Pledge of New Opportunities Centres

Pledge of New Opportunities Centres

National Agency for Qualification - 2007
Imprint
Title Pledge of New Opportunities Centres Coordination Ana Maria Canelas Author
Maria do Carmo Gomes, Francisca Simões Editor National Agency for Qualification
(1st edition, October 2007) Layout and graphics Jacinta Gill ISBN 978-972-8743-3
8 - 3
National Agency for Qualification Av July 24, 138, 1399-026 Lisboa / Tel: 21 394
37 00 - Fax: 21 394 37 99 / www.anq.gov.pt
Index
May 9 note Presentation Pledge Centers New Opportunities Mission 10 10 11 Guidin
g principles for structuring the work requirements 12 Steps / 20 Dimensions of i
ntervention flowchart of steps for action by the New Opportunities Centres 21 Fl
owchart of the main structuring of the RVCC 25 System Benchmarks for the Quality
of New Opportunities Centres 27 Levels of service for New Opportunities Centres
33 Levels of organization of the New Opportunities Centres
Note Presentation
The New Opportunities Centres are as central agents in response to the challenge
of qualifying adult enshrined in the New Opportunities Initiative. Making secon
dary education the minimum level of qualification of the Portuguese population b
y providing so enlarged, new learning opportunities, qualification and certifica
tion is a will and political commitment that demand results, accuracy and transp
arency. Realising this bet is a social need and a collective responsibility whic
h requires the valuation of the System of Recognition, Validation and Certificat
ion in the context of access routes to the qualification and certification, the
mobilization capacity of training, institutional cooperation, sharing knowledge
and involvement of public and private systems of education and training. In this
sense, New Opportunities Centres insertion of a territorial network and institu
tionally diverse, its development orientation and mobilization of different resp
onses depending on the profile and the route of adults, and their complementarit
y and coordination with schools, the centers vocational training, the training b
odies and the economic, social and cultural determinants of response to targets
and requirements defined. In this context, and aware of their responsibility in
the production of guidelines and tools that enhance and promote more and better
answers to the qualification of the Portuguese, the National Agency for Qualific
ation, the body responsible for coordinating the New Opportunities Centres Netwo
rk, presents and edits the Pledge. We take the Pledge as an instrument that crea
tes demand, which clarifies action strategies and service levels and contribute
to the enhancement of work processes, to mobilize teams and to the effectiveness
of funding.
5
We thank the Regional Directorates of Education, Institute of Employment and Voc
ational Training Centers and the New Opportunities, their coaches and executives
, all of their assistance and contribution to the construction of this instrumen
t.
The President of the National Agency for Qualification
Vice President
The Vice-President
6
Pledge of New Opportunities Centres
Pledge of New Opportunities Centres
The National Agency for Qualification I.P. (ANQ) considers as a priority at this
time, available to all New Opportunities Centres that form the National Network
for an instrument that promotes quality of work processes and clarify the respe
ctive performance indicators. This instrument seeks to support the New Opportuni
ties Centres in response to the policy objectives outlined under the New Opportu
nities Initiative, as part of the coherence at the national level. In this sense
, not facing this instrument as a manual of procedures and standardizing the dyn
amic work strategies that each Center should build, it seems fundamental to us,
from the identification of the critical aspects of its operation, define the str
uctural pillars and guidelines met by each of the New Opportunities Centres, reg
ardless of their institutional framework and its local context, namely:
Mission, Guiding Principles, requirements structuring of work; Stages / Dimensio
ns of intervention.
It is part and parcel of this Pledge, the System Benchmarks for Quality Centers
New Opportunities€which clearly indicates the outcome for each stage / size of a
n intervention center. The specific dimensions of intervention will provide a fr
amework for the financing of the New Opportunities Centres, for tracking and mon
itoring of the National Network as well as for external evaluation to be impleme
nted in terms of processes, outcomes and impacts.
9
Mission
Assure all citizens over 18 years an opportunity qualification and certification
in elementary or secondary level, suited to your profile and needs within the t
erritorial area of intervention of each New Opportunities Centre. Building deman
d for new learning processes, training and certification by adults with low leve
ls of educational qualifications and professional. Ensuring the quality and rele
vance of investments in effective policy of lifelong learning, valuing the socia
l processes of qualification and certification acquired.
