COURAGE Handbook 2018

COURAGE Handbook 2018

How to Integrate education, youth work, sports and other leisure activities to combat the social exclusion of young men and women eucourage.eu

Disclaimer: The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

The COURAGE PROJECT - Handbook 2018 Edited by Gert Larsen Layout: Glostrup Albertslund Production School / Nikolaj Theilgaard & Maria Malling Printing: Albertslund Municipality Printing House ISBN 978-87-983751-9-7 1. Udgave, 1. oplag 2018

The COURAGE Project 2016 - 2018 The COURAGE project is a 3 year programme of research and development undertaken by partner institutions in five different European countries.

Each partner works in youth services, education, or both. The project addresses the exclusion of young people from the social, educational, cultural

and economic opportunities associated with full citizenship in a modern European society. We aim to identify, analyse, and disseminate best practice across the European area in integrating educational, youth, sports and other leisure activities to “bring young people back in”.

Introduction Tina Jensen Project Coordinator Albertslund, Denmark

The COURAGE project is a 3-year programme of research and development undertaken by partnership of five institutions integrating educational, youth, sports and other leisure activities in Denmark, Portugal ,Ireland, Lithuania and Norway.

It addresses the exclusion of young people from social, educational, cultural and economic opportunities associated with full citizenship a serious issue across Europe.

The immediate target groups for our findings and products are youth and community workers, school leaders and teachers, trainers, and coaches, working with young people in varying degrees of co-operation with related agencies and with varying and often inadequate resources for training and support. Our ultimate beneficiaries are the many hundreds and thousands of young people whose life-chances will benefit during and after the lifetime of the project from our target groups’ enhanced knowledge and competence.

Preliminary needs analysis with our immediate target groups shows a crucial need for 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 from other agencies who typically have limited opportunities to share their experience and make more effective, collaborative intervention.

All of our findings, conclusions, analyses, reports, films and resource packs will be disseminated 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.

We believe that the most effective exploration and dissemination of “What works, where, and why” in this field, producing a core of best practice transferable to all European countries, must be based upon transnational analysis of practitioners’ experience of similar 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 agencies in education, youth and community work, sport and leisure. Their staff is drawn from both educational and youth work backgrounds and all have specific and varied experience of working with different types of disadvantaged learners from marginalized communities in different European contexts, many with a migrant background.

CONTENTS The Courage Project Gamers. surfers and social media users: The role of interest to prevent droput

p.6 p.10

Denmark

Denmark Case Study 1: “The Game workshop at Glostrup Albertslund Production school“

p. 14 p. 18

Ireland

Ireland Case Study 1: “Developing more effective outdoor work” Case Study 2: “The Clare Sports Partnership Health and Fitness programme “ Case Study 3: “Personal and Social Development Group Work Programme (DGW)”

p. 22 p. 28 p. 32 p. 36

Lithuania

Lithuania Case Study 1: “Folk studio “Rūta””

p. 40 p. 44

Norway

Norway Case Study 1: “MOT” Case Study 2: “Getting active”

p. 48 p. 52 p. 54

Portugal

Portugal Case Study 1: “Orquestra Geração (OG)” Case Study 2: “Para ti Se não faltares(For you if you don’t miss school)”

p. 56 p. 62 p. 66

The COURAGE project Dr. Stephen Molloy (B.Sc.(Soc); Ph.D), Visiting Research Fellow, University of Leeds UK

The partnership is co-ordinated in Denmark and includes partners from Portugal. Ireland, Lithuania, and Norway.

2 partners are associated with autonomous municipalities in the Greater Copenhagen area. Albertslund Youth Centre offers full-time and part-time educational, professional and personal development for young people who have completed non-compulsory education but may not have realized their full potential or become clear about their future education and employment. Albertslund and Glostrup Production School provides informal education and practical workshop-based training for young people disengaged from more conventional schooling.

Alytus is a town of 60,000 people in South East Lithuania, not far from the borders with Poland, Belarus, and Kalingrad. Alytus Youth Centre supports the professional and personal development of over 1000 children, young people, and adults through a wide range of non-formal educational and recreational activities. These include ICT training, foreign language learning, music, dance, theatre and film production, handicrafts and sports.

In County Clare, Ireland, Clare Youth Service aims to assist the holistic development of young people and those who work with them. CYS trains and supports professional and voluntary youth workers and leaders to provide an integrated, individually-focussed service for young people, especially those in need of particular care and attention. Specific initiatives include: alcohol and drugs counselling; information provision; education, training and personal development; youth justice work; youth leadership and mentoring programmes; work-based training for the long-term unemployed; combatting social exclusion and rural isolation.

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Carlos Gargaté School Cluster is a complex of two schools located in Almada, a suburban municipality within Greater Lisbon, 20 kilometers south of the city itself. Escola Básica Carlos Gargaté is a Basic School for students aged between 6 to 15. It also has a vocational course related to civil protection. It has 80 teachers and about 700 students in 27 classes. Escola Básica Louro Artur (EBLA) has a kindergarten and primary school with about 370 students in 15 classes.

Carlos Cargate has been working closely for several years with business and community initiatives, such as those associated with the Benfica Foundation, directed towards the educational and social re-engagement of disaffected young people through a range of leisure, recreational, and cultural activities.

Haugaland Upper Secondary School is located in the shipping and industrial port of Haugesund on the South West coast of Norway. It has approximately 800 students and 170 staff focusing on practical, vocational education. It offers a wide and successful range of innovative and “alternative” provision, including off-campus, work-based learning centres, for students disengaged from more conventional schooling. The School has 100 apprenticeship students, and is also responsible for prison education in Haugesund.

Aims and Rationale Current research across all European societies indicates a number of key features concerning the situation of young people disengaged or potentially disengaged from mainstream educational and employment opportunities. This is particularly important for younger people characterized as “NEETS” – (Not in Employment, Education or Training), and those at risk of becoming NEETs through Early School Leaving (ESL) and their more general disengagement from wider, socially inclusive networks.

Studies suggest that: a) within the broad range of life-skills needed to exercise full citizenship, the development of social skills, self-confidence and positive self-esteem is very important for young people b) sporting activities, non-formal types of education, and community activity such as drama, dance, music and multi-media workshops can be very effective in engaging or re-engaging young people in wider social and educational networks, raising self-confidence and self-esteem, developing social skills and team-working and thus combating social and economic exclusion c) particularly effective initiatives have often been “spear-headed” and supported by prestigious sporting and other organizations such as those our partners have worked with, e.g. those initiatives associated with leading football teams, such as the Benfica Foundation in Portugal.

In relation to these issues , the COURAGE partnership aims to explore and disseminate best practice in collaborations between educational organisations, youth services, and sports and other recreational associations working together to combat the social exclusion of young men and women.

The immediate target groups for our findings and products are youth and community workers, school leaders and teachers, and trainers, coaches and leaders working with young people in a variety of related agencies. Community and voluntary agencies and workers have varying and often inadequate resources

for training and support which can be optimized through these sorts of collaboration. The project’s ultimate beneficiaries are the many hundreds and thousands of young people whose life-chances we aim to enhance during and after the lifetime of the project by enhancing the knowledge and competence of our immediate target groups.

Preliminary needs analysis with these groups of youth workers, teachers and leaders shows a crucial need for more training and support directed specifically 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 from other agencies. Whether they are professionals or volunteers, these key practitioners typically have limited opportunities to share their experience and build upon within training situations to produce more effective, collaborative interventions.

We aim to help meet these needs by bringing together partners with considerable but differing types and levels of inter-agency working to combat youth disengagement. We identify and explore best practice in our different national and socio-economic contexts in order to develop and disseminate a range of innovative training and support materials and resources to meet the needs of our target groups.

Specifically, we aim to produce detailed analysis and reports and filmed presenations of “best practice” in 5 partner countries. These are major products in their own right but also form the basis of the resource packs we are for producing for the training and support of our target groups. These include a self-financing training course and associated COURAGE handbook, both of which are adaptable for distance or residential learning in all European countries, and sustainable by practitioners after the project’s lifetime.

All of our findings, conclusions, analyses, reports, films and resource packs are being disseminated through a freely accessible public website (www. eucourage.eu) which is also sustainable after the

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project’s lifetime; through publications and presentations in the academic and professional literature; and through a European conference for practitioners at the end of the project.

We believe that the most effective exploration and dissemination of “What works, where, and why”, in order to produce a core of best practice transferable to all European countries, must be based upon transnational analysis of practitioners’ experience of similar problems and strategies in a variety of different European settings. Each of our partners is engaged in local, regional and national networks of related agencies in education, youth and community work, sport and leisure. Their staff in general, and those who are working directly on the COURAGE project, are drawn from both educational and youth work backgrounds. They all have specific and varied experience of working with different types of disadvantaged learners from marginalized communities in different European countries and contexts, many of which have significant migrant or itinerant populations.

The Partnership At Work The project’s work is divided into roughly equal “work packages” related to its major products and outcomes. These are: initial “state of the art” reports; case-study analysis and reports on best practice ; case-study films; learning, teaching and training activities; and dissemination activities. Each partner accepts responsibility for the oversight of one “work package” and for their own contributions to that and the other work packages.

Each partner sends 2 or 3 delegates to a formal meeting of the Project Management Board 5 or 6 times during the lifetime of the project. Progress since the last meeting is reviewed, and agreement is reached on what needs to be done before the next meeting.

The first meeting was hosted in Albertslund and Copenhagen by the project co-ordinators in November 2015. The second, third, and fourth meetings were hosted by our Irish, Portuguese, and Norwegian partners respectively in Lisbon (April 2016), Ennis (October 2016), and Haugesund (April 2017). Each

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board meeting is the core of a wider symposium.

Delegates visit educational and cultural institutions in each region, make and hear presentations, and discuss the project’s work and their own experience in relation to that of their hosts. Summaries of meetings and presentations are available on the COURAGE website.

Two types of LTT activity (Learning, Training, and Teaching) are also delivered by the project’s teams.

Usually in parallel with a board meeting, three of the partners organize and runs a training programme of up to five days for members of their own staff and for delegates from each of the partner institutions who are not themselves board members. These courses allow wider circles of participants within each partner institution to share and enhance their experience of COURAGE work in different European social and educational contexts. LTT programmes are summarized in the COURAGE website.

The second type of LTT activity relates to the COURAGE training course referred to above. Project funding covers the partners’ preparation and production of the course and its hand book. The course is self-financing from delegates’ fees paid by their EU national agencies. One course was scheduled to run in Portugal in September 2017 and one in Ireland in April 2018. These operate as pilots for the final course and handbook to be produced by the end of the project.

Their viability is dependent upon a minimum course attendance of about 20 delegates and hence upon the availability of national agency funding. Programmes and other details on the COURAGE website.

The second pilot delivery of the COURAGE training course will be integrated with the delivery of an international conference open to delegates from all European countries. The first two days of the training course will constitute a self-contained conference for those who choose to attend this event only. Delegates to the 5 day training course will draw upon this input for their subsequently more intensive sharing and discussions of their own and the project’s work with other delegates and with the project partners.

Programmes for the course and conference are available on the COURAGE website

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Gamers, surfers and social media users: The role of interest to prevent dropout

Associate Professor Lisbeth M. Brevik, Department of Teacher Education and School Research, University of Oslo, Norway

The typical student at risk of early school leaving – or dropout – in OECD countries is a boy under the age of 25, who attends vocational education and training (VET). Statistically, there are large differences between dropout rates in general studies and VET. The report Education at a Glance, published by the Organisation for Economic Co-operation and Development (OECD, 2016), shows that ten times more students drop out of vocational studies compared to general studies (GS); with 2% dropout in GS and 20% in VET (OECD, 2016).

Since one in seven young adults across all study programmes leave education and training too early, the quest for reduced share of dropout is intensified. In 2010, the average dropout rate was 15%, and the European Commission (EC) has expressed the policy target of reducing dropout to 10% by 2020 (EC, 2010; OECD, 2016). The report highlights the seriousness of student dropout:

One of the challenges facing education systems in many OECD countries is students’ disengagement and consequent dropout from the education system, meaning that they leave school without an upper secondary qualification.

