YOUTH LEADER: una professionalità tra impegno e leggerezza, servizi e ambienti non formali, volontariato e lavoro retribuito 1. Un excursus sulla figura dello Youth Leaders 2. Le competenze chiave dello Youth Leaders Lingua: ITA / EN 1. Un excursus sulla figura dello Youth Leaders Riuscire a fornire una definizione italiana dello Youth Leader è un percorso di ricerca ed assimilazioni alla normativa europea sullo youth worker, figura professionale non normata nel nostro Paese (ed anche in altri), pur a fronte di un consistente numero di operatori. La stima è di 400.000 Y.W. nell’Europa a 16 Stati, quindi una media di 25.000 operatori a Stato. In Italia le normative regionali hanno previsto qualcosa di simile allo Y.W. (definendolo come operatore di politiche giovanili, educatore animatore socio educativo, coordinatore di servizi per i giovani, ecc.), ma questa terminologia non è stata ripresa. I percorsi formativi sono universitari, Master, post esperienza. Una trattazione completa si riscontra nella tesi di Amanda Mara Milan (2018) “Youth Work e certificazione delle competenze. Riflessioni sul riconoscimento della professione nel contesto italiano”. Altre informazioni sono disponibili in soggetti che da anni sono impegnati in questo ambito (Associanimazione1), sul sito www.youthworker.it, oltre che – chiaramente - nelle definizioni delle istituzioni europee, Commissione e Consiglio in primis2, ma anche Agenzia Nazionale Giovani (www.agenziagiovani.it). Da quest’anno c’è un network promuove in Italia questa figura, Ninfea (www.facebook.com/assninfea) ed a Napoli è stato attivato il primo master, con Agenzia Nazionale Gioventù. La Provincia Autonoma di Trento (Legge provinciale n.5 del 14 febbraio 2007, Sviluppo, coordinamento e promozione delle politiche giovanili, disciplina del servizio civile provinciale e n.6 del 28 maggio 2018) stabilisce di sostenere (Articolo 2, comma i), in particolare la realizzazione di interventi di formazione e supporto per i funzionari degli enti pubblici, gli educatori, i genitori e le loro associazioni, gli animatori e gli operatori che lavorano, su base volontaria o professionale, con i gruppi e le associazioni giovanili. Animatori e operatori, youth workers and youth leaders secondo le definizioni europee. Una prima traccia è ricercare il termine “Youth leaders” su wikipedia English, che compare definito in questo modo: Youth leaders sono persone attive nel campo dell'animazione socioeducativa, non svolgono interventi terapeutici. In diversi Paesi seguono corsi di formazione per essere occupati. Una definizione generica che rimanda ad un approfondimento legislativo negli eurodocumenti, dove la storia dello “youth work” è addirittura precedente al Trattato di Maastricht3 ed arriva fino alla recente Risoluzione del Consiglio dell’Unione europea su un 1 2
3
Vedi: https://associanimazione.org/youth-worker-due-parole-mille-volti/ https://ec.europa.eu/youth/policy/implementation/work_it
La U.E., ancora prima che l’inclusione dei giovani diventasse parte dell’articolo 149, § 2 del Trattato di Maastricht nel 1992, ha promosso il Programma “Gioventù per l’Europa”, a partire dal 1989, insieme ad Erasmus, proprio per educare le future generazioni all'idea di appartenenza a quella che sarà poi chiamata appunto Unione Europea. Dopo altri sei anni sono seguiti i programmi Leonardo,
quadro di cooperazione europea in materia di gioventù: La strategia dell’Unione europea per la gioventù 2019-2027, dal titolo: Mobilitare, collegare e responsabilizzare i giovani: una nuova strategia dell'UE per la gioventù4. Nella Strategia (Par. 2.c), si rileva che l’animazione socioeducativa fornisce ai giovani competenze e abilità personali, professionali e imprenditoriali fondamentali quali il lavoro di gruppo, la leadership, le competenze interculturali, la gestione di progetti, la capacità di risolvere i problemi e il pensiero critico. Talvolta l'animazione socioeducativa costituisce un ponte verso l'istruzione, la formazione o l'occupazione, evitando così l'esclusione. Per beneficiare di tali vantaggi, vi è una maggiore necessità di riconoscere l'apprendimento non formale e informale mediante l'animazione socioeducativa, particolarmente vantaggiosa per coloro che possiedono poche qualifiche formali, onde migliorare l'occupabilità. Il riconoscimento può essere migliorato attraverso un uso più sistematico di strumenti di qualità.
