Working and ageing - Cedefop - Europa
Working and ageing - Cedefop - Europa
Working and ageing - Cedefop - Europa
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CHAPTER 12<br />
Guiding <strong>and</strong> counselling adults in Portugal: new opportunities for a qualification 233<br />
sources for adult education <strong>and</strong> training ( 48 )) based on a c<strong>and</strong>idateʼs life<br />
history.<br />
In addition to a real increase in levels of qualification, RVCC processes<br />
have shown clear <strong>and</strong> notable gains ( 49 ), in terms of acquisition of key<br />
competences, such as literacy skills (reading, writing <strong>and</strong> speaking), e-skills<br />
(computer <strong>and</strong> Internet use), learning to learn skills <strong>and</strong> critical thinking ( 50 )<br />
(Valente et al., 2009). Additionally, use of ICT tools has increased as a result<br />
of taking part in RVCC processes (Lopes et al., 2009). Finally, significant gains<br />
made in terms of aspects relating to the ʻselfʼ (Lopes et al., 2009) are<br />
highlighted, that is, self-esteem, self-confidence <strong>and</strong> motivating adults to<br />
participate in social life.<br />
12.5. Guidance dynamics in new opportunities<br />
centres<br />
Adherence to the measures laid down in the new opportunities initiative<br />
– ʻAdult str<strong>and</strong>ʼ has led to an unprecedented social movement in adult<br />
education <strong>and</strong> training in Portugal. As can be seen from Figure 12.1, whether<br />
through new opportunities centres, intended as true entry doors to the national<br />
qualifications system, or through direct access to an education or training offer,<br />
there were almost 1 700 enrolments in the initiative between 2006 <strong>and</strong><br />
2010 ( 51 ).<br />
( 48 ) See Alonso et al (2001, 2002); Gomes et al. (2006a; 2006b). These key-competences st<strong>and</strong>ards<br />
were made considering the European Unionsʼ directives on these issues.<br />
( 49 ) Data collected via external assessment scheme of new opportunities initiative. Oversight of this<br />
large-scale educational measure is in the h<strong>and</strong>s of a group of national <strong>and</strong> international experts<br />
who have developed an external, independent assessment scheme. This scheme involves<br />
collection of data on quality levels <strong>and</strong> impact of the initiative. It also seeks to support self-regulation<br />
of the system in future through application of permanent supervisory instruments.<br />
( 50 ) The eight key competences assessed result from comparative analysis of the Portuguese key<br />
competences st<strong>and</strong>ards used for adult education (Alonso et al., 2001; 2002; Gomes et al., 2006a;<br />
2006b) <strong>and</strong> the European key competences framework (European Commission, 2007).<br />
( 51 ) The number of enrolments is higher than the number of c<strong>and</strong>idates enrolled, as some adults have<br />
enrolled several times, especially in modular training. Participation is, however, clear.