Page 47 - Professionalising-career-guidance-practitioner-competences-and-qualification-routes-in-Europe

3. Training: emerging issues

3.1. Sufficiency: level and specialism

Section 1.5. explored the ways in which career guidance specialist practitioners may support
delivery of careers work through devolved and dispersed network systems, as well as
engaging in their own professional practice with clients. Both aspects of professional work
demand considerable capability of the career guidance practitioner, covering a wide range of
general personal and intellectual abilities, along with sound knowledge of the theories
underpinning career development and career guidance, and skill in working directly with
individual clients, groups, and members of collaborative networks.
This raises the question of what level of qualification might generally be regarded as
‘sufficient’ to fulfil this professional role. At present, it is unlikely that any consensus could be
achieved among the Member States on this question. Existing training and qualifications are
too diverse: in some countries a master’s degree is becoming the norm, while in others there
is extremely limited provision of specialised training. Sultana (in Cedefop; Sultana, 2004 and
Sultana, forthcoming) reviewed the current state of career guidance as a ‘truncated
profession’ and outlined both the benefits and the potential drawbacks of greater
professionalisation. Integral to the development of a distinctive identity for the career
guidance profession is the need to pay attention to ‘the extent and nature of professional
training required prior to entry’ (Cedefop, Sultana, 2004, p. 75). It is appropriate to open this
debate, even if resolution of the question may be well in the future. We shall, therefore,
consider the concept of ‘sufficiency’ in two respects: level and specialisation.

3.1.1. Level
The capabilities described above will normally be developed through formalised learning.
When considered in relation to the European qualifications framework (EQF), the minimum
level that encompasses the necessary standard of knowledge, skill and competence is level
6, equivalent to the first cycle of higher education. The descriptors for level 6 comprise:
(a) knowledge: advanced knowledge of a field of work or study, involving a critical
understanding of theories and principles;
(b) skill: advanced skills, demonstrating mastery and innovation, required to solve complex
and unpredictable problems in a specialised field of work or study;
(c) competence: manage complex technical or professional activities or projects, taking
responsibility for decision-making in unpredictable work or study contexts; take
responsibility for managing professional development of individuals and groups.
Within the Bologna process, the three-cycle framework for higher education was adopted
4
at the Bergen conference in 2005 ( ). The description of first-cycle qualifications is worded

4
( ) Bologna process: see Qualifications framework in the EHEA
(http://www.ond.vlaanderen.be/hogeronderwijs/bologna/qf/qf.asp) and Overarching framework of
qualifications of the EHEA (http://www.ond.vlaanderen.be/hogeronderwijs/bologna/qf/overarching.asp) [both
cited 28.11.2008].

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