it is an erasmus + project co - bluebook

Cooperation for innovation and the exchange of good practices

Co-funded by the Erasmus+ programme of the European Union

Erasmus + programme of the European Union


Youth Worker’s role within Europe’s cultural Mosaic

funded by the Erasmus+ programme of the European Union


Erasmus + Key Action 2:



2017-3

www.culturalmosaic.eu

Online Questionna

Reporting Descriptive






3-DK01-KA205


Online Questionna

Reporting Descriptive

(July 2018)







KA205-046757


Online Questionnaires Analysis

Reporting Descriptive Statistics

2018)







046757


Analysis.

Statistics



2017-3-DK01-






-KA205-046757

1




046757

1

This publication reflects the views only of the author(s), and the Commission cannot be held

responsible for any use which may be made of the information contained therein.

Project results

It is an Erasmus + project co



roject results and activities

“Youth Worker’s role within Europe’s cultural Mosaic

It is an Erasmus + project co



and activities


2017-

It is an Erasmus + project co-founded by the Er



and activities available at:

www.facebook.com/mosaic_project



-3-DK01-KA205

founded by the Erasmus + programme of the European Union



ailable at:





KA205-046757

asmus + programme of the European Union






2017


046757







2017-3-DK01-KA205







KA205-046757

2





046757

2



1. INTRODUCTION AND DETAILS OF THE SAMPLES

1.1

2. QUESTIONNAIRE ANALYSIS

2.1

2.2

3. JOINT DATA ANALYSIS


4.1 Level and Equivalence, competence proficiency scale

4.2 Stakeholders rated skills

4.3 Stakeholders rated skills List

5. CULTURAL CO

INTRODUCTION AND DETAILS OF THE SAMPLES

1.1 Introduction and Used Methodology........................

QUESTIONNAIRE ANALYSIS

2.1 Analysis of the Samples

2.1.1. Sample Stakeholders






their local level

2.2 Analysis of the Samples

2.2.1 Online data gathered from Danish Stakeholders

2.2.2 Online d

2.2.3 Online data gathered from Italian

2.2.4 Participating countries joined data.............

2.2.5 Most rated skills by local stakeholders graph.................................

JOINT DATA ANALYSIS





5. CULTURAL CO


Introduction and Used Methodology........................


Analysis of the Samples

Sample Stakeholders

Sample Stakeholders

Sample Stakeholders

Sample Stakeholders

Sample Stakeholders


their local level............

Analysis of the Samples

Online data gathered from Danish Stakeholders

Online data gathered from Spanish Stakeholders

Online data gathered from Italian

Participating countries joined data.............

Most rated skills by local stakeholders graph.................................

JOINT DATA ANALYSIS..........................................





5. CULTURAL COMPETENCES GRID AREA



QUESTIONNAIRE ANALYSIS ........................................................................................

Analysis of the Samples - PART A ....................................

Sample Stakeholders - Gender Breakdown

Sample Stakeholders - Age Average

Sample Stakeholders - Main educational background

Sample Stakeholders - Overall professional experience

Sample Stakeholders - Current job

2.1.6. Sample Stakeholders – Quality rate of the training materials on Cultural Diversity at

..........................................................

Analysis of the Samples - PART B


ata gathered from Spanish Stakeholders

Online data gathered from Italian



..........................................

QUESTIONNAIRE ANALYSIS – PART B...........................


4.2 Stakeholders rated skills List ....................................

4.3 Stakeholders rated skills List - Graphs

ES GRID AREA


INDEX

INTRODUCTION AND DETAILS OF THE SAMPLES.........................................


........................................................................................

....................................

Gender Breakdown

Age Average ......................

Main educational background

Overall professional experience

Current job occupations.................

Quality rate of the training materials on Cultural Diversity at

..............................................


ata gathered from Spanish Stakeholders

Online data gathered from Italian Stakeholders........



.......................................................

...........................


....................................

Graphs.................

ES GRID AREA ........................................


INDEX

.........................................

Introduction and Used Methodology.............................................

........................................................................................

...............................................

Gender Breakdown ................

.................................

Main educational background


occupations.................


........................................................................................

Online data gathered from Danish Stakeholders ......................

ata gathered from Spanish Stakeholders .....................

Stakeholders........

Participating countries joined data..................................................


............................................................

.........................................................................................

4.1 Level and Equivalence, competence proficiency scale – Part

........................................................................

....................................................

........................................


2017

................................................

.................................

........................................................................................

.............................

......................................

...........................

Main educational background ........................

Overall professional experience ....................

occupations..................................


..........................................

.........................

........................................

Stakeholders...........................

.....................................


.............................................

................................................

rt B..........................

....................................

..................................

..............................................................


2017-3-DK01-KA205

.......................................

.....................................

.................................................................................................

..................................................

......................................

............................................

............................................

.............................

............................................1


..........................................................1

..............................

....................................1

....................................................

...................................................................2

Most rated skills by local stakeholders graph...............................................................2

.............................................................2

................................................

.............................

...........................................................

...................................

.....................................5


KA205-046757

3

....................5

........................5

........................7

...............................7

...............................7

...............................8

.............................9

............................10

...........................11


................13

..............................16

.................18

..............................20

..............................23

..............................24

................25

......................................................34

.......................35

..............................37

.............................40

.............................54


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3

5

7

7

9

1

8

7

5.1

5.2

5.3

5.4

5. 5

5. 6

5. 7

5.

5. 9

5. 10

5. 11

5. 12

5. 13

5. 14

5. 15

5. 16

6. TAXONOMY.............

6.1

7. GLOSSARY..................................................................................................................

8. Partner and contact details.........................................................................

5.1 – Cultural Competence Grid Area

5.2 - Cultural Competence Grid 1



5. 5 - Cultural Competence Grid 4



5. 8 - Cultural Competence



5. 11- Cultural Competence Grid 10






TAXONOMY.............

6.1 Implementation of taxonomy..................................................................................................

7. GLOSSARY..................................................................................................................


Cultural Competence Grid Area

Cultural Competence Grid 1






Cultural Competence









TAXONOMY....................................................................

Implementation of taxonomy..................................................................................................

7. GLOSSARY..................................................................................................................


Cultural Competence Grid Area.................

Cultural Competence Grid 1 – Creativity and Innovation

Cultural Competence Grid 2 –Critical and Strategi

Cultural Competence Grid 3 – Problem Solving

Cultural Competence Grid 4 - Communication Skills (

Cultural Competence Grid 5- Communication Skills (

Cultural Competence Grid 6 - Communication Skills (

Cultural Competence Grid 7 - Communication skills ( Listening Skills)

Cultural Competence Grid 8 - Emotional Intelligence (


Cultural Competence Grid 10 - Emotional Intell


Cultural Competence Grid 12 - Cultural Awareness and

Cultural Competence Grid 13 - T

Cultural Competence Grid 14 - N

Cultural Competence Grid 15 – Handling Cultural Diversity

.......................................................


7. GLOSSARY..................................................................................................................



..................................................

Creativity and Innovation

Critical and Strategi

Problem Solving

Communication Skills (



Communication skills ( Listening Skills)

Emotional Intelligence (


Emotional Intell


Cultural Awareness and

Team Working and Team leadership

Negotiating and mediation

Handling Cultural Diversity

.......................................................


7. GLOSSARY..................................................................................................................



.................................

Creativity and Innovation ...

Critical and Strategic Thinking

Problem Solving .....................................







Emotional Intelligence ( Resilience)


Cultural Awareness and Expressio

eam Working and Team leadership

egotiating and mediation


.....................................................................................


7. GLOSSARY..................................................................................................................



2017

.............................................

............................

c Thinking ..................................

..............................

Communication Skills ( Oral communication)

Written communication)

Kinesthetic communication


Assertiveness and Empathy)

Emotional Intelligence ( Flexibility and adaptability

igence ( Resilience)

Conflict Management)

Expression......................................

eam Working and Team leadership .............

egotiating and mediation skills...................................

Handling Cultural Diversity .....................

..................................................................


7. GLOSSARY..................................................................................................................

8. Partner and contact details.........................................................................................................


2017-3-DK01-KA205

............................................

.................................................5

..................................................5

...............................................................5

Oral communication)



Communication skills ( Listening Skills) ...........


Flexibility and adaptability

igence ( Resilience) .........................

Conflict Management)

......................................

..................................

...................................

..........................................

....................................


7. GLOSSARY........................................................................................................................................

................................


KA205-046757

4

................................ 55

................55

................57

....................59

...............62

Written communication) ...........64

Kinesthetic communication).....66

.................8

Assertiveness and Empathy)...70

Flexibility and adaptability).... 73

.......................75

Conflict Management) ....... 77

......................................79

..................... 81

......................................... 83

............................ 85

....................................87

Implementation of taxonomy...................................................................................................90

....................... 91

......................................98


046757

4

5

5

7

6

3

9

5

1.

This study has been made within the framework of

Worker

or IO1

in the

Specifically, the current

Output 1

1)

methodolo

countries

investigating the existing training materials, tools or methodologies ab

thematic starting phase of the network.

This desk

events to be designed

2)

policymakers,

skills, attitudes and behaviours a y

different background o

has been through an

and July

Denmark, Italy and Spain, with each partner’s input:

survey in Spain,

At the opening meeting in April 2018 in Copenhagen, a

distribute to all partner countries including the procedure and timing.

As stated

participating in the project

1. INTRODUCTION AND

1.1 INTRODUCTION


Worker’s role within Europe’s Cultural Mosai

or IO1 consisting in the

in the “Creation of Training Materials and

Specifically, the current

Output 1. As agreed on the project, the IO1 includes

1) A first working phase

methodologies partners

countries: Denmark, Italy and Spain



This desk-research/report provide

events to be designed

2) The second

policymakers, youth


different background o

has been through an

and July 2018. This phase


survey in Spain, Olympic Amager Kultur



As stated, the sample size

participating in the project

INTRODUCTION AND

INTRODUCTION and


’s role within Europe’s Cultural Mosai

consisting in the “Identification of Youth Workers Skills

“Creation of Training Materials and

Specifically, the current study is

. As agreed on the project, the IO1 includes

first working phase

partners can find on cross

: Denmark, Italy and Spain



research/report provide

events to be designed in the IO2

second working phase

youth centres, etc.


different background of the welcoming society.

has been through an easy-to

This phase, leaded by


Olympic Amager Kultur



sample size chosen for the survey was

participating in the project: Denmark

INTRODUCTION AND DETAILS OF THE SAMPLES.

and USED METHODOLOGY


’s role within Europe’s Cultural Mosai

“Identification of Youth Workers Skills

“Creation of Training Materials and

study is part of the

. As agreed on the project, the IO1 includes

first working phase consisting in the

can find on cross

: Denmark, Italy and Spain. It was carried out in



research/report provided

in the IO2.

working phase that included

centres, etc. working on cross

skills, attitudes and behaviours a youth worker may have when dealing with young people with a

f the welcoming society.

to-use questionnaire in Microsoft Word.

, leaded by Asociación Cultural Integra


Olympic Amager Kultur in Denmark and



chosen for the survey was

Denmark, Italy


DETAILS OF THE SAMPLES.

METHODOLOGY


’s role within Europe’s Cultural Mosaic” which includes two intellectual outputs: the first one

“Identification of Youth Workers Skills

“Creation of Training Materials and testing them

rt of the SECOND

. As agreed on the project, the IO1 includes three well differentiated working phases

consisting in the analysis of the existi

can find on cross-cultural issues and cultural diversity

It was carried out in


contextualization for the project training /materials and

that included partner contac

working on cross-

outh worker may have when dealing with young people with a

f the welcoming society. The mechanism to contact wi

use questionnaire in Microsoft Word.

Asociación Cultural Integra


in Denmark and



chosen for the survey was

Italy and Spain:


DETAILS OF THE SAMPLES.

METHODOLOGY.

This study has been made within the framework of the Erasmus + Key Action 2 project “

which includes two intellectual outputs: the first one

“Identification of Youth Workers Skills” and the second one

m”

SECOND WORKING PHASES

three well differentiated working phases

analysis of the existi

cultural issues and cultural diversity

It was carried out in March 2018



partner contac

-cultural issues


The mechanism to contact wi

use questionnaire in Microsoft Word.


Denmark, Italy and Spain, with each partner’s input: Asociación Cultural Integra

in Denmark and Cooperazione Sud per l’Europa

At the opening meeting in April 2018 in Copenhagen, all partners agreed on a questionnaire model to


chosen for the survey was 60 local

:


2017

the Erasmus + Key Action 2 project “


and the second one

WORKING PHASES


analysis of the existing training materials, tools or

cultural issues and cultural diversity

March 2018.

investigating the existing training materials, tools or methodologies about Cultural Diversity was the


partner contacting to local stakeholders, training,

cultural issues to identify the required cultural


The mechanism to contact wi

use questionnaire in Microsoft Word. It was carried out in

Asociación Cultural Integra reached


Cooperazione Sud per l’Europa

ll partners agreed on a questionnaire model to


local stakeholders


2017-3-DK01-KA205

the Erasmus + Key Action 2 project “


and the second one or IO2

WORKING PHASES within the


ng training materials, tools or

cultural issues and cultural diversity in the participating

. This European survey

out Cultural Diversity was the


local stakeholders, training,

identify the required cultural


The mechanism to contact with these stakeholders

It was carried out in

reached 60 stakeho

Asociación Cultural Integra conducted the

Cooperazione Sud per l’Europa in Italy.


stakeholders in the 3 EU


KA205-046757

5

the Erasmus + Key Action 2 project “Youth


or IO2 consisting

the Intellectual

three well differentiated working phases:


the participating

This European survey






th these stakeholders

It was carried out in April, June

stakeholders from

conducted the

in Italy.


EU countries


046757

5

Youth


consisting

Intellectual


the participating

This European survey






th these stakeholders

June

lders from

conducted the


countries

The

respondents, thus:

-15

-15

-30 questionnaires were collected in It

The consultation sought to survey stakeholders involved in

Diversity issues

education (3%), train

(11%), welfare workers/social workers (17% ) and professional development advisers (9%).

The questionnaire consisted

Part A:

group professionals.

professional experience and

Furthermore

materials on Cultural Diversit

materials

recommended.

background

youth worker

Part B:

competenc

3-point scale

comments

3)

for youth workers on cultural diversity and cross

August 2018

assembled. The Final comparative competence grid is based on the most frequent competence

among received reports. The rule of the majority was implemented thus excluding com

being reported only by some or maybe only one country.

The Youth Worker’s role within Europe’s Cultural Mosaic

respondents, thus:

15 questionnaires were collected

15 questionnaires were collected

30 questionnaires were collected in It

consultation sought to survey stakeholders involved in

Diversity issues

education (3%), train


The questionnaire consisted

Part A: that included demographic questions a

group professionals.

professional experience and

hermore, it


materials according to a 4

recommended. Additionally,

background they were required to identify

youth worker.

Part B: Consisting

competencies. Th

point scale: A1

omments and a final

3) Finally, the last working phase


August 2018. After receiving all questionnaires from correspondents, this competence grid was




Youth Worker’s role within Europe’s Cultural Mosaic

respondents, thus:

questionnaires were collected

questionnaires were collected



such us Policy

education (3%), trainers or tutors of non


The questionnaire consisted of

that included demographic questions a

group professionals. That is

professional experience and their

requests stakeholders’ opinion in relation to the training course and training


ccording to a 4-point scale:

Additionally,

they were required to identify

Consisting of the identification of

These skills/competencies

A1-A2 Foundation level

and a final drive-question

the last working phase


. After receiving all questionnaires from correspondents, this competence grid was





questionnaires were collected in Denmark;

questionnaires were collected in Spain and



such us Policy-makers (4%)

ers or tutors of non-


of two parts:

that included demographic questions a

That is experts’

their opinion


materials on Cultural Diversity available at their local area and t

point scale: 1

Additionally, based on

they were required to identify

e identification of

/competencies

A2 Foundation level, B1

question.

the last working phase included in the IO1, it is the elaboration of a competencies grid








in Denmark;

in Spain and

30 questionnaires were collected in Italy as there are two Italian Partners


makers (4%), Trainer/Teacher or researcher in formal/informal

-formal education (8%); Youth Workers (28%), NGO workers


two parts:

that included demographic questions and some general questions about three specific target

gender, country, age, educational background, position,

opinion about available


y available at their local area and t

1 – Not useful;

based on the stakeholder’s

they were required to identify 10 required

e identification of those sub

/competencies may be rate

, B1-B2 to

included in the IO1, it is the elaboration of a competencies grid

for youth workers on cultural diversity and cross-cultural issues that was carried out







aly as there are two Italian Partners

consultation sought to survey stakeholders involved in Intercultural, Multicultural or Cultural

Trainer/Teacher or researcher in formal/informal

formal education (8%); Youth Workers (28%), NGO workers


nd some general questions about three specific target


about available resources and materials


y available at their local area and t

Not useful; 2 – fair;

stakeholder’s work experience and professional

10 required skill/competences to those who want

those sub-skills that

rated by the contacted stakeholders

to C1-C2 Advanced level,


cultural issues that was carried out






2017

Youth Worker’s role within Europe’s Cultural Mosaic survey/questionnaires had 60

aly as there are two Italian Partners

Intercultural, Multicultural or Cultural






resources and materials


y available at their local area and they were requested to rate these

fair; 3 recommended and

work experience and professional

/competences to those who want

that serve to achieve good Cultural

d by the contacted stakeholders

C2 Advanced level,







2017-3-DK01-KA205

survey/questionnaires had 60

aly as there are two Italian Partners.







resources and materials at their lo


hey were requested to rate these

recommended and 4


/competences to those who want

serve to achieve good Cultural

d by the contacted stakeholders according to a

an open questio







KA205-046757

6








at their local level.



4- extremely


/competences to those who want to be a


according to a

question for


cultural issues that was carried out in July and



among received reports. The rule of the majority was implemented thus excluding competences


046757

6







cal level.



extremely


to be a


according to a

n for


in July and



petences

Denmark

Spain

2.

Per countr

Analysis of the data of d

Denmark

Italy:

Spain:

In total:

In total, the survey had

them as other

1

0 1

Denmark

Spain

Italy


2.1 ANALYSIS OF THE SAMPLE

2.1.1

Per countries:

nalysis of the data of d

Denmark: 6 female shareholders;

Italy: 19 female shareholders and

Spain: 10 female shareholders and 5 male shareholders.

In total:

In total, the survey had

them as other.

1

2 3 4


ANALYSIS OF THE SAMPLE

Gender breakdown:

total:

nalysis of the data of different genders of the

female shareholders;

emale shareholders and

10 female shareholders and 5 male shareholders.

In total, the survey had 58% female

MALE40%

5

6

5 6 7


ANALYSIS OF THE SAMPLE– PART A

Gender breakdown:

ifferent genders of the

female shareholders; 8 male shareholders

emale shareholders and 11 male shareholders.


% female correspondents,

OTHER2%

FEMALE MALE


8

10

8 9 10

PART A:

gender of the

ifferent genders of the contacted

male shareholders

male shareholders.


correspondents,

MALE OTHER


11

10

11 12 13

gender of the Contacted stakeholders per country and in

contacted stakeholders p

male shareholders and 1 other.

male shareholders.


correspondents, 40% male correspondents and

FEMALE58%

OTHER


2017

14 15 16 17

ontacted stakeholders per country and in

stakeholders per country:

and 1 other.

correspondents and


2017-3-DK01-KA205

19

17 18 19 20

Other

Female

Male


er country:

correspondents and the 2%


KA205-046757

7

19

20


2% classified


046757

7


classified

Per countries:

Most contacted stakeholders were more than 34 years

21 from

Spanish

age. T

In total:

This chart shows the total number of people as well as the different percentages for t

ranges. Thus,

people were aged 18

contacted stakeholders in the three countries was under 18 years old.

2.1.2

Per countries:


from Italy. The highest amount of people were between 18

Spanish with 9 of them

age. There were no people

In total:


ranges. Thus, 62%

people were aged 18


Age Average


Italy. The highest amount of people were between 18

with 9 of them each

no people under


% of the contacted stakeholders on th

people were aged 18-34 and finally, the remaining


>3462%

0

5

10

15

20

25

Average of the contacted



each and 3 in Italy

under 18 participating in the survey


of the contacted stakeholders on th

34 and finally, the remaining


n/a3%

<18 18-


of the contacted stakeholders per countr



Italy. In total, there were 2 people preferring not to say their

participating in the survey


of the contacted stakeholders on th

34 and finally, the remaining 3%


<180%

-34 years old

9

3

9


stakeholders per countr

Most contacted stakeholders were more than 34 years old [37]: 6

Italy. The highest amount of people were between 18-

. In total, there were 2 people preferring not to say their

participating in the survey.


of the contacted stakeholders on this project were older than 34

% did not disclose what their age is. None of the


>34

610

21


2017

stakeholders per countries and in total

6 from Denmark

-34-year-olds



is project were older than 34

did not disclose what their age is. None of the


age 1835%

Prefer not to answers

2


2017-3-DK01-KA205

ies and in total:

Denmark, 10 from Spain and

olds [21] were Danish


This chart shows the total number of people as well as the different percentages for the different age

is project were older than 34 [>34]


age 18-3435%

<18

age 18-34

>34

n/a


KA205-046757

8

:

, 10 from Spain and

were Danish and


he different age

34]; 35% of the


34

Denmark

Spain

Italy


046757

8

, 10 from Spain and

and


he different age

of the


Per countries:

The Main form of education of those contacted stakeholders had

from

2 people had a VET

educational studies only 1 stakeholder from Denmark held this qualification

these

In total:

This graph shows the amount of people in the diffe

the amounts of Denmark, Italy and Spain for each of the backgrounds.

that 4

education and 10

2.1.3

Per countries:


from Italy had university studies as well as 1

2 people had a VET


these from Spain.

In total:



that 49 people had a background of University studies.

education and 10

Main educational Background

total:

Per countries:


had university studies as well as 1

2 people had a VET education background in Denmark and 1


.



people had a background of University studies.

education and 10 people

0

5

10

15

20

Primary and Secondary

Main educational Background


had university studies as well as 1

ion background in Denmark and 1





had a background of Primary and secondary studies.

0

10

20

30

40

50

Primary and Secondary Studies



1

9

Denmark


Main educational Background of the contacted stakeholders per countr


had university studies as well as 15 stakeholders from Spain

ion background in Denmark and 1





ackground of Primary and secondary studies.


VET education

10


Primary and Secondary VET education

2

Denmark




5 stakeholders from Spain

ion background in Denmark and 1 from Italy


This graph shows the amount of people in the different educational backgrounds and combines


people had a background of University studies. 3


VET education University studies

3

Primary and Secondary Studies VET education


1

Spain Italy


2017


The Main form of education of those contacted stakeholders had university studies

5 stakeholders from Spain and 12

from Italy. For primary and secondary

educational studies only 1 stakeholder from Denmark held this qualification and

rent educational backgrounds and combines

the amounts of Denmark, Italy and Spain for each of the backgrounds. From this graph, it shows

3 people had a b


University studies

47


University studies

12 15

Italy


2017-3-DK01-KA205


university studies: 20 stakeholders

2 from Denmark

. For primary and secondary

and 8 from Italy


From this graph, it shows

people had a background of VET


University studies

University studies

University studies

20


KA205-046757

9

of the contacted stakeholders per country and in

stakeholders

from Denmark.


from Italy. None of



ackground of VET


046757

9

y and in

stakeholders


of



ackground of VET

Per countries:

The graph shows the different countries participants and how long they have experience in the

wor

have

people from Italy

For more than 10 years t

In total:

In

consultants;

people

2.1.4

Per countries:


work environment. From this graph,

have less than 5 years of experience and 4 from Spain

people from Italy

For more than 10 years t

In total:

In a more detailed way,

consultants; 1

people, representing the 3

02468

101214161820


in total:

Per countries:


k environment. From this graph,

less than 5 years of experience and 4 from Spain

people from Italy, 6 from

For more than 10 years there were 3 people from Denmark, 5 from Spain and

a more detailed way,

17 people had 6

, representing the 3

23; 38%

Less than 5 years

8

4



k environment. From this graph,


, 6 from Spain and 4

here were 3 people from Denmark, 5 from Spain and

20 people had less than 5 years experience

people had 6-10 years experience

, representing the 39% of consultants

Less than 5 years


Less than 5 years 6-

4

8

Denmark



k environment. From this graph, we can observe


4 people from Denmark had that many y


people had less than 5 years experience

ars experience

% of consultants, who

Less than 5 years


-10 years

46

7

Spain

of the contacted stakeholders per country and


we can observe that 8 people from

less than 5 years of experience and 4 from Spain have the same amount. For 6

people from Denmark had that many y


people had less than 5 years experience

ars experience, representing the 28% of consultants

, who had more than 10 years

Less than 5 years 6-10 years


2017

More than 10 years

35

Italy



that 8 people from

have the same amount. For 6

people from Denmark had that many y


people had less than 5 years experience this represents the 33% of


had more than 10 years

20; 34%

17; 28%

10 years More than 10 years


2017-3-DK01-KA205

More than 10 years

15



that 8 people from both Denmark

have the same amount. For 6

people from Denmark had that many years of experience.

here were 3 people from Denmark, 5 from Spain and 15 from Italy

this represents the 33% of


had more than 10 years of experience.