(OECD, 2016, p. 46)

Rich and poor countries alike Reducing dropout is an initiative that relates closely to social inclusion, interest, and skills. Students who experience social exclusion drop out of school more frequently than others, and so do students who lack interest in school or lack reading skills (OECD, 2016; World Bank, 2013). Such dropout profiles are found both in poor and rich countries. For example, in the PISA assessments, all participating countries have a sizable share of low performers (OECD, 2016). In fact, as much as a quarter of all 15-year-olds have poor reading skills, and students who perform poorly at the age of 15 face a risk of dropping out of school altogether (EC, 2010; OECD, 2016).

Based on these numbers, developing reading skills and reducing dropout rates are matters of urgent concern. The report Education at a Glance links such poor school results to motivation: “Students’ lack of motivation can be the result of poor performance at school, which can, in turn, lead to further disengagement, creating a vicious circle” (OECD, 2016, p. 46).

The role of motivation or interest should, therefore, not be underestimated.

The role of interest

It should come as no surprise that the dropout rates vary extensively between OECD countries/partners.

For example, in 2014 Lithuania was ahead of the pol-

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icy target both in general studies (GS) and in VET (4% in GS and 6% in VET), while Portugal was close (2% in GS and 12% in VET). In comparison, some OECD countries fulfil the policy target in GS only, while the dropout rate in VET is clearly higher, such as in Norway (3% in GS and 41% in VET), Denmark (4% in GS and 47% in VET), and Ireland (2% in GS and 56% in VET). These rates illustrate how important it is to reduce early school leaving.

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This article will focus on a group of students, who are statistically at risk of dropping out of school. Most of these are boys in vocational education and training.

Their stories of what makes them interested in developing their reading skills – despite the fact that they are poor readers – are powerful, and their skills are mainly developed in their leisure time. I identified and investigated this group of students in three studies.

In the first study (Brevik, Olsen, & Hellekjær, 2016), I discovered these students among 10,331 Norwegian 16-year-olds who participated in national reading tests; one in their first language (Norwegian) and one in their second language (English). First, I found evidence that three quarters of the students read almost equally well (or poorly) in Norwegian as in English.

This was somewhat surprising for students in Norwegian schools, who usually read more Norwegian than English. Even more unexpected was the fact that another, smaller, group of students were among the poorest readers in Norwegian (20% score or less) and simultaneously among the best readers in English (60% score or more). Most of them had Norwegian as their mother tongue. Based on this unexpected profile, we labelled this group of students “Outliers”.

In order to find out why the Outliers were such good readers of English, I invited two schools to partici-

pate in a new research project called VOGUE (Vocational and General students’ Use of English in and out of school). The aim was to find out whether their interests had anything to do with their remarkable English reading skills. In the second study (Brevik, 2016) and in the third study (Brevik, forthcoming), I again identified students who were poor readers in the Norwegian test and simultaneously good readers in the English test. Together at the two schools, I identified 26 students who fit the Outlier profile. 20 of them were boys in vocational studies, one boy in general studies, two girls in vocational studies, and three girls in general studies. All of them were poor readers in their first language, and good in English as the second language. The question was why.

Students’ language use in leisure activities When interviewing these 26 Outliers, they explained that their English reading skills were related to their use of English in leisure activities, see Figure 1.

These Outliers read novels, cartoons, lyrics, the news and their Facebook newsfeed in both languages, but most of them read these in English.

The clearest difference between the two languages concerned online games, and TV series and films,

25 20

15 In Norwegian 10

In English

5 0 Novels & cartoons

Lyrics

News

Facebook

Online games

TV series & films

Figure 1. The 26 students’ use of languages in leisure activities

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in which very few used Norwegian, while all of them used English in one or both of these activities.

Based on interviews, surveys, and logs from these Outliers, a master student and myself identified three profiles that illustrate and help explain how important interests are to them, and how these interests have helped them become very good readers in English, although they are poor readers of Norwegian.

In other words, their interests have helped them improve their reading skills in their second language despite being poor readers in their first.

Outlier profile I: The Gamer The largest Outlier group fits the Gamer profile, and all of them are boys in vocational studies (Brevik, 2016, forthcoming; Garvoll, 2017). What characterizes this profile is that the Gamers explain their English skills mainly by gaming in their leisure time.

They explain that they play online games between three and eight hours each day, depending on how much leisure time they have. While gaming, they participate in written and oral chat, which means that the Gamers are potentially exposed to large amounts of English by playing these online games (see Figure 2).

Written chat fuction (English) 21%

Skimmed instructions (English) 22%

Oral chat function (English) 30%

Read most instructions (English) 21%

The Gamer

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While playing, they read assignments and instructions, as well as manoeuvring their avatar/character around the game. The Gamers practice reading, writing, speaking and listening skills while gaming, and are in other words highly communicative. The Gamer skims the instructions in the game, or read these closely, depending on the type of game and the action.

They explain that, «If we don’t understand English, we die – in the game». While playing, the Gamers learn to solve problems, to analyse, and to make inferences – competencies that are highly sought after in education and society at large. Most importantly, however, in addition to developing their skills, they are part of a society, which means social inclusion.

Outlier profile II: The Surfer The second largest Outlier group fits the Surfer profile, all of them are boys, both in general and vocational studies (Brevik, forthcoming; Garvoll, 2017). Even though the Gamer and the Surfer both spend time playing online games, the amount of time spent on the different activities separate the two profiles. The Surfers spend less time each day gaming, as their English use is also related to music, TV-series and movies, Facebook, news and general internet use (see Figure 2).

Gaming 11%

News 5% Facebook 21%

Music 22%

TV-series/ movies 22%

Internet 19%

The Surfer Figure 2. Profiles of a Gamer and a Surfer (Garvoll, 2017)

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In other words, the Surfer uses English for several different platforms, and it is difficult to express a specific use of English for the Surfers. However, what is essential for this profile is that the Surfer often seeks authentic language situations. This is why learning and using the English language is so important to the Surfers.

Music 41%

TV-series/ movies 32%

Outlier profile III: The Social Media User The smallest Outlier group fits the Social Media User profile, and in contrast to the Gamers and the Surfers, these are girls only, both in general and vocational studies (Brevik, forthcoming; Garvoll, 2017).

What characterizes this profile is that the Social Media User can be divided into two sub-profiles: the consumer and the producer.

The Social media consumer typically listens, reads, and watches English in her leisure time (see Figure 3), but very seldom (if at all) produces her own oral or written texts. As one of the girls explained, “A life without Netflix does not exist”. The Social media producer, on the other hand, uses the English language actively, especially by using Skype to communicate with friends and family in other countries. This is an important aspect of their social inclusion, and at the same time, they develop their skills.

Facebook 27%

The Social Media Consumer Figure 3. Profile of a Social Media Consumer (Garvoll, 2017)

to prevent dropout. While interest seems to be key, teachers, youth workers, and the students themselves need to focus on how to bridge these realities – the school reality and the leisure reality; the virtual reality and the physical reality.

The challenge for educators is how to include social inclusion and interest for developing skills in school,

In this article, I have argued that we need to make education relevant to young adults who are at risk of becoming earl school leavers. We need to identify what they already master, whether in school or in their leisure time, particularly skills that are crucial but often overlooked. We also need to help young people make the connection between education and their interests, to help them bridge these contexts.

Otherwise, it is easy to overlook their strengths and instead risking disengagement and potential dropout.

References

European Commission [EC]. (2010). Europe 2020. A European strategy

Brevik, L. M. (forthcoming). The gamer, the surfer and the social me-

for smart, sustainable and inclusive growth. Communication from the

dia user: Unpacking the role of interest in developing English language

commission.

learning.

Garvoll, K. K. (2017). The Gamer, the Surfer and the Social Media Con-

Brevik, L. M. (2016). The Gaming Outliers: Does out-of-school gaming

sumer. Vocational students’ English use in and out of school. (Master’s

improve boys’ reading skills in English as a second language? In Elstad, E.

Thesis). University of Oslo, Oslo.

(Ed.). Educational technology and Polycontextual bridging (pp. 39–61),

OECD. (2016). Education at a Glance 2016: OECD Indicators. Paris:

The Netherlands: Sense Publishers.

OECD Publishing.

Brevik, L. M., Olsen, R. V., & Hellekjær, G. O. (2016). The Complexity of

World Bank. (2013). Inclusion Matters: The Foundation for Shared Pros-

Second Language Reading: Investigating the L1-L2 Relationship. Read-

perity. New Frontiers of Social Policy. Washington, DC: World Bank.

ing in a Foreign Language, 28(2), 161–182. Retrieved from http://nflrc.

https://openknowledge.worldbank.org/handle/10986/16195

hawaii.edu/rfl/October2016/articles/brevik.pdf

CC BY 3.0 IGO.

Conclusion

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Project Partners: Albertslund Youth Centre, the 10th grade school Glostrup Albertslund Production School, GAP Albertslund Sports Association, AIF

DENMARK State of the art Educational system in Denmark Our public school is among the best when it comes to developing students to be-come active citizens with fine social competences. Together with the parents, the public school shall further the students’ manysided development and education by giving them knowledge and skills to prepare them for further and higher education and to encourage their desire to keep learning.

The public school enhances students’ ability to understand and take part in the democratic processes.

The students are well prepared for their future lives as citizens of Denmark.

Education in Denmark is free and compulsory at the primary and lower secondary levels, with at least 82% continuing to higher levels, which are also government subsidized. Danish private schools are also government-subsidized via a voucher system; at least 13% of all students attend these private schools at the lower levels.

The lower secondary school that consists of form level

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7 - 9 in the public school is crucial for the students’ chances to complete an upper secondary education later. But the lower secondary school does not manage to sufficiently develop the students’ competences in order for them to be able to choose and complete an upper secondary education. Approximately 92 per cent of the students who finished the public school in 2011 are expected to complete an upper secondary education. Even so, a relatively large group still finds it difficult to choose and complete an upper secondary education.

A new agreement regarding the Danish School system /Elementary School THE GOVERNMENT will maintain and develop the public school’s strengths and academic standards by working with the following three main goals: 1. The public school must challenge all students to reach their full potential.

2. The public school must lower the significance of social background on academic results.

3. Trust in the school and student well being must be enhanced through respect for professional knowledge and practice in the public school.

Inclusion Unfortunately, in the past years the public school has separated too many students from the ordinary classroom teaching. The number of students referred to special education has increased drastically. In addition, the expense to special education has increased too and now constitutes approximately 30 per cent of the public school’s total expenditure. At the same time however, there is no documentation to substantiate that students enrolled at special schools and attending special classes perform better academically compared to the expected performance in the public school with ordinary classroom teaching.

To meet this challenge, more students need to be included in the public school. Consequently, the government has agreed on a range of initiatives together with the member association of Danish municipalities Local Government Denmark (KL) that will support the local municipalities in the coming changes. Among other things, these initiatives include a new legislation on inclusive education in the public school, continuous monitoring of the change moving towards greater inclusion, establishment of the National Inclusion Counselling Unit, which

is an outgoing consulting unit, aiming to support improved inclusion in preschool, school and leisure time facilities by collaboration with municipalities on meeting local needs.

These initiatives shall contribute to the improvement of every child’s skills through inclusion by strengthening general teaching at the same time as the individual receives support together with his or her classmates. Also, the longer and more varied school day will create the conditions that ensure room for every child in the public school.

Youth education In 2015 a vocational school reform was completed.

The aims were to create more attractive business education. The academic level should be enhanced and established new programs that include both training and courses at upper secondary level for the young people who wanted a degree in technical subjects.

Before 2015 there was no specific entry requirements for most vocational education and training was predominantly practical organized with a flexible start period of 20-60 weeks, depending on the student’s level and qualifications.

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The new reform requires a final examination from school with a certain level in Danish and Mathematics. Over 20% of young people from Albertslund municipality who left school in the summer of 2015 did not achieve the required level in Mathematics.

(See: www.talomuddannelse.dk/tal) There are different opportunities for young people who cannot immediately be admitted to vocational training. Some choose a “ready for training” courses, which are taught in the courses required for admission, others choose a production school where the teaching is through working with productions and where Danish and Mathematics learned through practical application in the workshop the student has chosen.

The goal was that 84% of the youth, who attend 9th grade in 2014/15, should complete a secondary education. In this period Albertslund has gone from 74% who were expected to complete an education in 2007 to 84% that would complete an education in 2012.

Strategy was revised in 2017 as a part of the municipal strategy for the schools. “A school for all” The main goal for the strategy is that even more youth shall complete a youth education. The new goal is 90% in 2022

What works?

During the project will research and investigate some different initiative to prevent young people to drop out of school, training or work.