Guiding Principles
While openness and flexibility "gateway" to all those seeking a chance of qualif
ying, the team and officials of the New Opportunities Centre should organize its
elf to respond to a diverse audience, respecting and valuing the profile, motiva
tions and expectations of each individual. Ensure confidentiality in the treatme
nt of confidential information provided by the adult and the resulting process d
eveloped at the Center New Opportunities. Results orientation Ensuring the effec
tive implementation, timely responses to needs for qualification and certificati
on of the public. Rigor Rigor and efficiency, demand and efficiency in the devel
opment of all the qualification and certification, as well as the management of
New Opportunities Centre.
10
Responsibility and autonomy to develop practical autonomy and accountability of
the New Opportunities Centres, working with the structures of central government
and regional and other partner institutions, complying with the procedures esta
blished for its management.
Requirements structuring of work
Technical staff with adequate training functions, stable, sharing information an
d responsibilities, regular meetings of work and defining clear channels of inte
rnal communication. Adequate facilities for the operation of a New Opportunities
Centre, respecting the different stages / dimensions of intervention and ensuri
ng workspaces suitable for these different purposes. Schedule appropriate to the
characteristics of the target audience and duly posted in visible space, respec
ting the indications of operational requirement issued by the guardianship. Regi
stration and information organization, systematically using the Integrated Infor
mation and Supply Management Educational and Formative (SIGO), as a central inst
rument of demand management and monitoring, processes and results. Periodic asse
ssment of processes, outcomes and impacts, making it known regularly to local pa
rtners, regional structures of the Ministry of Education (ME) and the Institute
of Employment and Vocational Training (IEFP) and ANQ, a logic of continual impro
vement and transparency processes of accountability. Funding indexed to the resu
lts achieved, the benchmarks for the quality of a New Opportunities Centre and s
ubject to the completion of its duties, mission and guiding principles. Provisio
n of Complaints book to all users of the New Opportunities Centres, respecting t
he principles of existing legislation for these matters.
11
Integration into networks of local partnerships, establishing contacts in person
and distance that must serve several objectives: to mobilize employers whose wo
rkers may develop procedures for the Recognition, Validation and Certification o
f Competencies (RVCC), to identify needs and demand of "solutions" and to promot
e training at of training organizations that offers them to be more adjusted; ma
ke referrals to successfully training offers, and develop training for the techn
ical-pedagogical staff. Conjunction with other New Opportunities Centres network
, based on available information and meetings, to ensure the exchange of experie
nces, methodologies and tools and disseminating best practices, ensure the manag
ement of transfer processes of adults and avoid overlap of action in local areas
/ regions.
Stages / Dimensions intervention
The activity of a New Opportunities Centre is organized in a number of dimension
s / phases of intervention are reflected in service levels to ensure,€such as:
A. Reception of adults
The accommodation consists of attendance and enrollment of adults in Central New
Opportunities as well as clarification on the role of the different stages of w
ork involved, the possibility of referral to educational and training offerings
or to the RVCC and predictable timing for this purpose. Information should be pr
ovided to adults on the New Opportunities Centre and qualification opportunities
existing in the territory, through the delivery of promotional materials such a
s leaflets, brochures, etc.. The adult complete a registration form and the data
should be immediately recorded in SIGO. Upon the questions put to him, the adul
t provides additional information that may be relevant to the preparation work o
f professional recognition and validation Skills (Professional CVR) that interve
ne in the next step. The reception culminated with the appointment date for the
next contact with the RVC professional, who will initiate the process of diagnos
is and referral. It is currently formalizing
12
entry in the New Opportunities Centre and should be given to each adult a Regist
ered Card, the second model to be provided by ANQ, IP Whatever it may be individ
ual or organize themselves in small group sessions, the attention to every adult
should always be customized, taking into account their characteristics, experie
nce, motivations and expectations. Whenever possible, should be available to adu
lt documentation on the New Opportunities Centre and the nature of interventions
that take place therein, and to offer education and training of the territorial
network in which the center falls.