More than 10 years


KA205-046757

10



Denmark and Italy

have the same amount. For 6-10 years, 7

ears of experience.

from Italy.


, representing the 28% of consultants and 23

experience.

More than 10 years


046757

10



and Italy

7

ears of experience.


3

Per countries:

The c

and 1 Danish working

tutor infor

3 Danish

advisers and

stakeholders classified themse

extent, thus

and 1

2.1.5

Per countries:

The current job positions that stakeholders

and 1 Danish working

tutor informal education, also, there are 7

Danish and 2 Spanish

advisers and 11


extent, thus: 1 Clinic

and 1 technician working in the

02

46

810

1214

Current job

Per countries:

urrent job positions that stakeholders

and 1 Danish working trainees or teachers in formal education

mal education, also, there are 7

and 2 Spanish NGO workers,

11 welfare workers /


Clinic Psychologist

working in the

12

13

Polic

y-M

aker

Rese

arch

er/T

rain

er/T

each

er

(For

mal

Edu

catio

n)

job occupation

urrent job positions that stakeholders

trainees or teachers in formal education

mal education, also, there are 7

NGO workers, 3 Danish and 1 Spanish working as

workers / social workers from Italy and

stakeholders classified themselves as “other” occupations

Psychologist; 1 lawyer

working in the United Nations

12

13

1

(For

mal

Edu

catio

n)

Trai

ner /

tuto

r (no

n fo

rmal

ed

ucat

ion)


occupations of the contacted stakeholders per country and in total:

urrent job positions that stakeholders have are:

trainees or teachers in formal education

mal education, also, there are 7 Danish and 6 Spanis

3 Danish and 1 Spanish working as

social workers from Italy and

lves as “other” occupations

lawyer; 1 professional working in a

United Nations (UN)

9

3

6

Yout

h W

orke

r

NG

O w

orke

rs


the contacted stakeholders per country and in total:

have are: 2 Spanish

trainees or teachers in formal education, 2

Danish and 6 Spanish working as

3 Danish and 1 Spanish working as

social workers from Italy and

lves as “other” occupations that

1 professional working in a

32

3

1

NG

O w

orke

rs

Prof

essi

onal

Dev

elop

men

t adv

iser

s


2017


Spanish policymaker;

, 2 Spanish and

working as youth workers, there are

3 Danish and 1 Spanish working as profess

social workers from Italy and 1 Danish

are linked to the topic to a certain

1 professional working in a communication agency/office

1

9

wel

fare

wor

ker /

soci

al w

orke

rs


2017-3-DK01-KA205


policymaker; 13 Italians

Spanish and 1 Italian and

youth workers, there are

professional development

Danish. Finally,


communication agency/office

4

Oth

er

Denmark

Italy


KA205-046757

11


Italians, 2 Spanish

1 Italian and Danish


ional development

Finally, 4 Italian



Denmark Spain

Italy


046757

11

2 Spanish

Danish


ional development

4 Italian



Spain

In total:

In total there is a

formal

are Youth Workers, 8

welfare workers

contacted stakeholders did not belong to any of the above

the topic to a certain extent.

In total:

total there is a

formal/informal education

are Youth Workers, 8

welfare workers/social workers


the topic to a certain extent.

17%

total there is a 2% of stakeholders who are Policymakers,

education, 5

are Youth Workers, 8% of stake

/social workers


the topic to a certain extent..

10%

17%5%

PolicymakersTrainer/Teacher/Researcher (formal or informal)Trainer / Tutor (nonYouth WorkerWorker in an NGOWelfare Workers / Social WorkerProfessional development adviserOther

% of stakeholders who are Policymakers,

5% were trainers or

% of stakeholders are working in an NGO

/social workers; 7% are pr


.

PolicymakersTrainer/Teacher/Researcher (formal or informal)Trainer / Tutor (nonYouth WorkerWorker in an NGOWelfare Workers / Social WorkerProfessional development adviserOther


% of stakeholders who are Policymakers,

% were trainers or tutors of non

holders are working in an NGO

% are professional dev


2%

7%

PolicymakersTrainer/Teacher/Researcher (formal or informal)Trainer / Tutor (non-formal)Youth WorkerWorker in an NGOWelfare Workers / Social WorkerProfessional development adviser


% of stakeholders who are Policymakers, 28

utors of non-formal education 22

holders are working in an NGO

ofessional development advisers and the last 8

contacted stakeholders did not belong to any of the above-mentioned occupations

2%

26%

Trainer/Teacher/Researcher (formal or informal)formal)

Welfare Workers / Social WorkerProfessional development adviser


2017

8% Trainer/Teacher or researcher

formal education 22

but not as youth workers

elopment advisers and the last 8

mentioned occupations

Trainer/Teacher/Researcher (formal or informal)


2017-3-DK01-KA205

% Trainer/Teacher or researcher

formal education 22% of st

t not as youth workers

elopment advisers and the last 8

mentioned occupations but are linked to

26%

7%

Trainer/Teacher/Researcher (formal or informal)


KA205-046757

12

% Trainer/Teacher or researcher in

% of stakeholders

t not as youth workers, 20% are

elopment advisers and the last 8% of the

but are linked to


046757

12

in

akeholders

% are

% of the

but are linked to

Data per country:

DENMARK:

From this one pie chart

Denmark are fair

useful. 40% of the people think that the local materials and cou

recommended

Danish stakeholders were the most critics with th

SPAIN:

Most of

extremely recommended

consider that these are extremely recommended

representative % of

diversity available in

2.1.6

available at partners’ local area.

Data per country:

DENMARK:

From this one pie chart

Denmark are fair


recommended (13%)


SPAIN:

ost of the Spanish



representative % of

diversity available in

Quality rate


Data per country:

From this one pie chart, in general,

Denmark are fair but not the best


(13%) or extremely recommended


Spanish stakeholders

extremely recommended for the community


representative % of them to

diversity available in their local area are not useful.

Not Useful

Quality rate of the training courses


in general, we can gather that the local studies for cultural

but not the best as the


or extremely recommended


stakeholders (60%) consider that

for the community


to consider that the training courses and

their local area are not useful.

Not Useful

47%

Not Useful Fair


training courses


we can gather that the local studies for cultural

as the 20% stated


or extremely recommended (27%)

Danish stakeholders were the most critics with the available

(60%) consider that

for the community as a 47% think these are recommended and a 13%

consider that these are extremely recommended. Also, a

consider that the training courses and

their local area are not useful.

13%

27%

Not Useful Fair Recommended

0%

47%

13%

Recommended


training courses and training materials


ed that the local materials and courses are not

useful. 40% of the people think that the local materials and courses are fair and the remaining

(27%) the course to the local partners.

available training materials

(60%) consider that local courses or materials are recommend

47% think these are recommended and a 13%

Also, a 40% say the

consider that the training courses and

20%

40%

Recommended Extremely recommended

40%

Extremely recommended


2017

training materials


that the local materials and courses are not

rses are fair and the remaining

the course to the local partners.

training materials

local courses or materials are recommend


% say these are fair and

consider that the training courses and training materials on




2017-3-DK01-KA205

training materials on cultural diversity

we can gather that the local studies for cultural diversity from


rses are fair and the remaining

the course to the local partners.

training materials in their area.

local courses or materials are recommend


se are fair and there is not a

training materials on



KA205-046757

13

on cultural diversity

diversity from


rses are fair and the remaining 40 %

the course to the local partners. By large,

area.

local courses or materials are recommended or


there is not a

training materials on cultural


046757

13

on cultural diversity

diversity from


40 %

By large,

or


there is not a

cultural

ITALY:

4% of the contacted Italian

materials on cultural diversity available in

(60%) considered these

“fair”

In total:

In total there

(none

the majority (5

the 32

helped them to learn

of the Spanish stakeholders rated the available courses as not useful in contrast with the 20

Danish coun

stakehol

courses while a 4

Unfortunately, it cannot be understood as an excellent balance as recommended or extremely

recommended training courses should be higher.

ITALY:

% of the contacted Italian


%) considered these

“fair”

In total:

In total there was

none from Spain)

the majority (55%) thought the available courses were recommended or

the 32% of the participants said that they woul

helped them to learn


Danish counterparts

stakeholders opinion as in total over 55

courses while a 4



% of the contacted Italian


%) considered these “recommended

was an 8% of people saying that the

from Spain); there were 3

%) thought the available courses were recommended or

% of the participants said that they woul

helped them to learn and the 23% extremely recommended these training materials/courses


terparts or the 8% of their Italian ones.

ders opinion as in total over 55

courses while a 45% of the contacted stakeholders said training courses are fair o



Not Useful

% of the contacted Italian stakeholders consider


recommended”

of people saying that the

there were 37% of people that were saying these courses were fa


% of the participants said that they woul

and the 23% extremely recommended these training materials/courses


or the 8% of their Italian ones.

ders opinion as in total over 55% of people would recommend/extremely recommend the

% of the contacted stakeholders said training courses are fair o



32%

23%

27%

Not Useful Fair


stakeholders consider

materials on cultural diversity available in their area were not useful.

” and “extremely recommended

of people saying that the available training materials are

% of people that were saying these courses were fa


% of the participants said that they would recommend the course



or the 8% of their Italian ones.

% of people would recommend/extremely recommend the




8%

37%

7%

33%

27%

Recommended


stakeholders considered that those training courses and training

their area were not useful.


available training materials are



d recommend the course



or the 8% of their Italian ones. To sum up, there is a




33%

Recommended Extremely recommended


2017

that those training courses and training

their area were not useful. However,

extremely recommended”. 3

available training materials are


%) thought the available courses were recommended or extremely recommended as

d recommend the courses/training materials



To sum up, there is a






2017-3-DK01-KA205


However, the great majority

33% considered these

available training materials are not useful at all

% of people that were saying these courses were fair. In general,

extremely recommended as

s/training materials



To sum up, there is almost a


% of the contacted stakeholders said training courses are fair or not useful.


Not Useful

Fair

Recommended

Extremely Recommended


KA205-046757

14


the great majority

considered these as

ot useful at all

ir. In general,


s/training materials as it

and the 23% extremely recommended these training materials/courses. None

of the Spanish stakeholders rated the available courses as not useful in contrast with the 20% of the

lmost a balance in


r not useful.


Recommended

Extremely Recommended


046757

14


the great majority

as

ot useful at all

ir. In general,


as it

. None

% of the

balance in


r not useful.


2.2 ANALYSIS OF THE SAMPLE

The last part of PART A of questionnaires consisted of the identif

all youth workers may have.

Stakeholders were requested to think of a maximum of 10 skills/competencies youth workers may

have, among others.





have, among others.





have, among others.

ANALYSIS OF THE SAMPLE– PART B:










2017

The last part of PART A of questionnaires consisted of the identification of those skills/competencies



2017-3-DK01-KA205

ication of those skills/competencies



KA205-046757

15




046757

15



STAKEHOLDER

N. 1

N. 2

N. 3

N. 4

N. 5

N. 6

N. 7

N. 8

N. 9

N. 10

N. 11

2.2.1. Denmark: Danish stakeholders have identified as important skills the foll

STAKEHOLDER SKILL 1

Open-minded

Patient

n/a

Respect

n/a

Leadership

n/a

n/a

Cultural

politeness/respect

n/a

Open-minded

Denmark: Danish stakeholders have identified as important skills the foll

SKILL 2

Motivation

Thoughtful

n/a

Quick learning

n/a

Patience

n/a

n/a

politeness/respect

Hard-worker

n/a

Motivation


SKILL 3

Interest in

different

Cultures

Attention

n/a

Relationship Building Skills

n/a

Diplomacy

n/a

n/a

Problem-solving

n/a

Listening

abilities


SKILL 4

Flexibility /

adaptability


n/a

Good listener

n/a

Empathy

n/a

n/a

Open-minded

n/a

Empathy


SKILL 5

Experience

Ambitious

n/a

Communicative Skills

(Foreign language skills)

n/a



n/a

n/a



n/a

Creativity

Denmark: Danish stakeholders have identified as important skills the following ones:

SKILL 6 SKILL 7

Tolerance Professionalism

Resolute Playful

n/a n/a

Reflective Open

n/a n/a

Empathy Cultural

politeness/respect

n/a n/a

n/a n/a

Critical

Thinking

Social skills

n/a n/a

Active Positive attitude


SKILL 7 SKILL 8

Professionalism Patience

Playful Empathy

n/a

Open-minded Cultural

politeness/respect

n/a

Cultural

politeness/respect

Dissemination

Information

n/a

n/a

Social skills Relationship Building Skills

n/a

Positive attitude n/a


2017-3-

SKILL 8 SKILL 9

Patience Assertiveness

Empathy Competitiveness

n/a

Cultural

politeness/respect

n/a

ssemination

Information

Knowledge

n/a

n/a


n/a

n/a

n/a


-DK01-KA205-046757

SKILL 10

Assertiveness

Competitiveness Calm

n/a

n/a

Knowledge Cultural

Understanding

n/a

n/a

n/a

n/a

n/a


046757

16

Understanding

N. 12

N. 13

N. 14

N. 15

Problem solving

n/a

Cultural

Understanding



Social skills

n/a

Cultural

politeness/respect

Creative

expression

Inclusive skills

n/a

politeness/respect


(Foreign language

skills)

Social relations

Hard-worker

n/a


Collaborative work

Social skills

n/a

Acceptance

Cultural diversity

skills

Motivation Open

n/a n/a

Insightfulness Pro-

coherence

Negotiating

skills

Problem

skills


Open-minded Decision

skills

n/a

-activity and

coherence

Problem-solving

n/a


2017-3-

Decision-making n/a

n/a

n/a n/a

n/a


-DK01-KA205-046757

n/a

n/a

n/a

n/a


046757

17

STAKEHOLDER

N. 1

N. 2

N. 3

N. 4

N. 5

N. 6

N. 7

N. 8

2.2.2. Spain: Spanish stakeholders have identified as important skills the following

STAKEHOLDER SKILL 1

Flexibility /

adaptability

Digital

competences

including SN

Empathy

Ability to teach

Social skills

Empathy



Team working

Spain: Spanish stakeholders have identified as important skills the following

SKILL 2

Adjustment

Legal skills related

to youth

Tolerance

Learning to learn

ability



Solidarity


Cultural

politeness/respect


to youth


SKILL 3 SKILL 4

Accept criticism


(Foreign language

skills)

critical capacity

Empathy

Organising

ability

Tolerance

Empathy

Social skills Stress management


SKILL 4 SKILL 5

Team working

Problem solving



Creativity ability to motivate

Listening ability



Neutrality

Stress management

skills


SKILL 5 SKILL 6

Motivation

Social skills open

Pro-activity and

coherence

Commitment

ability to motivate

Innovation

Resilience Team working

Assertiveness Team working

Digital

competences

Communicative

(Foreign language

Spain: Spanish stakeholders have identified as important skills the following ones:

SKILL 6 SKILL 7

Trust /

reliability

Communicative


open-minded

Commitment Listening ability

Initiative Organizational

Creativity Pedagogic skills

Team working conflict resolution

Team working Leadership


(Foreign language

C

politeness/respect


SKILL 7 SKILL 8



Demand of

himself

Listening ability Cultural

politeness

Organizational

skills



Pedagogic skills Analytical Skills

conflict resolution Social skills

Leadership Flexibility /

adaptability

ultural

politeness/respect

Self-emotional

Control


2017-3-

SKILL 9

Demand of

himself

Positivism

Cultural

politeness/respect

Social skills



Trust /

reliability

Analytical Skills Team working

Social skills open-minded

Flexibility /

adaptability

emotional

ontrol


-DK01-KA205-046757

SKILL 10

Positivism open-minded

Social skills

Trust /

reliability

Team working

minded


046757

18

minded

N. 9

N. 10

N. 11

N. 12

N. 13

N. 14

N. 15

Team working

Assertiveness

Adaptability

Empathy



Patience

Responsibility

Motivation

Tolerance

Cope with

ambiguous

situation

Team working


Sociability

Empathy

Efficiency

Tolerance

Patience

Problem solving

Resilience

Pedagogic skills

Initiative

Problem solving

Cultural

politeness/respect

Motivation

Motivation

Assertiveness ability to motivate

Learning to learn

ability

Pro-activity and

coherence

Cultural

politeness/respect

including SN

Empathy Responsibility

open-minded

Empathy open

ability to motivate

perseverance Pro

and coherence

Flexibility /

adaptability

Communicative

(Foreign language

Equality and

diversity skills

Transparency

skills)s

Responsibility Communicative


open-minded

Initiative Flexibility /

adaptability

Pro-activity

and coherence

open


(Foreign language

skills)

perseverance

Transparency Communicative





Creativity

Flexibility /

adaptability

Tole

open-minded Cultural

Awareness

perseverance Equality and

diversity skills




2017-3-

Creativity Ethic

Tolerance

Cultural

Awareness

Ability to

teach

Equality and

diversity skills

Charisma


-DK01-KA205-046757

Listening abilities

Ability to

teach

Critical thinking

Charisma Cultural

politeness/respect


046757

19

ies

Critical thinking

politeness/respect

STAKEHOLDER

N. 1

N. 2

N. 3

N. 4

N. 5

N. 6

N. 7

N. 8

N. 9

2.2.3. Italy: Italian stakeholders have identified as important skills the following ones:

STAKEHOLDER SKILL 1

Learning to Learn

Listening ability

Listening ability

Pro-activity and

coherence

Listening ability


Empathy

Communicative

Skills

Social skills

Italy: Italian stakeholders have identified as important skills the following ones:

SKILL 2

Resilience

Empathy

Emotional

intelligence

Listening ability

Cultural

Awareness

Organizational

skills

Listening abilities

Organisational

Skills

Analytical skills


SKILL 3 SKILL 4


(Foreign language

skills)

Skills in animation

Cultural

Awareness

Team-working

skills

Pro

Flexibility /

adaptability

Open-mind Pro

Social skills

No judgment P

Learning to

learn skill

Communicative

Skills


SKILL 4 SKILL 5

Skills in animation Listening skills

Patience

Pro-activity and

coherence

Hard

Emotional

intelligence

Critical thinking

Pro-activity and

coherence

Problem solving

Charisma

Problem solving

intelligence

Social skills

Organisational

Skills


SKILL 5 SKILL 6

Listening skills conflict

resolution skills

Open-mind Pro-

and coherence

Hard-working

skills

Patience

Critical thinking Learning to

learn skills

Problem solving

skills

Empathy

Empathy Listening

abilities

Emotional

intelligence

Analytic skills

Charisma Empathy

Charisma Team working


SKILL 6 SKILL 7

conflict

resolution skills

Hard-working skills

-activity

and coherence

Problem solving

skills

atience Analytical skills

Learning to

learn skills

Digital

competences

skills

Empathy Patience

Listening

abilities

Negotiating skills

and mediation

Analytic skills Empathy

Empathy Listening ability

Team working

skill

Empathy


SKILL 8

working skills

Emotional

intelligence

Problem solving

skills

Analytical skills

Analytical skills Creativity

Digital

competences

skills

Hard-working

skills

Patience Analytical skills

Negotiating skills

and mediation

Flexibility /

adaptability

Empathy Patience

Listening ability Analytical skills

Empathy Negotiating skills

and mediation


2017-3-

SKILL 9

Emotional

intelligence

Self-esteem

Analytical skills Flexibility /

adaptability

Creativity Empathy

working

skills

n/a


adaptability

Flexibility /

adaptability

Creativity

Patience Cultural

politeness/respect

Analytical skills n/a

Negotiating skills

and mediation

Emotional

intelligence


-DK01-KA205-046757

SKILL 10

esteem n/a

Flexibility /

adaptability

n/a

Empathy n/a

n/a

Flexibility /

adaptability

Commitment

Hard-working

skills

Creativity Learning to learn

skill

Cultural

politeness/respect

n/a

n/a

Emotional

intelligence

n/a


046757

20

Commitment /

working

Learning to learn

N. 10

N. 11

N. 12

N. 13

N. 14

N. 15

N.16

N.17

N.18

N.19

N.20

Communicative

Skills

Communicative

Skills

Social skills

Learning to Learn

Social skills

Problem solving

skills

Listening skills

Cultural

politeness/respect

Cultural

politeness/respect

Positive attitude

Problem solving

skills

Digital

Competences

Social skills

Creative skills

Team working

Communicative

Skills

Emotional

Intelligence

Empathy

politeness/respect

Patience

politeness/respect

Communicative

Skills

Hard-working

skills

Critical thinking

Team working Problem solving

Creative skills Problem solving

Critical thinking

Hard-working

skills

Cultural

awareness


Critical thinking

Communicative

Skills

Critical thinking

Social skills Communicative

Patience Problem solving

open-minded

Emotional

Intelligence

Decision mak

Problem solving

skills

Entrepreneurship

Problem solving

skills intelligence

Cultural

Understanding

Communicative

Resilience Communicative


to youth

Organisational

Creativity Analytical skills

Critical thinking

Communicative

Skills

Problem solving

Problem solving

skills

Social skills Positive attitude

Decision making

Entrepreneurship Organisational

skills

Emotional

intelligence

Digital

Competences

Communicative

Skills

Digital

Competences

Communicative

Skills

Positivism

Organisational

Skills

Positivism

Analytical skills Negotiating

skills and

mediation

Social skills Integration

skills

Problem solving

skills

Empathy

Social skills Empathy

Positive attitude Flexibility /

adaptability

Creativity Team working

Organisational

skills

n/a

Digital

Competences

Empathy

Digital

Competences

Resilience

Positivism n/a

Positivism Digital

Competences

Negotiating

skills and

mediation

Team working

Integration

skills

Self-esteem

Empathy Team-working

Empathy Team-working

Flexibility /

adaptability

Communicative

Skills

Team working Negotiating skills

and mediation


n/a n/a

Empathy Team working

Resilience Cultural

awareness

n/a n/a

Digital

Competences

Cultural

politeness/respect

Team working Accept criticism

esteem Decision m

working n/a

working n/a

Communicative

Skills

n/a

Negotiating skills

and mediation

Analytical skills


2017-3-

n/a

Team working Listening ability

Cultural

awareness

n/a

n/a

Cultural

politeness/respect

n/a

Accept criticism Flexibility /

adaptability

Decision making n/a

n/a

n/a

n/a


adaptability


-DK01-KA205-046757

n/a

Listening ability Management

skills

n/a

n/a

n/a

Flexibility /

adaptability

Decision making

n/a

n/a

n/a

n/a

Flexibility /

adaptability

Cultural

awareness


046757

21

Management

Decision making

N.21

N.22

N.23

N.24

N.25

N.26

N.27

N.28

N.29

N.30

Empathy

Empathy

Empathy

Empathy

Hard-working

skills

Problem solving

skills

Empathy

Communicative

Skills

Empathy

Open-mind

Listening skills

Hard-working

skills

Social Relations

Listening abilities

Positive attitude

Emotional

intelligence

Problem solving

skills

Hard-working

skills

Social Relations

Flexibility /

adaptability

Assertiveness Decision making

Social skills Communicative

Hard-working

skills

Assertiveness Decision making

Open-mind Communicative

Critical thinking Decision making

Listening

abilities

Pro-activity and

coherence

Team working Negotiatin

Solidarity

Decision making Problem solving

Communicative

skills

Positive attitude

Creativity

Decision making

skills

Problem solving

Communicative

skills

Decision making

skills

No pre--

judgement

Pro activity and

Empathy Social Relations

Negotiating skills

and mediation related to youth

Listening skills Social relations

Problem solving

skills

Emotional

Intelligence

Positive attitude creativity

Positivism Communic

skills

Problem solving

skills

Emotional

intelligence

Availability Social skills

Creativity Negotiating

skills and

mediatio

Pro activity and

coherence

Patience

Social Relations Cultural

Awareness

Legal skills

related to youth

Communicative

skills

Social relations Team working

skills

Emotional

Intelligence

Critical thinking

creativity n/a

Communicative

skills

n/a

Emotional

intelligence

Communicative

skills

Social skills Flexibility /

adaptability

Negotiating

skills and

mediation

Social skills

Patience Cultural

politeness/respect

Cultural

Awareness

Patience

Communicative

skills

Flexibility /

adaptability

Team working

skills

Negotiating skil

and mediation


Critical thinking Creativity

n/a n/a

n/a n/a

Communicative

skills

Negotiating skills

and mediation

Flexibility /

adaptability

n/a

Social skills Ability to teach

Cultural

politeness/respect

Social skills

Patience Flexibility /

adaptability

Flexibility /

adaptability

Problem solving

skills

Negotiating skills

and mediation

leadership


2017-3-

ivity Communicative

skills

n/a

n/a

Negotiating skills

and mediation

Critical thinking

n/a

Ability to teach Flexibility /

adaptability

Social skills Cultural

Awareness

Flexibility /

adaptability

Creativity

Problem solving

skills

n/a

leadership n/a


-DK01-KA205-046757

Communicative Negotiating skills

and mediation

n/a

n/a

Critical thinking Creative Thinking

n/a

Flexibility /

adaptability

Management

skills

Cultural

Awareness

Diplomacy

Creativity Negotiating skills

and mediation

n/a

n/a


046757

22

Negotiating skills

and mediation

Creative Thinking

Management

Negotiating skills

and mediation

2.2.4.

