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Li elong Guidance in Finland : Key Policies and P ac ices
© 2020 by Koninklijke B ill NV, Leiden, The Ne he lands.
Published e sion
Toni, Anna; Vuo inen, Raimo
Toni, A., & Vuo inen, R. (2020). Li elong Guidance in Finland : Key Policies and P ac ices. In E.
Hagase h Haug, T. Hooley, J. Ke unen, & R. Thomsen (Eds.), Ca ee and Ca ee Guidance in he
No dic Coun ies (pp. 127-143). B ill. Ca ee De elopmen Se ies, 9.
h ps://doi.o g/10.1163/9789004428096_009
2020
© ANNA TONI AND RAIMO VUORINEN, 2020 | DOI: 10.1163/9789004428096_009
This is an open access chap e dis ibu ed unde he e ms o he CC BY-NC 4.0 License.
ANNA TONI AND RAIMO VUORINEN
9. LIFELONG GUIDANCE IN FINLAND
Key Policies and P ac ices
ABSTRACT
Finland has a long his o y o good collabo a ion be ween he educa ional and
employmen sec o ega ding li elong guidance, speci ically ca ee guidance. Today,
his mani es s as ha ing a na ional s a egy o li elong guidance, good access o
high quali y se ices and inno a i e pilo s such as he One-S op Guidance Cen es
o you h. The new go e nmen led by P ime Minis e Sanna Ma in has decided o
pu e en mo e e o s in o li elong guidance. This chap e desc ibes wha has been
done and wha u u e challenges lie ahead.
INTRODUCTION
Finland has a long his o y o ca ee guidance p og ammes and policies ha help
indi iduals o de elop he skills o mo e e ec i ely h ough lea ning and wo k
(Kasu inen & Vuo inen, 2008; Me imaa, 2018). The se ices a e p o ided mainly
by wo es ablished public sys ems. The Minis y o Educa ion and Cul u e is
esponsible o he o ganisa ion and unding o guidance and counselling se ices
in comp ehensi e and uppe seconda y schools and in highe educa ion. In
comp ehensi e and uppe seconda y le el educa ion ca ee guidance is a scheduled
compulso y elemen in cu iculum and a s uden en i lemen . The Minis y o
Economic A ai s and Employmen is esponsible o es ablishing poli ical guidelines
and s a egic goals o he na ional labou ma ke policy. Guidance and counselling
se ices p o ided by he ‘Employmen and Economic De elopmen O ices (TE
O ices)’ complemen school-based se ices as hey a e mainly a ge ed a clien s
ou side o educa ion and aining ins i u ions. The e has been a clea di ision o
labou as well as long co-ope a ion be ween hese wo sys ems.
EVOLUTION OF GUIDANCE SERVICES IN EMPLOYMENT SETTINGS
P o essional oca ional guidance and counselling began in Finland in 1939
when a psychologis ´s posi ion was c ea ed in he employmen o ice in Helsinki
(Nummenmaa & Sinisalo, 1997). The pionee ing ca ee counsello and counselling
psychologis was p o esso Niilo Mäki, who wo ked in he o ice om 1941 o 1946
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(e.g. Kiianmaa & Pulliainen, 1989; Tapaninen, 2006). In 1948 he In e na ional
Labou O ganiza ion (ILO) Con en ion 88 on public employmen se ices ga e a
ecommenda ion ha all na ions should p o ide a ee public employmen se ices.
Du ing he 40s and 50s, 13 Finnish municipali ies became in ol ed in ca ee guidance
and es ablished acancies o oca ional psychologis s (Nummenmaa e al., 1997). In
he 1960s, he posi ion o ca ee guidance as pa o Finnish employmen policies and
p ac ices s eng hened u he when i was w i en in he law (Suomen ase uskoelma,
1960). A na ionwide o ganisa ion o oca ional guidance o ices was de eloped
unde he labou adminis a ion and in he 1970s oca ional guidance o ices and
employmen o ices, we e joined in o one employmen se ice (Nummenmaa e al.,
1997) unde he Minis y o Employmen .
The labou adminis a ion in Finland was eo ganised in he la e 1980’s and
egional employmen agencies we e changed o egional cen e s o ade and
employmen . In his new con ex he ole and posi ion o oca ional guidance was
diminished in egional adminis a ion (Vuo inen, Leminen, & Pulliainen, 2014). A
new, e icien way o add ess he needs o indi idual cus ome s was de eloped in
he employmen o ices h ough he ie ing o se ices in o sel -help, g oup-based
se ices and in ensi e case-managed se ices, including indi idual counselling
(Sul ana & Wa s, 2006).
