Second Survey School and WOW.pdf

WORKING GROUP: PRINCIPLES AND CRITERIA
Czech Republic
The information, guidance and counselling services are provided through two parallel systems
that exist in the Czech Republic. The first works under the Ministry of Labour and Social Affairs
(MoLSA) while the other comes under the Ministry of Education, Youth and Sports (MoEYS).
Both systems have among other aims a common goal to assist with the optimal solutions to
career‐related issues (the choice of an optimal professional orientation, educational pathway
and career, and the related specific situations in the personal lives of individuals).
The guidance service within the MoLSA, Administration of Employment Services
(www.ssz.mpsv.cz), concentrates predominantly on solution of problems arising during the
transition between school and work or on finding new jobs or making changes in one’s
position within the employment market (guidance for career and employment choice,
professional counselling).
The school guidance and counselling services of the MoEYS (http://www.msmt.cz) is aimed at
solution of problems faced by children and youth during their school years (educational and
school psychology, prevention of social negative phenomena, special pedagogy) and when
they think about making changes and new choices in their further training.
In both sectors are well established operational structures and trained staff.
Provision of career guidance services in both sectors is regulated by separate legislation. In
educational system the legislation states which services are “standard” and the rest can be
charged. The services in employment sector are free of charge.
For meeting the needs of all target groups, closer cooperation and coordination between the
two sectors is necessary which is valid also for the transition of youth to labour market.
Integration and harmonization of these services is one of the most important tasks for near
future.
Denmark
Since the 70s the main discussion related to young people transitions from school to work has
focused on how to reduce the size of the so‐called "remainder group", which is the expression
used for those who do not complete any education or training after compulsory education 1 .
This has caused a number of educational reforms which, among other things, have been aimed
at making the youth education system more flexible, inclusive and individualised. The
individualised pathways that are now created in the education system challenges the guidance
and counselling system to become equally flexible and individualized.
Up till now research projects and policy papers has provided different explanations as to why
some young people becomes part of the „remainder group“.
1 From Initial Education to Working Life. OECD 2001
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