human capital investment operational programme (2007- 2013) · 2016-01-14 · prrooggrreesss...

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Human Capital Investment Operational Programme (2007- 2013)

Progress Report Template

Each Intermediate Body (IB) in the HCI OP is required to submit a progress report at Activity

Implementation Plan level to the Managing Authority once a year as follows:

Spring: relating to the entire preceding calendar year 2014

This template sets out the reporting requirements for each Monitoring Committee meeting. The

Progress Report to be completed by each IB should be brief and relate only to activity within the

reporting period itself. An entry must be made under each heading, even if only to formally record no

change.

N.B. Please use Font 11 “Times New Roman” only

FOR THE REPORTING PERIOD: January to December 2014

PRIORITY: No. 2 INCREASING PARTICIPATION AND REDUCING

INEQUALITY IN THE LABOUR FORCE

ACTIVITY NAME: Garda Youth Diversion – Additional Workers ESF 2.7

1. Activity description

Provide a paragraph briefly describing the objectives of the Activity and its target group.

REPLY:

Irish Youth Justice Service (IYJS) provides funding to 100 Garda Youth Diversion Projects

(GYDPs) and engages between 4,000 - 5,000 young people (generally aged 12-17) on an

annual basis. GYDP are particularly targeted at 12-17 year old “at risk” youth in communities

where a specific need has been identified and seek to divert young people from becoming

involved in anti-social and/or criminal behaviour by providing suitable activities to facilitate

personal development, promote civic responsibility and improve long-term employability

prospects. The GYDPs are mainly located in areas that are designated socially disadvantaged

with 48 projects located in RAPID areas.

The objective of Sub Measure 2.7 is to provide support for the young people referred to Garda

Youth Diversion Projects (GYDPs) in accessing further education and training through the

employment of youth justice workers to work with the referred young people, relevant

agencies and employers. The youth justice worker is additional to the existing project worker.

The Sub Measure improves possibilities of participation in sustainable employment by

identifying pathways, including further and second chance education, for individual

participants towards the labour market, combating discrimination in accessing and progressing

in the labour market and promoting acceptance of diversity in the workplace. The youth justice workers design and deliver programmes that will encourage the young

person to re-engage with schools and State services, develop long term achievable goals,

become more informed of the effects of drugs and alcohol and, in general, become proactive

members of society. In order to achieve this, the youth justice worker engages with the young

people in one-to-one sessions, group work, drug awareness programmes, personal

development and/or IT courses, educational/employment support and strengthening families

programmes.


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2. Significant Changes in the Operating Environment

Report on any significant changes in the operating environment that impact, either positively or

negatively, on the capacity of the Activity to perform. Examples would include changes in

Government policy, socio-economic trends, etc. Where no significant change has occurred, this

should be indicated.

REPLY:

In February 2014 the “Tackling Youth Crime, a Youth Justice Action Plan 2014-

2018” was launched by the Minister for Justice and Equality and by the Minister for

Children & Youth Affairs. It builds on the work done under the first National Youth

Justice Strategy 2008-2010. The Action Plan has a particular focus on performance

through the implementation of evidence-based policies. The Plan sits within the

recently launched National Policy Framework for children and young people and it

will also form part of the National Anti-Crime Strategy being developed under the

proposed White Paper on Crime. Implementation of the action plan is overseen by a

multi-agency steering group.

The Community Programmes Unit continued to build on the capacity-building

change management programme of the 100 Garda Youth Diversion Projects (GYDPs) to enable them to focus on local youth crime problems. This current phase

of the change programme commenced in January 2014 under the Trial Site Initiative

2014 and trialled four components with 15 trial sites: 1) Introduction and use of full

YLS/CMI 2.0 risk assessment tool which measures the risk factors for offending

behaviour. 2) introduction of measurement tools to measure 3 outcomes

(impulsiveness, empathy and pro-social behaviour). 3) Intervention training and

guidance and 4) Additional participant youth crime analysis.

In late 2013 the 15 trial site projects received training in the YLSCMI 2 risk

assessment tool which is an evidence based licensed risk assessment tool provided

through Multi Health Systems (MHS) in Canada and started to use in the 2014 trial site

initiative. Following 2 evaluations of its use in April and in July 2014, IYJS took the

decision to roll out the assessment tool to all 100 projects. In October 2014 IYJS

arranged for "train the trainer" training of 15 youth justice workers from the trial site

initiative through the training unit of the MHS. These trainers will train youth justice

workers in the other 85 projects in the use of the tool during 2015.

