HANDBOOK OF

Training Course
YOUTHPASS FOR INCLUSION
2.-09.09.2010
Sigulda, Latvia

Promoter and responsible for the project is: An Organisation „C Modulis”

Gulbju str. 83/1, Jurmala LV-2011, Latvia
e-mail: karlis.visa@gmail.com, phone: +371 29658213

Trainers: Mrs. Baiba Āboliņa (Latvia); Mr. Sven Retoré (Portugal); Mr. Kārlis Viša (Latvia)

Project “Youthpass for inclusion” (LV- 43-2-2010-R1) is supported by

European Commission programme “Youth in Action” under 4.3.
activity. EC and Latvian National agency of programme “Youth in
Action” is not responsible about content of the project and handbook.

Handbook of training course: YOUTHPASS FOR INCLUSION, 2010 - Sigulda, Latvia 1

 CONTENT

Handbook of training course: YOUTHPASS FOR INCLUSION, 2010 - Sigulda, Latvia 2

 Intro
Shortly about the project:
The project “Youthpass for inclusion” is created in partnership with 5 countries and it is opportunity to
organize 7 day international training programme (“Youthpass for inclusion”) for 20 participants (4
from each country), including participants with special needs and social disadvantage backgrounds.

Partner organisations are: Organisation “C Modulis” (Latvia – host), Organisation “UNA Exchange”
(Wales, UK), Association “Active Youth” (Turkey), Association “Working in progress” (Italy),
Association “Rota Jovem” (Portugal).

We strongly believe, that Youthpass is very valuable and still not enough discovered tool for inclusion
cases, and for methodological, aim oriented learning perspectives. In our project we will encourage
participants to use Youthpass in daily social inclusion youthwork.

Aims of project are: to develop competencies and social and pedagogical capacity of youth workers to
use Youthpass methodology and validation for practice of social inclusion.

Target group: youth workers, youth leaders from Youth in Action Programme countries that are
interested to improve their competences in social inclusion and pedagogical competencies to use
YOUTHAPSS tool. Priority to people who are in daily life professionally work in youth work and
social inclusion area. One on 4 participants of country could be consider to youth or/and youth with
fewer opportunities.

Objectives of the training:

1. to promote dialogue and create educational support system between participants of TC about
challenges of social inclusion;
2. to promote and create non-formal pedagogical platform for professionals working in youth field
for exploring and adapting YOUTHPASS tools for daily life;
3. to promote non-formal educational strategies, approaches and methods for facilitation of social
inclusion process of youth.

Youthpass is part of the European Commission’s strategy to foster the recognition of non-formal
learning. As a tool to visualise and to validate learning outcomes gained in “Youth in Action” projects,
it puts policy into practice and practice into policy (www.youthpass.eu ):

1. Creating their Youthpass Certificate together with a support person, participants of “Youth in
Action” projects have the possibility to describe what they have done in their project and which
competences they have acquired. Thus, Youthpass supports the reflection upon the personal
non-formal learning process.
2. Documenting the added value of a “Youth in Action” project, Youthpass visualises and supports
active European citizenship of young people and youth workers.
3. Being a Europe-wide validation instrument for non-formal learning in the youth field,
Youthpass contributes to strengthening the social recognition of youth work.

Handbook of training course: YOUTHPASS FOR INCLUSION, 2010 - Sigulda, Latvia 3

 4. Making visible and validating key competences through a certificate, Youthpass finally aims at
supporting the employability of young people and youth workers.

Handbook of training course: YOUTHPASS FOR INCLUSION, 2010 - Sigulda, Latvia 4

 PROGRAM OF THE TRAINING COURSE
02.09. 03.09. 04.09. 05.09. 06.09. 07.09. 08.09. 09.09.
8:30 – 9:30 Breakfast
Presentation of Learning Learning Learning concept of “Laboratory” Creation Self DEPAR
the course approaches for approaches for YOUTHPASS (modulation) of of self assessment TURE
social inclusion 1 social inclusion 2 inclusive organize
approaches and handbook
methods
Day of Coffee break
ARRIVAL Team building Challenges and Recourses of Competencies of “Laboratory” Creation Self
and ice breaking dilemmas of social YOUTH IN Youthpass (modulation) of of self assessment
inclusions ACTION inclusive organize
approaches and handbook
methods
Aprox. 13: 00 Lunch
Team building Methodology of Different “Laboratory” Promotion of social
and ice breaking structured learning methodologies of (modulation) of inclusive networking in
platforms learning on base of inclusive frame of youth work
YOUTHPASS concept approaches on
Free time in base of
RIGA YOUTHPASS
Coffee break Coffee break
Harmonization Competencies of Creation of “Laboratory” Evaluation
and clarification youth workers for YOUTHPASS, (modulation) of
of principles of social inclusion practicalities and inclusive
“Non-formal recommendations approaches on
education” base of
YOUTHPASS
Day evaluation Day evaluation
Welcoming 19:00 DINNER
Intercultural Creative evening Social inclusion and Self assessment Farewell evening
evening of social video
inclusions

