Challenges in Recognizing Challenges in Recognizing NFL with DY - - PowerPoint PPT Presentation

Challenges in Recognizing Challenges in Recognizing NFL with DY NFL with DY

• Accessibility &

Accessibility & Awareness Awareness

• Impermanent

Impermanent Placement Placement

• Discrimination

Discrimination & Privacy & Privacy

• Proof &

Proof & Documentation Documentation

• Self Advocacy

Self Advocacy & Inclusion & Inclusion

• Responsibility

Responsibility

What is Non What is Non-

• Formal Learning?

Formal Learning?

“ “Learning which is embedded in planned Learning which is embedded in planned activities (semi activities (semi-

• structured) not explicitly

structured) not explicitly designated as learning (in terms of learning designated as learning (in terms of learning

• bjectives, learning time or learning support).
• bjectives, learning time or learning support).

Non Non-

• formal learning is intentional from the

formal learning is intentional from the learner learner’ ’s point of view. s point of view. Outcomes may be Outcomes may be validated and can lead to certification validated and can lead to certification. .” ”

(CEDEFO (CEDEFO – – European Centre for the Development of Vocational Training

European Centre for the Development of Vocational Training)

)

What is Disadvantaged? What is Disadvantaged?

“ “Disadvantaged refers not just to Disadvantaged refers not just to economic factors, such as income economic factors, such as income poverty, or lack of experience in and poverty, or lack of experience in and poor understanding of the formal job poor understanding of the formal job market, but also social factors such as market, but also social factors such as gender, racial, ethnic or migrant gender, racial, ethnic or migrant background, and geographical isolation background, and geographical isolation with poor access to quality education with poor access to quality education and job opportunities. and job opportunities.” ” (ILO) (ILO)

Why Recognize NFL for DY? Why Recognize NFL for DY?

DY are resilient, resourceful, and creative. DY are resilient, resourceful, and creative. Much of who they are and what they know Much of who they are and what they know comes from IFL and NFL. comes from IFL and NFL.

• Acknowledges their experiences/existence

Acknowledges their experiences/existence and gives their life new meaning. and gives their life new meaning.

• Validates transferable competencies and

Validates transferable competencies and skills needed in the labor market decreasing skills needed in the labor market decreasing under under-

• education and

education and unemployment. unemployment.

A Non A Non-

• formal Learning Center for Girls and

formal Learning Center for Girls and Young Women in Graz, Austria Young Women in Graz, Austria

www.mafalda.at www.mafalda.at

LernBOX Goals LernBOX Goals

“ “I have the right to live a I have the right to live a normal life and have a normal life and have a CHANCE! CHANCE!” ”

• Life Long Learning and Work Life Balance

Life Long Learning and Work Life Balance

• Enable Participation and Self

Enable Participation and Self-

• Organization

Organization

• Increase Motivation and Learning Skills

Increase Motivation and Learning Skills

• Rethink Gender Concepts and Norms

Rethink Gender Concepts and Norms

How LernBOX Goals are How LernBOX Goals are Achieved Achieved

• 24 week program, 5 days a week (paid)

24 week program, 5 days a week (paid)

• Ages 15

Ages 15 – – 24 24

• Discussion of life topics through creative expression

Discussion of life topics through creative expression

• Biographical writing, video production, art,

Biographical writing, video production, art, performances, and exhibits performances, and exhibits

• Practice reading, writing, and math

Practice reading, writing, and math

• Computer and digital media training

Computer and digital media training

• Career and vocational counseling

Career and vocational counseling

What Young What Young Women Like Women Like About LernBOX About LernBOX

• Working together

Working together

• Social skill building

Social skill building

• Stepping out of

Stepping out of traditional gender roles traditional gender roles

• Learning through

Learning through creative expression creative expression

• Inspiring & Fun

Inspiring & Fun

• Learning practical skills

Learning practical skills

• Reading, writing, and

Reading, writing, and math math

• Individualized attention

Individualized attention

• Safe place to go

Safe place to go

• Learning about self

Learning about self

What the Girls What the Girls Have to Say Have to Say

“ “I have become more calm, I have become more calm, patient, and helpful. I now patient, and helpful. I now get up regularly and attend get up regularly and attend the course regularly. I am the course regularly. I am more motivated to learn more motivated to learn and deal with life. and deal with life.” ” “ “Here at LernBOX I have Here at LernBOX I have sewn dolls and built a sewn dolls and built a model carousel. At an model carousel. At an exhibit I spoke in front of exhibit I spoke in front of an audience for the first an audience for the first time. time.” ” “ “I have learned not to give I have learned not to give up when it gets too up when it gets too