0

10

2.2.4. Joint data of the participating countries

3

1

6

5 5

4

Joint data of the participating countries

4

5

1

5

7 7

9

10

1


1

2

1

3

8

1


1

2

4

5

8


1

5

33

11

3

1 1

8

15

Denmark

2

5

1

3

11

12

16

Denmark

1 1 111

Denmark

1 1

3

5

6

9

14

Spain

2

1 1

3 3

1

14

5 5

Spain

1 1 11

4

1

3

Italy

1 1 1

7

11

8

Italy

1

2

11 1

2 2

5

2


4

2 2

5

6


1

2

1

8

3


2017

1 11

2


2017-3-DK01-KA205

1

9

1


KA205-046757

23

2.2.5.

2.2.5. Most rated

The graph combines the obtained data from Part A of the online questionnaire

10

0

5

10

15

20

25

30

35

Most rated skills by


8

15

21

skills by local stakeholders


13

1

10

stakeholders from the participating countries [


10

5

1

from the participating countries [


15

4

1

from the participating countries [


19

26

1

from the participating countries [DK, IT and ES


1 1

17

DK, IT and ES]. Skills considered essential f

The graph combines the obtained data from Part A of the online questionnaire.

32

1

3

]. Skills considered essential f

1 1

12

]. Skills considered essential f

12

23

10

MOST RATED SKILLS

]. Skills considered essential for those who want to be yo

9

6

1

MOST RATED SKILLS

those who want to be yo

4

1

19

those who want to be youth workers.

19

9

2

uth workers.

2

1

7


4 4

7


7

8

9


2017

5

2 2


2017-3-DK01-KA205

1 1

9


KA205-046757

24

9

1

3.

obtained results from the three countries and main

as well as

follows

1.

2.

By SOFT SKILLS

communication abilities needed for success on the job. Soft skills characterize how a person interacts

in his or her relationships with others. Unlike hard skills that are learned, soft skills are si

emotions or insights that allow people to “read” others. These are much harder to learn. They are

also much harder to measure and evaluate.

These

4 main

1)

2)

3)

4)

1 By a

'category' of skills. Thus, a Superordinate skill acts as an 'umbrella' main skill that includes

the meaning of other skills

Superordinate skill as a whole.

3. JOINT DATA ANALYSIS:

After collecting all questionnaires and to assure a better understanding


as well as the expected training materials during the Intellectual Output 2,

follows:

1. Firstly, to create a pan

most frequent competence

the rule of

contacted stakeholders

country.

2. Secondly, those

been grouped/split into

distinct Skill CLUSTERS

skills1 (soft and Hard),

SOFT SKILLS we





These soft skills identified by local stakeholders in DK, IT and ES have been

main Skill CLUSTERS

1) PERSONAL SKILLS

2) INTERPERSONAL SKILLS

3) LEADERSHIP SKILLS

4) WORK ETHIC SKILLS

By a Superordinate S




OINT DATA ANALYSIS:



the expected training materials during the Intellectual Output 2,

to create a pan

most frequent competence

rule of the majority

contacted stakeholders

, those identified

grouped/split into

Skill CLUSTERS

(soft and Hard),

we refer to those personal a





identified by local stakeholders in DK, IT and ES have been

Skill CLUSTERS which include

PERSONAL SKILLS

INTERPERSONAL SKILLS

LEADERSHIP SKILLS

WORK ETHIC SKILLS

Superordinate Skill,




OINT DATA ANALYSIS:




to create a pan-European

most frequent competences among

majority and they

contacted stakeholders and those

identified skills to become a youth worker identified by stakeholders

grouped/split into SOFT and

Skill CLUSTERS representing different categories covered by these two

(soft and Hard),

refer to those personal a






which include different


, we refer to skills that can be used to stand for an entire 'class' or


the meaning of other skills – sub-skills or sub



obtained results from the three countries and mainly,


European final competence grid

among the received reports

they excluded those

those competencies

skills to become a youth worker identified by stakeholders

and HARD skills

representing different categories covered by these two

refer to those personal attributes, personality traits, inherent social cues, and






different SUB COMPETENCIES, KNOWLEDGE

we refer to skills that can be used to stand for an entire 'class' or


skills or sub-competencies which lead to the acquisition of the



ly, in order to create a FINAL COMPETENCE


final competence grid

received reports

those competenc

competencies chosen


skills that have been


ttributes, personality traits, inherent social cues, and





SUB COMPETENCIES, KNOWLEDGE



competencies which lead to the acquisition of the



in order to create a FINAL COMPETENCE

the expected training materials during the Intellectual Output 2, the

final competence grid that ONLY

received reports. As a consequence,

competencies chosen by less than

chosen by stakeholders from a single


that have been split in






identified by local stakeholders in DK, IT and ES have been classified

SUB COMPETENCIES, KNOWLEDGE





2017-3-DK01-

After collecting all questionnaires and to assure a better understanding and control

in order to create a FINAL COMPETENCE

the partnership

takes into account

As a consequence, partners apply

chosen by less than

stakeholders from a single


split into different groups of

representing different categories covered by these two Superordinate





classified by partners into

SUB COMPETENCIES, KNOWLEDGE and SKILLS





-KA205-046757

25

and control of the

in order to create a FINAL COMPETENCE GRID

partnership decided as

takes into account the

partners apply

chosen by less than 12 of the


skills to become a youth worker identified by stakeholders have

different groups of

Superordinate



in his or her relationships with others. Unlike hard skills that are learned, soft skills are similar to


by partners into

and SKILLS:


'category' of skills. Thus, a Superordinate skill acts as an 'umbrella' main skill that includes within it



046757

25

of the

GRID

decided as

the

partners apply

the


have

different groups of

Superordinate



milar to


by partners into


within it


24%

2%

A B

1. PERSONAL SKILLS

Personal skills

defined as those

revealed in those attitudes and behaviours people bring to their work, study and daily activities

short, personal skills are those skil

Here,

identified by stakeholders

number of times ident

24%

2%

C

PERSONAL SKILLS

Personal skills are things people are good at

defined as those



Here, the partnership has

identified by stakeholders

number of times ident

A. Emotional Intelligence

B. Assertiveness

C. Patience

D. Positive

E. Resilience

F. Creativity and

G. Flexibility and adaptability

H. Empathy

9%1%

1%

D E

PERSONAL SKILLS:

are things people are good at

defined as those skills concerned with how people manage and



partnership has

identified by stakeholders. Each (sub) competence

number of times identified by stakeholders in the online questionnaires.

Emotional Intelligence

Assertiveness and calm

Patience (10%)

Positive attitude

Resilience (5%)



Empathy (23%)

11%

1%1% 1%

F

are things people are good at

skills concerned with how people manage and


short, personal skills are those skills we all need to enable to set personal goals.

classified as PERSONAL SKILLS the

. Each (sub) competence

by stakeholders in the online questionnaires.

Emotional Intelligence (9%)

and calm (5%)

(6%)

Innovation (4%)

Flexibility and adaptability (12%)

11%

1% 1% 1%

G H

are things people are good at - their strengths, abilities, and



ls we all need to enable to set personal goals.


. Each (sub) competence


%)

(12%)


9%

14%

1%

I J

their strengths, abilities, and





. Each (sub) competence goes along with


I.

J.

K.

L.

M.

N.

O.


14%

K

their strengths, abilities, and attributes.

skills concerned with how people manage and express themselves. These



classified as PERSONAL SKILLS the following

goes along with a percentage


Self-esteem

Open-mind

Thoughtful

Charisma (11%)

M. Quick learning

Demand of himself

Competitiveness


2017-3-DK01-

5%

M N

attributes. These may be

express themselves. These



following competenc

a percentage indicating

m (2%)

mind (9%)

Thoughtful (1%)

(11%)

Quick learning (1%)

Demand of himself (1%)

Competitiveness (1%)


-KA205-046757

26

10%

6%

5%

N O

These may be

express themselves. These are

revealed in those attitudes and behaviours people bring to their work, study and daily activities. In

competencies/abilities

indicating the

(1%)


046757

26

10%

6%

P

These may be

are

. In

es/abilities

the

2. INTERPERSONAL SKILLS

with others.


with others. Within inter

A. Communicati

written

B. Social skills

C. Tolerance

D. Cultural awarene

E. Diplomacy

F. Relationship

G. No pre

H. Listing

I. Reflective skills

J. Ability/skills to (1%)

K. Presentation

L. Conflict resolution

M. Team

N. Decision

O. Critical thinking

P. Accept criticism

INTERPERSONAL SKILLS refers to those skills people use when communicating and collaborating

Within interpersonal skills we may find

Communication skills

written communication

Social skills (12%)

Tolerance and respect (8%)

Cultural awarene

iplomacy (1%),

Relationship building skills

pre-judgement

Listing ability/good listener

Reflective skills (1%)

Ability/skills to disseminate information

Presentation, Negoti

Conflict resolution

Team-working (10%)

Decision-making

Critical thinking (6%),

Accept criticism (1%)

refers to those skills people use when communicating and collaborating

personal skills we may find

on skills – including

communication in a foreign language and in the national language,

(12%)

respect (8%),

Cultural awareness (12%),

,

building skills (2%)

judgement (1%)

good listener (9%)

(1%),

disseminate information

Negotiation and

Conflict resolution and problem

(10%);

(2%),

(6%),

(1%)


personal skills we may find

including Oral communication

in a foreign language and in the national language,

(2%)

(9%),

disseminate information

ation and mediation

and problem-solving (13%)



personal skills we may find:

Oral communication


disseminate information and promoting free

mediation skills (4%).

(13%);



Oral communication, Non-verbal communication


and promoting free-flowing communication.

.


2017-3-DK01-


verbal communication

in a foreign language and in the national language, (17%)

flowing communication.


-KA205-046757

27


verbal communication or

(17%)



046757

27


or


4%

14%

1%

4%

14%

A B

1%

10%

2%

B C

9%

10%

2%

D E

1%

6%

F G

2%

6%1%

H I


18%

12%

1%

I J K


18%

12%

1%

K L


2017-3-DK01-

12%

M N


-KA205-046757

28

12%

8%

O P


046757

28

P

3. LEADERSHIP SKILLS

the oversee processes, guide initiatives and steer their employees toward the achievement of

goals. Within leadership skills we may find:

LEADERSHIP SKILLS



A. Leadership,

B. Organising skills.

C. Motivation

D. Ambition

E. Entrepreneurship

LEADERSHIP SKILLS. These refer to the strengths and abilit



Leadership,

Organising skills.

Motivation

Ambition

Entrepreneurship

40%

5% 5%

A

These refer to the strengths and abilit



Organising skills.

Entrepreneurship

5%

B C

These refer to the strengths and abilit




10%

40%

D

These refer to the strengths and abilities individuals demonstrate that help



E

ies individuals demonstrate that help



2017-3-DK01-




-KA205-046757

29




046757

29



4.

4. WORK ETHIC SKILLS

diligence but it is more than this, work ethic refers to being professional about someone’s work, good

time management or to keep a balance

are those derived from values like trustworthiness,

accountability; loyalty; citizenship or caring among others.

agreed to include the following sub

ORK ETHIC SKILLS. Traditionally, work ethic has been understood as a value based on hard work and






A. Trust/

B. Positive attitude

C. Professionalism

D. Proactive skills

47%

. Traditionally, work ethic has been understood as a value based on hard work and






Trust/Reliability

Positive attitude

Professionalism

Proactive skills

47%

A B



time management or to keep a balance and deliver consistent high



agreed to include the following sub-competencies.

Reliability

Positive attitude

12%

6%

B C



and deliver consistent high

are those derived from values like trustworthiness, professionalism,


competencies.


12%

35%

D



and deliver consistent high-performance work. Work ethics skills

professionalism,

accountability; loyalty; citizenship or caring among others. Within this section




performance work. Work ethics skills

professionalism, integrity; fairness; responsibility;

Within this section


2017-3-DK01-




integrity; fairness; responsibility;

Within this section, the partnership has


-KA205-046757

30





partnership has


046757

30





partnership has

A) HARD SKILLS

these include specific

typically listed in job postings

education, training programs, certifications, and on

These

2 main

follows:

1) LEARNING SKILLS

2) EMPLOYABILITY SKILLS

HARD SKILLS the skill

these include specific



These hard skills

2 main superordinate sk

follows:

LEARNING SKILLS

EMPLOYABILITY SKILLS

the skill set that is required for a job, those skills which are quantifiable and teachable;

these include specific knowledge



hard skills identified by local stakeholders in DK, IT and ES have been divided by partners into

superordinate skills which include a range of

LEARNING SKILLS

EMPLOYABILITY SKILLS

set that is required for a job, those skills which are quantifiable and teachable;

knowledge and abilities required for a job. The

typically listed in job postings or job desc


identified by local stakeholders in DK, IT and ES have been divided by partners into

which include a range of


and abilities required for a job. The

job descriptions. Hard skills are skills

education, training programs, certifications, and on-the


which include a range of



and abilities required for a job. The

riptions. Hard skills are skills

the-job training


which include a range of different sub competence sections



and abilities required for a job. These are job

riptions. Hard skills are skills someone

job training.


different sub competence sections


2017-3-DK01-


are job-specific skills

someone can gain through


different sub competence sections


-KA205-046757

31


skills and are

can gain through


different sub competence sections detailed as


046757

31


and are

can gain through


detailed as

1. LEARNING SKILLS.

to grow from what

process that commences at birth and continues until death; it is the process through which we use

our experience to deal with new situations and to develop relationships.

Learnin

a. Learning to learn skills; lifelong learning

b. Pedagogical skills

c. Legal Competenc

EARNING SKILLS.

to grow from what



Learning skills include:

Learning to learn skills; lifelong learning

Pedagogical skills

Legal Competenc

EARNING SKILLS. These skills imply being open to new experiences and

to grow from what we encounter in the world. It is now recognised that learning is a continuous



g skills include:


Pedagogical skills (22%)

Legal Competencies (39%)

39%

A

These skills imply being open to new experiences and

we encounter in the world. It is now recognised that learning is a continuous




(39%)

22%

A B





Learning to learn skills; lifelong learning (39%)


39%

C






39%

These skills imply being open to new experiences and ideas





2017-3-DK01-

ideas and allowing ourselves





-KA205-046757

32

allowing ourselves





046757

32

allowing ourselves




2. Employability skills

colleagues, to make

foundation of someone's career building blocks. Within this block, we have included the following

skills provided by local stakeholders:

Employability skills

colleagues, to make



a. Digital competences

b. Hard

c. Analytical skills

Employability skills. These are the skills and attitudes that enable

colleagues, to make critical decisions, solve problems or develop respect.



Digital competences

Hard-working skills (efficiency, effectiveness...)

Analytical skills (30%)

These are the skills and attitudes that enable

critical decisions, solve problems or develop respect.



Digital competences (23%)

king skills (efficiency, effectiveness...)

(30%)

30%

A




king skills (efficiency, effectiveness...)

23%

47%

A B





king skills (efficiency, effectiveness...) (47%)

23%

47%

C


These are the skills and attitudes that enable workers

critical decisions, solve problems or develop respect. Employability skills are the


(47%)


2017-3-DK01-

workers to get along with their

Employability skills are the



-KA205-046757

33

to get along with their




046757

33

to get along with their



After the analysis of PART A of the online questionnaires, local stakeholders from Denmark, Italy and Spain

were requested to fill in PART B of

Part B consisted in rating a

identification of those skills and sub

achieve a good cultural comp

skills/competencies/abilities or knowledge to

open

The 3 rating levels of un

A1

A1

A2

B1

B1

C1

C1

C2








open-ended questions to collect qualitative data

The 3 rating levels of un

A1-A2: Foundation Level

A1 - Breakthrough or beginner

A2 - Waystage or elementary

B1-B2: Intermediate level

B1 - B2 Threshold level

C1-C2: Advanced level, meaning:

C1 - Effective

C2 - Mastery level








ended questions to collect qualitative data

The 3 rating levels of understanding/knowledge were:

Foundation Level, meaning

Breakthrough or beginner

Waystage or elementary

Intermediate level

Threshold level [LEVEL 3]

Advanced level, meaning:

e Operational Profi

Mastery level [LEVEL 5]

QUESTIONNAIRE ANALYSIS -


were requested to fill in PART B of such questionnaires.

Part B consisted in rating a battery of skills/competencies which served as a starting point in the


achieve a good cultural competence


ended questions to collect qualitative data

derstanding/knowledge were:

, meaning:

Breakthrough or beginner [LEVEL 1]

Waystage or elementary [LEVEL 2]

Intermediate level, meaning:

[LEVEL 3]

Advanced level, meaning:

Operational Proficiency level

[LEVEL 5]

- PART B


such questionnaires.

battery of skills/competencies which served as a starting point in the

identification of those skills and sub-competencies which may help youth workers and youth in general to

etence. Specifically, local stak

skills/competencies/abilities or knowledge to rate according

ended questions to collect qualitative data:


[LEVEL 1]

[LEVEL 2]

ency level [LEVEL 4]


such questionnaires.


competencies which may help youth workers and youth in general to

Specifically, local stak

rate according to

:


[LEVEL 4]





Specifically, local stakeholders were given a list of 52

to 3 levels of understanding/knowledge





eholders were given a list of 52

of understanding/knowledge


2017-3-DK01-




eholders were given a list of 52

of understanding/knowledge


-KA205-046757

34




eholders were given a list of 52 closed

of understanding/knowledge and two


046757

34




closed

and two

Partners have agreed that the instrument to be used to measure youth workers’ ability to demonstrate a

competency on th

organizes them into five steps; from “F

(Foundation level:

beginner)

(Foundation level:

elementary)

(Advanced level

4.1 LEVEL & EQUIVALENCE; COMPETENCE PROFICIENCY SCALE


competency on th


LEVEL and EQUIVALENCE

LEVEL 1 equivalent to A1

(Foundation level:

beginner)


(Foundation level:

elementary)

LEVEL 3 equivalent to B1

(Intermediate

LEVEL 4 equivalent to C1

Advanced level

LEVEL & EQUIVALENCE; COMPETENCE PROFICIENCY SCALE


competency on their job would be the following Scale. The scale captures a wide range of ability levels and




(Foundation level: Breakthrough or


(Foundation level: Waystage or

LEVEL 3 equivalent to B1

(Intermediate

Level)


Advanced level:



eir job would be the following Scale. The scale captures a wide range of ability levels and




Breakthrough or


Waystage or

LEVEL 3 equivalent to B1 – B2

(Intermediate


Effective




organizes them into five steps; from “FOUNDATION LEVEL

Breakthrough or

You have a common knowledge or an understanding of basic

techniques and concepts

Focus on learning

Waystage or

You have the level of experience gained in

experimental scenarios or as a trainee on

to need help when performing this skill.

Focus on developing through on

You understand and can discuss terminology, concepts,

principles and issues

You

in this competency.

You are able to successfully complete tasks in this competency as

requested. Help from an

but you can usually perform the skill independently.

The f

You have applied this competency to situations occasionally

while needing minimal guidance to perform

You understand and can discuss the application and

implications of changes to processes, policies, and

procedures in this area.

Effective

You can perform the actions ass

assistance. You are certainly recognized within your immediate

organization as "a person to ask" when difficult questions arise




UNDATION LEVEL (A1)

Competencies Proficiency Scale



Focus on learning






principles and issues

You utilize the full range of reference and resource materials

in this competency.


requested. Help from an


The focus is on applying and enhancing knowledge or skill;






You can perform the actions ass




LEVEL & EQUIVALENCE; COMPETENCE PROFICIENCY SCALE–



(A1)” to “MASTERY LEVEL




Focus on learning






principles and issues related to this competency;

utilize the full range of reference and resource materials

in this competency.


requested. Help from an expert may be required from time to time,


ocus is on applying and enhancing knowledge or skill;






You can perform the actions associated with this skill without




PART B:



” to “MASTERY LEVEL (C2)




experimental scenarios or as a trainee on-the


Focus on developing through on-the


related to this competency;



expert may be required from time to time,







ociated with this skill without




2017-3-DK01-



(C2)”.



You have the level of experience gained in a classroom and/or

the-job. You are expected

the-job experience;









while needing minimal guidance to perform successfully;







-KA205-046757

35




a classroom and/or

job. You are expected

job experience;








successfully;







046757

35




a classroom and/or

job. You are expected









(Advanced level



Advanced level



Advanced level: Mastery level)



Mastery level)

regarding this skill.

The f

You have consist

perspectives on

may easily be implemented;

You are capable of coaching others in the application of this

competency by translating complex nuances relating to this

compete

You participate in senior level discussions regarding this

competency;

You assist in the development of reference and resource

materials in this competency.

You are known as an expert in this area. You can provide guidance,

troubleshoot and answer questions related to this area of expertise

and the field where the skill is used.

The f

You have demonstrated consistent excellence in applying

this com

organizations;

You are considered the “go to” person in this area within

NIH and/or outside organizations;

You create new applications for and/or lead the

development of reference and resource materials for this

comp

You are able to diagram or explain the relevant process

elements and issues in relation to organizational issues and

trends in sufficient detail during discussions and

presentations, to foster a greater understanding among

internal and external col

regarding this skill.

The focus is on broad organizational/professional issues;

You have consist

perspectives on




competency into easy to understand terms;


competency;



e known as an expert in this area. You can provide guidance,



The focus is strategic;


this competency across multiple projects and/or

organizations;





competency;







ocus is on broad organizational/professional issues;

You have consistently provided practical/relevant ideas and

perspectives on a process or practice improvements which




ncy into easy to understand terms;


competency;






ocus is strategic;


petency across multiple projects and/or

organizations;





etency;








ently provided practical/relevant ideas and

process or practice improvements which





















internal and external colleagues and constituents.


2017-3-DK01-




















leagues and constituents.


-KA205-046757

36



















leagues and constituents.


046757

36


The obtained results from the above

creation of the Competence Grid of the Intellectual Output 1 and in the designing of the new training

materials in the Intelle

The 5

mentioned levels of understanding/knowledge (A1



materials in the Intelle

4.2 RATED SKILLS BY LOCAL STAKEHOLDERS.

The 53 skills/competencies/abilities or knowledge to be rated by Stakeholders according to the above


1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18



materials in the Intellectual output 2.

RATED SKILLS BY LOCAL STAKEHOLDERS.

skills/competencies/abilities or knowledge to be rated by Stakeholders according to the above


Skills/compet

Capacity to speak at least one foreign language

Ability to solve problems related to misunderstandings, cultural behaviours, religion believes. Capacity to give relevant feedback Creativity and Joy Ability to Identifying needs Capacity to work for equal opportunities Capacity to work in a democratic and participative way Interests in foreign cultures Capacity to apply management principles Capacity to recogniz Good facilitating skills

Capacity to motivate and interest young people Capacity to self Skill to share and discuss different cultural concepts with others Knowledge and cvalues Capacity to cope with ambiguous situations Capacity to organize activities involving young people from different cultures Good facilitating skills



ctual output 2.




Skills/competencies/abilities or knowledge to be rated by Stakeholders


Ability to solve problems related to misunderstandings, cultural behaviours, religion believes.

Capacity to give relevant feedback

ativity and Joy

Ability to Identifying needs

Capacity to work for equal opportunities

Capacity to work in a democratic and participative way

Interests in foreign cultures

Capacity to apply management principles

Capacity to recogniz

Good facilitating skills

Capacity to motivate and interest young people

Capacity to self-

Skill to share and discuss different cultural concepts with others

Knowledge and c

Capacity to cope with ambiguous situations

Capacity to organize activities involving young people from different cultures


The obtained results from the above-mentioned battery of questions/ skills helped partnership in the


ctual output 2.




encies/abilities or knowledge to be rated by Stakeholders


Ability to solve problems related to misunderstandings, cultural behaviours,


ativity and Joy




Interests in foreign cultures


Capacity to recognize and work with group dynamics



-regulate his/her own emotions


Knowledge and capacity to reflect on his/her own cultural background and




mentioned battery of questions/ skills helped partnership in the




mentioned levels of understanding/knowledge (A1-A2; B1-B2 and C1








e and work with group dynamics


regulate his/her own emotions


apacity to reflect on his/her own cultural background and







B2 and C1-C2)









regulate his/her own emotions









were the following:









2017-3-DK01-




the following:







-KA205-046757

37



skills/competencies/abilities or knowledge to be rated by Stakeholders according to the above-




046757

37



-

19

20

21

22

23

24

25

26

27

28

29

30

31

32

33

34

35

36

37

38

39

40

41

42

Ability to find the info Skill to reflect one Capacity to apply appropriate evaluation methods and use the results Good adherence to ethical principles (confidentiality, transparency, respefor human dignity) Capacity to work cooperatively in multicultural environments Mentoring competence Organizational and management competence

Knowledge of European Verbal an Capacity for teamwork Cultural Conflict handling skills Initiative Creativity Ability to use imagination Flexibility Critical thinking skills Social responsibility Use of metho Ability to critically distance oneself from the own role fixation (role distance) Ability to deal with different ways of thinking, speaking, habits, evaluation systems, and affective expression (empathy) Counsel Ability to interpret behaviour from different cultures in a way that adequately reflects the situation. Ability to deal with differences in power and status in a rational way and without judgment of ethnocentrism (tolerance Willingness to accept diversity as normal

Ability to find the info

Skill to reflect one

Capacity to apply appropriate evaluation methods and use the results

Good adherence to ethical principles (confidentiality, transparency, respefor human dignity)

Capacity to work cooperatively in multicultural environments

Mentoring competence

Organizational and management competence

Knowledge of European

Verbal and non-

Capacity for teamwork

Cultural Conflict handling skills

Initiative

Creativity

Ability to use imagination

Flexibility

Critical thinking skills

Social responsibility

Use of methodological and didactical tools

Ability to critically distance oneself from the own role fixation (role distance)

Ability to deal with different ways of thinking, speaking, habits, evaluation systems, and affective expression (empathy)

Counselling processes skills

Ability to interpret behaviour from different cultures in a way that adequately reflects the situation.

