dents, and is also responsible for prison education c) particularly effective initiatives have often been texts in order to develop and disseminate a range
wide range of non-formal educational and recrea- in Haugesund. “spear-headed” and supported by prestigious of innovative training and support materials and
tional activities. These include ICT training, foreign sporting and other organizations such as those resources to meet the needs of our target groups.
language learning, music, dance, theatre and film our partners have worked with, e.g. those initia-
production, handicrafts and sports. tives associated with leading football teams, such Specifically, we aim to produce detailed analysis and
as the Benfica Foundation in Portugal. reports and filmed presenations of “best practice”
In County Clare, Ireland, Clare Youth Service aims to in 5 partner countries. These are major products in
assist the holistic development of young people and In relation to these issues , the COURAGE partner- their own right but also form the basis of the resource
those who work with them. CYS trains and supports ship aims to explore and disseminate best practice packs we are for producing for the training and sup-
professional and voluntary youth workers and lead- in collaborations between educational organisations, port of our target groups. These include a self-fi-
ers to provide an integrated, individually-focussed youth services, and sports and other recreational nancing training course and associated COURAGE
service for young people, especially those in need associations working together to combat the social handbook, both of which are adaptable for distance
of particular care and attention. Specific initiatives exclusion of young men and women. or residential learning in all European countries,
include: alcohol and drugs counselling; information The immediate target groups for our findings and and sustainable by practitioners after the project’s
provision; education, training and personal devel- products are youth and community workers, school lifetime.
opment; youth justice work; youth leadership and leaders and teachers, and trainers, coaches and lead- All of our findings, conclusions, analyses, reports,
mentoring programmes; work-based training for the ers working with young people in a variety of relat- films and resource packs are being disseminated
long-term unemployed; combatting social exclusion ed agencies. Community and voluntary agencies and through a freely accessible public website (www.
and rural isolation. workers have varying and often inadequate resources eucourage.eu) which is also sustainable after the
Each partner sends 2 or 3 delegates to a formal meet- The second pilot delivery of the COURAGE train-
ing of the Project Management Board 5 or 6 times ing course will be integrated with the delivery of an
during the lifetime of the project. Progress since the international conference open to delegates from all
last meeting is reviewed, and agreement is reached European countries. The first two days of the training
on what needs to be done before the next meeting. course will constitute a self-contained conference for
The first meeting was hosted in Albertslund and Co- those who choose to attend this event only. Dele-
penhagen by the project co-ordinators in November gates to the 5 day training course will draw upon this
2015. The second, third, and fourth meetings were input for their subsequently more intensive sharing
hosted by our Irish, Portuguese, and Norwegian and discussions of their own and the project’s work
partners respectively in Lisbon (April 2016), Ennis with other delegates and with the project partners.
(October 2016), and Haugesund (April 2017). Each Programmes for the course and conference are avail-
able on the COURAGE website
The role of interest to prevent dropout they are poor readers – are powerful, and their skills
are mainly developed in their leisure time. I identi-
out of school). The aim was to find out whether their
interests had anything to do with their remarkable
fied and investigated this group of students in three English reading skills. In the second study (Brevik,
studies. 2016) and in the third study (Brevik, forthcoming),
I again identified students who were poor readers in
icy target both in general studies (GS) and in VET In the first study (Brevik, Olsen, & Hellekjær, 2016), the Norwegian test and simultaneously good read-
(4% in GS and 6% in VET), while Portugal was close I discovered these students among 10,331 Norwegian ers in the English test. Together at the two schools,
Associate Professor Lisbeth M. Bre- (2% in GS and 12% in VET). In comparison, some 16-year-olds who participated in national reading I identified 26 students who fit the Outlier profile. 20
vik, Department of Teacher Educa- OECD countries fulfil the policy target in GS only, tests; one in their first language (Norwegian) and one of them were boys in vocational studies, one boy in
tion and School Research, University while the dropout rate in VET is clearly higher, such in their second language (English). First, I found evi- general studies, two girls in vocational studies, and
of Oslo, Norway as in Norway (3% in GS and 41% in VET), Denmark dence that three quarters of the students read almost three girls in general studies. All of them were poor
(4% in GS and 47% in VET), and Ireland (2% in GS equally well (or poorly) in Norwegian as in English. readers in their first language, and good in English as
The typical student at risk of early school leaving – or and 56% in VET). These rates illustrate how impor- This was somewhat surprising for students in Nor- the second language. The question was why.
dropout – in OECD countries is a boy under the age tant it is to reduce early school leaving. wegian schools, who usually read more Norwegian
of 25, who attends vocational education and train- than English. Even more unexpected was the fact that Students’ language use in leisure activities
ing (VET). Statistically, there are large differences Rich and poor countries alike another, smaller, group of students were among the When interviewing these 26 Outliers, they explained
between dropout rates in general studies and VET. Reducing dropout is an initiative that relates closely poorest readers in Norwegian (20% score or less) and that their English reading skills were related to their
The report Education at a Glance, published by the to social inclusion, interest, and skills. Students who simultaneously among the best readers in English use of English in leisure activities, see Figure 1.
