<strong>NICE</strong> Handbooknistration. This is particularly due to the high practice-orientation <strong>of</strong> our subject and the highcomplexity <strong>of</strong> the practice <strong>of</strong> career guidance and counselling. Our goal is to integrate thesediverse contributions in one discipline in order to make full use <strong>of</strong> this multidisciplinarity andthe richness <strong>of</strong> perspectives in the higher education <strong>of</strong> CGC pr<strong>of</strong>essionals all around Europe.Degree programmes in career guidance and counselling have a high societal relevance, as weargue in Chapters 2 <strong>of</strong> this handbook: They are a central basis for the pr<strong>of</strong>essionalization <strong>of</strong>career guidance and counselling. With a low visibility <strong>of</strong> our academic discipline, however, therecognition <strong>of</strong> this fact will remain small. An important challenge <strong>of</strong> setting up and developingdegree programmes in career guidance and counselling lies in convincing important decisionmakersand other stakeholders <strong>of</strong> the societal and individual benefits <strong>of</strong> CGC pr<strong>of</strong>essionalswhich academic, research-based <strong>training</strong> programmes and research can provide. We hope youcan use the political arguments which we <strong>of</strong>fer in Chapter 2 to argue for the introduction andexpansion <strong>of</strong> degree programmes in career guidance and counselling.Next to the need to establish our academic discipline, we also expect further benefits from thenamed CPR:◆◆◆◆◆◆◆◆◆◆Inspiration for developing and innovating existing degree programmesA framework for setting up new degree programmesA basis for the increased exchange <strong>of</strong> students and staffStarting points for joint <strong>training</strong> and research programmesA fundament for the cooperative development <strong>of</strong> further common points <strong>of</strong> reference1.2. StructureThe concept and structure <strong>of</strong> this handbook is based on introducing our CPR and a selection <strong>of</strong>other important results <strong>of</strong> our cooperation in <strong>NICE</strong> in a coherent and practice-oriented manner.At this point it is important to mention that two versions <strong>of</strong> the <strong>NICE</strong> Handbook exist. The“short version” carries the subtitle “Common Points <strong>of</strong> Reference”. It is limited to introducingthe CPR and has been published in a higher volume for a wide distribution. The “full version”doesn’t only include the CPR, but also introduces a number <strong>of</strong> studies from different workgroups that formed the basis for developing the CPR. They present the rich diversity <strong>of</strong> perspectivesin our <strong>network</strong>, in providing an overview <strong>of</strong> the current higher education area forcareer guidance and counselling in Europe, and outlining current trends and developments. Inthe following the structure <strong>of</strong> the “full version” will be described. Both versions are availablefor free download over our homepage www.nice-<strong>network</strong>.<strong>eu</strong>.As a background for introducing our CPR, Chapter 2 deals with the societal and individual benefits<strong>of</strong> career guidance and counselling and brings forward core arguments for <strong>training</strong> CGCpr<strong>of</strong>essionals in higher education. Based on a discussion <strong>of</strong> the situations which people facenowadays regarding their career development, we outline the value which CGC services canbring. The effectiveness and quality <strong>of</strong> CGC services depend on the competence <strong>of</strong> CGC practitionersthough, which is why we continue to explain the need for specialized pr<strong>of</strong>essionals whodrive CGC services. Due to the high complexity <strong>of</strong> their tasks, we argue that CGC pr<strong>of</strong>essionalsneed to be trained in higher education.Chapter 3 introduces the <strong>NICE</strong> Tuning Framework, our theoretical framework for identifyingCPR. Our approach to developing degree programmes in our discipline has been inspired bythe programme “Tuning Educational Structures in Europe”, but also involves new components.The <strong>NICE</strong> Tuning Framework brings the different CPR into a direct connection with each otherand with the other parts <strong>of</strong> the <strong>NICE</strong> Handbook. Also, it introduces most <strong>of</strong> the central terminology(blue words) which we use for the development <strong>of</strong> CPR, and which can be found in theglossary at the end <strong>of</strong> this handbook.Chapter 4 introduces two <strong>of</strong> the CPR we have identified in <strong>NICE</strong>. The central question whichthis chapter is dedicated to is: Which competences do CGC pr<strong>of</strong>essionals need? Based on the<strong>NICE</strong> Tuning Framework from Chapter 3, we first introduce the <strong>NICE</strong> Pr<strong>of</strong>essional