2. Outcomes of the consultation process

The consultation process elicited a broad range of responses. In some cases, professional groups established mechanisms through which to respond on a national and collective basis. These included the National Association of YOUTHREACH Co-ordinators and the Advocates. The National Co-ordinator for Senior Traveller Training Centres consulted that network and presented on their behalf. Other submissions came from regional youth services, from centres and workshops and from individuals. The National Co-ordinators also met with management and professional groups for discussion, including the FAS National Internal Early School Leaving Group. The entire process was characterised by a significant level of informal discourse. In many centres the staff and trainees were involved in discussing the future shape of the programme.

Overall, there was a general endorsement for the line of thought indicated in the seminal consultation document, that is for a flexible, multi-modal programme, anchored firmly in a continuum of education and training provision and supported by an interlocking range of professional and technical supports. However, the process also afforded practitioners an opportunity for reflection and review, as is clear from a number of the submissions. Of course, not everyone involved in the programme took that opportunity. Throughout the process, the feedback was positive, thoughtful and useful.

In general, the responses constitute much more than a straightforward reaction to the seminal consultation document. They included philosophical as well as operational insights. The National Co-ordinators were referred to the need to establish and espouse principles as well as practice. The main themes addressed by the submissions were:

• the need to establish a philosophical basis and a set of principles for the programme, and for the wider continuum of which it is a part;
• YOUTHREACH's management and structures;
• the structure and approach of the overall programme;
• supports/services;
• the importance of research, especially within the programme, and of regular and systematic reporting;
• the submissions also included critiques of programme - these referred to all levels and emphasised the importance of consistency, clarity, quality, responsiveness, monitoring and publicity
• other themes included, for example, reflections on an effective district approach.

These are treated in greater detail below. Other issues emerged in the open meetings. They include the following:

• the constant change faced by practitioners, for example that arising from the current economic boom - the most motivated young people are finding employment and consequently providers are catering for a more multi-disadvantaged group than before. This has ramifications for both workshops/centres and support services. It also has implications for funding.
• Consequently, workshops and centres may not be able to cater for all young people. There is also a need for programme providers to be clear about the limits of their abilities and responsibilities.
• The marked difference in resources for literacy tuition between YOUTHREACH centres and Community Training Workshops; as regards the latter, the inconsistency of this resourcing (between workshops) was also noted.
• The future for YOUTHREACH in the context of the changes in ESF funding
• The ramifications for the overall programme of the Education Welfare Bill

Finally, a range of technical issues arose, such as that of allowances in Travellers Centres - earning above £60 for trainees has a significant impact on spouse's entitlements (see 2.5 below). The possible impact of the recent arbitration finding for the pay allocation to YOUTHREACH Centres also arose. (Note: the situation in this regard is currently under review and no change has been sought by the Department in the interim).

2.1 The need for a philosophical basis and a set of principles

It is evident that respondents accepted and understood the programme's set of aims and objectives, and that individual workshops and centres should have and apply their own mission statements. However, some submissions pointed to the need to set the programme in a wider framework of ideas and policies. For example, the submission from the Kerry Diocesan Youth Service referred to the principles espoused in the White Paper on Education. Others pointed to the Green Paper on Adult Education, and to the application of such concepts as participatory democracy, social inclusion and lifelong learning. YOUTHREACH was seen to be part of the fight against educational disadvantage and social exclusion. It was also argued that the ideological perspective adopted by those working with Travellers was of particular importance.

There was also reference to the need (in the education and training system in general, as well as in YOUTHREACH) to move beyond the concept of equal opportunities and to espouse equality of outcome as an objective. As such, equality may be seen to operate at three levels, equality of opportunity, equality of participation and equality of outcome. This last is understood to be the highest level of equality. This is a significant challenge. If it is accepted as an objective, it demands exponentially greater investment in the most disadvantaged in order to assure greater parity in outcomes.

The active involvement of participants also surfaced as an issue in the submissions. The general tenor in this regard was that a'client-centred' or'learner-centred' programme, which YOUTHREACH is supposed to be, should have mechanisms whereby the participants are consulted and actively involved in management and monitoring, and particularly at local or centre level. No models were favoured. However, the example of the Trainee Representative Association in Senior Traveller Training Centres was cited.

