Importance of Social Activities in International Non-formal Youth Training Courses

Author(s):

Dane Lukic

Conference:

ECER 2009

Network:

20. Research in Innovative Intercultural Learning Environments

Format:

Paper

Session Information

20 SES 06, Cross Cultural and Intercultural Learning ( Part 2)

Paper Session, continued from 20 SES 05

Time:

2009-09-29

10:30-12:00

Room:

JUR, HS 14

Chair:

Anthony Cotton

Contribution

There is great deal of lack of research into learning happening in non-formal setting for youth. ‘Non-formal learning has also largely escaped scientific gaze, partly because topics of lesser policy priority do not generate priority on research agendas and for research funding’ (Chisholm et al., 2004, p. 24). Even with this lack of proper research into the nature of non-formal learning, there is one area where even more negligence is shown when talking about youth training courses. That is the social and leisure elements and activities in non-formal learning. The influence and importance of the social elements for the success of training courses is an issue that is not paid due attention to. Therefore the purpose of this research was to look into the importance of social time and activities on three levels: -regarding the academic part of a youth course -regarding informal learning in a youth course -regarding the time after a youth course For this purpose two case study courses were visited with criteria for selecting the course being that they are for youth, international, residential and non-formal. These two cases were also chosen following the line of reasoning where more structured and institutionalized organizing bodies might have a different approach towards social and leisure issues then the youth themselves in the form of a student organization. Three main concepts were used as analytical lenses for understanding the issue (non-formal learning, intercultural competence and social capital). Firstly the non-formal nature was taken into account when trying to understand the learning that happens in these type of events. The relation between non-formal and informal learning was looked into as it relates strongly to the topic of social activities. Secondly, having in mind that these courses take place abroad with participants from various European countries and having in mind that intercultural learning is one of objectives of these courses, the concept of intercultural competence was employed trying to see its correlation with activities done in the free social time (organized and unorganized ones). Thirdly, the concept of social capital was used to analyze the sustainability of outcomes after the course, especially the relationship building during the social time and how much they contribute to network building. The findings of relations as perceived by participants and through observations are presented and ideas and implications are drawn for future studies, non-formal policy making and management, as well as thoughts for formal education.

Method

The research was envisaged as a qualitative exploratory study of two cases. Two cases were: 1.“On the way to improve the quality in engineering education” course organized by the student organization BEST (Board of European Students of Technology). 2. “Youth participation in youth policy development processes in South-east Europe” NGO-organized through Council of Europe Youth scheme. Data was gathered through semi structured interviews and observations through observing participant approach. The sample for interview was 1. stratified (taking into account both the participants' and trainers' opinion) 2. convenience. The data was analyzed through categories that were partly stemming from the interview questions, and partly emerging. The data was further context analyzed having in mind the three aspect of influence: academic learning, informal learning and post-course outcomes, in an attempt to reach tentative correlations.

Expected Outcomes

As regards influence on academic time, it was found that structured social activities contribute positively, mostly through team building and increased participation that follows. On the other hand it had an effect of unwinding and rest, enabling energy for learning and participation within the academic time. However it can have a negative effect as well, if the social time takes priority and happens late in the night. As regards informal learning, the finding show that social activities have a fairly positive impact on intercultural competence development (with strong support for knowledge, awareness and attitude level and weak one for skills level of intercultural competence) on one hand and learning related to the topic of the course on the other. As regards the outcomes after the course, the impact was positive in terms of relationships and networking, yet other categories seem to be more important for developing and employing social capital.

References

-Baron, S., Field, J, and Schuller, T. (2000) Social Capital, Oxford Press. -Bennett, M.J. (1993). Towards ethnorelativism: A developmental model of intercultural sensitivity. In M. Paige (Ed.), Education for the intercultural experience. Yarmouth, ME: Intercultural Press. -Castells, M. (1996) The Rise of Network Societies, Blackwell Publisher -Chisholm, L., Hoskins, B. & Glahn (Eds.). (2004). Trading up. Potential and performance in non-formal learning. Council of Europe. Retrieved from. http://www.youth-partnership.net/export/sites/default/youth-partnership/documents/Research/2005_trading_up_NFL_coepub.pdf -Colley, H., Hodkinson, P., & Malcolm, J. (2002). Non-formal learning: mapping the conceptual terrain. A Consultation Report, Leeds: University of Leeds Lifelong Learning Institute; from http://www.infed.org/archives/e-texts/colley_informal_learning.htm -Council of Europe. (n.d). Activites. Retrieved on July 1, 2008, from the Council of Europe website http://www.coe.int/t/dg4/youth/activities/activities_by_type_EN.asp -Council of Europe (2000). Intercultural Learning T-Kit. Council of Europe publishing. Retrieved from http://www.youth-partnership.net/export/sites/default/youth-partnership/documents/Publications/T_kits/4/tkit4.pdf -Council of Europe. (2003). Under construction. Citizenship, youth and Europe. Retrieved from http://www.youth-partnership.net/export/sites/default/youth-partnership/documents/Publications/T_kits/7/tkit7.pdf -Denzin, N. K. & Lincoln, Y. S. (2000). Handbook of qualitative research. Thousand Oaks, California [etc.]: Sage -Ellström, P. (2006). Two Logics of Learning. In In Antonacopoulou, E., Jarvis, P., Andersen, V., Elkjaer, B., & Høyrup, S. (Eds.). Learning, working and living. Marking the terrain of working life living (p. 33-49). London: Palgrave Macmillan. -European Commission. (2006). ‘Decision No 1719/2006/Ec of the European Parliament and of the Council of 15 November 2006 establishing the ‘Youth in Action’ programme for the period 2007 to 2013’. Retrieved January 18th, 2008, from http://eur-lex.europa.eu/LexUriServ/site/en/oj/2006/l_327/l_32720061124en00300044.pdf -Fantini, A.E. (2007). Exploring and assessing intercultural competence. CSD. St. Louis: Center for Social Development. Global Service Institute. Washington University -Field, J. (2005). Social Capital and Lifelong Learning. Policy Press Geudens, T. (2008). Glossary Training and Youth in Europe. Retrieved on August 26th, 2008, from Salto-Youth Resource Centers website http://www.salto-youth.net/glossary/ -Hall, Edward T. and Hall, Mildred Reed (1990). Understanding cultural differences: keys to success in West Germany, France, and theUnited States. Yarmouth, Maine: Intercultural Press -Herreros, F. (2004) The Problem of Forming Social Capital: Why Trust? Palgrav Macmillan -Kilpatrick, S., Field, J. and Falk, I. (2003). Social Capital: An Analytical Tool in Exploring Lifelong Learning and Community Development. British Educational Research Journal, Vol. 29, No. 3, pp. 417-433. -Mitchell C. & Sackney, L. (2000) Profound improvement. Building capacity for learning community. Swets & Zeitlinger Publishers. -Patton, M. Q. (2002). Qualitative research and evaluation methods. London: Sage Publications. -Putnam, R. (2000) Bowling alone: the collapse and revival of American community. Simon & Schuster. -Tashakkori, A. & Teddlie, C. (1998) Mixed methodology : combining qualitative and quantitative approaches. Thousand Oaks, California [etc.]: Sage. -Yin, R. K. (1981). The Case Study Crisis: Some Answers. Administrative Science Quarterly, Vol. 26, No. 1, pp. 58-65. Johnson Graduate School of Management, Cornell University.

Author Information

Dane Lukic

Glasgow Caledonian University

Caledonian Academy

Glasgow

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