3. Support to learners

3.3. Career guidance and support

Career guidance and support should be integrated into the curricula from the earliest stages of education. Research suggests that students who have a career plan are more likely to remain in school and engage more with their education. It may be developed separately or embedded in the curriculum, for example, within the context of several different subjects. Effective approaches tend to combine a wide range of curricular and extracurricular activities. These may include work experience programmes, job shadowing, career games, or taster courses that can support in both mainstream and alternative education (such as work-based vocational education and training).

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Please note that for the moment the content on the resource pages is available in English only.

Breakfast / Morning clubs

In Irish schools, different initiatives to facilitate social inclusion and equality include breakfast clubs, lunch clubs, chess clubs and homework clubs. Schools promote the benefits of providing an early morning breakfast - this includes improved school attendance and retention, improvements in punctuality, interaction with adults, allowing students to have fun whilst at the same time developing social skills, meeting nutritional needs and developing positive links between the school and the family.

Area: 3. Support to learners

Subareas: 3.3. Career guidance and support; 3.6. Extended and extra-curricular learning; 3.11. Targeted support - disadvantaged socio-economic background

Language: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; HR; HU; IT; LT; LV; MT; NL; PL; PT; RO; SK; SL; SV

Country: Ireland

Multi-Interdisciplinary teams for early school leaving prevention

This paper seeks to examine evidence regarding the potential for multidisciplinary and interdisciplinary teams to play a key role in the prevention of early school leaving. As part of developing a strategy for such multi/interdisciplinary teams, an important focus is on necessary and supportive conditions for their effectiveness, rather than a deterministic assumption of their inevitable effectiveness. The report highlights the need to provide strong strategic guidance to the teams on important issues to be engaged in by the teams such as mental health support, alternatives to suspension, marginalized families outreach, teacher conflict resolution and diversity training skills, bullying prevention skills, positive school climate promotion, engagement with parenting skills and a focus on children?s language development etc.

Areas: 3. Support to learners; 5. Stakeholders involvement

Subareas: 3.1. Well-being of learners; 3.3. Career guidance and support; 3.9. Targeted support: Migrants, Roma; 3.10. Targeted support - special educational needs and learning difficulties; 5.1. Multidisciplinary teams

Language: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; HR; HU; IT; LT; LV; MT; NL; PL; PT; RO; SK; SL; SV

Country: Albania; Austria; Belgium; Bulgaria; Croatia; Cyprus; Czech Republic; Denmark; Estonia; Finland; France; Germany; Greece; Hungary; Iceland; Ireland; Italy; Latvia; Lithuania; Luxembourg; Malta; Netherlands; North Macedonia; Norway; Poland; Portugal; Romania; Serbia; Slovakia; Slovenia; Spain; Sweden; Turkey; United Kingdom

Prometheus

The Prometheus project addresses the need for career counselling and guidance to be more relevant to the needs and attitudes of a new generation of digital natives. It provides an online platform with peer networking opportunities and offers a repository of best practices and online guides and toolkits for counsellors.

The main project results include:
• Career Pathways Research and Analysis Report
• 100+ Enlightenment Best Practices e-Book
• PROMETHEUS Peer Network
• Empower Talk Movies
• PROMETHEUS-EU.NET
• Online Career Counselling Guide
• PROMETHEUS Toolkit
• PROMETHEUS Final Multipliers’ Conference
The project team includes organisations from 6 European countries: BFE (Bulgaria), CIAPE (Italy), BEST (Austria), IED (Greece), Aspire-i Ltd. (UK) and CIT (Ireland).

 

 

Area: 3. Support to learners

Subareas: 3.3. Career guidance and support; 3.10. Targeted support - special educational needs and learning difficulties; 3.11. Targeted support - disadvantaged socio-economic background

Language: EN

Country: Austria; Bulgaria; Greece; Ireland; Italy; United Kingdom

The School Completion Programme

The School Completion Programme (SCP) in Ireland delivers a range of local interventions in disadvantaged communities which support the retention of young people in education. The programme enables local communities to develop tailored strategies to maximise participation levels of those at risk of early school leaving in the education process. It entails targeting individual young people of school-going age , both in and out of school, and arranging supports to address inequalities in education access, participation and outcomes. The SCP is a central element of the Delivering Equality of Opportunity in Schools (DEIS) plan, which is a policy instrument for educational inclusion.

Areas: 3. Support to learners; 4. Parental involvement; 5. Stakeholders involvement

Subareas: 3.1. Well-being of learners; 3.3. Career guidance and support; 3.7. Monitoring learners at risk; 4.2. Parents' involvement in school governance; 5.2. Stakeholders' networks

Language: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; HR; HU; IT; LT; LV; MT; NL; PL; PT; RO; SK; SL; SV

Country: Ireland

Transfer Programme - Peer Mentors for Primary to Secondary

In Ireland pupils typically transfer from primary to post-primary at twelve years of age where they enter the junior cycle (lower secondary education). In supporting the transition of learners from primary to post-primary, effective guidance/counselling is a strong feature, embedded within the curricula. Dedicated guidance counsellors are in place and many schools operate a ?peer coaching (buddies) for all primary school pupils to ease transition. For example, measures are in place as part of the School Completion Programme to support transition through homework clubs, induction days, taster days etc. St Aidan's Community School has an annual plan for recruitment, training and preparation of peer mentors (in post-primary), who then prepare the pupils in their last year of primary for the transition through exercices, discussions and games.

Picture: Huy ProShoot / Pexels.com

Area: 3. Support to learners

Subareas: 3.3. Career guidance and support; 3.6. Extended and extra-curricular learning

Language: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; HR; HU; IT; LT; LV; MT; NL; PL; PT; RO; SK; SL; SV

Country: Ireland

Transition Year - a broad educational experience

Transition Year offered by a number of Irish schools allows pupils (aged circa 15 years old) to acquire a broad educational experience with a view to the attainment of increased maturity. It takes place after having completed the Junior cycle (lower secondary) and before proceeding to further study and/or vocational preparation. It provides a bridge to help pupils make the transition from a highly-structured environment of the Junior cycle to one where they will take greater responsibility for their own learning and decision making.

Areas: 3. Support to learners; 5. Stakeholders involvement

Subareas: 3.3. Career guidance and support; 3.6. Extended and extra-curricular learning; 5.3. Partnerships - employers and businesses; 5.4. Partnerships: Community organisations and civic society

Language: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; HR; HU; IT; LT; LV; MT; NL; PL; PT; RO; SK; SL; SV

Country: Ireland