Organisation for Economic Co-operation and De- experience social exclusion drop out of school more (60% score or more). Most of them had Norwegian
velopment (OECD, 2016), shows that ten times more frequently than others, and so do students who lack as their mother tongue. Based on this unexpected These Outliers read novels, cartoons, lyrics, the
students drop out of vocational studies compared to interest in school or lack reading skills (OECD, 2016; profile, we labelled this group of students “Outliers”. news and their Facebook newsfeed in both lan-
general studies (GS); with 2% dropout in GS and World Bank, 2013). Such dropout profiles are found guages, but most of them read these in English.
20% in VET (OECD, 2016). both in poor and rich countries. For example, in the In order to find out why the Outliers were such good The clearest difference between the two languages
PISA assessments, all participating countries have readers of English, I invited two schools to partici- concerned online games, and TV series and films,
Since one in seven young adults across all study pro- a sizable share of low performers (OECD, 2016). In
grammes leave education and training too early, the fact, as much as a quarter of all 15-year-olds have 25
quest for reduced share of dropout is intensified. In poor reading skills, and students who perform poor-
2010, the average dropout rate was 15%, and the Eu- ly at the age of 15 face a risk of dropping out of school
ropean Commission (EC) has expressed the policy altogether (EC, 2010; OECD, 2016). 20
target of reducing dropout to 10% by 2020 (EC, 2010;
OECD, 2016). The report highlights the seriousness Based on these numbers, developing reading skills
of student dropout: and reducing dropout rates are matters of urgent 15
concern. The report Education at a Glance links such In Norwegian
One of the challenges facing education sys- poor school results to motivation: “Students’ lack of
tems in many OECD countries is students’ motivation can be the result of poor performance at 10 In English
disengagement and consequent dropout school, which can, in turn, lead to further disengage-
from the education system, meaning that ment, creating a vicious circle” (OECD, 2016, p. 46). 5
they leave school without an upper second- The role of motivation or interest should, therefore,
ary qualification. not be underestimated.
(OECD, 2016, p. 46) 0
The role of interest
It should come as no surprise that the dropout rates This article will focus on a group of students, who are Novels & Lyrics News Facebook Online games TV series
cartoons & films
vary extensively between OECD countries/partners. statistically at risk of dropping out of school. Most of
For example, in 2014 Lithuania was ahead of the pol- these are boys in vocational education and training. Figure 1. The 26 students’ use of languages in leisure activities
DENMARK
State of the art 7 - 9 in the public school is crucial for the students’ Inclusion is an outgoing consulting unit, aiming to support
chances to complete an upper secondary education improved inclusion in preschool, school and leisure
Unfortunately, in the past years the public school
Educational system in Denmark later. But the lower secondary school does not man- time facilities by collaboration with municipalities
has separated too many students from the ordinary
Our public school is among the best when it comes to age to sufficiently develop the students’ competences on meeting local needs.
classroom teaching. The number of students re-
developing students to be-come active citizens with in order for them to be able to choose and complete
ferred to special education has increased drastical-
fine social competences. Together with the parents, an upper secondary education. Approximately 92 per These initiatives shall contribute to the improvement
ly. In addition, the expense to special education has
the public school shall further the students’ many- cent of the students who finished the public school in of every child’s skills through inclusion by strength-
increased too and now constitutes approximately 30
sided development and education by giving them 2011 are expected to complete an upper secondary ening general teaching at the same time as the in-
per cent of the public school’s total expenditure. At
knowledge and skills to prepare them for further education. Even so, a relatively large group still finds dividual receives support together with his or her
the same time however, there is no documentation to
and higher education and to encourage their desire it difficult to choose and complete an upper second- classmates. Also, the longer and more varied school
substantiate that students enrolled at special schools
to keep learning. ary education. day will create the conditions that ensure room for
and attending special classes perform better aca-
every child in the public school.
A new agreement regarding the Danish demically compared to the expected performance in
The public school enhances students’ ability to un-
School system /Elementary School the public school with ordinary classroom teaching. Youth education
derstand and take part in the democratic processes.