Handbook of training course: YOUTHPASS FOR INCLUSION, 2010 - Sigulda, Latvia 5

 METHODS AND APPROACHES OF TRAINING
ARRIVAL DAY Give welcome to the course
Objectives - Give participants a welcome to the course
- Give some reflection time on why they are here and what is inclusion for them
- Set the working tone of the course
- Create opportunity for social interaction
Action - Welcome speech
- Participants/trainers can talk about for the time of the match
- Visualisation walk (applying - reason why you applied - flight - arrival)
- Story about the dog
- Social drink (with DJ

SAM)

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DAY 1 / 9h30 - Presentation of the course
10h30
Objectives - Share history and the philosophy of the course
- Present the programme of the week
- Discover and share fears and expectation of the participants
- Set personal learning objectives for the course
Action Small speech by Karlis about history, philosophy and foundation (NFE, YiA, YP & Social
inclusion) of the course

Presentation of the programme

- participants make walk with eyes closed (linked with rope). We stop at 6 places where we
give
the programme of the day.
- During each presentation they can open their eyes to see the programme of the day.
- In the end we put the whole programme together.
- In case of questions the pax goes to the spot, stands on it and asks his/her question

Fears and Expectations (write down on 4 different colour “post its” - after have 5 minutes
to speak
with a group of 4
people about them
(dividing groups
with the music
energizer). after
glue on the
place in/out the
programme where
you think it will be
realized more)
- What is
important for you
in this training
course

(learn/feel/understand)?
- What questions I want to have answers for?
- What I don´t want to get here? (think of content & personal)
- Which contributions you can make

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 Key objectives
- Small introduction to key objectives (ASK/HHH of learning, for the course, dynamic,
personal, SMART, challenging, link with youthpass)
- create identity for learning folder (creative design - finding symbol for
learning/themselves)
- Think back to questions and define and write down Key objectives

DAY 1 / 11h00- Getting to know each other

13h00
Objectives - Make people feel comfortable
- Getting to know each others names
- Getting to know more about each others background
Action - Name, country, association / super hero in circle (rope connecting people - after 1st
round drop it on the floor or something)
- “Never forget me” - TV show starring groups of 4 people which get a bit of time to make
a presentation of their names so we will never forget them!

Speed dating (NOT DONE DUE LACK OF TIME)

1. Which was your biggest challenge/achievement
2. What would you do if you won 1 million € in the lottery?
3. What touched you the most in the last 6 months
4. One episode that made you laugh a lot
5. How do you
see yourself in 5
years?

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DAY 1 /14h30 - Teambuilding
16h00
Objectives - Make group feel comfortable with each other
- Clarify roles in group
- create working spirit within group
Action Speed dating
1. Which was your biggest challenge/achievement
2. What would you do if you won 1 million € in the lottery?
3. What touched you the most in the last 6 months
4. One
episode
that made
you laugh a
lot
5. How do
you see
yourself in
5 years?

Reading
statements
(if it is
applicable
to you
pretend
you are a

frog/chicken/monkey/)
- In YiA
- Travelling outside Europe
- who drives car
- Knows immigrants / visually impaired / ...
- who sleeps in pj´s
- who is planning to cheat on boy or girlfriend during training
- Who is grumpy in the morning
- Who likes to stay up late and late in bed
- who is first time in Latvia
- Who likes to sing in the shower
- who likes to pluck mushrooms
- who knows what is youthpass

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 - who can touch the nose with tongue

