1. MY GENERATION LANDSCAPE From ”puzzlement” via mediation and co- creation…… …to self reliance TRANSFORMING OUTREACH TRANSFORMING EDUCATION TRANSFORMING TRANSITION TO WORKING LIFE Formal, certified knowledge, skills and learning Informal, ”life based” knowledge, skills and learning. Promoting connections (, one- stop shops, conselling, c-stick) 2. Young entrepreneurs, incubators, work practice 1. Demand based education, promoting informal skills, 3. Degree outreach: Community schools, drop out prevention mobile team 2. Degree outreach: (World Worth Living 1.degree outreach: (street football) TRANSFORMING COORDINATION

2. Making a Flourishing My Generation Local Action Plan – with the young, for the young Step 1: Sketch a quick Mind map: What elements are needed to have a good MG Local Action Plan in 2011? Our local Action Plan Creative workshops for young Secondary schools joining plan Youth Chamber of Commerce involved Good practice in drop out prevention

3. Living lab on urban youth strategy: Growing a Flourishing My Generation Local Action Plan Tree and Forest Step 2: Draw a landscape and indicate where your Mind-Tree will grow

4. A Flourishing Youth Policy/ LAP/ “Mind-Tree”/ Forest: Where does it grow? What are its roots? What makes it flourish? What is its trunk? What branches? What leaves? Fruits?, Flowers? Cones? Where does it reach? What is next to it? What new plants are growing?

5. Living lab on urban youth strategy: Growing a Flourishing My Generation Local Action Plan Tree and Forest Step 3: Draw a mind tree and small forest in your landscape -Draw and write -Identify 3 of your most wonderful plants, draw and write on paper -Take this with you when you rotate and give them as gifts for others (one/ forest)

6. Living lab on urban youth strategy: Growing a Flourishing My Generation Local Action Plan Tree and Forest Step 4: Visits (rotations) to other trees/ forests -The “gardener” stays at the table -Rotate -Gardener explains briefly -Study the tree/forest, discuss -Give present, draw it in the landscape and explain, write down “greetings from XXX” -Take anything interesting with you from the tree/ forest (write it down for you)

7. Living lab on urban youth strategy: Growing a Flourishing My Generation Local Action Plan Tree and Forest Step 5: Return to own tree/ forest -Add everything you discovered on your trip to your tree/forest

8. Living lab on urban youth strategy: Growing a Flourishing My Generation Local Action Plan Tree and Forest 8) Hike in the MG-mind-forest -Discovery journey: pick one wonderful thing you discover in the forest

9. Living lab on urban youth strategy: Growing a Flourishing My Generation Local Action Plan Tree and Forest 9) Return to own tree/ forest: everybody brings their discoveries and adds them to their tree/ forest

10. Living lab on urban youth strategy: Growing a Flourishing My Generation Local Action Plan Tree and Forest 7) Return to own table -Draw the three plants (and anything) to your tree/forest 8) Hike in the MG-mind-forest -Discovery journey: pick one wonderful thing you discover in the forest 9) Return to own table: everybody brings their discoveries and adds them to their tree/ forest

11. MY GENERATION ”LANDSCAPE” Informal” Life based learning Mainstream Formal Formal knowledge OUTREACH TRANSFORMING EDUCATION TRANSITION TO WORKING LIFE 3. Degree outreach: Community schools, mobile team 2. Degree outreach: (World Worth Living. Promoting connections and information (, one- stop shops, conselling, c- stick) 2. Young entrepreneurs, incubators, work practice From ”puzzlement” via mediation and co-creation…… …to self reliance 1.degree outreach: (street football) Events Arenas Other platforms Events Arenas Other platforms Events Arenas Other Platforms Events Arenas Other Platforms Events Arenas Other platforms Events Arenas Other platforms 1. Demand based education, promoting informal skills, drop out prevention