Ability to deal with differences in power and status in a rational way and without judgment of ethnocentrism (tolerance

Willingness to accept diversity as normal

Ability to find the information needed and to use it appropriately

Skill to reflect one’s cultural values and expressions


Good adherence to ethical principles (confidentiality, transparency, respe




Knowledge of European-level policy aims and objectives in the field of youth)

-verbal communication skills





Social responsibility

dological and didactical tools



ling processes skills

Ability to interpret behaviour from different cultures in a way that adequately

Ability to deal with differences in power and status in a rational way and without judgment of ethnocentrism (tolerance


rmation needed and to use it appropriately

s cultural values and expressions





level policy aims and objectives in the field of youth)

verbal communication skills





ling processes skills


Ability to deal with differences in power and status in a rational way and without judgment of ethnocentrism (tolerance of ambiguity; intercultural discourse)




s cultural values and expressions









Ability to deal with different ways of thinking, speaking, habits, evaluation


Ability to deal with differences in power and status in a rational way and of ambiguity; intercultural discourse)













2017-3-DK01-



Good adherence to ethical principles (confidentiality, transparency, respect







-KA205-046757

38

ct




of ambiguity; intercultural discourse)


046757

38

43

44

45

46

47

48

49

50

51

52

53

Ability to endure ambiguity and develop it into synergetic concepts for action (tolerance ambiguity) Ability to motivate others to engage in new learning proceothers in developing a fundamentally positive attitude towards learning. Ability to promote equity and active citizenship Ability to promote gender equality Ability to develop resilience skills Ability to understand sohim/her. Ability to persuade Ability to negotiate Digital Competences Ability to create new techniques and activities to fight against acculturation.

Assertiveness

Ability to endure ambiguity and develop it into synergetic concepts for action (tolerance ambiguity)

Ability to motivate others to engage in new learning proceothers in developing a fundamentally positive attitude towards learning.

Ability to promote equity and active citizenship

Ability to promote gender equality

Ability to develop resilience skills

Ability to understand so

Ability to persuade

Ability to negotiate

Digital Competences

Ability to create new techniques and activities to fight against acculturation.

Assertiveness

Ability to endure ambiguity and develop it into synergetic concepts for action





Ability to understand social, food, behaviours, habits with may differ from

Ability to persuade


Digital Competences







cial, food, behaviours, habits with may differ from










Ability to motivate others to engage in new learning processes and support others in developing a fundamentally positive attitude towards learning.




2017-3-DK01-


and support others in developing a fundamentally positive attitude towards learning.




-KA205-046757

39




046757

39

4.3

Denmark

COU

NTR

IES

Denmark

COU

NTR

IES

GRAPHS OF ALL RATED SKILLS BY LOCAL STAKEHOLDERS.

0

Denmark

Spain

Italy

0

Denmark

Spain

Italy


1

0

2

1

1

1

2

21

0

1

2

1

0


3

4

1 - Capacity to speak at least one foreign language

4

3

3

3

33

3 - Capacity to give relevant feedback


56

5

7


5

5

7



8


9


11


12

Capacity to give relevant feedback 15

12

15

15

C2C1B2B1A2A1

15

C2C1B2B1A2A1

C2C1B2B1A2A1

C2C1B2B1A2A1

Denmark

COU

NTR

IES

DenmarkCO

UN

TRIE

S

0

Denmark

Spain

Italy

2 -Ability to solve problems related to misunderstandings, cultural behaviours, religion

0

0

0

Denmark

Spain

Italy

0

1

0

1

0

0

1

0

1

02

2

0

Ability to solve problems related to misunderstandings, cultural behaviours, religion

1

11

2

1

2

3

2

23


34

3

3

5

5

4


6

5

5

4 - Creativity and Joy

9


1010

Creativity and Joy


11

11


1010


2017

15


15


2017-3-DK01-KA205

15

15


C2C1B2B1A2A1

15

C2C1B2B1A2A1


KA205-046757

40

C2C1B2B1A2A1

Denmark

COU

NTR

IES

Denmark

Spain

Italy

COU

NTR

IES

0

Denmark

Spain

Italy

0

0

0

1

0

Denmark

Spain

Italy

0

0

2

1

0

1

0

2

2

0

7 - Capacity to work in a democratic and participative way

2

2

2

3

43

3

3

3


6

5

7

6

5- Ability to Identifying needs

5


7


8



10

10


13

15


16

17

15

C2C1B2B1A2A1

C2C1B2B1A2A1

C2C1B2B1A2A1

Denmark

Spain

COU

NTR

IES

Denmark

COU

NTR

IES

0

0

0

0

0

Denmark

Spain

Italy

0

0

0

0

0

Denmark

Spain

Italy

111

2

2

2

3

4

3

4

4

6-

0

0

0

2

0

1

2

21

6

7

- Capacity to work for equal opportunities

4

33

5

5

8 - Interest in foreign cultures


6

6

5

6

5

Interest in foreign cultures



Interest in foreign cultures


2017



2017-3-DK01-KA205

20

22

14

15


KA205-046757

41

C2C1B2B1A2A1

15

C2C1B2B1A2A1A2A1

Denmark

Spain

Italy

COU

NTR

IES

Denmark

Spain

Italy

COU

NTR

IES

0

0

0

0

0

Denmark

Spain

Italy

0

Denmark

Spain

Italy

1

3

2

3

3

22

9 -

2

1

1

2

3

1

1

3

3

3

33

5

5

34

5


33

3

3

5

5

11 - Good Facilitating Skills

6


7

7

Good Facilitating Skills

910


Good Facilitating Skills


12

15

15

C2C1B2B1A2A1

C2C1B2B1A2A1

COU

NTR

IES

COU

NTR

IES

Denmark

Spain

Italy

COU

NTR

IES

Denmark

Spain

Italy

11

1

1

1

0

Denmark

Spain

Italy

1

1

1

0

2

3

3

3

10 -Capacity to recognize and work with group dynamics

2

2

4

4

3

4

12- Capacity to motivate and interest young people

44

5

6


6

5



9

7



11


10



2017

11




2017-3-DK01-KA205

14

15

15


KA205-046757

42

C2C1B2B1A2A1

C2

C1

B2

B1

A2

A1

COU

NTR

IES

COU

NTR

IES

Denmark

Spain

Italy

COU

NTR

IES

Denmark

Spain

Italy

1

1

1

1

0

11

0

15-

3

2

13- Capacity to self regulate his/her own emotions

4

23

3

4

4

knowledge and capacity to reflect on his/her own cultural background and values

7

6

5

5

Capacity to self regulate his/her own emotions

4

5

6

4

4

6


8

78


7


12



12

15

13


15

C2C1B2B1A2A1

15


A2A1


C2

C1

B2

B1

A2

A1CO

UN

TRIE

SCO

UN

TRIE

S

Denmark

Spain

Italy

Denmark

Spain

Italy

1

1

0

14- Skill to share and discuss different cultural concepts with others

1

1

1

0

23

34

4

2

44


3

4

244

16- Capacity to copewith ambiguous situations

5

7


Capacity to copewith ambiguous situations

7


77

7



1010




2017

15


15


2017-3-DK01-KA205

15

C2C1B2B1A2A1

15

C2C1B2B1A2A1


KA205-046757

43

C2C1B2B1A2A1

COU

NTR

IES

COU

NTR

IES

Denmark

Spain

Italy

COU

NTR

IES

Denmark

Spain

Italy

COU

NTR

IES

1

0

17- Capacity to organize activities involving young people from different cultures

1

1

0

Denmark

Spain

Italy

19- Ability to find the information needed and to use it appropriately

2

3

4

2


23

4


7

66

7


5

5

6

6


8


8

8



10


14

15


15


C2C1B2B1A2A1

15

C2C1B2B1A2A1

C2C1B2B1A2A1

Denmark

Spain

Italy

COU

NTR

IES

Denmark

Spain

Italy

COU

NTR

IES

1

0

Denmark

Spain

Italy

1

1

1

1

0

Denmark

Spain

Italy

20- Skill to reflect ones cultural values and expressions

4

2

4

18- Good facilitating skills

33

43

4

Skill to reflect ones cultural values and expressions

5

5

45

4


54

4


8

7

7


7



11



2017

15

1214

15


2017-3-DK01-KA205

15

C2C1B2B1A2A1

15

C2C1B2B1A2A1


KA205-046757

44

C2C1B2B1A2A1

C2C1B2B1A2A1

Denmark

Spain

Italy

COU

NTR

IES

Denmark

Spain

Italy

COU

NTR

IES

1

0

Denmark

Spain

Italy

21-

0

Denmark

Spain

Italy

1

2

2

2

33

22

-Capacity to apply appropriate evaluation methods and use the results

1

1

1

23- Capacity to work cooperatively in multicultural environments

64

6


5

4

45

4


6

7

6



119



11


11

11


15


14

15


C2C1B2B1A2A1

C2C1B2B1A2A1

Denmark

COU

NTR

IES

C2C1B2B1A2A1 Denmark

0

Denmark

Spain

Italy

0

Denmark

Spain

Italy

COU

NTR

IES

11

1

23

2

0

22-(confidentiality, trasparency, respect for human dignity)

1

1

2

1

2

0

4

3

6

- Good adherence to ethical principles (confidentiality, trasparency, respect for human dignity)

4

4

2

3

4

2

24-

7

7

8

Good adherence to ethical principles (confidentiality, trasparency, respect for human dignity)

55

5

- Mentoring competence

Good adherence to ethical principles (confidentiality, trasparency, respect for human dignity)

9



(confidentiality, trasparency, respect for human dignity)


2017

18

20

13

15


2017-3-DK01-KA205

20

C2C1B2B1A2A1

15


KA205-046757

45

C2C1B2B1A2A1

C2C1B2B1A2A1

Denmark

Spain

Italy

COU

NTR

IES

Denmark

Spain

Italy

COU

NTR

IES

1

1

11

0

25-Organizational and management competence

1

11

0

2

4

4


3

2

244

2

27-Verbal and non

5

6

6

5

6


6

6

5

Verbal and non-verbal communication skills

99


8




15

14

15

C2C1B2B1A2A1

C2C1B2B1A2A1

C2C1B2B1A2A1

C2C1B2B1A2A1

Denmark

COU

NTR

IES

Denmark

COU

NTR

IES

0

Denmark

Spain

Italy

26-Knowledge of European

0

Denmark

Spain

Italy

2

2

1

1

2

31

2

Knowledge of European

1

1

1

1

1

1

21

28-

4

4

5

4

3

4

Knowledge of European-level policy aims and objectives in the field of youth

4

4

55


6

level policy aims and objectives in the field of youth

8



109


10


2017



2017-3-DK01-KA205

15


14

15


KA205-046757

46

C2C1B2B1A2A1

C2C1B2B1A2A1

Denmark

COU

NTR

IES

Denmark

COU

NTR

IES

0

Denmark

Spain

Italy

COU

NTR

IES

0

Denmark

Spain

Italy

COU

NTR

IES

11

13

2

1

1

2

3

3

32

4

4

45

29- Cultural conflict handling skills

4

5

5

4

5

7

31- Creativity

7

Cultural conflict handling skills

Creativity

11

Cultural conflict handling skills Cultural conflict handling skills

15

17

20

20

20

C2C1B2B1A2A1

C2C1B2B1A2A1

Denmark

Spain

Italy

COU

NTR

IES

Denmark

Spain

Italy

COU

NTR

IES

0

Denmark

Spain

Italy

1

0

Denmark

Spain

Italy

1

1

3

1

1

2

2

2

2

2

4

3

2

3

33

4

32

4

6

6

44

5

30

67

5

32- Ability to use imagination

30-Initiative

7


10

11



12

15

15


2017

15

15


2017-3-DK01-KA205

C2C1B2B1A2A1

C2C1B2B1A2A1


KA205-046757

47

Denmark

Spain

Italy

COU

NTR

IES

Denmark

Spain

Italy

COU

NTR

IES

1

11

1

0

Denmark

Spain

Italy

0

Denmark

Spain

Italy

3

3

2

2

3

3

2

33

1

11

2

2

3

3

2

6

6

5

33- Flexbility

45

35- Social responsability

8

77

8

Social responsabilitySocial responsability

13

15

14

C2C1B2B1A2A1

14

15

C2C1B2B1A2A1

C2C1B2B1A2A1

Denmark

COU

NTR

IES

Denmark

COU

NTR

IES

0

Denmark

Spain

Italy

COU

NTR

IES

0

Denmark

Spain

Italy

1

2

1

2

1

0

11

1

3

2

3

4

3

21

3

433

5

3

34-Critical thinking skills

64

7

6

36- Use of methodological and didatical tools

6

75


Use of methodological and didatical tools

9



13

17



13

15

20


2017

C2C1B2B1A2A1

C2C1B2B1A2A1


2017-3-DK01-KA205


KA205-046757

48

Denmark

Spain

Italy

COU

NTR

IES

Denmark

COUN

TRIE

S

11

1

0

Denmark

Spain

Italy

37- Ability to critically distance oneslf from the own role fixation

0

Denmark

Spain

Italy

4

44

Ability to critically distance oneslf from the own role fixation

1

13

3

2

3

1

3

6

65


5

6

6

39- Counselling processes skills

88


10


12



12

15


15

C2C1B2B1A2A1

20

C2C1B2B1A2A1

C2C1B2B1A2A1

Denmark

COUN

TRIE

S

Denmark

Spain

Italy

COUN

TRIE

S

0

Denmark

Spain

Italy

COUN

TRIE

S

40

1

1

0

Denmark

Spain

Italy

38- Ability to deal with different ways of thinking , speaking, habits, evaluation

2

13

1

32

40- Ability to interpret behaviour from different cultures in a way that adequatly

3

4

3

Ability to deal with different ways of thinking , speaking, habits, evaluation system, and affective expression (empathy)

4

6

6

44

6

Ability to interpret behaviour from different cultures in a way that adequatly

6

5

7

6


Ability to interpret behaviour from different cultures in a way that adequatly reflects the situation

7


Ability to interpret behaviour from different cultures in a way that adequatly reflects the situation

11


18



13

15


18

20



2017

15

Ability to deal with different ways of thinking , speaking, habits, evaluation

C2C1B2B1A2A1

C2C1B2B1A2A1


2017-3-DK01-KA205

C2C1B2B1A2A1


KA205-046757

49

Denmark

Spain

Italy

COU

NTR

IES

Denmark

Spain

Italy

COU

NTR

IES

11

0

Denmark

Spain

Italy

41- Ability to deal with differences in power and status in a rational way and without judgment of ethnocentrism (tolerance of ambiguity; intercultural discourse )

1

0

Denmark

Spain

Italy

43- Ability to endure ambiguity and develop it into synergetic concepts for action

11

2

3

Ability to deal with differences in power and status in a rational way and without judgment of ethnocentrism (tolerance of ambiguity; intercultural discourse )

2

32

2

4

2


4

4

4

6

5

6


54

6

Ability to endure ambiguity and develop it into synergetic concepts for action ( tolerance ambiguity)

6

6


8


10


10



14


14

15


14

15


C2

C1

B2

B1

A2

A1

C2

C1

B2

B1

A2

A1

Denmark

COU

NTR

IES

Denmark

COU

NTR

IES

0

Denmark

Spain

Italy

COU

NTR

IES

0

Denmark

Spain

Italy

COU

NTR

IES

44- Ability to motivate others to engage in new learning process and support others in

12

1

1

1

2

1

1

2

1

Ability to motivate others to engage in new learning process and support others in developing a fundamentally positive attitude towards learning.

4

5

42-

3

3

3

3


8

7


6

5


12


10

8


1512


10



15

18


14

15



2017

18

15

Ability to motivate others to engage in new learning process and support others in


2017-3-DK01-KA205

C2

C1

B2

B1

A2

A1

C2

C1

B2

B1

A2

A1


KA205-046757

50

Denmark

Spain

Italy

COU

NTR

IES

Denmark

Spain

Italy

COU

NTR

IES

1

1

1

0

Denmark

Spain

Italy

1

1

1

0

2

3

2

45-Ability to premote equity and active citizenship

23

4

3

47-Ability to develop resilience skills

66

Ability to premote equity and active citizenship

6

5


8

8

7


7

9





15

14

15

15

15

C2

C1

B2

B1

A2

A1

C2

C1

B2

B1

A2

A1

Denmark

COU

NTR

IES

Denmark

COU

NTR

IES

0

Denmark

Spain

Italy

0

Denmark

Spain

Italy

48-Ability to understand social, food, behaviors, habits with may differ from him/her

1

11

1

1

1

2

2

2

2

1

1

Ability to understand social, food, behaviors, habits with may differ from him/her

333

5

46-Ability to premote gender equality

5

5

5


67

7

Ability to premote gender equality

6

6

7


10



1110




15

14

15



2017

C2

C1

B2

B1

A2

A1


C2

C1

B2

B1

A2

A1


2017-3-DK01-KA205

C2

C1

B2

B1

A2

A1

C2

C1

B2

B1

A2

A1


KA205-046757

51

Denmark

Spain

Italy

COU

NTR

IES

Denmark

Spain

Italy

COU

NTR

IES

1

1

0

Denmark

Spain

Italy

1

1

1

1

1

11

0

Denmark

Spain

Italy

3

2

3

4

3

4

2

2

3

23

6

5

44

49-Ability to presuade

4

55

4

6

51-Digital competences

Ability to presuade

7

Digital competences

10

10

Digital competences

15

15

15

C2

C1

B2

B1

A2

A1

C2

C1

B2

B1

A2

A1

Denmark

COU

NTR

IES

0

Denmark

Spain

Italy

COU

NTR

IES

Denmark

Spain

Italy

COU

NTR

IES

52

1

22

1

1

1

0

52-Ability to create new techniques and activities to fight against acculturation

3

4

3

4

5

50

2

3

3

4

3

2

Ability to create new techniques and activities to fight against acculturation

6

5

50-Ability to negotiate

5

5

5

5

6


89



11



15

15



2017

C2

C1

B2

B1

A2

A1

15

15



2017-3-DK01-KA205

C2

C1

B2

B1

A2

A1

C2

C1

B2

B1

A2

A1


KA205-046757

52

COU

NTR

IES

0

Denmark

Spain

Italy

11

1

1

2

0

32

3

3

3

4

5

65

53-Assertiveness

8

Assertiveness

13

1515

C2

C1

B2

B1

A2

A1

C2

C1

B2

B1

A2

A1

Youth Worker’s role within Europe’s cultural MosaicYouth Worker’s role within Europe’s cultural Mosaic

2017


2017-3-DK01-KA205


KA205-046757

53

5. CULTURAL COMPETENCE

As agreed on the project, It was expected a

the Intellectual Output 1.

After a depth analysis of the obtained results in the three participating countries from 60 contacted

stakeholders working on cross

those requested cultural skills, attitudes a

people with a different background of the welcoming society.

According to the obtained feedback from Stakeholders, these are the key cultural competencies

focused on:

1. Creativity and innovat

2. Critical

3. Problem

4. Communication skills:

5. Emotional intelligence, including those identified by stakeholders:

CULTURAL COMPETENCE




stakeholders working on cross




focused on:

Creativity and innovat


Problem-solving,

Communication skills:

a. Oral communication

b. Written

c. Kinesthetic

Emotional intelligence, including those identified by stakeholders:

a. Assertiveness and empathy

b. Flexibility

c. Cultural awareness and expression

d. Teamwork and Team leadership

e. Negotiating and mediation skills

CULTURAL COMPETENCE GRID




stakeholders working on cross-cultural issues, the partnership applied the rule of the majority to identify




Creativity and innovation,

and Strategic Thinking

solving,

Communication skills:

communication

Written communication

Kinesthetic communication,


Assertiveness and empathy

Flexibility and Adaptability

Cultural awareness and expression

work and Team leadership

Negotiating and mediation skills

GRID

As agreed on the project, It was expected a specific


cultural issues, the partnership applied the rule of the majority to identify

those requested cultural skills, attitudes and behaviours youth workers may have when dealing with young



and Strategic Thinking,

communication

communication

communication,



and Adaptability




specific Cultural Competencies Grid



nd behaviours youth workers may have when dealing with young








Cultural Competencies Grid








Cultural Competencies Grid as the main final product of







2017-3-DK01

as the main final product of






DK01-KA205-046757

54





According to the obtained feedback from Stakeholders, these are the key cultural competencies to be


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54





to be

5.1

5.


A1


A2 Waystage or elementary

5.1 - CULTURAL COMPETENCE



EQF LEVEL

A1 –


A2 – Waystage or elementary




EQF LEVEL


Waystage or elementary

Youth Workers on intercultural / cultural diversity issues and Young people who want to be

GRID AREA:

GRID 1 – Creativity and Innovation


GOAL: To developinnovations; designs and implements new or cutting edge programs/processes.

Applies the comsimplest situations Requires close and extensive guidance Applies the competency in somewhat diff Requires frequent guidance



Unit of LEARNING OUTCOME

GOAL: To develop new insights into situations; innovations; designs and implements new or cutting edge programs/processes.

Level Definition

Applies the competency in the simplest situations

Requires close and extensive guidance Applies the competency in somewhat difficult situations

Requires frequent guidance

CULTURAL COM



new insights into situations; innovations; designs and implements new or cutting edge programs/processes.

Level Definition

petency in the

Requires close and extensive

To recognize creativity in the group. To consider innovative ideas generated by other youth/youth workers.

Applies the competency in icult situations


To monitor youth activities and cultural or social projects specifically addressed to youth.To use cuttingTo work with youth and other youth worker

CULTURAL COMPETENC

TARGET PROFILE:



Skill classification:

new insights into situations; questions conventional approaches; encourages new ideas and innovations; designs and implements new or cutting edge programs/processes.

DESCRIPTORS (Knowledge, Skills, Competence)


To monitor youth activities and cultural or social projects specifically addressed to youth.To use cutting-edge ideas to develop youth activities and youth services.To work with youth and other youth worker

PETENCE GRID AREA

TARGET PROFILE:



Skill classification: PERSONAL SKILL

questions conventional approaches; encourages new ideas and innovations; designs and implements new or cutting edge programs/processes.



To monitor youth activities and cultural or social projects specifically addressed to youth.

edge ideas to develop youth activities and youth services.To work with youth and other youth worker

AREA

Youth Workers on intercultural / cultural diversity issues and Young people who want to become Youth Worker


2017

questions conventional approaches; encourages new ideas and innovations; designs and implements new or cutting edge programs/processes.



To monitor youth activities and cultural or social projects specifically

edge ideas to develop youth activities and youth services.To work with youth and other youth workers to coordinate cultural or social

come Youth Worker


2017-3-DK01-KA205-046757

questions conventional approaches; encourages new ideas and


To consider innovative ideas generated by other youth/youth workers.

To monitor youth activities and cultural or social projects specifically

edge ideas to develop youth activities and youth services.s to coordinate cultural or social


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55

questions conventional approaches; encourages new ideas and

To consider innovative ideas generated by other youth/youth workers.

edge ideas to develop youth activities and youth services. s to coordinate cultural or social

B1

Threshold level

C1

Effective

C2

Mastery level

B1 - B2

Threshold level

C1

Effective Operational Proficiency

C2 –

Mastery level

Operational Proficiency

Applies the competency in difficult situations Requires occasional guidance

Applies the competency in considerably difficult situations Generally requiresguidance

Applies the competency in exceptionServes as a key resource and advises others

Applies the competency in difficult situations

Requires occasional guidance

Applies the competency in considerably difficult situations

Generally requires little or no guidance

Applies the competency in exceptionally difficult situations Serves as a key resource and advises others

projects using creative processes

Applies the competency in


To be able to create a system to redistribute activities across youth/youth workTo Solicit feedback from youth/youth workers team in the creation of new cultural or social initiatives and services.To displays creativity by deviating from traditional training methods or working systems in developing nTo rean effective, streamlined youth worker process.


little or no

To create new methods for planning, designing, and carrying out cultural/social programmes to youth and their objectives. Specifically those link to cultural diversity and in order to reduce racism and violence against minorities.To organizes and to leads crossdeveloping creative solutions to address problems. To create new units to streamline functions based on youth concerns analysis

Applies the competency in ally difficult situations

Serves as a key resource and

To devise new methods, procedures, and approaches having a youthimpact To develop new performance management systems aligned with youth vision to measure youth workers performaTo develop, to introduce, to defend, and to gain support for a new teaching and working approach impacting the youth whole process.


