IAEVG - Competencies

International Association

for Educational and

Vocational Guidance

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International Competencies for Educational and Vocational Guidance Practitioners

Approved by the IAEVG Board, 18th December 2018

Preamble

Educational and vocational guidance practitioners assist people across their lifespan with learning and work decisions. Educational and vocational guidance practitioners work in diverse settings such as schools, colleges, universities, public employment services, organisations and in private practice. Educational and vocational guidance practitioners provide services to diverse clientele and specialised populations including students, adults, people from indigenous/first nation backgrounds, people with a disability, and people from migrant and refugee backgrounds.

The purpose of the IAEVG Competency Framework is to make explicit the competencies required in order for educational and vocational guidance practitioners to deliver quality services to clients. The competencies were developed on the basis of an international survey conducted in 2003 and revised in 2018. Recognising the wide variation across countries in professional training for, and the roles and functions carried out by educational and vocational guidance practitioners, the IAEVG Competency Framework serves as a resource for practitioners, policy makers and course providers while respecting their context specific needs and circumstances and their autonomy in developing and implementing their own frameworks.

The IAEVG Competency Framework comprises Core Competencies and Specialized Competencies. The Core Competencies are the skills, knowledge, and attitudes required by educational and vocational guidance practitioners regardless of their work setting or specialization. The Specialized Competencies recognize the diverse nature of educational and vocational guidance work in relation to the client groups, work settings, and training of practitioners and reflect competencies that may be required by some, but not all, educational and vocational guidance practitioners.

IAEVG International Competency Framework

The Core Competencies

The Core Competencies (C) are the skills, knowledge, and attitudes required by educational and vocational guidance practitioners regardless of their work setting or specialization.

Educational and vocational guidance practitioners:

C1	Demonstrate appropriate ethical behaviour and professional conduct in the fulfilment of roles and responsibilities.
C2	Demonstrate advocacy and leadership in advancing clients learning, career development and personal concerns.
C3	Demonstrate awareness and appreciation of clients’ cultural contexts, concerns and strengths to interact effectively with all populations.
C4	Integrate theory and research into practice in guidance, career development, counselling, and consultation.
C5	Demonstrate the skills to design, implement and evaluate guidance and counselling programs and interventions.
C6	Demonstrate awareness of his/her own capacity and limitations.
C7	Communicate effectively with colleagues or clients, using the appropriate level of language.
C8	Demonstrate knowledge of updated information on educational, training, employment trends, labour market, and social issues.
C9	Demonstrate social and cross-cultural sensitiveness.
C10	Demonstrate the skills to cooperate effectively in a team of professionals.
C11	Demonstrate knowledge of lifelong career development process.
C12	Demonstrate skills and knowledge related to effective and appropriate use of technology.

The Specialized Competencies

Specialized Competencies (S) recognize the diverse nature of educational and vocational guidance work in relation to the client groups, work settings, and training of practitioners and reflect competencies that may be required by some, but not all, educational and vocational guidance practitioners.

S1 Assessment:

Analysis of the characteristics and needs of the individual group to whom the program is addressed, and also of the context where they are inserted, including all agents involved. The aim is to integrate and evaluate data from inventories, tests, interviews, scales and other techniques that measure an individual’s abilities, aptitudes, barriers, life roles, interests, personality, values, attitudes, educational achievements, skills and other relevant information. This specialization includes the related but distinct competency of test interpretation, that is, explaining to a client the results of an assessment and their implications.