At the 6th NICE Conference in Bratislava, Slovakia, activities to foster further exchange in the future were an important aspect on May 29, 2015. To begin with, Dr Lucy Hearne from the University of Limerick (Ireland) presented the Peer-Learning Framework of NICE, a manual how to jointly develop degree programmes in career guidance and counselling, drawing on common points of reference like the European Competence Standards. Secondly, Jan Woldendorp from the Saxion University of Applied Sciences (Netherlands) presented the work and concepts of the Mobility Team of NICE, including guidelines how to organise international exchanges of staff and students. Finally, Jan Woldendorp and Prof Sif Einarsdottir from the University of Iceland prepared the stage for 9 parallel workshops on the future of cooperation in the NICE network. For further information on the conference, please visit www.nice-network.eu Dr Susanne Kraatz from the European Parliament's Policy Department on Economic and Scientific Policy presented an overview of efforts at the European level, to foster quality in lifelong guidance and counselling. Next to an overview of existing policies, current activities and challenges for the future, she presented a European competence profile for PES and EURES counsellors. For more information on the conference, please visit www.nice-network.eu

1. How to Make Peer Learning
Work
Peer Learning Group
Presenter: Dr. Lucy Hearne

2. PEER LEARNING in NICE
Topping (2005, p.631) “defined as the
acquisition of knowledge and skill through
active helping and supporting among status
equals or matched companions”.

3. Aim & Objectives of Peer Learning Group
Process and Outcome:
A). Process- descriptive case study methodology –
series of case studies of Peer Learning Activities
(PLA) – facilitated collaboration of NICE members
working on quality development of programmes
B). Outcome – Guidelines for conducting PLA’s by
NICE members for quality development process
3

4. Quality Development in Programmes: Change Process
 Underlying assumptions:
Relational: work alliances as key for mutual learning –
intrapersonal and interactional process
Peer learning is an intentional learning process
amongst peers
Analysis of current situation/system in change process
(organisational/programme)
Change can be restricted by organisational norms
environment
Reflection and reflexivity
4

5. A). Case Studies of Peer
Learning Activities

6. Peer Learning Group
Use of Case Study in Peer Learning Activity (PLA)
May 2014 – 2015: Iterative design of a Case Study
Framework to guide peer learning process, gather data
and produce case vignettes
Framework based on Topping (2005) and Topping & Ehly
(2001) peer learning plan that incorporated different areas
for recording of peer learning activity
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7. Peer Learning Activities Schedule: May 2014-May 2015
 Peer learning instances – case studies
1. Gödöllö, Hungary – CGC BA programs, 3
Universities
2. Oslo, Norway – CGC MA program in Norway, 2
Universities
3. Bordeaux, France – CGC MA program in Bordeaux, 5
Universities
4. Mannheim, Germany – CGC BA programs, 4
Universities
These PLA’s facilitated, data recorded and analysed by
members of the Peer Learning Group

8. Case Study Framework for NICE PLA’s (May 2015)
Data Areas:
 Contextual information of PLA – programmes, organisations, location and date
 Aim & objectives of PLA
 Participant details
 Agenda and items in PLA
 Methods and experiences in work-phase of PLA
 Resources used in PLA – documentation, recording etc
 Outcomes of PLA – short and long-term
 Follow-up Work of PLA – further meetings, location, participation, goals
 Evaluation of PLA:- what were the expectations of the individuals?
- did outcomes meet their expectations?
- how has the peer learning process been for individuals?
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9. B). Guidelines for Peer
Learning Activities in NICE

10. Three Stage Framework
1. Preparation :
Selection of the PLA partners
Identifying and agreeing on the aim and objectives
of the PLA
Deciding type of activity, location and time
2. Implementation
Sharing of material, documents and relevant
information
Refining common goals and objectives of PLA
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11. Building trust and collaborative relationships
Moderation of the PLA
Recording of the PLA
Deciding next steps (short and long-term
outcomes) of the PLA
3. Evaluation and follow-up
Evaluating outcomes of the PLA for members in the
group at end of the activity, reflection on this by
members
11Three Stage Framework

12. Reflexivity – Opportunities & Challenges of PLA
 Identifying and contacting possible PLA partners
 Trust and collaboration of equals
 Diversity of NICE membership – culture,
traditions, history, context and disciplinary
affiliations (e.g. education, psychology)
 Language, power and gender considerations
 On-line technology usage
 Sustainability of the activity over time
12

13. References
Yin, R.K. (2009) Case Study Research; Design and
Methods, 4th edn. Thousand Oaks, CA: Sage.
Topping, K. J. (2005) ‘Trends in Peer Learning’,
Educational Psychology, 25 (6), pp. 631-645.
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14. NICE Mobility
NICE Mobility group
Presenter: Jan Woldendorp

15. Members of the mobility team
1. Active members of the mobility team
Below the active group members are presented.
Rebeca García-Murias
Spain
Jaana Kettunen
Finland
Monika Kukyte
Germany
Dione Mifsud
Malta
Sasa Niklanovic
Slovenia
Sauli Puukari
Finland
Jean-Jacques Ruppert
Luxembourg
Teresa Maria Sgaramella
Italy
Jan Woldendorp
The Netherlands