The students are well prepared for their future lives THE GOVERNMENT will maintain and develop In 2015 a vocational school reform was completed.
as citizens of Denmark. the public school’s strengths and academic standards To meet this challenge, more students need to be The aims were to create more attractive business ed-
by working with the following three main goals: included in the public school. Consequently, the ucation. The academic level should be enhanced and
Education in Denmark is free and compulsory government has agreed on a range of initiatives to- established new programs that include both training
at the primary and lower secondary levels, with 1. The public school must challenge all students to gether with the member association of Danish mu- and courses at upper secondary level for the young
at least 82% continuing to higher levels, which reach their full potential. nicipalities Local Government Denmark (KL) that people who wanted a degree in technical subjects.
are also government subsidized. Danish pri- 2. The public school must lower the significance of will support the local municipalities in the coming
vate schools are also government-subsidized via social background on academic results. changes. Among other things, these initiatives in- Before 2015 there was no specific entry requirements
a voucher system; at least 13% of all students at- 3. Trust in the school and student well being must clude a new legislation on inclusive education in the for most vocational education and training was pre-
tend these private schools at the lower levels. be enhanced through respect for professional public school, continuous monitoring of the change dominantly practical organized with a flexible start
The lower secondary school that consists of form level knowledge and practice in the public school. moving towards greater inclusion, establishment period of 20-60 weeks, depending on the student’s
of the National Inclusion Counselling Unit, which level and qualifications.
mentum, and the school has therefore established young people wanted to try the Game workshop.
Motivation for learning and education puter games. Very few, however, seriously pursue the new workshops with IT productions. The experience was so succesful that it was decided
through computer games dream, and instead lose faith in education and work. to open to all interested in 2015 and the workshop
How can the young people’s interest in computer Game Workshop - the history was expanded from 10 to 18 students.
games turn from being an obstacle to commence- Production school The school has previously had education for young By 2016, it is the school’s most popular workshop,
ment of education, to instead promote the motiva- The purpose of the production school is to motivate people with autism and interest in IT. Here was one and it is no longer possible to diagnose by admitting
tion and prerequisites for completing a youth edu- and prepare young people for continued education. of the thorough subject’s analysis and development new students, only in interests and goals.
cation? The target group is young people between the ages of computer games. Over time, the subject devel-
of 16 and 25 who are not ready to complete a youth oped to be the center of several elements of the edu- Case Study
Background education. cation, which referred to personal and social skills, The Game workshop is faced with some skepticism
An increasing number of young people in Denmark for example. Cooperation and understanding of so- from the outside world, although the results are ful-
have difficulty in completing a youth education. The The teaching is organized as workshops in a number cial relations. ly in line with the school’s other workshops, based
academic requirements for education programs have of different subject areas, giving the young people the Eventually, several professional elements were built, on the number of young people who subsequently
increased and too many young people are undecid- opportunity to test one or more subjects in practice, so there was a basis for offering it as an independent move on to education.
ed about the direction of education they want. This thereby increasing their competencies and finding full-time Game workshop. This means that there is a desire to analyze and docu-
means a big drop in youth education and often the motivation for education. Unlike formal education, ment the learning that takes place, the students back-
young people lose faith in their own possibilities. the goal of teaching at the production school is not a At the beginning (2014), all students were diagnosed ground and future plans, the teaching methods and
Some of them isolate themselves with their comput- concrete and measurable academic benefit. The path within autism disorders, so the teaching was based content, the academic, personal and social benefits,
er and spend most of the waking time at stake. The to motivation for continuing education is instead on the issues that characterize this group. and the students’ subsequent education choices.
real world becomes irrelevant to them, and dreams based on the individual’s abilities and interests. Collaboration with the school’s other workshops
revolve around a future in the gaming world - either Interest in traditional crafts has been declining in (where the young people were “normal”) led some of The aim of the study is to find the young people’s
as a professional gamer or as a developer of com- recent years, whereas media and IT have gained mo- the students to try another workshop, and that other experience of teaching, thereby enhancing teachers’
IRELAND
State of the art Statutory bodies - Department of Education.
tion and takes place within the Further Education & gramme for early school leavers. It offers young peo-
In Ireland, participation in formal education is Training Sector. ple the opportunity to identify options within adult
Introduction compulsory from the age of six to sixteen or until This provides education and training which occurs life, and provides them with opportunities to acquire
The programme addresses the exclusion of young three years of second-level education has been after second level schooling and is not part of the certification.
people from social, educational, cultural and eco- completed. There are a range of supports for stu- third level system. It typically involves students who The course aims to identify the learner’s needs and
nomic opportunities associated with full citizenship dents with special education needs and for those have not completed post-primary education. negotiate an individual learner plan. There are sup-
and the focus is to develop best practice in making experiencing socio-economic disadvantage. Sup- ports for learners in overcoming personal social and
social inclusion a daily reality for children and youth. ports for disadvantaged students include There are a range of providers involved in the deliv- learning difficulties, developing self-confidence to
Whilst there are various statutory and non-govern- ery of education to young school leavers. They in- enable them to participate in society, and in gaining a
mental approaches and provisions in an Irish context, • Increased resources for schools deemed dis- clude the 16 Education and Training Boards (ETBs) range of competencies essential for further learning.
