This project has been funded with support from the European Commission under the Erasmus+ Programme. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. [Project Number:2021-1-CY02-KA220-YOU-000029051] Digital Youth Youth Workers Handbook
2 digital-youth.eu Table of Contents Introduction.................................................................................................................... 3 Digital Skills..................................................................................................................... 5 Relevance in 21st century......................................................................................................5 Importance of Digital Youth Work ........................................................................................8 Linking Youthpass to Digital Youth Work ...........................................................................11 Overview of Digital Competence Frameworks ............................................................... 14 Digital Competence Framework for Citizens (DigComp) ....................................................14 Digital Competence Framework for Educators (DigCompEdu) ..........................................19 The Youth Work Portfolio of the Council of Europe...........................................................23 Youth Work Competence Framework by SALTO-YOUTH ...................................................28 Digital Tools and Platforms ........................................................................................... 31 Tools to foster digital competences and skills....................................................................31 Tools and platforms that offer personalised learning ........................................................33 How to foster inclusivity through digital tools and platforms............................................38 Creating Digital Resources ............................................................................................. 43 Types of Digital Resources ..................................................................................................43 Creating Digital Resources ..................................................................................................47 Open-Source Software used in Creating Digital Resources................................................53 Competences, Validation and Recognition .................................................................... 56 Digital Citizenship................................................................................................................56 Open-Badges Framework ...................................................................................................61 Reflection and Validation....................................................................................................63 References .................................................................................................................... 69
3 digital-youth.eu Introduction This handbook aims to support and educate youth workers to advance their competencies and consequently fill the existing gaps in Digital Youth Work. The Digital Training package has been developed in line with the feedback and suggestions acquired from focus groups conducted in each partner country, namely Cyprus, Greece, Ireland, and Spain. From the results of the findings in each country, the handbook and blending learning modules have been designed to address the needs of the Youth Work Sector. From the focus groups and interviews completed in each partner country, the Digital Youth consortium was able to determine the requirements and gaps that exist within present youth work provision. Participants from the four partner countries reported that the contents of the Digital Youth Training package should concentrate on the following topics: • Digital Tools and Platforms – Communication, Collaboration, and Personalised Learning • How to Foster Digital Competences and Skills • Implementing inclusive, equitable, and quality lifelong learning opportunities • Safe Use of Digital Technologies in Youth Work – Digital Citizenship • Creating Digital Resources • Media Literacy The Digital Training Package will: • Be self-paced and easy to read • Comprehensive yet practical • Provide step-by-step examples The Digital Youth Training Package will equip youth workers with training materials that expand their competencies and digital literacy skills. This will guide youth workers on how to competently use and create their own digital resources for service within their training provision. The Youth Worker’s handbook will focus on: • Digital Youth Work • Overview of the Digital Competences Framework • Examples of Digital Youth Work • Case Studies and Selected Tools • Linking the Youthpass to Digital Youth Work
4 digital-youth.eu • Competences, Validation and Recognition In a world that has entirely transitioned to digital, this handbook benefits those within youth work to advance their competencies in Digital Youth Work so that they can continue their work with young people on a digital platform.
5 digital-youth.eu Digital Skills Relevance in 21st century According to the National Careers Services (2022), fundamental digital skills are a step towards comprehending many other new things. They can improve your confidence in using technology for work, education, and everyday life. Numerous jobs today require digital skills. Digital skills are needed even for jobs that do not ask for important levels of qualifications or experience. For instance, if you work in youth work you may keep reports of service users. Unrelated to work, you also need digital skills in everyday life for things such as shopping, banking, and staying connected with family and friends. The world is going digital! Fundamental digital skills consist of being able to: • Use devices like a computer, tablet, or mobile phone for simple individual, and work duties, • Discover and use the information on the internet, • Knowing how to be safe and responsible online, • Correspond socially and professionally using email, messaging, and social media, • Shop, bank, access services, or apply for a job online. Being more assured using the internet and communicating online can: • Allow you to stay connected with family and friends, • Make daily life more manageable, • Boost your likelihood of obtaining and securing a job, • Enhance your access to information, advice, and services, • Unlock learning, training, and employment prospects. As technology is progressing rapidly, most jobs are starting to require some competency in digital skills. Technology is also producing tons of exciting new jobs. These positions will require workers with the confidence to: • Operate the internet on a mobile phone, tablet, laptop, or PC, • Disseminate online utilising email and social media, • Work from home or a remote location. For instance, utilising online instruments such as Zoom, Skype, Teams, and FaceTime to communicate, • Create online accounts to access information.
