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designing programmes behaviors

The single behaviours are summarised in different headlines that illustrate what “designing programmes” means for youth workers behaviour-wise. The “cluster headlines” do not name behaviours as such; these can be found through clicking on the lists.

Youth workers apply the principles of non-formal learning which are at the heart of designing programmes. + -

These are:

  • learner-/youth-centredness
  • transparency
  • democratic values
  • participation
  • empowerment
  • social transformation
Youth workers do learner-centered work + -

This implies that they:

  • assess and consider young people’s needs before or at the beginning of the activity (and adjust the programme if needed)
  • provide opportunities for young people to be involved in designing the programme
  • look at young people in a holistic way, meaning they see the individuals as a whole, taking into account feelings, thoughts and experiences
  • maximise opportunities in programme planning for young people so that they can connect to others that have different values
Youth workers both work towards aims and objectives of a project and critically evaluate them. + -

Therefore, they:

  • monitor the objectives of the activity
  • are willing to challenge the values behind the programmes
Consider ‘surprises’ as part of the flow of processes. + -

Thus, youth workers show readiness to:

  • deal with programme-related ambiguity
  • deal with unexpected elements and dimensions that influence the programme and its development
Youth workers need to show agility and pro-actively include the digital dimension when designing programmes. + -

This means that youth workers

  • apply GDPR regulations 
  • critically reflect on copyright rules and issues, applying a diverse set of methods to ensure authors’ rights are respected (copyleft, creative commons, etc.)
  • apply a do-it-yourself approach to technologies (e.g. ‘maker’s culture’) promoting self-repairing, tinkering and enhancing one’s own devices and technologies

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