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TRANSFORMING COORDINATION. MY GENERATION LANDSCAPE. Formal, certified knowledge, skills and learning. TRANSFORMING EDUCATION. 1. Demand based education, promoting informal skills,. 2. Young entrepreneurs, incubators, work practice.

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MY GENERATION LANDSCAPE

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My generation landscape

TRANSFORMING COORDINATION

MY GENERATION LANDSCAPE

Formal, certified knowledge,

skills and learning

TRANSFORMING EDUCATION

1. Demand based education, promoting informal skills,

2. Young entrepreneurs, incubators, work practice

. Promotingconnections (, one-stopshops, conselling, c-stick)

TRANSFORMING OUTREACH

3. Degree outreach: Community schools, drop out prevention mobile team

TRANSFORMING TRANSITION TO WORKING LIFE

2. Degree outreach: (World Worth Living

1.degree outreach: (streetfootball)

Informal, ”life based” knowledge, skills and learning

From ”puzzlement”

via mediation and co-creation……

…to self reliance


My generation landscape

Making a Flourishing My Generation Local Action Plan – with the young, for the young

Step 1: Sketch a quick Mind map: What elements are needed to have a good MG Local Action Plan in 2011?

Secondary schools joining plan

Youth Chamber of Commerce involved

Our local Action Plan

Creative workshops for young

Good practice in drop out prevention


My generation landscape

  • Living lab on urban youth strategy: Growing a Flourishing My Generation Local Action Plan Tree and Forest

  • Step 2: Draw a landscape and indicate where your Mind-Tree will grow


My generation landscape

A Flourishing Youth Policy/ LAP/

“Mind-Tree”/ Forest:

Where does it reach?

What branches?

What leaves?

Fruits?, Flowers? Cones?

What is next to it?

Where does it grow?

What is its trunk?

What new plants are growing?

What are its roots?

What makes it flourish?


My generation landscape

  • Living lab on urban youth strategy: Growing a Flourishing My Generation Local Action Plan Tree and Forest

  • Step 3: Draw a mind tree and small forest in your landscape

  • Draw and write

  • Identify 3 of your most wonderful plants, draw and write on paper

  • Take this with you when you rotate and give them as gifts for others (one/ forest)


My generation landscape

  • Living lab on urban youth strategy: Growing a Flourishing My Generation Local Action Plan Tree and Forest

  • Step 4: Visits (rotations) to other trees/ forests

  • The “gardener” stays at the table

  • Rotate

  • Gardener explains briefly

  • Study the tree/forest, discuss

  • Give present, draw it in the landscape and explain, write down “greetings from XXX”

  • Take anything interesting with you from the tree/ forest (write it down for you)


My generation landscape

  • Living lab on urban youth strategy: Growing a Flourishing My Generation Local Action Plan Tree and Forest

  • Step 5: Return to own tree/ forest

  • Add everything you discovered on your trip to your tree/forest


My generation landscape

  • Living lab on urban youth strategy: Growing a Flourishing My Generation Local Action Plan Tree and Forest

  • 8) Hike in the MG-mind-forest

  • Discovery journey: pick one wonderful thing you discover in the forest


My generation landscape

  • Living lab on urban youth strategy: Growing a Flourishing My Generation Local Action Plan Tree and Forest

  • 9) Return to own tree/ forest: everybody brings their discoveries and adds them to their tree/ forest


My generation landscape

  • Living lab on urban youth strategy: Growing a Flourishing My Generation Local Action Plan Tree and Forest

  • 7) Return to own table

  • Draw the three plants (and anything) to your tree/forest

  • 8) Hike in the MG-mind-forest

  • Discovery journey: pick one wonderful thing you discover in the forest

  • 9) Return to own table: everybody brings their discoveries and adds them to their tree/ forest


My generation landscape

MY GENERATION ”LANDSCAPE”

TRANSFORMING EDUCATION

Mainstream

Formal

Formal knowledge

2. Young entrepreneurs, incubators, work practice

TRANSITION TO WORKING LIFE

1. Demandbasededucation, promotinginformalskills, drop out prevention

Events

Arenas

OtherPlatforms

. Promoting connections and information (, one-stop shops, conselling, c-stick)

OUTREACH

Events

Arenas

Other platforms

3. Degreeoutreach: Communityschools, mobile team

Events

Arenas

Other platforms

2. Degree outreach: (World Worth Living

Informal” Life based learning

1.degree outreach: (streetfootball)

From ”puzzlement”

via mediation and co-creation……

…to self reliance


My generation landscape

  • ”Building blocks” for co-creation

  • Looking at the Landscape, we can see that we already have many things in place, or developing, either via MG activities, or, more precisely, supported by MG activities

  • These activities form a kind of continuum, working towards an Ideal Model of a Repertoire of Good Practices/Service products under an Integrated Youth Policy in a city. This would mean that the city has at its disposal a good coverage of good practices/service products and actors to execute them. The tasks in Riga are to identify what we have, what can we build on and what is missing and what to do about that.

