Youth Work 2.0 3.0 Example of professional youth work education Hannes Sildnik Hannes.Sildnik@tlu.ee Hannes.Sildnik@tlu.ee 15.19.2013.
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Youth Work 20 rarr 30 Example of professional youth work education
Hannes Sildnik
HannesSildniktluee
15192013
A few words about myself in youth work since 2002 professionally since 2004 free-lance trainer Tallinn University Pedagogical College
department of Youth Work and Continuing Education
Youth Information and Counseling
International Youth WorkEU Youth PolicyStrategic Planning and Project Management in Youth Work
Todayacutes discussion
4 topics What are the key challenges for next 10 years for young peoplesociety What can youth work do to help example of our curricula Estonian context from Youth Work 20 to Youth Work 30
1 What are the challenges we face according to Eurostat population projections EUROPOP2010 the share of young people in the total population is expected to fall in the years up to 2060 if the decline is not reversed the youth population of the European Union could fall by a further 14 million in the next 50 years youth unemployment ( Greece 584) multy culty migration digital era fight against poverty
hellip LETS TAKE A LOOK AT SOME PICS AND GRAPHS
Youth population (aged 15-29) change between 1 January 2000 and 1 January 2010
equal or higher than 20
between 10 and 19
between 0 and 9
between -10 and 0
equal or higher than -20
Eurostat 2010
Projected youth population (aged 15-29) ndash with and without migration EU-27 2010-2060millions
bull Youth population (aged 15-29)
bull bull with migration
bull 1048708 including migrationbull 1048708 without migration
bull without migration
Eurostat 2010
Youth unemploymentEurostat 2011
aged 15-24 aged 25-29
Generation NEET - Not in Education Employment or Training
Generation NEET - Not in Education Employment or Training
2 What can youth work do to help
Competences of the futuure I
Sense-makingDefinition ability to determine the deeper meaning or significance of what is being expressed
Social intelligenceDefinition ability to connect to others in a deep and direct way to sense and stimulate reactions and desired interactions
Novel amp adaptive thinkingDefinition proficiency at thinking and coming up with solutions and responses beyond that which is rote or rule-based
Competences of the futuure II Cross -cultural competency
Definition ability to operate in different cultural settings
Computational thinkingDefinition ability to translate vast amounts of data into abstract concepts and to understand data-based reasoning
New-media literacyDefinition ability to critically assess and develop content that uses new media forms and to leverage these media for persuasive communication
Virtual collaborationDefinition ability to work productively drive engagement and demonstrate presence as a member of a virtual team
Competences of the futuure III
TransdisciplinarityDefinition literacy in and ability to understand concepts across multiple disciplines
Design mindsetDefinition ability to represent and develop tasks and work processes for desired outcomes
Cognitive load managementDefinition ability to discriminate and filter information for importance and to understand how to maximize cognitive functioning using a variety of tools and techniques
Key competences for lifelong learning Icommunication in the mother tongue which is the ability to express and interpret concepts thoughts feelings facts and opinions in both oral and written form (listening speaking reading and writing) and to interact linguistically in an appropriate and creative way in a full range of societal and cultural contexts
communication in foreign languages which involves in addition to the main skill dimensions of communication in the mother tongue mediation and intercultural understanding The level of proficiency depends on several factors and the capacity for listening speaking reading and writing
mathematical competence and basic competences in science and technology Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations with the emphasis being placed on process activity and knowledge
Key competences for lifelong learning IIdigital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT)
learning to learn is related to learning the ability to pursue and organise ones own learning either individually or in groups in accordance with ones own needs and awareness of methods and opportunities
social and civic competences Social competence refers to personal interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life It is linked to personal and social well-being Civic competence and particularly knowledge of social and political concepts and structures (democracy justice equality citizenship and civil rights) equips individuals to engage in active and democratic participation
Key competences for lifelong learning III
sense of initiative and entrepreneurship is the ability to turn ideas into action It involves creativity innovation and risk-taking as well as the ability to plan and manage projects in order to achieve objectives The individual is aware of the context of hisher work and is able to seize opportunities that arise It is the foundation for acquiring more specific skills and knowledge needed by those establishing or contributing to social or commercial activity
cultural awareness and expression which involves appreciation of the importance of the creative expression of ideas experiences and emotions in a range of media (music performing arts literature and the visual arts)
3 Estonian context example of our curricula
total population 1 290 000 295 725 young people aged 7-26 (31122011) compared to 2001 the number of young people has decreased by 96 338 people and counting estimation for 2018 ndash 20 000 young people less than today 22 of youth workers with professional youth work education 62 have gained youth work education from TLUPC Youth Work curricula opened in 1992 ca 1000 graduates until now
3 Estonian context example of our curriculaGovernmental strategies
Knowledge based Estonia 2006-2013 Knowledge based Estonia 2014-2020 (draft) new Youth Strategy 2014-2020 (draft)
3 Estonian context example of our curricula applied higher education in Youth Work 180 ECTS 30 ECTS of internships general subjects and specialisation to
- practical youth work- international youth work
3 Estonian context example of our curriculaAims
develop fundamental understanding of youth work principles for ability to direct mange analyse and develop youth work to support the development of practical skills in working with young people create conditions for next level studies lifelong learning and professional development
Learning outputs knowing youth work terminology conceptual starting points objectives ability to analyse and respond to challenges in the field having systematic understanding of national and international youth policy and
legislation analysing and implementing aquired knowledge for professional development and development of young people strategic understanding and ability to manage processes ability to use interactive and contemporary environments and methods to gather and
process information
4 From Youth Work 20 to Youth Work 30
Keeping the core of youth work
Corresponding to the needs of young people and society
References
Draft 2012 Joint Report of the Council and the Commission on the implementation of the renewed framework for European cooperation in the youth field (EU Youth Strategy 2010-2018) httpeceuropaeuyouthdocumentseu_youth_report_communicationeu_youth_report_2012_communication_enpdf
Recommendation 2006962EC of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learninghttpeuropaeulegislation_summarieseducation_training_youthlifelong_learningc11090_enhtm
EU Youth Strategy 2010-2018httpeceuropaeuyouthpolicyeu-youth-strategy_enhtm
The Economist Special report on pensionshttpwwweconomistcomnode18502013
Institute for the Future Future Working Skills 2020httpwwwiftforgour-workglobal-landscapeworkfuture-work-skills-2020
Pictures at wwwcartoonchurchcom
Thank you
Contact for further questionshannessildnikgmailcom
- Slide 1
- A few words about myself
- Todayacutes discussion
- 1 What are the challenges we face
- Youth population (aged 15-29) change between 1 January 2000 an
- Projected youth population (aged 15-29) ndash with and without migr
- Slide 7
- Youth unemployment Eurostat 2011
- Generation NEET - Not in Education Employment or Training
- Generation NEET - Not in Education Employment or Training
- 2 What can youth work do to help
- Slide 12
- Competences of the futuure I
- Competences of the futuure II
- Competences of the futuure III
- Key competences for lifelong learning I
- Key competences for lifelong learning II
- Key competences for lifelong learning III
- 3 Estonian context example of our curricula
- 3 Estonian context example of our curricula
- 3 Estonian context example of our curricula (2)
- 3 Estonian context example of our curricula (3)
- 4 From Youth Work 20 to Youth Work 30
- References
- Slide 25
A few words about myself in youth work since 2002 professionally since 2004 free-lance trainer Tallinn University Pedagogical College
department of Youth Work and Continuing Education
Youth Information and Counseling
International Youth WorkEU Youth PolicyStrategic Planning and Project Management in Youth Work
Todayacutes discussion
4 topics What are the key challenges for next 10 years for young peoplesociety What can youth work do to help example of our curricula Estonian context from Youth Work 20 to Youth Work 30
1 What are the challenges we face according to Eurostat population projections EUROPOP2010 the share of young people in the total population is expected to fall in the years up to 2060 if the decline is not reversed the youth population of the European Union could fall by a further 14 million in the next 50 years youth unemployment ( Greece 584) multy culty migration digital era fight against poverty
hellip LETS TAKE A LOOK AT SOME PICS AND GRAPHS
Youth population (aged 15-29) change between 1 January 2000 and 1 January 2010
equal or higher than 20
between 10 and 19
between 0 and 9
between -10 and 0
equal or higher than -20
Eurostat 2010
Projected youth population (aged 15-29) ndash with and without migration EU-27 2010-2060millions
bull Youth population (aged 15-29)
bull bull with migration
bull 1048708 including migrationbull 1048708 without migration
bull without migration
Eurostat 2010
Youth unemploymentEurostat 2011
aged 15-24 aged 25-29
Generation NEET - Not in Education Employment or Training
Generation NEET - Not in Education Employment or Training
2 What can youth work do to help
Competences of the futuure I
Sense-makingDefinition ability to determine the deeper meaning or significance of what is being expressed
Social intelligenceDefinition ability to connect to others in a deep and direct way to sense and stimulate reactions and desired interactions
Novel amp adaptive thinkingDefinition proficiency at thinking and coming up with solutions and responses beyond that which is rote or rule-based
Competences of the futuure II Cross -cultural competency
Definition ability to operate in different cultural settings
Computational thinkingDefinition ability to translate vast amounts of data into abstract concepts and to understand data-based reasoning
New-media literacyDefinition ability to critically assess and develop content that uses new media forms and to leverage these media for persuasive communication
Virtual collaborationDefinition ability to work productively drive engagement and demonstrate presence as a member of a virtual team
Competences of the futuure III
TransdisciplinarityDefinition literacy in and ability to understand concepts across multiple disciplines
Design mindsetDefinition ability to represent and develop tasks and work processes for desired outcomes
Cognitive load managementDefinition ability to discriminate and filter information for importance and to understand how to maximize cognitive functioning using a variety of tools and techniques
Key competences for lifelong learning Icommunication in the mother tongue which is the ability to express and interpret concepts thoughts feelings facts and opinions in both oral and written form (listening speaking reading and writing) and to interact linguistically in an appropriate and creative way in a full range of societal and cultural contexts
communication in foreign languages which involves in addition to the main skill dimensions of communication in the mother tongue mediation and intercultural understanding The level of proficiency depends on several factors and the capacity for listening speaking reading and writing
mathematical competence and basic competences in science and technology Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations with the emphasis being placed on process activity and knowledge
Key competences for lifelong learning IIdigital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT)
learning to learn is related to learning the ability to pursue and organise ones own learning either individually or in groups in accordance with ones own needs and awareness of methods and opportunities
social and civic competences Social competence refers to personal interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life It is linked to personal and social well-being Civic competence and particularly knowledge of social and political concepts and structures (democracy justice equality citizenship and civil rights) equips individuals to engage in active and democratic participation
Key competences for lifelong learning III
sense of initiative and entrepreneurship is the ability to turn ideas into action It involves creativity innovation and risk-taking as well as the ability to plan and manage projects in order to achieve objectives The individual is aware of the context of hisher work and is able to seize opportunities that arise It is the foundation for acquiring more specific skills and knowledge needed by those establishing or contributing to social or commercial activity
cultural awareness and expression which involves appreciation of the importance of the creative expression of ideas experiences and emotions in a range of media (music performing arts literature and the visual arts)
3 Estonian context example of our curricula
total population 1 290 000 295 725 young people aged 7-26 (31122011) compared to 2001 the number of young people has decreased by 96 338 people and counting estimation for 2018 ndash 20 000 young people less than today 22 of youth workers with professional youth work education 62 have gained youth work education from TLUPC Youth Work curricula opened in 1992 ca 1000 graduates until now
3 Estonian context example of our curriculaGovernmental strategies
Knowledge based Estonia 2006-2013 Knowledge based Estonia 2014-2020 (draft) new Youth Strategy 2014-2020 (draft)
3 Estonian context example of our curricula applied higher education in Youth Work 180 ECTS 30 ECTS of internships general subjects and specialisation to
- practical youth work- international youth work
3 Estonian context example of our curriculaAims
develop fundamental understanding of youth work principles for ability to direct mange analyse and develop youth work to support the development of practical skills in working with young people create conditions for next level studies lifelong learning and professional development
Learning outputs knowing youth work terminology conceptual starting points objectives ability to analyse and respond to challenges in the field having systematic understanding of national and international youth policy and
legislation analysing and implementing aquired knowledge for professional development and development of young people strategic understanding and ability to manage processes ability to use interactive and contemporary environments and methods to gather and
process information
4 From Youth Work 20 to Youth Work 30
Keeping the core of youth work
Corresponding to the needs of young people and society
References
Draft 2012 Joint Report of the Council and the Commission on the implementation of the renewed framework for European cooperation in the youth field (EU Youth Strategy 2010-2018) httpeceuropaeuyouthdocumentseu_youth_report_communicationeu_youth_report_2012_communication_enpdf
