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This document represents the first stage of the project and tries to provide, through the joint cooperation of the 5 partners involved in the project and based on a research conducted in every country to specialists in the counselling area, a series of general aspects and recommendations for counsellors regarding the distance counselling concept and on a series of areas that counsellors must domain related to the acquisition of competences and to increase employability of counselling service users.

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Published by petja.janzekovic, 2017-03-08 05:23:30

iYOT: In Your Own Time! GUIDELINES

This document represents the first stage of the project and tries to provide, through the joint cooperation of the 5 partners involved in the project and based on a research conducted in every country to specialists in the counselling area, a series of general aspects and recommendations for counsellors regarding the distance counselling concept and on a series of areas that counsellors must domain related to the acquisition of competences and to increase employability of counselling service users.

Keywords: iyot,erasmus+,Ljudska univerza Ptuj,adult education,innovative counselling,mobile app,iyot mobile

51

The most important is therefore the right selection of methods and tools,  Evidence extracted from work or other practice
because this is what determines what information will be obtained about
b) Tools for presenting evidence
The quality of any method depends on those implementing it.  CVs and individual statement of competences
The level of qualifications/experience of assessors is one key  Third party reports
element in quality assurance. The wide range of available  Portfolios
tools can be considered as positive but will also require that
counsellors and assessors reflect on what is appropriate and On-line methods and tools:
fit for purpose.” EUROPASS provides important ADVANTAGES
(Cedefop, European Guidelines for validating non-formal http://europass.cedefop.europa.eu/documents/curriculum-vitae
and informal learning, 2015: 45)
 allows the use of standard European forms
 It encourages the recording of formal and informal knowledge
 promote international exchange and foreign language learning

the individual’s previously acquired knowledge, skills and competences. Europass consists of five forms:
The methods and tools that we choose must also be reliable and 1. Europass CV: the data sheet for the preparation of a business CV;
unambiguous. 2. Europass Language Passport: the form of a more detailed

a) Tools for extracting evidence description of language skills;
 Tests and examinations 3. Europass Mobility: a certificate of working or learning experience
 Dialogue or conversational methods
 Declarative methods abroad (promotes description of specific professional and social
 Observations competencies);
 Simulations 4. Certificate Supplement: include a description of the skills
acquired between formal vocational training, and placement of
qualifications in the national education system;

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

5. Diploma Supplement: include a description of the skills acquired 52
in post-secondary and higher education, as well as placement of
qualification in the national education system. Those documents are used for various purposes -diagnostic checks at the
entrance to the education or the completion of this and formative
E-portfolio (https://en.wikipedia.org/wiki/Electronic_portfolio) assessment during the process of education and learning. Thus, the folder
An electronic portfolio (also known as an eportfolio, e-portfolio, digital of learning outcomes / collection folder / Portfolio defined as a summary
portfolio, or online portfolio) is a collection of electronic evidence of the individual's competency (achievements), realized learning (formal,
assembled and managed by a user, usually on the Web. Such electronic informal or ad hoc) or experience in working and living. It can serve as a
evidence may include input text, electronic files, images, multimedia, blog record of, or as a note on the development of the individual stages in the
entries, and hyperlinks. E-portfolios are both demonstrations of the user's learning process. In the field of professional qualifications, it means
abilities and platforms for self-expression. If they are online, users can "standardized" view of individual learning -working or other experience,
maintain them dynamically over time. systematically arranged acquired competences and qualifications meets
E-portfolio is as a type of learning record that provides actual evidence of requirements expressed in the standards of knowledge. (UVPZ, 2015:88)
achievement. It can facilitate users' reflection on their own learning,
leading to more awareness of learning strategies and needs. In education, A 2012 report by JISC, “Learning in a Digital Age”, noted that e-portfolios,
e-portfolios have six major functions: blogs, wikis, podcasting, social networking, web conferencing and online
assessment tools are increasingly being employed alongside virtual
● Document skills and learning; learning environments to deliver “a richer, personalised curriculum to
diverse learners”.
● Record and track development within a program;
In the time when almost nothing is done without the use of modern
● Plan educational programs; technology and the evolution of mobile phones and other electronic
devices is advancing with supersonic speed the possibilities of distance
● Evaluate and monitor performance; counselling are spreading. The mobile application iYOT offers the
opportunities for users to contact iYOT counsellors via e-mail, social
● Evaluate a course; networks, instant messaging, videoconferencing, to easy access to
resources and information. Our intention is to develop a simple, user-
● Find a job friendly tool that would make distance counselling popular and wide used
as a good comparison to face-to-face counselling sessions.