6 digital-youth.eu According to the National Careers Services (2022), fundamental digital skills are a step towards comprehending many other new things. They can improve your confidence in using technology for work, education, and everyday life. Numerous jobs today require digital skills. Digital skills are needed even for jobs that do not ask for prominent levels of qualifications or experience. For instance, if you work in youth work you may keep reports of service users. Unrelated to work, you also need digital skills in everyday life for things such as shopping, banking, and staying connected with family and friends. The world is going digital! Fundamental digital skills consist of being able to: • Use devices like a computer, tablet, or mobile phone for simple, individual, and work duties, • Discover and use the information on the internet, • Knowing how to be safe and responsible online, • Correspond socially and professionally using email, messaging, and social media, • Shop, bank, access services, or apply for a job online. Being more assured using the internet and communicating online can: • Allow you to stay connected with family and friends, • Make daily life more manageable, • Boost your likelihood of obtaining and securing a job, • Enhance your access to information, advice, and services, • Unlock learning, training, and employment prospects. As technology is progressing rapidly, most jobs are starting to require some competency in digital skills. Technology is also producing tons of exciting new jobs. These positions will require workers with the confidence to: • Operate the internet on a mobile phone, tablet, laptop, or PC, • Disseminate online utilising email and social media, • Work from home or a remote location. For instance, using online instruments such as Zoom, Skype, Teams, and FaceTime to communicate, • Create online accounts to access information, • Scour for trustworthy information online • Behave safely and lawfully online.
7 digital-youth.eu Digital skills can support you in finding and applying for employment. They make it more straightforward to be ready for an interview and assist you to succeed. In today’s world, it is common for jobs to be only advertised online. You must apply through an online application form by emailing a CV. The job selection procedure may even comprise online tests or a video interview. Understanding how to cope with these will enhance your job prospects (National Careers Service, 2022). (European Commission, 2018) Dimensions Impacting the Success of Digital Youth Work 1) Digitalisation of Society 2) Organisational Digital Development 3) Youth Work Competences Additional resources • What are Digital Capabilities? • How to Improve & Develop Digital Skills | NJIT
8 digital-youth.eu Importance of Digital Youth Work Digital youth work gives a wonderful possibility for youth workers to boost their relationships with young people within their teaching practice. Digital youth work is an emerging term to define the sector of youth work that employs digital media and contemporary technology to improve positive youth development-focused education (North/South ICT Groups, 2019). A good example of this is Verke. Verke corresponds to the Centre of Expertise for Digital Youth Work in Finland. They endorse the digitalisation and development of digital youth work in the area of youth work by training and delivering materials and reports. Their target groups include youth work operators in cities, organisations, and parishes. Verke is funded by the Ministry of Education and Culture (Verke, 2022). The North/South ICP Groups (2019) reports that the term Digital Youth Work is used to illustrate work that can occur in in-person circumstances, in social and group environments, and in, online environments, or a combination of these. Digital youth work should be specified concerning youth work objectives in general, not as a separate project with a separate plan. What are the long-term outcomes rather than the short-term? Digital youth work can be used as an instrument for youth development, stimulated by a physical area or an online setting. Digital youth work can also be offered as an activity and function as the subject topic or content in a youth work environment. Digital youth work assumes numerous forms and differs depending on the organisation, the infrastructure, budget, and resources obtainable to youth workers at the time. Digital media and modern technologies are now popular in youth culture. Young people do not see their online and offline worlds as different entities and fluidly occupy both worlds at the same time. Because of this, digital youth work requires an entire organisation, and integrated procedure and is not to be regarded as a specialised service or a niche area (North/South ICT Groups, 2019). 2022 is the European Year of Youth, reports the European Training Fountain (ETF), and the ETF undertook the year with a communication movement in January concentrating on Digital Skills for Inclusion. Young people are a big focus of the European Union. Developing young people’s digital skills enables them to better access the digital globe in their studies, transition to employment, and partake democratically in society. This is particularly necessary to overcome the isolation encountered during the pandemic and to guarantee that young people are linked and employed in the world around them (European Training Fountain, 2022).
