Diapositive 1

The French presidency
of the
European Union
Conclusions of the EUPF conference
And the [future] LLG resolution
The role of guidance actors :
competences and training
needs ?
Françoise Divisia - MEN / MESR France
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
• 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
• « 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
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
• 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
• He should have an expertise in validation and
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 in a network
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
Coordination and cooperation
among the various stakeholders
• Guidance should be a shared competence area
• Avoid concurrence with other guidance services
• 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
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
3- To ensure « flexisecurity » of the citizens pathways,
coordination and complementarity of roles in guidance
services is needed through networking;

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