Recommendation 2006962EC of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learninghttpeuropaeulegislation_summarieseducation_training_youthlifelong_learningc11090_enhtm
EU Youth Strategy 2010-2018httpeceuropaeuyouthpolicyeu-youth-strategy_enhtm
The Economist Special report on pensionshttpwwweconomistcomnode18502013
Institute for the Future Future Working Skills 2020httpwwwiftforgour-workglobal-landscapeworkfuture-work-skills-2020
Pictures at wwwcartoonchurchcom
Thank you
Contact for further questionshannessildnikgmailcom
- Slide 1
- A few words about myself
- Todayacutes discussion
- 1 What are the challenges we face
- Youth population (aged 15-29) change between 1 January 2000 an
- Projected youth population (aged 15-29) ndash with and without migr
- Slide 7
- Youth unemployment Eurostat 2011
- Generation NEET - Not in Education Employment or Training
- Generation NEET - Not in Education Employment or Training
- 2 What can youth work do to help
- Slide 12
- Competences of the futuure I
- Competences of the futuure II
- Competences of the futuure III
- Key competences for lifelong learning I
- Key competences for lifelong learning II
- Key competences for lifelong learning III
- 3 Estonian context example of our curricula
- 3 Estonian context example of our curricula
- 3 Estonian context example of our curricula (2)
- 3 Estonian context example of our curricula (3)
- 4 From Youth Work 20 to Youth Work 30
- References
- Slide 25
Todayacutes discussion
4 topics What are the key challenges for next 10 years for young peoplesociety What can youth work do to help example of our curricula Estonian context from Youth Work 20 to Youth Work 30
1 What are the challenges we face according to Eurostat population projections EUROPOP2010 the share of young people in the total population is expected to fall in the years up to 2060 if the decline is not reversed the youth population of the European Union could fall by a further 14 million in the next 50 years youth unemployment ( Greece 584) multy culty migration digital era fight against poverty
hellip LETS TAKE A LOOK AT SOME PICS AND GRAPHS
Youth population (aged 15-29) change between 1 January 2000 and 1 January 2010
equal or higher than 20
between 10 and 19
between 0 and 9
between -10 and 0
equal or higher than -20
Eurostat 2010
Projected youth population (aged 15-29) ndash with and without migration EU-27 2010-2060millions
bull Youth population (aged 15-29)
bull bull with migration
bull 1048708 including migrationbull 1048708 without migration
bull without migration
Eurostat 2010
Youth unemploymentEurostat 2011
aged 15-24 aged 25-29
Generation NEET - Not in Education Employment or Training
Generation NEET - Not in Education Employment or Training
2 What can youth work do to help
Competences of the futuure I
Sense-makingDefinition ability to determine the deeper meaning or significance of what is being expressed
Social intelligenceDefinition ability to connect to others in a deep and direct way to sense and stimulate reactions and desired interactions
Novel amp adaptive thinkingDefinition proficiency at thinking and coming up with solutions and responses beyond that which is rote or rule-based
Competences of the futuure II Cross -cultural competency
Definition ability to operate in different cultural settings
Computational thinkingDefinition ability to translate vast amounts of data into abstract concepts and to understand data-based reasoning
New-media literacyDefinition ability to critically assess and develop content that uses new media forms and to leverage these media for persuasive communication
Virtual collaborationDefinition ability to work productively drive engagement and demonstrate presence as a member of a virtual team
Competences of the futuure III
TransdisciplinarityDefinition literacy in and ability to understand concepts across multiple disciplines
Design mindsetDefinition ability to represent and develop tasks and work processes for desired outcomes
Cognitive load managementDefinition ability to discriminate and filter information for importance and to understand how to maximize cognitive functioning using a variety of tools and techniques
Key competences for lifelong learning Icommunication in the mother tongue which is the ability to express and interpret concepts thoughts feelings facts and opinions in both oral and written form (listening speaking reading and writing) and to interact linguistically in an appropriate and creative way in a full range of societal and cultural contexts
communication in foreign languages which involves in addition to the main skill dimensions of communication in the mother tongue mediation and intercultural understanding The level of proficiency depends on several factors and the capacity for listening speaking reading and writing
mathematical competence and basic competences in science and technology Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations with the emphasis being placed on process activity and knowledge
Key competences for lifelong learning IIdigital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT)
learning to learn is related to learning the ability to pursue and organise ones own learning either individually or in groups in accordance with ones own needs and awareness of methods and opportunities
social and civic competences Social competence refers to personal interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life It is linked to personal and social well-being Civic competence and particularly knowledge of social and political concepts and structures (democracy justice equality citizenship and civil rights) equips individuals to engage in active and democratic participation
Key competences for lifelong learning III
sense of initiative and entrepreneurship is the ability to turn ideas into action It involves creativity innovation and risk-taking as well as the ability to plan and manage projects in order to achieve objectives The individual is aware of the context of hisher work and is able to seize opportunities that arise It is the foundation for acquiring more specific skills and knowledge needed by those establishing or contributing to social or commercial activity
cultural awareness and expression which involves appreciation of the importance of the creative expression of ideas experiences and emotions in a range of media (music performing arts literature and the visual arts)
3 Estonian context example of our curricula
total population 1 290 000 295 725 young people aged 7-26 (31122011) compared to 2001 the number of young people has decreased by 96 338 people and counting estimation for 2018 ndash 20 000 young people less than today 22 of youth workers with professional youth work education 62 have gained youth work education from TLUPC Youth Work curricula opened in 1992 ca 1000 graduates until now
3 Estonian context example of our curriculaGovernmental strategies
Knowledge based Estonia 2006-2013 Knowledge based Estonia 2014-2020 (draft) new Youth Strategy 2014-2020 (draft)
3 Estonian context example of our curricula applied higher education in Youth Work 180 ECTS 30 ECTS of internships general subjects and specialisation to
- practical youth work- international youth work
3 Estonian context example of our curriculaAims
develop fundamental understanding of youth work principles for ability to direct mange analyse and develop youth work to support the development of practical skills in working with young people create conditions for next level studies lifelong learning and professional development
Learning outputs knowing youth work terminology conceptual starting points objectives ability to analyse and respond to challenges in the field having systematic understanding of national and international youth policy and
legislation analysing and implementing aquired knowledge for professional development and development of young people strategic understanding and ability to manage processes ability to use interactive and contemporary environments and methods to gather and
process information
4 From Youth Work 20 to Youth Work 30
Keeping the core of youth work
Corresponding to the needs of young people and society
References
Draft 2012 Joint Report of the Council and the Commission on the implementation of the renewed framework for European cooperation in the youth field (EU Youth Strategy 2010-2018) httpeceuropaeuyouthdocumentseu_youth_report_communicationeu_youth_report_2012_communication_enpdf
Recommendation 2006962EC of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learninghttpeuropaeulegislation_summarieseducation_training_youthlifelong_learningc11090_enhtm
EU Youth Strategy 2010-2018httpeceuropaeuyouthpolicyeu-youth-strategy_enhtm
The Economist Special report on pensionshttpwwweconomistcomnode18502013
Institute for the Future Future Working Skills 2020httpwwwiftforgour-workglobal-landscapeworkfuture-work-skills-2020
Pictures at wwwcartoonchurchcom
Thank you
Contact for further questionshannessildnikgmailcom
- Slide 1
- A few words about myself
- Todayacutes discussion
- 1 What are the challenges we face
- Youth population (aged 15-29) change between 1 January 2000 an
- Projected youth population (aged 15-29) ndash with and without migr
- Slide 7
- Youth unemployment Eurostat 2011
- Generation NEET - Not in Education Employment or Training
- Generation NEET - Not in Education Employment or Training
- 2 What can youth work do to help
- Slide 12
- Competences of the futuure I
- Competences of the futuure II
- Competences of the futuure III
- Key competences for lifelong learning I
- Key competences for lifelong learning II
- Key competences for lifelong learning III
- 3 Estonian context example of our curricula
- 3 Estonian context example of our curricula
- 3 Estonian context example of our curricula (2)
- 3 Estonian context example of our curricula (3)
- 4 From Youth Work 20 to Youth Work 30
- References
- Slide 25
1 What are the challenges we face according to Eurostat population projections EUROPOP2010 the share of young people in the total population is expected to fall in the years up to 2060 if the decline is not reversed the youth population of the European Union could fall by a further 14 million in the next 50 years youth unemployment ( Greece 584) multy culty migration digital era fight against poverty
hellip LETS TAKE A LOOK AT SOME PICS AND GRAPHS
Youth population (aged 15-29) change between 1 January 2000 and 1 January 2010
equal or higher than 20
between 10 and 19
between 0 and 9
between -10 and 0
equal or higher than -20
Eurostat 2010
Projected youth population (aged 15-29) ndash with and without migration EU-27 2010-2060millions
bull Youth population (aged 15-29)
bull bull with migration
bull 1048708 including migrationbull 1048708 without migration
bull without migration
Eurostat 2010
Youth unemploymentEurostat 2011
aged 15-24 aged 25-29
Generation NEET - Not in Education Employment or Training
Generation NEET - Not in Education Employment or Training
2 What can youth work do to help
Competences of the futuure I
Sense-makingDefinition ability to determine the deeper meaning or significance of what is being expressed
Social intelligenceDefinition ability to connect to others in a deep and direct way to sense and stimulate reactions and desired interactions
Novel amp adaptive thinkingDefinition proficiency at thinking and coming up with solutions and responses beyond that which is rote or rule-based
Competences of the futuure II Cross -cultural competency
Definition ability to operate in different cultural settings
Computational thinkingDefinition ability to translate vast amounts of data into abstract concepts and to understand data-based reasoning
New-media literacyDefinition ability to critically assess and develop content that uses new media forms and to leverage these media for persuasive communication
Virtual collaborationDefinition ability to work productively drive engagement and demonstrate presence as a member of a virtual team
Competences of the futuure III
TransdisciplinarityDefinition literacy in and ability to understand concepts across multiple disciplines
Design mindsetDefinition ability to represent and develop tasks and work processes for desired outcomes
Cognitive load managementDefinition ability to discriminate and filter information for importance and to understand how to maximize cognitive functioning using a variety of tools and techniques
Key competences for lifelong learning Icommunication in the mother tongue which is the ability to express and interpret concepts thoughts feelings facts and opinions in both oral and written form (listening speaking reading and writing) and to interact linguistically in an appropriate and creative way in a full range of societal and cultural contexts
communication in foreign languages which involves in addition to the main skill dimensions of communication in the mother tongue mediation and intercultural understanding The level of proficiency depends on several factors and the capacity for listening speaking reading and writing
mathematical competence and basic competences in science and technology Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations with the emphasis being placed on process activity and knowledge
Key competences for lifelong learning IIdigital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT)
learning to learn is related to learning the ability to pursue and organise ones own learning either individually or in groups in accordance with ones own needs and awareness of methods and opportunities
social and civic competences Social competence refers to personal interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life It is linked to personal and social well-being Civic competence and particularly knowledge of social and political concepts and structures (democracy justice equality citizenship and civil rights) equips individuals to engage in active and democratic participation
Key competences for lifelong learning III
sense of initiative and entrepreneurship is the ability to turn ideas into action It involves creativity innovation and risk-taking as well as the ability to plan and manage projects in order to achieve objectives The individual is aware of the context of hisher work and is able to seize opportunities that arise It is the foundation for acquiring more specific skills and knowledge needed by those establishing or contributing to social or commercial activity
cultural awareness and expression which involves appreciation of the importance of the creative expression of ideas experiences and emotions in a range of media (music performing arts literature and the visual arts)
3 Estonian context example of our curricula
total population 1 290 000 295 725 young people aged 7-26 (31122011) compared to 2001 the number of young people has decreased by 96 338 people and counting estimation for 2018 ndash 20 000 young people less than today 22 of youth workers with professional youth work education 62 have gained youth work education from TLUPC Youth Work curricula opened in 1992 ca 1000 graduates until now
3 Estonian context example of our curriculaGovernmental strategies
Knowledge based Estonia 2006-2013 Knowledge based Estonia 2014-2020 (draft) new Youth Strategy 2014-2020 (draft)
3 Estonian context example of our curricula applied higher education in Youth Work 180 ECTS 30 ECTS of internships general subjects and specialisation to
- practical youth work- international youth work
3 Estonian context example of our curriculaAims
develop fundamental understanding of youth work principles for ability to direct mange analyse and develop youth work to support the development of practical skills in working with young people create conditions for next level studies lifelong learning and professional development
Learning outputs knowing youth work terminology conceptual starting points objectives ability to analyse and respond to challenges in the field having systematic understanding of national and international youth policy and
legislation analysing and implementing aquired knowledge for professional development and development of young people strategic understanding and ability to manage processes ability to use interactive and contemporary environments and methods to gather and
process information
