Competence standards
The Competence standards consists of a description of seven competence areas for career guidance, with a specification of what career guidance practitioners across sectors must have by way of knowledge, skills and general competence within each area.
Recently edited : 18. March 2024Norwegian career guidance practice has strong roots in a broad approach of guidance pedagogy, in which knowledge of and basic skills in learning and change work are prioritised.
Professional career guidance also assumes competence in career theory and methodology that can complement general competence in guidance. One of the main intentions of compiling the seven competence areas has therefore been to achieve a good balance between general and cross-disciplinary guidance competence and competence that is specific to the field of careers.
The competence standards are designed to apply to the career guidance practitioner across sectors and are intended to cover all of a career guidance practitioner’s working areas. Separate standards have not been created for the other roles in the field, but the seven competence areas are also relevant for them. Using the standards as a basis, every service or sector can further define what constitutes relevant competence in the context that applies to them. This is discussed in more detail in Section 2.6 about levels. The seven areas of competence provide an overview of what is involved in career guidance. They are therefore relevant, both at system level and for the field of practice.
Competence areas for career guidance
In the seven competence areas, each competence area is divided into subsidiary competences within knowledge, skills and general competence, in the same way as in the National Qualifications Framework that is used in higher education in Norway. Knowledge.
The competence standards are designed to apply to the career guidance practitioner across sectors and are intended to cover all of a career guidance practitioner’s working areas. Separate standards have not been created for the other roles in the field, but the seven competence areas are also relevant for them. Using the standards as a basis, every service or sector can further define what constitutes relevant competence in the context that applies to them. The seven areas of competence provide an overview of what is involved in career guidance. They are therefore relevant, both at system level and for the field of practice.
1. Guidance
The area ‘Guidance’ concerns the general guidance and relational skills that represent the core of all guidance work.
A career guidance practitioner manages important processes with people facing change and development through professional interviews. The career guidance practitioner understands that professional guidance interviews require a certain progress and structure, uses adequate guidance methods and tools, and continuously develops their own communication and relational skills.
2. Ethics
The area ‘Ethics’ concerns ethical awareness in career guidance, and observing and acting in line with codes of ethics for career guidance in one’s practice.
A career guidance practitioner is aware of their own attitudes and competence, reflects systematically on their own practice and relates specifically and reflexively to the career guidance code of ethics. The career guidance practitioner meets clients with openness and respect and understands the importance of showing a good understanding of roles.
3. Career specific theories and methods
The area ‘Career specific theories and methods’ concerns theories and methods that are specific to career guidance, as well as physical and digital forms of guidance.
A career guidance practitioner is aware of the breadth of the theoretical field concerning career development and career guidance. The career guidance practitioner applies careers theory to develop and enrich perspectives in guidance and to make conscious and appropriate choices regarding method. The career guidance practitioner can integrate and balance physical and digital guidance and assesses which form and arena is most appropriate in a particular career guidance activity.
4. Career learning
The area ‘Career learning’ concerns facilitating learning processes and activities to ensure that the client gains a better learning outcome and develops the skills to manage their career through change and transition.
A career guidance practitioner has knowledge of career learning and knows how career competence can make individuals better able to manage change and transition in their life, learning and work.
The career guidance practitioner can facilitate exploration and learning in order to develop career competence.
5. Education and work
The area ‘Education and work’ concerns educational pathways and knowledge of the labour market.
A career guidance practitioner has up-to-date knowledge about the particular focus areas of career guidance: education and work. The career guidance practitioner has knowledge of educational pathways, trends and labour market demands, and is aware of information and research about future competence needs. The career guidance practitioner understands the complexity and limitations in the diversity of information about education and the labour market.
6. Target groups and context
The area ‘Target groups and context’ concerns the various career guidance target groups, the circumstances affecting career guidance and what limits career guidance.
A career guidance practitioner has knowledge of the various career guidance target groups and about the various career guidance services’ mandates and legislation. The career guidance practitioner has an insight into how sociocultural circumstances can affect the individual’s career development, and consciously uses this insight in interaction with the client in order to help expand the client’s horizon of opportunities.
7. Development, network and policymaking
The area ‘Development, network and policymaking’ concerns creating a career guidance service that is as comprehensive as possible for the target groups concerned.
A career guidance practitioner has the competence to undertake tasks at system level, including coordination, network building, innovation, process management and the development of career guidance services.
Descriptions of levels
At what level should the competence be? And what is sufficient competence? The competence standards operate with two levels of competence: competent and specialized
The definition of competent states that the career guidance practitioner:
- has good knowledge and an awareness of the subsidiary competences as described within the area of knowledge
- is generally capable of competently demonstrating skills as described within the area of skills
- generally demonstrates good judgement and independence as described within the area of general competence
The definition of specialist states that the career guidance practitioner:
- has very good knowledge and a detailed awareness of the subsidiary competences as described within the area of knowledge
- can demonstrate very good skills as described within the area of skills
- demonstrates very good judgement and a high degree of independence as described within the area of general competence
