1. 10/09/2015Malta 19 - 23 september Assessment training P.I. Vught

2. 10/09/2015Malta 19 - 23 september Characteristics of inmates in Europe Between 60 % and 80% is unschooled or has not finished the secondary school Between 60 % and 80% is unschooled or has not finished the secondary school About 50% are illiterates About 50% are illiterates Between 40% and 75% is unemployed, has a lack of work- experience or has had little various jobs Between 40% and 75% is unemployed, has a lack of work- experience or has had little various jobs

3. 10/09/2015Malta 19 - 23 september Situation in the Netherlands (ESF 2004-2006) Unemployment before detention is very high ( 71%) and after detention even higher (79%) Unemployment before detention is very high ( 71%) and after detention even higher (79%) About 50% of the target-group are abusers About 50% of the target-group are abusers About 60 % has social or/and psychiatric problems About 60 % has social or/and psychiatric problems About 45% are foreigners who have problems with the culture, the language and social skills About 45% are foreigners who have problems with the culture, the language and social skills

4. 10/09/2015Malta 19 - 23 september Recidivism Recidivism of ex-inmates is 10% higher when they are unemployed Recidivism of ex-inmates is 10% higher when they are unemployed Not only getting a job is very important for reducing recidivism but also keeping a job is an important factor for successful integration in the society Not only getting a job is very important for reducing recidivism but also keeping a job is an important factor for successful integration in the society

5. 10/09/2015Malta 19 - 23 september What is needed? Reintegration of the prisoners to the labour market. Reintegration of the prisoners to the labour market. Needs: Needs: vocational qualifications vocational qualifications work-experience work-experience employment skills employment skills

6. 10/09/2015Malta 19 - 23 september What did we do? Research to identify the intern possibilities to integrate vocational training in the curriculum Research to identify the intern possibilities to integrate vocational training in the curriculum Research to identify possibilities of the target group on the labour market. Research to identify possibilities of the target group on the labour market. Inventory of motivation: Inventory of motivation: the management the management the professionals the professionals the teachers the teachers the inmates the inmates

7. 10/09/2015Malta 19 - 23 september How did we do that? Work together with an external school to implement qualified courses Work together with an external school to implement qualified courses Startingpoint: Startingpoint: Connection with consisting opportunities in the intern production Connection with consisting opportunities in the intern production Implementation of the courses with intern personnel ( teachers and foreman) Implementation of the courses with intern personnel ( teachers and foreman) Admission of official ( national and international) certificates Admission of official ( national and international) certificates

8. 10/09/2015Malta 19 - 23 september What came next? Foreman are trained by the regional education centre Foreman are trained by the regional education centre Workrooms are suited to the training Workrooms are suited to the training Workrooms are accredited by the concerning lines of business Workrooms are accredited by the concerning lines of business Inmates are selected for the courses Inmates are selected for the courses Inmates are enrolled in the regular school Inmates are enrolled in the regular school

9. 10/09/2015Malta 19 - 23 september What is the result? Different (6) qualified vocational training courses: Different (6) qualified vocational training courses: Content: Content: practical lessons (foreman/ vocational trainers) practical lessons (foreman/ vocational trainers) theoretic lessons ( teachers) theoretic lessons ( teachers) work-experience (foreman/ vocational trainers) work-experience (foreman/ vocational trainers) * Guidance and examination by teachers of the regional education centre

10. 10/09/2015Malta 19 - 23 september Logistics and reach-truck

11. 10/09/2015Malta 19 - 23 september Welding

12. 10/09/2015Malta 19 - 23 september Painting

13. 10/09/2015Malta 19 - 23 september Woodwork

14. 10/09/2015Malta 19 - 23 september What did we do to improve the schooling of the foreman? The regional education school developed a program (instrument) to help foreman to judge the required competencies ( see next slide) The regional education school developed a program (instrument) to help foreman to judge the required competencies ( see next slide) The vocational trainers (12) went to a course to acquaintance with the program and to learn how to observe and to mark the required competencies The vocational trainers (12) went to a course to acquaintance with the program and to learn how to observe and to mark the required competencies Designing effective instruction to teach inmates working skills during their courses Designing effective instruction to teach inmates working skills during their courses

15. 10/09/2015Malta 19 - 23 september Required competencies of the “general assistant level” are: 1.preparation of own tasks/activities 1.preparation of own tasks/activities 2.working safe and environment aware 2.working safe and environment aware 3.take care of quality of work 3.take care of quality of work 4.working together 4.working together 5.communication while working 5.communication while working 6.act client focused 6.act client focused 7.dealing with problems 7.dealing with problems 8.continuous development of competencies 8.continuous development of competencies 9.sustain working relations 9.sustain working relations

