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Educational and Vocational Guidance
Practitioner
offered by
The EVGP is managed for IAEVG by The Center for Credentialing and Education®
Application for
EVGP
International Association for Educational and Vocational Guidance (IAEVG)
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Origin and Development
In 1999, IAEVG began the development of a set of international competencies that practitioners need in order to provide quality educational and vocational guidance services. The set of competencies was validated with a pool of 700 practitioners working in a variety of different jobs, in 38 countries (Argentina, Australia, Austria, Azerbaijan, Belarus, Belgium, Belize, Brazil, Canada, Chile, Colombia, Denmark, Estonia, Finland, France, Gambia, Georgia, Germany, Guatemala, Ireland, Israel, Italy, Japan, Latvia, Mexico, New Zealand, Nigeria, Poland, Slovenia, Spain, Sweden, Switzerland, Togo, United Kingdom, United States, Uruguay, Venezuela, Zimbabwe). These competencies were adopted by the General Assembly in September, 2003.
The EVGP competencies are made up of a set of core competencies which focus on the knowledge, skills and attitudes needed by all practitioners and a set of specialized competencies required for some practitioners depending on the nature of their work. Although only the core competencies and one area of specialization are necessary to satisfy the minimum requirements for the EVGP, the diverse and changing work settings where people with an EVGP will be employed likely will necessitate continuing professional development to demonstrate competence in most, or all, of the specialized competencies. The set of core competencies includes an introductory level of awareness of many of the specialized competencies. To demonstrate competence in the areas of specialization, applicants will be expected to demonstrate extensive training and/or professional experience in the areas of specialization. The EVGP certificate will indicate the specialized competencies that have been approved, and as practitioners can demonstrate additional specializations, they may submit an application to have their certificate amended to indicate their new areas of competence. Applications may be submitted at the time of annual renewal.
In November 2002, IAEVG and NBCC-I created a joint task force to develop a process for achieving an international credential in Education and Vocational Guidance Practice that reflects the competencies adopted by IAEVG. Over many months the joint task force implemented the following framework, which was endorsed by the IAEVG Executive Committee in 2005 and by the Board of Directors in 2005 and 2006.
The Center for Credentialing and Education (CCE) manages the EVGP application process on behalf of IAEVG.
Educational and Vocational Guidance Practitioners
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Specialized Competencies
1. Assessment: Analysis of the characteristics and needs of the individual group to whom the program is addressed, and also of the context where they are inserted, including all agents involved. The aim is to integrate and evaluate data from inventories, tests, interviews, scales and other techniques that measure an individual’s abilities, aptitudes, barriers, life roles, interests, personality, values, attitudes, educational achievements, skills and other relevant information. This specialization includes the related but distinct competency of test interpretation; that is, explaining to a client the results of an assessment and their implications.2. Educational Guidance: Assisting individuals to select courses, make educational plans, overcome learning difficulties, and prepare for post-secondary education, training or entry into the workforce. Guidance is often done in large groups, in contrast to counseling which is more often done with individuals or small groups.3. Career Development: Fostering the attitudes, beliefs, and competencies that facilitate mastery of vocational development tasks, the ability to plan and adaptation to work-role transitions over the life-span. It typically uses a developmental model.4. Counselling: Prompting self-reflection to clarify self-concepts, identify options, make decisions, and resolve difficulties.5. Information Management: Collecting, organizing, maintaining, and disseminating information pertinent to education, training, occupations, and employment opportunities; coaching clients in its effective use.6. Consultation and Coordination: Providing information, guidance, and professional advice to parents, teachers, school administrators, and employers who wish to facilitate the educational progress and career development of their charges. Organizing and managing school and community personnel to create referral sources for students regarding programs, services and networks.7. Research and Evaluation: Studying issues related to guidance and counseling, such as learning processes, vocational behavior and its development, values, etc. Examining the effectiveness of interventions.8. Program and Service Management: Designing, implementing, supervising and evaluating interventions to address the needs of a target population.9. Community Capacity Building: Encouraging collaboration between community partners to assess human capital and community needs, as well as developing plans to address the economic, social, educational, and employment goals of the community.10. Placement: Supporting individuals in their efforts to obtain occupational positions by teaching job search skills and creating employment opportunities.
Core Competencies
1. Demonstrate ethical behavior and professional conduct in the fulfillment of roles and responsibilities2. Demonstrate advocacy and leadership in advancing clients’ learning, career development and personal concerns3. Demonstrate awareness and appreciation of clients’ cultural differences to interact effectively with all populations4. Integrate theory and research into practice in guidance, career development, counselling, and consultation5. Skills to design, implement and evaluate guidance and counselling programs and interventions6. Demonstrate awareness of his/her own capacity and limitations7. Ability to communicate effectively with colleagues or clients, using the appropriate level of language8. Knowledge of updated information on educational, training, employment trends, labor market, and social issues9. Social and cross-cultural sensitiveness10. Skills to cooperate effectively in a team of professionals11. Demonstrate knowledge of lifelong career development process
EVGP Competency Framework
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Training
Documented training shall be in the Core Competencies and one or more of the following sets of Specialized Competencies: Assessment Consultation and Coordination Educational Guidance Research and Evaluation Career Development Program and Service Management Counselling Community Capacity Building Information Management Placement
Option 1: Completion of EVGP training formally endorsed by the IAEVG as meeting the core competencies and/or specialized competencies where indicated. A certificate of completion from IAEVG, or an officially IAEVG endorsed training program, is required. IAEVG-endorsed training programs are currently under development. Information will be available on the IAEVG Web site when program development is complete.
Option 2: Show documented training in the EVGP competency areas. Documentation must be in the form of a recognized certificate of attendance, transcript from college, university or other recognized training institute, etc. Agencies and organizations shall have non-exclusive rights to index their training programs to the IAEVG competencies.