9 digital-youth.eu Youth work must demonstrate outcomes, and Frameworks are valuable instruments to support the planning and observing of these outcomes. Social networking is as ancient as society itself. Our relatives, work environments, the clubs, and organisations we are part of, our friendship groups, youth groups, and so on are all social networks. Social media is merely a new practice of accomplishing this networking. While it may seem untried or even foreign to some adults, it is an important part of the lives of most young people today. Their lives are intermittent by communicating thoughts, concepts, images, and videos with their online friends and self-presentation and online identity (North/South ICT Groups, 2019). The North/South ICT Groups (2019) go further, saying that young people are not just digital consumers; they are also frequently the developers of online content and self-expression. Not all young people are proficient in using modern technologies, including social media, and there are numerous methods in which young people use social media. This can be contingent on some capacity on their access to finances to spend for equipment and subscriptions and for what their peer group is employing social media. Those who can be vulnerable in the material world are usually most vulnerable online. Social media is a powerful instrument for employment, but the fundamental concern is how you operate it. For youth workers and youth organisations to neglect social media platforms is to skip out on a consequential part of the lives of most young people, as well as a chance to advertise their work to further audiences. Nevertheless, there are many dangers linked with the online environment – specifically for young people, but also for those collaborating with them. As with any other area of youth work, in the social media space, risks need to be assessed and overseen. Given the fast pace of evolution in social media, a risk assessment must be a continuous process. Nonetheless, it is also paramount that risk aversion does not stop organisations or youth workers from contending with young people via social media (North/South ICT Groups, 2019). The Covid-19 pandemic is a great example of why digital skills are essential. Young people were one of the most affected groups by the pandemic, socially and in their education. Most organisations and schools were not prepared for such a global pandemic causing a lack of resources for young people to use whilst this occurred. Society was forced to transition to digital. For this reason alone, youth workers need to advance their digital competencies to fill the gaps in Digital Youth Work. The digitalisation of the youth work sector needs to prioritise the use of digital media and technology in the lives of young people. It is vital to support youth workers to look broadly
10 digital-youth.eu at the knowledge, skills, and attitudes needed to ensure youth engagement within their digital youth work experience. Therefore, training programmes are needed to connect digital and youth work competencies to develop engaging learning environments throughout the cycle of youth work. This can promote interactive and participatory learning, favouring collaborative work among young people. Photo by Brooke Cagle on Unsplash Additional resources • Digital Youth Work • Opportunities in digital youth work
11 digital-youth.eu Linking Youthpass to Digital Youth Work According to Youthpass (2022), Youthpass is a European recognition mechanism for determining and establishing learning outcomes that are collected in projects beneath the Erasmus+ and the European Solidarity Corps programmes. • Youthpass encourages individual reflection and understanding about knowledge and helps to produce learning outcomes visible for the trainees themselves as well as for others. • It aspires to strengthen reflective practices in youth work and teamwork exercises, by that improving their quality and recognition. • It also reinforces the continued pathways of young people and youth workers, and • boosts the visibility of the significance of European engagement. Youthpass certificates are available for all sorts of projects and activities within the Erasmus+: Youth in Action and European Solidarity Corps programmes. The certificate can also be circulated for projects that were accepted under the prior Youth in Action programme (2007-2013). All participants of the projects authorised within these frameworks are permitted to acquire a Youthpass certificate for their non-formal learning outcomes. The accountability to administer the Youthpass certificates to the participants/volunteers, in case they hope to obtain them, lies with the organisation that signs the agreement for the Erasmus+ grant (Youthpass, 2022). The new Youthpass certificates for 2021-2027 use the European Training Strategy (ETS) competence model for youth workers to work internationally as the reference framework for the self-assessment of participants in training exercises (youth workers and other youth work practitioners), as well as group members. Youthpass (2022) reports that ETS Competence Model depicts competence as an assortment of perspectives, understanding, aptitudes, and behaviours. For instance, one of these competencies is ‘managing resources.’ This implies comprehending the values and working culture of youth projects and youth organisations. The youth worker determines leadership styles and evaluates the influence they have on the target groups during an exercise. They comprehend what encourages young people to participate in projects, how to cultivate this motivation, and oversee risks accordingly. This competence also contains an understanding of national legislation, data guidelines, and financial resources administration, with special attention to the number of resources required to design and prepare to provide exercises for digital youth work.
12 digital-youth.eu Youthpass can be seen as a crucial tool for youth workers, as they can do their work on an international level helping various young people to navigate the digital world. Youthpass can be viewed as a digital tool. Youthpass supports the recognition of youth work and nonformal learning across Europe. Using Youthpass with youth workers can allow them to access self-assessments which can be a valuable addition to their professional portfolio. It highlights their international experience in the field and their acquired competencies. In conclusion, it can be employed as a tool for youth workers to upskill and motivate them to incorporate digital practices into their training with young people (Youthpass, 2022). Photo by Brooke Cagle on Unsplash Top Tips Useful Tip #1 Take a Digital Skills Test to test your competency in this area: https://digital-skillsjobs.europa.eu/digitalskills/screen/home?referrer=dsjp Useful Tip #2 Explore a variety of online sites, platforms, etc. to build your digital literacy skills. Additional resources • Tips and tricks to make writing a self-assessment a piece of cake • Let's talk about Youthpass • Petra: My Youthpass Experience
13 digital-youth.eu Useful Tip #3 Become part of the Digital Skills and Jobs Community to keep up to date with the latest developments: https://digital-skillsjobs.europa.eu/digitalskills/screen/home?referrer=dsjp Useful Tip #4 Participate in regular digital skills training to stay up to date on how you can use digital tools within your teaching practice. Useful Tip #5 Familiarise yourself with Youthpass and other European tools, processes, and platforms that will help you to strengthen your digital skills in Youth Work.
