Page 312 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
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ear ly school leaving: contempor ary european perspectives
possible for them (Nguyen & Blomberg, 2014). This also confirms Rothman
and Hillman’s (2008) findings that lower-achieving students report that ca-
reer advice was more useful. They conclude this indicates that career advice
programmes are valued by young people who are more vulnerable when
transiting from one educational level to another and from school to work,
and that career advisors should continue to provide support, especially to
these young people.
How to provide career guidance that is effective in preventing
ESL?
In this section, we present different approaches to career guidance that
have proven to be successful in preventing ESL (recognising the relevance
of schooling and boosting the career aspirations of at-risk students) accord-
ing to theoretical viewpoints, the results of empirical studies and analysis
of good practices.
Career education should include several varied methods and activi-
ties, many of which point to the importance of broadening the scope of ed-
ucational and vocational career decisions in a lifelong perspective. A com-
bination of a wide range of curricular and extracurricular activities as well
as individual and interactive group approaches should assure that career
education is provided to all learners and simultaneously tailored to their
particular needs (Eurydice, 2014; Lamb & Rice, 2008). Different service-de-
livery concepts have been shown to be successful in this regard: individu-
al approaches (individual guidance and counselling, mentoring, coaching,
tutoring, tools for self-assessment, competence portfolio), adaptation of the
curriculum (career games, sessions with prospective employers, workshops
for learning interview skills, writing a curriculum vitae), external place-
ments in workplaces (work experience programmes, job shadowing), ex-
tracurricular activities (thematic summer camps, job fairs), online servic-
es (web portals, online learning platforms, apps) (Botnariuc, Goia, Căpita,
& Iacob, 2016; European Commission, 2013; Eurydice, 2014; Kraatz, 2014).
All of such structured activities aim to encourage students at risk of ESL to
see their career in terms of lifelong development, and to look beyond their
immediate limits with a view to creating a higher level of meaningfulness
on their current and future educational paths (Oomen & Plant, 2014: 14).
High quality guidance activities should provide young people with ap-
propriate content. Taking CMS into consideration, it is important that ca-
reer education: a) provides advice and support to students to enable them
312
possible for them (Nguyen & Blomberg, 2014). This also confirms Rothman
and Hillman’s (2008) findings that lower-achieving students report that ca-
reer advice was more useful. They conclude this indicates that career advice
programmes are valued by young people who are more vulnerable when
transiting from one educational level to another and from school to work,
and that career advisors should continue to provide support, especially to
these young people.
How to provide career guidance that is effective in preventing
ESL?
In this section, we present different approaches to career guidance that
have proven to be successful in preventing ESL (recognising the relevance
of schooling and boosting the career aspirations of at-risk students) accord-
ing to theoretical viewpoints, the results of empirical studies and analysis
of good practices.
Career education should include several varied methods and activi-
ties, many of which point to the importance of broadening the scope of ed-
ucational and vocational career decisions in a lifelong perspective. A com-
bination of a wide range of curricular and extracurricular activities as well
as individual and interactive group approaches should assure that career
education is provided to all learners and simultaneously tailored to their
particular needs (Eurydice, 2014; Lamb & Rice, 2008). Different service-de-
livery concepts have been shown to be successful in this regard: individu-
al approaches (individual guidance and counselling, mentoring, coaching,
tutoring, tools for self-assessment, competence portfolio), adaptation of the
curriculum (career games, sessions with prospective employers, workshops
for learning interview skills, writing a curriculum vitae), external place-
ments in workplaces (work experience programmes, job shadowing), ex-
tracurricular activities (thematic summer camps, job fairs), online servic-
es (web portals, online learning platforms, apps) (Botnariuc, Goia, Căpita,
& Iacob, 2016; European Commission, 2013; Eurydice, 2014; Kraatz, 2014).
All of such structured activities aim to encourage students at risk of ESL to
see their career in terms of lifelong development, and to look beyond their
immediate limits with a view to creating a higher level of meaningfulness
on their current and future educational paths (Oomen & Plant, 2014: 14).
High quality guidance activities should provide young people with ap-
propriate content. Taking CMS into consideration, it is important that ca-
reer education: a) provides advice and support to students to enable them
312
