Module 4 – Career guidance

4. Career guidance

Introduction to Career guidance and individual development plan (IDP)

Description

This module provides learners with the tools and understanding needed to support career guidance and develop individual development plans. It emphasizes the role of guidance practitioners in fostering self-awareness, decision-making, and lifelong learning strategies in clients, ensuring their career paths align with personal and labor market realities.

Aim

To equip learners with the knowledge and skills to deliver effective career guidance and facilitate the creation of personalized development plans that support informed career decision-making and continuous personal growth.

Learning outcomes

By the end of this module, learners will be able to:

  1. Understand the theoretical frameworks and principles underpinning career guidance and development planning.

  2. Apply methods and techniques to assist clients in assessing their career goals, strengths, and development needs.

  3. Develop and implement individual development plans that are realistic, measurable, and aligned with personal and professional aspirations.

  4. Support clients in exploring labor market information and educational opportunities.

  5. Reflect on their own professional development and role in career guidance.

Career Guidance

Career guidance is a process that helps individuals make informed decisions about their career paths. It involves offering support, advice, and information to help people:

  • Understand their interests, skills, and values

  • Explore different career options and opportunities

  • Set realistic goals for education and employment

  • Plan the steps needed to achieve their career ambitions

 

A career guidance process would be typically consist of at least three phases:

  1. An initiation phase to get acquainted, determine goals and content for the guidance, and clarify expectations for each other. It is recommended to elaborate on the guidance contract.
    A guidance contract involves a mutual clarification of expectations at the beginning of a guidance process, where goals, content, and frameworks are defined. The formality of a guidance contract depends on the target audience, the organizations in which the guidance is provided, legislation, etc.

  2. A working phase for exploring action alternatives. This is where the individual can consider various career options, develop skills, and identify steps they can take to achieve their goals. The advisor provides support and resources to help the individual navigate their choices.

  3. A conclusion phase for summarizing the guidance process and discussing the next steps. The advisor and the individual review what has been learned, what actions have been taken, and what should happen moving forward to ensure continued progress.

Additionally, it is common to have a planning phase before the initiation phase, where the overall structure and objectives of the guidance process are outlined. There may also be an evaluation phase at the end to assess the effectiveness of the guidance and identify areas for improvement.

It is important to recognize that refugees are individuals with diverse backgrounds, experiences, and aspirations. Their career paths can vary significantly based on factors such as their education level, skill set, motivations, and mental health. Therefore, career guidance for refugees must be flexible and tailored to meet their specific needs, challenges, and goals. This personalized approach ensures that the guidance provided is relevant and effective in helping them navigate their career journeys.

  • What are the values and goals of career guidance? What are the phases of the career guidance process?

Key Considerations in Career Guidance for Refugees

1. Varying Educational Backgrounds and Skill Levels

  • Refugees may have high-level qualifications or no formal education. Career guidance should assess their current skills and match them with relevant training and employment opportunities.

  • Some may need to start with basic literacy or language skills, while others may focus on advanced skills training.

2. Differing Career Aspirations

  • Refugees may seek immediate employment for financial stability or pursue long-term career development in skilled trades or professions. Very often it can be both.

  • Career advisors should identify short-term and long-term goals, helping refugees transition from entry-level jobs to sustainable careers.

3. Language and Cultural Barriers

  • Many refugees face challenges with language and understanding local workplace culture. Career guidance should include language courses, workplace communication skills, and cultural orientation to ease integration into the workforce.

  • Language proficiency is often a key barrier to advancing in careers, so advisors should take it into consideration.

4. Psychological Impact of Displacement

  • Refugees often deal with trauma from displacement, making emotional and psychological support essential in career guidance.

  • Mental health counseling, peer support, and confidence-building programs should be integrated into career planning.

5. Legal and Financial Barriers

  • Refugees may face restrictions on employment due to legal status and work permits. Career advisors should understand these barriers and help refugees navigate work authorization processes.

  • Financial resources for training or job search may also be necessary, and advisors should connect refugees with scholarships or financial aid programs.

Holistic Career Guidance Approach

A holistic career guidance approach addresses both immediate job placement and long-term career growth. Key elements include:

Career Interest Assessments

Career interest assessments help individuals identify their interests and potential career paths by exploring their preferences in various activities and subjects. These assessments can provide insight into fields or industries that align with a person’s interests and talents.

Popular Tools:

  • Holland Code (RIASEC): The Holland Codes were introduced by American psychologist John Holland in the 1970’s. It is one of the only personality theories that looks specifically at personality in relation to careers and vocational choices. The Holland Code measures personality across six types: realistic, investigative, artistic, social, enterprising and conventional, with personality being a blend across all six types for a total of 720 possible combinations.

  • Myers-Briggs Type Indicator (MBTI): The Myers-Briggs Type Indicator (MBTI) assessment is a tool that helps people increase their self-awareness, understand and appreciate differences in others, and apply personality insights to improve their personal and professional effectiveness.

    Career interest assessments, such as the Holland Code (RIASEC) and the Myers-Briggs Type Indicator (MBTI), can be useful tools to help individuals explore their career preferences and potential paths. However, it is important to approach their use thoughtfully when working with refugee populations.

    While these tools can offer valuable insights, they often reflect assumptions based on Western education systems and career structures, which may not align with the diverse realities and aspirations of refugees.

    To ensure more culturally responsive support, it is recommended to supplement standardized assessments with personalized, strengths-based approaches. These might include individual career counseling sessions and narrative techniques that allow clients to share their personal and professional histories.

    By combining structured assessments with culturally sensitive practices, job counselors can provide more relevant and empowering guidance to refugee clients.

Goal Setting

Goal setting involves defining clear, specific, and achievable career objectives. It helps individuals create a roadmap for their career journey, providing direction and motivation. Effective goal setting often involves setting SMART goals (Specific, Measurable, Achievable, Relevant, Time-bound).

Example SMART

Amina-IDP-Example
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Background

Amina is a 22-year-old refugee who recently resettled in a new country. She has completed high school in her home country and has some experience in customer service. Amina is fluent in her native language and conversational in English, but she wants to improve. Her goal is to find stable employment in the hospitality industry, which she enjoys and has some background in.

SMART Goal for Amina

Alternative SMART Goal for Amina (Focused on Urgent Income Needs):

  • Specific: Amina urgently needs to earn money, so she aims to secure a part-time or entry-level job (such as housekeeping, kitchen assistant, or cashier) in the hospitality sector within the next month, while continuing to improve her English.
  • Measurable: She will apply to at least 10 entry-level positions within the next two weeks and attend one fast-track job-readiness session organized by a local employment center.
  • Achievable: Entry-level hospitality jobs are often available with minimal language requirements. Local NGOs and job centers offer quick support with applications and interview preparation.
  • Relevant : This goal addresses Amina’s immediate financial needs while keeping her connected to the hospitality field and allowing her to practice English in a work environment.
  • Time-bound: Amina will apply for jobs within two weeks and aims to start working within 4 weeks.
  • Final SMART Goal Statement: "I will secure an entry-level hospitality job within the next month by applying to at least 10 positions in the next two weeks and attending one fast-track job-readiness session to strengthen my applications."

Recognition of Foreign Education for Refugees in Career Guidance Context

1. Introduction

The recognition of foreign qualifications is a pivotal step in enabling refugees and displaced persons to integrate into host countries’ labor markets and education systems. For career guidance professionals, supporting refugees through this complex process is essential in promoting equity, social inclusion, and personal development.

Refugees often face significant challenges in the recognition process:

  • Lack of official documentation due to conflict or displacement.

  • Differences in education systems and qualification structures.

  • Language barriers and unfamiliarity with host-country procedures.

  • Psychological trauma affecting self-presentation or confidence.

  • Bureaucratic delays and high costs associated with formal recognition.


In order to navigate the challenges successfully it is very important to be familiar with the framework for recognition of foreign education.

2. The Framework for Recognition of foreign education

2.1. Lisbon Recognition Convention

The Convention on the Recognition of Qualifications concerning Higher Education in the European Region (1997), also known as the Lisbon Convention, provides the primary legal framework for academic recognition across Europe. It includes provisions that explicitly address refugees, stating that recognition should be facilitated even when full documentation is unavailable.

2.2. Global Convention on the Recognition of Qualifications concerning Higher Education

Global Convention on the Recognition of Qualifications concerning Higher Education as well as five complementary regional recognition conventions. While the regional recognition conventions cover recognition and mobility in each region, the Global Convention facilitates this between regions Higher education regional conventions | UNESCO

EU Tools and Directives

  • EU Council Directive 2005/36/EC (updated by Directive 2013/55/EU) sets up a system for the mutual recognition of professional qualifications in the European Union (EU), which also extends, with certain adaptations, to the other European Economic Area / European Free Trade Association (EEA/EFTA) countries and to Switzerland.The Commission has published an interactive map of the regulated professions in the EU. These are professions to which access, or the right to practice, depends on having specific qualifications. They also include professions for which the use of a specific title is protected Regulated Profession Database
  • European Qualifications Passport for Refugees (EQPR)Council of Europe
    – A tool launched by the Council of Europe to assess qualifications based on available documentation and structured interviews when evidence is incomplete.
  • EU Skills Profile Tool for Third Country Nationals – An initiative by the European Commission to help early profiling of skills and qualifications for refugees and migrants.The multilingual EU Skills Profile Tool for Third Country Nationals is intended for use by organisations offering assistance to Third Country Nationals. It helps to map the skills, qualifications and work experiences of the third country nationals and to give them personalised advice on further steps, e.g. a referral to recognition of diplomas, skills validation, further training or employment support services.