Continue to align resource allocation models to address local youth crime need. There is a pilot underway with the projects located in Kerry in cooperation with An

Garda Síochána and Kerry Diocesan Youth Service. The pilot seeks to deliver the

Garda Youth Diversion Project service across the whole of the county as opposed to

the localised catchment areas the projects were located in. This pilot was evaluated

towards the end of 2014 and the new service delivery type has been approved for

future use in Co. Kerry. Plans are underway to replicate the service delivery type in

other locations across the country.


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3. Commentary on Activity-related progress

This section requires an overall commentary on actions within the Activity for the period to

which the report relates, 2014. Inclusion of historical information should be avoided. Items

of interest to the Monitoring Committee would include, for example:

Any new initiatives or issues which arose in the reporting period;

Any reports/studies either started or finalised/published within the reporting period;

Any obstacles encountered.

Commentary should be confined to progress within the area of Activity only.

REPLY:

At the end of 2014, 109 youth justice workers (including some part-time workers) in 98

projects were in place to enhance the capacity of the Garda Youth Diversion Projects and to

improve the support services available to the participants. The work of the youth justice

worker supports the achievement of short term and long term objectives of the projects and

participants. 698 programmes were delivered in 2014 to 3454* young people.

(*based on returns for 80 of the Garda Youth Diversion Projects)

Projects are requested by IYJS to captures the added value arising from the employment of the

additional worker in their annual ESF Return. The data captured provides a project by project

picture of the contribution of the ESF worker. It also provides case study examples of the

impact of the additional worker on the future prospects of the young person. The form

requires projects to complete information around needs identified and to comment on the short

term and long term outcomes under the headings: improved engagement in

education/training/employment, enhanced personal development, reduced offending behaviour

and enhanced civic responsibility. Case study examples are also required from projects

(example from 2014 below):

Case study 1 (LAB GYDP):

Participant LAB/11/20 has participated in the LAB Garda Youth Diversion Project since

November 7th 2011 and is currently sixteen years of age. Initial referral source was through a

local JLO and caution related to 13A Disorderly Conduct. Also identified were issues relating

to school resulting in the participant disengaging from main-stream education during his first

year in second level education in early 2012.

On the 11/02/2014 the LAB (GYDP) completed the first YLS/CMI 2.0 in relation to

LAB/11/20 which highlighted a score of 32 (Very High in relation to a Community Male).

High risk-factors attaining to Family/Circumstances, Education, Peer Relations, Substance

Abuse and Personality Behaviour were highlighted as high level concerns. This participant

also engaged in drug related bike theft and assault compounding the risks factors in his life.

The YLS/CMI 2.0 Case Management Plan resulted in the participant engaging in a number of

LAB (GYDP) pro-social programmes and individual support mechanisms that addressed the

participant’s negative involvement in the criminal justice system. The LAB (GYDP) has

supported him in accessing further education and training projects such as the Dublin and Dun

Laoghaire Education and Training Board Alternative Learning Programme. From that point the

project secured a place for him in the Tivoli Training Centre.

LAB/11/20 also participated in the LAB (GYDP) Night Time Tours drug and alcohol

programme which includes an emphasis on fostering positive relationships with figures of

authority i.e. the Gardaí which also supports the project’s aim of reducing impulsive behaviour

and fostering empathy towards others.


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LAB11/20 currently engages in a number of LAB (GYDP) group activities including a drop-in

facility for young men on Tuesday nights and engages in the local boxing club in the DLR

Monkstown Community Centre on a number of nights and weekends. The LAB (GYDP) also

support this young person’s parents with guidance and practical supports i.e. school related

matters which has been of great benefit to the family in the past.

On the 11/11/2014 the LAB (GYDP) completed a second YLS/CMI 2.0 with LAB/11/20

which highlighted a decrease in the participants Risk and Needs levels resulting in the total

score of (24 Community Male High). Given the age and continued concerns regarding the risk

levels pertaining to LAB/11/20, it is the intention to include the participant in the 2015 Annual

Plan where the aim will be to further improve on the numerous Risks/Need Levels of the

participant.

Outline specific needs: This should identify the needs of the individual / group and the target

or performance indicators, set by the worker with the individual / group to address their needs.