B. Diagnosis / Screening
The diagnosis can develop and deepen the analysis of the profile of the adult, b
ased on data previously collected and that are completed at this stage, the info
rmation obtained by conducting an interview individual or collective (small grou
p) at the expense of professional RVC. It is expected that at least takes place,
per adult, two sessions of diagnosis / screening. As a step prior to referral,
diagnosis helps to clarify the needs, interests and expectations of the adult, t
his information is of great relevance for the definition (s) best (s) "solutions
" in all the offerings available in skill Central and local / regional level. To
ensure the result of this stage of diagnosis / screening should be to minimize
the time between this and the routing of the adult response to a qualification.
The time period between these two steps should not exceed a month. The routing o
f the adult response to a qualifying internal or external to the New Opportuniti
es Centre may result in the RVCC offers or other educational / training.
C. Referral of adults
The routing directs the adult response to the educational or training that is mo
st appropriate, according to the profile identified in step diagnostic and quali
fication opportunities available at local / regional level. Various hypotheses r
outing are discussed with the adult and the choice of consequent Results
13
a process of negotiation between the two parties - adult and technical-pedagogic
al staff of the New Opportunities Centre. Must be done at least two sessions wit
h these goals - one for submission of qualifications and other opportunities for
negotiated settlement. This is a team effort, articulated between the coordinat
or of the New Opportunities Centre and Professional RVC, with administrative sup
port, if necessary. The adult may be referred to a process of Recognition, Valid
ation and Certification, or an alternative educational path. Can also be conside
red as possibilities for routing further study at university level. An alternati
ve educational path to the RVCC is always outside the New Opportunities Centre,
taking into account supply territorially implemented and the criteria for access
to each. Examples of such deals: Courses Professional Courses Technology, the E
ducation and Training, the Scientific-humanistic courses, the courses of seconda
ry education Applicant, the Education and Training of Adults, etc.. They are als
o an example of alternative routes to completion of secondary education through
the medium of legislative possibilities built under the New Opportunities Initia
tive, with the dual purpose of certification (academic and vocational). In these
cases, the routing is done by defining a Personal Plan Qualification (PPQ) to b
e provided in SIGO,€which states that the training path and / or which the Units
of Competence to be acquired by this means. The PPQ always presupposes an artic
ulation with the organizer of the response of training chosen. This linkage is m
ade by the coordinator of the New Opportunities Centre and / or an administrativ
e, through personal contact and / or telephone, fax or e-mail. In addition to th
e speed of response found, the quality of delivery is also determined by the ade
quacy of the training path and set the PPQ, the characteristics, needs and expec
tations of each adult. The enforcement of the routing of each adult, through con
firming their registration with the authority / path set out in the PPQ, should
be monitored by the New Opportunities Centre.
14
D. Process of Recognition, Validation and Certification
A RVCC process is always done in a New Opportunities Centre and is based on a se
t of methodological assumptions [ie Balance Skills, Approach (Auto) biography] t
hat allow the disclosure of previously acquired skills by adults throughout life
, in formal, informal and non-formal, and which develops the construction of a P
ortfolio of Learning Reflective guided by Referential a key competence. These pr
ocesses are organized in three structural axes: recognition, validation and cert
ification. Where identified gaps in skills shown by adults over the Benchmark le
vel of certification that have applied will be developed further training (maxim
um 50 hours per adult in RVCC), based on areas of key competencies of their benc
hmarks.
D1. Skills recognition
In recognition stage, the adult identifies the skills acquired throughout life b
y using the methodology of balance of powers. This step begins with the presenta
tion: • the process of RVC (introduction to the concepts used in RVC, which is t
he explanation of the methodology of balance of powers, defining the levels of a
rrival for certification, clarifying the distinction between the RVC and routes
schooling / training) • stakeholders • of the possible methods of work, • the ex
pected duration of the process, • and work is expected to develop the adult inde
pendently.
