freestyle seminar: non-formal learning in youth

FREE STYLE SEMINAR non-formal learning in YOUTH 11-15 November 2006 Warsaw, Poland,

Final Report

Freestyle Seminar: non-formal learning in YOUTH 2

INTRODUCTION The international seminar „Freestyle Seminar: non-formal learning in YOUTH“ took place from 11 to 15 November 2006 in Warsaw, Poland. The seminar was organised by the Czech, Polish and Slovakian National Agencies of the YOUTH Programme in cooperation with the SALTO Training and Cooperation Resource Centre. The seminar gathered 23 participants from Eastern and Central European. This report provides an overview of the seminar and aims at sharing the information about the seminar provides the programme outline and sessions implemented day by day and highlights main thematic outcomes of the seminar. The report is targeting participants of the seminar, National Agencies involved in the organisation of the seminar and other National Agencies, which are interested in non-formal learning as a theme, other people and organisations working in the field of non-formal learning in Europe. The report has four main parts. The first part provides an overview of the seminar by explaining the background of the seminar, aim and objectives, target group and methodological approach. In the second part the programme and detailed description of main sessions is given. The third part is about the main thematic outcomes of the seminar providing a summary of the contribution made by participants. In the last, the fourth part, further references are given on different topics related to main theme of the seminar. 1. WHAT ABOUT THE SEMINAR… 1.1. Background During the last years “non-formal learning” became a hot issue. Many young people involved in projects based on non-formal learning gain new experiences, information and competences. At the same time learning processes in these projects - esp. in the YOUTH Programme projects depends on the creativity of project leaders and youth workers involved and their capacities and knowledge. It seems that the situation in non-formal learning and its recognition is slightly different in new EU member states from Central and Eastern Europe compared to the old EU member states. They experienced different regimes and style of education in the past. Now they are facing integration processes influenced by becoming members of EU.

• What is the impact of the on-going process of non-formal learning in these countries? And what happens in terms of recognition and validation of non-formal learning?

• What has changed in the past few years and how could it be described? • What is the potential of the YOUTH Programme? How convinced are youth workers and

youth leaders about the educational opportunities offered by the YOUTH programme? • Are they fully aware of the potential? How do they use them? • What can be learnt from each other?

After starting to discuss these questions during the TCP seminar1 in 2005 the idea of the seminar came after thoroughly reflecting on the situation of countries in the Central and Eastern Europe region. The officers of the Czech, Polish and Slovakian National Agency wanted to offer a place where challenges could be discussed and non-formal learning experiences could be exchanged.

1 TCP – Training and Co-operation Plan meeting, where officers of the YOUTH programme meet once a year to discuss their educational strategy and develop further plans with colleagues from other National Agencies of the YOUTH programme.


1.2. Aim and objectives The main aim of the seminar was to raise awareness of different practices in non-formal learning and its recognition in the context of the YOUTH Programme The seminar had the following objectives:

• to share what non-formal learning means in different (national) perspectives and at European level,

• to reflect upon non-formal learning in the YOUTH Programme activities and its impact, • to explore the relevance of non-formal learning in people’s life, • to get inspired by different practices of non-formal learning, • to share experiences and good practises in non-formal learning and • to foster the recognition of experiences in non-formal learning.

1.3. Methodological approach During the preparation stage the team of the seminar agreed on the main principals of the work during the seminar. The methodological approach of the seminar was based on the practice of non-formal learning in Europe emphasising that it is important:

• To be aware all the time that the work in the field of non-formal learning is always work in progress, which means that it is necessary to deal with changing understandings and situations in the field, accept that there is no final static situation, but it is a process of developments which requires continually reflecting, sharing and discussing with different people at different levels.

• To use the potential of the group by asking for participants’ contribution and active involvement during the learning process. People are coming from different realities with their own experiences and understandings of non-formal learning and therefore knowing that it is relevant to provide space for sharing and structure learning from own experience and experience of other participants;

• To ensure that learning during the seminar is taking place by learning together. Participants should be able to share their experience with others, discuss topics that matter in relation to the main theme of the seminar, should present their work done in small groups to other participants. Learning together also involves possibilities to reflect on own learning with others and provide support to learning process of other participants through common reflection time and possibilities for feedback.

• To follow the principals the team offers learning opportunities. The responsibility for learning is shared with participants. Active participation and involvement of people in the learning process is strongly encouraged and supported by team members.

• To present approaches of non-formal learning which exists on European level and European youth work context, by this add the European dimension to existing understanding of non-formal learning and through this support further learning of participants and their critical attitude towards developments at European level in the field of non-formal learning.

