Learning outcome 1:
Information/Resources

Knowledge

Skills

Competences

• The knowledge of education, training, and employment trends; labour market information and resources that provide information about job tasks, functions, salaries, requirements and future outlooks related fields and occupations.

• Knowledge of methods of good use of computer-based career information delivery systems and computer-assisted career guidance systems to help with career planning.

• Knowledge of special services and supporting structures (public and private) for different interest groups (e.g. young people, students, adult job seekers, drop outs, immigrants, returners, start-ups...)

• Skills to search local and national labour market as to collect information on employability of different occupations.

• Skills to evaluate and see the advantages and disadvantages of different computer based career delivery systems.

• Being able to identify clients' training needs to advance their career.

• Being able to provide relevant information on specific fields of study/training.

• Being able to use computer-based career information delivery systems and computer-assisted career guidance systems efficiently.

Knowledge

Skills

Competences

• Knowledge of designing career development programs in organization he/she works in.

• Knowledge of needs assessment and evaluation techniques and practices.

• Knowledge of professional standards and criteria for career development programs.

• Knowledge of societal trends and state legislation that influence the development and implementation of career development programs.

• Knowledge of planning public relation campaign.

• Train youth about the appropriate use of computer-based systems for career information and planning.

• Escalate public relations campaign in behalf of career development activities and services

• Being able to implement and administer career development programs for youth.

• Implement individual and group programs in career development for specified youth groups.

• Plan, organize, and manage a comprehensive career resource centre for youths.

Learning outcome 3:
Career Development Theory

• Knowledge of counselling theories and techniques, and models.

• Knowledge of individual differences related to gender, sexual orientation, race, ethnicity, and physical and mental capacities.

• Knowledge of theoretical models for career development and associated counselling and information-delivery techniques and resources.

• Knowledge of human growth and development throughout the life span.

• Knowledge of role relationships which facilitate life-work planning.

• Knowledge of changing roles of men and women in the society and the implications that has for career, education and family life.

• Skills to evaluate strengths and weaknesses of different career related theories.

• Skills to choose particular techniques from different theories which are suitable for special client groups.

• Being able to use counselling techniques, and models appropriate for youths related to career planning and placement.

• Being able to help clients by using changing roles of men and women.

Learning outcome 4:
Knowledge of supervision models and theories

• Knowledge of supervision models and theories.

• Recognize own limitations as a career counsellor and to seek supervision when appropriate.

• Skills to utilize supervision on a regular basis to maintain and improve counsellor skills.

• Skills to consult with supervisors and colleagues regarding client and counselling issues and issues related to one’s own professional development as a career counsellor.

• Competency to provide effective supervision to career counsellors at different levels of experience.

• Further training in competences, including interpretation of assessment instruments.

• Monitoring and mentoring their activities in support of professional career counsellor; and scheduling regular consultations for the purpose of reviewing their activities.

Knowledge

Skills

Competences

• Knowledge of current ethical and legal issues which affect the practice of career

• counselling with all populations. Knowledge of their roles, competencies, and ethical standards.

• Knowledge of current ethical/legal issues with regard to the use of computer-assisted career guidance systems.

• Skills to comprehend differences between complying with ethical issues or not.

• Skills to clearly explain ethical rules and legal issues to the clients.

• Adherence to ethical codes and standards relevant to the profession of career counselling.