Charikleia Manavi Social Anthropologist - Career Counsellor - Adult Educator Ph.D Candidate in Training and Continuing Education for Guidance Counsellors

Charikleia Manavi

Social Anthropologist - Career Counsellor - Adult Educator

Ph.D Candidate in Training and Continuing Education for Guidance Counsellors and Teachers in Inter-cultural Approach to Career Counselling (Aristotle University of Thessaloniki)

SUBJECTS: Guiding migrants to their highest potential: training of cultural mediators identifying prior learning of migrants

Back to work training course for employment counselors and guidance staff of returning migrants and unemployed

Enhancing the Skills and Identity of Cultural Mediators Enhancing the Skills and Identity of Cultural Mediators

in a multicultural Europe» (ESΙ-CM 2013) 8th & 9th in a multicultural Europe» (ESΙ-CM 2013) 8th & 9th

January 2014, Patras, GreeceJanuary 2014, Patras, Greece

SUBJECTS:A. Guiding migrants to their highest potential : Training of cultural mediators identifying prior learning of migrants •Migration: “Cargo Cults” and Frustration• Transition and Return Migration• Human capital and embodied intercultural capital as Skills Passport• The role of cultural mediator in guiding migrants

B. Back to work project•Context, background and products•Counsellors Competences•Counselling instrument presentation

The Presentation

“Cargo cults”Modern-day Cargo cults are those “activities” arising from the expectation of abundant, supernaturally generated, Western-style cargo. The concept cargo implies a totality of material, organizational and spiritual welfare, collectively desired as a replacement for current inadequacy and projected into the imminent future as a coming “salvation”. Examples of modern-day cargo cult behavior can be found in migration where we can see what happens when some societies interact with other societies, giving pictures-Cargo!

Charikleia Manavi - Guiding migrants to their highest potential

European Background for Migrants

•Generally poor employment prospects for immigrants (unemployment levels for immigrants are twice as high as for white people born in Austria)•Difficulty to use qualifications attained abroad in the labour market•Barriers to official recognition of qualifications attained abroad (costs of procedures, length of procedures, missing certificates, etc.)•Unskilled employment despite having qualifications•Mainly mono-culturally oriented education in vocational training organisations•Non-recognition of informal qualifications and skills •Difficulty for potential employers to assess professional skills without formal certificates


DefinitionsCompetences – A combination of professional, social and personal skills which are needed to carry out given tasks in specific situations.Competence profile – A structured analysis of the competences of a given individual. Every person has at their disposal a pool of competences and resources (often unknown to themselves). Skills and competences are outlined with regard to specific external requirements. In our case these requirements are dictated by the labour market.Education counselling – The formulated competences and resources are activated and appropriate information is made available. In doing so, the individuals are made aware of their potential.


Guidance is of fundamental importance for the orientation

(informing, advising, enabling self reflection) and the assessment of

persons knowledge skills and competences


Back to Work – Project andCounseling instrument presentation


Partners •IREA, Romanian Institute for Adult Education Timisoara, Romania – project management

•National Knowledge Centre for Validation of Prior Learning - NVR, VIA UC, Denmark

•MEH, Merseyside Expanding Horizons, regional non-profit org., Liverpool, England

•Aristotle University of Thessaloniki, Greece

•DIE, Deutsches Institut für Erwachsenentbildung, Bonn, Germany

•ECET, European Centre for Education and Training, Sofia, Bulgarian

•ARCA, ngo, non-profit (associative partner), Bucharest, Romania


Context, background and products of the project

The general aim of the project was to develop the practice of validation and recognition of competences as part of the counseling services offered by the local employment offices in order to improve their counseling services for unemployed people and returning migrants and increase their chances of entrance to the labour market. (LLP – Leonardo da Vinci – Transfer of innovation, 2011-2013)


Backgraound

• an increasing unemployment rate

•previous experience and competences acquired in different settings by unemployed (including returning migrants) go unrecognized

•fail in providing counseling services responding to the real needs


Target group

•The direct target group: counselors/staff working in adult education institutions (public or private), with an initial or medium level of knowledge and competences in the field and being motivated and assessors from the assessment centers;

•The indirect target group: migrants, return migrants, unemployed people, low qualified people


Objectives

•To raise awareness on the importance of validation and recognition of competences practice in the context of promoting efficient matching between needs and competences on the labour market;

•To develop a counselling instrument that facilitates validation of prior learning outcomes in relation with job opportunities;

•To enable counsellors, NGO representatives and assessors to use this instrument


Products•Platform with online-tools (instrument and user guide)

•List of basic competences for career counselors

•Model for Self Evaluation of Competences related to Recognition of Prior Learning (RPL) for career counsellors, EQF Level 6

•A Counselling Instrument Including: List of competences (social activities, family life, hobbies, voluntary sector and work)

•Portfolio – pieces of evidence

•Report

•Case studies

•A User Guide Charikleia Manavi - Guiding migrants to their highest potential

The training concept for counselors and the instruments they will use when supporting unemployed persons is developed on the base of innovations produced in

•VINEPAC (www.vinepac.eu),

•ACCED (www.acced.euproject.org),

•FamCompass (www.famcompass.eu) projects.


