The document discusses innovative practices at Youth Competence Centres in Antwerp for identifying and recognizing key competencies of young people. It describes how one centre, run by JES, implemented Recognition of Acquired Competences (RAC) guidance to help young people become aware of their competencies gained through informal learning experiences. Over one year, 52 young people participated in RAC guidance through various programs. The guidance used tools like the C-Stick digital portfolio and focused on developing key competencies. While early results are promising, more work is still needed to fully realize recognition of competencies acquired informally, such as strengthening connections between leisure, work, and accreditation of prior learning.
This document summarizes the Enspire Final Conference held on 29/11/2012. The conference focused on strategies and programs to promote entrepreneurship and social inclusion. It discussed challenges such as lack of funding and support for startups. It also highlighted the need to promote entrepreneurship for disadvantaged groups like women, youth, and minorities. The conference proposed implementing holistic entrepreneurship programs from kindergarten onwards to foster an entrepreneurial mindset and culture across Cypriot society.
This document provides information about a 2-year Master's program in Social Innovation and Entrepreneurship offered by the Rajiv Gandhi National Institute of Youth Development. The program aims to introduce students to social entrepreneurship and equip them with skills to address social problems through entrepreneurial solutions. The curriculum includes core courses in social entrepreneurship, field work, and a one-month internship. The program is designed for graduates interested in establishing their own social enterprises to drive social change in a sustainable way. The institute also offers village adoption programs, skill development training, and opportunities for students to participate in conferences and workshops.
This document provides information about AIESEC's Leap program, which offers international volunteer experiences. It discusses the program's history and growth since 1948. It then provides details about the application process, benefits of the program, potential project locations, testimonials from past participants, frequently asked questions, and contact information for those interested in the program.
HTH is a leading recruiting company in Cambodia that provides job placement and training services. The document outlines HTH's history, services such as recruiting, training programs, and upcoming workshops. It discusses goals for professional and career development, the benefits of setting goals, and differences between students and working professionals. Contact information is provided at the end.
- AIESEC is a global nonprofit founded in 1948 that provides leadership development experiences to young people through international internships and volunteer programs.
- The Leap program places Bahraini students in international volunteer projects focused on areas like entrepreneurship, literacy, and environmental issues. Locations include countries in Asia, Europe, Africa, and the Americas.
- Participants gain practical skills, expand their worldview, and make a positive social impact through the program. They are supported throughout the application process and internship.
Over the past two years, London Youth has worked to better understand the impact of its youth programs. Surveys of over 4,000 participants found that the programs strongly improved confidence and resilience. The organization's sports and outdoor education programs in particular increased self-confidence, determination, and relationship skills. London Youth will use these insights to further strengthen its offerings and better support youth organizations.
Youth Competence Centers In Antwerp, Innovative Practices For Key Competentie...guestc660b2
The Youth Competence Centres of Antwerp provide integrated activities for young people regarding leisure, competency development, and work. The centers aim to empower young people through personal development and increased social participation. Activities are centered around the lifestyles and needs of 16 to 25-year-olds in vulnerable situations. The centers take a positive approach focusing on young peoples' strengths and talents, involving them in voluntary competency identification and development through experiential learning and self-directed activities. Over 50 young people participated in competency-focused projects last year, with most participating in multiple activities centered around areas like cultural activities, local youth work, and training.
This document summarizes the Enspire Final Conference held on 29/11/2012. The conference focused on strategies and programs to promote entrepreneurship and social inclusion. It discussed challenges such as lack of funding and support for startups. It also highlighted the need to promote entrepreneurship for disadvantaged groups like women, youth, and minorities. The conference proposed implementing holistic entrepreneurship programs from kindergarten onwards to foster an entrepreneurial mindset and culture across Cypriot society.
