Pledge of New Opportunities Centres Pledge of New Opportunities Centres National Agency for Qualification - 2007 Imprint Title

Pledge of New Opportunities Centres Coordination Ana Maria Canelas Author Maria do Carmo Gomes, Francisca Simões Editor National Agency for Qualification (1st edition, October 2007) Layout and graphics Jacinta Gill ISBN 978-972-8743-3 8 - 3 National Agency for Qualification Av July 24, 138, 1399-026 Lisboa / Tel: 21 394 37 00 - Fax: 21 394 37 99 / Index May 9 note Presentation Pledge Centers New Opportunities Mission 10 10 11 Guidin g principles for structuring the work requirements 12 Steps / 20 Dimensions of i ntervention flowchart of steps for action by the New Opportunities Centres 21 Fl owchart of the main structuring of the RVCC 25 System Benchmarks for the Quality of New Opportunities Centres 27 Levels of service for New Opportunities Centres 33 Levels of organization of the New Opportunities Centres Note Presentation The New Opportunities Centres are as central agents in response to the challenge of qualifying adult enshrined in the New Opportunities Initiative. Making secon dary education the minimum level of qualification of the Portuguese population b y providing so enlarged, new learning opportunities, qualification and certifica tion is a will and political commitment that demand results, accuracy and transp arency. Realising this bet is a social need and a collective responsibility whic h requires the valuation of the System of Recognition, Validation and Certificat ion in the context of access routes to the qualification and certification, the mobilization capacity of training, institutional cooperation, sharing knowledge and involvement of public and private systems of education and training. In this sense, New Opportunities Centres insertion of a territorial network and institu tionally diverse, its development orientation and mobilization of different resp onses depending on the profile and the route of adults, and their complementarit y and coordination with schools, the centers vocational training, the training b odies and the economic, social and cultural determinants of response to targets and requirements defined. In this context, and aware of their responsibility in the production of guidelines and tools that enhance and promote more and better answers to the qualification of the Portuguese, the National Agency for Qualific ation, the body responsible for coordinating the New Opportunities Centres Netwo rk, presents and edits the Pledge. We take the Pledge as an instrument that crea tes demand, which clarifies action strategies and service levels and contribute to the enhancement of work processes, to mobilize teams and to the effectiveness of funding. 5 We thank the Regional Directorates of Education, Institute of Employment and Voc ational Training Centers and the New Opportunities, their coaches and executives , all of their assistance and contribution to the construction of this instrumen t. The President of the National Agency for Qualification Vice President The Vice-President

6 Pledge of New Opportunities Centres Pledge of New Opportunities Centres The National Agency for Qualification I.P. (ANQ) considers as a priority at this time, available to all New Opportunities Centres that form the National Network for an instrument that promotes quality of work processes and clarify the respe ctive performance indicators. This instrument seeks to support the New Opportuni ties Centres in response to the policy objectives outlined under the New Opportu nities Initiative, as part of the coherence at the national level. In this sense , not facing this instrument as a manual of procedures and standardizing the dyn amic work strategies that each Center should build, it seems fundamental to us, from the identification of the critical aspects of its operation, define the str uctural pillars and guidelines met by each of the New Opportunities Centres, reg ardless of their institutional framework and its local context, namely: Mission, Guiding Principles, requirements structuring of work; Stages / Dimensio ns of intervention. It is part and parcel of this Pledge, the System Benchmarks for Quality Centers New Opportunities€which clearly indicates the outcome for each stage / size of a n intervention center. The specific dimensions of intervention will provide a fr amework for the financing of the New Opportunities Centres, for tracking and mon itoring of the National Network as well as for external evaluation to be impleme nted in terms of processes, outcomes and impacts. 9 Mission Assure all citizens over 18 years an opportunity qualification and certification in elementary or secondary level, suited to your profile and needs within the t erritorial area of intervention of each New Opportunities Centre. Building deman d for new learning processes, training and certification by adults with low leve ls of educational qualifications and professional. Ensuring the quality and rele vance of investments in effective policy of lifelong learning, valuing the socia l processes of qualification and certification acquired. Guiding Principles While openness and flexibility "gateway" to all those seeking a chance of qualif ying, the team and officials of the New Opportunities Centre should organize its elf to respond to a diverse audience, respecting and valuing the profile, motiva tions and expectations of each individual. Ensure confidentiality in the treatme nt of confidential information provided by the adult and the resulting process d eveloped at the Center New Opportunities. Results orientation Ensuring the effec tive implementation, timely responses to needs for qualification and certificati on of the public. Rigor Rigor and efficiency, demand and efficiency in the devel opment of all the qualification and certification, as well as the management of New Opportunities Centre. 10 Responsibility and autonomy to develop practical autonomy and accountability of the New Opportunities Centres, working with the structures of central government and regional and other partner institutions, complying with the procedures esta blished for its management. Requirements structuring of work Technical staff with adequate training functions, stable, sharing information an d responsibilities, regular meetings of work and defining clear channels of inte

