RCE North East-2014
1. Name of RCE :
North East
2. Continent:
Europe
3. Country:
United Kingdom
5. Project Title:
Great Northern Youth Voices
7.Project Partner Contact Information Provide information about the main contacts for the project. :
Organization:
The Great Debate
Role:
Director / Workshop Facilitator
Main Contact:
Dr Caspar Hewett
Organization:
Lodestone
Role:
Filmmaker / Workshop Leader
Main Contact:
Jacqueline Scollen
Organization:
Great North Festival
Role:
Director
Main Contact:
David Goodacre
9. Project Description Provide a short description of the project including regional challenges it addresses, its aims as well as project activities/strategies Allow text field (character count 500 words):
The North East has had higher rates of unemployment and economic inactivity than England as a whole for over two decades, and a notable increase has been seen over the years 2010-2012. In 2011 alone youth unemployment rose by 120% in the region, and the worst affected areas have seen increases of well over 200% according to The Commission on Youth Unemployment. The commission estimated at least 25% of young people are not in employment, education or training (NEET) in the North East, highlighting a serious need for vocational training for NEET youth. Along with this comes a series of problems, notably a loss of hope, disengagement, low self-confidence and a lack of many generic skills this programme addresses. great northern youth voices was a citizen journalism project that aimed to get NEET youth in the North East heard through the documentaries made. It increased participants’ employability by building confidence and developing skills. These include communication skills (speaking, listening, reading and writing skills, interview techniques); Information Communication Technology (finding, developing and presenting information); working with others (team work is an essential element of the project, supporting development of interpersonal skills through working cooperatively with others to achieve shared objectives); improving own learning and performance through target-setting, planning, learning, communicating own needs and accepting constructive feedback; and technical skills related to film-making.
Previous to this project The Great Debate had been organizing documentary-making workshops for young people for two years, through the pilot project of which this was an extension (the Big Lottery-funded documentary-making project for NEET youth great northern youth voices which ended March 2012), through NECTER’s HYPODS project, through its schools programme, and by supporting projects run by other community organisations. There is evidence that the type of skills training proposed, with its focus away from the academic, is a good way to attract NEET youth. The original great northern youth voices was oversubscribed, reaching 148 young people, proving that there was significant demand and showing the effectiveness of attracting young people to engage with a variety of creative and discursive activities. There were a number of local organisations and projects keen to feed young people into this project, including Newcastle and Gateshead councils, the Skills Progression and Re-engagement Consortium (SPARC) in Gateshead, North East Centre for Transformative Education and Research (NECTER) and Great North Festival. A number of schools with which The Great Debate works also indicated that they were keen to recommend young school leavers mid-2013.
Starting in January 2014, The Great Debate resumed great northern youth voices, funded by the Big Lottery Fund’s Awards for All programme. It is a project for the YouTube generation focused on giving a voice to young people. The project provided a unique educational framework by involving participants in filming public debates and in interviewing academics, activists, politicians, university students and the public. Participants were encouraged to formulate their own thoughts social and environmental issues through exposure to expert and lay opinion and knowledge. Critical reflection on what part their generation may play in ensuring a better future was a key element of the process. A series of documentaries was produced by the participants and published online.
Previous to this project The Great Debate had been organizing documentary-making workshops for young people for two years, through the pilot project of which this was an extension (the Big Lottery-funded documentary-making project for NEET youth great northern youth voices which ended March 2012), through NECTER’s HYPODS project, through its schools programme, and by supporting projects run by other community organisations. There is evidence that the type of skills training proposed, with its focus away from the academic, is a good way to attract NEET youth. The original great northern youth voices was oversubscribed, reaching 148 young people, proving that there was significant demand and showing the effectiveness of attracting young people to engage with a variety of creative and discursive activities. There were a number of local organisations and projects keen to feed young people into this project, including Newcastle and Gateshead councils, the Skills Progression and Re-engagement Consortium (SPARC) in Gateshead, North East Centre for Transformative Education and Research (NECTER) and Great North Festival. A number of schools with which The Great Debate works also indicated that they were keen to recommend young school leavers mid-2013.