Regional level: Student drop out and post-compulsory education Whichever way the young people choose, education is an important foundation to develop his life and an important qualification for a better life. Young people who complete upper secondary education is less unemployed and receive higher pay. They come less on cash benefits and early retirement, and they commit less crime. At the same time an education helps to support the personal development and give young people more opportunities to develop his skills. Education is therefore the surest path to a stable and stimulating adult and working life.

Local level: Youth Strategy In 2009, Albertslund Municipality implemented its first Youth Strategy, which ran until 2014. The target group are young people up till the age of 30.

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Our case studies will search the possibilities and outcomes of a closer cooperation between the secondary school, the vet institutions, the Youth Centre and the sport clubs.

No doubt that clear objectives for students’ learning as well as future activities will contribute to an increase of academic standards for the academically gifted students as well as for the academically weak.

The local partners Albertslund Youth Center 10thgrade school.

The school offers students to go to the 9 - or 10th grade final tests in the subjects Danish, mathematics, English, German and physics / chemistry. The 10th grade department has each year, between 100-120 students - especially from Albertslund, but also from other municipalities.

Glostrup Albertslund Production SchoolGlostrup municipality founded the Production School in 1997. At January 1st 2013 Albertslund municipality stepped in as a partner. The two municipalities are now equal represented at the school board. The Production School receives students from Albertslund and Glostrup and forms together only about 1/3 part of the schools total.

The location in the school system is between primary school (up to 10th grade) and youth education. The target group is youth, which are not able to complete an ordinary education. The target group is people from the age of 16-24 – most of them are under 20 years. The goal with the teaching is to clarify and strengthen the young peoples skills in order to start an education program or perform a job.

There are about 200 young people starting at the school throughout the year. The amounts of time they attend are individually, and the average for school period is about 7 months. Many students follow a school year from August to July.

Albertslund Sports Association (AIF) An umbrella organization for 9 sports clubs in Albertslund with more than 3.000 members altogether.

One of these clubs is AIF Fodbold (AIF Football), a member of Danish Football Association (DBU) – the biggest of the federations in DIF. DBU is servicing 1.600 football clubs (at all levels) with 335.000 members in the country and is also responsible for the national team.

AIF Fodbold was founded in 1920 and holds right now 680 members – 70 percent of which are from 4 to 16 years old. More than 60 people are involved in the club activities on a voluntary basis every day.

Expenses for tournament participation, coaching, sports equipment etc. are paid for partly by municipal funds and partly by club dues – and to a certain extent by sponsorships. The club dues are at the moment between 850 d.kr. and 2000 d.kr. annually.

CASE STUDY 1 The Game workshop

Glostrup Albertslund Production school Motivation for learning and education through computer games How can the young people’s interest in computer games turn from being an obstacle to commencement of education, to instead promote the motivation and prerequisites for completing a youth education?

Background An increasing number of young people in Denmark have difficulty in completing a youth education. The academic requirements for education programs have increased and too many young people are undecided about the direction of education they want. This means a big drop in youth education and often the young people lose faith in their own possibilities.

Some of them isolate themselves with their computer and spend most of the waking time at stake. The real world becomes irrelevant to them, and dreams revolve around a future in the gaming world - either as a professional gamer or as a developer of com-

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puter games. Very few, however, seriously pursue the dream, and instead lose faith in education and work.

Production school The purpose of the production school is to motivate and prepare young people for continued education.

The target group is young people between the ages of 16 and 25 who are not ready to complete a youth education.

The teaching is organized as workshops in a number of different subject areas, giving the young people the opportunity to test one or more subjects in practice, thereby increasing their competencies and finding motivation for education. Unlike formal education, the goal of teaching at the production school is not a concrete and measurable academic benefit. The path to motivation for continuing education is instead based on the individual’s abilities and interests.

Interest in traditional crafts has been declining in recent years, whereas media and IT have gained mo-

mentum, and the school has therefore established new workshops with IT productions.

Game Workshop - the history The school has previously had education for young people with autism and interest in IT. Here was one of the thorough subject’s analysis and development of computer games. Over time, the subject developed to be the center of several elements of the education, which referred to personal and social skills, for example. Cooperation and understanding of social relations.

Eventually, several professional elements were built, so there was a basis for offering it as an independent full-time Game workshop.

At the beginning (2014), all students were diagnosed within autism disorders, so the teaching was based on the issues that characterize this group.

Collaboration with the school’s other workshops (where the young people were “normal”) led some of the students to try another workshop, and that other

young people wanted to try the Game workshop.

The experience was so succesful that it was decided to open to all interested in 2015 and the workshop was expanded from 10 to 18 students.

By 2016, it is the school’s most popular workshop, and it is no longer possible to diagnose by admitting new students, only in interests and goals.

Case Study The Game workshop is faced with some skepticism from the outside world, although the results are fully in line with the school’s other workshops, based on the number of young people who subsequently move on to education.

This means that there is a desire to analyze and document the learning that takes place, the students background and future plans, the teaching methods and content, the academic, personal and social benefits, and the students’ subsequent education choices.

The aim of the study is to find the young people’s experience of teaching, thereby enhancing teachers’

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attention to the different elements, and ensuring continued development in relation to the different student types that seek the workshop.

There is also a wish to spread the knowledge of teaching methods and the use of computer games in teaching, in a context that is not about playing but about collaborating, learning, developing and creating - in a frame that takes and motivates young people as otherwise Has difficulty entering into traditional education.

The Survey In the school year 2016-17, a qualitative and quantitative study of the workshop has been conducted.

The qualitative study is based on interviews of students and teachers as well as observations of teaching situations, and the quantitative study is statistical material concerning. Pupils background, stay and printing.

• • •

• • •

• •

28 students have been enrolled at the workshop in a shorter or longer course.

23 boys and 5 girls, mainly in the age from 16 to 20 years.

More than 50% of the students have tried to start a secondary education, 20% have not even completed primary school.

2/3 (19 out of 28) have indicated one or more diagnoses upon enrollment.

Mainly autism disorder and anxiety/ social phobia, but also other mental difficulties or dyslexia.

The lenght of stay is generally longer than the other workshops in the production school, and most of the students continues with secondary education.

Some of them in an individual programme for a period to qualify for further education.

The success rate is generally higher than the other workshops, despite the students background is generally more challenging.

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Students’ experience (summary of interviews).

There have been interviews with 6 students, at the start of the school year and towards the end. 4 of the young have discontinued education, 2 have not been in education.

The reasons for interruption have been very different: Personal problems, too much theory, lack of motivation, allergy and lack of learning. In common, however, everyone has had the feeling of not fit in and not being related to neither teachers nor the other students. They have therefore more or less lost courage compared to education.

Already at the initial interviews, the social environment in the gaming workshop is emphasized. There is a welcoming atmosphere and it is common for students to help each other with tasks and computer problems.

In addition, it is accepted that you are different.

There is room for one to be self if you cannot be in a community, but you will also be involved in the joint projects.

The social environment at the games workshop is emphasized as the most important factor of the benefit of teaching.

There is a good relationship, and students teach / instruct / share knowledge so that everyone contributes and benefits from the many different skills found in the student group.

It is striking that the social environment is to something that the young people emphasize. When observing in the workshop, young people often sit on each computer and are busy with their own tasks.

Several people avoid ordinary conversation, and some sit with headsets to shield off from interference.

Relationships with the teachers and the other young people are almost entirely about the academic content, and this is the way they build their social contacts.

Teachers have built up some daily and weekly routines that support the community, but it is always with a professional content. Even when played in between, the purpose of the activity is defined.

Activities that only have social content make bad memories of many who have felt outside in previous schooling. When it is still on the program, for example. In conjunction with the entire school, the students are involved in the preparation and have the opportunity to choose how they can participate.

It may be as a photographer for a school party or as responsible for a gamer lounge.

They thus learn how they can influence their participation, and as many of the team have the same problems, they can talk openly about how to tackle them.

•

In addition, the following are highlighted:

•

•

•

The experience that the teaching / learning is driven by sincere interest, both for the teachers and the students. The relationship between formal learning and leisure interest is more or less solved.

Discover that their game experiences are valuable - that they actually can be used in other contexts - for example. When developing games for educational use.

•

• •

•

The special educational environment where the participants largely define their learning goals and influence on the teaching.

You can almost learn what you want. If you are keen to immerse yourself and seek knowledge, you will be supported and guided through at the your actual level.

You develop at least as much personal and social as professional. You get to know yourself in interaction with others.

You recognize the connection between effort and dividend (and result).

Teachers are clear in their requirements and expectations in relation to the individual’s potential.

There is recognition and celebration of good productions, as well as the process.

The statistic results and the student’s statements about the benefits of teaching in the workshop, gives the teachers and the management team important knowledge in relation to the future development of the workshop and the school.

Sitography, Bibliography and references Skole for alle. Strategi for et fælles skolevæsen i Albertslund

AIF - Albertslund Idrætsforening albertslundif.dk

Kommune 2012-2022. Albertslund Kommune. 2017

Unge drømme – Stemmer fra en produktions-

GAP - Glostrup Albertslund Produktionshøjskole gapro.dk

højskole. Glostrup Bibliotek, 2017

AUC - Albertslund Ungecenter albertslund-ungecenter.skole-

www.eng.uvm.dk

porten.dk

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Project Partner: Clare Youth Service

IRELAND State of the art Introduction The programme addresses the exclusion of young people from social, educational, cultural and economic opportunities associated with full citizenship and the focus is to develop best practice in making social inclusion a daily reality for children and youth.

Whilst there are various statutory and non-governmental approaches and provisions in an Irish context, these are principally in formal educational or employment-related domains. There is, therefore, a significant gap in the resourcing of social inclusion practices in other spheres such as sports, mental health and personal development. There is an additional pressure from the high proportion of young people in the Irish population and forecasts of high birth rates.

Current Benchmarks The Project seeks to combat exclusion and to promote high quality youth work by providing training and support through inter-agency collaboration. To this end, a benchmark of existing provision is offered.

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Statutory bodies - Department of Education.

In Ireland, participation in formal education is compulsory from the age of six to sixteen or until three years of second-level education has been completed. There are a range of supports for students with special education needs and for those experiencing socio-economic disadvantage. Supports for disadvantaged students include •

• •

Increased resources for schools deemed disadvantaged on a spatial basis. These are DEIS schools. DEIS stands for Delivering Equality of Opportunity in Schools but is also the Irish (Gaelic language) word for ‘opportunity.’

Home School Community Liaison (HSCL) Programme that aims to integrate supports in different spheres of students’ lives Traveller & Roma Education Provision

Whilst these programmes exist within mainstream post-primary (second level) schools, a large part of the education provision for socially excluded young people is generally known as ‘second chance’ educa-

tion and takes place within the Further Education & Training Sector.

This provides education and training which occurs after second level schooling and is not part of the third level system. It typically involves students who have not completed post-primary education.

There are a range of providers involved in the delivery of education to young school leavers. They include the 16 Education and Training Boards (ETBs) as well as a small number of youth work organisations including Clare Youth Service in the voluntary NGO sector.

The main provision for those still at post-primary age (18 years and under) offered by the ETBs is Youthreach, also offered within the NGO sector by Clare Youth Service Community Training Centre. A process is also underway whereby ETBs are absorbing the state’s apprenticeship programmes.

Youthreach is a Department of Education and Skills official education, training and work experience pro-

gramme for early school leavers. It offers young people the opportunity to identify options within adult life, and provides them with opportunities to acquire certification.

The course aims to identify the learner’s needs and negotiate an individual learner plan. There are supports for learners in overcoming personal social and learning difficulties, developing self-confidence to enable them to participate in society, and in gaining a range of competencies essential for further learning.

The program emphasises personal development, literacy/numeracy, communication and IT, along with a choice of vocational options such as Catering, Hairdressing, Computers, Woodwork and a work experience program.

Statutory bodies - Department of Children and Youth Affairs (DYCA) DYCA was set up in 2011 to bring together various functions in relation to young people that have over time been dispersed amongst an unwieldy number of government departments and agencies.

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The responsibilities of DCYA are to co-ordinate a wide range of policy and service activity, both direct and indirect, for children, young people and families in Ireland including: • •

•

The direct provision of a range of universal and targeted services; ensuring high-quality arrangements are in place for focused interventions dealing with child welfare and protection, family support, adoption, school attendance and reducing youth crime.

Comprehensive oversight of the Child and Family Agency, established in January 2014, is an integral element of this.