Lo Youth leader opera quindi nel campo dello youth work (cioè animazione socioeducativa) ambito da riconoscere ai fini dell’apprendimento non formale (extrascolastico), anche con un innalzamento del livello di qualità, per cui dotandosi anche di formazione adeguata. Infatti nei documenti accompagnatori5 a questo atto, è esplicitato (Par. 3.3) l’importanza di stabilire dei percorsi adeguati di formazione per youth workers e youth leaders. Una delle loro richieste più forti è il riconoscimento del loro lavoro, non solo a livello europeo, ma anche a livello nazionale. Va anche garantito il supporto alla mobilità youth workers e youth leaders. Anche in altri documenti accompagnatori6, si fa ancora riferimento allo youth leader. L'apprendimento non formale può aver luogo nel contesto dell'animazione socioeducativa. Secondo la Risoluzione del Consiglio dell'Unione Europea sull'animazione socioeducativa del 2010, l'animazione socioeducativa comprende attività per e con i giovani, che si svolgono nelle sfere extrascolastiche e del tempo libero e si basano sulla partecipazione volontaria. Tali attività vedono la cooperazione di youth workers professionisti e volontari, youth leaders e l'impegno attivo e il contributo dei giovani partecipanti Nel Regolamento del Parlamento europeo e del Consiglio che istituisce "Erasmus" (Bruxelles, 30.5.2018), il termine inglese: “youth worker'” (N° 21) viene definito in questo modo “means a professional or a volunteer involved in non-formal learning who supports young people in their personal socio-educational and professional development”.
Socrate e Servizio Volontario Europeo. [Fonte: Campagnoli G. (2010). La situazione italiana. In Bazzanella A. (a cura di), Investire nelle nuove generazioni: le politiche giovanili in Italia e in Europa, (cap 2). Trento: IPRASE del Trentino]. 4
Campagnoli G. (2020), Lo studio di fattibilità dello spazio giovani di Saluzzo, Giovani e Comunità Locale (n° 3/2020), v. www.giovaniecomunitalocali.it/lo-studio-di-fattibilita-dello-spazio-giovani-disaluzzo/
5
COMMISSION STAFF WORKING DOCUMENT, Results of the open method of coordination in the youth field 2010-2018, Accompanying the document, Brussels, 22.5.2018,
6
COMMISSION STAFF WORKING DOCUMENT, Situation of young people in the European Union. Accompanying the document part 2/7, Brussels, 22.5.2018.
La traduzione letterale della UE è: "animatore giovanile": un operatore professionale o volontario che partecipa all'apprendimento non formale e sostiene i giovani nel loro personale sviluppo socioeducativo e professionale.
