Ob es um das Finden von Projektpartnern, die Projektplanung oder die Durchführung von internationale Jugendbegegnungen geht: Gute Englischkenntnisse erleichtern die Zusammenarbeit über Ländergrenzen hinweg. Die Arbeitshilfe English for International Youth Work unterstützt Fachkräfte der Internationalen Jugendarbeit mit praxisnahem Vokabular, hilfreichen Redewendungen und Übungen für typische Situationen im internationalen Arbeitsalltag.
English for International Youth Work
Arbeitsheft mit Übungen
Arbeitshilfe
Einleitung
Die vorliegende Arbeitshilfe English for International Youth Work wurde erstmalig 2022 von Kern AG in Zusam- menarbeit mit der Kompetenzstelle Sprache von IJAB als ergänzendes Unterrichtsmaterial der Online-Englisch- Qualifizierung für Fachkräfte der Internationalen Jugend - arbeit erarbeitet. IJAB initiierte die Online-Englisch-Quali- fizierung im Auftrag des Bundesministeriums für Familie, Senioren, Frauen und Jugend als eine der Maßnahmen zur Intensivierung und Weiterentwicklung des deutsch- US-amerikanischen Jugendaustausches. Die Arbeitshilfe richtet sich an Fachkräfte der Inter - nationalen Jugendarbeit, die ihre Englischkenntnisse für die Zusammenarbeit mit ihren internationalen Partner*innen stärken wollen, und ist daher handlungs - orientiert ausgerichtet auf die Inhalte und das Vokabular der Praxis in der Internationalen Jugendarbeit. In fünf Kapiteln werden Themen, wichtige Phrasen und Vokabeln behandelt, die für das Arbeitsfeld der Internationalen Jugendarbeit relevant sind: Strukturen und Aufgaben von Trägern in der Kinder- und Jugend - hilfe, Vorstellung der eigenen Person und Organisation, Jugendpolitik, Jugendarbeit und die Zielgruppe Jugend- liche , das Bildungssystem in Deutschland, Planung, Umsetzung und Evaluierung internationaler Projekte, Verfassung von Berichten, Antragstellung und interkul - turelle Kommunikation – das sind einige der Themen, die in dieser Arbeitshilfe behandelt werden. Die Übungen dieser Arbeitshilfe wurden zwar als ergän- zendes Material zum Kurs erstellt, den die KERN AG im Auftrag von IJAB für Fachkräfte der Internationalen Jugendarbeit durchführt; dennoch kann sich die Publika - tion auch als Selbstlernmaterial und Impuls für weitere Lektüre für interessierte Fachkräfte eignen: Neben den
Übungen, die direkt im Arbeitsheft bearbeitet werden können, finden sich im Anhang ab S. 96 die Lösungen zu den Übungen, so dass Lernende eigenständig ihre Ant - worten überprüfen können. Eine Liste mit den wichtigs - ten Vokabeln aus jeder Lektion, in die eigene Notizen, Übersetzungen oder Erläuterungen notiert werden kön - nen, ist dem Anhang ebenfalls beigefügt. Eine Sammlung an handlungsorientierten Phrasen gibt Lernenden nütz - liche Redewendungen für konkrete Sprechhandlungen an die Hand. Und nicht zuletzt unterstützt der Überblick mit den sogenannten False Friends das Vermeiden von Übertragungsfehlern: Denn nicht immer ist das, was ähnlich in der eigenen Sprache klingt, auch wirklich korrekt und bedeutungsgleich. Für die Entwicklung der Arbeitshilfe wurden „authen - tische“ Quellen genutzt, d. h. Material, das in der Inter - nationalen Jugendarbeit zur Information oder für die Qualifizierung von Fachkräften erstellt wurde. Dadurch erhalten Leser*innen zum Beispiel auch Zugriff auf eng - lischsprachige Videos von internationalen Organisatio- nen. Wer darüber hinaus ein umfangreiches Vokabular mit Fachbegriffen (und teilweise ausführlichen Erläu - terungen) der Internationalen Jugendarbeit und der Kinder- und Jugendhilfe im Allgemeinen nachschlagen möchte, kann gerne den IJAB-Youth Work Translator nut - zen unter: https://translation.rocks . Das Redaktionsteam weist die Leser*innen darauf hin, dass für die Arbeitshilfe die im US-Amerikanischen Eng - lisch übliche Schreibweise zugrunde gelegt wurde. Hin - weise auf britisches Englisch finden sich in der Vokabel - liste im Anhang.