1.4. Participants of the seminar The seminar involved 23 participants from eight Eastern and Central European countries (Czech Republic, Estonia, Hungary, Latvia, Lithuania, Poland, Slovakia and Slovenia). Most of the participants were coming from non-governmental organisations with different experiences in the field of non-formal learning in general and more particular in youth projects. Most of the participants had at least one project experience in the context of the YOUTH Programme but the role differed from being a participant to project coordinator or group leader. Some of the participants were involved in the field of formal education system, governmental sector, worked in training activities or on recognition issues.


2. SEMINAR ALIVE! 2.1. Programme The flow of the programme was based on the following logic. At the beginning time was spend on reflecting, sharing and discussing different understandings related to non-formal learning, when time came to reflect and share non-formal learning practice and by the end of the seminar programme time was devoted to actions related to recognition of non-formal learning (for detailed programme see bellow).

FREE STYLE SEMINAR 11-15 November 2006

Warsaw, Poland Time Day 1 Day 2 Day 3 Day 4 Day 5 7.30 Breakfast Breakfast Breakfast 9.00

Meaning of non-formal learning: individual approach, organisation approach, country context

Learning pathways in YOUTH projects Non-formal learning elsewhere

Youthpass in the Youth in Action Programme Recognition process of non-formal learning

13.00 Lunch 14.30

Understanding of non-formal learning: learning process, European understanding, Youthpass, issue of language, controversial issues in non-formal learning

Opportunities and limits of non-formal learning Relevance of non-formal learning for people’s life

Action planning Youth in Action Programme Evaluation of Youthpass Evaluation of the seminar

19.00

18.00 Arrival and welcome

Dinner 20.00 Dinner out Dinner

20.00 Getting to know evening

Evening of subcultures Evening out Good-bye evening

Departure


2.1. Sessions day by day Day 1, 11 November 2006 (Saturday) Arrival of participants and welcome Dinner Name Card Aim Start/continue informally to get to know each other at the first meal-time. Timing 1st meal time following arrival Material needed Folded card and pen Description

Each one receives a piece of paper on the table inviting participants to write their name on one side of the card and ‘enjoy your meal’ in their own language on the other side as well as the country they are from. The card is then placed in front of them on the table at meal time.

Pitfalls Participants don’t come on time for dinner and miss the introduction Recommendations It can help if trainers and organisers arrive at the table with their own

cards and remind participants to have theirs for the table. The cards can continually be used throughout the training.

Outcome It’s a good way for the participants to start/continue to get to know each other before the sessions/programme actually starts. It can also act as an ice breaker at the table and offers an intercultural element with ‘enjoy your meal’.

Getting to know evening Aim Get to know each other and open first “entrance doors” Timing 1,5 hours Material needed Welcome drink Description

1/ Official welcome (10 min.) 2/ Name game: name and gesture (15 min.) 3/ Participants are asked to prepare a shield, which would represent their background: main educational pathways, working field/experiences, own symbol, something personal, expectations. After preparing people walk around trying to get to know people in the group (30 min.) 4/ Four corner game with first questions around the recognition of non-formal learning. People make groups according certain criteria (alphabetical order of first names, colour of eyes, months of birth, favourite season, other) and in these groups they talk about different questions (30 min.):

• What was your motivation to apply for this seminar? • What do you think is recognition of non-formal learning about? • What was for you personally the most relevant international

experience you made? • In terms of recognition in your personal life: What is for you the

most important Certificate, diploma any kind of paper you got during your life so far?

Pitfalls Keep the balance between funny first events and first impressions of people and topic

Recommendations The evening should have a flow in itself to step into the TC as easy as possible. Keep an eye on time. To finish the evening with a Welcome drink is nice to create an atmosphere (not alcohol – a fruit something!)

Outcome Get in contact Get a first feeling for the group

Day 2, 12 November 2006 (Sunday) Energiser round to say names and then “I have a free right place beside me”, day programme Intro to the course Aim Present the aim, objectives and programme, refer to expectations,


present how we want to work Timing 30 minutes Material needed Flipcharts Description

1/ Presenting aim, objectives and programme • Aim and objectives were presented on a flipchart paper • Programme participants do have in their seminar pack (hint on

concept: theory, practise and performance approach 2/ Expectations were written on flipchart paper, read quickly through it and invite to evaluate later 3/ With a link to expectations clarify the way the team will work: work in progress, learning together, use potential of the group, offering learning possibilities, presenting some approaches

Pitfalls Keep the balance between the information about the seminar and timing. Some people might be more informed than others, expectations might be too general or irrelevant to deal with during the time of the seminar.

Recommendations Interact with a group when making a presentation, feedback on the expectations explaining, what is real.

Outcome Participants are introduced with the frame and aims of the seminar, they share expectations.

