YOUTHPASS in brief...

YOUTHPASS is:
a) A validation instrument aiming at: the reflection upon the personal non-formal learning process the social recognition of youth work the employability of young people and youth workers

b) A result of an integrated strategy on the validation and recognition of non-formal learning within the context of Youth in Action programme. Youthpass was developed and will be used in European context. Youthpass is a means to validate learning outcomes. Learning that takes place within the Youth in Action programme !generally described as non formal and informal learning" is recogni#ed through Youthpass as a valuable educational experience for the young person. Youthpass is the first instrument within European $nion to make use of the framework of 8 Key Competences for lifelon learnin ! c) An official certificate mainly describing the main characteristics of the action through which the participant receives one ( e.g %ction &.& ' Youth exchange" and also including a self assessment!

YOUTHPASS is for:

a) Every participant in Youth in Action projects reali ed under Action !.!" Action # and Action $.% (soon for other actions as well& is individually entitled to receive a 'outhpass. b) (he responsibility to implement" generate and issue 'outhpass lies at the organi ations carrying out the activity. c) )ational Agencies * should - offer support in different ways (lin+s" information" training,&. Ask for it-

YOUTHPASS contains:

a) .escription of project (objectives" venue" duration" main activities& and the Action b) /articipant0s details c) .escription of learning outcomes (based on the provided framewor+ of 1 +ey competences& in the form of self assessment. Or ani"ations hostin the acti#ities can enerate the certificates at :

$$$!youthpass!eu
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for acti#ities that can assist you in inte ratin

$$$!salto&youth!net'youthpass

Youthpass in your pro(ects

The background to the Key Competences

)! Key Competences in the political conte*t of the +U (n )ovember *++, the European -ommission proposed a recommendation on Key competences for ,ifelon ,earnin . .his recommendation provides/ for the first time/ a European reference tool on key competences that/ for instance/ young people need for further learning and for participating actively in society. 0ith the recommendation the -ommission aimed to encourage and facilitate national debates and reforms of curricula and to develop lifelong and lifewide learning strategies. (t was adopted by the European 1arliament and the -ouncil on &2 3ecember *++4. 5ey -ompetences should be developed by everyone during initial education and training. %dults and young people should learn/ maintain and update their competences through lifelong learning/ for example/ through participating in the E$ Youth in %ction programme. -ompetence is defined as being a combination of knowledge/ skills and attitudes. -! Key competences in the Youth in Action pro ramme $sing 5ey -ompetences as a tool to describe the learning outcomes from experiences gained within the Youth in %ction programme is new. .he decision to go down this path is part of an overall strategy to promote the recognition of youth work and the support of young people in their personal lifelong learning. 6ne part of the lifelong learning strategy is the focus on employability but the other part ' which is important and closer to what we know as youth work - is the future life of young people and coping with challenges coming from changes in societies. 0ith Youthpass both aspects will be highlighted.

Original wording for Key Competences

)) ,+A./0/1 TO ,+A./ 7Learning to learn8 is the ability to pursue and persist in learning/ to organise one9s own learning/ including through effective management of time and information/ both individually and in groups. .his competence includes awareness of one9s learning process and needs/ identifying available opportunities/ and the ability to overcome obstacles in order to learn successfully. .his competence means gaining/ processing and assimilating new knowledge and skills as well as seeking and making use of guidance. Learning to learn engages learners to build on prior learning and life experiences in order to use and apply knowledge and skills in a variety of contexts: at home/ at work/ in education and training. :otivation and confidence are crucial to an individual9s competence. :otivation and confidence are crucial to an individual8s competence. -) SOC0A, A/2 C0%0C CO3P+T+/C+ .hese include personal/ interpersonal and intercultural competence and cover all forms of behaviour that e;uip individuals to participate in an effective and constructive way in social and working life/ and particularly in increasingly diverse societies/ and to resolve conflict where necessary. -ivic competence e;uips individuals to fully participate in civic life/ based on knowledge of social and political concepts and structures and a commitment to active and democratic participation. 4) S+/S+ O5 0/0T0AT0%+ A/2 +/T.+P.+/+U.SH0P <ense of initiative and entrepreneurship refers to an individual9s ability to turn ideas into action. (t includes creativity/ innovation and risk-taking/ as well as the ability to plan and manage pro=ects in order to achieve ob=ectives. .his supports individuals/ not only in their everyday lives at home and in society/ but also in the workplace in being aware of the context of their work and being able to sei#e opportunities/ and is a foundation for more specific skills and knowledge needed by those establishing or contributing to social or commercial activity. .his should include awareness of ethical values and promote good governance. 6) CU,TU.A, A7A.+/+SS A/2 +8P.+SS0O/ %ppreciation of the importance of the creative expression of ideas/ experiences and emotions in a range of media/ including music/ performing arts/ literature/ and the visual arts. 9) CO33U/0CAT0O/ 0/ 3OTH+. TO/1U+

-ommunication in the mother tongue 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> in education and training/ work/ home and leisure. :) CO33U/0CAT0O/ 0/ 5O.+01/ ,A/1UA1+S -ommunication in foreign languages broadly shares the main skill dimensions of communication in the mother tongue: it is based on the ability to understand/ express and interpret concepts/ thoughts/ feelings/ facts and opinions in both oral and written form !listening/ speaking/ reading and writing" in an appropriate range of societal and cultural contexts !in education and training/ work/ home and leisure" according to one9s wants or needs. -ommunication in foreign languages also calls for skills such as mediation and intercultural understanding. %n individual9s level of proficiency will vary between the four dimensions !listening/ speaking/ reading and writing" and between the different languages/ and according to that individual9s social and cultural background/ environment/ needs and?or interests. ;) 3athematical competence an< basic competences in science an< technolo y A! :athematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations. @uilding on a sound mastery of numeracy/ the emphasis is on process and activity/ as well as knowledge. :athematical competence involves/ to different degrees/ the ability and willingness to use mathematical modes of thought !logical and spatial thinking" and presentation !formulas/ models/ constructs/ graphs/ charts". =! -ompetence in science refers to the ability and willingness to use the body of knowledge and methodology employed to explain the natural world/ in order to identify ;uestions and to draw evidencebased conclusions. -ompetence in technology is viewed as the application of that knowledge and methodology in response to perceived human wants or needs. -ompetence in science and technology involves an understanding of the changes caused by human activity and responsibility as an individual citi#en. 8) 2i ital competence 3igital competence involves the confident and critical use of (nformation <ociety .echnology !(<." for work/ leisure and communication. (t is underpinned by basic skills in (-.: the use of computers to retrieve/ assess/ store/ produce/ present and exchange information/ and to communicate and participate in collaborative networks via the (nternet.