14 digital-youth.eu Overview of Digital Competence Frameworks Digital Competence Framework for Citizens (DigComp) In the technologically driven, fast-paced world, digital competences have become a prerequisite to live, work and engage in the society. But what does it mean to be “digitally competent”? The Council Recommendation on Key Competences for Lifelong Learning, has provided the following definition: “Digital competence involves the confident, critical, and responsible use of, and engagement with, digital technologies for learning, at work, and for participation in society. It includes information and data literacy, communication and collaboration, media literacy, digital content creation (including programming), safety (including digital wellbeing and competences related to cybersecurity), intellectual property related questions, problem solving and critical thinking.” (European Commission, Directorate-General for Education, Youth, Sport, and Culture, 2019, p. 10). In line with this, the European Commission established a common ground regarding the approach to digital skills. The Digital Competence Framework for Citizens or DigComp, emerged, to provide a common reference across the European Union (EU) about the development and measurement of digital skills. As of 2022, the latest version DigComp 2.2 has been released and adopted, enhanced with examples of specific knowledge, skills, and attitudes for the digital competence areas, based on the recommendations by various stakeholders involved (Vuorikari et al., 2022). According to the DigComp Framework, digital competence is a combination of 21 competences in 5 greater dimensions (Fig. 1). For each of these competences, there are eight proficiency levels at which a user can be: Foundation (Levels 1 & 2), Intermediate (Levels 3 & 4), Advanced (Levels 5 & 6), Highly Specialised (Levels 7 & 8).
15 digital-youth.eu To better understand the DigComp Framework, explore below the definitions of the 21 competences (Vuorikari et al., 2022). 1. Information and Data Literacy • Browsing, searching, and filtering data, information, and digital content: searching for digital information, data and content based on your information needs, accessing, and navigating between them. • Evaluating data, information, and digital content: a) analysing, comparing, and critically evaluating the credibility and reliability of sources of data, information, and digital content, b) critically analysing, interpreting, evaluating the content itself. • Managing data, information, and digital content: a) organising, storing, and retrieving digital data, information, content b) organising and processing them in a structured environment. 2. Communication and collaboration DigComp 2.0 Framework: the 5 areas of digital competences
16 digital-youth.eu • Interacting through digital technologies: interacting through digital technologies and understanding appropriate digital communication means for a given context. • Sharing through digital technologies: a) sharing data, information, and digital content with others through appropriate digital technologies b) referencing and attributing appropriately. • Engaging citizenship through digital technologies: a) participating in society using public and private digital services, b) seeking opportunities for self-empowerment and participatory citizenship through appropriate digital technologies. • Collaborating through digital technologies: using digital tools and technologies to collaborate, co-construct and co-create data, resources, and knowledge. • Netiquette: a) being aware of behavioural norms while using digital technologies and interacting digitally, b) adapting communication strategies to the specific audience and being aware of cultural and generational diversity in digital environments. • Managing digital identity: creating and managing one or multiple digital identities, protecting your reputation, dealing with the data you produce through several digital tools, environments, and services. 3. Digital content creation • Developing digital content: creating and editing digital content in different formats, to express yourself through digital means. • Integrating and re-elaborating digital content: modifying, refining, and integrating current information and content into an existing body of knowledge and resources, to create original content and knowledge. • Copyright and licences: understanding how copyright and licence apply to digital information and content. • Programming: planning and developing a sequence of understandable instructions for a computing system to solve a given problem or perform a specific task. 4. Safety • Protecting devices:
17 digital-youth.eu a) protecting devices and digital content, understanding risks and threats in digital environments, b) knowing about safety and security measures, respecting reliability and privacy. • Protecting personal data and privacy: a) protecting personal data and privacy in digital environments, b) understanding how to use and share personally identifiable information while protecting yourself and others from damages, c) understanding that digital services use a “Privacy policy” to inform about the usage of personal data. • Protecting health and well-being: a) avoiding health risks and threats to physical and psychological well-being while using digital technologies, b) protecting yourself and others from dangers in digital environments (e.g., cyber bullying), c) being aware of digital technologies for social well-being and social inclusion. • Protecting the environment: being aware of the environmental impact of digital technologies and their use. 5. Problem solving • Solving technical problems: identifying technical problems when operating devices and using digital environments and solving them (from troubleshooting to solving more complex problems). • Identifying needs and technological responses: a) assessing needs, identifying, evaluating, selecting, and using digital tools and technological responses and to solve them, b) adjusting and customising digital environments to personal needs (e.g., accessibility). • Creatively using digital technology: a) using digital tools and technologies to create knowledge and to innovate processes and products, b) engaging individually and collectively in cognitive processing to understand and resolve conceptual problems and problem situations in digital environments. • Identifying digital competence gaps:
18 digital-youth.eu a) understanding where you need to improve or update your digital competence, b) supporting others with their digital competence development, c) seeking opportunities for self-development and keeping up to date with the digital evolution. Additional resources • DigComp explanatory video • How digitally proficient are you? Complete this questionnaire developed by the Center for Digital Dannelse or the DigSAT tool of the European Commission, to self-evaluate your digital competences.
