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ICT Skills2 project
NICEC has been a partner in the ICT Skills 2 project which ended in October 2009. To find out more about the project, visit the ICT Skills 2 website.
ICT Skills 2 project - ICT tools and training for e-guidance practitioners
NICEC has been a partner in the ICT Skills project. It has built on the achievements of a previous project to map the ICT competencies required by guidance practitioners.
The ICT Skills 2 project aims to develop innovative online resources and tools to support the training, assessment and accreditation of guidance practitioners working in lifelong learning settings such as schools, colleges, training organisations, higher education institutions and adult and community programmes.
The outcomes of the project include a free open source platform that will be maintained beyond the life of the project. This platform will give practitioners access to an e-portfolio, an online self-assessment skills tool and a modular training framework. The framework will have a credit value based on the European Credit Transfer System (ECTS).
The framework, tools and resources have been piloted in the UK by the School of Psychology at the University of East London in the first half of 2009. For further information, please contact Nelica La Gro, DCG (QCG) Programme Leader.
Resources
Visit the ICT Skills 2 website.
The framework of e-guidance practitioner competences has two units:
- Unit 1 - Use ICT to deliver guidance
- Unit 2: Develop and manage the use of ICT in guidance
Download the framework.
Download Workforce development and the use of ICT in Delivering Career Guidance in the UK by Anthony Barnes (April 2008).
Download the ICT skills project final report.
View a short video giving information about the UK pilot.
ICT Skills Project
This was a two-year project funded by the European Commission's Directorate General for Education and Culture. It ended on 31st October 2009.
The project partners were: Aster (Italy), Melius (Italy), Centro Studi Pluriversum (Italy), Cyborg (Italy), Forem (Spain), the University of Santiago (Spain), Institute of Educational Sciences (Romania), CRAC/NICEC (UK), University of East London (UK).
This communication has been funded with support from the European Commission. This communication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
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