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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: