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COZIMA HANDBOOK

Index

1 Introduction and overview 31.1 About this handbook 41.2 The Netherlands, Belgium, Germany – a Cozima briefing 4

2 The Cozima project 82.1 Partners, target group(s), expectations 82.2 Example cases 112.3 Basics 132.3.1 Competence assessment 142.3.2 Portfolio 152.3.3 Case Management 16

3 The Cozima ePortfolio 183.1 Results 183.2 Evaluation 183.2.1 The tool 203.2.2 The user 22

4 Summary and preview 24

5 Annexes 295.1 Explanation of examples 325.2 Criteria voor ePortfolio Cozima 465.3 Casussen ter illustratie van de doelgroep vanuit Nederlands 57

perspectief

6 Introduction and overview 686.1 Introduction and overview 68

7 There's nothing like motivation! 707.1 Arguments pro Cozima 70

8 Checklist: Implementation at school 738.1 Questions, suggestions, steps for implementing the Cozima 73

ePortfolio

8.2 How to successfully use the ePortfolio 758.3 Practical advice for teachers for using the Cozima ePortfolio 778.4 Afterwards: Cozima ePortfolio – lifelong usage 78

9 Annexes 799.1 Implementation aid 809.1.1 In advance: get off to a good start 809.1.2 While: How do you successfully use the Cozima ePortfolio? 819.1.3 After: Lifelong Usage – Validation of professional experiences 829.2 Teachers' Guide 839.2.1 Introduction 839.2.2 Working with the Cozima ePortfolio 849.2.3 Login 869.2.4 Overview of students's access 889.2.5 Overview of teachers' access 899.3 Students' guide 919.3.1 Why? That's why! 919.3.2 Advice for working with the Cozima ePortfolio 919.3.3 Login 929.3.4 Overview 929.3.5 Creating an ePortofolio 959.3.6 Jobs 1029.4 Demo 103

10 Cozima App 104

11 Partners 10811.1 Projectpartner 10811.2 Contact 109

INTRODUCTION AND OVERVIEW 3

1 Introduction and overview

For over a hundred years the Dutch Aloysius Stichting has been taking care ofdisadvantaged children and adolescents in their special-needs schools. But what happens“afterwards”, after leaving school? Finding a job, starting an apprenticeship? For youngpeople this is more than difficult. There are further programs to support them indeed, butstill: The transition from school to the job market is a rocky road. Many disadvantagedyoung people don’t manage to start a working life. Since 1999 there have been preparatory vocational courses (VMBO)[1]in the Netherlands,since 2011 the introductory classes of the “Entreeopleidingen”. But they have also failed tobring about the big advancements hoped for. They have also not been able to close the gapthat is gaping between special-needs education and regular vocational education or jobmarket. Young people leave the educational support systems without being able to find ajob. [1]Information on the educational concepts and terms in the Netherlands, Germany andBelgium can be found in chapter 1.2. Not a Dutch problem but a European. And that’s why it is the starting point of “Cozima”, aproject with Dutch, Belgian and German partners supported by the Erasmus+ program ofthe EU from 2015 to 2018. This handbook comprises the project’s results to make them available for other projects,regions and target groups Unfortunately has the originator from this project, Jose Houben, during the process passedaway. All partners have done their very best to fulfill the project according to her ideas.

4 INTRODUCTION AND OVERVIEW

1.1 About this handbook While the second part of the handbook is directed towards users and offers advice,checklists and guides to all portfolio users, this first part deals with the project itself – alsofrom a practical view. Firstly, a short briefing on the vocational education in the EU, the Netherlands, Germany andBelgium is supposed to give you the necessary background information. The secondchapter will introduce the project, partners and target group(s) with illustrating examplecases from the participating schools. The conceptional principles of Cozima conclude thesecond chapter. The third chapter is supposed to present and evaluate the project’s results and the fourthchapter will give a concluding outlook: What consequences can be drawn from the resultsand how can the Cozima ePortfolio be refined and have a lasting effect?

1.2 The Netherlands, Belgium, Germany – a Cozima briefing In this chapter you will find information on European educational concepts and thevocational education systems in the Netherlands, Belgium and Germany as well as termsand abbreviations that are relevant to Cozima. The Netherlands (NL)Terms and abbreviations:

VSO- Voortgezet Speciaal Onderwijs; secondary special-needs education●

VMBO - Voorbereidend Middelbaar Beroepsonderwijs; intermediate vocational education●

EVC - Erkenning Verworven Competenties (Recognition of Prior Learning); Procedure for●

assessing and recognizing competences acquired formally and informallyEVP - Ervaringsprofiel; Procedure for competence assessment, shorter and simpler than●

EVCLOB - Landelijke Organen Beroepsonderwijs; mandatory career orientation in secondary●

education IMBO - Middelbaar Beroepsonderwijs; Vocational education in secondary education II●

ROC - Regionaal Opleidingen Centrum; regional school center for vocational training and●

advanced training


The Dutch vocational education (MBO) primarily takes place in vocational colleges (ROC).Hence the transition from school to work can be found between general education andvocational schools. Disadvantaged students can visit VSO-schools. Since 1999 there havebeen VMBO-classes to prepare these students for vocational education (similar to AV-classesin NRW) and since 2011 “Entreeopleiding” (Introductory courses). The critical transition forthe Cozima target group lies between VSO-school and ROC. Germany (GER)Terms and abbreviations:

AV - Ausbildungsvorbereitung; preparation for vocational training●

BK - Berufskolleg; vocational college●

IF - Internationale Förderklasse; Classes for young refugees and migrants●

IHK - Industrie- und Handelskammer; Chamber of Industry and Commerce●

KAoA - Kein Abschluss ohne Anschluss; Project to support the transition from school to job●

market in NRWNRW - Nordrhein-Westfalen; Northrhine-Westfalia (federal state of Germany)●

The vocational education in Germany is dominated by the dual education system where themain part of education takes place in the companies and the exams in the Chambers ofIndustry, Commerce and Crafts; The public vocational colleges are responsible fortheoretical knowledge. In addition, there are educational training in school and preparatorycourses for vocational education (AV).The federal states of Germany are largely responsible for education. In NRW, the vocationalcolleges usually take care of educational training in school. So-called AV-classes (AV =Ausbildungsvorbereitung) are supposed to prepare students for an apprenticeship whocannot find regular dual education. The only requirement for these students is that theymust have completed ten years of compulsory schooling. The AV-classes last for one year;Refugees/Migrants with language deficits may repeat the classes.While the transition from VSO to ROC is a problem in the Netherlands, in Germany the leapfrom special needs or lower secondary education schools to dual education proves to bethe biggest challenge.


Belgium (BE)Terms and abbreviations:

CDO - Centrum Deeltijds Onderwijs; vocational further education in school (part-time,●

combined with internships)CLW - Centrum Leren en Werken; vocational college●

DBSO - Deeltijds Beroepssecundair Onderwijs; vocational training with educational and●

practical sharesPTS - Provinciale Technische School; technical vocational college●

VDAB - Vlaamse Dienst voor Arbeidsmiddeling en Beroepsopleiding; job center Flanders●

In Belgium the respective Flemish, Walloon and German communities are responsible forvocational education. The Cozima partner PTS Maasmechelen belongs to Flanders: As in theNetherlands the focus of vocational education in Flanders lies in the vocational schools(CLW). The ePortfolio “Mijn loopbaan” of the job center in Flanders (VDAB) is mandatory inall secondary education schools (https://www.vdab.be/mijnloopbaan). EuropeTerms and abbreviations:

ECVET - European Credit System for Vocational Education and Training●

EQF - European Qualifications Framework●

The idea of working throughout Europe will only become reality if not only formal schooland apprenticeship certificates are the exclusive measure for a student’s performance andopen up possibilities on the job market, but also competences and learning outcomesregardless of where, how and when they were acquired.This is one of the starting points of the EQF (European Qualifications Framework), a grid fordescribing qualifications and competences on different levels. Competences become morecomparable, not only across borders within Europe, but also across different professions.The German dual education usually takes place on EQR level 4, just like the Dutch jobtraining, but in the Netherlands, there are also courses on levels 2 and 3. Just like the EQFthe Europass, a portfolio, and ECVET (European Credit System for Vocational Education andTraining) aim for better comparability. Both were especially tailored to depict learning inEurope, e.g. internships in another European country. ECVET goes one step further invalidating work experiences and learning outcomes of vocational education, e.g. to have jobtrainings and certificates recognized across Europe.

8 THE COZIMA PROJECT

2 The Cozima project

Why is finding a job such a big problem for disadvantaged young people? Where are theobstacles of the transition to the job market?The starting position of Cozima can be divided into five areas:

Lacking success of support measures for disadvantaged young people all over Europe●

High qualification standards for the job market or an apprenticeship that the target group●

cannot reach due to their disposition, attitude and behaviorCertificates and evaluation criteria that do not sufficiently show the target group’s●

strengths and competences acquired informallyThe transition from school to the job market does not go as smoothly as necessary●

everywhereDisadvantaged young people often leave the school system without any certificates which●

fosters negative self-evaluation and a passive attitude when it comes to finding a job

The focus of the Cozima project is on the third aspect, improving the depiction of thestudents’ strengths. The title “Competenties Zichtbaar Maken” (acronym CoZiMa) specifiesthe project’s goal. The project partners led by the Dutch Aloysius Stichting want to “makecompetences visible” to improve the career opportunities of students with special needs.From 2015 to 2018 the “Cozima ePortfolio” with extensive functions ranging fromcompetence assessment to case management was developed and tested in schools. TheCozima ePortfolio is supposed to help managing the transition from school to work and toencourage young people to take care of their career.

2.1 Partners, target group(s), expectations Ten organizations from the Netherlands, Germany and Belgium, among them vocationalschools, special-needs schools and the district government Arnsberg as representative ofschool administration, are partners of the Cozima project. The schools take a central role:Several special-needs school of the Aloysius Stichting that offer entrée-classes andVMBO-courses beside the VSO-classes work on the project. Moreover, the ROC GraafschapCollege as a regular school of Dutch vocational education. From Germany there are theMulvany-Berufskolleg (Herne) in cooperation with the district government Arnsberg and the

THE COZIMA PROJECT 9

Felix-Fechenbach-Berufskolleg (FFB) from Detmold. From Belgium there is the CDO of thePTS Maasmechelen. They all teach a similar target group: Disadvantaged young people, butwith very different special needs. The following overview will introduce Cozima’sheterogenous target group, provide some basic information on the schools (especially thestatus quo regarding portfolio usage) and their expectations of the project. The NetherlandsPartners are the ROC Graafschrap College, the schools VSO De Korenaer (located in Deurne,Helmond), de Hilt in Helmond and SG Harreveld as well as the extended circle of allremaining Aloysius schools.

Status quo: Competence-oriented teaching is common. Classes for vocational orientation●

(LOB) mandatory, extensive use of tool for competence assessment, e.g. the “Talenten Map”(http://talentenmap.nl) for VMBO. In some cases, paper-and-pencil portfolios.Disadvantages of the target group: Young people with mental illnesses, autism, behavior●

and anxiety disorder, ADHS and ADS, learning difficulties, substance abuse, socialproblems, delinquencyTarget group: different from school to school, 10-25 years old, school attendance between●

one month and five yearsExpectations of Cozima: Implementation of existing systems, data, tools; documentation●

of development and learning biography; comprehensive portfolio tool for competencevalidation; Matching from special-needs school (VSO) to vocational school (ROC).

GermanyPartners are the Mulvany-Berufskolleg, Herne, and the Felix-Fechenbach-Berufskolleg (FFB),Detmold.

Status quo: part-time schools with internship. No portfolio before Cozima, no competence●

assessment in regular classesFFB Detmold: third party provides for potential analysis and career orientation●

(https://www.mais.nrw/berufsfelderkundung, https://www.mais.nrw/potentialanalyse);moreover, “Mathediplom” (maths diploma); language certificate German on A1 and A2levelTarget group: AV-classes, students without any school-leaving qualification, between 16●

and 18 years old, sometimes up to 20 years old. School attendance in AV-classes: one year(two years possible for international students). After AV-classes: staying at school forfurther qualifications or going to the job center, only few get an apprenticeshipDisadvantages of the target groups:●


FFB Detmold: Students from special-needs schools with learning difficulties and behavior●

disorders.Mulvany-BK Herne: AV1 – Students from lower secondary education and special-needs●

schools, with psychosocial disorders, absenteeism, substance abuse, behavior disorder,learning difficulties. Extended target group AV2: Students from international classes,refugees, migrants from East Europe, mainly with language and cultural problems.Expectations of Cozima: ePortfolio for job applications as well as documenting of●

development and learning biography; Competence assessment; digitalizing of existingdata (proofs, certificates)

BelgiumPartner is the Centrum Deeltijds Onderwijs (CDO) of the PTS Maasmechelen.

Status quo: Individual support, part-time school with internship. Mandatory Belgian●

ePortfolio of the VDAB (“Mijn loopbaan”) has already been implementedTarget group: 15-21 years old●

Disadvantages of the target group: all students dropped out of the regular education●

system due to e.g. language, social problems or poverty, delinquency, pregnancy, mentalproblems, substance abuse, eating disorders, inappropriate clothing or tattoos, also youngrefugees for the last couple of years.Expectations of Cozima: Interface to the VDAB-portfolio; more effective job search, also●

across borders; adaptable to specific requirements of the CDO, e.g. integration of owntools.


2.2 Example cases Who benefits from the Cozima ePortfolio?Here are some examples to show you.[1] [1]Example cases oft he Dutch partners as well as the more extensive cases that form the basisof Cozima’s product requirements document can be found in the annex. All names have beenchanged.

School Mulvany-Berufskolleg

Name Daniel

Student’s character • 18 years old• from a special-needs school, no qualification• severe learning disability• attendance irregular at first, then he did not come atall

Why should he use Cozima? The Cozima ePortfolio enables…• Student could become aware of e.g. his socialcompetences (he is helpful, cooperative and able towork in a team• collection and evaluation of strengths and differentcompetences• career counseling• creating good application documents


School Mulvany-Berufskolleg

Name Sven

Student’s character • 16 years old• from a lower secondary education school, noqualification• behavior disorder, often aggressive, substanceabuse• At first regular attendance, punctual, reliable,diligent. After a few weeks increasingly demotivated,finally no school attendance anymore.• He does an internship with a discount furniturestore and is very motivated. He obviously likes thework: stocking up shelves, cleaning up, helpingcustomers, etc. He might be employed.

