Youth information and counselling work in Estonia, HS/160913 - Humak
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Youth information and counselling work in Estonia, HS/160913 - Humak

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Hannes Sildnik, Tallinnan yliopisto ...

Hannes Sildnik, Tallinnan yliopisto
- Youth Information from Social Inclusion point of view
- Youth information and Counselling work in Estonia
Luento: Humak, Nurmijärven kampus 16.9.13, kesto 48 min.

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Youth information and counselling work in Estonia, HS/160913 - Humak Youth information and counselling work in Estonia, HS/160913 - Humak Presentation Transcript

  • Youth information 3.0 Hannes Sildnik Hannes.sildnik@gmail.com 16.09.2013 HUMAK
  • A few words about myself :: Tallinn University Pedagogical College, department of Youth Work and Continuing Education Youth Information and Counseling International Youth Work EU Youth Policy Strategic Planning and Project Management in Youth Work :: ERYICA - European Youth Information and Counseling Agency Trainer member of Training Task Force :: EgoMind Training,coaching programmes and consulting for youth work organisations, municipalities, youth workers and young people
  • Today´s discussion: 4 topics: :: What are the key challenges for next 10 years for young people/society? :: Generation NEET :: What can youth information work do to help? :: Facts and figures: young people in Estonia View slide
  • 1. What are the challenges we face? :: according to Eurostat population projections EUROPOP2010, the share of young people in the total population is expected to fall in the years up to 2060 :: if the decline is not reversed, the youth population of the European Union could fall by a further 14 million in the next 50 years. :: youth unemployment ( Greece 58,4%) :: multy culty :: migration :: digital era :: fight against poverty :: … View slide
  • Youth population (aged 15-29), change between 1 January 2000 and 1 January 2010 equal or higher than 20% between 10% and 19% between 0% and 9% between -10% and 0% equal or higher than -20% Eurostat 2010
  • Demographic cliff Europeans are becoming extinct 25-29 20-24 15-19 In line with the long-term decline since 1985, the number of young people decreased steadily by over 4 million between 2000 and 2010. The 15 to 19 age group has been most affected by the decline, in particular since 2006, and the youth population will fall even more sharply in the near future.
  • Projected youth population (aged 15- 29) – with and without migration, EU- 27, 2010-2060millions • Youth population (aged 15-29) • • with migration • 􀂄 including migration • 􀂄 without migration • without migration Eurostat 2010
  • Youth unemploymentEurostat 2011 aged 15-24 aged 25-29
  • 2. Generation NEET - Not in Education, Employment or Training
  • NEET – cost
  • NEET – structure
  • Generation NEET - Not in Education, Employment or Training
  • Social exclusion :: NEET :: participation in society
  • 3. The power of information… :: what? where? how? when? :: information need is generated through life around us :: first job :: first day in a new school :: first broken heart :: first look at Eiffel tower :: first day unemployed :: first time kicked out of school :: …
  • The power of information… :: Youth information is based on the needs and questions of young people and primarily seeks to respond to them. Nevertheless, youth information also has a role in helping young people find their place in society :: youth information has a clear role in prevention by actively promoting information about possibilities for spending their free time, alternatives for periods when they are not in employment or training and opportunities for participation and volunteering, as well as about issues such as mental and physical health.
  • The power of information… :: Information is also a prerequisite for participation – only those young people who are well informed about their rights and duties as young persons and citizens and know how to use and fulfil them can be active members of civil society. :: Youth information work is a specialised form of youth work. Youth information is not a stand-alone solution to all challenges in life but, rather, one significant element in an overall youth policy aimed at accession and inclusion.
  • The power of information… :: Youth information work is always part of whatever form of youth work,whether concsiously or unconcsiously. :: Consciously planned and planted youth information work is a powerful tool in helping to face the challenges of young generation and building capacity for skills/competences of the future
  • Competences of the futuure I :: Sense-making Definition: ability to determine the deeper meaning or significance of what is being expressed :: Social intelligence Definition: ability to connect to others in a deep and direct way, to sense and stimulate reactions and desired interactions :: Novel & adaptive thinking Definition: proficiency at thinking and coming up with solutions and responses beyond that which is rote or rule-based
  • Competences of the futuure II :: Cross -cultural competency Definition: ability to operate in different cultural settings :: Computational thinking Definition: ability to translate vast amounts of data into abstract concepts and to understand data-based reasoning :: New-media literacy Definition: ability to critically assess and develop content that uses new media forms, and to leverage these media for persuasive communication :: Virtual collaboration Definition: ability to work productively, drive engagement, and demonstrate presence as a member of a virtual team.
  • Competences of the futuure III :: Transdisciplinarity Definition: literacy in and ability to understand concepts across multiple disciplines :: Design mindset Definition: ability to represent and develop tasks and work processes for desired outcomes :: Cognitive load management Definition: ability to discriminate and filter information for importance, and to understand how to maximize cognitive functioning using a variety of tools and techniques
  • Key competences for lifelong learning Icommunication in the mother tongue, which is the ability to express and interpret concepts, thoughts, feelings, facts and opinions in both oral and written form (listening, speaking, reading and writing) and to interact linguistically in an appropriate and creative way in a full range of societal and cultural contexts; communication in foreign languages, which involves, in addition to the main skill dimensions of communication in the mother tongue, mediation and intercultural understanding. The level of proficiency depends on several factors and the capacity for listening, speaking, reading and writing; 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, with the emphasis being placed on process, activity and knowledge.
  • Key competences for lifelong learning IIdigital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT); learning to learn is related to learning, the ability to pursue and organise one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities; social and civic competences. 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;
  • Key competences for lifelong learning III sense of initiative and entrepreneurship 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. The individual is aware of the context of his/her work and is able to seize opportunities that arise. It is the foundation for acquiring more specific skills and knowledge needed by those establishing or contributing to social or commercial activity. cultural awareness and expression, which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature and the visual arts).
  • 4. Facts and figures about youth in Estonia :: total population 1 290 000 :: 295 725 young people aged 7-26 (31.12.2011) :: compared to 2001, the number of young people has decreased by 96 338 people and counting :: estimation for 2018 – 20 000 young people less than today :: 1/6 between ages 15-29 are NEET (40 000 in 2012) :: NEET loss to the economy 238 milion €/year, 1,5% GDP
  • 4. Facts and figures about youth in Estonia :: youth information and counseling work is part of general youth work :: 20 governmentally founded YIC-s :: 228 municipalities and open youth centres :: youth work is based on Youth Work Act (2010) :: iplementation document Estonian Youth Work Strategy 2006-2013 :: drafting process of new youth strategy 2014-2020 (www.entk.ee/2020 )
  • References: :: Draft 2012 Joint Report of the Council and the Commission on the implementation of the renewed framework for European cooperation in the youth field (EU Youth Strategy 2010-2018) http://ec.europa.eu/youth/documents/eu_youth_report_communication/eu_youth_report_2012_communication_en.pdf :: Recommendation 2006/962/EC of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning http://europa.eu/legislation_summaries/education_training_youth/lifelong_learning/c11090_en.htm :: EU Youth Strategy 2010-2018 http://ec.europa.eu/youth/policy/eu-youth-strategy_en.htm :: The Economist Special report on pensions http://www.economist.com/node/18502013 :: Institute for the Future: Future Working Skills 2020 http://www.iftf.org/our-work/global-landscape/work/future-work-skills-2020/ :: Research-based Analysis of Youth in Action, 2012 http://www.salto-youth.net/downloads/4-17-2692/RAY2011_report_20120905.pdf
  • Thank you! Contact for further questions hannes.sildnik@gmail.com