This 2008 report was produced by the Australian Council for Educational Research for the Department for Education, Science and Training. It examined the participation of pupils in career guidance activities in upper secondary school and of the perceived usefulness of such activities to pupils. In overall terms, the individual career guidance interview was perceived as the most useful activity participated in. Lower-achieving pupils and pupils unsure whether they would complete the final secondary school year year placed more value on careers interventions. As young people participated in more career activities, they found career advice to be more useful.

Recently published by le Haut Conseil de l'Education in France, this report highlights how the organisation of education programmes and of learning opportunities in second level schools (colleges, lyceés) in France has a negative impact on young people's choices and consequently on the provision of career guidance, and how it contributes to both social reproduction and social inequities. It sets out four priorities for future actions:

• The transfer of responsibilities for guidance provision to the regions
• The redefining of the role and function of guidance
• Giving teachers a proper guidance role
• Strengthening careers education to assist pupils to make choices.

This paper produced with the support of the Department of Education, Science and Training of Australia and the Department of Education and Training of New South Wales, introduces the concept of the four pillars of career and transition support for young people:

• Family
• Peers
• Community and employers
• Peers.

It describes the empowerment strategy involved and explains how it works in practice.