Pridobivanje kompetenc z neformalnim izobraževanjem v mladinskih organizacijah : doktorska disertacija

Miloševič Zupančič, Vesna (author), Pavlin, Samo (mentor), Deželan, Tomaž (comentor)

Mladi se v mladinskih organizacijah in mladinskih centrih udeležujejo neformalnih izobraževanj. Glavni cilj izobraževanj ni pridobivanje kompetenc in večanje zaposljivosti, to je le stranski učinek. Skriti kurikulum vsebuje vključevanje mladih v nadaljnja izobraževanja in mladinsko delo z njimi v smeri pozitivnega razvoja mladih. V kvalitativni raziskavi smo opravili devetinpetdeset individualnih poglobljenih pol-strukturiranih intervjujev s tremi skupinami intervjuvancev, s triindvajsetimi mladimi udeleženci, dvajsetimi izvajalci in šestnajstimi organizatorji izobraževanj. Opravljena je bila evalvacijska fokusna skupina z eksperti. Rezultati kažejo, da so neformalna izobraževanja v mladinskih centrih zelo vsebinsko in časovno različna. Potekajo po metodah mladinskega dela, z aktivno vključenostjo udeležencev. Najbolj vseprisotno je izkustveno učenje. Spremljajo ga učenje z delom, učenje na napakah, vrstniško učenje, mentorstvo in evalvacija. Učenje je vključujoče, zajema podporne dejavnosti kot so ledolomilci, spoznavne igre, poživitvene igre in igre za gradnjo ekipe. Poudarek je na delu v skupinah. Vloge so fluidne, udeleženci so motivirani, da (kasneje) aktivno prevzemajo vlogo izvajalcev in organizatorjev. Mladi se počutijo varne, sprejete, pripade, slišane, razumljene, vključene in dobrodošle. Mladi pridobivajo predvsem ključne kompetence za vseživljenjsko učenje. Med njimi je največji poudarek na aktivnem državljanstvu in pismenosti, razvijajo tudi osebnostno, družbeno in učno kompetenco. Pridobivajo tudi kompetence za delo, v ospredju je timsko delo. Med ostalimi kompetencami razvijajo organizacijske kompetence, specifične kompetence glede na temo izobraževanja, kompetence mladinskega dela in dela z mladimi. Kompetence jim koristijo pri vseh vidikih življenja, saj spletejo pomembna prijateljstva, vzpostavijo pozitivne odnose z odraslimi, pridobijo na samozavesti, itd. Kompetence jim koristijo pri karierni orientaciji, pridobitvi prve zaposlitve in na sploh pri opravljanju dela. Vzpostavljajo kontakte z vrstniki, odraslimi, organizacijami, odločevalci, delodajalci in skupnostjo. Pridobljena socialna mreža in socialni kapital jim koristita na vseh področjih življenja, tako pri osebnem življenju kot pri karieri in zaposlovanju.

• Language: Slovenian
• Keywords: kompetence, ključne kompetence, neformalno izobraževanje, mladinske organizacije, mladinski centri, mladost, mladina, mladinsko delo, zaposljivost, vstop na trg dela
• Work type: Doctoral dissertation
• Typology: 2.08 - Doctoral Dissertation
• Organization: FDV - Faculty of Social Sciences
• Place of publishing: Ljubljana
• Publisher: V. Miloševič Zupančič
• Year: 2024
• Number of pages: 410 str.
• PID: 20.500.12556/RUL-154076
• UDC: 37.011.2:37.013.32:061.2-053.6(043.3)
• COBISS.SI-ID: 182223363
• Publication date in RUL: 24.01.2024

Secondary language

• Language: English
• Title: Acquiring competencies through non-formal education in youth organizations

Abstract

Young people participate in non-formal education in youth organizations and youth centres. The main goal is not the acquisition of competencies and increasing employability, it is a side-effect. The hidden curriculum contains inclusion of young people in further education and youth work in the direction of positive youth development. In the qualitative research, 59 individual in-depth semi-structured interviews with three groups of interviewees were conducted, with 23 young participants, 20 providers of education and 16 organizers and an evaluation focus group with experts. The results show that non-formal education in youth centres is very diverse in terms of content and time. Methods of youth work are used, with active involvement of participants. The experiential learning is most ubiquitous. It is accompanied by learning-by-doing, learning-from-mistakes, peer learning, mentoring and evaluation. Programmes are inclusive, containing support activities (ice-breakers, getting-to-know-each-other games, energizers and team-building games). The emphasis is on working in groups. Roles are fluid; participants are motivated to (later) become providers and organizers. Young people feel safe, accepted, heard, understood, included and welcome. Young people mainly acquire key competencies for lifelong learning. The greatest emphasis is on active citizenship, literacy and personal, social and learning-to-learn competence. Among the competences for work, teamwork is in the foreground. Young people develop other competencies; among them organizational competencies, topic-specific competencies and competencies of youth work and working with young people. The competencies benefit them in all aspects of life, as they make important friendships, establish positive relationships with adults, gain self-confidence, etc. The competencies benefit them in career orientation, obtaining first employment and in performing work. They establish contacts with peers, adults, organizations, decision makers, employers and community. Acquired social network and social capital benefit them in all areas of life, both in personal and career life.

• Keywords: competencies, key competencies, non-formal education, youth organizations, youth centres, youth work, youth, young people, employability, labour market entry