A Service Model for Self-Directed Learning of NEET Youth at the Local Government Level

Abstract

Given the increasing value of lifelong learning, self-directed learning (SDL) has become increasingly relevant over time. In rural areas with limited service resources, the main approach to NEET-youth depicts them more as young people in need, and less as people with the potential for self-development and participation in lifelong learning. The growing importance of people’s return to education, flexible learning paths, and the need for quick adaptation and re-training in a rapidly changing society emphasizes the need to design service models for NEET-youth. This is in order to support their SDL skills, and indicate the service providers’ role throughout the process. The empirical study in Estonia was grounded on the Double Diamond service design method using quantitative data on the respondents’ readiness for SDL, and also qualitative data from service providers about their roles and the affordances of their services in supporting SDL skills. The model was tested with rural NEET-youth.

Service Innovations Targeting NEETs: A Systematic Review

“…To ensure the return of young people who fall within the NEET category back into society, there is an obvious need for service innovation (Kõiv et al, 2022). A recent review of Nordic research literature (Frøyland et al, 2022, p. 120) indicated that while the inclusion issue is extensive, problematic and resource-demanding, it is nonetheless possible to solve via a number of constructive measures and efforts.…”