Collection of Good Practices & Tools for Profiling

The good practice is aimed at profiling learners, in detail people from a non-university- and/or a migration background. It aims to support people with little knowledge of the university landscape in Austria.   

The GP was developed by the University of Graz, student services. 

The students may contact the Peer Mentoring Office in case they think they need support due to their diverse background. Hence, a well-structured website presence was set up with all information necessary. Moreover, the Peer Mentoring Office holds “trial days” for ongoing students and organizes other events to learn more about the needs of their target group.  They are advertising tge programme at their own event but also on “open door days” and “school-fairs”. The office collects information about applicants through a (unscripted) first talk about their personal situation and during the planned events.

What info about learners was collected: Generic information such as: biographical information, about schooling and education, past work experience, skills and competences.

Offering a structured website and organizing info events is a highly transferable method.   Diversity type according to Erasmus+ priorities the GP faces: Barriers linked to education and training systems, cultural differences, social and economic barriers, barriers linked to discrimination.

The MAIA Programme of the Instituto Universitário Atlântica, implemented in the 2021/2022 academic year, aims to welcome, help and integrate all new students (national and international mobility students) into the institution. In order to facilitate the transition of new students in the academic year (Mentors) to a new cycle of higher education, the Instituto Atlântica relies on the help of undergraduates from a wide range of degrees (Mentors). These students, on a voluntary basis, have the ideal characteristics for integrating new students. In addition to national students, the Mentors also support foreign students who come to study at Técnico under various mobility programmes. 

National and international mobility students may come from completely different countries and cultures, and a quick integration into the city and the institution is essential for the success of this experience. The necessary support focuses on resolving some bureaucratic obstacles (transport passes, mobile phones, among others), introducing them to Portuguese culture and finding accommodation, as well as helping them with various issues related to the curricular units, classes and teachers. Providing support in the first weeks of classes with guided tours of the institution, information sessions, help with the material and bibliography needed for the course units, personal support, if necessary, among other things. 

Information about learners is collected through online form, a personal interview and the organization of focus groups.

Information about educators is provided by the online application process (online form providing personal data + motivation letter+ meeting the criteria)

The mentoring project ends up being transversal to several areas and allows for cohesion between them.  The GP deals with the following diversity types (with regard to Erasmus+ priorities): Barriers to education, Social, economic barriers, Geographical barriers, Barriers linked to discrimination.

Workshop implemented by Coimbra Higher Education School in Portugal promoting literacy(ies), equal learning opportunities, training and empowerment; stimulating self-esteem, participation and social inclusion of participants.

The participants are between 20 and 95 years old, mostly women, Roma, immigrants, non-institutionalized and institutionalized elderly people, some with early-stage dementia and special educational needs. They meet once a week, in various locations, days and times.

This GP is inspired by Paulo Freire’s approach.

Biographical information (about schooling and education, but also work experience, hobbies) is provided by interested parties after the work of the Letras Prá Vida association has been publicized in job centres, aid associations, refugee centres and municipalities . 

The GP deals with the following diversity types (with regard to Erasmus+ priorities): cultural differences according to language, disabilities, health problems, barriers linked to discrimination. 

Considering that this good practice uses a methodology that values the individual and the resources for its implementation can be produced depending on each group, we believe that this good practice is easily transferable to other areas. In fact, since its creation until today, it has been replicated in other places.

The Qualifica Passport is a technological instrument for recording the qualifications and skills acquired or developed throughout an adult's life and providing guidance on learning paths. 

This tool allows the user to access to all possibilites of qualifications avaliabe according to his/her needs/expectations. The main goal of this GP is to upskill/motivate people to lifelong learning.  

The online tool is promoted by ANQEP (National Agency for Qualification and Vocational Education and Training) and it’s used by the Adult Education Centres in Portugal.

This tool can be used by any learner as long as they register on the platform. In practical terms, it is more aimed at people looking for a professional qualification and for people who dropped out school early. 

It collects biographical information (about schooling and education, age, gender, professional situation, hobbies) to understand and build the profile of the participant and propose a qualification path. 

This tool is used at a national level already, but it only gives answer to a specific profile. This way, to be transferable, it should be adapted to other contexts. 

The GP deals with the following diversity types (with regard to Erasmus+ priorities): Barriers to education, (individuals struggling to perform in education and training systems for various reasons, early school-leavers, NEETs and low-skilled adults may face barriers).

Methodology promoted by ANQEP (National Agency for Qualification and Vocational Education Training) to recognize skills acquired in formal, non-formal and informal contexts, according to a qualification framework (EQF - European Qualification Framework).  that allows learners to obtain an academic or professional qualification degree. 

