Factors that have contributed to the success of these projects

1
Factors that have contributed to the success of
these projects

• Building on the NBI and SSACI Experience

2
International Factors

• High level of co-ordination and commitment
  amongst social partners
• Agreement amongst the partners as to who the
  target group is and what the criteria for
  selection should be
• Programmes should take into account the sources
  of social exclusion of the particular target
  group(s) so that interventions can be more
  effectively targeted.
• Programmes should cover a wide range of skills
  needed for workplace with a particular emphasis
  on job readiness and job search skills.
• There should be social support networks, during
  and following training
• Financial support mechanisms such as microcredit,
  flexible loans and/or grants are needed,
  particularly for impoverished groups.
• There is a need for creative investment in and
  use of physical infrastructure, especially to
  address the rural/urban divide.
• The use of market mechanisms to attract training
  providers
• Careful monitoring of needs and expectations of
  beneficiaries and employers to ensure the
  programme is achieving its goals.

3
Key Factors that Emerged from the NBI and SSACI
experiences

• Programmes in areas of opportunities to absorb
  young people into the labour market.
• Selection procedures must be rigorous based on
  understanding of the target group.
• Curriculum delivery should seamlessly combine
  theory, practice and life-skills.
• Accessible materials that align with curricula
  and assessment is critical.
• Quality lecturers through training and
  performance management
• The practical experience should ideally include
  both simulated (note the implications for
  resources) workplace experiences

4
Key Factors (Continued)

• There should be flexibility in the management of
  workplace experience though there can be tools to
  enhance the learning processes.
• Student support should include a balance between
  what the organisation can manage, the most
  essential needs of the students and implications
  regarding costs of replication (range from
  personal support, career guidance, placement and
  bursaries).
• The availably of extended or bridging social
  networks is the most important service that
  providers can provide in terms of the transition
  to the workplace.

5
Learning with regards to the manner in which
Support Interventions can be structured

• Need to develop a package approach at a
  systemic level to support colleges locate
  specific interventions within a single
  inititaive rather than as discreet relatively
  uncoordinated activities
• There are real benefits to establishing flexible
  partnerships that encourage good practice and
  innovation and that can support effective
  provision and support sustainability
• Organisations and therefore programmes benefit
  where there is an external partner that can
  facilitate a reflection and learning process.
  Through this mirroring process organisations can
  ensure an on-going process of development