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What competences do our trainers need?

Thinking in terms of our PYLE project, in which target group are professionals, adult educators who work with young people in early adulthood (youth workers, social pedagogues, andragogues and pedagogues, psychologists, social workers and others interested in training for working with unemployed youth), we have to think what is necessary to have while working and encouraging young people, especially those with fewer opportunities.

One focus of this project is creating and publishing an informal curriculum for training of mentors for the implementation of PDCAE program that will as well be transferable to other forms of working with the unemployed youth in early adulthood as guidelines and recommendations.

What can help, not only us, but everyone working with youth workers and youth in general, is ETS Competence Model for Trainers, available on SALTO Youth, developed by Rita Bergstein, Gisele Evrard-Markovic and Arturas Deltuva. They have developed a competence model targeting trainers, youth workers and youth leaders working on an international level.

They considered competences as “an overall system of values, attitudes and beliefs, as well as skills and knowledge which can be put into practice to manage diverse complex situations and tasks successfully. Self-confidence, motivation and well-being are important pre-requisites for a person to be able to act out his/her developed competences.”

The ETS Competence Model defines seven competence areas:

  1. Understanding and facilitating individual and group learning processes
  2. Learning to learn
  3. Designing educational programmes
  4. Cooperating successfully in teams
  5. Communicating meaningfully with others
  6. Intercultural competence
  7. Being civically engaged

Each of them is specifically elaborated within this document and all other documents created within this Model are available here.