From the recognition/validation of non-formal and informal knowledge
point of view, we see a great potential in identifying, documenting,

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

assessing and even certifying this kind of knowledge, skills and 53
competences of individuals over distance.
5.2 Benefits and advantages of
validation of non-formal and
informal knowledge

 http://www.eportfolio.eu/ Recognition generates four different types of benefits:
http://www.coe.int/en/web/portfolio (European Language
1. economic benefits (by reducing the direct and opportunity costs that
portfolio - ELP) are associated with formal learning, by shortening the time required to
 http://europass.cedefop.europa.eu/ acquire qualifications in formal education, by allowing human capital to
 http://europass.cedefop.europa.eu/documents/curriculum-vitae be deployed across the economy more productively by giving people
access to jobs that better match their true skills);
(Curriculum vitae)
 http://europass.cedefop.europa.eu/documents/european-skills- 2. educational benefits (it helps to underpin lifelong learning by helping
people learn about themselves and develop their career within a lifelong
passport/language-passport (Language passport) learning framework);
 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!

3. social benefits (it provides a way to improve equity and strengthen 54
access to further education and to the labour market for disadvantaged
minority groups, disaffected youth and older workers who did not have 5.3 Main challenges, issues and
many opportunities for formal learning when they were younger); conclusions

4. psychological benefit (it can provide a psychological boost to These are some of the
individuals by making them aware of their capabilities as well as offering main challenges that
external validation of their worth). * recognition of non-
formal and informal
Recognition can also help to improve equity: knowledge has to face:

 it can make it easier for dropouts to return to formal learning,  We need better communication about recognition:
giving them a second chance;
 to have a clear communication and information about both the
 it can be attractive to members of disadvantaged groups such as benefits of recognition and the processes involved.
indigenous people and migrants whose competences may be less
evident, or who for one reason or another have not been able to  to help reach those who are unaware that they have acquired
acquire qualifications through the formal education system; competences through non-formal and informal learning channels
or that those outcomes have potential value.
 it can help to rebalance equity between generations, since a much
smaller cohort of older workers had access to higher education  to help contain the costs of communication.
(and the corresponding qualifications) than is the case today. *  to help promote the acceptability of qualifications obtained

through non-traditional ways.

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

 Recognition processes are often marginal, small- 55
scale and not yet sustainable so:
 Recognition procedures and processes could be
 We need to find the way to raise the profile of recognition, improved:
simplify recognition processes, give them greater validity, and find
the right balance between benefits and costs.  by simplifying and strengthening the procedures for recognition;
 by enlarging the range of competences that can be assessed
 There could also be a better integration of
recognition processes into lifelong learning through recognition processes and for integrating recognition
policies: processes within existing qualification standards;
 With greater convergence, and even standardisation, of
 by encouraging a learning outcomes attitude across all learning procedures for awarding qualifications whether the learning has
settings reinforcing and extending the trend already apparent occurred in a formal or non-formal/informal setting.
towards greater emphasis on learning outcomes in the formal
education system;  Assurance of confidentiality and security

 education institutions in some countries might need to reorganise In the case of distance counselling, we must face the challenge of assuring
their study programmes into smaller modular study units to the confidentiality and security in order to maintain confidence and trust
document what has been learned by those students who do not among users. Especially in the case when users are sending their
graduate; documentation to the counsellor in order to evaluate it. They need to be
assured that these files would reach the right address and person. Having
 better integration of recognition of non-formal and informal to deal with personal data of the clients, we think that this is the main
learning into existing qualifications frameworks would also challenge we are facing. Nowadays everybody should have appropriate
reinforce its place as part of a coherent and comprehensive protection and the latest versions of the security system when using the
lifelong learning strategy. modern technologies in order to prevent security breaches.

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

56

5.4 Technical possibilities for themselves better in writing, they could contact them through e-mails,
recognition of non-formal and messengers or write in forums, for those who rather speak and have eye
informal knowledge contact with other person, they could use videoconference or Skype
meetings…
Nowadays more or less every person possesses or has access to different
modern technologies such as mobile phone, tablets or computer. More  Useful links to other websites where the user can find further
and more people search for information via internet, through web portals information about the recognition of non-formal or informal knowledge (a
where they can find variety of resources or services. list of counsellors working in the area, assessors and institutions,
described process of recognition of non-formal and informal knowledge,
So, the question we are asking here is how can recognition of non- tools and methods, costs etc.)
formal and informal knowledge work over distance, with the help of
iYOT mobile app?  iYOT application, user friendly and clear would have the
possibility for users to send all the collected documents to the counsellor
 There are some people who are not fully aware of their own stock of their choice for evaluation.
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.
So first of all we see the value of such an application to even promote and
introduce the process of recognition of non-formal and informal learning
to its users, to familiarise them with basic information and possibilities.