To be able to create a system to redistribute activities across youth/youth workers during unexpected situations.To Solicit feedback from youth/youth workers team in the creation of new cultural or social initiatives and services.To displays creativity by deviating from traditional training methods or working systems in developing nTo re-evaluate current procedures and to suggest improvements to ensure an effective, streamlined youth worker process.To create new methods for planning, designing, and carrying out cultural/social programmes to youth and their objectives. Specifically those link to cultural diversity and in order to reduce racism and violence against minorities. To organizes and to leads crossdeveloping creative solutions to address problems. To create new units to streamline functions based on youth concerns analysis To devise new methods, procedures, and approaches having a youthimpact To develop new performance management systems aligned with youth vision to measure youth workers performaTo develop, to introduce, to defend, and to gain support for a new teaching and working approach impacting the youth whole process.



To be able to create a system to redistribute activities across youth/youth ers during unexpected situations.

To Solicit feedback from youth/youth workers team in the creation of new cultural or social initiatives and services.To displays creativity by deviating from traditional training methods or working systems in developing new procedures.

evaluate current procedures and to suggest improvements to ensure an effective, streamlined youth worker process.To create new methods for planning, designing, and carrying out cultural/social programmes to youth and their objectives. Specifically those link to cultural diversity and in order to reduce racism and violence against

To organizes and to leads cross-divisional youth workers workgroup in developing creative solutions to address problems. To create new units to streamline functions based on youth concerns

To devise new methods, procedures, and approaches having a youth

To develop new performance management systems aligned with youth vision to measure youth workers performaTo develop, to introduce, to defend, and to gain support for a new teaching and working approach impacting the youth whole process.


2017

To be able to create a system to redistribute activities across youth/youth ers during unexpected situations.

To Solicit feedback from youth/youth workers team in the creation of new cultural or social initiatives and services. To displays creativity by deviating from traditional training methods or

ew procedures. evaluate current procedures and to suggest improvements to ensure

an effective, streamlined youth worker process. To create new methods for planning, designing, and carrying out cultural/social programmes to youth and their objectives. Specifically those link to cultural diversity and in order to reduce racism and violence against

divisional youth workers workgroup in developing creative solutions to address problems. To create new units to streamline functions based on youth concerns

To devise new methods, procedures, and approaches having a youth

To develop new performance management systems aligned with youth vision to measure youth workers performance. To develop, to introduce, to defend, and to gain support for a new teaching and working approach impacting the youth whole process.


2017-3-DK01-KA205-046757

To be able to create a system to redistribute activities across youth/youth

To Solicit feedback from youth/youth workers team in the creation of new

To displays creativity by deviating from traditional training methods or

evaluate current procedures and to suggest improvements to ensure

To create new methods for planning, designing, and carrying out cultural/social programmes to youth and their objectives. Specifically those link to cultural diversity and in order to reduce racism and violence against

divisional youth workers workgroup in

To create new units to streamline functions based on youth concerns

To devise new methods, procedures, and approaches having a youth-wide

To develop new performance management systems aligned with youth

To develop, to introduce, to defend, and to gain support for a new teaching and working approach impacting the youth whole process.


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To be able to create a system to redistribute activities across youth/youth

To Solicit feedback from youth/youth workers team in the creation of new

To displays creativity by deviating from traditional training methods or

evaluate current procedures and to suggest improvements to ensure

cultural/social programmes to youth and their objectives. Specifically those link to cultural diversity and in order to reduce racism and violence against

divisional youth workers workgroup in

wide

To develop new performance management systems aligned with youth

To develop, to introduce, to defend, and to gain support for a new teaching

5.3

A1



B1

Threshold level


Critical and StrategiThinking

EQF LEVEL

A1 –



B1 - B2

Threshold level


Critical and StrategiThinking

EQF LEVEL


Applies the competency in the simplest situations Requires close and extensive guidance Applies the competency in somewhat difficult situations Requires frequent guidance


GRID 2 – Critical and Strategic Thinking

Critical and Strategic To identify patterns across situations that are not obviously related, and to identify key or underlying issues in complex situations.

Level Definition


Requires close and extensive guidance

Applies the competency in somewhat difficult situations






To identify patterns across situations that are not obviously related, and to identify key or underlying issues in complex situations.

Level Definition

Applies the competency in the




Applies the competency in difficult



nit of LEARNING OUTCOME


To identify patterns across situations that are not obviously related, and to identify key or underlying issues in

To anticipate a cultural change in society affecting youth and to establish a vision to effect change through formulation To designs approaches and procedures to develop a strategic plan supporting youth key national goals and objectives.

To lead and direct a cultural strategic youth planning team to address and outline the future direction of a youth organization To establishes youth strategic performance measures to allow the youth organization to continually assess and adjust program direction.

To conducts a review of the youth group core mission and to gather information from relevant sources to supp(Unemployment; alienation; racism, inequality...)To develop and to implement youth policies by determining the target audience, goals and building coalitions with the appropriate target grou

nit of LEARNING OUTCOME

Skill classification: INTERPERSONAL SKILL


DESCRIPTORS (Knowledge, Skills, Comp

To anticipate a cultural change in society affecting youth and to establish a vision to effect change through formulation and implementation of objectives and priorities. To designs approaches and procedures to develop a strategic plan supporting youth key national goals and objectives.

To lead and direct a cultural strategic youth planning team to address and outline the future direction of a youth organization To establishes youth strategic performance measures to allow the youth organization to

ly assess and adjust program direction.

To conducts a review of the youth group core mission and to gather information from relevant sources to support the development of a strategic plan to reduce youth problems (Unemployment; alienation; racism, inequality...)To develop and to implement youth policies by determining the target audience, goals and building coalitions with the appropriate target grou


INTERPERSONAL SKILL



To anticipate a cultural change in society affecting youth and to establish a vision to effect and implementation of objectives and priorities.

To designs approaches and procedures to develop a strategic plan supporting youth key

To lead and direct a cultural strategic youth planning team to address and outline the future direction of a youth organization To establishes youth strategic performance measures to allow the youth organization to

ly assess and adjust program direction.

To conducts a review of the youth group core mission and to gather information from ort the development of a strategic plan to reduce youth problems

(Unemployment; alienation; racism, inequality...) To develop and to implement youth policies by determining the target audience, goals and building coalitions with the appropriate target grou


2017

INTERPERSONAL SKILL





To lead and direct a cultural strategic youth planning team to address and outline the

To establishes youth strategic performance measures to allow the youth organization to


To develop and to implement youth policies by determining the target audience, goals and building coalitions with the appropriate target groups.


2017-3-DK01-KA205-046757


etence)






To develop and to implement youth policies by determining the target audience, goals and


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To anticipate a cultural change in society affecting youth and to establish a vision to effect





To develop and to implement youth policies by determining the target audience, goals and

C1

Effective

Proficiency

C2

Mastery level

C1

Effective Operational

Proficiency

C2 –

Mastery level

Operational

Applies the competency in considerably difficult situations Generally requires little or no guidance






Generally requires little or no

Applies the competency in exceptionally difficult situations Serves as a key resource and advises

To consider youth needs and trends in the development of strategic plans.To implement strategic objectiworkers/youth goals

To develop project teams and youth plans based onTo ensure youth team objectives are consistent with strategic plan.

To consider youth needs and trends in the development of strategic plans.To implement strategic objectives and develops metrics to assess attainment of youth workers/youth goals-



To consider youth needs and trends in the development of strategic plans.ves and develops metrics to assess attainment of youth



2017

To consider youth needs and trends in the development of strategic plans.ves and develops metrics to assess attainment of youth

To develop project teams and youth plans based on consideration of strategic objectives.To ensure youth team objectives are consistent with strategic plan.


2017-3-DK01-KA205-046757

To consider youth needs and trends in the development of strategic plans. ves and develops metrics to assess attainment of youth

consideration of strategic objectives.


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58

ves and develops metrics to assess attainment of youth

consideration of strategic objectives.

5.4

A1



B1

Threshold level


Conflict and

Problem Solving

EQF LEVEL

A1 –



B1 - B2

Threshold level


Conflict and

Problem Solving

EQF LEVEL




GRID 3 – Problem Solving

Problem Solving

Considers multiple sides of adecisions based on available information. Recognizes issues, and determines actions needed to advance the decision making procenew ideas and processes. Adjusts approach to achieve results.

Level Definition







Problem Solving


Considers multiple sides of adecisions based on available information. Recognizes issues, and determines actions needed to advance the decision making procenew ideas and processes. Adjusts approach to achieve results.

Level Definition









Considers multiple sides of a cultural issue. Weighs consequences before making final decision. Makes informed decisions based on available information. Recognizes issues, and determines actions needed to advance the decision making process. Follows up as necessary. He/she is not discouraged by ambiguous situations. Is open to new ideas and processes. Adjusts approach to achieve results.

To seldom consider multiple sides of an issue; fails to consider consequences before making a decision. To overlook available information before making decisionsTo overlooks issues, problems or opportunities which should be advanced in the decisionmaking process. To seldom perform well in ambiguous situations. Is resistant to new ideas and processes.

Seldom breaks down problems into their parts, or examines root causes. Seldom considers consequences before making a final decision. At times makes decisions that oveFails at times to recognize issues that require a solution; overlooks actions needed to advance the decisionTo become discouraged by ambiguous situations. Does not always adjust approach to achieve results and does not recognize others for successful problemTo consider multiple sides of an issue. Weighs consequences before making the decision. To make informed decisions based on available information. To recognize issues and determines the actions needed to advance the decisionprocess. To not be discouraged by ambiguous situations. Is open to new ideas and processes. To adjusts approach to achieve results.


Skill classification: INTE

issue. Weighs consequences before making final decision. Makes informed decisions based on available information. Recognizes issues, and determines actions needed to advance the

ss. Follows up as necessary. He/she is not discouraged by ambiguous situations. Is open to new ideas and processes. Adjusts approach to achieve results.


To seldom consider multiple sides of an issue; fails to consider consequences before making a decision. To overlook available information before making decisionsTo overlooks issues, problems or opportunities which should be advanced in the decisionmaking process. To seldom perform well in ambiguous situations. Is resistant to new ideas

Seldom breaks down problems into their parts, or examines root causes. Seldom considers consequences before making a final decision. At times makes decisions that oveFails at times to recognize issues that require a solution; overlooks actions needed to advance the decision-making process. To become discouraged by ambiguous situations. Does not always adjust approach to

results and does not recognize others for successful problemTo consider multiple sides of an issue. Weighs consequences before making the

To make informed decisions based on available information. To recognize issues and determines the actions needed to advance the decision

To not be discouraged by ambiguous situations. Is open to new ideas and processes. To adjusts approach to achieve results.


INTERPERSONAL SKILL


ss. Follows up as necessary. He/she is not discouraged by ambiguous situations. Is open to new ideas and processes. Adjusts approach to achieve results.


To seldom consider multiple sides of an issue; fails to consider consequences before

To overlook available information before making decisionsTo overlooks issues, problems or opportunities which should be advanced in the decisionmaking process. To seldom perform well in ambiguous situations. Is resistant to new ideas

Seldom breaks down problems into their parts, or examines root causes. Seldom considers consequences before making a final decision. At times makes decisions that overlook important available information. Fails at times to recognize issues that require a solution; overlooks actions needed to

making process. To become discouraged by ambiguous situations. Does not always adjust approach to

results and does not recognize others for successful problemTo consider multiple sides of an issue. Weighs consequences before making the


To not be discouraged by ambiguous situations. Is open to new ideas and processes. To adjusts approach to achieve results.


2017

RPERSONAL SKILL


ss. Follows up as necessary. He/she is not discouraged by ambiguous situations. Is open to



To overlook available information before making decisions; often appears uninformed. To overlooks issues, problems or opportunities which should be advanced in the decisionmaking process. To seldom perform well in ambiguous situations. Is resistant to new ideas

Seldom breaks down problems into their parts, or examines root causes. Seldom considers consequences before making a final decision.

rlook important available information. Fails at times to recognize issues that require a solution; overlooks actions needed to

To become discouraged by ambiguous situations. Does not always adjust approach to results and does not recognize others for successful problem

To consider multiple sides of an issue. Weighs consequences before making the


To not be discouraged by ambiguous situations. Is open to new ideas and processes.


2017-3-DK01-KA205-046757





; often appears uninformed. To overlooks issues, problems or opportunities which should be advanced in the decisionmaking process. To seldom perform well in ambiguous situations. Is resistant to new ideas

Seldom breaks down problems into their parts, or examines root causes.

rlook important available information. Fails at times to recognize issues that require a solution; overlooks actions needed to

To become discouraged by ambiguous situations. Does not always adjust approach to results and does not recognize others for successful problem-solving.

To consider multiple sides of an issue. Weighs consequences before making the final

To recognize issues and determines the actions needed to advance the decision-making



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; often appears uninformed. To overlooks issues, problems or opportunities which should be advanced in the decision-making process. To seldom perform well in ambiguous situations. Is resistant to new ideas

Fails at times to recognize issues that require a solution; overlooks actions needed to

To become discouraged by ambiguous situations. Does not always adjust approach to

final

making


C1

Effective

Proficiency

C2

Mastery level

C1


Proficiency

C2 –

Mastery level

Operational









To break down problems into fundamental parts. To identifies root cauTo consistently, in all cases, make informed decisions based on available and hard to find information. To use information that is relevant, current and clear. To recognize typical asthe decision-making process. To recommend possible solutions. To follow up to ensure resolution. To creates new ideas and processes despite the initial ambiguity of the situation; To modify the approach to achieve results in changing situations. To assist others in diagnosing problems and recognizing issues. To take time to help others to identify critical issues and reflect on them on possible connections, consequences and alternativesTo recognize successful adaptations. To break down problems into fundamental parts. To identify the root causes and addrsolutions. To make informed decisions based on available and hard to find information. To use information that is relevant, current and clear. To recognize typical as well as complex and unusual issues and the decision-making process. To recommend possible solutions. To follow up to ensure resolution. To create new ideas and processes despite the initial ambiguity of the situation; To modify approaches as changes occur to ensureTo generate innovative, elegant solutions and sees beyond the immediate solution to potential process improvements. In all cases, To create new ideas and processes despite the initial ambiguity of the situation. To empowers and inEven in the most difficult situations, to recognizes issues and determines whether an action is needed;

reak down problems into fundamental parts. To identifies root causes and addresses problems in ways that lead to innovative solutions. To consistently, in all cases, make informed decisions based on available and hard to find

To use information that is relevant, current and clear. To recognize typical as well as complex and unusual issues and actions needed to advance

making process. To recommend possible solutions. To follow up to ensure resolution. To creates new ideas and processes despite the initial ambiguity of the situation;

ify the approach to achieve results in changing situations. To assist others in diagnosing problems and recognizing issues. To take time to help others to identify critical issues and reflect on them on possible connections, consequences and alternativesTo recognize successful adaptations.

To break down problems into fundamental parts. To identify the root causes and addr

To make informed decisions based on available and hard to find information. To use information that is relevant, current and clear. To recognize typical as well as complex and unusual issues and

making process. To recommend possible solutions. To follow up to ensure resolution. To create new ideas and processes despite the initial ambiguity of the situation; To modify approaches as changes occur to ensureTo generate innovative, elegant solutions and sees beyond the immediate solution to potential process improvements. In all cases, To create new ideas and processes despite the initial ambiguity of the

To empowers and inspires others to find solutions in a timely manner. Even in the most difficult situations, to recognizes issues and determines whether an action is needed;


reak down problems into fundamental parts. ses and addresses problems in ways that lead to innovative solutions.

To consistently, in all cases, make informed decisions based on available and hard to find

To use information that is relevant, current and clear. well as complex and unusual issues and actions needed to advance

To recommend possible solutions. To follow up to ensure resolution. To creates new ideas and processes despite the initial ambiguity of the situation;

ify the approach to achieve results in changing situations. To assist others in diagnosing problems and recognizing issues. To take time to help others to identify critical issues and reflect on them on possible connections, consequences and alternatives. To recognize successful adaptations.

To break down problems into fundamental parts. To identify the root causes and addresses problems in ways that lead to innovative

To make informed decisions based on available and hard to find information. To use information that is relevant, current and clear. To recognize typical as well as complex and unusual issues and

To recommend possible solutions. To follow up to ensure resolution. To create new ideas and processes despite the initial ambiguity of the situation; To modify approaches as changes occur to ensure results are achieved. To generate innovative, elegant solutions and sees beyond the immediate solution to potential process improvements. In all cases, To create new ideas and processes despite the initial ambiguity of the

spires others to find solutions in a timely manner. Even in the most difficult situations, to recognizes issues and determines whether an


2017

ses and addresses problems in ways that lead to innovative solutions.

To consistently, in all cases, make informed decisions based on available and hard to find

To use information that is relevant, current and clear. well as complex and unusual issues and actions needed to advance

To creates new ideas and processes despite the initial ambiguity of the situation; ify the approach to achieve results in changing situations.

To assist others in diagnosing problems and recognizing issues. To take time to help others to identify critical issues and reflect on them on possible

esses problems in ways that lead to innovative

To make informed decisions based on available and hard to find information. To use information that is relevant, current and clear. To recognize typical as well as complex and unusual issues and actions needed to advance

To create new ideas and processes despite the initial ambiguity of the situation; results are achieved.

To generate innovative, elegant solutions and sees beyond the immediate solution to

In all cases, To create new ideas and processes despite the initial ambiguity of the



2017-3-DK01-KA205-046757

ses and addresses problems in ways that lead to innovative solutions. To consistently, in all cases, make informed decisions based on available and hard to find

well as complex and unusual issues and actions needed to advance

To creates new ideas and processes despite the initial ambiguity of the situation;

To take time to help others to identify critical issues and reflect on them on possible

esses problems in ways that lead to innovative

To make informed decisions based on available and hard to find information.

actions needed to advance

To create new ideas and processes despite the initial ambiguity of the situation; results are achieved.


In all cases, To create new ideas and processes despite the initial ambiguity of the



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ses and addresses problems in ways that lead to innovative solutions. To consistently, in all cases, make informed decisions based on available and hard to find

well as complex and unusual issues and actions needed to advance

actions needed to advance


Even in the most difficult situations, to recognizes issues and determines whether an

To take charge of a group when necessary and makes decisions in a timely manner. To make informedinformation. Always, to use information that is relevant, current and clear solutions. To give others opportunities to apply and strengthen problemTo challenge other with opportunities. To establishes a culture that embraces problem

To take charge of a group when necessary and makes decisions in a timely manner. To make informed and well thought out decisions based on all available and obscure

Always, to use information that is relevant, current and clear

To give others opportunities to apply and strengthen problemTo challenge other with opportunities. To establishes a culture that embraces problem


To take charge of a group when necessary and makes decisions in a timely manner. and well thought out decisions based on all available and obscure

Always, to use information that is relevant, current and clear

To give others opportunities to apply and strengthen problemTo challenge other with opportunities. To establishes a culture that embraces problem-solving for personal growth.


2017


Always, to use information that is relevant, current and clear – and which leads to creative

To give others opportunities to apply and strengthen problem-solving s

solving for personal growth.


2017-3-DK01-KA205-046757


and which leads to creative

solving skills.

solving for personal growth.


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and well thought out decisions based on all available and obscure

and which leads to creative

5.

A1



B1

Threshold level

5. 5 - CULTURAL COMPETENCE

Communication skills (Oral communication)

EQF LEVEL

A1 –



B1 - B2

Threshold level


Communication skills (Oral communication)

EQF LEVEL


Applies the competency in the simplest situations Requires close and extensive guidance Applies the competency in somewhat difficul Requires frequent guidance


GRID 4 - Communication

Communication skills (Oral communication) To makes clear and convincing oral presentations. Listens effectively; clarifies information as needed

Level Definition








Unit of LEARNING OUTCOM

To makes clear and convincing oral presentations. Listens effectively; clarifies information as needed

Level Definition



Applies the competency in t situations




Oral communication

Unit of LEARNING OUTCOM



To communicates youth group goals and initiatives to youth in a clear and concise manner To communicates information regarTo update youth supervisors on activity status To listens actively to youth ideas and concerns regarding youth

To communicates effectively with initiatives and current events To explains and clarifies policy to affected To provides status updates to

To communicates withsuggested approacTo conveys information clearly and concisely to ensure remain focused on To explains benefits to stakeholders to gain acceptance of programmatic changeTo presents information, analyses, and recommendations to stakeholders.

Oral communication)





To communicates youth group goals and initiatives to youth in a clear and concise manner To communicates information regarTo update youth supervisors on activity status To listens actively to youth ideas and concerns regarding youth

ommunicates effectively with initiatives and current events

xplains and clarifies policy to affected rovides status updates to youth

ommunicates with youth committeesuggested approaches to accomplish

onveys information clearly and concisely to ensure remain focused on youth agenda items

xplains benefits to stakeholders to gain acceptance of programmatic changeesents information, analyses, and recommendations to


INTERPERSONAL SKILL



To communicates youth group goals and initiatives to youth in a clear and concise manner To communicates information regarding youth group/youth policies changes to youth To update youth supervisors on activity status To listens actively to youth ideas and concerns regarding youth

ommunicates effectively with youth by conducting regular meetings to discuss

xplains and clarifies policy to affected youth/groupyouth management team during quarterly division meeting

committees / youth workershes to accomplish youth committee objectives

onveys information clearly and concisely to ensure agenda items

xplains benefits to stakeholders to gain acceptance of programmatic changeesents information, analyses, and recommendations to


2017

INTERPERSONAL SKILL



To communicates youth group goals and initiatives to youth in a clear and concise manner ding youth group/youth policies changes to youth

To listens actively to youth ideas and concerns regarding youth-related issues

by conducting regular meetings to discuss

youth/group ement team during quarterly division meeting

s / youth workers regarding necessary actions and committee objectives

onveys information clearly and concisely to ensure youth or youth workers

xplains benefits to stakeholders to gain acceptance of programmatic changeesents information, analyses, and recommendations to youth leaders


2017-3-DK01-KA205-046757


etence)


related issues

by conducting regular meetings to discuss

ement team during quarterly division meeting

regarding necessary actions and

youth workers team

xplains benefits to stakeholders to gain acceptance of programmatic change. youth leaders and


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ement team during quarterly division meeting

regarding necessary actions and

team to

C1

Effective

Proficiency

C2

Mastery level

C1


Proficiency

C2 –

Mastery level

Operational


Applies the competency in exceptionally difficult situations Serves as a key resourceothers



Applies the competency in exceptionally difficult situations Serves as a key resourceothers




To conduct presentationsTo presents, explains, and defends agency positions and proposals to staff and stakeholders.

To present complex information when meeting with youth leaders or policymakers regarding a high-To communicate sensitive information of broad youth impact on hot topics without precedence.

To conduct presentations and briefings for highTo presents, explains, and defends agency positions and proposals to staff and

To present complex information when meeting with youth leaders or policymakers -visibility issue.

To communicate sensitive information of broad youth impact on hot topics without


and briefings for high-level agency youth leadersTo presents, explains, and defends agency positions and proposals to staff and

To present complex information when meeting with youth leaders or policymakers



2017

level agency youth leadersTo presents, explains, and defends agency positions and proposals to staff and




2017-3-DK01-KA205-046757

level agency youth leaders. To presents, explains, and defends agency positions and proposals to staff and




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63

5.

(Written communication

A1



B1

Threshold level

5. 6 - CULTURAL COMPETENCE GRID

Communication skills (Written communication

EQF LEVEL

A1 –



B1 - B2

Threshold level

AL COMPETENCE GRID

Communication skills (Written communication

EQF LEVEL



Applies the competency in difficult situations Requires occasiona

AL COMPETENCE GRID 5 - Communication

Communication skills (Written communication) To write in a clear, concise, organized, and convincing man

Level Definition









To write in a clear, concise, organized, and convincing man

Level Definition






l guidance

Written communication




To summarizes recommendationTo drafts checklist to track project status

To write daily briefs or guidelines to enwith updated information To develop key press releases or newsletters to ensure important issues are disseminated

To develop documents outlining youth group mission and goals for use by the local community/local stakeholders/policyissues To write reports and position papers outlining various viewpointsubjects.






ummarizes recommendations made rafts checklist to track project status

To write daily briefs or guidelines to enwith updated information To develop key press releases or newsletters to ensure important issues are disseminated

To develop documents outlining youth group mission and goals for use by the local community/local stakeholders/policy

To write reports and position papers outlining various viewpoint


INTERPERSONAL SKILL

To write in a clear, concise, organized, and convincing manner for the intended audience.


s made by others on certain topicsrafts checklist to track project status or activities

To write daily briefs or guidelines to ensure youth and other youth workers are provided

To develop key press releases or newsletters to ensure important issues are disseminated

To develop documents outlining youth group mission and goals for use by the local community/local stakeholders/policy-makers on cultural diversity or tackling racism, etc.

To write reports and position papers outlining various viewpoint


2017

INTERPERSONAL SKILL

ner for the intended audience.


by others on certain topics or activities

sure youth and other youth workers are provided


To develop documents outlining youth group mission and goals for use by the local makers on cultural diversity or tackling racism, etc.

To write reports and position papers outlining various viewpoints on controversial


2017-3-DK01-KA205-046757




To develop documents outlining youth group mission and goals for use by the local makers on cultural diversity or tackling racism, etc.

s on controversial


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64



makers on cultural diversity or tackling racism, etc.