The harmonisation of policy and provision across Government and partners related to children, young people and families.

NGO Youth Work Sector The Youth Work Sector works with young people outside (but often partnering with) the formal education sector.

The Youth Work Act, 2001 provides a legal framework for the provision of youth work programmes and services and gives statutory responsibility at national level to the Minister for Education and Skills and at local level to ETBs for the development of youth work and its co-ordination with other services for young people.

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“Youth Work is a planned programme of education designed for the purpose of aiding and enhancing the personal and social development of young persons through their voluntary participation, and which is complementary to their formal, academic or vocational education and training; and provided primarily by voluntary youth work organisations.”

(Youth Work Act, 2001)

Youth Work is predicated on the voluntary participation of young people. Flexibility of approach and emphasis on the interpersonal enables it to offer an educational process complementary to that provided through formal education. Youth Work often acts as the point of contact and referral in the interface with other youth-related issues spanning the realms of care, health, and welfare.

sition on the continuum of educational and lifelong learning provision.

Youth Work stimulates critical reflection and facilitates the cultivation of active citizenship and the enhancement of sustainable personal and social competencies. Thus, Youth Work has a defined po-

As stated earlier, Clare Youth Service and their counterpart organisation in nearby Limerick are unusual in the Irish Youth Work landscape in also offering education and vocational training for which they receive funding through the Limerick Clare Education & Training Board. Delivery methodology is distinctive on account of both organisations’ experience in Youth Work and the long-standing deployment of the Developmental Groupwork approach.

Youth Work organisations are funded through a combination of governmental, European, philanthropic and public donations. Over 380,000 young people participate in youth services, programmes and clubs throughout the country.

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 emphasis on active recreation due to changing social norms and government policy.

At regional level, Local Sports Partnerships have responsibility for the promotion of sport and recre-

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ation as well as ensuring inclusivity of practice in relation to the participation of persons with disability and those in lower socio-economic groups.

At elite level the Football Association of Ireland (FAI) and Gaelic Athletic Association (GAA) are incorporating personal development goals such as in the FAI’s Emerging Talent Programme.

Despite this and the strong cultural role of sport participation levels are worrying; •

•

•

The ESRI Report ‘Keeping them in the Game’ shows a widening socio-economic gap as people progress through adulthood – the less well-off are more likely to drop out from sport as young adults and less likely to take up new activities.

The Children’s Sports Participation and Physical Activity (CSPPA) conducted by University of Limerick, University College Cork and Dublin City University shows that just 19% of primary school pupils and 12% of post-primary pupils receive the amount of recommended exercise One in four children is unfit, overweight or obese and has elevated blood pressure.

Both studies are agreed that female participation particularly slips as age increases in the teenage years.

Bridging the gap There have been a variety of studies done on the effects of a young person’s behaviour and the influence of a “Very Important” non-parental adult (Beam, Chen, & Greenberger, 2002). There have also been studies done on how youth see “Significant Adults” in their lives (Hendry, et al 1992). These studies support the important role of an adult in the life a young person.

In the youth work context in Clare, significant adults have been trained in the leadership and developmental groupwork process developed by Button and others. In many ways, this training (or even the organisational ethos for those not yet trained) distinguishes them from adult leaders in educational or sporting organisations.

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He developed a method for both training youth workers and working with young people - Discovery and Experience (1971) and Developmental Group Work with Adolescents (1974)- that stands alone within youth work methodology as a coherent system of theory and practice. Button’s methods offer a way of enabling young people to develop confidence and capacity for self-agency increasing the possibilities of self-motivated engagement with programmes, education and society.

Another approach embedded in CYS is the notion that the young people they work with must be facilitated to create the own world, not merely consume youth work, sport or education. This flows from a belief in the benefits for the happiness and self-confidence of individuals, and for the strengthening of community life. Also there is an invitation to workers to embrace and explore their educational role.

statutory providers and voluntary youth providers including sporting bodies.

Conclusion The COURAGE project offers an opportunity to develop and share best practice, to devise and implement innovative, non-formal but tangible results in the greater inclusion of all young people in youth, sports and educational provision.

The immediate target groups for output of COURAGE are youth and community workers, school leaders and teachers, trainers, and coaches, working with young people, in particular those experiencing social exclusion, with varying and often inadequate resources for training and support.

Given the current situation Clare Youth Service wishes to further develop good practice in relation to its outdoor education programmes, to promote and extend its groupwork practices and make them relevant and available to other organisations working with young people in order to promote more effective social inclusion.

Case Studies Both of these approaches are more likely to engage those who are marginalised.

Clare Youth Service In the Irish national context, Clare Youth Service is in an unusual position in offering second chance vocational educational as well as informal youth work provision. Generally, these spheres are distinct. In developing their services across these two areas, Clare Youth Service has employed Developmental Groupwork practices for almost half a century. These practices are deeply embedded in both their formal education and non-formal education provision.

In recent years, the organisation has increasingly engaged in inter-agency collaborations including the development of a range of contacts amongst

Clare Youth Service has three Case Studies as part of the Courage programme.

1. The CYS Outdoor Education programme 2. The Clare Sports Partnership Health and Fitness programme 3. The Personal and Social Development Group Work programme For all three areas the primary aim is to: Improve and support the training needs of Formal Education, Youth work, and associated disciplines to address the disconnect experienced by some teenagers to both formal and non-formal education. The timeframe for all Case Studies was from September 2016 to August 2017.

This handbook highlights each of the three studies.

The programmes are examined in more detail on the COURAGE website along with additional information about the Clare Youth and our Partners.

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CASE STUDY 1 Developing more effective outdoor work Outdoor education and programmes in Ireland is a relatively new discipline or area. The main thrust has been towards supporting second level schools by providing short courses where technical skills are delivered to young people such as rock climbing or kayaking.

The benefits of these exercises in relation to personal and social development is somewhat limited and has been largely ignored or taken for granted by many institutions.

In CYS the outdoor programmes are seen as a tool for youth workers similar to any other including music, art, sports etc., where the outcomes may relate to personal development or any issue the young person may identify or need at that particular time.

These may include – drug and alcohol issues, criminal or anti-social behaviour, team building or mental health.

This funding and support from partners on the Erasmus+ COURAGE Project allowed CYS to first exam-

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ine its existing outdoor programme through a State of the Art or Baseline Study.

The baseline study examined Programme Logic Models and evaluations of existing individual CYS Outdoor Programmes. This was done through desk research and interviews with individual youth workers and young peoples’ feedback.

The main findings were; •

In the main Outdoors Programmes have been successful with a positive response from the young people involved and most of the short and medium term outcomes realised

•

While there has been some crossover most programmes have been designed by individual workers and there is no common template for course design

•

Most programmes are not backed up by a strong theoretical base and where it is evident the theory to practice link is weak

• •

There is a wide range of programme type with some more simply “activities” rather than non-formal education There is no specific training programme for staff engaging in outdoor work

Using the structures and resources of the COURAGE programme CYS has been able to build on the strengths of the existing programme and to make changes to improve the programme as identified by the Baseline Study.

Over the course of the case study Clare Youth Service has; •

Had three staff complete Lowland Mountain leader training

•

Introduced staff peer training programme specifically designed for those engaged in outdoor work – this has theoretical and practical components

•

Completed a brief review of youth-focused outdoor activity models and the evidenced outcomes from these models

•

Started to compile practical handbook for staff engaged in outdoor work to use the research based evidence and the action research evidence from existing CYS programmes

•

Introduced two new Outdoor Programmes in response to consultations with young people.

One of these was in the Community Training Centre with learners on the QQI and LCA programmes. The other was with Participants on the T.A.C.T Ennis Garda Youth Diversion Project.

Following the changes implemented through 2016 and 2017 staff have reported that it is easier to plan and run outdoor activities, easier to recruit young people who would normally not engage and staff new to this area of work have said they are more confident in becoming involved following the peer training and the availability of new resources.

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“I feel that I could contribute in a meaningful way as a second leader on a hike having the experience of today” CTC Tutor following training day on the Twelve O’Clock Hills

The young people involved in the programmes have been very positive in their evaluations of the project indicating that they were fun, a good learning experience and easily accessible to them as the workers provided equipment such as boots, jackets and food.

They also said it was easy to get involved as they knew the workers well and trusted them.

“8km walk on rough terrain. 10 mins late leaving – packing boots. I love the peace and quiet. Least favourite part was - nothing.”

CTC Learner’s Log Book, 2017.

The Community Training Centre reported an increase in participation and attendance by learners

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with the introduction of the new outdoor “Natural Highs” fitness programme. Youth work staff likewise reported high levels of participation by young people on targeted projects such as the Garda (Police) Youth Diversion Project and Tusla (Government Child and Family Agency) funded Project.

In all cases the young people would be from backgrounds that would be considered difficult to engage and maintain involvement. The relationships with staff built over time would be crucial as would the design and approach of the programmes.

Like any youth work or non-formal education programme the CYS Outdoor Programme needed the input of additional time and resources to enable positive changes to improve the programme. But perhaps more than anything the COURAGE Project brought a structure and focus around which to drive and enable the changes.

CASE STUDY 2 The Clare Sports Partnership Health and Fitness programme In recent years the issue of poor physical health, low levels of physical activity, high levels of obesity and the effects of these factors on the mental health of the Irish population in general and in particular on the youth population have become apparent and led to a coordinated public health strategy to change these growing trends. This includes Healthy Ireland Get Ireland Active! The National Physical Activity Plan for Ireland 2016, Better Outcomes, Brighter Futures: the National Policy Framework for Children and Young People (2014-2020) and National Youth Strategy 2015-2020 all of which target the increased participation in sports and physical activity.

The baseline study involved a literature review assisted by our colleagues in the Clare Sports Partnership and meetings with their staff to hear their experiences. Existing individual CYS Sports Programmes were examined through desk research and interviews with individual youth workers.

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The main findings were; •

The ESRI Report ‘Keeping them in the Game’ shows a widening socio-economic gap as people progress through adulthood – the less well-off are more likely to drop out from sport as young adults and less likely to take up new activities.

•

The Children’s Sports Participation and Physical Activity (CSPPA) conducted by University of Limerick, University College Cork and Dublin City University shows that just 19% of primary school pupils and 12% of post-primary pupils receive the amount of exercise recommended by the Department of Health. One in four children is unfit, overweight or obese and has elevated blood pressure.

•

Both studies are agreed that female participation particularly slips as age increases in the teenage years.

•

While the 2014 Pavee Point Factsheet on the Health of Traveller men maintains that they report less discrimination in the area of sports and do participate in soccer, gaelic football and boxing the same does not appear to be true for traveller women given their feedback to youth workers and earlier studies which maintain over half of travellers never use the exercise facilities available to them.

The fitness course •

The focus was with young women from the Traveller community. Six teenagers started the six week course and four finished it.

•

The programme was designed by a Clare Sports Partnership trainer and a Clare Youth Service Youth Worker. It combined aspects of physical fitness, healthy eating and a critical examination of body image and cultural expectations on young women.

•

Changing the original programme to a modified one worked well for this group as they would not have engaged well with the more formal sports and classroom format of the original.

The outcomes •

One participant has begun participating in PE in school and has increased her movement levels.

•

A second young woman is now regularly attending the gym.

•

Two participants have cut back on the amount they are smoking as a result of the programme.

•

Participants began to show staff various pictures online and asked “is this real of fake”. Previous to this programme they said they have never questioned the validity of such photos.

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•

Young people reported not knowing that sun beds cause as much or more skin damage than the sun’s rays. This knowledge has not however led to a decrease to sunbed usage.

The difficulties •

One young person was going through a family crisis and missed the last 3 sessions.

•

Two strong personalities dominated the group and probably caused two others to drop out.

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 compromise in the design of the programme which incorporated elements of pure physical training and developmental youth work.

•

The partnership has strengthened between the two organisations with the CYS youth work manager joining the Clare Sports Partnership Board of Management on the Strategic Planning Group.

•

It was not possible to extend CYS groupwork practices to other sports programmes at this time.

The initial drive behind this short, practical and for both organisations innovative programme came from the involvement of CYS in the COURAGE project and the requirement to find a partner with sporting expertise.

The model used was successful in increasing the participation of young people who otherwise would not have engaged and has led at least in the short term to positive choices in their lives.

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CASE CASE STUDY STUDY33 Personal and Social Development Group Work Programme (DGW) The Clare Youth Service Personal and Social Development Programme offered young people opportunities to discuss and explore issues that are important to them. The programme has been carefully designed to assist participants with their social and personal development.

amination of the programme which needed to be addressed.