 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

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

6. Conclusion 57

6.1. A complex and changing scenario 6.2. The iYOT Project contribution to Counselling

The guidance activity in adult education is strengthening in the last years; 6.2.1. A comprehensive Approach
forms of counselling activities are becoming more diverse, each with its
own specific role, but all with the same aim, to provide assistance and In response to the new complex counselling scenario, the iYOT project
support to adults in many different form, processes and content of aims to increase the capacity of adult educators and staff of adult
education and learning. Especially important it is ethics and the quality of education organizations offering different courses, trainings, lifelong
the counsellor's work. As complex as the activity is, the more important it learning activities and counselling services to adult participants with fast
is to develop and produce a derivative guidance work or counselling, and effective access to counselling and information, pursuing at the same
based on the high expertise of the educator, his / her professionalism and time an increased involvement of adults in guidance counselling.
ethical operations and readiness for cooperation and networking with
other entities in the field of adult education and learning. Thus, on the one hand, the project provides counsellors or persons with
interest in performing counselling activities with updated and European-
Needs of adults aged 25-64 for participation in lifelong learning is still based information on the different fields related to professional and
growing; EU target is to achieve a 15% inclusion by 2020, in 2015 it was educational counselling that will allow them to deliver quality distance
10.7%, which shows that counselling is important and that it is therefore counselling. On the other hand, it also provides those users willing to
necessary to develop different ways to approach the counselling to receive counselling, with an individualised feedback that will increase
various target groups of adults and make counselling even more efficient their capacity to undertake new learning, mobility or working
and high qualitative. opportunities, motivating them for active involvement in lifelong learning
activities.

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 58
beneficiaries - (potential) counsellors and users that want to
receive counselling - an user friendly distance guidance 15-204-012641 – KA2-AE-9/15
counselling service to follow adults interest, skills, learning iYOT: In Your Own Time!
needs, personal and occupational developments according
to available time of interested users (In Your Own Time),
done through a web-based software system with an
innovative mobile application (iYOT Software).

6.2.2. IYOT Software
Thus, to improve the quality of guidance counselling work, which will be
as close as possible to the needs of different target groups of adults, we
develop a new technique that effectively handles and responds to the
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.

59

7. References Tanja Vilič Klenovšek. 2011. Mreženje in partnersko sodelovanje v
svetovalni dejavnosti v izobraževanju odraslih 81-89; v Svetovalna
MODULE 1: dejavnost v izobraževanju odraslih. Andragoški center Slovenije.

Boer, P. M. 2001. “Career counselling over the Internet: An emerging Tanja Vilič Klenovšek. 2015. The role of the counsellor in adult education
model for Trusting and responding to online clients”. Mahwah, NJ: in fostering community learning, ESREA conference – 20.06. 2015
Lawrence Erlbaum Associates, Inc.
Council Resolution on better integrating lifelong guidance into lifelong
Malone, James F. 2002. “Working towards Effective Practices in Distance learning strategies. 2008, 2905th EDUCATION, YOUTH AND CULTURE
Career Counselling”. ERIC Clearinghouse on Counselling and Student Council meeting, Brussels, 21 November 2008
Services Greensboro NC.
http://www.consilium.europa.eu/ueDocs/cms_Data/docs/pressData/en/
Harris-Bowlsbey, J., Riley Dikel, M., & Sampson, J. P., Jr. 2002. “The educ/104236.pdf
Internet: A tool for career planning”. Tulsa, OK: National Career
Development Association. Jerca Rupert. 2011. Svetovalna dejavnost v izobraževanju se mora odzvati
na potrebe različnih ciljnih skupin odraslih ,91-100, v Svetovalna dejavnost
Trepal, H. Haberstroth, S. Duffey, T., & Evans, M. 2007. “Considerations v izobraževanju odraslih.
and Strategies for Teaching Online skills: Establishing Relationships in
Cyberspace”. Counsellor Education and Supervision, 46, 266-279. https://izobrazevanje.acs.si/competence_approach/counsellor_in_ae/ind
ex.php?nid=17300&id=1077
MODULE 2
Jelenc Krašovec S. 2007. Potrebe odraslih po izobraževanju in učenju –
Wendy Patton and Mary McMahon (2014): Career Development and vloga andragoškega svetovalnega dela, p.21-32; V: Vilič Klenovšek
Systems Theory Connecting Theory and Practice (3rd edition), Sense (editor), Svetovalni pripomočki v izobraževanju odraslih. Ljubljana.
Publishers, Rotterdam, The Netherlands Andragoški zavod Slovenije.

