Informace o publikaci
LEARNING OF YOUNG ADULTS WITHIN THE YOUTH IN ACTION PROGRAMME: 2009-2013 QUANTITATIVE DATA
| Autoři | |
|---|---|
| Rok publikování | 2015 |
| Druh | Další prezentace na konferencích |
| Fakulta / Pracoviště MU | |
| Citace | |
| Popis | Analyses performed on quantitative data obtained since 2010 until 2014 reveal impacts of the youth projects financially supported by the former Youth in Action Programme (namely the former Czech National Agency for the Youth in Action Programme) on both the project leaders who prepared and implemented the activities and the participants who took part in the aforementioned projects. Personal development of young people participating in the Youth in Action supported projects as well as of the project leaders is the core focus of the performed analyses. Original online questionnaire was repeatedly used between 2010 and 2014 to survey both the project leaders and the participants of the projects supported by the Czech National Agency for the Youth in Action Programme. This questionnaire was distributed to the participants and project leaders three to six months after the project activity was finished, to survey the recent, yet not emotionally overburdened experience. Batteries of scaling items developed to enable respondents´ self-evaluation on certain personal characteristics, such as key competences or world views, were used. Wide range of personal characteristics was also gathered to enable further detailed analyses. All of the datasets were merged and unified in order to enable analyses of the impacts on the long-term basis, for the whole period 2009-2013. Datasets included both Czech and foreign respondents, since the vast majority of the aforementioned projects were international ones with more than one nationality present. Results show the overall (and basically unchanging) high satisfaction with the projects, as well as some areas of development which repeatedly score the highest and thus seem to be profiling the former Youth in Action Programme as clearly focusing on intercultural, interpersonal, and soft skills. Specific analyses were also performed, especially with respect to the youth with fewer opportunities, differences between the projects including only one and projects including more than one nation, showing interesting differences in perception of both the participants and project leaders. All of the aforementioned findings are presented with a special emphasis on the non-formal learning and formal education distinction; and possible synergies between these two approaches are discussed. |