Nelle Conclusione del Consiglio dellUnione Europea (07.12.2017) sullo “smart youth work”, si fa riferimento ancora alla youth leader equiparandolo sia nella formazione alle competenze digitali sia come ruolo, a quello dello youth worker Nella pubblicazione “Working with young people: the value of youth work in the European Union”, Edited by European Commission (February 2014)7, nel Par. 2.1 (pag. 53) si riporta ancora un riferimento allo youth leaders. 2.1 Frameworks of youth work The Resolution of the Council of the EU on youth work from 2010 gives the following definition8: Youth work takes place in the extracurricular area, as well as through specific leisure time activities, and is based on non-formal and informal learning processes and on voluntary participation. These activities and processes are self-managed, co-managed or managed under educational or pedagogical guidance by either professional or voluntary youth workers and youth leaders and can develop and be subject to changes caused by different dynamics9. 6.3.2 Recognition At the EU level, policy and programmes have been involved in recognising the value of youth work during the previous decade, including: § Tools such as YouthPass and the European Portfolio for Youth Leaders and Youth Workers developed at EU level support the assessment and description of competences acquired in youth work. The Council Recommendation on the validation of non-formal and informal learning adopted in December 2012 provides that Member States are to set up validation arrangements by 2018; the implementation of the recommendation has a strong potential for the youth field. However, at the national level a number of country reports highlighted concerns about the recognition given to the role of youth workers. Pag. 156: The youth work sector also values the contribution of volunteering. As noted already, the youth work sector is aware of the contribution volunteering has to an individual’s skills and competence development. Initiatives are in place to make these visible and understood to others. Earlier sections have described examples of the recognition of skills and competences developed, for example by youth leaders in youth- led organisations. Pag. 168: Flexibility, accessibility and adapting to the needs of young people are key factors of success pointed out by many youth programme leaders and youth workers. Accessibility is not merely an issue of geographical proximity or the availability of youth workers with extended working hours (though this is also the case with many activities targeting vulnerable groups). A large number of interviews indicated that the success of their youth activities is a matter of trust: building trustbased relationships with young people that are free of the coercion or stigma that they experience for various reasons at home or at school. This is true not only of programmes dealing with young people who are not motivated by formal education or young people at risk of marginalisation (e.g. street work), but also of programmes serving young people in fields such as sexual and reproductive health.
7
www.ghkint.com
8
Resolution of the Council and of the representatives of the governments of the Member States, meeting within the Council on youth work, Brussels, 18 and 19 November 2010.
9
On the basis of the figures available, this report estimates that there are approximately 400.000 salaried workers within the youth work sector across these EU 16 (Pag. 113).
Se quindi fino ad ora compare “youth worker'” tradotto come "animatore giovanile" (definito poi un operatore professionale o volontario), ci sono atti in cui le traduzioni divergono, proprio laddove compare la figura dello youth leader. Un esempio è la Relazione congiunta del Consiglio e della Commissione europea sull’attuazione di un quadro rinnovato di cooperazione europea in materia di gioventù per il 2012 (2010-2018), del 20.12.2012. Questo atto è conosciuto perché riporta l’albero delle otto “azioni chiave”.
Il quadro rinnovato è basato su diverse azioni. Come illustrato dalla struttura ad albero, esso si dirama in otto settori di intervento («campi d’azione»): istruzione e formazione, occupazione e imprenditorialità, inclusione sociale, salute e benessere, partecipazione, cultura e creatività, volontariato e i giovani e il mondo. Il quadro è radicato nei seguenti strumenti: elaborazione delle politiche sulla base di fatti concreti, apprendimento reciproco, relazioni regolari sull’avanzamento, diffusione dei risultati e monitoraggio, dialogo strutturato con i giovani e le organizzazioni giovanili e mobilitazione dei programmi e dei fondi dell’UE. Il quadro considera l’animazione socioeducativa (Youth work*) come un supporto a tutti i campi d’azione, e la cooperazione intersettoriale come un principio di base. * Youth work covers a large scope of social, cultural, educational or political activities by, with and for young people. It is about ‘out-of-school’ education and leisure time activities managed by professional or voluntary youth workers and youth leaders. It is based on non-formal learning and voluntary participation. La traduzione letterale della UE è: Per animazione socioeducativa si intende un ampio ventaglio di attività sociali, culturali, educative o politiche svolte da, con e per la gioventù. Si tratta di educazione «extrascolastica» e di attività ricreative organizzate da operatori e animatori socioeducativi professionisti o volontari. Si basa sull’apprendimento non formale e sulla partecipazione volontaria.
