Reflective learning is the solution for better performances in formal and non-formal education activities. Learners who are able to take control over the learning experience are more likely to obtain better results. The Education and Training MONITOR of the EU 2018 signals out the following situation: the most effective practices that schools can promote include ‘promoting group work and critical thinking’, ‘creating a space for dialogue in the classroom on controversial issues to ENCOURAGE SELF-REFLECTION and mutual understanding’. The same study reveals the fact, that at least 34% of the schools in the EU cannot guarantee a learning experience that involves self-reflection and therefore the entire learning process suffers together with the interest of young people. Romania, Italy, Greece, Spain and Poland are countries that do not range among the top players in formal education in the EU, so solutions in the non-formal field, aimed at supporting formal education, are highly needed. Aims and objectives The general aim of the project is to support young people from poor educational backgrounds to develop reflective learning competences The project objectives which are planned to be achieved in a 2 year duration are: - to raise the awareness of youth workers and other educators in the communities of the project and across the EU regarding the importance of reflective learning through specific instruments and activities that are build - to make the reflective learning competence more operational together with the direct target groups – youth workers and young people from poor educational backgrounds. - to design and validate training tools focusing on reflective learning which have a wide range of applicability. Therefore, youth workers will be prepared to increase the level of self-empowerment or self-development and, more importantly, develop the level of adjustment to new social and economic situations in today’s Europe. 2. Activities that support the attainment of objectives: A1 Creating intellectual outputs IOs- all partners are involved in the process- we start working on IO1 on the second month of the project and we finish IO4 three months before the project. -target groups: youth workers, young people, NGOs and formal education establishments Indicators for each of the IOs are the number of direct and indirect beneficiaries, the qualitative indicators (relating to the content of each IO) and also the open source characteristic of these IOs A2 Training Courses- these training courses will be prepared by all 4 partners and will be organized by the leading partner at its premises in Romania. The training courses will take place in the 21st and 22nd weekof the project. Target groups: youth workers (for the first training course) and young people (for the blended mobility) Indicators: development of the reflective learning competence using Gibbs model (we will measure hem through the impact this skills will generate in the approach toward learning we observe among young beneficiaries) A3 Multiplier events- will take place in Romania and Poland and will reunite participants from NGOs and also from other types of organizations/institutions (schools, HEIs, private companies, public authorities). These events will take place on the 22nd month of the project respectively on the 23rd month of the project. Target groups: NGOs, schools, HEIs, youth workers, teachers, adult educators Indicators: the number of participants, how many of them will use the instrument in their daily activity (we will monitor this activity) A4 Transnational meetings- 5 meetings will be organized (one kick off meeting, one final meeting and 3 progress meetings) target groups: project managers and staff form the 5 consortium organizations A5- Focus groups testing and feedback activities organized by each of the partner organizations Throughout the period of the project, each of the organizations will organize at least one focus group for each IO and at least one testing activity for each IO. This activity is aimed at equipping the project with constant input and feedback from beneficiaries Target groups: youth workers and young people The budget for these activities will be covered from the project implementation budget. Indicators: the qualitative input and feedback (measured through conclusions drawn after these meetings)
The general aim of the project is to support young people from poor educational backgrounds to develop reflective learning competences The project objectives which are planned to be achieved in a 2 year duration are: - to raise the awareness of youth workers and other educators in the communities of the project and across the EU regarding the importance of reflective learning through specific instruments and activities that are build - to make the reflective learning competence more operational together with the direct target groups – youth workers and young people from poor educational backgrounds. - to design and validate training tools focusing on reflective learning which have a wide range of applicability. Therefore, youth workers were prepared to increase the level of self empowerment or self-development and, more importantly, develop the level of adjustment to new social and economic situations in today’s Europe. The results: youth workers were prepared to increase the level of self-empowerment or self-development and to transfer their knowledge especially towards young people from disadvantaged categories.
REFLECTIVE LEARNING is the solution for better performances in formal and non-formal education activities. Young people who are able to take control over the learning experience are more likely to obtain better results. The needs we have address through this project focused on better command of the learning experience. Young people who attend schools with poor ratings are less likely to have the capacity to use reflective learning. Young people who have been involved in the activities of the project are young people with whom each of the consortium partners have worked previously in their youth work that they do. The needs of the youth workers active in the consortium were identified through questionnaires that revealed that their interaction with young people from disadvantaged categories is difficult because of the absence of reflective learning. Both youth workers and young people have noted that reflective learning is a competence that they should improve. This project is addressed to youth workers from the 5 countries of the partnership, to youth workers across the EU, to young people with poor formal education backgrounds such as migrants, youngsters from peripheries or rural areas.