METHODOLOGICAL NOTE - Galaxies

GALAXY – Gender Guidance for
Employment choices: pathways
against sexism for equality
Project n. I/06/B/F/PP-154171
METHODOLOGICAL NOTE
GUIDANCE COMPETENCES IN A GENDER PERSPECTIVE
The methodology in the elaboration of the Competence Units
The elaboration of the Competence Units (CU) has been based on the elaboration of three elements:
1. the description of the guidance counsellor’s professional figure, just as it emerges from the research
work. In the absence of a system of certification of the guidance counsellor’s competences the
“knowledge” and the “doing” of the operators working in each partner country have been compared,
these two analysed elements combine in the practical actions and in the specific situations where
guidance counsellors are operating;
2. the suggestions of the possible improvement areas pointed out by the analysis of the final clients’
needs;
3. some criticality areas recurring in the definition of guidance paths:
a. “weakness” and subjective stereotypes (in training choices and work paths, at the access
and in career development, particularly in some life phases, scarce enhancement of personal
and professional resources)
b. “weakness” and objective bounds (socio-cultural stereotypes hindering women’s access to
labour market).
Every Competence Unit (CU), broadly described in this Report, includes a Training Unit (TU) that is
described by the Competences (C) and by the Evaluation Criteria (EC) linked to the transferred
competences. The Evaluation Criteria introduce the path of recognition and certification of the competences.
This articulation is essential in order to pass from no formal to formal learning. This allows, in fact, to have a
common referent for the integration of different vocational training supplies and lifelong learning
capitalization and development.
The Training Modules (TM) proposed by this Report integrate the competences guidance counsellors
already possess, developing the gender reading as transverse element for carrying out a guidance process in
the two systems (education and training / work) accurately.

COMPETENCE UNIT 1
Management and adjustment of educational guidance paths with a gender perspective.
General description of the competence
To manage guidance interventions inside school paths following the educational programming objectives,
introducing elements of reflection on gender differences.
To inform the territorial guidance services about the carried out activities for a collaboration assuring
continuity in respect of students’ development in the social and work environment.
Involved professional
A school teacher committed to accompanying activities, an external professional working with territorial
guidance Centres.
Work area: junior and high schools.
Target: 12 year-old and older students in educational paths
TRAINING UNIT 1
Management and adjustment of educational guidance paths in a gender perspective.
The TU articulation in competences:
C1 - Definition of what a guidance process is, when it is targeted at young people and takes
gender differences into account inside educational learning paths.
C1.1. To identify the elements characterizing an educational guidance process in a gender
perspective, starting from participants’ real experiences;
C.1.2. To identify the elements characterizing an educational guidance process in a gender
perspective, starting from participants’ needs
C2 - Management and adjustment of guidance processes based on the gender-oriented CORA
methodology:
C2.1. To elaborate of personal past experiences and to make explicit the social representations
related to gender (reading of the stereotypes);
C2.2. To develop methodological competences aimed at the analysis of the school environment and at
the identification of actions targeted at the definition of individualized choice paths taking
gender differences into account;
C2.3. To be able to read the different elements (normative, organizational, cultural, social,
institutional) helping to improve or to hinder equal opportunities concept;
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C2.4. To elaborate some educational tools (videos, hypertexts, CDs,...) that could support didactics to
improve young people’s development in overcoming gender stereotypes
C2.5. To elaborate coping strategies aimed at facing the difficulties emerging in the management of
relations among the students themselves and between teachers and students);
C2.6. To analyse the critical points in order to carry out a guidance process in a gender perspective.
C3 – Development of the guidance process in a gender perspective in the wider landscape of
the training and labour policies carried out in the reference territory:
C3.1. To be able to read the different guidance practices carried out in the territory (how guidance
supply, and in particular guidance supply for a female target, can be analysed);
C3.2. To manage the relations in the different phases of the guidance process;
C3.3. To define common paths for well identified small groups, particularly on the relation between
women and choices or between women and work..
The evaluation criteria linked to competences:
EC1 – To include the role of guidance in the school paths as support to students’ personal choices
EC1 – To be able to carry out guidance processes starting from cultural, social and work changes
EC 2 – To be able to receive and decode clients’ needs
EC 2 – To be able to diagnose the specific situations and to be able to read the activities already carried out
at school
EC2 – To support students respecting their personal choices, the educational objectives and the existing
ways of relations among students and between students and teachers
EC2 – To be able to manage and to introduce innovations in guidance paths that support choices, taking
cultural and social stereotypes into account
EC2 – To be able to intervene with differentiated techniques that take clients’ gender and specific needs into
account
EC3 – To be able to negotiate with the outside in order to activate a collaboration on a guidance process
going beyond the school ambit
EC3 – To be able to define the tools for supporting students in guidance paths going beyond school (paths
of insertion in VT or paths of work placement)
The Training Modules (TM) of the guidance path in a gender perspective targeted at the
education systems
TM1 Setting guidance as a process targeted at young people inside middle-long educational learning paths:
guidance founding principles in a gender diversity “integrating” reading.