Why should he use Cozima? The Cozima ePortfolio enables…• Self-reflection• make the student aware of where he stands andwhat his perspectives are• getting him to graduate• creating good application documents

School FFB Detmold

Name Arian

Student’s character • 18 years old• refugee, for two years in Germany, for 1,5 years atFFB• slow learner, little progress with German, integrationis difficult• possible apprenticeship as a baker – no reasonablechance of success due to his abilities

Why should he use Cozima? The Cozima ePortfolio enables…• potential analysis• self-reflecton• competence assessment • career counseling• creating good application documents


2.3 Basics The Cozima project want to improve the chances of disadvantaged young people to find ajob. In the following we want to state what roles competence assessment, theportfolio-procedure and the case management play in our opinion. Competence AssessmentThe modern concept of competence comprises all skills no matter where, how and whenthey were acquired. Competence orientation means that not only skills acquired formally (inthe official educational system) are recognized as achievements but also skills acquiredinformally.In everyday life informal learning takes place almost always and everywhere, at home, onthe street, in cafés, etc. It is not planned or instructed by anyone – in contrast to non-formallearning, e.g. at work in a company. Just like non-formal learning formal learning isstructured and instructed but you receive a generally-accepted certificate or qualificationfor your results or attendance – the classic example is school.Opening the concept of competence beyond formal education in school goes along with thechallenge to identify and verify the learning results achieved “no matter where, no matterhow”. Competence assessment procedure are supposed to gather this information throughquestionnaires and test that are oriented towards the circumstances of the participants.Competences can be assessed in various ways, not only b action-oriented procedures whereperformance is systematically watched and evaluated. Beside direct observation e.g.self-reflection and self- and external description can be used. Competence assessment generally serves the purpose of

assessing and further developing competences already existing●

documenting skills, knowledge and experiences to evaluate the preconditions, desires and●

goals of students

Areas of competence assessment are

professional and methodological competence to assess professional skills and knowledge●

personal competence to assess self-reliance, ability for self-reflection and responsibility●

social competence to assess communication skills and ability to deal with conflicts and●

cooperate


2.3.1 Competence assessment The bad situation of disadvantaged young people when it comes to finding a job is mainlybecause their strengths go unnoticed resp. are covered by their deficits like bad grades inschool and missing school qualifications. But many of these young people have experiencesthat could be useful for a future employment: They help out at home, in the garden, takecare of their grandparents, repair things and clean up, but get no certificates for that ofcourse. The insight that including informal competences into the competence assessment improvesthe chances of disadvantaged students is one of the conceptional basics of the Cozimaproject: Procedures for competence assessment should also focus on competences that arenot mentioned in school qualifications or company certificates and – to use a Cozima term –“make them visible” (see Info box “Competence assessment”). The national education systems, however, play a major role on that topic. How differentlythe national education system are aligned regarding their concept of competence can beseen in the partners’ characterization, their use of competence assessment procedures andtheir expectations (see chapter 2.1): Admittedly, formal training with certificates andqualifications is of great importance for getting further education and finding a job inBelgium and the Netherlands. Nevertheless, the Belgian and Dutch vocational educationsystems have developed from classic vocational education to a flexible system thatrecognizes competences acquired both formally and informally. The German vocational education, in contrast, is still dominated by formal professionalqualification and the dual system. But there are areas where competence assessmentprocedures are common, e.g. human resource development. These procedures are alsoused in the context of vocational training preparation for young people, but so far ratherunsystematically and not as a mandatory part of schooling. If and to what extendcompetence assessment procedures are used often depends on the organization or theindividual teacher involved.The response to our project shows that this is a topic considered very important by many inGermany when it comes to the support of disadvantaged young people. The systematic useof competence assessment procedures in the education system is one of the majorchallenges for the transition from school to the job market. And this is exactly what thisePortfolio is meant to promote.


2.3.2 Portfolio A portfolio is often considered a mere “collection” of result from competence assessment, oflearning and working experiences or proofs (school certificate, qualifications, certificates ofattendance, etc.). But this falls short. In the following we will explain in detail why.The portfolio shows the abilities, work and development of the learner. It depictscompetences and evaluates them, but also accompanies the further development of thesecompetences:

It shows the learning, experiences and performance.●

It documents and evaluates the status quo and development of learning, performance and●

work.The portfolio can be an instrument for planning personal learning strategies as it can be●

used to steer and shape personal learning and development processes.It collects and organizes result, qualifications, job advertisements, awards, certificates,●

certificates of attendance or learning experiences and successes as documents of thelearning biography.It can prepare applications and improves job search, etc.●

Working with the portfolio comprises the following steps:

clearing the goal of the portfolio work●

collecting and choosing documents (descriptions and results of learning processes)●

reflection of the results●

counseling, evaluating and setting new goals●

presentation of the completed portfolio●

Working with the portfolio combines learning processes and results as results lead to newlearning goals and thus initiates new learning processes that again lead to new result and soon. That way working with the portfolio depicts life-long learning processes.A fundamental perception of education founds the basis of working with a portfolio:Self-evaluation and responsibility are the cornerstones. The portfolio remains private andbelongs to the student, not to the school or teacher. The portfolio does not focus on deficitsbut highlights competences and strengths. Working with the portfolio along these lines goeslike this: The student chooses proofs of achievement to incorporate into the portfolio. In


doing so the proofs are evaluated. The student leaves the passive role of being evaluated ortested. The student can put herself and her strengths in the foreground. And she can pickher best performances which minimizes the risk of not meeting the requirements and notreaching her goals. The self-evaluations of the students are complemented by externalevaluations by other people (e.g. classmates or teachers). Beside formal competences alsoinformal/non-formal competences are considered, e.g. skills acquired at home likehousework or caring for relatives.The results of your portfolio can be used for presenting yourself when e.g. you create arésumé of your professional career for an application. The portfolio, however, can also showyour own development, e.g. to induce further learning. Hybrids like the Cozima ePortfoliomake both possible.A digital portfolio, an ePortfolio, does not differ from a conventional portfolio on theconceptional level. Modern information technology expands its possibilities, e.g. you canaccess your Cozima ePortfolio anytime, anywhere, and also presentations for applicationsor job search can be done through your ePortfolio.The goal of the Cozima project goes even further: The Cozima ePortfolio is not onlysupposed to be a tool for competence assessment but also a management tool. It issupposed to more smoothly manage the transition from school to work.

2.3.3 Case Management The transition from school to job is often problematic for young people with special needswhich is not only due to the disadvantages of these young people but also due to atransition management that is worthy of improvement. In part there are frictions betweenthe organizations involved and information and documents are not passed on, requirementare not communicated. The student herself is regularly not the key concern of organizationsand staff involved. Despite various efforts the limits of responsibility of the agencies andinstitutions are not overcome to pursue a common strategy of supporting the students. Itcan happen that e.g. the school of lower secondary education does not inform thevocational college taking up the student about her; the preparation for vocational trainingof the vocational college can thus not be adapted to the student’s needs and there aredocuments missing for job application training (qualifications and so on). If afterwards thestudent starts a support program at the job center, the local consultant does not knowanything about the student.


The so-called case management tries to solve these problems. Its core feature is individuallysupporting the student within a network across systems and organizations. Good casemanagement directs cooperation between organizations (school, job center, employer, …),coordinates educational offers and serves as guide for the single young person. The actualwork with the young people is done by individual support and mentoring on their way fromschool to working life. This includes competence assessment, career counseling,documentation, social back-up or mentoring the young person from one qualificationmeasure to the next. Transition management can include, e.g. practicing the commute tothe educational institution and back.[1] This is also the guiding principles for the Cozima project: The Cozima ePortfolio is supposedto manage the transition from school to profession and support cooperation between thedifferent players involved. This concerns the transition from schools of general education tovocational schools, but also from class to class within one school, from school to job centeror to a potential employer. The student is the key element of the whole process andconsequently the owner of the portfolio. The portfolio is the central switchboard of theprofessional career and personal learning biography of the student – comparable to a bankaccount where the holder can deposit and withdraw money but also grant direct debitauthorizations. [1]Source: http://www.uebergangschuleberuf.de/3139,Übergangsmanagement+.html

18 THE COZIMA EPORTFOLIO

3 The Cozima ePortfolio

3.1 Results In the project the “Cozima ePortfolio” was developed, a digital portfolio, available online oras app, that has comprising functionality which by far exceed the mere “making visible” ofcompetences: It can include, depict, reflect, present, verify and validate the learningbiography and competences – acquired formally, informally and non-formally – of the targetgroup. It can be used for applications, job search, career counseling, self-reflection,motivation and finding and monitoring goals. Moreover, it can be used as a tool fortransition management, especially for the transition from special-needs school to thegeneral education system, to vocational training or job market. The Cozima-app is available for free for Android and iOS and has the basic functions of theePortfolio.

3.2 Evaluation The ePortfolio was “combat-proofed” in pilot testing in the partner schools. Here thebenefits and possibilities of the portfolio became apparent. All participants wereunanimously convinced by the advantages of the ePortfolio. The feedback of teachers aswell as students on using the ePortfolio were positive, enthusiastic in part. As mentioned in chapter 2.1 equipment, target groups and expectations of the project werepretty different. The target groups of the single schools determined the requirement for theePortfolio. There is a big difference between an autistic student who is using the portfolio forcareer counseling and creating application documents, and a student with severe learningdisability who is not able to use the tool for describing her strengths but is motivated by it. Two Dutch schools that hand over their student to a ROC for vocational training wanteddeveloped the ePortfolio as their case management tool. The Harreveld school, aspecial-needs school, works closely together with the Grafschrap College, a vocationalschool, to use the tool to bring their student to a level that allows them to go a ROC. Also,the situation of supervision plays a major role: German AV classes with 18 to 20 studentsnormally have different conditions than Dutch VSO schools while there is no consistent

THE COZIMA EPORTFOLIO 19

picture: The AV classes in Detmold, as special education classes, are supervised by twoteachers. In addition, the frameworks of the national education systems make a difference. Inthe Netherlandsthe competence tests already in use are implemented into the CozimaePortfolio. Even though the existing VDAB-portfolio in the Flemish part of Belgium ismandatory in all schools, the Cozima ePortfolio shows its strengths as it can be adapted tothe individual requirement of the CDO in Maasmechelen. This is contrasted by Germany because in German schools there is a backlog when it comesto assessing extracurricular competences. As the German partners do not use portfolioprocedures systematically, they have strongly profited from the European cooperation ofCozima and the Cozima ePortfolio has met an urgent need. The Mulvany vocational collegeintroduced the tool to their AV classes early on and – with the professionalization oftransition management in mind – made efforts to promote the tool to other organizationslike the job center, the KAoA project and the IHK and Chamber of Crafts. While the alreadyexisting procedures for competence assessment in Belgium and the Netherlands wereintegrated into the Cozima ePortfolio by link or interface, this was not possible in Germanyfor the mere reason that there are no standardized German procedures that could havebeen integrated. Available digital tests are expensive, and the ones used occasionally arepaper-and-pencil procedures. To develop sophisticated procedures yourself is a verycomplex task, nevertheless there are plans to do so in the future. Due to the German backlogthat could not be made up during the project the German version of the ePortfolio onlyoffers basic questionnaires on social, professional and personal competence regardingcompetence assessment. Still the German users unanimously think that even these simplequestionnaires make sense as they display tendencies for choosing a career. Moreover, theexternal and self-evaluation on strengths and weaknesses are fun and motivate the students. Further insights from the pilot testing phase will be reviewed in the following regarding thetool itself and the two target groups, the students and the teachers. They can yield impulsesfor further projects intending to support disadvantaged young people on their way fromschool to work with the help of the ePortfolio.


3.2.1 The tool The pilot testing phase has shown that the implementation of such a complex applicationcan never be “completed” and will have to be developed constantly. A great strength of the Cozima tool is that it is flexible and can be adapted to the respectivetarget group. New functions and areas can be added but certain tools can also be turned off.A big part of these adjustments can be done by the school itself so that the portfolio can beadapted to the individual needs by new settings. The software offers the framework, thecorresponding documents can be updated by the school administrator. That way theMulvany Berufskolleg can use a Belgian tool for checking on and evaluating the students’achievement of goals, add it and adapt it to their ePortfolio. There is, however, a certain workload involved for adjusting the portfolio to the target groupand organization/school. That’s why active support by school management which has toprovide the necessary resources (time and personnel for schooling the teachers, etc.) iscrucially important. Thus, a step-by-step introduction of the portfolio could be reasonable. The software can be mainly operated intuitively, whereby especially the target group needsto be instructed beforehand and supported while using Cozima. The students like workingwith the ePortfolio, especially the questionnaires for competence assessment. Animmediate practical benefit of the ePortfolio is the fact that the students can easily create arésumé and application documents in an appealing form and have them availablewhenever and wherever they need them. A video tool is supposed to complement theclassic text-based applications allowing the students to make application videos andupload them. This makes it possible even for weak students to present themselves and theirstrengths and motivates them to develop further. Beside the motivational effect there areother advantages when it comes to applying for a job: A video can convey the skills of astudent in a more direct way than a text could. When a student films himself doing gardenwork, a potential employer can better see if the candidate is willing and able to become agardener. In our opinion, including films in an application of that target group is the future. The testing in school made clear that structure and clarity of the ePortfolio could beimproved. A wizard for completing the portfolio step-by-step as well as online support,manuals and instructional videos could facilitate usage. As important is the linguisticadaptation that has not been made for the Flemish and German version. Students andteachers would welcome more ways to interact with each other: Including a third party, e.g.parents or employers, is already possible. Enabling a whole group to access single portfolios


would not only make it possible for the tutors to give feedback but also for the students tointeract. There is also room for improvement when it comes to compatibility resp. interface,this relates to e.g. data transfer from school administration and other competenceassessment tools.


3.2.2 The user Disadvantaged students with special needs are by no means a homogeneous target group.Some students are intellectually hardly even capable of creating application documents,others are hindered to look for an apprenticeship by their behavior disorder. Difficultieswhen confronted with more complex, more demanding tasks, a lack of responsibility,accuracy, goal-oriented actions, etc. are all problems that are symptomatic for this targetgroup. It is not surprising that working with the Cozima ePortfolio is also affected by this.Our experiences from the pilot testing has shown that the ePortfolio supports them withcompleting their tasks. But the disadvantaged students need to be assisted regarding thelife-long, responsible usage of the ePortfolio, even if information on long-term usage willprove helpful. One of the starting points of our project were the high requirements for young professionals,e.g. the dual education normally has EQR level 4 as reference of German working life. Thislevel is rarely reached by disadvantaged young people, whether it be due to cognitiveimpairments or psychosocial problems. This certainly is an obstacle on entering the jobmarket and pursuing a renowned career. The situation in Belgium and the Netherlands ishardly better as renowned careers also require a level that is out of reach for our targetgroup. The Cozima ePortfolio significantly improves the situation because it deals with theskills acquired by the students informally and non-formally at home, in the family, in theirspare time as well as at work. While most competence assessment procedures target EQRlevel 2 or higher and overstrain our students in doing so resp. only show their weaknesses,Cozima focusses on EQR level 1 (see annex). EQR 1 describes competences that you need tocarry out easy tasks, under guidance and in a clearly cut working area: observing work safetymeasures, working in a team and being able to communicate. It has to be pointed out thatthis is in no way trivial. For the extended target group of refugees and young migrants the language deficits are thebiggest problems when working with Cozima. This is also true for the English versionbecause they often do not speak English. The questionnaires for competence assessmenthave nevertheless proved useful as professional preferences can very easily and quickly bedetermined. In contrast to the original target group these users are highly aware of thepotential of the Cozima ePortfolio. Usually, the technical handling of the portfolio does not pose a problem for the students.They need strong support, however, in correctly filling in the application documents (regrammar, spelling). When using Cozima in school the teachers have to carefully consider the


amount of support they give to the students and also the activation of additional features ofthe portfolio as to be oriented towards the students’ capability. The pilot testing has shownthat the ePortfolio is best used in small groups of up to five students, sometimes one-to-onetutoring is necessary. Beside the further development of the didactic concept a step-by-stepwizard (as with ordering goods on the internet). Further measures for facilitating are theintegration of the video tool for applications (see chapter 3.2.1) and of tools for competenceassessment that do almost without any text (http://entdecker.biz-medien.de/). The teachers participating are also convinced by the benefits of the ePortfolio and likeworking with it. They fear, however, an additional workload. They are also skeptical if thetarget group will manage to work with the portfolio. As mentioned above it is crucial that theschool management supports the implementation of the ePortfolio. Scheduling time in theweekly timetable is on of the preconditions. The piloting has shown that it is important toconvince the teachers of the benefits, develop an implementation plan with teacher’straining and guides, plan carefully and grant more time for using Cozima (especially forpreparation and follow-up work).

24 SUMMARY AND PREVIEW

4 Summary and preview

The positive feedback during the project, the pilot testing and dissemination of the CozimaePortfolio has shown one thing: What is (was) missing in all (partner) schools is actually atool for transition management and target group-specific portfolio tool. Due to theheterogeneity of the target group this tool needs to be flexible to individually adapt it to thetarget group, it has to be easy to use and have a range of highly complex measures tosupport the users at the same time.All this is met by the Cozima ePortfolio:

It can be individually adapted to the disadvantaged students.●

It can be used life-long.●

It is the student’s property.●

It is a comprising tool for●

learning biography-development-competence assessment/validation-applications-case management/ transition management school – work-motivation-

Moreover, job matching is possible: Requirements of the job market or vocational collegescan be matched with the competences of the participants.The target group and the educational framework set the conditions for the portfolio. Hence,the expectations differ from school to school and from country to country. An EuropeanCozima version can only be a basic version with certain fundamental functions. Here againCozima proves its strength in being flexible and open to adjustments. Adjusting the portfolioto certain needs (schools, countries, target groups) is a complex issue indeed. The schoolshave to provide the necessary resources. Administrators, developers and providers have towork together closely and they all need a professional software configuration management.As the costs for using a Cozima ePortfolio amount to 20€/year, the adequate financialresources must be provided. An ePortfolio with such a comprising and complex goal can never be “complete”, or as oneparticipant said: “The way’s the goal.”

