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European Commission, 2004). This publication records the lack of ‘graded and integrated
learning pathways that enable guidance workers to progress from non-expert to expert
status’ (p. 45). It also notes that, while much training is inadequate to equip practitioners with
the knowledge and skills needed for their job, conversely – in some countries – there is too
much emphasis on lengthy training that ‘develops skills to provide in-depth careers
intervention and psychological counselling required by only a minority of users’. The
competence framework can provide a common reference tool for training provision at all
levels, including in-service and CPD training.
The framework is focused on coverage, but does not address level. As new courses are
developed or existing courses reviewed, it is useful to have an external benchmark against
which to assess course coverage. Respondents to the study of career guidance
qualifications and training, reported in the early sections of this report, relate that they have
used other competence frameworks, such as that developed by the International Association
for Educational and Vocational Guidance (IAEVG), for this purpose. A common European
competence framework can support this activity; it has a particular value when a common
reference tool is helpful, for example, when such training developments are taking place
within transnational projects with EU funding.
Level needs to be addressed in relation to the requirements of specific job roles and
tasks, which are normally delivered in team settings, frequently as part of a wider network of
provision. Non-expert and paraprofessional staff have a role to play in career guidance
teams, but should be adequately trained for their tasks, within a framework that enables
progression for those who seek it. The European qualifications framework, the Copenhagen
process (VET) and the Bologna process (HE) create the frameworks and generic descriptors
for each cycle of vocational training and higher education based on learning outcomes and
competences. The development of national qualifications frameworks (by 2010) completes
the structures which can support ‘integrated learning pathways’. The value of both specialist
career guidance practitioners and of dispersed networks was discussed in Section 1.5. It
rests with each Member State to confirm the pattern of delivery that best suits national needs
and circumstances, and to work towards an adequate structure for training the staff who will
be the key resource in delivery.

7.3. Other potential uses for the competence framework

The framework can play an important role in shaping training provision, but has potential to
be used for other purposes. The uses outlined here are organised according to the body or
group which might initiate the use.

7.3.1. Organisations delivering career guidance services

Career guidance is delivered by many different organisations, including public authorities
(national and regional), schools and other educational institutions, by some private
organisations and by community and charitable groups. Each organisation will have its own
strategic purposes, which in turn will influence the potential user-groups to whom it makes its
services available. Some delivery organisations will have career guidance as their main
function, while others will deliver career services as a small part of a wider remit. These

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