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VYTAUTAS MAGNUS UNIVERSITY
EDUCATIONAL ACADEMY
Ganna Tron
The impact of learning experience to career exploration among gap year takers
Master’s thesis
1.1.1.1 Master’s thesi
Study programme of Education Management, code of programme 621X20021
Field of studies of Education Sciences
Supervisor_____________________ _________ __________ (science degree, name surname) (signature) (date)
Defended ___________________ __________ __________ (dean of faculty) (signature) (date)
Kaunas, 2019
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SUMMARY
The purpose of this graduation thesis is to investigate the learning impact of gap year
volunteering among young people on their career exploration and further occupation. The problem
refers to the fact that mostly voluntary activities are not designed to meet learning and professional
development objectives but are focused on community needs. However, volunteering is strongly
linked both to non-formal and informal learning and increases human and social capital.
The research focuses on the participants of European Voluntary Service Programme and
considers volunteer’s informal and non-formal learning and career exploration process in
accordance with John Krumboltz Happenstance Learning Theory. This theory refers to planned and
unplanned events which boost the learning experiences where individuals initiate thoughts and
behaviours that will likely lead to a future career choice.
The researcher of this study made a career gap after three years of working in public
communication sphere and took part in European Voluntary Service as a volunteer in Kaunas,
Lithuania. European Voluntary Service as part of Youth in Action programme of enables young
people to conduct a voluntary service for up to 12 months in another country.
The empirical part of this thesis was conducted in July – December 2018. Fifteen
participants served as subjects in a study designed to investigate drive factors of informal and non-
formal learning which influenced a career exploration process after voluntary experience among
gap year takers.
It was concluded that during voluntary service unplanned events occur where are triggers for
developing such crucial skills for nowadays as adaptability. However, there are still a problem to
make the learning experience from volunteering so obvious.
Looking from learning and pedagogical perspective, a break from formal study can ensure
career exploration, however, volunteerism only complements formal education. Moreover, gap year
taking don’t exclude formal education, and only synergy of three learning pillars is affected youth
success. The main aim of the graduation thesis has been reached. Voluntary work enhances gap
year takers career exploration and helps to choose further occupation, career, education.
The author recommends further research related to long-term impact of voluntary service on
career exploration. It should be considered how learning outcomes in their totality of information,
knowledge, understanding, attitudes, values, skills, competencies or behaviours influence
employability and leadership.
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SANTRAUKA
Baigiamojo darbo tikslas - ištirti jaunų žmonių laisvus savanoriškos veiklos metų įtaką jų
karjeros paieškai ir profesijos pasirinkimui. Problema susijusi su tuo, kad savanoriška veikla nėra
orientuota į mokymosi ir profesinio tobulėjimo tikslų pasiekimą, bet yra orientuota į bendruomenės
poreikius. Savanoriška veikla yra glaudžiai susijusi ne tik su neformaliu mokymusi ir ameniniu
tobulėjimu, bet ir didina žmogiškąjį ir socialinį kapitalą.
Tyrimas sutelktas į Europos savanorių tarnybos programos dalyvius ir teigia, kad savanorių
neformalus ir formalus mokymasis bei karjeros paieškos atitinka John Krumboltz'o įvykių
mokymosi teoriją. Ši teorija susijusi su planuotais ir neplanuotais įvykiais, kurie skatina mokymosi
patirtį, kai žmonės inicijuoja mintis ir elgesį, kurie greičiausiai lems būsimą karjeros pasirinkimą.
Šio tyrimo tyrėjas pasiėmė laisvus savanoriškus metus po trejų metų darbo viešosios
komunikacijos srityje ir dalyvavo Europos savanorių tarnyboje kaip savanoris Kaune, Lietuvoje.
Europos savanorių tarnyba, kaip programos „Veiklus jaunimas“ dalis, suteikia jaunimui galimybę
savanoriškai dirbti iki 12 mėnesių kitoje šalyje.
Šio darbo empirinė dalis buvo atlikta 2018 m. Liepos – gruodžio mėn. Tyrime dalyvavo 15
tyriamųjų, kurie buvo tiriami dėl formalių ir neformalių mokymosi veiksnių bei jų įtakos karjeros
paieškos procesui po laisvų savanoriavimo metų.
Tyrime buvo padaryta išvada, kad savanoriškos tarnybos metu įvykę neplanuoti įvykiai bei
iššūkiai padeda formuoti tokius svarbius asmens įgūdžius, kaip prisitaikymas bei adaptacija. Nors
vis dar yra iškyla problema, norint įrodyti akivaizdžią mokymosi patirtį iš savanoriškos veiklos.
Žvelgiant iš mokymosi ir pedagoginės perspektyvos, formalaus mokymosi pertrauka gali
užtikrinti asmeninės karjeros tyrinėjimus, tačiau savanorystė formalųjį švietimą tik papildo. Vis
dėlto, laisvi savanoriški metai nepakeičia formalaus švietimo, o jauno žmogaus sėkmei įtakos turi
visų trijų mokymosi sistemų sinergija. Šiame baigiamajame darbe buvo įrodytas pagrindinis tikslas
- savanoriškas darbas turi įtakos profesijos paieškoms ir padeda pasirinkti tolesnę karjerą bei
išsilavinimą.
Autorius rekomenduoja tolimesnius tyrimus, susijusius su ilgalaikiu savanoriškos tarnybos
poveikiu karjeros paieškoms ir profesiniams tyrinėjimams. Turėtų būti apsvarstyta, kaip mokymasis
sueina į visumą su visa jų gauta informacija, žiniomis, supratimu, požiūriu, vertybėmis, įgūdžiais,
kompetencijomis ar elgesiu bei daro įtaką įsidarbinimui ir vadovavimui.
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TABLE OF CONTENT
INTRODUCTION…………………………………………………..………………………………6
1. THEORETICAL PART………………………………………………………………..………14
1.1 Purpose Statement………………………………………………………………………………14
1.2 The models of learning and its application in voluntary work………………………………….14
1.3 The impact of European Voluntary Service Programme on career exploration………………...16
1.4 The phenomenon of a gap year volunteering within career exploration………………………..18
1.5 The Happenstance Learning Theory and its application to learning during volunteering……...19
1.6 Conclusion…………………..……………………………………………………………….….21
2. METHODOLOGY…………………..………………………………………………………….22
2.1 Qualitative Research……………………………………………………..……………………...22
2.2 Semi structured interview………………………………………………..……………………...22
2.3 Participants…………………………………………………………..………………………….23
2.4 Data Collection………………………………………………………………...………………..24
2.5 Data Analysis……………………………………………………………………..……………..26
2.6 Researcher Reflexivity…………………………………………………………..……………...26
2.7 Ethical Considerations………………………………………………………..………………....27
3. EMPIRICAL PART…………………………………………………………………...………..28
3.1 Description of Participants…………………………………………………………..………….28
3.2 Overview of Themes……………………………………………………………..……………..50
3.3 Summary of Findings…………………………………………………………..……………….56
4. DISCUSSION OF RESULTS………………………………………………………...………...57
CONCLUSIONS………………………………………………………...…………………………60
LIST OF REFERENCES…………………………………………………………..……………..61
ANNEX A…………………………………………………………………………..……………....65
ANNEX B……………………………………………………………………………………..……66
ANNEX C………………………………………………………………………………..…………68
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LIST OF ABBREVIATIONS
EC – European Commission
EP – European Parliament
EU – European Union
ESC – European Solidarity Corps
EVS – European Voluntary Service
UNESCO – The United Nations Educational, Scientific and Cultural Organisation
UIL – UNESCO Institute for Lifelong Learning
OECD – The Organisation for Economic Co-operation and Development
NEET – A young people neither in employment nor in education or training
HLT – The Happenstance Learning Theory
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INTRODUCTION
Everyone in the world wants to be happy – the desire for happiness is the global dream of
humankind. One of the vital components of fulfilled life is a meaningful work within career
satisfaction. This concept plays significant role because we spend about one-third of our life
working and being happy or unhappy about our career choice and life in general. Importantly to say
our job can make a huge impact on the quality of our life and self-realization. That is why the
choice of occupation and further education is particularly a vital part of school and higher education
graduates’ decision making.
As time has gone by, the traditional model “one job for entire life” is a thing of the past.
Globalization, knowledge economy, digital and high technology put a lifelong learning in the centre
of a life paradigm.
The value of gained experience is placed in the middle of formal, non-formal and informal
learning which are crucial nowadays and affects our intentions to decide about education and career
path. Many schools and universities’ graduates ask question: “What’s next?”
One of the popular options to gain meaningful learning experience is a gap year. This year
young people usually consider between high school and university, or between taking a Bachelor’s
degree and a Master’s studies. Young people can spend year out traveling, working and
volunteering.
Studying, training or volunteering in another European Union country allows many youths
in Europe to improve their competences and skills.
Moreover, volunteering is seen to offer participants the chance to develop new skills, extend
networks, build CVs, try new vocations and gain experience (Paine, McKey and Moro, 2013). Due
to “Study on Volunteering in the European Union” (2010), volunteering is strongly linked both to
non-formal and informal learning. It contributes to personal development, learning skills and
competences thus enhancing employability.
A volunteer-based gap year give young people the chance to get to know better yourself:
they have learnt a set of new skills which could shape their future career path. One of the
programmes which support youth mobility and non-formal learning in Europe is European
Voluntary Service. This programme provides opportunities for youth in this field. Participants of
voluntary programme are contributing to create a more inclusive and united society within a taking
time for career experimentation and development.
The skills and experiences youth gained out of comfort zone can help them become ready
for university and employment both academically and socially. Voluntary work could change life
and career aspirations or makes a great impact on career start and career exploration.
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There is The European Union strategy 2020 which was created for education and training
aims with goal to meet the objectives by this year in a way of managing lifelong learning and
mobility for everyone. Throughout the guide of 2017 “The European Union. What it is and what it
does?”, we can watch key priorities and numbers of investment in strategic areas. It is the well-
known programme such as Erasmus Plus: the European Union programme aimed to overcome
youth unemployment by boosting young people’s personal development, skills and employability
by empowering education, training, youth and sport. For example, the overall budget consists of
€14.7 – it will help over 4 million young people to study, train, gain work experience or volunteer
in another country. It is important to mention that Erasmus Plus advances and improves the job
chances and the personal development of young people by giving them the skills they need in the
labour market and society, both now and in the future.
The researcher of this study made a career gap after three years of working in public
communication sphere and took part in European Voluntary Service as a volunteer in Kaunas,
Lithuania. During volunteering, the researcher has met many young people who decided to take a
voluntary-based gap year after finishing school or after obtaining Bachelor Degree in order to get to
increase self-awareness, learn new things and determine the first steps for career start which bring a
meaning and therefore happiness into life. Taking time off from work could be a great way to
recharge or reflect on a new career direction. That’s why this area is important for researcher of this
study.
Research problem
Literature that focuses on positive learning experience of volunteering as well as on
effective career exploration experience is abundant.
It is claimed that volunteering helps with the maintenance and/or development of job
specific or “hard” skills (Hirst, 2001; Lough, McBride and Sherraden, 2009). It has also been found
to help with softer skills, such as team work and communication. It may help with the development
of “work attitudes” and behaviors, volunteer’s work is more likely to generate people/social skills,
more broadly to the acquisition of human capital, and also generally in the growth in confidence
and self-esteem (Krahn, Lowe and Lehmann, 2002).
However, with few exceptions, most programs and volunteer activities are not designed to
meet learning and professional development objectives but are focused on community needs
(Profiroiu and Păceşilă, 2017). Lifelong learning includes a big variety of non-formal and informal
activities, where learner can get appropriated learning experience. One of these activities is
volunteering.
Some articles devoted to exploration the links between learning and voluntary work
(Schugurensky and Mundel, 2005), from them we can see that this topic is usually absent both in
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the academic literature and in policy debates. It is worth mentioning from the beginning that the
learning dimension of volunteer work are explained insufficiently.
The research is carried out in accordance with the current needs of the modern society,
especially in European Union. The particular attention on the lifelong education and learning
through volunteering is justified by the fact that non-formal and informal education gains more and
more worldwide prioritization as an effective learning experience. For example, the principles of
education, training and life-long learning includes in twenty principles of “The European Pillar of
Social Rights” (2018) in order to deliver new and more effective rights for citizens of European
Union.
On the wave of globalisation, knowledge-based economy and the economy of experience a
gap year concept appeared. What is important to understand that learning process does not stop but
continue in different format. Modern tendencies response the need of young people to take a time
for career exploration and gap year could be appropriated way how to do it. According to
classification from USA Gap Year Association (2015), a gap year could be undertaking by
volunteering, working, travelling, doing internship etc. In this research we will touch a voluntary-
based gap year and youth who takes part in European Voluntary Service Programme to conduct
their gap year. How learning experience (both informal and non-formal) influences a career path
exploration? We can assume that a volunteer-based gap year is one of the most significant
educational opportunities young people could have.
Looking from learning and pedagogical perspective, how a break from formal study can
ensure career exploration? Is it any educational value in taking a gap year volunteering? What is a
role of gained informal and non-formal experience in career exploration and further occupation?
The global aspirations of this paper seek to understand how to solve the problems of youth
unemployment, decrease a number of university’s drop outs, eliminate career choice dissatisfaction,
support working according to obtained specialty, create work-life balance, having meaningful and
happy life. I assume that taking voluntary-based gap year helps youth to determine career path and
explore what they want to do in life. Nevertheless, informal and non-formal experience in this case
is only small step to the big changes of understanding the system of lifelong learning.
The main problem what I see is following: is gap year taking worth it? Is there any
educational value in taking a gap year? I asked myself a lot of questions. What is a value of taking
volunteer-base gap year when competitive jobs market is changed every year? Does it really help to
determine further career plans, occupation and education choice? What if a gap year is a real “gap”
in youth curriculum vitae and considering taking a year out don’t boost youth career? How add
value to curriculum vitae helping youth to stand out from the crowd in the job market? I believe a
break should be taken at any point as long as it does not compromise your education.
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In this research we narrow our scale to the participants of one programme – the European
Voluntary Service (EVS) where took part about 100 000 young people since 1996.
The Study on the Impact of Transnational Volunteering through the European Voluntary
Service (2017) claimed: the European Voluntary Service has to contribute for personal development
and to broad participant’s horizons.