19 digital-youth.eu Digital Competence Framework for Educators (DigCompEdu) Educators themselves need to be digitally competent to prepare their learners to live and work in a digital society. In these terms, the European Commission developed the DigCompEdu Framework, a reference guide that describes 22 essential digital competences educators should possess in 6 greater areas: professional engagement, digital resources, teaching and learning, assessment, facilitating learners’ digital competence (Fig. 2). There are six proficiency levels for each competence, ranging from A1 to C2, based on the Common European Framework of Reference for Languages (CEFR). A1 means that you are a newcomer who is aware of the potential digital technologies have but needs guidance; C2 means that you are a pioneer who leads innovation and is a role model for younger teachers. The framework is a common reference across the EU, for teachers of various educational levels (from kindergarten to adult education), to prompt the development of policies and training programmes in the area. Find below an explanation regarding what each competence entails. 1. Professional Engagement Using digital technologies for: • Organisational communication with learners, parents and third parties, to codevelop and improve the communication strategies. DigCompEdu framework (Redecker, 2017).
20 digital-youth.eu • Professional collaboration with colleagues, to share and exchange knowledge and experience, and collaboratively innovate pedagogic practices. • Reflective practice, individually or collectively reflecting on, assessing, and developing one’s own and the educational community’s digital pedagogical practice. • Digital Continuous Professional Development (CPD) to improve professional practices. 2. Digital Resources • Selecting digital resources: teaching and learning, considering the specific learning objective, context, pedagogical approach, and learner group. • Modifying openly licensed digital resources and creating or co-creating new digital educational resources, considering the specific learning objective, context, pedagogical approach, and learner group. • Managing, protecting, and sharing digital resources: a) organising digital content and making it available to learners, parents and other educators, b) preserving sensitive digital content, respecting, and applying privacy and copyright rules, c) understanding the use and creation of open educational resources, including their proper attribution. 3. Teaching and Learning • Teaching: a) planning and using digital devices and resources in the teaching process to enhance teaching effectiveness, b) managing and organising digital teaching strategies, c) c) experimenting with and developing new formats and pedagogical methods for instruction. • Guidance: a) using digital technologies and services to increase interaction with learners, individually and collectively, within and outside the learning session and offer timely and targeted guidance and assistance, b) experimenting with and developing new forms and formats for providing guidance and support. • Collaborative learning: using digital technologies to foster learner collaboration and allowing learners to use digital technologies for knowledge creation.
21 digital-youth.eu • Self-regulated learning: using digital technologies to support learners’ selfregulated learning (enable learners to plan, monitor and reflect on their own learning). 4. Assessment • Assessment strategies: a) using digital technologies for formative and summative assessment, b) enhancing the diversity and suitability of assessment formats and approaches. • Analysing evidence: producing, selecting, analysing, and interpreting digital evidence on learner activity, performance, and progress, to inform teaching and learning. • Feedback and planning: a) using digital technologies to provide targeted and timely feedback to learners, b) adapting teaching strategies and giving targeted support based on the evidence provided by the digital technologies, c) enabling learners and parents to understand the evidence provided by digital technologies and use such evidence for decision-making. 5. Empowering Learners • Accessibility and inclusion: a) ensuring accessibility to learning resources and activities for all learners, including those with special needs, b) responding to learners’ (digital) expectations, abilities, misconceptions, and constraints (contextual, physical, or cognitive) to their use of digital technologies. • Differentiation and personalisation: using digital technologies to address learners’ diverse learning needs (to advance at distinct levels and speeds and follow individual learning pathways and objectives). • Actively engaging learners: a) using digital technologies to foster learners’ active and creative engagement with a subject matter,
22 digital-youth.eu b) using digital technologies within pedagogic strategies that foster learners’ transversal skills, deep thinking and creative expression, c) introducing learning to real-world contexts which involve learners in handson activities, scientific investigation or complex problem solving. 6. Facilitating Learners’ Digital Competence Empowering Learners • Enabling learners to use digital technologies creatively and responsibly for information, communication, content creation, wellbeing and problem-solving. This means using learning activities that develop learners’ digital competences as defined in the DigComp Framework (see sub-unit 1) Additional resources • DigCompEdu explanatory video • Check out the SELFIEforTEACHERS questionnaire (based on DigCompEdu). The questionnaire aims to help teachers reflect on how they use digital technologies in their everyday practice.