This document provides information about a 2-year Master's program in Social Innovation and Entrepreneurship offered by the Rajiv Gandhi National Institute of Youth Development. The program aims to introduce students to social entrepreneurship and equip them with skills to address social problems through entrepreneurial solutions. The curriculum includes core courses in social entrepreneurship, field work, and a one-month internship. The program is designed for graduates interested in establishing their own social enterprises to drive social change in a sustainable way. The institute also offers village adoption programs, skill development training, and opportunities for students to participate in conferences and workshops.
This document provides information about AIESEC's Leap program, which offers international volunteer experiences. It discusses the program's history and growth since 1948. It then provides details about the application process, benefits of the program, potential project locations, testimonials from past participants, frequently asked questions, and contact information for those interested in the program.
HTH is a leading recruiting company in Cambodia that provides job placement and training services. The document outlines HTH's history, services such as recruiting, training programs, and upcoming workshops. It discusses goals for professional and career development, the benefits of setting goals, and differences between students and working professionals. Contact information is provided at the end.
- AIESEC is a global nonprofit founded in 1948 that provides leadership development experiences to young people through international internships and volunteer programs.
- The Leap program places Bahraini students in international volunteer projects focused on areas like entrepreneurship, literacy, and environmental issues. Locations include countries in Asia, Europe, Africa, and the Americas.
- Participants gain practical skills, expand their worldview, and make a positive social impact through the program. They are supported throughout the application process and internship.
Over the past two years, London Youth has worked to better understand the impact of its youth programs. Surveys of over 4,000 participants found that the programs strongly improved confidence and resilience. The organization's sports and outdoor education programs in particular increased self-confidence, determination, and relationship skills. London Youth will use these insights to further strengthen its offerings and better support youth organizations.
Youth Competence Centers In Antwerp, Innovative Practices For Key Competentie...guestc660b2
The Youth Competence Centres of Antwerp provide integrated activities for young people regarding leisure, competency development, and work. The centers aim to empower young people through personal development and increased social participation. Activities are centered around the lifestyles and needs of 16 to 25-year-olds in vulnerable situations. The centers take a positive approach focusing on young peoples' strengths and talents, involving them in voluntary competency identification and development through experiential learning and self-directed activities. Over 50 young people participated in competency-focused projects last year, with most participating in multiple activities centered around areas like cultural activities, local youth work, and training.
It's a brochure which contain details about entrepreneurship, social entrepreneurship. The brochure was created from Young Social Entrepreneur project, was founded by the European Commission, through Erasmus+ Program.
The Schoharie County Youth Bureau Mission & Goals 2013George McDonnell
The document provides the mission statement, goals, and objectives of the Schoharie County Youth Bureau. The mission is to promote the empowerment and well-being of county youth through positive youth development methods. The goals include providing positive experiences, maximizing direct contact with youth, connecting youth to their community, strengthening school connections, collaborative efforts with other organizations, giving youth a voice, and involvement in youth-serving committees. The objectives outline how the Youth Bureau plans to achieve these goals through its programs and services.
The C.I.T.Y. (Catch and Inspire Them Young) program is a leadership development program for teenagers in Nigeria run by the Eagle's Hope Foundation. Over the past 4 years, it has engaged over 1,300 volunteers and reached over 7,500 teenagers through award-winning leadership programs. In 2015, the C.I.T.Y. Summer Leadership School was held simultaneously in 4 locations across Nigeria and engaged over 450 teenagers and 250 volunteers. The program aims to develop leadership skills in teenagers and shape their character to promote personal mastery, leadership, education excellence, national development, and entrepreneurship.
This leadership handbook was created by the South East European Youth Network (SEEYN) to support and inspire youth workers and leaders. The handbook covers topics like leadership styles, communication, project planning, and diversity. It aims to provide practical skills and knowledge to empower young people. The handbook was developed over several years with input from youth work experts and support from the European Union.
This document discusses creative entrepreneurship and social entrepreneurship as ways to increase financial sustainability for civil society organizations (CSOs) in Serbia. It proposes a two-phase project called "Pomak" to establish creative social enterprises employing young people. Phase 1 included developing resources on social entrepreneurship and hosting a conference. Phase 2 aims to transform 6 CSOs into creative enterprises through training, mentoring, and establishing physical spaces for their businesses. The overall goal is to sustain CSO programs and services while employing youth.