Requirements to Become Acknowledged as an Educational and Vocational Guidance Practitioner
Education and Experience
The professionalization of guidance and counselling varies greatly from one country to another, and the availability of specialized training and supervised practice in guidance and counselling also varies greatly. Further, it is important to recognize the role played by natural aptitude and informal education in acquiring competency in guidance and counselling. Recognizing this, the EVGP is available to people who have obtained the following combination of formal education and experience related to the core competencies and one of the specialized competency areas. This is deemed to be normally the minimal entry level needed to be designated as an EVGP. Applicants must document completion of one of the following combinations of education and experience. Educational content must be in career development, guidance, counselling, psychology, or a related field.
Education Experience
High School Diploma (or equivalent) 4,000 hours (estimated 4 years)
College Diploma (2 years of study, i.e., 30 credit hours, in guidance and counselling, or equivalent)
3,000 hours (estimated 3 years)
Bachelor’s Degree in guidance and counselling, or equivalent 2,000 hours (estimated 2 years)
Graduate Degree in guidance and counselling, or equivalent (e.g., Master’s, Doctorate)
1,000 hours (estimated 1 year)
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Applicants seeking designation as an EVGP must apply to the Center for Credentialing & Education (CCE) with a portfolio containing at least the following components: • A Personal Reflective Statement outlining the candidate’s career guidance philosophy. • Documentation of formal or informal education relating to this credential. (optional) • Self-assessment of competencies. • Verification of career development experience. • Artifacts (evidence) applied to each of the competencies with rationales. NOTE: Applicants should indicate on the self-assessment, or in another similar way, which documentation supports their conclusion that they have achieved an acceptable level of competence for each of the competencies they rate as acceptable (i.e., 2, 3, or 4). Applicants must do this for all of the core competencies, and for the competencies in each of the specializations that they wish to have reviewed. The self-assessment need not be completed for specializations which applicants do not want reviewed. • Copy of diploma, degree, or transcript for hightest educational level completed. • Open-book Jurisprudence Assessment documenting the applicant’s familiarity with the ethical standards. The Jurisprudence Assessment is under development and will not be required of initial applicants. • Competency Review by two individuals qualified to assess the applicant if no formal transcripts are available.
Criteria for the review of portfolios has been developed by the CCE in order to assure rater reliability and validity. A portfolio provides an opportunity for applicants to explain their individual career path and demonstrate professional content knowledge acquired through coursework and related professional experience. While it can act as a basis for self-reflection it also communicates evidence of the candidate’s knowledge and growth in the field.
Application Guidelines
Application Submission
EVGP applications are available in the four recognized IAEVG languages: English, French, German and Spanish. Translated documents must be accompanied by an official statement indicating that the translation is a true and accurate representation of the original.
Application Review, including portfolio assessment, will be provided by the CCE at a cost of $90.00 (USD) per applicant. The application fee is non-refundable and non-transferable. CCE will send a response to applicants six to eight weeks from the date the application was received. Applicants who have had legal or ethical difficulties may expect a longer response time.
Adding Areas of Specialization After Initial Certification: After initial certification, an EVGP can add new areas of specialization at the time of their annual renewal. An application for adding areas of specialization is being developed and will be available on CCE’s Web site by March 2008. There will be a $20.00 fee for each area of specialization added following initial certification.
Certification Maintenance, Recertification and Continuing Education
EVGP certification is valid for three years. To maintain EVGP certification, you must pay a $50.00 (USD) annual maintenance fee. Recertification at the end of each three-year period requires documentation of at least 30 hours of continuing education in at least one of the EVGP competency areas. A $15 late fee will be assessed for annual maintence fees not received by the due date. Certification status will become “inactive” if fees are not received on time. A $50 reinstatement fee plus the past due balance must be paid to reactivate an inactive account.
If fees and/or continuing education requirements are not current at the time recertification is due, the certification will expire and the former EVGP will be required to reapply and meet all current requirements in order to regain EVGP status.
IAEVG is developing a registry of mini courses, publications, workshops, distance education modules, and professional conferences that can be used to maintain the EVGP. Once developed, this registry will be available on request.
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Mail Completed Application Packet & Payment to:CCE3 Terrace WayGreensboro, NC 27403
EVGP Application FormIMPORTANT: PLEASE PRINT CLEARLY
1. Family Name: Given Name:
2. Other Name(s):
3. Printnameasyouwishittoappearonyourcertificate:
4. Mailing Address:
5. E-mail Address:
6. Gender: 7. Date of Birth (mm/yyyy):
8. Education:
MaleFemale
IncludeOfficialVerification Date Graduated Name & Address of Institution
High School Diploma
College Diploma: Bachelor’s Degree
College Diploma: Graduate Degree
Further Education & Training
9. Ethics Attestation/Disciplinary History: I confirm that I do not have a criminal record and have never been refused professional liability insurance or been the recipient of disciplinary action by a professional governing body. (If you cannot answer YES to this question, provide a full explanation on a separate page and if applicable, an official copy of the final decree. Place these items in a sealed envelope marked “ETHICS” and include it with your application.)
YES NO
REF.#:____________ DATE: ___________
BATCH #: _________ AMOUNT: ________
FOR OFFICE USE ONLY
College Diploma: Associate’s Degree
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10. Release Authorization (The EVGP Ethical Standards are available through the CCE Web site, www.cce-global.org): I, ___________________________________, hereby certify that all information contained in my application for certification as an Educational and Vocational Guidance Practitioner by the International Association for Educational and Vocational Guidance (“IAEVG”) is true and accurate to the best of my knowledge. I hereby apply for certification offered by IAEVG in accordance with and subject to its rules. I understand that the information resulting from the certification process will be treated confidentially. To the best of my knowledge, the information contained in this application is true, complete, correct, and is made in good faith. I understand that IAEVG reserves the right to verify any or all information on this application and that any incorrect or misleading information may constitute grounds for rejection of my application, revocation of my certification or other disciplinary action.
I authorize IAEVG, its officers, directors, employees, agents, and assigned examiners to review my application and to determine whether I have met IAEVG’s standards for certification.
I understand and agree that, if I am granted EVGP certification, it will be my responsibility to remain in compliance with all IAEVG maintenance and certification standards. I understand that IAEVG certification is awarded for a three year period, and that if I seek recertification, it is my responsibility to maintain eligibility of recertification and to comply with all recertification requirements.