Wir wünschen viel Freude beim Üben und bei der prakti - schen Anwendung!
Das Redaktionsteam von IJAB
IJAB NEWSLETTER Jetzt abonnieren unter www.ijab.de
Inhaltverzeichnis
Einleitung
2
Part I Introducing yourself and your organization
6
Introducing yourself
6
Introducing your organization
11 11 15
Provider structures in child and youth services
Presenting your organization
Part II Youth Policy and Target Groups
17
Introduction to youth policy
17
Youth Work
20 20 21 25 25 27
More chances for youth
Understanding the challenges young people face
Target Groups
Who are the young people you work with? Socio-educational provision for young people
German Education System
29 31
Education for everyone
Part III Civic Education
32
Developing civic competences
35
Projects
38
What is a project?
38
Planning a project
41
Ban Uppa! – Example Project
43 43 44 45 46 48 51 54 56 58
Introduction Needs analysis
Institutional priorities
Defining aims
Concrete objectives
Strategy and methodology
Plan of activities
Evaluating, monitoring, finishing
Follow-up and reports
Inhaltsverzeichnis
Part IV Applications
60
Part V Intercultural Communication
66
A Failure to Communicate
66
Knowing your own culture Decision making process
67 68
Stereotypes, prejudice and discrimination
70
International team building
72 72 74
Introduction
Developing guidelines for an international team
Privileges
76
Intercultural Bingo
78
Appendix
79
Expressing opinions
79
Asking for opinions
80
Suggestions
81
False Friends
82
Vocabulary
84
Part 1
84
Part II
86
Part III
88
Part IV
91
Part V
92
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ENGLISH FOR INTERNATIONAL YOUTH WORK
Inhaltsverzeichnis
Answer Key
96
Introducing yourself
96
Introducing your organization
97 97 97
Provider structures in child and youth services
Presenting your organization
Introduction to youth policy
98
Youth Work
99 99
Understanding the challenges young people face
German Education System
100 100
Education for everyone
Civic Education
101 101
Developing civic competences
Projects
103 103 104 105 105 105 105 105 106
What is a project? Planning a project
Ban Uppa! – Example Project
Introduction Needs analysis
Institutional priorities Concrete objectives
Strategy and methodology
Applications
106
Intercultural Communication
107 107
Intercultural Bingo
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Introducing yourself and your organization
PART I
Introducing yourself and your organization
Introducing yourself
1. Look at the following expressions. Put each expression in the correct category.
» Can I introduce myself? » How long have you been working for ...? » I’m in charge of ... » Is this your first visit to ...? » Really? » What area of youth services do you work in? » Nice to meet you. » I’d like to introduce you to...
» My name is ... How do you do. » I’d like you to meet ... » I’m responsible for ... » Pleased to meet you. » That sounds interesting. » When did you join your organization? » Hello, I’m ... » I work in youth services
Introducing yourself:
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Introducing yourself and your organization
Greeting somebody:
Introducing a colleague:
Making small talk:
Talking about your job:
Showing interest:
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Introducing yourself and your organization
2. Now listen to Sif Vik being introduced ( HEADPHONES Audio 1 ) and answer the following questions:
This video was produced as part of the IJAB video livestream series "At Home Around The World". The series explored in 2020 how IJAB's international partners fared during the Corona crisis. https://ijab.de/angebote-fuer-die-praxis/live-stream-serie-at-home-around-the-world/a ktuelle - videos-at-home-around-the-world/im-gespraech-mit-sif-vik-norwegen
a. Where is Sif’s workplace located?
b. What is her job description?
c. Who does her organization Tvibit cater to? Which are her target groups?
d. How long has she worked in the field of youth work?
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Introducing yourself and your organization
3. Prepare some notes on yourself. Include the following information:
» Which organization do you work for?
» Where is it located?
» Who do you cater to?
» How long have you worked in this field?
» Have you always worked fulltime?
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Introducing yourself and your organization
» Have you always worked fulltime?
» Have you ever worked as a freelancer?
» Have you ever worked on a voluntary basis?
Now pass on your notes and introduce one of your colleagues to the class.
For further discussion » What made you decide on this type of work? » What kind of qualifications, skills and characteristics are needed for this type of work?
Your notes
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Introducing yourself and your organization
Introducing your organization
Provider structures in child and youth services
1. The following text outlines the areas of responsibility in the German youth work system. Please read the text and match the underlined terms with their definitions.