Starting in January 2014, The Great Debate resumed great northern youth voices, funded by the Big Lottery Fund’s Awards for All programme. It is a project for the YouTube generation focused on giving a voice to young people. The project provided a unique educational framework by involving participants in filming public debates and in interviewing academics, activists, politicians, university students and the public. Participants were encouraged to formulate their own thoughts social and environmental issues through exposure to expert and lay opinion and knowledge. Critical reflection on what part their generation may play in ensuring a better future was a key element of the process. A series of documentaries was produced by the participants and published online.
12. Duration of the Project Start Date: End date::
Friday, January 31, 2014 to Saturday, August 30, 2014
Describe Coordination and management of the project. Please also reflect how the RCE as a network organization has contributed to the project and the challenges involved, if any. Character count 400 words :
The project was managed by The Great Debate’s Director Dr Caspar Hewett working closely with Lodestone Studios and Great North Festival. The Great Debate obtained and allocated the funding, designed the outline programme, booked spaces in which to work, supplied the main equipment, bought supplementary equipment and found the staff. Film-making training, recruitment and pastoral care was delivered by Lodestone Studios under the direction of Jackie Scollen, who also provided additional equipment for the film-making workshops. Workshops were co-facilitated by The Great Debate staff, providing input on content development and event coverage.
RCE North East’s co-ordinating body NECTER obtained funding for the HYPODS project which provided a bridge between the first and second set of GNYV workshops, providing continuity for the programme.
Coordination of Programmes is interactive. NECTER Members share knowledge resources and skills. This collaborative, reflexive approach provides creative opportunities for exchange.
Under the umbrella of NECTER, the voice of disaffected young people is developed in a framework of expert and public voices. Organisations are able to achieve their individual objectives while contributing to an open-access, learning resource. As a result, learning resources reflect best range of voices and opinion.
RCE North East members work individually and collectively to produce public debates and events on a range of topical, sustainability themes: activities organized by The Great Debate, Great North Festival and the Universities of Northumbria, Newcastle and Durham broaden the contact opportunity of each group and enable young people, academics, activists and the public to engage constructively with each other. Young people are placed in this environment in a position of safety and equality.
RCE North East’s co-ordinating body NECTER obtained funding for the HYPODS project which provided a bridge between the first and second set of GNYV workshops, providing continuity for the programme.
Coordination of Programmes is interactive. NECTER Members share knowledge resources and skills. This collaborative, reflexive approach provides creative opportunities for exchange.
Under the umbrella of NECTER, the voice of disaffected young people is developed in a framework of expert and public voices. Organisations are able to achieve their individual objectives while contributing to an open-access, learning resource. As a result, learning resources reflect best range of voices and opinion.
RCE North East members work individually and collectively to produce public debates and events on a range of topical, sustainability themes: activities organized by The Great Debate, Great North Festival and the Universities of Northumbria, Newcastle and Durham broaden the contact opportunity of each group and enable young people, academics, activists and the public to engage constructively with each other. Young people are placed in this environment in a position of safety and equality.
14. What are the current results of the project in terms of outputs (e.g. publications, developed practices, course materials)? Character count 300 words:
The project has proven the success of a novel approach to development and learning using collaborative action and new media. To date young NEET people have explored and produced a’ vox pop series’ with students, the public and neighbours. Themes include ‘Change’, ‘‘Community’ and ‘Freedom’.
The GNYV groups have interviewed expert witnesses and produced resources on themes of water, equality, politics and local issues.
Multi-camera filming of events and interviews with speakers and participants have generated a large set of video resources exploring topics including brownfield spaces, fracking, equality, feminism, population, limits to growth, the Scottish referendum, energy from water, media culture and voice in Indian communities, art and politics, local visions for the future and activism.
A recent event programme brought NEET young people together with engineers and the public. The programme provided a fun learning forum for young people, gave engineers practical experience of public engagement and introduced the public and young people to the work of engineers.