Education and Training support

Support to reduce the level of Drugs and Alcohol misuse

Increase Empathy

Reduce impulsive behaviour

The need for increased healthy lifestyles and positive peer relationships

Understanding the effects of negative behaviour on others

Increase engagement in pro-social activities

Continued family support

In collaboration with the other agencies the LAB (GYDP) aims to build and foster positive

relationships between young people and figures of authority. The programme also aimed to

enhance and develop the skills of the young people and to increase their employment prospects

by passing on 21st century factual knowledge and skills.

Case study 2 (BRÚ GYDP):

This case study is based on a young male aged 15 years old. For the purpose of this

case study I will call him John.

John has a turbulent home life. While he seems to have a positive relationship with his

mother there seems to be a lack of boundaries and consistency even with this

relationship.

His father is heavily involved in crime and does not live full-time at the house. One of

his older brothers has been incarcerated and his other older brother has issues with

drug use. There have been recent issues within the home where his older brother has

assaulted members of the family and John had to step in and ‘deal with’ this issue

through stabbing him in the arm to get him out of the home.

We believe that John has been exposed to criminal behaviour throughout his life. He

is a primary referral to the project and he is known by the Gardaí and has had issues

with the Gardaí throughout his teenage life.


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John has completed his Junior certificate but seems to be having increasing issues

within school. This relates to his inability to self-regulate his emotions, particularly his

anger and he reacts very impulsively in these situations. This has led him to get into

problems in school including problems with authority, aggression and his behaviour in

class and in the corridors.

John is a capable young person and his potential has been recognised within the

project. John possesses strong leadership skills. However, he can use this ‘power’ in a

negative way and can negatively or positively influence a group. We have worked

with John to try to encourage him to become a more positive influence. Even though

he possesses strong leadership skills he is also easily influenced by his peers and will

never ‘lose face’ in front of his peers. He has a reputation as someone who will do or

say anything.

John was extremely impulsive. He would do and say anything without thinking about

the consequences on himself or others. This has improved during his time in the

project but he remains an impulsive person.

John has the ability to be empathetic. However, he finds it very difficult to admit

when he is wrong and sometimes when there is a lot going on for him he will refuse to

acknowledge this and finds it extremely difficult to apologise when he is in this space.

There is a strong stubborn streak in John.

John finds it very difficult to manage his anger and can become aggressive. He has a

short fuse and he admits that he has a problem with his anger. We have discussed it on

numerous occasions, however, he is very opposed to structured anger management in

school or within our project and refuses to try this.

When we first began working with John he found it very difficult to be challenged or

to take responsibility for his actions.

John has been engaged in the Project for 3 years. In this time we have recognised his

potential and focused on the positive skills and qualities that he possesses for example,

he is funny, he is articulate and has a strong ability to debate issues and topics and he is

confident. I have no doubt of the positive impact that engagement in the project has

had on his life so far. Over this time a strong relationship has been developed. I

believe that the time invested in this young person and the relationship will support

him through some hard decisions that he will have to make. I believe that he is at an

age where the lure of money and crime from family and peer influence is starting to

have a strong pull on him but he has the potential for a very positive future.

Outline specific needs: This should identify the needs of the individual / group and the

target or performance indicators, set by the worker with the individual / group to

address their needs.

The needs that I will focus on are:

Crime and issues with the Gardaí

Issues with Authority

Anger management

Fulfilling his potential and making positive choices

Crime and issues with the Gardaí:

This young person is a primary referral from the JLO and is a young person who is

‘well-known’ to the Gardaí. He has had issues with Gardaí and seemed to clash with a

number of Gardaí over a period of time. We would discuss these issues but he was

caught up in his frustration and anger over the issues and we did not make any


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progress in getting him to look at the Gardaí perspective or explore his feelings

towards these situations.

As a result of this I consulted with the young person and 3 of his peers about these

issues. I brought the idea of a structured programme to explore these issues and to set

up a forum between themselves and the Gardaí to discuss these issues.

The goals we set as a group (set by the young people and focused on their needs were):

- Learn about the role of the Gardaí (everyday duties etc)

- Learn about the different sections and laws that affected them personally

- Gain knowledge on why they search and appropriate searches

- Get to know a Garda better and talk to them about the issues

- Find out what the Garda think of young people

This young person recognised that i was taking his needs and issues seriously and we

were addressing them in a structured way that was not specifically focused on only

him and what he did but a way to learn as a group and it was intriguing to them to see

how they could work with the Gardaí in a new setting.