SUMMARY AND PREVIEW 25

Crucial factors for the successful implementation of the Cozima ePortfolioThe portfolio shall be open to everyone – that’s why it has to be adapted – one of thestrrengths of the Cozima ePortfolio!

Active internal support: The school management has to actively support the teachers in●

initiating and implementing the portfolio regarding resources, time, money, …Persuading: Teachers, students and parents have to be convinced (long-term benefit is●

often unclear)Case Management:●

Finding structures for cooperation●

Integrating other tools (e.g. NED – Talentenmap, GER – KAoA)●

Structured introduction and usage●

Integration into normal classes●

Schooling the teachers●

Didactic concept●

implementation plan with pilot testing, evaluation, adjustments●

=>>> effective implementation

All participant agree that the functions have a huge potential: This relates to the area thatdeal with competence development. In the next year modules should be developed that canbe filled with individual content. Competence validation that is still missing from theportfolio has to be included. The EVC module (see info box “Competence validation via EVC”below) can be used as a frame that can be filled with content so that e.g. competences for“gardening” can be validated, though not officially recognized. Apart from that theadaptation to the single target groups has to be done more consequently. The testing hasshown that also the handling should be further developed, and compatibility must beimproved, e.g. to integrate data from school administration. Moreover, the ePortfolio shouldbe used like a “tool box” with a large pool of tools, questionnaires, test, etc. that can be usedby the administrators of the single schools and can be filled with specific content ifnecessary. It is also necessary to refine the didactic concept for the portfolio to find a reasonablebalance between autonomy and supervision, instruction and individual responsibility, e.g.through better organization, more time for usage/preparation/follow-up work or softwarefunctions (e.g. wizard, step-by-step, mentoring system, assistant). Strategies should bedeveloped to make sure that students can use the portfolio on their own and even after theyhave left school. It has to be sorted out how the portfolio can be implemented into othertools of school/municipality/job center and who will be responsible for the transition


management. This could overstrain the students as owners of the portfolio. In this context, one thing should be clear: The ePortfolio is a means, a tool, that can be usedto better coordinate the transition from school to work – it cannot replace qualifications,standards, structures and fields of action. If an organization does not cooperate, the tool willnot change that. It can facilitate cooperation – the relevant conditions and structuresalready have to be there to successfully use this well-equipped tool. The same is true for the significance of informal and non-formal competences: It would bedesirable if society and hence employers valued these competences to the same extent ascompetences acquired formally during an apprenticeship. Under these conditions Cozima’sobjective could be reached. In addition, there needed to be apprenticeships on a levelappropriate for our target group (EQR 1 or 2). Regarding our target group it must be noted: The tool gives the students the possibility totake responsibility for their own learning and life, but they still have to be able to do that. If itis part of their disability that they are not able to act responsibly, the portfolio will not solvethis problem. A further condition for using the ePortfolio successfully is the economic situation. As dumbas it sounds: Are there even enough internships/jobs for the target group? No matter howgood a job application is – if there are no internships/jobs available, using Cozima does notmake any sense. Nevertheless, the Cozima ePortfolio is a step towards improving the job prospects ofdisadvantaged young people. The success of the project’s dissemination proofs this: In Germany the Cozima ePortfolio has been presented in the context of i3, a project fordeveloping the preparation for vocational education by the University of Paderborn. Thehead of Mulvany Berufskolleg thinks the ePortfolio is a tool to “professionalize transitionmanagement”. It is possible that the ePortfolio will be implemented as mandatory part ofcareer counseling in the whole school. Then the ePortfolio can prove its strengths: Theflexibility that allows to adapt it to other target groups, e.g. students doing their A-levels.There have also been meetings concerning the use as a transition management tool as thecity of Herne approves of this and is thinking about a cooperation with KAoA (see above). Adirect benefit is the storage of many official documents, e.g. of proofs, qualifications,résumés, as subsequent issuing of official documents is quite expensive.

SUMMARY AND PREVIEW 27

In the Netherlands the Aloysius Stichting made the decision to introduce the portfolio in allits schools as mandatory part of LOB. It has been linked to several projects and initiatives forsupporting disadvantaged young people. Just as there will be a cooperation betweenHarreveld and Graafschap, there will also be a cooperation between Deurne and the localROC with the help of the ePortfolio. Both Cozima workshops at the national congress “HétCongres” by Lecso aroused great interest. We are sure that our ePortfolio significantly improves the chances of disadvantaged youngpeople. It facilitates applications, is a great motivation and a tool for managing thetransition from school to work. The purpose of this English version (the ePortfolio can betranslated to any language) is to make organizations all over Europe profit from Cozima.And there is also the second part of the handbook with guides for students andteachers and guiding questions and checklists for the implementation to make Cozimaavailable to all similar projects. Competence validation via EVCRecognizing (validating) competences that were not acquired formally is still at thebeginning. Even though there are procedures for competence validation, their results(certificates) are not equally important as state qualifications. In the following the EVP andEVC methods will be shortly introduced. The EVC method (Erkenning Verworven Competenties; Recognition of Prior Learning (RPL))is a competence assessment procedure recognized in the Netherlands with different toolsthat results in an EVC experience certificate. This experience certificate proves whatcompetences the participant has. This procedure is very complex, takes around threemonths and suits best older people who have much experience and knowledge in their jobwithout proper qualifications or certificates (e.g. long-time employees without job training).But there is also the short version “EVC in a week” that is often used for disadvantagedyoung people. The short version of the experience certificate is the experience profile(Ervaringsprofiel, EVP). Proofs of skills and experiences are documented without evaluation.EVP is used for career counseling and determining the need for further education. It is also agood tool for self-reflection. EVP and EVC procedures can be implemented into the Cozima ePortfolio as optionalmodules and can be individually filled with content for various professional areas.In Germany EVC helps to determine the need for further education. The Erasumus+ projectInvet (2014-2016) adapted the EVC procedure to and tested it with young travelers(showmen) who fulfill diverse, very demanding task since childhood.

ANNEXES 29

5 Annexes

Example : Netherlands●

Description example●

Programma van eisen●

Beoordeling van vaardigheden●

Example 1

School VSO De Korenaer Deurne

Leerling Paulina

Karakterisering van de leerling • 16 jaar• ADHD• Profiel vervolgonderwijs• Praktijkklas Restaurant Entree

Waarvoor gaat de leerling hetePortfolio gebruiken?

Met het ePortfolio van Cozima kan de leerling:• Zijn vorderingen bijhouden• Bewijzen verzamelen• Anderen om hun mening vragen middels 180/360graden feedback• Testen maken waaruit b.v. zijn beroepsinteresseduidelijk wordt• Vacatures zoeken• Een goed CV maken Paulina heeft ADHD, dat maakthet voor haar bijna onmogelijk om planmatig aanhaar opleiding te werken. Zij is goed in het werken inde praktijk. Met het ePortfolio kan zij een goed beeldvan haar competenties krijgen. Daarmee kan zijvervolgens meer duidelijkheid krijgen/vragen m.b.t.haar vervolgopleiding/werk.

30 ANNEXES

Example 2

School VSO WIddonck Weert

Leerling Giovanni

Karakterisering • 17 jaar• ADHD• Uitstroomarbeid in het groen

Waarvoor gaat de leerling hetePortfolio gebruiken?

Met Cozima kan de leerling:• Een goed CV maken• Bewijzen verzamelen van praktische prestatiesdmv foto’s• Zichzelf presenteren• Aanbevelingen vragen Giovanni stroom op zeerkort termijn uit naar arbeid. Door middel vanCozima heeft hij een handvat om zijn prestatiesvast te leggen en zichzelf te presenteren. Giovanniis een leerling die cognitief beneden gemiddeldscoort, waardoor deze ondersteuning hem kanhelpen zichzelf beter te laten zien. Doordat hijfoto’s kan toevoegen kan hij laten zien wat hij nietkan verwoorden.

ANNEXES 31

Example 3

School VSO WIddonck Weert

Leerling Ruben

Karakterisering • 15 jaar• PDD-NOS• UItstroom vervolgonderwijs metaal in Belgie

Waarvoor gaat de leerling het ePortfoliogebruiken?

Met Cozima kan de leerling :• Een goed CV maken• Bewijzen verzamelen van praktische entheoretische prestaties• Zichzelf presenteren• Vorderingen bijhouden • Vacatures zoeken• Aanbevelingen vragen

Waarom heb je gekozen om dezeleerling in te zetten voor de pilot?

Ruben heeft in de stagegroep een mbo 2 trajectdoorlopen en stroomt uit richtingvervolgonderwijs. Ruben is een jongen die instaat is om kritisch te reflecteren op Cozima endie zich hier ook voor in wil zetten.

32 ANNEXES

5.1 Explanation of examples Three examples have been described referring to the criteria of the ePortfolio:

Casus Leerling korte verblijfsduur tussen 3 maanden en 1 jaar (14 jaar) (gesloten)●

Casus Leerling verblijfsduur tussen 2 en 4 jaar op een reguliere VSO school uitstroom●

arbeidCasus Leerling verblijfsduur tussen 2 en 4 jaar op een reguliere VSO school uitstroom●

vervolgonderwijs

Casus leerling korte verblijfsduur 3 mnd-1 jaar (14 jaar - gesloten)

HUIDIGE SITUATIE

Welke voorinformatie beschikbaarvan leerling

Vaak weinig tot geen informatie beschikbaar overvorige scholen. NAW-gegevens zijn aanwezig. Nagesprek met leerling worden vorige scholenbenaderd om enige info te krijgen. Tegelijkertijdwordt er op school een uitgebreide intake gedaanop invulling onderwijs, wensen jongere,toekomstperspectief

Taal en rekenniveau beschreven Op dag 1 worden er methode-onafhankelijketoetsen afgenomen (is wettelijke verplichting). Bijde meeste scholen zijn dit toetsen die op basis vanhet referentiekader taal en rekenendereferentietoetsen voor taal en rekenen afgenomen(bijvoorbeeld AMN toetsen) om de niveaus tebepalen. Jongeren schatten hun niveau vaak hogerin dan de werkelijkheid uitwijst

ANNEXES 33

Vakoverstijgende competentiesbeschreven

De vakoverstijgende competenties worden aan dehand van de leergebied overstijgende leerlijnenbepaald. Deze worden gedurende het verblijf vande jongere duidelijk. Er zijn drie leerlijnen diebinnen de Aloysius Stichting gebruikt worden. Ditzijn de leerlijnen “sociaal gedrag”, “leren leren”, en“arbeidstoeleiding”.Ook worden vakoverstijgende competentiesbeschreven aan de hand van de competenties vanhet kwalificatie dossier waar de leerling mee gaatstarten (al dan niet in samenspraak met eenaangesloten ROC).

Voorwerk van perspectief/uitstroom/ verwachting ouders/leerling/ school

De jongere krijgt op dag 1 of twee een gesprek metde orthopedagoog. Deze bepaalt aan de hand vande voorinformatie dan wel de afgenomen toetsenen het gesprek met de jongere/ jeugdzorg/ ouderswat de te verwachte door- en/ of uitstroom zal gaanworden. Vervolgens gaat de orthopedagoog aan deslag met deze informatie. Hier wordt dan ookbepaald of verder onderzoek noodzakelijk is.Wanneer een jongere enige voorinformatie heeftgehad kan de orthopedagoog het OPP(ontwikkelingsperspectiefplan) gereed maken enter ondertekening aanbieden aan ouders/verzorgers en de leerling. Het kan ook voorkomendat er een IQ test of beroepskeuze-onderzoekafgenomen wordt. Soms wordt er een toets opwerknemersvaardigheden gedaan. Dit is per schoolverschillend. Het kan op individueel niveau van deleerling gedaan worden of klassikaal.

34 ANNEXES

Wat is vastgelegd in VSO? In het VSO wordt er een OPP gemaakt, dit moetbinnen 6 weken na plaatsing van een leerlingvastgesteld worden door ouders/verzorgers, schoolen leerling. Aan de hand van het OPP wordt erbepaald welk onderwijstraject de leerling gaatvolgen. Wanneer jongeren kort verblijven wordt ervooral gekeken naar de doorstroom van de jongere.Er wordt voor de jongeren een portfolio klapperaangemaakt waarin bewijslast verzameld kanworden. Op sommige scholen wordt er ook nog een“spoorboekje” aangemaakt waarin de leerling zelfkan zien wat er geleerd moet worden en welkeroute de jongere volgt om door te kunnen stromennaar waar het perspectief van de jongere ligt.De focus wordt gelegd op oriëntatie doorleren enberoepsvoorkeuren, aanlerenwerknemersvaardigheden + oriëntatie relevantearbeidsmarkt, de regie van het portfolio wordtvooral meer bij de leerling gelegd

Wat wordt al gevalideerd gedurendeschoolcarrière?

Tijdens de kortverblijfperiode wordt vooral gekekennaar de vakoverstijgende leerlijnen, de realistischeberoepskeuze van de jongere en dearbeidstoeleiding. Er kunnen tijdens kortverblijfbranche certificaten behaald worden. Ligt eraanwat er binnen de school aangeboden wordt en ofdeze opleiding dan erkend is door eenbranche-instituut. Een voorbeeld hiervan is het SVHtraject of het behalen van lascertificaten

GEWENSTE SITUATIE

Onderwijs ondersteunend portfolio Voor een leerling wordt een digitaal portfoliogebruikt waarbij zowel leerstof, afspraken metbegeleiders, opdrachten voor praktijk of stage,inzichtelijk gemaakt worden. Dit portfolio wordtgebruikt door toeleverende en ontvangendescholen.

Uitstroominformatie Voor ontvangende vervolgopleidingen (VO, VSO ofMBO) of voor intermediaire partijen die betrokkenzijn bij de plaatsing en arbeidstoeleiding vanjongeren (gemeente, RMC, jongerenloket, etc.)wordt een overdrachtsdossier opgesteld, bijvoorkeur in de vorm van een digitaal portfolio.

ANNEXES 35

Hierboven treft u de informatie aan met betrekking tot het verzamelen van informatie vaninstrumenten of aanpakken die van belang zijn voor het:

Vaststellen van niveaus voor taal en rekenen bij de intake●

Toetsing of meting van leerstof- of vakoverstijgende competenties in het kader van LOB●

Valideringsinstrumenten of –aanpakken●

Portfolio gebruik voor het vastleggen en/of overdragen van informatie naar derden●

Portfolio voor het koppelen van toetsen, leerstof of methoden, begeleidingsrollen aan●

het leerproces van een leerling

De "huidige" situatie beschrijft de huidige praktijk binnen Aloysius. De "gewenste" situatiegeeft aan welke aanvullende informatie in het kader van het programma Bruggen Bouwenverzameld zou kunnen worden. Vraagstelling:

Kunt u vanuit uw organisatie, ervaring en kennis c.q. beschikbare instrumenten /●

methoden aangeven op welke punten u in dit proces voor zowel de huidige praktijk als detoekomstige behoefte bruikbare instrumenten, methoden of inzichten/voorstellen hebt?Kunt u kort benoemen waaruit deze methode/instrument of aanpak bestaat, c.q. waarin●

deze bijzonder of onderscheidend is of toegevoegde waarde heeft?Kunt u aangeven waar, in welke situatie u deze aanpak/instrument/methode toepast●

(welke school, organisatie, voor welke doelgroep, etc.)Van welke onderdelen/instrumenten/methoden kunt u in een demonstratie of presentatie●

laten zien hoe deze in de praktijk kan worden gebruikt?Is er een productbeschrijving beschikbaar die te bekijken is ter voorbereiding op een●

eventuele presentatie of demonstratie?