Roles (NPR)and discuss them behind the background <strong>of</strong> theoretical considerations. This step is necessaryfrom our point <strong>of</strong> view, because we first need to have a joint understanding <strong>of</strong> the pr<strong>of</strong>essionalfunction and the pr<strong>of</strong>essional roles <strong>of</strong> CGC pr<strong>of</strong>essionals, before we can say what such pr<strong>of</strong>essionalsneed to be able to do. Based on the NPR we then introduce the <strong>NICE</strong> Core Competences(NCC). The NCC present what we agree to be the core competences which CGC pr<strong>of</strong>essionals inEurope need to have now and in the near future, in order to provide and ensure high-qualityCGC services. We have identified six NCC, all <strong>of</strong> which we also describe in additional detailthrough a listing <strong>of</strong> sub-competences.Next, Chapter 5 introduces the <strong>NICE</strong> Curriculum, a framework for the competence-based academic<strong>training</strong> <strong>of</strong> CGC pr<strong>of</strong>essionals. The <strong>NICE</strong> Curriculum is composed <strong>of</strong> nine modules, three<strong>of</strong> which <strong>of</strong>fer basic knowledge in addition to six modules which are directly based on theNCC. After an introduction into the module structure <strong>of</strong> the <strong>NICE</strong> Curriculum and into the description<strong>of</strong> the modules, the complete modules are described here. The descriptions includelearning outcomes in terms <strong>of</strong> the relevant NCC, their sub-competences, and in terms <strong>of</strong> affective,behavioural and cognitive resources which CGC pr<strong>of</strong>essionals need in order to performcompetently in the NPR. Additionally, the module descriptions suggest methods for learning,teaching and assessment.Chapter 6 is the first <strong>of</strong> the chapters which are only found in the ‘full version’ <strong>of</strong> the <strong>NICE</strong>Handbook. It takes a look at the status quo <strong>of</strong> higher education in career guidance and counsellingin Europe through two comparative analyses <strong>of</strong> degree programmes. The first (quantitative)study focuses on structural commonalities and differences between the programmes.The second (qualitative) study compares the contents <strong>of</strong> degree programmes at Master’s levelbased on the NCC.Goals and Structure12 13
<strong>NICE</strong> HandbookChapter 7 looks at various topics regarding the teaching, learning and assessment processes<strong>of</strong> degree programmes in career guidance and counselling. After a general introductioninto the different levels <strong>of</strong> actors that need to be taken into consideration when educatingCGC pr<strong>of</strong>essionals, the following chapters present the results <strong>of</strong> different surveys. Here, bothinstruments and resources <strong>of</strong> teaching and learning were collected and systemized. Also, comparativeresearch on the assessment techniques and styles <strong>of</strong> the involved higher educationinstitutions and the competences <strong>of</strong> their staff were conducted. The chapter ends with researchand conclusions on the pr<strong>of</strong>essionalism <strong>of</strong> staff involved in CGC degree programmesand pointers to developing the quality <strong>of</strong> degree programmes in general.Chapter 8 takes a look at the topic <strong>of</strong> innovation regarding the content <strong>of</strong> degree programmesin career guidance and counselling. New trends and development, results <strong>of</strong> research,and topics for the academic <strong>training</strong> <strong>of</strong> CGC pr<strong>of</strong>essionals are highlighted through a variety <strong>of</strong>individual contributions from <strong>network</strong> partners, together with some examples <strong>of</strong> innovativemethods and <strong>training</strong> programme contents.In Chapter 9 we describe how we worked together in “<strong>NICE</strong> 1”, the first three-year phase <strong>of</strong>funding through the European Commission (2009-2012), during which this handbook and theresults therein were developed. Based on the shared goals and questions described above, thischapter illustrates how we worked together, which work groups were in charge <strong>of</strong> reachingwhich objectives, and how the synthesis <strong>of</strong> the different contributions was reached in order toprovide CPR.Meanwhile, our <strong>network</strong> has been granted a second period <strong>of</strong> funding from 2012 to 2015,which we call “<strong>NICE</strong> 2“. So, in Chapter 10 we take a short look at the future <strong>of</strong> the <strong>NICE</strong> Handbookand talk about how we want to continue working on it (and applying it) in our <strong>NICE</strong> 2programme.2Benefits <strong>of</strong> Pr<strong>of</strong>essionalizing<strong>Career</strong> Guidance and Counselling14
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