4. YOUTHREACH 2000: Recommendations
A consultation process such as YOUTHREACH 2000, by its very nature, suggests as many questions as it answers. Some of the most enduring challenges identified fall outside the programme's own remit. They should be inferred and extracted from the foregoing text. As regards the programme itself, the following recommendations are made in response to the outcomes of the consultation process:
1. National Policy Frameworks and Management
It is recommended that
1.1 There should be a single overarching national strategy for all out-of-school actions targeting early school leavers. It should include a statement of principles governing these measures. This should include general equality of outcomes.
1.2 YOUTHREACH should be set in this overarching framework.
1.3 There should be appropriate national management structures to implement the strategy. Therefore, the inter-Departmental committee should be reactivated and expanded. Actions targeting early school leavers in the 15+ age range should be placed under this committee's general direction, in order to bring cohesion and consistency of intent, resourcing and standards to provision, and in order to oversee the mainstreaming of pilot project initiatives. As regards the committee,
it should agree an overarching policy and strategy regarding all programmes and services for early school leavers, including principles objectives, management structures, operational strategies and programmes, communications and evaluation processes.
Particular attention should be given to effective partnership and articulation of measures, especially at local level. The participants should always be placed at the centre of planning, delivery and evaluation.
1.4 The Inter-Departmental Committee should set targets and agree priorities regarding the implementation of the above strategy and the recommendations of this report.
2. YOUTHREACH 2000
Within the above framework,
2.1 YOUTHREACH should continue its mission in providing alternative pathways to education, training and employment for young people who have not benefited from schooling.
2.2 It should be a single overarching programme, with multiple modes of participation and delivery, including full-time, part-time and outreach.
2.3 It should continue to have two principal delivery systems, through FAS and VECs, and four strands - CTWs, VEC YOUTHREACH Centres, STTCs and FAS/Justice Workshops.
2.4 A range of programmes and projects in the voluntary and community sector (including area-based partnerships) which target early school leavers effectively constitute a fifth strand of YOUTHREACH. These activities should be brought under the general umbrella of policy for out-of-school initiatives aimed at those who have left school early. Accordingly, the National Co-ordinators and the Education Co-ordinator (ADM), in consultation with representatives of the voluntary and community sector, should
2.5 Local management should be within a 'district approach' and characterised by inter-agency collaboration.
2.6 There should be co-ordination of administrative and reporting mechanisms across the various strands of the programme.
3. The District Approach
3.1 The district approach, within which there are agreed local priorities and strategies, should be reinforced as the basis for local planning and management, not only for YOUTHREACH, but for all actions targeting disadvantaged young people.
3.2 A model template or matrix of service needs should be developed, whereby providers can identify service overlaps and lacunae.
3.3 Consideration should be given by the appropriate Government Departments, to the preparation of a discussion document on the sub-national and local co-ordination of programmes and services for young people.
4. Structure, process and supports
4.1 The programme should have two general phases (Foundation and Progression) and four stages - Engagement, Foundation, Progression, Integration.
The National Co-ordinators should prepare general guidelines regarding these phases and stages. In so doing, they should be mindful that linear and sequential progression is not always possible for the young people and that many of the most vulnerable young people have an extremely dynamic, indeed volatile, developmental trajectory.
4.2 The Department of Education and Science and FAS should develop and disseminate guidelines regarding part-time and outreach participation on the programme. In so doing, they should be mindful of likely developments under the Education Welfare Act, developments within Traineeships, etc..
4.3 The development of personal pathways, which the young person can pursue in education, training, employment and home duties, should be emphasised.
4.4 There should be a particular emphasis on managed entries and exits, from school to YOUTHREACH and from YOUTHREACH to other progression or placement. It should be accepted that it is sometimes better for a young person to leave school for another safe environment, before the relationship with the school has ruptured irrevocably, so that s/he might possibly return, at a later stage. It is acknowledged that the Education Welfare Act will have a significant impact in this regard, as will the 8-15 early school leaver initiative.
4.5 There is a need for the general provision of longitudinal supports to take account of the increasingly dynamic interaction of work and learning for the 15+ age group who are outside formal provision.;
4.6 Resourcing should take account of the increasing levels of disadvantage. Consequently, the concept of differential funding according to perceived level of need.
4.7 Ongoing innovation should continue to be a feature of YOUTHREACH at all four stages, as should enterprise development.
4.8 The programme should be set into a framework of adequate and consistent supports and linked services, at local and national levels.