these are principally in formal educational or employ- advantaged on a spatial basis. These are DEIS as well as a small number of youth work organisa-
ment-related domains. There is, therefore, a signifi- schools. DEIS stands for Delivering Equality tions including Clare Youth Service in the voluntary The program emphasises personal development, lit-
cant gap in the resourcing of social inclusion practic- of Opportunity in Schools but is also the Irish NGO sector. eracy/numeracy, communication and IT, along with
es in other spheres such as sports, mental health and (Gaelic language) word for ‘opportunity.’ a choice of vocational options such as Catering, Hair-
personal development. There is an additional pres- • Home School Community Liaison (HSCL) Pro- The main provision for those still at post-primary dressing, Computers, Woodwork and a work expe-
sure from the high proportion of young people in gramme that aims to integrate supports in differ- age (18 years and under) offered by the ETBs is You- rience program.
the Irish population and forecasts of high birth rates. ent spheres of students’ lives threach, also offered within the NGO sector by Clare
• Traveller & Roma Education Provision Youth Service Community Training Centre. A pro- Statutory bodies - Department of Children
Current Benchmarks cess is also underway whereby ETBs are absorbing and Youth Affairs (DYCA)
The Project seeks to combat exclusion and to pro- Whilst these programmes exist within mainstream the state’s apprenticeship programmes. DYCA was set up in 2011 to bring together vari-
mote high quality youth work by providing training post-primary (second level) schools, a large part of ous functions in relation to young people that have
and support through inter-agency collaboration. To the education provision for socially excluded young Youthreach is a Department of Education and Skills over time been dispersed amongst an unwieldy
this end, a benchmark of existing provision is offered. people is generally known as ‘second chance’ educa- official education, training and work experience pro- number of government departments and agencies.
Sports Sector
Ireland has a weak state sector in comparison to
European norms. Voluntary provision in health,
education and social services is traditionally strong
and especially true in sports. There is a growing em-
phasis on active recreation due to changing social
norms and government policy.
Outdoor education and programmes in Ireland is ine its existing outdoor programme through a State • There is a wide range of programme type with • Completed a brief review of youth-focused out-
a relatively new discipline or area. The main thrust of the Art or Baseline Study. some more simply “activities” rather than door activity models and the evidenced out-
has been towards supporting second level schools non-formal education comes from these models
by providing short courses where technical skills are The baseline study examined Programme Logic • There is no specific training programme for staff
delivered to young people such as rock climbing or Models and evaluations of existing individual CYS engaging in outdoor work • Started to compile practical handbook for staff
kayaking. Outdoor Programmes. This was done through desk engaged in outdoor work to use the research
research and interviews with individual youth work- Using the structures and resources of the COUR- based evidence and the action research evidence
The benefits of these exercises in relation to personal ers and young peoples’ feedback. AGE programme CYS has been able to build on the from existing CYS programmes
and social development is somewhat limited and has strengths of the existing programme and to make
been largely ignored or taken for granted by many The main findings were; changes to improve the programme as identified by • Introduced two new Outdoor Programmes in
institutions. • In the main Outdoors Programmes have been the Baseline Study. response to consultations with young people.
successful with a positive response from the One of these was in the Community Training
In CYS the outdoor programmes are seen as a tool young people involved and most of the short and Over the course of the case study Clare Youth Centre with learners on the QQI and LCA pro-
for youth workers similar to any other including medium term outcomes realised Service has; grammes. The other was with Participants on the
music, art, sports etc., where the outcomes may re- • Had three staff complete Lowland Mountain T.A.C.T Ennis Garda Youth Diversion Project.
late to personal development or any issue the young • While there has been some crossover most leader training
person may identify or need at that particular time. programmes have been designed by individual Following the changes implemented through 2016
These may include – drug and alcohol issues, crimi- workers and there is no common template for • Introduced staff peer training programme spe- and 2017 staff have reported that it is easier to plan
nal or anti-social behaviour, team building or mental course design cifically designed for those engaged in outdoor and run outdoor activities, easier to recruit young
health. work – this has theoretical and practical com- people who would normally not engage and staff
• Most programmes are not backed up by a strong ponents new to this area of work have said they are more
This funding and support from partners on the Eras- theoretical base and where it is evident the the- confident in becoming involved following the peer
mus+ COURAGE Project allowed CYS to first exam- ory to practice link is weak training and the availability of new resources.