rnal communication. Adequate facilities for the operation of a New Opportunities Centre, respecting the different stages / dimensions of intervention and ensuri ng workspaces suitable for these different purposes. Schedule appropriate to the characteristics of the target audience and duly posted in visible space, respec ting the indications of operational requirement issued by the guardianship. Regi stration and information organization, systematically using the Integrated Infor mation and Supply Management Educational and Formative (SIGO), as a central inst rument of demand management and monitoring, processes and results. Periodic asse ssment of processes, outcomes and impacts, making it known regularly to local pa rtners, regional structures of the Ministry of Education (ME) and the Institute of Employment and Vocational Training (IEFP) and ANQ, a logic of continual impro vement and transparency processes of accountability. Funding indexed to the resu lts achieved, the benchmarks for the quality of a New Opportunities Centre and s ubject to the completion of its duties, mission and guiding principles. Provisio n of Complaints book to all users of the New Opportunities Centres, respecting t he principles of existing legislation for these matters. 11 Integration into networks of local partnerships, establishing contacts in person and distance that must serve several objectives: to mobilize employers whose wo rkers may develop procedures for the Recognition, Validation and Certification o f Competencies (RVCC), to identify needs and demand of "solutions" and to promot e training at of training organizations that offers them to be more adjusted; ma ke referrals to successfully training offers, and develop training for the techn ical-pedagogical staff. Conjunction with other New Opportunities Centres network , based on available information and meetings, to ensure the exchange of experie nces, methodologies and tools and disseminating best practices, ensure the manag ement of transfer processes of adults and avoid overlap of action in local areas / regions. Stages / Dimensions intervention The activity of a New Opportunities Centre is organized in a number of dimension s / phases of intervention are reflected in service levels to ensure,€such as: A. Reception of adults The accommodation consists of attendance and enrollment of adults in Central New Opportunities as well as clarification on the role of the different stages of w ork involved, the possibility of referral to educational and training offerings or to the RVCC and predictable timing for this purpose. Information should be pr ovided to adults on the New Opportunities Centre and qualification opportunities existing in the territory, through the delivery of promotional materials such a s leaflets, brochures, etc.. The adult complete a registration form and the data should be immediately recorded in SIGO. Upon the questions put to him, the adul t provides additional information that may be relevant to the preparation work o f professional recognition and validation Skills (Professional CVR) that interve ne in the next step. The reception culminated with the appointment date for the next contact with the RVC professional, who will initiate the process of diagnos is and referral. It is currently formalizing 12 entry in the New Opportunities Centre and should be given to each adult a Regist ered Card, the second model to be provided by ANQ, IP Whatever it may be individ ual or organize themselves in small group sessions, the attention to every adult should always be customized, taking into account their characteristics, experie nce, motivations and expectations. Whenever possible, should be available to adu lt documentation on the New Opportunities Centre and the nature of interventions that take place therein, and to offer education and training of the territorial network in which the center falls.