15
This background information should be conveyed clearly, encouraging transparency
of the process for the adult. Following this presentation can be initiated to d
ecode the Reference Framework of Key Competences (basic level or secondary level
) / Professional Reference of RVCC. This work is done by professionals and the R
VC trainers for this purpose, organize sessions of individual work in small grou
ps and / or in large groups of adults. Then, the RVC professionals start their s
essions balance skills with adults, individually or in small groups. The session
s are based on the mobilization of a set of instruments, which should be adjuste
d on a case on the basis of meaningful experiences and interests specific to eac
h adult. All activities undertaken will result in the construction / reconstruct
ion of Reflective Learning Portfolio (PRA) of the adult more or less supported b
y the technical-pedagogical staff, according to the autonomy that each reveals.
The technical-pedagogical staff must ensure that the PRA for each adult follows
a similar pattern of demand for the types of evidence contained therein, while,
however, reflect the specificity that follows the course and the individual expe
rience of each adult. The contents of the PRA should be a direct reflection of t
he skills that the adult holds and, if necessary, include records of the pedagog
ic team that explain how certain evidence contained therein permits showing the
powers contained in the Benchmarks. As the PRA will be consolidating the technic
al-pedagogical staff, along with adults, will establish correlations between thi
s instrument / product and the list of the RVCC Competências-Chave/Referencial P
rofessional. Under the recognition of skills, may still be room to develop furth
er training at New Opportunities Centre, whose duration does not exceed 50 hours
/ adult. The evolution of the recognition process and in particular the conclus
ions that the team is taking on the powers that may or may not be validated, mus
t be communicated to the adult, as the sessions are expired, at specific times f
or the purpose or During the balance of powers.
16
D2.€Validation of skills
The validation step of expertise focuses on the achievement of a session in whic
h the adult and the teaching team analyze and evaluate the PRA in the face of th
e Referential Competências-Chave/Referencial RVCC Profissional, identifying the
competencies and evidence to validate / develop through the continuation of the
RVCC or training to be held in certified training entity. In the case of one and
the RVCC Profissional, the work of analysis and evaluation of PRA is done joint
ly by the technical-pedagogical staff of the Center for New Opportunities and ev
aluator. If the result of this session referral to a training entity, should the
New Opportunities Centre team to validate the skills that have been demonstrabl
y shown a jury Certification, with the presence of an external assessor, as prov
ided in Paragraph D3 by registering them in the ledger Individual Skills, issuin
g a Certificate of Competency Validation Plan and setting the Personnel Qualific
ation (PPQ) of adults with an indication of their referral to a path of qualific
ation (training, Course EFA, job training, self training, ...). In the specific
case of the New Opportunities Centres that are not capable of approval, the proc
ess of issuing certificates of validation of competence requires the establishme
nt of protocols with entities which have certified expertise. In these situation
s, the Director / Coordinator of the New Opportunities Centre is responsible for
sending the documents of every adult to approve the entity that the certificate
. The New Opportunities Centre should ensure compliance of the documents you sen
d to the certifying authority with jurisdiction, because of this fact depends on
the shortest in the certification process.
D3. Certification of competencies
This step corresponds to the end of the RVCC, when the conditions for obtaining
a license or a school qualification. Certification of competencies takes place b
efore a jury appointed by the Certification Director of the Centre and
17
constituted by the RVC professional, by trainers and by external evaluators to t
he RVCC for each adult and the New Opportunities Centre. The preparatory work of
the session for certification include the analysis and evaluation of PRA by the
technical-pedagogical staff and the external evaluator. The validation and cert
ification of skills meet the following principles: • There is a clear distinctio
n between the role of the pedagogic team of the New Opportunities Centre and the
external evaluator, the latter competing benchmarking and social affirmation of
the CVR process developed under the assessment / accreditation of adult • the p
reparation of the session certification implies that there is a joint effort by
the team of the New Opportunities Centre and the evaluator's analysis and assess
ment of each adult PRA proposed jury; • results assessment arising from the meet
ing of certification are presented and explained to the jury by an adult. Certif
ication of skills is the official confirmation and formal skills validated by th
e RVCC process. In the specific case of the New Opportunities Centres that are n
ot capable of approval, the process of issuing certificates requires the same pr
ocedure defined in step for the validation of skills. Shall be posted at the Cen
tre, in a visible place, the name of the entity with whom he established protoco
l for the certification.
