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Published by petja.janzekovic, 2017-02-25 13:39:42

iYOT Guidelines for mobile guidance counselling services

iYOT GUIDELINES V1

Keywords: iYOT,iYOT Guidelines,ERASMUS+

There are four distinct phases in recognition/validation of non-formal and 51
informal knowledge: identification, documentation, assessment and
certification. And although the validation is most commonly found within Validation/recognition of non-formal and informal knowledge largely
the education and training, making it possible to acquire a formal depends on the work carried out by the practitioners and professionals
certification on the basis of non-formal and informal learning, it can also directly involved with validating candidates at different stages of the
be carried out by several institutions and stakeholders outside those, such process (all of those who offer information, advice and guidance
as labour market authorities, economic sectors, enterprises and voluntary (orientation), those who carry out assessment, the external observers of
organisations. the process, the managers of assessment centres/procedures and a range
of stakeholders that have an important but less direct role in the process).
Professional activities They should all have not only validation competences but also soft skills
such as intellectual capacity.
Irrespective of the different legal basis in European countries and
different arrangements, the entire process of recognition/validation Key knowledge and skills of counsellors:
should include the following steps:
 Thorough knowledge of the validation process.
 familiarizing the candidate with the procedure and options  Thorough knowledge of the education system.
(information),  Capacity to rephrase learning experience into learning outcomes

 advise the candidate in the preparation of the application, that can be matched with existing standards.
 the candidate prepares and submits an application,  Understanding of the labour market.
 discussion or an interview with the candidate,  A list of contacts (experts) to answer specific technical questions
 evaluation of knowledge acquired outside of accredited
(social partners and other sector experts).
educational institutions,
 decision on the recognition of non-formal or informal knowledge

(partially or fully),
 carrying out verification (if necessary),
 evaluation of the knowledge acquired: with the credit points and

the recognition of the entire program or just a part of it.

This project is funded by the European Union. 15-204-012641 – KA2-AE-9/15
iYOT: In Your Own Time!

Key knowledge and skills of assessors: 52

 Be familiar with the validation process (validity and reliability). Key task of the professionals in the process of
 Have experience in the specific field of work. assessment, evaluation and validation of non-formal and
 Have no personal interest in the validation outcome (to guarantee informal knowledge are:

impartiality and avoid conflict of interest).  Work with the candidate,
 Be familiar with different assessment methodologies.  management, work planning and development work,
 Be able to inspire trust and to create a proper psychological  documenting and preparing reports,
 cooperation with other organizations and individual experts,
setting for the candidates.  promotion of the importance of informal knowledge and
 Be committed to provide feedback on the match between
assessment procedures and recognition,
learning outcomes and validation standards/references (via  professional training.
support systems).
 Be trained in assessment and validation processes and The main tasks of a professional worker in the role of an
knowledgeable about quality assurance mechanisms. informant are:
 Operate according to a code of conduct.
 informing potential candidates and the wider public about the
In a process of assessment, evaluation and recognition of informal possibilities, evaluation and recognition of non-formal and
knowledge there are three professional profiles: informal learning,

 informer,  presentation of the usefulness and benefits of the process of
 counsellor/advisor, identifying, evaluating and recognizing non-formal and informal
 assessor. learning,
It is not excluded that one person can combine two or even all tree roles.
 presentation of the process itself,
 motivating candidates to participate in the process,
 cooperation with consultants in a particular procedure,
 concern for their own professional development.

This project is funded by the European Union. 15-204-012641 – KA2-AE-9/15
iYOT: In Your Own Time!

The main tasks of counsellor working with candidate are: 53

 informing, The main task of the assessor for the recognition and
 motivating the candidate to participate in the process, validation of non-formal and informal knowledge are:
 management of the consulting interviews for planning and
 search and review evidence of candidate’s learning outcomes,
derivation evaluation - preparation of plan,  management of the evaluation,
 promoting the processes of identifying and self-assessment of the  assessment of the adequacy of competence in accordance with

acquired knowledge, skills and competences of the participant, certain standards of knowledge,
 promote and supervise the preparation of the portfolio as a key  verification of the candidate's qualifications in the specific area

instrument in evaluation, using appropriate methods of examination and assessment,
 providing overall support and advice to the candidate during the  give feedback information regarding matching of learning

