Page 83 - Professionalising-career-guidance-practitioner-competences-and-qualification-routes-in-Europe

adequate academic capability would be trained in the necessary personal values, skills
and attitudes.

5.6. Responses to the consultation process

The competence framework was circulated for comment by respondents in 30 countries,
along with a response questionnaire (see Annex 4). The overall structure of the competence
framework received highly favourable comment, and was viewed as taking an approach that
was easy to understand. One respondent (Poland) commented that it is ‘clear and simple,
and might also be used by decision-makers at regional and national level … to allow them to
understand the specific work of career guidance practitioners’.
Some respondents commented on the totality of the competences as being ‘too much’;
however, these respondents also generally confirmed that all the competences were
applicable or desirable in their country. Some emphasised the extensive supervision and
support that guidance practitioners would need. This comment arose particularly in countries
such as Bulgaria (GCDF trainer), Romania and Slovakia, where training and workplace
infrastructure are currently more limited. Other responses reflected the current development
of career guidance practice in their country: for example, an emphasis on assessment and
placement in the Czech Republic, where career development activities such as ‘exploring
new perspectives, forming strategies and plans’ were viewed as ‘not required’, although
desirable.
The consultation process identified a small number of areas where the language used had
not been easily interpreted: such issues were addressed during the revision. Responses
relating to use of the competence framework are covered in detail in Section 7.

73