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The EU Youth in Action programme
“I don’t have a job, but I am working on it”
Marit Kannelmäe-Geerts
[email protected] | 6979 236 2
Formal learning?Formal learning is purposive learning • that takes place in a distinct and institutionalised
environment specifically designed for teaching/training and learning,
• which is staffed by learning facilitators who are specifically qualified for the sector, level and subject concerned
• and which usually serves a specified category of learners (defined by age, level and specialism).
• Learning aims are almost always externally set, • learning progress is usually monitored and assessed, • and learning outcomes are usually recognised by
certificates or diplomas. • Much formal learning provision is compulsory (school
education).
The source on this and 2 subsequent slides: Chisholm, L. (2005) Bridges for Recognition Cheat Sheet: Proceedings of the SALTO Bridges for
Recognition: Promoting Recognition of Youth Work across Europe, Leuven-Louvain
[email protected] | 6979 236 3
Informal learning?Informal learning: • from the learner’s standpoint at least, this is
non-purposive learning • which takes place in everyday life contexts in
the family, at work, during leisure and in the community.
• It does have outcomes, but these are seldom recorded, virtually never certified
• and are typically neither immediately visible for the learner
• nor do they count in themselves for education, training or employment purposes.
[email protected] | 6979 236 4
Nonformal learning?Non-formal learning is • purposive but voluntary learning • that takes place in a diverse range of environments and
situations for which teaching/training and learning is not necessarily their sole or main activity. These environments and situations may be intermittent or transitory,
• and the activities or courses that take place may be staffed by professional learning facilitators (such as youth trainers) or by volunteers (such as youth leaders).
• The activities and courses are planned, but are seldom structured by conventional rhythms or curriculum subjects.
• They usually address specific target groups, • but rarely document or assess learning outcomes or
achievements in conventionally visible ways.
[email protected] | 6979 236 6
...Flexible and
creative approach to learning methods,
considering the profile of the group
anddifferent
learning modalities.
[email protected] | 6979 236 7
Quality NFL• clarity of aims and objectives • appropriate material learning conditions• trained staff (voluntary or professional)• learner-centeredness• solution focussed• variety of methods used• good balance between individual and group learning• proper timing of steps in respect of learning, relaxation and
private time• room for inter cultural relations and reflection of their influence
on the learning process• good knowledge of previous learning histories and good
information on intended use of the learning• reasonable balance between cognitive and skills training• attraction of and in the learning process• self-reflexivity• assessment of progress and difficulties• self assessment + group evaluation Peter Lauritzen – head of the
youth section in the Council of Europe’s Directorate of Youth and Sport
[email protected] | 6979 236 9
Youth in Action1.Youth for Europe
• Youth exchanges• Youth initiatives• Youth democracy projects
2.European Voluntary Service3.Youth in the World
• Youth exchanges and training activities with EU neighbouring regions
4.Youth Support Systems• Training and networking of those active in youth
work and youth organisations
Value of NFLImpact study of YOUTH programme in Estonia, 2000-2006:• Increased self-esteem (97%)• Bigger involvement in society (87%)• Bigger independence• Better understanding of another culture (93%) – not only
of a foreign one• Enhancement of creativity (95%)• Development of communication skills• Development of foreign language skills (89%), increased
motivation to learn a language• New skills and knowledge connected to the theme of the
project (98%)• Important impact on youth with fewer opportunities, also
renewed interest in learning• Contribution to the decrease in youth risk behaviour (76%)• Better understanding of European issues (82%)• Higher knowledge about European institutions (45%)
[email protected] | 6979 236 12
Why recognition?
On EU level:• 1/5 of under 15-year-olds attains only the lowest level of
proficiency in reading. • Almost 15% of 18–24-year-olds have left school
prematurely. • Only 77% of 22-year olds have completed upper
secondary education.• Almost a third of the European labour force is low-skilled,
but according to some estimates by 2010, 50% of newly created jobs will require highly skilled workers and only 15 % will be for people with basic schooling.
Commission Staff Working Paper: Progress towards the Lisbon objectives in education and training 2005 Report SEC (2005) 419, Brussels, 22.3.2005
[email protected] | 6979 236 13
European Key Competencies• 1. Communication in the mother tongue;• 2. Communication in foreign languages;• 3. Mathematical competence and basic
competences in science and technology;• 4. Digital competence;• 5. Learning to learn;• 6. Social and civic competences;• 7. Sense of initiative and
entrepreneurship; and• 8. Cultural awareness and expression.
[email protected] | 6979 236 14
Some relevant sites
• http://www.infed.org/• http://www.nonformality.org/• http://ec.europa.eu/youth/index_en.
htm
[email protected] | 6979 236 15
Thanks!
Marit Kannelmäe-GeertsEstonian NA for Youth in Action
[email protected] + 372 6979 222
http://mitteformaalne.ee/http://euroopa.noored.ee/