Non-formal learning in the individual context Aim See who is there, clarify what people think by saying NFL Timing 45 min – 1 hr Material needed flips Possibilities for methods

1/ People stand up when the statement fit to their experience and background (15 min.):

• I come from a little town or village • I work more on grass-root level rather than on decision-making. • I contribute more as a volunteer than I get paid for my youth work • My target group includes mainly youth workers and adults than

youngsters. • I have worked in youth work field more than 10/5/3/1 years. • I’m comfortable in working in English • I’ve participated in some of the projects within programme YOUTH • I’m experienced in trainings with non-formal learning approach • I have offered non-formal learning activities myself • I come to the field of non-formal learning through religious

background/local community organisation/youth NGO; 2/ Participants complete individually crosswords on non-formal learning (coming up with different aspects non-formal learning could be related to; afterwards they share the results in pairs meanwhile completing their own crossword); the results were shown on the wall (30 min.);

Pitfalls Statements could be interpreted from the different viewpoints. Recommendations There could be time dedicated to general discussion focusing on the

individual aspects. Outcome Participants and the team get more detailed information of the

background of others. Participants could do the first steps in defining non-formal learning as an abstract term for them.

Non-formal learning: organisation approach and in the country context Aim To share the organisation approach of non-formal learning and situation

of non-formal learning in different countries Timing 2 hours 45 min. (including break) Material needed Flipcharts, crayons, markers


Description

1/ In country group people prepare a “mind map” which includes the reflection on non-formal learning approach in their organisation and situation of non-formal learning in the country context. 2/ People start from the preparation and discussion of an approach to non-formal learning in their own organisations following the questions (30 min.):

• What values is your organisation standing for? • What are the main activities of your organisation? • What is the main target group? • How does your organisation support non-formal learning? • What would be a symbol, which would describe your

understanding of non-formal learning? 3/ When people discuss and prepare the “mind-map” of the situation of non-formal learning in their country following guiding questions (1 hour 15 min.):

• What are the policies/legal documents/laws that define non-formal learning?

• How do young people come to non-formal learning/education field?

• How do people start working in the field of non-formal learning? • What are conditions/requirements for people/organisations/

institutions to work in the field and what are available resources? • What are other specificities of non-formal learning in your

country? Each of the aspect should be described shortly in key words and written on the different colour paper. 4/ Each of the group bring to the plenary their “mind-map” and share the conclusions about main 3 strong points and 3 weak points related to the situation of non-formal learning in their country (6-7 min. each group);

Pitfalls People focus too much and too long on presenting their organisation. People work a lot in their country groups and might not be happy to have not enough time for presenting their work. Participants do not enough knowledge about the country situation and related policies.

Recommendations Structure work more by giving the introduction step by step. Emphasise that it is important to share in country groups before preparing a presentation.

Outcome People reflect on and share understanding of non-formal learning in their organisation, identify and present situation with non-formal learning in their country. Concrete results page 12-13

Non-formal learning in theory Aim Present the European understanding of non-formal learning, get familiar

with processes, concepts and wordings, link it own understanding, identify relevant questions, build and share opinions

Timing 3,5 hours including break Material needed Laptop and beamer, paper, pens, colourful paper, rope Description

1/ Introduction by asking participants what they associate with a rope and how one can use the rope. Link to the following session. (10 min.) 2/ What is a learning process? Participants are asked to write key words, which they associate with learning process. All key words are collected along the rope (15 min); 3/ Presentation of definitions of formal, non-formal and informal learning (according to definitions presented by Lynne Chisholm during Bridges for recognition, 2005) (15 min) 4/ Have a look at the rope: adding keywords that are missing taking into account the definitions explained (10 min.); 5/ Keywords are divided amongst small groups of 3-4 people.


Participants discuss in group the meaning of the chosen or given keywords and write a short definition on paper, discuss the relevance for non-formal learning and place it along the rope (see the outcome below) (30 min); 6/ Participants are asked to go to language groups and discuss if they have in their own language words and concepts for “non-formal learning”. What are the challenges in translation and what are questions related to translation issues (40 min.)? 7/ Sharing of experience in the plenary (20 min) 8/ Statement exercise: Participants are asked to choose their position between fully agree and do not agree towards the controversial statements regarding non-formal learning (30 min.)

Pitfalls In some moments longer time for sharing is needed. For some groups the concept of three different types of learning is too difficult to understand esp. when participants do not have an overview and relevant experience. In some cases participants do not have enough knowledge about the country situation.

Recommendations Adopt language and explanation to the level of experience in the group. Invite participants to collect relevant information in advance.

Outcome Participants have a deeper look into learning processes and get the overview how formal, non-formal and informal learning as concepts could be looked at. Reflection about theory linked to practise is provided. Controversial issues (language-wise, different theoretical approaches, new/European concepts) about the learning process are brought up and could be discussed. Concrete results page 13-15, Definitions page 16,

Reflection of the day Aim Reflect and share learning experience of the day Timing 35 min. Material needed Description

1/ Youthpass as process to reflect learning along Key Competences is introduced to participants and the use in the seminar is explained (10 min.). 2/ Participants are invited to build learning partnerships by building groups of 3-4 people. Each individual choose one Key Competence from the European Key Competences and reflect on their learning regarding the competence chosen. (20 min.) 3/ People express their feeling about the day by drawing a “weather” picture. (5 min.)

