In secondary school, career guidance should be managed with the help of cooperation of different social subsystems and should be coordinated along the whole school system.

Transition from primary to secondary school should take place in cooperation of both subsystems. Primary schools should perform majority of counselling whereas secondary schools should help with information like special features, enrolment, etc. Materials should be available from the regularly administered school's websites or from a common website linked to individual schools.

In the grammar school programme the students are preparing for their future education and for life, but not as well for entering the labour market. Information should be available in one place (currently, they are available at universities; however, the descriptions of possible employment fields after the finished studies are poor or do not exist.)

Students are interested in many unusual combinations of studies and is difficult to prepare answers in advance. The counselling service in secondary school does not have enough information about how the students can combine their study programmes. Moreover, such information is difficult to access. It would be very helpful, if some sort of an internet forum would exist, where different guidance practitioners could answer specific questions. It would also be interesting to gather data on the quality of study programmes, on employers' opinion of graduates' knowledge, data on expert references of the teachers, in short, to gather data on the "worth" of graduate's diploma in the labour market (and possibly also on how many graduates find employment). Additionally, it would be useful to gather data on what percentage of students graduate in a defined number of years. Every faculty has this information on their students, as well as the application-information office of the university. It would be interesting to have certain parameters of study programmes’ quality, that would enable comparison. I cannot see any solutions for the above mentioned ideas, for Slovenian faculties will probably slowly adopt market orientation and will promote their programmes individually.

Websites like Ploteus, Movit and Eures remain questionable in my view, for although they offer a vast amount of information, I do not have any information if they are accurate and understandable to secondary school students.

As far as entry into the labour market is concerned, the grammar school students find it too remote. During their secondary school studies they are not interested in it. It would be necessary for the University to establish a counselling service that would prepare students for employment search.

There is very little material on career guidance available in Slovenian language. However, there is plenty of material available in English that could be translated into Slovene and made accessible on the website. Again, the question of who will implement this task remains. Abroad, special services are assigned for such tasks, similar to the Employment Service of Slovenia.

How does staffing, organisational and financial coverage enable reaching more complex goals in the field of career guidance? In my opinion, every school should employ a counsellor, who would deal with career guidance solely. Additionally, a compulsory programme for personal growth and career planning should be developed, which should be held weekly as a one year subject for all students. Also the Employment Service of Slovenia, with its knowledge and labour market information should be actively involved in the school counselling. Sadly, it does not pay sufficient attention to it.

Finally, a few thoughts on quality - we should agree on a common definition of quality career counselling in secondary schools in its broadest sense. Its starting points and goals, minimal content, appropriate methods, possible providers, number of students per group, student rights and duties of career guidance practitioners in the whole subsystem structure should be discussed.

The whole process should be implemented at the national level, so that the relevant data could be collected on the current state in career guidance, on what are the problems and needs of the society and individuals (drop-outs in secondary schools, faculties, etc.). Schools would perform evaluations and prepare guidance programme in the framework of national guidelines.

From the historical point of view, career guidance is becoming increasingly important only lately in the market economy of the post-modern society, where nothing is predictable or certain, which is especially true for employment. Consequently, career guidance is not a part of the secondary schools curriculum, there are no special education programmes for guidance practitioners and there is no public financing.

The consequences of such state would be very hard to foresee without a performed evaluation. I can say for myself (and for colleagues from other schools) that I have to continually struggle to find information. I provide career guidance during class meetings and after the classes and this task often collides with my other tasks, which is very tiring. I do not manage to edit the school website with career guidance content because I lack IT knowledge as well as time. I continually feel that I am not informed enough and that I hadn't done enough for the students. As far as the evaluations are concerned, every year I only receive information on the number of students that managed to enrol in the programme of their first choice.