Explore occupational profile
- Version:
- OaSIS 2022 Version 1.0
Search the OaSIS
Overview
Example job titles
- Academic counsellor
- Career counsellor - education
- Indigenous advisor - college
- School counsellor
- Student services counsellor
Main duties
This group performs some or all of the following duties:
- Counsel students regarding educational issues such as course and program selection, time tables and scheduling, school adjustment, attendance problems and study skills
- Counsel students regarding career or vocational issues including career exploration and planning, résumé preparation, job interview skills and job search strategies and make available to them a wide range of educational and occupational information
- Coordinate co-op and school-to-work transition programs, and the provision of counselling and information services, such as career information, professional development sessions and exchanges with other educational institutions, to students, parents, teachers, faculty and staff
- Consult with teachers and parents or faculty and other professionals such as psychologists, speech therapists and social workers regarding various issues and concerns, and with administrators and community agencies regarding programs and referrals
- Administer and interpret standardized intelligence, personality, vocational, aptitude and interest tests
- Develop and coordinate study skills groups or workshops in high schools, colleges and universities on topics such as note-taking, test or examination anxiety and preparation strategies and time management skills
- Visit colleges and secondary schools to provide academic information to prospective students, their parents and educational counsellors
- Coordinate or participate in student orientation programs in colleges or universities
- Arrange for employers to recruit graduating college and university students, and students for co-op education work terms
- Counsel students regarding personal and social issues such as substance abuse, depression, sexuality, eating disorders, anxiety, self-esteem, family problems, relationship and interpersonal skills and anger management
- Counsel students in crisis situations such as dealing with the death of a friend or family member, suicidal tendencies and abuse situations
- May supervise peer counselling programs in school settings
- May supervise field experience for graduate students in counselling
- May teach regular classes.
Additional information
- Elementary school counsellors generally provide more social and personal counselling whereas academic counselling is provided more by high school counsellors.
- Educational counsellors in colleges, universities and other settings may specialize in academic, career or personal issues counselling.
- Vocational counsellors in Quebec may also provide professional orientation to individuals with a mental illness, disabilities, and those with adaptation difficulties. Those with specific training may also perform certain mental health assessment.
Similar occupations classified elsewhere
Exclusions:
- Career development practitioners and career counsellors (except education) (41321)
- Secondary school teachers (41220)
- Social workers (41300)
- Therapists in counselling and related specialized therapies (41301)
- School psychologist (in 31200.00 Psychologists)
NOC hierarchy breakdown
NOC version
NOC 2021 Version 1.0Broad occupational category
4 – Occupations in education, law and social, community and government servicesTEER
1 – Occupations usually require a university degreeMajor group
41 – Professional occupations in law, education, social, community and government servicesSub-major group
413 – Professional occupations in social and community servicesMinor group
4132 – Educational and employment counsellorsUnit group
41320 – Educational counsellorsOccupational profile
41320.00 – Educational counsellorsWork characteristics
This section outlines the key elements of each occupation’s work environment, including the type of work done, its location, and the setting. There are three categories included in this section:
- Work Activities: describes common tasks undertaken by occupations, grouped into physical, mental, people-oriented, or information gathering activities
- Work Context: highlights key descriptors of the occupation’s setting, such as the physical work environment, physical demands, and the types of interactions with others
- Workplaces/employers: lists common industries or types of companies where the occupation is typically found
The most important descriptors are displayed, in descending order based first on complexity (for Work Activities) or other measurement dimensions (for Work Context) and then alphabetically. Expand the list to present the full list of descriptors and their ratings by selecting “see more”.
Work Activities
General types of work-related activities.
Workplaces/employers
- Post-secondary educational institutions
- School boards
Work Context
Structural Job Characteristics
Physical Work Environment
Physical Demands
Interpersonal Relations
Skills and abilities
This section outlines the competencies required for an occupation in the categories of:
- Abilities: innate or developed aptitudes that enable a person to be able to perform expected tasks in this occupation, grouped into cognitive, psychomotor, sensory, and physical abilities
- Skills: developed capabilities that an individual must have to be effective in this occupation, grouped into foundational, analytical, technical, resource management, or interpersonal skills
- Personal Attributes: personal characteristics that are innate or developed through social context and personal experiences
Each category displays up to five descriptors, in descending order based first on proficiency level (for Skills and Abilities) or importance (for Personal Attributes) and then alphabetically. Expand the list to present the full list of descriptors and their ratings by selecting “see more”.
