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The Rotterdam Youth Counter ‘G etting youths qualified for their future’

The Rotterdam Youth Counter ‘G etting youths qualified for their future’. Alice Vlaanderen, Rotterdam 18-05-2011. Key issues/problems. Rotterdam : Historically: manual labour Low educated labour force High percentage of unemployment youths Dia 7

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The Rotterdam Youth Counter ‘G etting youths qualified for their future’

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  1. The Rotterdam Youth Counter ‘Getting youths qualified for their future’ Alice Vlaanderen, Rotterdam 18-05-2011

  2. Key issues/problems Rotterdam: Historically: manual labour Low educated labour force High percentage of unemployment youths Dia 7 High percentage of school drop-outs Dia 8 High percentage youths with serious social, psycho-social, behavioral and/or psychiatric problems 2

  3. The Rotterdam approach • Youth-Counter since 2005 as a result of cooperation between: • Municipal Department for Youth, Education and Society; • Municipal department for Social Affairs and Employment; • National Center for Work and Income. Since 2009 an integrated organisation positioned at the Municipal Department of Youth, Education and Society. 1 Youth-Counter offering services to young people (16-27 years) lacking labour-skills and qualifications, in serious need of support (due to severe personal problems). 5 Werkpleinen offering services to young people (18-27 years) who have labour-skills, are qualified and are sufficiently trained in finding their way to the labour-market.

  4. Three main workflows in the Youth-Counter an integrated approach • Focus on education, possibilities, development • Prevention  Enforcing compulsory attendance (Schools) • Curative  A) Register and trace all school drop-outs (<23 year) and guiding them back to vocational training or leading them directly to jobs B) Executing the National ‘Act of Investing In Youths’ (WIJ)

  5. Caractaristics of the target group • ± 5.000 youths apply for our service • ± 800 pregnant girls or young (most single) mothers • ± 1.200 homeless youths • ± 500 youths having problems with Dutch language and with participation in society • 60% multi-problem situation • 65% severe problems • 34% limited cognitive skills

  6. Successes/lessons learned • Combining efforts into an integrated approach • Focus on opportunities and possibilities instead of limitations and constraints • Focus on own responsibility / enforcing socio-economic independence • Using evidence-based instruments • Single-desk policy • Making sufficient use of, and cooperating closely together with, social network, schools, educational programs and local initiatives • Sharing administrative systems

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