By signing this Authorization, I acknowledge that I have received, read, and understand the Educational and Vocational Guidance Practitioner (EVGP) Ethical Standards, patterned after the IAEVG Ethical Standards. I understand that if I am granted certification as an EVGP, it will be my responsibility to remain in compliance with the IAEVG Ethical Standards and to accept the United Nations Declaration of Human Rights. I understand and agree to the rejection of my application, revocation of my certification, or other disciplinary action if I violate any of the rules of the Standards.
I agree to cooperate promptly and fully in any review of my certification by IAEVG, including such submitted documents and information as may be required in the sole discretion of IAEVG to confirm the information in this application. I authorize IAEVG and IAEVG designated parties to communicate any and all information relating to my IAEVG application and review thereof.
By signing, I acknowledge that I have read and understand this information, and agreed to abide by these terms.
Signature (original ink signature required) Date (dd/mm/yyyy)
Before you submit your application, be sure you have included each of the following required documents:
Complete and Signed Application (Required) [pages 6-7] PersonalReflectiveNarrative(Required)[page8-9] Self-Assessment of Competencies (Required) [pages 10-19] VerificationofCareerDevelopmentExperience(Required)[page20] Artifacts (evidence) applied to each of the competencies with rationales (Required) Copy of Diploma, Degree, or Transcript for highest educational level completed (Required) Open book Jurisprudence Assessment (not required of initial applicants) Payment Voucher and Fee (Required) [page 28]
Any of the following that are deemed relevant: Competency Review Form completed by two people (if no formal transcripts are available) [pages 21-27] Please photocopy the blank form for distribution to your two reviewers. Documentation of Formal or Informal Education
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ThePersonalReflectiveNarrativewillhelpsubstantiateextensiveexperienceanddistinctionintheCareerDevelopmentField.ThePersonalReflectiveNarrativemustincludeataminimum:anoutlineofthespecificeducationalandvocationalguidanceassessmentsinwhichyouareproficient,the educational and vocational guidance theory that you feel best matches your own practice identity,yourpersonalpracticegoals,yourlifelongcontinuingeducationplan,andyoursignificantcontributionstothefieldofeducationalandvocationalguidance.Please include a copy of your curriculum vitae with your narrative.
IMPORTANT: PLEASE PRINT CLEARLY
PersonalReflectiveNarrative
REQUIRED(Page 1 of 2)
EVGPApplicant’sPersonalReflectiveNarrative
Applicant’s Name:
Assessment Date(s) Trained Trained By:
Educational and Vocational Guidance Assessment Proficiency:
Educational and Vocational Guidance Theory: Describe the theory or theories that best match your own practice identity with rationale.
Personal Practice Goals:
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CONTINUED
Lifelong Continuing Education Plan:
Contributions to the Field of Educational and Vocational Guidance:
I attest that the information provided is true and accurate to the best of my knowledge.
Applicant’s Signature Date (dd/mm/yyyy)
PersonalReflectiveNarrative
REQUIRED(Page 2 of 2)
EVGPApplicant’sPersonalReflectiveNarrative
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Inte
rnat
iona
l Com
pete
ncie
s fo
r E
duca
tiona
l and
Voc
atio
nal G
uida
nce
Pra
ctiti
oner
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App
rove
d by
the
Gen
eral
Ass
embl
y, B
ern,
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Sep
tem
ber 2
003
App
lican
t Sel
f-Ass
essm
ent
____
____
____
____
____
____
____
____
____
___
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lican
t Nam
e)
For e
ach
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pete
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ple
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nder
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) ass
ign
the
appr
opria
te ra
ting
usin
g th
e 5-
poin
t sca
le b
elow
:
C1
Dem
onst
rate
app
ropr
iate
eth
ical
beh
avio
r and
prof
essi
onal
con
duct
in th
e fu
lfillm
ent o
f
role
s and
resp
onsi
bilit
ies
C2
Dem
onst
rate
adv
ocac
y an
d le
ader
ship
in
ad
vanc
ing
clie
nts’
lear
ning
, car
eer
deve
lopm
ent a
nd p
erso
nal c
once
rns
C3
Dem
onst
rate
aw
aren
ess a
nd a
ppre
ciat
ion
of
cl
ient
s’ cu
ltura
l diff
eren
ces t
o in
tera
ct
ef
fect
ivel
y w
ith a
ll po
pula
tions
C4
Inte
grat
e th
eory
and
rese
arch
into
pra
ctic
e in
guid
ance
, ca
reer
dev
elop
men
t, co
unse
lling
,
and
cons
ulta
tion
Cor
e C
ompe
tenc
ies
Cou
rse/
Trai
ning
Ti
tleH
ours
Dat
e C
ompl
eted
Inst
itutio
n w
here
cou
rse/
trai
ning
was
take
nC
ompe
tenc
y R
evie
wO
ffice
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Onl
y2
3
4
0
1
(0) N
eglig
ible
(1
) Ina
dequ
ate
(2) C
ompe
tent
(3) S
igni
fican
t (4
) Out
stan
ding
If y
ou a
re u
sing
a c
ours
e/tra
inin
g to
ver
ify c
ompe
tenc
y fu
lfillm
ent,
plea
se li
st th
e co
urse
/trai
ning
in
form
atio
n an
d pr
ovid
e do
cum
enta
tion.