3. Counsellors’ competences

•Professional behavior

•Interpersonal competencies

•Facilitating Individual and Group Learning

•Career Counseling

•Information and Resource Management Related to the European Qualification Framework level 6 the competences are described like this in details:


3 steps Self-Evaluation of counselor competences related to Validation of Prior Learning (VPL), EQF level





counselling instrumentcounselling instrument The Back to Work counselling instrument has different The Back to Work counselling instrument has different parts:parts:

•General information about the client

• List of Competences

• Reflection File: social activities, family life, hobbies, voluntary sector and work

• Portfolio with Pieces of Evidence

• Case Studies


competences (social activities, family life, hobbies, voluntary sector, work )Communication at work place Working in a team Planning the activity of a team Diversity Orientation Building Relationships Problem Solving Learning and development Creativity Innovation Work Commitment Time Management Management skills Job knowledge Planning an activity Organizing an activity Decision making Knowing the health and security norms in working activities Quality assurance Self development For each of these competence areas: 4-17 statements about sub competences are to be valued on a scale from 1 to 4:


List of competences – social activities, family life, List of competences – social activities, family life,

hobbies, voluntary sector and workhobbies, voluntary sector and work In the following table, indicate which competences you have already acquired

in the field of social activities. Think of concrete examples that are relevant to the social activities. Four levels are distinguished. For each competence, please specify the level

you find relevant. If a competence doesn’t seem relevant to you, don’t specify

anything. • Level 1: The competence seems relevant to you but is not familiar with it.• Level 2: You have that competence, but you do not reflect on it.• Level 3: You apply the competence but reflect how to improve it.• Level 4: The competence is an integrated part of yourself, you use it and

you reflect on how to improve it. The levels on which a competence can be owned are defined in relation to the

European Qualifications Framework. They suppose a growing amount of

experience with autonomy in adopting the competence (www.famcompass.eu). Charikleia Manavi - Guiding migrants to their highest potential

http://www.famcompass.eu/

CompetencesCompetences SubcompetencesSubcompetences LevelLevel11 22 33 44

Communication at work place

I am able to transmit and receive information I am able to involve in group discussion, on professional aspects I am able to argue my own points of view I am able to respect others’ opinions I am able to talk openly and honestly I am able to understand instructions I am able to listen in order to clarify information I ask questions to test for clarity and understanding " explains complex terms " uses concrete examples

I am able to communicate with others in the way others like

I am able to write in a concise and organised manner I share information with others to help them perform their jobs & seeks information from others

I listen actively & speak clearly and directly I state my opinions clearly and concisely I demonstrate openness and honesty I ask others for their opinions and feedback I ask questions to ensure understanding Other ability


CompetencesCompetences SubcompetencesSubcompetencesLevelLevel

11 22 33 44

Working in a team

I am able to identify the tasks inside a team

I am able to involve in a team tasks

I am able to communicate with people on all levels informally or formally

I am able to share pertinent information with all members of a team

I am able to promote a team spirit within and outside a group

I am able to respond positively to instructions and procedures

I am able to manage own work with others

I am able to value working relationships

Other ability

Planning the activity of a team

I am able to identify the tasks and complete them

I am able to delegate a working plan to a team

I am able to coordinate the team activity

I am able to respect the deadlines

Other ability



11 22 33 44

Diversity Orientation

I am able to value differences among team members

I am able to understand and respond to others' needs and priorities

I am the sort of person who’s supportive of my colleagues

I am able to treat each person as an individual with individual needs and issues.

Other ability

Building Relationships

I am able to establish a rapport with others and respect their wishes

I am able to be sensitive to others’ needs and dignity

I try to treat all people with respect

Other ability


CompetencesCompetences SubcompetencesSubcompetencesLevel

11 22 33 44

Problem Solving

I am able to identify problems and take action to address them

I am aware of the impact of a problem on an organisation

I am able to implement solutions and evaluates results

I can anticipate problems and use my initiative

I am able to gather information before making decisions

I am able to adapt well to changing priorities, deadlines and directions

I am calm, even under pressure and can meet tight deadlines

I am able to analyse current procedures for possible improvements

I have good analytical skills

Other ability



Learning and development

I am able to establish a favourable environment for learning and development of team members

I am able to coordinate individual development, group learning and personal development

I can recognize transferable skills I can manage my performance

I am able to offer feed-back in a constructive manner Other ability

Creativity

I am able to seek ways to improve all aspects of the job

I am able to make constructive suggestions

I have good practical skills

Other ability

Innovation

I am able to challenge conventional practices in a positive way

I am flexible and adaptable

I enjoy a challenge Other ability



11 22 33 44

Work Commitment

I am willing to give extra effort and time to get a job done

I am able to support colleagues to meet goals

I am enthusiastic about taking on challenging projects and responsibilities

I am goal oriented and target focused

I like to see a job well done

I am willing to go the extra mile

Other ability

Time Management

I am able to complete tasks efficiently and on time

I am able to remain calm in an emergency situation

I am able to prioritise my work

Other ability



11 22 33 44

Management skills

I am organised in my approach to my work

I am able to motivate others to work together to achieve goals

I am able to resolve personnel problems quickly and effectively

I am able to promote teamwork and cooperation in the workplace

I am able to provide constructive, ongoing feedback

I have good leadership skills

I have good communication skills

Other ability

Job knowledge

I have a wealth of experience

I am able to apply knowledge to identify issues and take appropriate action to resolve problems

