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

2. 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%)

3. Language for life: Pillars ….

4. Pillar I: A Strategy ….of chaining & partnering

5. “…. 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)…”

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

7. Pillar III: Materials for volunteers

8. Pillar IV: Campaigning

9. Trotters ……

10. Soap …

11. Pillar V: Monitoring -- UvM

12. Regional approach

13. 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.)

14. 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)

15. 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)

16. Combi Volunteer & Professional How?

17. student sssssprofessional volunteer

18. 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,….

19. 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

20. Competency profiles

21. NrCompetencieReaderBuddyCoach 1Intake & Asessmentx 2Support & coachingxx 3Coaching & developmentx 4Stimulating readingxxx 5Empowermentxxx 6Planning, organize & communication xxx 7Collaborate & connectingxxx

22. 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.

23.  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.

24. 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

25.  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.

26. 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)

27.  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

28. 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.

30. Thank you for your attention! More information: wim@lezenenschrijven.nl