In the PLYA programme many young people participate who were unsuccessful in school, because of improper counselling on their continuing education. It seems that school counsellors are not updated on new developments. They do not use opportunities they could, and have poor knowledge on the newly emerging professions. Perhaps even more questionable is their readiness to learn about the new developments. The combination of both is causing improper counselling.

On the other hand, many different programmes exist and it is difficult keeping up-to-date with them. Only a few good general programmes are generally known to counsellors. There are many more useful programmes available for a certain field. Counsellors have an affinity for certain programmes they trust and also recommend them to their clients. Apparently, there is a lack of information on new programmes, possibilities of additional education as well as resources and tools.

The problem is complex and cannot be solved from the expert point of view solely. The "expertise" itself is often unsatisfactory and allows deviation from the problem. An individual tends to be often perceived bureaucratically, which is the experience of participants in our programme. The personal approach is under emphasised.

We believe that the mentors in our programmes are well informed. However, the knowledge of course depends also on the level of commitment of the individual and team.

Reasons:

• Low motivation of experts for humanistic approach. This issue needs to be addressed by a group of well coordinated counsellors, who would guide the client step by step towards the appropriate solution;
• Counsellors do not have the time to search for quality options and help clients to understand themselves well;
• Lack of quality programmes;
• Low readiness for change and improvements;
• Incompatibility of information – seekers and information – givers;
• Lack of information as a result of low motivation of counsellors.

Consequences:

• Information do not reach users;
• Education and employment policies and strategies are too bureaucratic;
• High drop-out rates;
• Low motivation of students that leads to low discipline, absence and other problems;
• Inefficient education system;
• Unsatisfied citizens;
• Passive participation is inefficient and uneconomic in time and resources;
• General mistrust and negative attitude towards the institutions, resulting in inefficiency of counselling institutions;
• Low cooperation of counselling services.

Possible solutions:

• A pilot project that would follow the individual’s path from occupational decision to employment;
• Coordinated information exchange among career guidance providers and public institutions;
• Continuing education of guidance practitioners on all education levels;
• The formulation of a national guidance programme;
• New guidance programmes;
• A forum for exchange of opinions, information and experience;
• Positive incentive to stimulate motivation to improve work and create innovative approaches.