training guide part i study guide for learners...1 introduction study guide is addressed to...

INNO-CAREER: Develop Prototype

Training System of Career Guidance

Counsellors

1

LIFELONG LEARNING PROGRAMME

Leonardo da Vinci Transfer of Innovation

Training guide – part I

Study guide for learners

Further training course: GUIDANCE 2020:

Modern elements of Lifelong Guidance & Employability -

New emerging skills for guidance practitioners

Work package No: 3, activity 3.3.7

Responsible partner: NVF

Date: 26/08/2015

Version: draft

“This project has been funded with support from the European Commission. This publication -

communication reflects the views only of the author, and the Commission cannot be held

responsible for any use which may be made of the information contained therein.”



Counsellors

2

Contents

1 Introduction .................................................................................................. 3

2 Course aim and content ................................................................................. 3

3 Course learning outcomes ............................................................................. 5

4 Course target groups ..................................................................................... 5

5 Course entry requirements ............................................................................ 6

6 Training methodology ................................................................................... 7

6.1 Distance learning ................................................................................................................ 7

6.2 Requirements for successful completion of the training course ....................................... 8

6.3 Study performance assessment process ......................................................................... 10

7 Tutor and communication with her/him ...................................................... 11

8 Course study materials and the e-learning platform .................................... 12

8.1 Registration ...................................................................................................................... 13

8.2 The study materials and the tasks ................................................................................... 14

8.3 The class book .................................................................................................................. 18

8.4 The profile ........................................................................................................................ 20

8.5 Discussion ......................................................................................................................... 22

9 Used literature ............................................................................................ 23



Counsellors

3

1 Introduction

Study guide is addressed to participants of further training course GUIDANCE 2020: Modern

elements of lifelong guidance & employability - New emerging skills for guidance practitioners

(further on only “course”). The course was designed by the project partnership made of

institutions from Cyprus, Czech Republic, Greece, and Italy involved in the project “Develop

Prototype Training System of Career Guidance Counsellors” (in abbreviation INNO-CAREER

project) supported by the European Union within the framework of the Leonardo da Vinci

programme. For more information about the INNO-CAREER project, please, see web pages:

http://www.inno-career.eu/

The course is based on a blended learning methodology in which distance learning prevails on

face-to-face lessons. The content, as well as study materials of the training course were newly

designed.

The main advantage of this course is flexibility. Learners themselves can choose how to carry

out the study of the modules thanks to the e-learning platform.

Before filling in the course application form, it is recommended to potential participants to

carefully read this Study Guide. The Study Guide contains general course information and its

main study principles. The information on the implementation of the training course in each

project partner (e.g. dates of the course opening, tutors´ names, dates of face-to-face sessions

and consultations, etc.) will be sent to approved learners by the course administrator.

You are cordially welcome to join the course. We wish you a successful completion and hope

that the course could meet your expectations.

2 Course aim and content

The aim of the course is to enhance career guidance counsellors´ competences in six different

areas of career guidance provision. These areas have been identified following the main findings

of the analysis of training needs of career guidance counsellors done within the INNO-CAREER

project. They consist of six training modules marked as M01-M06 whose titles are presented in

the Table No 1.

http://www.inno-career.eu/



Counsellors

4

Each study module is designed as a separate and thematically closed study block. The contents

are intertwined regarding some aspects as they all deal with career guidance from various

angles. The modules can be independently studied according to learners´ choice.

Table No 1: Structure of further training course “GUIDANCE 2020: Modern elements of Lifelong Guidance & Employability - New emerging skills for guidance practitioners”

Module

Number Module title

M01 Welcome services for migrants

The module will help participants to recognise main welcome service and career

guidance tools to motivate migrants to access education and training, to learn

how to use them in order to involve and support the migrant, also in the process

of developing competences in using the foreign language, knowing the rules and

behaviours typical of the country civic education and increasing his/her chances to

find a job.

M02 Career guidance in connection with labour market

The module aims at developing and promoting skills to guide in a structured way

the career guidance process with clients who are seeking new job or are

considering a change in their career paths including further education. The module

works with a particular solution focused counselling approach, which can be used

with many clients to streamline and improve the preparation of their career

planning.

M03 Recognition of non formal and informal learning

The module aims at improving career guidance counsellors´ skills in supporting

and helping clients in the process of recognition of non-formal and informal

learning with a view to facilitate their access to labour market or their retraining.