“8km walk on rough terrain. 10 mins late Like any youth work or non-formal education pro-
leaving – packing boots. I love the peace gramme the CYS Outdoor Programme needed the
and quiet. Least favourite part was - noth- input of additional time and resources to enable
ing.” positive changes to improve the programme. But
CTC Learner’s Log Book, 2017. perhaps more than anything the COURAGE Project
brought a structure and focus around which to drive
The Community Training Centre reported an in- and enable the changes.
crease in participation and attendance by learners
In recent years the issue of poor physical health, low The main findings were;
levels of physical activity, high levels of obesity and • While the 2014 Pavee Point Factsheet on the • Changing the original programme to a modified
the effects of these factors on the mental health of the • The ESRI Report ‘Keeping them in the Game’ Health of Traveller men maintains that they one worked well for this group as they would not
Irish population in general and in particular on the shows a widening socio-economic gap as people report less discrimination in the area of sports have engaged well with the more formal sports
youth population have become apparent and led to progress through adulthood – the less well-off and do participate in soccer, gaelic football and and classroom format of the original.
a coordinated public health strategy to change these are more likely to drop out from sport as young boxing the same does not appear to be true for
growing trends. This includes Healthy Ireland Get adults and less likely to take up new activities. traveller women given their feedback to youth The outcomes
Ireland Active! The National Physical Activity Plan workers and earlier studies which maintain over • One participant has begun participating in PE in
for Ireland 2016, Better Outcomes, Brighter Fu- • The Children’s Sports Participation and Physical half of travellers never use the exercise facilities school and has increased her movement levels.
tures: the National Policy Framework for Children Activity (CSPPA) conducted by University of available to them.
and Young People (2014-2020) and National Youth Limerick, University College Cork and Dublin • A second young woman is now regularly atten-
Strategy 2015-2020 all of which target the increased City University shows that just 19% of primary The fitness course ding the gym.
participation in sports and physical activity. school pupils and 12% of post-primary pupils • The focus was with young women from the
receive the amount of exercise recommended by Traveller community. Six teenagers start- • Two participants have cut back on the amount
The baseline study involved a literature review assist- the Department of Health. One in four children ed the six week course and four finished it. they are smoking as a result of the programme.
ed by our colleagues in the Clare Sports Partnership is unfit, overweight or obese and has elevated
and meetings with their staff to hear their experi- blood pressure. • The programme was designed by a Clare • Participants began to show staff various pictures
ences. Existing individual CYS Sports Programmes Sports Partnership trainer and a Clare Youth online and asked “is this real of fake”. Previous to
were examined through desk research and inter- • Both studies are agreed that female participation Service Youth Worker. It combined as- this programme they said they have never ques-
views with individual youth workers. particularly slips as age increases in the teenage pects of physical fitness, healthy eating and tioned the validity of such photos.
years. a critical examination of body image and
cultural expectations on young women.
The difficulties
• One young person was going through a family
crisis and missed the last 3 sessions.
The partnership
• The complimentary skills of the sports trainer
and the youth worker were key to the success
of this approach as was the willingness to com-
promise in the design of the programme which
incorporated elements of pure physical training
and developmental youth work.
The Clare Youth Service Personal and Social Devel- amination of the programme which needed to be groups of young people on such issues as relation- Each week there would be a physical exercise such
opment Programme offered young people opportu- addressed. ships, friendship and communication skills. as a “Trust Walk”, an observation game like “Ex-
nities to discuss and explore issues that are impor- Module 1 was primarily concerned with the devel- ploring Hands” or team building with “Trust Fall”.
tant to them. The programme has been carefully 1. Very few volunteers from youth clubs and opment of communication skills, an understanding There would also be a paper based exercise such as a
designed to assist participants with their social and projects deliver the programme at this of self and the nature of friendship and relationships. “Lifespace Diagram” or “Friendship Chart”. Follow-
personal development. time. This is in contrast to the early years. During the transition from childhood to adulthood ing these there would be a group discussion around
the understanding and development of positive rela- the topics explored through the non-formal learning
When this course was introduced over thirty there 2. While the evidence of learning and progres- tionships is essential and this programme aimed to methods and some degree of reflection.
was a recognised need for young people to examine sion by facilitators and young people has been enhance each young person’s ability to develop these
areas of importance in their lives through the unique recorded this information has not been col- relationships. The final session called “The Assembly” brought the
approach of group work. lated or presented in a way that could pro- different groups together where they presented their
mote the programme to support the training The groups met for one hour per week and followed a learning to parents, guardians and other significant
For staff and volunteers there was a need for training needs of other professionals and volunteers. proscribed programme. The format was similar from adults in their lives.
in this method whereby the workers and volunteers week to week in order to maintain consistency, build For the facilitators it provided an opportunity
move towards realising that they can facilitate the 3. There is no formal long term record of the im- a rhythm and allow for different learning styles to be through peer learning and supervision to develop
young people to learn more from each other then pact this programme has had on the lives of accommodated. At the start of the session the group their group work and communication skills. In addi-
they can teach the young people directly. those who took part. would shake hands and re-engage with the Contract tion facilitators also had the opportunity for personal
they had agreed in week one on how they would development and growth as part of the training pro-
These basic needs are still the case and while the ev- The Programme work together. gramme. The tutor/facilitator group also met once
idence from the programme is very positive some The programme took place over 10 weeks where a week.
