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Catalog

Formation des travailleurs de jeunesse en Europe: Politiques, structures, pratiques (Connaissances sur la jeunesse 26) (2023)

Youth / Other publications
978-92-871-9246-2
Type of document :
Book
Format :
Paper
Language :
French
Size :
16 x 24 cm
Number of pages :
244
Marti Taru, Ewa Krzaklewska
37.00 € / 74.00 $US
Tax excluded
Le travail de jeunesse, associé à des politiques gouvernementales efficaces, est une valeur inestimable pour garantir que les jeunes aient la possibilité d'acquérir les connaissances, les compétences et les attitudes nécessaires à l'engagement civique et à l'action sociale.

Le travail de jeunesse bénéficie actuellement d’un regain d’intérêt au niveau européen. Depuis l’adoption d’une résolution sur le sujet par le Comité des Ministres du Conseil de l’Europe en 2017, le travail de jeunesse figure à nouveau parmi les grandes priorités des stratégies du Conseil de l’Europe et de l’Union européenne en faveur de la jeunesse.

Cet ouvrage s’intéresse à la manière dont les travailleurs de jeunesse apprennent leur métier, aux possibilités d’éducation formelle et non formelle dont ils disposent et, plus généralement, à la place de l’éducation dans le contexte plus vaste de la reconnaissance du travail de jeunesse. Partant de l’hypothèse selon laquelle l’éducation formelle comprend une suite d’étapes dont les praticiens du travail de jeunesse pourraient tirer profit, cette publication explore ces questions au moyen d’une étude de cartographie dont les résultats font l’objet d’une analyse plus approfondie par le biais de contributions thématiques.

Les conclusions de l’étude et les échanges avec les responsables politiques, les chercheurs, les praticiens, les formateurs et les autres parties prenantes dessinent les contours d’un secteur toujours plus riche de possibilités en Europe. La situation des travailleurs de jeunesse varie selon les pays et le caractère plus ou moins développé des architectures de pratique mises en place pour assurer leur formation. Cela dit, la formation des travailleurs de jeunesse ne se limite pas à la question de l’offre en matière d’éducation et de formation. Les ressources financières et organisationnelles, la législation, les systèmes de soutien, les cadres de compétences, les normes de qualité ou encore les orientations et principes éthiques entrent également en jeu. Cet ouvrage entend promouvoir le travail de jeunesse afin qu’il gagne en visibilité et devienne un domaine de pratique reconnu parmi d’autres activités et professions à l’écoute des jeunes.
Chapitre 1 – Introduction : la formation des travailleurs de jeunesse et la pratique du travail de jeunesse à la loupe
Marti Taru, Tanya Basarab et Ewa Krzaklewska 
Chapitre 2 – Cartographie des parcours d’enseignement, de formation et de carrière des travailleurs de jeunesse
James O’Donovan (dir.), David Cairns, Madalena Sousa et Vesselina Valcheva Dimitrova 
Chapitre 3 – Diversité des architectures de pratique : parcours d’enseignement, de formation et de carrière des travailleurs de jeunesse
Tomi Kiilakoski 
Chapitre 4 – Que voit-on ? Le travail de jeunesse au prisme de la sociologie des professions
Marti Taru 
Chapitre 5 – La place des normes éthiques dans le travail de jeunesse et leur contribution au développement des parcours d’enseignement, de formation et de carrière des travailleurs de jeunesse
Sladjana Petkovic et Ondřej Bárta 
Chapitre 6 – Cartographie des programmes d’enseignement dans le champ des youth studies (études de la jeunesse) : que nous dit des jeunes l’éducation formelle dans ce domaine ?
Marko Kovačić, Nikola Baketa et Marita Grubišić-Čabo 
Chapitre 7 – Le début de carrière : perspectives sur le parcours d’enseignement et de formation des travailleurs de jeunesse
Tomi Kiilakoski 
Chapitre 8 – Compétences des travailleurs de jeunesse et apprentissage dans des contextes d’éducation non formelle
Dunja Potočnik et Marti Taru
Chapitre 9 – Associations, réseaux et structures d’appui aux travailleurs de jeunesse en Europe
James O’Donovan 
Chapitre 10 – Vers une professionnalisation ? Le travail de jeunesse en tant qu’activité professionnelle en Europe
Marti Taru, Ewa Krzaklewska et Tanya Basarab 
CONTRIBUTEURS
FIGURES
Figure 1. Autres formes de reconnaissance nationale du travail de jeunesse 
Figure 2. Accessibilité de l’éducation formelle et non formelle aux travailleurs de jeunesse 
Figure 3. Existence d’outils d’assurance qualité et d’outils axés sur les compétences 
Figure 4. Compétences les plus courantes, d’après une analyse portant sur 10 pays 
Page 4 Formation des travailleurs de jeunesse en Europe
Figure 5. Existence d’associations de travailleurs de jeunesse et/ou de réseaux d’organisations ou de centres de jeunesse 
Figure 6. Existence de référentiels d’activités professionnelles pour les travailleurs de jeunesse 
Figure 7. Groupe 1 : des architectures de pratique robustes et bien développées 
Figure 8. Groupe 2 : des architectures de pratique robustes, pouvant encore être développées 
Figure 9. Groupe 3 : des architectures de pratique partiellement développées 
Figure 10. Groupe 4 : des architectures de pratique à développer 
Figure 11. Années d’expérience et années de formation dans le travail de jeunesse (n = 34) 
Figure 12. Évaluation des compétences des travailleurs de jeunesse au moyen du Portfolio du Conseil de l’Europe pour le travail de jeunesse 
Figure 13. Domaines de formation proposés par les organisations avec lesquelles les formateurs et les responsables de travailleurs de jeunesse travaillent actuellement (n = 25 ou 26, selon la fonction) 
TABLEAUX
Tableau 1. Vue d’ensemble des groupes de discussion 
Tableau 2. Vue d’ensemble des enquêtes 
Tableau 3. Réglementation du travail de jeunesse en tant que profession 
Tableau 4. Arrangements discursifs-culturels relatifs au travail de jeunesse (second semestre 2017) 
Tableau 5. Arrangements économiques-matériels pour le travail de jeunesse 
Tableau 6. Associations pour le travail de jeunesse 
Tableau 7. Synthèse des résultats 
Tableau 8. Niveau de formation des travailleurs de jeunesse (n = 215 ; données pondérées) 
Tableau 9. Études suivies par les travailleurs de jeunesse (n = 215 ; données pondérées) 
Tableau 10. Éducation formelle et contextes d’apprentissage non formel des travailleurs de jeunesse 
Tableau 11. Liste des documents examinés 
Tableau 12. Relation entre le nombre d’années d’apprentissage non formel et le nombre d’années d’expérience dans le domaine (n = 34) 
Tableau 13. Domaines d’impact potentiel des cadres de compétences dans le domaine de la jeunesse (n = 29) 
Tableau 14. Outils et instruments utilisés ou recommandés par les formateurs et les responsables de travailleurs de jeunesse pour l’autoévaluation des compétences (n = 17)
Tableau 15. Améliorations proposées aux niveaux organisationnel, local, national et européen : permettre aux travailleurs de jeunesse d’acquérir des compétences au service d’un travail de qualité (n = 28) 
Tableau 16. Soutien à l’acquisition de compétences par les travailleurs de jeunesse (n = 29)