European Competence Standards
for the
Academic Training of Career
Professionals
Prof. Christiane Schiersmann
6th NICE Conf...
Purpose and Goals of European Competence Standards
 Help to establish career guidance and counselling as a
recognized pro...
Criteria for the Competence Standards to be “Fit for Purpose”
 We need a comprehensive and concise statement about the co...
Release
Developing the European Competence Standards (ECS) 4
2012 2013 2014 2015
Start of
NICE 2
Project
(10/12)
First Mee...
Competence Standards for Three Types of Actors (1) 5
Immediate advice in
personal context (e.g. at
work, in school) for ba...
NICE Professional Roles and Competence Domains
5 Professional Roles* which
Career Professionals work in:
6
6 Domains of Co...
7Principles behind the Competence Standards
Following Jenny Moon (2002), the competence standards are composed of three pa...
8Example 1
CGC Practitioner / Career Counselling Competence No. 1:
“Conclude a client’s main reason for seeking support
in...
9Example 2
CGC Practitioner / Career Assessment and Information Competence No. 1:
“Assess informational needs of clients
r...
10Recommended Qualification Levels (1)
NICE pronounces the need for Career Advisors, CGC Practitioners and CGC Specialists...
11Recommended Qualification Levels (2)
A few examples:
1. Integration of knowledge from different fields:
 Relevance of p...
12Recommended Qualification Levels (3)
Based on our assessment, we recommend:
 EQF 6 or 7 for training of Career Advisors...
13Some Points on the Implementation of the ECS
The European Competence Standards (ECS) will only become established as “re...
For Further Reading
 The Short Version of the ECS will be
translated into a large number of
European languages in the nex...
15Thank You!
On behalf of the NICE Steering Committee, I would like to thank:
 The European Commission for co-funding NIC...
Prof. Christiane Schiersmann
schiersmann@ibw.uni-heidelberg.de
www.nice-network.eu
Thank you very much
for your attention!
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Christiane Schiersmann - European Competence Standards for Academic Training of Career Professionals

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At the 6th NICE Conference in Bratislava, Slovakia, Professor Christiane Schiersmann from the Heidelberg University presented the first version of the "European Competence Standards for the Academic Training of Career Professionals" on May 28, 2015. A short version of the competence standards was distributed to all participants and is available for download at www.nice-network.eu. Experts from all over Europe were involved in the process of developing the competence standards, a process coordinated by Prof Kestutis Pukelis, Dr Jacques Pouyaud, Dr Jukka Lerkkanen and Johannes Katsarov. The Bratislava Conference marked the finalization of the competence standards, which shall now be translated into numerous European languages and be implemented in the numerous training programmes across Europe.

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Christiane Schiersmann - European Competence Standards for Academic Training of Career Professionals

