Functions and competences of a social educator as a vocational adviser: theoretical assumptions
| Author |
|---|
Žadeikaitė, Loreta |
Railienė, Asta |
| Date | Volume | Start Page | End Page |
|---|---|---|---|
2009 | 19 | 107 | 120 |
The article analyses functions and competences of a social educator as a vocational adviser, as well as theoretical assumptions of them. The competences of a vocational adviser in Lithuania are defined in the Vocational Information Standard (2007), which stipulates functions, capacities and operational spheres of a vocational adviser. So far the functions and competences of a social educator as a vocational adviser have not been investigated by the Lithuanian scientists. The article provides a detailed review of the concept of competence and presents the experience of the EU Member States in training vocational guidance specialists. Referring to the analysis of regulatory enactments and scientific literature, general, cognitive and functional competences of a social educator as a vocational adviser are specified. The group of general competences of a social educator as a vocational adviser includes: social competence of a social educator as a vocational adviser; learning competence, competence of effective activity, communication competence, information management competence, project management competence, change management competence, and competence of research activity. Within the context under analysis, functional competences include: vocational information; vocational counselling; upgrading career design skills; co-operation; co-ordination of activity; investigation and needs assessment; vocational information, counselling and planning of activity for the development of career planning capacities; assessment of personal activity; efficiency of support; and competences related to education of family and community. Cognitive competences of a social educator as a vocational adviser include: the knowledge of the vocational guidance content; principles for provision of support, organisation and evaluation of activities. The article presents a theoretical model of competences of a social educator as a vocational adviser.