C1

Effective

Proficiency

C2

Mastery level

C1


Proficiency

C2 –

Mastery level

Operational


Applies texceptionally difficult situations Serves as a key resource and advises others






he competency in exceptionally difficult situations Serves as a key resource and advises

To write complex technical reports using clear terminology and a concise format fhigh-level decision makers/policymakers.To review technical reports, to edit materials and to provide suggestions to improve hot topic policies while ensuring

To write, review, and publish advanced research findings and guidelines on (migrant) youth issues to be made available to other groups and agencies.To write a white paper on key youth group objectives for use by highleaders/representatives/technic

To write complex technical reports using clear terminology and a concise format flevel decision makers/policymakers.

To review technical reports, to edit materials and to provide suggestions to improve hot topic policies while ensuring these

To write, review, and publish advanced research findings and guidelines on (migrant) youth issues to be made available to other groups and agencies.

a white paper on key youth group objectives for use by high/representatives/technicians


To write complex technical reports using clear terminology and a concise format flevel decision makers/policymakers.

To review technical reports, to edit materials and to provide suggestions to improve hot these documents are targeted to the intended audience.


a white paper on key youth group objectives for use by highians.


2017

To write complex technical reports using clear terminology and a concise format f

To review technical reports, to edit materials and to provide suggestions to improve hot documents are targeted to the intended audience.


a white paper on key youth group objectives for use by high


2017-3-DK01-KA205-046757

To write complex technical reports using clear terminology and a concise format for use by


To write, review, and publish advanced research findings and guidelines on (migrant)

a white paper on key youth group objectives for use by high-level youth


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65

or use by


To write, review, and publish advanced research findings and guidelines on (migrant)

5.

A1



B1

Threshold level


Communic(Kinesthetic

communication)EQF LEVEL

A1 –



B1 - B2

Threshold level


Communication skills (Kinesthetic

communication)EQF LEVEL


Applies the competency in the simplest situations Requires close and extensive guidance

Applies the competency in somewhat difficult situations Requires fr


CULTURAL COMPETENCE GRID 6 - Communication

ation skills

communication)

It involves physical gestures and postures that communicate nonverbally. The physical/emotional experience of being in communication with someone is part of the kinesthetiIndividuals clearly state their opinions and feelings, and firmly advocate for their rights and needs without violating the rights of others

Level Definition

pplies the competency in the simplest situations








It involves physical gestures and postures that communicate nonverbally. The physical/emotional experience of being in communication with someone is part of the kinesthetindividuals clearly state their opinions and feelings, and firmly advocate for their rights and needs without

violating the rights of othersLevel Definition

pplies the competency in the



equent guidance







violating the rights of others

To Use appropriate rules regarding physical contact between both similar and opposite genders, facial expressions as Winking

To respect cultural background, habits

To understand and explain that postures may differ in the new hosting society from the one of origin.

To be aware of those cultural expressions which are achieved through touch.

To be aware of the importance of the physical space for some cultures.

To understand the concept of paralanguage and use an appropriate speech such as accent, pitch range, volume or articulation.

To be aware of the importance of Including tactile senses (or not) in some way. To design activities to engage youtinformation in some form of practical exercise.

Kinesthetic communication)






To respect cultural background, habits

To understand and explain that postures may differ in the new hosting society from the



To understand the concept of paralanguage and use an appropriate speech such as tch range, volume or articulation.

To be aware of the importance of Including tactile senses (or not) in some way. To design activities to engage youtinformation in some form of practical exercise.


INTERPERSONAL SKILL

It involves physical gestures and postures that communicate nonverbally. The physical/emotional experience of being in communication with someone is part of the kinesthetic realm. ndividuals clearly state their opinions and feelings, and firmly advocate for their rights and needs without



To respect cultural background, habits and behavior and to foster the cultural dialogue




To understand the concept of paralanguage and use an appropriate speech such as tch range, volume or articulation.

To be aware of the importance of Including tactile senses (or not) in some way. To design activities to engage youth audience and have them interacting and using the information in some form of practical exercise.


2017

INTERPERSONAL SKILL

It involves physical gestures and postures that communicate nonverbally. The physical/emotional experience of

ndividuals clearly state their opinions and feelings, and firmly advocate for their rights and needs without


To Use appropriate rules regarding physical contact between both similar and opposite

behavior and to foster the cultural dialogue




To understand the concept of paralanguage and use an appropriate speech such as

To be aware of the importance of Including tactile senses (or not) in some way. h audience and have them interacting and using the


2017-3-DK01-KA205-046757


ndividuals clearly state their opinions and feelings, and firmly advocate for their rights and needs without



behavior and to foster the cultural dialogue





To be aware of the importance of Including tactile senses (or not) in some way. h audience and have them interacting and using the


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behavior and to foster the cultural dialogue.



h audience and have them interacting and using the

C1

Effective

Proficiency

C2

Mastery level

C1


Proficiency

C2 –

Mastery level

Operational









To foster interaction among youth To interact properly with others to help youth to engage with the given information in a better way.

To have a huge knowledge of the kinesthetic learning style and being able of using “feeling” language in a proper way despite addresses cultural background.Be able to describe how things feel, either physically or emotionally. Help your audience understand how something feels.To use objects and materials that the youth audience can move and arrange.To be able to make associations with concrete examples rather than just facts alone. Including stories to illustrate the main points and facts in your materiaTo be design inclusive

nteraction among youth To interact properly with others to help youth to engage with the given information in a

o have a huge knowledge of the kinesthetic learning style and being able of using “feeling” language in a proper way despite addresses cultural background.Be able to describe how things feel, either physically or emotionally. Help your audience

d how something feels. To use objects and materials that the youth audience can move and arrange.To be able to make associations with concrete examples rather than just facts alone. Including stories to illustrate the main points and facts in your materiaTo be design inclusive group activities to youth.


nteraction among youth To interact properly with others to help youth to engage with the given information in a


To use objects and materials that the youth audience can move and arrange.To be able to make associations with concrete examples rather than just facts alone. Including stories to illustrate the main points and facts in your materia

group activities to youth.


2017

To interact properly with others to help youth to engage with the given information in a


To use objects and materials that the youth audience can move and arrange.To be able to make associations with concrete examples rather than just facts alone. Including stories to illustrate the main points and facts in your materia


2017-3-DK01-KA205-046757


o have a huge knowledge of the kinesthetic learning style and being able of using “feeling” language in a proper way despite addresses cultural background. Be able to describe how things feel, either physically or emotionally. Help your audience

To use objects and materials that the youth audience can move and arrange. To be able to make associations with concrete examples rather than just facts alone. Including stories to illustrate the main points and facts in your materials.


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67


o have a huge knowledge of the kinesthetic learning style and being able of using

Be able to describe how things feel, either physically or emotionally. Help your audience

To be able to make associations with concrete examples rather than just facts alone.

5.

A1




Communication skills (Listening Skills)

EQF LEVEL

A1 –




Communication skills (Listening Skills)

EQF LEVEL



Applies the competency in somewhat difficult situations Requires frequent guidance

CULTURAL COMPETENCE GRID 7 - Communication

Communication skills (Listening Skills) To listen to and to understand different cultural customs, beliefs and communication strategies. Language

differences, highthat can affect cross

Level Definition





Communication skills (


To listen to and to understand different cultural customs, beliefs and communication strategies. Language differences, high-context vs. lowthat can affect cross-cultu

Level Definition





Listening Skills)



To listen to and to understand different cultural customs, beliefs and communication strategies. Language context vs. low-context cultures, nonverbal differences, and power distance are major factors

cultural communication.

To understand, in athe youth themselves or theiryouth work to manage the situation.To adopt basic listening tactics whichspeaker's behaviormessages, cultural attitudesTo maintain security and confidentiality To understand the youth themselves, theirbut need frequently support from a most experience youth work to manage the situation. To be aware of the basic mechanisms interacting with each other sharing To basically understand and clearly differentiate concepts such as “low-context cultures


Skill classification: INTERPERSON

To listen to and to understand different cultural customs, beliefs and communication strategies. Language context cultures, nonverbal differences, and power distance are major factors

ral communication.


To understand, in a quite basicthe youth themselves or their youth work to manage the situation.To adopt basic listening tactics which

behavior and body languagemessages, cultural attitudes concerning

security and confidentiality

understand simples oral messages, culthe youth themselves, their familbut need frequently support from a most experience youth work to manage the

aware of the basic mechanisms interacting with each other sharing To basically understand and clearly differentiate concepts such as “

context cultures”


INTERPERSONAL SKILL



basic sense, cultural attitudes families but need support from a most experience

youth work to manage the situation. To adopt basic listening tactics which involves the listener observing the

body language and to interpret in aconcerning the youth the

security and confidentiality about the received messages.

simples oral messages, cultural attitudes and messagesfamilies and their most immediate personal relevance

but need frequently support from a most experience youth work to manage the

aware of the basic mechanisms of celebratiinteracting with each other sharing cultural aspect as food, dance, etc.To basically understand and clearly differentiate concepts such as “


2017

AL SKILL



ultural attitudes and messages ies but need support from a most experience

involves the listener observing the o interpret in a quite

the youth themselves, theirabout the received messages.

tural attitudes and messagestheir most immediate personal relevance


of celebrating cultural differences by cultural aspect as food, dance, etc.

To basically understand and clearly differentiate concepts such as “


2017-3-DK01-KA205-046757



and messages concerning ies but need support from a most experience

involves the listener observing the quite basic sense,

mselves, their families. about the received messages.

tural attitudes and messages concerning their most immediate personal relevance


cultural differences by cultural aspect as food, dance, etc.

To basically understand and clearly differentiate concepts such as “high-context vs.


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68


concerning ies but need support from a most experience

involves the listener observing the sense, oral

concerning their most immediate personal relevance


cultural differences by

context vs.

B1

Threshold level

C1

Effective

Proficiency

C2

Mastery level

B1 - B2

Threshold level

C1


Proficiency

C2 –

Mastery level

Applies the competency situations Requires occasional guidance

Operational



Applies the competency situations









Applies the competency in exceptionally difficult situations Serves as a key resource and

To be able to interact in a simple way with the speaker to understand oral messages, cultural attitudes and messagesfamilies and their most immediate personal the situation giving a reasonable answer to the message to foster a cultural dialogue. Frequent support from a most experience youth work to manage the situation is required. To adopt the correct To be able to keep attention onstructured and whTo understand

To fully understand and clearly differentiate concepts such as “low-context culturesTo understand To be able to adopt effective and conflict resolution

To be able to interact in a simple way with the speaker to understand oral messages, cultural attitudes and messages

their most immediate personal the situation giving a reasonable answer to the message to foster a cultural

Frequent support from a most experience youth work to manage the situation is

To adopt the correct listening processTo be able to keep attention onstructured and when relationships are only implied and not signaled explicitly.

understand complex messages

ly understand and clearly differentiate concepts such as “context cultures”.

understand complex messages To be able to adopt effective

conflict resolution.


To be able to interact in a simple way with the speaker to understand oral messages, cultural attitudes and messages concerning

their most immediate personal relevance and to be able to manage the situation giving a reasonable answer to the message to foster a cultural


listening processes/mechanismsTo be able to keep attention on extended oral

en relationships are only implied and not signaled explicitly. complex messages without too much effort.

ly understand and clearly differentiate concepts such as “

complex messages without effort.To be able to adopt effective techniques which


2017

To be able to interact in a simple way with the speaker to understand oral concerning the youth themselves, their

relevance and to be able to manage the situation giving a reasonable answer to the message to foster a cultural


hanisms. oral speeches even when it is not clearly

en relationships are only implied and not signaled explicitly. without too much effort.

ly understand and clearly differentiate concepts such as “

without effort. s which are used in


2017-3-DK01-KA205-046757

To be able to interact in a simple way with the speaker to understand oral the youth themselves, their



even when it is not clearly en relationships are only implied and not signaled explicitly.

ly understand and clearly differentiate concepts such as “high-context vs.

used in counseling, training,


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69

To be able to interact in a simple way with the speaker to understand oral the youth themselves, their



even when it is not clearly en relationships are only implied and not signaled explicitly.

context vs.

, training,

5.

A1



B1

Threshold level


Emotional Intelligence:


EQF LEVEL

A1 –



B1 - B2

Threshold level




EQF LEVEL



Applies the competency in somewhat difficult situations Requires frequent guidance


CULTURAL COMPETENCE GRID 8 - Emotional Intelligence (


Assertiveness and Iindividualsviolating the rights and are strong advocates for themselves while being very respectful of the rights of others.

Level Definition









individuals clearly state their opinions and feelings, and firmly advocate for their rights and needs without violating the rights of othersand are strong advocates for themselves while being very respectful of the rights of others.

Level Definition







Assertiveness and E


clearly state their opinions and feelings, and firmly advocate for their rights and needs without of others. They value themselves, their time, and their emotional, spiritual, and physical needs

and are strong advocates for themselves while being very respectful of the rights of others.

To avoid a sarcastic or hostile attitude

To not interrupt

To listen to messages with

To effectively analyzes discussions or debate.

To be Pro-active and

To take action towards getting what is wanted without denying others' rights To demonstrate you value people's feelings and o




clearly state their opinions and feelings, and firmly advocate for their rights and needs without value themselves, their time, and their emotional, spiritual, and physical needs


DESCRIPTORS (Knowledge, Skills, Compet

a sarcastic or hostile attitude

and talk over others without listening.

To listen to messages with a correct attitude.

ffectively analyzes discussions or debate.

active and to achieve solution oriented to find a positiv

action towards getting what is wanted without denying others' rights

To demonstrate you value people's feelings and o





DESCRIPTORS (Knowledge, Skills, Compet

a sarcastic or hostile attitude.

over others without listening.

correct attitude.

ffectively analyzes discussions or debate.

solution oriented to find a positiv


To demonstrate you value people's feelings and others' needs.


2017




over others without listening.

solution oriented to find a positive way forward


thers' needs.


2017-3-DK01-KA205-046757



ence)

e way forward always.

action towards getting what is wanted without denying others' rights.


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70

value themselves, their time, and their emotional, spiritual, and physical needs

always.

C1

Effective

Proficiency

C2

Mastery

C1


Proficiency

C2 –

Mastery level

Operational









To be aware of the four assertiveness styles and be able to identify them (1. Aggressively controlling 2. Passively observing 3. Warmly proposing 4. Firmly asserting).

To be aware of the four assertiveness styles, their pro and cons.

Keeps the discussions and conversations calm and friendly.

Gently offers lots of ideas and suggestions.

To express feelings clearly, appropriately, and respectfully

To be fully aware of the four assertiveness styles and be able to identify theAggressively controlling 2. Passively observing 3. Warmly proposing 4. Firmly asserting

Fully understand their pro and cons

To use “I” statements

To communicate respect for others

To listen well without interrupting

To feel in control of self

To have good eye contact

To speak in a calm and clear tone of voice

To have a relaxed body posture

To feel connected to others

ware of the four assertiveness styles and be able to identify them (1. Aggressively olling 2. Passively observing 3. Warmly proposing 4. Firmly asserting).







To use “I” statements

To communicate respect for others

thout interrupting

To feel in control of self.

To have good eye contact.

To speak in a calm and clear tone of voice

To have a relaxed body posture.

To feel connected to others.









To communicate respect for others. To be commanded

thout interrupting.

To speak in a calm and clear tone of voice.


2017




To express feelings clearly, appropriately, and respectfully,


. To be commanded and confident when required to be


2017-3-DK01-KA205-046757


To be fully aware of the four assertiveness styles and be able to identify them (1. Aggressively controlling 2. Passively observing 3. Warmly proposing 4. Firmly asserting

and confident when required to be


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71

ware of the four assertiveness styles and be able to identify them (1. Aggressively

Aggressively controlling 2. Passively observing 3. Warmly proposing 4. Firmly asserting).

and confident when required to be

To feel competent and in control

To not allow others to abuse or manipulate

To feel competent and in control.

To not allow others to abuse or manipulate


To not allow others to abuse or manipulate them.


2017


2017-3-DK01-KA205-046757


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72

5.

A1



B1

Threshold level

C1

Effective


Emotional Intelligence: Flexibility and Adaptability

EQF LEVEL

A1 –



B1 - B2

Threshold level

C1



Emotional Intelligence: Flexibility and Adaptability

EQF LEVEL



Applies the competency in difficult situations Requires oc

Operational


CULTURAL COMPETENCE GRID 9 - Emotional Intelligence (

Emotional Intelligence: Abilityand appreciate different and opposing perspectives on an issue, to adapt an approach as the requirements of a situation change, and to change or ea

Level Definition


Requires close and extensive uidance

es the competency in somewhat difficult situations



Requires occasional guidance lies the competency in

considerably difficult situations



bility to effectively adapt to a variety of situations, individuals or groups. It is based on the ability to understand and appreciate different and opposing perspectives on an issue, to adapt an approach as the requirements of a situation change, and to change or ea

Level Definition



es the competency in somewhat difficult situations



casional guidance lies the competency in

considerably difficult situations



ffectively adapt to a variety of situations, individuals or groups. It is based on the ability to understand and appreciate different and opposing perspectives on an issue, to adapt an approach as the requirements of a situation change, and to change or easily accept changes in one’s own

To Propose ways to do things differently. To understands and to recognize the value of other points of view and ways of doing things. To displays a positive attitude in the face of ambiguity and change.

To adapt youth work methods to changing technology and environments. To consider problems from all new perspectives and can expand on the thinking or solutions proposed by oTo adapt to new ideas and initiatives relevant to own area of youth work. To understand and promotes the youth goals, needs and policies for introducing change.

To seek for best practices inside and outside the youth organization to anticipate change. To stay open-minded and encourages others youth and youth workers to bring new youth perspectives.

To contribute to shaping youth group practices and youth policies. To share new ideas and perspectives to adjust youth group strategies. To encourages others to see the positive outcome of doing things differently.

Flexibility and adaptability)



ffectively adapt to a variety of situations, individuals or groups. It is based on the ability to understand and appreciate different and opposing perspectives on an issue, to adapt an approach as the requirements of a

sily accept changes in one’s own


To Propose ways to do things differently. To understands and to recognize the value of other points of view and ways of doing

To displays a positive attitude in the face of ambiguity and change.

To adapt youth work methods to changing technology and environments. To consider problems from all new perspectives and can expand on the thinking or solutions proposed by others. To adapt to new ideas and initiatives relevant to own area of youth work. To understand and promotes the youth goals, needs and policies for introducing change.

To seek for best practices inside and outside the youth organization to anticipate change. minded and encourages others youth and youth workers to bring new youth

To contribute to shaping youth group practices and youth policies. To share new ideas and perspectives to adjust youth group strategies.

thers to see the positive outcome of doing things differently.




sily accept changes in one’s own organizational


To Propose ways to do things differently. To understands and to recognize the value of other points of view and ways of doing


To adapt youth work methods to changing technology and environments. To consider problems from all new perspectives and can expand on the thinking or

To adapt to new ideas and initiatives relevant to own area of youth work. To understand and promotes the youth goals, needs and policies for introducing change.





2017


organizational or job requirements.


To understands and to recognize the value of other points of view and ways of doing








2017-3-DK01-KA205-046757


or job requirements.






To share new ideas and perspectives to adjust youth group strategies.



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To understand and promotes the youth goals, needs and policies for introducing change.


Proficiency

C2

Mastery level

Proficiency

C2 –

Mastery level







To be intellectually agile in response to challenges of internaaffecting youth. To solicit ideas and responds to those young, colleagues or youth workers.

To be intellectually agile in response to challenges of interna

To solicit ideas and responds to those young, colleagues or youth workers.


To be intellectually agile in response to challenges of interna



2017

To be intellectually agile in response to challenges of internal and external environments



2017-3-DK01-KA205-046757

l and external environments



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74

l and external environments

5.

A1



B1

Threshold level

C1

Effective

5. 11- CULTURAL COMPETENCE GRID

EmotionaResilience

EQF LEVEL

A1 –



B1 - B2

Threshold level

C1



Emotional Intelligence: Resilience

EQF LEVEL


Applies the competency in the simplest situations Requires close and extensive guidance Applies the comsomewhat difficult situations Requires frequent guidance


Operational

Applies the competency in considerably difficult situations Generally requires little or no

CULTURAL COMPETENCE GRID 10 - Emotional

l Intelligence: Deals effectively with pressure; remains optimistic and persistent, even under adversity. Recovers quickly from setbacks.

Level Definition










Deals effectively with pressure; remains optimistic and persistent, even under adversity. Recovers quickly from setbacks.

Level Definition



petency in somewhat difficult situations






Resilience)


Deals effectively with pressure; remains optimistic and persistent, even under adversity. Recovers quickly from

To continue youth worker activities

To meet youth resistant to social change to address their concerns To maintain composure and direction in highTo accepts negative feedback in a constructive way

To perseverate on social, cultural, training projects despite social changes or social pressure. To develop strategies using existing resources for achfollowing budget cuts

To respond to setbacks by developing alternative apof action To maintain youth effectiveness, quality, and morale during important social




DESCRIPTORS (Knowledge, Skills, Competen

youth worker activities

To meet youth resistant to social change to address their concerns To maintain composure and direction in highTo accepts negative feedback in a constructive way

To perseverate on social, cultural, training projects despite social changes or social

evelop strategies using existing resources for achfollowing budget cuts

To respond to setbacks by developing alternative ap

To maintain youth effectiveness, quality, and morale during important social




DESCRIPTORS (Knowledge, Skills, Competen

youth worker activities to youth despite technical difficulties.

To meet youth resistant to social change to address their concerns To maintain composure and direction in high-pressure situations To accepts negative feedback in a constructive way


evelop strategies using existing resources for ach

To respond to setbacks by developing alternative ap



2017



youth despite technical difficulties.

To meet youth resistant to social change to address their concerns pressure situations

To accepts negative feedback in a constructive way


evelop strategies using existing resources for achieving social or cultural objectives

To respond to setbacks by developing alternative approaches determining the best course



2017-3-DK01-KA205-046757


ce)

youth despite technical difficulties.


ieving social or cultural objectives

proaches determining the best course



046757

75


ieving social or cultural objectives

proaches determining the best course

Proficiency

C2

Mastery level

Proficiency

C2 –

Mastery level

guidance


guidance



events/change To cultivate internal and external stakeholders to develop youth strategies for obtaining funding from alternateTo properly explain the current youth policy to youth by explaining any legal ramifications or suggested changes and the potential impact of legal action on them To be persistence when providing a rationale to youth during times of significant social change

To cultivate internal and external stakeholders to develop youth strategies for obtaining funding from alternateTo properly explain the current youth policy to youth by explaining any legal ramifications

suggested changes and the potential impact of legal action on them

To be persistence when providing a rationale to youth during times of significant social


To cultivate internal and external stakeholders to develop youth strategies for obtaining funding from alternateTo properly explain the current youth policy to youth by explaining any legal ramifications




2017

To cultivate internal and external stakeholders to develop youth strategies for obtaining funding from alternate sources following budget cutsTo properly explain the current youth policy to youth by explaining any legal ramifications




2017-3-DK01-KA205-046757

sources following budget cuts To properly explain the current youth policy to youth by explaining any legal ramifications




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To properly explain the current youth policy to youth by explaining any legal ramifications


5.

A1



B1

Threshold level


Emotional Intelligence: Conflict Management

EQF LEVEL

A1 –



B1 - B2

Threshold level


Emotional Intelligence: Conflict Management

EQF LEVEL



Applies the competency in difsituations Requires occasional guidance

CULTURAL COMPETENCE GRID 11 - Emotional Intelligence

Emotional Intelligence: Conflict Management Deals effectively with pressure; cultural misunderstandings; remains optimistic and persistent, even under

adversity. Recove

Level Definition





Applies the competency in difsituations




Deals effectively with pressure; cultural misunderstandings; remains optimistic and persistent, even under adversity. Recovers quickly from setbacks.

Level Definition







Conflict Management



Deals effectively with pressure; cultural misunderstandings; remains optimistic and persistent, even under rs quickly from setbacks.

To address youth concerns by proconcern in their social environment, To take action to address young grievances.

To Implement changes to ensure that the environment is fair and equitable based on the concerns of the youth.To create more and equal opportunities for all young people in education and in the labour market, and to promote an active citizenship, social inclusyoung people. Ensures youth receive mediation to resolve issues affecting the group. Resolves issues by meeting one

To meet with youth and addresses concerns regarding critical issues in an open and honest manner. To take action to address cultural behaviour issues to ensure youth treat each other with respect and tolerance.

flict Management)



Deals effectively with pressure; cultural misunderstandings; remains optimistic and persistent, even under rs quickly from setbacks.


youth concerns by proconcern in their social environment,

action to address young grievances.

mplement changes to ensure that the environment is fair and equitable based on the concerns of the youth. To create more and equal opportunities for all young people in education and in the labour market, and to promote an active citizenship, social inclus

Ensures youth receive mediation to resolve issues affecting the group. Resolves issues by meeting one-on

To meet with youth and addresses concerns regarding critical issues in an open and

To take action to address cultural behaviour issues to ensure youth treat each other with rance.


