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EN
The aim of this article is to present the necessity of developing social competence in counselors. The authoress assumes that reflection is a prerequisite for that development. Part one, entitled Reflectivity and the development of social competence, contains a theoretical substantiation of this thesis, an attempt at defining social competence and reflectivity on the basis of the literature. Also in this part, the authoress constructs a theoretical model of the development of competence basing it primarily on reflectivity. Part two of the text, entitled Improving counselor's social competence during classes with postgraduate students, contains a description of classes for counselors run by the authoress based on the aforementioned model of the development of competence. She relates in detail the progress of the classes along with students' responses, shares her own technique and describes tasks and methods used (very often devised by her).
EN
The study analyzed ways of professional development of counselors in two periods of operation of the CAP. Training courses aimed at education of counselors, allowing for full implementation of tasks resulting from the mechanisms included in the programs (plans) for rural development.Trainings were also aimed at professional education of agricultural consultants, advisers and experts of agri-environmental schemes. A participant of training could be the holder of a higher education. Responsible for coordinating of the trainings were the Agricultural Advisory Centers. In 2005-2010 there were educated 3,2 thousand counselors (75% of Totalemployment).
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