Calculator
Triangle game

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DAY 1/ 16h30 - Learning and NFE
18h30
Objectives - Create awareness about when they learn
- Reflect on challenges related with learning (when learning? different aspects (ASK),
learning as a process, timeframe for learning - is there an end?, ...)
- Create awareness about different kinds of “education” (FE, NFE, IL)
- Discuss key factors of NFE
- Reflect on difference between NFE and NFE-methods
- Reflect on different perspective on NFE in different countries
Action LEARNING
- Think of a moment in which you learned something
funny/interesting/important/...(what, where, how,
with whom, how long did it take, how did knew that you learned it)
- Walk around and share your story with at least 3 people
- Short conversation

NFE
- We explain short
3/4 types of
education (FE, NFE,
IL, IE)
- We make a circle
and ask people to
put the learning in
the right piece of
the cake
- Go to national
groups and make a
mindmap of what is considered NFE in your country and present it
in a short theatre presentation
- Discussion on common features and differences
- Ending with definitions about Learning and NFE by other institutions

All DAYS / horizontal Getting to know each other 2

every day evening
activity
Objectives - Make people feel comfortable
- Getting to know each others names
- Getting to know more about each others background
Action - Short intro
- WHAT: Time to reflect and document your learning of the day (so can go to YP after)
- HOW: Every day 30 min reflection time
- WITH WHOM: sometimes 15min individual / sometimes 15 min with buddy / sometimes
30 together)
- WHY: by understanding our own learning process it will help to support learning of other
people / not forget what we learned during the day

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 - Divide buddy groups: close eyes - open eyes - eye contact

DAY 2/ 9h45 - 11h30 Learning approaches I

Objectives - experience that different people learn in different way
- identify ones own preferred learning approach
Action JUGGLING
- Participants make juggling balls
- Participants have to learn how
to juggle. Different stages are
available (youtube video, images,
book with text, teacher,...). 3
people get a designated stage but
can change half way if they want.
-3 people get a designated stage
and need to stay there all the
time. 3 people can choose freely
in the beginning and need to
change to a designated place.
- Plenary discussion

Comments / Notes - Find rice, kitchen plastic, balloons, youtube movie, text about juggling, images about
juggling
- prepare papers that show the different spaces

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DAY 2 / 11h30 - Challenges and Dilemmas
13h00
Objectives Defining challenges and dilemmas for learning from the learners perspective and the
perspective of the youth worker:
- Sharing realities about concrete issues
- Discuss some case studies
- Define a non-exhaustive list of challenges and dilemmas for learning for youngsters with
fewer opportunities and inclusion youth workers
Content to be FOR THE YOUTH WORKER
transmitted - How to find the learning needs of young people with fewer opportunities
- How to balance professional educational needs of the youth worker and the needs of the
youngster
- How to capacitate youngsters with fewer opportunities to express their needs
- How to provide inclusion and not integration
- How to keep the motivation of inclusion youngsters
- How not to label youngsters with fewer opportunities
- How to make the learning recognised
- How to insure a learning sequence for young people
FOR THE YOUNG PERSON
- How to express myself
- How to maintain self-motivation
- How to identify learning needs / learning outcomes
- How to make the learning recognised
- How to insure a learning sequence for young people

- Mindmap (CHALLENGES AND DILEMMAS) - youthworker and youngsters

- Worldcafé
- 5 groups / tables with on each table some case studies / stories
- Group discussion where participants discuss stories which they came across in their
(professional career) and discuss the case studies/stories that are on the table
- MAKE SURE THEY “ONLY” TALK ABOUT THE CHALLENGES AND DILEMMAS
AND NOT ABOUT THE SOLUTIONS
- Plenary discussion to collect the challenges and dilemmas

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DAY 2/ 14:30-16:00 Social Inclusion

Objectives - Identify how term “Social inclusion is understood”

- Prologue reflection on the tensions within social inclusion concept
- not easy to identify who are young people with fewer opportunities (categorizing /
depending on geographical differences)
- Difficulties with terminology about social inclusion
- Inclusion issues often multiple
- Is schooling needed to deal with social inclusion or can it be done by volunteers
- To define the target group
- Introduce Isolation to Social Inclusion
- Causes for social inclusion
Action Back to Education draw
your River of educational
and inclusion life;