According to report “From Erasmus to Erasmus Plus: A story of 30 years” (2017),
volunteering also boosts participants’ chances of finding a job, as 75 % of employers value such
experience. On the other hand, three out of four employers said that volunteering is a plus for job
seekers.
According to the “Study on the impact of non-formal education in the employability of
youth”, developed by the European Youth Forum in 2012, “there is a match between the skills
demanded by employers and developed by youth”. Moreover, due to study results, young people
who have done volunteer work or who are more active (in terms of frequency and duration) in
youth organizations, develop higher levels of skills. Among the interviewed, those who participated
in volunteer outside their home country (like European Voluntary Service), are showing higher
level of competences in communication (in foreign languages), intercultural competences and
leadership.
Taking a gap year to volunteer and move away from the standard linear path of school,
higher education and career is now gaining in popularity among the younger generations in the
European Union. What is more: society should think of a gap year volunteering not as a break in an
education, but as a part of higher education system and a valuable extension of it. I believe that only
combination of formal, non-formal and informal education creates a value gained of learning
experience.
Speaking about small scale of this paper within theoretical approach, the researcher is aimed
to work with Krumboltz Happenstance Learning Theory, meanwhile a plenty of research papers are
devoted to application Experiential Learning Theory into volunteering context.
The Happenstance Learning Theory demonstrates that the career path of each person can’t
be predicted in advance but is a function of countless planned and unplanned learning experiences
beginning at birth. John Krumboltz worked as a researcher and career counsellor in order to
empower to that learning process providing some help to his clients engage in an active lifestyle to
cause unexpected events, to be ready to new possibilities, and to gain the opportunities they find.
(Krumboltz, 2009)
Therefore, John Krumboltz Happenstance Learning Theory within the context of the
voluntary-based gap year at the theoretical and practical levels is not sufficiently disclosed.
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Especially, I see a gap where the short-term effects of volunteering on career exploration haven’t
investigated yet. What is the role of informal and non-formal learning experience there?
Research questions
The primary research question is what impact does informal and non-formal learning
experience gained by volunteering have for gap year takers? To further explore this research
question, the following sub-questions were included:
- How does the learning experience gained by volunteering affecting gap year takers plans
about further career?
- What career exploration results occur upon returning from volunteering?
- What benefits do gap year takers gain while volunteering and gaining learning experience?
Understanding the impact of informal and non-formal learning experience must begin with
the identifying the reason and pre-conditions why gap year takers decided to choose volunteering
among other options.
This research study will focus on the informal and non-formal learning experience and how
it impacts further career exploration and decisions among gap year takers within European
Voluntary Service Programme. While both informal and non-formal learning experience and taking
a gap year significantly impact youth career choice and further occupation, there is little discussion
on whether or not one could impact the other. My research aims to explore both experiences and
allow for the voices of the participants to bring forth new areas for research for this particular
volunteering programme.
Significance of study
The object of this study is an informal and non-formal learning experience gained from
volunteering among gap year takers.
The aim of this study is to explore the overall impact of informal and non-formal learning
experience on career exploration within gained by volunteering during a gap year.
Through a semi structured interview of the European Voluntary Service (EVS) participant’s,
the aim will be achieved under the investigation about meaning and drive factors of informal and
non-formal learning which influenced a career exploration process after voluntary experience
among gap year takers. The study will have its focus on returned EVS participants from different
countries who took part in different project in Europe.
This study has an intention to show the importance of the learning that represents the active
youth participation and the volunteering periods for the acquisition of knowledge and competences
for youth.
Research objectives
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To reach the aim, the following research objectives were formulated:
1. To study learning aspect of informal and non-formal voluntary experiences of gap year
takers within European Voluntary Service Programme.
2. To empirically discover how a gap year volunteering influence a career exploration process
among participants of European Voluntary Service Programme.
3. To examine how gap year takers use volunteering experience under informal and non-formal
learning to make their career decision.
4. To test a Krumboltz's Happenstance Learning Theory with informal and non-formal learning
outcomes from voluntary experiences and its application to career exploration.
5. To identify what actions can be taken in order for the EVS programme to be more successful
in the improvement of career exploration functions.
Definitions of terms
Volunteering: According to final report study on “Volunteering in the European Union”
(2010), volunteering is generally defined as an activity which:
- is performed with the free will of the individual;
- is developed in the framework of non-profit, non-governmental organisations;
- has no professional character;
- is non-paid; and
- is carried out for the benefit of the community or a third party.
European Voluntary Service (join to European Solidarity Corps under new name as a
“Volunteering Activities” in 2016): programme by Erasmus Plus which helps young people travel
abroad to participate in volunteering projects (Erasmus Plus General Factsheet, 2017).
Gap year: The gap year is a break from formal education to become immersed in another
culture, to volunteer domestically or abroad, to gain experience and maturity, to improve skills in a
sport, language, the arts or academics, or take on some combinations of any these things (White,
2009).
Gap year taker: a person who took a gap year by different activities: volunteering, working,
traveling, etc.
Career development: According to the National Career Development Association (2012),
career development is a continuous life process through which individuals explore activities, make
decisions, and assume a diversity of roles.
Career exploration: Career exploration is a part of career development paradigm, defined as
a process when individuals initiate thoughts and behaviours that will likely lead to a future career
choice (Bartley and Robitschek, 2000).
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Delimitations
Participants were recruited through the coordinating and hosting organisations located in
Europe and also by personal acquaintances and networking within snowball sampling technique.
The organisations served as gatekeepers and allowed me to not directly receive student contact
information and allowed the offices to see who fit my research criteria. Participants were identified
as the gap year takers and have completed a European Voluntary Service Programme. The length of
time volunteering abroad was established based on report from coordinating a regarding the impact
and experiences a student can have on longer programs. Participants took part on the voluntary
base, and all interviews have finished during six months of the recruitment process (July 2018 –
December 2018).
Limitations
This study was conducted on a young people who took part in European Voluntary Service
Programme for 2010-2018 years in Europe. According to the qualitative issue of this research, we
are not going to generalize to the experiences of other gap year takers who meet similar criteria or
who faced the same experience.
Interviews were conducted via Skype or online instruments in locations to best fit the
comfort of the participants sharing their stories. I realized that environment and tool how interviews
are going to be conducted may reflects the challenges of availability and scheduling. Due to
external factors not predicted by the researcher, the way how to conduct interviews may vary.
Participants had the choice of a place for interviews in order to allow them to feel as comfortable as
they may want.
My experiences and their resulting bias could have impacted the findings of current
research. I took all possible steps in order to minimize the amount of bias I imposed or its impact on
interpretation, it is still a presence of a small possibility that my personal experience and bias can be
explicit in this research.
Hypothesis
Based on previous experience with European Voluntary Service Programme, the researcher
assumed learning experience gained by voluntary work enhance gap year takers career exploration
and helps to choose further occupation, career, education. Additionally, the researcher assumed the
experience gained during gap year volunteering between school and higher educational institution
have a positive impact on further education choice because experience of pre-university gap year
takers helps to identify what to do in life. However, researcher intends to check whether gap year
volunteering after university graduation increase employment opportunities among post-university
gap year takers because of gained practical skills and experience. Also, researcher assumed the
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crucial role of The Happenstance Learning Theory to career exploration during conducting
voluntary-based gap year. However, it is going to be the first attempt to make this correlation.
Research experience/bias
I chose to study this particular area of research because it is an area that has impacted me
significantly throughout my experience after making a career gap. I recognize that my bias could
impact how I interpret my participants’ views on their personal experiences.
I recently began to recognize and reflect on the self-determination and self-awareness I
accomplished during my voluntary work and the impact of informal learning experience had as it
relates to my further occupation and career choice. My frame of reflection may not be the same for
my participants, and I also have to recognize that my participants might be in the same mindset as I
was at this time. How I reflect on this experience now is significantly different than how I reflected
on it at the time. My participants may re-interpret their experiences as time passes.
Conclusion
This study considered the role of informal and non-formal experience in the career
exploration among gap year takers. It was hypothesized that taking a gap year can be correspond
positively with link between career exploration and The Happenstance Learning Theory. Part 2
describes further detail about Krumboltz's Happenstance Learning Theory, which served as the
theoretical framework for this study, voluntary work, and gap year takers. In Part 3 the researcher
offers research methodology and explains the recruitment of research participants. Part 4 shows the
empirical results, descriptions of the participants, overview of the themes and summary findings.
Part 5 describes discussion of results. In Part 6 the conclusions are presented.
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1. THEORETICAL PART
1.1 Purpose Statement
The purpose of this paper is to explore how learning experience impacts the career
exploration among gap year takers. Specifically, the research focuses on the participants of
European Voluntary Service Programme and considers volunteer’s informal and non-formal
learning and career exploration process in accordance with John Krumboltz Happenstance Learning
Theory.
In the theoretical part we assume to reach several tasks:
- to define how non-formal and informal learning occurs during volunteering;
- to explore the impact of European Voluntary Service Programme on employability of its
participants;
- to clarify the concept of gap year and its impact on career exploration among gap year
takers;
- to study relationship between career exploration and The Happenstance Learning Theory.
1.2 The models of learning and its application in voluntary work
Learning is defined in the Oxford Advanced Learner’s Dictionary of Current English as
“gaining knowledge of or skill in, by study, practice or being taught” (Wehmeier, 2000).
Report to UNESCO of the International Commission on Education for Twenty-first century
claimed that education throughout life is based on four pillars: learning to know, learning to do,
learning to live together and learning to be (Learning: The treasure within, 1996).
Mocker and Spear (1982) suggested four models of lifelong learning according to level of
learner’s control:
- formal (learners have little control over the objectives or means of learning);
- non-formal (learners control the objectives, but not the means of learning);
- informal (learners control the means but not the objectives of learning); and
- self-directed (learners control both the objectives and means of learning).
Non-formal learning comprises experiential learning activities that promote the development
of skills and competences. David Kolb published his experiential learning theory in 1984,
presenting four learning styles or preferences based on a four-stage learning cycle (Kolb, Boyatzis
and Mainemelis, 1992):
- concrete experience (doing, a new experience or situation is encountered, or a
reinterpretation of existing experience);
- reflective observation (reviewing, reflecting on new experience);
- abstract conceptualization (concluding, learning from the experience);
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- active experimentation (planning, applying, trying out what you have learnt).
Informal and non-formal learning leads an important role in volunteering, particularly long-
term international volunteering where learning achievements of volunteers are based on experiential
learning, “learning by doing”.
Young people feel that they develop confidence and self-esteem and learn new skills
through volunteering and social action, including organizational skills, communication and group
skills (Taylor, 2011). Volunteering is perceived by young people to help prepare them for
employment (Hirst, 2001)
The importance of volunteering experience for worldwide society is well-known and proved
by many reports from competent organisations. One the topics in research field is not explicit very
much: the status of volunteers in different countries.
In the EU Citizenship Report (2007), priorities for 2017–2019 volunteering were defined as
promoting triggers for enhancing EU citizenship rights and common values.
All types of volunteering can lead to learning and getting learning outcomes trough learning
experience within non-formal and informal education.
International Standard Classification of Education (2011) defines learning outcomes as the
totality of information, knowledge, understanding, attitudes, values, skills, competencies or
behaviours an individual is expected to master upon successful completion of an education
programme.
Nevertheless, sometimes we can’t make our learning experience from volunteering so
obvious. Therefore, we must put our efforts to make the learning occurred in voluntary work more
explicit.
I can assume that informal and non-formal learning experience gained through volunteering
is a trigger for further career exploration and development.
Other important issue of learning during volunteering is recognition of non-formal and
informal learning. Recognition can help employers and workers to get a good job match and help
displaced workers to inform future employers about their skills.
Due to Directorate for education policy committee (2010), recognition of non-formal and
informal learning improves the employability of job seekers and the perspectives of mobility for job
owners.
Recognition, certification and validation help making skills, knowledge and competences
visible. Therefore, we can assume that these features are results of learning, benefits in different
forms – learning outcomes.
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1.3 The impact of European Voluntary Service Programme on career
exploration
The European Union supports many activities in culture, education, training, research and
youth. There are several programmes such as “The Youth in Action programme”, “European
Voluntary Service” etc.
European Voluntary Service as part of Youth in Action programme of enables young people
to conduct a voluntary service for up to 12 months in another country.
The Directorate-General for Education and Culture (2012) runs a lot of opportunities for
youth. All activities are mainly targeted at people aged between 18 and 30.
Volunteering could improve an individual’s skills, self-awareness, confidence and self-
esteem. In addition, volunteering may help to build CV and contacts. But in the contrast, Paine
(2013) arguing that volunteering alone cannot tackle the structural inequalities which underlie the
labour market – indeed volunteering is itself subject to those same inequalities – reducing its effect
on employment outcomes.
Study on the Impact of Transnational Volunteering through the European Voluntary Service
was conducted in April 2017. According to this study, EVS also provides substantial impact on
career and work-related aspects. More than 80% of EVS volunteers and EVS alumni feel that EVS
helped them to identify opportunities for their professional future, helped them to clarify what they
want to do later in life, and prepare them for an international career path (The Study on the Impact
of Transnational Volunteering through the European Voluntary Service, 2017).
Since 2017, The European Solidarity Corps (ESC) is a new EU initiative aiming to provide
opportunities for young people to volunteer or work in projects in their own country or abroad that
benefit communities and people around Europe.
The ESC gives opportunity to shape the better balance between demand and supply. The
European Solidarity Corps has a goal to increase involvement in solidarity activities of young
people while simultaneously increasing their employability.
What is much interesting, European Solidarity Corps is being considered as
complementarity to paid employment. Therefore, the key issue what may raise is: How can the ESC
operate in a way that complements rather than replaces paid employment?
Nevertheless, further research of this study is based on European Voluntary Service
Programme, even it does not name today as so.
Speaking about career development, we have to point out such concept as career exploration
which is crucial for our research task.
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Career exploration, the gathering of information relevant to the progress of one’s career
(Blustein, 1992) is a lifelong process that is triggered particularly during transitions as it allows
individuals to cope (Blustein, 1992; Savickas, 1997).
