Promote value -based education in general and in learning mobility in the youth field in particular
Learning mobility in the youth field is increasingly recognised and present in European programmes and in the activities and initiatives supported by the European Union, the Council of Europe and other institutions. Providing a meeting place for people from different environments and communities, learning-mobility programmes draw attention to values, trigger reflections on them and stimulate questioning and critical examination. If prepared and facilitated well, these experiences can contribute to preparing and supporting young people and adult learners to be active in society and to be agents of change.
This T-Kit has been written by and is for facilitators of learning, to help start their thinking process about an important, but also complex, topic. It aims to promote value-based education in general: to explain it and, with practical examples related to specific values, show how it can be used. It is framed within the current policy framework of the Council of Europe and the European Union, including their youth-mobility programmes. The T-Kit should be understood through a holistic learning and non-formal education approach: the combination of theory, background information, examples and some practical ideas should help to initiate reflection from the relatively new angle of value-based education in learning mobility in the youth field.
Value-based learning is not neutral, and neither is the T-Kit – Value-based learning in mobility projects. It is rooted in a set of values that it explores, promotes and encourages action based on them. To support this process, the T-Kit is divided into two parts: one conceptual and one practical. The conceptual part lays the foundation for value-based learning in mobility, while the practical part encompasses concrete activities and “thought provokers”, which address the dilemmas and questions that can arise when implementing activities.
INTRODUCTION
What is in this T-Kit?
Why this T-Kit and why now?
PART I – CONCEPTUAL CONSIDERATIONS LIST OF “THOUGHT PROVOKERS” CHAPTER 1 – ESSENTIALS OF VALUE-BASED LEARNING IN MOBILITY PROJECTS
1.1. Learning mobility in the European youth field
1.2. Values
1.3. Value-based approach in youth work and learning mobility
CHAPTER 2 – KEY VALUES IN THE T-KIT
2.1. Introduction to the key values: why these ones?
2.2. Active citizenship
2.3. Democracy and pluralism
2.4. Empathy and generosity
2.5. Human rights
2.6. Inclusion and diversity
2.7. Solidarity
2.8. Sustainability
CHAPTER 3 – FACILITATORS OF LEARNING
3.1. Who are the facilitators of learning?
3.2. What do facilitators of learning do in a value-based approach?
3.3. Importance of self-assessment and self-reflection
3.4. Impact of (the work of ) facilitators in value-based learning
3.5. Challenges related to facilitating value-based education
3.6. Principles of non-formal education
3.7. Considerations for facilitators
Benefits of living your truth
PART II – ACTIVITIES CHAPTER 4 – VALUE-BASED LEARNING ACTIVITIES
4.1. Introduction
4.2. Value-based non-formal education activities
APPENDIX
BBGames Legacy cards
The process of creating the cards
About the BBGames Legacy project
REFERENCES ABOUT THE AUTHORS