23 digital-youth.eu The Youth Work Portfolio of the Council of Europe The Council of Europe Youth Work Portfolio is a reference tool to anyone directly or indirectly involved with youth work in Europe (i.e., youth workers, youth leaders, managers, and administrators). It provides an overview of the competences youth workers need to possess in order to do youth work. The tool helps the users to assess and further develop these competences which are defined as a combination of knowledge, skills, attitudes, and values. Function 1. Address the needs and aspirations of young people • Build positive, non-judgemental relationships with young people: a) applying democratic leadership, listening actively b) being curious, showing empathy, being selfaware of, showing confidentiality and interest in young people’s views. • Understand the social context of young people’s lives: a) recognising the situation, status, and condition of (youth in) society and b) being able to analyse and manage information. • Involve young people in the planning, delivery and evaluation of youth work using participatory methods, as suitable: a) recognising the interests, concerns and needs of young people, b) actively listening, identifying aims, conducting needs analysis, facilitating, managing groups, c) being open, honest, patient and showing interest in young people’s views. • Relate to young people as equals: a) recognising the ethics of youth work, b) representing your own identity as a youth worker, c) being ready to be challenged, showing solidarity and interest in young people’s views. • Demonstrate openness in discussing young people’s personal and emotional issues when raised in the youth work context: a) recognising the ethics of youth work, b) managing your emotions, c) actively listening, being open, patient, sensitive, showing emotional stability, trustworthiness, honesty, transparency, confidentiality, empathy, and interest in young people’s views. Function 2. Provide learning opportunities for young people • Support young people in identifying their learning needs, wishes and styles, taking any special needs into consideration: a) identifying learning theories (learning styles, preferences, etc.), non-formal education and learning, group dynamics, diversity backgrounds and challenges of young people, b) identifying aims, conducting needs analysis, facilitating, leading, delegating, applying inclusive educational approaches and
24 digital-youth.eu methods, c) showing openness, sensitivity to diversity, interest in young people’s views, supporting young people taking the lead. • Create safe, motivating and inclusive learning environments for individuals and groups: a) identifying learning theories (learning styles, preferences, etc.), non-formal education and learning, group dynamics, diversity backgrounds and challenges of young people, b) motivating young people, coaching, providing feedback, promoting creativity, applying inclusive educational approaches, managing groups, facilitating, debriefing, problem solving, mediating and transforming conflict, c) being willing to experiment, support for young people taking the lead, accepting the positive potential of conflict. • Use a range of educational methods including ones that develop creativity and foster motivation for learning: a) identifying non-formal education and learning, diverse methods, sources of information about activities, b) applying learning by doing, promoting creativity, facilitating, managing information, motivating young people, c) being open to the suggestions of young people about activities they like and want to do, being willing to experiment, showing curiosity. • Provide young people with appropriate guidance and feedback: a) recognising the ethics of youth work, b) being able to train, coach, mentor, c) showing empathy, openness, readiness to challenge others. • Inform young people about learning opportunities and support them to use a) recognising information, counselling and educational/professional guidance sources, available learning opportunities inside and outside the community, educational institutions, etc., b) being able to counsel, coach, motivate young people. Function 3. Support and empower young people in making sense of the society they live in and in engaging with it • Assist young people to identify and take responsibility for the role they want to have in their community and society: a) having knowledge of politics, society, power relations, policies relevant to young people, b) possessing critical thinking, active listening, political literacy skills. • Support young people to identify goals, develop strategies and organise individual and collective action for social change: a) recognising young people’s interests and concerns, issues they are passionate about, b) possessing skills for participatory decision-making, democratic leadership, active listening, critical thinking, planning for action and change, group management, facilitation, b) sharing power.
