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designing programmes skills

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

The needs and backgrounds of the learners influence the design of programmes. + -

This requires the ability to:

  • identify and analyse young people’s needs 
  • assess, analyse and take account of the contexts of young people and their community in order to develop an appropriate educational approach
Non-formal learning programmes need to foster learners’ motivation and engagement. + -

Skills in this context are:

  • develop meaningful programmes that motivate and engage young people
  • involve the learners in developing the programme according to their needs 
  • adjust the educational approach to the needs of the young people
The diversity that groups represent requires further skills from youth workers. + -

These skills would allow youth workers to:

  • work with and on different values through a variety of (learning) approaches
  • create an environment that enables young people to stand in solidarity with people who may hold different values, beliefs and world views 
It is desirable that programmes also have an impact on communities and social environments. + -

The skills required for taking such aspects into account can be:

  • to encourage and empower young people to recognise if and when the need exists for solidarity in the local community and to act on it
  • to include activities in the community during and after the project for wider impact, including hybrid and blended learning formats
Additionally, research and other concepts may influence the work of youth workers. + -

They benefit from skills to:

  • adjust approaches and methods based on (youth) research outcomes 
  • identify needs and realities deriving from research and societal, political and technological developments that may influence the practice of youth workers
The digital dimension also requires skills. + -

Such as: 

  • integrating digital tools, media and environments in the activities where needed and beneficial

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