In 2007, he Minis y o T ade and Indus y and he Minis y o Labou we e
me ged in o he Finnish Minis y o Economic A ai s and Employmen . The egional
adminis a ion was eo ganised in o 15 Cen es o Economic De elopmen , T anspo
and he En i onmen (ELY Cen es). One yea la e in 2009 he employmen o ices
we e enamed simila ly as ‘Employmen and Economic De elopmen O ices (TE
O ices)’. Subsequen ly he oca ional psychologis s s a ed wo king in a b anch
named ’ oca ional de elopmen se ices’ in co-ope a ion wi h educa ional ad iso s,
oca ional aining ad iso s, ehabili a ion ad iso s and ad iso s o labou ma ke
aining. In 2013, he oca ional psychologis s s a ed o wo k wi hin all he h ee
se ice lines wi h he o e all se ice model:
1. Employmen and Business Se ices
2. Business Compe ence De elopmen Se ices
3. Suppo ed Employmen Se ices
The e o m o na ional employmen and economic o ices was based on he goals
o he na ional s a egies on employmen and en ep eneu ship. The unde lying
p inciples in he e o m we e cus ome -o ien edness, equal access, socie al e iciency
and p oduc i i y. A en ion was gi en o co e unc ions: he supply o skilled labou ,
as placemen o job-seeke s. As an ou come o he e o m he adi ional oca ional
guidance came o an end as an o ganisa ional s and-alone se ice and he p e iously
sepa a e concep s o ‘ oca ional guidance’, ‘educa ional ad ice’ and ‘ oca ional
ehabili a ion’ we e me ged in o one concep ‘ oca ional guidance and ca ee
planning’ (Vuo inen e al., 2014).
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INTEGRATION OF CAREER GUIDANCE WITHIN EDUCATION SYSTEM
As he oca ional guidance se ices eached a sus ainable s a us in he employmen
sec o in he 1970s, he oca ional psychologis s isi ed schools and p o ided ca ee
guidance in co-ope a ion wi h a ne wo k o designa ed ca ee eache s. In 1970,
Finland s a ed a majo school e o m p ocess and he o mal dual sys em was
ans o med in o a nine-yea comp ehensi e educa ion sys em. A ha ime, ca ee
educa ion was embedded in he na ional co e cu icula as a compulso y subjec o
all s uden s (Kasu inen & Vuo inen, 2008; Me imaa, 2018). In he 1980s school
counselling was in eg a ed in o uppe seconda y gene al educa ion and oca ional
seconda y le el educa ion as well.
In gene al, guidance se ices a e p o ided and co-o dina ed by ull- ime school
counsello s, who a e employed by he schools. They a e in cha ge o he ime abled
ca ee educa ion sessions, g oup ac i i ies, indi idual guidance and co-ope a ion
wi h employe s and s akeholde s. School counsello s co-ope a e wi h g oup u o s
who suppo hei own s uden s on daily ac i i ies. Also, all eache s a e expec ed
o ins uc hei s uden s in s udy skills in pa icula . In oca ional educa ion and
aining (VET) ca ee educa ion is in eg a ed in o all oca ional subjec s and he
ansi ion skills a e de eloped in co-ope a ion wi h local employmen and economic
o ices, companies and local you h se ices (FNAE, 2016a, 2016b).
In 2002, he Na ional Boa d o Educa ion conduc ed an e alua ion o guidance in
basic and uppe seconda y le el educa ion. Acco ding o he esul s, s uden s ecei ed
in o ma ion on how o apply o seconda y o e ia y educa ion bu less cu en
labou ma ke in o ma ion. The ocus o he ca ee educa ion p og ammes was on
he comple ion o p og ammes a he han ansi ional issues om li elong lea ning
pe spec i e (Numminen & Kasu inen, 2003). As a esponse o his, he subsequen
e o ms o he na ional co e cu icula (FNAE, 2016a, 2016b; Ope ushalli us, 2004)
emphasised he ca ee de elopmen p ocess and acquisi ion o ca ee managemen
skills and en ep eneu ial skills in all g ade le els om p ima y school h ough o
seconda y schools and in oca ional s eams. The Eu opean Li elong Guidance
Policy Ne wo k (ELGPN, 2012, 2015a) de ines Ca ee Managemen Skills (CMS)
as ‘a ange o compe ences which p o ide s uc u ed ways o indi iduals and
g oups o ga he , analyse, syn hesise and o ganise sel , educa ional and occupa ional
in o ma ion, as well as he skills o make and implemen decisions and ansi ions’
(ELGPN, 2012, p. 21).