INTERPERSONAL SKILL

Deals effectively with pressure; cultural misunderstandings; remains optimistic and persistent, even under


youth concerns by providing accurate information to reduce conflict or concern in their social environment,

action to address young grievances.

mplement changes to ensure that the environment is fair and equitable based on the

To create more and equal opportunities for all young people in education and in the labour market, and to promote an active citizenship, social inclus

Ensures youth receive mediation to resolve issues affecting the group. on-one with youth and fostering Intercultural dialogue


To take action to address cultural behaviour issues to ensure youth treat each other with


2017

INTERPERSONAL SKILL



viding accurate information to reduce conflict or


To create more and equal opportunities for all young people in education and in the labour market, and to promote an active citizenship, social inclusion and solidarity of all

Ensures youth receive mediation to resolve issues affecting the group. one with youth and fostering Intercultural dialogue




2017-3-DK01-KA205-046757





To create more and equal opportunities for all young people in education and in the ion and solidarity of all

Ensures youth receive mediation to resolve issues affecting the group. one with youth and fostering Intercultural dialogue




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77




To create more and equal opportunities for all young people in education and in the ion and solidarity of all

one with youth and fostering Intercultural dialogue



C1

Effective

Proficiency

C2

Mastery level

C1


Proficiency

C2 –

Mastery level

Operational


Applies the competency in exceptionally difficult situaServes as a key resource and advises others



Applies the competency in exceptionally difficult situaServes as a key resource and advises others




To takes action on possible differences in the youth living conditions, needs, aspirations, interests and attitudes of young people due to various cultural factors, paying particular attention to those who, for different reasons, may have fewer oppTo manage conflict among youth by utilizing meditation techniquesTo recognize conflicts and takesparties. To mitigate youth concerns regarding grouptaking appropriate action.

To lead youth through a consensus process on controversial issues. To resolve conflicts arising at the national/local/group level due to competing objectives, limited resources, or differing perspectiveTo consult and to structure dialogue with young people and youth organizations.

To takes action on possible differences in the youth living conditions, needs, aspirations, interests and attitudes of young people due to various cultural factors, paying particular attention to those who, for different reasons, may have fewer oppTo manage conflict among youth by utilizing meditation techniquesTo recognize conflicts and takes

To mitigate youth concerns regarding grouptaking appropriate action.

To lead youth through a consensus process on controversial issues. To resolve conflicts arising at the national/local/group level due to competing objectives, limited resources, or differing perspectiveTo consult and to structure dialogue with young people and youth organizations.


To takes action on possible differences in the youth living conditions, needs, aspirations, interests and attitudes of young people due to various cultural factors, paying particular attention to those who, for different reasons, may have fewer oppTo manage conflict among youth by utilizing meditation techniquesTo recognize conflicts and takes steps to address issues by meeting with the involved

To mitigate youth concerns regarding group-wide issues by investigating allegations and

To lead youth through a consensus process on controversial issues. To resolve conflicts arising at the national/local/group level due to competing objectives, limited resources, or differing perspectives. To consult and to structure dialogue with young people and youth organizations.


2017

To takes action on possible differences in the youth living conditions, needs, aspirations, interests and attitudes of young people due to various cultural factors, paying particular attention to those who, for different reasons, may have fewer opportunities.To manage conflict among youth by utilizing meditation techniques

steps to address issues by meeting with the involved

wide issues by investigating allegations and

To lead youth through a consensus process on controversial issues. To resolve conflicts arising at the national/local/group level due to competing objectives,

To consult and to structure dialogue with young people and youth organizations.


2017-3-DK01-KA205-046757

To takes action on possible differences in the youth living conditions, needs, aspirations, interests and attitudes of young people due to various cultural factors, paying particular

ortunities.



To lead youth through a consensus process on controversial issues. To resolve conflicts arising at the national/local/group level due to competing objectives,

To consult and to structure dialogue with young people and youth organizations.


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To takes action on possible differences in the youth living conditions, needs, aspirations, interests and attitudes of young people due to various cultural factors, paying particular



To resolve conflicts arising at the national/local/group level due to competing objectives,

5.

A1



B1

Threshold level


Cultural Awareness and expression

EQF LEVEL

A1 –



B1 - B2

Threshold level


Cultural Awareness and expression

EQF LEVEL




CULTURAL COMPETENCE GRID 12 - “Cultural Awareness and Expression”

Cultural Awareness and Appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media, including music, performing arts, literature, and the visual arts. It includes the ability to relate one’s own creative and expressopportunities in cultural activity. It implies a solid understanding of one’s own culture and a sense of identity can provide the basis for an open attitude toward

Level Definition







“Cultural Awareness and Expression”


Appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media, including music, performing arts, literature, and the visual arts. It includes the ability to relate one’s own creative and expressive points of view to the opinions of others and to identify and realize social and economic opportunities in cultural activity. It implies a solid understanding of one’s own culture and a sense of identity can provide the basis for an open attitude toward

Level Definition







“Cultural Awareness and Expression”


Appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media, including music, performing arts, literature, and the visual arts. It includes the ability to relate one’s own

ive points of view to the opinions of others and to identify and realize social and economic opportunities in cultural activity. It implies a solid understanding of one’s own culture and a sense of identity can provide the basis for an open attitude toward

To have a basic knowledge of major cultural works, including popular contemporary culture. It understands, to a certain extent, the cultural and linguistic diversity in Europe and other regions of the world, the need to preserve it and the importance of aesthetifactors in daily life.

To understand culture as a construct and to relate and link cultural concepts;To understands the cultural and world, the need to preserve it and the importance of aesthetic factors in daily life.

To interpret and evaluate cultural phenomena with regard to individual, group and universal criteriaTo initiate and create ways of dialogue and interaction;To detect, understand and estimate conflict potential;To develop forms of cultural interaction within theTo be conscious of the manifold, diverse roots of one’s own culture, to be aware of culture




ive points of view to the opinions of others and to identify and realize social and economic opportunities in cultural activity. It implies a solid understanding of one’s own culture and a sense of identity can provide the basis for an open attitude towards and respect for diversity of cultural expression.


e a basic knowledge of major cultural works, including popular contemporary culture. It understands, to a certain extent, the cultural and linguistic diversity in Europe and other regions of the world, the need to preserve it and the importance of aesthetifactors in daily life.

To understand culture as a construct and to relate and link cultural concepts;To understands the cultural and world, the need to preserve it and the importance of aesthetic factors in daily life.

pret and evaluate cultural phenomena with regard to individual, group and universal criteria To initiate and create ways of dialogue and interaction;To detect, understand and estimate conflict potential;To develop forms of cultural interaction within theTo be conscious of the manifold, diverse roots of one’s own culture, to be aware of culture




ive points of view to the opinions of others and to identify and realize social and economic opportunities in cultural activity. It implies a solid understanding of one’s own culture and a sense of identity can

s and respect for diversity of cultural expression. DESCRIPTORS (Knowledge, Skills, Competence)

e a basic knowledge of major cultural works, including popular contemporary culture. It understands, to a certain extent, the cultural and linguistic diversity in Europe and other regions of the world, the need to preserve it and the importance of aestheti

To understand culture as a construct and to relate and link cultural concepts;To understands the cultural and linguistic diversity in Europe and other regions of the world, the need to preserve it and the importance of aesthetic factors in daily life.

pret and evaluate cultural phenomena with regard to individual, group and

To initiate and create ways of dialogue and interaction;To detect, understand and estimate conflict potential;To develop forms of cultural interaction within the To be conscious of the manifold, diverse roots of one’s own culture, to be aware of culture


2017





To understand culture as a construct and to relate and link cultural concepts;linguistic diversity in Europe and other regions of the

world, the need to preserve it and the importance of aesthetic factors in daily life.


To initiate and create ways of dialogue and interaction; To detect, understand and estimate conflict potential;

framework of human rights.To be conscious of the manifold, diverse roots of one’s own culture, to be aware of culture


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To understand culture as a construct and to relate and link cultural concepts; linguistic diversity in Europe and other regions of the

world, the need to preserve it and the importance of aesthetic factors in daily life.


framework of human rights. To be conscious of the manifold, diverse roots of one’s own culture, to be aware of culture


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e a basic knowledge of major cultural works, including popular contemporary culture. It understands, to a certain extent, the cultural and linguistic diversity in Europe and other regions of the world, the need to preserve it and the importance of aesthetic

linguistic diversity in Europe and other regions of the


To be conscious of the manifold, diverse roots of one’s own culture, to be aware of culture

C1

Effective

Proficiency

C2

Mastery level

C1


Proficiency

C2 –

Mastery level

Operational


Applies the comexceptionally difficult situations Serves as a key resource and advises others






petency in exceptionally difficult situations Serves as a key resource and advises

as a dynamic and evercultural awareness);

To perceive objects, habits and forms as creative solutions for different cultural tasks in specific contexts; to feel at home in specifiable to act in the settings that are defined by themTo compare cultures, appreciate diversity as a value in itself, and explore and shape individual spaces of experience;

To experience and appreciate different, unfamiliar cultural forms of expression and to evaluate their relevance in respect of oneselfto observe cultural differencand to improve communication with others;To be aware of the necessity to contribute actively to the further development of one’s own culture, and of groups, milieus, regions, countries, Europe foidentity as well as for future generations. Contemporary culture will be the heritage of tomorrow (understanding of one’s own historical dimension, participation as cultural expression).

as a dynamic and ever-changing construct, and a result of intercultural exchange (awareness);

To perceive objects, habits and forms as creative solutions for different cultural tasks in specific contexts; to feel at home in specifi

in the settings that are defined by themTo compare cultures, appreciate diversity as a value in itself, and explore and shape individual spaces of experience;

To experience and appreciate different, unfamiliar cultural forms of expression and to evaluate their relevance in respect of oneselfto observe cultural differences and use the resultant knowledge to enrich one’s own life and to improve communication with others;To be aware of the necessity to contribute actively to the further development of one’s own culture, and of groups, milieus, regions, countries, Europe foidentity as well as for future generations. Contemporary culture will be the heritage of tomorrow (understanding of one’s own historical dimension, participation as cultural


changing construct, and a result of intercultural exchange (

To perceive objects, habits and forms as creative solutions for different cultural tasks in specific contexts; to feel at home in specific cultural traditions, to know them and to be

in the settings that are defined by themTo compare cultures, appreciate diversity as a value in itself, and explore and shape

To experience and appreciate different, unfamiliar cultural forms of expression and to evaluate their relevance in respect of oneself

es and use the resultant knowledge to enrich one’s own life and to improve communication with others; To be aware of the necessity to contribute actively to the further development of one’s own culture, and of groups, milieus, regions, countries, Europe foidentity as well as for future generations. Contemporary culture will be the heritage of tomorrow (understanding of one’s own historical dimension, participation as cultural


2017

changing construct, and a result of intercultural exchange (

To perceive objects, habits and forms as creative solutions for different cultural tasks in c cultural traditions, to know them and to be

in the settings that are defined by them To compare cultures, appreciate diversity as a value in itself, and explore and shape

To experience and appreciate different, unfamiliar cultural forms of expression and to

es and use the resultant knowledge to enrich one’s own life

To be aware of the necessity to contribute actively to the further development of one’s own culture, and of groups, milieus, regions, countries, Europe for the collective cultural identity as well as for future generations. Contemporary culture will be the heritage of tomorrow (understanding of one’s own historical dimension, participation as cultural


2017-3-DK01-KA205-046757

changing construct, and a result of intercultural exchange (trans


To compare cultures, appreciate diversity as a value in itself, and explore and shape



To be aware of the necessity to contribute actively to the further development of one’s r the collective cultural

identity as well as for future generations. Contemporary culture will be the heritage of tomorrow (understanding of one’s own historical dimension, participation as cultural


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trans-


To compare cultures, appreciate diversity as a value in itself, and explore and shape



To be aware of the necessity to contribute actively to the further development of one’s r the collective cultural

identity as well as for future generations. Contemporary culture will be the heritage of tomorrow (understanding of one’s own historical dimension, participation as cultural

5.

A1



B1

Threshold level


Teamwork and team Leadership

EQF LEVEL

A1 –



B1 - B2

Threshold level


Teamwork and team eadership

EQF LEVEL




CULTURAL COMPETENCE GRID 13 - “Team Working and Team leadership”

Teamwork and team To identify patterns across situations that are not obviously related, and to identify key or underlying issues in comple

Level Definition





lies the competency in difficult situations


“Team Working and Team leadership”


To identify patterns across situations that are not obviously related, and to identify key or underlying issues in complex situations.

Level Definition





lies the competency in difficult


“Team Working and Team leadership”




To distinguish between critical and irrelevaTo gathers information from a variety of sources to reach a conclusion.

To identify critical conneTo analyses verbal and numerical data. To recognize the causes and consequences of actions and events that are not readily apparent. To anticipates and thinks ahead about next steps.

To independently engage in tasks requiring interpretation of complex and often vague sets of information. To identify gaps in information and makes assumptions in order to continand/or take action. To seek a wide range of sources of information.





To distinguish between critical and irrelevaTo gathers information from a variety of sources to reach a conclusion.

To identify critical connections and patterns in information/data. To analyses verbal and numerical data. To recognize the causes and consequences of actions and events that are not readily

To anticipates and thinks ahead about next steps.

To independently engage in tasks requiring interpretation of complex and often vague sets

To identify gaps in information and makes assumptions in order to continand/or take action. To seek a wide range of sources of information.


INTERPERSONAL SKILL



To distinguish between critical and irrelevant not complex pieces of information.To gathers information from a variety of sources to reach a conclusion.

ctions and patterns in information/data. To analyses verbal and numerical data. To recognize the causes and consequences of actions and events that are not readily

To anticipates and thinks ahead about next steps.


To identify gaps in information and makes assumptions in order to contin

To seek a wide range of sources of information.


2017

INTERPERSONAL SKILL



nt not complex pieces of information.To gathers information from a variety of sources to reach a conclusion.

ctions and patterns in information/data.

To recognize the causes and consequences of actions and events that are not readily


To identify gaps in information and makes assumptions in order to contin


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nt not complex pieces of information. To gathers information from a variety of sources to reach a conclusion.



To identify gaps in information and makes assumptions in order to continue analysis


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ue analysis

C1

Effective

Proficiency

C2

Mastery level

C1


Proficiency

C2 –

Mastery level

Operational









To develop conceptual framewoTo draw sound conclusions based upon a mixture of analysis and experience.

To make assignments to yoco-working. To delegate authority to match responsibility, and holds youth accountable for agreed upon commitments. To correctly involve others youth /youth workers in decisions and plans thaPromotes group morale and effectiveness by being clear about output expectations. To be able to see arising conflicts and takes action at the whole youth group level.

To develop conceptual frameworks that guide analysis. To draw sound conclusions based upon a mixture of analysis and experience.

To make assignments to youth within and outside of the youth group / team to facilitate

To delegate authority to match responsibility, and holds youth accountable for agreed upon commitments. To correctly involve others youth /youth workers in decisions and plans thaPromotes group morale and effectiveness by being clear about output expectations. To be able to see arising conflicts and takes action at the whole youth group level.


rks that guide analysis. To draw sound conclusions based upon a mixture of analysis and experience.

uth within and outside of the youth group / team to facilitate

To delegate authority to match responsibility, and holds youth accountable for agreed

To correctly involve others youth /youth workers in decisions and plans thaPromotes group morale and effectiveness by being clear about output expectations. To be able to see arising conflicts and takes action at the whole youth group level.


2017

rks that guide analysis. To draw sound conclusions based upon a mixture of analysis and experience.



To correctly involve others youth /youth workers in decisions and plans thaPromotes group morale and effectiveness by being clear about output expectations. To be able to see arising conflicts and takes action at the whole youth group level.


2017-3-DK01-KA205-046757

To draw sound conclusions based upon a mixture of analysis and experience.



To correctly involve others youth /youth workers in decisions and plans that affect them. Promotes group morale and effectiveness by being clear about output expectations. To be able to see arising conflicts and takes action at the whole youth group level.


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t affect them. Promotes group morale and effectiveness by being clear about output expectations.

5.

A1



B1

Threshold level


Negotiating and Mediation skills

EQF LEVEL

A1 –



B1 - B2

Threshold level


egotiating and ediation skills

EQF LEVEL




CULTURAL COMPETENCE GRID 14 - “Negotiating and media

egotiating and ediation skills To work co

It also refers to the ability to workand how to respond to them during negotiations. results.

Level Definition







“Negotiating and mediation skills”


work co-operatively with

It also refers to the ability to workand how to respond to them during negotiations. results.

Level Definition







tion skills”



operatively with others, being a part of a team

It also refers to the ability to work towards winand how to respond to them during negotiations.

To listens to differing points of view and promotes mutual and cultural understanding.

To Identify the main negotiating points

To meets with youth leaders/youth to gain buy

To use factual information to support own point of view when meeting with youth/youth workers.

To Identify minimal or ideal conditions of others during

To negotiate based on firstavoiding using hearsay, cultural stereotypes or personal opinions. Avoiding cultural and social pre-judgement.



others, being a part of a team

towards win-win outcomes. and how to respond to them during negotiations. The competency reflects a focus to achieve value

DESCRIPTORS (Knowledge, Skills, Competence


To Identify the main negotiating points

To meets with youth leaders/youth to gain buy

use factual information to support own point of view when meeting with youth/youth


To negotiate based on first-hand observations and information collected from both sides avoiding using hearsay, cultural stereotypes or personal opinions. Avoiding cultural and

judgement.


INTERPERSONAL SKILL

others, being a part of a team and assuming the role of leader of a team;

win outcomes. To assume and to The competency reflects a focus to achieve value



To Identify the main negotiating points of a given issue and engages in negotiation.

To meets with youth leaders/youth to gain buy-in for a new direction of the youth group.



hand observations and information collected from both sides avoiding using hearsay, cultural stereotypes or personal opinions. Avoiding cultural and


2017

INTERPERSONAL SKILL

and assuming the role of leader of a team;

To assume and to understand one’s counterparts The competency reflects a focus to achieve value



of a given issue and engages in negotiation.

in for a new direction of the youth group.


To Identify minimal or ideal conditions of others during negotiations.



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and assuming the role of leader of a team;

understand one’s counterparts The competency reflects a focus to achieve value-added



of a given issue and engages in negotiation.



negotiations.



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understand one’s counterparts





C1

Effective

Proficiency

C2

Maste

C1


Proficiency

C2 –

Mastery level

Operational



pplies the competency in considerably difficult situations



pplies the competency in considerably difficult situations



To prepare and effectively runs negotiating meetings to achieve a specific objective.

To negotiate in a constructive manner when tackling difficult iss

To make realistic compromises during negotiations.

To maintain an objective, nonarguments that arise during negotiations.

To focus on achieving value

To Constructively work towards a winyouth workers.

To explore creative solutions witpartnerships.

To successfully lead negotiations with a positive strong impact on youth.

To demonstrates more than one preferred negotiating style (e.g. cocompromise, accommodating, etc.context.

Demonstrates an ability to step back when necessary from the negotiation process while staying focused on the objective.




To maintain an objective, non-emotional distance from interpersonal conflicts or arguments that arise during negotiations.

To focus on achieving value-added results during negotiations.

To Constructively work towards a win

To explore creative solutions with others to overcome antagonism and to develop


To demonstrates more than one preferred negotiating style (e.g. cocompromise, accommodating, etc.

Demonstrates an ability to step back when necessary from the negotiation process while staying focused on the objective.





emotional distance from interpersonal conflicts or arguments that arise during negotiations.

added results during negotiations.

To Constructively work towards a win-win solution during negotiations both for youth and

h others to overcome antagonism and to develop


To demonstrates more than one preferred negotiating style (e.g. cocompromise, accommodating, etc.) and to adapt it depending on the counterpart and

Demonstrates an ability to step back when necessary from the negotiation process while


2017


To negotiate in a constructive manner when tackling difficult issues.


emotional distance from interpersonal conflicts or

added results during negotiations.

win solution during negotiations both for youth and



To demonstrates more than one preferred negotiating style (e.g. co-) and to adapt it depending on the counterpart and



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ues.

emotional distance from interpersonal conflicts or




-operative, avoiding, ) and to adapt it depending on the counterpart and



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operative, avoiding, ) and to adapt it depending on the counterpart and


5.

A1



B1

Threshold level



EQF LEVEL

A1 –



B1 - B2

Threshold level



EVEL



Applies the competency in difficult situations Requires occasional guidan

CULTURAL COMPETENCE GRID 15 - “Handling Cultural Diversity

Handling Cultural Fosters an inclusive workplace where diversity and individual differences are valued and leveraged to achieve the vision and mission of the organization.

Level Definition






Requires occasional guidan


Un

Fosters an inclusive workplace where diversity and individual differences are valued and leveraged to achieve the vision and mission of the organization.

Level Definition







Handling Cultural Diversity”



Fosters an inclusive workplace where diversity and individual differences are valued and leveraged to achieve the vision and mission of the organization.

To Attend diversity programs to increase youth group awareness To Meet with youth to obtain input on diversity issues with the youth workgroup

To Adhere to Equal Employment Opportunity, goals, objevaluing diversity in performing everyday duties and responsibilities. To Build teams leveraging diverse capabilities of youth

To Recognize and utilize skills of youth with diverse backgrounds to benefit the group and other youth. To address and correct the use of inappropriate language or actions which derided diversity.

it of LEARNING OUTCOME


Fosters an inclusive workplace where diversity and individual differences are valued and leveraged to achieve the




To Recognize and utilize skills of youth with diverse backgrounds to benefit the group and

To address and correct the use of inappropriate language or actions which derided


INTERPERSONAL SKILL








2017

INTERPERSONAL SKILL




To Adhere to Equal Employment Opportunity, goals, objectives, and philosophies of valuing diversity in performing everyday duties and responsibilities. To Build teams leveraging diverse capabilities of youth




2017-3-DK01-KA205-046757



To Meet with youth to obtain input on diversity issues with the youth workgroup

ctives, and philosophies of valuing diversity in performing everyday duties and responsibilities.




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ctives, and philosophies of


C1

Effective

Proficiency

C2

Mastery level

C1


Proficiency

C2 –

Mastery level

Operational

Applies theconsiderably difficult situations Generally requires little or no guidance





competency in considerably difficult situations



To Build a diverse youth with a variety of skills who function effectively to accomplish the mission of the organization. To Develop a creative initiative focuseto encourage inclusiveness in society/youth group

To create a diverse andideas, and experiences.To Identify creative approaches to develop with a representative youth group that benefits from diverse strengths

To Build a diverse youth with a variety of skills who function effectively to accomplish the mission of the organization. To Develop a creative initiative focuseto encourage inclusiveness in society/youth group

To create a diverse and inclusive environment which brings together different cultures, ideas, and experiences. To Identify creative approaches to develop with a representative youth group that benefits from diverse strengths


To Build a diverse youth with a variety of skills who function effectively to accomplish the

To Develop a creative initiative focused on recognizing the various dimensions of diversity to encourage inclusiveness in society/youth group

inclusive environment which brings together different cultures,

To Identify creative approaches to develop with a representative youth group that


2017


d on recognizing the various dimensions of diversity




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6. TAXONOMY

To translate traditional qualifiTaxonomy2, was implemented.

2 Anderson, L. W. and David R. Krathwohl, D. R., et al (Eds..) (2001) A Taxonomy for Learning,and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. Allyn &(Pearson Education Group)

TAXONOMY

To translate traditional qualifi, was implemented.

Anderson, L. W. and David R. Krathwohl, D. R., et al (Eds..) (2001) A Taxonomy for Learning,

and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. Allyn &(Pearson Education Group)

To translate traditional qualifications systems to the EQF system , was implemented.

Anderson, L. W. and David R. Krathwohl, D. R., et al (Eds..) (2001) A Taxonomy for Learning,

and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. Allyn &(Pearson Education Group)

cations systems to the EQF system

Anderson, L. W. and David R. Krathwohl, D. R., et al (Eds..) (2001) A Taxonomy for Learning,and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. Allyn &







2017

cations systems to the EQF system Andersons and Krathwohl's



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Andersons and Krathwohl's

Anderson, L. W. and David R. Krathwohl, D. R., et al (Eds..) (2001) A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. Allyn & Bacon. Boston, MA


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Andersons and Krathwohl's

Teaching, Bacon. Boston, MA


2017


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2017


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6.1

6.1 IMPLEMENTATION OF TAXONOMY:IMPLEMENTATION OF TAXONOMY:IMPLEMENTATION OF TAXONOMY:IMPLEMENTATION OF TAXONOMY:


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7. GLOSSARY

Accept criticism

referring to the fact that the critic can hurt someone`s pride and have negative effects on his/her self

and confidence. On the other hand, constructive criticism is designed to point out someone mistakes, but also

show someone where and how imp

feedback that can help someone improve him

Acculturation:

of social, psychological, and

the process of acculturation refers to the soc

values, customs, norms, attitudes, and behaviours of the dominant host culture. This process has been linked

to changes in daily

As enculturation

second-culture

change, research and theory have primarily focused on the adjustments and adaptations made by minorities

such as immigrants

majority.

Adaptability:

Adaptability shows the ability to learn from experience, and improves the fitness of the learner as a

competitor.

Ambition: The desire to achieve something, or to succeed, accompanied with motivation, determina

an internal drive. Ambition describes those that achieve success based on their inner desire to do so and their

belief in themselves.

Analytic capacity:

make decisions.

Assertiveness

beliefs in direct, honest and app

feelings and beliefs of other people.

Communicati

to communicate effectively w

GLOSSARY:

criticism: To accept both





Acculturation: Assimilation process to a different culture, typically the dominant one. It refers

of social, psychological, and



to changes in daily behaviour

enculturation is used to describe the process of first

culture learning


immigrants, refugees

Adaptability: Ability to alter oneself or her/his responses t


competitor.

