YOUTHPASS & 8 Key competences

1. YOUTHPASS &8 Key competences Anna Dalosi

2. Aims of the session understand the background to the development of Youthpass think about learning and help others to check their learning use Youthpass for different activities in the Youth in Action Programme connect to and use the technical tools available on the internet to produce Youthpass certificates Anna Dalosi

3. Historical Background Anna Dalosi

4. Youthpass (YP) A toolfor validation and recognition and an official certificate validating and recognising gained key competences within the non-formal learning within the Youth in Action programme. Anna Dalosi

5. Strategic aims Anna Dalosi

6. Who Receives a YP Anna Dalosi

7. YP Holders’ Profile Young people from various backgrounds who did or did not finish school, who are doing an apprenticeship, or engaged in another type of training measure… Youth workers and youth leaders in various professional or voluntary contexts as well as trainers being active at national and/or European level. So far more than 45.000 (young) people already received it. Anna Dalosi

8. Anna Dalosi

9. Who is responsible for issuing YP The project promoting organisationis responsible for informing and issuing of YP as well as for supporting the participants to assess their non-formal learning experiences Anna Dalosi

10. How to Create YP • it is good to start creating your YP right at the beginning of your project. • there is a multi-language website www.youthpass.eu where you can find how to create your YP. • Webpage of YP www.youthpass.eu Anna Dalosi

11. Key competences represent a transferable, multifunctional package of knowledge, skills and attitudes that all individuals need for personal fulfilment and development, active citizenship social inclusion and employment Key Competences Anna Dalosi

12. Elements of Key Competences Anna Dalosi

13. 8 Key Competences for Lifelong learning Anna Dalosi

14. Communication in mother tongue What: Communication in the mother tongue is our ability to express thoughts, feelings and facts both orally or in writing (listening, speaking, reading and writing), and to interact with other people in an appropriate way in education and training, work, home and leisure.

15. Communication in mother tongue How: We need to have some knowledge of basic vocabulary and grammar. This includes an awareness of the main types of verbal interaction, a range of literary and non-literary texts and the main features of different styles and registers of language. We should also be aware that language can be different in different situations.

16. Communication in mother tongue Competence includes the skills to write and read different types of texts, search, collect and process information, use aids, formulate and express our own arguments in a convincing and appropriate way.

17. Communication in mother tongue Questions which can help you reflect are: > When and how well did I use my mother tongue? > What difficulties did I experience in communicating? > How did I overcome those difficulties? > What opportunities did I have to use my mother tongue? How well did others understand me? > How did I adapt my language to the level of the people I was speaking to? Did I make other people feel OK about not speaking perfectly what was - for them – a foreign language?

18. Communication in foreign languages What: Communication in a foreign language is closely linked to communication in our mother tongue: it is based on the ability to understand and express thoughts, feelings and facts orally or in writing at work, home, leisure, education and training — according to our wants or needs. Communication in foreign languages also calls for skills such as mediation and intercultural understanding.

19. Communication in foreign languages How: We need some knowledge of vocabulary and functional grammar and an awareness of the main types of verbal interaction and registers of language. Knowledge of the rules of a foreign society and cultural awareness is very Important.

20. Communication in foreign languages We should be able to understand spoken messages and to initiate, sustain and conclude conversations. Reading &understanding of texts according to our needs is important, as well as the skills to use aids and learn languages informally as part of lifelong learning. A positive attitude involves an appreciation of cultural differences and diversity, and an interest and curiosity in languages and intercultural communication.

21. Communication in foreign languages Questions which can help you reflect: > When and how well did I use another language here? > What difficulties did I experience in communicating? > How did I overcome those difficulties? > How creative was I in explaining things if I did not find the correct word? > Did I also have a go at writing flip-charts etc. – or was I too embarrassed to write? > What are my future plans regarding learning another language?

22. Mathematical competence and basiccompetences in science and technology What: Mathematical competence is our ability to use addition, subtraction, multiplication, division and ratios in mental and written arithmetic to solve a range of problems in everyday situations. Process and activity is as important as the knowledge itself.