The e o m in uppe seconda y educa ion in he 1990s emphasised co-ope a ion
be ween gene al and oca ional educa ion wi h lexible p og ammes and he igh
mix o guidance and educa ion oppo uni ies o ensu e ha he e a e no dead ends
once s uden s ha e g adua ed (Numminen & Kasu inen, 2003). Gene al educa ion
and oca ional quali ica ions became mo e equal as s uden s could ob ain gene al
eligibili y o highe educa ion om bo h acks. Thus ca ee educa ion ac s as a
link be ween he school, communi y and wo king li e. I p omo es social jus ice,
equi y, equali y and inclusion and p e en s ma ginalisa ion om educa ion and
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employmen (Hooley, 2014). As a compulso y cu iculum en i lemen , i p o ides
an oppo uni y o e lec on u u e op ions wi h he whole age coho and i is a
cos -e ec i e measu e o p e en ing d op-ou s and u he social exclusion. The
knowledge and skills de eloped in ca ee educa ion con ibu es o he a ailabili y o
he skilled labou o ce and he balance be ween he demand and supply o skills and
compe ences in he u u e labou ma ke (OECD, 2004).
Wo king li e, ca ee s and a i udes owa ds wo k in Finland a e going h ough
la ge and dynamic changes. The e is a ising demand o lea ning ac oss all le els
o quali ica ions (Bloss ield, Kilpi-Jakonen, Vono de Vilhena, & Buchholz, 2014).
This is due o an inc easing sha e o knowledge wo k, apid skills enewal, and
s ong ocus on inno a ion and de elopmen , in pa allel wi h an ageing wo k o ce
and g owing skills sho ages (Tikkanen & Nissinen, 2016). I has been es ima ed
ha in each yea app oxima ely 400,000 Finns change jobs (Lindholm, Kesä,
Kukkonen, Jämsen, & Hy inen, 2017). In he las ew yea s s uc u al and long-
e m unemploymen ha e been qui e high in Finland (e.g. Duell, Thu au, & Ve e ,
2016; Eu opean Commission, 2016a, 2016b, 2016c) and he unemploymen a e has
been highe han in o he No dic coun ies (OECD, 2018). Howe e , du ing 2018 we
ha e seen a posi i e end in he labou ma ke (e.g. OECD, 2019; O icial S a is ics
o Finland, 2018). Finland is now acing a sho age o skilled wo ke s in some a eas.
Fo ins ance, he e a e no enough in o ma ion and communica ion echnology (ICT)
specialis s. Acco ding o he OECD Skills o Jobs da abase (2018), mo e han 9 in
10 o all job openings in Finland (including eplacemen s o aca ed jobs) be ween
now and 2030 will be o high- o medium-le el quali ica ions. The a e age ac oss
he o he OECD coun ies is 5 in 10 jobs. Demands o compe ences and skills a e
ge ing mo e a ied and mo e challenging all he ime. Educa ion is becoming he
new insu ance o independen li elihood.
Finland has also adop ed he Eu opean Flexicu i y agenda (Council o he
Eu opean Union, 2007) as a esponse o he changing wo ld o wo k and s uc u al
changes in he job ma ke s. Flexicu i y a emp s o econcile employe s’ need o a
lexible wo k o ce wi h wo ke s’ need o secu i y. I ies o ensu e ha whe eas
employees migh mo e easily lose hei job, hey a e less likely o lose hei li elihood
(Sul ana, 2012). Since 2005, an ope a ional model o change secu i y a ge ed o
wo ke s dismissed o economic easons o hose a isk o dismissal has acili a ed
employees o shi om one job o ano he . The legisla ion ega ding change secu i y
in he compe i i eness ag eemen en e ed in o o ce 2017. The employe has o o e
he employees ha hey ha e dismissed o economic easons coaching and aining
which enhance he employabili y o he employee. The employe inances his
aining and i s alue should be equi alen o he pay o he employee.