Federation: Enacts legislation on Book 8 of the Social Code – Children and Youth; incentives and financial support for cross-state child and youth services; Federal Youth Board (Bundesjugendkuratorium); four-yearly Child and Youth Report of the Federal Government. Länder (federal states): Länder implementing acts to Social Code Book 8; financial support for state-wide child and youth services infrastructure ; Child and Youth Plans of the Länder; the Länder assist the local youth providers of youth services by providing advice and further training. Local authorities: Towns that are administrative districts in their own right and counties (in some cases larger towns within administrative districts), as public-sector providers, establish a youth welfare office; overall responsibility for planning and the local fulfilment of tasks under Book 8; local youth services planned and structured in the context of local self-government.
to establish laws
a. Enacts legislation
when people elect local councils who are then given the authority to solve important issues
b. Incentives
the largest local administrative unit in various countries
c. financial support
d. cross-state child and youth services
something, usually offer of money, to make people do something
within one federal state
e. implementing acts
f. state-wide child and youth services infrastructure
service options
organisations or institutions not regulated by law and often have a private function an area (a city or a commune) which has its own administrative authority to give money to make it possible for that person or institution to function
g. administrative districts
h. a county
i. a youth welfare office
operating over the state borders
j. local self-government
to carry out laws
k. offerings
an office that is responsible for the health and happiness of children and young people
l. non-statutory bodies
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Introducing yourself and your organization
2. Have a look at the following table. Which category does the organization you work for fall in?
Land (state) youth welfare office (regional provider) administrates the Land youth welfare office and Land youth welfare committee
Public-sector providers of child and youth services
i. a. (Article 85 [2] Social Code Book 8)
» advises the local providers » plans, promotes and supports pilot projects » provides employee further training » grants operating licences
Youth welfare office (local provider) administrates the youth welfare office and the youth welfare committee
» meets statutory duties (Article 79 Social Code Book 8) … to establish infrastructure … to fulfil tasks » provides services in individual cases
Non-statutory, non-profit providers
Non-statutory providers of child and youth services
» deliver services » shape infrastructure » participate in political decisions
» welfare associations » youth associations » other providers (not organised in associations)
private commercial (for profit) providers
» deliver services
Source: https://www.kinder-jugendhilfe.info/en/structures
3. Make a list of organizations you have worked for in the field of youth work and work together in groups or pairs to describe the organizations and their services and activities.
What is the name of the organization?
What type of organization is it?
What are their services and activities?
Who are their target groups?
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ENGLISH FOR INTERNATIONAL YOUTH WORK
Introducing yourself and your organization
What is the name of the organization?
What type of organization is it?
What are their services and activities?
Who are their target groups?
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Introducing yourself and your organization
4. There are a lot of areas where there Is a lot of volunteer work. Complete the following text about civic engagement in Germany
sizeable two-thirds predominantly non-profit volunteers
A total of 30 million people across Germany are active in over 600,000
organizations . 72% of these organizations work exclusively with
.
18% are part of the "education and upbringing" sector. In child and youth services, this work
mostly takes place in the many (
non-profit) democratically structured
associations and organizations . A
portion of young people work as
of 14- to 28-year-olds volunteer in a range of areas.
volunteers. Around
For further discussion 1. Have you ever been a volunteer? Do you know anyone who has worked as a volunteer? 2. Can you name a list of organizations that work mainly with volunteers? 3. Have you ever worked for a non-profit organization? What was the name of the organization and what kind of work did they do? 4. What types of organizations do you think have the highest number of young volunteers? 5. What are the advantages and disadvantages for an organization of working with volunteers? 6. How important is civic engagement? Can you tell us about cases that made a real difference? 7. What reforms are needed to improve the current system?
Your notes
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Introducing yourself and your organization
Presenting your organization
1. Watch the video ( Video Link) and listen to Sif telling you about her organization.
Source: IJAB live-stream-series "At Home Around The World", interview with Sif Vik on 24 June 2020. www.youtube.com/watch?v=V9r6dBJafxY (accessed on 31.05.2023)
2. Put the following points in the order she mentions them in.
Tvibit has a special cooperation with the Department of Health Services: a free health clinic for young people. They offer a free drop-in service with access to doctors and psychologists.
Their goal is that young people make their own projects and their own initiatives. They built the house on empowerment, trust, and a positive view of young people.
Tvibit has a regular staff of 19 people plus additional people and volunteers working on projects. During a normal week, they have around 2500 visits to their installation.