When this course was introduced over thirty there was a recognised need for young people to examine areas of importance in their lives through the unique approach of group work.

2. While the evidence of learning and progression by facilitators and young people has been recorded this information has not been collated or presented in a way that could promote the programme to support the training needs of other professionals and volunteers.

For staff and volunteers there was a need for training in this method whereby the workers and volunteers move towards realising that they can facilitate the young people to learn more from each other then they can teach the young people directly.

These basic needs are still the case and while the evidence from the programme is very positive some gaps/questions emerged from our baseline ex-

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1. Very few volunteers from youth clubs and projects deliver the programme at this time. This is in contrast to the early years.

3. There is no formal long term record of the impact this programme has had on the lives of those who took part.

The Programme The programme took place over 10 weeks where trained youth workers and Volunteers worked with

groups of young people on such issues as relationships, friendship and communication skills.

Module 1 was primarily concerned with the development of communication skills, an understanding of self and the nature of friendship and relationships.

During the transition from childhood to adulthood the understanding and development of positive relationships is essential and this programme aimed to enhance each young person’s ability to develop these relationships.

The groups met for one hour per week and followed a proscribed programme. The format was similar from week to week in order to maintain consistency, build a rhythm and allow for different learning styles to be accommodated. At the start of the session the group would shake hands and re-engage with the Contract they had agreed in week one on how they would work together.

Each week there would be a physical exercise such as a “Trust Walk”, an observation game like “Exploring Hands” or team building with “Trust Fall”.

There would also be a paper based exercise such as a “Lifespace Diagram” or “Friendship Chart”. Following these there would be a group discussion around the topics explored through the non-formal learning methods and some degree of reflection.

The final session called “The Assembly” brought the different groups together where they presented their learning to parents, guardians and other significant adults in their lives.

For the facilitators it provided an opportunity through peer learning and supervision to develop their group work and communication skills. In addition facilitators also had the opportunity for personal development and growth as part of the training programme. The tutor/facilitator group also met once a week.

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Recruitment and Training The timeframe for this Case Study was set to be from August 2016 to January 2017 however the issue of the lack volunteer involvement meant the start of the programme was postponed until January 2017.

Further problems with extremely poor weather saw the Tutor Training further delayed until the end of February. Three staff and one volunteer completed the training and set about recruiting groups. Three groups started the programme but only two proved to be sustainable for the whole programme – one led by a staff member and one by a volunteer. While this was very disappointing the two tutors and their groups set about running the programme.

One group piece of feedback was that they;

“Liked the freedom to speak and the new social circle and friends they had made”.

Another comment was that;

“Having to do something – the games, exercises, having to interview visitors, - was very constructive and it was important that is was all voluntary”.

The Learning for the Young People – A Summary For the young people they were unaffected by the smaller than anticipated overall number of groups as their own groups were self-contained and able to run unhindered.

The learning and progression was recorded through tutors’ notes and with formal questionnaires. Over 90% of participants recorded on written evaluations that they had made progress or felt more confident in the areas of Meeting and Greeting People, Making Eye Contact, Making Conversation and Listening to Others.

In the evaluations one young person said;

“It was good to be treated like adults and not like children. You could have a point of view and the worker did not try to make you come around to theirs if it was different.

You just had to explain what you meant”.

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The group from East Clare became so used to greeting each other with a handshake that they continued to do this unconsciously when they went to their youth club.

The Learning for the Youth Workers and Volunteers – A Summary For the tutors it was inevitable with the small numbers an element of the Groupwork learning process during their sessions with the Course Director was lost. However while the three tutors did comment on

this during their evaluations they did also say they learned a lot from each other. One of them, who is very experienced at delivering the Groupwork Module 1, said he was

“Surprised that even with such a small number the essence of the tutors supporti,ng and learning from each other with the course director facilitating this rather than “teaching” or having too much input was maintained during the sessions”.

They also became aware of their own progression as facilitators and the improvement of their skills and competencies needed for the delivery of groupwork.

The longer version of this case study expands of this experience in more detail including the “Tea or

coffee moment” - eucourage.eu Success and the Future

Despite the difficulty in recruiting trainers for the programme the positive feedback from the young people, their parents and guardians, and the tutors has made the CYS even more determined to revive the DGW programme.

The key reason for this decision and the optimism which surrounds it is that it reaches all young people and those who are disconnected said it gave them a platform to engage with youth services, schools and other organisations.

Each week the tutors would record information about their goals for the group of young people as a whole and for individuals in the group.

The progress made towards these goals and the experience of the weekly session was discussed at a meeting each week with other tutors and the course director.

As the weeks went on the tutors began to notice the development of their groups and the progress, or in some cases a lack of progress, being made by individuals.

Also the involvement with the COURAGE project was very important as well. As we learned from our colleagues about their work similarities emerged and none more so than with the MOT Project.

Heading into the 2017/18 academic and youth club year CYS has plans to run the Developmental Group Work Programme in the Community Training Centre with the learners, within the youth work projects and with volunteers in the County’s Youth Clubs.

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Project Partner: Alytus Youth Centre

LITHUANIA State of the art Introduction Lithuanians are one of the ethnic groups in the Baltic region. While Lithuania has a population of about 2,9 million people, there are at least another million living in other countries, with Lithuanians generally located in the USA, Brazil, Canada, Columbia, Russia, the United Kingdom and Ireland.

The native language is Lithuanian, one of two living Baltic languages. An interesting fact about the language is that as far back as the beginning of the 19th century people noticed that Lithuanian was very similar to Sanskrit. Linguists around the world are still fascinated that the Lithuanian language has retained features of this ancient language and it hasn’t really simplified much.

Many Lithuanians are multilingual; two-thirds of the population declare that they are able to speak at least two foreign languages. This exceeds the average of the European Union by several times. According to the data from Eurostat, 66.1 per cent of the

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population of Lithuania, aged 25 – 64, can speak two or more foreign languages, 31.5 per cent can speak one foreign language, and a mere 2.5 percent of the population cannot speak any foreign languages. The foreign languages people speak the most are English and Russian.

Religion: Predominantly, Roman Catholic (approximately 80% of the total population). Others include Orthodox, Old Believers, Lutheran, Reformat, Jewish, Sunni, Karaite and other communities.

Landscape: There are over 2,800 lakes larger than 0.5 hectares in size, and 18 rivers longer than 100 kilometres in Lithuania.

Education system in Lithuania Children in Lithuania can take part in pre-school education from birth until they start compulsory pre-primary education at the age of 6. According to the Law on Education, children who have reached seven years of age must attend the first form. If parents so wish and if a child is sufficiently mature to study under the primary education programme, they can start school earlier. The duration of the primary education programme is four years.

After completion of their primary education, pupils begin the 6-year lower secondary education programme. The lower secondary education programme is implemented by basic, secondary, vocational education and training schools, pro-gymnasiums and gymnasiums.

The compulsory lower secondary education programme consists of two parts: part I – a 4-year programme implemented in the 5th-8th forms and part II – a 2-year programme implemented in the 9th10th forms (1st-2nd forms of the gymnasium).

In the 9th form (1st form of the gymnasium), pupils can choose subject modules and study elective subjects according to their interests and abilities.

Upper secondary education is not compulsory and usually lasts two years (11th-12th forms of the secondary school (3rd-4th forms of the gymnasium).

Pupils study according to individual education plans; the programme may include the modules of the programme for vocational education and training. Up-

per secondary education is provided in secondary schools, gymnasiums, and vocational education and training schools.

University degrees in Lithuania are offered in three cycles: the first cycle is undergraduate (Bachelor), the second cycle is graduate (Master, and/or specialised professional studies), and the third one is postgraduate (Doctoral; residency; postgraduate in the Arts) After school, pupils can select various non-formal education activities and these are provided in general education schools. Most of these activities are free of charge or paid from the pupil’s education voucher.

Young people in NEET Early school leaving level in Lithuania is currently relatively low (8-9%). Lithuania is among twelve EU countries that have already overtaken the intended European aim of 2020 (10%).

This can be explained by the fact that the majority of young people prefer to continue their education in vocational training schools or colleges.

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Young people’s unemployment in Lithuania is lower than in 11 EU countries and 1percentage point lower than the EU average. There were registered 28.8 thousand of young unemployed people up to 29 years old in 2014. It is 13 thousand less comparing to 2013, which makes up 18.9 % of all unemployed.

However, the number of unemployed young people is continually fluctuating as some people lose their jobs while others are looking for their first job after finishing vocational schools or graduating from higher schools. The latter have much more problems as the employers prefer to hire people with work experience which graduates have not accumulated yet.

Unsuccessful integration into the labour market and lack of job vacancies are the most important negative factors influencing the emergence of many young people’s problems: social exclusion, drug and alcohol addiction, inability to pay for further studies and acquire a place of residence.

On the other hand, there are many job vacancies in Lithuania, and employers constantly complain about lack of employees. This can be explained by the fact that some young people inadequately evaluate their abilities hoping to be offered a higher salary than it is proposed for a beginner. Besides, often young people work inefficiently and do not achieve expected results as they want to receive a maximum salary for minimal efforts.

The main reasons of young people’s unemployment in Lithuania are the following: lack of vocational training, lack of work experience and nonconformity of acquired professional knowledge to the needs of the labour market.

An early withdrawal from secondary education is also one of the factors preventing youngsters from entering into the labour market.

Lithuania is one the first countries in European Union (EU) that began to implement Youth Guarantee Initiative. During the programming period of 2014–2020, investments into the encouragement of young people’s employment will be one of the main priorities of Lithuania and the EU. In order to significantly reduce the level of young people’s unemployment, tools provided in the Youth Guarantee Initiative plan will be implemented according to which 15-29 year old people who are not in employment, education or training will get proposals to work, continue studies, acquire or improve qualification, participate in an internship or training through the apprenticeship within 4 month after the completion of formal education, or after their involvement into the Youth Guarantees Initiative.

An individual plan will be made for each participant of the program considering his/her personal needs and status.

According to Eurostat data, there are 80-90 thousand of young people not in education, employment or training (NEET) in Lithuania. Separate group of youngsters is made up of those who experience social risk, do not have necessary social skills and are asocial.

The individual plan will include all possible activities as well as 116 activities of integration into the labour market defined by the action programme of the European Union funds for 2014–2020 under which a young person should work, participate in education, internship or training through apprenticeship.

The priority of Lithuanian youth policy is directed towards young people not in education, employment or training. Consultations and discussions are organized how to help these youngsters to return to schools, or enter the labour market.

The Youth Guarantee Initiative will facilitate transition of young people from the education system into the labour market and enable them to acquire necessary skills for the labour market. Early intervention, activation and integration into the labour market services will be rendered in order to encourage NEET education, socialisation and employment.

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Alytus Youth Center Alytus Youth Center (AYC) – it is an institution, providing the whole range of non-formal education activities and additional occupations. AYC is a basis and place of experienced, talented, creative and motivated staff, teachers, offering new opportunities, and initiatives.

We prevent from harmful habits, educate personal and social competencies, prepare for life by providing professional knowledge, motivating to choose, to study and achieve results.

Alytus Youth Centre is the establishment, involving the highest number of students and visitors among non-formal education schools in Alytus, and it is the second largest center in the country.

AYC offers educational activities, events, exhibitions, and other forms of learning, occupation and pastime, supports and actively involves over 1000 members of the community – children, youth and adults, some of whom are motivation and purpose driven, and others who just want to find themselves and to achieve the objective – to become a successful person.

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CASE STUDY 1 Folk studio “Rūta” Introduction Alytus Youth Centre is an institution providing a wide range of non-formal education activities and additional occupations. AYC is a basis and place of experienced, talented, creative and motivated staff and teachers offering new opportunities and initiatives.

We try to prevent young people from harmful habits, educate their personal and social competencies, prepare them for life by providing professional knowledge, motivating to choose, study and achieve results.

As a partner in COURAGE project, Alytus Youth Center has chosen a dance theme to help teenagers and young people to start positive changes in their lives, keep them safe and self-confident. There are so many evidences and opportunities in choosing dance as an extracurricular activity.

Friendships Being active in dance classes, or on a competitive team helps young people to build meaningful and

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respectful friendships. Young people spend a lot of time with their dance partners having fun and sometimes going through tough times, too.