If y
ou a
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ding
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ompe
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y re
view
, ple
ase
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k th
e co
rres
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RE
QU
IRE
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age
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phic
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C5
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gn, i
mpl
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e
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g pr
ogra
ms a
nd
in
terv
entio
ns C
6 D
emon
stra
te a
war
enes
s of h
is/h
er o
wn
capa
city
and
lim
itatio
ns C
7 A
bilit
y to
com
mun
icat
e ef
fect
ivel
y w
ith
co
lleag
ues o
r clie
nts,
usin
g th
e ap
prop
riate
leve
l of l
angu
age
C8
Kno
wle
dge
of u
pdat
ed in
form
atio
n on
educ
atio
nal,
train
ing,
em
ploy
men
t tre
nds,
labo
r mar
ket,
and
soci
al is
sues
C9
Soci
al a
nd c
ross
-cul
tura
l sen
sitiv
enes
s
C10
Ski
lls to
coo
pera
te e
ffect
ivel
y in
a te
am o
f
prof
essi
onal
s C
11
Dem
onst
rate
kno
wle
dge
of li
felo
ng c
aree
r
deve
lopm
ent p
roce
ss
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e C
ompe
tenc
ies-
cont
inue
dC
ours
e/Tr
aini
ng
Title
Hou
rsD
ate
Com
plet
edIn
stitu
tion
whe
re c
ours
e/tr
aini
ng w
as ta
ken
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pete
ncy
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iew
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ceU
se O
nly
2
3
40
1
1. A
sses
smen
t
1.1
Acc
urat
ely
and
thor
ough
ly c
once
ptua
lize
and
diag
nose
clie
nts’
need
s bas
ed o
n
di
ffere
nt a
sses
smen
t too
ls a
nd te
chni
ques
1.2
Use
the
data
der
ived
from
ass
essm
ent
appr
opria
tely
and
acc
ordi
ng to
the
situ
atio
n
1.3
Iden
tify
situ
atio
ns re
quiri
ng re
ferr
al to
spec
ializ
ed se
rvic
es
Spec
ializ
ed C
ompe
tenc
ies
(mus
t com
plet
e at
leas
t one
Spe
cial
ized
Com
pete
ncy)
Cou
rse/
Trai
ning
Ti
tleH
ours
Dat
e C
ompl
eted
Inst
itutio
n w
here
cou
rse/
trai
ning
was
take
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ompe
tenc
y R
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ffice
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y2
3
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1.4
Faci
litat
e ef
fect
ive
refe
rral
by
mea
ns o
f
initi
atin
g co
ntac
ts b
etw
een
refe
rral
sour
ces
an
d in
divi
dual
s
1.5
Mai
ntai
n up
-to-d
ate
listin
gs o
f ref
erra
l
sour
ces
1.6
Con
duct
a n
eeds
ass
essm
ent o
f the
clie
nts’
cont
exts
2. E
duca
tiona
l Gui
danc
e
2.1
Dem
onst
rate
con
cern
for s
tude
nts’
pote
ntia
l
and
the
skill
s to
faci
litat
e its
ach
ieve
men
t
2.2
Gui
de in
divi
dual
s and
gro
ups o
f stu
dent
s to
deve
lop
educ
atio
nal p
lans
2.3
Ass
ist s
tude
nts i
n th
eir d
ecis
ion-
mak
ing
proc
ess
2.4
Ass
ist s
tude
nts t
o im
prov
e th
eir s
elf-
aw
aren
ess
2.5
Ass
ist s
tude
nts i
n th
eir c
ours
e se
lect
ion
2.6
Ass
ist s
tude
nts t
o ov
erco
me
lear
ning
di
fficu
lties
2.7
Mot
ivat
e an
d he
lp st
uden
ts to
take
par
t in
inte
rnat
iona
l exc
hang
e pr
ogra
ms
2.8
Con
sult
with
par
ents
on
thei
r chi
ldre
n’s
ed
ucat
iona
l pro
gres
s and
dev
elop
men
t
2.9
Ass
ist t
each
ers t
o im
prov
e te
achi
ng
met
hodo
logi
es
Spec
ializ
ed C
ompe
tenc
ies-
cont
inue
dC
ours
e/Tr
aini
ng
Title
Hou
rsD
ate
Com
plet
edIn
stitu
tion
whe
re c
ours
e/tr
aini
ng w
as ta
ken
Com
pete
ncy
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iew
Offi
ceU
se O
nly
2
3
40
1
��
2.10
A
ssis
t tea
cher
s to
impl
emen
t gui
danc
e
w
ithin
the
curr
icul
um
3. C
aree
r D
evel
opm
ent
3.1
Kno
wle
dge
of c
aree
r dev
elop
men
t iss
ues
an
d th
e dy
nam
ics o
f voc
atio
nal b
ehav
ior
3.2
Dem
onst
rate
kno
wle
dge
of p
ertin
ent
lega
l fac
tors
and
thei
r im
plic
atio
ns fo
r car
eer
de
velo
pmen
t
3.3
Plan
, des
ign
and
impl
emen
t life
long
car
eer
de
velo
pmen
t pro
gram
s and
inte
rven
tions
3.4
Kno
wle
dge
of d
ecis
ion
mak
ing
and
tra
nsiti
on m
odel
s to
prep
are
and
plan
for
tra
nsiti
onal
stag
es: S
choo
l to
wor
k
trans
ition
, Car
eer s
hifts
, Ret
irem
ent,
Job
dism
issa
l, D
owns
izin
g
3.5
Iden
tify
influ
enci
ng fa
ctor
s (fa
mily
, frie
nds,
educ
atio
nal a
nd fi
nanc
ial o
ppor
tuni
ties)
and
bias
ed a
ttitu
des (
that
ster
eoty
pe o
ther
s by
gend
er, r
ace,
age
and
cul
ture
) in
care
er
de
cisi
on m
akin
g
3.6
Ass
ist i
ndiv
idua
ls in
setti
ng g
oals
,
id
entif
ying
stra
tegi
es to
reac
h th
em, a
nd
co
ntin
ually
reas
sess
thei
r goa
ls, v
alue
s,
in
tere
st a
nd c
aree
r dec
isio
ns
3.7
Kno
wle
dge
of st
ate
and
loca
l ref
erra
l
se
rvic
es o
r age
ncie
s for
job,
fina
ncia
l, so
cial
and
pers
onal
issu
es
3.8
Kno
wle
dge
of c
aree
r-pla
nnin
g m
ater
ials
and
com
pute
r-bas
ed c
aree
r inf
orm
atio
n sy
stem
s,
th
e In
tern
et, a
nd o
ther
onl
ine
reso
urce
s
Spec
ializ
ed C
ompe
tenc
ies-
cont
inue
dC
ours
e/Tr
aini
ng
Title
Hou
rsD
ate
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plet
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tion
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re c
ours
e/tr
aini
ng w
as ta
ken
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pete
ncy
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iew
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3
40
1
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3.9
Skill
s to
use
thes
e ca
reer
dev
elop
men
t
reso
urce
s and
tech
niqu
es a
ppro
pria
tely
3.10
Sk
ills t
o us
e ca
reer
dev
elop
men
t res
ourc
es
de
sign
ed to
mee
t the
nee
ds o
f spe
cific
gro
ups
(m
igra
nts,
ethn
ic g
roup
s and
at-r
isk
po
pula
tions
)
3.11
H
elp
clie
nts t
o bu
ild th
eir c
aree
r and
life
proj
ect
4. C
ouns
ellin
g
4.1
Und
erst
and
the
mai
n fa
ctor
s rel
ated
to th
e
pe
rson
al d
evel
opm
ent o
f clie
nts a
nd th
e
dy
nam
ics o
f the
ir in
divi
dual
beh
avio
r
4.2
Dem
onst
rate
em
path
y, re
spec
t and
a
cons
truct
ive
rela
tions
hip
with
the
clie
nt
4.3
Use
indi
vidu
al c
ouns
ellin
g te
chni
ques
4.4
Use
gro
up c
ouns
ellin
g te
chni
ques
4.5
Add
ress
the
need
s of a
t-ris
k st
uden
ts
4.6
Ass
ist c
lient
s in:
4.
