VPL training manuals (D4.2 & D4.3) ALL MEET – 544410-TEMPUS-1-2013-IT-TEMPUS-JPHS Actions of Lifelong Learning addressing Multicultural Education and Tolerance in Russia VPL training manuals (D4.2 & D4.3) Kees Schuur Foundation EC-VPL ALLMEET, 19 March 2015, Arkhangelsk, Russian Federation

FOUR MANUALS “VPL in LLL” Basic training “VPL and Lifelong Learning” ; Basic management of competences; Actors in LLL and VPL "Counselling and Guiding" Change from school/curriculum- lead to individual/learning outcomes-driven Counselling / coaching / guiding techniques Changing complexity and roll of teacher / counsellor Modular education Competence profiles (in learning outcomes) Pos. and neg. impact of e-support (prepare plan for module) self-management of competences / Portfolio Making own portfolio, action plan, reflection (CH-Q training) Portfolio management Adapting training "self-management of competences" for own target group (execute training with own target group)  valuation of prior learning: methodology and processes“ aim of VPL Principles of VPL multi-targeted VPL model types and methodology of VPL VPL-processes VPL instruments target groups development in VPL (develop VPL-system for own institute / target group) Assessor Towards a competent assessor Introduction, goal and training program; Overview of terms,  portfolio assessment The criterion based interview Performance Assessment reviewing assessor experiences The assessment report The role of the guider (optional)

Training COUNSELLOR Main tasks: Clarify RPL procedure and instruments Assist in relating evidence from practical experience to competences, indicators and assessment criteria, and in selecting and presenting relevant evidence in a structured way Specific requirements counselors: Expertise on RPL and on procedure and instruments used Expertise on broad relevant (professional) practice Expertise on all assessment criteria used Capability to use a variety of counseling and techniques

COUNSELLOR – GENERIC COMPETENCES Basic communicative skills Supportive and empathic attitudes Broad-minded, self-reflective personality Positive attitude towards recognition Intrinsic motivation for being an assessor / counsellor

COMPTETENCES COUNSELLOR comprehend the VPL process as a whole with its benefits and challenges, understand the terminology related to VPL and depict the developmental outlines of the VPL process analyze the VPL process from the viewpoint of the national as well as the European frame of reference develop and analyze his/her competences and support the process of validation of prior learning understand and apply the VPL process in practice reflect the effect of the VPL process to his/her own professional development and context

Training session COUNSELLOR / GUIDE Module 1: "Introductie VPL" Introductie VPL: Knowledge about VPL, aims and VPL-procedures; 1. Orientation: what does VPL mean, VPL terminology, the development of VPL; European frame of reference: EQF, NQF, ECVET, DS, CS ; VPL and quality (according to the European guidelines for validating non-formal and informal training) ; VPL in the national context OrganisIng and facilitating the VPL-procedure, the assessor, the planning, the instruments Module 2: “Working with VPL-instruments 1" STARRT-method 360 degrees Feedback method 90 degrees Feedback method Psychological testing and procedures Criterion based interview Module 3: “Working with VPL-instruments 2" Guiding with writing the portfolio (recognizing, name, translate, gathering, building up the portfolio) Module 4: "Performance Assessment" Guiding in total VPL-process fro informing the candidate up to the assessment report; Preparing for / practicing of the assessment; Criterion based interview; assessment through aptitude tests on-the-job Module 5: “Transfer and translate assessment report" How to interpret the assessment report; create clear picture of possibilities; Discuss with candidate; how to make an action plan + advising on PDP; and how to guide candidates to work with action plan.

Assessor’s key tasks Assesses whether a student’s portfolio meets the requirements in order to be able to take part in the assessment interview. Conducts a criterion-focused interview (= an assessment interview) on the basis of the portfolio to determine the competency level. Determines the student’s competency level and confirms this to the student. Gives development-focused feedback, if necessary. Records findings and the VPL outcome on the appropriate forms for the final report.

Competence profile : ASSESSOR Reviewing Observing Interviewing Providing feedback Written communication (additional) Technical competence

Competence profile : ASSESSOR THE ASSESSOR IS ABLE TO: Reviewing adequately provide an assessment of the competences of the participant use a number of common competency-based assessment forms such as the portfolio, the criterion based interview and practical simulations apply these assessment forms integral within a VPL procedure perform an assessment on the basis of a standard (competency-profile) assess the provided evidence of the candidate on the basis of the prevailing assessment-criteria assess answers of a participant using the standard.   Observing adequately observe the participant to link an assessment-report to this observation, in relation to the standard that was used as a basis for the assessment Interviewing To use specific questions and interview techniques in an assessment-situation make the competences of the participant transparent compare these competences in the interview with the standard. ask questions to investigate the value of the personal experiences (competences, knowledge and skills)

Competence profile : ASSESSOR  THE ASSESSOR IS (ABLE TO) / HAS : Providing feedback provide feedback to the participant in a constructive and motivating way and to indicate the results of the assessment, customized to the level of the participant. explain and substantiate the decisions based on the assessment and indicate at which points the participant is competent.   Written communication write a clear, detailed and structured assessment report describes the competences of the participant that are valid for the used standard. Personal characteristics are only added when applicable. (additional) Technical competence is technical competent and must have sufficient experience and qualifications in the appropriate discipline (professionally has sufficient technical skills and is willing to keep abreast of developments in the sector. Has a technical level at least as high as that of the participant is familiar with the assessment (VPL) procedure and objectives, the assessment tools and the methodology. is familiar with the sector or company standards (job descriptions, qualification profiles) has knowledge of the labor market and vocational education programs for the sake of the assessment.

Training session ASSESSOR Module 1: "Towards a competent assessor" Introduction, goal and training program ; competencies and responsibilities of the assessor (and guider); Competence, competency-based assessment methods and competency tests ‘; traps, observation techniques, methods, etc.   Module 2: "portfolio assessment" Introduction "What is a portfolio" ; Inventory of experiences; The role of the assessor (assessor versus guider); The evidence matrix’ Assessing on the basis of the evidence matrix; Tips for portfolio assessment Module 3: "The criterion based interview" Background; Characteristics; Analyzing the characteristics of a recorded conversation; The STARRT interview method; Listening – Summarizing – Questioning (LSQ); exercise with criterion based interview (carousel); Preparation and execution; feedback exercisess; Tips; Homework assignment: perform and record a criterion based interview according to the STARRT method. Module 4: "Performance Assessment" Characteristics (versus a call); Example (you-tube); use of assessment-techniques; Practicing Module 5: "reviewing assessor experiences" Dilemmas; Reviewing and evaluating the own material (film clips with interviews, recorded as homework after module 3) ; Feedback Module 6: "The assessment report" Assessing and reporting findings in a final report; Feedback; Looking back at the own log and looking forward to the assessor-certification process (audit) Module 7: "The role of the guider" (optional) differences, similarities and dilemmas in the roles of guider versus assessor; Practicing the role of guider in difficult situations ; process of guiding, assessment by the assessor and aftercare

Roadmap for ASSESSORS Individual is central Combine advice with demand from labour market Know the universities: what is (not) possible Take as starting points: learning outcomes and the learn-biografy Formulation advice is made to measure Support a person-direted process Link if possible, with more systems: HRM, Education, Company/organisation