We did intensive preparation work as a group and John articulated his opinions was

very open and honest in this setting. The young people were given responsibility in

helping to set the format of the forum and some of the ground rules. For example,

young people and Gardaí were equal participants and it was discussion not a ‘lecture’.

The young people and Gardaí would send questions to each other in advance and we

would stick to ‘agenda only’ for the first few weeks until trust developed.

During the forum this young person was the most vocal. He often used humour but

was asking serious questions that he needed to know the answer to. He listened to

everything the Gardaí told them, processed and thought about this information and

asked more questions. He debated on issues and shared his opinion in a very mature

and relaxed manner. A lot of the questions seemed to stem from him having grown up

with crime and needing answers around certain things that had happened to him in his

life as well as answering questions on some of the issues he was facing now.

The outcomes from this went beyond expectation, particularly for this young person.

The two Gardaí who were involved in the programme speak of the positive impact that

the programme has had on their relationship with this young person in particular

outside of the project and that they have seen a very positive side to this young person.

He showed his ability to be appositive influence on his peers and to take on a positive

leadership role.

The young people received the T.A.G award (Teenagers and Gardaí) and they were the

first young people within a Garda Youth Diversion Project to do this.

This programme has now opened a new dialogue and has made it easier to discuss

issues regarding crime.

Need: Issues with Authority and anger management:

This young person has demonstrated his issue with authority on a number of occasions.

It has caused problems for him in school, with the Gardaí and at the beginning of his

engagement he had problems with youth workers and justice workers within the Brú.

I recognised this and realised that have any impact on this young person’s life or to do

any meaningful work I needed to develop a positive, professional relationship with this

young person to develop trust, encouragement, supporting the young person to fulfil

his potential and influence the young person in a positive way.

I also recognised that an authoritative approach was not working for John. Even

though he was behaving in a negative way his stubborn streak and inability to take


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responsibility meant that issues escalated when this ‘NO!’ approach was taken with

him and there was no development or effective change for this young person.

I could see the potential in this young person and as a result I worked on a strategic

positive reinforcement approach. The young person responded really well to this

approach. I told him the potential that I could see in him, the skills and qualities that

he had. When he was acting or behaving in a negative way I would focus on a time

when he dealt with a similar situation in a more positive way or named a positive skill/

quality that he has that would help him deal with this situation. The young person

responded to this but also I could see him change his approach to certain situations or

respond more positively in situations.

The positive, professional relationship and positive reinforcement has had an impact

on a number of issues that he finds extremely difficult including:

School – the young person has demonstrated aggression and issues with authority

within the school. When trying to deal with these issues with the young person he shut

down and did not want to deal with the issues. This was where the positive

relationship and positive reinforcement worked really well. I related some of the

difficulties he is facing in school to difficulties he positively overcame within the

project. We discussed his potential in his future and what he is capable of achieving

and the need for him to stay engaged in education and complete his leaving certificate.

I also told the young person that I would meet with his head of year in school and

discuss the issues that John has been having. He trusted me to do this and look at the

situation in fair way and in a way that I would be able to support him to the best of my

ability. He has since been getting high marks in his reports from all teachers and is

engaging in more positive way in class and in school in general.

Anger management- As I have stated the young person has an extremely short fuse and

can display very aggressive behaviours. This has affected his engagement in school

and he can be aggressive to other young people on the street. The young person refuses

to engage in structured anger management. Therefore, I had to be creative in how I

supported the young person with this issue as it has an effect on his life and being clear

about the aim with him without him putting up barriers to this. I used the strong and

trusting relationship that I have with the young person and the positive reinforcement

approach to this issue. We looked at emotions in general and how we deal with our

emotions and how we display them. I then explored with the young person times

within the Brú that he was angry, aggressive or frustrated and the positive way he dealt

with these situations. For example, on the international exchange he participated in, he

had a racist remark aimed at him and his group by an adult from another group. He

said that normally he would have verbally abused him and possibly hit him but in this

instance he used the knowledge and skills he had developed within the Brú to tell the

adult that he was being racist and not showing any tolerance to difference within the

group and walked away with his head held high. These examples allowed us to look at

different ways the young person could cope with is emotions and anger in a more

positive way.

