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The goals of education and career guidance largely depend on the definitions of guidance in different countries (Cedefop, Sultana, 2004). There are two main ways that the term ‘guidance’ is understood: it may be understood to mean the support given to students in choosing which education or career option to take; or it may mean psychological counselling and the provision of the additional learning support that some countries consider essential, especially when dealing with students who are at risk of leaving school early. Although it is sometimes difficult to disentangle these, this report primarily considers guidance as the practice used to support students in their choice of education and career path.

European countries assign three main objectives for education and career guidance at school level. They refer to providing advice and support to students, developing their individual skills and competences as well as informing them about career choices (see Figure 5.3). More than a dozen

systems (5) underline that all three objectives are assigned for guidance staff. These objectives play a part in reducing ELET rates as they contribute to preventing student disengagement and they provide the opportunity for early intervention when students show signs of the difficulties associated with leaving school early.

Figure 5.3: Main objectives for education and career guidance in primary and general secondary education, 2013/14

A. Advice and support B. Skills development C. Information provision A + B + C

No clearly identified objectives Not available

Source: Eurydice.

Explanatory note

The information in this Figure is based on national curricula or other steering documents related to guidance provision in schools.

Country specific notes

Croatia: According to the National Curriculum Framework (2010) the development of skills is one of the main objectives of education and career guidance. Although the framework has been adopted into law, it has not yet been implemented.

Netherlands: The objective related to information provision is generally directed at primary education, while the skills objective is for secondary education.

The first, and most widespread, objective for guidance professionals is to provide advice and support to students to enable them to make the right choices in relation to their educational and work opportunities, and to help them meet the challenges they will face in their adult lives. Several countries (e.g. the Czech Republic, Germany, France, Romania, Finland, Iceland and Turkey) specify that guidance should also pay special attention to students at risk of early leaving. These may include under-achieving students, those who are frequently absent from school, or those with behavioural difficulties. In such cases, guidance can help in the early detection of learning problems or lack of motivation, as well as in providing a holistic approach to supporting individuals (European Commission, 2010). The role of guidance is therefore to provide continuing and long-term support to improve students’ self-confidence and motivation for learning and to help them stay in education.

Chapter 5: The Role of Educ ation and Career Guidanc e in Tack ling Early Leav ing

what interests them, as well as help them make informed decisions and manage their own way through the myriad of opportunities for further learning and/or work. Rather than relying solely on guidance professionals, students should be helped to identify their own interests, strengths and weaknesses; they should be taught to search for their own information; and to take their own decisions. Guidance staff should help prepare them to face the challenges, choices and responsibilities of adulthood. To give some national examples:

The curriculum of the Czech Republic highlights the need for students to acquire various learning skills and to assess their effectiveness in personal study and development; it also includes dealing with mental health issues during studies and work. In Greece, guidance and counselling in secondary education is designed to support students in exploring their personality, so that they make the right choices when deciding on future educational and professional pathways. The development of self-awareness, decision-making skills and skills related to the critical assessment of information are the basis for the design and development of guidance and counselling.

Latvia mentions that guidance should enable students to identify skills, abilities and interests in order to make informed decisions about education and career choices; and to help them use these skills and experiences in managing their own career path.

Norway reports thateducation and career guidance: helps students to become aware of their own values, interests and abilities; fosters self-awareness and self-knowledge; assists their ability to make their own choices about education and work; and assess the consequences of their choices or prevent the wrong choice being made.

These personal skills are complemented by information skills in Belgium (German-speaking Community) and the United Kingdom (Scotland), thus implying that students should be able to search for and process information themselves. In the case of Scotland, it is specified that learners can expect schools to help them access resources to inform their choices.

The Scottish Curriculum for Excellence (2011) specifies that 'young people (…) will build on these skills in personal learning planning to develop self-awareness and the confidence to gather and organise educational and occupational information, enabling them to better manage future learning and work pathways.

Finally, the third objective of education and career guidance is to provide students with sufficient information about educational and career pathways to make informed choices. Helping them understand the importance of education and training and the need for lifelong learning, and improving their knowledge of the world of work is essential. Guidance providers have to make sure that careers information is understood, that young people know how to use it, that it is regarded as trustworthy, and that it corresponds to the person's level of career development and maturity (OECD, 2003).

For example, the Hungarian National Core Curriculumunderlines that schools must provide a comprehensive overview of the world of work, and provide information appropriate to students’ age, interests and level of attainment.

This type of information is especially important in today's world where education and career patterns change quickly and young people have to constantly adapt to a dynamic job market and to grasp further education and working opportunities, nationally as well as internationally.

In Norway, for example, guidance involves information about education and careers, educational pathways in Norway and other countries, knowledge of the labour market both nationally and internationally and training in using various counselling tools.