4 From Youth Work 20 to Youth Work 30
Keeping the core of youth work
Corresponding to the needs of young people and society
References
Draft 2012 Joint Report of the Council and the Commission on the implementation of the renewed framework for European cooperation in the youth field (EU Youth Strategy 2010-2018) httpeceuropaeuyouthdocumentseu_youth_report_communicationeu_youth_report_2012_communication_enpdf
Recommendation 2006962EC of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learninghttpeuropaeulegislation_summarieseducation_training_youthlifelong_learningc11090_enhtm
EU Youth Strategy 2010-2018httpeceuropaeuyouthpolicyeu-youth-strategy_enhtm
The Economist Special report on pensionshttpwwweconomistcomnode18502013
Institute for the Future Future Working Skills 2020httpwwwiftforgour-workglobal-landscapeworkfuture-work-skills-2020
Pictures at wwwcartoonchurchcom
Thank you
Contact for further questionshannessildnikgmailcom
- Slide 1
- A few words about myself
- Todayacutes discussion
- 1 What are the challenges we face
- Youth population (aged 15-29) change between 1 January 2000 an
- Projected youth population (aged 15-29) ndash with and without migr
- Slide 7
- Youth unemployment Eurostat 2011
- Generation NEET - Not in Education Employment or Training
- Generation NEET - Not in Education Employment or Training
- 2 What can youth work do to help
- Slide 12
- Competences of the futuure I
- Competences of the futuure II
- Competences of the futuure III
- Key competences for lifelong learning I
- Key competences for lifelong learning II
- Key competences for lifelong learning III
- 3 Estonian context example of our curricula
- 3 Estonian context example of our curricula
- 3 Estonian context example of our curricula (2)
- 3 Estonian context example of our curricula (3)
- 4 From Youth Work 20 to Youth Work 30
- References
- Slide 25
Youth population (aged 15-29) change between 1 January 2000 and 1 January 2010
equal or higher than 20
between 10 and 19
between 0 and 9
between -10 and 0
equal or higher than -20
Eurostat 2010
Projected youth population (aged 15-29) ndash with and without migration EU-27 2010-2060millions
bull Youth population (aged 15-29)
bull bull with migration
bull 1048708 including migrationbull 1048708 without migration
bull without migration
Eurostat 2010
Youth unemploymentEurostat 2011
aged 15-24 aged 25-29
Generation NEET - Not in Education Employment or Training
Generation NEET - Not in Education Employment or Training
2 What can youth work do to help
Competences of the futuure I
Sense-makingDefinition ability to determine the deeper meaning or significance of what is being expressed
Social intelligenceDefinition ability to connect to others in a deep and direct way to sense and stimulate reactions and desired interactions
Novel amp adaptive thinkingDefinition proficiency at thinking and coming up with solutions and responses beyond that which is rote or rule-based
Competences of the futuure II Cross -cultural competency
Definition ability to operate in different cultural settings
Computational thinkingDefinition ability to translate vast amounts of data into abstract concepts and to understand data-based reasoning
New-media literacyDefinition ability to critically assess and develop content that uses new media forms and to leverage these media for persuasive communication
Virtual collaborationDefinition ability to work productively drive engagement and demonstrate presence as a member of a virtual team
Competences of the futuure III
TransdisciplinarityDefinition literacy in and ability to understand concepts across multiple disciplines
Design mindsetDefinition ability to represent and develop tasks and work processes for desired outcomes
Cognitive load managementDefinition ability to discriminate and filter information for importance and to understand how to maximize cognitive functioning using a variety of tools and techniques
Key competences for lifelong learning Icommunication in the mother tongue which is the ability to express and interpret concepts thoughts feelings facts and opinions in both oral and written form (listening speaking reading and writing) and to interact linguistically in an appropriate and creative way in a full range of societal and cultural contexts
communication in foreign languages which involves in addition to the main skill dimensions of communication in the mother tongue mediation and intercultural understanding The level of proficiency depends on several factors and the capacity for listening speaking reading and writing
mathematical competence and basic competences in science and technology Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations with the emphasis being placed on process activity and knowledge
Key competences for lifelong learning IIdigital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT)
learning to learn is related to learning the ability to pursue and organise ones own learning either individually or in groups in accordance with ones own needs and awareness of methods and opportunities
social and civic competences Social competence refers to personal interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life It is linked to personal and social well-being Civic competence and particularly knowledge of social and political concepts and structures (democracy justice equality citizenship and civil rights) equips individuals to engage in active and democratic participation
Key competences for lifelong learning III
sense of initiative and entrepreneurship is the ability to turn ideas into action It involves creativity innovation and risk-taking as well as the ability to plan and manage projects in order to achieve objectives The individual is aware of the context of hisher work and is able to seize opportunities that arise It is the foundation for acquiring more specific skills and knowledge needed by those establishing or contributing to social or commercial activity
cultural awareness and expression which involves appreciation of the importance of the creative expression of ideas experiences and emotions in a range of media (music performing arts literature and the visual arts)
3 Estonian context example of our curricula
total population 1 290 000 295 725 young people aged 7-26 (31122011) compared to 2001 the number of young people has decreased by 96 338 people and counting estimation for 2018 ndash 20 000 young people less than today 22 of youth workers with professional youth work education 62 have gained youth work education from TLUPC Youth Work curricula opened in 1992 ca 1000 graduates until now
3 Estonian context example of our curriculaGovernmental strategies
Knowledge based Estonia 2006-2013 Knowledge based Estonia 2014-2020 (draft) new Youth Strategy 2014-2020 (draft)
3 Estonian context example of our curricula applied higher education in Youth Work 180 ECTS 30 ECTS of internships general subjects and specialisation to
- practical youth work- international youth work
3 Estonian context example of our curriculaAims
develop fundamental understanding of youth work principles for ability to direct mange analyse and develop youth work to support the development of practical skills in working with young people create conditions for next level studies lifelong learning and professional development
Learning outputs knowing youth work terminology conceptual starting points objectives ability to analyse and respond to challenges in the field having systematic understanding of national and international youth policy and
legislation analysing and implementing aquired knowledge for professional development and development of young people strategic understanding and ability to manage processes ability to use interactive and contemporary environments and methods to gather and
process information
4 From Youth Work 20 to Youth Work 30
Keeping the core of youth work
Corresponding to the needs of young people and society
References
Draft 2012 Joint Report of the Council and the Commission on the implementation of the renewed framework for European cooperation in the youth field (EU Youth Strategy 2010-2018) httpeceuropaeuyouthdocumentseu_youth_report_communicationeu_youth_report_2012_communication_enpdf
Recommendation 2006962EC of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learninghttpeuropaeulegislation_summarieseducation_training_youthlifelong_learningc11090_enhtm
EU Youth Strategy 2010-2018httpeceuropaeuyouthpolicyeu-youth-strategy_enhtm
The Economist Special report on pensionshttpwwweconomistcomnode18502013
Institute for the Future Future Working Skills 2020httpwwwiftforgour-workglobal-landscapeworkfuture-work-skills-2020
Pictures at wwwcartoonchurchcom
Thank you
Contact for further questionshannessildnikgmailcom
- Slide 1
- A few words about myself
- Todayacutes discussion
- 1 What are the challenges we face
- Youth population (aged 15-29) change between 1 January 2000 an
- Projected youth population (aged 15-29) ndash with and without migr
- Slide 7
- Youth unemployment Eurostat 2011
- Generation NEET - Not in Education Employment or Training
- Generation NEET - Not in Education Employment or Training
- 2 What can youth work do to help
- Slide 12
- Competences of the futuure I
- Competences of the futuure II
- Competences of the futuure III
- Key competences for lifelong learning I
- Key competences for lifelong learning II
- Key competences for lifelong learning III
- 3 Estonian context example of our curricula
- 3 Estonian context example of our curricula
- 3 Estonian context example of our curricula (2)
- 3 Estonian context example of our curricula (3)
- 4 From Youth Work 20 to Youth Work 30
- References
- Slide 25
Projected youth population (aged 15-29) ndash with and without migration EU-27 2010-2060millions
bull Youth population (aged 15-29)
bull bull with migration
bull 1048708 including migrationbull 1048708 without migration
bull without migration
Eurostat 2010
Youth unemploymentEurostat 2011
aged 15-24 aged 25-29
Generation NEET - Not in Education Employment or Training
Generation NEET - Not in Education Employment or Training
2 What can youth work do to help
Competences of the futuure I
Sense-makingDefinition ability to determine the deeper meaning or significance of what is being expressed
Social intelligenceDefinition ability to connect to others in a deep and direct way to sense and stimulate reactions and desired interactions
Novel amp adaptive thinkingDefinition proficiency at thinking and coming up with solutions and responses beyond that which is rote or rule-based
Competences of the futuure II Cross -cultural competency
Definition ability to operate in different cultural settings
Computational thinkingDefinition ability to translate vast amounts of data into abstract concepts and to understand data-based reasoning
New-media literacyDefinition ability to critically assess and develop content that uses new media forms and to leverage these media for persuasive communication
Virtual collaborationDefinition ability to work productively drive engagement and demonstrate presence as a member of a virtual team
Competences of the futuure III
TransdisciplinarityDefinition literacy in and ability to understand concepts across multiple disciplines
Design mindsetDefinition ability to represent and develop tasks and work processes for desired outcomes
Cognitive load managementDefinition ability to discriminate and filter information for importance and to understand how to maximize cognitive functioning using a variety of tools and techniques
Key competences for lifelong learning Icommunication in the mother tongue which is the ability to express and interpret concepts thoughts feelings facts and opinions in both oral and written form (listening speaking reading and writing) and to interact linguistically in an appropriate and creative way in a full range of societal and cultural contexts
communication in foreign languages which involves in addition to the main skill dimensions of communication in the mother tongue mediation and intercultural understanding The level of proficiency depends on several factors and the capacity for listening speaking reading and writing
mathematical competence and basic competences in science and technology Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations with the emphasis being placed on process activity and knowledge
Key competences for lifelong learning IIdigital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT)
learning to learn is related to learning the ability to pursue and organise ones own learning either individually or in groups in accordance with ones own needs and awareness of methods and opportunities
social and civic competences Social competence refers to personal interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life It is linked to personal and social well-being Civic competence and particularly knowledge of social and political concepts and structures (democracy justice equality citizenship and civil rights) equips individuals to engage in active and democratic participation
Key competences for lifelong learning III
sense of initiative and entrepreneurship is the ability to turn ideas into action It involves creativity innovation and risk-taking as well as the ability to plan and manage projects in order to achieve objectives The individual is aware of the context of hisher work and is able to seize opportunities that arise It is the foundation for acquiring more specific skills and knowledge needed by those establishing or contributing to social or commercial activity
cultural awareness and expression which involves appreciation of the importance of the creative expression of ideas experiences and emotions in a range of media (music performing arts literature and the visual arts)
3 Estonian context example of our curricula
total population 1 290 000 295 725 young people aged 7-26 (31122011) compared to 2001 the number of young people has decreased by 96 338 people and counting estimation for 2018 ndash 20 000 young people less than today 22 of youth workers with professional youth work education 62 have gained youth work education from TLUPC Youth Work curricula opened in 1992 ca 1000 graduates until now
3 Estonian context example of our curriculaGovernmental strategies
Knowledge based Estonia 2006-2013 Knowledge based Estonia 2014-2020 (draft) new Youth Strategy 2014-2020 (draft)
3 Estonian context example of our curricula applied higher education in Youth Work 180 ECTS 30 ECTS of internships general subjects and specialisation to
- practical youth work- international youth work
3 Estonian context example of our curriculaAims
develop fundamental understanding of youth work principles for ability to direct mange analyse and develop youth work to support the development of practical skills in working with young people create conditions for next level studies lifelong learning and professional development
Learning outputs knowing youth work terminology conceptual starting points objectives ability to analyse and respond to challenges in the field having systematic understanding of national and international youth policy and
legislation analysing and implementing aquired knowledge for professional development and development of young people strategic understanding and ability to manage processes ability to use interactive and contemporary environments and methods to gather and
process information
4 From Youth Work 20 to Youth Work 30
Keeping the core of youth work
Corresponding to the needs of young people and society
References
Draft 2012 Joint Report of the Council and the Commission on the implementation of the renewed framework for European cooperation in the youth field (EU Youth Strategy 2010-2018) httpeceuropaeuyouthdocumentseu_youth_report_communicationeu_youth_report_2012_communication_enpdf
Recommendation 2006962EC of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learninghttpeuropaeulegislation_summarieseducation_training_youthlifelong_learningc11090_enhtm
EU Youth Strategy 2010-2018httpeceuropaeuyouthpolicyeu-youth-strategy_enhtm
The Economist Special report on pensionshttpwwweconomistcomnode18502013
Institute for the Future Future Working Skills 2020httpwwwiftforgour-workglobal-landscapeworkfuture-work-skills-2020
Pictures at wwwcartoonchurchcom
Thank you
Contact for further questionshannessildnikgmailcom
