Elvira Repetto Talavera

Acreditación de competencias de los orientadores profesionales en contextos no escolares: El Proyecto Europeo EAS (European Accreditation Scheme) = Accreditation of career guidance practitiones working outside the school context: European Project EAS

RESUMEN El proyecto europeo EAS financiado por el Programa Leonardo da Vinci disena y valida un sistema europeo de acreditacion en competencias para profesionales de la orientacion en contextos no escolares. En el se definen los siguientes objetivos: 1) Revisar los sistemas de acreditacion de los orientadores europeos, 2) Desarrollar un listado de competencias que conforman un sistema de acreditacion en 17 paises europeos, 3) Realizar un estudio piloto con 350 orientadores y 4) Elaborar el Manual Explicativo del sistema de acreditacion propuesto. Para ello, se sigue una metodologia cualitativa y cuantitativa y se utilizaran diversas fuentes de recogida de datos. Las conclusiones senalan la existencia de una necesidad real y pertinencia de los sistemas de acreditacion a nivel europeo. ABSTRACT The European project EAS has been financed by the Leonardo da Vinci program with the aim of developing and validating an European frame of basic professional standards —a common accreditation system— for those working as career practitioners outside the school context. Four phases along two years were necessary, with the following objectives: 1) Revision of the existing systems of accreditation for guidance practitioners, 2) Development of a list and a system of accreditation of competencies for guidance practitioners, 3) Pilot study through 350 practitioners in 17 European countries, and 4) Development of the Users Manual for the accreditation system obtained. A mixed methodology (qualitative and quantitative), different sources of data gathering (online questionnaire, personal surveys and review of documentation) and several samples were used for the pilot study. For the descriptive analysis, an intended sampled was chosen.The results obtained are a common system of competencies accreditation for guidance practitioners and a user’s manual. Conclusions point the existence of a real need for such accreditation systems and the contribution of this proposal to fill the gap for this type of tools.