36 ANNEXES

Casus Leerling verblijfsduur tussen 2 en 4 jaar op een reguliere VSOschool uitstroom arbeid

HUIDIGE SITUATIE


NAW-gegevens zijn aanwezig. Via OPP enoverdrachtsdossier komt de informatie van detoeleverende school binnen 14 dagen beschikbaar.Na gesprek met leerling wordt bij onvoldoendeinformatie de vorige school benaderd omaanvullende info te krijgen. Tegelijkertijd wordt erop school een uitgebreide intake gedaan opinvulling onderwijs, wensen jongere,toekomstperspectief.

Taal en rekenniveau beschreven Op dag 1 worden er methode-onafhankelijketoetsen afgenomen (is wettelijke verplichting). Bijde meeste scholen zijn dit toetsen die op basis vanhet referentiekader taal en rekenen wordenafgenomen (bijvoorbeeld AMN toetsen) om deniveaus te bepalen. Jongeren schatten hun niveauvaak hoger in dan de werkelijkheid uitwijst.


De vakoverstijgende competenties worden aan dehand van de leergebied overstijgende leerlijnen ende informatie van de vorige school bepaald. Dezeworden gedurende het verblijf van de jongereverfijnd. Er zijn drie leerlijnen die binnen de AloysiusStichting gebruikt worden. Dit zijn de leerlijnen“sociaal gedrag”, “leren leren”, en“arbeidstoeleiding”.Ook worden vakoverstijgende competentiesbeschreven aan de hand van de competenties vanhet kwalificatie dossier waar de leerling mee gaatstarten (al dan niet in samenspraak met eenaangesloten ROC voor jongeren welke laterinstromen in het reguliere VSO (leerjaar 3 of 4).

ANNEXES 37


De jongere krijgt aan het begin van het traject eengesprek met de orthopedagoog. Deze bepaalt aande hand van de voorinformatie dan wel deafgenomen toetsen en het gesprek met dejongere/evt. jeugdzorg/ ouders wat de te verwachtedoor- en/ of uitstroom zal gaan worden. Vervolgensgaat de orthopedagoog aan de slag met dezeinformatie. Hier wordt dan ook bepaald of verderonderzoek noodzakelijk is. Wanneer een jongereenige voorinformatie heeft gehad kan deorthopedagoog het OPP(ontwikkelingsperspectiefplan) gereed maken enter ondertekening aanbieden aan ouders/verzorgers en de leerling. Het kan ook voorkomendat er een IQ test of beroepskeuze-onderzoekafgenomen wordt. Soms wordt er een toets opwerknemersvaardigheden gedaan. Dit is per schoolverschillend. Het kan op individueel niveau van deleerling gedaan worden of klassikaal.Per jaar wordt er twee keer een OPP gesprekgevoerd met de leerling, ouders en mentor om tezien of de leerling nog op de goede opleiding zit, ofer bijgesteld moet worden, of er examenaangevraagd kan worden.

38 ANNEXES

Wat is vastgelegd in VSO? In het VSO wordt er een OPP gemaakt, dit moetbinnen 6 weken na plaatsing van een leerlingvastgesteld worden door ouders/verzorgers, schoolen leerling. Aan de hand van het OPP wordt erbepaald welk onderwijstraject de leerling gaatvolgen. Wanneer jongeren kort verblijven wordt ervooral gekeken naar de doorstroom van de jongere.Er wordt voor de jongeren een portfolio klapper ( aldan niet digitaal) aangemaakt waarin bewijslastverzameld kan worden. Op sommige scholen wordter ook nog een “spoorboekje” aangemaakt waarinde leerling zelf kan zien wat er geleerd moet wordenen welke route de jongere volgt om door te kunnenstromen naar waar het perspectief van de jongereligt.De focus wordt gelegd op oriëntatie doorleren enberoepsvoorkeuren, aanlerenwerknemersvaardigheden + oriëntatie relevantearbeidsmarkt, de regie van het portfolio wordtvooral meer bij de leerling gelegd. Wanneer eenjongere een 4 jarig traject loopt wordt er vooralgekeken naar de leergebied overstijgende leerlijnen,sociaal gedrag, leren leren en arbeidstoeleiding. Deleerling moet bijvoorbeeld op niveau 5 zitten omstage te mogen lopen.

ANNEXES 39


Tijdens de schoolperiode wordt vooral gekekennaar de vakoverstijgende leerlijnen, de realistischeberoepskeuze van de jongere en dearbeidstoeleiding. Er kunnen branche certificatenbehaald worden. Daarnaast wordt er gewerkt aande kerndoelen van het VSO en afgetoetst metmethode-afhankelijke en jaarlijks metmethode-onafhankelijke toetsen voor rekenen entaal ( zie hierboven) Naast branchecertificaten zoalsvca en lasdiploma’s wordt er gewerkt metkwalificatiedossiers MBO niveau 1. Leerlingenworden daar waar kan afgetoetst op niveau 1 in eenextraneusregeling. Voor leerlingen waar dit nietmogelijk is wordt er toegewerkt naar hetuitstroomprofiel arbeid van het vso en zoveelmogelijk alleen met branchecertificatengevalideerd.

GEWENSTE SITUATIE







40 ANNEXES




De "huidige situatie" beschrijft de huidige praktijk binnen Aloysius. De "gewenste situatie"geeft aan welke aanvullende informatie in het kader van het programma Bruggen Bouwenverzameld zou kunnen worden. Vraagstelling:




(welke school, organisatie, voor welke doelgroep, etc.)Van welke onderdelen/instrumenten/methoden kunt u in een demonstratie of presentatie●

laten zien hoe deze in de praktijk kan worden gebruikt?Is er een productbeschrijving beschikbaar die te bekijken is ter voorbereiding op een●


ANNEXES 41

Casus Leerling verblijfsduur tussen 2 en 4 jaar op een reguliere VSOschool uitstroom vervolgonderwijs

HUIDIGE SITUATIE


NAW-gegevens zijn aanwezig. Via OPP enoverdrachtsdossier komt de informatie van detoeleverende school binnen 14 dagen beschikbaar.Na gesprek met leerling wordt bij onvoldoendeinformatie de vorige school benaderd omaanvullende info te krijgen. Tegelijkertijd wordt erop school een uitgebreide intake gedaan opinvulling onderwijs, wensen jongere,toekomstperspectief.

Taal en rekenniveau beschreven Op dag 1 worden er methode-onafhankelijketoetsen afgenomen (is wettelijke verplichting). Bij demeeste scholen zijn dit toetsen die op basis van hetreferentiekader taal en rekenen worden afgenomen(bijvoorbeeld AMN toetsen) om de niveaus tebepalen. Jongeren schatten hun niveau vaak hogerin dan de werkelijkheid uitwijst.


De vakoverstijgende competenties worden aan dehand van de leergebied overstijgende leerlijnen ende informatie van de vorige school bepaald. Dezeworden gedurende het verblijf van de jongereverfijnd. Er zijn drie leerlijnen die binnen de AloysiusStichting gebruikt worden. Dit zijn de leerlijnen“sociaal gedrag”, “leren leren”, en“arbeidstoeleiding”. (CED leerlijnen)

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De jongere krijgt aan het begin van het traject eengesprek met de orthopedagoog. Deze bepaalt aande hand van de voorinformatie dan wel deafgenomen toetsen en het gesprek met dejongere/evt. jeugdzorg/ ouders wat de te verwachtedoor- en/ of uitstroom zal gaan worden. Vervolgensgaat de orthopedagoog aan de slag met dezeinformatie. Hier wordt dan ook bepaald of verderonderzoek noodzakelijk is. Wanneer een jongereenige voorinformatie heeft gehad kan deorthopedagoog het OPP(ontwikkelingsperspectiefplan) gereed maken en terondertekening aanbieden aan ouders/ verzorgersen de leerling. Het kan ook voorkomen dat er een IQtest of beroepskeuze-onderzoek afgenomen wordt.Soms wordt er een toets opwerknemersvaardigheden gedaan. Dit is per schoolverschillend. Het kan op individueel niveau van deleerling gedaan worden of klassikaal. Per jaar wordter twee keer een OPP gesprek gevoerd met deleerling, ouders en mentor om te zien of de leerlingnog op de goede opleiding zit, of er bijgesteld moetworden, of er examen aangevraagd kan worden.

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Wat is vastgelegd in VSO? In het VSO wordt er een OPP gemaakt, dit moetbinnen 6 weken na plaatsing van een leerlingvastgesteld worden door ouders/verzorgers, schoolen leerling. Aan de hand van het OPP wordt erbepaald welk onderwijstraject de leerling gaatvolgen. Wanneer jongeren kort verblijven wordt ervooral gekeken naar de doorstroom van de jongere.Er wordt voor de jongeren een portfolio klapper ( aldan niet digitaal) aangemaakt waarin bewijslastverzameld kan worden. Op sommige scholen wordter ook nog een “spoorboekje” aangemaakt waarinde leerling zelf kan zien wat er geleerd moet wordenen welke route de jongere volgt om door te kunnenstromen naar waar het perspectief van de jongereligt. Dit kan zijn het afronden van het VSO metstaatsexamen theoretische leerweg, IVIOcertificaten of een extraneus regeling met hetregulier VO Daarnaast wordt er aandacht besteedop oriëntatie doorleren en beroepsvoorkeuren,aanleren werknemersvaardigheden + oriëntatierelevante arbeidsmarkt, de regie van het portfoliowordt vooral bij de leerling gelegd. Wanneer eenjongere een 4 jarig traject loopt wordt daarnaastgekeken naar de leergebied overstijgende leerlijnen,sociaal gedrag, leren leren en arbeidstoeleiding(CED). De leerling moet bijvoorbeeld op niveau 5zitten om stage te mogen lopen (dit geldt ook voormaatschappelijke en oriënterende stages) en opniveau 7 om door te kunnen stromen naar eenvervolgopleiding MBO 2 of hoger.


Tijdens de schoolperiode wordt vooral gekekennaar de vakoverstijgende leerlijnen, de realistischeberoepskeuze van de jongere enuitstroomperspectieven vervolgonderwijs. Erkunnen daarnaast branche certificaten behaaldworden. Tevens wordt er gewerkt aan dekerndoelen van het VSO ( uitstroomprofieldiplomagericht) en worden deze, daar waarmogelijk afgetoetst met methode-afhankelijke enjaarlijks met methode-onafhankelijke toetsen voorrekenen en taal ( zie hierboven). Sommige scholenwelke met staatsexamens werken verdelen de tebehalen onderdelen vaak over twee jaar ( leerjaar 4en leerjaar 5)

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GEWENSTE SITUATIE








Portfolio voor het koppelen van toetsen, leerstof of methoden, begeleidingsrollen aan he●

lleerproces van een leerling

De "huidige situatie" beschrijft de huidige praktijk binnen Aloysius. De "gewenste situatie"geeft aan welke aanvullende informatie in het kader van het programma Bruggen Bouwenverzameld zou kunnen worden. Vraagstelling:




(welke school, organisatie, voor welke doelgroep, etc.)Van welke onderdelen/instrumenten/methoden kunt u in een demonstratie of●

ANNEXES 45

presentatie laten zien hoe deze in de praktijk kan worden gebruikt?Is er een productbeschrijving beschikbaar die te bekijken is ter voorbereiding op een●


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5.2 Criteria voor ePortfolio Cozima

Inhoud

Inhoud Persoonlijke gegevensDoelen en ambitiesWensen kandidaat (toekomstperspectief,beroepskeuze-onderzoekInteressesRelaties en netwerkenCompetentiesLoopbaanoriëntatieBeroepsvoorkeurenWerknemersvaardighedenOriëntatie relevante arbeidsmarktResultaten op toetsen (o.a. niveaubepaling op basisvan referentiekader taal en rekenen)

Bewijsstukken(bijlagen diegeüpload kunnen worden)

Materialen: producten van praktijk of stagewerkstukkenuitgevoerde werkplekopdrachten rapportenReflecties/bewijsstukkenCVOpleidingenCursussen/trainingenCijferlijsten Getuigschriften/Diploma's/CertificatenWerkervaring/ReferentiesFeedback (360 graden feedback)Als (Word-)document toevoegen: (feedback die viaeen extern instrument wordt verzameld)Als instrument toevoegen. Bijvoorbeeld dat men viahet programma mailtjes kan sturen aan mensenom feedback te vragen en dat de feedbackverzameld wordt via een website en de resultatenopgenomen worden in iemands eportfolioEvaluaties/BeoordelingenContext waarbinnen het (eind)niveau is gehaald)FunctiebeschrijvingenReflectieverslagenCompetentiemetingen en testresultatenLink met social media (verwijzen naar informatie opinternet) LinkedIn (gegevens importeren uitLinkedIn) Facebook/Instagram/Pinterest

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Informatie die kan wordenvastgelegd (contact/afspraken metbegeleider, school)

Afspraken met begeleiders LeerstofOpdrachten voor praktijk of stage Intake op deschool (verslag) Invulling onderwijsWensenToekomstperspectiefTaal- en rekenniveauToetsing of meting van leerstof- ofvakoverstijgendemcompetenties in het kader vanLOB Onderwijstraject als “spoorboekje’ waarin deleerling kan zien wat er geleerd moet worden(invulling onderwijs, perspectief, arbeidsmarkt)Informatie die relevant is voor overgang tussenopleidingen

Vorm van bijlagen Alle mogelijke formats: Tekst: doc(x), pdf,Spreadsheet/matrix: xls(x) Presentaties: ppt(x), preziBeeld (foto/video): jpg, avi, ... Geluid: mp3, ...Links naar externe bronnen (websites) Testen(resultaten van) testen als (tekst)bijlageinhoud kan ingelezen worden in systeem(semantisch)

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Standaarden voor competenties(input)

Verschillende standaarden/competentielijsten,beroepsbe- schrijvingen in te lezen in e-portfolio(als document i.p.v. handmatig)niet alleen de meest gangbare, generieke, maar ookper land, per school, per sector of zelfs specifiek perleerling. Hieronder staan enkele voorbeelden vanstandaarden/competentielijsten uit Nederland. Indit project moeten ook equi- valenten vanstandaarden/competentielijsten voor Duitsland enBelgië ingevoerd kunnen wordenCED-leerlijnen (vakoverstijgende competenties)Sociaal gedragLeren lerenArbeidstoeleidingVakoverstijgende competenties uitkwalificatiedossier (MBO competenties) waar deleerling mee gaat starten Vakoverstijgendecompetenties (Loopbaanoriëntatie en Be- geleiding)Kerndoelen VSO (uitstroomprofielendiplomagericht) ECVET21st century skillsBorismethodiekMKB-GW (goed werknemerschap)Competenties gekoppeld aan EQF en nationalekwalificatie- raamwerkenOpen standaard (zelf competenties toevoegen)

Validering/Validerings- instrumenten Civiele waardePersoon/instantie die valideert kan de bewijzenbeoordelen in het e-portfolio (format voorbeoordeling)Beoordelaar kan in systeem aangeven dat bewijsvoldoet aan VRAAK-criteria (Variatie, Relevantie,Authenticiteit, Actualiteit, Kwantiteit)Gevalideerde testen en zelfscans(Competentiescans) Kopieën van diploma's engetuigschriften als bewijslast van opleiding enwerkervaringOp basis van open badges (http://openbadges.org/)360 graden feedback

Vorm/uiterlijk Showcase/cvSamenvatting van persoonlijke gegevens enresultaten aan derdenOpleidingsoverzicht/Ervaringsoverzicht

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Doel ePortfolio Vastleggen en/of overdragen van informatie(overdrachtsdossier) naar derden (ontvangendevervolgopleidingen (VO, VSO of MBO) of voorintermediaire partijen die betrokken zijn bij deplaatsing en arbeidstoeleiding van jongeren (ge-meente, RMC, jongerenloket, etc. ook equivalentenvoor andere landen)Koppelen van toetsen, leerstof of methoden,begeleidingsrollen aan het leerproces van eenleerling CompetentieontwikkelingsinstrumentValideringsmaatregelenOntdekken van eisen van voortgezette opleidingBasis voor bemiddelingsactiviteitenOntwikkeling/promotieIn kaart brengen van succesvolleontwikkelingsfasen