Pitfalls Time for getting acquainted with the information material on Youthpass is needed as well as time in learning partnerships

Recommendations Provide assistance and guidance during the first learning partnerships. Outcome People reflect on their learning process, experience and identify learning

outcomes within a certain framework. Youthpass offers a suitable opportunity to reflect and describe learning experience.

Evening of subcultures Aim Give a taste and feeling of different sub-cultures and lifestyle of people Timing Evening Material needed Face paint materials, a piece of clothing which represents sub-culture and

short description of it, some music or visual material about the sub-culture.


Description

Participants were informed about the Freestyle Evening of Subcultures before the seminar and were asked to bring 3 important things for the evening:

• Piece of clothing that represents a group of young people which identifies/can be identified with any subculture, participant knows personally, represented in his/her town or belongs to;

• Short description of this subculture and the cultural context in which it exists;

• Short piece of music or visual material related to that subculture. Participants take the stage when they hear their piece of music and show the clothing. They are asked to give a short description of the culture. Observing participants are asked to score the presentation using coloured cards with 1, 2 and 3 on it. A country by country score sheet is placed in a good position and a member of the team adds all the scores.

Pitfalls Some people might not be prepared for the evening, some presentations might reinforce the stereotypes about subcultures

Recommendations Be ready to provide some extra cloths and materials for participants. Next day in a simple way emphasises the role and consequences of stereotyping others

Outcome People get to know more about different sub-cultures, group dynamics is reinforced

Day 3, 13 November 2006 (Monday) Energiser, day programme, questions from yesterday Learning pathways – reflecting on own experiences as non-formal educator Aim Reflect and share own experience in supporting learning of young people Timing 2,5 hours Material needed A3 paper, oil crayons, flipchart paper and markers Description

1/ Different pictures from magazines are spread on the floor. Each individual selects the one that reflects the best a youth project (ideally in YOUTH programme) in which their role was to support learning of young people (5 min.); 2/ People glue their selected picture on the A3 paper and by using crayons draw the learning experience of young people during the project and their role as non-formal educator in this process. As a metaphor for challenges and difficulties people can draw frames of the picture (45 min.); 3/ In mixed groups of 5-6 people participants share their experience by explaining their drawing. Others cans ask questions, clarify or express their own interpretations. (up to 7-10 min. per person, up to 1 hour); 4/ People individually write keywords about what made this project a learning experience for young people (10 min.); 5/ In plenary conclusion are collected. Discussion close the session on making links with projects in YOUTH programme (30 min.). 6/ Input on non-formal learning elsewhere (45 min.)

Pitfalls For some participants due to their role and function in the organisation reflecting and sharing on learning paths might be irrelevant.

Recommendations Ask people to reflect and share not only their working experience but also learning experience if they do not work directly with learning processes.

Outcome Participants reflect and share their working and learning experience, identify how learning is recognised. Participants raise their awareness about learning processes and individual learning paths. Concrete results page 17


Opportunities and limits of non-formal learning Aim To find out the opportunities and limits of non-formal learning Timing 1 hour 30 min. Material needed Coloured A4, flips, markers Description

1/ In 4 groups participants are asked to come up with as many strengths, weaknesses, opportunities and threats of non-formal learning as possible by thinking from different perspectives (practitioners, youth), different working contexts (grass-root, national, decision-making etc). Groups are given papers for notes (20 min.); 2/ In plenary a general picture of non-formal learning is created and conclusions are made (40 min.).

Pitfalls People might repeat what was said before, more time might be needed Recommendations In order to avoid confusion in terms “opportunities” could be replaced with

“advantages”. Groups could place different things on cards. These cards can be glued on paper followed by explanation and discussion later.

Outcome People discuss challenges and obstacles regarding non-formal learning in general. They take into account different perspectives and get a feeling for the challenges faced when discussing about non-formal learning. Concrete results page 17

Relevance of non-formal learning to people’s life Aim Shift for professional analysis, raise awareness of the need of self-

reflection, raise awareness of link between reflection, learning outcome and work with young people

Timing 1,5 - 2 hours Material needed Paper and markers Description

Relevance in personal life: 1/ Individually people reflect on following questions:

• What did/do I gain through non-formal learning personally? • What are the values I have and follow today in my work with

youth? • What is important for me when working with other people/young

people? Participants get a picture of a person and have to answer while putting things in a fundament (to stand on), in the heart (to feel, to follow, the values), on the hand (about skill, methods to be offered) and in the head (their vision and utopia). (40 min.) 2/ In pairs people make an interview on the following questions:

• What is my role in youth work nowadays? • How do I offer learning processes for young people? (30 min.)