- Slide 1
- A few words about myself
- Todayacutes discussion
- 1 What are the challenges we face
- Youth population (aged 15-29) change between 1 January 2000 an
- Projected youth population (aged 15-29) ndash with and without migr
- Slide 7
- Youth unemployment Eurostat 2011
- Generation NEET - Not in Education Employment or Training
- Generation NEET - Not in Education Employment or Training
- 2 What can youth work do to help
- Slide 12
- Competences of the futuure I
- Competences of the futuure II
- Competences of the futuure III
- Key competences for lifelong learning I
- Key competences for lifelong learning II
- Key competences for lifelong learning III
- 3 Estonian context example of our curricula
- 3 Estonian context example of our curricula
- 3 Estonian context example of our curricula (2)
- 3 Estonian context example of our curricula (3)
- 4 From Youth Work 20 to Youth Work 30
- References
- Slide 25
Youth unemploymentEurostat 2011
aged 15-24 aged 25-29
Generation NEET - Not in Education Employment or Training
Generation NEET - Not in Education Employment or Training
2 What can youth work do to help
Competences of the futuure I
Sense-makingDefinition ability to determine the deeper meaning or significance of what is being expressed
Social intelligenceDefinition ability to connect to others in a deep and direct way to sense and stimulate reactions and desired interactions
Novel amp adaptive thinkingDefinition proficiency at thinking and coming up with solutions and responses beyond that which is rote or rule-based
Competences of the futuure II Cross -cultural competency
Definition ability to operate in different cultural settings
Computational thinkingDefinition ability to translate vast amounts of data into abstract concepts and to understand data-based reasoning
New-media literacyDefinition ability to critically assess and develop content that uses new media forms and to leverage these media for persuasive communication
Virtual collaborationDefinition ability to work productively drive engagement and demonstrate presence as a member of a virtual team
Competences of the futuure III
TransdisciplinarityDefinition literacy in and ability to understand concepts across multiple disciplines
Design mindsetDefinition ability to represent and develop tasks and work processes for desired outcomes
Cognitive load managementDefinition ability to discriminate and filter information for importance and to understand how to maximize cognitive functioning using a variety of tools and techniques
Key competences for lifelong learning Icommunication in the mother tongue which is the ability to express and interpret concepts thoughts feelings facts and opinions in both oral and written form (listening speaking reading and writing) and to interact linguistically in an appropriate and creative way in a full range of societal and cultural contexts
communication in foreign languages which involves in addition to the main skill dimensions of communication in the mother tongue mediation and intercultural understanding The level of proficiency depends on several factors and the capacity for listening speaking reading and writing
mathematical competence and basic competences in science and technology Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations with the emphasis being placed on process activity and knowledge
Key competences for lifelong learning IIdigital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT)
learning to learn is related to learning the ability to pursue and organise ones own learning either individually or in groups in accordance with ones own needs and awareness of methods and opportunities
social and civic competences Social competence refers to personal interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life It is linked to personal and social well-being Civic competence and particularly knowledge of social and political concepts and structures (democracy justice equality citizenship and civil rights) equips individuals to engage in active and democratic participation
Key competences for lifelong learning III
sense of initiative and entrepreneurship is the ability to turn ideas into action It involves creativity innovation and risk-taking as well as the ability to plan and manage projects in order to achieve objectives The individual is aware of the context of hisher work and is able to seize opportunities that arise It is the foundation for acquiring more specific skills and knowledge needed by those establishing or contributing to social or commercial activity
cultural awareness and expression which involves appreciation of the importance of the creative expression of ideas experiences and emotions in a range of media (music performing arts literature and the visual arts)
3 Estonian context example of our curricula
total population 1 290 000 295 725 young people aged 7-26 (31122011) compared to 2001 the number of young people has decreased by 96 338 people and counting estimation for 2018 ndash 20 000 young people less than today 22 of youth workers with professional youth work education 62 have gained youth work education from TLUPC Youth Work curricula opened in 1992 ca 1000 graduates until now
3 Estonian context example of our curriculaGovernmental strategies
Knowledge based Estonia 2006-2013 Knowledge based Estonia 2014-2020 (draft) new Youth Strategy 2014-2020 (draft)
3 Estonian context example of our curricula applied higher education in Youth Work 180 ECTS 30 ECTS of internships general subjects and specialisation to
- practical youth work- international youth work
3 Estonian context example of our curriculaAims
develop fundamental understanding of youth work principles for ability to direct mange analyse and develop youth work to support the development of practical skills in working with young people create conditions for next level studies lifelong learning and professional development
Learning outputs knowing youth work terminology conceptual starting points objectives ability to analyse and respond to challenges in the field having systematic understanding of national and international youth policy and
legislation analysing and implementing aquired knowledge for professional development and development of young people strategic understanding and ability to manage processes ability to use interactive and contemporary environments and methods to gather and
process information
4 From Youth Work 20 to Youth Work 30
Keeping the core of youth work
Corresponding to the needs of young people and society
References
Draft 2012 Joint Report of the Council and the Commission on the implementation of the renewed framework for European cooperation in the youth field (EU Youth Strategy 2010-2018) httpeceuropaeuyouthdocumentseu_youth_report_communicationeu_youth_report_2012_communication_enpdf
Recommendation 2006962EC of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learninghttpeuropaeulegislation_summarieseducation_training_youthlifelong_learningc11090_enhtm
EU Youth Strategy 2010-2018httpeceuropaeuyouthpolicyeu-youth-strategy_enhtm
The Economist Special report on pensionshttpwwweconomistcomnode18502013
Institute for the Future Future Working Skills 2020httpwwwiftforgour-workglobal-landscapeworkfuture-work-skills-2020
Pictures at wwwcartoonchurchcom
Thank you
Contact for further questionshannessildnikgmailcom
- Slide 1
- A few words about myself
- Todayacutes discussion
- 1 What are the challenges we face
- Youth population (aged 15-29) change between 1 January 2000 an
- Projected youth population (aged 15-29) ndash with and without migr
- Slide 7
- Youth unemployment Eurostat 2011
- Generation NEET - Not in Education Employment or Training
- Generation NEET - Not in Education Employment or Training
- 2 What can youth work do to help
- Slide 12
- Competences of the futuure I
- Competences of the futuure II
- Competences of the futuure III
- Key competences for lifelong learning I
- Key competences for lifelong learning II
- Key competences for lifelong learning III
- 3 Estonian context example of our curricula
- 3 Estonian context example of our curricula
- 3 Estonian context example of our curricula (2)
- 3 Estonian context example of our curricula (3)
- 4 From Youth Work 20 to Youth Work 30
- References
- Slide 25
Generation NEET - Not in Education Employment or Training
Generation NEET - Not in Education Employment or Training
2 What can youth work do to help
Competences of the futuure I
Sense-makingDefinition ability to determine the deeper meaning or significance of what is being expressed
Social intelligenceDefinition ability to connect to others in a deep and direct way to sense and stimulate reactions and desired interactions
Novel amp adaptive thinkingDefinition proficiency at thinking and coming up with solutions and responses beyond that which is rote or rule-based
Competences of the futuure II Cross -cultural competency
Definition ability to operate in different cultural settings
Computational thinkingDefinition ability to translate vast amounts of data into abstract concepts and to understand data-based reasoning
New-media literacyDefinition ability to critically assess and develop content that uses new media forms and to leverage these media for persuasive communication
Virtual collaborationDefinition ability to work productively drive engagement and demonstrate presence as a member of a virtual team
Competences of the futuure III
TransdisciplinarityDefinition literacy in and ability to understand concepts across multiple disciplines
Design mindsetDefinition ability to represent and develop tasks and work processes for desired outcomes
Cognitive load managementDefinition ability to discriminate and filter information for importance and to understand how to maximize cognitive functioning using a variety of tools and techniques
Key competences for lifelong learning Icommunication in the mother tongue which is the ability to express and interpret concepts thoughts feelings facts and opinions in both oral and written form (listening speaking reading and writing) and to interact linguistically in an appropriate and creative way in a full range of societal and cultural contexts
communication in foreign languages which involves in addition to the main skill dimensions of communication in the mother tongue mediation and intercultural understanding The level of proficiency depends on several factors and the capacity for listening speaking reading and writing
mathematical competence and basic competences in science and technology Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations with the emphasis being placed on process activity and knowledge
Key competences for lifelong learning IIdigital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT)
learning to learn is related to learning the ability to pursue and organise ones own learning either individually or in groups in accordance with ones own needs and awareness of methods and opportunities
social and civic competences Social competence refers to personal interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life It is linked to personal and social well-being Civic competence and particularly knowledge of social and political concepts and structures (democracy justice equality citizenship and civil rights) equips individuals to engage in active and democratic participation
Key competences for lifelong learning III
sense of initiative and entrepreneurship is the ability to turn ideas into action It involves creativity innovation and risk-taking as well as the ability to plan and manage projects in order to achieve objectives The individual is aware of the context of hisher work and is able to seize opportunities that arise It is the foundation for acquiring more specific skills and knowledge needed by those establishing or contributing to social or commercial activity
cultural awareness and expression which involves appreciation of the importance of the creative expression of ideas experiences and emotions in a range of media (music performing arts literature and the visual arts)
3 Estonian context example of our curricula
total population 1 290 000 295 725 young people aged 7-26 (31122011) compared to 2001 the number of young people has decreased by 96 338 people and counting estimation for 2018 ndash 20 000 young people less than today 22 of youth workers with professional youth work education 62 have gained youth work education from TLUPC Youth Work curricula opened in 1992 ca 1000 graduates until now
3 Estonian context example of our curriculaGovernmental strategies
Knowledge based Estonia 2006-2013 Knowledge based Estonia 2014-2020 (draft) new Youth Strategy 2014-2020 (draft)
3 Estonian context example of our curricula applied higher education in Youth Work 180 ECTS 30 ECTS of internships general subjects and specialisation to
- practical youth work- international youth work
3 Estonian context example of our curriculaAims
develop fundamental understanding of youth work principles for ability to direct mange analyse and develop youth work to support the development of practical skills in working with young people create conditions for next level studies lifelong learning and professional development
Learning outputs knowing youth work terminology conceptual starting points objectives ability to analyse and respond to challenges in the field having systematic understanding of national and international youth policy and
legislation analysing and implementing aquired knowledge for professional development and development of young people strategic understanding and ability to manage processes ability to use interactive and contemporary environments and methods to gather and
process information
4 From Youth Work 20 to Youth Work 30
Keeping the core of youth work
Corresponding to the needs of young people and society
References
Draft 2012 Joint Report of the Council and the Commission on the implementation of the renewed framework for European cooperation in the youth field (EU Youth Strategy 2010-2018) httpeceuropaeuyouthdocumentseu_youth_report_communicationeu_youth_report_2012_communication_enpdf
Recommendation 2006962EC of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learninghttpeuropaeulegislation_summarieseducation_training_youthlifelong_learningc11090_enhtm
EU Youth Strategy 2010-2018httpeceuropaeuyouthpolicyeu-youth-strategy_enhtm
The Economist Special report on pensionshttpwwweconomistcomnode18502013
Institute for the Future Future Working Skills 2020httpwwwiftforgour-workglobal-landscapeworkfuture-work-skills-2020
Pictures at wwwcartoonchurchcom
Thank you
Contact for further questionshannessildnikgmailcom
- Slide 1
- A few words about myself
- Todayacutes discussion
- 1 What are the challenges we face
- Youth population (aged 15-29) change between 1 January 2000 an
- Projected youth population (aged 15-29) ndash with and without migr
- Slide 7
- Youth unemployment Eurostat 2011
- Generation NEET - Not in Education Employment or Training
- Generation NEET - Not in Education Employment or Training
- 2 What can youth work do to help
- Slide 12
- Competences of the futuure I
- Competences of the futuure II
- Competences of the futuure III
- Key competences for lifelong learning I
- Key competences for lifelong learning II
- Key competences for lifelong learning III
- 3 Estonian context example of our curricula
- 3 Estonian context example of our curricula
- 3 Estonian context example of our curricula (2)
- 3 Estonian context example of our curricula (3)
- 4 From Youth Work 20 to Youth Work 30
- References
- Slide 25
Generation NEET - Not in Education Employment or Training
2 What can youth work do to help
Competences of the futuure I
Sense-makingDefinition ability to determine the deeper meaning or significance of what is being expressed
Social intelligenceDefinition ability to connect to others in a deep and direct way to sense and stimulate reactions and desired interactions
Novel amp adaptive thinkingDefinition proficiency at thinking and coming up with solutions and responses beyond that which is rote or rule-based
Competences of the futuure II Cross -cultural competency
Definition ability to operate in different cultural settings
Computational thinkingDefinition ability to translate vast amounts of data into abstract concepts and to understand data-based reasoning
