YOUTHPASS

Youthpass is a tool for participants of projects funded by the Youth in Action Programme, now Erasmus+ to describe what they have done and to show what they have learnt.

Brochure: "Youthpass for all!" (EN)  
Brochure/ book: Youthpass guide (EN)

 

8 key competences in the Youth in Action, now ERASMUS+ Programme:

  1.Communication in the mother tongue 

 is the ability to express and interpret concepts, thoughts, feelings, facts and opinions in both oral and written form (listening, speaking, reading and writing), and to interact linguistically in an appropriate and creative way in a full range of societal and cultural contexts; in education and training, work, home and leisure.

Communication in foreign languages broadly shares the main skill dimensions of communication in the mother tongue: it is based on the ability to understand, express and interpret concepts, thoughts, feelings, facts and opinions in both oral and written form (listening, speaking, reading and writing) in an appropriate range of societal and cultural contexts (in education and training, work, home and leisure) according to one's wants or needs. Communication in foreign languages also calls for skills such as mediation and intercultural understanding. An individual's level of proficiency will vary between the four dimensions (listening, speaking, reading and writing) and between the different languages, and according to that individual's social and cultural background, environment, needs and/or interests.

Suggestion for use

These days, most participants in Youth in Action programme courses  use a language other than their mother tongue to express themselves and, of necessity, most of the other participants have a different language. Of course, there will still be participants who will be able to use their mother tongue in courses and for them the challenges are different but still large – will others understand my references? how do I learn to slow down and speak more clearly?

Questions which can help in reflection are:

• When and how well did I use another language here?
• What difficulties did I experience in communication?  How did I overcome those difficulties?
• What opportunities did I have for using my mother tongue? How well did others understand me?
• What are my future plans regarding learning another language?

 

 3. Mathematical competence

  is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations. Building on a sound mastery of numeracy, the emphasis is on process and activity, as well as knowledge. Mathematical competence involves, to different degrees, the ability and willingness to use mathematical modes of thought (logical and spatial thinking) and presentation (formulas, models, constructs, graphs, charts).
Competence in science refers to the ability and willingness to use the body of knowledge and methodology employed to explain the natural world, in order to identify questions and to draw evidence-based conclusions.Competence in technology is viewed as the application of that knowledge and methodology in response to perceived human wants or needs. Competence in science and technology involves an understanding of the changes caused by human activity and responsibility as an individual citizen.

Suggestion for use

Apart from budgetary competences, it is initially a bit of a challenge to think how these competences can be addressed in Youth in Action courses! But once you start to think about it, there is a lot to work on! One of the key issues in current youth work is how to relate youth work practice with the growing area of youth research.  This is especially important regarding the encouragement for those involved in youth work to become what is known as “reflective practitioners”.

Questions which can help in reflection are:

• When did I use my mathematical competence in this course?
• Which presentation skills did I develop here?
• How did I integrate youth research results into my discussions with others in the course?
• How do I intend to contribute to youth research or use youth research results in my youth work?

 

4. Digital competence

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

Suggestion for use

With the massive expansion of computer and internet use recently, the need for developing a critical usage of ICT is growing in youth work.

Questions which can help in reflection are:

• What information sources did I use to prepare myself for this course?
• To what extent did I communicate with other participants over the internet before the course? (or do I intend to use the internet for this purpose after the course?)
• What did I learn about computer use in other countries here?
• How will I work with young people to develop a critical approach to knowledge available in the internet (for instance)?

 

5.‘Learning to learn’

  is the ability to pursue and persist in learning, to organise one's own learning, including through effective management of time and information, both individually and in groups. This competence includes awareness of one's learning process and needs, identifying available opportunities, and the ability to overcome obstacles in order  to learn successfully. This competence means gaining, processing and assimilating new knowledge and skills as well as seeking and making use of guidance. Learning to learn engages learners to build on prior learning and life experiences in order to use and apply knowledge and skills in a variety of contexts: at home, at work, in education and training. Motivation and confidence are crucial to an individual's competence. Motivation and confidence are crucial to an individual’s competence.

Suggestion for use

Crucial to an understanding of this competence is the responsibility of the learner within the process.

Questions which can help in reflection are:

• What were my learning goals within this course?
• Did I reach them?
• How did I learn?
• Which activities in the course stimulated me most in my learning?
• Where did my theoretical knowledge improve?
• Which methods did I use to evaluate what I learn?
• Why is this important for my work, my organization?
• How will I use what I learn?

 

6. Social and civic competence. 

These include personal, interpersonal and intercultural competence and cover all forms of behavior that equip individuals to participate in an effective and constructive way in social and working life, and particularly in increasingly diverse societies, and to resolve conflict where necessary. Civic competence equips individuals to fully participate in civic life, based on knowledge of social and political concepts and structures and a commitment to active
and democratic participation.

Suggestion for use

Much effort has been invested into developing such competences within the YOUTH Programme in the past, as these are vital building blocks for young people to be able to function within today’s increasingly diverse societies.

Questions which can help in reflection about social and intercultural competences are:

• What was my intercultural learning process during this course?
• When was I most successful in communicating with others here?
• Which social competences I developed during this event?
• What part did I play (if any) in helping to resolve or manage conflicts in the group?
• How did I improve my ability to work in a team?

Within the Youth in Action programme, much emphasis is placed on the concept of European Citizenship and how this can help young people understand and be active within society and develop civic competences.

Questions which can help in reflection are:

• How much was I actively involved in the course?
• When did I participate in decision-making within this activity?
• How did my knowledge of national and/or European structures increase here?

 

7.Sense of initiative and entrepreneurship 

refers to an individual's ability to turn ideas into action. It includes creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. This supports individuals, not only in their everyday lives at home and in society, but also in the workplace in being aware of the context of their work and being able to seize opportunities, and is a foundation for more specific skills and knowledge needed by those establishing or contributing to social or commercial activity. This should include awareness of ethical values and promote good governance.

Suggestion for use

This is one of the Key Competences that changed quite a lot in the consultation process, having been only concerned with entrepreneurship at the beginning. With the addition of sense of intitiave, the competence fits more easily into a youth work context. It is also possible to look at the creation of new projects and initiatives involving young people as a form of social entrepreneurship.

Questions which can help in reflection are:

• How did my understanding of the practice and principles of project management increase in this course?
• When did I take risks here? And what did I learn in the process?
• What chances did I take in expressing my creativity in using new knowledge and skills gained during the course?
• How will I use the concepts of innovation and risk management in my future youth projects?

 

8.  Cultural awareness and expression competence.

Appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media, including music, performing arts, literature, and the visual arts.

Suggestion for use

All forms of creativity and media can find their place in youth work and are the main reason for many young people to participate.

Questions which can help in reflection are:

• How willing was I to get involved in new forms of cultural experience here?
• When was I able to use different media to express myself during the course?
• Which skills did I improve?
• How do I intend to involve young people in such cultural expression in the future?