By: Kleio Stafylaki
Supporting young people during transition moments
Young people in Greece continue to face important challenges during the transition from education to employment. Although the percentage of young people classified as NEET has gradually decreased in recent years, Greece still records higher rates compared with several European countries (CEDEFOP, 2023). This situation highlights the importance of strengthening career guidance services within vocational education and training environments.
The SupportSphere project responds to this need by promoting inclusive and student-centred approaches that support self-awareness, career planning, and informed decision making among VET learners. During the Greek pilot activity implemented by SAEK Egaleo in March 2026, trainers and students participated in practical sessions focused on reflective learning, career guidance, and self-assessment activities. This showed that structured support, combined with participatory methodologies, can strengthen students’ confidence and encourage more active engagement with their future educational and career choices. The experience also reinforces the value of mentoring practices within VET.
Learning through participation and reflection
One of the main findings of the Greek pilot activity is the importance of reflective and participatory methodologies in vocational education and training. During the sessions, trainers participate in discussions, practical exercises, and activities connected with professional identity, guidance practices, and career development processes. According to the evaluation results, all participating trainers considered the programme relevant for their professional practice, while most responses received the highest scores on the evaluation scale. Participants reported that the activities help them better understand the different aspects of career guidance and provide practical tools that could be applied in everyday educational settings.
The implementation of the self-assessment tool with VET students also produced positive results. Students participated in guided activities encouraging them to reflect on personal interests, strengths, aspirations, and future opportunities. More than ninety percent of participants stated that the activity helped them reflect more actively with career planning and future goals. Students additionally reported that the exercises improved their awareness regarding career planning and personal decision-making processes.
Combining guidance, mentoring and practical tools
These findings are particularly relevant for the Greek context, where many young people continue to experience insecurity regarding employment opportunities and long-term career prospects. CEDEFOP research highlights the importance of guidance systems that combine access to information with personalised support and active learner participation (CEDEFOP, 2021). The pilot activity confirms that guidance services become more effective when learners actively participate in reflective and practical exercises instead of passively receiving information.
The pilot also highlights the importance of combining human interaction with digital and practical resources. Trainers suggest expanding the number of case studies, collaborative activities, and digital tools supporting career guidance practices. These recommendations demonstrate the need for flexible and student-centred approaches capable of responding to diverse educational and social realities within Greek vocational education environments.
Building confidence for future pathways
Another important element concerns the supportive environment created during the pilot sessions. Trainers and students openly exchange experiences, concerns, and expectations related to educational and professional development. This collaborative atmosphere encourages participation and strengthens confidence among learners who initially experience difficulties reflecting on long term employment goals pathways.
Looking ahead
To sum up, the Greek pilot activity of the SupportSphere project demonstrates that inclusive and reflective career guidance approaches can positively support VET learners during key transition moments. The results confirm that students benefit from opportunities encouraging self-reflection, active participation, and discussion about educational and professional pathways. Trainers also recognise the importance of practical guidance tools connected with educational challenges and everyday teaching practices.
The pilot experience additionally highlights the value of combining human support, mentoring, and activities within vocational education settings. Strengthening these practices in Greece can contribute to improving student engagement, supporting informed career decisions, and reducing risks connected with disengagement and exclusion.
References
CEDEFOP. (2021). Career guidance and lifelong learning in Europe. Luxembourg: Publications Office of the European Union.
CEDEFOP. (2023). Statistics and indicators on young people neither in employment nor in education and training (NEETs). Luxembourg: Publications Office of the European Union.
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