Competencies Volunteers Wim Matthijsse, Stichting Lezen & Schrijven (Reading and Writing...

CompetenciesVolunteers

Wim Matthijsse, Stichting Lezen & Schrijven

(Reading and Writing Foundation)

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%)

Language for life: Pillars ….

Pillar I: A Strategy ….of chaining & partnering

“…. 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)…”

Pillar II: Trained Volunteers(= not being paid..)

Pillar III: Materials for volunteers

Pillar IV: Campaigning

Trotters ……

Soap …

Pillar V: Monitoring -- UvM

Regional approach

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.)

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)

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)

Combi

Volunteer & Professional

How?

student

sssssprofessional

volunteer

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,….

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

Competency profiles

Nr Competencie Reader Buddy Coach

1 Intake & Asessment x

2 Support & coaching x x

3 Coaching & development x

4 Stimulating reading x x x

5 Empowerment x x x

6 Planning, organize & communication

x x x

7 Collaborate & connecting x x x

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.

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.

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

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.

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)

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

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.

Thank you for your attention!More information:

wim@lezenenschrijven.nl