evaluation. outcomes with the evaluation standards,
 service training.
Other tasks of the counsellor are:
METHODS AND TOOLS used in recognition/validation of
 providing information on the procedures for the evaluation and non-formal and informal knowledge
recognition (promotion) to the participants (in the phase of the
recruitment) and to other actors (partners in the environment), The tools for validation of non-formal and informal knowledge capture
different aspects of learning experiences. They reflect practical skills or
 preparing the necessary database to support the evaluation theoretical reflections in varying degrees. The characteristics of the
procedures; learning outcomes may require more than one tool, for example a
combination of written tests and practical challenges. (Cedefop, European
 to maintain contacts with other organizations and professionals, Guidelines for validating non-formal and informal learning, 2015:45).
 participate in the development (planning) of tools, instruments
As it is written in the European Guidelines (2015) the tools are important
(methods) for carrying out evaluations, because they influence the overall quality – validity and reliability of the
 monitoring of derivation processes from different perspectives, recognition/validation process and its outcomes and also the way how
 fulfilment of agreed documentation, individuals experience validation and determine whether their
 management and work planning, experiences are captured or not.
 preparing reports,
 various tasks for promotion,
 evaluating the results and effects,
 service training for the work of an evaluation consultant.

This project is funded by the European Union. 15-204-012641 – KA2-AE-9/15
iYOT: In Your Own Time!

54

The quality of any method depends on those implementing it. a) Tools for extracting evidence
The level of qualifications/experience of assessors is one key  Tests and examinations
element in quality assurance. The wide range of available  Dialogue or conversational methods
tools can be considered as positive but will also require that  Declarative methods
counsellors and assessors reflect on what is appropriate and  Observations
fit for purpose.”  Simulations
(Cedefop, European Guidelines for validating non-formal  Evidence extracted from work or other practice
and informal learning, 2015: 45)
b) Tools for presenting evidence
 CVs and individual statement of competences
 Third party reports
 Portfolios

The most important is therefore the right selection of methods and tools, On-line methods and tools:
because this is what determines what information will be obtained about
the individual’s previously acquired knowledge, skills and competences. EUROPASS provides important ADVANTAGES
The methods and tools that we choose must also be reliable and
unambiguous. http://europass.cedefop.europa.eu/documents/curriculum-vitae

 allows the use of standard European forms
 It encourages the recording of formal and informal knowledge
 promote international exchange and foreign language learning

This project is funded by the European Union. 15-204-012641 – KA2-AE-9/15
iYOT: In Your Own Time!

55

Europass consists of five forms: ● Document skills and learning;
1. Europass CV: the data sheet for the preparation of a business CV;
2. Europass Language Passport: the form of a more detailed ● Record and track development within a program;

description of language skills; ● Plan educational programs;
3. Europass Mobility: a certificate of working or learning experience
● Evaluate and monitor performance;
abroad (promotes description of specific professional and social
competencies); ● Evaluate a course;
4. Certificate Supplement: include a description of the skills
acquired between formal vocational training, and placement of ● Find a job
qualifications in the national education system;
5. Diploma Supplement: include a description of the skills acquired Those documents are used for various purposes -diagnostic checks at the
in post-secondary and higher education, as well as placement of entrance to the education or the completion of this and formative
qualification in the national education system. assessment during the process of education and learning. Thus, the folder
of learning outcomes / collection folder / Portfolio defined as a summary
E-portfolio (https://en.wikipedia.org/wiki/Electronic_portfolio) of the individual's competency (achievements), realized learning (formal,
An electronic portfolio (also known as an eportfolio, e-portfolio, digital informal or ad hoc) or experience in working and living. It can serve as a
portfolio, or online portfolio) is a collection of electronic evidence record of, or as a note on the development of the individual stages in the
assembled and managed by a user, usually on the Web. Such electronic learning process. In the field of professional qualifications, it means
evidence may include input text, electronic files, images, multimedia, blog "standardized" view of individual learning -working or other experience,
entries, and hyperlinks. E-portfolios are both demonstrations of the user's systematically arranged acquired competences and qualifications meets
abilities and platforms for self-expression. If they are online, users can requirements expressed in the standards of knowledge. (UVPZ, 2015:88)
maintain them dynamically over time.
E-portfolio is as a type of learning record that provides actual evidence of A 2012 report by JISC, “Learning in a Digital Age”, noted that e-portfolios,
achievement. It can facilitate users' reflection on their own learning, blogs, wikis, podcasting, social networking, web conferencing and online
leading to more awareness of learning strategies and needs. In education, assessment tools are increasingly being employed alongside virtual
e-portfolios have six major functions: learning environments to deliver “a richer, personalised curriculum to
diverse learners”.