25 digital-youth.eu • 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: a) having knowledge of politics, society, power relations, policies relevant to young people, b) having political literacy and skills for active listening, critical thinking, facilitation, advocacy. • Support the competence and confidence development of young people: a) being able to coach, show empathy, communicate, provide feedback, b) engaging in responsible risk-taking and being willing to experiment. Function 4. Support young people in actively and constructively addressing intercultural relations • Support young people in acquiring intercultural competences: a) having knowledge of intercultural theory, human rights, international awareness, cultural awareness, b) facilitating, communicating, promoting intercultural learning and human rights education, debriefing, c) showing empathy, tolerance of ambiguity, solidarity, selfawareness, emotional stability, sensitivity, distance from social roles, clarity on your own values. • 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.: a) having knowledge of the intercultural theory, cultural awareness, foreign languages, international awareness, diverse backgrounds/identities of the young people, b) facilitating, promoting intercultural learning, managing groups, mediating, transforming conflict, c) showing empathy, tolerance of ambiguity, solidarity, self-awareness, emotional stability, sensitivity, distance from social roles, clarity on your own values. • Work creatively on and with conflicts with a view to transforming them constructively: a) recognising conflict, b) facilitating, transforming conflict, mediating, dealing with unexpected situations, c) being open to be challenged and ready to challenge others, orienting yourself towards the common good, respecting others, tolerating ambiguity. • Actively include young people from a diverse range of backgrounds and identifications in youth work activities: a) having knowledge of the intercultural theory, b) facilitating, promoting inclusive education and intercultural learning, c) showing self-awareness, clarity on your own values, emotional stability.
26 digital-youth.eu Function 5. Actively practise evaluation to improve the quality of the youth work conducted • Involve young people in planning and organising evaluation: a) identifying inclusive evaluation approaches, b) having the skills for democratic leadership, active listening, process management, group management, research techniques. • Plan and apply a range of participatory methods of evaluation: a) having knowledge of inclusive evaluation approaches, b) applying participatory methods and democratic leadership, facilitating, c) showing openness to constructive criticism and feedback. • Use the results of evaluation for the improvement of their practice: a) evaluating, b) being open to constructive criticism and feedback, adapting to new/unforeseen situations, showing personal initiative. • Stay up to date on the latest youth research on the situation and needs of the young people: a) recognising youth research approaches, actors and sources, b) analysing and managing information, c) showing personal initiative. Function 6. Support collective learning in team • Actively evaluate teamwork with colleagues and use the results to improve effectiveness: a) recognising teamwork and how people learn in teams, b) evaluating, co-operating, communicating, building partnership, c) showing trust, openness to the views of others, self-management, personal initiative, openness to constructive criticism, adapting to unforeseen changes, orienting yourself towards the common good. • Seek and give feedback about teamwork: a) providing feedback, actively listening, transforming conflict, mediating, b) being constructive, ready to challenge colleagues and be challenged, showing curiosity and trust. • Share relevant information and practices in youth work with colleagues: a) having communication and information management skills, b) showing solidarity, willingness to share resources. Function 7. Contribute to the development of their organisation and to making policies/programmes work better for young people • Actively involve young people in shaping their organisation’s policies and programmes: a) having knowledge of organisational management and development, policies and programmes of the organisation, b) applying needs analysis, democratic
27 digital-youth.eu leadership, active listening, participatory decision-making, c) showing transparency, personal initiative. • Cooperate with others to shape youth policies: a) having knowledge of youth policy concepts, actors, and mechanisms at various levels (local through European), b) communicating, networking, cooperation, building partnerships, applying democratic leadership, having advocacy, public speaking and presentation skills, c) showing willingness to partner with other actors, curiosity, open mindedness, patience, tolerance of ambiguity, personal initiative. Function 8. Develop, conduct, and evaluate projects • Apply project management approaches: a) recognising project management frameworks, b) having skills for management (including finances), leadership, delegation, planning, facilitation, communication, c) adapting to new/unforeseen situations. • Seek and manage resources: a) having knowledge of resource management, b) having skills for financial management, human resources management and development, creativity in looking for resources, fundraising, communication, advocacy, networking, c) showing open-mindedness, honesty, transparency. • Give visibility to projects, draft reports, and make presentations, for a variety of audiences: a) having presentation, public speaking, report writing skills and capacity to adapt your discourse to different audiences, b) being self-confident. • Use information and communication technology tools when necessary: a) recognising information, communication, and media tools (online), b) using ICT in youth work (projects), express creativity, c) showing curiosity, personal initiative. Additional resources • Find more information about the Youth Work portfolio here • Assess yourself, on the ground of these competences, using this document. Go to page 28 and fill in the template.