E. Follow the Personal Development Plan
This step is the definition of a Personal Development Plan for each adult certif
ied by the New Opportunities Centre in order to continue its path of qualificati
on and learning throughout life after the RVCC process.
18
This plan, articulated between the school team and the adult in individual sessi
ons, takes shape in the definition of project staff and professional adult, with
the identification of further opportunities of learning, to support the develop
ment of initiatives to promote self employment and / or to support progression /
conversion. In some cases, the definition of a Personal Development Plan and th
e conditions for its realization may involve contacts with training providers, e
mployers and supporting entrepreneurship.
19
Flowchart of steps for action by the New Opportunities Centres
A. Reception
B. Diagnosis / screening C. Routing
Other offers educational and training (outside the New Opportunities Centres): C
ourses EFA, EFC, CET, Recurrent Education, Professional Courses, Alternative rou
tes of completion of secondary
Partial certification (certification Jury)
D. Process of Recognition, Validation and Certification school and / or professi
onal: B1, B2, B3 or secondary education and / or career opportunities of the Nat
ional Qualifications Catalogue
Certification by the training body
Full certification (certification Jury)
E. Personal Development Plan
20
Flowchart of the main structuring of the RVCC
D1. Recognition of competencies (skills audit sessions to develop the Profession
al RVC - individual and collective) Construction of Reflective Learning Portfoli
o (PRA) Volume of work (total)
D2. Validation of skills (organization of a jury Validation with the entire team
to confront the pedagogic PRA with Referential competencies and decide the futu
re course of the adult face skills - Skills Units - validated) Routing Processes
RVCC D3. Partial certification (certification Jury) issuing a PPQ Continuation
and conclusion of the process RVCC school and / or professional: B1, B2, B3 or s
econdary education and / or career opportunities of the National Catalogue of Qu
alifications Basic Level 200h to 600h
RVCC processes the Secondary Level 530H 1060h
Complete the course of training courses on EFA (Decree No. 817/2007) (identifica
tion of the Units of Competence of Reference to be completed in course of format
ion) issuing a PPQ
D3. Full Certification Certification (Jury of certification)
21
System Benchmarks for the Quality of New Opportunities Centres
23
System Benchmarks for the Quality of New Opportunities Centres
The New Opportunities Centres develop a set of dimensions / phases of interventi
on that fit its mission and guiding principles, as expressed in this Pledge. Res
ulting from the information collected from the New Opportunities Centres and the
need to define precise guidelines on the different dimensions / stages of inter
vention, is presented here in a system of Benchmarks for Quality. The Indicator
System and its application and development, are a dynamic that allows the introd
uction of adjustments considered necessary from its own evaluation. For each sta
ge of intervention is defined service levels and levels of organization that can
be translated into a set of indicators. These indicators will enable the achiev
ement of three distinct objectives: a) self-regulation of the National Network o
f Centers New Opportunities by reference to unique patterns and shared by all st
akeholders, b) development of referral system for the quality of the New Opportu
nities Centres, which should be used in place of external or internal evaluation
, c) strengthening capacity for monitoring and monitoring of ANQ for the Nationa
l Network of New Opportunities Centres, supported on co-ownership deal with perf
ormance and quality standards enshrined in the New Opportunities Initiative . It
presents the set of indicators and their benchmarks for the quality of each of
the stages / dimensions of intervention by the New Opportunities Centres and lev
els of organization and operation.
25
Service Levels of the New Opportunities Centres
Steps / dimensions of intervention A. Reception of adults Indicators benchmarks
for quality Source
A1. Number of entries in SIGO against the number of adults enrolled in the New O
pportunities Centre
A1. 100% of adults enrolled in SIGO the date of its host
SIGO
A2. Marking the following action to be performed by New Opportunities Centre
A2. Until one month after enrollment in the New Opportunities Centre (formalized
description)
SIGO
A3. Clarity and appropriateness of the information
A3. 70% of adult respondents with positive responses (range 1-4)
Survey of adults (in Phase 1 to be prepared by ANQ)
A4. Adequacy of space
A4. Existence of a specific location for the reception (lobby with the employee'
s workspace management, publicity materials, access to SIGO, waiting room, etc.)
