During the Covid-19 lockdown across Europe, the employability practitioners involved in our Good Guidance Stories 2.0 project have been busily capturing real-life stories and developing case studies to build and develop competencies needed to work with young job seekers and especially those not in employment, education or training.
Coming together through a Community of Practice, the case studies were developed through online Webinars, Action Learning Sets and Peer Reviews. The case studies are going through their final review ahead of being translated into four different languages (Italian, Finnish, German and French).
The case studies will be presented to a wider audience in September through events that will take place in five different counties (UK, Ireland, Finland, Germany, France and Italy). We’ve not decided on the format of these events just yet – we want to see what options we have once the lockdown measures are eased further.
However, if you would like to keep up to date with Rinova news and be one of the first to hear about the event, you can contact Julie Parish at Rinova by email firstname.lastname@example.org or follow us on Twitter @RinovaLtd.
(Pictured above: Members of the Guide 2.0 transnational team working together at a recent online meeting).
If you would like to find out more about Good Guidance Stories 2.0 more widely, which is funded through the Erasmus+ programme, visiting the project website will provide details, news and updates. You can also find out more about the Competence Framework we developed by clicking here, which we have used to develop the case studies.
Our online learning platform is still live and you are able to register, so if you want to take part in the online course or access the resources you can register by clicking here:
Jason Ault from Rinova who is participating in the project said “I have been using the guide 2.0 platform since its inception. I have found this platform extremely useful as a practitioner as it has allowed me to reflect on my own professional practice. It has facilitated my professional development through the use of developing my own competencies, giving me enhanced information to guide my practice and has allowed me to put myself in the position of other guidance practitioners in reading and experiencing their own cases from a multitude of perspectives. Also something that has really proved invaluable has been the community of practice. This online community of professionals has allowed me access to other specialist IAG and guidance professionals in one forum, this has led to the sharing of ideas, best practise and general support within my professional role.”
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