The lexicu i y in he labou ma ke has also been enhanced by changes o he social
secu i y sys em and p inciple o li elong lea ning. Fo example, mo e emphasis has
been pu on he possibili y o s udy while ecei ing employmen bene i and labou
ma ke aining has been de eloped mo e owa ds i ing labou ma ke needs.
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131
LIFELONG GUIDANCE IN FINLAND TODAY
Like in many coun ies, in Finland guidance is dis ibu ed ac oss educa ional, labou
ma ke , social and heal h p o ision, unde di e en minis ies and o he ju isdic ions
(schools, e ia y educa ion, public employmen se ices, social pa ne s, he
olun a y sec o , he p i a e sec o , di e en p ojec s). All p o ide s a e acing a
g owing demand o guidance whils also ha ing o deal wi h he need o make
sa ings. In o de o a oid o e lapping se ices a new end has eme ged owa ds
c oss-sec o al ne wo ks in guidance se ices (Nykänen, Saukkonen, & Vuo inen,
2012) and lexible de elopmen o he o ali y o guidance se ices. (Spanga ,
A nkil, & Vuo inen, 2008). Key ea u es in a well- unc ioning se ice ne wo k a e
collabo a i e and dialogical c ea ion o knowledge, inclusi e collabo a ion and
eme gen de elopmen o new ype o leade ship and managemen in ne wo ks
(Nykänen, 2011).
The Finnish Minis y o Economic A ai s and Employmen and he Minis y
o Educa ion and Cul u e es ablished a na ional li elong guidance wo king g oup
in 2010 and ex ended i s manda e in 2011 in o he Na ional Li elong Guidance
Coo dina ion and Coope a ion G oup. The goal o his na ional ep esen a i e
s uc u e is o enhance na ional, egional and local in o ma ion, ad ice and guidance
se ices wi h a li elong app oach, suppo he implemen a ion o he You h Gua an ee
Ini ia i e and s eng hen mul i-adminis a i e and mul i-p o essional co-ope a ion
among he se ice p o ide s and policy make s. The na ional wo king g oup is co-
chai ed by he Minis y o Educa ion and Cul u e and he Minis y o Economic
A ai s and Employmen wi h close co-ope a ion be ween hese wo sec o s. In
addi ion o hese wo minis ies, he g oup consis s o ep esen a i es o di e en
minis ies and agencies ela ed o hem and di e en educa ion and labou ela ed
unions and s uden s’ o ganisa ions. The g oup has de ined he ollowing s a egic
objec i es o de eloping li elong and li e wide guidance in Finland (Ope us- ja
kul uu iminis e iö, 2011):
 se ices will be equally accessible o all and hey mee he indi idual needs;
 indi idual ca ee managemen skills will be s eng hened;
 hose who wo k in he ield o guidance will ha e he equi ed knowledge, skills
and compe ences;
 a quali y assu ance sys em o guidance will be de eloped; and
 he guidance sys em will unc ion as a cohe en and holis ic en i y.
In addi ion, he g oup has gi en se e al ecommenda ions on o example mul i-
p o essional guidance se ices, he de elopmen o digi al se ices and he educa ion
and ec ui men o guidance p o essionals.
In 2013, he egional Cen es o Economic De elopmen , T anspo and he
En i onmen (ELY-cen es) we e gi en he ask o coo dina ing he de elopmen
wo k on li elong guidance p o ision in hei own egion by means o egional
li elong guidance wo king g oups wi h ep esen a i es o he se ice p o ide s
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and key s akeholde s. This new coo dina ion model o guidance se ices has
been implemen ed in acco dance wi h he abo e men ioned i e s a egic goals o
li elong guidance. The ollowing sec ions o his chap e include b ie o e iews o
he cu en se ices in di e en sec o s.
Ca ee Educa ion and Guidance Counselling as a S uden En i lemen in
Educa ion
The Basic Educa ion Ac (628/1998, § 11) s a es ha e e y pupil is en i led o adequa e
ca ee guidance se ices (§ 30). Guidance se ices in uppe seconda y gene al
educa ion (Lukiolaki, 714/2018) and in oca ional schools (Laki amma illises a
koulu ukses a, 531/2017) a e simila ly p esc ibed by law.