• difficult. This course has
• difficult. This course has

changed me for the better, changed me for the better, but one still needs but one still needs willpower willpower ” ”

Accessibility & Awareness Accessibility & Awareness

Solution Solution: Schools, NGOs, and Gov : Schools, NGOs, and Gov’ ’t t Agencies need to provide: Agencies need to provide:

• information

information

• NFL opportunities

NFL opportunities

• assistance with transportation

assistance with transportation

• conduct outreach to find DY

conduct outreach to find DY

Impermanent Physical Impermanent Physical Placement Placement

Solution Solution: :

• Minimize out of home placement for

Minimize out of home placement for youth in conflict with the law or in youth in conflict with the law or in state care. state care.

• Create programs that allow for the

Create programs that allow for the continuation of community resources. continuation of community resources.

Discrimination & Privacy Discrimination & Privacy

Solution Solution: :

• For adjudicated youth, adhere to

For adjudicated youth, adhere to Protection of Privacy of "The Beijing Protection of Privacy of "The Beijing Rules Rules” ”, Section 8 (Negative labeling, , Section 8 (Negative labeling, protect ID, and seal or expunge protect ID, and seal or expunge juvenile records). juvenile records).

• Form open relationships with

Form open relationships with stakeholders (Transparency). stakeholders (Transparency).

Proof & Documentation Proof & Documentation

Solution Solution: :

• Those working with DY need to gather

Those working with DY need to gather information on all NFL occurring outside information on all NFL occurring outside the stewardship of schools and social the stewardship of schools and social services. services.

• In the absence of documentation

In the absence of documentation (immigration or trafficking), oral, written, (immigration or trafficking), oral, written,

• r physical proof must be accepted as
• r physical proof must be accepted as

verification. verification.

Self Advocacy & Inclusion Self Advocacy & Inclusion

Solution Solution: :

• To increase marketability and success,

To increase marketability and success, DY need to be coached on how to DY need to be coached on how to communicate the transferability of NFL communicate the transferability of NFL to a school or job (behavioral to a school or job (behavioral interviewing interviewing – – STAR). STAR).

• NFL with DY should also include non

NFL with DY should also include non-

• DY to promote social inclusion.

DY to promote social inclusion.

Recognition of NFL for DY Recognition of NFL for DY Means Responsibility for DY Means Responsibility for DY

Solution Solution: :

• DY need additional support, not just

DY need additional support, not just financial: social and mental and physical financial: social and mental and physical health (Case Management). health (Case Management).

• To keep efforts visible and sustainable:

To keep efforts visible and sustainable:

• Federal and international oversight

Federal and international oversight

• Share and coordinate interventions

Share and coordinate interventions and financial resources at all levels and financial resources at all levels

Recommendations Recommendations National & International National & International

• Accepted

Accepted definition definition of NFL and DY

• f NFL and DY
• Creation of

Creation of guidelines to recognize guidelines to recognize and and document NFL across member states document NFL across member states for DY (Youthpass/Portfolio) for DY (Youthpass/Portfolio)

• Centralized NFL

Centralized NFL Regulation Regulation/Oversight/Funding of NFL /Oversight/Funding of NFL for DY for DY – – Federal Gov Federal Gov’ ’t/Ministry and/or t/Ministry and/or IGOs (ILO, OECD) IGOs (ILO, OECD)

Recommendations Recommendations Local & Regional Local & Regional

• Coordination

Coordination of obtaining recognized

• f obtaining recognized

NFL opportunities for DY by all NFL opportunities for DY by all stakeholders (Business Assns, Schools, stakeholders (Business Assns, Schools, NGOs, Gov NGOs, Gov’ ’t Agencies) t Agencies)

• System of verification

System of verification of NFL for DY by a

• f NFL for DY by a

centralized NFL governing body centralized NFL governing body

• Provision of

Provision of case management case management services services

Mental and physical health, social, and economic Mental and physical health, social, and economic

Questions and Feedback Questions and Feedback

Thank you from the girls and young women at LernBOX! Thank you from the girls and young women at LernBOX!