gaps/questions emerged from our baseline ex- trained youth workers and Volunteers worked with
LITHUANIA
State of the art population of Lithuania, aged 25 – 64, can speak two
or more foreign languages, 31.5 per cent can speak After completion of their primary education, pu- per secondary education is provided in secondary
one foreign language, and a mere 2.5 percent of the pils begin the 6-year lower secondary education schools, gymnasiums, and vocational education and
Introduction population cannot speak any foreign languages. The programme. The lower secondary education pro- training schools.
Lithuanians are one of the ethnic groups in the Baltic foreign languages people speak the most are English gramme is implemented by basic, secondary, voca-
region. While Lithuania has a population of about and Russian. tional education and training schools, pro-gymnasi- University degrees in Lithuania are offered in three
2,9 million people, there are at least another million ums and gymnasiums. cycles: the first cycle is undergraduate (Bachelor), the
living in other countries, with Lithuanians generally Religion: Predominantly, Roman Catholic (approxi- second cycle is graduate (Master, and/or specialised
located in the USA, Brazil, Canada, Columbia, Rus- mately 80% of the total population). Others include The compulsory lower secondary education pro- professional studies), and the third one is postgrad-
sia, the United Kingdom and Ireland. Orthodox, Old Believers, Lutheran, Reformat, Jew- gramme consists of two parts: part I – a 4-year pro- uate (Doctoral; residency; postgraduate in the Arts)
ish, Sunni, Karaite and other communities. gramme implemented in the 5th-8th forms and part
The native language is Lithuanian, one of two living II – a 2-year programme implemented in the 9th- After school, pupils can select various non-formal
Baltic languages. An interesting fact about the lan- Landscape: There are over 2,800 lakes larger than 0.5 10th forms (1st-2nd forms of the gymnasium). education activities and these are provided in general
guage is that as far back as the beginning of the 19th hectares in size, and 18 rivers longer than 100 kilo- education schools. Most of these activities are free of
century people noticed that Lithuanian was very metres in Lithuania. In the 9th form (1st form of the gymnasium), pupils charge or paid from the pupil’s education voucher.
similar to Sanskrit. Linguists around the world are can choose subject modules and study elective sub-
still fascinated that the Lithuanian language has re- Education system in Lithuania jects according to their interests and abilities. Young people in NEET
tained features of this ancient language and it hasn’t Children in Lithuania can take part in pre-school Early school leaving level in Lithuania is currently
really simplified much. education from birth until they start compulsory Upper secondary education is not compulsory and relatively low (8-9%). Lithuania is among twelve EU
pre-primary education at the age of 6. According to usually lasts two years (11th-12th forms of the sec- countries that have already overtaken the intended
Many Lithuanians are multilingual; two-thirds of the Law on Education, children who have reached ondary school (3rd-4th forms of the gymnasium). European aim of 2020 (10%).
the population declare that they are able to speak at seven years of age must attend the first form. If par- Pupils study according to individual education plans; This can be explained by the fact that the majority of
least two foreign languages. This exceeds the average ents so wish and if a child is sufficiently mature to the programme may include the modules of the pro- young people prefer to continue their education in
of the European Union by several times. Accord- study under the primary education programme, they gramme for vocational education and training. Up- vocational training schools or colleges.
ing to the data from Eurostat, 66.1 per cent of the can start school earlier. The duration of the primary
education programme is four years.
According to Eurostat data, there are 80-90 thou- The individual plan will include all possible activities
sand of young people not in education, employment as well as 116 activities of integration into the labour
or training (NEET) in Lithuania. Separate group of market defined by the action programme of the Eu-
youngsters is made up of those who experience so- ropean Union funds for 2014–2020 under which a
cial risk, do not have necessary social skills and are young person should work, participate in education,
asocial. internship or training through apprenticeship.
The priority of Lithuanian youth policy is directed The Youth Guarantee Initiative will facilitate tran-
towards young people not in education, employ- sition of young people from the education system
ment or training. Consultations and discussions are into the labour market and enable them to acquire
organized how to help these youngsters to return to necessary skills for the labour market. Early inter-
schools, or enter the labour market. vention, activation and integration into the labour
market services will be rendered in order to encour-
age NEET education, socialisation and employment.
NORWAY
State of the art We also offer some other educational courses, but the
two mentioned are the main ones.
teaching method enabling mentors / teach-
ers “see” each student, adapting teaching and
giving the student ample room for student
Our public school is divided into three levels. Year Our upper secondary school is mainly divided into Our upper secondary school is not compulsory, but
participation.