M04 Career guidance for mobility

The module provides basic overview of career guidance addressed to clients who

intend to travel abroad to study or work. The module will let career guidance

counsellors to improve their skills taking into account the positive and negative

effects of mobility and other issues concerned.

M05 Development of career management skills (CMS) of individuals

The module illustrates near new trends, approaches, methods and exercises that

can be used in career guidance in order to support clients in developing and

improving their career management skills.



Counsellors

5

Module

Number Module title

M06 Quality assurance issues in career guidance

The module deals with the international approaches cocerning quality assurance

and assessment of career guidance services.

3 Course learning outcomes

Each module has its own specific set of learning outcomes, and all of them embrace the

following generic outcomes:

• gaining up-to-date career guidance competences, knowledge and skills,

• becoming familiar with existing practices and procedures in lifelong guidance,

• understanding the changes taking place in the European "lifelong guidance "and being

able to take on further challenges in career guidance development.

In addition, the course as a whole is designed to support participants in their daily work with

clients in order to

• be reflective and apply critical thinking,

• provide career guidance to all types of clients, including migrants,

• exploit theoretical approaches related to career management skills,

• use theories and models that are dealing with career guidance in a multicultural

environment and cross-cultural transitions,

• apply, monitor and evaluate the quality of their own career guidance work with clients

and help improving the career guidance provision in the community they belong to,

• guide clients (domestic as well as foreign) throughout the process of recognition of

formal, non formal and informal learning outcomes.

4 Course target groups

The course is addressed to a wide audience of people who act as career guidance counsellors or

want to work as career guidance counsellors in the future. In particular the target group is

represented by career guidance counsellors working in the following institutions:

- governmental authorities and national agencies responsible for designing, providing or

organizing specialized training for career guidance practitioners,



Counsellors

6

- educational institutions belonging to formal and non-formal education regardless of

their founder (state, public, private),

- providers of career guidance including public employment services and career services

working in universities and colleges,

- private employment agencies,

- research institutions dealing with career guidance.

Finally, the course is also targeted to specialists playing several roles and performing different

tasks dealing with career management and development within companies, that is,

professionals working as mentors, career coaches, experts supporting the implementation of

career guidance and counselling programmes, trainers for career development issues, personnel

recruitment and selection specialists, outsourcing services specialists.

As already described above the course is based on the principles of blended learning using

online libraries and e-learning methodologies, and this represents an advantage for people with

disabilities or physical limitations.

5 Course entry requirements

The basic course entry requirement is to be a career guidance counsellor - either to hold an

active position as career guidance counsellor or to have a certificate of successful attendance in

some of career guidance study programmes or to work in training centres or other organisations

dealing with adult education. Nevertheless, the course is also open to policy makers,

theoreticians and researchers who want to improve their KSC in career guidance.

Course learners should possess organizational, communication, analytical, and problem-solving

skills and they should be motivated to learn and be ready for carrying out distance learning and

self-study.

For an effective course participation, it is suggested to use a computer with internet connection

(at home, working place, local library, etc.) because the study materials are placed in one online

library. Internet connection will allow learners also to search for other sources of literature and

as well as communicate with the tutor, the administrator and the other learners by e-mail or

Skype.



Counsellors

7

For the preparation of written assignments the computer should be equipped with some of the

text editors. MS Word is ideal as it can serve you with the automatic spell check.

6 Training methodology

This chapter has to be adjusted by all partners as in each of the partner countries the training and its methodology was organised in different ways. Text written here is somehow a compromise of the training methodology. This box the partners do not translate as it is not part of the national versions.

The course is based on the blended learning methodology. Distance learning prevails on face-to-

face lessons. Each project partner is free to organise the face-to-face training and adjust the

timeline to its target group and its needs.

The course participants are recommended to study one module per week and send the

obligatory task continually and regularly. Another recommendation should be to study the

modules in a certain sequence. Course participants´ study and elaboration of the task should be

regularly promoted by the tutor.

For the piloting the potential participants will be informed that they will not only learn about

the 6 topics but that they have also to test the 6 study materials, their self reflection tasks, the

e-learning platform, the course itinerary, etc.

The learners will receive the exact date of the introduction session by e-mail from course

administrator together with other information.

6.1 Distance learning

To get the most out of the course, learners will need to invest their effort, time and enthusiasm

into the distance learning and self-study. As with any distance learning course, a high degree of

self-motivation is also necessary because learners have to study alone for the most of time.

Learners are recommended to develop effective strategies for managing time to balance the

conflicting demands of time for study, leisure, family, job etc.