6.1
Prev
entio
n of
per
sona
l pro
blem
s
4.
6.2
Pers
onal
ity d
evel
opm
ent
4.
6.3
Pers
onal
pro
blem
solv
ing
4.
6.4
Dec
isio
n m
akin
g
4.
6.5
Sexu
al id
entit
y
Spec
ializ
ed C
ompe
tenc
ies-
cont
inue
dC
ours
e/Tr
aini
ng
Title
Hou
rsD
ate
Com
plet
edIn
stitu
tion
whe
re c
ours
e/tr
aini
ng w
as ta
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iew
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1
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4.
6.6
Soci
al sk
ills
4.
6.7
Hea
lth e
duca
tion
4.
6.8
Use
of l
eisu
re ti
me
4.7
Hel
p cl
ient
s to
deve
lop
a pe
rson
al li
fe p
lan
4.8
Det
ectio
n an
d re
ferr
al o
f cas
es to
oth
er
sp
ecia
lized
serv
ices
5.
Info
rmat
ion
Man
agem
ent
5.1
Kno
wle
dge
of le
gisl
atio
n,
pe
rtain
ing
to e
duca
tion,
trai
ning
, and
w
ork
at lo
cal,
natio
nal a
nd
in
tern
atio
nal l
evel
5.2
Kno
wle
dge
of e
quiv
alen
ce o
f deg
rees
and
prof
essi
onal
qua
lifica
tions
ob
tain
ed in
diff
eren
t cou
ntrie
s
5.3
Col
lect
, org
aniz
e, d
isse
min
ate
a
nd p
rovi
de u
p-to
-dat
e ca
reer
,
e
duca
tiona
l and
per
sona
l/soc
ial
info
rmat
ion
on:
5.
3.1
Educ
atio
n an
d tra
inin
g
5.
3.2
Occ
upat
iona
l inf
orm
atio
n
5.
3.3
Empl
oym
ent o
ppor
tuni
ties
5.
3.4
Oth
ers (
Hea
lth, L
eisu
re…
)
Spec
ializ
ed C
ompe
tenc
ies-
cont
inue
dC
ours
e/Tr
aini
ng
Title
Hou
rsD
ate
Com
plet
edIn
stitu
tion
whe
re c
ours
e/tr
aini
ng w
as ta
ken
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iew
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5.4
Use
Info
rmat
ion
Tech
nolo
gies
to p
rovi
de
ed
ucat
iona
l and
occ
upat
iona
l inf
orm
atio
n
(D
atab
ases
, Com
pute
r-bas
ed e
duca
tiona
l
and
care
er g
uida
nce
prog
ram
s and
the
Inte
rnet
)
5.5
Ass
ist c
lient
s to
acce
ss a
nd u
se e
duca
tiona
l
and
occu
patio
nal i
nfor
mat
ion
in a
m
eani
ngfu
l way
6. C
onsu
ltatio
n an
d C
oord
inat
ion
6.1
Con
sult
with
par
ents
, tea
cher
s, tu
tors
,
so
cial
wor
kers
, adm
inis
trato
rs a
nd o
ther
agen
ts to
enh
ance
thei
r wor
k w
ith st
uden
ts
6.2
Dem
onst
rate
inte
rper
sona
l ski
lls n
eede
d to
crea
te a
nd m
aint
ain
cons
ulta
tion
re
latio
nshi
ps, g
oals
, and
des
ired
beha
vior
chan
ge
6.3
Dem
onst
rate
skill
s in
wor
king
with
or
gani
zatio
ns (u
nive
rsiti
es, b
usin
esse
s,
m
unic
ipal
ities
and
oth
er in
stitu
tions
)
6.4
Inte
rpre
t and
exp
lain
con
cept
s and
new
info
rmat
ion
effe
ctiv
ely
6.5
Coo
rdin
ate
scho
ol a
nd c
omm
unity
pe
rson
nel t
o br
ing
toge
ther
reso
urce
s for
stud
ents
6.6
Use
an
effe
ctiv
e re
ferr
al p
roce
ss fo
r
as
sist
ing
stud
ents
and
oth
ers t
o us
e sp
ecia
l
prog
ram
s, se
rvic
es, a
nd n
etw
orks
6.7
Skill
s to
coor
dina
te a
nd st
imul
ate
the
stud
ent’s
cre
ativ
ity to
bui
ld th
eir o
wn
prog
ram
s (st
udie
s and
wor
k)
Spec
ializ
ed C
ompe
tenc
ies-
cont
inue
dC
ours
e/Tr
aini
ng
Title
Hou
rsD
ate
Com
plet
edIn
stitu
tion
whe
re c
ours
e/tr
aini
ng w
as ta
ken
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iew
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nly
2
3
40
1
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Spec
ializ
ed C
ompe
tenc
ies-
cont
inue
dC
ours
e/Tr
aini
ng
Title
Hou
rsD
ate
Com
plet
edIn
stitu
tion
whe
re c
ours
e/tr
aini
ng w
as ta
ken
Com
pete
ncy
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iew
Offi
ceU
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nly
6.8
Skill
s to
build
a g
ood
imag
e as
a
prof
essi
onal
7. R
esea
rch
and
Eva
luat
ion
7.1
Kno
wle
dge
of re
sear
ch m
etho
dolo
gies
, dat
a
ga
ther
ing
and
anal
ysis
tech
niqu
es
7.2
Prom
ote
rese
arch
pro
ject
s in
rela
tion
to
gu
idan
ce a
nd c
ouns
ellin
g
7.3
Use
pre
sent