Similarly there were calls for meaningful arrangements for community inclusion - one submission referred to'a tendency .. to operate within model of enclosed order'. With few exceptions, responses were oblique regarding this issue. However, the National Co-ordinators understood the commentary to refer to both the Community Training Workshops and YOUTHREACH Centres. The former have community-based Boards of Management but, in some cases, there has been little change in committee membership. In these instances, the issue is the need for ongoing renewal. On the other hand, the majority of YOUTHREACH Centres do not have a locally-based management committee. Where they do, it is generally felt that the committee significantly enhances the Centre's operational and referral links with the local community.

Finally, reference was made to Travellers and particularly the distinct needs of the 10% of participants in CTWs and YOUTHREACH Centres who are Travellers. Traveller culture is dynamic and evolving and a demand for education and qualifications is evident. Their significant presence in the programme demands the active sensitisation of management and practitioners to the cultural issues which arise.

2.2 YOUTHREACH management and structures

In general, the management of the programme was not addressed in the submissions. It is likely that the absence of any reference to overall management in the initiating document may have contributed to this omission. It is also possible that respondents took the management of the programme as a given. However, this apart, three themes emerged regarding this aspect of YOUTHREACH.

The first was a clear professional concern with developing consistent standards and with quality assurance. For example, the National Association of YOUTHREACH Co-ordinators called for'a rigorous approach to evaluate effectiveness in achieving objectives and identifying and disseminating best practice'. This latter point was further discussed in the open meetings. Among the suggestions arising was that a checklist of quality indicators should be developed by which YOUTHREACH workshops and centres might measure their effectiveness. There was also a call, at several open meetings, for the promotion of'a culture of self-evaluation'. The view was expressed in one commentary that policy should be developed at national level, while allowing for a high degree of flexibility and autonomy at local level. At the same time certain aspects of the programme should be standardised.

There was also a call for adequate and consistent support structures regarding a range of different aspects of the programme. They included technical support regarding operational and programme development issues, transnational links and web-sites. One submission suggested a national resource centre for the programme. The need for appropriate childcare supports was also emphasised, as was the benefit of additional counselling resources. Other calls were for a free phone line for possible recruits to the programme, for clarity on simple technicalities such as entitlements and that back-to-education options should be implemented in Senior Traveller Training Centres.

Finally, respondents also called for a minimum standard for premises and resourcing of YOUTHREACH Centres comparable to that already in place for Community Training Workshops. Submissions also commented that mechanisms should be found whereby workshops and centres could be kept open in the evenings. This would facilitate trainees who may have to go into employment and who wish to complete a programme of certification, as well as other groups who might use the facilities. More flexible opening times would also dovetail with a more multi-modal approach to the overall programme.

2.3 The structure and approach of the programme

The flexibility and multi-modal approach indicated in the initiating document was universally endorsed. It was seen as recognising the real world with which providers were dealing on a daily basis. Respondents specifically agreed that YOUTHREACH should have a range of modes of delivery and participation, including full-time, part-time and dispersed. One submission pointed out that this would have the added benefit of allowing different groups to operate from the centre at varying times, thereby enhancing the programme's coverage. There was also a welcome for the concept of work-based education and training at Foundation level - it is clear that increased labour market activity means that more young people are being attracted into the workplace. For the unskilled, it is necessary to establish that learning continues, and ideally towards recognised qualifications. Otherwise, as was regularly pointed out in the open meetings, these young people are at risk of long-term unemployment in the event of an economic downturn.

As regards the structure of the programme, there was a general agreement on the validity of the two broad phases, Foundation and Progression. The need for flexibility of definition and application arose, as elsewhere. For example, in their submission the Advocates argued that a restatement of the programme to comprise foundation and progression should allow'at all times for flexibility of movement both forward and back, to suit the needs of individual students'. However, the general emphasis in the open meetings was on Foundation rather than Progression, reflecting the principal emphasis of the programme as it has evolved over its first decade.

Within the Foundation Phase, there was agreement on the need for an induction/gateway stage, but no agreement as to how that should be implemented. The Gateway initiative launched by FAS was cited as a possible example. One personal submission argued the need for assessment at entry, pointing out that with a continuous intake system the young people have to fit in to whatever stage of the programme the rest of the group are at. The result is that'trainers are unaware of the young person's abilities and difficulties until they become obvious'. The author of this submission added that many young people who leave the programme return at a later stage looking for guidance, and that assessment would help establish a starting point for development. Two additional benefits accruing from a structured observation period were identified during the open meetings -

• there would be greater clarity regarding young people with multiple or severe disadvantages, and a consequent possibility of arguing for appropriate resourcing, and
• a sounder basis on which centres might conduct reviews of their effectiveness.