The desire to achieve something, or to succeed, accompanied with motivation, determina


belief in themselves.

capacity: Analytical skills refer to the ability to collect and analyze information,

make decisions.

Assertiveness: Assertiveness means standing up for your personal rights

beliefs in direct, honest and app


Communication skills: The ability to convey information to another effectively and efficiently.

to communicate effectively w

To accept both





Assimilation process to a different culture, typically the dominant one. It refers

of social, psychological, and cultural change



behaviour, as well as numerous changes in

ed to describe the process of first

learning. Despite definitions and evidence that acculturation entails a two


refugees, and

Ability to alter oneself or her/his responses t




Analytical skills refer to the ability to collect and analyze information,

Assertiveness means standing up for your personal rights

beliefs in direct, honest and appropriate ways. By being assertive we should always respect the thoughts,


The ability to convey information to another effectively and efficiently.

to communicate effectively with superiors, colleagues, and staff is essential, no matter what industry someone

To accept both constructive and destructive critics/judgements. Destructive critic



show someone where and how improvements can be made. Constructive criticism should be viewed as useful

feedback that can help someone improve him or her


cultural change that stems from blending between cultures. At the individual level,

the process of acculturation refers to the socialisation process by which foreign


, as well as numerous changes in

ed to describe the process of first

. Despite definitions and evidence that acculturation entails a two


, and indigenous peoples







ropriate ways. By being assertive we should always respect the thoughts,



ith superiors, colleagues, and staff is essential, no matter what industry someone

constructive and destructive critics/judgements. Destructive critic



rovements can be made. Constructive criticism should be viewed as useful

or her rather than put


that stems from blending between cultures. At the individual level,

ialisation process by which foreign


, as well as numerous changes in

ed to describe the process of first-culture learning, acculturation can be thought of as



indigenous peoples in response to their contact with the dominant















rather than put him or her



ialisation process by which foreign


, as well as numerous changes in psychological

culture learning, acculturation can be thought of as



in response to their contact with the dominant

Ability to alter oneself or her/his responses to the changed circumstances or environment.










2017





him or her down.



ialisation process by which foreign-


psychological





o the changed circumstances or environment.





Assertiveness means standing up for your personal rights - expressing thoughts, feelings and





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down.



-born individuals adopt the


psychological and physical well


. Despite definitions and evidence that acculturation entails a two-way proc







Analytical skills refer to the ability to collect and analyze information, problem

expressing thoughts, feelings and


The ability to convey information to another effectively and efficiently. Thus, the ability



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referring to the fact that the critic can hurt someone`s pride and have negative effects on his/her self-esteem



Assimilation process to a different culture, typically the dominant one. It refers to the process


born individuals adopt the


and physical well-being.


way process of





The desire to achieve something, or to succeed, accompanied with motivation, determination and


problem-solve, and



Thus, the ability


constructive and destructive critics/judgements. Destructive criticism

esteem



to the process


born individuals adopt the


being.


ess of





tion and


, and


Thus, the ability


works in. Communication skills are divided broadly into Verbal Communication, Non

and Listening.

Competitiveness:

prize. Competiveness does not necessarily mean ability to beat all someone´s rivals but rather, his/her thirst

and willingness to be involved in competition; to staying in competition and not be

outclassed.

Conflict Resolution:

personal or relational conflicts

such as loyalty, breach of confidence, perceived betrayal or lack of respect

about goals, structures, procedures and means, something fairly tangible and structural within the

organisation or for an individual

achieving goals are distributed, such as time, money, space and staff.

Creative thinking

avoiding orthodox solutions and thinking outside the box. This creative process allows you to explore

connections, meet new challenges and seek solutions that are unusual, original and fresh.

Cultural awareness:

other backgrounds

creative importance of ideas, experiences and emotions in a range of media such as music, literature and visual

and performing arts.

Decision Making Skills:

When trying to make a good decision, a person must weigh the positives and negatives of each option, and

consider all the alternatives. For effective decision making, a person must be able to forecast the outcome of

each option as well, and

situation.

Demand of himself:

highest standards possible.

Digital competences:

technology for work, leisure and communication.

ommunication skills are divided broadly into Verbal Communication, Non

and Listening.

Competitiveness: Competitiveness refers to the skill



outclassed.

Conflict Resolution: Managing and Resolving Conflict in a Positive Way.

personal or relational conflicts



organisation or for an individual


e thinking: It can be is defined as a way to look at and solve problems from a different perspective,

rthodox solutions and thinking outside the box. This creative process allows you to explore


wareness: To

backgrounds, especially


and performing arts.

Making Skills:



each option as well, and

Demand of himself: Referring to someone who wants everything to be perfect and demands of self the


Digital competences:



Competitiveness refers to the skill



Managing and Resolving Conflict in a Positive Way.

personal or relational conflicts - usually about identity or self



organisation or for an individual -


It can be is defined as a way to look at and solve problems from a different perspective,



To understand

especially differ


Making Skills: The thought process of selecting a logical choice from the avai



each option as well, and based on all these items, determine which option is the best for that particular

Referring to someone who wants everything to be perfect and demands of self the


It refers to the confident and critical usage of information and communications



Competitiveness refers to the skill




usually about identity or self



; and conflicts of interest that concerns the ways in which the means of





the differences

differences in attitudes


The thought process of selecting a logical choice from the avai



based on all these items, determine which option is the best for that particular


to the confident and critical usage of information and communications



Competitiveness refers to the skill or ability to contend with rivals for the same objective or




usually about identity or self



licts of interest that concerns the ways in which the means of





differences between themselves and people from other

attitudes and values











or ability to contend with rivals for the same objective or




usually about identity or self-image, or important aspects of a relationship








between themselves and people from other

values. Also, it includ









2017





Managing and Resolving Conflict in a Positive Way. There are three types of conflict,

image, or important aspects of a relationship

such as loyalty, breach of confidence, perceived betrayal or lack of respect - instrumental conflicts







Also, it includes the ability to appreciate the









2017-3-DK01-KA205

ommunication skills are divided broadly into Verbal Communication, Non-Verbal Communication



and willingness to be involved in competition; to staying in competition and not be booted out or totally

There are three types of conflict,


instrumental conflicts







es the ability to appreciate the









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Verbal Communication



booted out or totally



instrumental conflicts -usually





between themselves and people from other countries or



The thought process of selecting a logical choice from the available options.






Verbal Communication



booted out or totally



usually





or



lable options.






Diplomacy:

damaging the relationship by cau

of other people and being sensitive to their opinions, beliefs, ideas and feelings.

Disseminate information

information or

Emotional intelligence:

It is generally said to include three skills:

to tasks like thinking and problem

own emotions

Empathy: The power of entering into another’s personality and imaginati

the action of understanding, being aware of, being sensitive to, and vicariously experiencing the feelings,

thoughts, and experience of another of either the past or present without having the feelings, thoughts, and

experience fully communicated in an objectively

Flexibility: It is a

circumstances and think about problems and tasks in novel, creative ways.

or unexpected events occur, requiring a person to change their stance, outlook, or commitment.

Good listener

questioning for explanation, showing empathy and providing a suitable response. Good listening skills include

the understanding ability. Body language is also a part of listening skill. Eye contact

straight and alert are the good gestures of a good listener.

Hard-working skills:

Inclusive skills:

variety of backgrounds, learning styles, and abilities. These strategies contribute to an overall inclusive social

environment, in which citizens feel equally valued.

Innovative:

new ideas; original and creative in thinking.

Diplomacy: The ability to assert your ideas or opinions, knowing what to say and how to say it without

damaging the relationship by cau


Disseminate information

information or knowledge

Emotional intelligence:


to tasks like thinking and problem

own emotions and cheering up or calming down other people.

The power of entering into another’s personality and imaginati



erience fully communicated in an objectively

It is a personality trait



Good listener: It refers to




working skills: Putting a lot of effort into a job and doing it well

Inclusive skills: It refers to any number of skills and competences that address to the



Innovative: (of a product, idea, etc.) featuring new methods; ad


The ability to assert your ideas or opinions, knowing what to say and how to say it without

damaging the relationship by causing offence. Tact and diplomacy are skills centred around an understanding


Disseminate information: to cause (something, such as information) to go to many people; to d

knowledge so that it

Emotional intelligence: It is the ability to identify and manage your own emotions and the emotions of others.


to tasks like thinking and problem solving; and the ability to manage emotions, which

and cheering up or calming down other people.





personality trait that describes the extent to which a person can



It refers to the act of hearing attentively




Putting a lot of effort into a job and doing it well

It refers to any number of skills and competences that address to the



(of a product, idea, etc.) featuring new methods; ad



sing offence. Tact and diplomacy are skills centred around an understanding


to cause (something, such as information) to go to many people; to d

so that it reaches many people or organizations.

is the ability to identify and manage your own emotions and the emotions of others.

It is generally said to include three skills: emotional awareness; the ability to harness emotions an

solving; and the ability to manage emotions, which






hat describes the extent to which a person can



act of hearing attentively














many people or organizations.


emotional awareness; the ability to harness emotions an






erience fully communicated in an objectively explicit manner.




act of hearing attentively. Listening skills involve a different set of etiquettes,






















manner.




Listening skills involve a different set of etiquettes,






(of a product, idea, etc.) featuring new methods; advanced and original


2017









The power of entering into another’s personality and imaginatively experiencing his experiences.



hat describes the extent to which a person can cope

circumstances and think about problems and tasks in novel, creative ways.[1] This trait is used when stressors







vanced and original; (


2017-3-DK01-KA205






solving; and the ability to manage emotions, which includes regulating

vely experiencing his experiences.



cope with changes in

This trait is used when stressors




the understanding ability. Body language is also a part of listening skill. Eye contact with the speaker, sitting

It refers to any number of skills and competences that address to the needs of people with a


; (of a person) introducing


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to cause (something, such as information) to go to many people; to distribute


emotional awareness; the ability to harness emotions and apply them

includes regulating your




with changes in





with the speaker, sitting

needs of people with a


of a person) introducing



istribute


d apply them

your







with the speaker, sitting

needs of people with a


of a person) introducing

Insightfulness

trial-and-error. It occurs when people recognize re

actions) that can help them solve new problems. Insightful thinking is the understanding of the motivational

forces behind one's actions, thoughts, or behaviour.

Leadership:

Leadership skills:Accountability; Empathy; Confidence; Optimism; Honesty or Inspiration

Learning to lear

through effective management of time and information, both individually and in groups. This competence

includes awareness of one’s learning process

overcome obstacles in order to learn successfully. This competence means gaining, processing and assimilating

new knowledge and skill as well as seeking and making use of guidance. Learning

build on prior learning and life experiences in order to use and apply knowledge and skills in a variety of

contexts: at home, at work, in education and training. Motivation and confidence are crucial to an individual’s

competence.

Legal competences:

about legal questions and their ability to apply them to perform a task safely.

Motivation:

interested and committed to a job, role or subject, or to make an effort to attain a goal. Motivation results

from the interaction of both conscious and unconscious factors such as the (1) intensity of desire or ne

incentive or reward value of the goal, and (3) expectations of the individual and of his or her peers. These

factors are the reasons one has for behaving a certain way.

Negotiating skills:

business and personal life. Negotiating Skills include methods of communicating, persuading and influencing,

planning, strategizing, employing tactics, techniques, tool

Open-minded:

and adaptive to new experiences and ideas.

Insightfulness: It is the sudden and immediate comprehension or understanding that takes place without overt

error. It occurs when people recognize re



Leadership: ‘the process through

Leadership skills: Those skills/competencies that leadership embodies: Decisiveness; Awareness; Focus; Accountability; Empathy; Confidence; Optimism; Honesty or Inspiration

ng to learn: It is the ability to pursue and persist in learning, to organize one’s own learning, including







ence.

Legal competences: The combination of legal training, skills, experience and knowledge that a person has


Motivation: Internal and external factors that stimulate desi





Negotiating skills: These can be defined as those required skills to negotia



minded: It means to be willing to consider or receive new and different ideas. It means being flexible


is the sudden and immediate comprehension or understanding that takes place without overt




‘the process through which leaders influence the attitudes, behaviours and values of others.

Those skills/competencies that leadership embodies: Decisiveness; Awareness; Focus; Accountability; Empathy; Confidence; Optimism; Honesty or Inspiration

is the ability to pursue and persist in learning, to organize one’s own learning, including







The combination of legal training, skills, experience and knowledge that a person has


Internal and external factors that stimulate desi





These can be defined as those required skills to negotia



It means to be willing to consider or receive new and different ideas. It means being flexible






which leaders influence the attitudes, behaviours and values of others.




includes awareness of one’s learning process and needs, identifying available opportunities, and the ability to


















error. It occurs when people recognize relationships (or make novel associations between objects or







and needs, identifying available opportunities, and the ability to














planning, strategizing, employing tactics, techniques, tool-sets, systems and processes, and often teamwork.




lationships (or make novel associations between objects or













Internal and external factors that stimulate desire and energy in people to be continually







sets, systems and processes, and often teamwork.



2017










new knowledge and skill as well as seeking and making use of guidance. Learning to learn engages learners to





re and energy in people to be continually




These can be defined as those required skills to negotiate superior deals in both someone`s





2017-3-DK01-KA205





Those skills/competencies that leadership embodies: Decisiveness; Awareness; Focus;





to learn engages learners to








te superior deals in both someone`s





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Those skills/competencies that leadership embodies: Decisiveness; Awareness; Focus;











from the interaction of both conscious and unconscious factors such as the (1) intensity of desire or need, (2)



















ed, (2)





Organizational skill

refers to the

achieves the things he/she

Patience: (Or forbearance) it is the ability to endure difficult circumstances such as perseverance in the face of

delay; tolerating provocation without responding in annoyance/anger; or exhibiting forbearance when under

strain, especially when faced with long

before negativity. It is also used to refer to the character trait of being steadfast.

Pedagogical skills:

Personal development:

their aims in life and set goals in order to realise and maximise their potential.

Positive Attitude:

willingness to try doing new things and the belief that everything would turn all right. It is an attitude that

helps someone to see the good in people. In short, it is a mental attitude that sees the good an

accomplishments in life, rather than the negative and the failures. A positive attitude is a mindset that helps to

see and recognize opportunities. It is directly related to positive thinking, optimism and maintaining a positive

mindset, it focuses o

good things to happen. People who possess this attitude are easier to get along with, are happy, and they

spread joy around them.

Problem Solving:

may include mathematical or systematic operations and can be a gauge of an individual's critical thinking skills.

Professionalism:

a more formal or business

Quick-learning:

rates of learning without an unacceptable reduction of co

speed reading, but encompasses other methods of learning, such as observation, listening, conversation,

questioning, and reflection.

Organizational skills: It encompasses physical and mental organization and time management abilities.

refers to the ability to use

the things he/she

(Or forbearance) it is the ability to endure difficult circumstances such as perseverance in the face of




Pedagogical skills: Pedagogical means concerning the methods and theory of teaching

development:


Positive Attitude: It is a state of mind that envisions and ex





mindset, it focuses on the bright side of life. A positive attitude is mental outlook of optimism and of expecting



Problem Solving: The proces


Professionalism: It is a skill or

a more formal or business

learning: It is a collection of Skills/competencies/strategies of learning which attempt to attain higher




It encompasses physical and mental organization and time management abilities.

to use someone’s

the things he/she wants to





Pedagogical means concerning the methods and theory of teaching

development: It is a lifelong process. It is a way for people to assess their skills and qualities, consider


It is a state of mind that envisions and ex





n the bright side of life. A positive attitude is mental outlook of optimism and of expecting



The process of working through details of a problem to reach a solution. Problem solving


It is a skill or behaviour

a more formal or business-like manner. A

It is a collection of Skills/competencies/strategies of learning which attempt to attain higher





someone’s time, energy

to achieve:



strain, especially when faced with longer-term difficulties. Patience is the level of endurance one can have



It is a lifelong process. It is a way for people to assess their skills and qualities, consider









s of working through details of a problem to reach a solution. Problem solving


behaviour that goes beyond

like manner. A combination





energy, resources



term difficulties. Patience is the level of endurance one can have














that goes beyond what an ordinary person would have or behaving in

combination of skill






resources, etc. in an








It is a state of mind that envisions and expects favourable









what an ordinary person would have or behaving in

skill and high standards.


rates of learning without an unacceptable reduction of comprehension or retention. It is closely related to



2017


, etc. in an effective way so that








favourable results. It also refers to The










and high standards.


mprehension or retention. It is closely related to



2017-3-DK01-KA205


way so that someone




Pedagogical means concerning the methods and theory of teaching.


results. It also refers to The














KA205-046757

95

It encompasses physical and mental organization and time management abilities. It

someone







helps someone to see the good in people. In short, it is a mental attitude that sees the good and the

















d the











Reflective: It refers to candidates learn to reflect upon and create e

the inquiry and reflections of both individuals and groups.

Relationship building

a relationship has certain requirements f

just initiated a mutual connection. For a relationship to be born, it must be between and among individuals

and entities. No relationship exists for a single person only. Shared inte

relationship. Any common interests lead the way for building relationships.

Usually, people create a connection with someone who can offer something that they can relate to. With your

family members and friends, people bond with

people maintain a relationship with the organization by making a contribution and in return, they get

rewarded or compensated for it. Employees form a relationship because of shared ideas and

Communication is a factor that plays an important role in forming relationship. A relationship does not exist

where there is no constant interaction with another person. Trust and respect are also very important aspects

in a relationship.

Reliability:

is very important that your employer knows that you have these competencies.

Resilience:

you meet in the course of your life, and come back stronger from them. A person with good resilience has the

ability to bounce back more quickly and with less stress than someone whose resilience is less develo

Respect: It refers to how you feel about someone and how you treat him/her. Having respect for someone

means you think good things about who a person is or how he/she acts. You can have respect for others, and

you can have respect for yourself. Sho

about their feelings and well

with courtesy, caring enough about yourself that someone does not do things he/

Social Skills:

non-verbally, through gestures, body language and our personal appearance. Social skills are those

competencies fa

created, communicated, and changed in verbal and nonverbal ways. The process of learning these skills is

called socialization.

It refers to candidates learn to reflect upon and create e


Relationship building skills:











in a relationship.

Reliability and Dependability mean that someone demonstrates responsible


It refers to the ability to cope with and rise to the



It refers to how you feel about someone and how you treat him/her. Having respect for someone



about their feelings and well


Social Skills: Social skills are the skills we use to communicate and interact with each other, both verbally and

verbally, through gestures, body language and our personal appearance. Social skills are those

competencies facilitating interaction and communication with others where social rules and relations are


called socialization.



skills: These refer to a mutual understanding between or among individuals. Establishing



















about their feelings and well-being. This includes things like not calling people mean names, treating people


Social skills are the skills we use to communicate and interact with each other, both verbally and


cilitating interaction and communication with others where social rules and relations are




These refer to a mutual understanding between or among individuals. Establishing

a relationship has certain requirements for it to develop. This concept is especially true if the individuals have

















you can have respect for yourself. Showing respect to someone means you act in a way that shows you care

being. This includes things like not calling people mean names, treating people









or it to develop. This concept is especially true if the individuals have





family members and friends, people bond with them reciprocally because of love and care. In the workplace,












wing respect to someone means you act in a way that shows you care








It refers to candidates learn to reflect upon and create experiences and environments that support







them reciprocally because of love and care. In the workplace,







It refers to the ability to cope with and rise to the inevitable challenges, problems and set













2017

xperiences and environments that support




and entities. No relationship exists for a single person only. Shared interests between people form a










inevitable challenges, problems and set







with courtesy, caring enough about yourself that someone does not do things he/she know can hurt others.






2017-3-DK01-KA205





rests between people form a




rewarded or compensated for it. Employees form a relationship because of shared ideas and work interests.



Reliability and Dependability mean that someone demonstrates responsible behaviours

inevitable challenges, problems and set







she know can hurt others.






KA205-046757

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work interests.



behaviours at work. It

inevitable challenges, problems and set-backs


ability to bounce back more quickly and with less stress than someone whose resilience is less developed.


















work interests.



at work. It

backs











Team working:

mutual commitment that creates synergies to achieve a common goal or to complete a task in the most

effective and efficient way.

Tolerance:

someone. To accept another's ideas and beliefs. It is the quality of allowing other people to say and do as they

like, even if the hearer does not agree or approve of it.

Trust: (social trust)

It can be defined as the firm belief in the reliability, truth, or ability of someone or something. Thus, to believe

that someone/something is good and honest and will

Team working: It refers to the collab



It can be defined as a fair and objectiv



(social trust) It refe



It refers to the collab






It refers to the reliance on a character, ability, strength, or truth of someone or something.



It refers to the collaborative effort of a team, that is, a group of individuals with a sense of





rs to the reliance on a character, ability, strength, or truth of someone or something.



orative effort of a team, that is, a group of individuals with a sense of


It can be defined as a fair and objective attitude towards those whose lifestyle differs from





that someone/something is good and honest and will not harm you, or that something is safe, stable or solid.




e attitude towards those whose lifestyle differs from




not harm you, or that something is safe, stable or solid.


2017









2017-3-DK01-KA205









KA205-046757

97















8. PARNERS AND CONTACT DETAILS

BENEFICIARY ORGANIZATION & CONTACT DETAILS

OLYMPIC AMAGER KULTUR

Mr. Abdulkadir Ahmed

Vinkelhuse 25, 1. th

Kastrup - Denmark (DK)

Phone: +45 31 32 05 51

CO-BENEFICIARY ORGANIZATION 1 & CONTACT DETAILS

COOPERAZIONE SUD PE

Ms. Raffaella Mirarchi

Via Episcopio 24

89852 Mileto (VV)

Phone: +39 0963 339624


ASOCIACIÓN CULTURAL INTEGRA

Mr. Luis Miguel

Calle Adelaida Muro, 1B

15002 A Coruña

Phone: +34 981 260 365


BLUEBOOL SRL

Ms. Monica Pomero

Via S. Francesco Al Campo 51

10040 Rivarossa (TO)

Phone: +39 392 9764246

PARNERS AND CONTACT DETAILS



Abdulkadir Ahmed

Vinkelhuse 25, 1. th

Denmark (DK)

Phone: +45 31 32 05 51

BENEFICIARY ORGANIZATION 1 & CONTACT DETAILS

COOPERAZIONE SUD PE

Ms. Raffaella Mirarchi

ia Episcopio 24

89852 Mileto (VV) - Italy

+39 0963 339624



Mr. Luis Miguel Díaz Losada

Adelaida Muro, 1B

15002 A Coruña – Spain (ES)

Phone: +34 981 260 365


BLUEBOOL SRL

. Monica Pomero


Rivarossa (TO) –

Phone: +39 392 9764246




Denmark (DK)

Phone: +45 31 32 05 51


COOPERAZIONE SUD PER L’EUROPA

Italy

+39 0963 339624



Losada

Adelaida Muro, 1B – Bajo A

Spain (ES)

Phone: +34 981 260 365



Italy (IT)

Phone: +39 392 9764246




R L’EUROPA

Italy


Spain (ES)



Website:



Spain (ES) Website:



Website: www.olyamagerkulture.dk

[email protected]

Website:

mosaic.project@c

Website: www.integracoruna.com

[email protected]

Website:

[email protected]


2017

www.olyamagerkulture.dk

[email protected]

Website: www.cspe.it

[email protected]

www.integracoruna.com

[email protected]

Website: www.cspe.i

[email protected]


2017-3-DK01-KA205


[email protected]

www.cspe.it

spe.it

www.integracoruna.com

[email protected]

www.cspe.it

[email protected]


KA205-046757

98


[email protected]

It was

Partners would like to extend a special thanks to local, regional or national stakeholders,

policymakers, youth workers and any other who provided us with useful feedback an

It was

Cooperation for innovation and the exchange of good practicesStrategic partnership in th

was a two year project, starting in

http://www.culturalmosaic.eu/



"YOUTH WORKERS' ROLE

EUROPE'S CULTURAL MOSAIC"

It was a project co

Cooperation for innovation and the exchange of good practicesStrategic partnership in th

A project selected by the

Project Number:

a two year project, starting in[Proje




suggestions in the elaboration of this handbook.


WITHIN


a project co-funded by the

Cooperation for innovation and the exchange of good practicesStrategic partnership in the youth field

-------------

project selected by the

Project Number: 2017

-------------

a two year project, starting in[Project Total duration:





July 2018


WITHIN


funded by the Erasmus+ Programme


e youth field –

-------------

project selected by the Danish National Agency

And

2017-3-DK01

-------------

a two year project, starting in February 2018ct Total duration: 20 months





July 2018



WITHIN


Erasmus+ Programme

Cooperation for innovation and the exchange of good practices Development of Innovation

Danish National Agency

DK01-KA205-046757

2018 and ending in20 months]






2017



Erasmus+ Programme

Cooperation for innovation and the exchange of good practicesDevelopment of Innovation

Danish National Agency

046757

and ending in October 2019






2017-3-DK01-KA205

Cooperation for innovation and the exchange of good practices Development of Innovation.

October 2019.




KA205-046757

99

.


policymakers, youth workers and any other who provided us with useful feedback and

it is an erasmus + project co - bluebook

Documents