atio
n m
etho
ds to
repo
rt th
e
ou
tcom
es o
f the
rese
arch
7.4
Inte
rpre
t the
resu
lts o
f thi
s res
earc
h
7.5
Inte
grat
e th
e re
sults
of t
his r
esea
rch
into
the
guid
ance
and
cou
nsel
ling
prac
tice
7.6
Eval
uate
gui
danc
e pr
ogra
ms a
nd
inte
rven
tions
, app
lyin
g up
-to-d
ate
te
chni
ques
and
pro
gram
eva
luat
ion
mod
els
7.7
Kee
p up
to d
ate
with
cur
rent
rese
arch
findi
ngs
8. P
rogr
am/S
ervi
ce M
anag
emen
t
8.1
Iden
tify
targ
et p
opul
atio
ns
8.2
Con
duct
nee
ds a
sses
smen
t
8.3
Inve
ntor
y re
sour
ces r
elev
ant t
o pr
ogra
m
pl
anni
ng a
nd im
plem
enta
tion
2
3
40
1
��
Spec
ializ
ed C
ompe
tenc
ies-
cont
inue
dC
ours
e/Tr
aini
ng
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rsD
ate
Com
plet
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stitu
tion
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re c
ours
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aini
ng w
as ta
ken
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pete
ncy
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iew
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nly
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1
8.4
Kno
wle
dge
abou
t rel
evan
t cur
rent
lite
ratu
re,
tre
nds a
nd is
sues
8.5
Prom
ote
com
mun
ity a
war
enes
s of t
he
pr
ogra
ms a
nd se
rvic
es
8.6
Man
age
(des
ign,
impl
emen
t, su
perv
ise)
prog
ram
s and
inte
rven
tions
8.7
Eval
uate
effe
ctiv
enes
s of t
he in
terv
entio
ns
8.8
Use
resu
lts to
effe
ct p
rogr
am e
nhan
cem
ent
by
reco
mm
endi
ng in
stitu
tiona
l/age
ncy
impr
ovem
ents
8.9
Skill
s to
orga
nize
and
man
age
the
ed
ucat
iona
l, co
unse
lling
, gui
danc
e an
d
pl
acem
ent s
ervi
ces
8.10
M
anag
e an
d su
perv
ise
pers
onne
l
8.11
Pr
omot
e st
aff d
evel
opm
ent
9. C
omm
unity
Cap
acity
Bui
ldin
g
9.1
Skill
s to
deve
lop
rela
tions
hips
with
key
com
mun
ity p
artn
ers
9.2
Con
duct
ana
lysi
s of h
uman
and
mat
eria
l
reso
urce
s
9.3
Con
duct
nee
ds a
sses
smen
t of t
he
com
mun
ity
9.4
Wor
k w
ith th
e co
mm
unity
to e
ffect
ivel
y us
e
th
ese
reso
urce
s to
mee
t the
ir ne
eds
��
Spec
ializ
ed C
ompe
tenc
ies-
cont
inue
dC
ours
e/Tr
aini
ng
Title
Hou
rsD
ate
Com
plet
edIn
stitu
tion
whe
re c
ours
e/tr
aini
ng w
as ta
ken
Com
pete
ncy
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iew
Offi
ceU
se O
nly
9.5
Wor
k w
ith c
omm
unity
to d
evel
op,
impl
emen
t, an
d ev
alua
te a
ctio
n
plan
s to
addr
ess e
cono
mic
, soc
ial,
ed
ucat
iona
l & e
mpl
oym
ent g
oals
9.6
Wor
k w
ith lo
cal,
natio
nal a
nd in
tern
atio
nal
re
sour
ce n
etw
orks
for e
duca
tiona
l and
voca
tiona
l gui
danc
e (e
.g.,
IAEV
G)
10. P
lace
men
t
10.1
C
oach
clie
nts i
n w
ork-
sear
ch st
rate
gies
10.2
U
se o
f the
Inte
rnet
in th
e jo
b se
arch
pro
cess
10.3
Pr
esen
t wor
k op
portu
nitie
s to
clie
nts a
nd
fa
cilit
ate
thei
r app
ropr
iate
job
sele
ctio
n
10.4
Li
aiso
n w
ith e
mpl
oyer
s and
with
edu
catio
n
an
d tra
inin
g pr
ovid
ers t
o ob
tain
info
rmat
ion
on
the
oppo
rtuni
ties t
hey
offe
r
10.5
C
onsu
lt w
ith p
olic
y m
aker
s
10.6
Fo
llow
up
on p
lace
men
t sug
gest
ions
10.7
M
atch
indi
vidu
als t
o pa
rticu
lar v
acan
cies
in
em
ploy
men
t, ed
ucat
ion
or tr
aini
ng
10.8
Su
ppor
t clie
nts w
ith e
mpl
oym
ent
mai
nten
ance
I atte
st th
at th
e in
form
atio
n pr
ovid
ed is
a fa
ir an
d ac
cura
te a
sses
smen
t of m
y kn
owle
dge,
skill
s and
abi
litie
s.
App
lican
t’s S
igna
ture
Dat
e (d
d/m
m/y
yyy)
2
3
40
1
�0
EVGPVerificationofExperienceForm
REQUIRED(Page1 of 1)
EVGPVerificationofCareerDevelopmentExperienceThis form is to be completed by a professional colleague, employer or supervisor.
Photocopy the blank form as needed.
