Challenges in Recognizing NFL with DY

(1)

(2)

Challenges in Recognizing

NFL with DY

y

Accessibility &

_{Accessibility &}

Awareness

y

Impermanent

_Impermanent

Placement

y

Discrimination

_{Discrimination}

& Privacy

y

Proof &

_{Proof &}

Documentation

y

Self Advocacy

_{Self Advocacy}

& Inclusion

y

(3)

What is Non

-

_-

Formal Learning?

_{Formal Learning?}

“

“Learning which is embedded in planned Learning which is embedded in planned activities (semi

activities (semi--structured) not explicitly structured) not explicitly

designated as learning (in terms of learning

objectives, learning time or learning support).

Non

Non--formal learning is intentional from the formal learning is intentional from the learner

learner’’s point of view. s point of view. Outcomes may be Outcomes may be validated and can lead to certification

validated and can lead to certification..””

(CEDEFO

(4)

What is Disadvantaged?

“

“Disadvantaged refers not just to Disadvantaged refers not just to economic factors, such as income

economic factors, such as income

poverty, or lack of experience in and

poor understanding of the formal job

market, but also social factors such as

gender, racial, ethnic or migrant

background, and geographical isolation

with poor access to quality education

and job opportunities.

(5)

Why Recognize NFL for DY?

DY are resilient, resourceful, and creative.

Much of who they are and what they know

comes from IFL and NFL.

y

yAcknowledges their experiences/existence _{Acknowledges their experiences/existence}

and gives their life new meaning.

y

yValidates transferable competencies and _{Validates transferable competencies and}

skills needed in the labor market decreasing

under

(6)

A Non

A Non--formal Learning Center for Girls and formal Learning Center for Girls and Young Women in Graz, Austria

Young Women in Graz, Austria www.mafalda.at

(7)

LernBOX Goals

“

“I have the right to live a I have the right to live a normal life and have a

normal life and have a

CHANCE!

CHANCE!””

•

•Life Long Learning and Work Life BalanceLife Long Learning and Work Life Balance

•

•Enable Participation and SelfEnable Participation and Self--OrganizationOrganization

•

•Increase Motivation and Learning SkillsIncrease Motivation and Learning Skills

•

(8)

How LernBOX Goals are

Achieved

y

y 24 week program, 5 days a week (paid)_{24 week program, 5 days a week (paid)}

y

y Ages 15 _{Ages 15}–_– 24₂₄

y

y Discussion of life topics through creative expression_{Discussion of life topics through creative expression}

y

y Biographical writing, video production, art, _{Biographical writing, video production, art,}

performances, and exhibits

y

y Practice reading, writing, and math_{Practice reading, writing, and math}

y

y Computer and digital media training_{Computer and digital media training}

y

(9)

What Young

Women Like

About LernBOX

•

• Working togetherWorking together •

• Social skill buildingSocial skill building •

• Stepping out of Stepping out of

traditional gender roles traditional gender roles •

• Learning through Learning through creative expression creative expression •

• Inspiring & FunInspiring & Fun •

• Learning practical skillsLearning practical skills •

• Reading, writing, and Reading, writing, and math

math •

• Individualized attentionIndividualized attention •

• Safe place to goSafe place to go •

(10)

What the Girls

Have to Say

“

“I have become more calm, I have become more calm, patient, and helpful. I now patient, and helpful. I now get up regularly and attend get up regularly and attend the course regularly. I am the course regularly. I am more motivated to learn more motivated to learn and deal with life.

and deal with life.”” “

“Here at LernBOX I have Here at LernBOX I have sewn dolls and built a sewn dolls and built a model carousel. At an model carousel. At an exhibit I spoke in front of exhibit I spoke in front of an audience for the first an audience for the first time.

time.”” “

“I have learned not to give I have learned not to give up when it gets too

up when it gets too

difficult. This course has difficult. This course has changed me for the better, changed me for the better, but one still needs

but one still needs willpower

(11)

Accessibility & Awareness

Solution

Solution: Schools, NGOs, and Gov: Schools, NGOs, and Gov’’t t Agencies need to provide:

Agencies need to provide:

y

yinformation_information

y

yNFL opportunities_{NFL opportunities}

y

yassistance with transportation_{assistance with transportation}

y

(12)

Impermanent Physical

Placement

Solution Solution: : y

yMinimize out of home placement for _{Minimize out of home placement for}

youth in conflict with the law or in

state care.

y

yCreate programs that allow for the _{Create programs that allow for the}

continuation of community resources.

(13)

Discrimination & Privacy

Solution

Solution: : y

yFor adjudicated youth, adhere to _{For adjudicated youth, adhere to}

Protection of Privacy of "The Beijing

Rules

Rules””, Section 8 (Negative labeling, , Section 8 (Negative labeling, protect ID, and seal or expunge

protect ID, and seal or expunge

juvenile records).

y

yForm open relationships with _{Form open relationships with}

stakeholders (Transparency).

(14)

Proof & Documentation

Solution

Solution: : y

yThose working with DY need to gather _{Those working with DY need to gather}

information on all NFL occurring outside

the stewardship of schools and social

services.

y

yIn the absence of documentation _{In the absence of documentation}

(immigration or trafficking), oral, written,

or physical proof must be accepted as

verification.

(15)

Self Advocacy & Inclusion

Solution

Solution: : y

yTo increase marketability and success, _{To increase marketability and success,}

DY need to be coached on how to

communicate the transferability of NFL

to a school or job (behavioral

interviewing

interviewing –– STAR). STAR). y

yNFL with DY should also include non_{NFL with DY should also include non}-

-DY to promote social inclusion.