4.9 The National Co-ordinators should consult with management and practitioners regarding the implications of flexible opening times, with particular reference to recording participation (for example on YOUTHREACH), capitation arrangements, supervision of learning activities, and evolving relationships with local communities and enterprises.
4.10 'Gateway-type' activity targeting early school leavers should be evaluated with a view to harmonisation, mainstreaming and structural, resourcing and operational cohesion and towards the development of quality assurance processes. The contribution to the programme of youth services and community-based projects should be acknowledged and embedded in the programme's operations.
5. Programme and curriculum development
5.1 The National Co-ordinators should review the programme's curricular priorities to ensure they reflect the programme changes indicated by the consultation process. In particular, they should maintain close contact with the national certification bodies and the national Qualifications Authority when it is established regarding the certification arrangements for early school leaver programmes, and support and monitor their implementation at local level by workshops and centres.
5.2 In line with recommendations at 8 below, and in partnership with management and practitioners, the National Co-ordinators should review the programme and curricular implications of policy changes on literacy.
5.3 As regards the need for an intercultural dimension for the programme, in the first instance, the National Co-ordinators should establish a consultative process to draw up a general strategy. This should be embodied in a set of guidelines for the programme, with particular reference to
- participation by Travellers
- young people from other countries
- sensitisation of administrative and instructional staff
5.4 As regards the arts in YOUTHREACH: the National Co-ordinators should establish a working group of practitioners to
Consideration should also be given to the establishment of a joint project between YOUTHREACH and the Arts Council to promote participation in the arts by young people in the programme. This would be consistent with national policies on social inclusion, participation in the arts. It could be jointly funded by the sponsoring Departments and the Arts Council. Copping On is an operational model.
5.5 The National Co-ordinators should set up a mechanism to establish and maintain an inventory of materials found to be effective in the programme.
6. Participants as unqualified young workers
6.1 A multi-agency task force should be convened to develop a strategy to identify, prioritise and address the life-long learning needs of unqualified young workers.
6.2 The National Co-ordinators should consult with providers, certification authorities and the social partners towards agreement of a programme/curriculum development initiative targeting young unqualified workers.
6.3 Appropriate supports should be put in place to support these young people in sustaining the transition into working life.
6.4 The lifelong learning needs of unqualified young workers should be a key priority in the development of national agendas on social inclusion and on EU-funded initiatives such as EQUAL and Interreg.
7. Guidance, counselling and psychological services
7.1 Existing levels of support for guidance, counselling and psychological services should be maintained, and increased as resources allow. Additional resources to recruit expertise in drugs counselling should be allocated to centres in Drugs Task Force areas.
7.2 Activities delivered under existing funding mechanisms in 1998 and 1999 for guidance, counselling and psychological services should be evaluated regarding access, relevance and quality of service, national pattern and cohesion.
7.3 The National Co-ordinators should examine the implications of including the voluntary and community sector strand of YOUTHREACH in the allocation of resources for psychological services, guidance and counselling. In so doing, they should be mindful of the need to integrate with other services, for example those delivered by the Health Boards.
8. Literacy
8.1 The Department of Education and Science should review and evaluate existing literacy provision in YOUTHREACH with a view to equalising this dedicated resource upwards to an accepted minimum required to achieve real and lasting change in the lives of the participants.
8.2 In parallel, national management should establish a framework of agreed objectives, delivery standards and operational guidelines regarding literacy tuition, not only in YOUTHREACH, but also in all initiatives directed at young people with inadequate qualifications.
8.3 The development of literacy skills should be a YOUTHREACH priority.
8.4 Each centre should develop and record its literacy strategy. This should include a review of how literacy is developed in all aspects of the centre/workshop's activities. Centres should review and report on their implementation of this strategy on an annual basis.
8.5 The National Co-ordinators should formulate a strategy to develop integrated approaches to literacy development, in consultation with programme staff and bodies such as NALA.
8.6 The National Co-ordinators should consult with a wide range of expertise with a view to developing appropriate strategies to address the literacy needs of YOUTHREACH participants who are catered for on an outreach basis. Those consulted should include Adult Education Officers, youth services, community education providers, adult literacy organisers and Partnership Education Co-ordinators, expert organisations such as NALA, and the voluntary and community sector.
9. Funding
9.1 In line with recommendations elsewhere in this report, resourcing arrangements should be reviewed across the programme, with a view to eliminating anomalies. Funding should be consistent and predictable across the programme.
9.2 The National Co-ordinators should conduct a feasibility study on the concept of differential funding based on need.
9.3 The National Co-ordinators should prepare a report and recommendations on the feasibility of longitudinal support as described elsewhere in this report.