3/ Come back with key words on cards and put them on the ideal youth worker. Discussion is fallowed about personal questions related to life-long learning. (30 min.)

Pitfalls If participants are not familiar with self-reflection this is the first moment to get in touch. For some it is easy for others a very challenging exercise.

Recommendations The link between theory and practise can be shown by using theory to live practise. Flow and coherent process with the exercise before has to be presented.

Outcome People reflect about own approach, they deepen the knowledge of non-formal learning in practice and share own experience, they get fresh ideas. Self-reflection as one of the most important aspects of non-formal learning will be introduced.

Day 4, 14 November 2006 (Tuesday) Energiser, day programme, questions from yesterday


Introduction of Youthpass Aim To present the reasons aims behind the recognition of non-formal

learning in the Youth in Action programme, present and discuss the concept of Youthpass.

Timing 1 hour 15 min. Material needed Laptop and beamer Description 1/ Presentation of Youthpass (45 min.)

2/ Sharing in small groups reactions and collecting feedback (30 min.) Pitfalls Keep the interest in time. Recommendations Present simple and easy, give space for discussion and question, and

provide explanation. Outcome Participants get knowledge about Youthpass and get the value and

chances of it. They have the possibility to ask everything needed. Concrete results page 18-19

Recognition of non-formal learning Aim Understand main elements in recognition process and the benefit of it. Timing 1 hour 15 min. Material needed Colour paper cut in small pieces Description

1/ Input on recognition process and situation in Lithuania and Estonia (30 min.) 2/ Discussion in country groups looking for similarities and specifics facilitated by team members (30 min.); 3/ Sharing in plenary 3 main important issues discussed in the groups (15 min.);

Pitfalls Too much information can be provided at once. Recommendations Leave enough time for sharing in country groups. Outcome Participants discuss about the recognition process in their countries and

share the good practices and challenges. Concrete results page 17-18

Action planning Aim Set the future steps based on the outcomes of this seminar Timing 45 min. Material needed A4 paper Description

1/ Participants are asked to put down their future steps following categories: “recognition of non-formal learning”, “my organisation” and “personal aspect”. In each category it is described what exactly are going to happen and how important the activity is (prioritising A, B, C). Participants are asked to give their action plans for coping.

Pitfalls Guarantee that the task is clear for participants. Recommendations Personal assistance and guidance might help in fulfilling the task. Outcome Participants are encouraged to think about further actions based on the

outcomes of the seminar. Session on Youth in Action Aim Introduce Youth in Action Programme focusing on remaining elements

from the previous programme and main changes Timing 1 hour Material needed Beamer, laptop Description 1/ Presentation consisted of quiz-format and introductions of the main

principles and possibilities for actions. Pitfalls There might be not enough information or people raise questions which

are not relevant to the experience of others. Recommendations Provide handouts and if possible personal consultation during the time

left in the seminar to answer more specific questions. Outcome People raise awareness of the possibilities of Youth in Action


Youthpass test phase Aim Experience and evaluate Youthpass Timing 1 hour Material needed Certificates and Questionnaires Description

1/ Participants are invite to reflect their learning outcome along the Key Competences and evaluate this within the learning partnerships 2/ They formulate their learning outcome of the seminar and put it in a word document. 3/ The course organisers put this formulation in the technical tool to generate Youthpass – Certificates. 2/ Participant gives feedback through questionnaires about the experience of using Youthpass

Pitfalls Some people need more time. Technical problems might occur (in the technical tool) if people decide of using not English language.

Recommendations Make it attractive, link to the development. Outcome People fill in Youthpass and provide feedback.

Evaluation of the seminar Aim To evaluate and express feedback on positive and negative aspects of the

seminar. Timing 1 hour Material needed Flipchart paper Possibilities for methods

1/ Active methods are used to express good and bad emotions. “Alley of Joy” – people in pairs form an “alley” and by running inside loudly repeat different things that created good feeling during the course. “Wall of Cries” – people stand in two lines facing the same people from previous exercise. Then the signal is given people from one line comes to the other side and silently say one element that created bad feelings during the course. After they said it they come back to stand in the line and other come to share. (15 min.) 2/ Visual methods to give feedback on different aspects of the seminar. Participants are asked to place their mark in a target, which has different parts covering aspects of the seminar (food and accommodation, learning process in general, methodology used, team, group, other). By marking people use post its writing their feedback on them. (30 min.) 3/ Closing round to share anything related to the seminar

Pitfalls When using not written evaluation people might not express themselves openly