.
Plant Centre's New Opportunities
A5. Effectiveness of response provided to adults with respect to its ability to
qualification
A5. 100% of adult respondents with positive responses (range 1-4)
Survey of adults
27
Steps / dimensions of intervention B. Diagnosis / Screening
Indicators
Benchmarks for quality
Source
B1. Fill the grid of the candidate's profile
B1. All adults with a grid of candidate profile (fill in a grid by an adult€spec
ifying the result of diagnosis)
SIGO / grid of the candidate profile. These grids have been duly completed, must
be integrated into SIGO
B2. Suitability of spaces for the diagnosis / screening
B2. Existence of individual treatment rooms (minimum two in each center, with th
e necessary infrastructure to enable the guarantee of confidentiality) Existence
of a working room for groups (at least one in each center, which can be used fo
r training, for the development of group sessions, with computers, etc.).
Plant Centre's New Opportunities
C. Routing
C1. Participation in information sessions / clarification regarding qualificatio
n opportunities
C1. 100% of adults participated in the diagnostic sessions
Survey of adults
C2. Diversity and comprehensiveness of the information sessions
C2. Five types of qualification opportunities addressed in a series of seven
Survey of adults
28
Steps / dimensions of intervention C. Routing
Indicators
Benchmarks for quality
Source
C3. No referrals for other offers educational and training processes and to RVCC
C4. Issuance of a Personal Plan Qualification (PPQ) C5. Percentage of subscript
ions or offers proven educational and training outside the New Opportunities Cen
tres
C3. 90% of adults sent (based on the goals of subscribers)
SIGO
C4. 100% of adults who are not forwarded to the RVCC PPQ issued with a C5. 100%
of responses referred for educational or training outside the New Opportunities
Centres
SIGO
SIGO
D1. Skills recognition
D1.1. Percentage of individual sessions over the total number of sessions
D1.1. Between 25% to 50% of individual sessions in the RVCC processes of primary
and secondary level
SIGO
D1.2. Duration of sessions of face recognition
D1.2. RVC schools: between 25 and 40 hours for the basic level and between 35 an
d 60 hours at the secondary level RVC professional: between 15 and 40 hours cros
s CVR: 30 to 50 hours (in case of basic level) and between 40 and 80 hours (in c
ase of secondary level)
SIGO (Not included in the amount of work independent of each adult to building t
he Portfolio)
29
Steps / dimensions of intervention D1. Skills recognition
Indicators
Benchmarks for quality
Source
D1.3. Average length of additional training
D1.3. Between 25-50 hours per adult to attend additional training
SIGO
D1.4. Duration of action of short duration
D1.4. Up to 100 hours
SIGO (During the period that are in force)
D1.5. Existence of a Reflective Portfolio Learning
D1.5. A Portfolio by adult
SIGO
D1.6. Participation of teachers in recognition sessions D2. D2.1 Validation of s
kills. Existence of meetings of the teaching team for analysis and evaluation of
the portfolio in case of RVCC school D2.2. Existence of team meetings and educa
tional evaluator for analysis and evaluation of the portfolio in case of profess
ional RVCC
D1.6. Between 35% to 50% of sessions for recognition
SIGO
D2.1. A meeting for each adult applying for validating skills
SIGO
D2.2. A meeting for each adult applying for validating skills
SIGO
30
Steps / dimensions of intervention D2. Validation of skills
Indicators
Benchmarks for quality
Source
D2.3. Issuance of a Personal Plan Qualification (PPQ)
D2.3. 100% of adults who are referred for a training course outside the New Oppo
rtunities Centre D2.4. 100% of adults who are referred for a training course out
side the New Opportunities Centre
SIGO
D2.4. Conducting a Jury Certification for all who complete the RVCC process with
a partial certification D3. Certification of competencies D3.1. Percentage of U
nits of Competency validated in the RVCC
SIGO
D3.1. Basic level: 100% (16 UC validated at each level of certification) Seconda
ry Level: 50% to 100% (between 11 and 22 UC validated) RVC professional: 100% of
UC nuclear plus at least 50% of UC non-nuclear
SIGO
D3.2. Existence of a jury certification
D3.2. 100% of adults seeking validation and certification
SIGO
31
