At the end of your Erasmus+ project, you will compile your YouthPass. In it, you can describe what you have done and what you have learnt.
Youthpass recognizes non-formal learning in youth work and it’s both a certificate and a process of reflection about the skills that you developed during your project. It focuses on competences, defined as combinations of knowledge, skills, and attitudes appropriate to a particular situation. More specifically, Youthpass’ eight “Key Competences” are the ones that support our personal fulfilment, social inclusion, active citizenship, and employment.
The eight Key Competences are:
1) Communication in mother tongue. It is the ability to express and interpret concepts, thoughts, feelings, facts, and opinions by listening, speaking, reading, and writing in the mother tongue and to interact in an appropriate and creative way in a full range of social and cultural contexts.
2) Communication in foreign languages. It involves using different languages in different life context; expressing in foreign languages your ideas, opinions, feelings, needs, facts by listening, speaking, writing, and reading; understanding others; being open to other cultures, habits, and realities.
3) Mathematical competence and basic competences in science and technology. Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations: calculating, budgeting, planning and controlling expenses, solving problems, logical thinking… Basic competences in science and technology refer to the use of knowledge and methodologies that explain the natural world. They involve an understanding of the changes caused by human activity and the responsibility of each individual as a citizen. They include critical thinking, looking for data, presenting facts in different ways…
4) Digital competence. It involves using information technologies during your free and working time and as a mean of communication; producing, storing, analysing information; sharing information via Internet; using different media means as mobile phones and digital cameras, etc.
5) Learning to learn. It is related to the ability to pursue and organize one’s own learning, either individually or in groups, in accordance with one’s own needs. To set one’s own aims and objectives, identify the optimal ways and means to achieve them and to monitor and evaluate one’s own learning process. To know one’s own learning abilities and optimal use of time. To develop further on already gained experience and competences. To be able to apply achieved competences and experiences in one’s personal, professional, and social life. To know how to increase one’s own motivation and self-confidence.
6) Social and civic competence. Social competence refers to personal, interpersonal, and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship, and civil rights), equips individuals to engage in active and democratic participation.
7) Sense of initiative and enterpreneurship. It is the ability to turn ideas into action. It involves creativity, innovation, and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. Individuals are aware of the context of their own work and are able to seize opportunities that arise. This competence is the foundation for acquiring more specific skills and knowledge needed by those establishing or contributing to social or commercial activities. This should include awareness of ethical values and promote good governance.
8) Cultural awareness and expression. This competence refers to be creative in expressing ideas through music, all possible ways of art, literature, dance, and theatre; and also to be aware of one’s own cultural context and the cultural context of others.
Not all eight competences have to be achieved, so in compiling the YouthPass you can complete only the fields that you think are relevant. Moreover, you have an extra field “Other“, which you can use to be more narrative or into which you can put whatever doesn’t seem to fit elsewhere 🙂
One of the best things of the YouthPass is that it is non-formal, which means that there is no “right” way to complete it. For example, you can work on:
- Objectives. You can describe your initial objectives, how you worked on them and how you reached them, and then you can fit these descriptions into the key competencies.
- Situations. You can think about some important situations in which you feel you learned a lot all together. You can use these situations as a starting point and as a concrete proof of what you have learned, and then try to place them under the key competencies.
- The story of your process. The learning can also be described as a short story that follows a process and arrives at the main learning points.
Sources: “KeyCoNe – Key Competence Network on School Education” website; Kloostermann P. et al. (2012), YouthPass unfolded, SALTO Training and Cooperation Centre, SALTO Inclusion Resource Centre, JUGEND für Europa; Schroeder et al. (2009), YouthPass for all!, SALTO Training and Cooperation Centre, SALTO Inclusion Resource Centre; YouthPass official website.