Course materials for practical elements of the programme have been developed.
The GNYV groups have interviewed expert witnesses and produced resources on themes of water, equality, politics and local issues.
Multi-camera filming of events and interviews with speakers and participants have generated a large set of video resources exploring topics including brownfield spaces, fracking, equality, feminism, population, limits to growth, the Scottish referendum, energy from water, media culture and voice in Indian communities, art and politics, local visions for the future and activism.
A recent event programme brought NEET young people together with engineers and the public. The programme provided a fun learning forum for young people, gave engineers practical experience of public engagement and introduced the public and young people to the work of engineers.
Course materials for practical elements of the programme have been developed.
15. What are the expected/confirmed outcomes (e.g. impact of the project) Character count 400 words:
The project increased participants’ employability by building confidence and developing skills. These include communication skills (speaking, listening, reading and writing skills, interview techniques); Information Communication Technology (finding, developing and presenting information); working with others (team work is an essential element of the project, supporting development of interpersonal skills through working cooperatively with others to achieve shared objectives); improving own learning and performance through target-setting, planning, learning, communicating own needs and accepting constructive feedback; and technical skills related to film-making. Young people have successfully personalised these skills into their updated CV.
The programme has enabled RCE North East partners to engage young NEET people in issues related to sustainability, in environments young people are comfortable in.
The programme has enabled RCE North East partners to engage young NEET people in issues related to sustainability, in environments young people are comfortable in.
16. Are there any unexpected/unplanned results achieved by your project? If yes, briefly describe or list them . Character count 200 words.:
Young people have self-referred after word of mouth discussion with peers. Several local youth support workers have requested opportunities to attended training sessions alongside young people. Informal contact between the groups has engaged self referred young people in employability, apprentice and local sustainable development programmes.
The programme introduced young people and an adult group over several sessions. The project worked very successfully. Adults supported young people in interview technique and young people supported adults in the use of technology.
NECTER is now collaborating with Durham University and regional Further Education facilities to promote a NEET Network. The NEET Network aims to support young people to gain a foothold in education through informal ‘learn by doing’ opportunities.
The programme introduced young people and an adult group over several sessions. The project worked very successfully. Adults supported young people in interview technique and young people supported adults in the use of technology.
NECTER is now collaborating with Durham University and regional Further Education facilities to promote a NEET Network. The NEET Network aims to support young people to gain a foothold in education through informal ‘learn by doing’ opportunities.
17. What are the remaining challenges and/or limitations for further development? Character count 300 words.:
NECTER RCE has provided a fertile and nurturing environment for collective ideas and activity. As we continue we are finding better ways of working together. However funding criteria does not always support similar time schedules to coordinate events. We need ways of developing that can bring these in line.
Core funding for GNYV would provide a solid learning environment. The project was delivered in the community from the University complex provided free of charge (in kind), but the best facilities were only available for certain sessions. Having a studio base to work from would improve the workshops and help to increase participation.
Funding opportunities for community groups are limited and the GNYV programme has been broken up by gaps in funding, severely limiting the potential impact of the programme. The most recent project was delivered as a series of weekly workshops over 3 months, which is limited in terms of the benefits that can be delivered. Feedback suggested that young people would prefer longer programmes that would enable them to develop their skills more fully and to engage more deeply in unfamiliar ideas.
Pastoral care and personal mentoring is proving to be the most effective way of keeping participants engaged with the programme. Young people cite lack of opportunity as a contributing factor to lack of motivation and mental health problems. Pastoral care of participants is voluntary and more support is needed to remove barriers to learning.
During this programme we developed links with local youth networks and employability schemes to support young people. This relationship has proved beneficial and should be strengthened.
Core funding would enable GNYV to engage with more local organisations, to broaden the ideas and visibility of local sustainable development programmes and to contribute to community engagement, research and development.
Course materials for practical skills are being developed. It is hoped that with the support of participating groups and academics, subject and critical enquiry materials will be developed more fully.