New-media literacyDefinition ability to critically assess and develop content that uses new media forms and to leverage these media for persuasive communication
Virtual collaborationDefinition ability to work productively drive engagement and demonstrate presence as a member of a virtual team
Competences of the futuure III
TransdisciplinarityDefinition literacy in and ability to understand concepts across multiple disciplines
Design mindsetDefinition ability to represent and develop tasks and work processes for desired outcomes
Cognitive load managementDefinition ability to discriminate and filter information for importance and to understand how to maximize cognitive functioning using a variety of tools and techniques
Key competences for lifelong learning Icommunication in the mother tongue which is the ability to express and interpret concepts thoughts feelings facts and opinions in both oral and written form (listening speaking reading and writing) and to interact linguistically in an appropriate and creative way in a full range of societal and cultural contexts
communication in foreign languages which involves in addition to the main skill dimensions of communication in the mother tongue mediation and intercultural understanding The level of proficiency depends on several factors and the capacity for listening speaking reading and writing
mathematical competence and basic competences in science and technology Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations with the emphasis being placed on process activity and knowledge
Key competences for lifelong learning IIdigital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT)
learning to learn is related to learning the ability to pursue and organise ones own learning either individually or in groups in accordance with ones own needs and awareness of methods and opportunities
social and civic competences Social competence refers to personal interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life It is linked to personal and social well-being Civic competence and particularly knowledge of social and political concepts and structures (democracy justice equality citizenship and civil rights) equips individuals to engage in active and democratic participation
Key competences for lifelong learning III
sense of initiative and entrepreneurship is the ability to turn ideas into action It involves creativity innovation and risk-taking as well as the ability to plan and manage projects in order to achieve objectives The individual is aware of the context of hisher work and is able to seize opportunities that arise It is the foundation for acquiring more specific skills and knowledge needed by those establishing or contributing to social or commercial activity
cultural awareness and expression which involves appreciation of the importance of the creative expression of ideas experiences and emotions in a range of media (music performing arts literature and the visual arts)
3 Estonian context example of our curricula
total population 1 290 000 295 725 young people aged 7-26 (31122011) compared to 2001 the number of young people has decreased by 96 338 people and counting estimation for 2018 ndash 20 000 young people less than today 22 of youth workers with professional youth work education 62 have gained youth work education from TLUPC Youth Work curricula opened in 1992 ca 1000 graduates until now
3 Estonian context example of our curriculaGovernmental strategies
Knowledge based Estonia 2006-2013 Knowledge based Estonia 2014-2020 (draft) new Youth Strategy 2014-2020 (draft)
3 Estonian context example of our curricula applied higher education in Youth Work 180 ECTS 30 ECTS of internships general subjects and specialisation to
- practical youth work- international youth work
3 Estonian context example of our curriculaAims
develop fundamental understanding of youth work principles for ability to direct mange analyse and develop youth work to support the development of practical skills in working with young people create conditions for next level studies lifelong learning and professional development
Learning outputs knowing youth work terminology conceptual starting points objectives ability to analyse and respond to challenges in the field having systematic understanding of national and international youth policy and
legislation analysing and implementing aquired knowledge for professional development and development of young people strategic understanding and ability to manage processes ability to use interactive and contemporary environments and methods to gather and
process information
4 From Youth Work 20 to Youth Work 30
Keeping the core of youth work
Corresponding to the needs of young people and society
References
Draft 2012 Joint Report of the Council and the Commission on the implementation of the renewed framework for European cooperation in the youth field (EU Youth Strategy 2010-2018) httpeceuropaeuyouthdocumentseu_youth_report_communicationeu_youth_report_2012_communication_enpdf
Recommendation 2006962EC of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learninghttpeuropaeulegislation_summarieseducation_training_youthlifelong_learningc11090_enhtm
EU Youth Strategy 2010-2018httpeceuropaeuyouthpolicyeu-youth-strategy_enhtm
The Economist Special report on pensionshttpwwweconomistcomnode18502013
Institute for the Future Future Working Skills 2020httpwwwiftforgour-workglobal-landscapeworkfuture-work-skills-2020
Pictures at wwwcartoonchurchcom
Thank you
Contact for further questionshannessildnikgmailcom
- Slide 1
- A few words about myself
- Todayacutes discussion
- 1 What are the challenges we face
- Youth population (aged 15-29) change between 1 January 2000 an
- Projected youth population (aged 15-29) ndash with and without migr
- Slide 7
- Youth unemployment Eurostat 2011
- Generation NEET - Not in Education Employment or Training
- Generation NEET - Not in Education Employment or Training
- 2 What can youth work do to help
- Slide 12
- Competences of the futuure I
- Competences of the futuure II
- Competences of the futuure III
- Key competences for lifelong learning I
- Key competences for lifelong learning II
- Key competences for lifelong learning III
- 3 Estonian context example of our curricula
- 3 Estonian context example of our curricula
- 3 Estonian context example of our curricula (2)
- 3 Estonian context example of our curricula (3)
- 4 From Youth Work 20 to Youth Work 30
- References
- Slide 25
2 What can youth work do to help
Competences of the futuure I
Sense-makingDefinition ability to determine the deeper meaning or significance of what is being expressed
Social intelligenceDefinition ability to connect to others in a deep and direct way to sense and stimulate reactions and desired interactions
Novel amp adaptive thinkingDefinition proficiency at thinking and coming up with solutions and responses beyond that which is rote or rule-based
Competences of the futuure II Cross -cultural competency
Definition ability to operate in different cultural settings
Computational thinkingDefinition ability to translate vast amounts of data into abstract concepts and to understand data-based reasoning
New-media literacyDefinition ability to critically assess and develop content that uses new media forms and to leverage these media for persuasive communication
Virtual collaborationDefinition ability to work productively drive engagement and demonstrate presence as a member of a virtual team
Competences of the futuure III
TransdisciplinarityDefinition literacy in and ability to understand concepts across multiple disciplines
Design mindsetDefinition ability to represent and develop tasks and work processes for desired outcomes
Cognitive load managementDefinition ability to discriminate and filter information for importance and to understand how to maximize cognitive functioning using a variety of tools and techniques
Key competences for lifelong learning Icommunication in the mother tongue which is the ability to express and interpret concepts thoughts feelings facts and opinions in both oral and written form (listening speaking reading and writing) and to interact linguistically in an appropriate and creative way in a full range of societal and cultural contexts
communication in foreign languages which involves in addition to the main skill dimensions of communication in the mother tongue mediation and intercultural understanding The level of proficiency depends on several factors and the capacity for listening speaking reading and writing
mathematical competence and basic competences in science and technology Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations with the emphasis being placed on process activity and knowledge
Key competences for lifelong learning IIdigital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT)
learning to learn is related to learning the ability to pursue and organise ones own learning either individually or in groups in accordance with ones own needs and awareness of methods and opportunities
social and civic competences Social competence refers to personal interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life It is linked to personal and social well-being Civic competence and particularly knowledge of social and political concepts and structures (democracy justice equality citizenship and civil rights) equips individuals to engage in active and democratic participation
Key competences for lifelong learning III
sense of initiative and entrepreneurship is the ability to turn ideas into action It involves creativity innovation and risk-taking as well as the ability to plan and manage projects in order to achieve objectives The individual is aware of the context of hisher work and is able to seize opportunities that arise It is the foundation for acquiring more specific skills and knowledge needed by those establishing or contributing to social or commercial activity
cultural awareness and expression which involves appreciation of the importance of the creative expression of ideas experiences and emotions in a range of media (music performing arts literature and the visual arts)
3 Estonian context example of our curricula
total population 1 290 000 295 725 young people aged 7-26 (31122011) compared to 2001 the number of young people has decreased by 96 338 people and counting estimation for 2018 ndash 20 000 young people less than today 22 of youth workers with professional youth work education 62 have gained youth work education from TLUPC Youth Work curricula opened in 1992 ca 1000 graduates until now
3 Estonian context example of our curriculaGovernmental strategies
Knowledge based Estonia 2006-2013 Knowledge based Estonia 2014-2020 (draft) new Youth Strategy 2014-2020 (draft)
3 Estonian context example of our curricula applied higher education in Youth Work 180 ECTS 30 ECTS of internships general subjects and specialisation to
- practical youth work- international youth work
3 Estonian context example of our curriculaAims
develop fundamental understanding of youth work principles for ability to direct mange analyse and develop youth work to support the development of practical skills in working with young people create conditions for next level studies lifelong learning and professional development
Learning outputs knowing youth work terminology conceptual starting points objectives ability to analyse and respond to challenges in the field having systematic understanding of national and international youth policy and
legislation analysing and implementing aquired knowledge for professional development and development of young people strategic understanding and ability to manage processes ability to use interactive and contemporary environments and methods to gather and
process information
4 From Youth Work 20 to Youth Work 30
Keeping the core of youth work
Corresponding to the needs of young people and society
References
Draft 2012 Joint Report of the Council and the Commission on the implementation of the renewed framework for European cooperation in the youth field (EU Youth Strategy 2010-2018) httpeceuropaeuyouthdocumentseu_youth_report_communicationeu_youth_report_2012_communication_enpdf
Recommendation 2006962EC of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learninghttpeuropaeulegislation_summarieseducation_training_youthlifelong_learningc11090_enhtm
EU Youth Strategy 2010-2018httpeceuropaeuyouthpolicyeu-youth-strategy_enhtm
The Economist Special report on pensionshttpwwweconomistcomnode18502013
Institute for the Future Future Working Skills 2020httpwwwiftforgour-workglobal-landscapeworkfuture-work-skills-2020
Pictures at wwwcartoonchurchcom
Thank you
Contact for further questionshannessildnikgmailcom
- Slide 1
- A few words about myself
- Todayacutes discussion
- 1 What are the challenges we face
- Youth population (aged 15-29) change between 1 January 2000 an
- Projected youth population (aged 15-29) ndash with and without migr
- Slide 7
- Youth unemployment Eurostat 2011
- Generation NEET - Not in Education Employment or Training
- Generation NEET - Not in Education Employment or Training
- 2 What can youth work do to help
- Slide 12
- Competences of the futuure I
- Competences of the futuure II
- Competences of the futuure III
- Key competences for lifelong learning I
- Key competences for lifelong learning II
- Key competences for lifelong learning III
- 3 Estonian context example of our curricula
- 3 Estonian context example of our curricula
- 3 Estonian context example of our curricula (2)
- 3 Estonian context example of our curricula (3)
- 4 From Youth Work 20 to Youth Work 30
- References
- Slide 25
Competences of the futuure I
Sense-makingDefinition ability to determine the deeper meaning or significance of what is being expressed
Social intelligenceDefinition ability to connect to others in a deep and direct way to sense and stimulate reactions and desired interactions
Novel amp adaptive thinkingDefinition proficiency at thinking and coming up with solutions and responses beyond that which is rote or rule-based
Competences of the futuure II Cross -cultural competency
Definition ability to operate in different cultural settings
Computational thinkingDefinition ability to translate vast amounts of data into abstract concepts and to understand data-based reasoning
New-media literacyDefinition ability to critically assess and develop content that uses new media forms and to leverage these media for persuasive communication
Virtual collaborationDefinition ability to work productively drive engagement and demonstrate presence as a member of a virtual team
Competences of the futuure III
TransdisciplinarityDefinition literacy in and ability to understand concepts across multiple disciplines
Design mindsetDefinition ability to represent and develop tasks and work processes for desired outcomes
Cognitive load managementDefinition ability to discriminate and filter information for importance and to understand how to maximize cognitive functioning using a variety of tools and techniques
Key competences for lifelong learning Icommunication in the mother tongue which is the ability to express and interpret concepts thoughts feelings facts and opinions in both oral and written form (listening speaking reading and writing) and to interact linguistically in an appropriate and creative way in a full range of societal and cultural contexts
communication in foreign languages which involves in addition to the main skill dimensions of communication in the mother tongue mediation and intercultural understanding The level of proficiency depends on several factors and the capacity for listening speaking reading and writing
mathematical competence and basic competences in science and technology Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations with the emphasis being placed on process activity and knowledge
Key competences for lifelong learning IIdigital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT)
learning to learn is related to learning the ability to pursue and organise ones own learning either individually or in groups in accordance with ones own needs and awareness of methods and opportunities