Recommendations Use the combination of different methods Outcome Participants evaluate the seminar, team receive feedback on the different

aspects related to the seminar


3. SO, WHAT ABOUT…THE OUTCOMES? 3.1. Non-formal learning in the country context In country groups participants shared and discussed the situation of non-formal learning in their countries and came up with main strong and weak points: Strong points Weak points

Estonia

There are many non-governmental organizations Organizations are open on local level and for European cooperation IT-technologies are well developed people are using them Small country, short distances

Integration process has not finished Not enough knowledge of non-formal learning

Slovakia

Discussions on non-formal learning on national level influenced by discussions on European level Good experiences from socialist times (e.g. after school activities) Non-formal learning is defined as priority, priority target groups are defined

Government does not support volunteers, volunteering is not defined in the laws There is not much support from the government for non-formal learning Not enough people educated No cooperation on national level among organizations, many small “players”

Poland

Variety of activities, many possibilities, many people, many problems Non-formal learning is based on people (creative, want to get experience) Satisfaction

Lack of understanding in the society Lack of information No support from relatives, so it is difficult to encourage people for non-formal learning activities

Czech

Good legal base (e.g. act on volunteerism) State infrastructure supports the developments, not only non-governmental organizations, but also local institutions Atmosphere in the society is open

Lack of legal base Lack of recognition Quality of non-formal learning provided by institutions – difficult to measure the results

Slovenia

Diversity of programs “NEFIKS” – student passport; but not so common yet; Opportunities – young country, open to new ideas

No information Few financial resources from the whole budget No tradition

Latvia

Young people are interested Umbrella organization for non-governmental organizations Place for development

There is no youth policy on governmental level Non-governmental organizations have not enough resources State supports “serious” activities (like extra-curriculum activities) but not non-formal learning

Lithuania

Lots of opportunities, lot of resources Young people don’t show initiative


Really experienced people Really great people

Society does not know Funding is problematic

3.2. Learning process in general When working on learning process in general participants came up with main keywords related to learning process and small groups discussed what each of the element means in relation to non-formal learning:

Atmosphere Psychological state of a group or an individual in a relation to the work/activity It is very important because it stimulates the learning process

Books Resources Inspiration Development of non-formal learning

Certificate Don’t affect the learning process itself, but only are a formal proof that you followed training course or other event. It is just nice to have it for professional purpose.

Cognitive process Importance to recognize that non-formal learning brings knowledge, skills and competencies Be aware of learning

Communication, permanent two-way

Means learning from each other (giving and getting) It makes non-formal learning more flexible Creates less borders between trainers or leaders and participants of non-formal learning Needs some social rules Everybody should feel free to discuss and express opinions (no stress) It is very important for improving non-formal learning In non-formal learning it is more intensive and individual

Competition Competition is a fact but it shouldn’t exist in non-formal learning Your learning process is your choice You have to prove your skills in practice, not on paper only

Creating the picture of the reality in our

minds

To change your methods for learning

Creativity No creativity, no non-formal learning Active involvement in non-formal learning process Personal development

Exams After non-formal learning it can be one of the ways to receive a license or certificate In non-formal learning are more practical A way of checking oneself They can’t be the purpose of non-formal learning

Experience (uncountable noun;

never with –s!)

Skills, knowledge that you have and can use for work and personal life and you can share it The most important thing you can get and give in non-formal learning

Experiences (countable noun; one

experience x many experiences)

Adventures and situations you go through The way we learn in non-formal way

Family traditions influence learning

process (if your parents are lawyers,

you will probably follow them)

Everyone must have a chance

Growing up Becoming mature; responsibility and being aware of things; process with the beginning and the end


Non-formal learning helps you grow up and be a valuable member of the society

Idol/master/authority vs. team vs. facilitator

etc

In non-formal learning there is no master but a qualified person who asks questions rather than answers to facilitate the learning process of the individuals/group;

Knowledge and progress

Non-formal learning raises knowledge and causes progress not only on individual level but it leads to progress in your NGO, town, province, local society etc

Learner (student? pupil? Participants?)

Is beneficiary of learning process Non-formal learning is partly based on his/her needs and expectations. He/she actively enters the process, therefore non-formal learning is also person-orientated

Memory In non-formal learning you can memorize only the things that are important or useful for your life It can be a topic for non-formal learning activities No tests in non-formal learning You can remember more because of doing something and because you aren’t forced to remember

Methods How we learn and how we teach Essential for being effective in the learning and teaching process

Motivation Getting self-confidence Sharing knowledge, experiences, skills Getting experience Filling free time Be better Have fun Exploring your abilities and borders Meeting people from other countries Very important for non-formal learning The first step to do something extra Without motivation non-formal learning won’t work

Personal development Having motivation and self-reflection Non-formal learning helps you develop yourself Never-ending process Being open Discovering