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- Acquisition of knowledge first elements that characterize the function of educational guidance in a
gender perspective, starting from CORA methodology
- Guidance as process and attention to gender as fundamental variable, crossing the whole CORA
methodology
TM2 Management and adjustment of guidance processes based on CORA: methodology introduction to the
concept of stereotype as element founding the development of guidance processes in educational
paths:
- Knowledge elements of the different methodological families (RW, Advp, autobiographical approach)
that constitute Cora approach in the management of guidance processes in a gender perspective;
- Carrying out of a guidance interview in a gender perspective
- Management of group dynamics inside a guidance path in a gender perspective
- Listening, observation, communication and self-awareness with attention to gender differences
- Coping strategies: the elements introducing attention to gender
TM3 The guide criteria for the realization of a territorial network in support of guidance in a gender
perspective
- Mapping and analysis of the private and public structures working in a perspective of equal
opportunities
- Strategies, negotiations and planning with institutional and formal territorial networks working with
attention to gender differences
- Methods of relation for the activation of territorial networks responsive to equal opportunity themes
COMPETENCE UNIT 2
Management and adjustment of guidance paths in vocational training and work environment
with attention to gender differences.
General description of the competence
Carrying out of guidance interventions inside vocational training paths (first and lifelong training) and of
work placement paths following participants’ aspirations and labour market requirements, introducing
elements of reflection on the gender diversities.
To collaborate with the educational systems through information for programming together work placement
and re-insertion paths bringing women near the Labour Market (LM).
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Involved professional
Vocational training teacher committed to accompanying activities, operator of the Job Centres/territorial
services, guidance counsellor.
Work area
Vocational training Centres, Job Centres, territorial guidance Centres.
Target
Young people, employed, unemployed adult women and men in work placement and/or in vocational
training
TRAINING UNIT 2
Management and adjustment of guidance paths in a gender perspective in vocational
training/work environment
The TU articulation in competences:
C1 - Definition of what a guidance process is when it is targeted at differentiated clients and
takes gender perspective into account inside vocational training and work placement
paths:
C1.1. Identification of the elements characterizing a guidance to choice process in a gender
perspective, starting from participants’ real experiences;
C.1.2. Identification of the elements characterizing a guidance to choice process in a gender
perspective, starting from participants’ needs
C2 – Management and adjustment of guidance processes based on the gender oriented CORA
methodology:
C2.1. To elaborate personal past experiences and to make explicit social and work representations
related to gender (reading of the stereotypes);
C2.2. To develop methodological competences aimed at the analysis of the working environment and
at the identification of actions aimed at the definition of choice individualized paths taking
gender differences into account, at the analysis of the critical elements connected with entering
the labour market
C2.3. To be able to read the different elements (normative, organizational, cultural, social,
institutional) helping to improve or to hinder equal opportunity concept;
C2.4. To structure individual interviews (counselling) and skill assessment paths for the reading and
re-reading of some dimensions founding women’s social and professional identity in general, of
one’s own social and professional identity, of the different subjective variables (already acquired
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esources, already verified capabilities, already explored interest areas) that can support the
definition / re-definition of choices in the different phases of individual, training, work life;
C2.5. To analyse the critical points for managing a guidance process in a gender perspective
C2.6. To analyse the labour active policies favouring women’s access to and staying in the labour
market
C3 – Development of the guidance process in a gender perspective in the wider landscape of
the training and labour policies carried out in the reference territory:
C3.1. To be able to read the different guidance practices carried out on the territory (how guidance
supply, and in particular guidance supply for a female target, can be analysed);
C3.2. To manage the relations in the different phases of the guidance process;
C3.3. To define common paths for well identified small groups, particularly on the relation between
women and choice, women and work
The evaluation criteria (EC) linked to competences:
EC1 – To include the role of guidance in the training and work placement paths as support to personal
choices, in a gender perspective, for the professional development and the placement in the labour
market
EC1 – To be able to carry out guidance processes starting from the cultural, social and work changes,
connected with the sexual identity
EC2 – To be able to receive and decode clients’ needs according to different social and territorial contexts
EC2 – To be able to diagnose the specific situations and to be able to insert the interventions in the training
and work placement paths
EC2 – To support women respecting their personal choices, the training objectives and the professional
ones
EC2 – To be able to manage, plan and introduce innovations in guidance and in skill assessment paths
supporting choices through the analysis of cultural and social stereotypes
EC2 – To be able to intervene with differentiated techniques that take clients’ gender and specific needs into
account
EC3 – To be able to negotiate with the outside in order to activate a collaboration on a guidance process
going beyond the training environment
EC3 – To support subjects in guidance paths reaching the definition of work placement plans
The Training Modules of the path targeted at the Vocational Training and at the Labour systems
TM1 Setting guidance as a process targeted at differentiated clients: guidance founding principles in a
gender diversity “integrating” reading.
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- Acquisition of knowledge first elements that characterize the function of guidance to choice in a
gender perspective, starting from CORA methodology
- Guidance as process and attention to gender as fundamental variable, crossing the whole CORA
methodology
TM2 Management and adjustment of guidance processes based on CORA: methodology introduction to the
concept of stereotype as element founding the development of guidance processes in vocational
training and work placement paths:
- Knowledge elements of the different methodological families (Retravailler-to return to work, Advp,
autobiographical approach) that constitute Cora approach in the management of guidance
processes in a gender perspective;
- Carrying it out of the Individual interview in a gender perspective
- Empowerment: the elements introducing attention to gender
- Skill assessment in a gender perspective
- Listening, observation, communication and self-awareness with attention to gender differences
TM3 The guide criteria for the realization of a territorial network in support of guidance in a gender
perspective
- Mapping and analysis of the private and public structures working in a perspective of equal
opportunities
- Strategies, negotiations and planning with institutional and formal territorial networks with gender
perspective
- Methods of relation for the activation of territorial networks responsive to equal opportunity
themes
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