High unemployment and continuing exclusion of disadvantaged groups from employment, with a high proportion of long-term and youth unemployed, are challenging issues for our economies. According to Eurostat, in the 28 EU countries youth unemployment remained historically high in January at 23.4%. In Slovakia youth unemployment at the beginning of 2014 was 31.3%. Similar high levels are recorded in all EU countries.

OECD notes that the current activities promoting employment in many EU countries are insufficient. The Institute of Financial Policy notes that ALMP expenses in eastern Europe are low compared with other countries and programmes are ineffective. They do not increase the employability of participants and there is a suspicion that funds are spent inefficiently. When it comes to activation, some participants achieve even worse results than those not participating.

According to ILO, important areas for interventions include programmes that aim to offset the mismatch of technical skills among youth, such as re-training and soft and life skills training programmes for disadvantaged youth.

Resolution of the Council and Representatives of the Governments of the Member States, meeting within the Council of 21 November 2008 (2008/C 319/02) noted that ‘citizens' lives are increasingly characterised by multiple transitions: from school to VET, higher education or employment, or from employment to unemployment, further training or departure from the labour market. Guidance plays a decisive role in the major decisions that individuals have to take: it can contribute to empowering individuals to manage their career paths in today's labour market. Besides, the labour market is marked by mismatch between persistent unemployment and difficulties in recruiting whereas guidance provides a means of responding to labour market need. Social inclusion and equal opportunities are still major challenges for education, training and employment policies.

Member States should consider:

• including activities which foster the development of career management skills
• preparing teachers and trainers to conduct such activities
• facilitating access to information about the skills needs anticipated in a given locality
• developing career management skills in adult training programmes
• making guidance one of the objectives of schools, VET providers and higher education establishments
• integration into working life and the operation of the local, national and European labour markets should be taken into account.‘

It is notable that disadvantaged groups do worse than others during recession, and remain unemployed more at any time. Decades of career guidance and welfare to work support in western Europe, and the introduction of these approaches in the east, have had little impact on the position of disadvantaged groups. It  must be admitted that current approaches are ineffective at the level of individuals in need of help. Some even do harm, delaying or damaging prospects of finding suitable work (E.G. UK JCCP trials, poor Work Programme results).

Yet there is a large and growing body of scientific evidence from around the world concerning the methods of guidance which are most effective in helping people choose and succeed in suitable careers. The evidence includes randomised control studies of programmes, research in the psychology of individuals’  decision making and action and detailed studies of the skills and activities that characterise effective helpers. These methods and this evidence are not yet prevalent in careers and employment guidance.

Furthermore, many people in schools, colleges, organisations and NGOs for disadvantaged groups have responsibility or contribute to the transition from education and VET to work. Many have little or no training in career guidance, nor in the skills we mention here. Their good intentions may come to nothing or even do harm.

Many programmes have collected evidence of ‘Good practice’. We find that this is insufficient, and ignores evidence in favour of fashionable or lately-tried approaches. We propose a fully evidence-based practice guide.

The aim of the project is therefore to

• review the evidence
• apply scientifically validated methods,
• work with VET providers’ (schools, colleges, NGOs, welfare-to-work service providers services) to establish effective usable ways to improve services
• create, test, apply & disseminate training that will enhance the performance of careers advisors, VET staff with employment objectives
• make training available online, in workplaces, in modular accessible form
• develop a guide to help organisations adopt evidence-based methods, including guidance on training, installation, self-assessment and use of skills & activities that work in organisations,
• publish a book containing the project findings,
• make resources available as ODL.