Fulfilling his potential and making positive choices

As I have already stated, I believe that this young person is very capable of great things

in his future, however, he may be faced with having to make difficult choices and

receive pressure from peers and family.

Due to the potential I could see I wanted to challenge this young person and his peers

to go beyond their comfort zone and broaden their horizons and experience something

completely new and rewarding. As a result the young person fully committed to a two


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year programme which led to him participating in the first international exchange with

the Brú.

The young person demonstrated the capacity to take on responsibility and leadership

throughout this programme. The positive reinforcement approach was used throughout

and supported development and progression of this young person and his peers

throughout this journey.

This experience gave the young person the opportunity to prove to himself and to

others how much he was capable of. His confidence, communication skills, leadership

skills and debating skills improved. He challenged his values and became a more

tolerant person. The feedback that he gave was that without the preparation work that

we put into the international exchange that ‘we would have ran amok over there’.

He facilitated programmes for young people with disabilities in a positive and

empowering way even though before he left we had to challenge the young person on

his judgements of young people with disabilities.

It also provided a ‘real life’ challenging context in which he had to work on particular

personal issues including anger management, impulsivity, taking responsibility for his

behaviour and developing empathy. The programme was needs based and the young

person developed and progressed in all the areas I have mentioned.

The young person has also completed the Bronze Gaisce, The President’s Award. This

took 32 weeks of determination, goal setting and self-belief. He is now determined to

do the Silver Award.

4. Progress in relation to physical performance indicators and targets

Statistical information relating to the reporting period should be provided in the format contained

in the programme Activity Implementation Plan- in the table below.

A commentary on the main features of the statistical information should also be provided.

If your Activity does not lend itself to report on the Indicators by calendar year (Jan to Dec.), then

please state this fact and complete the table on a mid-year to mid-year basis (e.g. June 2008 to

May 2009).

PERFORMANCE INDICATORS:

Annual and Cumulative Indicators

A. OUTPUT Region Current period/Year:

(e.g.) Jan. – Dec. 2014 as applicable

Cumulative totals 2007-2014

Male Female Total Male Female Total

1. Number of youth justice workers recruited to provide employment support

BMW

1 1 2 35 82 117

SAE

3 5 8 104 265 369


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NAT 4

6 10 139 347 486

B. RESULT

Region Male Female Total Male Female Total

1. Number of participants served by youth workers providing employment support

BMW

482 144 626 2940 1066 4006

SAE

2002 826 2828 11420 4252 15672

NAT

2484 970 3454* 14360 5318 19678

C. IMPACT

Region Male Female Total Male Female Total

1. Participants (%) who go on to employment or education and training or who feel that their position in the labour market has improved.

BMW

SAE

NAT

* Based on approximately 80% of Projects

REPLY:

The above table is completed on the basis of returns received from projects to date for 2014.

“IMPACT” indicator is not appropriate to the GYDP participants in general, as the target

group are aged 12-17 year olds.

There are a higher number of male participants because more young men are involved in anti-

social behaviour than young women.

IYJS requires projects to assess impact under Capacity Measure headings as follows:

1. Needs Identified

2. Inputs

3. Outputs

4. Outcome.

The impact of the employment of the 2nd worker has dramatically increased the capacity of the

projects to deliver meaningful interventions to the participants.

REPLY:

In addition, statistics on activity at NUTS III (i.e. Regional Authority) level should be provided

in the format contained in the table below and should be gender disaggregated where

appropriate. The nature of the indicators available at this level may vary from Activity to

Activity (e.g. Number of people trained, number of companies assisted, etc). The type of

indicator used should, therefore, be stated. Any significant development at NUTS III level

should be commented on.

NUTS III Activity Indicator Report for reporting period (Jan – Dec. 2014)

Activity: Number of persons trained

Indicator Used:

Region Total Gender break-down

Male Female


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Border Region 285 205 80

Midland Region 229 183 46

West Region 112 94 18

BMW Total 626 482 144

South East Region 555 377 178

Mid East Region 124 79 45

Dublin Region 1105 849 256

South West Region 781 518 263

Mid West Region 263 179 84

SAE Total 2828 2002 826

National (BMW + SAE) 3454 2484 970

Whilst IBs are free to provide any other additional information they feel is relevant, this

should be provided separately by way of an appendix to the main progress report.

5. Progress with regard to expenditure

This section of the report relates to the performance of the Activity with respect to the Revised

Forecast on the Financial Tables. Financial information should be provided for the reporting

period, as well as cumulatively since the start of the OP, in the format contained in the tables at

Annex 1.

