Measures targeted to disadvantaged youth

Peer Learning Cluster or other group

Background

Description

The PLA consisted of three main types of activities:

• An introductory presentation providing an overview of the socio-economic and physical context of the areas
• Site visits
• A conference entitled “the South as a resource: School, territory and creativity for inclusion”.

The introductory presentation has notably emphasised that disadvantage in multiple socioeconomic dimensions have had a direct link to the educational attainment and retention in school in these two areas. Evidence shows that the academic results of young people in the region are below both national and European averages; more than a quarter of young people leave school early and there is a low expectation of educational attainment from both parents and children.

The participants of the PLA were then given the opportunity to visit several primary and secondary schools. They also learnt about the efforts of local volunteer and other non-governmental organisations in supporting most disadvantaged children and young people.

The PLA succeeded in stimulating a range of exchanges and conclusions including that follows:

• Motivated teachers and school leaders can create a positive, dynamic environment, making schools more attractive and enjoyable for all;
• Schools and grassroots agencies can play a part in creating or restoring a sense of belonging (i.e. enabling young people feel that they are part of something they value);
• The open school approach where primary and secondary schools are open to all members of the community, including pupils, parents and the elderly, seemed to bring benefits to all parties. The collaboration with mothers was found to be particularly effective in addressing the needs and challenges of two generations.
• The PLA confirmed that to achieve social inclusion and to ensure that education and training has a positive impact on economic and social outcomes, everything must be done to ensure that young people complete upper secondary education.
• After-school activities have helped to retain young people in education and re-engage others. The classes are also attended by some young people who have dropped out early and are no longer involved in any formal education, etc.

In the light of this points set out above, key recommendations were formulated:

• Schools and authorities should consider ways in which they could try and encourage fathers to play a more active part in their child’s education and development. 
• There is a need to put in place mechanisms to monitor the effectives of the interventions.    
• There needs to be a balanced set of measures, which on one hand inspire young people and address their social and personal needs, but on the other also offer tools (e.g. skills, competencies and qualifications) that enable them to continue into further education or enter employment.
• A strategic, joint policy approach must be adopted at regional and national levels to address some of the fundamental challenges in the region. These include structural weakness of the region and the influence of organised crime.
• The impact of the European Union funding is very visible in many Napolitano schools, and they produce a range of benefits for schools, children and young people. The main concern is that the European Funds play a role that seems to go beyond additionality and little attention is paid to mainstreaming.