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Recognition of Youth Work and Youthpass

Jul 08, 2015




Nuorisotyön tunnustaminen on Euroopan laajuinen prosessi. Rita Bergstain Saksan SALTO Training & Cooperation -resurssikeskuksesta kertoi, millaisia eurooppalaisia prosesseja on meneillään nuorisotyön tunnustamiseksi ja kuinka nuoret voivat hyötyä osallistumisestaan eri aktiviteetteihin. Voiko nuorisotyön kautta opituilla asioilla esim. korvata kursseja tai saada lisäpisteitä kouluun pääsemiseen? Samalla kerrotaan Youthpass-työkalusta, jonka avulla Youth in Action -ohjelman hankkeissa opitut asiat voidaan tehdä näkyviksi ja esitellä esim. työnhaussa.

  • 1. Recognition ofnon-formal andinformal learningin the youth fieldYOUTH 2013January 2013, Jyvskyl/FI

2. YOUTH 2013 Jyvskyl, Jan 2013Highlights of recent European developments in the field of recognition of youth work and non-formal learning / education Youthpass The 4 dimensions of recognition Political context Pathways paper and its implementation 3. YouthpassTool for participants of projects funded by the Youth in Action (YiA)Programme: young people and youth workers.3 roles of Youthpass:Youthpass certificateYouthpass processStrategy for recognition of youth work and non-formallearning/education in the youth fieldMultilingual tool implemented with the support network of YiA NationalAgencies and other experts. 4. Youthpass certificate Page 1: Information about the project and type of activity within YiA Logo of the organisation, signature of a legal representative Possibility to verify authenticity Page 2: Project description Signature of the representative of the project Page 3 and ff: Information about the individual contribution to the project Description of learning outcomes 5. Description of learning outcomesSelf-assessment and the dialogue processDescription of learning results, based on theEU key competencesSignature of the learner, also dialoguepartner if applicableReferencesFurther information on YiA and the keycompetences 6. The EU key competences for lifelong learningRecommendation of the European Parliament and of the Council on key competences for lifelonglearning (December 2006)Competences: combination of skills, knowledge and attitudes1.Communication in the mother tongue2.Communication in foreign languages3.Mathematical competence, basic competences science / technology4.Digital competence5.Learning to learn6.Social and civic competences7.Sense of initiative and entrepreneurship8.Cultural awareness and expressionIn the certificate also: Other specific competences 7. Youthpass process RRefoo ema f r mauun rthh innoo nee t ee ppi xxppee een n ccttee dd 8. Some ways of describing learning outcomes Linking the description to the learning objectives set at thebeginning of the project Objectives as a reference point Important to stay aware of possible changes during the project Situations as a starting point Practical examples as well as proof of how new insights and skills were used. Allows to link learning to taking on a new role, performing a new task, giving shape to an idea, etc. The story of the process A learning story, e.g. When I filled in the application form for the course., or when arriving in Tallinn on the first day of my project 9. Strategic aims of Youthpasssupport to reflection upon the personal (non-formal) learningprocesssocial recognition of youth workemployability of young people and youth workersactive participation of young people in society 10. Some challenges...... for recognition tools in youth workation flex inform Diversityibil Fear ofofitylearning (over)-n ing contexts rai formali-Diversityt Fear ofsationofreducingDiversity learningyouth workof resultsto non- learnersformal Additional uselearning workload frie r- forrt tothe ndlinorgani- ppoSu s too ess sationsrlofuse 11. Pathways paper 2.0 and its implementationFour dimensions of recognition: Political recognition Formal recognition Social recognition Individual recognitionPolitical recognition means the recognition of non-formal education in legislationand/or the inclusion of non-formal learning/education in political strategies, andthe involvement of non-formal learning providers in these strategies.Self recognition means the assessment by the individual of learning outcomes andthe ability to use these learning outcomes in other fields. 12. Pathways paper 2.0 and its implementationSocial recognition means that social players acknowledge the value ofcompetences acquired in non-formal settings and the work done within theseactivities, including the value of the organizations providing this work.Formal recognition means the validation of learning outcomes and thecertification of a learning process and/or these outcomes by issuing certificates ordiplomas which formally recognise the achievements of an individual 13. Pathways paper 2.0 and its implementationWorking Paper the EU-CoE youth partnership, SALTO Training and Cooperation ResourceCentre, European Youth Forum and Youth Directorates in EC and CoE (2011)Purpose:Update and re-focus the strategy as outlined in the first paper (2004)Give the strategy for a better recognition of non-formal learning in youthactivities and of youth work a new impetusContent:Characteristics