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Stakeholders/gebruikers/betrokkenen

Passend bij de doelgroep Jongvolwassenen zonder afgeronde opleiding• Passende vormgeving en taalgebruik• Zie Nederlandse casussen in de bijlage

Betrokkenen kandidaat, (portfolio) begeleider (van toeleverendeen ontvangende scholen), beoordelaar/assessordocent, evaluator (feedback) *1vervolgopleidingintermediaire partijen plaatsing en arbeidstoeleiding*2voogd minderjarigen, praktijkbegeleiderstagecoördinator, brancheorganisatie *3beheerder, superbeheerder

*1 collega’s, praktijkbegeleider, medeleerlingen,werkgever, docent*2 gemeente, RMC, jongerenloket, jobcoaches,adviseur werkgelegenheid*3 i.v.m. assessments

Rollen en functionaliteiten

KANDIDAAT BEGELEIDER ASSESSOR DOCENT EVALUATOR VERVOLG-OPLEIDING INTERMED PRAKTIJKBEG BEHEERDER

INVOERENINFORMATIE

X

INZIEN X X X X X X

BEGELEIDINGINVULLENPORTFOLIO

X

FEEDBACKPORTFOLIO

X X

OVERDRDOSSIERTUSSENSCHOLEN

X X

COMMUNICATIEVIA EPORTFOLIO

X X

STANDAARDINVOEGEN

X

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Randvoorwaarden

Eigendom Eigenaar van e-portfolio moet altijd e-portfoliokunnen meenemen/exporteren voor• gebruik in andere context• zonder alle informatie opnieuw te moeten invoerenof bijlagen afzonderlijk te moeten uploaden• Ook te gebruiken als de kandidaat niet meer op deschool zit, waar hij/zij het e-portfolio heeftaangemaakt• Gratis voor de kandidaat• Betaalmodel: licentie vooronderwijsinstituut/begeleidende instituut e.a.• Format om het makkelijk te importeren in een andersysteem (NEN 2035)• Altijd exporteerbaar (naar pdf) en bijlagen inzipbestand

Privacy/beveiliging • Twee factor authenticatie voor andere mensen dande kandidaat zelf (begeleider, beoordelaar)• wachtwoord• code op mobiel/token• Voldoet aan privacy wetgeving m.b.t.persoonsgegevens Europa, Nederland,• Duitsland en België• Persoonsgegevens mogen alleen gebruikt wordenvoor de doelen waarvoor ze zijn verkregen (inbeheermodule aanpasbaar per land volgens daargeldende normen)• Er mogen niet meer persoonsgegevens verzamelendan noodzakelijk voor het doel van degegevensverwerking (in beheermodule aanpasbaarper land volgens daar geldende normen)

Levenslang te gebruiken • Voor bredere doelgroep geschikt• School, instituut of deelnemer betaalt eenmalig ofper jaar van verblijf op school voor aanmaake-portfolio en deelnemer heeft daarna altijd toegangtot eportfolio (ook als ze niet meer op school zitten)en kan dit altijd aanpassen, bewerken en exporteren

52 ANNEXES

Bewaartermijn Persoonsgegevens mogen niet langer wordenbewaard dan noodzakelijk is voor het realiseren vande doeleinden waarvoor zij worden verzameld en/ofverwerkt• Tot de gebruiker zijn gegevens zelf verwijdert• Wettelijk toegestane bewaartermijn• Systeem moet melden dat het e-portfolio vervalt alser binnen een bepaalde periode geengebruikersactiviteiten worden ondernomen

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Functionaliteiten

Communicatie Berichtenoptie als communicatiemiddel(kandidaat/begeleider)• Mails sturen vanuit systeem• om feedback te vragen• deel van informatie zichtbaar te maken, zoalsCV/showcase

CV/Showcase • Afdrukbaar als pdf• Doorsturen/zichtbaar maken met onderdelennaar keuze (CV/showcase)• Keuze voor inclusief of exclusief bewijzen

Koppeling aan vacatures/stage-plaatsen

• Vacatures zoeken• Zoekfunctie voor regionale vacatures(gekoppeld aan profiel) - Semantisch zoeken(breder dan alleen zelf gekozen zoekwoorden,ook synoniemen)• Mail met vacatures op basis van aangemaaktzoekprofiel• Kandidaten zoeken (voor intermediairepartijen/werkgevers)• Zoekfunctie naar geschikte kandidaten vooraccount managers/detacheringsconsulenten ofconsulenten begeleid werken• Zoekfunctie op basis van inzetbaarheid van dewerknemer

Koppeling aanberoepenbank/informatie oversolliciteren

Verwijzing naar• Mogelijke beroepen op basis van profiel(informatie over die beroepen)• Website met sollicitatietips

Koppeling aan opleidingen • Mogelijke opleidingen op basis van profiel• Opleidingsgids

Koppeling aan loopbaanapplicaties • Competentiescans• Self assessment• Employabilitycheck• Diagnose/zelfsturing• Competenties, ervaringen, interesses

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Gebruiksfunctionaliteiten • Vrij zoeken (naast voorgedefinieerdezoekfunctie)• Kunnen tekstverwerkings/spreadsheets enpresentatie-documenten die zijn geüpload in heteportfolio ter plekke bewerkt worden (zodatnieuwe versie meteen in eportfolio staat en je ditdocumenten niet nog eens zelf moet uploa den)?• De beheerder kan makkelijk zelf wijzigingendoorvoeren in het format van het eportfolio,zonder al te veel moeite en minder afhankelijkvan de aanbieder/superbeheerder• Zien hoeveel mensen het eportfolio hebbenbekeken (eigenaar en/of begeleiders enexporteerbaar in statistieken)

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Techniek

Web-based, voor alle platformsgeschikt

• Webbased, geschikt voor - Windows - Apple• Alle browsers (Internet Explorer, Firefox, Chrome,Safari, ...) • Geen gebruik makend van flashtechnologie• Responsive webdesign

App voor smartphone/tablet App voor eenvoudigere bediening (ter plekkeinformatie toevoegen, showcase/CV genereren,vragenlijsten voor feedback aan iemand mailen)• Apple• Android

Modulaire architectuur • keuze voor onderdelen• per deelnemer (in samenspraak met begeleider)• keuze door school/begeleider

Bijlagen • Alle mogelijke bijlagen (tekst, video, foto’s,geluid) te uploaden (doc(x), pdf, avi, jpg, mp3 etc.)• Voldoende opslagruimte voor bijlagen binnenhet basisarrangement

Aanpassen Snel aan te passen• Deelnemer zelf: eigen inhoud• School/begeleider: eigen opdrachten, logo,zonder superbeheerder dit te moeten vragen• Beheerder: bijvoorbeeld gezamenlijke standaardtoevoegen waar de deelnemers hun bewijzen aankunnen koppelen

Uitwisselbaarheid

Uitwisselbaarheid gegevens Gegevens inlezen uit andere bronnen(zonder opnieuw te hoeven in te typen)• LinkedIn• CV als word/pdf bestand inlezen• Andere e-portfolio‘s (indien mogelijk)

Uitwisselen met andere systemen (NTA/NEN2035)

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Vormgeving

Gebruiksvriendelijk, passend voordoelgroep (jongeren)

Kleur • Kleur ter ondersteuning (bijvoorbeeld voor deverschillende onderdelen verschillendekleuren• Rekening houden met mensen diekleurenblind zijn

Gebruik van pictogrammen/iconen (met mouseover) voor bijvoorbeeld bewerken,uitprinten, uitloggen

Eenvoudige taal • Geen lange zinnen• Puntsgewijs• Voorbeelden

Toelichting • Gesproken tekst (voorleesfunctie van alleteksten) (als onderdeel van browser?)• Gesproken tekst/filmpje met toelichting

Taal voor menu’s, toelichting(mouse-overs)

• Nederlands• Duits• Engels• Kan later elke taal toegevoegd worden?

Taal voor inhoud van e-portfolio Spellingscontrole (voor de juiste taal) voorinformatie die in portfolio wordt ingevoerd(niet de bijlagen die al in Word zijn gemaakt endaar gecontroleerd hadden kunnen worden

Gebruik van sjablonen/formats Voor informatie die zelf ingevoerd kan worden,zodat dit er netjes uitziet

Logo/begeleidende tekst van debegeleidende instantie kan ingevoegdworden

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5.3 Casussen ter illustratie van de doelgroep vanuit Nederlandsperspectief In drie casussen wordt beschreven welke informatie er nu verzameld wordt binnen Aloy-sius voor de drie doelgroepen:

Leerling korte verblijfsduur tussen 3 maanden en 1 jaar (14 jaar)●

Leerling verblijfsduur tussen 2 en 4 jaar op een reguliere VSO school●

uitstroomprofiel vervolgonderwijs (o.a. MBO)Leerling verblijfsduur tussen 2 en 4 jaar op een reguliere VSO school uitstroomprofiel●

arbeid

De "huidige situatie" beschrijft de huidige praktijk binnen Aloysius. De "gewenste situatie"geeft aan welke aanvullende informatie in het kader van het programma Bruggen Bouwenverzameld zou kunnen worden. Hierbij treft u de informatie aan met betrekking tot het verzamelen van informatie vaninstrumenten of aanpakken die van belang zijn voor het:


Toetsing of meting van leerstof- of vakoverstijgende competenties in het kader van●

LOB●





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Leerling korte verblijfsduurtussen 3 maanden en 1 jaar (14jaar) (gesloten)

Leerling verblijfsduur tussen2 en 4 jaar op een reguliereVSO school uitstroomprofielvervolgonderwijs

Leerling verblijfsduur tussen2 en 4 jaar op een reguliereVSO school uitstroomprofielarbeid

HUIDIGE SITUATIE

Welkevoorinformatiebeschikbaar vanleerling

Vaak weinig tot geen informatiebeschikbaar over vorige scholen.NAW-gegevens zijn aanwezig. Nagesprek met leerling wordenvorige scholen benaderd omenige info te krijgen. Tegelijkertijdwordt er op school eenuitgebreide intake gedaan opinvulling onderwijs, wensenjongere, toekomstperspectief

NAW-gegevens zijn aanwezig.Via OPP enoverdrachtsdossier komt deinformatie van detoeleverende school binnen14 dagen beschikbaar. Nagesprek met leerling wordtbij onvoldoende informatiede vorige school benaderdom aanvullende info tekrijgen. Tegelijkertijd wordter op school een uitgebreideintake gedaan op invullingonderwijs, wensen jongere,toekomstperspectief.

NAW-gegevens zijn aanwezig.Via OPP enoverdrachtsdossier komt deinformatie van detoeleverende school binnen14 dagen beschikbaar. Nagesprek met leerling wordtbij onvoldoende informatiede vorige school benaderdom aanvullende info tekrijgen. Tegelijkertijd wordter op school een uitgebreideintake gedaan op invullingonderwijs, wensen jongere,toekomstperspectief.

Taal en rekenniveaubeschreven

Op dag 1 worden ermethode-onafhankelijke toetsenafgenomen (is wettelijkeverplichting). Bij de meestescholen zijn dit toetsen die opbasis van het referentiekader taalen rekenende referentietoetsenvoor taal en rekenen afgenomen(bijvoorbeeld AMN toetsen) omde niveaus te bepalen. Jongerenschatten hun niveau vaak hogerin dan de werkelijkheid uitwijst

Op dag 1 worden ermethode-onafhankelijketoetsen afgenomen (iswettelijke verplichting). Bij demeeste scholen zijn dittoetsen die op basis van hetreferentiekader taal enrekenen worden afgenomen(bijvoorbeeld AMN toetsen)om de niveaus te bepalen.Jongeren schatten hunniveau vaak hoger in dan dewerkelijkheid uitwijst.

Op dag 1 worden ermethode-onafhankelijketoetsen afgenomen (iswettelijke verplichting). Bij demeeste scholen zijn dittoetsen die op basis van hetreferentiekader taal enrekenen worden afgenomen(bijvoorbeeld AMN toetsen)om de niveaus te bepalen.Jongeren schatten hunniveau vaak hoger in dan dewerkelijkheid uitwijst.

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Vakoverstijgendecompetentiesbeschreven

De vakoverstijgendecompetenties worden aan dehand van de leergebiedoverstijgende leerlijnen bepaald.Deze worden gedurende hetverblijf van de jongere duidelijk.Er zijn drie leerlijnen die binnende Aloysius Stichting gebruiktworden. Dit zijn de leerlijnen“sociaal gedrag”, “leren leren”, en“arbeidstoeleiding”.Ook worden vakoverstijgendecompetenties beschreven aan dehand van de competenties vanhet kwalificatie dossier waar deleerling mee gaat starten (al danniet in samenspraak met eenaangesloten ROC).

De vakoverstijgendecompetenties worden aan dehand van de leergebiedoverstijgende leerlijnen en deinformatie van de vorigeschool bepaald. Deze wordengedurende het verblijf van dejongere verfijnd. Er zijn drieleerlijnen die binnen deAloysius Stichting gebruiktworden. Dit zijn de leerlijnen“sociaal gedrag”, “lerenleren”, en“arbeidstoeleiding”.Ook wordenvakoverstijgendecompetenties beschrevenaan de hand van decompetenties van hetkwalificatie dossier waar deleerling mee gaat starten (aldan niet in samenspraak meteen aangesloten ROC voorjongeren welke laterinstromen in het reguliereVSO (leerjaar 3 of 4)).

De vakoverstijgendecompetenties worden aan dehand van de leergebiedoverstijgende leerlijnen en deinformatie van de vorigeschool bepaald. Dezeworden gedurende hetverblijf van de jongereverfijnd. Er zijn drie leerlijnendie binnen de AloysiusStichting gebruikt worden.Dit zijn de leerlijnen “sociaalgedrag”, “leren leren”, en“arbeidstoeleiding”.Ook wordenvakoverstijgende compe-tenties beschreven aan dehand van de competentiesvan het kwalificatie dossierwaar de leerling mee gaatstarten (al dan niet insamenspraak met eenaangesloten ROC voor jonge-ren welke later instromen inhet reguliere VSO (leerjaar 3of 4)).

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Voorwerk vanper spectief/uitstroom/verwachting ouders/leerling/ school

De jongere krijgt op dag 1 of tweeeen gesprek met deorthopedagoog. Deze bepaaltaan de hand van de voorinfor-matie dan wel de afgenomentoetsen en het gesprek met dejongere/ jeugdzorg/ ouders watde te verwachte door- en/ ofuitstroom zal gaan worden.Vervolgens gaat deorthopedagoog aan de slag metdeze informatie. Hier wordt danook bepaald of verder onderzoeknoodzakelijk is. Wanneer eenjongere enige voorinformatieheeft gehad kan deorthopedagoog het OPP(ontwikkelingsperspectiefplan)gereed maken en terondertekening aanbieden aanouders/ verzorgers en de leerling.Het kan ook voorkomen dat ereen IQ test ofberoepskeuze-onderzoekafgenomen wordt. Soms wordt ereen toets opwerknemersvaardighedengedaan. Dit is per schoolverschillend. Het kan opindividueel niveau van de leerlinggedaan worden of klassikaal.

De jongere krijgt aan hetbegin van het traject eengesprek met deorthopedagoog. Dezebepaalt aan de hand van devoorinformatie dan wel deafgenomen toetsen en hetgesprek met de jongere/evt.jeugdzorg/ ouders wat de teverwachte door- en/ ofuitstroom zal gaan worden.Vervolgens gaat deorthopedagoog aan de slagmet deze informatie. Hierwordt dan ook bepaald ofverder onderzoeknoodzakelijk is. Wanneer eenjongere enige voorinformatieheeft gehad kan deorthopedagoog het OPP(ontwikkelings-perspectiefplan) gereedmaken en ter ondertekeningaanbieden aan ouders/verzorgers en de leerling. Hetkan ook voorkomen dat ereen IQ test ofbe roepskeuze-onderzoekafgenomen wordt. Somswordt er een toets opwerknemersvaardighedengedaan. Dit is per schoolverschillend. Het kan opindividueel niveau van deleerling gedaan worden ofklassikaal.Per jaar wordt er twee keereen OPP gesprek gevoerdmet de leerling, ouders enmentor om te zien of deleerling nog op de goedeopleiding zit, of er bijgesteldmoet worden, of er examenaangevraagd kan worden.