23. Mathematical competence and basiccompetences in science and technology How: Mathematical competence also involves the ability and willingness to use logical and spatial thinking and the presentation of formulae, models, graphs and charts. Scientific competence refers to our ability and willingness to use the knowledge and methodology employed to explain the natural world. This is essential in order to identify questions and to draw evidence-based conclusions.

24. Mathematical competence and basiccompetences in science and technology Competence in technology is viewed as the application of that knowledge and methodology in response to perceived human wants or needs. Both areas of this competence involve an understanding of the changes caused by human activity and responsibility as an individual citizen.

25. Mathematical competence and basiccompetences in science and technology Questions which can help you reflect are: > When did I use my mathematical competence in this Activity? > Which presentation skills did I develop here? > How did I apply mathematical skills in division of groups, in drawing up budgets, in counting vegetarians, prices of activities, etc.? > How did I integrate youth research results into my discussions with others in the Activity? > How do I intend to contribute to youth research or use youth research results in my youth work?

26. Mathematical competence and basiccompetences in science and technology more questions: > How did I deduce logical conclusions based on practical arguments/experiences (deductive approach), how did I test a ‘theory’ (theoretical approach) in practice (inductive approach)? > How did I (learn to) use technology available for youth work – e.g. toolbox databases, Polaroids, digital cameras for reporting, Projectors, new style flipcharts, youth work methods involving ‘objects’ (card games, simulations, debriefing,…)?

27. Digital competence What: Digital competence involves the confident and critical use of Information Society Technology (IST) for work, leisure and communication. It is underpinned by basic skills: the use of computers to retrieve, assess, store, produce, present and exchange information, and to communicate and participate in collaborative networks via the Internet.

28. Digital competence How: Digital competence requires a sound understanding and knowledge of the nature, role and opportunities of IST in everyday personal and social life as well as at work. This includes main computer applications such as word processing, spreadsheets, databases, information storage and management, and an understanding of the opportunities of the Internet and communication via electronic media (e-mail, network tools) for leisure, information-sharing and collaborative networking, learning and research.

29. Digital competence But the reasonable use of Information Society Technology also requires a critical and reflective attitude towards the information available and responsible use of interactive media.

30. Digital competence Questions which can help you reflect are: > What information sources did I use to prepare myself for this Activity? > To what extent did I communicate with other participants over the internet before the Activity? > What did I learn about computer use in other countries here? > How will I work with young people to develop a critical approach to knowledge available on the internet (for instance)? > How did I learn to use online resources for my youth work (toolbox, training calendar, mailing lists, finding partners, etc.)?

31. Learning to learn What: ‘Learning to learn’ is the ability to organise our own learning. It includes effective management of time and information, both for ourselves and in groups. We should also be aware of our learning process and needs and identify different opportunities available to learn. It means gaining, processing and assimilating new knowledge and skills as well as seeking and making use of guidance. Learning to learn encourages us to build on prior learning and life experience. Learning is not something that happens just like that. It demands from the learner the ability to take a step back and look at his own learning.

32. Learning to learn Questions which can help you reflect are: > What do I want/need to learn? > How can I learn it? > When will I learn? > Who can help me learn it? > What, for me, is the best way to learn? > How do I know that I succeeded in learning? > What were my learning goals within this Activity? > Did I reach them? > How did I learn?

33. Learning to learn more questions: > Which activities in the Activity motivated me most in my learning? > Where did my theoretical knowledge improve? > Which methods did I use to evaluate what I learned? > Why is this important for my work, my organisation? > How will I use what I learned?

35. Social and civic competences What: These competences might be the most important ones for the youth field. Many of them can be acquired by active engagement in any kind of youth work or volunteering. They cover all forms of behaviour we might need to participate effectively in our social and working lives. Competences connected to a social context become more important as societies are more diverse now; they can help us to resolve conflicts where necessary.

