MY GENERATION LANDSCAPE

From ”puzzlement”From ”puzzlement” via mediation and co-creation……

via mediation and co-creation…… …to self reliance…to self reliance

TRANSFORMING OUTREACH

TRANSFORMING EDUCATION

TRANSFORMING TRANSITION TO WORKING LIFE

Formal, certified knowledge, skills and learning

Informal, ”life based” knowledge, skills and learning

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

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

2. Young entrepreneurs,

incubators, work practice

2. Young entrepreneurs,

incubators, work practice

1. Demand based education, promoting

informal skills,

1. Demand based education, promoting

informal skills,

3. Degree outreach: Community schools, drop

out prevention mobile team

3. Degree outreach: Community schools, drop

out prevention mobile team

2. Degree outreach: (World Worth Living2. Degree outreach: (World Worth Living

1.degree outreach: (street football)

1.degree outreach: (street football)

TRANSFORMING COORDINATIONTRANSFORMING COORDINATION

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

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

Our local Action Plan

Creative workshops for young

Secondary schools joining plan

Youth Chamber of Commerce involved

Good practice in drop out prevention

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

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

A Flourishing Youth Policy/ LAP/“Mind-Tree”/ Forest:

Where does it grow?

What are its roots?

What makes it flourish?

What is its trunk?

What branches?

What leaves?Fruits?, Flowers? Cones?

Where does it reach?

What is next to it?

What new plants are growing?

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

Step 3: Draw a mind tree and small forest in your landscape-Draw and write-Identify 3 of your most wonderful plants, draw and write on paper -Take this with you when you rotate and give them as gifts for others (one/ forest)

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

Step 4: Visits (rotations) to other trees/ forests-The “gardener” stays at the table-Rotate-Gardener explains briefly-Study the tree/forest, discuss-Give present, draw it in the landscape and explain, write down “greetings from XXX”-Take anything interesting with you from the tree/ forest (write it down for you)

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

Step 5: Return to own tree/ forest-Add everything you discovered on your trip to your tree/forest

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

8) Hike in the MG-mind-forest-Discovery journey: pick one wonderful thing you discover in the forest

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

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

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

7) Return to own table-Draw the three plants (and anything) to your tree/forest

8) Hike in the MG-mind-forest-Discovery journey: pick one wonderful thing you discover in the forest

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

MY GENERATION ”LANDSCAPE”

Informal” Life based learning

MainstreamFormalFormal knowledge

OUTREACHOUTREACH

TRANSFORMING EDUCATIONTRANSFORMING EDUCATION

TRANSITION TO WORKING LIFETRANSITION TO WORKING LIFE

3. Degree outreach: Community schools,

mobile team

3. Degree outreach: Community schools,

mobile team2. Degree outreach: (World Worth Living2. Degree outreach: (World Worth Living

. Promoting connections and information (, one-

stop shops, conselling, c-stick)

. Promoting connections and information (, one-

stop shops, conselling, c-stick)

2. Young entrepreneurs, incubators, work practice2. Young entrepreneurs,

incubators, work practice

From ”puzzlement”From ”puzzlement” via mediation and co-creation……via mediation and co-creation…… …to self reliance…to self reliance

1.degree outreach: (street football)

1.degree outreach: (street football)

EventsArenasOther

platforms

EventsArenasOther

platforms

EventsArenas Other

Platforms

EventsArenas Other

Platforms EventsArenasOther

platforms

EventsArenasOther

platforms

1. Demand based education, promoting

informal skills, drop out prevention

1. Demand based education, promoting

informal skills, drop out prevention

”Building blocks” for co-creation

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

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

-“First degree” outreach practices, i.e. really reaching out, going out there (like street football)- “Second degree” outreach, building on first degree activation (like World Worth Living)- “Third degree” outreach, where a permanent practice is transformed to promote outreach and prevent drop-out) (like Community Schools) - Promoting multi actor connections, platforms and sharing information, i.e. all those practices and services, which connects actors in youth issues (mode 1: like counselling offices, one-stop shops, mode 2 : special events, fairs, happenings , mode 3: distributing information, c-stick- “First degree” of Connecting to working life (demand based education, using and promoting informal skills, business incubators in schools)- “Second degree of Connecting to working life (work practice, business visits, young entrepreneurs, apprenticeship…)

The groups:

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

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

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

My Generation – Co-Creation

10. 00 – 11.00 Steps to co-creating (1)Three working groups according to product familiesFirst discussion: How could this product family be taken further by those already engaged,? What has already been done? What needs to be done in practice?

10. 15 – 12.00 Steps to co-creating (2)Second discussion: who wants to join in terms of bilateral or multilateral learning and how in this product family? What needs to be done in practice?

12.00 – 13.00 The way ahead to Gdansk and ValenciaPlenary

- Highlights from groups/ group leader, assisted by B,E,UOutreach, E/E and Coordination recap by U,E, and B related to all former- Opportunity to consider technical questions- How to design Gdansk and Valencia to maximise the future results

My Generation – Co-Creation

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

GdanskSocial affairs & NGO, young really aboard, outreachPeer? Outreach and connecting

AntwerpIntegrated youth policy, drop out, informal learning Peer interest: entrepreneurship (V, G) community building (B, R) demand based edu (G)

PatrasMultifunctional LAP & LSG, counselling, one-stop shopPeer? Connecting

Tirgu-MuresCounselling, transition to working lifePeer?: connecting actors, transition to working life

PatrasMultifunctional LAP & LSG, counselling, one-stop shop

ValenciaYouth dept. + young entrepr. collaboration,Transition to working life, events, information and training, Peers: C-stick (A), Entrpre. In schools (G?)

RigaConsultative board and joint effort/ NGOs, cooperation platform, multifunctional LAPPeer: NEET/B, Mobile team (R)

WarsawEstablishing and helping youth council/ youth policy, Young really aboard, Peer: how to activate young

GothenburgIntegrated youth policy, platform, youth involvement, transition to working, informalPeer: strategies of youth potential, young entrepr (V), B&W (R), (A)

GlasgowOutreach, new connections, information

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

RotterdamTransforming coordinationPeer: Antwerp, competence centres

MY GENERATION PRODUCT AND GOOD PRACTICE LANDSCAPE

Informal” Life based learning

MainstreamFormalFormal knowledge

OUTREACHOUTREACH

TRANSFORMING EDUCATIONTRANSFORMING EDUCATION

TRANSITION TO WORKING LIFETRANSITION TO WORKING LIFE

3. Degree outreach: Community schools,

mobile team

3. Degree outreach: Community schools,

mobile team2. Degree outreach: (World Worth Living2. Degree outreach: (World Worth Living

. Promoting connections and information (, one-

stop shops, conselling, c-stick)

. Promoting connections and information (, one-

stop shops, conselling, c-stick)

Young entrepreneurs, incubators, work practice

Young entrepreneurs, incubators, work practice

From ”puzzlement”From ”puzzlement” via mediation and co-creation……via mediation and co-creation…… …to self reliance…to self reliance

1.degree outreach: (street football)

1.degree outreach: (street football)

EventsArenasOther

platforms

EventsArenasOther

platforms

EventsArenas Other

Platforms

EventsArenas Other

Platforms EventsArenasOther

platforms

EventsArenasOther

platforms

Demand based education, promoting informal skills,

drop out prevention

Demand based education, promoting informal skills,

drop out prevention