A commentary should be provided on progress in relation to the annual and cumulative

forecasts at National and BMW/SAE levels. Where cumulative expenditure to date is below

75% of forecast, Intermediate Bodies are required to provide reasons for the under-spend along

with proposals for remedial action.

REPLY:


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Table 1 – Expenditure for the Reporting Period Jan. to December 2014 (€m)

Total

Programme

Forecast*

Total

Expenditure

as % of

forecast

Total co-

financed EU

National

Public Private

HCI OP

Programme spend Structural

Co-

financed

Co-

financed

€m spend Funds

Source of

information within

financial tables

Column

Column Column Column Column

Region

Dublin €6,383,669 €1,101,719.1 17.26% €550,859.55 €550,859.55 0 0

South East €3,012,462 €457,751.97 15.20% €228,875.98 €228,875.98 0 0

Mid East €1,013,387 €163,625 16.15% €81,812.5 €81,882.5 0 0

Mid West €2,121,197 €335,312.2 15.81% €167,656.1 €167,656.1 0 0

South West €3,653,366 €595,563.12 16.30% €297,781.56 €297,781.56 0 0

SAE Total €16,184,081 €2,653,971.3 16.40% €1,326,985.6 €1,326,985.6 0 0

Border €1,866,093 €306,681.85 16..43% €153,340.92 €153,340.92 0 0

Midland €2,048,571 €266,622.67 13.02% €133,311.33 €133,311.33 0 0

West €1,916,989 €226,156.67 11.80% €113,078.33 €113,078.33 0 0

BMW Total €5,831,653 €799,461.19 13.71% €399,730.58 €399,730.58 0 0

National (BMW

+ SAE) €22,015,734 €3,453,433.2 €1,726,716.1 €1,726,716.1 0 0

Table 2 – Cumulative Expenditure since January 2007 (€m)

Total

Programme

Forecast*

Total

Expenditu

re as % of

forecast

Total co-

financed EU

National

Public Private

HCI OP

Programme spend Structural

Co-

financed

Co-

financed

€m spend Funds

Source of

information within

financial tables

Column

Column Column Column Column

Region

Dublin €6,383,669 €6,762,471.1, 105.93% 3,381,235.5 3,381,235.5 0 0

South East €3,012,462 €2,962,475.9 98.34% 1,481.237.9, 1,481237.9 0 0

Mid East €1,013,387 €1,078,614 106.44% 539377.5 539,377.5 0 0

Mid West €2,121,197 €2,044,403.2 96.38% 1,022,202.1 1,022,202.1 0 0

South West €3,653,366 €3,643,688.1 99.74% 1,821,844.5 1,821,844.5 0 0

SAE Total €16,184,081 €16,491,652 101.90% 8,245,897.5 8,245,897.5 0 0

Border €1,866,093 €1,745,253.8 93.52% 872,626.92 872,626.92 0 0

Midland €2,048,571 €1,822,335.6 88.96% 911,168.33 911,168.53 0 0

West €1,916,989 €1,552,776.6 81% 776,388.33 776,388.33 0 0

BMW Total €5,831,653 €5,120,366 87.80% 2,560,183.5 2,560,183.7 0 0

National (BMW €22,015,734 €21,612,018 98.17% 10,806,081 10,806,081 0 0


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+ SAE)

* See Financial Tables.

6. Data On Participants In Programme Activity Implementation Plan (Commission Implementing Regulation 1828/2006 - Annex XXIII)

COMPLETE ALL THESE SECTIONS

6.1 NUMBER OF PARTICIPANTS PER YEAR (People entering, those leaving, carry-over from one year to the next)

IYJS continued to collate overall participant entrants to the GYDPs for 2014. Generally, while

exit strategies are in place, as participation in a project is voluntary, project staff have indicated

that there is no accurate way to capture participants leaving.

