better understanding of non-formal education and learning for youth workers who participated in an inclusion project
The aims of the article was to see whether inclusion projects have a different impact compared to non-inclusion projects. In general this is not the case. Inclusion projects have similar beneficial effects to non-inclusion projects, but there are two exceptions. Youth leaders/workers who participated in an inclusion project said they understand non-formal education and learning (NFL) better, significantly more so than participants in non-inclusion projects (a mean of 0,16 higher on a scale from 1 to 4).
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.
1606 project participants; 3994 participants in non-inclusion projects
PraktikerInnen/ JugendarbeiterInnen/ MentorInnen
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’.
Effects on your youth work… … I now understand NFL better; … increased commitment to inclusion.