Page 106 - Guiding-at-risk-youth-through-learning-to-work-Lessons-from-across-Europe

Guiding at-risk youth through learning to work
Lessons from across Europe

6.2.1. Career management skills in school curricula
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The integration of career management skills into national education systems ( )
has taken place at different rates across EU Member States. Although CMS
courses and themes are most often provided at secondary school level, some
Member States have also integrated career management skills into primary
school curricula (Sultana, 2009a). In Malta, CMS is taught as part of the
personal, social and career development (PSCD) curriculum in primary schools.
In the Czech Republic, CMS teaching at upper secondary and further education
levels includes established subject areas such as economics, languages and
civic education. In decentralised education systems, CMS practices tend to vary
between schools, which are often able to choose whether to teach CMS as a
separate subject or to integrate it into the curriculum. There are four main
strategies for integrating CMS into a curriculum.
First, CMS can be taught as a separate subject, whether optional or
mandatory. It is allocated a specific time within the school timetable and is often
delivered by specialised staff. However, this could create an image of CMS being
no different from other subjects and not necessarily linked to longer-term career
choices. This approach may also encourage the use of traditional teaching and
assessment tools and methods, instead of focusing on innovative and self-
reflective learning. It may also overcrowd the curriculum.
Second, CMS can be taught as a compulsory transversal theme across the
curriculum (e.g. ‘curriculum infusion’). This allows for greater inclusion of CMS in
the school curriculum, than if it were taught as a separate subject. This approach
has been used in the Czech Republic, Estonia and Sweden. However, it requires
highly motivated teachers who have been trained to integrate CMS themes
across a wide range of subjects (Sultana, 2009a). In many cases only specialised
guidance teachers possess the necessary knowledge and skills. Some countries
(Denmark, France and Austria) have engaged various stakeholders (teachers,
students, parents and career advisors) to help address this problem.
Third, CMS can be integrated in extra-curricular activities. This is often
delivered through career workshops after leaving school (Sultana, 2009a). This
has been successfully used in France. Extra-curricular CMS activities are well-
resourced, prepared in advance and use specialised staff. Students are often
highly motivated and seminars/workshops can be tailored for the needs of
specific target groups (young people at risk or with disabilities). This approach

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( ) The findings of this section are primarily based on a Peer Learning Event reflection note
prepared by Sultana, 2009a.

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