Page 39 - Guiding-at-risk-youth-through-learning-to-work-Lessons-from-across-Europe

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

(d) tightly knit safety nets for those at risk;
(e) strong or effective information and guidance;
(f) effective institutions and processes.
In some countries, reforming the system supporting transition is seen as a
partial solution. This can include introducing initiatives such as accreditation of
prior learning that recognises experience and competences, and implementing
the school-to-work or transition curriculum (OECD, 2004a). The latter can include
elements such as teaching about work and further education and training routes,
self-awareness, and such transition ‘life-skills’ as decision-making, self-
presentation in curriculum vitae and selection interviews.
The Review and other studies (including Cedefop, Sultana, 2004; OECD,
2004b), outlined the importance of guidance services in supporting young people
in key transition points, which is especially true for those who leave school early,
without qualifications. Indeed, for the vast majority of young people across
Europe, the transition from education to the world of work is relatively smooth.
However, for some, transition can be difficult and these young people may
require additional support and guidance to navigate their way successfully
through the various pathways leading from education into work. The next section
goes on to explore the role of guidance in supporting education-to-work
transitions. This is issue is becoming increasingly important, given the changing
nature of education, learning and employment opportunities and the blurring of
boundaries between them.

3.2.3. Guidance in education-to-work transitions
The increasingly open nature of access routes to employment have created a
complex range of pathways from learning to work. Further, young people tend to
enter the labour market and start a family later in life, and they switch backwards
and forwards between work and learning (European Commission, 2001a). The
choices facing young people today can be overwhelming as they have more
options and more freedom than at any time in history. Stokes (2000) argues that
there is also less structure, less certainty and less support in making the
transition to adulthood. Young people appreciate their freedom and choice, but
they also want, or need, a framework that offers support and guidance (Stokes,
2000). Guidance services are integral to the successful progression of young
people from education to the world of work but they must respond to the wide
range of needs of today’s young people.
Schools are one of the main settings for career guidance services for young
people. Historically, school-based career guidance services have concentrated on
schools at lower secondary level and have targeted young people making choices

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