Due to Zikic and Klehe (2006), self-exploration focuses on exploring one’s own interests,
values, and experiences in order to reflect on one’s career and to gain a deeper understanding of
oneself. In addition, Super and Hall (1978) clarified the nature of exploration and its stimuli from
different approaches. Hence, exploratory behaviour concluded is the result of boredom, the pleasure
of managing stress, of various types of uncertainty and ambiguity.
Putting career exploration process into context of voluntary work, we can assume that
learning activities during volunteering helps with finding a career path, as well as specific jobs
within a particular career development plan. Therefore, career exploration could be defined as
bridge from people’s current occupation to their next education or career. Speaking about
volunteering in European Voluntary Service Programme, let’s consider that voluntary work during
a gap year enhance learning about various occupations and how its “fit” with people’s unique career
preferences.
Therefore, individuals during learning process discover more about the skills, interests and
values they want satisfied by their career.
The exploration stage is a crucial period in career development (Super and Hall, 1978).
During this phase individuals initiate thoughts and behaviours that will likely lead to a future career
choice. Super defines growth (roughly age 4 to 13), exploration (ages 14-24), establishment stage
(25-44 years), maintenance (ages 45-65) (Super and Hall, 1978). As our goal consider career
exploration, we are focusing on exploration stage.
Exploration is the period when person has trials to understand themselves better and more
and find their place in the world of different occupations and jobs. Here we can see, that exploratory
period is included to the age framework of European Voluntary Service Programme.
We believe that this process may happened through formal, non-formal and informal
experience, therefore hobbies, voluntary work, other experience.
Shift from the studies to the world of work considers as one of the most crucial periods in an
individual’s career.
For 15-29 years, young people could make a decision about taking a gap year in order to
discover more about yourself and learn without formal context but within career exploration
purpose. Let’s consider volunteering during a gap year as the most optimal conditions for
exploratory activity about future occupation within skills development.
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1.4 The phenomenon of a gap year volunteering within career exploration
A gap year gives people time (a transitional period longer or shorter than 12 months) to
determine and take a break an usual educational or career path and rethink about future.
The concept often specifies to delay studies after high school, or it could be a break during
or after university. The term as well as the practice originated in the United Kingdom, Australia, the
United States.
In the same time, if a gap year is not a productive year, it could be period for stagnation of
same skills, for example, academic performance in the future. For example, how it is mentioned in
the report “Gap year takers: uptake, trends and longterm outcomes”, if a gap year is considered to
be a signal of a higher preference for leisure and thus of potentially lower productivity, it might
reduce an individual’s future labour market opportunities (Crawford and Cribb, 2012).
Researches which measure and check student’s and employer’s attitude of the taking a gap
year have been controlled by different organisations (for example, gapyearassociation.org in USA
or gapyear.com in UK), all of them concluded that the experience is strongly beneficial for youth.
Nevertheless, the experience can and will be transformative for youth if done properly.
Hulstrand (2010) believed that young people who took part and has succeeded in gap year programs
are much better prepared for higher education: they have better critical thinking skills. According to
Hulstrand (2010), the most the best time to conduct a gap year is between high school and college.
Due to Simpson (2004), taking a gap year between school and university young people can
engage in a variety of work, travel and volunteer practices not previously available to them.
Speaking about links between taking a gap year and career exploration, the National Gap
Year Alumni Survey in 2015 (USA) reported the most significant outcomes:
- 84% gap year takers said that gap year helped acquire skills to be successful in their
career;
- 77% gap year takers said that gap year helped them find a purpose in my life;
- 77% gap year takers said that gap year will of has impacted their career decision;
- 75% gap year takers said that gap year helped or will help to get a job;
- 73% gap year takers said that gap year increased their readiness for college;
- 59% gap year takers said that gap year increased the interest in attending college;
- 57% gap year takers said that gap year helped them determined what they wanted to
study in college (Hoe, 2005).
Exploring what benefits gap years claim to provide and in fact do have for gap year
students, we can see that there is correlation between expectation and reality.
Career exploration processes are conversed to the results of career decision and
determination what to do in further life during voluntary-based gap year. While the gap year
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providers are much popular in USA, UK and Australia, in European Union we can assume that gap
year takers decided the programme by their own, taking part in national programmes, for example
European Voluntary Service.
1.5 The Happenstance Learning Theory and its application to learning
during volunteering
John Krumboltz is a famous career theorist. He has promoted ideas about supporting
indecision in clients. He claimed that indecisiveness and doubting is desirable and sensible, because
it gives the opportunity for clients to benefit from unplanned events. This theory is called The
Happenstance Learning Theory which evolved overtime from Social Learning Theory. The main
idea is the case that unpredictable social factors, chance events and environmental factors are
important influences on clients’ lives.
The terms consist of: Planned (having arranged the parts) + Happen (to occur by chance) +
Stance (a view or attitude). Planned happenstance is a theory developed in 1999 by Mitchell, Levin
and Krumboltz which encourages us to create and transform unplanned events into opportunities for
learning and progression (Mitchell, Levin and Krumbotz, 1999).
The Happenstance Learning Theory (HLT) is an attempt to explain how and why
individuals follow their different paths through life and to describe how voluntary experience can
facilitate that process. The HLT posits that human behaviour is the product of countless numbers of
learning experiences made available by both planned and unplanned situations in which individuals
find themselves. The learning outcomes include skills, interests, knowledge, beliefs, preferences,
sensitivities, emotions, and future actions.
Learning is happening all the time an individual is conscious. Krumboltz (2009) developed
two types of learning experience:
Instrumental learning experiences occur when individuals observe the consequences of their
own actions. These consequences include verbal or physical feedback from other individuals.
Feedback may be negative as well as positive. It may be a feeling of accomplishment after solving a
difficult problem, or a feeling of worthlessness after failing to solve a difficult problem. The
feedback may be immediate or delayed. Career aspirations can be influenced by the perceived
success or failure of various actions.
Associative learning experiences occur from observing the environment or the behaviour of
others with its consequences.
Let’s us consider application of both experiences during voluntary-based gap year. All
activities could enrich career exploration process and change the career path.
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Due to Krumboltz (2009), the career path is a lifelong learning process that requires you to
make innumerable decisions in response to unexpected events. No one can predict the future –
everyone’s career is influenced by many unplanned events. The task is to facilitate the learning to
create and benefit from future planned and unplanned events one step at a time. Naming a future
occupation is only one possible starting point for exploring career opportunities (Krumboltz, 2009).
Krumboltz has four main attitudes that he says prepares people for uncertainty: curiosity,
persistence, flexibility, optimism. Staunton (2015) assumed that Krumboltz through these attitudes
re-imagines career development away from linear thinking and strategic decision making and
towards a set of skills that are flexible in any context and a general approach to the world around us
rather than a focus on one outcome.
Here’s a summary of what each skill or attribute means:
1) Curiosity: to want to learn new things regardless of where they might lead. Engaging in a
variety of activities will help you discover what you like and dislike.
2) Persistence: to keep trying, even when faced with rejection or silence. Mistakes and failures
can provide great learning experiences.
3) Flexibility: to respond to change positively by adapting yourself or your aims. If things don’t
go according to plan, then find a different path and look for new opportunities as they crop up.
4) Optimism: to believe that opportunities are within reach and that you can benefit from every
experience. Reality could be offering you better options than you dreamed of (Mitchell, Levin and
Krumbotz, 1999).
So, let’s consider this specific skills and attributes we can develop which will help us benefit
from chance/unplanned events during volunteering service. I believe that volunteering activities are
fulfilled with unplanned events where the most challenging is to interpret the learning outcomes of
this event properly and with the most positive impact for career exploration. Participants of
European Voluntary Service should be open to new learning experience and realise that
indecisiveness about future career path is normal condition.
If we put theoretical characteristics into practise of learning through volunteering for career
exploration, we can suggest following framework for participants of this research. How gap year
takers who took part in voluntary programme reflected on learning experiences within career
exploration purpose? The participants must learn how to recognise chances and turn them into
opportunities.
Table 1. Reflection on learning experience within volunteering
Critical skills Non-formal activities Informal activities
Curiosity Example of event and explanation Example of event and explanation
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of learning opportunities of learning opportunities
Persistence Example of event and explanation
how participant deals with
obstacles
Example of event and explanation
how participant deals with
obstacles
Flexibility Example of event and explanation
how participant deals with a
variety of circumstances
Example of event and explanation
how participant deals with a
variety of circumstances
Optimism Example of event and explanation
how participant maximises
benefits from unplanned events
Example of event and explanation
how participant maximises
benefits from unplanned events
1.6 Conclusion
This chapter provided an overview of literature relating to non-formal and informal learning,
volunteering, gap year and career exploration. The review of these topics led to greater
understanding and context upon which to build this study. Through exploration of learning
experiences within gap year takers career exploration process, the researcher hoped to add to the
body of research and potentially determine aspects of the voluntary learning experience that could
encourage career exploration development. Specifically, this study will add an additional qualitative
research within The Happenstance Learning Theory and its application to learning through
volunteering and career exploration. In Chapter 3 the researcher describes this study’s methodology
and the justification for the chosen method.
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2. METHODOLOGY
The object of this study is an informal learning experience gained from volunteering among
gap year takers. The aim of this study is to explore the overall impact of informal learning
experience on career development within gained by volunteering during a gap year.
The primary research question is what impact does informal and non-formal learning
experience gained by volunteering have for gap year takers? To further explore this research
question, the following sub-questions were included:
- How does the learning experience gained by volunteering affecting gap year takers plans
about further career?
- What career exploration results occur upon returning from volunteering?
- What benefits do gap year takers gain while volunteering and gaining learning experience?
2.1 Qualitative Research
In order to address the research questions and understand the lived experiences of the
participants, a qualitative research design was selected. When conducting qualitative research, the
researcher is making an investigation where seeks answer to a question, collects evidence, produces
findings that were not determined in advance, produces findings that are applicable beyond the
immediate boundaries of the study. Qualitative research is especially effective in obtaining
culturally specific information about the values, opinions, behaviours, and social contexts of
particular populations (Mack, Woodsong, MacQueen, Guest, and Namey, 2005). In this case
“particular population” refer to persons who took voluntary-based gap year.
To best answer the research questions, the researcher hopes to gain rich description of
participants’ experiences in learning during volunteering and career exploration. The flexible nature
of qualitative research allows adjustments in interview protocol for deeper exploration into the
scenes surrounding described experiences.
Another defining feature of qualitative research is the use of a theoretical framework to
inform the study (Creswell, 2013). John Krumboltz Happenstance Learning Theory was used as a
base from which to begin this research. John Krumboltz previous research designs and shared best
practices for career development and exploration were used to frame research questions and data
collection methodology. Additionally, emerging themes and findings centred on concepts found in
Experiential Learning Theory.
2.2 A semi structured interview
Considering the vast world of volunteering and its various conceptualizations, I realized that
for my research to be practical, systematic and to have meaningful results, it needed to be based on
semi structured interview among participants of European Voluntary Service Programme.
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During conducting a qualitative research, it is important not only the process of collecting
data, but also learning from the participants in the study.
According to Creswell (2013), the interview’s protocols could pose general questions so that
the participants can provide answers to the questions. Often questions on these forms will change
and emerge during data collection.
When conducting a semi structured interview, the researcher should understand that the
interview is not highly structured, as is the case of an interview that consists of all closed-ended
questions, nor is it unstructured, such that the interviewee is simply given a freedom to talk about
whatever comes up (Cohen, Manion and Morrison, 2007).
According to Creswell (2013), the investigator uses a structured or semi structured interview
consisting of mostly closed-ended questions, provides response options to interviewees, and records
their responses. I intend as a researcher to ask open-ended questions without response options and
listens to and records the comments of the interviewee.
Participant interviews are going to be a primary source of data collection, where we intend
to get better understanding of the participants’ experiences.
The researcher and the participants has similar volunteering backgrounds from the same
bounded system, gap year takers who participated in European Voluntary Service Programme. This
bounded group was limited in size and connected by organization affiliation. Finally, the researcher
hopes to gain a deeper understanding of one particular issue, learning experience’s impact on career
exploration, within a bounded system of gap year takers who participated in European Voluntary
Service Programme.
2.3 Participants
Participants were selected based on a criterion sample approach that allowed me to create a
set of criteria based on the needs of the research study. Purposeful sampling is used in qualitative
research to select participants who can “inform an understanding of the research problem and
central phenomenon in the study” (Creswell, 2013).
The main criteria for selecting participants:
- to be a participant of European Voluntary Service Programme 2010-2018 years;
- to be a school graduates or university graduates before taking gap year volunteering;
- to be in age from 17 till 32 years old;
- to take part in long-term projects of European Voluntary Service (more than 6 months);
- to finish a project successfully and get an official document of learning experience
recognition – a Youth Pass;
- country of origin, country of completing voluntary project does not matter.
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I will try to keep a gender balance among participants. Participants are going to be recruited
via email (Appendix B).
2.4 Data Collection
Open-ended questions and an informal conversational interview structure allowed
participants to fully share their stories. Participants were asked to share their experiences from the
past year, how they interpreted and handled those situations, and how the experience impacted them
personally and in their relationships.
The method of standardized open-ended interview is suitable approach for asking all
interviewees the same basic questions in the same order – it gives increasing comparability of
responses.
The interviews was conducted through face to face meeting or via Skype, using online
instruments for making survey as well.
Applying Krumboltz Happenstance Learning Theory, the questions of interview were based
on asking gap year takers to tell a story about how some unplanned event has influenced their career
exploration.
The questions of interview are followings:
1. Please start by telling me a little bit about yourself.
2. Why did you choose to take a gap year? Why did you choose to become a volunteer?
3. Tell me about your experience at your life before taking a gap year?
4. Tell me about your year as volunteer of European Voluntary Service. How did you recognize the
opportunity?
5. What were you hoping to gain from voluntary experience?
6. Tell me about your voluntary experience: non-formal and informal learning highlights. What new
skills did you have to learn?
7. What events do you believe were significant during your project?
a. Why were they significant? Did this event happened unplanned?
b. How did you handle these significant situations?
8. Can you think of an example unexpected or unplanned event that you created by your own
actions that had a major impact on your career exploration of further occupation?
9. What challenges, conflicts, or pressures did you face as volunteer during your learning
experience?
a. How did you handle these challenges?
b. What support systems, if any, did you use to work through these challenges?
c. How did these challenges affect you?
