Presentation on theme: "The EU Youth in Action programme “I don’t have a job, but I am working on it” Marit Kannelmäe-Geerts"— Presentation transcript:
The EU Youth in Action programme “I don’t have a job, but I am working on it” Marit Kannelmäe-Geerts firstname.lastname@example.org
email@example.com | 6979 236 2 Formal learning? Formal learning is purposive learning that takes place in a distinct and institutionalised environment specifically designed for teaching/training and learning, which is staffed by learning facilitators who are specifically qualified for the sector, level and subject concerned and which usually serves a specified category of learners (defined by age, level and specialism). Learning aims are almost always externally set, learning progress is usually monitored and assessed, and learning outcomes are usually recognised by certificates or diplomas. Much formal learning provision is compulsory (school education). The source on this and 2 subsequent slides: Chisholm, L. (2005) Bridges for Recognition Cheat Sheet: Proceedings of the SALTO Bridges for Recognition: Promoting Recognition of Youth Work across Europe, Leuven- Louvain
firstname.lastname@example.org | 6979 236 3 Informal learning? Informal learning: from the learner’s standpoint at least, this is non- purposive learning which takes place in everyday life contexts in the family, at work, during leisure and in the community. It does have outcomes, but these are seldom recorded, virtually never certified and are typically neither immediately visible for the learner nor do they count in themselves for education, training or employment purposes.
email@example.com | 6979 236 4 Nonformal learning? Non-formal learning is purposive but voluntary learning that takes place in a diverse range of environments and situations for which teaching/training and learning is not necessarily their sole or main activity. These environments and situations may be intermittent or transitory, and the activities or courses that take place may be staffed by professional learning facilitators (such as youth trainers) or by volunteers (such as youth leaders). The activities and courses are planned, but are seldom structured by conventional rhythms or curriculum subjects. They usually address specific target groups, but rarely document or assess learning outcomes or achievements in conventionally visible ways.
firstname.lastname@example.org | 6979 236 5 Non-formal methods... “Non-formal learning methods” and “games” Vs
email@example.com | 6979 236 6... Flexible and creative approach to learning methods, considering the profile of the group and different learning modalities.
firstname.lastname@example.org | 6979 236 7 Quality NFL clarity of aims and objectives appropriate material learning conditions trained staff (voluntary or professional) learner-centeredness solution focussed variety of methods used good balance between individual and group learning proper timing of steps in respect of learning, relaxation and private time room for intercultural relations and reflection of their influence on the learning process good knowledge of previous learning histories and good information on intended use of the learning reasonable balance between cognitive and skills training attraction of and in the learning process self-reflexivity assessment of progress and difficulties self assessment + group evaluation Peter Lauritzen – head of the youth section in the Council of Europe’s Directorate of Youth and Sport
email@example.com | 6979 236 9 Youth in Action 1.Youth for Europe Youth exchanges Youth initiatives Youth democracy projects 2.European Voluntary Service 3.Youth in the World Youth exchanges and training activities with EU neighbouring regions 4.Youth Support Systems Training and networking of those active in youth work and youth organisations
Value of NFL Impact study of YOUTH programme in Estonia, 2000-2006: Increased self-esteem (97%) Bigger involvement in society (87%) Bigger independence Better understanding of another culture (93%) – not only of a foreign one Enhancement of creativity (95%) Development of communication skills Development of foreign language skills (89%), increased motivation to learn a language New skills and knowledge connected to the theme of the project (98%) Important impact on youth with fewer opportunities, also renewed interest in learning Contribution to the decrease in youth risk behaviour (76%) Better understanding of European issues (82%) Higher knowledge about European institutions (45%)
firstname.lastname@example.org | 6979 236 12 Why recognition? On EU level: 1/5 of under 15-year-olds attains only the lowest level of proficiency in reading. Almost 15% of 18–24-year-olds have left school prematurely. Only 77% of 22-year olds have completed upper secondary education. Almost a third of the European labour force is low-skilled, but according to some estimates by 2010, 50% of newly created jobs will require highly skilled workers and only 15 % will be for people with basic schooling. Commission Staff Working Paper: Progress towards the Lisbon objectives in education and training 2005 Report SEC (2005) 419, Brussels, 22.3.2005
email@example.com | 6979 236 13 European Key Competencies 1. Communication in the mother tongue; 2. Communication in foreign languages; 3. Mathematical competence and basic competences in science and technology; 4. Digital competence; 5. Learning to learn; 6. Social and civic competences; 7. Sense of initiative and entrepreneurship; and 8. Cultural awareness and expression.
firstname.lastname@example.org | 6979 236 14 Some relevant sites http://www.infed.org/http://www.infed.org/http://www.infed.org/ http://www.nonformality.org/http://www.nonformality.org/http://www.nonformality.org/ http://ec.europa.eu/youth/index_en.ht mhttp://ec.europa.eu/youth/index_en.ht mhttp://ec.europa.eu/youth/index_en.ht mhttp://ec.europa.eu/youth/index_en.ht m
email@example.com | 6979 236 15 Thanks! Marit Kannelmäe-Geerts Estonian NA for Youth in Action firstname.lastname@example.org + 372 6979 222 http://mitteformaalne.ee/ http://euroopa.noored.ee/