This GP is intended to all learners, from 25 years old (and without limit)  who wish to reskill or upskill. 

The instrument is used in all Adult Education Centres in Portugal so its adaptability is guaranteed.

The collection of information about learner is based on a biographical approach (learners are invited to write their biography and reflect on topics according to the key competences framework – document used to guide the trainers).  The process is based on the construction of a reflective learning portfolio.

The GP deals with the following diversity types (with regard to Erasmus+ priorities): Barriers to education, (individuals struggling to perform in education and training systems for various reasons, early school-leavers, NEETs and low-skilled adults may face barriers).

New methodology developed by Atlântica - Higher Institution in Portugal, leading to the production of training content that meets the needs of employers and integrates a training in the business market and mentoring through a digital platform for monitoring the trainees. The E-learning is based on a digital platform that monitors the trainees and allows them to enter the labor market and continuously improve their skills.

The general aim of the project is to help reduce unemployment among the 20-29 year-old unemployed population with tertiary education. 

No information about learners is collected other than what was necessary: academic background, name, age and interests. The aim is to simplify the sample and keep the essential. 

There was a sharing of knowledge that allowed participants to transfer their knowledge to areas within their respective labour market. Information on their account was collected by online forms and Interviews. 

In terms of transferability, the TSEMY project could be used by trainers and trainees easily and it’s effectively adaptable to user's needs. With the presence of an easy-to-interpret toolkit, its users could adapt it to develop new ways of learning.

The practice tackles diversity as barriers to education, Social, economic barriers, Barriers linked to discrimination.

Evaluation and adaptation process for students with special educational needs (SEN) implemented in La Blanca Paloma VET center in Granada (Spain). It involves initial and ongoing assessments to identify and address specific needs. The aim of the GP is to ensure comprehensive support and inclusion through tailored educational strategies. 

It’s addressed to VET Students with SEN diagnosed by the Regional Government of Andalusia - Educational Council or identified by the educational staff. 

User information is collected through an initial evaluation by educational staff, supplemented by government diagnosis when available.   

The practice tackles diversity regarding learners with disabilities, health problems, barriers to education and discrimination. The practice is highly transferable to other educational settings, adaptable for various types of SEN.

La Blanca Paloma VET Centre and the "Padre Villoslada" Occupational Day Centre engage their students and users in joint activities such as theater, workshops, and sports, enhancing social skills and integration. 

The practice is intended for Social Integration and Sociocultural Animation and Tourism students, and users of the Occupational Day Centre for people with mental disabilities. It emphasizes the importance of understanding and catering to diverse needs, promoting inclusivity in educational and social contexts.

Direct participation of all students and users in joint activities. This allows for full integration and inclusion experience, where everyone feels valued and part of the group.

The approach is very adaptable as a model for inclusive learning and social integration in diverse settings. The practice tackles diversity regarding learners with disabilities, health problems, barriers to education and discrimination. The practice is highly transferable to other educational settings, adaptable for various types of SEN.

A comprehensive internship programme developed by the educational staff at La Blanca Paloma VET Centre. that involves profiling and matching students with suitable companies and organisations within a vast network of external stakeholders. It ensures workplace adjustments if needed and provides continuous follow-up during internships, setting a high standard compared to other VET centers in Spain.

The organisation conducts user profiling through the established procedures of the educational staff for profiling and matching students with stakeholders. Beforehand, the student makes a list of places where they are interested in doing the internship. Student selection considers academic performance in relevant 1st and 2nd year courses. It follows the following structure: average mark of each course (60%), personal interview (20%) and a selection questionnaire (20%). Once completed, each student will have access (or not) to the chosen work placement.

The practice tackles diversity regarding learners with disabilities, health problems, barriers to education and discrimination. The practice is highly transferable to other educational settings, adaptable for various types of SEN. All in all, this practice is highly transferable to other educational institutions aiming to enhance internship opportunities and collaborations.

Human Resources department of La Blanca Paloma VET Centre in Granada, Spain, implements a teacher selection process that emphasises experience with people with disabilities and alignment with Fundación Docete Omnes' inclusive approach. 

Information on educators is collected through the selection and the meeting of criteria such as language skills, diplomas, special training, and notably, experience in working with people with disabilities. 

The inclusive teacher selection process is applicable to other educational institutions focusing on inclusive education. 

The practice tackles diversity regarding learners with disabilities, health problems, barriers to education and discrimination.