12. ”Building blocks” for co-creation Looking at the Landscape, we can see that we already have many things in place, or developing, either via MG activities, or, more precisely, supported by MG activities These activities form a kind of continuum, working towards an Ideal Model of a Repertoire of Good Practices/Service products under an Integrated Youth Policy in a city. This would mean that the city has at its disposal a good coverage of good practices/service products and actors to execute them. The tasks in Riga are to identify what we have, what can we build on and what is missing and what to do about that. -“First degree” outreach practices, i.e. really reaching out, going out there (like street football) - “Second degree” outreach, building on first degree activation (like World Worth Living) - “Third degree” outreach, where a permanent practice is transformed to promote outreach and prevent drop-out) (like Community Schools) - Promoting multi actor connections, platforms and sharing information, i.e. all those practices and services, which connects actors in youth issues (mode 1: like counselling offices, one-stop shops, mode 2 : special events, fairs, happenings, mode 3: distributing information, c-stick - “First degree” of Connecting to working life (demand based education, using and promoting informal skills, business incubators in schools) - “Second degree of Connecting to working life (work practice, business visits, young entrepreneurs, apprenticeship…)

13. The groups: (1)Outreach: Outreach service product family (Birmingham,, Glasgow, Gdansk, Rotterdam, Warsaw…) 2) Agoras: Connecting actors and information service products (Tirgu-Mures, Patras, Riga, Antwerp, Glasgow, Rotterdam, Birmingham…) 3) Business: Connecting to working life service products (Valencia, Gothenburg, Antwerp, Rotterdam, Tirgu-Mures, Patras…) My Generation – Co-Creation

14. 10. 00 – 11.00 Steps to co-creating (1)Three working groups according to product families First discussion: How could this product family be taken further by those already engaged,? What has already been done? What needs to be done in practice? 10. 15 – 12.00 Steps to co-creating (2) Second discussion: who wants to join in terms of bilateral or multilateral learning and how in this product family? What needs to be done in practice? 12.00 – 13.00 The way ahead to Gdansk and Valencia Plenary - Highlights from groups/ group leader, assisted by B,E,U Outreach, E/E and Coordination recap by U,E, and B related to all former - Opportunity to consider technical questions - How to design Gdansk and Valencia to maximise the future results My Generation – Co-Creation

15. These are my quick notes on the MG-cities ( Peer in bold is explicit interest, peer with ? Is my interpretation what might be) Gdansk Social affairs & NGO, young really aboard, outreach Peer? Outreach and connecting Antwerp Integrated youth policy, drop out, informal learning Peer interest: entrepreneurship (V, G) community building (B, R) demand based edu (G) Patras Multifunctional LAP & LSG, counselling, one-stop shop Peer? Connecting Tirgu-Mures Counselling, transition to working life Peer?: connecting actors, transition to working life Patras Multifunctional LAP & LSG, counselling, one-stop shop Valencia Youth dept. + young entrepr. collaboration, Transition to working life, events, information and training, Peers: C-stick (A), Entrpre. In schools (G?) Riga Consultative board and joint effort/ NGOs, cooperation platform, multifunctional LAP Peer: NEET/B, Mobile team (R) Warsaw Establishing and helping youth council/ youth policy, Young really aboard, Peer: how to activate young Gothenburg Integrated youth policy, platform, youth involvement, transition to working, informal Peer: strategies of youth potential, young entrepr (V), B&W (R), (A) Glasgow Outreach, new connections, information Birmingham Outreach under umbrella (Young people & crime) Clean and Safe, multiactor LAP, Rotterdam Transforming coordination Peer: Antwerp, competence centres

16. MY GENERATION PRODUCT AND GOOD PRACTICE LANDSCAPE Informal” Life based learning Mainstream Formal Formal knowledge OUTREACH TRANSFORMING EDUCATION TRANSITION TO WORKING LIFE 3. Degree outreach: Community schools, mobile team 2. Degree outreach: (World Worth Living. Promoting connections and information (, one- stop shops, conselling, c- stick) Young entrepreneurs, incubators, work practice From ”puzzlement” via mediation and co-creation…… …to self reliance 1.degree outreach: (street football) Events Arenas Other platforms Events Arenas Other platforms Events Arenas Other Platforms Events Arenas Other Platforms Events Arenas Other platforms Events Arenas Other platforms Demand based education, promoting informal skills, drop out prevention