Page 116 - Guiding-at-risk-youth-through-learning-to-work-Lessons-from-across-Europe

Guiding at-risk youth through learning to work
Lessons from across Europe

As stated on the initiative’s website, the ProfilPASS is ‘more than a ring
binder’; it can bring significant benefits for participants. For instance, during the
preparation of a ProfilPASS, young people learn how to make a realistic
assessment of their own skills and competences, develop an increased
willingness to take on responsibility, improve their communication skills, and use
the process to identify their career choices.
Another example of a formative validation initiative which leads to the
certification of a young person’s competences, is the Attestation de compétences
(Certification of competences) developed by the Luxembourg Federation of
Scouts, in collaboration with the national Ministry of Youth. This competence
certificate has been developed to enable young people who have undertaken a
leadership, training or animation role in a youth organisation over a certain period
of time, to gain recognition for the work they have done. Although the application
for the attestation is prepared by a member of staff at the youth organisation, it is
based on an interview with the young person to identify the tasks they have
undertaken and the competences they have developed in doing so. This
interview enables the young person to conduct self-evaluation, although they
should be supported by feedback from the staff member.
The appraisal process undertaken to prepare an application for an
attestation de compétences supports the young person in becoming aware of,
and articulating, their own competences. The final certificate also serves as
formal recognition of the value of their participation in youth work or voluntary
service, which could be used to support a job application. The process as a
whole can motivate the young person and encourage a positive attitude towards
further education and training. It can also present an opportunity to prepare a
plan for future personal development and learning.
A third example of validation for young people can be found in Finland. The
Recreational activity study books developed by the Finnish Youth Academy
offers young people a chance to identify and record the competences they have
developed and what they have learned from their extra-curricular activities. The
system does not measure the young person’s competences and does not aim for
formal accreditation, but it can aid access to formal education if the young person
wishes.
Recreational study books again offer young people a chance to record the
skills and competences they have developed outside school. The process is
based on inputs from both the young person and an adult, who confirms the
validity of the information, in place of a formal system of measuring or accrediting
the young person’s competences. It is clear that young people appreciate the
value of the study books as simply a process to reflect on the activities they have

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