  1. 1. European Competence Standards for the Academic Training of Career Professionals Prof. Christiane Schiersmann 6th NICE Conference in Bratislava – May 28, 2015
  2. 2. Purpose and Goals of European Competence Standards  Help to establish career guidance and counselling as a recognized profession around Europe; a common professional identity of career professionals  Assure the competence of career professionals around Europe, including people in supportive roles, as well as the quality of (initial + further) training  Support the mutual recognition of qualifications and the recognition of prior learning in the field of career guidance and counselling, and improve basis for international cooperation and mobility in training and practice 2
  3. 3. Criteria for the Competence Standards to be “Fit for Purpose”  We need a comprehensive and concise statement about the core tasks of career professionals, which can be communicated well to lay-persons  what should people be able to expect from every person called a “career guidance and counselling practitioner”?  We need a system which can offer a sensible differentiation between fully dedicated “career professionals”, people dealing with career-related questions as part of other roles, and people in “specialist positions”  We need a transparent and coherent framework of measurable competence levels to assure quality and increase comparability  The competences need to be meaningful in relation to the most central professional challenges related to the career profession and focus on performance in dealing with such challenges 3
  4. 4. Release Developing the European Competence Standards (ECS) 4 2012 2013 2014 2015 Start of NICE 2 Project (10/12) First Meeting in Berlin - Rough Plan (03/13) Concept Design in Kaunas (11/13) Steering Committee approves plan in Mannheim (01/14) Draft presented at Canterbury Summit (09/14) + Public Consultation Istanbul Conference – Involvement of all Members (05/13) Release of ECS Short Version at Conference in Bratislava (05/15) Translations of Short Version + 2nd NICE Handbook (09/15) Feedback & Revisions “Double- Blind” workshops in Bordeaux & Bratislava (11/13) Design & Realisation Revisions and Member Consultation (until 04/15) Harmonization of ECS in Heidelberg (05/14) Conception
  5. 5. Competence Standards for Three Types of Actors (1) 5 Immediate advice in personal context (e.g. at work, in school) for basic challenges Professional career guidance and counselling for groups and individuals focused on complex career challenges Specialist career services for particularly complex career challenges, leadership, supervision, research and development Career Advisor CGC Practitio ner CGC Specialist Client A combination of different types of career services is needed, in order to satisfy the needs of all citizens appropriately.
  6. 6. NICE Professional Roles and Competence Domains 5 Professional Roles* which Career Professionals work in: 6 6 Domains of Competence** which they need for this: Career Counselling Competences Career Education Competences Social Systems Intervention Competences Career Service Management Competences Career Assessment & Information Competences Generic Professional Competences We distinguish between two aspects in our basic framework: Career Counselling Career Education Social Systems Interventions Career Service Management Career Assessment & Information CGC **Competences are measurable learning-outcomes relating to the performance of professional functions; hence we don’t speak of “core competences” anymore, but of competence domains. *The Professional Roles together represent the central activities of career services and career professionals.
  7. 7. 7Principles behind the Competence Standards Following Jenny Moon (2002), the competence standards are composed of three parts. The first two of them refer to the general activity: 1. An action verb that describes what a person should be able to do 2. A number of words that indicate how the person performs this task/activity The third part refers to the required quality level (standard) of the performed activity: 3. A number of words that indicate the conditions under which the activity is performed and/or which measurable outcomes are required (e.g. quality indicators, expectations of clients, superiors, complexity of a problem etc.) The quality of competence definitions relies on:  Focusing on the most challenging and important components of an activity (relevant!)  Only describing aspects, which can be observed as behaviours (measurable!)
  8. 8. 8Example 1 CGC Practitioner / Career Counselling Competence No. 1: “Conclude a client’s main reason for seeking support in an empathic and respectful way, based on a client-centred interview.” 1. Observable action (verb + clearly defined description and reference) 2. Quality criteria for the communication of the conclusion 3. Quality criterion concerning conditions of conclusion
  9. 9. 9Example 2 CGC Practitioner / Career Assessment and Information Competence No. 1: “Assess informational needs of clients regarding their interests and competences, the relevant labour market, and features of vocational and educational systems to confront informational problems such as information overflow, stereotypes, disinformation and lack of information.” 1. Observable activity 2. Quality criterion concerning the purpose of the assessment and necessary consequences 3. Quality criteria concerning informational problems which a professional must be able to detect 2. Quality criteria concerning the areas of knowledge, which a professional must consider
  10. 10. 10Recommended Qualification Levels (1) NICE pronounces the need for Career Advisors, CGC Practitioners and CGC Specialists to engage in specialized academic training as an entry requirement for their type of practice in career guidance and counselling. Competence Level Analysis (based on European Qualifications Framework EQF): The majority of competence standards for CGC Practitioners relates to EQF Level 7 (Postgraduate Degrees / Masters Degrees), which reflects following aspects:  Integration of knowledge from different fields  Development of strategic approaches for dealing with complex, unpredictable work or study contexts  Specialized problem-solving skills to develop new knowledge and procedures
  11. 11. 11Recommended Qualification Levels (2) A few examples: 1. Integration of knowledge from different fields:  Relevance of personal/ psychological motives and factors,  Relevance of social influences (family, friends, community, religion)  Consideration of the economic and institutional environment 2. Strategic approaches for dealing with complex, unpredictable work or study contexts:  Clients face multi-faceted problems and a high level of uncertainty,  Need to develop broad goals and strategies together with clients 3. Specialized problem-solving skills to develop new knowledge and procedures:  Supporting people in transforming their behaviours  Facilitating difficult processes of learning and problem-solving
  12. 12. 12Recommended Qualification Levels (3) Based on our assessment, we recommend:  EQF 6 or 7 for training of Career Advisors • as part of or in addition to degree programmes in diverse disciplines (e.g. Teacher Training); • Lowest: short-cycle training at EQF 5  EQF 7 for training of CGC Practitioners • full degree programmes in career guidance and counselling (Master/ Postgraduate) • at the lowest through full, multidisciplinary Bachelor programmes (EQF 6)  EQF 8 for training of CGC Specialists • e.g. as part of structured doctoral training (PhD) • Lowest: specialized Postgraduate and Masters programmes (EQF 7)  All three types of actors should engage in continuous professional development  Reflected practice should be a prerequisite in qualification of each group
  13. 13. 13Some Points on the Implementation of the ECS The European Competence Standards (ECS) will only become established as “real standards”, if they are implemented widely across Europe. Implementing the ECS in degree programmes will…  Unveil deficiencies of the model • Implementation needs to be analysed for learning • Adaptation of the ECS into local contexts will be challenging and require interpretation • Regular revisions of the ECS will be necessary  Need to be accompanied by further activities • Peer-learning for quality development of degree programmes • Systematic evaluation of degree programmes • Cooperation with national bodies concerned with qualification and training of career professionals • Competences need to be validated with career services providers (enterprises)
  14. 14. For Further Reading  The Short Version of the ECS will be translated into a large number of European languages in the next months  The 2nd NICE Handbook will be published in 2015, explaining the ECS and their application in detail  For the definition of more detailed, competence-based learning outcomes, we recommend the NICE Curriculum, which can be found in the NICE Handbook (2012) at http://www.nice- network.eu/382.html in English, French, German and Spanish (Chapter 5) – soon also in Turkish! 14 Graph: Modules of the NICE Curriculum (2012)
  15. 15. 15Thank You! On behalf of the NICE Steering Committee, I would like to thank:  The European Commission for co-funding NICE and the development of the European Competence Standards  All of the 83 NICE colleagues who contributed to the development of the ECS at our conferences, workshops, meetings and internal discussions and consultations  The numerous stakeholders from all around Europe who participated at the Canterbury Summit in September 2014 and/or contributed to our public consultation on the ECS  The coordinators of the ECS development: Kestutis Pukelis, Jacques Pouyaud, Jukka Lerkkanen and Johannes Katsarov
  16. 16. Prof. Christiane Schiersmann schiersmann@ibw.uni-heidelberg.de www.nice-network.eu Thank you very much for your attention!

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