1. RIGA January 2010 MY GENERATION Workshop Report THEME: COORDINATION The My Generation project has been co-financed by the European Regional Development Funds, through the URBACT II Operational Programme.

2. Activities and actors concerning youth are now fragmented Of particular interest for MY GENERATION are actors and activities concerning outreach and education and transition to employment  ”Defragmentation = better coordination = better connectedness of activities and actors concerning the young as a resourse of cities  Better coordination (= new/better connectedness) is a key outcome of MG in all cities Coordination

3. What is a better level of coordination? Knowing and trusting each other better – who, what aspirations, what needs being connected in a positive way listening and respecting each other, being positively curious being resources for each other engaging in joint action and co-creation

4. Towards better coordination BEING CONNECTED BETTER – UNDERSTANDING NEEDS AND ASPIRATIONS > NEW CONNECTIONS ( Local support group ) > ACTION THAT MAKES A DIFFERENCE >CONTRIBUTING TO BUILDING SOCIAL ENVIRONMENTS THAT GENERATE TRUST > BETTER COORDINATION Local action plan ) PRACTICAL ACTION, REAL PARTICIPATION -THE YOUNG -THE LOCAL COMMUNITIES, VOLUNTEERS, FAMILIES, PARENTS… -THE EDUCATIONAL COMMUNITY -THE BUSINESS COMMUNITY -THE PUBIC OFFICIALS -OTHERS…  EACH CITY HAS ITS OWN PARTICULAR FOCUS AND EMPHASIS (OUTREACH, EDUCATION, EMPLOYMENT and different combinations of these)

5. Each city has particular challenges concerning the coordination of actors and activities Each city has a particular ”landscape” and activities in Outreach, Education and Transition to Employment Nobody has a perfect coverage of good practices across the whole landscape We are learning good practices from each other (and beyond) in order to cover the landscape better Getting better integration across the activities in the landscape = coordination The Local Action Plan identifies where activities should be improved and how to reach better coordination

6. The landscape depicts three key areas for good practices and transformations in active inclusion: (1) Outreach practices which means methods to reach and empower those who are difficult to reach, i.e. methods of FIRST CONTACTS to engage people ”in the streets” or in their homes, and the messages and ideas to transform prevailing practice and structures (2) Educational and capability building practices, i.e. methods to build further on the first contacts, to enhance capabilities, health and motivation and the messages and ideas to transform prevailing practice and structures (3) Transition to employment practices, i.e. different methods to further active transitions and connections to working life and employment and the messages and ideas to transform prevailing practice and structures Establishing an integrated whole = coordination Lanscape and themes

7. MY GENERATION LANDSCAPE AND EXAMPLES OF GOOD PRACTICE Informal” Life based learning Mainstream Formal, certified knowledge OUTREACH TRANSFORMING EDUCATION TRANSITION TO WORKING LIFE Community schools World Worth Living World Worth Living Competence centres, guidance, C-stick.. Work practice, Incubators) From ”puzzlement” via mediation and co- creation…… …to self reliance Street Games Transforming practices and structures Events Arenas Platforms Events Arenas Platforms Events Arenas Platforms Events Arenas Platforms

8. LANDSCAPE AND COORDINATION Informal” Life based learning Mainstream Formal, certified knowledge OUTREACH TRANSFORMING EDUCATION TRANSITION TO WORKING LIFE Community schools World Worth Living World Worth Living Competence centres, guidance, C-stick.. Work practice, Incubators) From ”puzzlement” via mediation and co- creation…… …to self reliance Street Games Transforming practices and structures Events Arenas Platforms Events Arenas Platforms Events Arenas Platforms Events Arenas Platforms COORDINATION LOCAL ACTION PLAN CONTRIBUTES TO COORDINATION

9. ”Building blocks” for coordination and 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…)

10. 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

11. 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

12. 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?

13. 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

14. 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)

15. 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)

16. 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

17. Living lab on urban youth strategy: Growing a Flourishing My Generation Local Action Plan Tree and Forest 6) Hike in the MG-mind-landscape -Discovery journey: pick one wonderful thing you discover in the forest

18. Living lab on urban youth strategy: Growing a Flourishing My Generation Local Action Plan Tree and Forest 7) Return to own landscape: everybody brings their discoveries and adds them to their landscape

19. OVERVIEW OF MY GENERATION CITY PRACTICES AND INTERESTS 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

20. MY GENERATION “joint-product families” (1)Outreach: Outreach service product family (Birmingham,, Glasgow, Gdansk, Rotterdam, Warsaw…) 2) “Agoras”: Connecting actors and information service product family (Tirgu-Mures, Patras, Riga, Antwerp, Glasgow, Rotterdam, Birmingham…) 3) Transition to work product family: Connecting to working life service products (Valencia, Gothenburg, Antwerp, Rotterdam, Tirgu-Mures, Patras…)