Self-confidence There are so many issues that the teens face today: from boyhood troubles to self-image matters, and even pressures of deciding what their career will be in 10 years. Therefore, the dance provides them with a place to forget the stress and focus on building self-esteem and self-confidence. It gives dancers an opportunity to build their skills and accomplish their goals in a fun environment.

Why dance?

A case – study in AYC is based on Rokas. He is a teenager, attending folk dance studio Ruta at AYC. For centuries, many cultures have used dance to communicate, show emotions, share stories, and provide physical and emotional healing.

Use of dance as a type of physical therapy and psychotherapy goes back to the 1940s. Nowadays dance

therapy is used to treat a variety of emotional and physical conditions.

Benefits of dance are proven to have a positive impact on troubled children and teenagers. When used for the teens and children, it offers them a possibilDance therapy is a type of psychotherapy that uses ity to develop a healthier sense of self-worth. It also movement to further a person’s social, cognitive, gives them tools to cope with emotional issues, work emotional and physical develthrough difficult problems, opment. Modern dance teachers and improve personal comstrive not only to provide non-formunication skills. Dance Through movement, chilmal education or pastime, but help teachers can use movement dren and teens can express individuals develop their improved and dance to help a child or a themselves, show what emotional stability, a better self-imteenager relax their body tenage and essential communication sion, which improves their they are feeling and learn skills. emotional function. to understand themselves.

Dance therapy uses the body’s expressive movements to help deal with emotional issues. Individuals of all physical abilities and ages can benefit from this type of therapy. Even though it is possible for a person to benefit from private sessions, group dance therapy is also an option.

Through movement, children and teens can express themselves, show what they are feeling and learn to understand themselves. For children and teens, dance therapy may include making up a new dance routine, telling a story through their dance, dancing as quickly as possible, dancing to mirror the movements of other people, or even dancing to show a specific emotion.

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Dance specifically proves to be helpful for children and teens that deal with: • Excessive or extreme anger • Hyperactivity • Neurological issues • Past traumas, such as physical, emotional or sexual abuse • Self-harm • Suicidal thoughts • Problems with self esteem • Concentration problems, such as ADHD • Eating disorders, such as bulimia or anorexia • Depression • Stress or anxiety Rokas has experienced a wide range of emotions typical for teenage age (He is now 17). He’s been engaged in folk dancing since he was three. Rokas admits that there were several times he wanted to quit, as he was sick and tired of folk. On the other hand, in Lithuania, folk dance is not popular with boys, so bullying was another challenge to handle. Sometimes dancing is still considered as “female” pastime.

The dance teacher Ruta was the main supporter and mentor for Rokas” choices and decisions. According to Rokas, she is like a mother to him – not putting pressure but motivating, offering freedom to choose, and take responsibility for other members of folk dance class.

Even though classmates and friends’ bullying did affect him a lot, Rokas gathered strength and kept dancing. Unfortunately, popularity of folk dance in Lithuania decreases, so a lot of efforts are needed to maintain Lithuanian traditions.

Folk dances are characterized by a symmetrical design, and in later times by a compositional complexity and variety of figures. There are various ways of dancing in pairs. Partners can embrace each other in the polka- or waltz-like manner, or they can just hold each other’s hands when facing each other or standing in a circle, or hold each other by their bent arms.

Dances and games used to be restrained. There were

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no solo dances. Leg movements are dominant: the steps are short, the feet are not raised high, and there are no big leaps. Hand movements are characteristic of imitative dances. The most frequent steps are walking, jumping, as well as waltz and polka steps.

The dominant figures are turning, intertwining, going through and changing places. Purely men’s dances are not very popular in Lithuania.

In the late 19th century and early 20th century game dances were gradually replaced by circle dances, Young people liked polkas and other fast-moving dances which came from Western Europe.

At the beginning of the 20th century, the first folk dances were adapted for the stage. Since 1940 about 300 folk dances and circle dances have been adapted for the stage.

A lot of performances given by amateur companies open with the hat dance Kepurine, which is a greeting dance.

Among the Lithuanians living in emigration, the dance Kubilas (Tub) enjoys great popularity. The dance Klumpakojis (Clog dance) became popular at the end of the last century. Ethnographic and folklore groups are trying hard to revive old folk dances. Each ethnic region has its favorite dances. Several dances, such as Bitute (Little Bee), Noriu miego (I feel so sleepy), Suktinis (Twirler) and Zilvitis (Osier Tree) are popular in all parts of Lithuania.

Rokas learned not to pay attention to bullying. “Others can say or think whatever they like, it does not affect me. I am doing this for myself, not for others,

and I enjoy dancing. It far much better than sitting home and doing nothing”, admits Rokas.

Rokas achievements are remarkable. Dancing both folk and line dance, he has numerous awards, prizes and medals from national and international tournaments. It helped him to build his self-confidence, trust, motivation, self-esteem, responsibility and stamina needed for future life.

Dance therapy really worked in this particular case.

Rokas’ teacher Ruta was able to use dance as a powerful tool to encourage a teenager and share this good practice among her students and colleagues.

The interview with Rokas was published at the local newspaper Alytaus naujienos. The outcomes and results were shared with AYC community and social partners.

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Project Partner: Haugeland upper Secondary School, Haugesund

NORWAY State of the art Our public school is divided into three levels. Year 1-7 is our primary school with pupils aged 6-13. Year 8-10 is our lower secondary school with pupils from the age of 13 to 16. Both of these levels are free and compulsory. We also offer a preschool/kindergarten for children from the age of 1 till 6. This is not free or compulsory even though the majority of children attend this. upper secondary level 1 at school

upper secondary level 2 at school

Our upper secondary school is mainly divided into two. One three year theoretical education, preparing the students for university etc. The second one is a two year long vocational education qualifying the students for a two year long apprenticeship in a relevant company.

upper secondary level 3 at school

Supplementary programme for general university admissions certification upper secondary level 1 at school

upper secondary level 2 at school

upper secondary level 3 at school

General university admissions certification

Supplementary programme for general university admissions certification Vocational competence

In-service training at a training establishment In-service training at a training establishment special paths

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Craft- or journeyman’s certificate

This is a schematic overview of the Norwegian upper secondary education:

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We also offer some other educational courses, but the two mentioned are the main ones.

Our upper secondary school is not compulsory, but everyone has the right to go to upper secondary school.

In Norway about 70% of students complete upper secondary school. This figure shows that Norway must do something so that more students complete and pass upper secondary education. Students dropping out of upper secondary school often end up as NEETs. It is therefore important for the government and for the individual student that the drop-out rate is as low as possible. To ensure this we need to have a relevant education and a school that includes everyone socially.

Haugaland upper secondary school Haugaland upper secondary school experience the same challenges that we have nationwide. The school has implemented several steps to decrease the dropout rate and make the students complete the education they have started. Some of these steps are: ＞＞ Systematic student development: Systematic student development is a practical

teaching method enabling mentors / teachers “see” each student, adapting teaching and giving the student ample room for student participation. ＞＞ Study Centre (adapted education, learning strategies, vocational orientation) According to the Education Act (§ 1.3), all students have the right to a customized and adapted training according to their needs. It is up to each school and their teachers to find the best solutions for how the students educational needs are met.

Haugaland Secondary School decided a few years ago that the school would create a study centre where the main objective was to provide customized and adapted training for students who struggled with their development of basic skills within numeracy and literacy. ＞＞ Follow-up service (OT) The Norwegian Education Act requires each county to have a follow-up service for young people between 16 and 21 who are not in edu-

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cation or employment.

Rogaland County Council has organized the follow-up service by employing and placing OT supervisors (follow-up supervisors) at the largest upper secondary schools in the district.

Haugaland upper secondary school is one of those schools where there is an OT supervisor. ＞＞ Alternative combinations of school and work practice As mentioned earlier, the average progress for a student is two years in school and two years as an apprentice. While this programme works for most students, it is not successful for all students. Haugaland has had good experience with combining school and workplace practice for students who are not motivated for being

full time at school. ＞＞ Reading program As a result of the STAY ON project, Haugaland deceided to introduce a reading project in 2014/15. The students start the day in their respective classrooms/woorkshops by reading a book, magazine, comic stip etc. – they read something they enjoy, not homework, and not from a computer or ipad. The aim of the project was to improve the students reading skills. ＞＞ MOT In our pursuit of a good strategy and actions to stop bullying/harassement of students at our school, we chose to become a MOT school.

The three pillars of the MOT programme is: • Courage to care • Courage to live • Courage to say no

MOT`s values emanate from: ----

The desire to help people to take care of each other and make conscious choices The desire to reach goals by focusing on values The conviction that courage is a very important characteristic

MOT`s vision is a warmer and safer environment to grow up in. ＞＞ Physical training and activity to increase motivation We have set up different school tournaments in sports` activities like football, and we engaged in a cooperation with a local football club, Haugar, in connection with the COURAGE project, in order to try and see how these activities would influence the school achivements and the well-being and prosperity of some of our students.

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These are some of the activities our school has implemented to include our students in the society and to stay longer in school. Our case studies examine the two latest mentioned activities closer.

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CASE STUDY 1 MOT “How can we use MOT to prevent bullying and drop-outs?”

Description In 2002 the first nationwide student survey came in Norway. This is an annual survey in which students voice their opinion concerning learning and well-being in school.

The responses are used by the schools, the municipality and the state to improve education in Norwegian schools.

The results from the first student survey in 2002 showed in our opinion too high numbers regarding bullying.

When we became acquainted to MOT and their programme, we found out that this was something we wanted to introduce to our school.

Correlation with the school's educational reference MOT and their ideas fit well with the school's educational platform. This builds on the consequence

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pedagogy. This pedagogy is based on a view of humanity that believes that the student may choose to do something else tomorrow, if he or she did something stupid today.

We want to help students with their social learning as much as academic learning.

We try to do this without being moralizing because we want students to make their own choices and take responsibility for their actions.

MOT on Haugaland Haugaland has educated approximately 10 MOT coaches from the staff. These coaches visits the all the classes in school four times a year. This is the most important part of the MOT program.

These MOT sessions, based on highly regarded behavioral theories, draw on methodologies of interactive group discussions, practical exercises, games, roleplaying, experiential stories and self-reflection, attitudes and thought patterns.

Students in first year has four visits and the students in the second year has two visits.

The first visit is at the very start of the school year and then we'll spread them throughout the year.

In November every year we celebrate the “Courage to enjoy-day”. All the students spend a day to help and encourage others, often people they don’t know.

Conclusion After implementing MOT at our school, the bullying has decreased. Many students say that MOT is helping them in making good decisions for themselves. As a result of this, the school has decided to increase the MOT-programme at Haugaland.

We also have had visits from “the MOT tour” twice.

Well-known artists perform at our school and some of our own students also participate and perform at the concert.

For the next 3 years we will join a new programme from MOT called “MOT as a community-builder”.

In the new programme, which all our staff will take part in, we will make sure that the school culture includes all our students. We will increase the number of visits that our coaches have to each class.

During a two-year-period the number of visits go from six to twelve in every class.

It is important that the staff involves in the MOTwork. We have several MOT-sessions for the entire staff, as well as our MOT coaches go to various conferences.

Students that has been engaged in MOT say that they have the MOT values with them when they make different choices and that they stand up for others in the classroom.

At all school events, such as summer and Christmas endings, we have performances from students that has been involved in MOT.

They say that they feel more secure and that they are able to say no to things that are bad for them.

In March, we have a week called “the week of dreams”.

Students write down a dream they have and we try to fulfill some of them.

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CASE STUDY 2 Getting active Purposes Haugaland wanted to offer students physicaly training without any obligations. We made a partnership with a local football club (Sk Haugar) that organized the training once a week. The main goal was to gather people from our school both to exercise and socialize and make new friends.

Description We started in September 2016 in a big football hall.

The training was from 13.00 – 14.30 (student free time) every Tuesday At the beginning only a few students met, but we worked hard to market the scheme through the student council, department hours, information screens and so on.

At the end of September we had 24 students at the most. It was a nice mix from the different departments, and it was also 6 girls.

We managed to keep going until the middle of December.

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Conclusion A study among the students showed that many met because they wanted extra training.

• The majority also said that they became familiar with students from other departments.

• Most off the student said that they were playing football in a local football club in addition.

• Most of them ended the football training because they did not have time due to schoolwork.

• At times the students were out in practice, and could not participate.

The school experienced that it was difficult to keep a stable group of students week after week. This was due to many things, but mainly because the training was after school hours and many of the student had practice periods and therefore couldn’t attend for many weeks.