On the subject of the target group, and the definition of early school leaving used by the programme, respondents generally felt that the programme should keep to its core target group, that is unqualified young people in the 15-18 age range, with the exception of the Senior Traveller Training Centres, which have a different target group. The need for flexibility regarding age was identified, for example to accommodate more disadvantaged clients such as lone parents or drug dabblers. Lower ratios and different attendance requirements were also raised (repeatedly) in this regard.

Submissions also referred to the need for career-path planning as an integral part of the programme, and for managed entries and exits into and from YOUTHREACH.

As regards the staffing of the programme a number of points were made. One concerned the importance of multi-skilled inter-disciplinary teams. Particular mention was made of the need for ongoing staff support maintenance and development, through staff meetings and continuous training.

2.4 Supports/services; programme development

In general, the need for coherent programme supports was acknowledged by respondents. Few submissions commented directly on the possible list published in the originating document. However, the opinion that such services were necessary, and that there should be effective linkages and general cohesion between them, was evident across the board. The following points summarise the generality of responses.

2.4.1 Guidance, counselling and psychological services

There was concern that a vacuum existed in this area, given the probable time-lag before the National Educational Psychological Service became involved with YOUTHREACH. It was strongly argued that the existing support for guidance, counselling and psychological services should be maintained. The view was expressed in the open meetings that the service, while welcome, was inadequate and (in some locations) inflexible -'young people do not have crises by appointment' was one comment. It was also felt that the facility should be extended to include drugs counselling. The issue of drug abuse among possible participants or its corollary, the increasing contact (arising from the current labour market situation) between YOUTHREACH and young people at extreme risk, is of growing significance in the programme. However, a caveat was also entered in one of the open meetings, that centres should not take on young people with drug problems without first clarifying their policy on drugs, and without adequately preparing both the local community and the staff of the centre/workshop.

There was general approval for the Advocates (and Mentors in those areas where they are available). Respondents argue that they are very effective and should be built into the operation of the programme.

2.4.2 Literacy

The issue of literacy arose on two counts. The first concerns the increasing levels of disadvantage manifesting in workshops and centres since late 1997, and the consequent increase in literacy difficulties presented by participants. In this regard it was argued that

• YOUTHREACH Centres are grossly under-resourced in comparison with Community Training Workshops and should at least be funded on a comparable basis, i.e. 800 additional part-time teaching hours per group of 40 trainees;
• many (though not necessarily all) CTWs were also under-resourced in this regard.

The second general point referred to the need to maintain the literacy development of those who left the programme to go into employment or further training. The possibility that this might be done through an outreach approach was explored in the open meetings. It was also pointed out that many adults attending Senior Traveller Training Centres were approaching literacy for the first time and that

• their needs in this area had not been addressed in their brief school careers and
• they themselves were not availing, and probably would not avail, of services in the formal education system.

2.4.3 Tracking system/managed entries and exits

During the open meetings, it was argued that a systematic tracking system needs to be developed which is inclusive of all prospective early school leavers as well as those who actually leave the system. The possible role of the proposed Education Welfare Board in this regard was discussed.

Also in this regard, strong arguments were voiced in favour of managed entries and exits to the programme, including part-time school/YOUTHREACH programmes, part-time school/youth service projects, part-time YOUTHREACH/employment initiatives and part-time school/training and YOUTHREACH/training approaches. The importance of outreach work was continually stressed.

It was further proposed that the relationship between schools and YOUTHREACH should be two-way, as regards tracking, reporting and providing. At present it appears biased in one direction. Examples were cited of effective partnerships between schools and YOUTHREACH providers, and participants in the consultation meetings argued that a more client-centred approach could mean a young person leaving school in a structured manner, i.e. before the relationship with the school had broken down irrevocably, in order that s/he might have a greater likelihood of returning to school at some time in the future.

In this regard, it was argued (and accepted) that youth services should have a role in YOUTHREACH and that youth service activities should be understood to occupy a niche in the continuum of services provided for young people at risk of leaving school early or who have already done so. The need for'parity of esteem' between the informal and formal sectors and between the community/voluntary and statutory was regularly cited.