16. NICE Mobility: why?
“One needs only to exist
to travel”
Fernando Pessoa
“One needs only to exit
to travel”+

17. Key Assumption
Mobility (mental and physical) is the core business
of our NICE network (career = mobility)

18. Work of the mobility team
 Tuning roadmap on mobility (handy when travelling!)
 Mission statement “To be or not to be… Mobile” (work
in progress)
 Practical guidelines for NICE mobility (Student + Staff
edition)
 Inventory of current NICE Mobility (Erasmus +)
 Survey on NICE Mobility (Work in Progress)
 Collection and development of presentation materials
to underpin the value of mobility (work in progress)

19. Inventory of NICE Mobility within Erasmus + 19
Jean-JacquesRuppert Luxembourg Yes KA1Learningmobilityofindividuals ACADEMIAProjectforEuropeanmobility
KA2toimplementfurthertrainingforpractitioners(planned) Notitleyet
RobertaPiazza Catania,Italia Yes KA1LearningMobilityofIndividuals Adulteducationstaffmobility.
RachelMulvey EastLondon,UK
SifEinarsdóttir Reykjavik,Iceland Yes KA2:Cooperationforinnovationandexchangeofgoodpractises YOUTHYES:developacareergameforusewithyoungpeopleinschoolsettingstohelpthemdevel
HazelReid Canterbury,UK Yes DevelopmentofNICEKnowledgeAlliance
workingonabidfora'strategicpartnership'buildingonapreviousEIPworkingwithDoctoralstudents.
RebecaGarcía-Murias SantiagodeCompostella,Spain Yes KA2:Cooperationforinnovationandexchangeofgoodpractices GuideMyW@y!AEuropeanCareerGuidanceConceptforInternationalYouthMobility.
MonicaPetermandl Danube-UniversityKrems,Austria Yes ToolsfOrImpact³-Developmentofweb-basedevaluation-toolsfosteringimpact-orientedproject-consorti
Yes EDU-FIN:Developingparticipativeprocessesforthegenerationofafinancialeducationcurriculumaddre
JanWoldendorp Saxion,Deventer,TheNetherlands KA2:Cooperationforinnovationandexchangeofgoodpractises ESL:Developmentofan(online)toolforearlydetectionandpreventuionofEarlySchoolLeavers
LauraGressnerova UniversityofTechnology,Bratislava(STU) Yes STUisinvolvedinKA1Learningmobilityofindividuals. MobilityactionsforstudentsandpedagoguesprovideanotherOfficeofourDepartmentofinternationalre
SubmittionofapplicationintheframeofERASMUS+KnowledgeAlliancesin2014,projecthasnotbeenapproved.
Thisyearwearesubmitting2projectsinKA2KnowledgeAllianceandKA2CapacityBuildinginthefieldofHigherEducation.
IngevanderPutten Fontysuniversity,Tilburg,TheNetherlands Yes InvolvedintheNICEKnowledgeAllianceKA3project
StefanVendel UniversityofPresov,Slovakia No
PeterWeber HeidelbergUniversity/IBW No WeareworkingonaKAapplication(withotherNICEpartners)
JaanaKettunen UniversityofJyväskylä,Finland No PreparingaKA2application
LucyHearne UniversityofLimerick,Ireland No InvolvedinanapplicationforErasmus+StrategicPartnerships(inVET)in2014. Wewereunsucccessfulbutmayapplyagainthisyear.
KestutisPukelis Kaunas,Lithuania No

20. Practical guidelines for mobility

21. Mini-convention
Mobility & Peer Learning
Sif Einarsdóttir & Jan Woldendorp
Subtitle: “Action!” (Dauwalder, 2014)

22. Initiatives for mobility & peer learning
 Proposal 1: Creation of a collaborate circle for global development of a CGC
competence standard (Peter, Jutta & Frans)
 Proposal 2: Peer Learning for establishment/Improvement of Bachelor
programs (István)
 Proposal 3: Development of a joint module for training in entrepreneurship -
skills (Jacques)
 Proposal 4: Development of joint e-learning modules (Jukka)
 Proposal 5: Development of joint learning – materials for training in career
counselling, based on the standards (Koorosh & Jean Pierre)
 Proposal 6: Mobility for the International week of Saxion (Jan)
 Proposal 7: Joint development of innovative approaches for training of
reflective competences (Sif + Stella)
 Proposal 8 Develloping the future of NICE (Christiane)
 Proposal 9 Scandi translation (Randi, Rie & ...)

23. From proposal to project…
When?
Who?
Proposal!
What?
Why?
How?

24. Working in groups
 Planary pitches (1’’) of the proposals
 Creating groups
 Choosing a voluntary moderator
 Introduction of the idea by the developer: WHY? and
WHAT?
 Questioning by the group members
 Brainstorming on the HOW?, the WHO? and the WHEN?
 Minutes are made on the circle sheet
 Planary report by the moderator
 Inventory on what help do you need
 Who (what NICE working group) is taking this further

25. Taking notes
Who?
When? How?
Proposal
What?
Why?

26. Thank you!
Sif Einarsdóttir & Jan Woldendorp
Questions?