1-7 is our primary school with pupils aged 6-13. Year two. One three year theoretical education, prepar- everyone has the right to go to upper secondary
8-10 is our lower secondary school with pupils from ing the students for university etc. The second one school.
the age of 13 to 16. Both of these levels are free and is a two year long vocational education qualifying >> Study Centre (adapted education, learning
compulsory. We also offer a preschool/kindergarten the students for a two year long apprenticeship in a In Norway about 70% of students complete upper strategies, vocational orientation)
for children from the age of 1 till 6. This is not free relevant company. secondary school. This figure shows that Norway According to the Education Act (§ 1.3), all
or compulsory even though the majority of children must do something so that more students complete students have the right to a customized and
attend this. and pass upper secondary education. Students drop- adapted training according to their needs. It is
ping out of upper secondary school often end up as up to each school and their teachers to find the
upper secondary upper secondary upper secondary NEETs. It is therefore important for the government best solutions for how the students educational
General university admissions certification
level 1 at school level 2 at school level 3 at school and for the individual student that the drop-out rate needs are met.
is as low as possible. To ensure this we need to have a
Supplementary programme Supplementary programme for relevant education and a school that includes every- Haugaland Secondary School decided a few
for general university admis- general university admissions one socially. years ago that the school would create a study
sions certification certification centre where the main objective was to provide
Haugaland upper secondary school customized and adapted training for students
upper secondary upper secondary upper secondary
Vocational competence Haugaland upper secondary school experience the who struggled with their development of basic
level 1 at school level 2 at school level 3 at school
same challenges that we have nationwide. The school skills within numeracy and literacy.
has implemented several steps to decrease the drop-
In-service training at a training establishment Craft- or out rate and make the students complete the educa- >> Follow-up service (OT)
journeyman’s tion they have started. Some of these steps are: The Norwegian Education Act requires each
In-service training at a training establishment certificate county to have a follow-up service for young
special paths >> Systematic student development: people between 16 and 21 who are not in edu-
Systematic student development is a practical
48 49
This is a schematic overview of the Norwegian upper secondary education:
PORTUGAL
State of the art
Kindergarten
National and Regional Educational context Pre-primary education is optional from the ages of In addition, children who reach the age of six be- Secondary Education (Ensino Secundário) - pub-
Access to education and culture is a legal right of the three to five, and it is provided in both state-run and tween 16 September and 31 December may be lic, private or cooperative - is compulsory since the
whole population, foreseen in the Constitution of the private kindergarten schools. State-run kindergar- authorized to attend the first stage of education, school year of 2012/2013 and consists of a three-year
Portuguese Republic (articles 43 and 73) and in the tens provision is free of charge. provided a request is submitted by their parents or cycle after basic education. Access is through the
Law no. 46/86. guardians to the school nearest to their residence (or Certificate of Basic Education. There are two types
place of work) during the annual enrolment period. of courses: general courses and technical/vocational
The coordination of the education policy is the re- Compulsory Education State-run schools are free of charge. courses, providing instruction in technical, techno-
sponsibility of the Ministry of Education, at national Since 2009, the Law No. 85 has defined the extension logical, professional fields and in the Portuguese lan-
level and of Regional Directorates at regional level, of compulsory schooling for school aged children Basic Education (Ensino Básico) lasts for nine years guage and culture.
and of the local authorities at local level. Despite this and youth – from 6 to 18 years old. divided into three stages of four, two and three years
apparent division of responsibilities, the Portuguese respectively. The stages are, in that order, (1st Cy- Access to higher education is made through a na-
education system is highly centralized. It is divided Children aged six by 15th September must be en- cle), 2º Ciclo (2nd Cycle) and 3º Ciclo (3rd Cycle). tional online process, in which students enter the
into six different sequential levels. rolled in their first school year in that calendar year. A Diploma/Certificate is awarded at the end of the university by priority, based on their school grades
third cycle. and specific exams.
dropout rates. These improvements are the result of ing and in Internship.
a wide range of measures, namely:
TOTAL UE • Extended compulsory education up to the age Given the dimension of socio-economic problems of
22.179
• The reorganization and rationalization of the measures taken by the state, it can even be identified
15.735
15.484
and the restructure of the teacher training cen- find solutions for this group of young people wheth-
7083
5212
4327
3957
1799
1260
Perda estimada para a • The implementation of measures, in all basic combination of all or some of them.
economia schools, for students at risk of failing, such as,
italia
franca
a. urido
espania
alemanha
poporia
grecia
belgica
irlanda
holanda
portugal
r. checa
sueda
What happens with the This is a project, which includes 1. To know some statis-
students after the pro- music and this project is now tical data about the
ject? Does the project occurring in several parts of students’ results before
help to integrate them in Portugal. We want to know the project and during
society? what is the role of the project the project.
owners and the success of their 2. To read previous re-
methodology in order to pre- ports.
vent exclusion of the young. 3. To interview students
and teachers.
