ICT Skills 2: ICT Tools and training
for E-guidance practitioners
Anthony Barnes
Barbara Busi
Cristina Cogoi
Giulio Iannis
IAEVG Conference, Jyväskylä
Oral Presentation Sessions
Thursday, June 4th, from 16.30 to 18.00
Session 25 The use of ICT in guidance
TODAY PRESENTATION
Project description
Project exploitation
This document has been funded with support from the European Commission. This communication reflects the views only of the
author amd the Commission cannot be held responsible for any use which may be made of the information contained therein
FROM ICT SKILLS 1 TO ICT SKILLS 2
ICT SKILLS for guidance counsellors
- Map of guidance related ICT competences
- Proposal of training model
ICT SKILLS 2 ICT tools and training for E-guidance
practitioners
This document has been funded with support from the European Commission. This communication reflects the views only of the
author amd the Commission cannot be held responsible for any use which may be made of the information contained therein
ICT SKILLS 2 PROJECT
 Problem to face with: enable guidance practitioners to: use ICT media and
software to the standard of an applied user; design effective guidance solutions
that use a range of ICT tools as well as ICT and face-to-face interventions in
different combinations; contribute to cutting edge developments in the use of
ICT in guidance work; resolve practical and ethical difficulties relating to the
application of ICT in guidance work.
 Outcomes to obtain: standard e-practitioner profile; develop innovative ICTbased training and tools for guidance practitioner working within lifelong
learning systems
 11 partners from Italy, UK, Spain and Romania.
 Start on 1st November 2007 – End 31st October 2009
This document has been funded with support from the European Commission. This communication reflects the views only of the
author amd the Commission cannot be held responsible for any use which may be made of the information contained therein
ICT SKILLS 2 PROJECT
PRODUCTS
 MAP of Guidance-related ICT competencies
 The training pathway model
 6 National Pilots Training
 Training and assessment tools:



e-portfolio
ICT competencies self-assessment tool
Distance learning platform – www.ictskills2.org
This document has been funded with support from the European Commission. This communication reflects the views only of the
author amd the Commission cannot be held responsible for any use which may be made of the information contained therein
Main features of the framework
Unit 1: Use ICT to deliver guidance
1.1 Use ICT media and software in the guidance
process to meet clients’ information needs
1.2 Use ICT media and software in the guidance
process to meet clients’ experiential learning
needs
1.3 Use ICT media and software in the guidance
process to meet clients’ constructivist learning
needs
1.4 Use ICT media and software in the guidance
process to meet clients’ communication needs
Four main areas




Informing
Experiencing
Constructing
Communicating
Lim, Cher Ping & Tay, Lee Yong. (2003) Information and
communication technologies (ICT) in an elementary
school: students’ engagement in higher order thinking.
[http://goliath.ecnext.com/coms2/gi_0199551763/Information-and-communication-technologiesICT.html#abstract Accessed 21.03.08]
http://www.connx.org.uk/youngpeople/Games/interview.html
Peer mentoring http://www.horsesmouth.co.uk
Careers Chat Live
http://www.prospects.ac.uk/cms/ShowPage/Home_page/Main_menu___Events/Careers_chat_live/p!epmijgc
Unit 2: Develop and manage the use of ICT in
guidance
2.1 Develop your use of ICT-related guidance
solutions
2.2 Manage your use of ICT-related guidance
solutions in a service context
Examples
1.4.1 Select and use ICT media and
software for establishing and maintaining
client communications
 2.1.2 Integrate ICT and face-to-face
approaches, where appropriate, to ensure
an effective guidance process for clients
 2.1.4 Carry out administrative tasks
related to the use of ICT media and
software

2.2.2 Apply safeguards to protect clients
using ICT for guidance purposes
 2.2.3 Identify ways of ensuring fairness
and inclusion in providing a guidance
service using ICT
 2.2.6 Collaborate with ICT developers in
the organisation and development of ICTsupported client services

THE “SYNERGISTIC” APPROACH IN THE PROJECT
Synergy
 A process leading to formal and informal agreements with projects or
organisations not included in the partnership, in order to exploit a
project outputs within other contexts, use other projects’ results or
benefit from the cooperation with other organisations for our project
purposes
The assumptions that underlie such a strategy

Cost-benefits approach

Knowledge-management approach

Mainstreaming of results approach

Testing and evaluation of the project outputs approach
Exploitation
Not only used to indicate the type of result obtained but especially “how” this
result has been reached in relation to the local and/or political system of
reference, i.e. what synergies have brought to it
Type of synergies
A) With other transnational projects funded by the EC through the Lifelong Learning and
the CIP programmes
eGOS – eGuidance and eGovernment Services (exchange of training materials; same
guidance-related map of ICT competences)
ECGC - European Career Guidance Certificate (ECGC tests based on the same
guidance-related map of ICT competences; tested within the trainin g path of ICT Skills 2)
B) With local training providers
Cattolica University in Milan (IT) (training path of ICT Skills 2 tested within a university
programme)