3. Role of Career Guidance in Recognition

Career guidance plays a central role in supporting refugees through recognition pathways. This includes:

3.1. Informing and Navigating

  • Helping refugees understand the host country’s education and qualification systems.

  • Guiding them toward appropriate recognition bodies (e.g., ENIC/NARIC centers).

  • Explaining rights under EU frameworks like EQPR or ECTS.

3.2. Skill Validation and Profiling

  • Using tools like the EU Skills Profile or MySkills (Germany) to map competencies.

  • Promoting alternative validation of non-formal and informal learning (VNIL).

3.3. Networking and Referral

  • Connecting clients to credential evaluators, language support services, or NGOs.

  • Advocating with employers or training institutions on behalf of clients.

3.4. Career Planning

  • Identifying alternative pathways if full recognition is not feasible (e.g., top-up training, bridging courses, apprenticeships).

  • Supporting requalification or vocational redirection when necessary.
EQPR_ENG
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Take a look at good practice example from Norway:

Norway’s NOKUT(HK-dir) Recognition Procedure. Norwegian Directorate for Higher Education and Skills took over this responsibility from NOKUT on January 1, 2023: : Recognition of foreign education – to work in Norway | HK-dir . Offers fast-track evaluation for refugees without full documentation(toolkit_for_recognition_of_refugees_qualifications.pdf).

Recognition of foreign education is not merely an administrative process—it is a life-changing gateway for refugees seeking dignity, autonomy, and purpose. Career guidance professionals are uniquely positioned to bridge the gap between displaced individuals’ potential and the opportunities within their new societies. With tailored support, informed policy, and inclusive practice, recognition becomes a key pillar of sustainable integration. However be aware that the system can face policy and strategic implications. Effective recognition support requires collaboration between career services, recognition bodies, NGOs, and employers.

  • Please identify relevant foreign education recognition institutions in your country?

The Power of Networking in Career Guidance – A Key to Unlocking Opportunities for Refugees

In today’s interconnected world, who you know often complements what you know. Networking is more than just exchanging business cards or connecting on LinkedIn — it’s a vital component of career development and guidance, especially for marginalized groups like refugees. In a career guidance setting, emphasizing networking is not just helpful — it’s essential.

This chapter explores why networking matters, how it fits into effective career guidance, and why it’s especially crucial for refugees seeking to rebuild their professional lives in new environments.

What Is Networking?

Networking refers to the process of establishing and nurturing professional relationships that can provide support, advice, referrals, and opportunities. It includes both formal avenues (career fairs, informational interviews, LinkedIn) and informal ones (community events, word-of-mouth, cultural organizations).

Networking is not about asking for a job; it’s about engaging in meaningful conversations, sharing stories, and discovering paths that may not be visible through traditional job search methods.

Networking is a necessity in the career guidance process, particularly for refugees. By prioritizing and normalizing networking in guidance programs, practitioners open doors to opportunity, dignity, and self-reliance. For refugees, who often face systemic barriers and social isolation, networking isn’t just a strategy — it’s a lifeline.

Why Networking Matters in Career Guidance?

  1. Uncovering Hidden Opportunities
    Many job openings are never publicly advertised — they exist in the “hidden job market.” Career guidance that includes networking strategies helps individuals tap into these hidden roles through personal contacts and referrals.

  2. Building Confidence and Soft Skills
    Through networking, individuals build communication skills, cultural fluency, and professional confidence — essential tools for successful integration into a new workforce.

  3. Gaining Insight into the Local Job Market
    Talking to professionals provides firsthand information about what employers expect, current trends, and how qualifications from another country may be perceived or transferred.

  4. Creating a Supportive Ecosystem
    Networking builds community. A strong professional network becomes a source of mentorship, encouragement, and advocacy, especially important for individuals starting over.

Why Networking Is Especially Crucial for Refugees?

  1. Lack of Existing Social Capital
    Many job openings are never publicly advertised — they exist in the “hidden job market.” Career guidance that includes networking strategies helps individuals tap into these hidden roles through personal contacts and referrals.

  2. Recognition of Skills and Experience
    Through networking, individuals build communication skills, cultural fluency, and professional confidence — essential tools for successful integration into a new workforce.

  3. Navigating New Cultural and Workplace Norms
    Talking to professionals provides firsthand information about what employers expect, current trends, and how qualifications from another country may be perceived or transferred.

