Oldal 149 [149]
How Do WE DESCRIBE WHAT WE ARE DOING?
The ECVision Glossary and Competence Framework therefore provides an
extraordinarily sound basis upon which a common reference framework can
be developed in the field of Supervision and Coaching, one that can be used
in different countries and application contexts. To act as the starting point
for further development, however, it must prove to be effective in practice. It
should therefore be implemented in as many different application scenarios and
national contexts as possible in order to enable practitioners to gain sufficient
experience with the instrument, and to facilitate adjustment and application
over the whole of Europe in the future.
CONCLUSION
Encouraging the increased mobility of learners and workers at European
level puts national education and training institutions, as well as professional
networks, especially those in the field of non-regulated professions, under
pressure to define their professions and qualifications in line with European
standards. Competence-orientation, and the specification of learning outcomes
in terms of knowledge, skills, and competences provide a common standard
in education and training that has to be taken into account in the context
of professional profiling and the development of vocational education and
training offers.
While some practitioners, researchers, and instruments emphasize the
differences between Supervision and Coaching, others — such as the ECVision
Competence Framework — treat the two areas as relatively similar with regard
to the professional competence profile. In order to “objectify” these discussions,
and to distinguish existing counselling formats more precisely, it is necessary
to use a common description terminology, formal standards of description,
and reference frameworks that provide a common basis for comparison. These
instruments will also help to differentiate the existing facets of professional
profiles in Supervision and Coaching.
In order to make national or methodological specificities transparent, and
to support the mobility of supervisors and coaches in Europe, for example by
recognizing skills and competences that have been acquired abroad, a common
reference framework for competence description is required. This reference
framework must be available in several European languages, take into account
the professional practice and education backgrounds of different European
countries and must be compatible with European standards such as the EQF.
The definition of performance criteria is an asset with regard to a possible (self-)
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