2.4.4 Operational partnerships at local level

The Education Welfare Service envisaged in the Education Welfare Bill 1999 was mentioned in the initiating document YOUTHREACH 2000 - A Consultative Process, but its contours were still unclear. However, its possible impact exercised participants in the open meetings in September/October 1999, following the Bill's passage through the Seanad. Those present agreed that the service would have a significant impact on YOUTHREACH. Insofar as it would allow for managed entries and exits it was welcomed. However, overall it was felt that much needed to be teased out regarding the operation of the proposed service.

The Educational Welfare Service will also have significant implications for the entire spectrum of those working with young people at local level. In this regard, the need for co-ordination and interaction of these services (including those in the voluntary and community sector) arose.

The value of links at local level with other measures targeting educational disadvantage was agreed. However, some cynicism was expressed about inter-agency collaboration - whereas it is a national policy, it is not systematically applied or observed. Many argued that there was too little co-ordination of the many initiatives and services targeting disadvantaged areas at national, and especially local, level. This, it was maintained, led to inconsistencies of service and lacunae in information and progression pathways. It also created a conflictual climate of competition between providers. Clearly, this is not universal - examples of successful partnership were also cited in the meetings. Inter-agency collaboration is clearly effective when applied. Several submissions explored this issue and pondered the question of what constituted a meaningful district approach. A'round table' approach was advocated, i.e. a forum in which all partners came, and were treated, as equals.

In summary, the outcomes of the consultation process on this topic are as follows:

• YOUTHREACH is one of many services working with disadvantaged young people at local level; in very many instances these services have been established without reference to what already exists and are competitive rather than complementary
• there is no national consistency of provision of these services (i.e. services which exist in one area do not necessarily exist in others)
• there are many excellent examples of effective district approaches - but this cannot be described as a national pattern. Operational inter-agency partnerships are not a consistent or predictable feature of local planning or service delivery
• where such inter-agency partnership operates, it significantly enhances the effectiveness of each constituent element, including YOUTHREACH
• successful inter-agency partnership is too dependent on local committed individuals - when a given person leaves her/his position, all too frequently the collaboration leaves as well
• Neither YOUTHREACH itself, nor its local management in VECs and FAS, are exceptions to the above statements, and in one open meeting it was suggested that the various strands of YOUTHREACH needed to work more closely together.

It was also argued that there is a need to construct a definition of disadvantage which systematically integrates services at local level. It was further suggested that Government Departments should explore the criteria whereby various actions are funded with a view to encouraging inter agency partnership.

Finally, in this regard, the concept of a'template of local service needs' arose during the open meetings. It was argued that after twenty years of pilot programmes and targeted actions it should be possible to draw up a matrix of the services which are likely to be required by disadvantaged young people in any area, and that this would facilitate local service audits and local planning. It was argued that it was not especially important who delivered a given service, only that someone did. Those arguing in favour of such an approach held that this could resolve two key problems at local level:

• the tendency for groups to continually identify and propose (largely similar) solutions to the same problems rather than identifying the role that they might play in a local co-ordinated strategy, and
• the degree to which the national'vertical service paradigm' and its operational and reporting channels, and its funding criteria in particular, restricts the capacity for innovative and integrated approaches at local level.

2.4.5 Longitudinal supports

There was unanimity regarding the need for longitudinal support for young people before, during and after their participation in the programme. It was felt that this would address the difficulties faced by young people who leave the programme for employment and are unsuccessful in maintaining it. It would also support and offer guidance to those young people who successfully find employment but are still without qualifications. In certain cases it would facilitate re-entry to the programme by young people who had left for various reasons but whose primary need was still Foundation-level education and training. One observation also pointed out that this ongoing contact is also important for programme staff - successful participants are a source of motivation.

Many workshops and centres already maintain contact with former participants in work, further training and education and the home. Ex-trainees also regularly drop in for informal (and sometimes formal) chats. The degree to which this represents a substantial strain on resources arose in the open meetings. YOUTHREACH providers are not resourced for these activities, yet they are of great significance to the young people.

The need for separate funding for this'outreach' activity arose during the open meetings. As discussed, it was envisaged that providers would work on an outreach basis with young people in both pre and post-Foundation phases. In effect, this would mean that a 50-place centre would carry a larger case-load of perhaps 100 or more young people. It was suggested that this would be funded separately from the core training activities. There was ambivalence regarding operational modalities such as the location of such support when the question arose in the open meetings. Variously, it was envisaged in centres and workshops, in Local Employment Services and Area-Based Partnerships. The relevance of the experience of the Advocates project was regularly cited.