Leif Andergren: Vägledarens val, teori och metod i aktion. Tremedia 2016. Radovan M. 2007. Motivacija in učenje odraslih, p.35-41, V: Vilič
(Counsellor’s Choice, Theory and Method in Action) Summary presented Klenovšek (editor), Svetovalni pripomočki v izobraževanju odraslih.
in Parts 1 and 4 of this document. Ljubljana. Andragoški zavod Slovenije.

OECD, 2010. Education at a Glance

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

60

MODULE 3: MODULE 4:

Amundson, Norman. 2006. “Challenges for Career Interventions in Bedi, R.. 2006. ‘’Concept mapping the client’s perspective on
Changing Contexts.” International Journal for Educational and Vocational counselling alliance formation.’’ Journal of Counselling Psychology, 53,
Guidance, 6: 3-14. 26-35

Bimrose, Jenny, Jaana Kettunen and Tannis Goddard. 2015. “ICT – the Borgen, W. A.. 2002. ‘’Youth Counselling and Career Guidance: What
new frontier? Pushing the boundaries of careers practice.” British Journal Adolescents Are Telling Us.’’ Unpublished paper. UBC: Vancouver.
of Guidance & Counselling, 43 (1): 8-23. Available online: http://www.forschungsnetzwerk.at/downloadpub/
borgen2002 guidance2002.pdf
Gati, Itamar, and Lisa Asulin-Peretz. 2011. “Internet-Based Self-Help
Career Assessments and Interventions: Challenges and Implications for Guichard, J. & Huteau, M. 2001. ‘’Psychologie de L’Orientation.’’
Evidence-Based Career Counselling.” Journal of Career Assessment, 19 (3): Dunod: Paris
259-273.
MODULE 5:

Hiebert, Bryan. 2009. “Raising the profile of career guidance: educational OECD. 2010. ‘’Recognising Non-Formal and Informal Learning: Outcomes,
and vocational guidance practitioner.” International Journal for
Educational and Vocational Guidance, 9: 3-14. Policies and Practices’’ http://www.oecd.org/edu/innovation-

Jigău, Mihai, ed. 2007. Career counselling. Compendium of methods and education/45007044.pdf

techniques. Bucharest. URL: Cedefop. 2015. ‘’European guidelines for validating non-formal and

http://www.rajaleidja.ee/public/Suunajauus/Career_Counselling._Compe informal learning.’’ Luxemburg: Publication office.

ndium_of_Methods_and_Techniques.pdf (13.05.2016). www.cedefop.europa.eu/files/4054_en.pdf

Schiersmann, Christiane and Heide Remmele. 2004. Beratungsfelder in Tanja Vilič Klenovšek et al.. 2013. ‘’Ugotavljanje, vrednotenje in
der Weiterbildung. Eine empirische Bestandsaufnahme. Schneider Verlag
Hohengehren GmbH: Baltmannsweiler. priznavanje neformalno in priložnostno pridobljenega znanja odraslih’’.

Ljubljana: Andragoški center Slovenije

Thiel, Rainer. 2004. “Berufs- und Karriereberatung in Deutschland.” In Das http://www.acs.si/upload/fck/Image/Ugotavljanje_vrednotenje_in_prizna
Handbuch der Beratung. Band 2: Ansätze, Methoden und Felder, ed. by
Frank Nestmann, Frank Engel & Ursel Sickendiek, 907-916. Tübingen: vanje_neformalno_in_prilonostno_pridobljenega_znanja_odraslih.pdf
dgvt-Verlag.
Madhu Singh. 2015.’’Global Perspectives on Recognising Non-formal and
Informal Learning: Why Recognition Matters.’’ UNESCO Institute for
Lifelong Learning Hamburg, Germany; Technical and Vocational

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

61

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

dr. Natalija Vrečer, mag. Tanja Vilič Klenovšek, Vera Mlinar. 2015. “UVPZ -
Ugotavljanje, vrednotenje in priznavanje znanj priseljencev in priseljenk.”
88, Andragoški center Slovenije; Ljubljana

http://arhiv.acs.si/publikacije/UVPZ_prirocnik.pdf

http://europass.cedefop.europa.eu/documents/curriculum-vitae

Wikipedia – Electronic portfolio

https://en.wikipedia.org/wiki/Electronic_portfolio

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

62

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.

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


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