Core funding for GNYV would provide a solid learning environment. The project was delivered in the community from the University complex provided free of charge (in kind), but the best facilities were only available for certain sessions. Having a studio base to work from would improve the workshops and help to increase participation.
Funding opportunities for community groups are limited and the GNYV programme has been broken up by gaps in funding, severely limiting the potential impact of the programme. The most recent project was delivered as a series of weekly workshops over 3 months, which is limited in terms of the benefits that can be delivered. Feedback suggested that young people would prefer longer programmes that would enable them to develop their skills more fully and to engage more deeply in unfamiliar ideas.
Pastoral care and personal mentoring is proving to be the most effective way of keeping participants engaged with the programme. Young people cite lack of opportunity as a contributing factor to lack of motivation and mental health problems. Pastoral care of participants is voluntary and more support is needed to remove barriers to learning.
During this programme we developed links with local youth networks and employability schemes to support young people. This relationship has proved beneficial and should be strengthened.
Core funding would enable GNYV to engage with more local organisations, to broaden the ideas and visibility of local sustainable development programmes and to contribute to community engagement, research and development.
Course materials for practical skills are being developed. It is hoped that with the support of participating groups and academics, subject and critical enquiry materials will be developed more fully.
18. What is the project’s contribution to innovative and transformative educational processes for sustainable development (especially regarding formal and/ non-formal learning/research)? Character count 500 words:
GNYV is a unique experimental educational programme. The project provides an inclusive learning and development environment that connects young NEET people to the local and global perspectives of sustainability It exposes young people to a wide range of voices and opinions and places emphasis on direct engagement and equality of voice
It offers specific skills training to participants as a way of engaging them in discussions well outside of their usual sphere of influence. It brings young people, some of whom have never set foot in a university into a Higher Education environment and into direct contact with academics, activists, politicians and the general public.
Participants are taken out of their comfort zones and given the opportunity to explore diverse ideas in a variety of contexts: in workshops among their peers, in the street interviewing passers-by, in public events filming debates and interviewing speakers and audience members.
It encourages participants to develop their critical faculties and make up their own minds about philosophical and political ideas, environmental and social issues. Drawing on the Participatory Action Research (PAR) approach, key themes such as change, sustainability, progress and freedom are explored with a view to encourage transformative thinking and activity.
The ‘learning crew’ approach empowers young people to support each other and explore complex issues that impact on their lives and the lives of others in a fun, dynamic way. Discussion with experts facilitates content development. Hearing the opinions of others supports young people to develop their own voice. Learning is related to life and practised by doing.
Media facilitators encourage participants to work as a supportive research and production team.
Young people develop skills that are relevant to their learning style and adapt to learning using the skills of producer, researcher, presenter, interviewer, camera and audio operator, health and safety manager, editor or musician. The group drives decision-making. Young people are engaged in developing intra- and inter-personal skills (self reflection and working cooperatively with others to achieve shared objectives).
Critical and reflective thinking is important to the process. Interview questions are formulated by young people and research themes are developed collectively. Information is reviewed throughout and at the editing stage. Participants improve their own learning and performance through target-setting, planning, learning, communicating own needs and accepting constructive feedback.
Live event environments increase participants confidence and self esteem. Connecting the programme to local youth support organisations increases participants’ employability. Confidence building is a key element of the programme. Young people are engaged in communication skills (speaking, listening, reading and writing skills, interview and presentation techniques); Functional skills (schedule planning, health and safety reports); Information Communication Technology (finding, developing and presenting information).
Assessment is ongoing. Participants take part in introductory ‘to camera’ interviews this helps them to reflect on their learning and to clarify goals. In the latter stages of the project it encourages peer dialogue on learning.
It offers specific skills training to participants as a way of engaging them in discussions well outside of their usual sphere of influence. It brings young people, some of whom have never set foot in a university into a Higher Education environment and into direct contact with academics, activists, politicians and the general public.