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d. Now that you’ve had more time to think about this situation, would you make the same decision
now?
10. How you explain the role of your mentor, tutor, colleagues, organizations, parents, others in
your learning process?
11. How did your experience as gap year taker match or differ from your expectations?
12. What did you know about non-formal and informal learning before taking a gap year?
13. Did you reflect on your learning outcomes? Did you have your personal learning plan at the
beginning of the project?
14. What are the key things you will take away from your volunteer-based gap year experience?
15. How did you experience a filling in your Youth Pass? Did Youth Pass help you to get a job or
be enrolled to higher educational institution? Did gained skills, networking or other factors
influence your career planning, further occupation, education?
16. Based on your experiences, how do you view yourself now compared to how you viewed
yourself when you initially arrived to take part in voluntary programme?
17. How do you feel about unplanned events having an impact on you in the future?
18. How do you feel that your voluntary experience has affected your career choice, further
education or other occupation? What new skills did you have to learn?
19. How do you feel your experiences as gap year taker affected your relationships with others?
20. How do you feel that volunteering has affected your attractiveness as a job seeker among
employers?
21. Tell me about an experience when you had to explain about your choice to take a gap year
volunteering:
a. How did you handle this situation?
b. What did you learn about yourself?
c. What did you learn about your relationships with others?
22. How do you feel that your voluntary learning experience has affected your perceptions of your
career development and exploration?
23. How you see your learning experience nowadays, in several months after finishing your project?
24. What advice would you give to future gap year takers who chose volunteering as a time for
career exploration?
25. Is there anything else you would like to share about your learning experience as volunteer and
its impact on your career exploration during your gap year?
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2.5 Data Analysis
Through the literature review and analysis, the researcher described the concepts of non-
formal and informal learning within voluntary work of gap year takers, and the conditions when
learning experience influence a further choice of occupation, career or education.
My data analysis consists of transcribing of the interviews’ data, including research notes
and abstract descriptions, and adding the follow up interview notes to the transcriptions. After I
have read through the transcriptions and highlighted quotes that resonate with the participants’
experiences, while making notes in the side margins. Then, I have coded topical keywords and
developed categories from main data. After I have wrote each participant’s story or quotation which
indicate the main examples of categories.
At the end, I have compiled the codes into categorical themes by using my notes, and from
there determine the major themes for chapter with finding.
2.6 Researcher Reflexivity
Considering a qualitative research, the researcher plays a crucial role in data collection and
interpretation. Then, the researcher must be aware of her own impact, influence and any potential
bias she may bring when actively participating in a study the effects of the research on the
researched and the researchers (Cohen et al., 2007).
The researcher in this study identified as a former participant in European Voluntary
Service programme. The researcher conducted the project for one year from August 2016 till July
2017 in Kaunas, Lithuania as a volunteer and took a career gap.
The researcher was a volunteer of the non-governmental organisation and possess an
understanding of what participant of EVS may see, think, and feel through their term in non-formal
and informal learning.
The researcher highly valued the experience gained in the European Voluntary Service
programme and did believe involvement in a Volunteering Activities could positively impact youth
development.
The researcher was also a student seeking a master’s degree in educational management
with an emphasis on non-formal and informal learning. This educational experience influenced the
researcher’s view of the European Voluntary Service programme and its impact on gap year takers
further occupation, career and education.
The researcher was passionate about the role of learning experience within year of voluntary
work, in developing the whole youth with learning that occurs during gap year. The researcher
believed the non-formal and informal education within gap year taking don’t exclude or compensate
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formal education, and only synergy of three learning pillars is affected youth success, further career
path, meaningful of occupation and lifelong learning.
This information is going to be disclosed to participants only if they intend to ask during the
interview. The researcher does not want to influence responses or impact reflection of participants
based on their experiences or perceived relationships with the European Voluntary Service
programme.
2.7 Ethical Considerations
Participants are of the age of majority and can refuse to participate any time. Participation in
this study is entirely voluntary.
Each participant can select their own pseudonym to protect their anonymity when I will
report the findings. All research documents associated with this research, including audio materials,
transcripts and drafts of the final research report are going to keep on the researcher’s personal
computer in password-protected files.
The researcher is the only person with access to all participant and initial research related
information.
This part reviewed the methodology of the research study including research design,
participants, data collection, data analysis and ethical considerations. In part 4 the researcher intends
to discuss the findings discovered through the data collection and analysis process.
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3. EMPIRICAL PART
The purpose of this paper was to explore how learning experience impacts the career
exploration among gap year takers. Specifically, the research focused on the participants of
European Voluntary Service Programme and considers volunteer’s informal and non-formal
learning and career exploration process in accordance with John Krumboltz Happenstance Learning
Theory.
3.1 Description of Participants
Fifteen students from different countries participated in this study. Participants were former
volunteers of European Voluntary Service Programme and finished their projects before 2017.
Participants were recruited via email and Facebook with assistance from the NGO UForum
(Ukraine) and group “EVS & ESC vacancies” on Facebook. The participants were impacted by
their learning experiences in different and similar ways. In this chapter, the researcher discusses
how these volunteers made meaning from their learning experiences. Pseudonyms were assigned to
each participant in order to ensure anonymity. The fifteen participants are described briefly in the
following section.
Table 2. Participant Demographics
№ Pseudonym Country of origin Age Country of EVS project Number of
months
1 Emily Russia - Ireland 12 months
2 Olivia Ukraine - Lithuania 10 months
3 Number 13 Lithuania 28 Italy 12 months
4 Grace Ukraine 23 Lithuania 11 months
5 Emma Russia 29 Lithuania 11 months
6 Bear Ukraine - Lithuania 12 months
7 Charlotte Armenia - Lithuania 12 months
8 Labukas Spain - Lithuania 12 months
9 Mateo - 27 Poland 12 months
10 Arthur - 28 Poland 12 months
11 Sofia - 23 Spain 12 months
12 Noah France 27 Romania 4 months
13 Maria Austria 30 Italy 6 months
14 Antonio Ireland 29 Italy 8 months
15 Lucia - 31 Lithuania 10 months
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The following stories are written to bring a voice to former volunteers who chose to
participate in European Voluntary Service Programme. These stories reflect the personal and
learning experiences these volunteers faced, and how those informal and non-formal learning
experiences helped them in career exploration process. In this chapter, the researcher discusses how
the experiences, told through these stories, impacted career exploration among gap year takers
within European Voluntary Service Programme.
Emily: “It had proven me that I really enjoy working in non-profit field”
Emily had studied Social work at university and always wanted to work for in social field.
She wanted to move abroad and therefore moved to a country which she was always wanted to visit.
Before taking, she was working for 2 years in different education centres, mostly administrative
jobs. She has learnt about EVS from a friend of a friend and was very excited.
“I was hoping to improve my language skills and to gain an experience in non-profit sector.
I have learnt how to manage volunteers, how to organise small events, how to communicate in not
native language”.
She has notices in the context of the significant events during the project that she and her
EVS fellow colleagues were left without a manager (approximately 3 months) as one has left and
the new one was not yet hired.
“It was a big responsibility for me and my EVS fellow colleagues to manage the
organisation basically without any supervision. We have learnt how to communicate between each
other better, how to organise our tasks on our own”.
Speaking about challenges she has faced as volunteer during her learning experience, Emily
has indicated followings: communication in not native language, working in a new environment
with people of different cultures from her, different backgrounds. She has handled these challenges
with patience with support of her friends and family: “I have learnt better communication skills”.
Concerning the role of her mentor, she mentioned that she had a very supportive mentor who
became a close friend.
Throughout her volunteering abroad, Emily got to know more about non-formal and
informal learning, as she mentioned she knew very little and also had a small volunteer experience
before going to EVS. She had her personal learning plan, but she was following it sporadically.
Nevertheless, she has learnt a lot of organisational skills.
Speaking about Youth Pass (official document which confirm non-formal education such as
volunteering), Emily has noticed that it was more a self-reflective exercise to think about her gap
year.
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“I have found a lot of new friends and learnt how to find a common ground with people of
different cultures. It had proven me that I really enjoy working in non-profit field. I have changed a
lot and found more harmony with myself”.
She is sure that volunteering has affected her attractiveness as a job seeker among
employers. Emily has learnt how to find a common ground with people of different cultures, a
number of personal things. Her voluntary learning experience has made Emily sure about
importance of a job that she likes and appreciate every day.
Olivia: “To understand yourself and to figure out what you are worth”
Olivia has got a bachelor’s in journalism and has been working as a journalist for various
media in her home country, meanwhile participating in projects for journalists abroad.
“After finishing my Bachelor studies, I was about to start my Master in one of Ukrainian
universities but felt that I was not sure which university to choose and what want to do in the future,
so I decided to take one gap year being a volunteer as this time would be enough for me to figure
out where to move in my life”.
Olivia felt that volunteering was a nice opportunity to feel that things she did were important
and that she made a good influence for society.
She has an internship in Kyiv and was about to stay there to work but then she decided to go
to Lithuania as she was awarded by a scholarship to study the Lithuanian language at Vilnius
University for one semester. Olivia, being always eager to travel and open new cultures, decided to
go. After her coming back to Ukraine she knew that want to come back to Lithuania as she liked
this country a lot, so started to look for volunteer opportunities there.
Olivia has found an announcement about a volunteer program looking through social media.
It was about work with children at school in a small Lithuanian city Siauliai. She has never been in
this city before, so decision to go there was a huge step out of her comfort zone, as she always lived
only in big cities. But she wanted to work with children and help them, so decided to apply.
Olivia was expected to gain self-confidence, more knowledge about work with children, to
become more open-minded, flexible person.
“I have discovered a lot about the correct work with children, many teaching, learning
techniques (as I was helping them to do a home work) and conflict solution ways. Also, being
among people from other countries helped me to become more adjustable and easy-going person.
I’ve learned more about other countries”.
Trainings for volunteers (where we could meet more volunteers and share experience) and
events at school where she was a volunteer, were the best part about her gap year experience as it’s
from where she has learned a lot.
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Olivia noticed that she had many unexpected events. Once she organised a game with the
children which happened quite unexpected, but she handled it pretty good and realise that she was a
good organiser. She payed attention that she developed her creativity trying to explain things not
just by language but with games, pictures, different activities. Moreover, she has met some
challenges such as: dealing with children not knowing their language, but with time she was able to
say more, and children trusted and respected her, so she overcame all difficulties.
Olivia remembers her mentor who was always helping me. Speaking about her colleagues,
she mentioned that they always were listening to all her suggestions and teaching her. Speaking
about learning process, she didn’t have any specific plan, therefore, she was learning many new
things in a process.
“Everything can be managed, when you do your best to achieve a result – you achieve even
better result, the most important skill is the ability to deal with people around. I feel myself
comfortable among different people, am not afraid of the challenges. It became easier for me to
communicate with people”.
Olivia’s voluntary experience allowed her to understand that she felt herself very
comfortable in an international environment, so she decided to enrol at university abroad.
“I think employers’ value a volunteering experience and it is a big plus in a CV and makes a
person stand out among other applicants. I wanted to take a gap year as it is a nice opportunity to
gain new skills and knowledge, I will not be able to gain in university”.
Speaking about her career exploration insights, Olivia found this experience was very
valuable and important for her career, giving her many pluses and skills useful for any job.
Explaining a gap year process, she pointed out that people should take their best out of time they
have and get as much as they can from every opportunity, meet people and share: “It is a great
opportunity to understand yourself and to figure out what you are worth”.
In the end of interview, Olivia has concluded that she has got from this gap year everything
she expected to get. Evaluating nowadays, she said that she is more confident, ready to accept
different challenges and deal successfully with different people.
Number 13: “It as a challenge to “grow up” as a person”
Nowadays Number 13 is a 28-year-old female currently working in non-governmental
organization, just started Master programme, spending her free time singing and dancing traditional
Lithuanian songs and dances. She knew about opportunity to take a gap year since she was 16, but
stepped into this experience only after graduating from Bachelor at university. It was her dream
back then to work in non-formal education field. However, when she volunteered, she knew little
about where it would be taking her.
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“I have pictured it as an important step to learn foreign language, become more independent
and expand my comfort zone. For that reason, I chose field of activities I knew least about
previously. Before EVS I was a university student, living with my grandmother, having little or
none worries in life”.
Her year of voluntary service was full of discoveries, mostly related to people she
volunteered and lived with. Not only she has put her life in perspective, got to know more about
herself, but also embraced differences that exist in world understanding, physical and emotional
capabilities. Number 13 did learn the language and has been able to push herself out of the comfort
zone so far that it took time to accommodate herself in it when she got back.
Speaking about her non-formal and informal learning highlight, Number 13 had to learn it
all, from digital competences (working on website, adjusting pictures, creating videos), to foreign
language and cultural awareness and expression through art. Informal learning was the breaking
point of experience, time spent with colleagues really opened her understanding about solidarity
between nations, helping to put little differences in perspective. She mentioned that people were just
people all around, with same worries, hurries and expectations in life (being loved, important, doing
what they like, etc.)
Speaking about events she believes were significant during her project, Number 13 noticed
the break-in volunteer’s apartment, when she with her flatmate were scared for their lives, so they
had to go to police to testify, but didn’t leave the project. Also, when she went with her supervisor
to kindergarten to pick up his daughter after a day of volunteering (he gave her a lift home
afterwards). She reflected on them as she handled these significant situations (because there were
the real-deal moments) with gratitude.
She mentioned a conflict most of the time with her flatmate from Spain. Number 13 took it
as a challenge to “grow up” as a person, from an egocentric child to an understanding “adult”: “It
was difficult, with patience. I would complain about it to my mother”.
“I’d like to believe it helped me realize that respect is being earned and not given for
granted. Everyone counts, despite their beliefs or character features. Everyone wants to be accepted
and safe.
I would go on EVS again”.
Speaking about mentorship, Number 13 summarized that her mentor and coordinator was
one person. She said that it was the bad part, because they were talking about money and emotions
with same person and it wasn’t helpful at all. She had 5 tutors (in each centre she has been visiting
through the week and it was well organized. Her colleagues and tutors were experienced, helped
with inclusion in organization and local society. Her parents knew little about her experience, but
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perhaps it helped to talk to them, to evaluate “what is going on” and how did she get there. The
expectations of Number 13 were met.