B. Diagnosis / Screening The diagnosis can develop and deepen the analysis of the profile of the adult, b ased on data previously collected and that are completed at this stage, the info rmation obtained by conducting an interview individual or collective (small grou p) at the expense of professional RVC. It is expected that at least takes place, per adult, two sessions of diagnosis / screening. As a step prior to referral, diagnosis helps to clarify the needs, interests and expectations of the adult, t his information is of great relevance for the definition (s) best (s) "solutions " in all the offerings available in skill Central and local / regional level. To ensure the result of this stage of diagnosis / screening should be to minimize the time between this and the routing of the adult response to a qualification. The time period between these two steps should not exceed a month. The routing o f the adult response to a qualifying internal or external to the New Opportuniti es Centre may result in the RVCC offers or other educational / training. C. Referral of adults The routing directs the adult response to the educational or training that is mo st appropriate, according to the profile identified in step diagnostic and quali fication opportunities available at local / regional level. Various hypotheses r outing are discussed with the adult and the choice of consequent Results 13 a process of negotiation between the two parties - adult and technical-pedagogic al staff of the New Opportunities Centre. Must be done at least two sessions wit h these goals - one for submission of qualifications and other opportunities for negotiated settlement. This is a team effort, articulated between the coordinat or of the New Opportunities Centre and Professional RVC, with administrative sup port, if necessary. The adult may be referred to a process of Recognition, Valid ation and Certification, or an alternative educational path. Can also be conside red as possibilities for routing further study at university level. An alternati ve educational path to the RVCC is always outside the New Opportunities Centre, taking into account supply territorially implemented and the criteria for access to each. Examples of such deals: Courses Professional Courses Technology, the E ducation and Training, the Scientific-humanistic courses, the courses of seconda ry education Applicant, the Education and Training of Adults, etc.. They are als o an example of alternative routes to completion of secondary education through the medium of legislative possibilities built under the New Opportunities Initia tive, with the dual purpose of certification (academic and vocational). In these cases, the routing is done by defining a Personal Plan Qualification (PPQ) to b e provided in SIGO,€which states that the training path and / or which the Units of Competence to be acquired by this means. The PPQ always presupposes an artic ulation with the organizer of the response of training chosen. This linkage is m ade by the coordinator of the New Opportunities Centre and / or an administrativ e, through personal contact and / or telephone, fax or e-mail. In addition to th e speed of response found, the quality of delivery is also determined by the ade quacy of the training path and set the PPQ, the characteristics, needs and expec tations of each adult. The enforcement of the routing of each adult, through con firming their registration with the authority / path set out in the PPQ, should be monitored by the New Opportunities Centre. 14 D. Process of Recognition, Validation and Certification A RVCC process is always done in a New Opportunities Centre and is based on a se t of methodological assumptions [ie Balance Skills, Approach (Auto) biography] t hat allow the disclosure of previously acquired skills by adults throughout life , in formal, informal and non-formal, and which develops the construction of a P ortfolio of Learning Reflective guided by Referential a key competence. These pr