I have applied to the International Association for Educational and Vocational Guidance (IAEVG) for Certification as an Educational and Vocational Guidance Practitioner (EVGP). I am required to provide documentation of career development experience. Please complete the Experience Verification Information below and return to me. Applicant’s Signature Date (dd/mm/yyyy)
Colleague’s/Employer’s/Supervisor’s Signature Date (dd/mm/yyyy)
This is to verify that ____________________________________________ is/was employed by
___________________________________________________________________ (agency/group)
for the period of ______________________ to ___________________________ in the position of
_______________________________________________________________________________.
I verify that ____________ total hours (cumulative experience hours) were spent in the following
career development related tasks (e.g., assessment, placement, etc.):
Information about Colleague/Employer/Supervisor completing this form:
1. Name:
2. Degree:
3. Certified/LicensedBy: (copy attached)
4. Title:
5. Agency/Institution:
6. Address:
7. Telephone:
8. E-mail:
��
EVGP Application Competency Review FormPlease photocopy blank forms as needed.
Competency Review by two people deemed competent to assess the adequacy of the applicant’s competency: Competency reviewers will normally be people who have observed the applicant using the competency, and who by virtue of their training or position in the organization, would be viewed as competent to judge the adequacy of the competency. Such people normally would be direct supervisors of the applicant’s work, managers of an agency, practicum or internship supervisors, or colleagues with specialized training in the area under consideration.
Applicant’s Name: _________________________________________________________________________
IhaveappliedtotheInternationalAssociationforEducationalandVocationalGuidanceforCertification.Iam required to provide documentation of competency in the EVGP competency areas. Please complete the information below and return to me.
Applicant’s Signature Date (dd/mm/yyyy)
This Section to be completed by COMPETENCY REVIEWER
1. Name:
2. Degree:
3. Certified/LicensedBy: (copy attached)
4. Title:
5. Agency/Institution:
6. Address:
7. Telephone:
8. E-mail:
9. Dates you observed the applicant: From (mm/yyyy) ______________ to (mm/yyyy) _________________.
I confirm that I have observed the applicant using the competencies evaluated in the attached document and am competent to judge the adequacy of those competencies.
Signature of Competency Reviewer Date (dd/mm/yyyy)
(Page 21-27)
Completion of this form is optional. In cases where no documentation of formal training exists, the following competency review, completed by two qualified people, may be submitted as evidence of an acceptable level of competence.
��
To be completed by Competency ReviewerFor each competency being evaluated, please assess the degree to which the applicant knows, understands, and is able to perform each competency. Please use a two-step process. Please sign page 27 when complete.
(A) decide on whether the applicant’s knowledge, understanding, or ability to perform is acceptable or unacceptable, then(B) assign the appropriate rating using the 5-point scale below: (0) Negligible (1) Inadequate (2) Competent (3) Significant (4) Outstanding
C1 Demonstrate appropriate ethical behavior and professional conduct in the fulfillment of roles and responsibilities C2 Demonstrate advocacy and leadership in advancing clients’ learning, career development and personal concerns C3 Demonstrate awareness and appreciation of clients’ cultural differences to interact effectively with all populations C4 Integrate theory and research into practice in guidance, career development, counselling, and consultation
Core Competencies
C5 Skills to design, implement and evaluate guidance and counselling programs and interventions C6 Demonstrate awareness of his/her own capacity and limitations C7 Ability to communicate effectively with colleagues or clients, using the appropriate level of language C8 Knowledge of updated information on educational, training, employment trends, labor market, and social issues
C9 Social and cross-cultural sensitiveness
C10 Skills to cooperate effectively in a team of professionals C11 Demonstrate knowledge of lifelong career development process
2 3 40 1
Graphically, the scale looks like this:
Unacceptable Acceptable2 3 40 1
Applicant: Circle the number(s) below that correspond to each of the core or specialized areas to be evaluated by the Competency Reviewer. The Compentency Areas are detailed in the next six pages.
CORE: C1 C2 C3 C4 C5 C6 C7 C8 C9 C10 C11
SPECIALIZED: 1 2 3 4 5 6 7 8 9 10
International Competencies for Educational and Vocational Guidance Practitioners
Approved by the General Assembly, Bern, 4th September 2003
________________________________________________________(Applicant Name)
��
1. Assessment
1.1 Accurately and thoroughly conceptualize and diagnose clients’ needs based on different assessment tools and techniques
1.2 Use the data derived from assessment appropriately and according to the situation
1.3 Identify situations requiring referral to specialized services
1.4 Facilitate effective referral by means of initiating contacts between referral sources and individuals
1.5 Maintain up-to-date listings of referral sources
1.6 Conduct a needs assessment of the clients’ contexts
2. Educational Guidance
2.1 Demonstrate concern for students’ potential and the skills to facilitate its achievement
2.2 Guide individuals and groups of students to develop educational plans
2.3 Assist students in their decision-making process
2.4 Assist students to improve their self-awareness
2.5 Assist students in their course selection
2.6 Assist students to overcome learning difficulties
2.7 Motivate and help students to take part in international exchange programs
2.8 Consult with parents on their children’s educational progress and development
2.9 Assist teachers to improve teaching methodologies
2.10 Assist teachers to implement guidance within the curriculum
Specialized Competencies
3. Career Development
3.1 Knowledge of career development issues and the dynamics of vocational behavior
3.2 Demonstrate knowledge of pertinent legal factors and their implications for career development
3.3 Plan, design and implement lifelong career development programs and interventions
3.4 Knowledge of decision-making and transition models to prepare and plan for transitional stages: School to work transition, Career shifts, Retirement, Job dismissal, Downsizing
3.5 Identify influencing factors (family, friends, educational and financial opportunities) and biased attitudes (that stereotype others by gender, race, age and culture) in career decision making
3.6 Assist individuals in setting goals, identifying strategies to reach them, and continually reassess their goals, values, interest and career decisions
2 3 40 1
��
3.7 Knowledge of state and local referral services or agencies for job, financial, social and personal issues
3.8 Knowledge of career planning materials and computer-based career information systems, the Internet, and other online resources
3.9 Skills to use these career development resources and techniques appropriately
3.10 Skills to use career development resources designed to meet the needs of specific groups (migrants, ethnic groups and at-risk populations)
