Page 39 - european-lifelong-guidance-policies-progress-report

Section 3: EU Policy Developments

of early school-leaving, particularly in terms of aimed at reducing early school-leaving is an
motivation. important basis for improving strategies.
• Designing CMS curricula and relevant assess-
ment processes in order to avoid a ‘deficit per- Learning mobility
spective’ for students at risk. Are portfolios
relevant to this issue? How should they be con- ELGPN work should include this topic in order to
structed to be valuable for vulnerable groups of provide member countries with support for the
students? What steps can be taken to ensure the implementation of the Council Recommendation
right to privacy and to avoid penalising use of Youth on the Move – Promoting the Learning Mobility of
the portfolio for vulnerable students? Young People (28 June 2011). This includes:
• The role of Public Employment Services (PES)
in preventing ESL for students at risk: how • ‘Encourage the provision of guidance to mobile
to organise partnerships between teachers and learners after their return on how to make use
guidance practitioners within PES to present of the competences acquired during their stay
information about labour market opportuni- abroad’ (Council Recommendation, §6(g)).
ties and the structure of qualifications needed; • ‘Make information easily accessible to all young
the role of PES in relation to drop-outs (‘com- people regarding learning mobility, for exam-
pensation’). ple through centralised web portals and other
• Clarifying which institution should be respon- web services, support centres, information and
sible for school drop-outs who ‘fall out of the counselling services. The use of internet-based
system’. services can also be helpful’ (Council Recom-
• Access to on-line services for students at risk of mendation, §1(b)).
ESL. What kind of support is needed, especially • ‘Support and enhance the visibility of contact
for young people who do not have the skills or points where individuals can obtain infor-
tools to access web-based services? What steps mation on how their qualifications can be
can be taken to involve parents and provide recognised and certified after their return from
Policy
them with the basic skills to access internet abroad’ (Council Recommendation, §7(d)).
services so that they can help their children? • ‘Provide disadvantaged learners, who may be
• The co-ordination of various guidance services deprived of opportunities for learning mobility,
and co-operation between all stakeholders with targeted information on available pro-
including PES, social partners and social work- grammes and support tailored to their specific
ers as a crucial factor for prevention, interven- needs’ (Council Recommendation, §8).
tion and compensation of early school-leaving. • ‘Encourage networking between the relevant
• Measuring the quality of guidance provision organisations, stakeholders and other actors,
for students at risk of early school-leaving. This in order to ensure a co-ordinated approach
should be a priority, given the social conse- to motivating young people’ (Council Recom-
quences at stake, and the Europe 2020 target mendation, §2(b)).
objective. The Recommendation asks for ‘the • ‘Improve the quality of information and guid-
development of evidence-based and cost-effec- ance on national, regional, and local mobility
tive policies’. The evaluation of the effective- opportunities and grant availability’ (Council
ness and efficiency of existing policy measures Recommendation, §1(a)).

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