ocesses are organized in three structural axes: recognition, validation and cert ification. Where identified gaps in skills shown by adults over the Benchmark le vel of certification that have applied will be developed further training (maxim um 50 hours per adult in RVCC), based on areas of key competencies of their benc hmarks. D1. Skills recognition In recognition stage, the adult identifies the skills acquired throughout life b y using the methodology of balance of powers. This step begins with the presenta tion: • the process of RVC (introduction to the concepts used in RVC, which is t he explanation of the methodology of balance of powers, defining the levels of a rrival for certification, clarifying the distinction between the RVC and routes schooling / training) • stakeholders • of the possible methods of work, • the ex pected duration of the process, • and work is expected to develop the adult inde pendently. 15 This background information should be conveyed clearly, encouraging transparency of the process for the adult. Following this presentation can be initiated to d ecode the Reference Framework of Key Competences (basic level or secondary level ) / Professional Reference of RVCC. This work is done by professionals and the R VC trainers for this purpose, organize sessions of individual work in small grou ps and / or in large groups of adults. Then, the RVC professionals start their s essions balance skills with adults, individually or in small groups. The session s are based on the mobilization of a set of instruments, which should be adjuste d on a case on the basis of meaningful experiences and interests specific to eac h adult. All activities undertaken will result in the construction / reconstruct ion of Reflective Learning Portfolio (PRA) of the adult more or less supported b y the technical-pedagogical staff, according to the autonomy that each reveals. The technical-pedagogical staff must ensure that the PRA for each adult follows a similar pattern of demand for the types of evidence contained therein, while, however, reflect the specificity that follows the course and the individual expe rience of each adult. The contents of the PRA should be a direct reflection of t he skills that the adult holds and, if necessary, include records of the pedagog ic team that explain how certain evidence contained therein permits showing the powers contained in the Benchmarks. As the PRA will be consolidating the technic al-pedagogical staff, along with adults, will establish correlations between thi s instrument / product and the list of the RVCC Competências-Chave/Referencial P rofessional. Under the recognition of skills, may still be room to develop furth er training at New Opportunities Centre, whose duration does not exceed 50 hours / adult. The evolution of the recognition process and in particular the conclus ions that the team is taking on the powers that may or may not be validated, mus t be communicated to the adult, as the sessions are expired, at specific times f or the purpose or During the balance of powers. 16 D2.€Validation of skills The validation step of expertise focuses on the achievement of a session in whic h the adult and the teaching team analyze and evaluate the PRA in the face of th e Referential Competências-Chave/Referencial RVCC Profissional, identifying the competencies and evidence to validate / develop through the continuation of the RVCC or training to be held in certified training entity. In the case of one and the RVCC Profissional, the work of analysis and evaluation of PRA is done joint ly by the technical-pedagogical staff of the Center for New Opportunities and ev aluator. If the result of this session referral to a training entity, should the New Opportunities Centre team to validate the skills that have been demonstrabl y shown a jury Certification, with the presence of an external assessor, as prov ided in Paragraph D3 by registering them in the ledger Individual Skills, issuin

g a Certificate of Competency Validation Plan and setting the Personnel Qualific ation (PPQ) of adults with an indication of their referral to a path of qualific ation (training, Course EFA, job training, self training, ...). In the specific case of the New Opportunities Centres that are not capable of approval, the proc ess of issuing certificates of validation of competence requires the establishme nt of protocols with entities which have certified expertise. In these situation s, the Director / Coordinator of the New Opportunities Centre is responsible for sending the documents of every adult to approve the entity that the certificate . The New Opportunities Centre should ensure compliance of the documents you sen d to the certifying authority with jurisdiction, because of this fact depends on the shortest in the certification process. D3. Certification of competencies This step corresponds to the end of the RVCC, when the conditions for obtaining a license or a school qualification. Certification of competencies takes place b efore a jury appointed by the Certification Director of the Centre and 17 constituted by the RVC professional, by trainers and by external evaluators to t he RVCC for each adult and the New Opportunities Centre. The preparatory work of the session for certification include the analysis and evaluation of PRA by the technical-pedagogical staff and the external evaluator. The validation and cert ification of skills meet the following principles: • There is a clear distinctio n between the role of the pedagogic team of the New Opportunities Centre and the external evaluator, the latter competing benchmarking and social affirmation of the CVR process developed under the assessment / accreditation of adult • the p reparation of the session certification implies that there is a joint effort by the team of the New Opportunities Centre and the evaluator's analysis and assess ment of each adult PRA proposed jury; • results assessment arising from the meet ing of certification are presented and explained to the jury by an adult. Certif ication of skills is the official confirmation and formal skills validated by th e RVCC process. In the specific case of the New Opportunities Centres that are n ot capable of approval, the process of issuing certificates requires the same pr ocedure defined in step for the validation of skills. Shall be posted at the Cen tre, in a visible place, the name of the entity with whom he established protoco l for the certification. E. Follow the Personal Development Plan This step is the definition of a Personal Development Plan for each adult certif ied by the New Opportunities Centre in order to continue its path of qualificati on and learning throughout life after the RVCC process. 18 This plan, articulated between the school team and the adult in individual sessi ons, takes shape in the definition of project staff and professional adult, with the identification of further opportunities of learning, to support the develop ment of initiatives to promote self employment and / or to support progression / conversion. In some cases, the definition of a Personal Development Plan and th e conditions for its realization may involve contacts with training providers, e mployers and supporting entrepreneurship. 19 Flowchart of steps for action by the New Opportunities Centres A. Reception B. Diagnosis / screening C. Routing