Nel documento “2012 EU Youth Report” (a pag. 8) sono riportate esattamente le stesse definizioni espresse qui sopra. A pag. 12 si fa riferimento ai livelli nazionali e si citano gli youth leaders [Many Member States confirm the importance of a cross- sectoral approach
to social inclusion, linking it with education, employment or health policies, for example. Many of them report on specialised training programmes for youth workers, youth leaders and young people to develop intercultural awareness and combat prejudice]. A pag. 15 di nuovo [In 2011, a second cycle of Structured Dialogue started with the theme of youth participation. A great number of youth leaders and young people were directly involved in the process]. Ancora a Pag. 69: [Many countries organise specialized training programmes for youth workers, youth leaders and young people to develop intercultural awareness and combat prejudice]. Ed infine a pag. 120 [In 2010 and 2011 the Youth Leaders Meeting on Youth Policies in the context of Africa-Europe youth cooperation and the Euro-Latin American and Caribbean Youth Forum]10. Per proseguire questa carrellata di oltre dieci anni di storia sullo “youth leaders”, tra le fonti più importanti, vi è la Resolution of the Council and of the representatives of the governments of the Member States, meeting within the Council on youth work (Brussels, 18 and 19 November 2010), che riporta: Youth work takes place in the extracurricular area, as well as through specific leisure time activities, and is based on non-formal and informal learning processes and on voluntary participation. These activities and processes are self-managed, co-managed or managed under educational or pedagogical guidance by either professional or voluntary youth workers and youth leaders and can develop and be subject to changes caused by different dynamics.
Per concludere, non si può non rifarsi alla Risoluzione del Consiglio del 27 novembre 2009 su un quadro rinnovato di cooperazione europea in materia di gioventù (2010-2018) in cui (al Punto 5), si riporta: A titolo di tale quadro di cooperazione occorre considerare il sostegno all'animazione socioeducativa e la sua promozione come questioni trasversali. L'animazione socioeducativa è un termine di ampia portata che copre una vasta gamma di attività di natura sociale, culturale, legate all'istruzione o alla politica svolte dai giovani, con i giovani e per i giovani. Sempre di più, tali attività comprendono lo sport e i servizi per i giovani. L'animazione socioeducativa appartiene al settore dell'educazione extrascolastica, comprende specifiche attività ricreative organizzate da operatori ed animatori socioeducativi (youth leaders) volontari o professionisti e si basa su processi di apprendimento non formale e sulla partecipazione volontaria. In questo quadro di cooperazione si dovrebbero esaminare e discutere ulteriormente i modi in cui l'animazione socioeducativa può concorrere al conseguimento degli obiettivi generali individuati sopra e si dovrebbe vagliare come la si possa sostenere e se ne possa riconoscere il valore aggiunto per il contributo economico e sociale. Tra le questioni da discutere vi sono: una formazione appropriata per gli operatori (youth workers) e gli animatori socioeducativi (youth leaders), il riconoscimento delle loro competenze mediante gli strumenti europei appropriati, il sostegno alla loro mobilità e la promozione di servizi e impostazioni innovativi per il loro lavoro. Obiettivi per i giovani e possibili iniziative in ciascun settore d'intervento SALUTE E BENESSERE Obiettivo: sostenere la salute e il benessere dei giovani, soprattutto promuovendo la salute psichica e sessuale, l'attività sportiva, l'attività fisica e stili di vita sani, nonché la prevenzione e il trattamento delle lesioni, dei disturbi alimentari, delle dipendenze e dell'abuso di sostanze nocive. — Migliorare la conoscenza e la consapevolezza degli operatori ed animatori socioeducativi nei confronti delle questioni sanitarie.
10
https://ec.europa.eu/youth/policy/youth-strategy/evidence_it
2. Le competenze chiave dello Youth Leaders Nella pubblicazione “Working with young people: The value of youth work in the EU” (febbr. 2014), si fa riferimento allo strumento dello YouthPass rispetto alle competenze di Youth Leaders and Youth Workers (v. Allegato). Tools such as YouthPass and the European Portfolio for Youth Leaders and Youth Workers developed at EU level support the assessment and description of competences acquired in youth work. The Council Recommendation on the validation of non-formal and informal learning adopted in December 2012 provides that Member States are to set up validation arrangements by 2018; the implementation of the recommendation has a strong potential for the youth field. However, at the national level a number of country reports highlighted concerns about the recognition given to the role of youth workers. Actually already addressed in training courses for youth leaders or in preparations for the educational side of trips and leisure activities, as well as international youth exchanges. Overall, however, little systematic knowledge that can guide action in this area exists in (voluntary) youth work. At the same time, given the longer duration of the activities, the new environment and the intensive exposure to the other members of the groups during trips and leisure activities – for instance, the issue of how to deal with psychosocial health problems in that context – the need is particularly acute.