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Project Partner: Carlos Gargaté School cluster

PORTUGAL State of the art National and Regional Educational context Access to education and culture is a legal right of the whole population, foreseen in the Constitution of the Portuguese Republic (articles 43 and 73) and in the Law no. 46/86.

The coordination of the education policy is the responsibility of the Ministry of Education, at national level and of Regional Directorates at regional level, and of the local authorities at local level. Despite this apparent division of responsibilities, the Portuguese education system is highly centralized. It is divided into six different sequential levels.

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Kindergarten Pre-primary education is optional from the ages of three to five, and it is provided in both state-run and private kindergarten schools. State-run kindergartens provision is free of charge.

Compulsory Education Since 2009, the Law No. 85 has defined the extension of compulsory schooling for school aged children and youth – from 6 to 18 years old.

Children aged six by 15th September must be enrolled in their first school year in that calendar year.

In addition, children who reach the age of six between 16 September and 31 December may be authorized to attend the first stage of education, provided a request is submitted by their parents or guardians to the school nearest to their residence (or place of work) during the annual enrolment period.

State-run schools are free of charge.

Basic Education (Ensino Básico) lasts for nine years divided into three stages of four, two and three years respectively. The stages are, in that order, (1st Cycle), 2º Ciclo (2nd Cycle) and 3º Ciclo (3rd Cycle).

A Diploma/Certificate is awarded at the end of the third cycle.

Secondary Education (Ensino Secundário) - public, private or cooperative - is compulsory since the school year of 2012/2013 and consists of a three-year cycle after basic education. Access is through the Certificate of Basic Education. There are two types of courses: general courses and technical/vocational courses, providing instruction in technical, technological, professional fields and in the Portuguese language and culture.

Access to higher education is made through a national online process, in which students enter the university by priority, based on their school grades and specific exams.

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Graphic-Evolution graphic of the actual schooling rate (%) by levelof education in Portugal - Source DGEEC-MEC, 2015 105 %

100

100 %

100

95 % 90 %

86,4

85 % 82,5

80 %

92,0

88,0 84,4

93,8 89,5

87,3

86,2

86,5

83,5

94,9

95,3 92,1

92,3 89,9

91,9

90,9

87,5

86,3

73,6

74,3

2012 / 13

2013/ 14

75 % 70 % 68,1

65 % 59,8

60 %

72,5

72,3

63,2 60,0

55 % 50 %

71,4

97,9

54,2 2004 / 05

2005 / 06

1º Ciclo

2006 / 07

2007/ 08

2º Ciclo

2008 / 09

3º Ciclo

2009 / 10

2010 / 11

2011 / 12

Secundário

Portugal -Facts and figures

cation of educational and training choices, such as, courses that provide dual academic and vocational certification, the extension of the network operators and the increase of compulsory education to 12 years.

The graphic shows the positive development in secondary education from 2005/2006 and, on the other hand, the decrease in the 2nd and 3rd cycles of basic education from 2010/2011. In the 1st cycle there is a slight drop in 2013/2014 compared to the previous school year. While the reduction in the rate in the 2nd and 3rd cycles may result from increased retention and dropouts in recent academic years, the fall in the 1st cycle in 2013/2014, may also be associated with the number of children aged 6 who are still in pre-school education. Regarding secondary education, there are positive developments, since 2005/2006, explained by the diversifi-

Economic impact for Portugal due to the existence of a NEET population

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1260

1799 r. checa

sueda

2680 portugal

3957 holanda

4327 irlanda

5212 belgica

7083 grecia

poporia

alemanha

58

espania

a. urido

franca

italia

7535

15.484

TOTAL UE 153.013 15.735

18.347

22.179

32.613

In Portugal, the existence of this group of young people between 15 and 24 who neither study nor work has great economic impact and they cost the nation 2,680 million per year. It is an amount corresponding to 1.57% of Gross Domestic Product (GDP), fairly

Perda estimada para a economia www.p3.publico.pt

above the European average and it is not more serious because the country has been “exporting” an average of 100 thousand Portuguese a year, mostly qualified young people.

Portugal, along with the European Union, has also come to adopt a set of measures to combat the scourge of young NEETs, whose economic and social impact is shown. The most important measures were set out then according to different areas of focus, some of which are committed to prevention, intervention and compensation, as far as other existing measures that can combine the three actions.

Politic measures in order to prevent Early School Leaving and to promote success According to the National reform program report, PORTUGAL 2020 (Approved by the Council of Ministers, 20th March 2011), more and better education is the purpose of this program, attainable by reducing dropout rates within the educational and vocational training systems and by increasing the number of graduates in higher education.

In a period marked by an economic and financial crisis, the Ministry of Education has implemented a set of reforms aimed at optimizing resources. In this sense, measures involving a reduction and reallocation of funding were implemented, as well as the adequacy between human resources and education needs.

The educational attainment of the Portuguese population has been improving over the last one-and-ahalf decades and there has been a reduction in school dropout rates. These improvements are the result of a wide range of measures, namely: • Extended compulsory education up to the age of 18; • The reorganization and rationalization of the school network; • A global in service teachers training strategy and the restructure of the teacher training centres; • The implementation of measures, in all basic schools, for students at risk of failing, such as, recovery plans and monitoring plans;

• •

• • • •

Alternative Curriculum Programs and the Integrated Education and Training; Support for international students and/or migrant background through classes in Portuguese as a Foreign Language or Portuguese as second language; Student Welfare; The Educational Territories for Priority Intervention Program (TEIP) ; The “More School Success Program” (PMSE); Education in prisons.

Politic measures in order to promote qualification and employment “Garantia Jovem” (The Youth Guarantee)

The Program opportunities in education: In order to take the young people to complete 12 years of study, the program invests in courses that provide academic and professional equivalence: Vocational courses, Professional courses, Education and Training courses, Learning courses.

The Program opportunities in employment The Youth Guarantee program helps young people to find a job offer in Portugal or even abroad or to meet support and incentives for creating their own employment or business.

It provides employment support measures such as Encouraging Employment, a measure that is intended to support companies that hire young people full time or part time.

There are also the programs: Opportunities in Training and in Internship.

Given the dimension of socio-economic problems of the NEET generation in Portugal in addition to the measures taken by the state, it can even be identified a set of practices from civil society (with direct or indirect support of the Portuguese state) that seek to find solutions for this group of young people whether in education, qualification, employment or even a combination of all or some of them.

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Orquestra Geração | Sistema Portugal This social inclusion project focuses on teaching music to young and disadvantaged communities who have never had contact with the orchestral practice, strengthening their individual, social and educational skills.

The method applied is based on a very simple principle - any child starts to speak by listening and imitating adults before they start writing. Thus, students, always in possession of instruments, will imitate what the teacher does. The vocal reproduction of the melodies is also carried out, not only as a playful way of approach to music but also as an ideal tool for memorizing them.

EPIS - Empresários Pela Inclusão Social In 2007, EPIS started two programs: Future Schools, identification of good management practices in Portuguese schools and Mediation program, implementing the first network of mediators for school success aiming, in its early stages, students of the 3rd cycle, “risk cases” in terms of dropouts and school success.

In 2012/2013, the Association created the Vocations EPIS program to young adults with low qualifications, following the identification of guidance areas, training and professional integration as fundamental to follow up the work developed by the mediators and the need for intervention with groups of young people without qualifications, who do not wish to study despite their majority age and the difficulties in accessing the labour market.

Fundação Benfica - projeto Para ti se não faltares (For you if you don’t miss school) The “Para ti se não faltares” project includes numerous activities, including sports activities, developing social integration programs.

The project offers prizes to students who make a significant effort to improve their attendance, behaviour and achievement in school. At the end of each term, beneficiaries can earn prizes depending on their evaluation determined by the School

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and the Benfica Foundation. Also at the end of each term, the Benfica Foundation organizes a futsal/soccer tournament where only beneficiaries who met their objectives can participate and not specifically those skilled in football practice.

Introduction to case studies Nevertheless and despite the existence of such positive conceptions about the education and training of young people in Portugal, and according to a study published by Eurostat, “Education, employment, both or neither? What are young people doing in the EU? (2015)” almost one in six young people between 20-24 years old more specifically 17.5%, does not study or work.

This percentage is slightly above the European average, 17.3%. It is also referred that this percentage has risen sharply in the last 10 years in Portugal, since in 2006 the data was 12.6%. This group of NEET has great economic impact and it costs the nation 2,680 million per year. It is an amount corresponding to 1.57% of Gross Domestic Product (GDP), fairly above the European average and it is not more serious because the country has been “exporting” an average of 100 000 Portuguese a year, of the most qualified young people, over the last few years.

In order to solve the problem of early school leavers, the lack of qualifications and to reduce youth unemployment rates, the Portuguese government, through its own measures or others in conjunction with the European Union, has sought to combat this problem. The civil society has also been involved in solving this problem through the implementation of projects and initiatives that aim to combat the scourge of youth NEET in Portugal.

Among the initiatives of the civil society, we will focus two, in order to be our case studies: The “Orquestra Geração” and the “Benfica foundation” with the project “For you if you don’t miss school” because they work on fields that we think are less valuated by the Portuguese Curriculum, like music or sport. We have good feedback on their work with these groups from the partner institutions and from the media, preventing the exclusion of many.

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CASE STUDY 1 Orquestra Geração (OG) Emerged in 2007 and aimed to develop a set of actions that would help combat factors of social exclusion, such as school absenteeism or unemployment, especially in the younger classes, which constituted the great majority of the population coming from other social disadvantaged neighbourhoods and rehoused in Casal da Boba.

This project focused in the action and social integration through music and it was destined primarily to young people in social and educational vulnerability situations. By 2015, OG had already extended its activities to 18 public schools or clusters throughout the country (although mostly in Lisbon); involving approximately 1,500 young people (Mota and Lopes, 2017).

Project Fundamentals The benefits of education through the study of arts and in particular through music have been widely demonstrated. Several studies have highlighted the benefits of music in education and the development of children and young people (Hallan, 2010). In general, the work on this theme emphasizes the ef-

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fects on cognitive development - spatial intelligence, confidence, school success and creativity - whether physical - health and well-being - or social - gains in self-esteem, social cohesion and sociability revealed by the children and young people.

OG bases its methodology on the experience of El Sistema (ES) - National System of children and youth orchestras of Venezuela, created in 1975. Orquestra Geração aims to provide children from unfavourable conditions with an extensive and comprehensive educational program that will help their social integration.

The OG system also aims to contribute to a more harmonious growth of children and young people by extending their life prospects and promoting social mobility through inclusion and school success as a whole. Therefore, OG also helps them gradually to build their personalities in order to prepare them to be able to choose, in the future, a profession away from marginality, crime and drugs.

They achieve these goals through musical education, especially orchestra playing, since working together

for long periods during the week, makes them know each other better, respect each other and work with each other towards a common goal: the final public presentation. The project also aims to develop children and youth orchestras in schools with students from 6 to 15 years old attending elementary school.

How does OG work?

In the first year, the orchestra can go up to 30 students and the instruments are just string instruments. Classes take place in the premises of the selected basic school, in after-school hours.

The orchestra teachers will be assigned/provided by Conservatory after authorization by the Ministry of Education for their hiring. In each school a Music Coordinator (under the responsibility of the National Conservatory) and a School Coordinator (teacher of the school, appointed by the headteacher) are named. The Music Coordinator will be responsible for the organization of the musical component of the project in the school and its integration in it, serving as a bridge with the available school structures,

supported by the School Coordinator, responsible for the students, articulating the teachers, the school and the families. The case-by-case monitoring is critical to the success of the project, taking into account the analysis of the student’s behaviour (not to miss classes and academically successful at the end of the school year).

In the second year are introduced the wind instruments in the group of strings, the orchestra can admit 16 more students. The year ends with a one-week intensive workshop with all students and eventually with other orchestras. A public presentation in a reference space follows.

The third year marks the entrance of percussion instruments and the orchestra can go up to 50 elements. It also ends with a final workshop.

In the remaining years the technical and artistic development of children and adolescents continues.

When students reach secondary school, they have the opportunity to integrate one of the Municipal

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orchestras where they can continue to develop their artistic skills.

Aims and methods of our case study: To evaluate the success of these practices/projects, we planned our investigation and collected qualitative and quantitative information, as follow:

another field of opportunity, both for the pursuit of studies and possibly of a profession for some (a few, of course) students.