- Each participant gets a

sheet of paper on which
they draw their lives.
Starting with the source
which is their birth and
the end being the
present. Mark on the
river moments when you
were confronted with
exclusion, where
somebody you know was
confronted with
exclusion or where you were aware of situations of exclusion (obstacles: rocks, splits,
dams ...)
- Join in groups of 4 or 5 and share your river and define which the causes are for the
social exclusion in your group, who is involved (target group) and what is the effect.
- Make a definition of what is for your group social inclusion
- Pick one situation from the river and make it in a small theatre how social inclusion could
correct this situation.
- Play theatre for group.
- After every theatre we have a small plenary moment.
Activity defining inclusion: statement game
- an inclusion youth worker is in a good position to assess the needs of young people with
fewer opportunities
- Social work is inclusion work
- It doesn´t really matter if you call somebody in a wheel chair handicapped or disabled
- Inclusion youngsters need to have special activities prepared for them
- integration - inclusion
- Inclusion work should be done by professionals
- A gay person in a youngster with fewer opportunities
- If we want to include immigrants they should take integration courses

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 Debate on the outcomes of the tensions Input on 4 steps to social inclusion.
- Isolation (segregation), normalisation (giving opportunities), integration (inclusion),
social inclusion
DAY 2 / 16h30 - Competences and role of a youth worker
18h30
Objectives - Reflect on own behaviour in supporting learning
- Recognizing strong sides and challenges in dealing with youngsters with fewer
opportunities
- Debate which competences and roles a youth worker can have to support learning
Action + timeframe CUBE-exercise 50 min
- make couples in which 1 is blindfolded
- doing a walking trail where blind person needs to touch things
- After changing blindfold
- guiding to table with paper, glue and scissors
- objective: make cube
- Debriefing

Small
groups
debate
on role
and

competences of inclusion youth worker and sharing in plenary. 30 min

Reflection time/ personal REFLECTION on strong points and weaknesses
Introduced living library... 30 min

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DAY 3/ 9h30 - Learning approaches II
11h00
Objectives - sharing tools/knowledge about learning/youthpass/inclusion present in the group with other
participants
Action LIVING LIBRARY MEET OST
- Evening before explain living library and ask participants which tools/methods they can share

(max 30 min, minimum people required, max. 10, space and material needed)
- Signing up before midnight for the workshops you want to do
- Morning 3 x 2 parallel workshops

Intro by trainers:
- coaching
- Feedback
- Experiential learning (how and where to use) - Kolb
- Methods for inclusion

Presenter makes short summary of the session...

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DAY 3/ 11h00 - Youth in Action & Youthpass
12h30
Objectives - Make the participants familiar with the key objectives and priorities of the Youth in
Action programme
- Make the participants familiar with the different actions of the Youth in Action
programme

Action - Play promotion movie (rap movie Youth in Action)

- Quiz + explanation YiA
- Good practice examples

DAY 4/ 9h00 - 11h00 Learning concept of Youthpass

Objectives - Understand what is youthpass

- what is going on in Europe
- Why it was developed
- What are the objectives of the youthpass
- what is a competence
- benefits and obstacles
Action INPUT by the team (presentation)
- Where does this all come from
- What - in the name of God - is youthpass
- Where - for crying outlook - to get it
- What - in heavens name - are the Benefits
- What - Challenges
- What the hell is a competence

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DAY 4 / Competences
11h00 -
13h00
Objectives - Discover key competence
- Understand that learning is not an individual process
- Content to be transmitted
Action Piece of cake

exercise

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DAY 4 / 14h30 - Methodologies
16h30
Objectives - Introduce the experiential learning theory of Kolb as the basis for working with the
learning process of youthpass
- To identify different steps supporting young people working towards youthpass
- Give idea of different approaches of different methods that can be used
Action - use as tool „Kolb model”
- Case studies
- Divide in 5 groups
- Each group gets a case study representing different actions of youth in action and
different
target groups
- Identify the steps of the learning process towards filling in the youthpass and find
alternative method
- Take a number of pictures which symbolize the different and make a comic with it
focussing on the different steps towards the youthpass
- Presentation of stories and comics
- Identification of the different approaches

DAY 4 / 17h00 - Practical implementation

18h30
Objectives - Go over structure of youthpass
- How to approach writing your key competences
- Show how youthpass site works

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Action - PowerPoint
presentation which
shows:
- How use youthpass
website
- What is the structure
of the youthpass
- How to fill in
youthpass
- Q & A about
youthpass

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DAY 5/ 09h30 - Laboratory - self direct learning
17h30
Objectives - Define challenges and dilemma’s related with the implementation of youthpass with
youngsters with fewer opportunities
- Find strategies to deal with the challenges and dilemmas of youthpass
-Self organise learning/self direct learning
Action Present flipchart where pax can write down CD needs
Concept: Laboratory with along the day short inputs moments (coaching, feedback, motivation,
project management)
Brainstorm

- why bananas are yellows?