3.11 Help clients to build their career and life project
4. Counselling
4.1 Understand the main factors related to the personal development of clients and the dynamics of their individual behavior
4.2 Demonstrate empathy, respect and a constructive relationship with the client
4.3 Use individual counselling techniques
4.4 Use group counselling techniques
4.5 Address the needs of at-risk students
4.6 Assist clients in: 4.6.1 Prevention of personal problems
4.6.2 Personality development
4.6.3 Personal problem solving
4.6.4 Decision making
4.6.5 Sexual identity
Specialized Competencies, continued
4.6.6 Social skills
4.6.7 Health education
4.6.8 Use of leisure time
4.7 Help clients to develop a personal life plan
4.8 Detection and referral of cases to other specialized services
5. Information Management
5.1 Knowledge of legislation pertaining to education, training, and work at local, national and international level
5.2 Knowledge of equivalence of degrees and professional qualifications obtained in different countries
2 3 40 1
��
5.3 Collect, organize, disseminate and provide up-to-date career, educational and personal/social information on: 5.3.1 Education and training 5.3.2 Occupational information
5.3.3 Employment opportunities
5.3.4 Others (Health, Leisure…)
Specialized Competencies, continued
5.4 Use Information Technologies to provide educational and occupational information (Databases, Computer-based educational and career guidance programs and the Internet)
5.5 Assist clients to access and use educational and occupational information in a meaningful way
6. Consultation and Coordination
6.1 Consult with parents, teachers, tutors, social workers, administrators and other agents to enhance their work with students
6.2 Demonstrate interpersonal skills needed to create and maintain consultation relationships, goals, and desired behavior change
6.3 Demonstrate skills in working with organizations (universities, businesses, municipalities and other institutions)
6.4 Interpret and explain concepts and new information effectively
6.5 Coordinate school and community personnel to bring together resources for students
6.6 Use an effective referral process for assisting students and others to use special programs, services, and networks
6.7 Skills to coordinate and stimulate the student’s creativity to build their own programs (studies and work)
6.8 Skills to build a good image as a professional
7. Research and Evaluation
7.1 Knowledge of research methodologies, data-gathering and analysis techniques
7.2 Promote research projects in relation to guidance and counselling
7.3 Use presentation methods to report the outcomes of the research
7.4 Interpret the results of this research
7.5 Integrate the results of this research into the guidance and counselling practice
7.6 Evaluate guidance programs and interventions, applying up-to-date techniques and program evaluation models
7.7 Keep up to date with current research findings
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8. Program/Service Management
8.1 Identify target populations
8.2 Conduct needs assessment
8.3 Inventory resources relevant to program planning and implementation
Specialized Competencies, continued
8.4 Knowledge about relevant current literature, trends and issues
8.5 Promote community awareness of the programs and services
8.6 Manage (design, implement, supervise) programs and interventions
8.7 Evaluate effectiveness of the interventions
8.8 Use results to effect program enhancement by recommending institutional/agency improvements
8.9 Skills to organize and manage the educational, counselling, guidance and placement services
8.10 Manage and supervise personnel
8.11 Promote staff development
9. Community Capacity Building
9.1 Skills to develop relationships with key community partners
9.2 Conduct analysis of human and material resources
9.3 Conduct needs assessment of the community
9.4 Work with the community to effectively use these resources to meet their needs
9.5 Work with community to develop, implement, and evaluate action plans to address economic, social, educational & employment goals
9.6 Work with local, national and international resource networks for educational and vocational guidance (e.g., IAEVG)
10. Placement
10.1 Coach clients in work-search strategies
10.2 Use of the Internet in the job search process
10.3 Present work opportunities to clients and facilitate their appropriate job selection
10.4 Liaison with employers and with education and training providers to obtain information on the opportunities they offer
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I attest that the information provided is a fair and accurate assessment of the applicant’s knowledge, skills and abilities.
_________________________________________ ___________________Competency Reviewer’s Original Blue Ink Signature Date (dd/mm/yyyy)
10.5 Consult with policy makers
10.6 Follow up on placement suggestions
10.7 Match individuals to particular vacancies in employment, education or training
10.8 Support clients with employment maintenance
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Applicant’s Name: _______________________________________________________________________________
Currently, there are two payment methods:• Payment of $90.00 U.S. Dollars (USD) by credit card OR • Payment of $90.00 (USD) by cashier’s or certified check, money order or bank draft, drawn on a U.S. bank.
Every application must be accompanied by payment of $90.00 (USD). All payments must be immediately negotiable in the United States for the full amount of the application fee.
This is only an application fee to obtain consideration of the application. The fee will not be refunded under any circumstance. If the application is incomplete, CCE will notify the applicant who will have up to one year to provide the documentation needed to complete the review. Applications that are not completed within one year will be closed. Application fees are not transferrable.
Please have checks or money orders made payable to CCE.Mail completed application packet and payment to:
CCE 3 Terrace Way Greensboro, NC 27403-3660 USA
We suggest that you photocopy your entire completed application packet before mailing it. CCE will not return any forms to you or anyone else once the application has been submitted.
METHOD OF PAYMENT FOR THE EVGP APPLICATION FEEEnclosedisacashier’sorcertifiedcheck,moneyorder,orbankdraftdrawnonaUSBankfor$90(USD)
Pleasechargethecreditcardlistedbelowintheamountof$90(USD)
Card Type: VISA MasterCard AmericanExpress
Name on card:
Acct. #: Exp.Date:
VerificationCodeNumbers(fromBackofCard):
Cardholder Signature: ____________________________________________________________ Date (dd/mm/yyyy): _________________
*How to find your card Verification Code Numbers:On a Visa or MasterCard, please turn your card over and look in the signature strip. You will find (either the entire 16-digit string of your card num-ber, OR just the last 4 digits), followed by a space, followed by a 3-digit number. That 3-digit number is your card security code (CID). On American Express Cards, the CID number is a 4-digit number that appears above the end of your card number. Please leave the designated space blank if your card does not have a code.
EVGP PAYMENT VOUCHER(This page must be completed and included with your application.)