28 digital-youth.eu Youth Work Competence Framework by SALTO-YOUTH As youth work has gained a more European and international perspective, there is a need to highlight the competences required for working within these contexts. In response to that, the Competence Model for Youth Workers to Work Internationally has been developed by SALTO-YOUTH, in the framework of the European Training Strategy (ETS) in the field of youth. The model is a guiding and reflection tool for youth workers who participate in international learning mobility projects, educational staff and trainers who organise international mobility projects and organisations that develop training strategies for youth workers. The model focuses on the attitudes, knowledge, skills, and behaviours within eight competences: facilitating individual and group learning in an enriching environment, designing programmes, organising, and managing resources, collaborating successfully in teams, communicating meaningfully with others, displaying intercultural competence, networking, and advocating, developing evaluative practices to assess and implement appropriate change. 1. Facilitating individual and group learning in an enriching environment The set of knowledge, skills, and attitudes to improve a young person’ learning process, enhancing their motivation, and supporting them in recognising and meeting their needs. This involves setting an ongoing dialogue and collaboration between individuals, groups, and communities. 2. Designing programmes The set of knowledge, skills and attitudes to design and develop (educational) programmes in line with the needs of the multifaceted groups and environments internationally. Indirectly, it also refers to addressing political, societal, and cultural issues in youth work. 3. Organising and managing resources The set of knowledge, skills, and attitudes to identify the values and working culture of youth projects and youth organisations and the influencing factors, respectively. It includes recognising the impact of leadership styles, the way motivation is enhanced, and risks are managed. Finally, it also includes being aware of the existing national legislation and the strategies to manage financial resources. 4. Collaborating successfully in teams
29 digital-youth.eu The set of knowledge, skills, and attitudes to work in teams, motivate and support colleagues and the systemic cooperation and responsibility in an international context. 5. Communicating meaningfully with others The set of knowledge, skills, and attitudes to build positive relationships with others, interact and communicate effectively with young people and partners internationally. Communication also involves managing emotions, inspiration, intuition, empathy, and personalities. 6. Displaying intercultural competence The set of knowledge, skills, and attitudes to establish successful communication and collaboration among people from diverse cultural backgrounds. This involves being aware of the way ‘culture’ and the international dimensions affect personal identity and understanding ambiguity, human rights, self-confidence, and acceptance versus own limits. 7. Networking and advocating The set of knowledge, skills, and attitudes to develop and manage partnerships, network with others promoting the value of youth work. This involves being aware of the (political) values and beliefs in youth work and helping young people develop ‘political thought.’ 8. Developing evaluative practices to assess and implement appropriate change The set of knowledge, skills, and attitudes to promote policy and practice change; helping and empowering young people, the environment and society to act and change for the better. Additional resources • Find the specific knowledge, skills and attitudes for each of the eight competences in this document.
30 digital-youth.eu Top Tips Useful Tip #1 To develop the young groups’ digital competences, use the assessment and guidance questionnaire prepared on the basis of DigComp. This can be a diagnostic (beginning), formative (ongoing), and summative (final) assessment, to measure young people’s performance against the desired outcomes. Useful Tip #2 Develop your digital competences for and through the learning experiences you design. Consult the SELFIEforTeachers questionnaire to self-assess your competencies and see the recommended next steps you can take to elevate your practice. Useful Tip #3 To improve your competences, set personal goals in line with the set of knowledge, skills and attitudes required for (international) youth work, as they are defined in the Youth Work Portfolio and Youth Work Competence framework by SALTO-YOUTH. Set SMART goals, plan a strategy to achieve these (e.g., attending training or courses to develop the respective skills) and monitor your progress throughout (e.g., through journaling and self-reflection).
31 digital-youth.eu Digital Tools and Platforms Tools to foster digital competences and skills Image: www.freepik.com In this section you can find a variety of applications and webpages for upskilling youth workers' digital competences. Digital competence was recognized by the European Commission as one of eight key core competences for lifelong learning. Digital competence defined as a combination of knowledge, skills and attitudes with regards to the use of technology to perform tasks, solve problems, communicate, manage information, collaborate, as well as to create and share content effectively, appropriately, securely, critically, creatively, independently and ethically. https://digital-competence.eu/dc/front/what-is-digital-competence/ In a world that is fasting changing, all the ways of communication and learning pass to the digital era. It is very important the youth workers of the present and the future to be adaptive and able to learn new skills and use the technology in order to be more efficient and more effective. Young people need to be flexible to a new labour market and in everyday interaction, with quickly changeable skills. Digital competences, e-skills and knowledge are essential for youth, and creating new possibilities for people and organizations everywhere by connecting them to the knowledge and skills they need to succeed.
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