A transversal topic

• No specific focus on the competences and training of LLG counsellors/actors in the conference nor in the [future] resolution… • nevertheless, this issue was evoked in the conclusions of the 3 conference workshops : quality of information and services/coordination; preventing school leaving; supporting lifelong transitions… • And the resolution should act as a « user’s framework » (Jos) from which we can infer practitioner’s competences.

Practitioners’competences = quality in guidance provision

• Resolution priority area 3 : Develop quality assurance • « the MS should consider: • Enhancing, including through initial and further training, the professional profile and standards of guidance practitioners, and promote their competences and skills , in particular with regard to the provision of information, advice and support, in order to better respond to the needs and expectations of both citizens and policymakers »

Encourage the lifelong acquisition of career management skills

• Skills in 4 areas : 1- self-knowledge and or self awareness : how to evaluate oneself, to identify strong points and weaknesses, one’s interests 2 search for information and it’s evaluation, decision-making processes 3 - the discovery of the economic environment 4- the knowledge of training systems and pathways • The teacher should be able : • to build this competence through a range of pedagogical activities or experiential learning and individual counselling • to help young people to build confidence, self esteem, independance and employability ; • To give informations about the economic environment, buisnesses and occupations, education, training and quailification systems;

Key elements to support young people in difficulty • • • Guidance approach should include : Be attentive to the symptoms of early school leaving Identifying various groups in difficulty Evaluating their needs and providing flexible suport

Facilitate access by all citizens to guidance services

• Access to the full range of forms • Offer support in information searches, individual counselling • Offer support in obtaining validation and recognition of their formal, informal and non formal learning outcomes • Training programmes should prepare counsellors to use all the forms, web, telephone and face to face, particularly internet resources; • The counsellor should understand the user’s expectations and assist him in the correct use of information • He should have an expertise in validation and recognition

Quality assurance

1 .Quality of information,

objectivity of career information impartiality and advice; • it should contribute to address sector skills shortages ; establish a clear distinction between sectorial interests and objective informations • Forecasting the future jobs and skills, the changes on the labour market;

2. Building a common delivery culture

model so that citizens are comparably served by all network partners • Evaluate effectiveness and measure efficiency : should pay attention to user benefit/outcomes gained as well as user satisfaction in a network

Coordination and cooperation among the various stakeholders

• Guidance should be a shared competence area • Avoid concurrence with other guidance services providers • Networking, partnership : ability to respect the competences of each stakeholder: capacity of understanding the work of the other partners • It requires clear sharing of roles and responsabilities of the stakeholders • Promote a shared professionnalism

Conclusions

1- Lifelong guidance should respond to the expectations and needs of: • - individuals/citizens • - economy • Social cohesion 2 -counselling refers to various profiles and skills • It should be a shared competence between various actors 3 To ensure « flexisecurity » of the citizens pathways, coordination and complementarity of roles in guidance services is needed through networking;

Diapositive 1

Transcript Diapositive 1

The French presidency

European Union

The role of guidance actors : competences and training needs ?