Livret Inventaire EN

Booklet : Inventory of tools, practices and trainings promoting integration for young
adults who dropout and are in a weak position on the labour market
Recreating career prospects for young people throughout training methodological
approaches to the Pedagogie de chantier (learning by doing)
This project has been funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be
made of the information contained therein

Preamble
This booklet is an overview of 2nd intellectual output of our project : Inventory of tools, practices and
trainings promoting integration for young adults who dropout and are in a weak position on the labour
market
For detailed information you can acces the overall report on our website http://pedachantier.eu,
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I. Inventory of tools, practices and trainings promoting integration for
young adults who dropout and are in a weak position on the labour
market
This annex introduces the synthesis (an abbreviated version) of the intellectual production O2 of the
project Educational Working approach “Inventory of the tools, practices and inclusion training” in
favour of young adults in situation of school dropout and weakening on the job market” realized in the
framework of the EU project “Pedagogie de chantier (learning by doing)” financed by the Erasmus +
program. The whole report is available from every project partner.
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After a preliminary situational analysis of school dropout causes, groups at risk and to a census of
existing system fighting against school dropout in every partner’s area (above deliverable 01), the
project partners compiled an inventory of “inserting” practices in favor of young adults in a position of
school dropout. These results will be used as a basis for the training model “To train professionals to
the Pedagogie de chantier (learning by doing)” (O3) and allow to draw the environmental conditions to
favour the experimentation:
• Different roles, actions and targets of structures;
• Characteristics of target groups
• Potential obstacles to the setting of a developed system
• Socio-economical context
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This O2 report begins with a synthetic reminder of national educational, training and inserting
framework and professional insertion of young adults in position of school dropout. It shows a general
table of approaches followed by partner countries of the project Pedagogie de chantier (learning by
doing). In most countries, it seems necessary to improve the watch, the gathering and the analysis of
data to develop targeted and efficient politic. The conclusion of this part confirms the previous
observation (deliverable O1), as rephrased bellow:
The strengthening of a public policy fighting against school dropout is necessary to all institutional
actors covered by the Pedagogie de chantier (learning by doing) project. This policy should associate
every institutional but also associate field actors (in a global way the civil society) which happen today
to find solutions for young people having learning troubles.
Likewise, prevention of early school leaving must become a priority, while enhancing the positive
efforts aimed to look after young people, once their difficulties are detected.
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Collaborative method
Confronting the diversity of approaches and systems of “curative measure” or “intervention against
school dropout”, partners tried to identify the best tools, practices and existing training. In order to
achieve this, an empirical method of data collection about practices of training and collecting tools
have been prepared. Two target groups have been previously defined in order to collect the necessary
information: trainers, structures and organizations to implement systems in favour of young adults in
situation of school dropout, vulnerability on the job market, economic and social exclusion in one hand
and public and local authorities in charge of inserting policies in another hand. Questionnaires have
been sent to them in order to have their opinions heard.
This work highlighted the diversity of systems, policies, practices and tools preventing school dropout
and professional insertion of young people in situation of school dropout and weakened on the job
market at the scale of the 5 partner countries (Belgium, France, Italy, Slovakia) and in the following
fields:
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• Type and characteristics of involved organizations in the fields of preventing school dropout
and inserting young people.
• Kind of policies preventing school dropout
• Policies to limit negative impacts of school dropout.
• Approach method of young people
• Inserting actions on the job market
• Creation of an entrepreneurial activity, self-employment
• Type of support/promotion to insert young people on the job market
• Source of funding of initiatives, insertion on the job market (job) and professional insertion
(creation of company, self-employment)
• Initiative efficiency according to the actors in the fight against school dropout and for the
insertion of young people.
These fields have been identified by the project partners as essential elements of understanding and
analysis of inserting policies implemented in partner territories. They are also reflections which enable
exchanging and sharing information and practices between the different levels of concerned actors and
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European countries. The aim is to describe some precise initiatives observed. Professional insertion of
young people being in a situation of school dropout and weakened on the job market has been
emphasized, unlike the upstream prevention of school dropout. These measures and practices may be
efficient or not, may bring enough convincing results; but saying a few words about these measures
and practices enables reflection about choices to make or not to efficiently prevent school dropout and
encourage inclusion of youngsters with difficulties, to be taken further.
Results
Practices and tools identified enabled project partner to develop (or confirm) ideas to improve
professional insertion of young people dropping out of school:
1. Prevention from school dropout involves the whole initial training system and its partners,
going from actions of prevention to caring for youngsters who left system without any diploma.
The scope of the policy should necessary cover the three fields (prevention, intervention, and
remediation) and integrate all the preventing actions upstream school dropout, caring for
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students with difficulties training, and caring of young people without any diploma from any
training system. This requires bringing the different stakeholders of public policy together
(ministries, associations, etc…).
2. Compensation measures: Compensation measures targets young people who already left
school. They are much diversified according to the particular country concerned. We can
roughly classify main initiatives by the following way:
• Management of a “second-chance learning”
• Recognition of prior learning and accreditation device which strengthen self-confidence
and foster the reintegration;
• Individual targeted help (social, financial, educative, psychologic), especially for the young
leaving with major problems.
3. A new opportunity to get qualified
4. A bigger training modularity and paths flexibility should be suggested and experimented: The
French Ministry of Education, the public employment service, the Regions and the different
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stakeholders should also be able to bring concrete answers to the young who left the initial
training system. Allowing more flexibility in the training and the awareness of knowledge at
various stage of the youth’s path as well as an individual support could represent suitable
solutions for the youngster having learning troubles.
5. Creating the necessary leverage to the achievement of the prevention policy of school dropout
and professional insertion of young. In order to create prerequisites to a successful inserting
policy of young dropping out and facing difficulties on the labour market, leverages should be
activated: financial reinforced means, more performing tools, a partnership governance, a
change management and an adapted human resources policy and finally, a more systematic
assessment of schemes and experimentations.
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