CrossWorker Qualification Handbook

1. CrossWorker Qualification Handbook LEONARDO DA VINCI PROGRAM

2. Background of the project Background of the CrossWorker project CrossWorker is a EU Leonardo financed project, Community Vocational Training Program, the general objective of which is the creation of new educational opportunities in the social field, focusing in particular on young people at risk, supplementing and working in partnership with existing traditional education.

3. Partnership • The project is a joint partnership between the following 6 European organisations: • JCVU Århus - Denmark (Main contractor) • The Training Institute Fundation Pere Tarrés Barcelona - Spain • Rusmiddeletaten Oslo Kommune - Norway • The Hogeschool Van Arnhem en Niimegen - the Netherlands • Media Arts and Education, WAC Performing Arts and Media • College London – Great Britain • Kolding Pædagogseminarium - Denmark

4. Links to the websites Oslo kommune Rusmiddeletaten http://www.wac.co.uk/

5. The aim of the project The aim is to create new educational opportunities in the social field, focusing in particular on young people at ‘risk’ supplementing and working in partnership with existing traditional education.

6. The vision To provide a European framework of innovative training for people with little or no formal education, to validate and build on their personal experiences. This will enable them to provide an opportunity for young people at risk. In order to avoid social exclusion and increase the possibility of education and employment.

7. The training program The training program The training program aims to provide the basis for an innovative training in Europe addressed to people who can be considered CrossWorkers, people with very little or no formal education. The training program is validated and constructed on the CrossWorkers personal experiences.

8. Entrance to the program

9. What is a CrossWorker? What is a CrossWorker? A CrossWorker is defined as a person with little or no formal academic education, who works either paid or as a volunteer with young people at risk. In general this person has experienced a difficult situation in life, which he or she has overcome, and now has the capacity and ability to guide others, who find themselves in similar circumstances.

10. Where can it lead to? Youth and Community work Play Work Connexions PA’s Youth Mentoring Social care The CrossWorker framework can be applied to many situations involving working withyoung people at risk eg: the arts, sport, volunteering, social care, advocacy etc. The framework can be applied to any Country in the world.

11. CrossWorker narrative Please add your text and files here! Cross Worker narrative Life biography of a CrossWorker at Level 1 Student A: This young person is female and lives with her father. She has found it very difficult to engage fully with her?? Photograph Blog Video clip

12. CrossWorker narrative Please add your text and files here! Cross Worker narrative Life biography of a CrossWorker at Level 2 Photograph Blog Video clip

13. CrossWorker narrative Please add your text and files here! Cross Worker narrative Life biography of a CrossWorker at Level 3 Photograph Blog Video Clip

14. The CrossWorker profile • A pre-requisite which contains following skills or competencies is suggested: • Appropriate knowledge • How to react to each other • Recognise sign of behaviour • Be aware of tacit knowledge • Self awareness

15. The CrossWorker profile The CrossWorker profile, can include the following points: o The biography of the person interviewed, his/her personal and professional development. o His/her motivation to carry out the job s/he does. o The skills and competences needed to carry out his/her job. o Professional practice, tasks carried out and relationship with the users. o A personal assessment on the process s/he has lived and on his/her own experience.

16. The CrossWorker profile • The second part, about the organisation or institution the Cross Worker is working for, includes the following aspects: • o Structure and processes that take place in the organization where s/he works. • o Aims and values of the organisation s/he works for.

17. The CrossWorker profile • The outcome from the interviews • Motivational factors 1. Character and contents of the job, • 2. Personal satisfaction and meaning • 3. Social relations with the young people. • Qualifications 1. Personal qualifications 2. Social competences • 3. Ability of starting up activities • Practice 1. Abilities to use personal qualities • 2. Being a role model • 3. Showing care and attention

18. Qualifications

19. Qualities of a Cross Worker

20. Hurdles training

21. CrossWorker Concept of the education LEONARDO DA VINCI PROGRAM

22. The project Background of the CrossWorker project CrossWorker is an EU Leonardo financed project, Community Vocational Training Program. The general objective of which is the creation of new educational opportunities in the social field, focusing in particular on young people at risk supplementing and working in partnership with existing traditional education.

23. The project What is a CrossWorker? A CrossWorker is defined as a person with little or no formal academic education, who works either paid or as a volunteer, with young people at risk. In general this person has experienced a difficult situation in life, which he or she has overcome, and now has the capacity and ability to guide others, who find themselves in similar circumstances.

24. The training program The training program The training program aims to provide the basis for an innovative training in Europe aimed at people who can be considered CrossWorkers, people with very little or no formal education. The training program is validated and constructed on the CrossWorkers personal experiences.

25. Partnership • The project is a joint partnership between the following 5 European organisations: • JCVU Århus - Denmark (Main contractor) • The Training Institute Fundation Pere Tarrés Barcelona - Spain • Rusmiddeletaten Oslo Kommune - Norway • The Hogeschool Van Arnhem en Niimegen - the Netherlands • WAC Performing Arts and Media • College London – Great Britain • Kolding Pædagogseminarium - Denmark

26. Links to the websites Oslo kommune Rusmiddeletaten http://www.wac.co.uk/

27. Actionand review plan Topic example: Communication skills - Action Requirement What to do? How to do it? What problems do we foresee? What do we need / who do we need?

