The present article aims to describe all the activities carried out to develop the IO1-
EQF/Profile of competences of social justice-focused educator in guidance of migrant adults. A
multi-method approached was used, as it follows:
A1.1 (A) Exploratory research aimed at educators/guidance counsellors:
For the exploratory research we used the Critical Incident Technique (CIT) method that had
three goals:

1) to investigate beliefs/conceptions of social justice in guidance practices;

2) to understand what attitudes, skills and knowledge educators / guidance counsellors use to cope with the barriers that migrant adults experience in accessing guidance resources and making effective use of them;

3) to identify the skills that practitioners think they need to developed/to strengthen their ability to provide guidance based on social justice.

We conducted semi-structured interviews with educators/guidance
counsellors across all the countries involved in the project, through which they were asked to
tell a story about an experience they have had.

A1.1 (B) Focus groups with migrants and territorial networks for lifelong learning:
The Focus Groups aimed to explore different points of view on:

1) educators’ attitude/behaviours which facilitate asymmetric or balanced processes and dynamics in the
guidance relationships;

2) weakness and improvements of guidance processes for disadvantaged groups.

In total, eighteen focus group were conducted – three in each country – that involved three
different groups of people: 72 low-qualified adult migrants, 18 migrant leaders and 72
representatives of territorial learning (e.g., high school educators, counsellors of job centres,
etc.)

A.1.1 (C) Comparative international literature analysis on the topics as lifelong guidance addressed disadvantaged people and social justice practices/principles: The comparative analysis of international literature was aimed at the individuation relevant dimensions related to the interrelationships between lifelong guidance addressed to
adults/disadvantaged groups and social justice.
This helped 1) understanding the concept of “social justice” and related topics such as social equity, equal opportunities, equal treatment; 2) creating common set of principles of “social justice”; 3) developing mutually recognized framework (profile) of educator's competences focused on social justice in guidance; 4) Developing the learning program, based on the areas of competence and the progression references defined in the profile.

A.1.1 (D) Data analysis (A + B + C) and building the profile:
The data analysis, conducted with content and thematic analysis techniques, allowed the extrapolation of macro-dimensions, that were detailed and traced to attitudes / knowledge / skills / competences of the profile (competence design).

The result of these activities is the profile of competences of social justice-focused educator in guidance of adult migrants, which we identified four categories that sub-divided into two or three competences. In the category “Communication” we identified the following competences: active listening, sociability, conflict management and mediation; in the category “Equality”: impartiality and management of prejudices and stereotypes; in the category of
“Equity”: Intercultural understanding and relationships and critical consciousness and critical reflexivity; in the category of “responsibility”: professional skills and advocacy.

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