The document discusses the structure and priorities of the PERC Youth Committees. It outlines the aims of increasing youth representation in PERC governance bodies. The PERC Youth policy is developed by two bodies: the Youth Conference and Youth Committee. The Youth Committee is composed of 9 members under 33 elected by the Conference. The 1st and 2nd Youth Conferences are summarized, including elections that were held. The main tasks and general priorities of the PERC Youth Committee are outlined, focusing on quality jobs for young workers, intergenerational solidarity, relations with new social movements, and improving communication. Several activities held by member organizations are then briefly described.
1. The document discusses the concept of success from different perspectives, noting that it can mean pursuing one's passions, following one's own path, overcoming obstacles, treating people well, excelling in multiple areas of life, and leaving the world a better place.
2. Success is difficult to define but requires a positive self-concept, clearly defined goals, hard work, and a willingness to take risks. It is important to determine one's own personal definition of success in order to know what goals to work towards each day.
3. Daily progress towards goals can bring a person closer to their ultimate success, so it is important to focus on the process rather than just the end result. Having a personal definition
We are a team of youth, freelancers, mentors & consultants; who have a huge experience in different educational backgrounds and career paths in many fields who want to share their knowledge and experiences to help the graduated and undergrad students to be qualified candidates for labor Market .
Have Fun ....
This document provides an introduction to positive youth development. It discusses how positive youth development focuses on nurturing positive outcomes in young people rather than just preventing problems. The manual explains that research shows young people need to have their basic needs met, feel safe, develop skills to feel prepared for adulthood, and feel engaged and connected to thrive. This represents a shift from just providing youth services to taking a broader community approach to create opportunities for youth development. The goal is for communities to support youth development, not just youth programs.
This document outlines the key elements to include in a project plan: Needs, Aims, Objectives, Methods, and Evaluation/Monitoring. It defines each element and provides examples. Specifically, it states that the Aim should be inspired by identified challenges and needs, influenced by possible responses, and the main purpose of the project. Objectives are the specific achievements and actions to reach the Aim - they are not a to-do list or plan of activities. Evaluation/Monitoring determines what happened, progress made, what succeeded and needs improvement, and if the Aim was reached.
This document outlines a youth development curriculum framework used in Wiltshire, England. It focuses on experiential learning and empowering young people. The framework is built around principles of being needs-led, participative, developmental, inclusive, empowering, and reflective. It includes a Young People's Charter that sets expectations for youth services. Progression is emphasized, moving youth from initial contact to taking on greater responsibility. The goal is to help youth successfully transition to independent adulthood through fun and engaging informal education programs.
Phoenix Youth Project aims to provide innovative youth services in Bray, Ireland. It will collaborate with existing youth groups and local football clubs to offer a variety of personal and social development programs. Activities will include leadership training, international exchanges, and support for young people's mental health and well-being. Phoenix Youth's model is based on principles of laughter, empathy, acceptance, relationships, nurturing, involvement, navigation, and helping youth to grow through their experiences.
This document provides information about volunteer positions with the Future in Our Hands Youth NGO in Armenia. It describes 3 volunteer positions - PR Support, Administrative/Logistics Support, and Event Organization. The PR Support position involves creating promotional materials, graphic design, social media management, and video production. The Administrative position assists with applicant selection, activity scheduling and reporting. The Event Organization position plans and runs workshops, language clubs, debates and movie nights. It also provides contact details and backgrounds of the NGO's team members.
This document provides information about AIESEC, the world's largest youth organization, and its local chapter in Uppsala, Sweden. It introduces the local committee president and describes her experience in AIESEC. It then outlines the organization's history and mission, leadership development model, values, structure including departments, roles, and acronyms commonly used. The purpose is to welcome and orient new members to AIESEC Uppsala.