Counsellors

8

Please, do not rely on the fact that you can do one module per one day. Plan your study rather

in shorter periods of time and in a regular mode. If you can take in account our well-intentioned

advice, fix at least 30 hours for self-study in your calendar.

You don't have to study only the materials. All module study materials contain sections with

tasks for self reflection and you have to complete at least four obligatory tasks on a total of five

per each module. In each obligatory task you can find a detailed description on how to do it.

Some of these tasks are quite easy to do. You just think about their solution. But most of them

require a bit more.

During the distance learning you can interact with the tutor by e-mail or Skype. In addition, you

have the opportunity to interact with other learners inside the chat rooms the e-learning

platform is equipped.

6.2 Requirements for successful completion of the training course

Two types of requirements are needed for a successful completion of the training course:

Requirements for a successful completion of training modules

For a successful completion of each of six training modules, the learners have to fulfil f the

following procedures:

Attendance of face-to-face lessons

Successful completion of at least 4 out of 5 obligatory tasks set by the module (each

module sets 5 obligatory tasks for the learners). Completion of the tasks will be

evaluated by the tutor on scale 1-100. All obligatory tasks as well as other tasks will be

prepared by the learner and his/her answers/work will be uploaded by himself/herself

to the e-learning platform before the final assessment procedure.

Successful pass of a written test which will evaluate the competences acquired by the

learner. It will include 10 multiple choice questions and 1 open question. For a

successful pass, 80% of the questions (9 questions) must be answered correctly. The test

will be evaluated by the tutor on scale 1-100. The test will be given to the learners by

the tutor of the module at the final assessment phase of the module.



Counsellors

9

Requirements for successful completion of the whole training course

For successful completion of the whole training course, the learners have to fulfil the following

procedures:

Successful completion of all six training modules.

The final assessment1 consists of:

- Written essay on one of the training module chosen by the learner but dealing with

subjects proposed by the trainers.

The essay must have a length of 15-20 standard pages minimum including

bibliography, tables and contents. One standard page is 1800 characters with

spaces. The essay must be delivered on the follow up or must be uploaded by the

trainee to the Inno-career training platform before the final assessment

OR alternatively

- Simulation of a counselling session combining the theory and practice of a module

chosen by the learner

If the learner chooses a specific module he/she must cooperate with another learner

who has selected the same module. During the final assessment phase the two

learners will play the role of counsellor – counselee and vice versa. The simulation

will last approximately 1 hour/couple. The goal is to create an environment very

similar to the working one in order to better evaluate the participant’s skills in

practice (performance assessment). The simulation will be evaluated by the module

tutor, which must be present. - The simulation can be performed in parallel sessions

in order to save time

Self-assessment

Filling in a self-evaluation questionnaire made of 18 questions (3 per module). Before the start

of the training, the learners will complete the questionnaire to assess their initial competences

and then during the follow up phase in order to let each learner measure his/her progress as the

result of the participation in the training program.

The requirements for successful completion described above can be adjusted by project

partners for the pilot training according to their national context.

1 Assessment is the process of gathering data about students´ learning achievements and the teaching

process.



Counsellors

10

6.3 Study performance assessment process

The assessment of study performance will be done by a committee of 2-3 specialized trainers in

career guidance to estimate the overall performance of the learners and to monitor the

reliability of the assessment process. The process will consist of a synthesis of:

A) assessment of each module, and

B) results of the summative assessment.

The table No 3 indicates all requirements for successful completion of the training course, the

evaluation scale and the importance of each method of evaluation (in terms of a numerical

indicator) in the overall study performance of the learner.

Table No 2: Requirements for successful completion of modules and whole course

Module

No

Requirements for successful

completion Scale

Importance

indicator

01 Successful completion of at least 4 out of 5

obligatory tasks 1-100 0,05

Written test 1-100 0,05

Two self-evaluation questionnaires – No -



















Counsellors

11

Module

No

Requirements for successful

completion Scale

Importance

indicator





Requirements for successful completion of whole

course Scale

Importance

indicator

Written essay or simulation 1-100 0,4

Total 1

The method of calculating the total score:

Learner study / simulation performance, submitted tasks / essay will be evaluated by an

appropriate number of points on scale 1-100. The score on each method should be multiplied

by its respective indicator. Then the new transformed scores are added to form the total score

of each participant. The minimum passing score should be fixed at 65 points.

7 Tutor and communication with her/him

In the blended learning the tutor performs the role of a specialist advisor and consultant.

