Involves a good understanding of the different groups and environments that a youth worker works with. This pre-
condition is essential to being able to develop and design programmes – be it with an explicit educational purpose or not. The youth worker applies non-formal learning values and principles in the programmes and responds to the needs and realities of young people, which are more complex in an international context. This competence area includes, implicitly, how designing programmes can involve addressing political, societal and cultural issues in youth work.
Behaviours
Behaviour encompasses attitudes [and actions], knowledge, and skills. Through behaviour we can assess the competence level of the youth worker and whether it is sufficient for his/her work. In short: behaviour reflects the underlying attitudes of a youth worker.
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assess the needs of the young people before or at the very beginning of the activity (and proceeds with tailored adjustments if needed)
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involve the young people in designing the programme, where possible
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consider and applies the principles of non-formal learning when designing the programme with a particular focus on ‘youth-centredness’, ‘transparency’, ‘democratic values’, ‘participation’, ‘empowerment’ and ‘social transformation’
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keep an eye on the objectives of the activity and the young people’s needs
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deal with programme-related ambiguity
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deal with unexpended elements and dimensions that influence the development of the programme
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is willing to challenge the values behind the programmes
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see the young person in a holistic way
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maximise opportunities in programme planning for young people to connect to others that have different values
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apply GDPR regulations
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critically reflects on copyright rules and issues, applying a diverse set of possible authorship’s rights (copyleft, creative commons etc)
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apply a do-it-yourself approach to technologies as in ‘maker’s culture’ promoting self repairing, tinkering and expanding your own devices and technologies
Knowledge
gained through experience, books, the Internet, etc.
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knowledge of the values and key principles of non-formal learning
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knowledge of the young people involved and their community
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knowledge of project management processes
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knowledge of different educational methods and concepts; knowing how to tailor and apply these to respective needs
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knowledge of assessment practices in non-formal learning
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knowledge of appropriated methods of transferring knowledge to young people in different environments online and offline
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knowledge about value systems and related mechanisms
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knowledge of how to apply research into practice
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knowledge about platforms, risks and benefits of using different digital tools
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knowledge about power structures behind digital technologies and connected issues as datification, etc.
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knowledge of the diverse tools and systems to acknowledge rights to authors, including copyleft.
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knowledge of GDPR and their updates
Skills
ability to perform a task, to apply knowledge and turn attitudes into actions
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ability to work with and on different values through a variety of [learning] approaches
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skill of developing meaningful programmes that motivate and engage young people
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ability to create conditions for young people to feel and show solidarity with different values, beliefs and worldviews
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skill of identifying external influences on the development of practice of youth workers
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skill of assessing/analysing the needs of young people and then involving them in developing a corresponding programme
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ability to encourage and empower young people to recognise if and when the need exists for solidarity in the hosting community and to act on it
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skill of adjusting the educational approach to the needs of the young people
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skill of taking the contexts of the young people and their community into account and from this deriving an appropriate educational approach
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skill of adjusting approaches and methods based on [youth] research outcomes
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ability to include activities in the community during and after the project for wider impact, including hybrid and blended learning formats
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skills to integrate digital tools, media and environ-ments in the activities when needed and beneficial
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skills to increase inclusion for all participants when using digital environments for activities
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skill to allow space for emotions and informal relationships, in particular when using digital environments for activities
Attitudes
Attitudes (the youth worker’s willingness) are the pre-requisite, the foundation for competence development. They lead to knowledge and skills.
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willingness to research and stay up-to-date with the newest developments in non-formal learning-related practices
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readiness to accept the ‘unexpected’ (elements, learning, etc.)
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readiness to allow one’s own views on educational approaches to be challenged and to revise one’s views where needed
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readiness to face external factors that can influence the development of the programme/practice
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displaying genuine interest in the group’s needs
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willingness to see each young person in a holistic way
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readiness to research and incorporate community needs into a programme design
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readiness to open the group process towards the wider community