- What can WE do to improve inclusion or the use of youthpass?
Laboratory topics
- Adapt youthpass for outside Youth in Action
- Put youthpass text into a comic
- Explain youthpass for young people in comic
- Create a new tool related with youthpass which can be useful for youngsters with fewer
opportunities
- Create a learning diary for young people with fewer opportunity
- Make a list of things/method how to keep motivation of young people with fewer
opportunities
- Make a list of ways/method how to make contact with young people with fewer opportunities
- Create a list of tools we used in this to work with people from youngsters with fewer
opportunities

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 - Give ideas for reflection and evaluation methods to work with youngsters with fewer
opportunities
- Create a short movie to promote the use of youthpass with youngsters for fewer
opportunities
- Create a flyer

DAY 6 / 9h30 - Handbook & Self-assessement

12h30
Objectives Provide information for youth workers on youthpass as a learning concept, not only as a
product
- Collect the outcomes of the training course in a common document
- Organize outcomes so it can be useful for the youth
Action Things to do for the handbook
- Copy flipcharts into word document
- Content: What means youthpass (process and product) / methodology / methods)
- Collect materials from laboratory, organize them and present them with the structure
given by trainers in the handbook
- Make short description of the activities that have taken place in course (max. 5 lines) &
Collect pictures to illustrate text
- Collect from at least half the participants: story to youngsters (between 10 and 20 lines
and a cool picture of you): What is youthpass to you / How do you see the youthpass /why
it is useful / how should we use it / What can youngsters get from it / where can you use it
in youthwork
- Collect from all participants short description about their learning about Youthpass
concept, social inclusion and learning
Fill in youthpass on computers with Internet

STRUCTURE OF SESSION:
- Group circle -> personal
experience yesterday / which
Learning objective I didn`t
achieve yet but I would still
really like to do today
- Energizer
- Present outcomes
yesterday
- Presenting of the
programme of the day
- 2 parts -> filling in youthpass & preparing handbook
- All topics for handbook on framework and after every topic need to be at least 2 and
maximum 4 names
- Each participant gets paper with key competences to fill in during morning (choose
language in which you want to do it...)
- When called fill in youthpass on the pc´s

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DAY 6 / 14h15 - Networking & PLAP
16h00
Objectives - Create joint projects
- Create network between partner organisation
Action NETWORKING
- Leaving at 14h15 to Castle
- We sit circle and people share ideas on how to continue this work
- What are options - 45 min to develop ideas
- Back in circle and share outcomes

PLAP (Personal Life Action Plan)

- Fill in Action plan framework
- Share with buddy who will be the guardian angel for the action plan

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DAY 6 / 16h30- Evaluation
18h15
Objectives - Evaluate the different aspect of the training
- Give participants the opportunity to reflect on how they perceived the training course
Action - Buddy talk walk to castle sharing what they would have done if they would have stayed
home.
- Barometer (own contribution / involvement in group / I know how to present Youhpass
to others, learning
about non-formal
education, I
understand social
inclusion, now I
know, what is
important working
with young people
with fewer
opportunities, I
will use methods
in real life, which
were used here...
what would I have

done if I would be home

/)
- tree hugging thing and
come back with symbol
sculpture made from
nature. They place it and
position themselves
towards sculpture and
explain why they are
there.
- Written evaluation

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DAY 6 / 20h00 - Closing session
22h00
Objectives - Say goodbye to buddy
- Close training course
- Give youthpass
Action - Have dinner in
plenary room
- Make bracelets
with secret code
(agreed with
buddy) and give
it to buddy to say
goodbye
- Tell dog story
but in past
- Divide
youthpass
amongst people
and give a
match. When
first person feels
like it, goes to
middle, lights
match and gives
youthpass to person with something why this person should get this youthpass until the
match goes out...

