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such as psychology or pedagogy is accepted as an adequate proxy for training in the specific
theories and specific methods of career guidance.
Recent policy attention to career guidance has led to a significant increase in specialised
training for career guidance practitioners, with some two thirds of EU Member States now
offering specialised training at tertiary education level. Use of such training is predominantly
by staff working in the education and community sectors, with a smaller proportion of countries
providing specialised training at that level for staff within their public employment service.

Emerging issues

This report raises questions about what is ‘sufficient’ training for a specialised role as a
career guidance practitioner, proposing that this should be explored and defined in terms of
both level (framed within the terms of the European qualifications framework) and the extent
of specialised study of career guidance theory and methods. On the basis of existing
provision, there is evidence that the equivalent of one year of full-time higher education, or
60 ECTS credits, is an appropriate benchmark for national debates on the desirable extent of
the specialised element within professional training.
Training methodologies are also considered. Some recent training initiatives have made
use of distance and e-learning methods, which may support diversity in the workforce by
increasing access to training for those unable to attend for institution-based delivery.
Practicum is used widely by only a minority of training courses; there needs to be further
evaluation of its potential contribution, particularly within initial training. Exposure to
labour-market and occupational information is variable. While there is some argument that
such a rapidly-changing area needs constant attention within continuing professional
development, there also needs to be consideration of the basic concepts to be covered in
initial training.

The concept of competence

The European Union addressed the question of defining ‘competence’ in the context of
developing the European qualifications framework (European Parliament, 2008). In
anticipation of an accepted definition, the project adopted a definition used in the earlier
development stages of the European qualifications framework, which reflects a multifaceted
understanding of both knowledge and competence. Propositional knowledge (knowing that),
practical knowledge (knowing how) and procedural knowledge (knowing how to be) are all
encompassed, and underpin development of a concept of competence that places priority on
ethical and reflective practice. The question is raised of whether all competences are
‘learnable’, or whether staff selection systems should seek to identify innate characteristics
essential for achieving competences. This is a question on which there is currently no
consensus.
Earlier competence frameworks have brought different approaches to the distinction
between core or compulsory, and specialised or optional, elements of competence.
Development work undertaken within this project has identified: foundation or transversal
competences, which should be exhibited in all professional activities; client-interaction

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