Page 58 - Professionalising-career-guidance-practitioner-competences-and-qualification-routes-in-Europe

4.2.3. Changes responding to the Lisbon strategy and the Bologna process

Bulgaria has a development programme to translate its higher education courses into the
procedures required by the Bologna process. The master’s course at Ruse University has an
ECTS rating of 74, made up of 30 credits each for the first two semesters, which are more
theoretical, and a further 14 credits for the third semester, which is practice-based. In the
third semester, seven of the ECTS credits are allocated to the GCDF course.

4.2.4. Entry requirements and alternative routes to entry and qualification

The normal entry requirement for the master’s programme is a first-cycle higher education
degree in a related area such as pedagogy, social sciences or psychology. Viability in terms
of student numbers was a concern during recruitment, and a number of actions were used to
attract students:
(a) approaches were made to alumni of the university with first degrees in relevant subjects;
(b) extensive coverage in a prestigious national newspaper which attracts an audience in
both educational and business fields. A journalist from the newspaper accompanied a
study visit to Ireland, and wrote a number of articles on career development;
(c) the same newspaper was used to advertise a competition for a number of sponsored
places on the course. Entry was by essay competition;
(d) people with degrees in non-related subjects (for example, technical subjects) were
invited to apply on the basis of experience of relevant work in educational counselling.
Selection was based on interview and some documentation relating to their work
experience, a basic implementation of accreditation of prior experience and learning
(APEL).

4.2.5. The course teaching methods

The course is taught in-house at the university. Practical training in individual counselling and
running group sessions is assessed in part through use of the GCDF framework. Practical
work with real users of career guidance services therefore contributes to assessment and
accreditation in the academic system.

4.2.6. Coverage of labour market, occupational and other opportunity information

There is good coverage of labour market information and trends, with a focus on a
research-based approach to the labour market changes arising from the transition from a
command to a free-market economy. There is also coverage of the need to interface with
employers, including exploration of their future skill needs, and helping employers develop
programmes such as internships to attract suitable applicants.
There is some focus on specific occupational information, with work on occupational
profiles and job requirements. Bulgaria is developing a national system of professions and
occupations; over time this is intended to include detail of job tasks and to link with
information on training routes.

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