Initial skills assessments should inform the development of person-centred learning pathways. These should be set out in individual learning or career plans, outlining personalised learning objectives. These objectives should be realistic and measurable, include short-term and long-term goals, and allow for a certain degree of flexibility.
Quality guidance is crucial to support the definition of learning objectives. It puts NEETs in control of their own decisions and supports them to align their learning or career plans with their learning styles, interests and aspirations.
Career plans may cover: hands-on activities to support work experience and career progression; academic support to obtain relevant qualifications to progress into tertiary education; sourcing alternatives to mainstream education to acquire formal qualifications; informal learning opportunities to develop competences sought by employers (i.e. communication, team work, problem-solving skills). It is important for trainers/teachers and other support staff to conduct regular reviews to assess progress and, if necessary, to make appropriate revisions. This includes providing guidance, additional support and resources (e.g. counselling services, mentoring) to individuals with complex needs. Possible barriers to achieving both short and long-term goals should be identified early in the planning stages.
Further information and tips of tailored learning pathways can be found here.