Other offers educational and training (outside the New Opportunities Centres): C ourses EFA, EFC, CET, Recurrent Education, Professional Courses, Alternative rou tes of completion of secondary Partial certification (certification Jury) D. Process of Recognition, Validation and Certification school and / or professi onal: B1, B2, B3 or secondary education and / or career opportunities of the Nat ional Qualifications Catalogue Certification by the training body Full certification (certification Jury) E. Personal Development Plan 20 Flowchart of the main structuring of the RVCC D1. Recognition of competencies (skills audit sessions to develop the Profession al RVC - individual and collective) Construction of Reflective Learning Portfoli o (PRA) Volume of work (total) D2. Validation of skills (organization of a jury Validation with the entire team to confront the pedagogic PRA with Referential competencies and decide the futu re course of the adult face skills - Skills Units - validated) Routing Processes RVCC D3. Partial certification (certification Jury) issuing a PPQ Continuation and conclusion of the process RVCC school and / or professional: B1, B2, B3 or s econdary education and / or career opportunities of the National Catalogue of Qu alifications Basic Level 200h to 600h RVCC processes the Secondary Level 530H 1060h Complete the course of training courses on EFA (Decree No. 817/2007) (identifica tion of the Units of Competence of Reference to be completed in course of format ion) issuing a PPQ D3. Full Certification Certification (Jury of certification) 21 System Benchmarks for the Quality of New Opportunities Centres 23 System Benchmarks for the Quality of New Opportunities Centres The New Opportunities Centres develop a set of dimensions / phases of interventi on that fit its mission and guiding principles, as expressed in this Pledge. Res ulting from the information collected from the New Opportunities Centres and the need to define precise guidelines on the different dimensions / stages of inter vention, is presented here in a system of Benchmarks for Quality. The Indicator System and its application and development, are a dynamic that allows the introd uction of adjustments considered necessary from its own evaluation. For each sta ge of intervention is defined service levels and levels of organization that can be translated into a set of indicators. These indicators will enable the achiev ement of three distinct objectives: a) self-regulation of the National Network o f Centers New Opportunities by reference to unique patterns and shared by all st akeholders, b) development of referral system for the quality of the New Opportu nities Centres, which should be used in place of external or internal evaluation

, c) strengthening capacity for monitoring and monitoring of ANQ for the Nationa l Network of New Opportunities Centres, supported on co-ownership deal with perf ormance and quality standards enshrined in the New Opportunities Initiative . It presents the set of indicators and their benchmarks for the quality of each of the stages / dimensions of intervention by the New Opportunities Centres and lev els of organization and operation. 25 Service Levels of the New Opportunities Centres Steps / dimensions of intervention A. Reception of adults Indicators benchmarks for quality Source A1. Number of entries in SIGO against the number of adults enrolled in the New O pportunities Centre A1. 100% of adults enrolled in SIGO the date of its host SIGO A2. Marking the following action to be performed by New Opportunities Centre A2. Until one month after enrollment in the New Opportunities Centre (formalized description) SIGO A3. Clarity and appropriateness of the information A3. 70% of adult respondents with positive responses (range 1-4) Survey of adults (in Phase 1 to be prepared by ANQ) A4. Adequacy of space A4. Existence of a specific location for the reception (lobby with the employee' s workspace management, publicity materials, access to SIGO, waiting room, etc.) . Plant Centre's New Opportunities A5. Effectiveness of response provided to adults with respect to its ability to qualification A5. 100% of adult respondents with positive responses (range 1-4) Survey of adults 27 Steps / dimensions of intervention B. Diagnosis / Screening Indicators Benchmarks for quality Source B1. Fill the grid of the candidate's profile