Mentoring is a key resource for promoting positive youth development. The document outlines several aspects of positive youth development including the importance of developmental assets and ecological assets in a young person's life. The most important ecological asset is mentors. Effective mentoring and youth development programs incorporate sustained positive adult-youth relationships, life skills building, and youth participation. These programs help develop competence, confidence, character, connection, and caring in youth.
- Yangin Abdulkerim Ferhat, born in Turkey, participated in a youth mobility project called "Training Camp for Human Rights Facilitators" from August 6-15, 2016 in Romania.
- The project, supported by the Erasmus+ programme, aimed to improve the skills and knowledge of 36 youth workers from 8 countries on planning, implementing, and evaluating human rights activities.
- Key activities included training sessions on human rights and the production of a DVD recording of a flash mob to promote human rights.
Over the past several years, organizations have expressed a need for the community to come together to share best practices in youth empowerment. 3WGE believes convening youth leaders is necessary to advance approaches to reach and empower more youth. 3WGE is organizing a Youth Leadership Summit in Sri Lanka to discuss youth leadership development and create a vision for collaborating to support young people.
We are a group of Youth who came together with mission of improving youth qualities such as; peaceful co-existence, educational values, technical aids, traditional and cultural values, community development projects, collective participation initiation, bringing out the special abilities in youth such as potential with abilities to enhance private progression without depending on government, creating awareness on the ills of social vices and general awareness of how a youth should be or contribute to his society.
This document summarizes an application for a youth partnership project called "Academy for Mediators" under the Youth in Action Programme. The application was submitted by the International Development Alliance (IDA), a network of 115 member organizations working on community development, peacebuilding, education, and youth issues.
The proposed project would train and certify 200 young people as youth mediators to better represent youth interests and facilitate communication between youth organizations and local authorities. It would establish an international youth mediator network and support active youth participation in decision-making at local, national, and European levels.
The document provides details on IDA's experience managing similar projects, operational capacity, and previous European funding. It also describes the needs the project
It's a brochure which contain details about entrepreneurship, social entrepreneurship. The brochure was created from Young Social Entrepreneur project, was founded by the European Commission, through Erasmus+ Program.
The Schoharie County Youth Bureau Mission & Goals 2013George McDonnell
The document provides the mission statement, goals, and objectives of the Schoharie County Youth Bureau. The mission is to promote the empowerment and well-being of county youth through positive youth development methods. The goals include providing positive experiences, maximizing direct contact with youth, connecting youth to their community, strengthening school connections, collaborative efforts with other organizations, giving youth a voice, and involvement in youth-serving committees. The objectives outline how the Youth Bureau plans to achieve these goals through its programs and services.
The C.I.T.Y. (Catch and Inspire Them Young) program is a leadership development program for teenagers in Nigeria run by the Eagle's Hope Foundation. Over the past 4 years, it has engaged over 1,300 volunteers and reached over 7,500 teenagers through award-winning leadership programs. In 2015, the C.I.T.Y. Summer Leadership School was held simultaneously in 4 locations across Nigeria and engaged over 450 teenagers and 250 volunteers. The program aims to develop leadership skills in teenagers and shape their character to promote personal mastery, leadership, education excellence, national development, and entrepreneurship.
This leadership handbook was created by the South East European Youth Network (SEEYN) to support and inspire youth workers and leaders. The handbook covers topics like leadership styles, communication, project planning, and diversity. It aims to provide practical skills and knowledge to empower young people. The handbook was developed over several years with input from youth work experts and support from the European Union.
This document discusses creative entrepreneurship and social entrepreneurship as ways to increase financial sustainability for civil society organizations (CSOs) in Serbia. It proposes a two-phase project called "Pomak" to establish creative social enterprises employing young people. Phase 1 included developing resources on social entrepreneurship and hosting a conference. Phase 2 aims to transform 6 CSOs into creative enterprises through training, mentoring, and establishing physical spaces for their businesses. The overall goal is to sustain CSO programs and services while employing youth.