Nel nostro Paese, youth leaders è uno di quei termini che è andato perso nelle traduzioni. Oggi sarebbe opportuno – viste le sottolineature che ne fa la U.E.- riprendere invece questa figura e svilupparla, definendo le competenze chiave. Qualche sperimentazione recente c’è già stata, ad esempio il Cesie che ha promosso un percorso formativo ad hoc, di 13 ore, per acquisire competenze specifiche e conoscenza dei principali elementi sullo youth leader, tra cui: comunicazione, dinamiche di gruppo, leadership, ascolto attivo per potenziare il lavoro quotidiano e apprendere come guidare giovani nella creazione di azioni collettive11. I Centri Risorse SALTO-YOUTH - Support, Advanced Learning and Training Opportunities - offrono opportunità di apprendimento non formale a youth workers e youth leaders (animatori, operatori e leader giovanili). Rispetto alle prospettive di impego dello youth leader, si guarda anche al campo della salute e benessere (v. di seguito). Perspectives on youth. Healthy Europe: confidence and uncertainty for young people in contemporary Europe, Council of Europe/European Commission, March 2016 . Member States have therefore committed to encourage youth fitness, physical activity, and healthy lifestyles taking into consideration that health is a state of complete physical, mental and social wellbeing. They have agreed to mobilise stakeholders at local level in order to detect and help young people at risk, and to increase knowledge of youth workers and youth leaders of health issues, while facilitating access to existing health facilities by making them more youth friendly. https://eacea.ec.europa.eu/national-policies/en/content/youthwiki/7-health-and-well-being-overview
Da segnalare, in modo particolare, che: “The Council of Europe Youth Work Portfolio is a tool to help those doing youth work, primarily youth workers and youth leaders”: www.coe.int/en/web/youth-portfolio . 11
https://cesie.org/opportunita/ic4lop-formazione-formatori-youth-leader/
Tutte le competenze chiave sono riportate qui: Youth work competence sono qui: www.coe.int/en/web/youth-portfolio/youth-work-competence#{"9802689":[0]} Inoltre si segnala Youthpass www.youthpass.eu e Youthwiki quali strumenti utili messi a disposizione dalla UE su questi argomenti: https://eacea.ec.europa.eu/national-policies/en/youthwiki Su questi web, vi sono le esatte competenze del profilo dello youth work.
Fonte: www.coe.int/en/web/youth-portfolio/youth-work-essentials Ad ottobre 2020, la pubblicazione “Youth Work Essential” (v. Figura sopra) della Commissione Europea e Consiglio d’Europa, rileggendo la “storia” del riconoscimento dello youth work, riprende il Portfoglio (anche per youth leader) ed il modello delle competenze per gli animatori giovanili al lavoro internazionale sviluppato da Salto. I report ad oggi disponibili sullo Youth work sono: • • • • • • •
Working with young people: the value of youth work in the European Union (2014); Quality youth work – A common framework for the further development of youth work (2015); The contribution of youth work to address the challenges young people are facing, in particular the transition from education to employment (2015); The contribution of youth work to preventing marginalisation and violent radicalisation (2017); Developing digital youth work – Policy recommendations, training needs and good practice examples for youth workers and decision-makers (2018); Taking the future in their own hands – Youth work and entrepreneurial learning (2017); The contribution of youth work in the context of migration and refugee matters (2019).
