Book Creator

GLAS in English

by EAEA

Pages 2 and 3 of 253

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CONTENT

1 INTRODUCTION

2 THE ADULT AS THE CENTRE OF THE VALIDATION PROCESS
2.1 The low-skilled adult population in Europe
2.2 Challenges faced by low-skilled Adults
2.3 How counsellors can put the adult at the centre of the validation process
2.4 Practical steps; preparing as a counsellor for the validation procedure

3 IDENTIFICATION
3.1 Identification Phase
3.2 Roles and responsibilities of the counsellor
3.3 Quality methods
3.4 Facilitating discussion face-to-face and online
3.5 Selection of tools and methods according to the target group

4 DOCUMENTATION
4.1 Roles and responsibilities of a counsellor
4.2 Evidence gathering
4.3 Tools to be used
4.4 GLAS Portfolio

5 ASSESSING THE KEY COMPETENCES OF LOW SKILLED ADULTS
5.1 Assessment process
5.2 Why, what, how and who should assess
5.3 Forms, methods and types of assessment
5.4 Components and phases of the assessment
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5.5 How to Choose the Right Format and Method for Assessment
5.6 Recommended assessment tools
5.7 Core principles for assessing the competences of low-skilled adults with little or no formal education

6 CERTIFICATION
6.1 Micro-credential for validation
6.2 Last phase of the competence validation process in the GLAS project
6.3 Roles and responsibilities of the counsellor

7 PROVIDING FEEDBACK
7.1 Written opinion with suggestions for next steps
7.2 The purpose of providing feedback
7.3 Standards of knowledge and skills as a basis for validation procedure
7.4 And what about the standards of knowledge when we talk about the key competences?
7.5 Structure of the opinion

8 REFERENCES