It is necessary to emphasize the previous experience of Number 13 in the international
events, basically she was ready to many things which happens because since she was taking part in
youth exchanges and international training courses quite actively since 2006.
She mentioned that before taking a gap year experience, she was more naive and stubborn.
She agreed that volunteering has affected her attractiveness as a job seeker among employers: “But
it is all about the way you present it. If you see value in this experience (and I do), then you are able
to show it as a value to others”.
Speaking about career, Number 13 payed attention that EVS led her directly to her current
job. But she filled her Youth Pass quite mechanically: “My EVS coordinator was correcting
mistakes and saying if I need to add something. The experience however led me to the current job
position of which I am very satisfied”.
Nowadays, Number 13 compares her learning experience during voluntary gap year with a
good wine – getting a deeper taste after 4 years. She sees it as an essential source of getting to know
oneself and an opportunity that must be taken if possible.
Grace: “There’s no limit for improvement”
Grace is a 23 years old journalist working in news agency. She was born in the one of
Ukrainian cities, currently living in the capital. For taking a gap year volunteering, Grace had a few
reasons. Firstly, she didn’t want to take a full-time job right after finishing the university because
she wanted to try something else and to make sure if she had made the right choice about
profession. Secondly, she has never lived abroad before, so she wanted to try something new.
Thirdly, speaking about the topic of the voluntary project – she has been always afraid of kids,
especially small ones, so Grace wanted to challenge herself and to check if she could cope with
them. Finally, Grace summarized she overcame her fear and now it’s much easier for her to
communicate with her friends’ children.
Before taking a gap year volunteering, Grace had finished 4-years university study and she
had a few part-time jobs (depending on period of time, from 3 to 5 jobs) at the same time. She
worked as a radio journalist, as a writer for a magazine and as a content-manager for a radio website
and SMM. Also, she was a member of Ukrainian Scout Organization “Plast” working with
teenagers.
Almost every one of her surrounding was agreed with her idea. Few friends didn’t approve
it, but finally they agreed Grace had made a right choice. Also, her grandparents didn’t support her
with idea to take a gap year, but they rarely support anything, so it wasn’t a surprise for her.
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Grace has mentioned a person who made an impact on her decision to participate in
volunteering: a friend of her who was a very active youngster who participated in lots of youth
exchange programs and she told her about Erasmus Plus Programme and showed where she could
find open applications.
Her expectations of the gap year volunteering were clear and bright: Grace wanted to
experience different cultures, to have some time to look over her life goals, to travel and see how
people live in other countries and what was important for them, and to overcome her fear of kids as
well. She didn’t really know what to expect, she had some goals and she reached them, but Grace
couldn’t imagine what it would be like before having it.
Speaking about her non-formal and formal learning experience, Grace found out that she
could say a few words using the language of country where she was volunteering in, but she has
considered herself as she could explain simple things and understand people. She could take care of
small kids, she knew what they like and what they didn’t, what was useful for them and what
wasn’t. Also, Grace has realized how the culture of her home country differs from other and she
learnt the importance of respect to other cultures.
“One of the most useful things for me was the experience of surviving in a group with long-
lasting conflict – it may be useful at any job”.
Speaking about significant events which happens during her projects, Grace told about
trainings and some celebrations at the project with kids (kind of project in project, her trips: “They
are always an adventure, so it’s not surprising that each of them was markable”.
Especially, she has emphasized the impact of trainings for volunteers and how she has
experienced it: “The trainings were the chance to get know other volunteers and to learn their
experience (if to talk about mid-term training). And it was also kind of small vacation when you
were out of your routine and have some time to evaluate and reflect on what was happening”. Most
of her significant and challenged situations were pleasant, so she was glad, but she has faced some
difficulties (conflicts at work), but thanks to her mentor and nice tutor who were always there to
help, she has coped with them.
She didn’t find any remarkable examples of unexpected or unplanned events which has
happened during her gap year voluntary experience and has affected her career exploration of
further occupation.
During her learning experience, Grace encountered a problem where her coworkers had a 7-
year-lasting conflict, and as well as both sides of it wanted her to join them, she was in the middle
of some tension. Also, those sides had different point of view on how Grace should has worked,
often their opinions were opposite. She managed to cope with this only thanks to the help of tutor
and mentor and also reminding everyone and herself as well that she came there for kids, not to
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entertain adults. Therefore, Grace has realized that if you know your aim, you can handle some
troubles. She told that these challenges made her stronger and prepared to conflict at job in the
future.
Speaking about the role of mentorship during her learning process, Grace has mentioned that
her mentor and tutor were the help in difficult situations, meanwhile colleagues were making
everything more difficult. In addition, the parents of children she worked with didn’t take part in all
of this – they were listeners, but they always had a persuasion that she was allowed to make her
own choices and if she needed an advice – she would ask.
One of the key things Grace took away from her volunteer-based gap year experience was a
choice she made for career was the right one.
“There was another unreasonable fear I had which I succeeded to overcome (even though I
didn’t plan it). In my student years I was afraid that I may stay without work and I’ll die because of
hunger. This fear was totally unreasonable as I had never been so poor, and I had some part-time
jobs. But I couldn’t get rid of it. And I don’t really know what happened in my gap year – maybe I
saw how much job in the world had to be done, or I met all these people who came to Lithuania to
make this world a little bit better place. Anyway, I lost this fear and now my life is much easier”.
Nowadays she applies gained experience in her current job situations. Grace feels that her
voluntary learning experience has affected her perceptions of her career development and
exploration: “I became less afraid to stay without a job and more focused on what I want to
achieve”.
She has learned about herself that she could handle difficult situations and she shouldn’t
hesitate to ask people to help. But Grace believes that volunteering didn’t affected her attractiveness
as a job seeker among employers and it didn’t make any influence on it. Moreover, a gap year of
volunteering had an impact on her relationships with others: “Some people thought it was cool to
take a break to think and travel, some thought it was a too long vacation. But I didn’t have any
serious misunderstandings with others”.
She didn’t consider that her voluntary experience has affected her career choice, further
education or other occupation. Any unplanned events didn’t have an impact because she had a very
clear picture of what she wanted in general. In addition, Grace has mentioned that she was always
open to changes in certain fields as there’s no limit for improvement.
Emma: “The best experience in my life”
Currently Emma is working as a teacher in the boarding school for children with mental
disabilities. She has decided to take a gap year volunteering because she wanted to contribute in
society and do something useful in international project. During her life Emma has changed a lot of
different jobs and traveled a lot. It took a lot of time for Emma to discover the opportunity of
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European Voluntary Service Programme, but finally she found out it. During her gap year, Emma
has been working in the art-studio helping children with disabilities as well she helped to organize
camps for kids with special needs.
Her expectations from voluntary experience were clear and simple: Emma hoped to become
more independent. One of the most significant events she mentioned was her activity besides the
main work. Emme helped other volunteers in a climbing gym to organize events ad she has never
believed that she could do any sport activity. Non-formal and informal learning highlights means
for her a lot. Emma felt more communicative and could easier find contact with people after
volunteering.
She has learned how to cope without any problems. Emma didn’t consider any unexpected
or unplanned events which had a major impact on her career exploration of further occupation.
Living in international environment was challenging for her as well as for other volunteers: Emma
named it as changing her mindset. Her mentor, tutor, colleagues and parents supported her in
difficult situations and helped to be better during her learning process.
Before taking a gap year, she had some theoretical knowledge about non-formal and
informal learning, but it was her first practical experience. Emma has reflected on her learning
outcomes, but she didn’t have any learning plan at the beginning of the project. The key things
Emma would take away from her volunteer-based gap year experience are followings:
independence, flexibility and critical thinking.
Speaking about Youth Pass, she wasn’t very enthusiastic: Emma didn’t believe that it helped
her to get a job or be enrolled to higher educational institution. In comparison with Emma before
project and after project, she noticed that she stayed the same person, just more mature. The
voluntary experience has affected her further education, because she wanted to get another
education after EVS. Taking into consideration the fact that volunteering could affect her
attractiveness as a job seeker among other candidates, she mentioned that international experience
always looks good in CV employers.
Emma’s voluntary learning experience definitely had influenced on her career development
and exploration. She named her learning experience during a gap year voluntary project as the best
experience in her life.
Bear: “It just gives possibilities to find what you are looking for”
Bear describes himself as a cheerful person who likes hiking, camping and active leisure
activity, who still sending letters by post. He had an experience with volunteering before and it
made him happy when Bear could help somebody. Bear had been studying chemistry for 4 years in
university, participating in youth exchanges and travelling. He got to know about European
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Voluntary Service during one of the youth exchanges and after he was proposed by her Charity
Fond to participate.
During his gap year as volunteer of European Voluntary Service, Bear expected to meet
friends, new culture, to boost his creativity and gain some new skills, travelling. Speaking about his
non-formal and informal learning highlights, Bear has improved his language skills, started to do
budgeting, started to use new apps and made his own project. Trainings, camps and hikes were the
most significant moments during his project. They were planned and he learned how to manage
with children in difficult situations. Bear handled these significant situations with a help of his
friends and colleagues, moreover, reflecting about it.
Speaking about an example unexpected or unplanned event that he created by your own
actions and had a major impact on his career exploration was reading blog of Ukrainian EVS
volunteer and got to know about possibility to study in Lithuania. Now Bear is a student of
Lithuanian university.
Bear remembers one challenging moment during his learning experience: once he was in
routine and he did not feel happy about what he was doing. Bear overcame this situation by talking
with his tutor and mentor. In conclusion, they created new project. His girlfriend and his relatives
were important support to work through these challenges for Bear. Bear shared that these challenges
affect him positively: he started to look for new possibilities to make his project more interesting.
Bear explained that mentor was like his personal psychologist: “I can speak about
everything, what makes me happy and sad. Tutor is more a person who is helping you with working
processes, friends always support you”. Bear did not have that many expectations as gap year taker,
so he was more than glad. Before taking a gap year, he didn’t realize the difference between the
concepts of non-formal and formal learning process.
The key feature Bear understood after taking a volunteer-based gap year experience is
reflection about what he learnt and tolerance towards opinions which was totally different than his.
Speaking about filling a Youth Pass, Bear mentioned that it was useful but a bit hard to summarize
what he has learned for 1 year. In fact, he is not sure now does it helps him or not: “Maybe, it
helped me to be enrolled to university (in my application I mentioned that I was a participant of
EVS program), but I don`t know how much it helped”.
He thought that unplanned events usually brought a positive impact on his in the future:
“When you are catching a moment and consequences are coming later on. I learned how I behave in
stressful situations, how I accept (not really accept) criticizing. My voluntary learning experience
has affected gave me more confidence and I am not afraid to try opportunities which seem to be
unreal”.
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Bear agreed that voluntary experience has affected a further education: “I thought that I
would totally change my occupation, but eventually just turned in a very connected area. I think
social and other skills which I obtained rose my attractiveness as a job seeker”.
After finishing his project, Bear made more reflections about what he has learned and
therefore, he considered that his learning became more meaningful.
Bear shared about his learning experience as volunteer that people should not expect that
EVS will point on what they have to do in their life and with their life: “It just gives possibilities to
find what you are looking for. If you don`t know what to do and which occupation to have – the
best way is trying”.
Charlotte: “EVS started a non-stop development process which still goes on”
Nowadays Charlotte is a teacher and social worker, who extremely love exploring and
learning new languages as well as cultures. She believes in balance, but enjoy the adventures of life
as well. Making decision about her gap year project, she wanted to do something different and
challenge herself, to help the society she lives and share her skills. Before volunteering, Charlotte
has been working in an office and also teaching in centers, but she enjoyed a progress during the
work. Sometimes it seemed to her like she did something automatically and not feel any change.
Therefore, she applied to become a volunteer.
“A year of volunteering as EVS means a year of opportunities, challenges, experience,
friendship, and many other things. As I am keen on learning about new cultures, understanding
them I was super happy to work at a cultural center. I was living in a foreign country and working
even with more nationalities. It was really an interesting experience. I hope to gain new experience,
more skills, more useful ideas from voluntary based gap year”.
Speaking about her non-formal and informal learning highlights, she mentioned learning a
new language, how to be more independent in organizing various events, some media skills as well
as some creative skills.
“It was my choice to do the volunteering and live abroad but however, not so easy to explain
why I wanted to do and why exactly to become a volunteer. Even though, some people were not so
supportive, after some time they realized themselves how important was that for me and how the
volunteering can be useful both for the person and the society”.
Taking into consideration some significant events, Charlotte remembers the event for elderly
of the different nations: “Because it is really important to feel integrated in a country that is not your
homeland in the same time not losing your home country identity and preserving the cultural
heritage. I made an event about my country traditions as well, which was important for me
personally”.
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Charlotte thought a lot about any examples of unexpected or unplanned events that she
created by her own actions that had a major impact on her further occupation: “My daily life at
center made me think of choosing my future career. It was not just one event but number of days,
weeks which lead me to think of what I really want and can do. And I feel that I will be good at it”.
Charlotte has faced some challenges during the volunteering year. Some of them were
minor, some needed to be solved. What was interesting that it was all about discussing things and
understanding all the points, which took some time. She realized that the only thing was to just talk
about all these situations.
Before taking a gap year, she participated in some local and international events based on
the principles of non-formal learning: “I am sure that non-formal education is as important as the
formal one. And it definitely gives you skills”.
Speaking about her learning outcomes, she mentioned that at the beginning of project there
were so many things she learned but she did not really realize because all was coming at once. But
gradually, Charlotte started to grasp all. Moreover, each of them still useful even in a life out of
EVS.
The main key things she took away from her volunteer-based gap year experience are
followings:
tolerance, independence, creativity, openness to learn a new thing. Charlotte believes that Youth
Pass is a good tool to get to know yourself. Unfortunately, it is not that appreciated in her home
country.
“Unplanned things were the best to make me ready calm in any situations, as I know how to
handle them now. My volunteering experience made me choose the career that was connected to the
activities I did while EVS”.
Speaking about her attractiveness as a job seeker among employers, Charlotte hesitated: “It
just depends on companies and how informed are they about the volunteering. Some know and are
eager to employ you. Some think it is a useless thing to work as a volunteer”.
