6 Country Reports on Youth Work - Jugendpolitik in Europa
6 Country Reports on Youth Work - Jugendpolitik in Europa
6 Country Reports on Youth Work - Jugendpolitik in Europa
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pleasure, and desire, by strengthen<strong>in</strong>g their self-esteem, by exam<strong>in</strong><strong>in</strong>g values and<br />
ideologies, or simply by community experiences dur<strong>in</strong>g <strong>in</strong>dividual activities. F<strong>in</strong>ally, their<br />
services range also from problem <strong>in</strong>terventi<strong>on</strong> for young pers<strong>on</strong>s, who are already affected<br />
by <strong>on</strong>e or more risk areas and for whom they offer counsell<strong>in</strong>g and pers<strong>on</strong>al support, to<br />
offers for a sheltered and support-oriented envir<strong>on</strong>ment. Nowadays there is a grow<strong>in</strong>g<br />
recogniti<strong>on</strong> that extracurricular youth educati<strong>on</strong> can (am<strong>on</strong>g other services and offers)<br />
susta<strong>in</strong>ably promote the type of basic and key competences that are <strong>in</strong>creas<strong>in</strong>gly understood<br />
as preparati<strong>on</strong> for work<strong>in</strong>g life and a general enhancement of “employability”.<br />
b) Internati<strong>on</strong>al youth work 2 :<br />
Internati<strong>on</strong>al youth work c<strong>on</strong>sists of professi<strong>on</strong>ally guided activities <strong>in</strong> professi<strong>on</strong>ally<br />
organised and sett<strong>in</strong>gs related to <strong>in</strong>ternati<strong>on</strong>al c<strong>on</strong>texts. It provides to young people from<br />
different countries, ethnic backgrounds and cultures with opportunities to meet and to reflect<br />
the experiences made <strong>in</strong> the <strong>in</strong>tercultural dimensi<strong>on</strong> and to widen their cultural knowledge<br />
and enhance their pers<strong>on</strong>al skills (i.e. <strong>in</strong>teracti<strong>on</strong>, communicati<strong>on</strong> and understand<strong>in</strong>g).<br />
Internati<strong>on</strong>al youth work c<strong>on</strong>sist<strong>in</strong>g of extracurricular educati<strong>on</strong>al opportunities and leisure<br />
time activities is regularly provided dur<strong>in</strong>g holiday and vacati<strong>on</strong> time<br />
c) Open youth work 3 :<br />
Open youth work provides a space (e.g. youth centre or youth club) which is pr<strong>in</strong>cipally open<br />
to all young people from the local community or territory. In most cases, the space (and the<br />
time, i.e. programme) is <strong>on</strong>ly partly pre-structured by youth workers and is supposed to be<br />
actively appropriated by the young people themselves. Leisure time activities cover a great<br />
part of open youth work, but they are also the c<strong>on</strong>text <strong>in</strong> which other social and educati<strong>on</strong>al<br />
tasks (also for marg<strong>in</strong>alised groups) and outreach<strong>in</strong>g activities are realised.<br />
d) Participati<strong>on</strong> and peer educati<strong>on</strong> 4 :<br />
Participati<strong>on</strong> is about hav<strong>in</strong>g the right, the means, the space, the opportunity and, where<br />
necessary, the support to participate <strong>in</strong> and <strong>in</strong>fluence decisi<strong>on</strong>s and engage <strong>in</strong> acti<strong>on</strong>s and<br />
activities so as to c<strong>on</strong>tribute to build<strong>in</strong>g a better society. Acti<strong>on</strong>s designed to promote youth<br />
participati<strong>on</strong> <strong>in</strong>clude different approaches to becom<strong>in</strong>g an active citizen for <strong>in</strong>stance 'tak<strong>in</strong>g<br />
an active role both <strong>in</strong> the development of <strong>on</strong>e's own envir<strong>on</strong>ment, at local, nati<strong>on</strong>al and<br />
European level'. They provide opportunities for group effort toward a comm<strong>on</strong> goal; <strong>in</strong>volve<br />
youngsters <strong>in</strong> resp<strong>on</strong>sible, challeng<strong>in</strong>g acti<strong>on</strong> that meets genu<strong>in</strong>e needs, with opportunities<br />
for plann<strong>in</strong>g and/or decisi<strong>on</strong>-mak<strong>in</strong>g. <strong>Youth</strong> associati<strong>on</strong>s play a central role <strong>in</strong> the provisi<strong>on</strong> of<br />
opportunities for participati<strong>on</strong> and peer educati<strong>on</strong>. They provide n<strong>on</strong>-formal and <strong>in</strong>formal<br />
2<br />
3<br />
4<br />
26<br />
see: http://www.tra<strong>in</strong><strong>in</strong>g-youth.net/INTEGRATION/TY/Publicati<strong>on</strong>s/tkits/tkit4.html; www.dija.de, Modul “Interkulturelles<br />
Lernen”<br />
See: IARD Study <strong>on</strong> the State of Young People and <strong>Youth</strong> Policy <strong>in</strong> Europe, January 2001, part IV, page 130<br />
see: IARD Study <strong>on</strong> the State of Young People and <strong>Youth</strong> Policy <strong>in</strong> Europe, January 2001, part IV, page 130