Infine il Centro europeo di conoscenza per le politiche giovanili (EKCYP) offre un archivio di schede nazionali sull'animazione socioeducativa12 e documenti analitici tematici relativi all'animazione socioeducativa e all'istruzione degli animatori giovanili nei paesi europei13. Proprio dalla lettura di queste schede, si possono comparare i differenti campi d’azione dello youth worker e youth leaders, nei diversi Stati della U.E. . Così emerge che In Turchia un corso di formazione di 7 giorni per abilitare i youth leaders (seguito da tirocini), con circa 1000 persone /anno. In Serbia sono stati formati 41 youth leaders da NAPOR (organismi di secondo livello delle organizzazioni giovanili). In Bulgaria la National Youth Academy forma youth leaders con 124 corsi e 1.743 partecipanti nel 2015. Anche in Belgio vi sono stai due corsi, così come in Montenegro ed in Germania dove sono occupati nei centri giovanili / caffè / club gestiti dagli Uffici giovani locali e le scuole, nel quadro della scuola diurna14. Oltre a ciò, vi è la Carta europea dello Youth Work a livello locale ed il Changemakers Kit (Brussels, giugno 2019) sviluppata nell’ambito delle 22 Agenzie Nazionali Erasmus+ e Europe Goes Local (v. www.europegoeslocal.eu/wp-content/uploads/2020/06/20200518egl-charter_IT.pdf ). Vi sono anche gli standard etici dello youth worker da ricomprendere in appositi codici di lavoro (v. https://go.coe.int/qSjvE).
12
https://pjp-eu.coe.int/en/web/youth-partnership/country-information-youth-work . https://pjp-eu.coe.int/en/web/youth-partnership/expert-group-researching-education-careerpaths-youth-workers
13
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Fonte: https://pjp-eu.coe.int/en/web/youth-partnership/expert-group-researching-educationcareer-paths-youth-workers .
ALLEGATO: IL PORTFOLIO DELLE 31 COMPETENZE CHIAVE
www.coe.int/en/web/youth-portfolio/youth-work-competence
The Portfolio competence framework The Portfolio looks at those things which youth work usually or most commonly does. We call these functions of youth work. From these functions of youth work, the Portfolio tries to understand better what youth workers should be able to do, in other words, the competences youth workers need to have in order to do youth work. The competences that one needs to have in order to do youth work have been divided into two categories: •
Specific youth work competences – competences that make this field of activity unique
•
More general competences – competences relevant for other fields of activity but which are usually important for youth work
Together the identified functions and competences make up what we call the Portfolio competence framework. The list of functions and competences presented in the framework is by no means exhaustive. You may find that some competences are not relevant for the work you do or may want to add other very important competences you need for the youth work you do.
Function 1. Address the needs and aspirations of young people COMPETENCE 1.1 Build positive, non-judgemental relationships with young people This involves: •
Skills: democratic leadership, active listening
•
Attitudes and values: curiosity, empathy, self-awareness, confidentiality, interest in young people’s views
COMPETENCE 1.2 Understand the social context of young people’s lives This involves: •
Knowledge: situation, status and condition of (youth in) society
•
Skills: analysis, information management
COMPETENCE 1.3 Involve young people in the planning, delivery and evaluation of youth work using participatory methods, as suitable This involves: •
Knowledge: interests, concerns and needs of young people
•
Skills: active listening, identification of aims, needs analysis, facilitation, group management
•
Attitudes and values: honesty, patience, interest in young people’s views, openness
COMPETENCE 1.4 Relate to young people as equals This involves: •
Knowledge: ethics of youth work
•
Skills: representing one’s own identity as a youth worker
•
Attitudes and values: being ready to be challenged, solidarity, interest in young people’s views
COMPETENCE 1.5 Demonstrate openness in discussing young people’s personal and emotional issues when raised in the youth work context This involves: •
Knowledge: ethics of youth work
•
Skills: management of one’s own emotions
•
Attitudes and values: active listening, openness, patience, sensitivity, emotional stability, trustworthiness, honesty, transparency, confidentiality, empathy, interest in young people’s views
Function 2. Provide learning opportunities for young people COMPETENCE 2.1 Support young people in identifying their learning needs, wishes and styles, taking any special needs into consideration This involves: •
Knowledge: learning theories (learning styles, preferences, etc.), non-formal education and learning, group dynamics, diversity backgrounds and challenges of young people
•
Skills: identification of aims, needs analysis, facilitation, leadership, delegation, inclusive educational approaches, inclusive methods
•
Attitudes and values: openness, sensitivity to diversity, interest in young people’s views, support for young people taking the lead
