Design of the Level up! project and research outcomes By Anna Kuzina, Paul Kloosterman & Rita Bergstein
Background und initial moments Political context European Level - Council conclusions on enhancing cross-sectorial policy cooperation to effectively address socio-economic challenges facing young people http://eur-lex.europa.eu/legal- content/EN/TXT/HTML/?uri=CELEX:52015XG0527%2801%29&from=EN ‘Further advance the recognition of youth work and validation of non -formal and informal learning by exploring the possibilities of mainstreaming the Youthpass certificate outside the Erasmus+ programme and using it as a national tool for recognition, if relevant.’ Estonia - Estonian Youth Work Development plan 2020 https://www.hm.ee/en/activities/youth/youth-policy Latvia - 2014-2020 Education strategy – Youthpass testing and implementation is mentioned Cooperation project between Agency for International Programs for Youth (Latvia) http://jaunatne.gov.lv • Archimedes Foundation Youth Agency (Estonia) http://noored.ee • SALTO Training and Cooperation Resource Centre in close cooperation with the • European Commission https://www.salto-youth.net/rc/training-and-cooperation/
Project set up and aims - Overall pilot project Aims to support quality youth work in Estonia/Latvia • to stimulate learning processes in NFL settings by exploring and • experimenting with methods and approaches of self-reflection and analysis based on the Youthpass concept Objectives To train youth workers from different youth work fields • To gain knowledge (document, monitor, research on) about youth work • and learning, about conditions/obstacles for implementation and recognition of NFL and youth work To connect YP in E+: YiA and YP goes national to EE & LV and learn from • each other To further promote the Youthpass goes national idea esp. the focus on • learning and raising quality in youth work to a wider public (social and political recognition measures)
Project set up and aims - Level up! Youth worker LEVEL UP! Learning in youth work: deeper understanding, better quality, more recognition! Long-term experimental training programme mainly in 2015 for youth workers and youth leaders from Latvia and Estonia. The main focus is on exploring and experimenting methods and approaches of self-reflection • and analysis based on the Youthpass concept, adapting their use for youth work practice in Latvia and Estonia, and • discussing opportunities on making outcomes visible and recognisable. • This will lead on the long-term to the development of national systems for recognition of learning outcomes in youth work that are in coherence with the European concepts of recognition of non-formal learning in youth work – especially with Youthpass.
Project design – Youth worker TC
Important project elements International steering group 7 meetings between Sept 2014 and March 2016 Tool ‚Garden of competences ‘ for youth worker participants Mentoring concept LV and EE trainer teams were mentored and mentor talks facilitated an on- going contact between trainers and participants and the project also between the training seminars Research concept Focus: What are obstacles and facilitators for bringing ‘learning to learn’ into local youth work practice? Instruments: questionnaires for the youth workers and for young people, focus groups with youth workers (int./nat.), interviews with youth workers and young people, focus group with the trainers Research team: one with int. focus, one EE and one LV Technical solution A technical solution was developed and offered to generate specific certificates in native languages on www.youthpass.eu
Figures of the implementation phase Steering group NA EE, NA LV, SALTO T&C RC, one expert trainer/researcher int. focus, 2 trainer EE, 2-3 trainer LV Participants of the pilot training 18 from Estonia and 15 from Latvia Practise projects 13 in LV, 19 in EE (with appr. 200 participants) Youthpass certificates generated for young people (*still ongoing) 76 Estonia (55 with KCs), 19 Latvia (15 with KCs)
Research design Research team : Liga Rudzite, (LV) Gea Grigorjev (EE), Paul Kloosterman (SALTO T&C RC), The leading question for the qualitative research: What are obstacles and facilitators for bringing ‘learning to learn’ into local youth work practice? In depth: facilitators and obstacles for young people and for youth workers, • approaches and methodologies facilitating learning to learn in youth work and other aspects The focus was on the practice projects that the participants carried out during • the long-term training course. The research instruments selected were questionnaires, interviews and focus groups. Overall aim : find trends, (common) views, developments, ideas and challenges when implementing learning to learn into the youth work practice - relevant for other projects and for the further improvement of the quality of youth work.
Research design - flow Questionnaires with open and closed questions – translated into EE and LV Youth workers before their practice project and after: 32 questionnaires were • received back. (15 before the project / 17 after the project) Young people received a questionnaire after the project. 34 young people filled in • the questionnaire.
Research design - flow Interviews With 5 youth workers and 7 young people - All after the project, in native • language the central question for the interviews was: What are obstacles and facilitators for bringing ‘learning to learn’ into local youth work practice? A guide-line also with further sub-questions was offered to the interviewers. All interviews were recorded and transcribed. • Focus groups In total 9 • 8 with youth workers (4 before the practice projects and 4 after the projects • during the last international seminar). The focus-groups were facilitated by the trainers in the project. The central questions for the focus groups were the same as for the interviews. A guide-line containing sub-questions was offered to the facilitators. 1 with trainers after the project, facilitated by Paul Kloosterman • All focus group conversations were recorded and transcribed. •
Research outcomes – Tendencies Perception of youth work Not immediately seen as a place for learning • Learning takes place but not on a conscious level (youth worker) • Young people are not aware that they learn, expect no recognition • from outside Perspective on learning changed after the training course, mainly after • the practise projects (youth worker) – after the projects youth work underline the importance of planning learning/the Youthpass process consciously incl. different opportunities and reflection
Research outcomes – Tendencies ‘You need to be learner yourself!’ Approach/role of youth worker Youthpass process/ learning to learn is shift in the perception of • youth work They had to rethink the role of youth work including their own • individual role as worker Changes : more individual facilitation, giving more responsibility to • young people (challenging moment!), involvement of young people and the importance of creating a good learning environment Different learning needs and learning preferences of young people • require individual guidance and attention Appreciation of the individual support young people got from youth • workers The support youth workers had in the project through training, peer- • support and mentoring is seen as essential .
Research outcomes – Tendencies Methods/Tools/Activities Working in (small) groups , teams, discussions and reflection score • high (youth worker, young people) Young people indicated that they find it challenging to express • themselves in a group at the same time appreciate these activities Need for having more methods and tools to support the Youthpass • process is expressed by youth workers (more at the beginning than at the end)
Research outcomes – Tendencies Motivation of young people In the beginning youth workers express their doubts about the • motivation of young people to learn in youth work (negative association with ‘learning’ because of school experiences, young people are perceived as consumers of nice and attractive activities) Youth workers found out during the project ways to involve young • people and to give them another, new perspective on learning, that changed their perception Young people look quite positive on their learning experiences in the • projects, expressed in different ways
Research outcomes – Tendencies Learning outcomes Communication skills and teamwork score high in both groups • Others that score relatively high in both groups are personal • development and organisational skills These outcomes match also with studies done on the outcome of • youth work like RAY studies and EYF study
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