Page 155 - Guiding-at-risk-youth-through-learning-to-work-Lessons-from-across-Europe

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

While there is evidence of good practice in developing career management
skills, this should be transferred across Europe. Peer learning activity(ies) could
provide an opportunity for this transfer: the peer learning activities have so far
concentrated on the role of CMS in the school curricula and in the services
provided by the public employment services.
While various studies demonstrate that work experience is a positive
experience, it would be worth discovering what difference such experience
makes in the education-to-work transition. For example, does work experience
shorten the process? Does it contribute to career development and/or salary
progression?
In the context of demographic change, working life familiarisation should be
promoted as a two-way process: an opportunity for young people to acquaint
themselves with the world of work as well as an opportunity for employers to
familiarise themselves with the local talent pool.

8.3. Priority area 2: access for all to guidance services

It is important that young people are aware of guidance support on offer and
understand what difference it might make. Providing information to individuals
and communities to demonstrate the benefits of guidance is essential to
increasing support and aiding re-engagement. Given the current demographic
change taking place in Europe and the increasing demand for skilled labour in
the move towards 2020, empowering individuals, families and indeed
communities to request support is paramount, particularly among communities
that may be marginalised, e.g. Roma and immigrant communities.
Given the proliferation of information sources, it is important to consider how
guidance professionals support young people in accessing information.
Signposting to useful sources is important to ensure that young people are not
deterred by sifting through a range of irrelevant sources. Accessibility is also
crucial, including aspects like the language used, etc.

8.4. Priority area 3: quality assurance in guidance
provision

Consideration needs to be given to developing quality standards in recruitment,
training and development of guidance staff.

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