16. 10/09/2015Malta 19 - 23 september Content of the course Acquaintance with the qualification-dossier core-tasks: Acquaintance with the qualification-dossier core-tasks: working as an employer in an organisation working as an employer in an organisation assisting by all regular occurred activities assisting by all regular occurred activities process, responsibility, complexity, concerned persons, expedients, quality of process and result, choices and questions process, responsibility, complexity, concerned persons, expedients, quality of process and result, choices and questions

17. 10/09/2015Malta 19 - 23 september Example of the assessment program

18. 10/09/2015Malta 19 - 23 september Participants evaluation of the course A helping hand by the observation of behaviour while working (in terms of required competencies) A helping hand by the observation of behaviour while working (in terms of required competencies) A good instrument to determinate the start-level of the student, to define one's learning-process and to evaluate this. A good instrument to determinate the start-level of the student, to define one's learning-process and to evaluate this. Insight in the necessity to get more didactic tools to guide the learning- process Insight in the necessity to get more didactic tools to guide the learning- process

19. 10/09/2015Malta 19 - 23 september Recommendation To develop a train the trainer course for foreman/ vocational trainers to help them to acquire employees skills to the special target-group of inmates To develop a train the trainer course for foreman/ vocational trainers to help them to acquire employees skills to the special target-group of inmates

20. 10/09/2015Malta 19 - 23 september Development-process Together with a professional of the PSW and two intern trainer/coaches we collected important required input to design an effective instruction- program for the foreman and vocational trainers in our institution Together with a professional of the PSW and two intern trainer/coaches we collected important required input to design an effective instruction- program for the foreman and vocational trainers in our institution

21. 10/09/2015Malta 19 - 23 september How did we do that? They interviewed the management of the foreman, the foreman and the teachers and asked them about there ideas for an effective training They interviewed the management of the foreman, the foreman and the teachers and asked them about there ideas for an effective training One of our trainers was familiar with the assessment-training (ARVA) for inmates and we decided to use to make a connection between this training and the training for the foreman. One of our trainers was familiar with the assessment-training (ARVA) for inmates and we decided to use to make a connection between this training and the training for the foreman.

22. 10/09/2015Malta 19 - 23 september Next steps We identified instructional problems and specifying goals We identified instructional problems and specifying goals We identified characteristics of learners or trainees We identified characteristics of learners or trainees We specified instructional objectives We specified instructional objectives We designed instructional strategies suiting to the target-group We designed instructional strategies suiting to the target-group We developed evaluation instruments/ procedures We developed evaluation instruments/ procedures

23. 10/09/2015Malta 19 - 23 september The goals Improve personal effectiveness Improve personal effectiveness Associate with difficult behaviour Associate with difficult behaviour Associate with emotions (private and others) Associate with emotions (private and others) Knowledge of different levels of communication (intercultural) Knowledge of different levels of communication (intercultural) Insight in the demands of the modern labour-market Insight in the demands of the modern labour-market

24. 10/09/2015Malta 19 - 23 september The content of the training Effective instruction strategies to improve didactic skills: Effective instruction strategies to improve didactic skills: To inspire and motivate To inspire and motivate To observe, to analyse and to associate with deviant behaviour To observe, to analyse and to associate with deviant behaviour To learn about different learning-styles To learn about different learning-styles To learn about team-rolls and coaching styles To learn about team-rolls and coaching styles To experience the importance of the personal attitude (roll-model) To experience the importance of the personal attitude (roll-model) To learn about intercultural backgrounds To learn about intercultural backgrounds To practice with intercultural conversation To practice with intercultural conversation

25. 10/09/2015Malta 19 - 23 september The training We designed a course-book for the specific instruction (input effective instructional strategies) We designed a course-book for the specific instruction (input effective instructional strategies) We trained during 5 days ( once a week) with 12 foreman in a special training setting We trained during 5 days ( once a week) with 12 foreman in a special training setting We used all kinds of methods and instructional (media) programs;including an actor for training intercultural conversation We used all kinds of methods and instructional (media) programs;including an actor for training intercultural conversation

26. 10/09/2015Malta 19 - 23 september Evaluation During the training we collected all the important remarks and parked them on a sheet During the training we collected all the important remarks and parked them on a sheet We invited some people of the management to give an answer to the most urgent questions We invited some people of the management to give an answer to the most urgent questions The last day we evaluated the training and invited the head of education to communicate the outcome and to show the parked remarks The last day we evaluated the training and invited the head of education to communicate the outcome and to show the parked remarks Together we tried to find solutions for the problems and we discussed about the recommendations/ ideas to improve the training and the required work circumstances Together we tried to find solutions for the problems and we discussed about the recommendations/ ideas to improve the training and the required work circumstances