A VIEW OF GLOBAL CAREER DEVELOPMENT and PRACTITIONER TRAINING

Article excerpt

This article first appeared in the Australian Career Practitioner, Vol. 20, No. 4, Summer 2009. Some material has been updated, Reprint permission granted by Editor - Lee Miles.

Introduction

The term globalization is now commonplace. It refers to more than economic and political concerns. Globalization can also apply to career development services as they can be provided to the world's population. Many national, regional and international organizations have focused on career development policies and practices. The International Centre for Career Development and Public Policy (ICCD) has facilitated many meetings, research reports and policy statements. Reports by Watts and Sultana (2004) and Zelloth (2009) indicate that countries need to formulate comprehensive plans for effective delivery of career guidance services. The National Career Development Association regularly sponsors an International Symposium to facilitate world wide discussions.

However, McCarthy (2004) reports on wide variations between and within countries as to the training and requirements needed to practice as guidance workers. Training for career practitioners to provide career guidance services is a major concern. Nues, Engels, and Lenz (2009) state that career practitioner preparation is challenged by the needs for - public policies on career development, greater competencies standardization, and innovative training programs.

Standardization of training is not an easy task. A key component in preparing for training is to access the needs of potential providers. Splete and Hoppin (2000) discuss the lengthy process of formulating a United States training curriculum based on a needs survey of practitioner competencies. Completion of this NCDA-CDF training allows one to apply for certification as a Global Career Development Facilitator (GCDF). Repetto (2008), with the support of the International Association for Educational and Vocational Guidance (IAEVG), coordinated an extensive project which identified needed competencies and established a training outline based on these competencies. Completion of this training allows one to apply for an international credential in Educational and Vocational Guidance Practice (EVGP).

The 120 hour NCDF-CDF Curriculum was originally developed to fill in gaps of knowledge and skill of career practitioners, usually paraprofessionals working in career centers under the supervision of Master's level counselors. Over the past 10 years, we have seen Master's degree counselors taking this training to obtain more information about career development practices and to upgrade their skills. Often this material is included in college and university courses. In addition to this training, certification groups review the educational and work background of the applicants.

Some terms used to describe various practitioner roles include career counselor, career development facilitator, career coach, career advisor and employment counselor. In practice, one needs to know the qualifications and training of the practitioner so that role is well defined and the guidance worker can effectively serve the appropriate populations.

For example, Patton (2005) describes the breadth of the Career Coordinator role in Australia. The government's Department of Education Science and Training formulated a series of 3 programs for various levels of career practitioner needs. The Australian Career Development Series (ACDS) includes Awareness of Career Development, Elements of Career Service Delivery and Career Development Services. These programs are sequenced from requiring no formal educational qualifications to postgraduate certificate level.

So, it seems realistic for each country to recognize the training required for their use of a career practitioner title and for the most relevant training for that role. This does not preclude that country from adapting what is appropriate from training models as those of NCDA -CDF and the IAEVG. …