New Training Course: Career Guidance for Social Inclusion of Students from Vulnerable Groups 

From Theory to Practice: Overall Framework and Main Goals 

Connecting competence development of school staff with insights from the LTA initiative “Enhancing Inclusion through Guidance,” the career guidance team at Foundation Tempus (Serbian National Agency) has developed a new training course for practitioners: Career Guidance and Counselling as a Social Inclusion Mechanism for Students from Vulnerable Groups. 

This training course translates the European dimension of inclusive, accessible, and tailored Career Guidance and Counselling (CGC) services into the local context. It equips practitioners in primary, secondary, and VET schools with practical guidelines and examples of good practice for developing and adapting career guidance services for students from vulnerable groups. 

During the one-day training, participants gain a deeper understanding of students’ career development needs and explore resources and opportunities for cooperation within the local community to better support students from vulnerable backgrounds (e.g. students with disabilities, learning difficulties, or fewer opportunities).  

As with all training sessions organized by the national Euroguidance Centre Serbia. 

From Insight to Action: Training Structure and Dynamics  

The training programme is delivered through a dynamic agenda that combines theoretical input with intensive practical work: 

• Icebreaking and Career Expectations: The session begins with an analysis of students’ readiness for career development and identification of their specific needs. Drawing on international research and participants’ experiences, discussions focus on the expectations of students from vulnerable groups, the support they require, and the barriers they face in career decision-making—such as information gaps, digital illiteracy, physical obstacles, limited family support, and lack of opportunities. Systemic responses are also examined, including existing institutional support and current gaps.  

• Guidelines and Examples from Practice: The core of the training is dedicated to practical examples of CGC activities implemented in real school contexts. Participants gain concrete tools for working with vulnerable groups and engage with case studies from everyday practice, including peer-support approaches and holistic, family-oriented methods.  

• Development and Adaptation of Activities: In the final part of the training, participants reflect their own practice, school capacities, and the needs of their students. They review existing CGC activity, assess participation criteria, and develop ways to make it more inclusive and accessible. Through group work and peer exchange, participants refine and present their ideas.  

Bringing Inclusive Career Guidance in Schools: Key Takeaways 

According to initial feedback from the participants, this training course is highly valuable for enhancing competence development of CGC practitioners in schools. All participants noted that after the training they better understand the career needs of students from vulnerable groups. Furthermore, 91.8% of participants said they better understand which resources are available and how CGC activities can be adapted to the specific needs of students from vulnerable groups. In addition, 83.3% recognized cooperation with stakeholders in the local community as a valuable resource for developing activities and providing quality support to students from vulnerable groups.  

More information about this training course is available at: euroguidance.rs/training-programs-for-guidance-practitioners/  

Authors: Ramona Bacelj and Milena Mirić, Euroguidance Serbia – Foundation Tempus

Picture: Euroguidance Serbia