Learning mobility in the field of youth – a research perspective European Youth Centre, Budapest 070916 Søren Kristensen, PhD

What is it? ”Transnational mobility undertaken for a period of time, consciously organised for learning purposes” (EPLM) Examples: Bi- & multilateral youth encounters Work camps School stays Voluntary service Placements

Why are we doing it? ”Learning mobility, meaning transnational mobility for the purpose of acquiring new knowledge, skills and competences, is one of the fundamental ways in which young people can strengthen their future employability, as well as their intercultural awareness, personal development, creativity and active citizenship. Europeans who are mobile as young learners are more likely to be mobile as workers later in life”. Council Recommendation of June 28, 2011 (”Youth on the Move”)

How many? ”Study on mobility developments in school education, vocational education and training, adult education and youth” (European Commission, 2012): 430.000 annually

Aspects of current research: Limited research Linked to programmes/schemes (evaluations) Few longitudinal studies Very positive outcomes (but: participants often among the most resourceful persons in the target group) Lack of dedicated pedagogical theories

Problem areas: Participation (especially of YPWFO): recruitment, motivation, barriers Quality: linkage between pedagogical interventions and learning outcomes Learning potential and types of mobility: influences of mode, duration, intensity etc. Knowledge sharing

Discussion: Do we reach the full learning potential of youth mobility? Do we manage to include the participants that are most in need? How can research improve youth mobility? What kind of research is needed?

Typology of youth work: “Forum-oriented”: Bringing young people together to discuss their needs, reflect on their lives and prepare collective action to change social circumstance “Transit zone”: Acquisition of knowledge, skills and competences to integrate into society and the world of work (employability) (Taru, Cousee, Williamson, 2014)

Using cultural differences as a vehicle for learning: 4 conditions Immersion: participants must be subjected to a real encounter with culture and mentality of the foreign environment, and not a superficial or over-sanitized version (environment) Responsibilisation: the encounter is not just about ”having a good time together”, but addresses real issues. Participants are expected to find or work out their own solutions to problems and conflicts arising out of the encounter or at least contribute actively to this (interaction)

Using cultural differences as a vehicle for learning: 4 conditions Relativation: Issues addressed and tasks undertaken are relevant and recognisable to both sides, so that culturally determined differences between ways of organising and doing things become visible and can be compared and discussed Perspectivation: Participants are engaged in a process of reflective learning, and the necessary support for this process is available before, during and after the event (Kristensen, 2004)

Contentions: Learning processes are imperfectly understood, and therefore we often do not manage to extract the full value of mobility activities Programmes and schemes are colonised by the most resourceful young people, and those with fewer opportunities seldom participate There is only limited interaction between researchers and practitioners