COMPETENCE 2.2 Create safe, motivating and inclusive learning environments for individuals and groups This involves: •
Knowledge: learning theories (learning styles, preferences, etc.), non-formal education and learning, group dynamics, diversity backgrounds and challenges of young people
•
Skills: motivating young people, coaching, feedback, creativity, inclusive educational approaches, group management, facilitation, debriefing, problem solving, mediation and conflict transformation
•
Attitudes and values: willingness to experiment, support for young people taking the lead, acceptance of the positive potential of conflict
COMPETENCE 2.3 Use a range of educational methods including ones that develop creativity and foster motivation for learning This involves: •
Knowledge: non-formal education and learning, diverse methods, sources of information about activities
•
Skills: learning by doing, creativity, facilitation skills, information management, motivating young people
•
Attitudes: openness to the suggestions of young people about activities they like and want to do, willingness to experiment, curiosity
COMPETENCE 2.4 Provide young people with appropriate guidance and feedback This involves: •
Knowledge: ethics of youth work
•
Skills: training, coaching, mentoring
•
Attitudes and values: empathy, openness, readiness to challenge others
COMPETENCE 2.5 Inform young people about learning opportunities and support them to use them effectively This involves: •
Knowledge: information, counselling and relevant educational / professional guidance sources, available learning opportunities inside and outside the community, educational institutions, etc.
•
Skills: counselling, coaching, motivating young people
Function 3. Support and empower young people in making sense of the society they live in and in engaging with it COMPETENCE 3.1 Assist young people to identify and take responsibility for the role they want to have in their community and society This involves: •
Knowledge: politics, society, power relations, policies relevant to young people
•
Skills: critical thinking, active listening, political literacy
COMPETENCE 3.2 Support young people to identify goals, develop strategies and organise individual and collective action for social change This involves: •
Knowledge: interests and concerns of young people, issues that young people are passionate about
•
Skills: participatory decision-making, democratic leadership, active listening, critical thinking, planning for action and change, group management, facilitation
•
Attitudes and values: power-sharing
COMPETENCE 3.3 Support young people to develop their critical thinking and understanding about society and power, how social and political systems work, and how they can have an influence on them This involves: •
Knowledge: politics, society, power relations, policies relevant to young people
•
Skills: political literacy, active listening, critical thinking, facilitation, advocacy
COMPETENCE 3.4 Support the competence and confidence development of young people This involves: •
Skills: coaching, empathy, communication, feedback
•
Attitudes and values: responsible risk-taking, willingness to experiment
Function 4. Support young people in actively and constructively addressing intercultural relations COMPETENCE 4.1 Support young people in acquiring intercultural competences This involves: •
Knowledge: intercultural theory, human rights, international awareness, cultural awareness
•
Skills: facilitation, communication, intercultural learning, human rights education, debriefing
•
Attitudes and values: empathy, tolerance of ambiguity, solidarity, self-awareness, emotional stability, sensitivity, distance from social roles, clarity on one’s own values
COMPETENCE 4.2 Promote interaction between young people who come from diverse backgrounds at home and abroad so that they can learn about other countries, cultural contexts, political beliefs, religions, etc. This involves: •
Knowledge: intercultural theory, cultural awareness, foreign languages, international awareness, diverse backgrounds / identities of the young people
•
Skills: facilitation, intercultural learning, group dynamics and management, mediation, conflict transformation
•
Attitudes and values: empathy, tolerance of ambiguity, solidarity, self-awareness, emotional stability, sensitivity, distance from social roles, clarity on one’s own values
COMPETENCE 4.3 Work creatively on and with conflicts with a view to transforming them constructively This involves: •
Knowledge: conflict
•
Skills: facilitation, conflict transformation, mediation, dealing with unexpected situations
•
Attitudes and values: openness to be challenged, readiness to challenge others, orientation towards the common good, respect for others, tolerance of ambiguity
COMPETENCE 4.4 Actively include young people from a diverse range of backgrounds and identifications in youth work activities This involves: •
Knowledge: intercultural theory
•
Skills: facilitation, inclusive education, intercultural learning
•
Attitudes and values: self-awareness, clarity on one’s own values, emotional stability
Function 5. Actively practise evaluation to improve the quality of the youth work conducted COMPETENCE 5.1 Involve young people in planning and organising evaluation This involves: •
