TeBeVAT Mentor Profile
TeBeVAT Mentor Profile Description
| Profile title | Mentor for Prior Learning |
| Profile description | A mentor provides guidance and advice to prepare a candidate for recognition of prior learning. They help clients set clear objectives for their personal development and advise on further training, learning or job market access. |
| Profile EQF level | |
| ESCO reference (if applicable) | |
| Profile scope note | Apart from the specific skills needed to coach candidates, the mentor also needs a profound understanding of
This is not further developed in this profile, as it depends on the type of field, education and assessment. |
Profile competences
Counselling and Guidance
50 60 00 05 15 - Analyse problems for opportunities (Identify and anticipate problems in order to choose a course of action, come up with appropriate solutions or even identify opportunities for further development.)
70 22 00 05 30 - Identify customer's needs (Use appropriate questions and active listening in order to identify customer expectations, desires and requirements according to product and services.)
70 22 00 05 40 - Work with different target groups (Work with a variety of target groups based on age, gender and disability.)
70 22 00 05 45 - Assist clients with special needs (Aid clients with special needs following relevant guidelines and special standards. Recognise their needs and accurately respond to them if needed.)
90 10 00 05 05 - Coach clients (Actively help clients to improve their strengths and confidence. Propose courses and workshops or coach them yourself.)
90 10 00 05 10 - Use consulting techniques (Advise clients in different personal or professional matters.)
90 10 00 05 15 - Counsel clients (Assist and guide clients to overcome their personal, social, or psychological issues.)
90 10 00 05 20 - Provide career counselling (Advise beneficiaries on future career options through counselling and, potentially, through career testing and evaluation.)
90 10 00 05 21 - Advise on career (Provide personalised help, guidance and information to people in order to make them grow in their careers.)
90 10 00 05 30 - Assist clients with personal development (Help clients determine what they want to do with their lives and assist in setting personal and professional goals, by prioritising and planning the steps necessary to reach these goals.)
Communication and Feedback
50 10 00 05 20 - Listen actively (Give attention to what other people say, patiently understand points being made, asking questions as appropriate, and not interrupting at inappropriate times; able to listen carefully the needs of customers, clients, passengers, service users or others, and provide solutions accordingly.)
50 10 00 05 30 - Use different communication channels (Use various types of communication channels such as verbal, handwritten, digital and telephonic communication with the aim of constructing and sharing information and ideas.)
50 20 00 05 10 - Have emotional intelligence (Recognize one’s own and other people's emotions, distinguish correctly between them and observing how they can influence one's environment and social interaction and what can be done about it.)
90 10 00 05 90 - Give constructive feedback (Provide founded feedback through both criticism and praise in a respectful, clear, and consistent manner. Highlight achievements as well as mistakes and set up methods of formative assessment to evaluate work.)
90 20 00 05 30 - Use questioning techniques for assessment (Use different questioning techniques, adapted to the type of information to be gathered. (e.g. STARR interviews, semi-structured interviews, ...)
90 20 00 05 12 - Assess candidates (Evaluate the candidates’ vocational competences, skills and knowledge through tests, interviews, simulations, and evidence of prior learning according to a pre-defined standard or procedure. Formulate summative statements of the displayed competences in comparison to set expectations.
Guidance to Training, Education and Job Market
90 10 00 05 70 - Identify training needs (Analyse the training problems and identify the training requirements of an organisation or individuals, so as to provide them with instruction tailored to their prior mastery, profile, means and problem.)
90 10 00 05 75 - Advise on training courses (Provide information on possible training options or qualifications and available funding resources, depending on the needs and educational background of the individual.)
90 10 00 05 80 - Provide assistance with job search (Help students or adults in their search to find a profession by identifying career options, building a curriculum vitae, preparing them for job interviews, and locating job vacancies.)
90 10 00 05 85 - Facilitate job market access (Improve the chances of individuals to find a job, by teaching the required qualifications and interpersonal skills, through training and development programs, workshops or employment projects.)
Quality and Ethics
70 58 00 05 10 - Follow ethical code of conduct in assessment situations (Carry out interviews, tests , simulations and assessment of evidence of prior learning according to accepted principles of right or wrong, including fairness, transparency, objectivity, safety, privacy and impartiality in assessment practices and conduct towards candidates)
SCOPE NOTE: is a narrower competence than: http://data.europa.eu/esco/skill/b2f925ed-3ebd-4f78-b98e-d5d4678e83b5
70 58 00 05 20 - Apply quality standards to the interaction with candidates (Follow established procedures which prevent errors in the conception and implementation of an assessment)
SCOPE NOTE: is a narrower competence than http://data.europa.eu/esco/skill/236526e2-d5a8-436b-91d1-47e5d431e7ea
Professional Development
50 30 00 04 10 - Reflect on practice (Routinely evaluate own practice, critically evaluating and monitoring the practice methods and outcomes in consistent, coherent and appropriate ways, being aware of relevant methodologies and utilising feedback from managers, supervisors, other professionals, and patients/clients, in order to adapt the practice accordingly.)
70 11 00 03 20 - Manage personal professional development (Take responsibility for lifelong learning and continuous professional development. Engage in learning to support and update professional competence. Identify priority areas for professional development based on reflection about own practice and through contact with peers and stakeholders.)
70 11 00 03 40 - Monitor developments in field of expertise (Keep up with new research, regulations, and other significant changes, labour market related or otherwise, occurring within the field of specialisation.)
70 15 00 03 40 - Establish educational network (Establish a sustainable network of useful and productive educational partnerships to explore business opportunities and collaborations, as well as stay current about trends in education and topics relevant to the organisation. Networks should ideally be developed on a local, regional, national and international scale.)
70 15 00 03 10 - Develop professional network (Reach out to and meet up with people in a professional context. Find common ground and use your contacts for mutual benefit. Keep track of the people in your personal professional network and stay up to date on their activities.)
70 11 00 05 45 - Monitor educational developments (Monitor the changes in educational policies, methodologies and research by reviewing relevant literature and liaising with education officials and institutions.)
Administration
40 00 00 03 10 - Keep personal administration (File and organise personal administration documents comprehensively.)
40 00 00 03 20 - Maintain professional administration (File and organise professional administration documents comprehensively, keep customer records, fill in forms or log books and prepare documents about company-related matter.)
Knowledge
KNO01 - Professional transition in an arts career (Be aware of the structure of a professional career, including instruction, professional performance, and professional transition. Assess the current stage of your career and possible trends based on your age, professional background, achievements etc. Be aware of the reality of professional transition, instruction, financial and advice needs.)
KNO02 - Assessment processes (Various evaluation techniques, theories, and tools applicable in the assessment of students, participants in a programme, and employees. Different assessment strategies such as initial, formative, summative and self- assessment are used for varying purposes.)