Ajuntament de Premià de Dalt
Project funded by
Ajuntament de Premià de Dalt
Promoter name and country
Ajuntament De Premià de Dalt (Spain)
Type of provider
Area of implementation
Context and motivation of the project - legislative background/obligations, institutional policy, institutional structures
To address the needs identified, in 2011 the Department of Youth, Education and Social Services decided to optimise municipal resources to offer an educational guidance and support service for local young people, with a special emphasis on those who do not complete compulsory secondary education (ESO). During the 2011-2012 school year, the project ‘Joves. TET’ (Young People, School-to-Work Transition) was launched, spearheaded by the Municipal Departments of Youth, Employment and Economic Development, Social Services and Education, and a strong willingness to collaborate on the part of the educational coordination team from the municipality’s only secondary school (Institut Valerià Pujol). Two Working Groups, a Technical Group and a Policy Group were set up. The organisational structure and the mechanisms implemented allow for more thorough and personalised attention for the needs of any secondary school pupils who, for various reasons, show a low level of adaptation to the school environment and poor future prospects both in terms of training and/or employment. The current socio-economic situation makes this an essential project as it provides an immediate local response to the needs of a changing society with a significant margin of uncertainty. This project is also one of the measures approved for the 2012-2016 Youth Plan of the municipality of Premià de Dalt. The policies of Premià de Dalt Council underscore its commitment to citizens and young people, and its desire to respond to the needs of young people in the municipality and social and educational agents in the local region, with a particular focus on young people in vulnerable situations.
Aims of the project
The general objective consists of drawing up technical strategies that will allow for the comprehensive development, implementation and coordination of specific actions to help young people make the transition from school to the labour market, in order to: - reduce the impact of vulnerable situations for young people aged 16 to 25; - work to prevent such situations through early intervention for teenagers who have no clear goals; - intervene in coordination with other local services and agencies to achieve consistent global action; - coordinate the measures carried out from a comprehensive view of the needs of teenagers; - provide personal assistance and support in the process of finding a route; - provide strategies for searching for training and insertion resources.
- Guidance practitioners
Description of the target group
1. Profile of young people requiring guidance: young people aged between 16 and 25. Those who have no training route, have dropped out of school or training, or are seeking work. Lack of social network and/or family support (possible referrals from Social Services, secondary schools or other agents). 2. Profile of young people requiring support: young people aged 16-19. Those who are insufficiently rooted in the region and/or insufficiently adapted to the local educational and social environment. Those with few personal and social resources, who require very disciplined, personalised monitoring. Those with a history of accumulated failure and with highly specific needs, who are not served to by other institutions, organisations, bodies or professionals.
Staff (selection, evaluation, training, promotion)
The council’s own staff: employment technician, social services educator, youth technician and education technician.
Methodological approach, activities implemented
Method for improving the School-to-Work Transition of young people in Premià de Dalt through the coordinated effort of local agents involved in education/employment (departments of education, youth, education, social services and economic development, and the secondary school). Supporting and providing assistance to young people who have not chosen a clear training option by the time they leave compulsory secondary education, those with few personal or socio-economic resources or those who are not mature enough to enter the workforce. It is based around three actions: - personalised support tutorials; - general guidance actions – Technical Group, technical coordination; - sharing resources with the secondary school to give guidance within the tutorial sessions with students and tutors.
Results and impact - data of program internal/ external evaluation, beneficiary satisfaction, the impact of the didactical practices at individual and institutional level
132 young people have been served since 2011, and 133 support tutorials have been given. In addition, 18 guidance sessions have been held within the tutorial sessions in the fourth year of secondary school, and three sessions have been held with target students from other years. Two annual meetings have been held with the teaching coordinators of the secondary school to share criteria and intervention strategies. The results have been very satisfactory. Most of the young people served are still in education, whether doing vocational training, in the form of initial professional qualification programmes (PQPIs) or other vocational training, or at adult training colleges.
Conclusions, lessons learned
Support is a key factor, as those young people with the least autonomy and fewest resources (economic, social, personal or cultural) require the guidance and tutoring of reference professionals. It will be necessary to develop monitoring and assessment mechanisms that make it possible to adjust the entire Labour Insertion process for young people in the municipality. A proposal for continuing the project has already been created in order to delve deeper into the network’s work, provide the secondary school with information on the evolution of the students served, draw up the profiles of the young people assisted by Joves.TET through the Systematic Case Register and define criteria and indicators to assess the process carried out.
Directions of further development/ Transferability, replicability
This is a sustainable project, and the project tasks are included within the normal work schedules of the municipal technicians. It does not qualify for any subsidies. It optimises resources and improves interdepartmental work. More integrated approach to young people and identification of the target population by the different local social and educational agents.
Type of ESL (early school leaving) practice
Web references (url, social media presence)
Parameters on which the practice is applicable (check those appropriate)
- Governance and coordination
- Methodologies of provision
Lojo, Mirta (2010) “Transició Escola Treball” en Comellas, Maria Jesús i Lojo, Mirta (Coords.) Més enllà de l’escola, però no sense l’escola. Col•lecció Materials 217. Bellaterra: Universitat Autònoma de Barcelona. Funes, J. “Transicions, itineraris i processos. L’atenció socioeducativa en les transicions vitals”, pag. 15-26.Educació Social 42, Fundació Pere Tarrés. (2009). Martínez, M. I Echevarría, B.“Guía de orientación professional Coordinada”. Fundación Bertelsmann Stiftung.