Handbook of training course: YOUTHPASS FOR INCLUSION, 2010 - Sigulda, Latvia 25

 RESULTS / EVALUATION
Conclusion of evaluation forms:

1. Aims and objectives . How far in your understanding have the objectives for this training course been
reached? How far did it respond to your needs and expectations?
Reached: 90 % done.
Cooments given by participants: useful, valuable skills. Objectives changed within the course. Feedback
could be better. More methods, more tools for people with disabilities (deaf and blind), more theory and
concrete examples were expected, including aid/concrete tools for young people to write up their
Youthpass.
2. Methods. In general how do you evaluate the methodology of this training course?
Highly appreciated, still some more personal moments could be there. Very long days – hard to
concentrate for so long with full potential. Very useful methods, fun way to learn. Good methodology,
good feedbacks and flow of information. Methodology reached the target group. Learning in fun way.
Some of practical things missed structure. Creative. Buddy system and refection time – very, very useful.
Methods were very variable, but still not sure how useful for young people with fewer opportunities. Too
many games/energizers. Days extremely long with too many tasks, which came out to be rushed.
3. Which parts/sessions have most contributed to your learning? In which way?
Social inclusion – awareness and understanding of it as a process ++++
Role and competence of inclusion youth worker +++
Open living library and laboratory +++
Cake of competences ++
Youhpass, new working methods +
Everything
4. Suggestions for next training around the topic:
More work on team building, it wasn’t really completely done ++
More personal time
Pay more attention to group needs
To visit really institution, where you can meet young people with fewer opportunities, to touch
more the topic
Hand outs with key points of the day
Days shorter
Take care of psychology of young people in the process
To take into account different ages of participants – 16 – 25; 26 – how to face a problem and how
to deal with crisis/problem
Use more simple language
More structured information
Get deeper in topic and get out more from the group resources
To focus on people with fewer opportunities, concrete examples

Handbook of training course: YOUTHPASS FOR INCLUSION, 2010 - Sigulda, Latvia 26

 5. Feedback to NA: Evaluate training from 0 – 6 (from 4 to 6), average -5
More useful for people without experience working with fewer opportunities - 6
Very interesting, should be spread out among social workers - 5
Very good course with good facilitators, recommended to others
Well spent money as learning was intense and useful
I learned about social exclusion problems and how to use Youthpass as a good tool
Could be harder workshops, more intense
Great, I really learned more than expected!
Important to focus on self-development
Training made big changes in my understanding about learning and social inclusion
6. Feedback for Trainers:
good facilitators, they know exactly, how to implement the criteria, supportive.
Good motivators, well prepared, clear speaking, patient and friendly.
Too much was planned for each session
Clear, professional and well communicative
Good methodology and approach to the group
More intensive, more harder, more challenge the group
Far from the group in extra activities, would be useful to be more involved in the process and
group
Methodology is also good to use for youngsters
Too soft approach, content should be more specific

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 COLLECTION OF “FLIPCHART” /WORKSHOP OUTCOMES

Hand out, look at official web site: www.youthpass.eu or www.salto-youth.net

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 BENEFITS from YOUTHPASS

Tool to support young people to understand and to express their learning

Provide young workers time to look at the learning
Check if activities are successful and how much learning takes place
Way for young workers to recognize their learning-potential
Improve professional competences and methods to work with learning
Provide with official form (recognize and appreciate their learning)
Help youth to be aware of progress working at their own learning in structured way
Increase self-confidence/self-esteem
Show that learning is life-long

YOUTHPASS HELPS TO FOCUS ON LEARNING

AND IMPROVE QUALITY OF YOUNG WORKERS
IN SOCIAL INCLUSIONE

Handbook of training course: YOUTHPASS FOR INCLUSION, 2010 - Sigulda, Latvia 29

 CHALLENGES TO BRING IT IN REALITY OF YOUTHPASS

It seems like at school

Hard to see value of process/product
Too complicated: words and concepts used are not understandable
Hard to think, to recognize and to record learning
Don’t see when and how it is useful
Lack of training in how to use it, how to support young person
Difficult to understand
Difficult to use with different target of groups

LET’S TAKE A CHALLENGE

AND MAKE
DIFFERENCE!!!

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 REASON FOR EXCLUSION

1) Fear
2) Ignorance
3) Lack of
communication
(among different
social groups)
4) Family
background
5) Bullying at
school
6) Society
pressure
7) Financial
situation
8) Individualism
9) Values in
society
10) Generation
differences
11) Lack of
education
12) Stereotypes

SNOWBALL EFFECT: ONE REASON

LEADS TO ANOTHER ONE

Handbook of training course: YOUTHPASS FOR INCLUSION, 2010 - Sigulda, Latvia 31

 THE CONDITIONS FOR LEARNING
An environment of active people:
People learn when they feel they are personally involved with others ina learning process.

An atmosphere of respect:
When a high value is attributed to people, and prevails a sense of interest (care)

An acceptation atmosphere:
Accepting someone means she can be herself and expressing her emotions without fear.

