Coordinators / policymakers

Framework for career guidance for young people
Begeleider primair proces

Tutors/coaches

Career education and guidance counsellors

Coordinators/policymakers

Focus areas

For career education and guidance coordinators and policymakers (career teachers/career education and guidance counsellors/managers), the roles and expertise are described for four focus areas:

*All focus areas:

  Scroll further down this page for information about all focus areas.

*Specific focus area:

  Are you interested in a specific area of interest? Then choose from the following focus areas:

Download your overview

After you have entered your points of attention for each area of interest, you can download the list of role descriptions and expertise together with your points of interest.

PLEASE NOTE: the download only works if you use the ‘attention fields’. You can describe for each area of interest what you still want to work on or what you want to discuss with a colleague later. A field of attention has been included for both the roles and the expertise. The letters in parentheses in the descriptions below refer to the source documents used for this framework. An overview can be found at the bottom of this page.

  •  
  • Vision and policy advice

  • Role description

  • Create awareness and a sense of urgency about career guidance among primary process supervisors and the MT

  • Request information, proposals and possible solutions from primary process supervisors and the MT and engage in dialogue with all parties involved about amending the philosophy/policy and its educational integration (C)

  • Monitor the quality of career education and guidance and propose improvements/innovations in consultation with all parties involved (PDCA cycle) (F, G)

  • Vision and policy advice

  • Expertise

  • Able to show the effects of thorough career education and guidance to primary process supervisors and the MT and demonstrate the consequences if this is neglected

  • Able to advise the MT regarding decision-making by supplying information, proposals and possible solutions to amend the philosophy/policy and able to involve career education and guidance professionals in this (C)

  • Able to develop careers policy on the basis of new insights and evaluation and research outcomes (F, G, H)

  • Able to use suitable research and inventory methods to investigate career education and guidance challenges (G)

  • Able to put research outcomes into practice by drawing up the right policy for career education and guidance professionals and the MT (G, H)

  • Education and guidance

  • Role description

  • Advise primary process supervisors about the development or judicious purchase of more in-depth career education and guidance assignments and tests that match the institution’s philosophy, in consultation with primary process participants (A,F, G)

  • Education and guidance

  • Expertise

  • Able to select the right methodology and one that matches the institution’s philosophy in a systematic fashion and in consultation with career education and guidance professionals (A)

  • Able to design career education and guidance activities

  • Able to monitor the quality of the career-oriented learning environment or the career education and guidance curriculum (integrated into the whole of young people’s education)

  • Organisation

  • Role description

  • Write clear role and task descriptions for all parties involved in career education and guidance9 in consultation with these parties and the MT (A,B)

  • 9 Primary process supervisors, specialist teachers, parents, practical supervisors, institutions for previous and further education.
  • Coordinate and communicate a career education and guidance curriculum for all years of study in addition to the usual career education and guidance programme (G)

  • Organise activities to improve the expertise of all parties involved in career education and guidance (primary process supervisors and institutional/business partners) (C, F)

  • Design a career education and guidance programme that avoids fragmentation and can be embedded in a lifelong learning strategy

  • Organisation

  • Expertise

  • Able to write clear role and task descriptions for career education and guidance professionals in consultation with the MT

  • Able to supervise the design, implementation and evaluation of career education and guidance programmes (F, G, H)

  • Able to coordinate the career education and guidance programme and curriculum10 and engage in an ongoing dialogue about them with both career education and guidance professionals and young people (F, G)

  • 10 Please note that a career education and guidance programme is merely an addition to the career education and guidance curriculum.
  • Able to organise professional development activities for career education and guidance professionals and external parties based on the institution’s career education and guidance philosophy (F, G, J)

  • Cooperation

  • Role description

  • Coordinate regional cooperation regarding transitioning

  • Network with partners in the regional labour market

  • Tackle mobility challenges in the region

  • Maintain contact with national career education and guidance organisations (C,G)

  • Cooperation

  • Expertise

  • Able to maintain contact with regional and national career education and guidance organisations (C, G)

  • Able to refer career education and guidance challenges from their own practice/educational insti-tution to institutions for further education (G)

  • Able to promote regional cooperation (e.g. regarding transitioning or getting young people into training/work)


  • Related information:
    The letters in brackets in the above descriptions refer to the documents below (downloads) in which the role descriptions and expertise (direct/indirect and often in different terms) can be found.


    KEY:

    • (A) Qualifications file for upper secondary vocational education teachers
    • (B) Career education and guidance: professional development in all its shapes and sizes
    • (C) Netherlands Association of Career Guidance Professionals requirements
    • (D) Generic Knowledge Base for grade-two teacher training programmes and addendum
    • (E) Proposal to readjust the standards of teaching competence (Onderwijs-coöperatie cooperative)
    • (F) NICE Handbook for academic training of career guidance and counselling professionals
    • (G) Programme Recognition Framework: Guidance Counselling (Ireland)
    • (H) Panorama – Professionalising Career Guidance
    • (I) Basic teaching qualifications (BTQ) of the Association of Universities in the Netherlands (2008)
    • (J) Saxion’s study career counselling philosophy and requirements (April 2014)
    • (K) University job classification system (UFO) profile for study advisers

We gebruiken cookies om ervoor te zorgen dat onze website zo soepel mogelijk draait. Als je doorgaat met het gebruiken van de website, gaan we er vanuit dat ermee instemt.