2.4.6 Progression

The availability of an increasing range of progression possibilities was also welcomed. Among these may be numbered (depending on a young person's starting point and personal objectives) the Junior Certificate, the Leaving Certificate Applied, Bridging Training, Customised Training Option and Linked Work Experience. The degree to which certain apprenticeships and other mainline training (for example in FAS, CERT and PLC programmes) are opening up to early school leavers was welcomed. However, it is clear that discontinuities still exist, and that there are regional variations in the availability of options.

As regards the Progression process, submissions argued that it'needs to be handled carefully and not be threatening'. When this arose in the open meetings, providers pointed out that most early school leavers find transitions intimidating and require support and mentoring when moving from the known into the unknown. It was also suggested that there should be greater cohesion between Foundation provision and specific skills training (in many sectors, including agriculture), and that mainline providers should refer young people with basic learning needs to YOUTHREACH workshops and centres to address those needs.

A number of other issues also arose, such as the need for clarity regarding the recognition of qualifications (such as the NCVA Foundation Level) as meeting entry requirements for Specific Skills Training, apprenticeships, etc. It was accepted that most apprenticeships now require minimum standards in certain subjects.

2.4.7: Assessment and Certification

There was little feedback regarding assessment and certification. This may reflect the very significant progress that has been made regarding the development of appropriate qualifications by the NCVA and FAS, and the increased availability of a range of appropriate options for Foundation and Progression Phases, including:

• the Integrated Assessment System,
• the National Foundation Certificate,
• the National Vocational Certificate at Level 1 and 2,
• the Junior certificate
• the Leaving Certificate Applied.

As already observed, there was a demand that qualifications be more systematically recognised, and that the above range be marketed with young people, their parents and particularly with employers.

2.4.8 YOUTHREACH graduates as unskilled young workers

It was acknowledged that the labour market was particularly active at present, and attracted young people out of school and out of YOUTHREACH. However, it was also argued that

• a significant proportion of early school leavers had multiple short-term jobs. They may have difficulty in sustaining employment.
• those unskilled young people who were taking up low-status and short-term employment would be the first to be made redundant if there was an economic downturn
• hence, employers need to accept their social responsibility regarding employees with limited skills.

Consequently, there was strong support for the idea of work-based training, supported by Advocacy and longitudinal outreach support mechanisms. The view that pathways into employment should be more flexible, and should incorporate ongoing basic skills development, such as literacy, was expressed.

2.4.9 Other supports

A number of other possible supports featured in various submissions. They include

• regional co-ordinators for the programme, as recommended in the ESF Programme Evaluation Unit report (1996) and the Review of Staffing Arrangements carried out by CHL Consultants for the Department of Education (1996), and as is already in place in City of Dublin VEC and County Dublin VEC. This suggestion emerged from and referred to provision in the education system, as FAS already has a regional co-ordination mechanism;
• a national resource centre;
• a technical support unit - the excessive demands on the National Co-ordinators was acknowledged;
• support with web-sites and internet access etc. However, while agreeing on the importance of information and communications technologies, some respondents (for example the Advocates) reminded the National Co-ordinators that it was important that the basics - reading and writing - were not neglected.
• transnational links - the benefits of these links were agreed. However, they can also be time-consuming.
• crèche facilities in situ, and/or predictable, consistent and adequate childcare allowances as an entitlement.

2.4.10 Staff development

The contribution of the staff was emphasised in the open meetings. The need for staff induction was argued, particularly in the light of the present skills shortages in the labour market. Increased levels of stress were described. It was emphasised that the programme needs to find ways of supporting staff in difficulty.

The importance of continuous staff training also featured in submissions and open meetings. There appear to be disparities across the country and between the three strands of the programme regarding participation in such activities. In addition, one submission argued that'staff often say yes to incareer development but do not take it up when offered - it should be part of their employment contract'. The authors of this submission stressed, however, that the training should be appropriate (including its accessibility) and that there should be ongoing assessments of training needs. They did not express an opinion as to whose responsibility this was. Another submission argued the need for a comprehensive programme of staff development, administered at national level, with'clear goals and objectives'. The difficulty of doing so in a programme with two separate Departmental funding and management tracks was not addressed in this contribution. The additional challenge of providing training to staff who are largely part-time (amongst whom there is a high turnover) was also instanced.

