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OCR
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-) + 147 +