De jongere krijgt aan hetbegin van het traject eengesprek met deorthopedagoog. Dezebepaalt aan de hand van devoorinformatie dan wel deafgenomen toetsen en hetgesprek met de jongere/evt.jeugdzorg/ ouders wat de teverwachte door- en/ ofuitstroom zal gaan worden.Vervolgens gaat deorthopedagoog aan de slagmet deze informatie. Hierwordt dan ook bepaald ofverder onderzoeknoodzakelijk is. Wanneer eenjongere enige voorinformatieheeft gehad kan deorthopedagoog het OPP(ontwikkelings-perspectiefplan) gereedmaken en ter ondertekeningaanbieden aan ouders/verzorgers en de leerling. Hetkan ook voorkomen dat ereen IQ test ofberoepskeuze-onderzoekafgenomen wordt. Somswordt er een toets opwerknemersvaardighedengedaan. Dit is per schoolverschillend. Het kan opindividueel niveau van deleerling gedaan worden ofklassikaal.Per jaar wordt er twee keereen OPP gesprek gevoerdmet de leerling, ouders enmentor om te zien of deleerling nog op de goedeopleiding zit, of er bijgesteldmoet worden, of er examenaangevraagd kan worden.

ANNEXES 61

Wat is vastgelegd inVSO?

In het VSO wordt er een OPPgemaakt, dit moet binnen 6weken na plaatsing van eenleerling vastgesteld worden doorouders/verzorgers, school enleerling. Aan de hand van hetOPP wordt er bepaald welkonderwijstraject de leerling gaatvolgen. Wanneer jongeren kortverblijven wordt er vooralgekeken naar de doorstroom vande jongere.Er wordt voor de jongeren eenportfolio klapper aangemaaktwaarin bewijslast verzameld kanworden. Op sommige scholenwordt er ook nog een“spoorboekje” aangemaaktwaarin de leerling zelf kan zienwat er geleerd moet worden enwelke route de jongere volgt omdoor te kunnen stromen naarwaar het perspectief van dejongere ligt.De focus wordt gelegd oporiëntatie doorleren enberoepsvoorkeuren, aanlerenwerknemersvaardigheden +oriëntatie relevante arbeidsmarkt,de regie van het portfolio wordtvooral meer bij de leerling gelegd

In het VSO wordt er een OPPgemaakt, dit moet binnen 6weken na plaatsing van eenleerling vastgesteld wordendoor ouders/verzorgers,school en eerling. Aan dehand van het OPP wordt erbepaald welkonderwijstraject de leerlinggaat volgen. Wanneerjongeren kort verblijvenwordt er vooral gekeken naarde doorstroom van dejongere. Er wordt voor dejongeren een portfolioklapper (al dan niet digitaal)aangemaakt waarinbewijslast verzameld kanworden. Op sommigescholen wordt er ook nog een“spoorboekje” aangemaaktwaarin de leerling zelf kanzien wat er geleerd moetworden en welke route dejongere volgt om door tekunnen stromen naar waarhet perspectief van dejongere ligt. Dit kan zijn hetafronden van het VSO metstaatsexamen theoretischeleerweg, IVIO certificaten ofeen extraneusregeling methet regulier VODaarnaast wordt er aandachtbesteed op oriëntatiedoorleren en beroeps-voorkeuren, aanlerenwerknemersvaardigheden +oriëntatie relevantearbeidsmarkt, de regie vanhet portfolio wordt vooralmeer bij de leerling gelegd.Wanneer een jongere een 4jarig traject loopt wordtdaarnaast gekeken naar deleergebied overstijgendeleerlijnen, sociaal gedrag,leren leren enarbeidstoeleiding. De leerlingmoet bijvoorbeeld op niveau5 zitten om stage te mogenlopen (dit geldt ook voormaatschappelijke enoriënterende stages) en opniveau 7 om door te kunnenstromen naar eenvervolgopleiding MBO 2 ofhoger.

In het VSO wordt er een OPPgemaakt, dit moet binnen 6weken na plaatsing van eenleerling vastgesteld wordendoor ouders/verzorgers,school en leerling. Aan dehand van het OPP wordt erbepaald welkonderwijstraject de leerlinggaat volgen. Wanneerjongeren kort verblijvenwordt er vooral gekeken naarde doorstroom van dejongere. Er wordt voor dejongeren een portfolioklapper (al dan niet digitaal)aangemaakt waarinbewijslast verzameld kanworden. Op sommigescholen wordt er ook nogeen “spoorboekje”aangemaakt waarin deleerling zelf kan zien wat ergeleerd moet worden enwelke route de jongere volgtom door te kunnen stromennaar waar het perspectiefvan de jongere ligt.De focus wordt gelegd oporiëntatie doorleren enberoepsvoorkeuren, aan-lerenwerknemersvaardigheden +ori- ëntatie relevantearbeidsmarkt, de regie vanhet portfolio wordt vooralmeer bij de leerling gelegd.Wanneer een jongere een 4jarig traject loopt wordt ervooral gekeken naar deleergebied overstijgendeleerlijnen, sociaal gedrag,leren leren enarbeidstoeleiding. De leerlingmoet bijvoorbeeld op niveau5 zitten om stage te mogenlopen.

62 ANNEXES

Wat wordt algevalideerdgedurendeschoolcarrière?

Tijdens de kortverblijfperiodewordt vooral gekeken naar devakoverstijgende leerlijnen, derealistische beroepskeuze van dejongere en de arbeidstoeleiding.Er kunnen tijdens kortverblijfbranche certificaten behaaldworden. Ligt eraan wat er bin nende school aangeboden wordt enof deze opleiding dan erkend isdoor een branche-instituut. Eenvoorbeeld hiervan is het SVHtraject of het behalen vanlascertificaten

Tijdens de schoolperiodewordt vooral gekeken naarde vakoverstijgendeleerlijnen, de realistischeberoepskeuze van de jongereen uitstroomperspectievenvervolgonderwijs. Er kunnendaarnaast branchecertificaten behaald worden.Tevens wordt er gewerkt aande kerndoelen van het VSO(uitstroomprofieldiplomagericht) en wordendeze, daar waar mogelijkafgetoetst metmethode-afhankelijke enjaarlijks metmethode-onafhankelijketoetsen voor rekenen en taal(zie hierboven).

Tijdens de schoolperiodewordt vooral gekeken naarde vakoverstijgendeleerlijnen, de realistischeberoepskeuze van de jongereen de arbeidstoeleiding. Erkunnen branche certificatenbehaald worden. Daarnaastwordt er gewerkt aan dekerndoelen van het VSO enafgetoetst metmethode-afhankelijke enjaarlijks metmethode-onafhankelijketoetsen voorrekenen en taal (ziehierboven) Naastbranchecertificaten zoals vcaen lasdiploma’s wordt ergewerkt metkwalificatiedossiers MBOniveau 1. Leerlingen wordendaar waar kan afgetoetst opniveau 1 in eenextraneusregeling. Voorleerlingen waar dit nietmogelijk is wordt ertoegewerkt naar het uit-stroomprofiel arbeid van hetvso en zoveel mogelijk alleenmet branchecertificatengevalideerd.

GEWENSTEINFORMATIE

Onderwijsondersteunendportfolio

Voor een leerling wordt eendigitaal portfolio gebruikt waarbijzowel leerstof, afspraken metbegeleiders, opdrachten voorpraktijk of stage, inzichtelijkgemaakt worden. Dit portfoliowordt gebruikt door toeleverendeen ontvangende scholen.

Voor een leerling wordt eendigitaal portfolio gebruiktwaarbij zowel leerstof,afspraken met begeleiders,opdrachten voor praktijk ofstage, inzichtelijk gemaaktworden. Dit portfolio wordtgebruikt door toeleverendeen ontvangende scholen.

Voor een leerling wordt eendigitaal portfolio gebruiktwaarbij zowel leerstof,afspraken met begeleiders,opdrachten voor praktijk ofstage, inzichtelijk gemaaktworden. Dit portfolio wordtgebruikt door toeleverendeen ontvangende scholen.

Uitstroominformatie Voor ontvangendevervolgopleidingen (VO, VSO ofMBO) of voor intermediairepartijen die betrokken zijn bij deplaatsing en arbeidstoeleidingvan jongeren (gemeente, RMC,jongerenloket, etc.) wordt eenoverdrachtsdossier opgesteld, bijvoorkeur in de vorm van eendigitaal portfolio.

Voor ontvangendevervolgopleidingen (VO, VSOof MBO) of voor intermediairepartijen die betrokken zijn bijde plaatsing enarbeidstoeleiding vanjongeren (gemeente, RMC,jongerenloket, etc.) wordteen overdrachtsdossieropgesteld, bij voorkeur in devorm van een digitaalportfolio.

Voor ontvangendevervolgopleidingen (VO, VSOof MBO) of voorintermediaire partijen diebetrokken zijn bij deplaatsing enarbeidstoeleiding vanjongeren (gemeente, RMC,jongerenloket, etc.) wordteen overdrachtsdossieropgesteld, bij voorkeur in devorm van een digitaalportfolio.

ANNEXES 63

Kompetenzbereiche

Wissen

Ergebnisse erzielen

Verantwortung übernehmen

Fertigkeiten

Arbeit und Aufsicht

Selbständig arbeiten

Zuarbeit zu qualif. Arbeiten

Umgang mit Werkzeugen und Materialien

Sozialkompetenz

Fachlich kommunizieren

Fragen stellen

Flexibilität im Arbeitsplan

Fachsprache beherrschen

Selbständigkeit

Richtiger Umgang mit körperlicher Belastung

Gefährliche Situationen erkennen und vermeiden

Schutzausrüstung benutzen

64 ANNEXES

Ubersicht Haushalt Handel

Kompetenzen zurBewältigung undSteuerunggrundlegenderAnforderungen

DQR Niveaustufe 1 Situationen im Haushalt Situationen in Handels- undDienstleistungsbetrieben

FERTIGKEITEN FERTIGKEITEN FERTIGKEITEN

Ausführen einfacherHilfsarbeiten nachdetailliertenAnweisungen und unterAufsicht

Ich decke den Tisch für dieMalzeiten so, wie meineMutter es von mir verlangt

In einem Handelsbetrieb kannich Waren zusammen mit einemAuszubildenden in die Regaleeinräumen.

Nach detailliertenAnweisungenselbstständig arbeiten

Nachdem mein Vater es mirerklärt hat, kann ich unserAuto selbstständig innen undaußen reinigen

In einem Lebensmittelgeschäftkonnte ich Artikel, die dasMindeshaltbarkeitsdatumüberschritten hatten,selbstständig aussortieren,nachdem der Verkäufer mir dasVerfahren ausführlich erklärtund mit mir geübt hatte.

Arbeitsplätze fürhöherrangige Arbeitenvorbereiten

Wenn meine Mutter Kuchenbacken will, weiß ich welcheGeräte und Materialien siebraucht und stelle allewichtigen Dinge für sie bereit

Bei Bestellungen von Kundenkann ich ermitteln, ob die W aream Lager vorhanden ist.

Verantwortung für dieEntsorgung vonMaterialien undWerkzeugenübernehmen

Ich sorge dafür, dass derHausmüll am Abfuhrtagrichtig vorsortiertherausgestellt wird

Ich achte darauf, dassMaterialien und Werkzeugenicht blindlings weggeworfenwerden, wenn sie unbrauchbarerscheinen.

SOZIALKOMPETENZ SOZIALKOMPETENZ SOZIALKOMPETENZ

Mit halb- undgeringqualifiziertenArbeitskräften undFacharbeiternkommunizieren

Meine Mutter erzählt mir vonihrer Arbeit im Krankenhausund ich weiß deshalb schonviel über Hygiene undUmgang mit Kranken

Nach einer Einarbeitungszeitkonnte ich mich mit denBeschäftigten über wesentlicheAufgaben und Ziele desBetriebes angemessenunterhalten.

ANNEXES 65

Fragen stellen, umsicherzustellen, dassAnweisungenverstanden wurden

Wenn ich längere Zeit nichtbei der Wäsche geholfen habe,frage ich, mit welchenProgrammeinstellungen die Waschmaschine laufen soll

Wenn ich bei einer Arbeit etwasnicht verstanden habe, frage ichnach.

Konstruktiv mitÄnderungen imArbeitsplan umgehen

Ich habe einen kleinenunregelmäßigen Job, den ichin meinen normalen Zeitplaneinbauen muss

Wenn sich an einemArbeitsablauf etwas geänderthat, protestiere ich nicht,sondern bin froh, etwas Neueszu lernen.

Innerhalb desAufgabenbereichessprachlichkommunizieren

Wenn ich etwas nicht weißoder etwas vergessen habe,frage ich und lasse es mirerklären

Wenn ich etwas nicht weiß oderetwas vergessen habe, frage ichund lasse es mir erklären

SELBSTÄNDIGKEIT SELBSTÄNDIGKEIT SELBSTÄNDIGKEIT

Richtiger Umgang mitkörperlicher Belastung

Bei körperlichen Arbeitenweiß ich genau, wann ichmüde und erschöpft bin undeine Pause machen muss

Bei körperlichen Arbeiten weißich genau, wann ich müde underschöpft bin und eine Pausemachen muss

Gefährliche Situationenerkennen undvermeiden

Bei Arbeiten weit überKopfhöhe benutze ich immereine Leiter, nie einen Stuhloder Hocker

Bei Arbeiten weit über Kopfhöhebenutze ich immer eine Leiter,nie einen Stuhl oder Hocker

PersönlicheSchutzausrüstungbenutzen

Bei Arbeiten mit heißenGeräten, scharfenReinigungsmitteln, Farbenund ähnlichen Stoffen trageich immer Schutzhandschuhe

Bei Arbeiten mit heißen Geräten,scharfen Reinigungsmitteln,Farben und ähnlichen Stoffentrage ich immerSchutzhandschuhe

WISSEN WISSEN WISSEN

Bei einfachen AufgabenErgebnisse erzielen

Ich freue mich immer, wennich ein einfaches Gerichtselber gekocht habe und esallen schmeckt.

Bei allgemeinen Anfragen perTelefon kann ich selbstständigAuskunft geben oder an denzuständigen Fachmannweiterleiten.

Für die Umsetzung vonvorgegebenenAufgabenVerantwortungübernehmen

Wenn ich mit meinen kleinenGeschwistern draußen spiele,lasse ich mich nicht durchFreunde oder Bekannteablenken.

Wenn ich Telefondienst habe,bin ich immer freundlich undhalte ich mich an dievorgegebenen Verhaltensregelngegenüber den Anrufenden.

66 ANNEXES


6 Introduction and overview

6.1 Introduction and overview How to show your hidden potentialIn the practical part of the Cozima manual you will find

There’s nothing like motivation! Arguments pro Cozima for colleagues, parents and1.students: Because only if you know the benefits and advantages Here you will find arguments for using the Cozima ePortfolioBut how?! A checklist. Questions, suggestions and steps for implementing the Cozima2.ePortfolio at schoolAnnex:3.Implementation aid for the Cozima ePortfolioLet’s go! Teachers’ guide.For you. Make your competences visible. Students’ guide

Basics of the Cozima ePortfolio EuropeCompetence orientation and working throughout Europe are European achievements andresults of the process of European unification. They provide the basis for the CozimaePortfolio:

EQF (European Qualifications Framework) offers grids for describing qualifications and●

competences on different levels. For this reason they become comparable, not only acrossEurope but also across different professions. The competence assessment of the TalentCheck in the Cozima ePortfolio is based on EQF level 1, a level that allows to describe and“make visible” the strengths of our target group of disadvantaged students. This is aunique feature as competence assessment usually starts with EQF level 2 which is toodemanding for our target group. EQF level 4 which the German educational system isbased on overextends these students and only emphasizes their weaknesses. Theirstrengths remain “invisible”.ECVET (European Credit System for Vocational Education and Training), like EQF, aims for●

better comparability. ECVET was particularly designed for learning outcomes of vocationaleducation, e.g. recognizing finished apprenticeships, diplomas and certificates across


Europe.EVP (Ervaringsprofiel; experience profile) and EVC(Ervaringscertificaat; experience●

certificate) are procedures for competence assessment resp. validation for workexperiences, learning achievements and competences acquired formally and informally.An EVC module could be integrated into the Cozima ePortfolio and could be adapted tothe requirements.