Tvibit has a special fund: the "Tvibit" ladder. Through this fund they give out approximately €100,000 to different projects every year. They have funded around 250 projects all over the northern region promoting different activities for young people like film festivals, music, and art. Their core target group are people from 15 to 30 both amateurs, semiprofessionals, and professionals. They give people access to the building, to equipment, to money, to mentoring, to whatever they need to fulfill their dreams.
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Introducing yourself and your organization
3. Put the following words in the correct category.
supervisor theater and cultural organizations organize activities volunteer fire fighter
environmental protection agency churches youth center camp counsellors
sports club paramedic food banks take care of refugees handout food
parents’ association at school take care of the elderly nursing homes sports trainers
old age homes rescue services hospice take care of the disabled people
Place of work / organizations
Jobs
Tasks
4. Present your own organization to the group. Consider the following points.
» Type of organization » Funding » Target group » Goal » Cooperation
Some useful vocabulary:
» The organization is private / governmental / local / international / is made up of / … » We organize / fund / offer / implement / deliver services /promote /… » We work with / collaborate with / engage with /… » We offer programs / services / targeted projects / youth clubs / activities / health support / training /…
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ENGLISH FOR INTERNATIONAL YOUTH WORK
Youth Policy and Target Groups
PART II
Youth Policy and Target Groups
Introduction to youth policy
Source: Partnership between the European Commission and the Council of Europe in the field of Youth: Introduction to youth policy, https://www.youtube.com/watch?v=Vd3zub--scE (accessed on 31.05.2023)
This video ( Video Link ) introduces the basic elements of youth policy. In the following you will be asked to discuss several points regarding youth policies, and you will watch the video section by section as indicated.
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ENGLISH FOR INTERNATIONAL YOUTH WORK
Youth Policy and Target Groups
Note the difference in English between the words policy and politics. Policy refers to a course or principle of action adopted by a government, political party, or a business. Politics is the study or the practice of the art of government. Compare these examples:
» The government’s education policy is to raise student fees at universities.
» He’s studying politics at university because he plans to be a politician.
1. Stop and think of young people for a moment. Youth is the period of transition from being a child to becoming an adult.
a. What do you think are the most important aspects of this transition? Discuss and take notes.
b. Now start watching the Video video (0:00 – 1:15). The video names 7 areas, please list them:
»
»
»
»
»
»
»
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Youth Policy and Target Groups
2. Watch the next part of the Video video (1:15 – 2:19).
a. What can a youth policy include? Discuss.
b. The video names examples for three different approaches to youth policies. Please complete the following table with the information from the video (2:20 – 3:16):
Policy for all domains affecting young people
Policy focused on young people as such
Youth policy measures besides promoting opportunities for young people
3. Name possible parties involved in youth work and then compare with the Video video (3:17 – 4:02)
You:
Video:
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ENGLISH FOR INTERNATIONAL YOUTH WORK
Youth Policy and Target Groups
4. Now watch the rest of the Video video and match the youth policies to the correct international organization (4:02 – 6:08):
a. The Council of Europe
» supports policies that create opportunities for young people. It also highlights the role of youth work and non-formal learning.
» aims to increase recognition of the rights and aspirations of youth.
b. The European Union
» promotes youth policies based on human rights and democratic standards. It also promotes youth participation in youth policy.
c. The United Nations
Youth Work
More chances for youth
The following scene can take place anywhere: girls and boys are hanging around, at the fountain, bus stops, the ki - osk. What they want is a room to meet in, to make or listen to music, to talk, to hang out. But how to come by it? The most common leisure-time pursuits of youths aged between 12 and 24 are meeting with friends and listening to music. Youth work is a field of youth services where offerings and facilities are created that foster the development of young persons, are structured around their interests, enable them to become self-determined and encourage them to share social responsibility.
1. Mark the following statements as true or false
true /
false
Young people like to be by themselves.
true /
false
They don’t have enough places to hang around.
true /
false
They don’t like listening to music.
true /
false
They like to have a lot of organized activities in their leisure time.
true /
false
They like to join sport clubs and youth centers.
true /
false
They like being monitored by adults.
true /
false
Junior Fire Brigades is a popular association among the young people.
true /
false
Activities should be structured around their interests.
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Youth Policy and Target Groups
For further discussion 1. What can the Child and Youth Services Act offer for young people? 2. In your experience, which type of offers are the most popular? 3. What types of outreach services are available for young people?
4. Can you name a few clubs and associations that young people can join in your area? 5. Young people dislike being monitored by adults. What possibilities are there to encour - age self-reliant initiatives run by the youth?