36. Social and civic competences How: Personal and social well-being requires knowledge and understanding of how we and our families can maintain good physical and mental health. For successful interpersonal and social participation, it is essential to understand the codes of conduct and manners generally accepted in different societies and environments (e.g. at work). We need an awareness of basic concepts relating to individuals, groups, work organisations, gender equality, society and culture. It is also important to understand different cultures and how a national cultural identity interacts with European identity.

37. Social and civic competences Civic competence equips us to fully participate in civic life, based on knowledge of social and political concepts and structures and a commitment to active and democratic participation. Therefore we need skills > to communicate in different environments; > to express and understand different viewpoints; > to negotiate and be able to create confidence; and > to feel empathy.

38. Social and civic competences Questions which can help you reflect are: > What was my intercultural learning process during this Activity? > Did I take the initiative, go towards others, support others, was I available for informal talks and social contacts here? > When was I most successful in communicating with others here? > Which social competences did I develop during this event? > What part did I play in helping to resolve or manage conflicts in the group? > How did I improve my ability to work in a team?

39. Social and civic competences Questions which can help you reflect WITH A FOCUS ON EU CITIZENSHIP: > How much was I actively involved in the Activity? > Did I find out how to influence developments in the Activity? > When did I participate in decision-making within this activity? > How did I take into account different opinions (in working groups, plenary, etc.)? > How did my knowledge of national and/or European structures increase here?

40. Sense of initiative and entrepreneurship What: These competences refer to our ability to turn ideas into action which is particularly important for youth work and youth initiatives. It includes creativity, innovation and risk taking, as well as the ability to plan and manage projects in order to achieve objectives.

41. Sense of initiative and entrepreneurship How: For the youth field, it is essential to know what kinds of opportunities are available for specific activities. Our skills should relate to proactive project management (involving skills such as planning, organising, managing, leadership and delegation, analysing, communicating, debriefing and evaluating and recording).

42. Sense of initiative and entrepreneurship We should be able to work both as individuals and collaboratively in teams. Being able to identify one’s strengths and weaknesses, and to assess and take risks as and when warranted is essential. An entrepreneurial and creative attitude is characterised by initiative, pro-activity, independence and innovation in one’s personal and social life, as much as at work. It also includes motivation and determination to meet objectives.

43. Sense of initiative and entrepreneurship Questions which can help you reflect are: > Did I take up any tasks during the Activity, did I propose things that I could share with the group? > How did my understanding of the practice and principles of project management increase in this Activity? > When did I take risks here? And what did I learn in the process? > What chances did I take to express my creativity and use new knowledge and skills gained during the Activity?

44. Sense of initiative and entrepreneurship more questions: > How will I use the concepts of innovation and risk management in my future youth projects? > Did I see and seize opportunities for cooperation or networking during the Activity? Make contacts that could be useful for my youth work later (common projects, etc.)?

45. Cultural awareness and expression What: Appreciation of the importance of the creative expression of ideas, experiences and emotions through a range of media, including music, performing arts, literature, and the visual arts.

46. Cultural awareness and expression How: Cultural knowledge includes a basic knowledge of major cultural works, including popular contemporary culture as an important part of human history. It is essential to understand the cultural and linguistic diversity in Europe and the need to preserve it.

47. Cultural awareness and expression Skills relate to both appreciation and expression. We should be able to express ourselves through a variety of media and as far as we are able with our own abilities and at the same time appreciate and enjoy works of art and performances.

48. Cultural awareness and expression Questions which can help you reflect: > How willing was I to get involved in new forms of cultural experience here? > When was I able to use different media and forms of expression (e.g. verbal, drawing, body,…) to express myself during the Activity? > Which skills did I improve? > How do I intend to involve young people in such cultural expression in the future?

49. Possible effects of Youthpass Possible Anna Dalosi

50. How to build YP into our project Everyday half an hour reflection on own learning process and results; Reflection through the lens of 8 key competence Support of the trainers Individual assessment of overall learning result and assessment together with a trainer YouthPass!!! Anna Dalosi