This project is funded by the European Union. 15-204-012641 – KA2-AE-9/15
iYOT: In Your Own Time!

In the time when almost nothing is done without the use of modern 56
technology and the evolution of mobile phones and other electronic
devices is advancing with supersonic speed the possibilities of distance  http://www.eportfolio.eu/
counselling are spreading. The mobile application iYOT offers the http://www.coe.int/en/web/portfolio (European Language
opportunities for users to contact iYOT counsellors via e-mail, social portfolio - ELP)
networks, instant messaging, videoconferencing, to easy access to
resources and information. Our intention is to develop a simple, user-  http://europass.cedefop.europa.eu/
friendly tool that would make distance counselling popular and wide used  http://europass.cedefop.europa.eu/documents/curriculum-vitae
as a good comparison to face-to-face counselling sessions.
(Curriculum vitae)
From the recognition/validation of non-formal and informal knowledge  http://europass.cedefop.europa.eu/documents/european-skills-
point of view, we see a great potential in identifying, documenting,
assessing and even certifying this kind of knowledge, skills and passport/language-passport (Language passport)
competences of individuals over distance.  http://europass.cedefop.europa.eu/documents/european-skills-

passport/europass-mobility (Europass Mobility)
 http://europass.cedefop.europa.eu/documents/european-skills-

passport/certificate-supplement (Certificate supplement)
 http://europass.cedefop.europa.eu/documents/european-skills-

passport/diploma-supplement (Diploma supplement)

This project is funded by the European Union. 15-204-012641 – KA2-AE-9/15
iYOT: In Your Own Time!

5.2 Benefits and advantages of 57
validation of non-formal and
informal knowledge 2. educational benefits (it helps to underpin lifelong learning by helping
people learn about themselves and develop their career within a lifelong
learning framework);

3. social benefits (it provides a way to improve equity and strengthen
access to further education and to the labour market for disadvantaged
minority groups, disaffected youth and older workers who did not have
many opportunities for formal learning when they were younger);

4. psychological benefit (it can provide a psychological boost to
individuals by making them aware of their capabilities as well as offering
external validation of their worth). *

Recognition generates four different types of benefits: Recognition can also help to improve equity:

1. economic benefits (by reducing the direct and opportunity costs that  it can make it easier for dropouts to return to formal learning,
are associated with formal learning, by shortening the time required to giving them a second chance;
acquire qualifications in formal education, by allowing human capital to
be deployed across the economy more productively by giving people  it can be attractive to members of disadvantaged groups such as
access to jobs that better match their true skills); indigenous people and migrants whose competences may be less
evident, or who for one reason or another have not been able to
acquire qualifications through the formal education system;

 it can help to rebalance equity between generations, since a much
smaller cohort of older workers had access to higher education
(and the corresponding qualifications) than is the case today. *

This project is funded by the European Union. 15-204-012641 – KA2-AE-9/15
iYOT: In Your Own Time!

5.3 Main challenges, issues and 58
conclusions
 Recognition processes are often marginal, small-
These are some of the scale and not yet sustainable so:
main challenges that
recognition of non-  We need to find the way to raise the profile of recognition,
formal and informal simplify recognition processes, give them greater validity, and find
knowledge has to face: the right balance between benefits and costs.

 We need better communication about recognition:  There could also be a better integration of
recognition processes into lifelong learning
 to have a clear communication and information about both the policies:
benefits of recognition and the processes involved.
 by encouraging a learning outcomes attitude across all learning
 to help reach those who are unaware that they have acquired settings reinforcing and extending the trend already apparent
competences through non-formal and informal learning channels towards greater emphasis on learning outcomes in the formal
or that those outcomes have potential value. education system;

 to help contain the costs of communication.  education institutions in some countries might need to reorganise
 to help promote the acceptability of qualifications obtained their study programmes into smaller modular study units to
document what has been learned by those students who do not
through non-traditional ways. graduate;

 better integration of recognition of non-formal and informal
learning into existing qualifications frameworks would also
reinforce its place as part of a coherent and comprehensive
lifelong learning strategy.