In comp ehensi e educa ion, ca ee educa ion is a compulso y elemen in he
cu iculum, comp ising 76 hou s o scheduled ac i i ies in s uden s’ ime ables
du ing classes 7–9. In addi ion, he e is an en i lemen o indi idual guidance and
g oup counselling, and p ac ical wo k-expe ience pe iods in companies. In g ades
1–6, guidance is embedded in he wo k o he class oom eache s. Since 2016, he
compulso y ime slo o ca ee educa ion in he uppe seconda y le el gene al
educa ion also o als o 76 hou s. The s uden s a e u he en i led o ha e access o
ca ee guidance o one yea a e g adua ion (FNAE, 2016a, 2016b).
The Na ional Agency o Educa ion de ines he co e cu iculum bu equi es
he app oach o deli e y o be o ganised locally. The local ins i u ional cu iculum
mus include a desc ip ion o co-ope a ion wi h he local labou ma ke and business
communi y. Class oom isi s by labou ma ke ep esen a i es, isi s o wo kplaces,
p ojec wo k, he use o di e en sec o s’ in o ma ion ma e ials and in oduc ion- o-
wo king-li e pe iods a e cen al pa s o his co-ope a ion. The ins uc ion in he o he
school subjec s is o include modules ha connec he knowledge and skills p o ided
by he subjec o he demands and possibili ies o wo king li e. The emphasis is on
he p omo ion o CMS as an explici compe ence a ea, no only on he choice o nex
school le el. S uden s and hei pa en s/gua dians a e o ha e he chance o ecei e
in o ma ion on op ional elemen s o he cu iculum as well as on he implica ions
o hese choices o he u he educa ion by mee ing collec i ely wi h he eache ,
school counsello and s uden s (FNAE, 2016a, 2016b).
Du ing g ades 7–9 he school is equi ed o o ganise p ac ical in oduc ion- o-
wo king li e pe iods (TET) wi h pe sonal expe iences in o de o c ea e a basis o
educa ional and ca ee choices and o inc ease app ecia ion o wo k li e in gene al.
In connec ion wi h he wo k expe ience p og amme, s uden s should be able o
e alua e he knowledge and expe ience hey gain. TET is no mally implemen ed
in coope a ion wi h he o he school subjec s u ilising hei con en and wo king
me hods.
Al hough ca ee educa ion has simila s a us as o he subjec s in he cu icula, he
s uden s a e gi en no c eden ials. E alua ion is based on s uden s’ sel -assessmen
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as well as on in e ac ions, guiding and encou aging eedback in conjunc ion wi h
di e en guidance ac i i ies. The s uden s e lec on hei p og ess in discussions
wi h he eache , hey lea n o e alua e hei po en ial, hei skills, hei abili y o ac ,
hei agency and hei esou ces, he amoun and quali y o hei need o guidance,
hei abili y o wo k in g oups and hei communica ion skills. S uden s a e guided
o unde s and how hei alues, belie s and people ha a e impo an o hem ha e
impac on hei choices and decisions. S uden s lea n o e alua e hei skills o
seek in o ma ion and skills o use ICT in seeking educa ional and labou ma ke
in o ma ion. S uden s a e encou aged o pay a en ion o hei skills o e alua e he
eliabili y and ele ance o a ious in o ma ion sou ces. S uden s a e guided o be
awa e o a ious sel -assessmen me hods and ools, and o iden i y how hey can be
used in hei ca ee planning. (FNAE, 2016a, 2016b).
Acco ding o in e na ional e alua ions (Holman, 2014; OECD, 2004) he
in eg a ion o ca ee educa ion in o he cu iculum has been conside ed one o
Finland’s bigges s eng hs in guidance. In he PISA 2012 s udy (Swee , Nissinen, &
Vuo inen, 2014) Finnish 15 yea -olds epo ed ha compa ed wi h many o he
coun ies hey had acqui ed compe ence in many dimensions o ca ee de elopmen .
In Finland, school was seen as a subs an ially mo e impo an sou ce o he
acquisi ion o ca ee de elopmen compe ence han sou ces ou side he school.