The document discusses the structure and priorities of the PERC Youth Committees. It outlines the aims of increasing youth representation in PERC governance bodies. The PERC Youth policy is developed by two bodies: the Youth Conference and Youth Committee. The Youth Committee is composed of 9 members under 33 elected by the Conference. The 1st and 2nd Youth Conferences are summarized, including elections that were held. The main tasks and general priorities of the PERC Youth Committee are outlined, focusing on quality jobs for young workers, intergenerational solidarity, relations with new social movements, and improving communication. Several activities held by member organizations are then briefly described.
1. The document discusses the concept of success from different perspectives, noting that it can mean pursuing one's passions, following one's own path, overcoming obstacles, treating people well, excelling in multiple areas of life, and leaving the world a better place.
2. Success is difficult to define but requires a positive self-concept, clearly defined goals, hard work, and a willingness to take risks. It is important to determine one's own personal definition of success in order to know what goals to work towards each day.
3. Daily progress towards goals can bring a person closer to their ultimate success, so it is important to focus on the process rather than just the end result. Having a personal definition
We are a team of youth, freelancers, mentors & consultants; who have a huge experience in different educational backgrounds and career paths in many fields who want to share their knowledge and experiences to help the graduated and undergrad students to be qualified candidates for labor Market .
Have Fun ....
This document provides an introduction to positive youth development. It discusses how positive youth development focuses on nurturing positive outcomes in young people rather than just preventing problems. The manual explains that research shows young people need to have their basic needs met, feel safe, develop skills to feel prepared for adulthood, and feel engaged and connected to thrive. This represents a shift from just providing youth services to taking a broader community approach to create opportunities for youth development. The goal is for communities to support youth development, not just youth programs.
This document outlines the key elements to include in a project plan: Needs, Aims, Objectives, Methods, and Evaluation/Monitoring. It defines each element and provides examples. Specifically, it states that the Aim should be inspired by identified challenges and needs, influenced by possible responses, and the main purpose of the project. Objectives are the specific achievements and actions to reach the Aim - they are not a to-do list or plan of activities. Evaluation/Monitoring determines what happened, progress made, what succeeded and needs improvement, and if the Aim was reached.
This document outlines a youth development curriculum framework used in Wiltshire, England. It focuses on experiential learning and empowering young people. The framework is built around principles of being needs-led, participative, developmental, inclusive, empowering, and reflective. It includes a Young People's Charter that sets expectations for youth services. Progression is emphasized, moving youth from initial contact to taking on greater responsibility. The goal is to help youth successfully transition to independent adulthood through fun and engaging informal education programs.
Phoenix Youth Project aims to provide innovative youth services in Bray, Ireland. It will collaborate with existing youth groups and local football clubs to offer a variety of personal and social development programs. Activities will include leadership training, international exchanges, and support for young people's mental health and well-being. Phoenix Youth's model is based on principles of laughter, empathy, acceptance, relationships, nurturing, involvement, navigation, and helping youth to grow through their experiences.
This document provides information about volunteer positions with the Future in Our Hands Youth NGO in Armenia. It describes 3 volunteer positions - PR Support, Administrative/Logistics Support, and Event Organization. The PR Support position involves creating promotional materials, graphic design, social media management, and video production. The Administrative position assists with applicant selection, activity scheduling and reporting. The Event Organization position plans and runs workshops, language clubs, debates and movie nights. It also provides contact details and backgrounds of the NGO's team members.
This document provides information about AIESEC, the world's largest youth organization, and its local chapter in Uppsala, Sweden. It introduces the local committee president and describes her experience in AIESEC. It then outlines the organization's history and mission, leadership development model, values, structure including departments, roles, and acronyms commonly used. The purpose is to welcome and orient new members to AIESEC Uppsala.
Mentoring is a key resource for promoting positive youth development. The document outlines several aspects of positive youth development including the importance of developmental assets and ecological assets in a young person's life. The most important ecological asset is mentors. Effective mentoring and youth development programs incorporate sustained positive adult-youth relationships, life skills building, and youth participation. These programs help develop competence, confidence, character, connection, and caring in youth.