He/she should lead, support and advice learners as well as encourage them to take an active

approach to learning. The tutor also helps the learner with the selection of the topics for the

essay. The tutor is also involved in the course administration and in keeping learners´ record.

The tutor continuously monitors the learners' progress and performance of assigned tasks.

It is desirable that the learners are in regular and frequent contact with the tutor.

Communication can be performed by any manner depending on the availability of the

communication means and also on the nature of the problem for which the learner needs a

support. For simpler matters it is appropriate to use the electronic form, for more complex ones

the phone or Skype.

Some recommendations for the learners when using e-mails:

When communicating with the tutor, always use one e-mail address and do not change

it during the course run.

Do not forget to provide your e-mail with your whole name.



Counsellors

12

Check regularly your e-mail box: whether you have a new message from your tutor

and/or whether your e-mail inbox is not totally full.

Keep copies of all correspondence with tutor and course administration (in electronic as

well in paper).

Keep copies of all handed assignments (in electronic as well in paper).

Feel free to send e-mail to your tutor if you need to say something to him/her. Be in

regular contact with him/her even if you think that your problems are insignificant.

8 Course study materials and the e-learning platform

Course study materials are available on the e-learning platform www.inno-career.com (picture

No 1).

Picture No 1: The e-learning platform on www.inno-career.com

Create an

account

profile

Select

language

profile

Log in: e-mail

and password

Forgotten

password

http://www.inno-career.com/



Counsellors

13

8.1 Registration

Entrance to e-learning platform is possible only after registration. A simple registration form

opens by clicking on "create an account" (picture No 1).

Picture No 2: Registration form

The registration form has 3 sections:

Login data

On first line of the registration form you select

language from the dropdown menu. Then you fill

your e-mail and password you will use for regular

entering the e-learning platform.

Choose course

From the dropdown menu you have to select the

course you would like to take part.

Personal data

In this section you fill in your name, surname,

country and city you live in, your year of birth,

name of your employer, your working position

and your Skype nick name if any.

Do not forget to save your registration form by

clicking on “register”.

After saving your registration form the system sends automatically message to course admin

which has to approve it. Immediately after admin´s approval the system sends a new message

to you that you can enter to the e-learning platform and start to study.



Counsellors

14

The screen on picture No 1 is web page you will enter to the system by filling your e-mail

address and password into the appropriate fields. After log in opens the course welcome page

(picture No 3) on which left top corner you can find the hyperlink “GUIDANCE 2020 (EN)” which

is the gateway to course study materials. On welcome page right top corner are two symbols:

“class book” – which opens an overview of the course and your study progress, and “profile” –

where are stored the information you inserted in the registration form. It is recommended to

read carefully the welcome page as there are some useful tips how to work with the e-learning

platform.

Picture No 3: Welcome page

8.2 The study materials and the tasks

Study materials of all six modules have more o less uniform structure (picture No 4). They

contain introduction, learning outcomes, numbered chapters of the study material body, and

description of assessment procedure.

Link to the

course study

materials

Link to your

“class book”

Link to your

“profile”



Counsellors

15

All modules include several tasks. Five of the tasks are obligatory and have to be elaborated in

written form (only 4 out of 5 are obligatory to pass each module). The rest of tasks are only for

your self reflection.

Picture No 4: Study materials and the tasks

Links to

module study

materials

List of one chapter

tasks from which one is

obligatory



Counsellors

16

Picture No 5: Obligatory task

The description of the obligatory tasks includes

also the instructions on how they have to be

elaborated (picture No 5). There are two possible

ways to elaborate the tasks and should be set

both ways or just one.

You can complete the Word file placed under the

tasks instructions or write your answer to the

text box. The Word file you have to upload to

your computer, elaborate the task and upload

the file back to the system.

Do not forget to “save” what you have uploaded

or writen to the text box.

The obligatory tasks will be reviewed by your

tutor.

Optional tasks (picture No 6) are different. They

serve for your self reflection. You are asked to work for yourself, to think and consider some

problems and their aspects. In the e-learning platform you have only to tick that you did what

you have been asked.

Save button

Text box

File to be

uploaded

Instructions

Task description



Counsellors

17

Picture No 6: Optional tasks

Picture No 7: Change of tasks label colour

After having fulfilled the optional tasks, the colour of the dot and

the task title will change colour.

Also the obligatory tasks change the colour of the dot but this

happens only after approval of the obligatory task by the tutor.

In picture No 6 the tasks are not fulfilled and in picture No 7 are

fulfilled.