  • “First degree” outreach practices, i.e. really reaching out, going out there (like street football)

  • “Second degree” outreach, building on first degree activation (like World Worth Living)

  • “Third degree” outreach, where a permanent practice is transformed to promote outreach and prevent drop-out) (like Community Schools)

  • Promoting multi actor connections, platforms and sharing information, i.e. all those practices and services, which connects actors in youth issues (mode 1: like counselling offices, one-stop shops, mode 2 : special events, fairs, happenings , mode 3: distributing information, c-stick

  • “First degree” of Connecting to working life (demand based education, using and promoting informal skills, business incubators in schools)

  • “Second degree of Connecting to working life (work practice, business visits, young entrepreneurs, apprenticeship…)


My generation landscape

My Generation – Co-Creation

The groups:

(1)Outreach: Outreach service product family (Birmingham, , Glasgow, Gdansk, Rotterdam, Warsaw…)

2) Agoras: Connecting actors and information service products (Tirgu-Mures, Patras, Riga, Antwerp, Glasgow, Rotterdam, Birmingham…)

3) Business: Connecting to working life service products (Valencia, Gothenburg, Antwerp, Rotterdam, Tirgu-Mures, Patras…)


My generation landscape

My Generation – Co-Creation

10. 00 – 11.00 Steps to co-creating

(1)Three working groups according to product families

First discussion: How could this product family be taken further by those already engaged,? What has already been done? What needs to be done in practice?

10. 15 – 12.00 Steps to co-creating (2)

Second discussion: who wants to join in terms of bilateral or multilateral learning and how in this product family? What needs to be done in practice?

12.00 – 13.00 The way ahead to Gdansk and Valencia

Plenary

- Highlights from groups/ group leader, assisted by B,E,U

Outreach, E/E and Coordination recap by U,E, and B related to all former

- Opportunity to consider technical questions

- How to design Gdansk and Valencia to maximise the future results


My generation landscape

These are my quick notes on the MG-cities ( Peer in bold is explicit interest, peer with ? Is my interpretation what might be)

Antwerp

Integrated youth policy, drop out, informal learning

Peer interest: entrepreneurship (V, G) community building (B, R) demand based edu (G)

Gdansk

Social affairs & NGO, young really aboard, outreach

Peer? Outreach and connecting

Tirgu-Mures

Counselling, transition to working life

Peer?: connecting actors, transition to working life

Patras

Multifunctional LAP & LSG, counselling, one-stop shop

Peer? Connecting

Warsaw

Establishing and helping youth council/ youth policy,

Young really aboard,

Peer: how to activate young

Patras

Multifunctional LAP & LSG, counselling, one-stop shop

Valencia

Youth dept. + young entrepr. collaboration,

Transition to working life, events, information and training,

Peers: C-stick (A), Entrpre. In schools (G?)

Riga

Consultative board and joint effort/ NGOs, cooperation platform, multifunctional LAP

Peer: NEET/B, Mobile team (R)

Glasgow

Outreach, new connections, information

Gothenburg

Integrated youth policy, platform, youth involvement, transition to working, informal

Peer: strategies of youth potential, young entrepr (V), B&W (R), (A)

Birmingham

Outreach under umbrella (Young people & crime) Clean and Safe, multiactor LAP,

Rotterdam

Transforming coordination

Peer: Antwerp, competence centres


My generation landscape

MY GENERATION PRODUCT AND GOOD PRACTICE LANDSCAPE

TRANSFORMING EDUCATION

Mainstream

Formal

Formal knowledge

Young entrepreneurs, incubators, work practice

TRANSITION TO WORKING LIFE

Demandbasededucation, promotinginformalskills, drop out prevention

Events

Arenas

OtherPlatforms

. Promoting connections and information (, one-stop shops, conselling, c-stick)

OUTREACH

Events

Arenas

Other platforms

3. Degreeoutreach: Communityschools, mobile team

Events

Arenas

Other platforms

2. Degree outreach: (World Worth Living

Informal” Life based learning

1.degree outreach: (streetfootball)

From ”puzzlement”

via mediation and co-creation……

…to self reliance


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