This project is funded by the European Union. 15-204-012641 – KA2-AE-9/15
iYOT: In Your Own Time!

 Recognition procedures and processes could be 59
improved:
 iYOT certificate for non-formal and informal
 by simplifying and strengthening the procedures for recognition; knowledge
 by enlarging the range of competences that can be assessed
In order to complete the process of recognition/validation of non-formal
through recognition processes and for integrating recognition and informal knowledge with the help of iYOT mobile app, we must
processes within existing qualification standards; prepare an iYOT certificate- this is the final valuing of the learning
 With greater convergence, and even standardisation, of identified, documented and assessed. If the user meets the validation
procedures for awarding qualifications whether the learning has criteria set by the partners, they will receive a certificate that recognizes
occurred in a formal or non-formal/informal setting. their learning achievements on a European level.

 Assurance of confidentiality and security 5.4 Technical possibilities for
recognition of non-formal and
In the case of distance counselling, we must face the challenge of assuring informal knowledge
the confidentiality and security in order to maintain confidence and trust
among users. Especially in the case when users are sending their Nowadays more or less every person possesses or has access to different
documentation to the counsellor in order to evaluate it. They need to be modern technologies such as mobile phone, tablets or computer. More
assured that these files would reach the right address and person. Having and more people search for information via internet, through web portals
to deal with personal data of the clients we think that this is the main where they can find variety of resources or services.
challenge we are facing. Nowadays everybody should have appropriate
protection and the latest versions of the security system when using the So, the question we are asking here is how can recognition of non-
modern technologies in order to prevent security breaches. formal and informal knowledge work over distance, with the help of
iYOT mobile app?

 There are some people who are not fully aware of their own stock
of human capital or its potential value, or have no idea that the
knowledge they gain in informal or non-formal settings can be recognized.

This project is funded by the European Union. 15-204-012641 – KA2-AE-9/15
iYOT: In Your Own Time!

So first of all we see the value of such an application to even promote and 60
introduce the process of recognition of non-formal and informal learning
to its users, to familiarise them with basic information and possibilities. 15-204-012641 – KA2-AE-9/15
iYOT: In Your Own Time!
 Second of all they can interact with peers and professionals
through a wide diversity of communicational channels (forums, e-mail,
chats/instant messaging, videoconference, etc.) and get immediate
feedback on the information they inquired or at least as soon as possible.
The users would have the opportunity to select a distance counsellor and
use the communication methods of their choice. For those who
experience difficulty in expressing themselves orally and express
themselves better in writing, they could contact them through e-mails,
messengers or write in forums, for those who rather speak and have eye
contact with other person, they could use videoconference or Skype
meetings…

 Useful links to other websites where the user can find further
information about the recognition of non-formal or informal knowledge (a
list of counsellors working in the area, assessors and institutions,
described process of recognition of non-formal and informal knowledge,
tools and methods, costs etc.)

 iYot application, user friendly and clear would have the possibility
for users to upload all the collected documents that they want to be
assessed or evaluated.

This project is funded by the European Union.

6. Conclusion 61

6.1. A complex and changing scenario learning activities and counselling services to adult participants with fast
and effective access to counselling and information, pursuing at the same
The guidance activity in adult education is strengthening in the last years; time an increased involvement of adults in guidance counselling.
forms of counselling activities are becoming more diverse, each with its
own specific role, but all with the same aim, to provide assistance and Thus, on the one hand, the project provides counsellors or persons with
support to adults in many different form, processes and content of interest in performing counselling activities with updated and European-
education and learning. Especially important it is ethics and the quality of based information on the different fields related to professional and
the counsellor's work. As complex as the activity is, the more important it educational counselling that will allow them to deliver quality distance
is to develop and produce a derivative guidance work or counselling, counselling. On the other hand, it also provides those users willing to
based on the high expertise of the educator, his / her professionalism and receive counselling, with an individualised feedback that will increase
ethical operations and readiness for cooperation and networking with their capacity to undertake new learning, mobility or working
other entities in the field of adult education and learning. opportunities, motivating them for active involvement in lifelong learning
activities.
Needs of adults aged 25-64 for participation in lifelong learning is still
growing; EU target is to achieve a 15% inclusion by 2020, in 2015 it was “Distance learning, sometimes called e-learning, is a formalized teaching
10.7%, which shows that counselling is important and that it is therefore and learning system specifically designed to be carried out remotely by using
necessary to develop different ways to approach the counselling to electronic communication. Because distance learning is less expensive to
various target groups of adults and make counselling even more efficient support and is not constrained by geographic considerations, it offers
and high qualitative. opportunities in situations where traditional education has difficulty
operating. Students with scheduling or distance problems can benefit, as can
6.2. The iYOT Project contribution to Counselling employees, because distance education can be more flexible in terms of time
and can be delivered virtually anywhere.”
6.2.1. A comprehensive Approach http://whatis.techtarget.com/definition/distance-learning-e-learning