Your notes
Understanding the challenges young people face 1. Put the list below from the most relevant to the least relevant according to your opinion by adding the numbers 1 to 10 (1= least relevant, 10= most relevant).
crime
lack of employment opportunities
pressure of 24-hour social networking
issues related to body image
family problems
substance abuse
lack of affordable housing
pressure of materialism
negative stereotyping
failure to succeed in education system
uncertainties over the future
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Youth Policy and Target Groups
2. Discuss with your partner, decide on the list together and provide reasons for your choices.
List
Notes
3. Now present the list to the group and have a short Q&A session with the rest of the group. Here’s some useful language to help you:
» We think …
» We believe …
» In our experience …
» Many young people have told me …
» The reason for …
» We decided that …
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Youth Policy and Target Groups
» The most difficult / the hardest / the most urgent /
» Our choice is …
» Our number 1 on the list is …
» … and that is why …
4. Here are the descriptions for several common challenges young people face. Read the texts and choose the correct word (underlined) in context. Round Midnight: Understanding the Challenges Young People Face in 2021 an Beyound, https://www.roundmidnight.org.uk/under - standing-the-challenges-young-people-face-in-2021-and-beyond/ (accessed on 31.05.2023) Education and Employment Research done by YMCA found that 44% of young people are worried of their studies and exams. It is easy / difficult for young people to find apprenticeships if they drop out of school. Youth employment support is unimportant / important. about / Mental Health Difficulties More young people than ever are experiencing mental health difficulties. This can affect / effect all areas of their life: home, school, friendships, and relationships. It is vital that young people know where to go for support. Social Media The rise of technology has had a significant / insignificant impact on the lives of young people. Technology can be an amazing tool, however, there are also concerns about how it affects the way young people see themselves and privacy. While social media can be a great way to connect with both family and friends during difficult times, it is not without its drawbacks. Peer Pressure Socializing with and having the respect of your peers is crucial / unnecessary to young people. Many children and young adults may think that they are missing out or not fitting in if they don’t go along with the crowd, or the strongest voice in that crowd. This could push the young people to drink excessive / moderate amounts of alcohol, take drugs or be exposed to gang crime. Body Image Anxieties Research by YMCA found that more than half of young people (52%) regularly worry about the way they look. Body image anxieties impact the lives of many young people during puberty. With the ris e / fall of social media apps such as Instagram and Snapchat, images of bodies are shared constantly. Many of these photos have been filtered or edited and this can send mixed and confusing / clear messages to young people about how they should look and the relationship they should build with their body.
Uncertainty Uncertainty over the future is a
major /
minor concern for many young people. The pandemic
has highlighted social inequalities and people are expressing unserious financial concerns as the recession deepens. Many young people are also concerned about climate change and feel prepared / unprepared to deal with these issues in their current, youthful state. serious /
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Youth Policy and Target Groups
5. Find the following words and expressions in the text above to fill out the crossword puzzle below.
1. Find another word for important in the text.
2. Find another word for great in the text.
3. Find another word for worry in the text.
4. Find the phrasal verb that means not being a part .
5. Find the phrasal verb that means being accepted by others .
6. Find the word for put focus on in the text.
Caret-Down 5
Caret-Right 1
Caret-Down 2
Caret-Right 4
Caret-Right 6
Caret-Right 7
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Youth Policy and Target Groups
Target Groups
Who are the young people you work with?
Source: Partnership between the European Commission and the Council of Europe in the field of Youth: Online-course Essentials of Youth Work. A day in the life of a youth worker. Who are the young people you work with? https://www.youtube.com/watch?v=jU1Rxp5qWDg (accessed on 31.05.2023)
1. Listen Video to each youth worker describe their target group and take notes.
» Katarina – The Institute for Youth Development KULT (Bosnia and Herzegovina)
» Olli – Youth Centre Monde (Finland)
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Youth Policy and Target Groups
» Silvia – SAAB (Portugal)
» Cathy – Active Rainbow (Latvia)
» Mikhail – Youth Division of Ministry of Education of Novosibirsk Region (Russian Federation)
2. Now think about your own target group. Who do you work with? What kind of programs are you involved in?
3. Present your target group to the other participants.
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Youth Policy and Target Groups
Socio-educational provision for young people
1. Look at the following questions and discuss them with a partner. Please take notes.
a. What are the major challenges and issues for young people?
b. What can the socio-educational provision do to make up for the social disadvantages or to over - come individual challenges?
c. What are the services offered?
d. Are these services always successful?
2. Now compare your answers to the ones given. Are they similar?
a. What are the major challenges and issues for young people? Tired of going to school, bad marks, having social disadvantages and being discriminated… etc.