Male: Female: Total:

Entrants: (a)

Leaving: (b)

Carry-over to next year

[ (a) less (b) ]

Total:

6.2 BREAKDOWN OF PARTICIPANTS BY GENDER


Participants:

2484 970 3454

6.3 BREAKDOWN OF PARTICIPANTS ACCORDING TO STATUS IN THE

LABOUR MARKET


Employed (Total number of employed, including self-employed)

91 25 116

Self-employed

0 0 0

Unemployed (Total number of unemployed including long-term

unemployed)

263 96 359

Long-term unemployed

Inactive persons (Total number of inactive persons, including those in

education, training or retirement, those having given up

business, the permanently disabled, those fulfilling

domestic tasks or other)

2020 814 2834

Inactive persons in education or training

2020 814 2834

Note: Employed + Unemployed + Inactive = Total number of Participants (by Gender)

2374 935 3309


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IYJS has noted that some variations exist in relation to totals provided by GYDPs. There may

be a number of reasons for this – IYJS is waiting on responses to queries.

6.4 BREAKDOWN OF PARTICIPANTS BY AGE


<12 years old 53 4 57 12 years old 146 57 203 13 years old 190 57 247 14 years old 316 125 441 15 years old 421 149 570 16 years old 581 291 872 17 years old 463 165 628 18 years and over 314 122 436 Total 2484 970 3454

6.5 BREAKDOWN OF PARTICIPANTS BY VULNERABLE GROUPS, IN

ACCORDANCE WITH NATIONAL RULES


Minorities:

351 107 458

Migrants:

107 36 143

Disabled:

21 1 22

Other disadvantaged people:

479 144 623

6.6 BREAKDOWN OF PARTICIPANTS BY EDUCATIONAL ATTAINMENT


Primary or lower secondary education (ISCED 1 and 2)

1152 371 1523

Upper secondary education (ISCED 3)

1113 492 1605

Post-secondary non-tertiary education (ISCED 4)

92 54 146

Tertiary education (ISCED 5 AND 6)

20 19 39

7. Horizontal issues

Reporting on the Horizontal Principles

(1) Social Inclusion

(2) Gender Equality and (3) Wider Equal Opportunities

will be required only for the Spring Monitoring Committee meeting each year. The templates

for reporting on the Horizontal Principles will be issued to IBs by the OP Managing Authority

for completion in advance of Spring Monitoring Committee meetings.

SEE SEPARATE TEMPLATES


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8. Compliance with EU and National policy

It is a requirement that all Programme Activity Implementation Plans comply with EU and

national policy in areas such as procurement, competition, state aids etc. Confirmation of

compliance should be formally recorded in the progress report with any deviations reported on

specifically.

REPLY:

The Community Based Organisations which run the projects have been issued with procedures

manuals and instructions from IYJS with regard to compliance in various areas, including

procurement, competition and record keeping. Prior to a claim being made by IYJS a full

administrative check of each project return is carried out to ensure these guidelines have been

adhered to.

9. Added Value of ESF Interventions

Please supply a paragraph(s) explaining the benefits and giving examples of how ESF is

adding value to national policies and projects, e.g. (the following are examples):

an increase in the number of participants;

the support of specific target groups or activities which are not covered by national

programmes;

the testing of new approaches, and/or

the improvement of processes.

Please feel free to add any further information that might help understand how ESF adds

value in Ireland.

REPLY:

The work undertaken by the youth justice workers with these young people provides a very

important support to the Gardaí (Irish Police) in delivering Government policy to divert young

people from the criminal justice system.

The cohort of young people who receive benefits from ESF under Sub Measure 2.7 would not

easily receive any support or educational intervention from other sources because they are

marginalised in the community and may be excluded from other programmes.

10. Publicity

All ESF co-funded Activities are required to comply with Social Funds information and

publicity requirements (see also Section 11 of the AIP). Confirmation of compliance should

be formally recorded in the progress report with any deviations reported on specifically.

Specific examples of compliance with the requirements should also be provided HERE (e.g.

articles in the local or national papers, media, Commission visits, launches, etc.

REPLY:

The Community Based Organisations which run the projects have been issued with guidelines

from IYJS with regard to compliance in various areas, including publicity.

Every GYDP funded through ESF has been provided with ESF 2007-2013 publicity posters,

which can be refreshed annually, which they are asked to display prominently in their offices.

Projects have been instructed that training manuals, notices, etc. display the EU logos and

slogan as per the publicity guidelines. In the course of our visits to projects, IYJ S has noted


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the posters on display. Websites used by the project organisations also display the necessary

signage and logos. A number of projects have publicised their activities through articles

published in local newspapers, for example, the An t-Olieáin project in the Kerryman local

newspaper on the 14th of February 2014 featuring their “Introduction to Cooking” Programme.