Participants are taken out of their comfort zones and given the opportunity to explore diverse ideas in a variety of contexts: in workshops among their peers, in the street interviewing passers-by, in public events filming debates and interviewing speakers and audience members.
It encourages participants to develop their critical faculties and make up their own minds about philosophical and political ideas, environmental and social issues. Drawing on the Participatory Action Research (PAR) approach, key themes such as change, sustainability, progress and freedom are explored with a view to encourage transformative thinking and activity.
The ‘learning crew’ approach empowers young people to support each other and explore complex issues that impact on their lives and the lives of others in a fun, dynamic way. Discussion with experts facilitates content development. Hearing the opinions of others supports young people to develop their own voice. Learning is related to life and practised by doing.
Media facilitators encourage participants to work as a supportive research and production team.
Young people develop skills that are relevant to their learning style and adapt to learning using the skills of producer, researcher, presenter, interviewer, camera and audio operator, health and safety manager, editor or musician. The group drives decision-making. Young people are engaged in developing intra- and inter-personal skills (self reflection and working cooperatively with others to achieve shared objectives).
Critical and reflective thinking is important to the process. Interview questions are formulated by young people and research themes are developed collectively. Information is reviewed throughout and at the editing stage. Participants improve their own learning and performance through target-setting, planning, learning, communicating own needs and accepting constructive feedback.
Live event environments increase participants confidence and self esteem. Connecting the programme to local youth support organisations increases participants’ employability. Confidence building is a key element of the programme. Young people are engaged in communication skills (speaking, listening, reading and writing skills, interview and presentation techniques); Functional skills (schedule planning, health and safety reports); Information Communication Technology (finding, developing and presenting information).
Assessment is ongoing. Participants take part in introductory ‘to camera’ interviews this helps them to reflect on their learning and to clarify goals. In the latter stages of the project it encourages peer dialogue on learning.
19.How can you scale up and mainstream ESD and SD practices of the project and enable it to contribute to the implementation of the Global Action Programme (GAP) as proposed by UNESCO? (max 300 words):
GNYV opens education and learning opportunities for young people and the public within universities. Best use of new technology makes learners producers as well as users of information.
Integrated learning programmes have contributed to the GAP by re-orienting educational processes to provide inclusive and open learning environments that bridge the diversity of local and global perspectives.The collective nature of GNYV strengthens education and learning activities by engaging participants in thinking critically about SD, something we argue is central to ESD and SD.
Scaling up these processes is a major challenge: the young people for whom this programme was designed are hard to recruit and to retain. A great deal of effort is required and can only be sustained with a large time investment. The main issue here is funding and staffing – the projects that have made up the programme to date have been run on a small budget over a limited period and have depended heavily on those involved offering large amounts of their time unpaid – a model which is not sustainable given the expert nature of the contribution of these individuals. Scaling up would require full time staff and long term access to facilities which are not at the disposal of The Great Debate and Lodestone studios at present.
There is huge potential for similar programmes to be offered to a wider group of people of all ages. It could be used in schools, colleges and universities and in adult education as a means to engage people who would not otherwise get involved in ESD. Three highly successful pilot one-day events have been run with sixth form students in which a condensed version of the GNYV model is used. As with the main programme the only barrier to scaling up in this way is a lack of funding.
Integrated learning programmes have contributed to the GAP by re-orienting educational processes to provide inclusive and open learning environments that bridge the diversity of local and global perspectives.The collective nature of GNYV strengthens education and learning activities by engaging participants in thinking critically about SD, something we argue is central to ESD and SD.
Scaling up these processes is a major challenge: the young people for whom this programme was designed are hard to recruit and to retain. A great deal of effort is required and can only be sustained with a large time investment. The main issue here is funding and staffing – the projects that have made up the programme to date have been run on a small budget over a limited period and have depended heavily on those involved offering large amounts of their time unpaid – a model which is not sustainable given the expert nature of the contribution of these individuals. Scaling up would require full time staff and long term access to facilities which are not at the disposal of The Great Debate and Lodestone studios at present.