social and civic competences Social competence refers to personal interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life It is linked to personal and social well-being Civic competence and particularly knowledge of social and political concepts and structures (democracy justice equality citizenship and civil rights) equips individuals to engage in active and democratic participation
Key competences for lifelong learning III
sense of initiative and entrepreneurship is the ability to turn ideas into action It involves creativity innovation and risk-taking as well as the ability to plan and manage projects in order to achieve objectives The individual is aware of the context of hisher work and is able to seize opportunities that arise It is the foundation for acquiring more specific skills and knowledge needed by those establishing or contributing to social or commercial activity
cultural awareness and expression which involves appreciation of the importance of the creative expression of ideas experiences and emotions in a range of media (music performing arts literature and the visual arts)
3 Estonian context example of our curricula
total population 1 290 000 295 725 young people aged 7-26 (31122011) compared to 2001 the number of young people has decreased by 96 338 people and counting estimation for 2018 ndash 20 000 young people less than today 22 of youth workers with professional youth work education 62 have gained youth work education from TLUPC Youth Work curricula opened in 1992 ca 1000 graduates until now
3 Estonian context example of our curriculaGovernmental strategies
Knowledge based Estonia 2006-2013 Knowledge based Estonia 2014-2020 (draft) new Youth Strategy 2014-2020 (draft)
3 Estonian context example of our curricula applied higher education in Youth Work 180 ECTS 30 ECTS of internships general subjects and specialisation to
- practical youth work- international youth work
3 Estonian context example of our curriculaAims
develop fundamental understanding of youth work principles for ability to direct mange analyse and develop youth work to support the development of practical skills in working with young people create conditions for next level studies lifelong learning and professional development
Learning outputs knowing youth work terminology conceptual starting points objectives ability to analyse and respond to challenges in the field having systematic understanding of national and international youth policy and
legislation analysing and implementing aquired knowledge for professional development and development of young people strategic understanding and ability to manage processes ability to use interactive and contemporary environments and methods to gather and
process information
4 From Youth Work 20 to Youth Work 30
Keeping the core of youth work
Corresponding to the needs of young people and society
References
Draft 2012 Joint Report of the Council and the Commission on the implementation of the renewed framework for European cooperation in the youth field (EU Youth Strategy 2010-2018) httpeceuropaeuyouthdocumentseu_youth_report_communicationeu_youth_report_2012_communication_enpdf
Recommendation 2006962EC of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learninghttpeuropaeulegislation_summarieseducation_training_youthlifelong_learningc11090_enhtm
EU Youth Strategy 2010-2018httpeceuropaeuyouthpolicyeu-youth-strategy_enhtm
The Economist Special report on pensionshttpwwweconomistcomnode18502013
Institute for the Future Future Working Skills 2020httpwwwiftforgour-workglobal-landscapeworkfuture-work-skills-2020
Pictures at wwwcartoonchurchcom
Thank you
Contact for further questionshannessildnikgmailcom
- Slide 1
- A few words about myself
- Todayacutes discussion
- 1 What are the challenges we face
- Youth population (aged 15-29) change between 1 January 2000 an
- Projected youth population (aged 15-29) ndash with and without migr
- Slide 7
- Youth unemployment Eurostat 2011
- Generation NEET - Not in Education Employment or Training
- Generation NEET - Not in Education Employment or Training
- 2 What can youth work do to help
- Slide 12
- Competences of the futuure I
- Competences of the futuure II
- Competences of the futuure III
- Key competences for lifelong learning I
- Key competences for lifelong learning II
- Key competences for lifelong learning III
- 3 Estonian context example of our curricula
- 3 Estonian context example of our curricula
- 3 Estonian context example of our curricula (2)
- 3 Estonian context example of our curricula (3)
- 4 From Youth Work 20 to Youth Work 30
- References
- Slide 25
Competences of the futuure II Cross -cultural competency
Definition ability to operate in different cultural settings
Computational thinkingDefinition ability to translate vast amounts of data into abstract concepts and to understand data-based reasoning
New-media literacyDefinition ability to critically assess and develop content that uses new media forms and to leverage these media for persuasive communication
Virtual collaborationDefinition ability to work productively drive engagement and demonstrate presence as a member of a virtual team
Competences of the futuure III
TransdisciplinarityDefinition literacy in and ability to understand concepts across multiple disciplines
Design mindsetDefinition ability to represent and develop tasks and work processes for desired outcomes
Cognitive load managementDefinition ability to discriminate and filter information for importance and to understand how to maximize cognitive functioning using a variety of tools and techniques
Key competences for lifelong learning Icommunication in the mother tongue which is the ability to express and interpret concepts thoughts feelings facts and opinions in both oral and written form (listening speaking reading and writing) and to interact linguistically in an appropriate and creative way in a full range of societal and cultural contexts
communication in foreign languages which involves in addition to the main skill dimensions of communication in the mother tongue mediation and intercultural understanding The level of proficiency depends on several factors and the capacity for listening speaking reading and writing
mathematical competence and basic competences in science and technology Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations with the emphasis being placed on process activity and knowledge
Key competences for lifelong learning IIdigital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT)
learning to learn is related to learning the ability to pursue and organise ones own learning either individually or in groups in accordance with ones own needs and awareness of methods and opportunities
social and civic competences Social competence refers to personal interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life It is linked to personal and social well-being Civic competence and particularly knowledge of social and political concepts and structures (democracy justice equality citizenship and civil rights) equips individuals to engage in active and democratic participation
Key competences for lifelong learning III
sense of initiative and entrepreneurship is the ability to turn ideas into action It involves creativity innovation and risk-taking as well as the ability to plan and manage projects in order to achieve objectives The individual is aware of the context of hisher work and is able to seize opportunities that arise It is the foundation for acquiring more specific skills and knowledge needed by those establishing or contributing to social or commercial activity
cultural awareness and expression which involves appreciation of the importance of the creative expression of ideas experiences and emotions in a range of media (music performing arts literature and the visual arts)
3 Estonian context example of our curricula
total population 1 290 000 295 725 young people aged 7-26 (31122011) compared to 2001 the number of young people has decreased by 96 338 people and counting estimation for 2018 ndash 20 000 young people less than today 22 of youth workers with professional youth work education 62 have gained youth work education from TLUPC Youth Work curricula opened in 1992 ca 1000 graduates until now
3 Estonian context example of our curriculaGovernmental strategies
Knowledge based Estonia 2006-2013 Knowledge based Estonia 2014-2020 (draft) new Youth Strategy 2014-2020 (draft)
3 Estonian context example of our curricula applied higher education in Youth Work 180 ECTS 30 ECTS of internships general subjects and specialisation to
- practical youth work- international youth work
3 Estonian context example of our curriculaAims
develop fundamental understanding of youth work principles for ability to direct mange analyse and develop youth work to support the development of practical skills in working with young people create conditions for next level studies lifelong learning and professional development
Learning outputs knowing youth work terminology conceptual starting points objectives ability to analyse and respond to challenges in the field having systematic understanding of national and international youth policy and
legislation analysing and implementing aquired knowledge for professional development and development of young people strategic understanding and ability to manage processes ability to use interactive and contemporary environments and methods to gather and
process information
4 From Youth Work 20 to Youth Work 30
Keeping the core of youth work
Corresponding to the needs of young people and society
References
Draft 2012 Joint Report of the Council and the Commission on the implementation of the renewed framework for European cooperation in the youth field (EU Youth Strategy 2010-2018) httpeceuropaeuyouthdocumentseu_youth_report_communicationeu_youth_report_2012_communication_enpdf
Recommendation 2006962EC of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learninghttpeuropaeulegislation_summarieseducation_training_youthlifelong_learningc11090_enhtm
EU Youth Strategy 2010-2018httpeceuropaeuyouthpolicyeu-youth-strategy_enhtm
The Economist Special report on pensionshttpwwweconomistcomnode18502013
Institute for the Future Future Working Skills 2020httpwwwiftforgour-workglobal-landscapeworkfuture-work-skills-2020
Pictures at wwwcartoonchurchcom
Thank you
Contact for further questionshannessildnikgmailcom
- Slide 1
- A few words about myself
- Todayacutes discussion
- 1 What are the challenges we face
- Youth population (aged 15-29) change between 1 January 2000 an
- Projected youth population (aged 15-29) ndash with and without migr
- Slide 7
- Youth unemployment Eurostat 2011
- Generation NEET - Not in Education Employment or Training
- Generation NEET - Not in Education Employment or Training
- 2 What can youth work do to help
- Slide 12
- Competences of the futuure I
- Competences of the futuure II
- Competences of the futuure III
- Key competences for lifelong learning I
- Key competences for lifelong learning II
- Key competences for lifelong learning III
- 3 Estonian context example of our curricula
- 3 Estonian context example of our curricula
- 3 Estonian context example of our curricula (2)
- 3 Estonian context example of our curricula (3)
- 4 From Youth Work 20 to Youth Work 30
- References
- Slide 25
Competences of the futuure III
TransdisciplinarityDefinition literacy in and ability to understand concepts across multiple disciplines
Design mindsetDefinition ability to represent and develop tasks and work processes for desired outcomes
Cognitive load managementDefinition ability to discriminate and filter information for importance and to understand how to maximize cognitive functioning using a variety of tools and techniques
Key competences for lifelong learning Icommunication in the mother tongue which is the ability to express and interpret concepts thoughts feelings facts and opinions in both oral and written form (listening speaking reading and writing) and to interact linguistically in an appropriate and creative way in a full range of societal and cultural contexts
communication in foreign languages which involves in addition to the main skill dimensions of communication in the mother tongue mediation and intercultural understanding The level of proficiency depends on several factors and the capacity for listening speaking reading and writing
mathematical competence and basic competences in science and technology Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations with the emphasis being placed on process activity and knowledge
Key competences for lifelong learning IIdigital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT)
learning to learn is related to learning the ability to pursue and organise ones own learning either individually or in groups in accordance with ones own needs and awareness of methods and opportunities
social and civic competences Social competence refers to personal interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life It is linked to personal and social well-being Civic competence and particularly knowledge of social and political concepts and structures (democracy justice equality citizenship and civil rights) equips individuals to engage in active and democratic participation
Key competences for lifelong learning III
sense of initiative and entrepreneurship is the ability to turn ideas into action It involves creativity innovation and risk-taking as well as the ability to plan and manage projects in order to achieve objectives The individual is aware of the context of hisher work and is able to seize opportunities that arise It is the foundation for acquiring more specific skills and knowledge needed by those establishing or contributing to social or commercial activity
cultural awareness and expression which involves appreciation of the importance of the creative expression of ideas experiences and emotions in a range of media (music performing arts literature and the visual arts)
3 Estonian context example of our curricula
total population 1 290 000 295 725 young people aged 7-26 (31122011) compared to 2001 the number of young people has decreased by 96 338 people and counting estimation for 2018 ndash 20 000 young people less than today 22 of youth workers with professional youth work education 62 have gained youth work education from TLUPC Youth Work curricula opened in 1992 ca 1000 graduates until now
3 Estonian context example of our curriculaGovernmental strategies
Knowledge based Estonia 2006-2013 Knowledge based Estonia 2014-2020 (draft) new Youth Strategy 2014-2020 (draft)
3 Estonian context example of our curricula applied higher education in Youth Work 180 ECTS 30 ECTS of internships general subjects and specialisation to
- practical youth work- international youth work
3 Estonian context example of our curriculaAims
develop fundamental understanding of youth work principles for ability to direct mange analyse and develop youth work to support the development of practical skills in working with young people create conditions for next level studies lifelong learning and professional development
Learning outputs knowing youth work terminology conceptual starting points objectives ability to analyse and respond to challenges in the field having systematic understanding of national and international youth policy and
legislation analysing and implementing aquired knowledge for professional development and development of young people strategic understanding and ability to manage processes ability to use interactive and contemporary environments and methods to gather and
process information
4 From Youth Work 20 to Youth Work 30
Keeping the core of youth work
Corresponding to the needs of young people and society
References
Draft 2012 Joint Report of the Council and the Commission on the implementation of the renewed framework for European cooperation in the youth field (EU Youth Strategy 2010-2018) httpeceuropaeuyouthdocumentseu_youth_report_communicationeu_youth_report_2012_communication_enpdf
Recommendation 2006962EC of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learninghttpeuropaeulegislation_summarieseducation_training_youthlifelong_learningc11090_enhtm
EU Youth Strategy 2010-2018httpeceuropaeuyouthpolicyeu-youth-strategy_enhtm
The Economist Special report on pensionshttpwwweconomistcomnode18502013
Institute for the Future Future Working Skills 2020httpwwwiftforgour-workglobal-landscapeworkfuture-work-skills-2020