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Youth Policy and Target Groups
b. What can the socio-educational provisions do to make up for the social disadvantages or to overcome individual challenges? To foster them in terms of school and vocational training, their integration into the world of work and their social integration.
c. What are the services offered? Counselling, career planning, training and employment, housing and social integration, language courses, internships, on and off the job training…. etc.
d. Are these services always successful? No. Socio-educational provision must prepare young people for shorter or longer spells of unemployment, so that they don’t lose courage, self-esteem, and personal initiative.
3. Look at the following case studies and answer the questions below.
Case study A Klaus has dropped out of school and is having problems with his parents. He will soon be homeless, and he can’t find an apprenticeship. He is desperate. Case study B Fatima still doesn’t have a training place as a dentist’s assistant despite her good lower secondary school-leaving certificate. She has sent several applications but hasn’t been invited to a job interview yet and is losing all hope.
a. What kind of support does Klaus need? Please describe the necessary steps.
b. What kind of support does Fatima need? Please describe the necessary steps.
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For further discussion 1. What are the most popular services or initiatives among young people and why?
2. If the budget were doubled, what would be the best way to allocate/spend/distribute the money? 3. Should youth work include preparing young people for shorter to longer spells of unemployment? If yes, how? 4. What types of collaborations exist that put young people into workplaces?
Your notes
German Education System
1. Have a look at the graphic describing the German education system and discuss: What type(s) of schools did you attend? What types of schools are available for children in Germany? Fachhochschule (University of applied sciences) Universität (University) Grade Age 13 18/19
Berufsschule, Fachoberschule (Vocational school, technical college)
12 11 10
17 16 15 14 13 12 11 10
10. Klasse (tenth year of school)
9 8 7 6 5 4 3 2 1
Hauptschule (Secondary general school)
Realschule (Secondary school)
Gesamtschule* (Comprehensive school)
Gymnasium (Academic secondary school)
9 8 7 6 5 4 3 2 1
Grundschule (Primary school)
Kindergarten, Tageseltern und Kinderkrippe (Day nurseroes, daycare staff)
The Federal Government: Germany's school system https://www.make-it-in-germany.com/en/living-in-germany/family-life/ school- system (accessed on 31.05.2023) © IW Köln
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Youth Policy and Target Groups
2. Match these sentence halves together to make full sentences about the graph above.
for 4 years.
a. Babies and toddlers can be taken care of
at kindergartens or daycare centers.
b. Children in Germany start school
for 9 or 10 years.
c. Primary school in Germany is
between two types of universities.
d. Children can go to
at the age of 6.
e. You can choose
Several types of secondary schools.
f. Education in Germany is compulsory
3. Use the information in the table above to describe one type of school. Work in pairs or small groups and present your description to the whole group.
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Youth Policy and Target Groups
Education for everyone
1. Read the text below about the German education system and fill in the blanks using the adjectives below.
vocational practical numerous broad world-renowned conventional applied
The German education and training system
. In the 2020-2021 school
year, around 32,000 schools throughout Germany gave all children of school age access to education.
Around half of them (47.9%) were primary schools. At the secondary education level, there were
Hauptschulen (5.6%), Realschulen (5.5%) and Gymnasien (9.8%).
After successfully completing your schooling, you have the possibility of either embarking on a
training course or enroll at one of Germany’s 422 higher education
establishments. Approximately a quarter of them (25.6%) are
universities and about half of them (49.8%) are universities of
sciences
with a more
focus. German higher education institutions score points with
their
choice of subjects. They offer all kinds of courses, from A for
Archaeology to Z for Zoology.
Education for everybody Number of schools and higher education institutions in Germany in the academic year 2021/2022 422 Higher education institutions 32,206 Schools of general education
year 2021/2022
…of which: Grundschulen (primary schools) 48% Hauptschulen 5% Realschulen 5% Gymnasiem 10% Other types of school* 32%
…of which: conventional universities
25.6%
colleges of education, colleges of theology and colleges of art and music specialised colleges of higher education (Fachhochschulen)
17.5%
49.8% colleges of public administration 7.1%
eds (Förderschulen)
*including e.g. comprehensive schools (Gesamtschulen) and schools for children with special educational needs (Förderschulen) Source: Statistisches Bundesamt (As of January 2023)
Source: https://www.make-it-in-germany.com/en/living-in-germany/discover-germany/education (accessed on 31.05.2023) © IW Köln