- Yangin Abdulkerim Ferhat, born in Turkey, participated in a youth mobility project called "Training Camp for Human Rights Facilitators" from August 6-15, 2016 in Romania.
- The project, supported by the Erasmus+ programme, aimed to improve the skills and knowledge of 36 youth workers from 8 countries on planning, implementing, and evaluating human rights activities.
- Key activities included training sessions on human rights and the production of a DVD recording of a flash mob to promote human rights.
Over the past several years, organizations have expressed a need for the community to come together to share best practices in youth empowerment. 3WGE believes convening youth leaders is necessary to advance approaches to reach and empower more youth. 3WGE is organizing a Youth Leadership Summit in Sri Lanka to discuss youth leadership development and create a vision for collaborating to support young people.
We are a group of Youth who came together with mission of improving youth qualities such as; peaceful co-existence, educational values, technical aids, traditional and cultural values, community development projects, collective participation initiation, bringing out the special abilities in youth such as potential with abilities to enhance private progression without depending on government, creating awareness on the ills of social vices and general awareness of how a youth should be or contribute to his society.
This document summarizes an application for a youth partnership project called "Academy for Mediators" under the Youth in Action Programme. The application was submitted by the International Development Alliance (IDA), a network of 115 member organizations working on community development, peacebuilding, education, and youth issues.
The proposed project would train and certify 200 young people as youth mediators to better represent youth interests and facilitate communication between youth organizations and local authorities. It would establish an international youth mediator network and support active youth participation in decision-making at local, national, and European levels.
The document provides details on IDA's experience managing similar projects, operational capacity, and previous European funding. It also describes the needs the project
Similar to Youth Competence Centers In Antwerp, Innovative Practices For Identification And Recognition Of Key Competencies (20)
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Youth Competence Centers In Antwerp, Innovative Practices For Identification And Recognition Of Key Competencies
1. The Youth Competence Centres of Antwerp: innovative
practices for key competencies identification and
recognition
• Background or context
JES is a plural non-profit organisation. Its mission is to create equal opportunities for young people to
actively participate in society. JES is based in three Belgian cities: Brussels, Antwerp and Ghent. Its
main activities include training and guidance, training for youth work volunteers, outreach work,
support for youth clubs and youth work initiatives, … These activities focus on young people, living in
large cities, between 6 and 30 years old, of whom a lot are low-skilled and with migrant background.
In 2008 three youth centres were recognised as Youth Competence Centre (YCC) by the City of
Antwerp. The JES division in Antwerp was one of them.
The objectives of a YCC were defined as follows by the steering-committee: ‘The Antwerp Youth
Competence Centres are accessible centres for young people that provide integrated activities
regarding leisure time, competencies (identification, development and recognition) and work. The
YCC’s are explicit learning and development spaces that empower young people with a view to
personal development and increased social orientation and participation. The lifestyle and needs of
young people are central in the activities of the YCC’s’.
The priority target group of the YCC’s are 16 to 25 aged youngsters in a vulnerable situation (young
people in a weak socio-cultural or socio-economic position).
• Objectives
The main reason for the City of Antwerp to invest in the YCC’s was ‘to reduce the negative impact of
school dropout by taking into account informal learning.’
One of the outcomes of school dropout is a higher risk of unemployment. In march 2009 the level of
unemployment was almost 14% in Antwerp (7% in Flanders). Almost 20% of the unemployed is
younger than 25 years. In some areas, the unemployment level for young people from 18 to 25 raises
even up to more than 15%, mainly in the districts ‘Antwerpen Noord’, ‘Borgerhout’, and ‘Het Kiel’.
The JES division in Antwerp is based in Borgerhout. From the young unemployed 73% is low-skilled
(no secondary school degree). Of course this doesn’t mean that these youngsters don’t have skills. The
City of Antwerp is more and more convinced that, if we want to give these young people chances for
their future life, we need to recognise their ‘competences acquired through informal learning’.
The first step in doing this is making people aware of their competences and giving them the means to
prove them. In 2008-2009 JES was one of the first Youth Competence Centres to put this into practice,
experiment and further develop the concept.