Plan In non-formal learning you need to have plan A, B, C and sometimes even D You need to be predictable but flexible (still fitting to aims and objectives and “red line”)

Purpose Result-orientated aim, which is stated before the activity itself; result may be either product or progress Important for non-formal learning fulfilling and preparing (plan, organizing) the session and choosing proper methods and tools (activities…)

Quality It is difficult to measure in non-formal learning and it does not depend on certificates It should be one of the purposes of non-formal learning Depends on the trainers’ personalities Methods and materials and equipment is important – it should be of a good quality May attract and bring people

Resources (good resource – more

progress in non-formal learning)

Internet Books People with experiences Reports from training courses

School One of the places where you can take part in process of formal education It is important because you can mix there methods of formal and non-formal education. What more the target group is organized so you don’t


have to look for participants Social background Social background in non-formal learning it becomes a value

Things you can improve depend on your social background because non-formal learning makes you aware of it, you go deeper with reflection It determines your motivation to study and level you reach It determines the skills you obtain and possibilities you are given (knowledge of foreign language but also fact that you can read!)

Socialization, primary and secondary

Family must give a basic for children

Stress Feeling of pressure (time, society, responsibility, mistakes) Being nervous about new things A kick that makes you move and improve things

Teacher/trainer A person who facilitates the learning process She/he ensures that the aim is achieved and facilitates/lead the learning process

Unpredictability Non-formal learning has its purposes, aims, methods. But we can’t predict the real results. They are based on the knowledge and previous experiences of learners, which are unpredictable. We are using unpredictable methods which depend on the progress of the learners knowledge Individual approach flexibility

View is getting more wide

Non-formal learning makes people more open-minded Non-formal learning breaks borders

Voluntary To work with professional aspects but without financial aspects “What little Johnny

hadn’t learnt big John won’t know”

Good for John

3.3. European understanding of non-formal learning Types of learning (by Lynne Chisholm): 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). 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. 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. APEL systems are one way in which the outcomes of such learning can be made more visible and hence open to greater recognition.


3.4. Learning process in practice Participants shar their experience of supporting learning process of young people. As conclusions it was collected how people identify that learning was happening when:

• People start using the terminology • Where are no resistance to learning

process • People ask questions • Identifying common aims • Behaviour of people changes • Self-reflection and expression of

learning • Ideas and visions • People thinks critically • Breaking point • Standing conflict • Interest in the topic

• Enthusiasm and motivation • Practice/perform what learnt • Involvement and participation • Peer 2 peer • Continuously sharing and discussing

information • People use skills and techniques (in

future) • Easier deals with (next) tasks • Comparing the progress • Making links between situations • Strong emotions

3.5. Limits and opportunities of non-formal learning People worked on identifying limits and opportunities of non-formal learning by using SWOT analysis tool. The following was identified:

Limits Opportunities Too different age groups

Lack of recognition could lead to misunderstanding

Without the control/lack of standard could lead to low quality

Purpose of learning would disappear It may become a routine

Labelling of non-formal learning Non-formal learning ends in some point

Some people can not handle with the process When it is better for the topic to use formal

learning Other…

Opportunity for everybody Variety in age groups Different target groups (disadvantaged, when “traditional methods do not work”, social inclusion) Offers safe environment Can cover untouched topics Gives learner more responsibility Freedom of choice (topic, trainer) Personal development leading to social development Flexibility of methods Gives possibility of shaping skills It may discover talents Integrating methods into the formal environment Other…

3.6. Recognition process By the end of the seminar people were asked to discuss in country groups on the recognition process and situation in their countries. People brought the following points from the discussions: Poland

• Concept of non-formal learning exists but problem is in realization; • Sources for information are not certain;

Slovenia

• General situation is improving • No information – not involved in youth policy • A lot is developing on local level • There’s NEFIKS but not much known


Latvia • Importance of youth policy and law is crucial • National Agency is active • Lack of information about what non-formal learning means

Slovakia

• Term exists on local level but it needs to be promoted on the government level; • 1998 – the first (and the last) conference about non-formal learning • 2004 – as a reaction to EU discussion began on non-formal education, became a trend • We have some organizations active in the area but it is not united system • Youth policy needs to be developed (process has been active for 2 years)

Lithuania

• Problems of organizations in terms of recognition Czech

• Non-formal learning is priority in the work of the National Agency • New department of non-formal learning within the national institution of youth and

children has been formed • Umbrella organization in order to cooperate with ministry • Changes in formal organization

Hungary

• There has been youth policy over about 10 years but no law on youth policy • Youth strategy depends on the local level • Non-formal learning needs to be accepted by formal institution, then it could be accepted

by the local level as well; • The success depends on the person responsible • There’s no awareness on local level but it is needed; it is difficult as this is very specific

field; Estonia

• Clarification on local level needs to be done – that influences distribution of information about non-formal learning;