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PART III
Civic Education
1. Read the following text about civic education in the US and answer the questions below.
Civic Education The state of civic education and civic engagement in the United States has significant room for improvement. A study from the Annenberg Public Policy Center found that only one in four Americans were able to name the four branches of government. Further, a 2019 study noted that only 17 % of people trust government officials in Washington D.C. to do the right thing. Civic education for young people typically takes place in the form of a social studies course a youth takes during secondary education. There is a large discrepancy among the states on how much civic education is required, with some states not offering civics courses at all. Nine states and the District of Columbia require one full academic year of civic education. Thirty-one states require half of a year and ten states do not require civic education courses at all. The curriculum of these courses tends to focus on rote memorization of knowledge about the Constitution and Bill of Rights and how the U.S. government functions. There could be more opportunity for the curriculum to focus more directly on youth engagement in local political issues. To fill the gap that exists in schools for civic education, there are non-profits throughout the country that work to train teachers and create curriculum to strengthen civic education. At the national level, two non-profits that have had a large influence in this space are Generation Citizen and Learning for Justice.
Source: IJAB (ed.): Youth in the USA. Framework for Growing up in the United States, 2022, https://ijab.de/bestellservice/youth-in- the-usa (accessed on 31.05.2023)
Which percentage of Americans knows the four parts that make up the American government?
a. 50 %
b. 25 %
c. 70 %
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When do most young people take social studies courses?
a. In high school.
b. In primary school.
c. At the university.
Is civic education organized by the state?
a. Yes, it is organized on federal level and the same in all states.
b. Yes, but every state has its own rules.
c. No, it is organized by non-profit organizations.
What is the main focus of most social studies courses?
a. Learning the facts about the Constitution and Bill of Rights by heart.
b. Learning about political engagement.
c. Learning about political parties.
2. Here is some information about the two non-profits mentioned in the text. With a partner, choose one organization, read the information, and take notes (target group, kinds of projects, goals). Source: IJAB (ed.): Youth in the USA. Framework for Growing up in the United States, 2022, https://ijab.de/bestellservice/youth-in-the-usa (accessed on 31.05.2023) Generation Citizen Generation Citizen has taught action civics to 30,000 middle and high school students. The organization is very youth centered and helps to learn about the root causes of community problems and work on issues directly affecting them and their communities through a semester- long course. Youth learn engagement tactics and present their issue and how to work on making it better to their class. The majority of those who participate in this program believe that they are able to make a difference in their community after having participated in the program.
Further information: https://generationcitizen.org/
Learning for Justice Learning for Justice (formerly Teaching Tolerance) is an organization that provides free social- justice oriented curricula to teachers. The organization has many different forms of media that one can use including films, magazines, and online materials. The organization also provides professional development for teachers on civics education. Learning for Justice has curricula on race and ethnicity, religion, ability, economic class, immigration, gender and sexual identity, bullying and bias, and rights and activism. The organization also funds school, classroom, and district level civic engagement projects. It is a very popular resource for teachers all across the United States.
Further information: https://www.learningforjustice.org/
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3. Now pick a group that worked on the other organization and compare your findings.
For further discussion 1. How is civic education organized in Germany? 2. How important is civic education in your opinion? 3. Do you know similar organizations in Germany? 4. Do you know of any projects for civic education?
Your notes
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Developing civic competences
By supporting young people in their social and civic life you fight against social exclusion, and you engage, connect, and empower them in different ways.
Here you’ll find a list on type of actions and measures that young people can make to participate in their civic life and what they can do in order to fight against discrimination and social exclusion.
1. Match the actions and measures below to the following topics:
a. Develop the sense of belonging to the community b. Take initiative – discuss with other people, make them aware and understand different subjects and topics c. Protesting
d. Fight against discrimination and social exclusion e. Active membership in a group or association f. Democracy
Topic Action / Measure
Organize different events for your community.
Register in youth center and participate in their activities.
Promote civic engagement among your friends, families, colleagues, and other people.
Know the political parties from your country and what they stand for.
Fight against bullying and protect other people from bullies.
Learn about civic engagement and how you can be active in your community.
Ensure visibility of protests you believe in – give shares on social media.
Know how democracy works in your country.
Know your community problems and struggles.
Contact an organization in order to become a member.
Organize different cultural events or activities that involve different social groups.
Get to know the main events, trends, and agents of change in the national, European and global and current history, with a specific perspective on the European diversity.
Help organizing protests.
Make a better use of public places (public parks or other).
Post on social media/ repost on social media articles about the community, about topics that concern local/ regional/ national/ European communities.
