Moving beyond tokenism to make youth participation a reality

What is youth participation?

Youth participation means young people have a role in the structure of an organisation (or project, etc.). It can appear in many different forms, but essentially means consultation, decision-making, and representation which value the role of young people.

Youth participation ensures that programs and services are relevant, engaging, and responsive to young people’s needs. For the young person, it gives them the opportunity to have a say about what is important to them, to take control of decisions that affect their lives, to increase their skills, and to build their confidence and connections to their community. For the organisation, it means campaigns and programs are more effective in reaching young people, attracting their interest and representing their views and needs. It helps to ensure effectiveness, emphasises strengths rather than weaknesses, and can help to raise the profile of the organisation within the community. It has also been linked to national democratic, social and economic development.

Analyzing the Key Competencies for Lifelong Learning

Communication in the mother tongue.

Definition:

Communication in the mother tongue is the ability to express and interpret concepts, thoughts, feelings, facts and opinions in both oral and written form (listening, speaking, reading and writing), and to interact linguistically in an appropriate and creative way in a full range of societal and cultural contexts; in education and training, work, home and leisure.

Essential knowledge, skills and attitudes related to this competence:

Communicative competence results from the acquisition of the mother tongue, which is intrinsically linked to the development of an individual’s cognitive ability to interpret the world and relate to others. Communication in the mother tongue requires an individual to have knowledge of vocabulary, functional grammar and the functions of language. It includes an awareness of the main types of verbal interaction, a range of literary and non-literary texts, the main features of different styles and registers of language, and the variability of language and communication in different contexts.


Individuals should have the skills to communicate both orally and in writing in a variety of communicative situations and to monitor and adapt their own communication to the requirements of the situation. This competence also includes the abilities to distinguish and use different types 
of texts, to search for, collect and process information, to use aids, and to formulate and express one’s oral and written arguments in a convincing way appropriate to the context.

A positive attitude towards communication in the mother tongue involves a disposition to critical 
and constructive dialogue, an appreciation of aesthetic qualities and a willingness to strive for them, and an interest in interaction with others. This implies an awareness of the impact of language on others and a need to understand and use language in a positive and socially responsible manner.


 In the context of Europe’s multicultural and multilingual societies, it is recognized that the mother tongue may not in all cases be an official language of the Member State, and that ability to communicate in an official language is a pre-condition for ensuring full participation of the individual in society. In some Member States the mother tongue may be one of several official languages. Measures to address such cases, and apply the definition accordingly, are a matter for individual Member States in accordance with their specific needs and circumstances.

"I am a city Changer"

I'm a City Changer is a global movement to share and spread individual, corporate and public initiatives that improve our cities.

I'm a City Changer is a worldwide campaign with the aim of sensitizing and creating awareness among citizens on urban issues to achieve better cities.

EXPLORING INTERCULTURAL DIALOGUE

There is no accepted definition for Intercultural Dialogue. 

The term is an adaptation from other terms, all of which remain current, such as multiculturalism, social cohesion and assimilation. The best formulation at the moment is perhaps the terminology used by the Council of Europe in its White Paper on Intercultural Dialogue, which states:

‘Intercultural Dialogue is understood as an open and respectful exchange of views between individuals and groups with different ethnic, cultural, religious and linguistic backgrounds and heritage’. 

Note that this definition is wide enough to encompass almost all kinds of exchange between culturally distinct groups and individuals while setting down no priorities with regard to any of them. 

Have young people given up the fight?

An economic crisis. Climate crisis. Resource crisis. Unemployment crisis. Poverty crisis. Ecosystem crisis. Energy crisis. Food crisis. Democratic crisis. Values crisis. Social crisis.

No matter what the particularly interest is, everyone can agree we’re in a crisis one way or another. Once again words of global crises echoed around the imposing SulAmerica Conference Centre in Rio at the Youth Blast by speakers and young people from around the world.

But while the reminder of our impending doom, social destruction, economic collapse and environmental suicide can be inspiring to some and help people feel they are not alone as we stare into the abyss, mutual recognition of our problems is not solving them.

KEY COMPETENCES FOR LIFELONG LEARNING

European Reference Framework

As globalization continues to confront the European Union with new challenges, each citizen will need a wide range of key competences to adapt flexibly to a rapidly changing and highly interconnected world. Education in its dual role,  both social and economic, has a key role to play in ensuring that Europe’s citizens acquire the key competences needed to enable them to adapt flexibly to such changes.



In particular, building on diverse individual competences, the differing needs of learners should be met by ensuring equality and access for those groups who, due to educational disadvantages caused by personal, social, cultural or economic circumstances, need particular support to fulfill their educational potential. Examples of such groups include people with low basic skills, in particular with low literacy, early school-leavers, the long-term unemployed and those returning to work after a period of extended leave, older people, migrants, and people with disabilities.

A POWERFUL ANTI-BULLYING MESSAGE

Originally posted: http://www.voicesofyouth.org