Key findings

Counsellor competences

Background and aims

There is no national competence standard for adult guidance counsellors in Lithuania and no specific country-wide support measures for counsellors are currently available. Until 2015 there was a project for guidance in the general education system during which specialist training was organised and guidance materials were prepared. The tools from the project can be adapted for work with adults. The project also funded the work of guidance counsellors and, for example, VAEC gained its expertise in large degree thanks to this project. There is a competence profile for counsellors working in local employment offices adopted by a national employment office (Lithuanian Labour Exchange), but this applies only to the network of employment offices

Counselling activities

For all GOAL counsellors, their main job role was something other than counselling. Only a small share of their working time was spent on guidance (from eight to 50%). They had to combine counselling activities with teaching, administrative task, job interviews. Programme staff did not receive additional support from other staff.

Defining competences

For discussing the competences of counsellors, a General Competence profile for Educational Guidance & Counselling to low educated adults produced within GOAL was used. The counsellors complemented it with knowledge on labour market trends/ forecasts and employers’ needs, knowledge on psychology and managing of conflict situations skills. During interviews programme staff underlined guidance and psychological counselling skills, and knowledge of guidance methods and tools, as the most important competences. They also stressed the importance of knowledge of labour market situation, labour market forecasts, about training programmes and their offer and admitted that as guidance specialists they lacked systemised information and profound understanding. Self-reflection and learning to learn were identified as the competences that need to be strengthened.

Achieving high standards of counselling competence

The clients very positively assessed the work of counsellor with the absolute majority (94%) of clients being satisfied with their contact with a counsellor. Only two of 31 clients in follow-up survey did not agree that counselling helped them to be more confident about achieving their goals. No obvious areas for improvements in terms of work or competences of counsellors were detected from data monitoring or interviews with clients. According to staff, a professional relationship with a good distribution of roles is a key to achieving good quality counselling. When comparing Wave 1 and Wave 2 the staff felt more effective because of increased number sessions.

Challenges and barriers

The main challenge in terms of staff competence development is an underdeveloped offer of training courses. There is no systemic training for adult guidance specialists and their professional development depends very much on personal initiative. The data from programme staff reveal that staff spend a very small proportion of their time on guidance for adults learners because this is not the main function of their job. Staff feel that this is a weakness of service. Since there is no special funding available for adult guidance, it is up to each institution’s management to prioritise this area and dedicate resources to it.




"GOAL interview: a client came to discuss a program for validation of employability skills, in which she is going to participate."

"In-house discussions with other counsellors and project managers on an unexpected issue with a student. We tried to solve the issue together. We had to contact another school."


“Presentation for unemployed people about possibilities to get involved into the Goal project and get free of charge orientation and guidance.”

“Orientation and guidance of adult people. 2 clients are consulted: they are unemployed and have plans for learning a new profession in order to find a job.“


“The prison population and educational needs of the detainees are far from homogeneous.”

 “Usually, there are 6 to 8 detainees at a time, each with an individual program. I guide them. The guidance can be focused on basic education, vocational education or specific courses detainees are taking at that time”


"Working with clients gives me energy and brings me joy, because between individual sessions I can see progress, changes, new beliefs, enrolment in education programmes and I can build good relationships with my clients."


"The feeling that I do a lot of good for my clients is priceless."

Czech Republic
Czech Republic

“At the start of every session, counsellors try to gather information about the client, his or her position within the family and wider friendship circles, and his or her health. They also explore the client’s feelings, ideas and motivation.”

“Based on the client’s answers, the counsellor selects ways to proceed in order to meet the client’s needs and goals.”


"All information, agreements made and steps taken during sessions are written down in the registration system"

“Even the names of persons clients have been talking about are registered in order to remember the whole communication line and, more importantly, to avoid them having to say things twice. It creates a sense of trust with our clients.”


from clients, counsellors and stakeholders


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