In this paper, we want to share our experiences, point out the main challenges and successes and
present some ideas for further development of the Youth Competence Centre concept.
2. • Summary of results
JES Antwerp provides a wide range of leisure time activities: on the one hand we support local youth
work by letting the youth centre and sports infrastructure and by supporting local dance and fight sport
clubs. On the other hand, we provide training for youth work volunteers, youth work activities
focussing on the local neighbourhood and cultural youth work activities.
Thanks to the recognition as Youth Competence Centre, the City of Antwerp provided the necessary
funding to hire a ‘RAC-counsellor’ (RAC = Recognition of acquired competences), whose mission
was to put into practice the objectives of the YCC.
The most important questions we addressed during the experiments were:
- What is RAC-guidance?
- How to integrate RAC guidance in leisure time activities without formalising informal time
and frightening off youngsters?
- How and when to start RAC-guidance?
- What is the role of the ‘RAC-counsellor’?
In designing RAC-guidance, our preliminaries were:
- The force and talents of young people are our starting points (positive approach)
- Young people participate voluntarily in RAC-guidance
- Young people are themselves instigator, director and manager of the RAC-guidance
- We want to stimulate lifelong learning
- Our RAC-guidance has to be compatible with formal learning (training, education,…)
- We try to use the strengths and advantages of great cities
- We want to be accessible youth work, both in a psychological, financial and geographical
sense. This means that implementing RAC-counselling has to fit with young people’s lifestyle,
interest and pace and doesn’t reduce the ‘fun’-part of youth work
Starting from these preliminaries and throughout our experiments, we came to the following definition
and model of RAC-guidance: ‘RAC-guidance is guidance that consciously stimulates young people,
through participation in activities that fit with their interests and lifestyle, to experiment and shift their
limits (experiential learning) and thus increase awareness on their own competencies (identification of
competencies) and further develop them’.
RAC-guidance can be individual or group-based.
The C-Stick was used as a supporting tool for RAC-guidance. The C-
Stick is an innovative digital portfolio developed by JES. It’s a central
database where young people can gather and store all kinds of relevant
information, it provides them with a framework for personal
development plans and it contains a tool to create adjusted CVs in a
very quick and easy way.
During RAC-guidance, the focus is especially on key competencies. On the one hand, we think youth
work is a setting where youngsters are incited to show many different key competencies: cooperating,
taking responsibility, communication skills, planning and organizing,… On the other hand, employers
often tell us that it’s not so difficult to teach technical skills and competencies, but that they assume
that several key competencies are already well-developed at the moment of hiring. Finally, the youth
work setting proved to be a very helpful setting to develop certain key competencies, because
youngsters can learn at their own pace, have the right to make mistakes and are motivated because
they learn through activities they like.
To assess key competencies we developed several tools for self-, peer- and expert assessment and a
very simple and straightforward competence framework. For an example, we refer to the paper ‘The
C-Stick project: innovative practices for assessing key competencies’.
3. We think the participation model is an interesting model to use while implementing RAC-guidance.
The participation model distinguishes five phases of participation:
1. Consuming activities
2. Participate actively
3. Participate in organisation of activities
4. Independently organise activities
5. Participate in reflection on organisation / management / …
Once young people show interest in participating actively rather than just ‘consume’ activities, we
think it is useful to start RAC-guidance. Youth workers then refer these young people to the RAC-
counsellor.
The RAC-counsellor then has a meeting with the youth worker and the young person and starts the
guidance. Together they design the RAC-guidance: what activities would the young person like to do,
who will do the coaching, where can the young person go to when he has questions, needs
advice,…Eventually they initialise a C-Stick and make a personal development plan.