70 THERE'S NOTHING LIKE MOTIVATION!

7 There's nothing like motivation!

7.1 Arguments pro Cozima Why should you even use the Cozima ePortfolio? That question might not only arise to youbut also to your colleagues, the parents and the students.=> By the way: The Cozima flyer “You are capable of more than you think” sums up all youneed to know about the Cozima ePortfolio The Cozima ePortfolio for disadvantaged students

gathers competencies, no matter how and where they were acquired; whether formally●

during school or apprenticeship, or informally for example in your spare time, in a sportsclub, at home or in the garden. Thus, Cozima also makes competences visible that do notappear in your normal certificates. (Cozima = Competenties Zichtbaar Maken, MakeCompetences Visible)can be used for…●

vocational orientation-finding a job, internship or apprenticeship-applications-identifying and validating competences-showing the students’ development and trajectory-motivating the students-self-reflection of the students-communication with other students and (potential) employers-

consists of modules for…●

collecting data (for applications, competence assessment, likes including photos and-videos), also transferring of existing data, e.g. from school administrationcreating a complete application including résumé for printing or sending via email-(digital and print version; word.docx and .pdf)creating a “showcase”, a website to present the student (with public or limited access)-visualizing your competencies (360°-feedback)-documenting the achievement of your students’ development goals-looking for jobs in national and European search engines-communicating (written messages) with students/classes and among students-transferring data from other portfolios (Europass) and basic data from school-

THERE'S NOTHING LIKE MOTIVATION! 71

administration (Excel)

Advantages over conventional documentation procedures:●

Stripped-down learning biography of the students-Creating a complete application, with instruction and guidance in the classroom-European: competence-based; based on EQF and ECVET, open to EVP/EVC[1]-Flexible and extensible: can be adapted to your target group, school and needs-Compatible: import and export to and from other portfolios and school administration-Grows with your students – lifelong by adding new certificates, competences and-experiencesAlready has special tools for disadvantaged students (e.g. assessment of competences-with a focus on soft skills based on EQR level 1; planned: self-presentation via video)Case management tool: The Cozima ePortfolio can be used to document the students’-(school) career. It is a way to keep track of the transitions from class to class, teacher toteacher, school to school, to the job center and from employer to employer – lifelong.Gathering documents online: All documents for applications are always and-everywhere available and subsequent issuing of school certificates – an additional costfactor – will lapse.Multifunctional: Looking for jobs, internships, apprenticeships, holiday jobs.-Can be used for self-reflection: It allows documentation, illustration, presentation and-supervision of the students’ learning outcomes, strengths and level ofdevelopment.The Cozima ePortfolio shows the current competence development: Itcan be adapted anytime and e.g. complemented by new data, certificates

Especially emphasize the following advantages for the students:

The Cozima ePortfolio encourages young people to think about their own professional●

development.The Cozima ePortfolio is available wherever and whenever you want.●

The students can access all important documents for job applications – anytime,●

anywhere: Certificates cannot get lost. Creating a good application is easy and fast – onpaper, via email or online.With the Cozima ePortfolio you can look for jobs, internships, apprenticeships, holiday●

jobs.The Cozima ePortfolio shows what areas the students are good at, what they like, what●

jobs suit them.The Cozima ePortfolio focusses on the strengths and enables students to apply for jobs●

with their strengths.

72 THERE'S NOTHING LIKE MOTIVATION!

The Cozima ePortfolio makes the students stand out from the crowd, e.g. by Showcase or●

video presentation, and shows potential employers that the applicant has thoroughlydealt with the topics of work and career.The Cozima ePortfolio can be used lifelong – also after school in professional life. It can be●

complemented by new certificates and experiences at any time.The Cozima ePortfolio belongs to the students.●

[1]EQF (European Qualifications Framework): Grid for describing qualifications andcompetencies on different levelst o make them comparable. This is also the aim of ECVET(European Credit System for Vocational Education and Training), e.g. to recognize job trainingand certificates throughout Europe. EVP (Ervaringsprofiel; Experience profile) and EVC(Ervaringscertificaat; Experience certificate) are recognized procedures forcompetenceassessment resp. validation of work experiences, learning achievements and competencesacquired formally and informally.

CHECKLIST: IMPLEMENTATION AT SCHOOL 73

8 Checklist: Implementation at school

8.1 Questions, suggestions, steps for implementing the CozimaePortfolio Beforehand – preparation

Form a work group for the implementation of the ePortfolio.●

Create an implementation plan.●

Information in advance●

on procedure and organization-on the benefits and advantages of the Cozima ePortfolio-Point out that it is not about a test or exam!-Make use of the Cozima information materials-=> Without information there is no interest!

What is possible? What is requested? What needs to be done?●

School management – what is possible?-What is doable for the teachers (working hours, organization)?-What legal aspects have to be considered? (Privacy is a minor issue as the Cozima-ePortfolio remains in the possession of the students)What target group?-

involvement of all parties concerned:●

introduction of the Cozima ePortfolio-Reasons for using the portfolio: Benefit and added value.-

Who is important for implementation the ePortfolio at your school? School management,●

colleagues, parents, students, …All parties should welcome the implementation. Support: It is crucial that the school●

management actively supports the idea. Is your boss, superior, personnel managersupporting the implementation of the portfolio? Without “top-down“ support there willusually not be enough resources for the implementation.

resolve the implementation-Are there any drawbacks or fears that have to be addressed? E.g. the fear of the-additional workload: How will extra hours be rewarded?

Resources: Schedule time, personnel and rooms/computers. You need:●

Essential conditions: lesson time, support measures, subsidies●

Create a conceptual framework, e.g. group size (2-3 students have proved effective), How●

do we motivate the students and keep up the motivation?, etc. Make use of the support

74 CHECKLIST: IMPLEMENTATION AT SCHOOL

and advice from the Cozima Handbook.Teachers for the implementation.●

Lesson time: Heavily depends on target group (2-40 lessons, in 2-3 blocks or a half term-with 1-4 weekly lessons)Consider the preparation of the lessons and follow-up work as both are substantial-Enough time to instruct the teachers-An administrator who is responsible for the hard- and software, for making adjustments-and who is the contact person for the software provider (Paragin) and for teachers andstudents. Will there be more participants? Will there be tutors/mentors/social workers?-IT-hardware (Computers, internet, scanners, printers)-

Adapting the ePortfolio to the target group(s) (Admin, Software provider)●

What functions/tools is the portfolio supposed to have? Applications, documentation,-competence assessment, transition management, …Are these tools already available? Will the portfolio have to be adapted to the target-group?Integrate tools, methods and procedures that are already in use at your school so that-the ePortfolio will become part of everyday school life. Is it possible to integrate schooldocuments and data? Are already existing portfolio measures (competence assessment,documenting learning achievements, etc.) supposed to be available in the ePortfolio?Didactic approach: Are different phases (e.g. orientation and supervision phase)-necessary to work with the portfolio? Should at first only certain parts of the ePortfoliobe available to avoid an overextension of the students through the sheer number offunctions and information?Who may access to ePortfolio? Parents, to keep up with their child’s learning progress?-The contents of the portfolio might also be of interest for potential employers and thejob center. Case Management: Ideally, creation and extension of a network including the job center,-employers, other schools, external education providers, and so on.

General or step-by-step implementation?●

Who is the target group? (All students, disadvantaged students, …)-Pilot stage with only one class or only 2-3 students?-Duration of one month, a half term, one year?-Important! Evaluation of the pilot stage.-


8.2 How to successfully use the ePortfolio The ePortfolio has to become a part of the normal school program. Encourage students toregularly upload materials to show their skills. Working on the portfolio

Who will be involved as a teacher?●

Instructing the teachers: An ad hoc instruction will not be enough, even though the●

ePortfolio’s interface is quite intuitive. A structured instruction should touch uponhandling as well as the benefits, gains, organization, preparation and follow-up work. Makeuse of the Cozima Handbook, especially of the guides (Teachers’ and Students’ Guide andQuick Guide).Develop a didactic concept:●

How much guidance is necessary?-Learning by experience: Let the students be responsible for their work and don’t do-everything for them.Or more guidance: step-by-step instruction, one-to-one tutoring, corrections by the-teacher (spelling mistakes, …)

Complete ePortfolio?●

Or better a “divided” ePortfolio? First only start with the résumé? Only create a-mini-Showcase as an example?

How, when and where are the teachers supposed to give the ePortfolio lessons? With what●

group size (By our experience: Instruction, motivating and Talent Check can be done withthe whole class, creating the actual portfolio better works in small groups of 2-3 students)?Timing is important! Are the students of the target group willing and able to stay focused●

for hours on end or to deal with one topic for several days/weeks?Allocation of tasks:●

to teachers-to social workers-as tutors? guides? Or admins?-

Allocation to subjects, support measures, work groups: When is the best time to introduce●

the ePortfolio and to integrate it into teaching?Are there specific topics/subjects where the introduction of the ePortfolio makes sense?●

Has enough weekly lesson time been scheduled?●

When are the students supposed to do tasks to create their portfolio?●

as a homework?-in their spare time?-


Create information materials for the students:●

Use the Cozima materials!-Very important: Why an ePortfolio at all? Emphasize the benefits to colleagues, students●

and parents.Information on procedure and organization.●

Point out that it is not about a test or exam!●

Make it clear to the students that it is about gathering and presenting their skills (for●

themselves, their parents, potential employers …).Create checklists, especially for proofs to bring to school. The students have to look for●

and bring their diplomas, certificates, etc. and think about their informal skills, hobbies,work experiences, etc.

=> Without information there is no interest!

Obtain the parents’ declaration of consent.●

Use the Cozima guides:●

Teachers’ Guide with additional advice-Students’ Guide-

Dear Teachers: The teaching for the ePortfolio cannot be done en passant! You have to●

really be concerned with the portfolio and the concept behind it. Do you really know yourway around the ePortfolio? Have you already created a complete portfolio yourself? Haveyou resolved any questions and issues with the administrator/support? Do computers,internet connection and scanners work? And most importantly: Do you fully support theimplementation of the Cozima ePortfolio? Can you answer the students’ questions whythey have to create a portfolio? Do you know the benefits and advantages of the ePortfolioin order to be able to motivate the students to use the ePortfolio – lifelong?Consider the advice below, e.g. regarding the login that represent a serious obstacle for the●

students again and again.Teachers: Schedule time for follow-up work-

Follow-up work: looking through documents, giving students feedback, correcting●

mistakes and completing documents with students; discussing the results of thecompetence assessment (Attention: possibly one-on-one tutoring necessary!)


8.3 Practical advice for teachers for using the Cozima ePortfolio

There is nothing like motivation: Do you know in what way your students benefit from the●

Cozima ePortfolio? Emphasize the advantages to your students and – very important – totheir parents: Hand out our flyers and become familiar with the pro Cozima arguments Take your time! You don’t have to finish the ePortfolio within two weeks – You have the●

whole school year to create a complete profile.Fill in the ePortfolio step-by-steptogether with your students. Usually one-to-one tutoring●

will be necessary.Good preparation is crucial!●

Do you really know your way around the ePortfolio? Do you know exactly how to-proceed? Have you at least once created an own portfolio as a preparation? Have youdetermined and set up all technical requirements?Set up thetechnology: Booked an IT-room? Enough computers available? Do-smartboard, beamer, printer and scanner workLogins: From our experience, the logins might cause the first problems – this applies to-the computer login as well as to the website login. Do the logins to the school computerand to the Cozima websitego smoothly for each student?You avoid those problems if you use the appas the login details are saved on the-students’ smartphones

Fill in the ePortfolio in several sessions: First, focus on the essentials and little by-little add certificates, photos, descriptions, …Create a showcase at the end of each session – to keep upthe students’(and-your) motivation!

Follow-up work: Schedule time for doing some follow-up work, for the students and for●

yourself:Regularly check who has done what-Have a look at the results and make corrections if necessary.- Fill in the external assessment of the talent check.-Write your students messages and give feedback.-Go through the portfolios with one or two students at a time to correct mistakes.-

Find out about the strengths of your students via competence assessment tools and●

upload the result to their portfolios.


8.4 Afterwards: Cozima ePortfolio – lifelong usage The Cozima ePortfolio allows the students to document their competences and experienceseven after they have left school. The competences acquired informally can be validated, e.g.through a certification by the Chamber of Commerce or by the ECVET- or EVC-proceduresthat are used in the Netherlands. It is important to make the students aware of this andother possibilities of the ePortfolio.

Due to its great importance, there should be a separate teaching unit on the huge●

potential of the Cozima ePortfolio in later stages of lifeEvaluate your teaching: Keep adapting your concept for teaching Cozima to your●

eperiences!Consider the lifelong learning policy and the possibility to validate work experiences●

externally. Develop information materials for the students on this topic.Who is going to ensure the continuation of the ePortfolio even after school/apprenticeship●

Integrate the Cozima ePortfolio into other programs and initiatives, e.g.●

into the school program-as a voluntary student work group-into the timetable-as individual support for students-

ANNEXES 79

80 ANNEXES

9 Annexes

9.1 Implementation aid The implementation will take place in 3 phases:

Before: How do you get off to a good start?1.While: How do you successfully implement the Cozima ePortfolio?2.After: How do you help the students to validate their experiences?3.

9.1.1 In advance: get off to a good start Before you start working with the Cozima ePortfolio, it is important to think about theimplementation at your school. How do you make sure that all participants will promoteand support the project?

Who is important for the implementation of the ePortfolio at your school?●

Describe your role at school. Where do you see yourself in the project?●

Who is supposed to benefit from the ePortfolio? (all classes or only certain classes?)●

What aids will be mandatory for the implementation?●

What steps will be necessary to implement the ePortfolio for all students? Create an●

implementation plan for this (e.g. Introduction of portfolio for colleagues, …). Possibleapproach in

phases-steps-cases of need-

What functions is the portfolio supposed to fulfill? Application, documentation,●

competence assessment, case management …Are these tools available in the ePortfolio? Will the ePortfolio have to be adapted to your●

target group? Integrate already existing methods and questionnaires into the ePortofolio,so that the portfolio will become a part of the everyday school life. Will a division into different phases (e.g. orientation phase and monitoring phase) be●

necessary to work with the ePortfolio? Should the students at first only work on certainparts of the portfolio to avoid overextension? If that is the case, please state below what

ANNEXES 81

phases will be necessary.What instruments, methods, procedures already exist at your school and should be●

integrated into the portfolio?Beside teachers and superiors it might also be useful for external user to have a look at the●

Cozima ePortfolio. For example, parents could catch up on their child’s learning progress.Moreover, the contents of the portfolio might be of interest for potential employers and thejob center.May external user access the contents of the portfolio? Who would that be?●

Rules for external access to portfolio contents●

9.1.2 While: How do you successfully use the Cozima ePortfolio? The portfolio has to become part of the school program and students have to beencouraged to add materials to show their skills.

When is the best time to introduce the ePortfolio and to integrate it into teaching?●

Who will organize the introduction?●

Have weekly lessons been scheduled for working on the ePortfolio?●

Are there specific topics/subjects where the introduction of the ePortfolio makes sense?●

Shortly describe what students are supposed to enter into their portfolio and when? (e.g.●

task at school or internships)Decide who will be responsible for the introduction of the ePortfolio?●

Who will be the administrator?●

82 ANNEXES

9.1.3 After: Lifelong Usage – Validation of professional experiences The ePortfolio gives students the opportunity to document their competences andexperiences even after they have left school. In future, it might even be possible in Germanyto validate the competences you acquired informally, e.g. through a certification by theChamber of Commerce or by the ECVET- or EVC-procedures that are used in the Netherlands.It is important to make the students aware of this and other possibilities of the ePortfolio. Take into account the lifelong learning policy and the possibility to validate workexperiences externally. Develop information materials for the students on this topic.