There is huge potential for similar programmes to be offered to a wider group of people of all ages. It could be used in schools, colleges and universities and in adult education as a means to engage people who would not otherwise get involved in ESD. Three highly successful pilot one-day events have been run with sixth form students in which a condensed version of the GNYV model is used. As with the main programme the only barrier to scaling up in this way is a lack of funding.
20. How does you project contribute institutional and policy reforms as part of sustainability change? Character count 500 words:
Critical thinking and deeper engagement with the ever changing challenges of SD is essential to the future. The PAR approach embedded in the project encourages participants to think critically and consider themselves as agents of change. The process of engagement, debate and learning generates new knowledge which is disseminated via the videos produced. Academics, activists and politicians involved in our events often comment that they have had new thoughts through the two-way engagement encouraged through our approach, which they then take back into their work, having a direct impact on policy.
Having a disengaged, untrained and uneducated cohort is detrimental to any society and is unsustainable. This programme provides a model for how to improve the situation for NEET people. The ‘learning crew’ model is a unique educational approach that engages participants in learning by doing. The approach could be adopted more widely and applied to a variety of educational activities which, if taken on board at policy level, could have a significant impact at national level.
Contact with local Universities and NECTER associates encourages NEET young people to aspire to higher education via a route through FE. We build and develop networks with the youth and employability support.
The three pillars of sustainability: environmental, social and economic are embedded in the GNYV programme and we argue that integrating public engagement, education and training in the way piloted here could lead to more sustainable outcomes on multiple fronts.
This documentary programme, within the connective environment of NECTER provides a local forum to engage all sections of society in debate on SD issues.
Having a disengaged, untrained and uneducated cohort is detrimental to any society and is unsustainable. This programme provides a model for how to improve the situation for NEET people. The ‘learning crew’ model is a unique educational approach that engages participants in learning by doing. The approach could be adopted more widely and applied to a variety of educational activities which, if taken on board at policy level, could have a significant impact at national level.
Contact with local Universities and NECTER associates encourages NEET young people to aspire to higher education via a route through FE. We build and develop networks with the youth and employability support.
The three pillars of sustainability: environmental, social and economic are embedded in the GNYV programme and we argue that integrating public engagement, education and training in the way piloted here could lead to more sustainable outcomes on multiple fronts.
This documentary programme, within the connective environment of NECTER provides a local forum to engage all sections of society in debate on SD issues.
21. How does your project further improve capacities of various partners and stakeholders on the theme? Character count 500 words.:
The inclusion project improves the capacities of partners and stakeholders by opening a gateway to hard to reach young people and the organisations that support them.
The project challenges inequity and improves capacity to stimulate and widen dialogue about local and global social cultural and environmental developments by taking discussion to the street.
It strengthens the supportive, collaborative cultural environment of participating organisations by providing opportunity to work together to develop online resources relating to SD.
Participating organisations have been able to create dynamic websites and social media that aids the visibility of local events and provides SD Information, discussion and thought, making it freely available to the general public and those involved in discussion and learning.
The project challenges inequity and improves capacity to stimulate and widen dialogue about local and global social cultural and environmental developments by taking discussion to the street.
It strengthens the supportive, collaborative cultural environment of participating organisations by providing opportunity to work together to develop online resources relating to SD.
Participating organisations have been able to create dynamic websites and social media that aids the visibility of local events and provides SD Information, discussion and thought, making it freely available to the general public and those involved in discussion and learning.
22.What is the significance of this project for developing global linkages in order to strengthen activities in this area? (max 250 words):
Youth Unemployment is a global phenomenon. This project provides lifelong learning opportunities for young people, including those without formal literacy skills that are based on critical thinking through practical learning and discussion.
It develops a method of learning that generates educational material that can be shared across the global RCE network.
Shared learning opportunities will extend the range of voices and help young people to question how their behaviours impact locally and globally.
Opening global links would support young people in mentor opportunities from global sources.
