Download presentation
Presentation is loading. Please wait.
Published byEsther Cain Modified over 9 years ago
1
Competencies Volunteers Wim Matthijsse, Stichting Lezen & Schrijven (Reading and Writing Foundation)
2
Background National pilotproject Language for Life, focussing on non- formal education and working with volunteers (2012-2015) (5 million, against big budget cuts to formal education….) PIAAC: literacy difficulties (= level 1, A2, 0-1F): 1.3 million low literated, in total (=11.9%)
3
Language for life: Pillars ….
4
Pillar I: A Strategy ….of chaining & partnering
5
“…. active connection between "sites" (places where illitrated people can be found) of poor literacy and on the other side the diversity of language service providers (formal, non-formal, informal)…”
6
Pillar II: Trained Volunteers (= not being paid..)
7
Pillar III: Materials for volunteers
8
Pillar IV: Campaigning
9
Trotters ……
10
Soap …
11
Pillar V: Monitoring -- UvM
12
Regional approach
13
Language directors … “change agents” Educational experts Stimulating collaboration language providers Development more consistent and coherent regional educational infrastructure, for example: start-up phase.. Recruitment and training volunteers National tasks (developing materials, training, etc.)
14
Volunteers 2000 volunteers (7000 participants) Basic training ( 4 day parts) and deepening modules Different types, roles of volunteers Reader (reading-groups) Language buddy (no educational background) Language coach (educational background, works more independently)
15
Roles …. A reader guides a readinggroup. A language buddy helps a participant, a small group or assists a professional. He uses already existing educational materials. A language coach helps a participant or a small group. He is able to develop new lessons or materials. Is experienced and competent as a professional (maybe acquired in practice)
16
Combi Volunteer & Professional How?
17
student sssssprofessional volunteer
18
Classes of a professional with volunteers working under responsibility of the professional, in the same space (classroom), sometimes temporarily to get started. not in the same space, with specific tasks (at “walking distance”) not at the same time (of the prof.), with specific tasks Specific tasks: extra/special literacy needs participants, help for transfer, being a buddy,….
19
Professional supports volunteer(s), volunteer works independently with one student or small group. Coördinator of a language point (focal point for low literacy often in library). Demand-oriented, not obligatory for volunteer. Professional supports and coaches a fixed group of volunteers
20
Competency profiles
21
NrCompetencieReaderBuddyCoach 1Intake & Asessmentx 2Support & coachingxx 3Coaching & developmentx 4Stimulating readingxxx 5Empowermentxxx 6Planning, organize & communication xxx 7Collaborate & connectingxxx
22
Intake & Assessment Retrieves the (learning) needs and investigates relevant (learning) characteristics Deals adequately with social psychological aspects of low literacy (eg, shame, social exclusion, etc.) Has an eye for cultural differences between participants and between participant and volunteer.
23
Determines the participants language level using a diagnostic tool and is able to interpret the results and advise on an appropriate course based on that Calls for help in case of problems with experts.
24
Support & coaching Supports and encourages participants in working with existing and self-teaching materials, on-line and paper-based. Supports participants in transfer Stimulates independent work and learning among participants. Provides simple feedback
25
Acts adequately with socio-psychological aspects of low literacy (eg, shame, social exclusion, etc.) Has an eye for cultural differences between participants and between participant and volunteer. Calls for help in case of problems with experts.
26
Coaching & development Coaches participants, also with educational materials that’s are less or not self-steering Assesses the quality of teaching materials Provides advice to participants how best to tackle learning tasks Can independently gather and develop teaching materials (tailor-made)
27
Acts effectively with cultural differences between participants and between participant and volunteer. Plays flexibly to language learning issues and actions by participants, providing effective and ongoing feedback. Differentiates within small groups
28
Pull out Grandma’s – Nancy Faux Competencies of succesfull volunteers: Patient, wise & flexible Intellectual curiosity about how participants learn Experience in caring for others Can detect small signals of participants Not worried about career growth Enthusiastic about small successes Kind, gentle and reliable Attention to details.
30
Thank you for your attention! More information: wim@lezenenschrijven.nl
Similar presentations
© 2025 SlidePlayer.com. Inc.
All rights reserved.