Youth Guidance Centres

Danish Youth Guidance Centers coordinate guidance initiatives within lower secondary schools in collaboration with school principals, aiming to offer additional support to teachers. Three primary models are employed:

Collaborative case-based interdisciplinary meetings: In this approach, diverse professionals from the municipality convene to discuss specific cases. The frequency of these meetings varies, occurring at irregular intervals determined by the youth’s case worker.
Transversal teams with fixed meeting schedules. Under this model, various professionals target specific groups and hold meetings at regular intervals. The composition of these meetings remains constant, with each team member responsible for reporting to their respective department.
Unified organization (One-stop shop): Through a unified organizational structure, professionals with different skill sets are grouped together to form specialized teams or units dedicated to a cohesive youth effort. In such instances, financial resources are segregated, often with a distinct budget allocated to the specialized unit.

Funding for these units originates from the relevant administrators or departments responsible for transferring their respective responsibilities.

Impact of the good practice

Youth Guidance Centres provide easily accessible and transparent guidance. This guidance has impact on supporting students in continuing Education and Training. The practice also has impact on VET provides as make their work easier as the students are guided in advance for the right courses for them and the teachers are able to work only with motivated learners.

Applicability/ Transferability of the good practice in VET

This practice is easily transferable in vocational education. Regular case-based meetings could be conducted among VET educators. Through sharing their experience and presenting concrete cases, the educators will improve their expertise and will learn from the experience of their colleagues. Open discussions between colleagues could contribute to the improvement of the skills and competences of VET educators.