Charlotte feels happy about how her voluntary learning experience has affected her
perceptions of her career development and exploration: “I think EVS started a non-stop
development process which still goes on”. After finishing her project, her learning experience
helped her in different life situation: it helps a lot in communication for example, in understanding
and expecting things, in making, organizing events, planning, etc. To summarize her learning
experience, she believes: “It is very important not to stop using skills gained and making society
and oneself better. And you will really feel appreciated. That is for sure”.
Labukas: “Learning and doing the best I could”
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Labukas was just finishing her degree in the university and working with an elderly women
in her city. She wanted to go out of her hometown, discover new places and get independence doing
something useful helping people. Previously, she had done some youth exchanges and she liked the
philosophy. She hoped to learn about herself and help others, meanwhile having new experiences
and knowing international friends. Her decision about taking a gap year was not strange for the
people who knows Labukas. She thought that her attractiveness as a job seeker among employers
didn’t change so much. She has learnt about herself what was good for her and how to manage
some situations.
During her voluntary experience, she mentioned several non-formal and informal learning
highlights: she has learnt to take care and about herself, manage personal time and money,
communicate with different people. On arrival training and events in her centre, apart from travels
with friends, the realization of her project for the volunteer centre – were significant events during
her project. They were important for Labukas because she had good experiences there and she was
part of the execution or plan of this events, or she was enjoying the experience and people.
The relation with a co-volunteer was the most challenges part during her learning
experience. Labukas managed it by knowing what the situation was and trying to do the best of her
part. Good friend to explain for understanding what happens and the mentor supported her work
through these challenges.
Speaking about her previous experience with non-formal and informal learning before
taking a gap year, Labukas mentioned previous youth exchange she had already, therefore she could
understand it with the real life and more time. She didn’t reflect so much on her learning outcomes
and personal learning plan at the beginning of the project.
The key things Labukas took away from her volunteer-based gap year experience was
learning to learn. She didn’t believe that filling a Youth Pass help her to get a job or be enrolled to
higher educational institution. Based on her experiences begore and after project, the goals of
Charlotte stayed the same and she is happy with it. Speaking about her voluntary experience has
affected her occupation, Labukas has learned to realize her own project thinking in the needs of the
people. Labukas believes that her experiences as gap year taker made impact on her relationships
with others: “I can explain more how I feel and understand more the others. I listen more and have
more empathy. Yes, I have learnt about my relationships with others… confidence and empathy”.
Labukas agreed that voluntary learning experience didn’t affect her perceptions of the career
development and exploration.
Mateo: “I'm still the same person, but now I have a new set of skills and knowledge I
didn't have before”
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Mateo decided to volunteer because he wanted to find another career path. He was used to
teaching English before and he had gotten tired of it. Mateo felt that he also needed to move from
the country he was living in and European Voluntary Service Programme helped him do that too.
Moreover, EVS also bought him time to figure out what he wanted to do later on. The topic of his
project was about informal education, social integration and culture. He learned a lot about
nonformal education, Erasmus Plus projects, inner workings of an NGO and now he is working in
this field, which is exactly what he wanted to do.
Before taking a gap year, Mateo studied languages and literature in a university in Taiwan.
He spent 8 years living there studying and working. He knew about the European Voluntary Service
Programme from a friend who had a vague idea that Erasmus also offered volunteering
opportunities. After doing some research Mateo applied to several projects and was accepted in
Poland.
He believes that he has gained new ideas from voluntary experience, but especially how
NGOs work. Mateo was interested in learning about this side of society, which he knew very little
about. Therefore, it was more an opportunity to also launch himself into a different field, away from
teaching English. Speaking about his non-formal and informal learning highlights, Mateo
emphasizes that he has learned how to run open events, handle crowds of 50 people, motivate
young people to go abroad and above all, he learned how to write a Youth Exchange project for
Erasmus Plus. Mateo explained a significant unplanned experience during his volunteering:
“A significant event was a language cafe meeting I was running, and the topic was sexual
education. Usually we had about 30 people coming in, but that week we only had 7 or 8. It was one
of my highest moments of culture shock during my EVS. It was my responsibility to deal with the
situation and so we just talked about it with the people who came. I learned a lot that day about
Polish taboos towards sexuality”.
Mateo remembers his mentor with very warm words: he helped him make a lot of friends in
the city, however, he didn't help much with the learning process. As Mateo said, he did that on his
own, but mentor really helped him integrate and feel welcome.
Mateo mentioned he didn’t know there was a difference between non-formal and informal
learning before taking a gap year. In addition, the midterm training for volunteers especially helped
him to reflect on his personal learning plan. The key things he took from his volunteer-based gap
year experience were nonformal education methods, project management, crowd management,
project application writing and submissions for Erasmus Plus. What is interesting, he didn’t fill his
Youth Pass at all.
Nowadays Mateo is open to unplanned events, and he try to catch them whenever he can,
because he realizes they have made an impact on his occupation. He strongly believes that
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volunteering has affected his attractiveness as a job seeker among employers because he has stayed
on as a project manager in the same organization, he did my EVS.
Arthur: “I'm more openminded and with the energy of learning”
Nowadays Arthur is 28 years old English teacher in a private school. He was extremely tired
and exhausted of his life and needed to change everything and he also needed time for himself.
“I was studying from Monday till Friday and working during the weekends. I had the feeling
that I didn't have friends at all and that everything I was doing was bringing me problems... Now, I
think that back then I had a depression and that I was not conscious about it. During my
volunteering, I had to learn how to live in different schedules (I'm from Barcelona) new language,
new culture and new ways of living. It was amazing”.
Speaking about his project (preparing cooking workshops and Spanish language classes), it
has been the best year and time of his life so far. Arthur had time for himself, for his thoughts and
he had the opportunity to discover who he was and what he wanted. He didn’t have any
expectations, so he was so lost by then that he did this to have time for his brain and to relax.
He remembers that every moment was special and significant for him: “The weather, the
way of acting, the way of talking... I decided to adapt myself in each situation”. Nevertheless, he
faced several unexpected or unplanned events: “I was told that I had to teach Spanish. Before
Poland I was studying Chinese medicine... imagine if I enjoyed teaching that today I teach
English!”
Mentor and tutor were involved in his learning process and were really happy of the way he
was acting, and they trusted him from the beginning. Before taking a gap year, Arthur knew nothing
about non-formal and informal learning before.
The key things Arthur took away from his volunteer-based gap year experience was the idea
that believing in yourself was the cue and that there's always hoping to believe in. He felt as
completely different person and mature, and with self-confidence. Arthur has met unplanned events
during the volunteering very relaxed.
He felt more secured and happier on the issue of his attractiveness as a job seeker among
employers, more independent, and didn’t really care that much about others opinion or what they
think. Evaluating his learning experience nowadays, he is more openminded and with the energy of
learning.
Sofia: “To get involved in many things because that is how you really learn”
Now Sofia is a 23 years old master's student. She decided to take a gap year after finishing
her bachelor's degree because she felt the need to take a break, of leaving the school system for a
while and learning more informally. She wanted to become an EVS volunteer because she knew
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that it would be a completely new experience with a lot of non-formal learning. The topic of her
project was a Youthwork
Nowadays she sees herself as more able to adapt herself to different situations, to solve
different issues and to be more independent. Sofia also feels as if she has two homes now, in two
different countries, because of the attachment she still has for my EVS organization.
Before taking a gap year, Sofia was studying psychology and finished her bachelor’s degree.
Sofia was also volunteering for the past three years in a student’s organization and she had been
living in the same city for almost all her life. She has participated in some short Erasmus Plus
projects (Youth exchanges and Training courses).
Sofia was looking for projects on platforms, but she has found the project on Facebook
page, posted by an organization that she was following and had previous experience with it.
“I was hoping to get to know myself better, to learn about a new culture, to manage living
on my own, to have more experience facilitating non-formal education and to broaden my
perspective. And it was as that. I had to learn to speak a new language, to communicate better and
be mindful about the different cultural expectations, to manage the household, to transmit things
about my own culture, to organize myself and my work, to structure my ideas and objectives and to
solve problems”.
Among significant events during her project, she mentioned the trainings that all volunteers
had (on arrival training and midterm evaluation). These trainings opened her eyes and helped to see
that it could be useful to set some specific goals and check them, adapt and communicate with
others in order to improve them.
“Something that was completely unexpected and unplanned was that I started dancing swing
during my EVS, with a group that was in the same city, and when I returned to my country, I kept
dancing and even though it does not relate to my career, it became one of my passion”.
Speaking about challenges, Sofia noted was not having a lot of structure in her work, so she
and other volunteers had a lot of ideas, but they had to learn to put them into a structure and a plan,
which in the end taught them even more about this. Also, a challenge was living and working with a
new person with whom she didn't have many things in common and didn't always agree. Mostly she
handled them by talking to people who could help, especially her coordinator and friends.
Sometimes these challenges were tiring and annoying, but Sofia tried to take them as lessons to
learn.
Sofia strongly believes that the biggest role has the one of her coordinators in the project, as
she not only guided her but was also there as a friend or for anything that they needed. There were
also new friends and people from the organization that helped her especially in getting to know
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more people and the culture and language. Of course, her parents and friends from home also had
an important role in supporting Sofia.
Concerning her expectations, they were big, but not very clear, and maybe this was visible
in the fact that at first Sofia didn't have clear objectives and she went with the flow more than she
had expected. Also, her gap year turned into 2 years, because after coming back from her EVS,
Sofia had to wait some more months until the admission for master's. However, they did match the
expectations of doing more things for herself and having the time to explore and take a break.
She was aware about non-formal and informal learning before taking a gap year especially
because Sofia had participated in other projects such as Erasmus Plus Training courses and Youth
exchanges, but also other kinds of non-formal education projects.
“I did reflect on my learning outcomes, but mostly at the end of my EVS, while I was doing
my Youth Pass, and less during or at the beginning of the project. The people I met, the new
language I learned and the abilities that I gained – all of that I will take away from your volunteer-
based gap year experience. It was a good experience to reflect on my learning in order to fill in my
Youth pass and I think it is a useful thing to do. Until now, Youth Pass as a document hasn't really
helped me to get a job or to enroll in studies, but the skills have helped me have a broader
perspective and filling in the Youth Pass made me more conscious about my learning”.
Speaking about how she felt about unplanned events having an impact on her in the future,
Sofia has admitted she knew that unplanned events can impact her future, for better or for worse,
and maybe this EVS helped her accept more of what comes on her way and see the opportunities in
it.
She noticed an impact of voluntary experience on her further occupation and attractiveness
as a job seeker among employers: “I think it helped especially in giving me more points of view and
a bit of experience with working with various people, which will help me in my work. It didn't
affect my career choice very much, but it has helped in my work. This experience gives me more
confidence in myself and my skills, so maybe that helps in the eyes of employers. It also shows that
I like to get involved and learn new things.”.
Concerning Sofia’s perceptions of her career development and exploration, she mentioned
that having seen more perspectives during her EVS, she felt more comfortable continuing her
studies afterwards and choosing a path for my career. At the same time, it also brought new
opportunities for exploration, based on her new knowledge and skills.
Noah: “Adapt. Communicate clearly. Ask.”
Noah is a 27 years old man, finished master in geography. He took EVS and interrupted it
for a job as mobility adviser in his home country. The topic of his project was informal education
and awareness around culture, recycling and English. He was looking for a job after a year of
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writing his thesis and he was bored and looking for new experiences and new people. He didn’t
have much job experience before taking a gap year, but he walked a part of Saint James pilgrimage
and did some punctual jobs and voluntary works.
“The time and the cycle flow very differently. The interactions with the fellow volunteers or
with the community is unique. I learned a lot about how to manage a team and resources. How to
live with the same people on the same projects and avoid conflicts. I was hoping to be able to build
my own projects. Instead I learned a lot about me, my learning process and what I need to perform
my task.
Concerning his non-formal and informal learning highlights, Noah mentioned learning to
adapt. He has learned to locate, evaluate the places, the people for the event, to prepare and think
about the details: “But you always have to adapt, because there will always little unforeseen things
and wills”.
He remembers his the most significant for the intercultural youth day event they had: “I was
put in charge of the logistic of a big event in my organisation because I was the one asking the
questions to the main coordinator. I tend to fill the gap when I feel there is a lack of something for
an event to work. And that time it was stressful, and we did things in a kind of rush. But because
they understood me and respected me, I could find propositions and solutions to make it work.
Sometimes it was at the last minute. But the event was a success and it was a very rewarding
moment”.
Speaking about some examples of unexpected or unplanned events, Noah remembers some
episodes: “Sometimes we had some last-minute idea for a small event or just some tweaks in the
event to make it better. It was often just some tweaks that didn't involve a lot of energy. Or it was a
problem with the number of kids. Or the weather. But we managed to adapt and do with what we
had. And eventually it turned out good or at least ok”.
“I usually take a step back to be able to see the big picture again. It helps me cool down and
think what options do I have. It helps forgive or apologize for mistakes. I think I improved my
capacity of taking that step back during my EVS”.
His mentor allowed him to restructure his thinking process. His colleges allowed to
understand strengths and weaknesses, in project and other fields. They helped him figure out why
he was there and what he wanted to do there. The same value gave the organization to Noah. The
local volunteers showed them what were their messy inspirations and aspirations. They made them
feel more local and understand the community. At the beginning Noah had a vague idea about his
objectives.
Noah remembers several insights about community. He said that sometimes the community
saw him and other volunteers as a good resource to use. Some of them actually viewed them as part
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of the landscape. They had to learn to adapt and find their own spot. Noah has learned more about
this tricky balance of not wanting the stranger but accepting his help, this tricky deal of making
yourself a room but not being integrated or assimilated.
Before taking a gap year, Noah knew about "learning by doing" and that some alternative
way of learning existed, but nothing or not much about non-formal and informal learning.
“I was too much focused on my job and send my Youth Pass one month after coming back.
I might not have the approval of it. But I can still share all I put down in it”.
After volunteering, he felt more aware and a bit more confident, even if his new first job did
a lot of damage on that. He mentioned that there would always be unexpected events and he has
learned that the only pleasant way to take it was to adapt and rebound.
Noah didn’t feel that his voluntary experience has affected his career choice, further
education or other occupation because Noah didn't really consider a job in an association before
doing his EVS. For him it was as included in his life somehow.