Value of the lifelong learning policy●

Information on external validation of competences after school/apprenticeship●

Practical help by a contact person●

Significance of EVP, EVC, ECVET●

Who is responsible for the continuation of the ePortfolio after school/apprenticeship?

ANNEXES 83

9.2 Teachers' Guide

9.2.1 Introduction Dear teachers: In this guide, we will show you how to create a Cozima ePortfolio with yourstudents in the blink of an eye. In the ePortfolio the students can

collect certificates●

describe their competences●

create complete résumés and●

easily export them to a website●

In chapter 2 you will find additional advice that will make your teaching unit more successful.In this case, “additional” means “mandatory” advice.An infobox on the topic of “Proofs” is supposed to give you “additional” suggestions ascertificates and proofs of any kind are a central part of applications.Feel free to use the other Cozima information materials:

Guides (Students’ Guide, Quick Guide)●

Flyers for students, parents and colleagues●

Arguments for using the Cozima ePortfolio: In what way do I and my students (and their●

parents) benefit from the Cozima ePortfolio?Checklist for implementing the Cozima ePortfolio●

Chapter 3 will deal with the login procedure. Chapters 4 and 5 will give you an overview ofthe students’ and teachers’ access: How students create their portfolio and how youmanage your students and groups of students. Let’s go!

84 ANNEXES

9.2.2 Working with the Cozima ePortfolio As with every application, certificates and proofs are very important as they make theinformation in the ePortfolio more credible. Assessment (by yourself or others) of yourinterests, strengths and weaknesses, however, are essential to your Cozima ePortfolio –even without proofs. Tutors and students should not be demotivated by a lack of certificatesand add as much information as possible to their ePortfolio. Infobox: ProofsProofs can be uploaded in “My Portfolio”. A proof is everything that makes the informationin your portfolio more credible.Certificates of

school●

apprenticeship●

further education●

university●

other qualifications and achievements●

But also:

sports and spare time activities●

health certificates●

first aid training●

lifeguard certificates●

membership cards of clubs, associations and organizations●

language certificates●

driver’s license●

As a motivation for the students, it is also possible to upload grades. This does not have tobe part of the official résumé and can remain private. Practical advice

There is nothing like motivation: Do you know in what way your students benefit from the●

Cozima ePortfolio? Emphasize the advantages to your students and – very important – totheir parents: Hand out our flyers and become familiar with the pro Cozimaarguments (seethe materials in the practical part of the Cozima handbook).Take your time! You don’t have to finish the ePortfolio within two weeks – You have the●

ANNEXES 85

whole school year to create a complete profile.Fill in the ePortfolio step-by-steptogether with your students. Usually one-to-one tutoring●

will be necessary.Goodpreparationis crucial!●

Do you really know your way around the ePortfolio? Do you know exactly how to-proceed? Have you at least once created an own portfolio as a preparation? Have youdetermined and set up all technical requirements?Set up thetechnology: Booked an IT-room? Enough computers available? Do-smartboard, beamer, printer and scanner work?Logins: From our experience, the logins might cause the first problems – this applies to-the computer login as well as to the website login. Do the logins to the school computerand to the Cozima websitego smoothly for each student?You avoid those problems if you use the appas the login details are saved on the-students’ smartphones.Fill in the ePortfolio in several sessions: First, focus on the essentials and little by little-add certificates, photos, descriptions, …Create a showcase at the end of each session – to keep upthe students’(and-your) motivation!

Rework: Schedule time for doing some rework, for the students and for yourself:●

Regularly check who has done what.-Have a look at the results and make corrections if necessary.-Fill in the external assessment of the talent check.-Write your students messages and give feedback.-Go through the portfolios with one or two students at a time to correct mistakes.-Links for competence assessment:-

Find out about the strengths of your students via competence assessment tools and●

upload the result to their portfolios.The Cozima ePortfolio enables you to create your own questionnaires; talk to your admin●

about it.

86 ANNEXES

9.2.3 Login The login is an important part of the preparation of your Cozima teaching unit! From ourexperience, the logins – to the computer as well as to the website – might cause the firstproblems. Check whether the logins to the school computer and to the websitego smoothlyfor each student.

Set up the login for each student (see chapter First login).●

Choose easyusernames and passwords and save them.●

Test the logins.●

Before the first lesson, login the students yourself, so that every students starts the lesson●

already logged in.Problems with forgotten passwords can be avoided if you use the appas the login details●

are saved on the students’ smartphones.

First loginClick on “Received login code?” and enter the 12-digit login code that you received fromyour admin in the box opening.

Enter your email address, an easyusername and a password you can easily remember.●

The password musthave at least 8 characters, among them one minor letter, one capital●

ANNEXES 87

letter and one number, e.g. “Smith1”.The username is a means of identification, i.e. a username may only appear once (If●

necessary, choose “John-Smith1”, “John-Smith2”, …).

Hints:

Do this for every student!●

A simple system for usernames and passwords:●

Identic username and password!-Choose “Lastname1” as username and password or (in case the last name is too short)-“Firstname-Lastname1”. Examples: Username “Smith1” – password “Smith1”.Username “Jane-Smith1” – password “Jane-Smith1”.

Stress free: Note down the username and password of every student in an Excel-table. And●

keep it handy, as both are often forgotten!

Forgot your student’s login? Creating a new login Unlikely to happen if you pay attention to the following hint:Stress free: Note down the username and password of every student in an Excel-table. Andkeep it handy, as both are often forgotten!But: Excel-lists can get lost; students may change and then forget their password… If thelogin does not work anymore:On the homepage of the teachers’ access, click on the envelope symbol in the list ofstudents’ portfolios on the right. Paste the code into the login screenProceed as described in chapter 3.1

88 ANNEXES

9.2.4 Overview of students's access Notes on creating a Cozima ePortfolio:The students’ guide has been kept simple on purpose. So here are just a few additionalremarks (by no means exhaustive):Links: Menu bar

“Homepage”: shortcut menu and message center●

“My profile”: Personal data and passport photo●

“My portfolio”: Work experience, school, apprenticeship, certificates, diplomas, your●

strengths, skills and interests. The core element of the ePortfolio: It offers so manypossibilities that “less is more” at the beginning. “Talent check”: questionnaires for competence assessment and 360°-feedback.●

“Export my résumé”: Résumé to be sent by email or printed on paper. The résumé can be●

sent to potential employers by email (this is not mentioned in the students’ guide).“Showcase”: Online application, on an own website. Choice between a public application●

(“Activate your public showcase”) and a private presentation that can only be seen bypeople who have received a PIN (“Create a new showcase” in the box “Private showcases”below). In the latter case, the URL and the PIN can be sent to potential employers. Thestudents’ guide only presents the public showcase.“Job market”: the job center’s job exchange●

The button “Europass” export the data of the Cozima ePortfolio into the Europass.●

ANNEXES 89

9.2.5 Overview of teachers' access Menu bar: Portfolios, message overview, questionnaires, job exchange, my profile

“Portfolios”: Homepage with overview, search and sorting function (see chapter 5.1)●

“Message overview”●

“Questionnaires” with all available questionnaires for competence assessment●

“Job exchange” of the job center (identical with students’ access)●

“My profile”: Your personal data●

Search and sorting functions “Keywords” and “Candidate Groups”On the homepage (“Portfolios”) you can search for a specific student (“Smith1”) through theinput field “Keywords”.

90 ANNEXES

Looking at the students’ portfoliosClick on the student’s name to get an overview of the portfolio’s processing status:For a detailed view of the portfolio click on Candidate.

There are 4 tabs: Overview, Candidate, Instruments and Notes.

Tab Overview: Personal data●

Tab Candidate: Profile/Ambition/Photo book/Messages●

Profile (Student’s personal data) ; Ambition (Student’s career aspirations)-Photo book ; The student’s saved messages and for writing the student a message-

Tab Instruments (Portfolio, Talent check)●

Portfolio (Résumé) ; Talent check (questionnaires)-Tab Notes (Résumés)●

Under “Notes” you can download the formatted résumés (pdf and word-docx).-

ANNEXES 91

9.3 Students' guide

9.3.1 Why? That's why! You will hugely benefit from using the Cozima ePortfolio. What the Cozima ePortfolio is goodfor:

You can learn what you are good at and what you really like.●

You can find out what jobs suit you.●

Create applications that emphasize your strengths.●

You can create really nice applications, print them or publish them online.●

You can gather all your documents for applications and never lose them.●

All your documents are online, so you can access them whenever you want and wherever●

you are.You can find internships, holiday jobs, an apprenticeship or a job●

9.3.2 Advice for working with the Cozima ePortfolio First, fill in all the fields you can. You’re stuck? Ask your parents or teachers.Look for certificates, diplomas, licenses and achievements of any sort (school, work,internship, clubs, groups, hobbies). Sort and upload them.Now you have everything you need with you, always and everywhere! Further adviceSchool and work experience are important but also look for your other strengths andexperiences that are important for work. Here are some examples: Are you the careful andaccurate kind of a person? Do you like to cook? Do you tinker with your bike or scooter? Areyou in a football club? Do you know your way around computers? Put it in your CozimaePortfolio (“Other information and documents”). When filling in your portfolio, work experiences (e.g. internships) but also interests and otherskills, keep in mind: Describe them in detail, as they might be as important as your schoolcertificates and diplomas.

92 ANNEXES

9.3.3 Login -> You will find your “Username” and “Password” on your guide.1. Enter “Username”.2. Enter “Password”.3. Click on “Login”.

-> Forgot your password?Click on “Forgot your password?” and enter your “Username”. You will get your newpassword by email.

9.3.4 Overview This is how your personal ePortfolio worksLinks: Menu bar

“Homepage” with shortcut menu and message center●

“My profile”: Personal data and passport photo●

“My portfolio”: Here you can gather work experiences, school, apprenticeship, certificates,●

diplomas, your strengths, skills and interests and and and.“My ambition”: Write about what you want to be! And why.●

“Export my résumé”: For creating your résumé and print it or send it by email.●

“Showcase”: For creating a complete application online, with an own website.●

“Job market”: Here you can find internships and vacancies. ●

ANNEXES 93

Symbols/ icons:

to call up and edit or change (your portfolio or part of it)

to delete

MessagesDid you receive any messages? Did your tutor write? You see it in the top right corner of thehomepage.

94 ANNEXES

Write your tutor:●

ANNEXES 95

9.3.5 Creating an ePortofolio 1. “My profile”Personal data and passport photoIn “My profile” you can enter personal data and upload a photo.

Click on “My profile” on the menu bar on the left.●

Click on the button “Change profile” on the right.●

Your name and email address have already been entered. Add your (mobile)●

phone number, street name and house number, postcode and city.Click on “Save” at the bottom.●

Upload your photoYou need a photo saved on your computer. You can, however, upload it later, also viasmartphone. 1. Click on “Select file” in the grey box on the right and select a passport photo. 2. Click on “Add passport photo”.

96 ANNEXES

2. “My portfolio”Work, school, what you can do, what you have done, what you are interested in“My portfolio” comprises everything you can do and everything you have already done.

There are three sections – click on “Add” and fill in. Don’t forget to “Save”.The more you write, the better! Work experienceWhat? Where? When? did you work?If there are certificates or diplomas: Upload!

Don’t forget to “Save”! Courses, diplomas and certificatesWhere did you go to school? Have you started an apprenticeship already?

ANNEXES 97

Upload certificates and don’t forget to “Save”! Other information and documentsDo you really enjoy doing something (Internet, Facebook, cars, sports, …)? Are youparticularly good at something (tinkering with your scooter, cooking, …)? Are you memberof a club (football, …)? You can enter everything you like or think is important – and whathelps you find a job or apprenticeship.

You can also upload proofs like the membership card of a swimming club. Remember to“Save”!

98 ANNEXES

3. ”My ambition”What do you want to be? What are you good at and what job suits you? 1. Write down your career aspiration. 2. Don’t forget to save.

4. “Export my résumé”A really good résumé for your applicationThe Cozima ePortfolio is a very practical approach to finding a job: You can create a reallynice résumé with it.

Click on “Export my résumé”1.Choose and select everything that is supposed to appear in your résumé, e.g. work2.experiences, school career, apprenticeships and additional information.Click on the button “Generate my résumé” below.3.Further below in the section “Résumés made earlier” click on the left download-symbol4.That is how you download your résumé as a pdf-file and can print it for your application5.or send it by email.

ANNEXES 99

“My showcase”A cool online presentation for your application

Click on “Showcase” to create an online application.●

100 ANNEXES

First click on “Edit your public showcase”●

On top you enter a “Desired public URL”, your first and last name might be most●

suitable. Connect them with a hyphen, like this: “Jane-Doe”.Continue just as you did with your résumé: Select what is supposed to appear in your●

showcase.Choose a wallpaper you like.●

To check whether it all looks like you want it to, click on [Bild] at the bottom of the page.●

Watch out! Don’t forget to save afterwards!●

Then click on “Activate your public showcase”.●

Finally, click on the URL address of your presentation.●

ANNEXES 101

And the result is quite impressive…

102 ANNEXES

9.3.6 Jobs JobsClick on "Job search" and you can find jobs or work placements.

ANNEXES 103

9.4 Demo Interested in the possibilities of our ePortfolio ?Feel free to log in in our demo-environment and have a look around. https://english.meineprofil.de

Username: cozima-student-englishPassword: NMdf45ty

Username: cozima-coach-english Password: NMdf45ty

104 COZIMA APP

10 Cozima App

The Cozima ePortfolio is also available as an app for Android and iOS (for free).The app is for the owner of the ePortfolio, the student ... The app is not as extended as the online ePortfolio but fprimarily focuses on the fact thatthe student has a mobile phone and is able to upload proofs directly in his portfolio usingthe mobile phone / app. With the App the student is able to add photos and videos of, forexample, workexperience to the ePortfolio by the student.

The login screen on which the student can login with his/here username andpassword. These are the same data as used inthe ePortfolio.

COZIMA APP 105

Using the app you can easily send messages to your coach/teacher/mentor.If they reply you get a notifiication in your app.

106 COZIMA APP

Left: The app gives you a complete overview of achieved results and the opportunity toeasily upload a picture or video. Right: Using the app the student can ask a third party, for example an employer, for a'testimonial'. For example, when executing a project or assignment for a 'client', the studentcan request a recommendation via the App. The student can then include this in theePortfolio, for example, on the personal Showcase page.

Previously received testimonials and outstanding requests are immediately visible underthe button 'Recommendations'.

COZIMA APP 107

The profile contains the contact details of the student, the supervisor (s) / teacher (s).The student can change the passport photo, for example through a current selfie. It is also possible to open your online porfolio through the app, which then opens in theregular browser of the mobile phone.

108 PARTNERS

11 Partners

11.1 Projectpartner

Aloysius Stichting (Korenaer/Harreveld/De Hilt) Felix Fechenbach KollegLeidsevaart 2 Saganerstrasse 42215RE Voorhout D - 32756b Detmold

Bezirksregierung Arnsberg Graafschap CollegeLaurentiusstrasse 1 JF Kennedylaan 49D - 59281 Arnsberg 7001 EA Doetinchem

Mulvany Berufskolleg Provinciale Technische SchoolWestring 201 Europaplein 36D - 44629 Herne B - 3630 Maasmechelen

Landelijk Expertisecentrum Speciaal OnderwijsPostbus 852463508 AE Utrecht

PARTNERS 109

11.2 Contact The Cozima project is managed by the Aloysius Stichting.Are you interested in this project or do you have questions about the ePortfoliocontact us through the website www.cozima.eu

Aloysius StichtingLeidsevaart 22215 RE Voorhoutwww.aloysiusstichting.nlwww.cozima.eu

This handbook is composed by Frau V. Kriebel.

This project has been funded with support from the European Commission.This publication reflects the views only of the author, and the Commissioncannot be held responsible for any use which may be made of theinformation contained therein.

cozima handbook€¦ · 1 introduction and overview 3 ... regionaal opleidingen centrum; regional...

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