I am able to work to develop additional technical knowledge and skills

I am always willing to share ideas

Other ability



11 22 33 44

Planning an activity

I am able to identify the objectives and implement a plan of action

I am able to develop an activity plan

I am able to set goals

I am able to successfully complete a task

I have excellent practical skills

I am able to overcome obstacles and manage change

I am able to examine & interpret a wide variety of data/information and make recommendations

I am able to develop results-oriented conclusions

I am able to identify problems, opportunities and needs

I am able to develop short-and long-range plans

I am able to monitor performance

Other ability



11 22 33 44

Organizing an activity

I am able to verify the state of work equipments

I am health and safety awareness

I am responsible when using machine

I know how to work with different materials

I am able to identify resources needed to accomplish objectives

I am able to organise ideas and information

I am able to identify obstacles and find ways to overcome them

I am able to complete work in a timely, consistent manner

I am able to create detailed action plans;

I am able to organise and schedule people and tasks effectively

I am able to plan ahead

Other ability



Decisions- making

I can think on my feet

I am able to gather and analyse data

I am able to consider alternatives and assess their impact and potential problems

I am able to implement decision and evaluate results

I am able to actively seek solutions to problems before being asked or directed

I am able to make sound decisions

I am able to use logic to reach solutions

Other ability

Knowing the health and security norms in working activities

I am responsible when using equipment

I am able to apply the security norms in working place settings

I can follow policies and procedures

I am safety conscious

Other ability


CompetencesCompetences SubcompetencesSubcompetencesLevel

1 2 3 4

Quality assurance

I work hard to get things right first time

I am able to apply quality procedures and monitoring

I take pride in my work

I am able to establish standards and measures

I am able to maintain standards despite pressing deadlines

I am able to test new methods thoroughly

I always make sure that my work is of a high standard

Other ability

Self development

I am able to respond positively to feedback regarding performance

I enjoy learning new skills

I am very willing to embark on training

Other ability


Example of a reflection file: family life: Example of a reflection file: family life: Discussions Discussions 1.Please choose one critical family situation that you are involved in and try to describe it. What happened at that time? 2.What problem did you solve and how? What was your task? 3.What were your feelings at that time? 4.What were the main steps/activities that you follow? 5.What do you think now about that situation? Is anything else that you would do in another way? Why, please explain the reasons! 6.How did you resolve the situation? What were the results of your actions and how do you appreciate them? 7.If the same situation would happened again, how would you resolve it in that moment? What would you change the approach? 8.What did you learn from that situation? 9.Is there anything you would like to learn? 10.Do you use what you learned at that moment in another context or situation?


Portfolio pieces of evidence

•What are your previous experiences related to your role as worker in different fields, as family member, as member of a community?•Have you been involved in different working activities without having an explicit training? If yes, please mention them (for example I worked in construction for three years and I learned by myself. I took care of elderly people with mobility problems in Austria for five years).•Which concrete abilities/skills can you associate with a concrete learning context? What competencies have you acquired in this context?•Can you name concrete activities where you learned/acquired competences/things you now use in your adult education work?•What are the learning outcomes of the profession / home / leisure time / work etc.?•Do you have any hobbies? Can you describe those hobbies? Which are the abilities that you developed during those activities?



Activity(learning contexts)

Periods/years Competences that you acquired through those activity

Piece of evidence (type)Yes/No

The reflection on competences– after the reflection on biography and on learning processes and learning outcomes you are now asked to reflect on what concrete competences do you think you have. In the reflection on learning processes and outcomes

The table below will sum up the competences that you think you have acquired in different contexts. In fact, you had previously the opportunity to remember all the places and events that were important for your development. Please rate them using the scale: very well, well, well enough, not well.



Competence Subcompetences competences and descriptions

Very well Well Well enough Not well

Each counsellor will choose the occupational standard/standards (competences or units of competences) available in their countries. For example if the clients acquired competences in family life, in educating children, caring for older relatives (people) and organising the household, the counsellor could present an occupational standard related with social services (for example social, maternal assistance etc).


Benefits For usUncovering existing job-related competences aside from formal certificatesImprovement of competence transferHelping to change attitudes towards the target groupRaising the quality of placements on the labour market Reduction of cases of unskilled work for well qualified individualsAcceleration of processes for labour market integrationBenefits For migrantsSelf reflectionSelf-confidence


As long as project like this do not rise above their project status, the recognition of their results will be

undermined.

THANK YOU FOR YOUR ATTENTION!

MAIN OUTCOMES AVAILABLE ON http://www.backwork.eu/


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Charikleia Manavi Social Anthropologist - Career Counsellor - Adult Educator Ph.D Candidate in Training and Continuing Education for Guidance Counsellors