He didn’t agree that volunteering has affected his attractiveness as a job seeker among
employers in the fields that are not connected to associations or European Union, people don’t
know really what EVS and Youth Pass means.
Concerning his perceptions of career development and exploration, Noah believes that he
has a much clearer view of his own learning process and his objectives, that comes on the top of the
work. He didn't have that much time to deploy it as he wish he had to.
Maria: “The support around the volunteer is the base of everything”
Maria is 30 years old youth worker. The topic of her voluntary project was about cultural
animation, youth work, non-formal education for youth. She decided to take a gap year in order to
change place (location) and mind, find herself and find other objectives in life, different then what
she expected from childhood – to surprise herself. She finished school, did not want to go to
university directly and wanted to change the daily routine which keep her "down" until the age of
19. She was shy and not outgoing person, she was feeling that there was something more out there
then what people were talking about around me.
Then, she began to search the project. First step was internet (2007), where she found an
organisation in the capital of her country, Vienna. Maria did 2 months of internship with them and
there she discovered the world of EVS. They explained her about how to go. Therefore, she has
found a last-minute call in Italy.
“The experience was strong. From first total delusion about my language knowledge and the
incompatibility between my expectation and the reality, and then after 2 months, the total falling in
love with the differences and with my new independent life. After "only" 6 months I should have
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left, but I stayed. I started working with the same NGO, I started feeling a complete citizen of my
new home and I stayed”.
Maria strongly believes that she has gained a lot from her voluntary experience: not only
answers about the future as "graduation, job, marriage, children, stop", but something more.
Speaking about her non-formal and informal learning highlights, she mentioned the
management of workshops and of groups: “I was not aware of my "management skills", which I
improved strongly during the EVS and perfectioned after, of the creation and realization of all kind
of group activities”.
“The whole 6 months were significant. For example, the cultural differences, the different
way of meeting people (just going on the square and talk with anybody) and making friends.
Unplanned moments that changed my perception of the world, the cultural perception that I was
used to (formality). I loved these moments and I still do so”.
Concerning the examples of unexpected or unplanned events during her voluntary service,
Maria remembers her own way of interacting with less-opportunity persons: “I was involved in
workshops in schools. And automatically without plan, I always supported person more needs. This
helped me to understand that I am into helping others and this is the job-area I should work in,
social work and work with less opportunity person”.
She remembers some challenges such as the learning of new language: “It was a big inner-
conflict for me. Because in school time the language was my biggest failure and I had big
expectations on myself for learning fast the language, but I was blocked because of this. I was
afraid of failing as I did in school. My colleagues and mentors supported me in pushing less on the
language and having more simple and single lessons”.
“The support around the volunteer is the base of everything, I think about myself and about
others I have seen in their learning. Everyone needs a shoulder who can support him/her. If this
support is present, without also too much pressure, then it is possible for the youth to ask for it,
grasp it, or also do things alone and know in the back of the brain, that if he/she fails, there is a
person who can support. Of course, if there are parents/family who do support the youth, things are
easier”.
She mentioned that taking a gap year volunteering has changed her whole life plan after it.
Nevertheless, she knew nothing about non-formal and informal learning before taking a gap year at
all. Thinking about it during EVS Maria understood that some teachers used some techniques
during high school.
“I did not have a personal learning plan, and I think there was no need, or no possibility to
know what I was going to learn (apart from standard learning such as the language). I think it is
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more important to have a continues confrontation with somebody about what I learned during last
month, with a settled time such a month, not day by day”.
Maria has completed her Youth Pass a while after finishing EVS. She did not use it since
she had her job within the organisation right away. She believed that EVS volunteers after their
experience are such flexible and independent person that an employer has big chances to get a
creative and interactive employee.
Maria has started her new career basing everything on all job-related skills she learned
during the EVS: “I am doing today what I started learning 10 years ago during EVS”.
Antonio: “I fell in love with my career again”
Antonio is 29 year old Irish youth worker. The topic of his gap year project was connecting
with working with kids and adults informal ways. Antonio has chosen to volunteer simply because
it seemed an amazing opportunity that not many people in Northern Ireland take. Before taking a
gap year, he was working day to day not really interacting with the world outside his city. During
his volunteering, Antonio has made loads of new friends, traveled all over his region, interacted
with many different nationalities. He has learnt a lot about himself and discovered history and
culture of Italy – the country where he was volunteering in.
“I gave up a job, a flat, most of my belongings and friends to go off on this amazing
adventure, no one understood why I was doing this, no matter how I explained it or told them my
reasons no one understood, expect other volunteers. I learnt that this is my story, I am going to write
it my way, and off I went. My relationships back home where strained but when I got back it was
like I hadn't gone away”.
Speaking about key features of the learning process, he noticed the learning of different
people how to do different activities, how to facilitate better. Concerning significant events,
Antonio remembers one when he was working as a tour guide for some Australians around Matera.
Researching the history of the city, the people, he just fell in love with the place.
Antonio mentioned some unexpected events which made impact on him: spending 2 weeks
in the woods with a short term EVS project. “It was planned but the plan didn't work, so I and the
others adopted it to make it. I learnt that not all plans work and to have a few back up ideas is
always good”.
Speaking about challenges, Antonio remembers that he and his manager clashed a lot,
because he came from a culture of structure and order, he knew each day what he was doing the
week before, but in Italy it didn't happen, causing him to clash with the manager. Also learning the
language was difficult for Antonio. Eventually he got a mentor who he could talk to about
difficulties he has faced with.
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He didn't have any expectations, but this was a life changing experience for him. He worked
as a youth worker before taking a gap year up, therefore he enjoyed learning from the other
volunteers within non-formal and informal learning.
Speaking about Youth Pass, Antonio mentioned that, unfortunately in Northern Ireland it's
not that well recognized: “It has helped me massively with having contacts around the world, I can
draw on resources from around Europe, Russia and Africa”.
“I am a completely different person from what I was then, I am more interested in traveling
than parties, I am more interested in the learning about the people of a city, I am more determined
now. It's life, we all are living different stories, and a good story always has an unexpected twist”.
His voluntary experience has affected his further occupation: it made him fall in love with
his professional career again. Speaking about how volunteering has affected his attractiveness as a
job seeker among employers, Antonio said that it has helped him, but not as much as it might have
in other countries.
Lucia: “I start to do more new and challenging things, and it was the main reason that
now I change my career”
Lucia is 31 years old teaching assistant. The topic of her project during gap year
volunteering was Natural Education. She decided to take a gap year because she was eager to
challenge herself away of comfort zone, try to find what she really like to do, discover her strengths.
“Before taking a gap year I study Mechanical Engineer and I worked in the Industrial sector
as production manager. I saw the opportunity as something that would be hard but at the same time
could really help me to discover myself in a new and unknown environment”.
She has gained a friendship from people all over Europe, get stronger losing the fear of be
uncomfortable in new scenarios, find her "path" in live.
Lucia emphasized some non-formal and informal learning highlights: learn and develop
language skills, how to react in situations that she never sees herself, learn the traditional way of
doing things, be confident when approach people to talk about her or different subjects, essential
social skills related with meet people from different countries, be more aware of the cultural
differences.
She remembers some unexpected or unplanned events: for example, changing of her project
subject. “It was bit unexpected, but it was amazing because I start to do more new and challenging
things, and it was the main reason that now I change my career!”
Speaking about challenges, she has faced some communication problems in some situations
on the beginning.
A gap year of Lucia exceeded her best expectations. She describes her mentors and
colleagues as “amazing, very helpful with everything, more than colleagues they became friends”.
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She didn’t know a lot about non-formal and informal learning before taking a gap year.
After the EVS Lucia started to work in environments and with the skills that she gained during her
gap year.
She considered volunteering during a gap year as a huge plus. Lucia believes that she
became more mature, more mental strong and more independent. After some time after finishing
her project, she considers it as best experience in her life, because in a short period of time a person
gains a huge development in the personality. According to Lucia, her voluntary learning experience
made a huge impact on her career development and exploration.
3.2 Overview of Themes
From the participants’ stories, four themes were developed. These themes were drawn from
interviews for each of the 15 participants in the study. The focus of these interviews was to hear
about the participants’ experiences during voluntary based gap year and how certain situations or
events impacted their career exploration and further occupation. The themes reflect the different
experiences participants of European Voluntary Service Programme face have while volunteering.
Theme 1. Reasons for taking a voluntary-based gap year
Table 3. Reasons and sub reasons for taking a voluntary-based gap year
Type of reason Sub reasons
Self-awareness
and personal
growth
• to get time for yourself to figure out where to move in the life, to figure
out what he wanted to do later on;
• extremely tired and exhausted of his life and needed to change
everything and participant also needed time for yourself;
• to learn foreign language, become more independent and expand a
comfort zone (choosing field of activities which participant knew least
about previously);
• to become more independent;
• to challenge yourself to overcome a fear (afraid of kids);
• to experience different cultures, to have some time to look over the life
goals, to travel and see how people live in other countries;
• to get opportunity to gain new skills and knowledge, which participant
will not be able to gain in university;
• to meet friends, new culture, to boost the creativity and gain some new
skills, travelling;
• to get independence;
• the time to explore and take a break;
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• to challenge yourself away of comfort zone, try to find what participant
really like to do, discover the strengths;
• to find yourself and find other objectives in life, different then what
participant expected from childhood – to surprise yourself.
Change the
environment
• desire to move abroad, because participants never lived abroad before;
• to go out of her hometown, discover new places;
• to change place (location) and mind.
Take a break for
thinking about
career and
future path
• desire to find another career path;
• indecision and uncertainty in choosing a university;
• indecision and uncertainty what to do in the future and what you are worth;
• desire not to take a full-time job right after finishing the university
because participant wants to try something else and to make sure if it is
the right choice about profession;
• she felt the need to take a break, of leaving the school system for a
while and learning more informally;
• to meet a new experiences and new people (participant was looking for
a job after a year of writing his thesis and he was bored);
• to change the daily routine (participant finished school, did not want to
go to university directly after).
Share and give • desire to contribute in society and do something useful in international
project;
• desire to do something different and challenge herself, to help the
society she lives and share her skills;
• to volunteer simply because it seemed an amazing opportunity that not
many people in participant’s country take;
• desire to do something useful helping people.
Theme 2. Challenges during a gap year
Table 4. Challenges during a gap year
Theme Sub themes
Challenges • communication in not native language;
• facing with different culture;
• conflicts with flat mates;
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• conflicts at work with colleagues;
• conflicts with other volunteers at the work place;
• experienced the routine;
• lack of structure and clearness during work process.
Theme 3. Implication of The Happenstance Learning Theory
This theme is based on The Happenstance Learning Theory which was chosen as attempt to
explain how and why individuals follow their different paths through life and to describe how
voluntary experience can facilitate that process on career exploration. These themes focused on
skills which Mitchell, Levin and Krumbotz (1999) developed as attributes for learning through
volunteering for career exploration.
Table 5. Correlation with skills and attributes
Skills Explanation Attributes
Curiosity Participant wants to
learn new things
regardless of where
they might lead.
Engaging in a
variety of activities
will help to
discover what you
like and dislike
• learning of different people how to do different
activities, how to facilitate better;
• learning to learn;
• listening more and having more empathy;
• becoming more openminded and with the energy of
learning;
• reflection about what participant has learnt and
tolerance towards opinions which was totally different
than his;
• developing creativity trying to explain things not just
by language but with games, pictures, different
activities;
• realizing how the culture of home country differs from
other and learning the importance of respecting to other
cultures;
• handling difficult situations and not hesitating to ask
people to help;
• getting tolerance, independence, creativity, openness to
learn a new thing
• reflecting that learning became more meaningful.
Persistence Participant keeps • facing with routine work participant must start to look
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trying, even when
faced with rejection
or silence. Mistakes
and failures can
provide great
learning
experiences
for new possibilities to make his project more
interesting;
• surviving in a group with long-lasting conflict: “It may
be useful at any job”;
• becoming more mature, more mental strong and more
independent;
• to solve different issues and to be more independent;
• feeling as completely different person and mature, and
with self-confidence;
• not afraid to try opportunities which seem to be unreal;
• feeling more confident, ready to accept different
challenges and deal successfully with different people;
• dealing with stressful situations;
• managing the organization basically without any
supervision: “We have learnt how to communicate
between each other better, how to organize our tasks on
our own”;
• cooperating without any problems, getting critical
thinking;
• accepting or not accepting criticizing.
Flexibility Participant responds
to change positively
by adapting
yourself or your
aims. If things don’t
go according to
plan, then find a
different path and
look for new
opportunities
• changing of the project subject: “It was a bit
unexpected, but it was amazing because I start to do
more new and challenging things, and it was the main
reason that now I change my career!”;
• becoming more able to adapt yourself to different
situations;
• how to be more independent in organizing various
events;
• getting independence and flexibility;
• acting without any specific plan, therefore, participant
was learning many new things in a process;
• being among people from other countries helped
participant to become more adjustable and easy-going
person;
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• when plan didn’t work: “I and the others adopted it to
make it. I learnt that not all plans work and to have a
few back up ideas is always good”;
• falling in love with the differences and with a new
independent life;
• learning to adapt: But you always have to adapt,
because there will always little unforeseen things and
wills”;
• managing to adapt and do the best with what they had;
• checking and adapting specific goals, communicating
with others in order to improve them.
Optimism Participant believes
that opportunities
are within reach and
that person can
benefit from every
experience. Reality
could be offering
better options than
person dreamed of
• „This seems to be one of the best years of volunteer ‘s
lives“;
• „It is a great opportunity to understand yourself and to
figure out what you are worth“;
• “It as a challenge to “grow up” as a person”;
• “It is a unique opportunity”;
• “There’s no limit for improvement”;
• “The best experience in my life”;
• “EVS started a non-stop development process which
still goes on“;
• “Learning and doing the best I could”.
Theme 4. Outcomes for career exploration and further occupation after voluntary-based gap year
Table 6. Themes and subthemes for career exploration and further occupation
Themes Subthemes
Career
exploration and
further
occupation
• getting confidence in the right choice of activity;
• learning experience as a reason for current job position;
• making decision to continue further education in Master studies;
• getting rid of fear to stay without a job and more focused on what
participant wants to achieve;
• changing occupation to the related field of activity;
• having time to try and search different opportunities;
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• choosing the future career due to voluntary activities;
• staying for working in the NGO where participant was volunteering
in;
• didn't affect participant’s career choice very much, but it has helped
in her work after the project;
• having seen more perspectives during EVS;
• feeling more comfortable continuing the studies afterwards and
choosing a path for a career;
• having a much clearer view on own learning process and objectives,
that comes on the top of the work;
• starting new career basing everything on all job-related skills that
participant has learned during the EVS;
• rethinking about gained profession and falling in love with the
professional career again.
