ILST Website version of Lit. & Ed internship (2023)

	A	B	C	D
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2	Literacy & Education: Competencies for Interns
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4	A	B	C
5	Education	Planning	Working with people
6	Teacher Training 4/6	Foundation of literacy 6/9	Relating to other organisations 4/6
7	Theoretical Basis for Teacher Training	Reading Development	Relating to partners
8	PRactical application of Teaching & Learning Theory	Writing Development	Influencing & Networking
9		Advocacy
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11	Multilingual Education 4/6	Program Planning, Evaluation& Development 8/12	Working in a multicultural environment 4/6
12	Working with Stakeholders	Program Planning	cross-cultural Communication
13	MLE Models	Monioring & Evaluation	Working multiculutral
14		Language Policies and Advocacy
15		Funding
16	Adult Education 4/6	Materials Development 6/9	Interpersonal skills 6/9
17	Understanding Principles	Primer	Self-awareness
18	Applying Principles	Teacher's Guide	Social Skills
19		Supplemental Material	Responsibility
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21		Orthography
22		Factors in orthography design
23		Writer's Guides / Orthography Statements
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25	Education
26	Teacher Training
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28	Rationale(s)	Label	Competency
29	The literacy intern is grounded in knowledge of theory and methods to prepare teachers and trainers-of-teachers for their roles. Programs should align with national or community standards where they exist. This competency, along with practical application and formal multilingual education (MLE), are recommended as a cluster for those wishing to specialise in MLE.	Theoretical Basis for Teacher Training	Is able to explain effective teaching theory, policy and practice to teachers and trainers-of-teachers, while aligning with national and community standards.	Components
30			1	adapts training for Formal and Non-formal, using Dialogue education
31			2	is aware of the implications of government standards for teacher training
32			3	adapts learning, teaching styles appropriately
33				appropriately gives and receives feedback
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35	The candidate effectively applies theory and policy to prepare teachers and trainers-of-teachers for their roles, aligning with national & community standards. This competency, along with theoretical bases and formal MLE, are recommended as a cluster for those wishing to specialise in MLE.	Practical Application of Teaching and Learning Theory	Is able to train teachers and trainers-of-teachers to apply appropriate theory and policy.
36			1	use teaching principles at a workshop
37			2	Provides feedback on a number of aspects of the teacher training
38			3	able to assist/train local teachers in pedagogical materials usage
39			4	monitors and evaluates teacher trainees approprately
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41	Multilingual Education (MLE)
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43	Rationale(s)	Label	Competency
44	Effective collaboration with, and integration of, stakeholders in a program is a key to successful sustainability. When paired with the four core competencies and teacher training, this competency supports a specialization in development and implementation of formal school-based MLE programs for the Literacy & Education Consultant.	Interacting with stakeholders	Is able to interact with all stakeholders to reflect evidence-based practices in MLE and best use of resources, while advocating for the needs of the community.	Components
45				advocates for MLE use appropriately in the community (with educators, parents, other associates
46				Understands the value of early learning which uses the language the child speaks and understands (L1), in school
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49	A grasp of the basic elements of an MLE programme will be an important part of the L&E interns' exposure to MLE	MLE Program Models	Is able to calssify various MLE models and discuss their strengths and weaknesses.	Components
50				demonstrates knowledge of research-based practice in MLE design & delivery
51				demonstrates awareness of types - additive, subtractive
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53
54	Adult Education
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56	Rationale	Label	Competencies
57	Being aware of adult learning principles with special sensitivity to cultural differences increases learners' engagement with the material and, therefore, enhances transfer of knowledge.	Understanding principles	Is able to articulate the main ideas of adult learning principles.	Components
58			1	Explain and apply the main ideas of some widely-recognized model of Adult Education (e.g. Vella’s Dialogue Education, also known as “Learning that lasts”).
59			2	Explain (and illustrate from own experience) differences in teaching and learning styles.
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62	Helping adults learn collaboratively is a crucial skill for a consultant. A learner-centred approach enables consultants to serve well by assessing basic training needs and designing appropriate learning events to address those needs.	Applying principles	Is able to apply adult learning principles.	Components
63			1	Recognize cultural differences in teaching and learning, and adjust one's teaching style accordingly.
64			2	Assess the needs of specific groups of adult learners.
65			3	Apply appropriate adult learning curriculum for learning events.
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67
68	Planning
69	Foundation of literacy
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71	Rationale(s)	Label	Competency
72	The development of reading skills is key to literacy work, therefore a knowledge of reading theory is required. It is a core requirement for all who work in Literacy & Education.	Reading Development	Is able to apply theories of reading development in order to provide professional development for teachers and program designers.	Components
73				Is able to apply an understanding of how people learn to read with comprehension
74				demonstrates understanding of one instructional approach (phonics)
75				Demonstrate understanding of reading fluency and comprehension as they relate to literacy development
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77	The development of writing skills is key to literacy work, therefore an understanding of the process of writing development is required. It is a core requirement for all who work in Literacy & Education.	Writing Development	Is able to apply theories of writing development in order to provide professional development for teachers and program designers.	Components
78				explains and facilitates mother-tongue editing strategies
79				able to edit and publish writings
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81	The development of personal advocacy skills for the individual in training is important for the person to serve well. Attention should be paid to the contextual situation in each case. It is a core requirement for all who work in Literacy & Education.	Advocacy	Is able to demonstrate the necessary advocacy skills and attitudes to promote local language literacy.	Components
82				Demonstrates an understanding of advocacy principles for MT Literacy
83				practices personal literacy capacities
84				communicates to stakeholders & others about benefits of MT literacy
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86
87	Program Planning, Evaluation & Development
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89	Rationale(s)	Label	Competency
90	Program planning focuses on the skills necessary in strategically and logistically developing a sustainable literacy & education program. It is a core requirement for all who work in Literacy & Education.	Program Planning	Is able to facilitate the planning of effective and culturally acceptable programs.	Components
91				engages in Project Planning (Tearfund Roots #5)
92				advocates for and facilitates Participatory Methods
93				applies princiles relating to context [Poverty, gender and the disadvantaged (World Bank, UNESCO, Harrison)]
94				provides support for transformational change (Barefoot Guide 4)
95				applies principles of the Sustainable Use Model (SUM) (Lewis & Simons)
96				develops working relationshps with other organization
97				monitors ongoing development projects.
98				integrates literacy and education into currently existing community projects
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100	Program planning focuses on assessing both the process and the outcomes of a literacy program. It is a core requirement for all who work in Literacy & Education.	Monitoring and Evaluation	Is able to facilitate effective monitoring and evaluation of literacy and education programs.	Components