Presentation on theme: "Youth Work 2.0 3.0 Example of professional youth work education Hannes Sildnik 15.19.2013."— Presentation transcript:
Youth Work Example of professional youth work education Hannes Sildnik
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 Work EU Youth Policy Strategic Planning and Project Management in Youth Work
Today´s discussion: 4 topics: :: What are the key challenges for next 10 years for young people/society? :: What can youth work do to help? :: example of our curricula/ Estonian context :: from Youth Work 2.0 to Youth Work 3.0
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 58,4%) :: multy culty :: migration :: digital era :: fight against poverty :: … 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 ) – with and without migration, EU- 27, millions Youth population (aged 15-29) with migration including migration without migration Eurostat 2010
Generation NEET - Not in Education, Employment or Training
2. What can youth work do to help?
Competences of the futuure I :: Sense-making Definition: ability to determine the deeper meaning or significance of what is being expressed :: Social intelligence Definition: ability to connect to others in a deep and direct way, to sense and stimulate reactions and desired interactions :: Novel & adaptive thinking Definition: 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 thinking Definition: ability to translate vast amounts of data into abstract concepts and to understand data-based reasoning :: New-media literacy Definition: ability to critically assess and develop content that uses new media forms, and to leverage these media for persuasive communication :: Virtual collaboration Definition: ability to work productively, drive engagement, and demonstrate presence as a member of a virtual team.
Competences of the futuure III :: Transdisciplinarity Definition: literacy in and ability to understand concepts across multiple disciplines :: Design mindset Definition: ability to represent and develop tasks and work processes for desired outcomes :: Cognitive load management Definition: 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 I communication 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 II digital 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 one's own learning, either individually or in groups, in accordance with one's 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 his/her 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 :: young people aged 7-26 ( ) :: compared to 2001, the number of young people has decreased by people and counting :: estimation for 2018 – 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 graduates until now
3. Estonian context/ example of our curricula Governmental strategies: :: Knowledge based Estonia Knowledge based Estonia :: Knowledge based Estonia (draft) :: new Youth Strategy (draft)Youth Strategy
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 curricula Aims: :: 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 2.0 to Youth Work 3.0 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 ) :: Recommendation 2006/962/EC of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning :: EU Youth Strategy :: The Economist Special report on pensions :: Institute for the Future: Future Working Skills :: Pictures at