Support materials

The support material is intended to facilitate the practical use of the Guidebook in each country.

Mentoring guidelines


There are many definitions of mentoring. In many cases it takes place over the duration of an academic or vocational course and a relationship is formed between the mentor and the mentee. In the case of the CIVET model, mentoring can be offered in the gap between workshops where self directed learning will take place, but it is optional. This is likely to be quite a short time period so mentoring will be quite superficial but can, nonetheless, be very valuable. Below is a list of what we feel mentoring might include in this context. It does not have to include all of these things.

A mentor should be a colleague of the participant with knowledge of their needs and professional context who is prepared to share concerns, experience and skills.

Mentoring might include:

  • Observing practice

  • Analysis and feedback

  • Encouraging self reflection

  • Active listening

  • Shared learning

  • Making suggestions

  • Offering guidance

  • Evaluation with the mentee

  • Providing information

  • Brokering access to language staff, VET staff, experienced colleagues for meetings, observations or shadowing

  • Questioning and allowing mentee to question

  • Giving advice

  • Being a ‘critical friend’

Mentoring should always take place in a confidential, supportive and non-judgemental context.

Resources from partner countries

Most of these resources are only available in the country languages. They are presented by language.


Training framework

Workshop 1

Self-directed learning

Workshop 2


French / Français

German / Deutsch



Other ressources (in English)

Training framework


The training framework consists of:

  • First half day workshop

  • Period of self directed study and optional mentoring

  • Second half day workshop

1. First Half Day Workshop

The purpose of the first workshop is to introduce and explain intercultural skills and the counselling model.


  • Introduction and ice-breaker exercises

  • Presentation of the model and the national context

  • What are intercultural skills? Presentation and participatory exercises

  • Cultural Stereotypes. Participatory exercises

  • Interaction. Exercises looking at communication

  • Case studies. Discussions of case studies based on real events

  • Simplified Language. Presentation and role play exercises and some written examples to discuss in groups

CIVET partners trialled some common materials and those that worked well are included in this section. During the trial period, we also produced some materials relevant to our own country which are also included here. There will not be time to use them all. You can choose the ones that work best for you.

2. Period of Self Directed Study

Following the first workshop, participants have a period of time to reflect on the workshop content and try out some of the things they have learnt. This period can be anything from 6 weeks to 3 months. When we tested the model, we found no difference in outcomes using different time periods.

Participants are presented with a range of activities to try in this period. They may choose to do more reading or research or to observe experienced colleagues or be observed themselves. They may want to try out some of the techniques or materials presented in the first workshop. They may want to discuss their own practice or experience with colleagues or a mentor. Mentors are knowledgeable and experienced colleagues who can offer constructive feedback and help participants to look critically at their own practice and try new things to improve it. Participants should be encouraged to write down their experiences in this period and, if appropriate, share them in the second workshop.

3. Second Half Day Workshop

The purpose of the second workshop is to bring participants together to share their experiences and to build on what was learnt in the first workshop. It is also a chance to do more work on areas the group are interested in or feel they need more work on.


  • Learning from experience. Students bring situations from their self directed study to discuss and role play. Materials from the Guide are also used to ensure coverage of a broad range of situations.

  • The Counselling Model. Discussion of use of the counselling model and how it can be developed in practice.

  • Simplified Language. More role play exercises and written examples for participants to work on, some from their own experience.

  • Best practice. What we have learned that we will use in future practice. Where we can find more help and information.

  • Information for teachers and trainers. What information we might need to know to help students and trainees coming from abroad. For example, information about work visas or routes into particular jobs.

  • Each country also included sessions that were relevant to their own situation in this workshop.

4. Running Your Own Workshops

This is just an outline of how the model works. If you would like to know more about how the workshops were delivered, please contact us. Contact details are on the introductory page.