The role of the RAC-counsellor is on the one hand observation, active coaching and support for the
construction of a portfolio for the young person and on the other hand support and training of the
referring youth worker to identify competencies, give feedback, …
After one year of experiment, 52 young people participated in a RAC-guidance during one or more
different projects. More than 50% of these young people participated in more than one project. 26% of
the RAC-guidance took place in cultural youth work activities, another 26% in youth work activities
with focus on the local neighbourhood. 35% took place in training for youth work volunteers, 5% in
job counselling and 8% in specific guidance (social (re)integration). 35 other young people who visit
our youth centre got counselling on specific questions concerning school or work. 62% of the young
people that took part in the RAC-guidance used the C-Stick portfolio.
Two practical examples to illustrate RAC-guidance:
Cultural youth work activities
Oliver, a 14-year old boy with Serb roots lives in front of the YCC. Unless his curiosity, he felt shy to
find out what was happening in the centre. He thought that he would not fit with the others, mainly
boys with Moroccan roots. During the project SHOOT! (a yearly event where the fusion between
football and cultural activities attracts a lot of young people from the neighbourhood) we asked him to
participate as a photographer. The role as reporter suited him very well.
The RAC-counsellor gave him a C-Stick where he could gather his photographs and showed him how
to use it. Oliver liked to ‘pimp up’ his C-Stick and use it as a trendy passport.
Nevertheless, there was a day we couldn’t respond to Oliver’s curiosity anymore, because we don’t
provide professional training in photography. Oliver was then referred to Stamp Media, a youth press
agency. Oliver could use the C-Stick to show his former photographs. Stamp Media was immediately
convinced of his talent and hired him. He got some extra training to improve his reporter skills, he
also got a training in communication skills. During the learning process the RAC-counsellor regularly
gave feedback and this feedback was also stored on the C-Stick.
Oliver got insight in his own learning process and made a lot of plans to develop his own
competencies. In the mean time Oliver told us that he was very unhappy with his school career, which
resulted in disinterest and problematic behaviour in school. Based on the things he learned during the
RAC-guidance, he decided to change direction and started studying publicity.
4. Local youth work activities
The first step towards a more competence based model of local youth work came quite accidentally
when we were left with one instead of two youth workers. The youngsters themselves had to take their
responsibility to keep the youth work activities going and our training for youth work volunteers
proved to be very helpful to facilitate this evolution .
The role of our youth worker evolved: young people are now more explicitly encouraged to develop
their competencies. The youth worker coaches the youth work volunteers, helps them to make the
planning, gives feedback, reflects with them on their performance, settles conflicts,…rather than
organizing himself the activities. The youth worker works closely together with the RAC-counsellor.
The computer room is a good example: our youth worker used to be present all the time when it was
opened…Now this responsibility has been given to a youth work volunteer. Afterwards our youth
worker and the youth work volunteer reflect on how things went and what can be improved next time.
As we said before, the evolution from consuming activities to participating in activities is very
important. Local youth work translated this in a model of participation. In the first phase young
people just ‘consume’ activities. In the second phase (13, 14 year olds) a preparatory guidance is set
up to prepare for participating in the training for youth work volunteers. In a third phase, young
people follow the youth work volunteer training. In the fourth phase, they follow the youth work
volunteer training part two and are able to participate in organising activities In the fifth phase they
can follow an instructor training en participate in reflecting on the organisation, management,…They
can also organise an activity and take full responsibility .
Of course we don’t push young people from one phase to another. Once we see someone takes
initiatives or shows interest, we try to encourage him and give him more responsibilities.
• Conclusions and recommendations
At this stage of the project, it’s too early to draw conclusions on possible results. We did an interesting
experiment to integrate RAC-guidance in leisure time activities and help youngsters become aware of
their competences. However, since we have only one RAC-counsellor and just started one year ago,
results are only partial. For some youngsters, the guidance led to a better orientation at school. We
think this is a very important step in preventing school drop out.
However, to fully realise recognition of the competencies acquired through informal learning, much
work still needs to be done:
• More profoundly develop the ‘work’-axe
• Facilitate interaction between the different axes (leisure time – work)
• Network with other organisations is order to widen the possible range of activities
• Create possibilities for APEL (Accreditation of prior experiential learning)