The importance of staff training also arose in discussion of the implications of increased Traveller participation in YOUTHREACH workshops and centres. It was noted that centres were also working with young immigrants and that, in line with the experience of other European Member States, their numbers were likely to increase. It was argued that this will demand the development of an intercultural environment, underpinned by guidelines, programme development, supports and inservice training. One submission indicated the probable need for new courses in Traveller culture as well as'conflict resolution techniques and practices'.

2.4.11 Research

A number of submissions and observations argued that there should be a more systematic approach to research and reporting within the programme and concerning issues which impinge on it. This would facilitate review and analysis.

2.4.12 Critiques of the programme

Submissions and contributions to the open meetings contained a range of critiques of the programme. These applied to all levels of its operation. Overall, they emphasised the need for consistency, clarity, quality, responsiveness, monitoring and publicity. The district approach was also the subject of significant levels of comment. In general its value and importance were acknowledged, but there were reservations concerning its application (see 2.4.4). One submission contained a reflection on an effective district approach, which was seen to be one in which all participants were seen to be equal.

2.4.13 The role of the arts in YOUTHREACH

The importance of the arts as a developmental instrument was strongly argued in a number of submissions and open meetings. Respondents maintained that the arts provide a safe and challenging environment in which to address issues. They also offer opportunities for the kind of'success experiences' and empowerment which are central to developing self-esteem. In addition, they help foster the kind of core skills which are both invaluable to a person making the transition to adult life and to individuals in the modern workplace.

One submission referred to the need for'an intercultural/multicultural curriculum' being available in all centres.

2.5 Technical issues

• The need for clarity and consistency regarding conditions of participation for Travellers between STTCs and YOUTHREACH workshops and centres, in which they constitute 10% of participants nationally, was argued. A range of inherent tensions in the inclusion of STTCs under YOUTHREACH was highlighted. These included eligible age limits and the employment conditions of staff (given that in a number of YOUTHREACH Centres and CTWs, Travellers constitute up to 90% of participants).
• It was suggested that the eligibility criteria for Travellers on Community Employment schemes need to be examined. At present, they may become participants on such schemes if they are over 16 and have completed one year in a training centre, whereas members of the settled community must be over 21 years. In general such participation is seen as progression. Some schemes are Traveller-focused, and offer an enterprise-oriented development option.
• Many respondents maintained that trainee allowances need to be increased. It was pointed out that a young person can earn as much for one day's casual employment as for one week's participation in YOUTHREACH.
• The position of refugees was also raised - they are prospective clients. The situation of asylum seekers who, after one year's residence, are available for work but not for training, also needs to be addressed.

2.6 Funding mechanisms

Funding mechanisms were addressed in submissions and consultations, principally from an operational perspective, and taking into account the constantly changing nature of the clientele. In particular, the need for consistency in approach was emphasised, to take account of differences of need, changing circumstances and clientele and geographic factors, and to ensure equality of provision across the country.

Two separate but related models of funding mechanisms were prompted by consideration of these issues, and both were the subject of considerable discussion in the consultations:

• differential funding: i.e. resourcing which takes account of the differing needs presented by YOUTHREACH participants, and which funds and supports workshops and centres accordingly. This, it was argued, should apply to providers' direct education and training funding;
• longitudinal funding: various successful models of outreach support activity were cited during the consultation. It was argued that separate funding should be provided to sustain these activities. In effect, this would mean providers carrying a responsibility for supporting participants before and after their direct participation. This would be discharged on a'case-load' basis through outreach activities, such as tracking, advocacy and mentoring, literacy tuition in the workplace, etc. It was acknowledged that such an approach would prove operational and administrative challenges for providers, support services and employers. However, precedents were also cited, such as the Customised Training Option. This is a FAS measure which offers additional supports to young people in a range of training activities (though not employment).

The need to develop observation and assessment systems to support the concept of differential funding and guarantee transparency, accountability and effectiveness was accepted. It was suggested that this be researched immediately. As regards longitudinal funding, this was widely welcomed as an idea. However, there was no obvious consensus as to how this might operate.

Finally, as already noted on page 6 above concern was expressed concerning instructions issued to VECs by the Department of Education and Science regarding resource allocations after the 1998 settlement of the pay dispute in YOUTHREACH centres.

2.7 Mainstreaming Youthstart and other project experience

The issue of mainstreaming Youthstart and other projects was addressed in submissions and discussed during the consultations. YOUTHREACH 2000 was seen as an appropriate mechanism by which this might be achieved.