We would like to develop parallel projects with other RCEs, share experience and best practice.
It develops a method of learning that generates educational material that can be shared across the global RCE network.
Shared learning opportunities will extend the range of voices and help young people to question how their behaviours impact locally and globally.
Opening global links would support young people in mentor opportunities from global sources.
We would like to develop parallel projects with other RCEs, share experience and best practice.
23. What is novel about the project within the RCE network and what could other RCEs learn from this experience? (Answer only if relevant) Character count 250 words.:
The programme does not simply provide documentary-making training, but also develops a variety of transferable skills and, most importantly also provides real educational opportunities to participants, who are exposed to a unique range of people, ideas and knowledge to which they would not otherwise have access.
The network provides an inclusive educational framework that makes best use of collective resources and practice; The programme explores a range of disparate voices. It brings young people safely into the debate arena and produces open access resource materials.
With the support of NECTER members, young people are exposed to a range of interesting and stimulating events and conversations on a broad range of subjects. The practice is fun and lively and learning is by doing and therefore does not exclude those who may have struggled in formal learning opportunities
The network provides an inclusive educational framework that makes best use of collective resources and practice; The programme explores a range of disparate voices. It brings young people safely into the debate arena and produces open access resource materials.
With the support of NECTER members, young people are exposed to a range of interesting and stimulating events and conversations on a broad range of subjects. The practice is fun and lively and learning is by doing and therefore does not exclude those who may have struggled in formal learning opportunities
24. What is the significance of this project for the region? How important are its results for its particular project category? Character count 250 words.:
The North East has high unemployment 2013 local Authority figures state that information on the activity 6.4 % of NEETS between the ages of 16 to 18 is not known. Along with being NEET comes a series of problems, notably a loss of hope, disengagement, low self-confidence and a lack of many generic skills addressed by this programme. The project provides a route for inclusive development and learning for young especially those who are not in employment, education or training education.
Projects are needed that will engage all young people, NEETs’ and especially those NEETs’ who are most resistant to participation, in critical thinking and functional skills. Practical ‘learn by doing’ exercises develop this in a fun, skills based debate and discussion environment. There is evidence that the type of skills training proposed, with its focus away from the academic, is a good way to attract NEET youth.
This inclusive project can impact on methods of engaging young people in critical enquiry and functional skills. The influence of the programme has further reach; It takes discussion to the public, and produces open access materials from educational events on sustainable practice. Given time, a multi oriented learning process bridging a divide between voices can develop..
Projects are needed that will engage all NEETs’, and especially those NEETs’ who are most resistant to participation, in critical thinking and functional skills. Practical ‘learn by doing’ exercises develop this in a fun, skills based debate and discussion environment. This inclusive project can impact on methods of engaging young people in critical enquiry for young people .
The impact of the programme has further reach; It takes discussion to the public, and produces open access materials from educational events on sustainable practice. Given time, a multi oriented learning process bridging a divide between voices can develop.
Projects are needed that will engage all young people, NEETs’ and especially those NEETs’ who are most resistant to participation, in critical thinking and functional skills. Practical ‘learn by doing’ exercises develop this in a fun, skills based debate and discussion environment. There is evidence that the type of skills training proposed, with its focus away from the academic, is a good way to attract NEET youth.
This inclusive project can impact on methods of engaging young people in critical enquiry and functional skills. The influence of the programme has further reach; It takes discussion to the public, and produces open access materials from educational events on sustainable practice. Given time, a multi oriented learning process bridging a divide between voices can develop..
Projects are needed that will engage all NEETs’, and especially those NEETs’ who are most resistant to participation, in critical thinking and functional skills. Practical ‘learn by doing’ exercises develop this in a fun, skills based debate and discussion environment. This inclusive project can impact on methods of engaging young people in critical enquiry for young people .
The impact of the programme has further reach; It takes discussion to the public, and produces open access materials from educational events on sustainable practice. Given time, a multi oriented learning process bridging a divide between voices can develop.
Region:
Europe