28. Actionand reviewplan Topic example: Communication skills - Plan Requirement • The student should be able to participate in a group discussion. What to do? • Bring a CrossWorker group together and choose some topics to discuss. • Decide which topics to be discussed How to do it? • Do some research on the subject by using the Internet, newspapers etc. • Take some notes and make a contribution or presentation at the final discussion. What problems might we encounter? • No access to the Internet or not to be able to find the right resources. • No support from the CrossWorker team. What do we need / who do we need? • Book a space for the presentation. • Organise technical equipment, whiteboard and pens. • Decide who will do the presentation

29. Action andreviewplan Topic example: Communication skills - Review Requirement What did you do? How did you do it? What problems did we encounter? What did you learn?

30. Action andreviewplan Topic example: Communication skills Requirement • Were the students able to participate in the discussion? What did you do? • Describe what you did and how did you pass the information to your group? How did you do it? • How did you do your research? • Who did you invite to corporate in the session. What problems did you encounter? • Describe the problems which occurred during the session. • What can be done differently next time. What did you learn? • Describe what you learnt and reflect on the session. • What was good and what to do different next time?

31. The educational design A modular based training program Level 1 Level 2 Level 3 On part time basis Full time basis

32. The principles behind • Some of the principles behind the education • A theoretical part will make it easier to establish common ground • Integrate the CrossWorkers practice • Build in time for reflection – the use of a logbook • Student participation • The training programme is rooted in the practical field • The value of heterogeneous groups – people have different experiences • Teaching by professionals – teaching by peer to peer • Adjust the programme to the actual target group by offering different levels • Use of the students life biography as an educational tool • Supervision The individual The group

33. Skills and competences

34. Key skills or competences Key skills or competences: The training programme is based on the following key skills or competences: Improving own learning* Communication skills / awareness of language Problem solving Working with others / teambuilding / networking Understanding youth Relevant knowledge of the Law Relevant knowledge of society Professional ethics / values, responsibility, knowing boundaries Appropriate knowledge * Be aware of tacit knowledge

35. Topics in headlines

36. Topics in headlines

37. Topics in headlines

38. Learning aspect What does the CrossWorker want to learn? • I would like to learn: • to organise • how to communicate • through role play and drama • how to write a story • responsibility • how to get grip on the situation • how to give and receive feedback • how to guide people - through a social/youth work pathway • about others culture and beliefs

39. Learning aspect • Learning aspect development • Individual learning plans • Continuing professional development • Lifelong learning

40. Fields of focus

41. Further education /work level 1 level 2 level 3 Facilitatingleadership Backgroundsupport Guided Trainingassessors The role of the educator Role of the educator

42. Didactical principles Focus on both theory and practise It is important to provide both a theoretical and practical education. The form and content of the practical part of the education will be determined by where it is taking place, the facilities and resources available, and the work that is already going on. The theoretical part will make it easier to establish a common ground for both for the education and for the CrossWorker – project as a whole. During the theoretical part of the education it is important to keep in mind that CrossWorker, and the CrossWorker – education, is mainly a practical project.

43. Didactical principles The educators must have a focus on the practical sides and the practical use of the themes introduced during the theoretical part of the education. The themes taught must reflect this approach. Teaching and presentation of the different themes must therefore be as inspirational as possible. The idea of a common CrossWorker Card is certainly a strong incentive. Furthermore, the theoretical part of the education must also strive to accomplish participation from the students. In this way the education will not discourage the students. Hopefully it may also have positive effect for the participating individuals to access more formal education.

44. Didactical principles • The theoretical part of the education can be done with different approaches and pedagogical techniques. Here are some suggestions: • Lectures • Group work • Role play

45. The grid The grid Skills or competencies, which are obtained through the educational programme (at three levels) or skills the students already have before they start their education, can be ticked off gradually, as they acquire the different skills. Below shows an example of such a grid. Each level is ended by an assessment. By the end of the educational programme everything is ticked off and a professional discussion completes the program.

46. The grid Below shows an example of such a grid. Each level is ended by an assessment. By the end of the educational program everything is ticked off and a professional discussion completes the program. Grid

47. Objectives General Objective The general objective of the training programme is to train people and give them the theoretical and practical capacity to work as a CrossWorker. This will be achieved by helping them to acquire the necessary knowledge, skills and key competences.

48. Objectives Specific objectives The training programme has to promote personal development as well as changing attitudes of people who have experienced hardships in life or have been in need, providing a positive approach for overcoming difficult situations in the future. The training programme will help to reduce prejudice, stereotyping or social stigmatisation processes of those with whom the Third Sector works.

49. The aim Aim The training program aims to provide the basis for a innovative training approach in Europe aimed at people with very little or no formal education, which is accredited and constructed on their personal experiences, providing young people at risk with the opportunity to avoid social exclusion and increase their possibilities for personal and occupational education.

50. Target people Target people People with a personal experience of needs or difficulties in life who have overcome them and who are currently or would like to work in organisations or institutions of the Third Sector. Groups of people who want to work professionally as CrossWorkers in these organisations.