3.7. Youthpass After the presentation of Youthpass participants were asked to reflect and discuss in small groups on influences (both positive and negative) of Youthpass for the youth work sector inside and outside the sector. Some thoughts from the groups:

Inside

It is individualised tool Feeling of being special

Reflection leading to motivation Possibility to see and realise potential

Young people becoming youth workers Qualification and competition of youth workers Cooperation among young people and workers

Control, criteria, rules, comparison, roles, honesty

Beneficial when applying for a job in social sector Beneficial when applying for any job Relation to other programmes Awareness raising campaign Fundraising opportunities Influence policy decisions Trendy

Outside


And some questions that later might become frequently asked questions (FAQ): Question: Does Youthpass intend to increase the control over the quality of projects? Answer: Youthpass is a reflection tool, which aims at helping young people to recognise and show what they learnt during the project. But for sure, if Youthpass will be implemented in a project this will increase quality related to learning processes and outcomes. Question: What is the relation of Youthpass to other recognition tools existing at national level? Answer: Youthpass was developed and implemented at European level. The aim is to offer a recognition tool for YOUTH programme activities. Each country is invited to develop own instruments. All activities are fostering the recognition of non-formal learning. Question: Is it obligatory to use Youthpass in activities funded by the YOUTH programme? Answer: The obligation for organisations that get funding is to inform participants about Youthpass. If participants want to get Youthpass organisations should take care to implement and facilitate the process of using Youthpass. Question: Is Youthpass (process and instruments) as it is now finalised? Answer: Youthpass is work in progress, after the final decision will be made by European authorities (Programme Committee of the YOUTH programme) to implement Youthpass further researches and evaluation will be required to monitor the success and failures of Youthpass. Question: Can I skip lessons at school if I received Youthpass? Answer: Youthpass does not replace any formal learning but it might be useful when applying for a job as an additional expression of competence gained.


4. AND SEARCHING FOR MORE… 4.1. Internet resources http://ec.europa.eu/youth/yia/index_en.html

This is the official web site of the European Commission where you can find all details about the programme, the new generation Youth in Action and further contact details to contact your National Agency.

http://www.salto-youth.net A network of eight Resource Centres working on European priority areas within the YOUTH programme. It provides expertise in different areas of youth work and training resources. SALTOs organise training and contact-making activities to support organisations and National Agencies within the frame of the European Commission's YOUTH programme and beyond.

http://www.salto-youth.net/youthpass/ The SALTO Training and Cooperation Resource Centre located at the German National Agency is responsible for developing Youthpass. On this web site you will find further information about Youthpass.

http://www.training-youth.net The web site offers training opportunities and publications for youth workers and youth trainers in Europe. It is a product of the Partnership Programme between the Council of Europe and the European Commission.

http://communities.trainingvillage.gr/nfl This Virtual Community is provided by the European Centre for the Development of Vocational Training (Cedefop) in order to support the development and implementation of methods and systems for identification and validation of non-formal learning. Established already in 2003, the Virtual Community is intended as a meeting place for everybody interested and involved in the field - policy makers, practitioners, researchers and others.

http://www.infed.org An open, independent and not-for-profit site put together by a small group of educators, which explores informal education and lifelong learning. The site contains: the encyclopaedia of informal education (thinkers, theories and themes), the informal education archives (key texts and reports), extras (events, talking points, support and resources)

http://www.nonformality.org A web-log of Frankly Speaking about learning with the mission to inform, inspire, provoke, initiate, criticise and challenge discussion on educational thinking and practice.

4.2. Publications and documents Documentation of the Summer School on Non-formal Learning in Estonia

Summer school on non-formal Learning took place in Estonia, summer 2005. the report could be downloaded http://euroopa.noored.ee/7494

Bridges for Recognition: Promoting Recognition of Youth Work across Europe

Bridges for Recognition brought together different stakeholders in the recognition debate in order to build bridges between those sectors and create smoother roads between different types of learning and


opportunities created by them. http://www.salto-youth.net/bridgesforrecognition/

http://en.wikipedia.org/wiki/Ruth_Cohn During the seminar the Theme-centered interaction model of Ruth Cohn was presented to reflect on working with groups (me, group, theme and environment). The Wikipedia page gives first impression about Ruth Cohn.

For further references do not hesitate to contact any of the National Agencies, which were preparing, organising and evaluating the Freestyle seminar, the SALTO Training and Cooperation Resource Centre or any of the trainers – Elina Kivinukk ([email protected]) and Nerijus Kriauciunas (report editor, [email protected]).

freestyle seminar: non-formal learning in youth

Documents

years nonformal learning

field of nonformal learning

youth programme projects

youth workers

youth leaders

final report freestyle

time learning processes

main theme