Speaking about Youth Pass during learning experience among gap year takers, it is worth to
notice the key features of this concept after participant’s interviewing:
• Emily has noticed that it was more a self-reflective exercise to think about her gap year, then
she filled her Youth Pass quite mechanically;
• Charlotte believes that Youth Pass is a good tool to get to know yourself, but unfortunately,
it is not that appreciated in her home country;
• Sofia didn’t fill her Youth Pass at all after the project. Instead she reflected on her learning
outcomes and this process made her more conscious about her learning;
• Number 13 believes that Youth Pass is all about the way how person presents it: “If you see
value in this experience (and I do), then you are able to show it as a value to others”;
• Emma said that international experience always looks good in CV employers;
• Charlotte hesitated: “It just depends on companies and how informed are they about the
volunteering. Some know and are eager to employ you. Some think it is a useless thing to
work as a volunteer”;
• Maria said that EVS volunteers after their experience are such flexible and independent
person that an employer has big chances to get a creative and interactive employee.
Speaking about mentorship process during learning experience among gap year takers, it is
worth to notice the key features of this concept after participant’s interviewing:
• Most of volunteers had a good experience with mentors;
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• Emily had a very supportive mentor who became a close friend;
• Number 13 said that her mentor and coordinator was one person: “It was the bad part,
because they were talking about money and emotions with same person and it wasn’t helpful
at all”;
• Bear has considered that mentor was like his personal psychologist.
3.3 Summary of Findings
The themes that emerged were significant thoughts represented by each former volunteer of
European Voluntary Service Programme when reflecting upon their learning experience. First and
foremost, the participants felt they became more adaptable. This attribute of set of skills which
based on Krumboltz framework, demonstrated the future direction of development concerning this
research and shown the link between learning experience and skills gained during volunteering.
Adaptability will be observed in the final part of this study in order to support the connection with
career exploration and shape some recommendations in order to improve the learning reflection
during voluntary service.
The former volunteers experienced complex situations and difficult decisions which lead to
significant personal development. They built life skills they will use in other roles, including
adaptability, independence, confidence etc. In order to learn even more about themselves and to
continuously improve, the former volunteers engaged in reflection. They also persevered through
the challenges caused by new culture, country, language.
The findings of this research study offered answers to the research questions posed
regarding experience impacts in the career exploration among gap year takers. Adaptability and
independence seem as the one of main learning outcomes which have influenced further occupation
of participants among gap year takers.
The themes that emerged showed a connection between current occupation and learning
experience gained during volunteering. In Chapter 5 the researcher provides further discussion
about the results of this study, the implications of the findings, and recommendations for future
practice and research.
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4. DISCUSSION OF RESULTS
The purpose of this paper is to explore how learning experience impacts the career
exploration among gap year takers. Specifically, the research focuses on the participants of
European Voluntary Service Programme and considers volunteer’s informal and non-formal
learning and career exploration process in accordance with John Krumboltz Happenstance Learning
Theory.
The primary research question was “What impact does informal and non-formal learning
experience gained by volunteering have for gap year takers? To further explore this research
question, the following sub-questions were answered:
Research question №1. How does the learning experience gained by volunteering
affecting gap year takers plans about further career?
The participants raised points to John Krumboltz Happenstance Learning Theory.
Participants in this study showed signs of the facilitating role of curiosity. Participants wanted to
learn new things regardless of where they might lead. Engaging in a variety of activities helped to
discover what they like and dislike concerning their career exploration. This was seen in the
participants’ reflection of experiences, because while most of them were positive, the negative
experiences were viewed as learning opportunities and times of reflection
Each participant recognized that they became more persistence: participants kept trying,
even when faced with rejection or silence. Mistakes and failures provided great learning
experiences.
Speaking about flexibility, participants responded to change positively by adapting yourself
or their aims. If things didn’t go according to plan, then they have found a different path and look
for new opportunities as they grow up.
The participants agreed that voluntary gap year was an experience worth sharing. They meet
challenges with optimism and believe that opportunities are within reach and that person can benefit
from every experience. Reality could be offering better options than person dreamed of.
Research question №2. What career exploration results occur upon returning from
volunteering?
Adaptability is an important volunteering based outcome, and enabling career exploration
(i.e., enabling the adaptive process through voluntary gap year learning experience) as a critical
form of career choice for youth nowadays.
Once the participants returned from volunteering gap year, they found themselves focusing
on achieving their goals to graduate and pursue their dream careers that would allow them to reach
their goals.
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According to the Cambridge Dictionary, adaptability is an ability or willingness to change in
order to suit different conditions: it is a necessary quality in an ever-changing work environment.
The participants have observed and monitored in their volunteering environments, they were willing
to learn and took the necessary course of action.
This skill based on making the alternative solutions, feeling comfortable when faced with
new, unexpected and urgent projects, accepting new roles, showing calm and confidence.
Research question №3. What benefits do gap year takers gain while volunteering and
gaining learning experience?
Within the results of this research, the main skills were defined: adaptability and getting
independence. The majority of respondents found themselves as more able to adapt yourself to
different situations, they have learnt how to be more independent.
They have got independence and flexibility because of acting without any specific plan,
therefore, participant was learning many new things in a process and being among people from
other countries helped participant to become more adjustable and easy-going person. They had
some plans which didn’t work: “I and the others adopted it to make it. I learnt that not all plans
work and to have a few back up ideas is always good”. The participants highlight falling in love
with the differences and with a new independent life, learning to adapt, managing to adapt and do
the best with what they had, checking and adapting specific goals, communicating with others in
order to improve them.
According to a new study by Rice University in conjunction with Columbia University and
the University of North Carolina (Adama, Obodaru, Galinsky, 2018), living abroad increases "self-
concept clarity," meaning those who choose to live in a new country tend to have a better sense of
self than those who don't.
According to the research team, living abroad not only provides people with a new sense of
self but can bring greater life satisfaction and decreased stress, improved job performance, and even
"enhanced clarity about the types of careers that best match an individual's strengths and values".
There are some areas for new research which made available by the received results. The
results of this study provided insight in an understudied area of career choice.
For example, the experience of young people during volunteering within a gap year is a very
broad area. Future research could focus on the specific skills of the gap year takers or their unique
backgrounds. Each participant in this study faced a unique experience with their mentors that
included different relationships, statuses and environments. These differences could factor into how
mentor’s support impacts their choice of further career exploration. For example, the researcher’s
positive experience of having a mentor during volunteering could provide a different impact than
that of the young people who faced with their mentors in a different environment.
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Moreover, the knowledge about challenges which volunteers faced during a gap year
(communication in not native language, facing with different culture, conflicts with flat mates,
conflicts at work with colleagues, conflicts with other volunteers at the work place etc) may be an
area of research or a part of strategic actions how to share instruments for the conflict-managing
before starting voluntary service.
Studying those challenges and their impact on the whole voluntary gap year experience
could be an area of research that allows volunteering organisations to see what resources they could
provide for further improving the situation.
This study explored the impact of voluntary experience after short time finishing the
projects. The further research could study the midterm effect and long lasting effect (interviewing
the former volunteers who had such experience 20-30 years ago).
Additionally, research on the adaptability and flexibility skills during gap year volunteering,
and how it relates to the young people before or after graduating from HEI, may be an area of
research that is not widely discussed in publications.
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CONCLUSIONS
Voluntary gap year is an opportunity that allows youth to experience new environments and
interact with people of different backgrounds from all over the world.
The impact of voluntary gap year experience on young people depends on the challenges
they faced, the environment they came from and the learning experiences they faced during their
gap year.
The voluntary gap year experience of youth has significant impact how they choose further
occupation and the experiences within it are viewed once returning home or continuing living in the
country.
The participants had different reasons to take the decision for going volunteering abroad
such as increasing self-awareness and focus on personal growth, change the environment or take a
break for thinking about career and future path, to contribute in society and do something useful in
international project etc.
The researcher has built the canvas of the study based on The Happenstance Learning
Theory which was chosen as attempt to explain how and why individuals follow their different
paths through life and to describe how voluntary experience can facilitate that process on career
exploration. These themes focused on skills which Mitchell, Levin and Krumbotz (1999) developed
as attributes for learning through volunteering for career exploration (curiosity, persistence,
flexibility, optimism). The main feature is a high level of adaptability which skill gap year takers
have got thought their volunteering learning experience. The participants needed to be able to
anticipate, respond to and manage change on a daily basis in order to succeed on a volunteering
placement during a gap year. Their working and living circumstances were very different to what
they are used to in hometown.
Moreover, mentorship, challenges and gained core skills for career exploration from
learning experience become a crucial part and competitive advantage among voluntary gap year
takers.
The researcher believes that this study brought some impact to reflection, evaluation and
assessment of lasting effect of volunteering during gap year on the career choice. The participants in
this study reflected on their volunteering life and their formal and informal learning process. Their
gained skills allowed them to make an important choice in their lives: it changes their view of the
institution and opens the door to new opportunities in the future.
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Appendix A
Informed Consent and Recruitment Email
Dear (student’s name),
My name is Ganna Tron and I am conducting a study of voluntary experience and its impact
on career exploration. The purpose of this study is to explore how volunteering learning experience
taking during a gap year impacts the career planning. As a former participant of European
Voluntary Service programme with distinct volunteering experience, I would like to request your
participation.
Participants in this study will benefit because of the opportunity to reflect upon their
learning and volunteering experience. European Voluntary Service Programme and future
participants will benefit from this study by gaining a deeper knowledge of how learning through
volunteering experience impacts youth development, further occupation, career, education.
Participation in this study will require approximately 1 hour and 30 minutes. You will be
asked to participate in an interview that will last no longer than one hour. The interview will take
place on face to face meeting or by Skype and will be audio recorded. Following the interview, you
will be asked to review your interview transcript electronically for accuracy. I anticipate you will be
able to review your transcript in less than 30 minutes.
There are no known risks or discomforts associated with this research. Your interview
responses will be kept confidential. Your interview file will be saved in a password protected file,
and you will be asked to select a pseudonym to keep your information confidential.
You may ask any questions concerning this research at any time by contacting Ganna Tron
at [email protected] or +37064528019.
Participation in this study is voluntary. You can refuse to participate or withdraw at any time
without harming your relationship with the research. You are voluntarily making a decision whether
or not to participate in this research study. By scheduling an interview time, you have given your
consent to participate in this research.
Please email me by (Day of week, Month, Date) if you are willing to participate in this
research. Please include your name and your phone number in your email. Interviews will be
scheduled around your availability, ideally before (Month, date). I hope you will consider
participating in this study!
Thank you for your time,
Ganna Tron
[email protected]
+37064528019
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Appendix B
Interview Protocol
Interview Protocol for participants of EVS programme
Date:
Interviewee:
Interviewee Pseudonym:
Country of origin:
Country of EVS and duration of
volunteering:
Type of project:
Begin Interview: Introduce researcher and goals of the interview
1. Please start by telling me a little bit about yourself.
2. Why did you choose to take a gap year? Why did you choose to become a volunteer?
3. Tell me about your experience at your life before taking a gap year?
4. Tell me about your year as volunteer of European Voluntary Service. How did you recognize the
opportunity?
5. What were you hoping to gain from voluntary experience?
6. Tell me about your voluntary experience: non-formal and informal learning highlights. What new
skills did you have to learn?
7. What events do you believe were significant during your project?
a. Why were they significant? Did this event happened unplanned?
b. How did you handle these significant situations?
8. Can you think of an example unexpected or unplanned event that you created by your own
actions that had a major impact on your career exploration of further occupation?
9. What challenges, conflicts, or pressures did you face as volunteer during your learning
experience?
a. How did you handle these challenges?
b. What support systems, if any, did you use to work through these challenges?
c. How did these challenges affect you?
d. Now that you’ve had more time to think about this situation, would you make the same decision
now?
10. How you explain the role of your mentor, tutor, colleagues, organizations, parents, others in
your learning process?
11. How did your experience as gap year taker match or differ from your expectations?
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12. What did you know about non-formal and informal learning before taking a gap year?
13. Did you reflect on your learning outcomes? Did you have your personal learning plan at the
beginning of the project?
14. What are the key things you will take away from your volunteer-based gap year experience?
15. How did you experience a filling in your Youth Pass? Did Youth Pass help you to get a job or
be enrolled to higher educational institution? Did gained skills, networking or other factors
influence your career planning, further occupation, education?
16. Based on your experiences, how do you view yourself now compared to how you viewed
yourself when you initially arrived to take part in voluntary programme?
17. How do you feel about unplanned events having an impact on you in the future?
18. How do you feel that your voluntary experience has affected your career choice, further
education or other occupation? What new skills did you have to learn?
19. How do you feel your experiences as gap year taker affected your relationships with others?
20. How do you feel that volunteering has affected your attractiveness as a job seeker among
employers?
21. Tell me about an experience when you had to explain about your choice to take a gap year
volunteering:
a. How did you handle this situation?
b. What did you learn about yourself?
c. What did you learn about your relationships with others?
22. How do you feel that your voluntary learning experience has affected your perceptions of your
career development and exploration?
23. How you see your learning experience nowadays, in several months after finishing your project?
24. What advice would you give to future gap year takers who chose volunteering as a time for
career exploration?
25. Is there anything else you would like to share about your learning experience as volunteer and
its impact on your career exploration during your gap year?
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Appendix C
Participant Transcription Review Email
Dear (student’s name), I am contacting you in relation to our (interview date) interview. I have
attached your interview transcription (text version of our interview) to this email. I want to give
you a chance to review the data and change anything that you might have stated or stated
incorrectly.
If you have changes you would like made, respond to this email by (two weeks after email send
date) with those changes. If you don't believe anything needs to be changed, please respond via
email saying no changes are necessary.
Thank you for participating in this research!
Sincerely, Ganna
Ganna Tron
[email protected]
+37064528019