Abilities
Innate and developed aptitudes that facilitate the acquisition of knowledge and skills to carry out expected work.
Skills
Developed capabilities that an individual must have to be effective in a job, role, function, task or duty.
Personal Attributes
Personal characteristics that are innate and developed through the social context and personal experiences to which the individual is exposed. These qualities influence the way one is and does things and are considered to be valuable assets for work performance.
Employment requirements
Employment requirements include the education, training, certifications, and knowledge needed for each occupation. The Knowledge category displays up to five descriptors, in descending order based first on the knowledge level and then alphabetically. Expand the list to present the full list of descriptors and their ratings by selecting “see more”.
Education, certification and licensing
- A bachelor's degree in counselling, career development, education or social sciences is required for counsellors in school settings.
- A master's degree in counselling psychology or a related field such as educational psychology, developmental psychology or social work is usually required.
- Educational counsellors in post-secondary settings require an undergraduate degree and may require a graduate degree. A particular academic specialization may also be required.
- In Quebec, membership in L'Ordre des conseillers et conseillères d'orientation is mandatory to use the titles “vocational counsellor“, “guidance counsellor” and “vocational guidance counsellor”.
- A teacher's certificate in the province of employment and some teaching experience is usually required for counsellors in school settings.
- Educational counsellors in colleges and universities may require licensing from a provincial regulatory body governing psychologists, educational counsellors or social workers.
Skills for Success
The Skills for Success (SFS) is a model that outlines the fundamental and transferable skills needed to learn, work, and fully participate in daily life. It includes skills descriptions and proficiency levels for nine key skills: adaptability, collaboration, communication, creativity and innovation, digital, numeracy, problem solving, reading and writing.
This section is intended to help users navigate between the SFS model and the occupational competency requirements in the OaSIS.
For each occupational profile, the nine SFS are aligned with corresponding competencies in the OaSIS. The OaSIS provides valuable insights into the level of proficiency or importance required for over 240 competencies across 900 occupations.
To find out how the OaSIS ratings were developed, please consult the methodology here: Occupational and Skills Information System (OaSIS) methodology - Canada.ca
For questions or comments, feel free to contact us.
Interests
The OaSIS uses the Holland Codes to describe work-related interests. According to the Holland model, people perform best in work environments that match their preferences, meaning individuals and occupations can be matched for an optimal fit. In this model, occupational environments are categorized based on a combination of primary interests and related activities. There are six interests in the Holland typology: Realistic, Investigative, Artistic, Social, Enterprising, and Conventional. Each occupation in the OaSIS is assigned up to three of these interest types.
Interests
Preferences for work environments and outcomes.
Interests profile: SIE
Social (S)
Social occupations are characterized by the dominance of activities that entail the interaction with others to inform, train, develop, cure, or enlighten. These occupations often require helping or providing service to others and frequently involve working with, communicating with, and teaching people. They foster social competencies and achievements. Workers in those occupations like to help others, understand others, and are cooperative and social. They see the world in flexible terms. They are rewarded in their work environment for the display of social values.
Investigative (I)
Investigative occupations are characterized by the dominance of activities that entail the observation and symbolic, systematic, and creative investigation of physical, biological, or cultural phenomena. These occupations require an extensive amount of thinking and frequently involve working with ideas, searching for facts, and figuring out problems mentally. They encourage scientific competencies and achievements. Workers in those occupations are erudite, have mathematical and scientific abilities, and see the world in complex, abstract, independent, and original terms. They are rewarded in their work environment for the display of scientific values.
Enterprising (E)
Enterprising occupations are characterized by the dominance of activities that entail the interaction with others to attain organizational or self-interest goals. They frequently involve starting up and carrying out projects, influencing, leading or mobilizing people and making decisions, and sometimes require risk taking and dealing with business. They foster enterprising competencies and achievements. Workers in those occupations are audacious, popular, self-confident, sociable, and possess leadership and speaking abilities. They see the world in terms of power, status, responsibility, and in stereotyped, dependent, and simple terms. They are rewarded in their work environment for the display of enterprising values and goals: money, power and status.
This page includes information from the O*NET 27.2 Database by the U.S. Department of Labor, Employment and Training Administration (USDOL/ETA). Used under the CC BY 4.0 license. O*NET® is a trademark of USDOL/ETA. Employment and Social Development Canada has modified all or some of this information. USDOL/ETA has not approved, endorsed, or tested these modifications.