(16)

Recognition of NFL for DY

Means Responsibility for DY

Solution

Solution: : y

yDY need additional support, not just _{DY need additional support, not just}

financial: social and mental and physical

health (Case Management).

y

yTo keep efforts visible and sustainable:_{To keep efforts visible and sustainable:}

y

y Federal and international oversight_{Federal and international oversight}

y

y Share and coordinate interventions _{Share and coordinate interventions}

and financial resources at all levels

(17)

Recommendations

National & International

y

y Accepted _Accepteddefinition_definition of NFL and DY_{of NFL and DY}

y

y Creation of _{Creation of}guidelines to recognize _{guidelines to recognize}and _and

document NFL across member states

for DY (Youthpass/Portfolio)

y

y Centralized NFL _{Centralized NFL}

Regulation

Regulation/Oversight/Funding of NFL /Oversight/Funding of NFL for DY

for DY –– Federal GovFederal Gov’’t/Ministry and/or t/Ministry and/or IGOs (ILO, OECD)

(18)

Recommendations

Local & Regional

y

y Coordination_Coordination of obtaining recognized _{of obtaining recognized}

NFL opportunities for DY by all

stakeholders (Business Assns, Schools,

NGOs, Gov

NGOs, Gov’’t Agencies)t Agencies) y

y System of verification_{System of verification} of NFL for DY by a _{of NFL for DY by a}

centralized NFL governing body

y

y Provision of _{Provision of}case management_{case management} services_services Mental and physical health, social, and economic

(19)

Questions and Feedback

Thank you from the girls and young women at LernBOX! Thank you from the girls and young women at LernBOX!

(20)

Acknowledgments

Special thanks to: Special thanks to:

y

yThe Girls and Young Women at LernBOX_{The Girls and Young Women at LernBOX}

y

yEmployees at Mafalda:_{Employees at Mafalda:}

¾

¾ Simone Loder_{Simone Loder}-Taucher, Social Educator-Taucher, Social Educator ¾

¾ _{Birgit Waltenberger, Education and Learning}_{Birgit Waltenberger, Education and Learning} ¾

¾ Karin Vollman, Math Teacher_{Karin Vollman, Math Teacher} ¾

¾ Susanne Kallanian, Learning Coach_{Susanne Kallanian, Learning Coach} y

y_{Rita Bergstein, Policy Coordinator, Salto-}_{Rita Bergstein, Policy Coordinator, Salto}_{-Youth Training &}_{Youth Training &} Cooperation Resource Center

(21)

References

Behavioral Interviewing (Career Counseling Center

Behavioral Interviewing (Career Counseling Center--University of Delaware)University of Delaware) http://c.ymcdn.com/sites/www.acpm.org/resource/resmgr/careers

http://c.ymcdn.com/sites/www.acpm.org/resource/resmgr/careers--files/behav_interview.pdffiles/behav_interview.pdf

European Portfolio for youth leaders and youth workers (Council

European Portfolio for youth leaders and youth workers (Council of Europe)of Europe) http://www.coe.int/t/dg4/youth/Source/Resources/Portfolio/Portfo

http://www.coe.int/t/dg4/youth/Source/Resources/Portfolio/Portfolio_en.pdflio_en.pdf

Global Employment Trends for Youth 2013 (Int

Global Employment Trends for Youth 2013 (Int’’l Labour Organization)l Labour Organization) http://www.ilo.org/wcmsp5/groups/public/

http://www.ilo.org/wcmsp5/groups/public/---dgreports/dgreports/--- ---dcomm/documents/publication/wcms_212423.

dcomm/documents/publication/wcms_212423.pdfpdf

Increasing the Employability of Disadvantaged Youth (Int

Increasing the Employability of Disadvantaged Youth (Int’’l Labour Organization)l Labour Organization)

http://www.ilo.org/wcmsp5/groups/public/

http://www.ilo.org/wcmsp5/groups/public/---ed_emp/ed_emp/--- ---ifp_skills/documents/publication/wcms_167168.pdf

(22)

References

Pathways 2.0 towards recognition of non

Pathways 2.0 towards recognition of non--formal learning/education and of youth work in Europe formal learning/education and of youth work in Europe (European Commission and the Council of Europe)

(European Commission and the Council of Europe)

http://youth

http://youth--partnershippartnership--eu.coe.int/youtheu.coe.int/youth-

-partnership/documents/EKCYP/Youth_Policy/docs/Youth_Work/Policy/

partnership/documents/EKCYP/Youth_Policy/docs/Youth_Work/Policy/Pathways_II_towards_recogniPathways_II_towards_recogni tion_of_non

tion_of_non--formal_learning_Jan_2011.pdfformal_learning_Jan_2011.pdf

Policy Paper on Youth organisations as non

Policy Paper on Youth organisations as non--formal educators formal educators ––recognising our role (Youth Forum recognising our role (Youth Forum Jeunesse)

Jeunesse)

http

http://umki.hr/docs/://umki.hr/docs/Uloga_NGO_u_edukaciji_mladih_EN.pdfUloga_NGO_u_edukaciji_mladih_EN.pdf

Recognition of non

Recognition of non--formal learning in the youth field (Youth in Action Programme)formal learning in the youth field (Youth in Action Programme) https://www.youthpass.eu/en/youthpass/downloads/

https://www.youthpass.eu/en/youthpass/downloads/

UN Standard Minimum Rules for the Administration of Juvenile Jus

UN Standard Minimum Rules for the Administration of Juvenile Justice ("The Beijing Rulestice ("The Beijing Rules””)) http

http://www.achpr.org/files/instruments/un://www.achpr.org/files/instruments/un--standardstandard--thethe--beijingbeijing-

-rules/standard_minimum_rules_for_the_administration_of_juvenile_