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Section 3: EU Policy Developments

learning and training contexts, at all levels, in all dis- 3.2.2 Involvement of ELGPN
ciplines, and covers formal, informal and non-formal
learning. Early school-leaving
The main recommendations to the member-
states are focused on information and guidance ELGPN was alerted to the draft Recommendation on
about opportunities for learning mobility, motiva- reducing early school-leaving. In the adopted Recom-
tion, preparation with regard to foreign-language mendation, the role of guidance is underlined as a
and intercultural skills, and administrative issues. key element of comprehensive strategies comprising
Member-states are also asked to ensure the qual- a mix of policies, covering social policy and sup-
ity of learning mobility, including the provision port services, employment, youth and integration
of guidance to mobile learners, as well as recogni- policies. The three pillars of the framework (preven-
tion between member-states of learning outcomes tion, intervention, compensation) include provision
acquired through mobility experiences. Particular for guidance and counselling ‘to support students’
attention should be paid to disadvantaged learners, career choices, transitions within education or from
by providing targeted information and support tai- education to employment. It reduces poor decision-
lored to their specific needs. making based on false expectations or insufficient
information. It helps young people to make choices
Early childhood education which meet their ambitions, personal interests and
talents’ (intervention). ELGPN suggested that the
The Council conclusions on Early Childhood Educa- third pillar, compensation, might include ‘transition
tion and Care: Providing All Our Children with the classes with a strong emphasis on guidance’.
Best Start for the World of Tomorrow (2011/C 175/03)
invites member-states to enhance the quality of early Learning mobility
childhood education and care, which is essential
for language acquisition, successful further lifelong Although ELGPN has not been directly involved, the
learning, social integration, personal development Council Recommendation on learning mobility of Policy
and employability. It provides an opportunity for young people highlights guidance as the cornerstone
the early detection of learning difficulties and early to the success of learning mobility.
intervention, and can help to identify young chil-
dren with special educational needs and, wherever 3.2.3 Next steps
possible, facilitate their integration into mainstream
schools. Early school-leaving
The thematic study on Teaching Reading in Europe:
Contexts, Policies and Practices produced by the Edu- Given its consequences in terms of youth unemploy-
cation, Audiovisual and Culture Executive Agency ment, the issue of early school-leaving (ESL) is a par-
(EACEA) in July 2011 offers a comprehensive pic- ticularly strong focus at European level. Accordingly,
ture of reading literacy and identifies the key factors the future work of ELGPN should include:
impacting on the acquisition of reading skills for
3–15-year-olds. It shows that although in 2009 one • The role of career management skills (CMS) in
out of five 15-year-olds in EU had reading difficulties, preventing ESL: the identification of areas in
there was often a lack of focus on the groups most at CMS programmes that are more appropriate
risk of such difficulties. for students who are considered to be ‘at risk’

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