Case Jeugd en Stad - Learning Lab Education 2030

Foundations for building an integrated Urban Youth Policy Gent 2009

The city grows – discolours – Gets greener

13-11-2009 www.jes.be JES stadslabo - 2

01020304050 0 10 20 30 40 50 0510152025 0 5 10 15 20 25 051015 0 5 10 15

Brussels Antwerp Gent Men – women Men – women Men – women

1998-2008

The city grows – discolours – Gets greener


26%

11%7%

28%

15%

9%

0%

5%

10%

15%

20%

25%

30%

Brussel Antwerpen Gent

20032008

% non-Belgians of the population

Youth – The future. With which perspective?


Early school leavers 18-24 years old, no longer at school, no secondary schooling



Pupils with at least one year schooling gap in the first year of secondary school

35%39%

50%

21%

35%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

Gent Antwerpen Brussels Gewest VlaamseGemeenschap

FranseGemeenschap


• Socio-economische situatie • Onderwijs(achterstand) • Arbeidsmarkt


Unemployment rate in the Belgian big cities Year average 2008



Youth unemployment rate in the big cities year average 2008

17,7% 18,6%

29,8%

18,4% 19,7%

33,7%

18,0% 19,2%

31,7%

0%

5%

10%

15%

20%

25%

30%

35%

Gent Antwerpen Brussels Gewest

mannenvrouwentotaal

1924

35 38 40

18

0

5

10

15

20

25

30

35

40

Gent Antwerpen BrusselsGewest

Luik Charleroi België

Youth – The future. With which perspective? % children en young people (0-17) in households

without income from employment


Bron: KBSZ, 2005

Policy plan 2010-2012

• Targets 3 X 3


Content

Participation in urban life with own life experience as a base

Competence approach for development in several fields

Internal and external sharing of expertise on participation and competences

Management

Financial management HR Communication policy

Environment

In cities and urban International Networking

JES vzw •  JES vzw

-  Urban lab for young people -  Gent, Brussels, Antwerp -  120 employees (4,1mio €; 60 fundinglines) -  JES-DNA

»  Competences »  Participation »  Integrated »  Innovation »  Urban


JES vzw • Non-formal education and training

• Youthwork and leisure time -  YCC -  Youthculture (music and multimedia) -  Urban adventure -  …

• Streetcornerwork and participation projects in public space

• Formal education and training (+18) for unemployed young people


Formal education projects (school)

• Learing and working (15-18y)

-  2 days school -  2 days working or competence-devellopment



• Youth Competence centres

-  Schoolmediating

-  Competence awarness and school orientation

-  Support in school works

-  Competence development in leisure time and leadership training



• Urban classes

-  For teachers of primary schools to discover the neighbourhood of their children, with participation of children and their parents


Signals and comments

• Target group: vulnerable, migrants (2e and 3th generation), new immigrants


• Waste of talent

-  Lack of awarness of talent and competences -  Misfit in schoolorientation


• Personnal development and education

-  Lack of confidence and self-esteem -  Narrow perspectives -  Defaitism

»  Misfit of attitude and values in current society


• Lack of support -  Who support children and young people in school?

»  School itself? »  Parents.

-  Role of youthwork -  Role of counseling (computers, laptops, place, moral

support,…)


• Role of CLB

-  Lot of youngsters complain about guidance and support of CLB (sometimes more than teachers).


• Misfit between teachers and and their environment.

-  Middleclass value orientated framework in disadvantaged neighbourhoods

»  (cfr stadskracht: where teachers learn about the children and their context)


• Co-operation with school(structures and umbrella-organisations)= difficult

-  (self-)protection -  Conservatisme -  Closed to environment

Recommandations

• Need to innovateand and to co-operate

-  Social work (youtwork, sportswork,…) -  Competence-based empowerment and awarness -  Open mindset -  Integrated projects -  DIALOGUE!!

Recommandations

• Starting earlier to detect competences, aspirations and talents in order to make the right schoolorientation

• Work togethether with other organisations whou could tell about talents and aspirations.

Recommandations

• Redefine the realition between teacher and the teached one (especially in digital world)

•  Implementation of acquired expertise by social work in high school (teaching high school).

Recommandations

• Other learning systems

-  more working than learning -  other systems of working and learning