A trust atmosphere:
When people have a sense of trust in themselves and others.

An atmosphere of self-revelation:
When apprentices are helped to discover about themselves and finding their own solutions, instead of
receiving it from others.

A non-threatening atmosphere:
People can disagree and ideas can be confronted with ideas, without fear.

An openness atmosphere:
when feelings, ideas and opinions relative to people can be openly expressed and examined

An emphasis on the uniquely individual nature of learning:

Each individual knows its values, its opinions, its feelings and its points of view are important and
significant.

An atmosphere where differences are good and desirable:

When differences in people are as acceptable as the differences in ideas.

An atmosphere that recognizes the right of individuals to make mistakes:

Learning is easier when errors are accepted as a natural part of the learning process.

An atmosphere that tolerates ambiguity:

When alternative solutions can be explored without a pressure of having to find an unique and immediate
answer.

An emphasis on cooperative evaluation and self-cooperation:

When people see themselves as they really are, with the help of others.

By FMD consultants BV

Handbook of training course: YOUTHPASS FOR INCLUSION, 2010 - Sigulda, Latvia 32

 Case studies....
YOUNG GUY named Juris with rather strong mental disability was encouraged by youthworker to go for EVS. He
has been two years unemployed and rather isolated from other community, because still at age of 30 he lives
with his parents. Does not speak any English, just some phrases got from the TV.

The Project was three weeks long and it was happening in Sweden. The main aim of volunteer was together with
the group of other 9 volunteers from 5 different countries help and support organise alternative music festival.

During the preperation phase Juris once in a week met his mentor (support person) from sending organisation.
Within these meetings he was encouraged do take an active role in his Project. Juris was very afraid to go,
though wanting, because his English skills were very poor. He was asked to definē for himself, what would make
him happy, what he would like to get out of this Project.

Juris was also attending pre-departure training, which is obligated for all EVS volunteers. It was three days long.
He also was meeting up with other volunteer from Latvia as they were supposed to be there.

He was encouraged to put the most important things for him in learning journal. Everyday in the evenings during
the Project there was Evaluation circle.

When he came back, he shared with his mentor feelings, emotions and tried to find ot difficulties. That is when
Youthpass was acomplished together with coach and printed out in reality!

Handbook of training course: YOUTHPASS FOR INCLUSION, 2010 - Sigulda, Latvia 33

YOUNG GIRL, who had been grown up in social care centre, without support from family was encouraged to go
for long term EVS Project for almost 6 months. Before going for EVS she lived independantly, but could not really
take good care of her house, didn’t manage with finances very well, most of the time was in depressive mood
and felt lost in her life.

She went to work with young people from different social backgrounds and her main tasks was to help youth
worker to plan, organise and implemet activities for youth.

She could not get up on time in the mornings, she was afraid to take responsibility, but got pushed by her
support person. Before coming to the Project she had thought a bit what could be biggest achievements during
the Project.Shemet her mentor in hosting Project every week and was really encouraed to set up concrete
objectives she would like to achieve – personally, proffesionally, social and culture wise.... it was challenging,
but she tried...

In the end before going back home, she was encouraged to reflect on her learning and challenges she overcame,
and formulate learning outcomes for herself.

Then together with support of coach, she wrote down her learning outcomes in her Youthpass and went home
proud of achievement.

YOUNG PERSON facing addiction problems was active in different nonformal education activities promoted by
local youth centre. He had been school drop out and still could not manage with school because of learning
difficulties, also somehow he didnt want to take much responsibility and it seemed easier to spend weekends
drinking and taking drugs.

Then he decided to take an action and change something in his life, and together with support of youth centre
develop youth Exchange Project with four different countries participating. To be able to do it, he was
encouraged by youth worker to go to training of how to do the Project – it was organised by National Agency!

After that he was actively involved in planning and filling in application for the Project... He was very happy to
get the positive answer, but then addiction problem started more seriously and he droped out......Just before
Exchange itself he found strength to take and active role and got involved in activity planning and supporting. He
was asked to point out 5 most important things he would like to learn during the Project.

In the last day of youth Exchange – he was asked (as all other participants) – what has been new for him? What
are things he did first time in his life? What he considers as biggest achievement?

During last evening Youthpass was given to young person with saying positive feedback of investment during the
Project.

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Handbook of training course: YOUTHPASS FOR INCLUSION, 2010 - Sigulda, Latvia 35