and impact of non-formal learningStocktaking the state of affairs at European and national level10 elements for a renewed strategy 14. Pathways paper 2.0 and its implementation10 elements for a renewed strategy1) Develop a common understanding and a joint strategy in theyouth field and improve co-operation and communication2) Make the role of youth organisations visible3) Assure quality and training in non-formal education/learning4) Increase knowledge about non-formal education/learning inyouth work5) Develop existing tools further and make them accessible andtransferable 15. Pathways paper 2.0 and its implementation6) Reinforce the political process at European level7) Link youth to the lifelong learning strategy and vice versa8) Involve stakeholders of the employment sector9) Associate the social sector10) Cooperate with other policy fields and with stakeholders of civil society 16. Pathways paper 2.0 and its implementationSTATEMENT & PLAN OF ACTION by participantsChallenges:making the concept of youth work & non-formal learning/education betterunderstoodkeeping all dimensions of recognition in balancerisking formalisation of non-formal learning/educationassuring quality in youth work and in non-formal learning/educationmaintaining and cultivating diversitybuilding knowledgebeing dependent from different other sectorscreating partnerships 17. Pathways paper 2.0 and its implementationpolicies at European,STATEMENT & PLAN OF ACTION by participantsnational, regional and locallevel Actions: Sustaining a political process Launching a promotional campaignin youth work & non-formal Fostering cooperation and partnershipseducation/learning Gathering, creating and providing knowledge Assuring quality Developing and using tools for recognition Providing resources and supportin lifelong and lifewide learningin research and the knowledge area in partnership with other actors 18. Political context Council of Europe First reference to recognition: April 1998 (Ministerial conference) Symposium on non formal learning (2000) Final Declaration of the Youth Ministers meeting (2002) Recommendation of the Committee of Ministers on promotion and recognitionof NFE/L (2003) European Portfolio for youth workers and youth leaders (2006) Key priority 2006-2008 Agenda 2020 19. Political context European Union White Paper A New Impetus for European Youth (2001) European Youth Pact (Lisbon Strategy, 2005) Council Resolution on the recognition of the value of non formal and informallearning (2006) 8 Key Competences for lifelong learning (2006) EU Strategy for Youth-Investing and Empowering (2009) Council Resolution on Youth Work (2010) EU 2020 Strategy Council Recommendation on the promotion and validation of non formal andinformal learning (2012) 20. Political context European Union COUNCIL RECOMMENDATION on the validation of non-formal and informallearning (26.11.2012)To ensure that by 2015 national systems for the validation of non-formal andinformal learning have been established providing the opportunity to all citizensto have their knowledge, skills and competences validated, irrespective of thecontexts where the learning took place.four aspects of validation: the identification of learning outcomes, theirdocumentation, their assessment against agreed standards and finally theircertification 21. Youth in Action programme/SALTO T&C RC Youth in Action Programme of the EU (2007-2013) Youthpass in YiA since 2007 The renewed European Training Strategy of the YiA programme (2011-2013) Youthpass for youth workers (2011-2013) Set of competences for trainers at European level (2011 2013) 22. Other related actions and processesQuality Assurance and quality charter (European Youth Forum)European Youth Work Convention 2010 in GhentSymposia on Recognition of youth work and non-formal learningExpert Group on Recognition in the youth fieldEuropass further developments 23. Definition of youth workYouth work takes place in the extra curricular area, as well as through specificleisure time activities, and is based on non-formal and informal learning processesand on voluntary participation.These activities and processes are self-managed, co-managed or managed undereducational or pedagogical guidance by either professional or voluntary youthworkers and youth leadersCouncil Resolution on youth work 24. Definition of non-formal learningNon-formal learning, understood as learning outside institutional contexts (out-of-school) is the key activity, but also the key competence of youth work. Non-formallearning process/education in youth work is often structured, based on learningobjectives, learning time and specific learning support and it is intentional by thelearner. It typically does not lead to certification, but in an increasing number ofcases, certificates are delivered, leading to a better recognition of the individuallearning outcome. 25. Definition of informal learningYouth work activities also provide many informal learning opportunities, as youngpeople learn while simply being active, being a volunteer or just being with theirpeers. They learn informally in daily life and leisure time just as they learninformally in school, at work and in family life, just learning by doing; it i