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Youth Empowerment Through Transformative Educational Initiatives

Transforming coordination in educational landscape to equip youth with certified knowledge, skills, and learning while promoting connections and outreach through demand-based education and informal skills development. Includes transitioning to working life with a focus on drop-out prevention and self-reliance. The process involves creating a flourishing My Generation Local Action Plan through collaborative workshops and engagement activities. Key elements include involving secondary schools, youth chamber of commerce, and creative workshops, aiming to build a strong foundation for youth development.

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Youth Empowerment Through Transformative Educational Initiatives

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

  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? Secondary schools joining plan Youth Chamber of Commerce involved Our local Action Plan Creative workshops for young 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 reach? What branches? What leaves? Fruits?, Flowers? Cones? What is next to it? Where does it grow? What is its trunk? What new plants are growing? What are its roots? What makes it flourish?

  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” TRANSFORMING EDUCATION Mainstream Formal Formal knowledge 2. Young entrepreneurs, incubators, work practice TRANSITION TO WORKING LIFE 1. Demandbasededucation, promotinginformalskills, drop out prevention Events Arenas OtherPlatforms . Promoting connections and information (, one-stop shops, conselling, c-stick) OUTREACH Events Arenas Other platforms 3. Degreeoutreach: Communityschools, mobile team Events Arenas Other platforms 2. Degree outreach: (World Worth Living Informal” Life based learning 1.degree outreach: (streetfootball) From ”puzzlement” via mediation and co-creation…… …to self reliance

  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. My Generation – Co-Creation 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…)

  14. My Generation – Co-Creation 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

  15. These are my quick notes on the MG-cities ( Peer in bold is explicit interest, peer with ? Is my interpretation what might be) Antwerp Integrated youth policy, drop out, informal learning Peer interest: entrepreneurship (V, G) community building (B, R) demand based edu (G) Gdansk Social affairs & NGO, young really aboard, outreach Peer? Outreach and connecting Tirgu-Mures Counselling, transition to working life Peer?: connecting actors, transition to working life Patras Multifunctional LAP & LSG, counselling, one-stop shop Peer? Connecting Warsaw Establishing and helping youth council/ youth policy, Young really aboard, Peer: how to activate young 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) Glasgow Outreach, new connections, information Gothenburg Integrated youth policy, platform, youth involvement, transition to working, informal Peer: strategies of youth potential, young entrepr (V), B&W (R), (A) 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 TRANSFORMING EDUCATION Mainstream Formal Formal knowledge Young entrepreneurs, incubators, work practice TRANSITION TO WORKING LIFE Demandbasededucation, promotinginformalskills, drop out prevention Events Arenas OtherPlatforms . Promoting connections and information (, one-stop shops, conselling, c-stick) OUTREACH Events Arenas Other platforms 3. Degreeoutreach: Communityschools, mobile team Events Arenas Other platforms 2. Degree outreach: (World Worth Living Informal” Life based learning 1.degree outreach: (streetfootball) From ”puzzlement” via mediation and co-creation…… …to self reliance

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