Acknowledgments Acknowledgments

Special thanks to: Special thanks to:

• The Girls and Young Women at LernBOX

The Girls and Young Women at LernBOX

• Employees at Mafalda:

Employees at Mafalda:

• Simone Loder

Simone Loder-

• Taucher, Social Educator

Taucher, Social Educator

• Birgit Waltenberger, Education and Learning

Birgit Waltenberger, Education and Learning

• Karin Vollman, Math Teacher

Karin Vollman, Math Teacher

• Susanne Kallanian, Learning Coach

Susanne Kallanian, Learning Coach

• Rita Bergstein, Policy Coordinator, Salto

Rita Bergstein, Policy Coordinator, Salto-

• Youth Training &

Youth Training & Cooperation Resource Center Cooperation Resource Center

References References

Behavioral Interviewing (Career Counseling Center Behavioral Interviewing (Career Counseling Center-

• University of Delaware)

University of Delaware) http://c.ymcdn.com/sites/www.acpm.org/resource/resmgr/careers http://c.ymcdn.com/sites/www.acpm.org/resource/resmgr/careers-

• files/behav_interview.pdf

files/behav_interview.pdf European Portfolio for youth leaders and youth workers (Council European Portfolio for youth leaders and youth workers (Council of Europe)

• f Europe)

http://www.coe.int/t/dg4/youth/Source/Resources/Portfolio/Portfo http://www.coe.int/t/dg4/youth/Source/Resources/Portfolio/Portfolio_en.pdf lio_en.pdf Global Employment Trends for Youth 2013 (Int Global Employment Trends for Youth 2013 (Int’ ’l Labour Organization) l Labour Organization) http://www.ilo.org/wcmsp5/groups/public/ http://www.ilo.org/wcmsp5/groups/public/---

• --dgreports/

dgreports/---

• dcomm/documents/publication/wcms_212423.

dcomm/documents/publication/wcms_212423.pdf pdf Increasing the Employability of Disadvantaged Youth (Int Increasing the Employability of Disadvantaged Youth (Int’ ’l Labour Organization) l Labour Organization) http://www.ilo.org/wcmsp5/groups/public/ http://www.ilo.org/wcmsp5/groups/public/---

• --ed_emp/

ed_emp/---

• ifp_skills/documents/publication/wcms_167168.pdf

ifp_skills/documents/publication/wcms_167168.pdf

References References

Pathways 2.0 towards recognition of non Pathways 2.0 towards recognition of non-

• formal learning/education and of youth work in Europe

formal learning/education and of youth work in Europe (European Commission and the Council of Europe) (European Commission and the Council of Europe) http://youth http://youth-

• partnership

partnership-

• eu.coe.int/youth

eu.coe.int/youth-

• partnership/documents/EKCYP/Youth_Policy/docs/Youth_Work/Policy/

partnership/documents/EKCYP/Youth_Policy/docs/Youth_Work/Policy/Pathways_II_towards_recogni Pathways_II_towards_recogni tion_of_non tion_of_non-

• formal_learning_Jan_2011.pdf

formal_learning_Jan_2011.pdf Policy Paper on Youth organisations as non Policy Paper on Youth organisations as non-

• formal educators

formal educators – – recognising our role (Youth Forum recognising our role (Youth Forum Jeunesse) Jeunesse) http http://umki.hr/docs/ ://umki.hr/docs/Uloga_NGO_u_edukaciji_mladih_EN.pdf Uloga_NGO_u_edukaciji_mladih_EN.pdf Recognition of non Recognition of non-

• formal learning in the youth field (Youth in Action Programme)

formal learning in the youth field (Youth in Action Programme) https://www.youthpass.eu/en/youthpass/downloads/ https://www.youthpass.eu/en/youthpass/downloads/ UN Standard Minimum Rules for the Administration of Juvenile Jus UN Standard Minimum Rules for the Administration of Juvenile Justice ("The Beijing Rules tice ("The Beijing Rules” ”) ) http http://www.achpr.org/files/instruments/un ://www.achpr.org/files/instruments/un-

• standard

standard-

• the

the-

• beijing

beijing-

• rules/standard_minimum_rules_for_the_administration_of_juvenile_

rules/standard_minimum_rules_for_the_administration_of_juvenile_justice.pdf justice.pdf