The Post-YU for Learning Emancipation (PYLE) was a strategic partnership project in the field of adult education*, primarily aimed for developing new, innovative and complementary tools and models for empowering learners in the region and fostering self-employability among youth in early adulthood. We built cooperation between three partner organizations, Zavod Bob from Slovenia, Volonterski centar Istra from Croatia and CYA Krik from Macedonia, gathered forces and created a project plan to address these important issues. The project activities took place from September 2017 till November 2019.
Our starting point were high unemployment rates of youth in early adulthood (18 to 29 years) in countries of partner organization. In the time of job flexibilization and mostly precarious employments among young people, there are many who come to position when they are being left out and remain long-term unemployed. In this group we find unemployed due to low-skillness, the imbalance between the possibilities on the job market and type of education and as well so called NEETs. The low-skilled, young people with fewer opportunities, are target groups that need supportive and stimulating learning environment and mentoring support. In this regard we aim to improve opportunities for their involvement and access to education.
In a startegic partnership in the field of youth a program PDCAE (http://www.zavod-bob.si/wp-content/uploads/2016/08/PDCAE_IntellectualOut...(link is external)) was created intended for supporting participants in developing and implementing project ideas that have a potential for participants’ self-employments. The pedagogical and methodological basis of the program provides participants with developing basic skills, transversal, soft skills, entrepreneurial skills. Due to specifics and vulnerability of the target group of PDCAE, mentioned above, mentor support in the program is essential. In this regard the PYLE project target group were 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.
The partnership aimed to introduce approaches that are not appreciated in socio-cultural environments of partner organizations even though practice and research have shown good impacts on many levels. We created Pedagogical Outlines for Emancipated Learning and National Recommendations to foster rethinking learning and, especially, adult education.
IO1: Pedagogical Outlines for Emancipated Learning
This intellectual output introduces non-conventional approaches in education such as transformative learning, emancipatory learning and other similar approaches and as well offers the epistemological view. It contains a more thorough definition of what is an autonomous employment within the PDCAE program. Take a look at how we suggest the implementation of above mentioned practices in non-formal and formal forms of learning.
IO3: Informal Curriculum for PDCAE Mentor Training
We created an informal curriculum for training of mentors in the PDCAE. PDCAE is a 400 hours program of non-formal learning that provides participants with development of competencies, real social networks and project ideas for creating employments, independent of the labor market, and/or improve competitiveness on the labor market. Thus the curriculum for mentors in the program contains all the elements of the program itself. The proposed duration if the training is 200 hours.
ENGLISH CROATIAN MACEDONIAN SLOVENE
IO2: National Recommendations on Implementing PDCAE Mentor Training
National recommendations are meant to support the implementation of training for PDCAE mentors on national levels of the three partner organizations. They were created based on the findings of analysis and evaluation of the pilot implementation of the training and will reflect the experience of all stakeholders involved in this process. They are potentially transferable to other fields of education and trainings for implementation of educational programs, based on emancipatory and transformative learning. Each partner organizations created this intellectual output for their national environment, yet we prepared the summary in English that is available for the use for broader public.
*Co-funded by the Erasmus+ Programme of the European Union.
Metka Bahlen Okoli has been working in the field of non-formal education and culture since 2000. Her work is dedicated to support vulnerable audiences who do not have a public voice or their voice is not heard. She believes in the emancipatory power and participants' knowledge and experiences.