Increased Identity (children, families, community) | OG promotes new relational experiences and, above all, it reinforces not only the self-esteem of the

How

Why

What happens with the students after the project? Does the project help to integrate them in society?

This is a project, which includes music and this project is now occurring in several parts of Portugal. We want to know what is the role of the project owners and the success of their methodology in order to prevent exclusion of the young.

Findings: Following closely the conclusions of the evaluation study of the OG, prepared in 2012 by Malheiros et al, they highlight a set of strengths as follows below: Strengthening of general skills of children / youth | OG facilitates communication, encourages teamwork, the development of collective meaning and the ability to relate elements. In addition, by requiring discipline and individual effort, it allows important advances in motivation, interest, accuracy, meeting schedules and the self-esteem of students. It is worth highlighting the progress in the way children value themselves and, in some way, how they look at their future. In terms of impact on school results, they do not suggest there is a significant difference between OG children and their colleagues who had other activities.

Reinforcement of specific knowledge of children / youth | The OG strengthens specific knowledge in terms of music and helps to fill one of the Portuguese school system deficits, which is a limited offer of music teaching. In addition, OG contributes to open

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What 1. To know some statistical data about the students’ results before the project and during the project.

2. To read previous reports.

3. To interview students and teachers.

young, but also the self-esteem of families and even education professionals, especially music teachers.

The connections to the school are strengthened and the logic of the participating and present school community is developed. A very important symbolic dimension of OG is the celebration realized in numerous public presentations. In fact, the great appreciation of the shows is a common feature to the vast majority of children and families.

Social development and inclusion | The OG creates (and in some cases materializes) different expectations of the future and awakens to improbable life projects in the social contexts of the students’ origin.

In general, terms, it is an initiative that clearly contributes to the inclusion and empowerment of disadvantaged children (and even their families) and also to mitigate deviant behaviour risks, taking preventive action from very early ages (6 / 7 years old).

Citizenship | The OG encourages the personal and collective responsibility inherent in the way an orchestra operates, which facilitates the transposition of collective work principles and respect for colleagues to other contexts.

CASE STUDY 2 “Para ti Se não faltares

(For you if you don’t miss school) The Benfica Foundation was established on 27th January 2009 by resolution of the founder and institutor, Sport Lisboa e Benfica. On the 14th January 2010 the Portuguese Government recognized it as a Private Institution of Social Solidarity and as Collective Person of Public Utility. It is the institution of Benfica club, which has the mission of social responsibility acting at the following target groups: children, youth, citizens with disabilities and people in situation of decreasing means of subsistence or ability to work.

The Benfica Foundation develops integrated projects with emphasis on early intervention. In these areas, the Foundation’s primary concerns are the prevention of delinquency and the promotion of educational success of children and youth as determining factors of social mobility.

The Benfica foundation has a set of highly diverse programs supporting schools and kids. For the purposes of this case study, it is particularly relevant the program: “Para ti se não faltares” (“For you if you don’t miss school”). This project is a socio-educational intervention project for children and young

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people who are at risk of, or suffering from, exclusion and it is implemented in eight municipalities from the north to the south of Portugal.

This project began in the school year of 2010/2011 and some strategic partnership firms support it as PT (Portuguese Telecom Foundation), EDP Foundation (Electricity of Portugal foundation) and others at National level; the municipality of each intervention area (8 along the country) in a regional level; the local cluster of schools and other local level partners.

Project fundamentals The project “Para ti se não faltares” is a socio-educational intervention project for children and young people attending the 2nd and 3rd school cycles (for students from 9 to 15 years old) in the school cluster where the project is developed. It is mostly for students at risk of or suffering from exclusion or early school leaving due to their attendance, behaviour or evaluation problems. There are also quotas for merit students who can have positive influence in shaping behaviour for young men and women, to prevent

gender discrimination and for young people indicated by the school cluster because their integration in the project is considered a benefit.

It aims to fight school failure and dropout, promoting social inclusion, equal opportunities between genders, the development of individual and social skills, and orientation merit. The project promotes a culture of shared responsibility and partnership based on principles of empowerment, peer learning, learning by doing and it is a commitment of all partner entities to put in practice this culture and this attitude in each intervention area.

How does this project work?

The project is developed in eight municipalities across the country and it has weekly activities through which the established social contract is reinforced.

The youngsters are involved in recreational and educational activities that are implemented in a project work methodology, at extracurricular times.

Sports activities are selected by young people according to the local conditions or objectives. The concept

associated with the sport in the context of the project is sports as an inclusive activity or sports for all, focusing in the social role of sports. Indoor football is the dominant sport in the Benfica Foundation projects.

Activities of personal and social development and promotion of basic skills. Development of language skills including oral and writing skills; development of mathematical skills including logical reasoning, mathematical communication and logical-mathematical association; development of skills in information and communication technologies (ICT). Promoting “how to be” and” how to behave” enabling the adequacy of behaviour and attitudes in the school context and in the classroom.

Other activities within the project to promote family and community involvement, in particular, ceremonies, presentation and evaluation of the project as well as other initiatives and events strengthening the methodology, such as sports’ tournaments and extra study visits for the project beneficiaries.

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Aims and methods of our case study To evaluate the success of these practices/projects, we planned our investigation and collected qualitative and quantitative information, as follow:

How

“Para ti Se não faltares!”

What happens with the students after the project? Does the project help to integrate them in society?

Why

What

This is a project, which includes sports, and we know how the majority of the students loves sports, namely football. We focus on knowing about the impact of the project in a group that has already integrated the project a few years ago. What is the students’ actual situation?

1. to know some statistical data about the students’ results before the project, during the project and after the project.

2. to read reports from the Benfica foundation, from 2012 to 2013.

3. to interview young people.

4. to choose some special success cases and to do a detailed report about those students.

Findings From our fieldwork, it seems important to highlight, as relevant, two key ideas that are stated below: Being a project of individual empowerment and organizations, acts both on people and on organizations.

At the individual level, the youth empowerment is achieved by its responsibility and participation in the decision-making processes that affect them, motivating decisions and attitudes depending on their willing. Each individual, with the help of the others, tries to develop personal and social skills, reinforcing the

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“how to be” and “how to behave”, in order to create conditions for the “Knowing” and thus promoting social and educational integration and enhancement of the educational success as a way of social mobility by young people and their families. This individual effort around the continuous self-improvement is publicly recognized and awarded by the project.

Socially, the project focuses on deployment in areas where there are projects of integrated social development with a fair degree of maturity and community involvement. Municipalities lead extensive and operational partnerships from the central and local administration, non-governmental organizations and key local stakeholders, ensuring that the universe of stakeholders of the project brings together the expertise, legitimacy and resources necessary for its effectiveness and efficiency.

How does this work to prevent students in NEET situation?

In order to get a sense of the impact of this project on the current and future lives of the young people who participated in it, nothing better than listening to some of the more than 2,300 young people that met in January 2017, in Lisbon by the Anniversary of the project “For you, if do not miss school”.

They were placed, among others, with the following reflection topics: I thank the Benfica Foundation for ...; What I miss most about the Foundation is ...; What the Foundation changed in me was ...; With the help of the Foundation I managed to ...; I did not miss it and ...; With the Foundation I learned ...

“For me the foundation is and will always be the basis of all my dreams! It was with the foundation that I grew up and learned to be a man, with the foundation I learned to play futsal. Thank you foundation” Tiago M., 16 years Lisboa; “For me the foundation [Benfica] is a way to play sports and learn a fun way. Because of the [Benfica] Foundation I didn´t miss school” T.F. 16 years, Paranhos, Porto; “With the foundation, I learned to be true and never miss school” Marien B., 18 years, Setúbal;

“With the help of the [Benfica] Foundation, I was better able to look at myself and thus believe more in my abilities and I never gave up on what I really was” J.L. 18 years , Marvila, Lisboa; “Thank you Foundation [Benfica] for allowing me to evolve [...] as at a personal level, thanks for the motivation.” P.A. 16 years, Montargil, Alentejo; “For me, the Benfica Foundation was more than a project to help students; it was one of the best ways to [...] develop skills” N.B. 17 years, Bela Vista, Setúbal; “I miss the Benfica Foundation so much! ... There I learned the true meaning of unity, of mutual help, of fellowship, of team spirit ... I also learned that “impossible” is just a word.”

A.F. 19 years, Ponte de Sor, Alentejo; “For me the foundation [Benfica] is more than a simple project. The Foundation made me gain responsibility” M.M. 16 years, Paranhos, Porto; “With the foundation [Benfica] I learned that it is worth the effort and daily dedication in school because it is from there that we can overcome obstacles.” R.R. 18 years, Mondim de Basto, Vila Real; “What the foundation has changed in me was the fact that I was able to work as a team and to hear the opinion of others” P.A. 16 years, Montargil, Alentejo; “Thank you Benfica Foundation for having taught me to value my abilities, but more importantly, thank you for having taught me to value myself ” E.S. 19 years Elvas, Alentejo; “With the Benfica Foundation I have become a more responsible and confident person both in me and in my colleagues”. J.C. 17 years, Paranhos, Porto;

From all of these testimonies we highlight, as a common trait, the empowerment work, empowering each young person to model their behaviour, to believe in themselves and to seek to have a life project fighting for it. All these young people have gained future perspectives that will allow them to know how to overcome a possible NEET situation.

Conclusions of the Case studies: Concerning the “Orquestra Geração”, from our study, we believe it has demonstrated that the project contributes to the social inclusion of students from disadvantaged backgrounds and it broadens the relation between families, who interact more with other parents and with the school members, helping to give a meaning to the notion of school community.

In this sense, the local community gains, in terms of strengthening identity and cohesion.

Specifically, as far as children and young people are concerned, the differences are felt in terms of reinforcing self-esteem and self-confidence, but also of discipline, of teamwork relevance (the orchestra) and of the own school performance and success, even if in an experimental way.

Of course, there is also an appreciation of music as an element of social formation for children, parents and the community itself.

“For me the foundation was a unique opportunity to grow. [...] What the foundation changed in me was the ability to want to help others whenever necessary; when I left the project, I continued to be a volunteer every year. With the help of the foundation, I was able to become much more motivated for the school life and consequently I increased the grades. With the help of the foundation I was better able to look at myself, and so believe more in my abilities and never give up on what I really wanted.”Joana L., 18 years, Lisboa

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CASE STUDY

Orquestra Geração | Sistema Portugal

Para ti Se não Faltares” implemented

by Benfica Foundation

WHAT WORKS

- The artistic experience allows completing the conventional school skills, closely linked to sciences and rationalism.

- Music as a social activity is seen as a vehicle for the promotion of citizenship, social inclusion, sense of belonging and the development of group identity.

- Sports (indoor football), the brand and popular athletes as role models to work on social and emotional skills.

- The social skills promotion program has impact on the lives of young people well beyond their time spent on the project, helping to build a lasting life project.

WHERE

- In schools/ groups of students in economically disadvantaged situation.

- In schools/ groups of students with behaviour and/or problems of absenteeism.

WHY

- Resilience is the key.

- An accessible project for all.

- A project that focuses on preventing the NEET situation instead of remedying it.

- There is collaborative work between students and teachers promoting diverse formal and informal learning (sense of belonging to a group, knowing how to wait for their turn, being led by a maestro), ...

- Access to different cultures.

- Access to performance experiences (concerts) with public recognition, independently from each student technical level.

Regarding the impact of the Project “For you If you do not miss school” on 18-year-olds, we will demonstrate that the project has short-term measurable impacts, such as the reduction of failure in the academic results, and long-term impacts. The project empow-

- Students and families feel rewarded and recognized by experiencing success in sports, participating in events, wearing the brand.

- Resilience is the key.

- An accessible project for all (although there are quotas).

- A project that focuses on prevention instead of remediation.

Charneca de Caparica, Portugal, July 2017

ers young people to deliver life projects, whether in pursuing studies, training or employment, but also in terms of reinforcing self-esteem and personal learning, essential for a happy, complete and accomplished integration and social inclusion.

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European Commission (2012). Tackling Early Leaving from Ed-

people. The oxford handbook of music psychology.

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Malheiros et al. (2012). Orquestra Geração: estudo de avaliação.

ures: eacea.ec.europa.eu

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are young people doing in the EU? 12 August: International

does Portugal compare?: www.oecd.org

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young people doing in the EU? Patterns substantially change by

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age and over time : www.ec.europa.eu

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