  4. Combating Bias and Misinformation
    Networking builds community. A strong professional network becomes a source of mentorship, encouragement, and advocacy, especially important for individuals starting over.

Integrating Networking into Career Guidance for Refugees

Career guidance professionals can empower refugee clients by:

  • Teaching Practical Networking Skills: How to introduce oneself, follow up after meetings, and use platforms like LinkedIn effectively.

  • Organizing Networking Events: Facilitated meetups with local professionals, mentorship programs, or community mixers.

  • Encouraging Informational Interviews: Helping refugees learn how to reach out to individuals in industries of interest to gather insights and build rapport.

  • Connecting with Ethnic and Cultural Networks: These can act as entry points into broader professional networks while offering comfort and familiarity.

  • Fostering Peer Networks: Encouraging refugee clients to support one another and share contacts, strategies, and experiences.

Real-Life Example

Consider Rana, a Syrian civil engineer resettled in Norway. Although highly qualified, she struggled to find work because her credentials weren’t immediately recognized. Through a mentorship program organized by a local NGO, she was introduced to a Norwegian architect who became her mentor. He not only helped her understand the licensing process but also connected her to his network, leading to an internship that eventually turned into full-time employment.

Rana’s story highlights how one meaningful connection can change the trajectory of a refugee’s professional journey.

Career guidance is closely connected to the development of the Individual Development Plan (IDP).

Individual Development Plan (IDP)

An Individual Development Plan (IDP) is a personalized tool used to outline an individual’s career goals and the steps required to achieve them. It is often used in career development and professional growth contexts, helping individuals plan their future, track their progress, and align their personal aspirations with their organization’s goals or broader career objectives.

In the context of career advice, an IDP is a strategic tool that advisors use to help individuals focus on their career growth. It provides a structured approach to career planning, ensuring that individuals are proactive about their professional development rather than reactive. Career advisors often help individuals create and refine their IDPs, ensuring that the plan aligns with their personal aspirations, market trends, and opportunities within or outside their current organization.

An IDP serves as a roadmap, guiding individuals in making informed decisions about their careers, identifying opportunities for growth, and overcoming challenges. It encourages continuous learning and adaptation, which are essential in today’s dynamic work environment.

Key Components of an IDP

  1. Career Goals: Clearly defined short-term and long-term career objectives. This can include desired job roles and education, skills to develop, and milestones to achieve.

  2. Current Skill Assessment: An evaluation of the individual’s current skills, strengths, and areas for improvement. This helps in identifying gaps between the present state and the desired future state.

  3. Development Activities: Specific actions or activities designed to help the individual acquire the necessary skills and experience. This can include training programs, mentorship, on-the-job experiences, or further education.

  4. Timeline: A schedule outlining when the individual aims to achieve specific milestones. This helps in maintaining momentum and ensuring that progress is made systematically.

  5. Support and Resources: Identification of the resources, such as mentors, training programs, or financial support, that will assist in achieving the development plan.

  6. Monitoring and Review: A system for regularly reviewing progress against the plan. This can involve feedback from supervisors, self-assessment, or periodic formal reviews.

Case study & practices

Create an individual development plan (IDP) for Ibrahim, Look at the example and use the form of the Aminas Individual Development Plan (IDP):

Ibrahim is a 20-year-old refugee who recently arrived in a new country. Due to conflict and displacement, Ibrahim was unable to complete his secondary education. He speaks his native language fluently and has limited English skills. He is highly motivated, has a strong work ethic, and wants to become financially independent while contributing to his new community. Ibrahim is interested in working with his hands — possibly in construction, logistics, or a trade like carpentry or auto repair.

His goal is to build a stable career, starting with practical training and employment, and possibly returning to education in the future.

Conclusion

There is no one size fits all in the career guidance. Guidance is a broad term that encompasses everything from short, limited guidance activities to more complex and long-term processes. When we use the term guidance process, it is to highlight that guidance in most cases involves composite activities and processes.

The field of guidance encompasses a wide range of methods, models, techniques, tools, and approaches. As a guide, one will gradually develop their personal toolbox, and an important competence is being aware of which methods and tools will be most appropriate to use with each individual seeker.

In all guidance work, the guide has a responsibility to build a constructive working relationship with the seeker. To succeed, it is important to be aware of the frameworks (time, space, content, etc.) that influence the guidance process and to work systematically to improve these.

For a seeker, becoming aware of what he or she enjoys, manages, and masters can be very significant. It can influence the ability to see more options, increase motivation, and better prepare the individual for adversity.

Working with guidance is a dynamic process, and some argue that one is never fully trained. Continuous skill development, both individually and with colleagues, is important for the quality of career guidance.

Critical discussion of guidance methods, theories, and approaches within the career guidance field with others from the same profession creates a greater awareness of what exists and why one guides in the way they do.