Knowledge: inclusive evaluation approaches
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Skills: democratic leadership, active listening, process management, group management, research techniques, ICT
COMPETENCE 5.2 Plan and apply a range of participatory methods of evaluation This involves: •
Knowledge: inclusive evaluation approaches
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Skills: participatory methods, democratic leadership, facilitation
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Attitudes and values: openness to constructive criticism and feedback
COMPETENCE 5.3 Use the results of evaluation for the improvement of their practice This involves: •
Skills: evaluation
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Attitudes and values: openness to constructive criticism and feedback, adaptation to new/unforeseen situations, personal initiative
COMPETENCE 5.4 Stay up-to-date on the latest youth research on the situation and needs of the young people This involves: •
Knowledge: youth research approaches, actors and sources
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Skills: analysis, information management
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Attitudes and values: personal initiative
Function 6. Support collective learning in teams COMPETENCE 6.1 Actively evaluate teamwork with colleagues and use the results to improve effectiveness This involves: •
Knowledge: team work, learning in teams
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Skills: evaluation, co-operation, communication, partnership-building
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Attitudes and values: trust, openness to the views of others, self-management, adaptation to unforeseen changes, orientation towards the common good
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Attitudes and values: personal initiative, openness to constructive criticism
COMPETENCE 6.2 Seek and give feedback about teamwork This involves: •
Skills: feedback, active listening, conflict transformation, mediation
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Attitudes and values: being constructive, ready to challenge colleagues and be challenged, curiosity, trust
COMPETENCE 6.3 Share relevant information and practices in youth work with colleagues This involves: •
Skills: communication, information management
•
Attitudes and values: solidarity, willingness to share resources
Function 7. Contribute to the development of their organisation and to making policies / programmes work better for young people COMPETENCE 7.1 Actively involve young people in shaping their organisation’s policies and programmes This involves: •
Knowledge: organisational management and development, policies and programmes of the organisation
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Skills: needs analysis, democratic leadership, active listening, participatory decisionmaking
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Attitudes and values: transparency, personal initiative
COMPETENCE 7.2 Co-operate with others to shape youth policies This involves: •
Knowledge: youth policy concepts, actors and mechanisms at different levels (local through European)
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Skills: communication, networking, co-operation, partnership building, democratic leadership, advocacy, public speaking, presentation
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Attitudes and values: willingness to partner with other actors, curiosity, open-mindedness, patience, tolerance of ambiguity, personal initiative
Function 8. Develop, conduct and evaluate projects COMPETENCE 8.1 Apply project management approaches This involves: •
Knowledge: project management frameworks
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Skills: management (including finances), leadership, delegation, planning, facilitation, communication,
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Attitudes and values: capacity to adapt to new/unforeseen situations
COMPETENCE 8.2 Seek and manage resources This involves: •
Knowledge: resource management
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Skills: financial management, human resources management and development, creativity in looking for resources, fundraising, communication, advocacy, networking
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Attitudes and values: open-mindedness, honesty, transparency
COMPETENCE 8.3 Give visibility to projects, write reports and make presentations, for a variety of audiences This involves: •
Skills: presentation, public speaking, report writing, capacity to adapt your discourse to different audiences
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Attitudes and values: self-confidence
COMPETENCE 8.4 Use information and communication technology tools when necessary This involves: •
Knowledge: information, communication and media tools (online)
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Skills: using ICT in youth work (projects), creativity
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Attitudes and values: curiosity, personal initiative
