Updating Qualifications for the Career Guidance Profession in Scotland: Navigating the Maze

Graham Allan,Janet Moffett,Peter J Robertson

doi:10.14297/jpaap.v1i2.62

Abstract

This paper describes work in progress to modernise the initial training arrangements for the career guidance profession in Scotland. In a process initiated by the University of the West of Scotland, the Quality Assurance Agency benchmark for the subject is under review. The outcomes of the process may have implications for the training of career advisers and guidance practitioners across the UK.

Highlights

Career guidance is a small but distinct profession concerned with supporting people to make choices about their future, to navigate the worlds of work and learning, to plan and implement lifestyles they find rewarding
Policy in England has been radically different from that of the ‘Celtic’ nations and has led to a near collapse of the already vulnerable profession (Roberts, 2013). This policy context presents considerable challenges for a training structure that is intended to be UK wide. Another UK-wide factor is that initial professional training has been associated with the largest professional body in the field, the Institute of Career Guidance (ICG), for many years
The ICG has merged with the Association for Careers Education and Guidance (ACEG), National Association for Educational Guidance for Adults (NAEGA), and the Association of Career Professionals International (ACPI-UK) to form the Career Development Institute (CDI) in April 2013

Summary

Introduction

Career guidance is a small but distinct profession concerned with supporting people to make choices about their future, to navigate the worlds of work and learning, to plan and implement lifestyles they find rewarding. Another UK-wide factor is that initial professional training has been associated with the largest professional body in the field, the Institute of Career Guidance (ICG), for many years. The new institute inherits a close involvement with initial training in the form of offering its own qualification (dual accreditation with universities) and a process of approval and review centres.

Results

Conclusion