B1. All adults with a grid of candidate profile (fill in a grid by an adult€spec ifying the result of diagnosis) SIGO / grid of the candidate profile. These grids have been duly completed, must be integrated into SIGO B2. Suitability of spaces for the diagnosis / screening B2. Existence of individual treatment rooms (minimum two in each center, with th e necessary infrastructure to enable the guarantee of confidentiality) Existence of a working room for groups (at least one in each center, which can be used fo r training, for the development of group sessions, with computers, etc.). Plant Centre's New Opportunities C. Routing C1. Participation in information sessions / clarification regarding qualificatio n opportunities C1. 100% of adults participated in the diagnostic sessions Survey of adults C2. Diversity and comprehensiveness of the information sessions C2. Five types of qualification opportunities addressed in a series of seven Survey of adults 28 Steps / dimensions of intervention C. Routing Indicators Benchmarks for quality Source C3. No referrals for other offers educational and training processes and to RVCC C4. Issuance of a Personal Plan Qualification (PPQ) C5. Percentage of subscript ions or offers proven educational and training outside the New Opportunities Cen tres C3. 90% of adults sent (based on the goals of subscribers) SIGO C4. 100% of adults who are not forwarded to the RVCC PPQ issued with a C5. 100% of responses referred for educational or training outside the New Opportunities Centres SIGO SIGO D1. Skills recognition D1.1. Percentage of individual sessions over the total number of sessions

D1.1. Between 25% to 50% of individual sessions in the RVCC processes of primary and secondary level SIGO D1.2. Duration of sessions of face recognition D1.2. RVC schools: between 25 and 40 hours for the basic level and between 35 an d 60 hours at the secondary level RVC professional: between 15 and 40 hours cros s CVR: 30 to 50 hours (in case of basic level) and between 40 and 80 hours (in c ase of secondary level) SIGO (Not included in the amount of work independent of each adult to building t he Portfolio) 29 Steps / dimensions of intervention D1. Skills recognition Indicators Benchmarks for quality Source D1.3. Average length of additional training D1.3. Between 25-50 hours per adult to attend additional training SIGO D1.4. Duration of action of short duration D1.4. Up to 100 hours SIGO (During the period that are in force) D1.5. Existence of a Reflective Portfolio Learning D1.5. A Portfolio by adult SIGO D1.6. Participation of teachers in recognition sessions D2. D2.1 Validation of s kills. Existence of meetings of the teaching team for analysis and evaluation of the portfolio in case of RVCC school D2.2. Existence of team meetings and educa tional evaluator for analysis and evaluation of the portfolio in case of profess ional RVCC D1.6. Between 35% to 50% of sessions for recognition SIGO D2.1. A meeting for each adult applying for validating skills SIGO D2.2. A meeting for each adult applying for validating skills

SIGO 30 Steps / dimensions of intervention D2. Validation of skills Indicators Benchmarks for quality Source D2.3. Issuance of a Personal Plan Qualification (PPQ) D2.3. 100% of adults who are referred for a training course outside the New Oppo rtunities Centre D2.4. 100% of adults who are referred for a training course out side the New Opportunities Centre SIGO D2.4. Conducting a Jury Certification for all who complete the RVCC process with a partial certification D3. Certification of competencies D3.1. Percentage of U nits of Competency validated in the RVCC SIGO D3.1. Basic level: 100% (16 UC validated at each level of certification) Seconda ry Level: 50% to 100% (between 11 and 22 UC validated) RVC professional: 100% of UC nuclear plus at least 50% of UC non-nuclear SIGO D3.2. Existence of a jury certification D3.2. 100% of adults seeking validation and certification SIGO 31 Steps / dimensions of intervention D3. Certification of competencies Indicators Benchmarks for quality Source D3.3. Duration of the jury certification D3.3. Between 30 to 60 minutes per adult (RVCC school) between 30-120 minutes pe r adult (RVCC professional) D3.4. 6 adults per session of jury certification SIGO D3.4. Maximum number of adults in a session of board certification SIGO D3.5. Established protocols for certification bodies