10. Staff training and support
10.1 VECs and CTW Management Committees should be mindful of the need to maintain multi-skilled and interdisciplinary teams in their workshops and centres. Those recruited should have a strong commitment to person-centred education and training, and to working with young early school leavers. Staff should be supported and good work acknowledged.
10.2 Staff training should be encouraged at all levels and across all strands. Inter-agency participation should be encouraged at national and local level, in order to disseminate good practice and promote a common perspective.
10.3 A general framework for a staff induction programme should be agreed by the National Co-ordinators, in consultation with programme management and staff.
10.4 Particular attention should be paid to staff information and training processes to develop appropriate skill and coping mechanisms required by those dealing with extreme disadvantage.
10.5 In consultation with VECs and FAS Regional Management, the National Co-ordinators should develop guidelines regarding the support of staff working on the programme.
10.6 With regard to staff training strategies,
10.6.1 Whereas general training strategies will be developed at national level, they should be delivered at local level, where possible;
10.6.2 inter-agency training should be encouraged where practicable;
10.6.3 the needs of those providing YOUTHREACH and associated activities in the voluntary and community sector should not be neglected.
11. Active involvement of young people:
Each workshop/centre should establish a system whereby participants are directly engaged in an ongoing and meaningful way in the operation of the programme, and particularly in
The outcomes of this process should be published in the workshop/centre's annual report.
12. Centre-based planning - quality assurance
12.1 In consultation with programme management and practitioners, the National Co-ordinators should agree a framework of quality indicators and quality assurance processes for the programme.
12.2 In this regard, they should be mindful that extremely disadvantaged young people may find it difficult to achieve certain outcomes, such as certification and placement or progression. The other benefits deriving from their participation should be recorded and acknowledged as successful outcomes.
12.3 Each centre should develop and adopt a team approach. This should include
- A mission statement, or other expression of fundamental objectives and philosophy
- Centre/workshop-based quality indicators
- a workshop/centre plan
- appropriate review processes, including active involvement of the participants
- an annual report.
12.4 In the development of the above, centres and workshops should place the young person, and the outcomes of her/his participation at the centre of all objectives, plans, processes and reviews.
13. Technical issues
13.1 Mechanisms should be put in place to ensure cohesion across a range of technical issues across the programme (for example trainee holidays), and adequacy of information regarding entitlements.
13.2 Allowances should be structured in such a way as to accommodate the particular needs of those living in isolated areas.
13.3 Minimum standards of centre accommodation should be set out in common guidelines.
13.4 There should be consistency of reporting mechanisms across the programme.
14. Research
The National Co-ordinators and the sponsoring Departments should continue to conduct research on an ongoing basis into both the programme's operation and national and regional contexts and phenomena relevant to its operation. Bearing constraints of time and support staff, this is likely to be on an external contract basis. The programme of research should be agreed on an annual basis, and funded accordingly. The National Co-ordinators should publish the outcomes of research as appropriate.
15. ICTs
15.1 Information and communications technology should be a central feature of all YOUTHREACH provision. All centres and workshops should
15.2 In regard to the foregoing, specifications should be drawn up by NOTE
15.3 Consideration should be given by the responsible Departments and national agencies to the formulation of a strategic plan to combat the risk of social exclusion attending the information society.
16. Lone parents
The National Co-ordinators should establish an expert focus group towards meeting the particular needs of lone parents in YOUTHREACH. This will involve the following:
It should culminate in the development and dissemination of a general strategy.
17. Young people with drug problems
The National Co-ordinators should convene an expert focus group to examine the question of working with young people with moderate or severe drug problems. Two key issues should be examined - YOUTHREACH's contribution to the National Drugs Strategy, and the implications at centre/workshop level. The major questions are likely to include:
18. Mainstreaming pilot projects
A range of pilot projects has been developed in Ireland, especially since 1995, which are relevant to YOUTHREACH. Many are already in the process of being mainstreamed. National management, through the National Co-ordinators, should carry out an audit of the major project strands to identify models of good practice which have not yet been mainstreamed, with a view to their adoption.
19. Local and community involvement
VECs should establish community-based management committees for YOUTHREACH Centres. Where possible, these should dovetail with other appropriate local committees. Members should have a track record of commitment to social inclusion.
20. Framework of Objectives and Operators' Guidelines
The programme's Framework of Objectives and Operators' Guidelines were drawn up in 1988. In the light of the findings of this consultation process, and the changed circumstances of young people in Ireland in the year 2000, these should be re-written. This process should be completed by December 31st 2000.