In addition Garda Youth Diversion Projects frequently appear in the ESF 2007-2013 calendars,

newsletter and EU website.

11. Proposals for re-profiling of expenditure (where applicable)

Any proposal to reprofile expenditure should be contained in this section of the report and

should include the rationale for doing so. Reprofiling of expenditure can only be carried out

with the approval of the Monitoring Committee (and the European Commission depending on

the nature of the reprofiling proposed).

REPLY:

IYJS has nothing to report.

12. Proposals to amend Programme Activity Implementation Plans (where

applicable)

Amendments to Activity Implementation Plans require the approval of the Monitoring

Committee. Any proposal to amend an existing Activity Implementation Plan should indicate

the precise change sought and the rationale for doing so. A copy of the proposed new Activity

Implementation Plan should also be provided.

REPLY:

IYJS has nothing to report.


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Appendix A

Background information on objectives and reporting structures

GYDPs are nationwide, community-based, multi-agency crime prevention initiatives, funded

by the Dept of Justice and Equality through the IYJS, which seek to divert young people from

becoming involved in anti-social and/or criminal behaviour by providing suitable activities to

facilitate personal development, promote civic responsibility and improve long-term

employability prospects.

The projects may also work with young people who are significantly at risk of becoming

involved in anti-social and/or criminal behaviour. The role of the community and other locally

based agencies as partners is vital in the implementation and delivery of the projects. The

projects assist An Garda Síochána and Garda Juvenile Liaison Officers in particular, in the

implementation of the statutory Diversion Programme, which is provided for in Part 4 of the

Children Act, 2001(as amended).

The referral basis to participate in a GYDP is set out in the Operational Requirements for

Garda Youth Diversion Projects. It is the role of the Referral Committee to consider those

young people suitable for inclusion in a GYDP having regard to the project’s Annual Plan.

The majority of referrals to a project will come from local Garda information sources and

priority is given to those considered suitable and admitted on to the Garda Juvenile Diversion

Programme. The committee may also consider referrals made from other sources e.g. social

workers, schools, the Project Committee and self referral. All project participants must be

nominated through the Referral Committee. Participation is voluntary.

Young people are categorised on the basis of (i) primary referrals, i.e. those young people who

have received a caution for a crime by the Gardaí and are on the statutory Diversion

Programme and (ii) secondary referrals, those young people deemed at risk of being involved

in anti-social or criminal behaviour. From early in 2011 Gardaí and youth justice workers

were trained in the use of a risk assessment tool - Youth Level of Service – Case Management

Inventory - Screening Version (YLS-CMI-Sv). The tool risk assesses those referrals in terms

of their likelihood to be involved in anti-social/ criminal behaviour. This tool was rolled out

across projects during 2011 and complements the decision making process in accepting

referrals into projects. In 2013, the projects continued to be supported in using this risk

assessment tool by the ongoing provision of training by IYJS.

In late 2013 the 15 trial site projects received training in the YLSCMI 2 risk

assessment tool which is an evidence based licensed risk assessment tool provided

through Multi Health Systems (MHS) in Canada and started to use in the 2014 trial site

initiative. Following 2 evaluations of its use in April and in July 2014, IYJS took the

decision to roll out the assessment tool to all 100 projects. In October 2014 IYJS

arranged for "train the trainer" training of 15 youth justice workers from the trial site

initiative through the training unit of the MHS. These trainers will train youth justice

workers in the other 85 projects in the use of the tool during 2015.

As in previous years, in 2014 Garda Youth Diversion Projects were required to plan on the

basis of local youth crime patterns which occur in the catchment area of the project and plan

interventions specific to the risks and challenges faced by the young people and the

circumstances of where they live.

The planning process requires:

Securing core descriptive information about the intended scope of the project;


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Providing an indication of the level and type of youth crime experienced within the

project’s catchment area;

Providing an indication of the project’s intention and capacity to make improvements.

A project is required to set out the impact (improvements) it is planning to make. It is also

required to provide a description of the planned activities along with the support statement

setting out how the intended activities will lead to improvements in outcomes for the young

person including their education and employment opportunities. This process has been

supported by continued training of the workers within the projects during 2014.

Projects submit six monthly performance reports to capture statistics and define progress and

an annual summary report which also measures performance. The annual summary report is

currently being collated and further information from these will be available later in the year.

human capital investment operational programme (2007- 2013) · 2016-01-14 · prrooggrreesss...

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