D3.5.€100% for all CNO are unable Certification SIGO D3.6. Deadline for approval of certificates D3.6. Up to 30 days for return of documents that are not in a position by the ce rtification agency until 60 days after entry of the process conditions for the i ssuance of the certificate SIGO D3.7. Ratio of number of evaluators required over the total number of adult E. c ertificates Follow the Personal Development Plan E1. Personal development plan d rawn up at the end of RVCC D3.7. Minimum of three appraisers per 250 adults certificates SIGO E1. 100% for all adults certificates SIGO 32 Levels of organization of the New Opportunities Centres Levels of organization of CNO F. Hours Indicator benchmarks for quality Source F1. Proportion of after-work schedule during the operation of the New Opportunit ies Centre F2. Hours of operation required F1. At least 25% of the number of hours per week on the New Opportunities Centre is open, should correspond to an after-work schedule (including Saturdays) F2. At least seven hours per day on average, including the period of operation in af ter-work schedule (including Saturdays) SIGO SIGO G. SIGO (incorporation into the regular operation of the CNO) G1. Use of SIGO as a single information system and management of the New Opportu nities Centres H1. Frequency of team meetings with technical and educational coo rdinator of the New Opportunities Centre G1. 100% of the New Opportunities Centres to be used exclusively as the SIGO sys tem management and information Script and follow-up visits to the CNO H. Team technical and pedagogical H1. A meeting per month (minimum) Script and follow-up visits to the Report of the CNO CNO Script and monitoring v isits to the Report of the CNO CNO

H2. Frequency of meetings of the pedagogic team of the Center for New Opportunit ies RVC professionals and trainers H2. A meeting a week (minimum) 33 Levels of organization of CNO I. Channels of internal communication Indicators Benchmarks for quality Source I1. Internal communication flows defined I1. Each New Opportunities Centre should prepare a document defining the flow of internal communication Script and follow-up visits to the CNO J. Self-evaluation J1. Existence of self-assessment tools J1. 100% of the New Opportunities Centres with self-assessment instruments opera tionalized Script and follow-up visits to the Report of the CNO CNO J2. Existence of self-assessment reports annual J2. 100% of the New Opportunities Centres with annual self-assessment process Script and follow-up visits to the Report of the CNO CNO L. Networks and Partnerships L1. Established protocols with partner organizations to capture the public for R VCC processes L1. Least two protocols per Center New Opportunities Script and follow-up visits to the Report of the CNO CNO 34 Levels of organization of CNO M. Dissemination of results, good practices and tr aining Indicators Benchmarks for quality Source M1. Attendance at meetings, seminars, conferences, inter-New Opportunities Centr es

M1. Minimum of an annual presence at a meeting, seminar, international conferenc e centers New Opportunities, organized by each Center New Opportunities Script and follow-up visits to the Report of the CNO CNO M2. Organization of internal training on the extent of activity of the New Oppor tunities Centre M2. Minimum of a training course organized by each New Opportunities Centre each year Script and follow-up visits to the Report of the CNO CNO M3. Participation in training / workshops sponsored by the ANQ M3. 100% New Opportunities Centre's participation in the activities promoted by the ANQ, to be invited each year Register ANQ M4. Participation in follow up meetings M4. New Opportunities Centre's participation in a follow-up meeting in each year Register ANQ 35