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7. Using the competence framework

7.1. Customising the framework

This competence framework has been developed at European level. It therefore
encapsulates the key tasks that need to be provided as part of a system of career guidance
in each country. It does not dictate which organisations should provide career guidance
services; the merits and disadvantages of different models have been examined elsewhere
(Cedefop, Sultana, 2004; Sultana, 2003, 2006; OECD, 2004; Sultana and Watts, 2005). It is,
however, unlikely that the career guidance needs of the population of any European country,
as outlined in the resolution of the Council of the European Union (2004), could be met
without attention to all 19 of the competence statements which make up this framework.
Some competences will undoubtedly be required in all delivery organisations: the
client-interaction competence ‘Undertake career development activities’ is one example. By
contrast, the competence ‘Facilitate entry into learning and work’ may not be relevant in all
settings.
The framework needs further customising in relation to the ‘contexts and conditions which
you might think about’ (the right-hand column under each element). The entries here are
indicative of the range of issues which might need consideration. Available resources,
cultural and sectoral conditions, and applicable standards and codes, all need to be reflected
here, as appropriate to the situation and type of proposed use.

7.2. The competence framework and qualification systems

The earlier part of this report shows a significant move towards the development of
specialised training in career guidance at postgraduate and master’s level, through both
full-time and part-time courses. Training also exists in most countries at lower levels, both
through institution-based full-time and part-time courses, and through in-service and
workplace provision. In many countries, educators and trainers are active throughout all the
cycles of higher education (EQF levels 6 to 8), and at lower levels for some in-service
training. Section 3.1. includes comment on the need for the coverage of a specialised
curriculum within training, as well as arguments for a sufficient academic level of training for
specialist career guidance practitioners.
This competence framework has several possible uses in planning and developing
training courses at all levels. It offers a framework that could provide common ground for
dialogue between policy-makers (planning career guidance provision within their area of
remit) and trainers (tasked with providing suitable learning opportunities for those who will
deliver the planned services). McCarthy (2004) notes the lack of such dialogue, which can be
facilitated through a shared framework of the tasks of career guidance, with scope to identify

the contexts and conditions for competent practice in specific circumstances.
Taken further, and with the inclusion of other key players such as professional
associations of career guidance practitioners, the competence framework can pave the way
towards addressing policy issues raised in the handbook for policy-makers (OECD and

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