Pictures at wwwcartoonchurchcom
Thank you
Contact for further questionshannessildnikgmailcom
- Slide 1
- A few words about myself
- Todayacutes discussion
- 1 What are the challenges we face
- Youth population (aged 15-29) change between 1 January 2000 an
- Projected youth population (aged 15-29) ndash with and without migr
- Slide 7
- Youth unemployment Eurostat 2011
- Generation NEET - Not in Education Employment or Training
- Generation NEET - Not in Education Employment or Training
- 2 What can youth work do to help
- Slide 12
- Competences of the futuure I
- Competences of the futuure II
- Competences of the futuure III
- Key competences for lifelong learning I
- Key competences for lifelong learning II
- Key competences for lifelong learning III
- 3 Estonian context example of our curricula
- 3 Estonian context example of our curricula
- 3 Estonian context example of our curricula (2)
- 3 Estonian context example of our curricula (3)
- 4 From Youth Work 20 to Youth Work 30
- References
- Slide 25
Key competences for lifelong learning Icommunication in the mother tongue which is the ability to express and interpret concepts thoughts feelings facts and opinions in both oral and written form (listening speaking reading and writing) and to interact linguistically in an appropriate and creative way in a full range of societal and cultural contexts
communication in foreign languages which involves in addition to the main skill dimensions of communication in the mother tongue mediation and intercultural understanding The level of proficiency depends on several factors and the capacity for listening speaking reading and writing
mathematical competence and basic competences in science and technology Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations with the emphasis being placed on process activity and knowledge
Key competences for lifelong learning IIdigital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT)
learning to learn is related to learning the ability to pursue and organise ones own learning either individually or in groups in accordance with ones own needs and awareness of methods and opportunities
social and civic competences Social competence refers to personal interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life It is linked to personal and social well-being Civic competence and particularly knowledge of social and political concepts and structures (democracy justice equality citizenship and civil rights) equips individuals to engage in active and democratic participation
Key competences for lifelong learning III
sense of initiative and entrepreneurship is the ability to turn ideas into action It involves creativity innovation and risk-taking as well as the ability to plan and manage projects in order to achieve objectives The individual is aware of the context of hisher work and is able to seize opportunities that arise It is the foundation for acquiring more specific skills and knowledge needed by those establishing or contributing to social or commercial activity
cultural awareness and expression which involves appreciation of the importance of the creative expression of ideas experiences and emotions in a range of media (music performing arts literature and the visual arts)
3 Estonian context example of our curricula
total population 1 290 000 295 725 young people aged 7-26 (31122011) compared to 2001 the number of young people has decreased by 96 338 people and counting estimation for 2018 ndash 20 000 young people less than today 22 of youth workers with professional youth work education 62 have gained youth work education from TLUPC Youth Work curricula opened in 1992 ca 1000 graduates until now
3 Estonian context example of our curriculaGovernmental strategies
Knowledge based Estonia 2006-2013 Knowledge based Estonia 2014-2020 (draft) new Youth Strategy 2014-2020 (draft)
3 Estonian context example of our curricula applied higher education in Youth Work 180 ECTS 30 ECTS of internships general subjects and specialisation to
- practical youth work- international youth work
3 Estonian context example of our curriculaAims
develop fundamental understanding of youth work principles for ability to direct mange analyse and develop youth work to support the development of practical skills in working with young people create conditions for next level studies lifelong learning and professional development
Learning outputs knowing youth work terminology conceptual starting points objectives ability to analyse and respond to challenges in the field having systematic understanding of national and international youth policy and
legislation analysing and implementing aquired knowledge for professional development and development of young people strategic understanding and ability to manage processes ability to use interactive and contemporary environments and methods to gather and
process information
4 From Youth Work 20 to Youth Work 30
Keeping the core of youth work
Corresponding to the needs of young people and society
References
Draft 2012 Joint Report of the Council and the Commission on the implementation of the renewed framework for European cooperation in the youth field (EU Youth Strategy 2010-2018) httpeceuropaeuyouthdocumentseu_youth_report_communicationeu_youth_report_2012_communication_enpdf
Recommendation 2006962EC of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learninghttpeuropaeulegislation_summarieseducation_training_youthlifelong_learningc11090_enhtm
EU Youth Strategy 2010-2018httpeceuropaeuyouthpolicyeu-youth-strategy_enhtm
The Economist Special report on pensionshttpwwweconomistcomnode18502013
Institute for the Future Future Working Skills 2020httpwwwiftforgour-workglobal-landscapeworkfuture-work-skills-2020
Pictures at wwwcartoonchurchcom
Thank you
Contact for further questionshannessildnikgmailcom
- Slide 1
- A few words about myself
- Todayacutes discussion
- 1 What are the challenges we face
- Youth population (aged 15-29) change between 1 January 2000 an
- Projected youth population (aged 15-29) ndash with and without migr
- Slide 7
- Youth unemployment Eurostat 2011
- Generation NEET - Not in Education Employment or Training
- Generation NEET - Not in Education Employment or Training
- 2 What can youth work do to help
- Slide 12
- Competences of the futuure I
- Competences of the futuure II
- Competences of the futuure III
- Key competences for lifelong learning I
- Key competences for lifelong learning II
- Key competences for lifelong learning III
- 3 Estonian context example of our curricula
- 3 Estonian context example of our curricula
- 3 Estonian context example of our curricula (2)
- 3 Estonian context example of our curricula (3)
- 4 From Youth Work 20 to Youth Work 30
- References
- Slide 25
Key competences for lifelong learning IIdigital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT)
learning to learn is related to learning the ability to pursue and organise ones own learning either individually or in groups in accordance with ones own needs and awareness of methods and opportunities
social and civic competences Social competence refers to personal interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life It is linked to personal and social well-being Civic competence and particularly knowledge of social and political concepts and structures (democracy justice equality citizenship and civil rights) equips individuals to engage in active and democratic participation
Key competences for lifelong learning III
sense of initiative and entrepreneurship is the ability to turn ideas into action It involves creativity innovation and risk-taking as well as the ability to plan and manage projects in order to achieve objectives The individual is aware of the context of hisher work and is able to seize opportunities that arise It is the foundation for acquiring more specific skills and knowledge needed by those establishing or contributing to social or commercial activity
cultural awareness and expression which involves appreciation of the importance of the creative expression of ideas experiences and emotions in a range of media (music performing arts literature and the visual arts)
3 Estonian context example of our curricula
total population 1 290 000 295 725 young people aged 7-26 (31122011) compared to 2001 the number of young people has decreased by 96 338 people and counting estimation for 2018 ndash 20 000 young people less than today 22 of youth workers with professional youth work education 62 have gained youth work education from TLUPC Youth Work curricula opened in 1992 ca 1000 graduates until now
3 Estonian context example of our curriculaGovernmental strategies
Knowledge based Estonia 2006-2013 Knowledge based Estonia 2014-2020 (draft) new Youth Strategy 2014-2020 (draft)
3 Estonian context example of our curricula applied higher education in Youth Work 180 ECTS 30 ECTS of internships general subjects and specialisation to
- practical youth work- international youth work
3 Estonian context example of our curriculaAims
develop fundamental understanding of youth work principles for ability to direct mange analyse and develop youth work to support the development of practical skills in working with young people create conditions for next level studies lifelong learning and professional development
Learning outputs knowing youth work terminology conceptual starting points objectives ability to analyse and respond to challenges in the field having systematic understanding of national and international youth policy and
legislation analysing and implementing aquired knowledge for professional development and development of young people strategic understanding and ability to manage processes ability to use interactive and contemporary environments and methods to gather and
process information
4 From Youth Work 20 to Youth Work 30
Keeping the core of youth work
Corresponding to the needs of young people and society
References
Draft 2012 Joint Report of the Council and the Commission on the implementation of the renewed framework for European cooperation in the youth field (EU Youth Strategy 2010-2018) httpeceuropaeuyouthdocumentseu_youth_report_communicationeu_youth_report_2012_communication_enpdf
Recommendation 2006962EC of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learninghttpeuropaeulegislation_summarieseducation_training_youthlifelong_learningc11090_enhtm
EU Youth Strategy 2010-2018httpeceuropaeuyouthpolicyeu-youth-strategy_enhtm
The Economist Special report on pensionshttpwwweconomistcomnode18502013
Institute for the Future Future Working Skills 2020httpwwwiftforgour-workglobal-landscapeworkfuture-work-skills-2020
Pictures at wwwcartoonchurchcom
Thank you
Contact for further questionshannessildnikgmailcom
- Slide 1
- A few words about myself
- Todayacutes discussion
- 1 What are the challenges we face
- Youth population (aged 15-29) change between 1 January 2000 an
- Projected youth population (aged 15-29) ndash with and without migr
- Slide 7
- Youth unemployment Eurostat 2011
- Generation NEET - Not in Education Employment or Training
- Generation NEET - Not in Education Employment or Training
- 2 What can youth work do to help
- Slide 12
- Competences of the futuure I
- Competences of the futuure II
- Competences of the futuure III
- Key competences for lifelong learning I
- Key competences for lifelong learning II
- Key competences for lifelong learning III
- 3 Estonian context example of our curricula
- 3 Estonian context example of our curricula
- 3 Estonian context example of our curricula (2)
- 3 Estonian context example of our curricula (3)
- 4 From Youth Work 20 to Youth Work 30
- References
- Slide 25
Key competences for lifelong learning III
sense of initiative and entrepreneurship is the ability to turn ideas into action It involves creativity innovation and risk-taking as well as the ability to plan and manage projects in order to achieve objectives The individual is aware of the context of hisher work and is able to seize opportunities that arise It is the foundation for acquiring more specific skills and knowledge needed by those establishing or contributing to social or commercial activity
cultural awareness and expression which involves appreciation of the importance of the creative expression of ideas experiences and emotions in a range of media (music performing arts literature and the visual arts)
3 Estonian context example of our curricula
total population 1 290 000 295 725 young people aged 7-26 (31122011) compared to 2001 the number of young people has decreased by 96 338 people and counting estimation for 2018 ndash 20 000 young people less than today 22 of youth workers with professional youth work education 62 have gained youth work education from TLUPC Youth Work curricula opened in 1992 ca 1000 graduates until now
3 Estonian context example of our curriculaGovernmental strategies
Knowledge based Estonia 2006-2013 Knowledge based Estonia 2014-2020 (draft) new Youth Strategy 2014-2020 (draft)
3 Estonian context example of our curricula applied higher education in Youth Work 180 ECTS 30 ECTS of internships general subjects and specialisation to
- practical youth work- international youth work
3 Estonian context example of our curriculaAims
develop fundamental understanding of youth work principles for ability to direct mange analyse and develop youth work to support the development of practical skills in working with young people create conditions for next level studies lifelong learning and professional development
Learning outputs knowing youth work terminology conceptual starting points objectives ability to analyse and respond to challenges in the field having systematic understanding of national and international youth policy and
legislation analysing and implementing aquired knowledge for professional development and development of young people strategic understanding and ability to manage processes ability to use interactive and contemporary environments and methods to gather and
process information
4 From Youth Work 20 to Youth Work 30
Keeping the core of youth work
Corresponding to the needs of young people and society
References
Draft 2012 Joint Report of the Council and the Commission on the implementation of the renewed framework for European cooperation in the youth field (EU Youth Strategy 2010-2018) httpeceuropaeuyouthdocumentseu_youth_report_communicationeu_youth_report_2012_communication_enpdf
Recommendation 2006962EC of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learninghttpeuropaeulegislation_summarieseducation_training_youthlifelong_learningc11090_enhtm
EU Youth Strategy 2010-2018httpeceuropaeuyouthpolicyeu-youth-strategy_enhtm
The Economist Special report on pensionshttpwwweconomistcomnode18502013
Institute for the Future Future Working Skills 2020httpwwwiftforgour-workglobal-landscapeworkfuture-work-skills-2020
Pictures at wwwcartoonchurchcom
Thank you
Contact for further questionshannessildnikgmailcom
- Slide 1
- A few words about myself
- Todayacutes discussion
- 1 What are the challenges we face
- Youth population (aged 15-29) change between 1 January 2000 an
- Projected youth population (aged 15-29) ndash with and without migr
- Slide 7
- Youth unemployment Eurostat 2011
- Generation NEET - Not in Education Employment or Training
- Generation NEET - Not in Education Employment or Training
- 2 What can youth work do to help
- Slide 12
- Competences of the futuure I
- Competences of the futuure II
- Competences of the futuure III
- Key competences for lifelong learning I
- Key competences for lifelong learning II
- Key competences for lifelong learning III
- 3 Estonian context example of our curricula
- 3 Estonian context example of our curricula
- 3 Estonian context example of our curricula (2)
- 3 Estonian context example of our curricula (3)
- 4 From Youth Work 20 to Youth Work 30
- References
- Slide 25
3 Estonian context example of our curricula
total population 1 290 000 295 725 young people aged 7-26 (31122011) compared to 2001 the number of young people has decreased by 96 338 people and counting estimation for 2018 ndash 20 000 young people less than today 22 of youth workers with professional youth work education 62 have gained youth work education from TLUPC Youth Work curricula opened in 1992 ca 1000 graduates until now