Ca ee Se ices in Voca ional Educa ion and T aining (VET)
The e o m o oca ional uppe seconda y educa ion and aining in Finland (2018)
equi es new o ms o guidance se ices. Ins ead o he p e ious supply-o ien ed
app oach, he go e nmen is p omo ing a s uden -o ien ed and demand-d i en
app oach wi h compe ence-based modules and alida ion o non- o mal and in o mal
lea ning. Each s uden will ha e he possibili y o design an indi idually app op ia e
and lexible lea ning pa h o inish an en i e quali ica ion o a supplemen a y skill
se co esponding o hei own needs. The educa ion p o ide s will ha e inc eased
eedom in o ganising hei ac i i ies, including ca ee educa ion and guidance. F om
he beginning o 2018 he new law on VET equi es ha in each 3-yea p og amme
he e is a compulso y module (25–30 hou s) on he de elopmen o Ca ee
Managemen Skills (Laki amma illises a koulu ukses a, 531/2017). A pe sonal
compe ence de elopmen plan is d awn up o e e y s uden . VET p o ide s and
hei guidance counsello s a e he main sou ce o in o ma ion and guidance o
s uden s, bu he public employmen se ice p oduce labou ma ke in o ma ion,
cou ses and guidance o young people as well.
Ca ee Se ices in Highe Educa ion
In highe educa ion ins i u es (HEIs) guidance and counselling se ices a y in
quan i y and quali y (Moi us & Vuo inen, 2003; Vi olainen, 2007; Vuo inen e al.,
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2005). The HEIs ha e au onomy in designing he se ices, bu hey a e de eloping
indica o s iden i ying how his p ocess is p omo ed and suppo ed and moni o ed
as a pa o he quali y assu ance sys ems o he whole o ganisa ion. In gene al,
ca ee cen e s o he s uden a ai s o ices a e he places whe e s uden s can ask
abou hings linked wi h hei s udies, wo k p ac ice, and s uden g an s. In acul ies,
he e a e s uden a ai s sec e a ies who a e esponsible o s uden s’ s udy plans and
o planning, de eloping and coo dina ing counselling se ices. In he uni e si ies
o applied sciences ( o me poly echnics) ca ee counsello s a e esponsible o
guidance and counselling se ices. Academic u o s and o he eache s oge he wi h
pee u o s ake pa in counselling as ag eed in he ins i u ional plans.
Se ices o Young People
S udies (e.g. Salonen & Konkka, 2017) show ha young people in Finland ha e a
new way o hinking abou wo k. E hical alues, global issues and he signi icance
o wo k ma e mo e han be o e o he new gene a ion. S ill, i is no so easy o en e
he labou ma ke as a young pe son wi h limi ed wo king expe ience and o he
pe sonal challenges o conque .
One o he bigges success s o ies o guidance in Finland in ecen yea s has been
he low h eshold One-S op Guidance Cen es (Ohjaamo in Finnish) (see Ke unen
& Fel , Chap e 20, his olume). Following he p io i ies o he na ional s a egy
o li elong guidance and he you h gua an ee ini ia i e, Finland has es ablished a
ne wo k o locally ope a ing One-S op Guidance Cen es ha p o ide young people
unde 30 yea s old wi h in o ma ion, ad ice and guidance on a walk-in and easy-
access basis and h ough mul iple channels (e.g. ace o ace, online, phone). In sp ing
2019, he e we e almos 70 One-S op Guidance Cen es. The One-S op Guidance
Cen es ha e a na ional s ee ing g oup chai ed by he Minis y o Economic A ai s
and Employmen wi h ep esen a i es om di e en minis ies, o ices, unions and
o he hi d sec o pa ies.
E en hough he e a e many di e en suppo se ices a ailable, some o he
s uden s in uppe seconda y educa ion d op ou and hey especially a e in a highe
isk o ma ginalisa ion. Acco ding o o icial s a is ics p esen ed in Finland’s Labou
Fo ce Su ey (2015), in 2015, 66 000 o 16–29 yea olds we e NEET, ep esen ing
abou 10% o he age g oup. Se en y pe cen o hem we e unemployed, 13% wi h a
disabili y pension, 10% we e aking ca e o child en and wi h no in o ma ion on he
emaining 7%. The ne wo k o ou each you h wo ke s eached 26,000 youngs e s in
2017 (Bamming & Walldén, 2018). The esponsibili y o ou each wo k in Finland
lies wi h he municipali ies (you h depa men s). The PES, you h wo kshops and
One-S op Guidance Cen es coope a e closely wi h ou each you h wo ke s.
You h wo kshops suppo young people aged unde 29 in ackling issues ela ed o
educa ion and aining, wo king li e and li e managemen . The wo kshop ac i i ies
a e based on lea ning by doing h ough coaching and p ac ical wo k. The wo kshops
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