In response to the new complex counselling scenario, the iYOT project
aims to increase the capacity of adult educators and staff of adult
education organizations offering different courses, trainings, lifelong

This project is funded by the European Union. 15-204-012641 – KA2-AE-9/15
iYOT: In Your Own Time!

The project puts at the disposal of both sides or project 62
beneficiaries - (potential) counsellors and users that want
to receive counselling - an user friendly distance guidance 6.2.2. IYOT Software
counselling service to follow adults interest, skills, learning
needs, personal and occupational developments according Thus, to improve the quality of guidance counselling work, which will be
to available time of interested users (In Your Own Time), as close as possible to the needs of different target groups of adults, we
done through a web-based software system with an develop a new technique that effectively handles and responds to the
innovative mobile application (iYOT Software). needs of adults for education and counselling, a new software tool –iYOT
Software – that permits the project beneficiaries (both counsellors and
users interested in receiving counselling) to have a 24/7 space for
information and interaction in career and educational areas.

Through this intuitive and user-friendly software, the potential of the
fastest growing mobile technology and the improvement of connectivity
rates make the use of mobile devices ideal for distance counselling as
their different features, characteristics or options available can be fully
used.

This project is funded by the European Union. 15-204-012641 – KA2-AE-9/15
iYOT: In Your Own Time!

7. References 63

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64

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iYOT: In Your Own Time!

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Education and Training: Issues, Concerns and Prospects Vo l u m e 2 1
http://unesdoc.unesco.org/images/0023/002336/233655E.pdf

This project is funded by the European Union. 15-204-012641 – KA2-AE-9/15
iYOT: In Your Own Time!

ANNEX

Glossary; Source: ELGPN Glossary on website http://www.elgpn.eu/glossary June 2016

Term Definition

Career The interaction of work roles and other life roles a person’s lifespan, including how they balance paid and unpaid work, and their involvement in learning and
education.

Career guidance A range of activities that enable citizens of any age, and at any point in their lives, to identify their capacities, competences and interests; to make meaningful
educational, training and occupational decisions; and to manage their individual life paths in learning, work and other settings in which these capacities and
competences are learned and/or used.

Counselling The interaction between a professional and an individual helping them to resolve a specific problem or issue.

Employment Counselling or guidance that addresses one or more of the following domains: career/ occupational decision-making, skills enhancement, job search and

counselling/guidance employment maintenance. Activities include assessment, development and implementation of an action plan, follow- up and evaluation.

Educational Helping an individual to reflect on personal educational issues and experiences and to make appropriate educational choices.

counselling/guidance

Guidance Help for individuals to make choices about education, training and employment.

Guidance counsellor A trained individual delivering guidance as defined above. Guidance counsellor assist people to explore, pursue and attain employment.

Guidance service The range of services offered by a particular guidance provider. These might be services designed for different client groups or the different ways that guidance
might be delivered (e.g. face-to-face, online, telephone, etc.)

Lifelong guidance A range of activities that enables citizens of any age and at any point in their lives to identify their capacities, competences and interests, to make educational,
training and occupational decisions and to manage their individual life paths in learning, work and other settings in which these capacities and competences are
learned and/or used.

Lifelong learning All learning activity undertaken throughout life, which results in improving knowledge, know-how, skills, competences and/or qualifications for personal, social
and/or professional reasons.

Validation of non- A process of confirmation by an authorized body that an individual has acquired learning outcomes against a relevant standard. It consists of four distinct phases:
formal and informal (1) identification – through dialogue – of particular experiences made by an individual; (2) documentation – to make visible the individual experiences; (3) a formal
learning assessment of these experiences; and (4) recognition leading to a certification, e.g. a partial or full qualification.

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This project is funded by the European Union. 15-204-012641 – KA2-AE-9/15
iYOT: In Your Own Time!


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