Youth worker competences
Developing evaluative practices to assess and implement appropriate change

Youth workers work on helping and empowering young people, the environment, and society to change for the better – supporting the development of collective actions that stimulate change and transformation. Youth workers support actions that change policy and practice.

  • plan and apply a range of participative methods of assessment and evaluation

  • develop adequate assessment approaches

  • verify that the outcomes of an evaluation properly match the methods used for the evaluation design and impact assessment

  • deal explicitly with the notion of change and transformation

  • support young people in challenging their views and capacity to envision next steps

  • use research methods before and after the project to assess the needs of the community and the impact on them

  • encourage creativity when dealing with the follow-up of a given experience

  • demonstrate skills in report writing and presentations geared towards a variety of audiences

  • define appropriate ways to collect relevant information/data

  • use findings to influence practice

  • interpret information/data according to the profile and contexts of young people

  • where relevant, use digital tools to support the assessment and evaluation process, or the data analysis

  • disseminate and use results of the project to build social capital in and around the community (bonds and bridges)

  • make decisions responsibly for a positive long-term impact on the community and the environment

  • knowledge of evaluation processes, assessment mechanisms and tools

  • knowledge about where and how to secure adequate data/material for evaluation

  • knowledge about how to apply the different/chosen evaluation approaches to a non-formal learning context

  • knowledge about quality assurance and what it includes

  • knowledge of the different phases of impact assessment

  • knowledge of ICT-related techniques with regard to assessment and evaluation

  • knowledge of what can generate change and of how to adjust the dissemination and use of results accordingly

  • knowledge of different methods to collect data and of different formats for presenting it

  • knowledge about current [youth] research which can support the evaluative process

  • knowledge of the different communities involved (hosting, sending, online)

  • knowledge of how to measure change, including baseline measurements

  • awareness of which change is measurable and how to include unmeasurable aspects in evaluation

  • ability to identify the most appropriate evaluative approach with regard to the needs of the young people and the objectives of the activity

  • skill of ensuring that the impact assessment of the young people’s needs suit the objectives identified

  • skills to write reports and to present them to diverse audiences

  • ability to work with both quantitative and qualitative information/data to evidence change

  • ability to interpret information/data according to the context of the activity

  • ability to plan an experience’s follow-up while taking into account the outcomes of the programme/project

  • ability to incorporate practices that increase community impact

  • openness to different evaluation and [self-] assessment approaches in non-formal learning environments

  • readiness to learn about evaluation and assessment

  • interest in processes of change

  • readiness to be challenged and challenge other with regard to transformation

  • readiness to present and share the outcomes of a programme/project with a wider audience

  • am aware of the fact that no information/data is 100% reliable (with regard to its collection and use)

  • willingness to find the learning and enact positive changes from negative evaluation results

  • openness to evaluating own impact on the project and vice versa

  • readiness to think long term about the impact of the project on participants, the community, resources and the environment

With the support and the contribution of:

With the support and the contribution of:

© Steered and implemented 2024 by SALTO Training & Cooperation Resource Centre