Transition from school to work, with VET as its most important cornerstone, is not always and not for all young people a smooth process. There are many obstacles and problems and a certain risk of failure, in particular for special needs groups. This is why many countries have developed different support measures to prepare, accompany, and follow up the training process in the VET system.
The most important and widespread learner support measures are the following:
Vocational orientation takes place during the final years of general education and aims to make young people aware of the world of work and help them to identify the occupational areas which might be interesting for them.
Career guidance or counselling is offered at the interface of general education and VET and provides detailed information on specific training pathways and related jobs. It sometimes includes ability tests and advice regarding admission. It addresses job-seekers as well as employed people who want to develop their skills. It is an important instrument to help different target groups make informed choices when opting for a specific VET programme.
Different
advisory services and special supportive courses are sometimes offered
during the training process. The aim of these measures is twofold: to prevent or at least reduce or mitigate dropout – which is still a common feature of many training programmes – and to make sure that the participants perform well in the final assessment, thus increasing the number of successful graduates.
Job placement services take place at the interface of VET and employment. Although placement is a key function of the labour market system and in particular of the public employment services it is more and more widely acknowledged that training providers also have a role to play. This covers issues like networking with local companies, internships, and preparation for job search (how to identify job opportunities and how to apply).
Coaching or mentoring for beginners in the world of work
and their employers can also be found more and more often. It is known that the first couple of months in a job are decisive for stable employment. Support provided by coaches or mentors can reduce the risk of failure during this period. This is very important for special needs groups and in particular for those who opt for self-employment.
All these supportive measures are still underdeveloped or even non-existent in the VET systems of most of our partner countries. But there is a trend to introduce such instruments in order to make the rather expensive training programmes more efficient and effective. For donor interventions in VET, which often emphasise the inclusion of special needs groups, it is almost a must to consider such complementary actions.