Steps / dimensions of intervention D3. Certification of competencies
Indicators
Benchmarks for quality
Source
D3.3. Duration of the jury certification
D3.3. Between 30 to 60 minutes per adult (RVCC school) between 30-120 minutes pe
r adult (RVCC professional) D3.4. 6 adults per session of jury certification
SIGO
D3.4. Maximum number of adults in a session of board certification
SIGO
D3.5. Established protocols for certification bodies
D3.5.€100% for all CNO are unable Certification
SIGO
D3.6. Deadline for approval of certificates
D3.6. Up to 30 days for return of documents that are not in a position by the ce
rtification agency until 60 days after entry of the process conditions for the i
ssuance of the certificate
SIGO
D3.7. Ratio of number of evaluators required over the total number of adult E. c
ertificates Follow the Personal Development Plan E1. Personal development plan d
rawn up at the end of RVCC
D3.7. Minimum of three appraisers per 250 adults certificates
SIGO
E1. 100% for all adults certificates
SIGO
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Levels of organization of the New Opportunities Centres
Levels of organization of CNO F. Hours Indicator benchmarks for quality Source
F1. Proportion of after-work schedule during the operation of the New Opportunit
ies Centre F2. Hours of operation required
F1. At least 25% of the number of hours per week on the New Opportunities Centre
is open, should correspond to an after-work schedule (including Saturdays) F2.
At least seven hours per day on average, including the period of operation in af
ter-work schedule (including Saturdays)
SIGO
SIGO
G. SIGO (incorporation into the regular operation of the CNO)
G1. Use of SIGO as a single information system and management of the New Opportu
nities Centres H1. Frequency of team meetings with technical and educational coo
rdinator of the New Opportunities Centre
G1. 100% of the New Opportunities Centres to be used exclusively as the SIGO sys
tem management and information
Script and follow-up visits to the CNO
H. Team technical and pedagogical
H1. A meeting per month (minimum)
Script and follow-up visits to the Report of the CNO CNO Script and monitoring v
isits to the Report of the CNO CNO
H2. Frequency of meetings of the pedagogic team of the Center for New Opportunit
ies RVC professionals and trainers
H2. A meeting a week (minimum)
33
Levels of organization of CNO I. Channels of internal communication
Indicators
Benchmarks for quality
Source
I1. Internal communication flows defined
I1. Each New Opportunities Centre should prepare a document defining the flow of
internal communication
Script and follow-up visits to the CNO
J. Self-evaluation
J1. Existence of self-assessment tools
J1. 100% of the New Opportunities Centres with self-assessment instruments opera
tionalized
Script and follow-up visits to the Report of the CNO CNO
J2. Existence of self-assessment reports annual
J2. 100% of the New Opportunities Centres with annual self-assessment process
Script and follow-up visits to the Report of the CNO CNO
L. Networks and Partnerships
L1. Established protocols with partner organizations to capture the public for R
VCC processes
L1. Least two protocols per Center New Opportunities
Script and follow-up visits to the Report of the CNO CNO
34
Levels of organization of CNO M. Dissemination of results, good practices and tr
aining
Indicators
Benchmarks for quality
Source
M1. Attendance at meetings, seminars, conferences, inter-New Opportunities Centr
es
M1. Minimum of an annual presence at a meeting, seminar, international conferenc
e centers New Opportunities, organized by each Center New Opportunities
Script and follow-up visits to the Report of the CNO CNO
M2. Organization of internal training on the extent of activity of the New Oppor
tunities Centre
M2. Minimum of a training course organized by each New Opportunities Centre each
year
Script and follow-up visits to the Report of the CNO CNO
M3. Participation in training / workshops sponsored by the ANQ
M3. 100% New Opportunities Centre's participation in the activities promoted by
the ANQ, to be invited each year
Register ANQ
M4. Participation in follow up meetings
M4. New Opportunities Centre's participation in a follow-up meeting in each year
Register ANQ
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