Wirkungsnachweis aus der Literatur

Mittelfristig (1 bis 5 Jahre)
Mikro (Individuum)
Sozial

development of key competences for lifelong learning

persönliche Entwicklung / Erwerb von sozialen und personalen Kompetenzen

The responses to a number of questions were combined into aggregated indicators of the ‘key competences for lifelong learning’, an EU reference framework of competences necessary for personal fulfilment, social inclusion, active citizenship and employment. It is shown that international youth projects do boost foreign language competence, social & civic competences, but also sense of initiative and entrepreneurship and cultural awareness & expression – for all participants. But when comparing the effect of inclusion projects versus non-inclusion projects, projects about inclusion issues generate significantly more ‘learning to learn’ competence (the mean score for inclusion projects lies 0,09 higher than for non-inclusion projects on a scale from 1 to 4). This is also the case for ‘mathematical competence and basic competence in science and technology’ (+0,07) and ‘cultural awareness’ (+0,06), but less outspoken.

Beschreibung der Aktivität

RAY: Research-based analysis and monitoring of the YiA (Youth in Action) Programme
YiA projects are characterised by a broad variety of learning situations, methods and activities applied in each project; Available methods participants and project leaders could choose from are: outdoor and sports activities, experimental learning methods such as role plays, simulations, fields exercises, artistic methods and using digital or online media as means of non-formal education as well as international mobility projects.
europaweit
2007-2013
1606 project participants; 3994 participants in non-inclusion projects
teilnehmende Kinder und Jugendliche
Freiwillig engagierte Jugendliche

Evaluierung der Aktivität

This article is based on an inclusion analysis of the data provided by the RAY Network (Research-based Analysis of Youth in Action) with partners in 20 European countries (status 2014). The respective research instruments were developed by the University of Innsbruck, Austria, in cooperation with the RAY partners. The data of the RAY research project indicates that the Youth in Action programme (now Erasmus+ Youth) is a good tool to reach its ‘equity and inclusion’ aims. The effects of ‘thematic inclusion projects’ on participants were contrasted with the effects generated by ‘non-inclusion projects’.
Through my participation I learned… … learning to learn; mathematical & science; cultural awareness; entrepreneurship; foreign languages; digital competence; media literacy; social & civic; mother tongue.
2010-2013