Page 107 - Guiding-at-risk-youth-through-learning-to-work-Lessons-from-across-Europe

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

involves separating curricular and extra-curricular activities which may minimise
the value placed on CMS activities by students and other stakeholders.
Fourth, several countries have adopted a mixture of two or all three
approaches (France, Malta, Austria and Finland). This maximises the benefits of
all approaches, but can also risk redundancy as all CMS methods and themes
are used.
Further, schools and career centres have increasingly used a broader range
of teaching methods to deliver CMS. These have included formal instruction,
counselling experiential learning, computer-based resources and online platforms
such as Facebook. The peer learning event on career management skills
highlighted three innovative methods of delivering CMS: teaching CMS in
collaboration with youth and community-based organisations outside formal
education (see Career Scotland); external specialised agencies involved in
teaching CMS at schools (Portugal, Sweden); and teaching CMS through the use
of ICT (webcasts, videoconferencing and social networking) (OECD, 2004a;
Sultana, 2009a). There has also been progress in assessing career management
skills learning. Schools generally opt for non-formal, formative and continuous
assessment methods that employ a wide spectrum of tools. In Denmark, students
develop a personal ‘education book’ similar to a portfolio in which they record
their achievements, as well as their emerging career interests and objectives
(OECD, 2004a). Paper-based and web-based portfolio systems are also used in
other countries such as Austria, France and Turkey. Other countries have chosen
formal examinations (Czech Republic), action plan self-assessment (Sweden) or
competence assessment through perceived proficiency in certain tasks (Austria).
In general, CMS assessment has depended on the country’s curricular tradition.
In certain countries CMS is taught by specific teachers, who may or may not
have had any training (the Czech Republic and Estonia). In others, specialised
staff conduct CMS-related activities (Malta). ESF funding has been used in some
Member States to train specialised CMS counsellors. Several Member States
involve different stakeholders: parents, employers and other professionals (such
as, career counsellors and psychologists).

6.2.2. Holistic guidance service centres for young people
There is a confirmed need for a variety of different personal support systems,
career services and agencies to assist young people in transition. Many Member
States have responded to this challenge by establishing careers information
centres, usually managed and operated by networks of different partner
organisations providing services to young people.

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