The Benfica Foundation was established on 27th Jan- people who are at risk of, or suffering from, exclusion gender discrimination and for young people indi- associated with the sport in the context of the project
uary 2009 by resolution of the founder and institutor, and it is implemented in eight municipalities from cated by the school cluster because their integration is sports as an inclusive activity or sports for all, focus-
Sport Lisboa e Benfica. On the 14th January 2010 the the north to the south of Portugal. in the project is considered a benefit. ing in the social role of sports. Indoor football is the
Portuguese Government recognized it as a Private dominant sport in the Benfica Foundation projects.
Institution of Social Solidarity and as Collective Per- This project began in the school year of 2010/2011 It aims to fight school failure and dropout, promot-
son of Public Utility. It is the institution of Benfica and some strategic partnership firms support it as ing social inclusion, equal opportunities between Activities of personal and social development and
club, which has the mission of social responsibility PT (Portuguese Telecom Foundation), EDP Founda- genders, the development of individual and social promotion of basic skills. Development of lan-
acting at the following target groups: children, youth, tion (Electricity of Portugal foundation) and others skills, and orientation merit. The project promotes guage skills including oral and writing skills; de-
citizens with disabilities and people in situation of at National level; the municipality of each interven- a culture of shared responsibility and partnership velopment of mathematical skills including logical
decreasing means of subsistence or ability to work. tion area (8 along the country) in a regional level; the based on principles of empowerment, peer learning, reasoning, mathematical communication and logi-
The Benfica Foundation develops integrated projects local cluster of schools and other local level partners. learning by doing and it is a commitment of all part- cal-mathematical association; development of skills
with emphasis on early intervention. In these areas, ner entities to put in practice this culture and this in information and communication technologies
the Foundation’s primary concerns are the preven- Project fundamentals attitude in each intervention area. (ICT). Promoting “how to be” and” how to behave”
tion of delinquency and the promotion of educa- The project “Para ti se não faltares” is a socio-edu- enabling the adequacy of behaviour and atti-
tional success of children and youth as determining cational intervention project for children and young How does this project work? tudes in the school context and in the classroom.
factors of social mobility. people attending the 2nd and 3rd school cycles (for The project is developed in eight municipalities
students from 9 to 15 years old) in the school cluster across the country and it has weekly activities through Other activities within the project to promote family
The Benfica foundation has a set of highly diverse where the project is developed. It is mostly for stu- which the established social contract is reinforced. and community involvement, in particular, ceremo-
programs supporting schools and kids. For the pur- dents at risk of or suffering from exclusion or early The youngsters are involved in recreational and ed- nies, presentation and evaluation of the project as
poses of this case study, it is particularly relevant the school leaving due to their attendance, behaviour or ucational activities that are implemented in a pro- well as other initiatives and events strengthening the
program: “Para ti se não faltares” (“For you if you evaluation problems. There are also quotas for merit ject work methodology, at extracurricular times. methodology, such as sports’ tournaments and extra
don’t miss school”). This project is a socio-educa- students who can have positive influence in shaping study visits for the project beneficiaries.
tional intervention project for children and young behaviour for young men and women, to prevent Sports activities are selected by young people accord-
66 67
ing to the local conditions or objectives. The concept
WHAT - The artistic experience allows complet- - Sports (indoor football), the brand
WORKS ing the conventional school skills, closely and popular athletes as role models
linked to sciences and rationalism. to work on social and emotional
- Music as a social activity is seen as a skills.
vehicle for the promotion of citizenship, - The social skills promotion pro-
social inclusion, sense of belonging and gram has impact on the lives of
the development of group identity. young people well beyond their time
spent on the project, helping to build
a lasting life project.
Regarding the impact of the Project “For you If you ers young people to deliver life projects, whether in
do not miss school” on 18-year-olds, we will demon- pursuing studies, training or employment, but also
strate that the project has short-term measurable im- in terms of reinforcing self-esteem and personal
pacts, such as the reduction of failure in the academic learning, essential for a happy, complete and accom-
WWW.EUCOURAGE.EU
results, and long-term impacts. The project empow- plished integration and social inclusion.
FACEBOOK: "COURAGE.EU"
ERASMUS+
PROJECT NUMBER: 2015-2-DK01-KA205-0043562015
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Education National Council (CNE) (2011 and 2014). The state of Hallan, S. (2010).The power of music: its impact of the intellec-
education. The qualifications of the Portuguese. www.cnedu.pt
European Commission (2012). Tackling Early Leaving from Ed-
tual , personal and social development of children and young
people. The oxford handbook of music psychology.
PARTNERS COURAGE PROJECT
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responses in Europe: www.eurofound.europa.eu brary.org
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