3 Estonian context example of our curriculaGovernmental strategies
Knowledge based Estonia 2006-2013 Knowledge based Estonia 2014-2020 (draft) new Youth Strategy 2014-2020 (draft)
3 Estonian context example of our curricula applied higher education in Youth Work 180 ECTS 30 ECTS of internships general subjects and specialisation to
- practical youth work- international youth work
3 Estonian context example of our curriculaAims
develop fundamental understanding of youth work principles for ability to direct mange analyse and develop youth work to support the development of practical skills in working with young people create conditions for next level studies lifelong learning and professional development
Learning outputs knowing youth work terminology conceptual starting points objectives ability to analyse and respond to challenges in the field having systematic understanding of national and international youth policy and
legislation analysing and implementing aquired knowledge for professional development and development of young people strategic understanding and ability to manage processes ability to use interactive and contemporary environments and methods to gather and
process information
4 From Youth Work 20 to Youth Work 30
Keeping the core of youth work
Corresponding to the needs of young people and society
References
Draft 2012 Joint Report of the Council and the Commission on the implementation of the renewed framework for European cooperation in the youth field (EU Youth Strategy 2010-2018) httpeceuropaeuyouthdocumentseu_youth_report_communicationeu_youth_report_2012_communication_enpdf
Recommendation 2006962EC of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learninghttpeuropaeulegislation_summarieseducation_training_youthlifelong_learningc11090_enhtm
EU Youth Strategy 2010-2018httpeceuropaeuyouthpolicyeu-youth-strategy_enhtm
The Economist Special report on pensionshttpwwweconomistcomnode18502013
Institute for the Future Future Working Skills 2020httpwwwiftforgour-workglobal-landscapeworkfuture-work-skills-2020
Pictures at wwwcartoonchurchcom
Thank you
Contact for further questionshannessildnikgmailcom
- Slide 1
- A few words about myself
- Todayacutes discussion
- 1 What are the challenges we face
- Youth population (aged 15-29) change between 1 January 2000 an
- Projected youth population (aged 15-29) ndash with and without migr
- Slide 7
- Youth unemployment Eurostat 2011
- Generation NEET - Not in Education Employment or Training
- Generation NEET - Not in Education Employment or Training
- 2 What can youth work do to help
- Slide 12
- Competences of the futuure I
- Competences of the futuure II
- Competences of the futuure III
- Key competences for lifelong learning I
- Key competences for lifelong learning II
- Key competences for lifelong learning III
- 3 Estonian context example of our curricula
- 3 Estonian context example of our curricula
- 3 Estonian context example of our curricula (2)
- 3 Estonian context example of our curricula (3)
- 4 From Youth Work 20 to Youth Work 30
- References
- Slide 25
3 Estonian context example of our curriculaGovernmental strategies
Knowledge based Estonia 2006-2013 Knowledge based Estonia 2014-2020 (draft) new Youth Strategy 2014-2020 (draft)
3 Estonian context example of our curricula applied higher education in Youth Work 180 ECTS 30 ECTS of internships general subjects and specialisation to
- practical youth work- international youth work
3 Estonian context example of our curriculaAims
develop fundamental understanding of youth work principles for ability to direct mange analyse and develop youth work to support the development of practical skills in working with young people create conditions for next level studies lifelong learning and professional development
Learning outputs knowing youth work terminology conceptual starting points objectives ability to analyse and respond to challenges in the field having systematic understanding of national and international youth policy and
legislation analysing and implementing aquired knowledge for professional development and development of young people strategic understanding and ability to manage processes ability to use interactive and contemporary environments and methods to gather and
process information
4 From Youth Work 20 to Youth Work 30
Keeping the core of youth work
Corresponding to the needs of young people and society
References
Draft 2012 Joint Report of the Council and the Commission on the implementation of the renewed framework for European cooperation in the youth field (EU Youth Strategy 2010-2018) httpeceuropaeuyouthdocumentseu_youth_report_communicationeu_youth_report_2012_communication_enpdf
Recommendation 2006962EC of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learninghttpeuropaeulegislation_summarieseducation_training_youthlifelong_learningc11090_enhtm
EU Youth Strategy 2010-2018httpeceuropaeuyouthpolicyeu-youth-strategy_enhtm
The Economist Special report on pensionshttpwwweconomistcomnode18502013
Institute for the Future Future Working Skills 2020httpwwwiftforgour-workglobal-landscapeworkfuture-work-skills-2020
Pictures at wwwcartoonchurchcom
Thank you
Contact for further questionshannessildnikgmailcom
- Slide 1
- A few words about myself
- Todayacutes discussion
- 1 What are the challenges we face
- Youth population (aged 15-29) change between 1 January 2000 an
- Projected youth population (aged 15-29) ndash with and without migr
- Slide 7
- Youth unemployment Eurostat 2011
- Generation NEET - Not in Education Employment or Training
- Generation NEET - Not in Education Employment or Training
- 2 What can youth work do to help
- Slide 12
- Competences of the futuure I
- Competences of the futuure II
- Competences of the futuure III
- Key competences for lifelong learning I
- Key competences for lifelong learning II
- Key competences for lifelong learning III
- 3 Estonian context example of our curricula
- 3 Estonian context example of our curricula
- 3 Estonian context example of our curricula (2)
- 3 Estonian context example of our curricula (3)
- 4 From Youth Work 20 to Youth Work 30
- References
- Slide 25
3 Estonian context example of our curricula applied higher education in Youth Work 180 ECTS 30 ECTS of internships general subjects and specialisation to
- practical youth work- international youth work
3 Estonian context example of our curriculaAims
develop fundamental understanding of youth work principles for ability to direct mange analyse and develop youth work to support the development of practical skills in working with young people create conditions for next level studies lifelong learning and professional development
Learning outputs knowing youth work terminology conceptual starting points objectives ability to analyse and respond to challenges in the field having systematic understanding of national and international youth policy and
legislation analysing and implementing aquired knowledge for professional development and development of young people strategic understanding and ability to manage processes ability to use interactive and contemporary environments and methods to gather and
process information
4 From Youth Work 20 to Youth Work 30
Keeping the core of youth work
Corresponding to the needs of young people and society
References
Draft 2012 Joint Report of the Council and the Commission on the implementation of the renewed framework for European cooperation in the youth field (EU Youth Strategy 2010-2018) httpeceuropaeuyouthdocumentseu_youth_report_communicationeu_youth_report_2012_communication_enpdf
Recommendation 2006962EC of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learninghttpeuropaeulegislation_summarieseducation_training_youthlifelong_learningc11090_enhtm
EU Youth Strategy 2010-2018httpeceuropaeuyouthpolicyeu-youth-strategy_enhtm
The Economist Special report on pensionshttpwwweconomistcomnode18502013
Institute for the Future Future Working Skills 2020httpwwwiftforgour-workglobal-landscapeworkfuture-work-skills-2020
Pictures at wwwcartoonchurchcom
Thank you
Contact for further questionshannessildnikgmailcom
- Slide 1
- A few words about myself
- Todayacutes discussion
- 1 What are the challenges we face
- Youth population (aged 15-29) change between 1 January 2000 an
- Projected youth population (aged 15-29) ndash with and without migr
- Slide 7
- Youth unemployment Eurostat 2011
- Generation NEET - Not in Education Employment or Training
- Generation NEET - Not in Education Employment or Training
- 2 What can youth work do to help
- Slide 12
- Competences of the futuure I
- Competences of the futuure II
- Competences of the futuure III
- Key competences for lifelong learning I
- Key competences for lifelong learning II
- Key competences for lifelong learning III
- 3 Estonian context example of our curricula
- 3 Estonian context example of our curricula
- 3 Estonian context example of our curricula (2)
- 3 Estonian context example of our curricula (3)
- 4 From Youth Work 20 to Youth Work 30
- References
- Slide 25
3 Estonian context example of our curriculaAims
develop fundamental understanding of youth work principles for ability to direct mange analyse and develop youth work to support the development of practical skills in working with young people create conditions for next level studies lifelong learning and professional development
Learning outputs knowing youth work terminology conceptual starting points objectives ability to analyse and respond to challenges in the field having systematic understanding of national and international youth policy and
legislation analysing and implementing aquired knowledge for professional development and development of young people strategic understanding and ability to manage processes ability to use interactive and contemporary environments and methods to gather and
process information
4 From Youth Work 20 to Youth Work 30
Keeping the core of youth work
Corresponding to the needs of young people and society
References
Draft 2012 Joint Report of the Council and the Commission on the implementation of the renewed framework for European cooperation in the youth field (EU Youth Strategy 2010-2018) httpeceuropaeuyouthdocumentseu_youth_report_communicationeu_youth_report_2012_communication_enpdf
Recommendation 2006962EC of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learninghttpeuropaeulegislation_summarieseducation_training_youthlifelong_learningc11090_enhtm
EU Youth Strategy 2010-2018httpeceuropaeuyouthpolicyeu-youth-strategy_enhtm
The Economist Special report on pensionshttpwwweconomistcomnode18502013
Institute for the Future Future Working Skills 2020httpwwwiftforgour-workglobal-landscapeworkfuture-work-skills-2020
Pictures at wwwcartoonchurchcom
Thank you
Contact for further questionshannessildnikgmailcom
- Slide 1
- A few words about myself
- Todayacutes discussion
- 1 What are the challenges we face
- Youth population (aged 15-29) change between 1 January 2000 an
- Projected youth population (aged 15-29) ndash with and without migr
- Slide 7
- Youth unemployment Eurostat 2011
- Generation NEET - Not in Education Employment or Training
- Generation NEET - Not in Education Employment or Training
- 2 What can youth work do to help
- Slide 12
- Competences of the futuure I
- Competences of the futuure II
- Competences of the futuure III
- Key competences for lifelong learning I
- Key competences for lifelong learning II
- Key competences for lifelong learning III
- 3 Estonian context example of our curricula
- 3 Estonian context example of our curricula
- 3 Estonian context example of our curricula (2)
- 3 Estonian context example of our curricula (3)
- 4 From Youth Work 20 to Youth Work 30
- References
- Slide 25
4 From Youth Work 20 to Youth Work 30
Keeping the core of youth work
Corresponding to the needs of young people and society
References
Draft 2012 Joint Report of the Council and the Commission on the implementation of the renewed framework for European cooperation in the youth field (EU Youth Strategy 2010-2018) httpeceuropaeuyouthdocumentseu_youth_report_communicationeu_youth_report_2012_communication_enpdf
Recommendation 2006962EC of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learninghttpeuropaeulegislation_summarieseducation_training_youthlifelong_learningc11090_enhtm
EU Youth Strategy 2010-2018httpeceuropaeuyouthpolicyeu-youth-strategy_enhtm
The Economist Special report on pensionshttpwwweconomistcomnode18502013
Institute for the Future Future Working Skills 2020httpwwwiftforgour-workglobal-landscapeworkfuture-work-skills-2020
Pictures at wwwcartoonchurchcom
Thank you
Contact for further questionshannessildnikgmailcom
- Slide 1
- A few words about myself
- Todayacutes discussion
- 1 What are the challenges we face
- Youth population (aged 15-29) change between 1 January 2000 an
- Projected youth population (aged 15-29) ndash with and without migr
- Slide 7
- Youth unemployment Eurostat 2011
- Generation NEET - Not in Education Employment or Training
- Generation NEET - Not in Education Employment or Training
- 2 What can youth work do to help
- Slide 12
- Competences of the futuure I
- Competences of the futuure II
- Competences of the futuure III
- Key competences for lifelong learning I
- Key competences for lifelong learning II
- Key competences for lifelong learning III
- 3 Estonian context example of our curricula
- 3 Estonian context example of our curricula
- 3 Estonian context example of our curricula (2)
- 3 Estonian context example of our curricula (3)
- 4 From Youth Work 20 to Youth Work 30
- References
- Slide 25
References
Draft 2012 Joint Report of the Council and the Commission on the implementation of the renewed framework for European cooperation in the youth field (EU Youth Strategy 2010-2018) httpeceuropaeuyouthdocumentseu_youth_report_communicationeu_youth_report_2012_communication_enpdf
Recommendation 2006962EC of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learninghttpeuropaeulegislation_summarieseducation_training_youthlifelong_learningc11090_enhtm
EU Youth Strategy 2010-2018httpeceuropaeuyouthpolicyeu-youth-strategy_enhtm
The Economist Special report on pensionshttpwwweconomistcomnode18502013
Institute for the Future Future Working Skills 2020httpwwwiftforgour-workglobal-landscapeworkfuture-work-skills-2020
Pictures at wwwcartoonchurchcom
Thank you
Contact for further questionshannessildnikgmailcom
- Slide 1
- A few words about myself
- Todayacutes discussion
- 1 What are the challenges we face
- Youth population (aged 15-29) change between 1 January 2000 an
- Projected youth population (aged 15-29) ndash with and without migr
- Slide 7
- Youth unemployment Eurostat 2011
- Generation NEET - Not in Education Employment or Training
- Generation NEET - Not in Education Employment or Training
- 2 What can youth work do to help
- Slide 12
- Competences of the futuure I
- Competences of the futuure II
- Competences of the futuure III
- Key competences for lifelong learning I
- Key competences for lifelong learning II
- Key competences for lifelong learning III
- 3 Estonian context example of our curricula
- 3 Estonian context example of our curricula
- 3 Estonian context example of our curricula (2)
- 3 Estonian context example of our curricula (3)
- 4 From Youth Work 20 to Youth Work 30
- References
- Slide 25
Thank you
Contact for further questionshannessildnikgmailcom
- Slide 1
- A few words about myself
- Todayacutes discussion
- 1 What are the challenges we face
- Youth population (aged 15-29) change between 1 January 2000 an
- Projected youth population (aged 15-29) ndash with and without migr
- Slide 7
- Youth unemployment Eurostat 2011
- Generation NEET - Not in Education Employment or Training
- Generation NEET - Not in Education Employment or Training
- 2 What can youth work do to help
- Slide 12
- Competences of the futuure I
- Competences of the futuure II
- Competences of the futuure III
- Key competences for lifelong learning I
- Key competences for lifelong learning II
- Key competences for lifelong learning III
- 3 Estonian context example of our curricula
- 3 Estonian context example of our curricula
- 3 Estonian context example of our curricula (2)
- 3 Estonian context example of our curricula (3)
- 4 From Youth Work 20 to Youth Work 30
- References
- Slide 25
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