The EU Youth in Action programme “I don’t have a job, but I am working on it”

1. The EU Youth in Action programme“I don’t have a job, but I am working on it” Marit Kannelmäe-Geerts marit@noored.ee

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 noored@noored.ee | 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. noored@noored.ee | 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. noored@noored.ee | 6979 236

5. Non-formal methods... “Non-formal learning methods” and “games” Vs noored@noored.ee | 6979 236

6. ... Flexible and creative approach to learning methods, considering the profile of the group and different learning modalities. noored@noored.ee | 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 noored@noored.ee | 6979 236

8. formal nonformal informal ... Examples? noored@noored.ee | 6979 236

9. Youth in Action • Youth for Europe • Youth exchanges • Youth initiatives • Youth democracy projects • European Voluntary Service • Youth in the World • Youth exchanges and training activities with EU neighbouring regions • Youth Support Systems • Training and networking of those active in youth work and youth organisations noored@noored.ee | 6979 236

10. 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%)

11. Recognition Social Formal Awareness – acceptance - recognition noored@noored.ee | 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 noored@noored.ee | 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. noored@noored.ee | 6979 236

14. http://www.infed.org/ http://www.nonformality.org/ http://ec.europa.eu/youth/index_en.htm Some relevant sites noored@noored.ee | 6979 236

15. Thanks! Marit Kannelmäe-Geerts Estonian NA for Youth in Action marit@noored.ee + 372 6979 222 http://mitteformaalne.ee/ http://euroopa.noored.ee/ noored@noored.ee | 6979 236