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Topic Action / Measure
Support for social diversity and cohesion through your daily initiatives, attitudes and actions.
Post on your social media awareness messages about discrimination and social exclusion.
Learn about your fundamental rights.
Participate in protests.
Share on your social media/ blog articles about discrimination and social inclusion.
Start an informal group based on what changes you want to do in your community.
Discuss with your friends and family and other people about the negative effects on the community of discrimination and social exclusion.
Help a neighbor in need.
Know your civil rights.
Organize protests.
Fight against hate speech when you see it.
Understand and learn how the political parties work in your country.
Explain to friends and family about democracy, vote, social problems.
Identify your role in the community: Who are you? What can you do for the community?
Post on your social media account articles about discrimination and social inclusion.
Post on social media or discuss with the friends and family about social inclusion and why is important.
Report posts on social media that instigate hate speech or social exclusion.
Affiliate with groups that do good in your community.
Know the reason why you are voting and for whom.
Read local paper about local events, problems, call for action.
Include other people when you have the opportunity (for example at school, at work, or even at a party).
Work/ Interact with people who are excluded.
Become a member in an organization.
Fully respect for human rights, including equality as a basis for democracy.
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2. Use the list as an inspiration to outline activities for a project to develop civic competences. Work in small groups and compare your ideas.
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Projects
What is a project?
1. Which of the following criteria for Erasmus+ projects do you consider especially important? Discuss possible meanings and rate the criteria according to your own experience.
» An Erasmus+ project is educational. » An Erasmus+ project is fun, challenging, and innovative. » An Erasmus+ project is a project (with stages, not a stand-alone activity). » An Erasmus+ project is participatory. » An Erasmus+ project is useful far and beyond the group of participants.
2. Skim the following paragraphs (ignoring the gaps) and use the criteria from exercise 1 to find a matching title for each paragraph.
a.
This means that everyone involved in the project should have their say at all times and about all aspects
of the project, depending on their role and
. This starts from the very origins
of the project right up until the final evaluation. When working with
it is very
important that they come up or at least have a say in, what the project is going to be about, who it is for,
what form it will take, and what the aim is. This will help
the participants and
make the project more relevant.
Participation also means using the group as a learning resource. Each individual has
and competences to share with others, so we need to make that happen.
The same goes for partners. They need to be involved in planning, organizing and evaluating the project
and also contribute to its content.
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b.
Here we get into project management 1.0. An Erasmus+ project is never an activity that stands alone. It
needs to be part of the daily work of an
. It needs to contribute to the overall
aims and objectives of the organization. So, you wouldn’t do a youth exchange just for the sake of it but
rather
your young people connect or continue to take responsibility within
your organization.
The project should fit with other
or opens new doors but there should
always be a preparation stage and follow up locally!
c.
There needs to be learning planned into the project, making it educational. During all projects it is
important that there are moments where
have the time and the help to re -
flect on their learning and think about how this
can be useful to them.
d.
All Erasmus+ projects focus on their participants, which is as it should be. But when carrying out the
project it is also important to think about how the results and outcomes can be made
. You need to think about how the outcomes can be useful, educational,
and relevant to other people, organizations and contexts and how those organizations can
this information in their local contexts.
e.
Learning isn’t boring! People learn best when they understand the
of what
they are learning. By using the “learning by doing” approach and other participative non-formal learning
activities, we want people to
in their own learning. The cooperative approach
will hopefully help them to enjoy and take responsibility for their own learning and for that of others.
Innovative approaches can be part of different aspects of the project: learning about new things, learning
in new ways, working with people from
and backgrounds...
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3. Now watch the Video video and fill in the missing words.
Source: https://www.youtube.com/watch?v=ZB295Yiq8YQ SALTO-YOUTH Participation Resource Centre in cooperation with the National Agencies of Erasmus+ Youth in Action from Belgium (FR), France, Hungary, Iceland, Ireland, Poland, Spain, Sweden and United Kingdom: MOOC on Erasmus+: 1.4 Explore Quality of Erasmus+ Youth in Action Projects (accessed on 31.05.2023)
4. Match the underlined words and expressions from the text to their definitions below.
: make possible things that were not possible before
: implementing
: express or make known one's views, opinions, or ideas
: something that teaches you something
: something that follows as a result
: to think carefully about
: important or significant
: together with other people
: without any other purpose
: to give something in order to achieve something together with other people : using new methods or ideas : specific geographical location with its own combination of social, economic, cultural, and political dynamics
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