Counsellors

18

8.3 The class book

On the right top corner of any e-learning platform screen there is the symbol of the “class

book”. After clicking on the symbol “class book” a table with basic overview of your course

opens. You can see the starting and ending date of the course, the date of your entrance to the

course, and whether and when you have been approved for participation.

Picture No 8: Class book

After clicking on the title of your course an overview of your study progress opens – i.e. how

many of the obligatory and optional tasks you already fulfilled (picture No 9).

Picture No 9: Overview of fulfilled tasks



Counsellors

19

After clicking on “show” in the section of the obligatory tasks, you can see the overview of

fulfilled obligatory tasks. In the example on the picture No 10 the course participant fulfilled 3

obligatory tasks. 2 of them are already approved by the tutor and therefore are in column

“completed”. One task is waiting for approval in column “waiting”.

Picture No 10: Overview of the obligatory tasks

After clicking on button “show” in the table with the obligatory tasks overview, an additional

table with fulfilled obligatory tasks opens (picture No 11). The tutor has to read each of the

elaborated tasks, and assess its quality.

On the picture No 11 you can see details of three obligatory tasks. Two of them are already

approved (their status is “completed”) and one is “waiting” for approval. The approval can be

done only by your tutor.



Counsellors

20

Picture No 11: Details of the obligatory task in the class book

The table with details of the task closes after clicking on button “hide”.

8.4 The profile

Information you inserted in the registration form are saved in your “profile” (picture No 12) and

can be adjusted. You can here also change your password.



Counsellors

21

Picture No 12: Profile



Counsellors

22

8.5 Discussion

Each of the six modules has its own “discussion” (picture No 14). You can find it in the upper-

right corner of the course, after clicking on the message icon (picture No 13).

Picture No 13: The message icon

After that you can insert your post, which can be read by all the course participants. All you

have to do is fill out the subject of the post, its own text and click on the “insert post” button.

Picture No 14: Discussion



Counsellors

23

9 Used literature

COUNIHAN, M. Guidelines for participants. The DEALL programme (Distance Education about

Lifelong Learning). Centre for Higher Education Studies. Prague. 2004.

Creating learning materials for open and distance learning: A Handbook for Authors and

Instructional Designers. Commonwealth of Learning. Canada, Vancouver. 2005.

Formative and Summative Assessment. Northern Illinois University, Faculty Development and

Instructional Design Center. Source: http://facdev.niu.edu <28.4.2015>

FREIBERGOVÁ, Z. et All. Pokyny pro studující (Guidelines for learners). Phare Multi-Country

Programme for Distance Education. Distance education post gradual course „Management of

higher education institutions“. Centre for Higher Education Studies. Prague. 2000.

http://facdev.niu.edu/



Counsellors

24

Training guide – part I: Study guide for learners. Further training course:

GUIDANCE 2020: Modern elements of Lifelong Guidance & Employability - New

emerging skills for guidance practitioners

Project: INNO-CAREER: Develop Prototype Training System of Career Guidance Counsellors - 20132-1-GR1-LEO05-13878

Partners: EOPPEP Leading partner (Greece), EURICON Consultans LTD (Greece), Cyprus Labor Institute (ΙΝΕΚ-PΕΟ) (Cyprus), Ufficio Scolastico Regionale per il Veneto (Italy), National Training Fund, o.p.s. (Czech Republic).

Funding: Lifelong Learning Programme – Sub Programme Leonardo da Vinci, Transfer of Innovation (75% Lifelong Learning Program – 25% National Fund).

Project manager: Fotini Vlachaki, Career Counselor MSc, Head of Career guidance Directorate of EOPPEP

Manager: Gaitanis Dimitrios, Head of Counselling &Vocational Guidance Counsellors & Provider’s Scientific Support Department.

Author: Zuzana Freibergová, National Training Fund Number of pages: 23

Copyright © 2014 NATIONAL ORGANIZATION FOR THE CERTIFICATION OF

QUALIFICATIONS & VOCATIONAL GUIDANCE (EOPPEP) Career Guidance Directorate. 41 Ethnikis Antistaseos Avenue, Nea Ionia, 14234 Attiki Tel.: 210 2709174 - 210 2709184 [email protected]

“This project has been funded with support from the European Commission. This publication -

communication reflects the views only of the author, and the Commission cannot be held

responsible for any use which may be made of the information contained therein.”

mailto:[email protected]

training guide part i study guide for learners...1 introduction study guide is addressed to...

Documents