Study Guide

Objective

You are able to plan and implement experiential learning modules.
You know how to instruct and support experiential learning in the career field of your own choice. You are able to present theoretical and pedagogical reasons for the activities.
You are able to choose reflection methods that suit the group and the activities. You gain skills and knowledge in experiential activities.

Content

How do you plan experiential learning modules and what is the role of instructors during the process?
Why must the experience be reflected and what reflection methods can you use to support understanding and growth?
What experiential learning applications and environments can you use as a community educator?

Evaluation scale

1-5

Qualifications

Attending the course requires completing the course Adventure education 5 ects

Objective

You are able to plan and implement experiential learning modules.
You know how to instruct and support experiential learning in the career field of your own choice. You are able to present theoretical and pedagogical reasons for the activities.
You are able to choose reflection methods that suit the group and the activities. You gain skills and knowledge in experiential activities.

Content

How do you plan experiential learning modules and what is the role of instructors during the process?
Why must the experience be reflected and what reflection methods can you use to support understanding and growth?
What experiential learning applications and environments can you use as a community educator?

Evaluation scale

1-5

Qualifications

Attending the course requires completing the course Adventure education 5 ects

Content

You are able to identify the factors behind children’s and young people’s special needs.
You show your familiarity with different working environments and activities of youth work (for example, special youth work, outreach work and child welfare) and improve your abilities in working with children and young people with special needs.
You know the importance of the legislation concerning children and young people and how it strengthens their rights.

Evaluation scale

1-5

Qualifications

Attending the course requires completing the course of Special education in the framework of youth education 5 ects

Content

You are able to identify the factors behind children’s and young people’s special needs.
You show your familiarity with different working environments and activities of youth work (for example, special youth work, outreach work and child welfare) and improve your abilities in working with children and young people with special needs.
You know the importance of the legislation concerning children and young people and how it strengthens their rights.

Evaluation scale

1-5

Qualifications

Attending the course requires completing the course of Special education in the framework of youth education 5 ects

Objective

You are able to use the concepts of special education in a consistent manner.

You demonstrate your familiarity with groups that need special pedagogic support.

You are able to use the knowledge of different groups in encountering and instructing individuals and groups.

You are able to combine expertise in child welfare with special education.

Content

What are the specific pedagogical concepts and trends in special education?

What are the pedagogically different groups within youth education?

How is expertise in child welfare connected with skills in special education?

Evaluation scale

1-5

Objective

You are able to use the concepts of special education in a consistent manner.

You demonstrate your familiarity with groups that need special pedagogic support.

You are able to use the knowledge of different groups in encountering and instructing individuals and groups.

You are able to combine expertise in child welfare with special education.

Content

What are the specific pedagogical concepts and trends in special education?

What are the pedagogically different groups within youth education?

How is expertise in child welfare connected with skills in special education?

Evaluation scale

1-5

Objective

You understand the importance of education in the promotion of sustainable development, diversity, human rights, and coexistence
You are familiar with equality and human rights issues globally and locally.
You know how to act as a promoter of a pluralistic civil society.
You know how to make use of different global education methods.
You are aware of the various sources of funding for international relationships and mobility programs in the field of youth work.

Content

What are the backgrounds and objectives of multicultural work?
What is global education and how is it implemented?
How can a multicultural and pluralistic society be promoted?
What are the challenges in immigrant integration and social integration?
What funding sources and mobility programs can be used to promote international relationships and operations?

Evaluation scale

1-5

Objective

You understand the importance of education in the promotion of sustainable development, diversity, human rights, and coexistence
You are familiar with equality and human rights issues globally and locally.
You know how to act as a promoter of a pluralistic civil society.
You know how to make use of different global education methods.
You are aware of the various sources of funding for international relationships and mobility programs in the field of youth work.

Content

What are the backgrounds and objectives of multicultural work?
What is global education and how is it implemented?
How can a multicultural and pluralistic society be promoted?
What are the challenges in immigrant integration and social integration?
What funding sources and mobility programs can be used to promote international relationships and operations?

Evaluation scale

1-5

Objective

You know how to work in a voluntary organization and how to set up an association.
You are able to identify the management and operating practices of NGOs, associations, and foundations.
You are aware of the legislation on associations and foundations.
You know the basics of fund raising for NGOs.
You know how to create and maintain networks with professionals and experts from different fields.
You understand the societal and employment role of associations, NGOs and foundations.

Content

How do NGOs, associations ja foundations operate?
What are the legal guidelines of the associations and foundations?
How does decision-making take place in an association and NGO?
How does a community educator inspire and activate volunteers?
How are the NGOs managed?
How to create and maintain networks with professionals and experts from different fields?
How is fundraising and economic monitoring organized in NGOs?
What services do different NGOs and foundations produce?

Evaluation scale

1-5

Objective

You know how to work in a voluntary organization and how to set up an association.
You are able to identify the management and operating practices of NGOs, associations, and foundations.
You are aware of the legislation on associations and foundations.
You know the basics of fund raising for NGOs.
You know how to create and maintain networks with professionals and experts from different fields.
You understand the societal and employment role of associations, NGOs and foundations.

Content

How do NGOs, associations ja foundations operate?
What are the legal guidelines of the associations and foundations?
How does decision-making take place in an association and NGO?
How does a community educator inspire and activate volunteers?
How are the NGOs managed?
How to create and maintain networks with professionals and experts from different fields?
How is fundraising and economic monitoring organized in NGOs?
What services do different NGOs and foundations produce?

Evaluation scale

1-5

Objective

You demonstrate your familiarity with didactics, particularly in education planning, and know the different ways of working in educational and training situations, and you are able to evaluate training in the field of youth work.

Content

What is didactics?
How are training events planned?
How are training events implemented and evaluated?

Evaluation scale

1-5

Objective

You are able to justify the importance of physical exercise for individuals’ growth and development and for the wellbeing of communities.
You know the major theoretical framework of physical education and how to apply it to achieve social and ethical education objectives.
You are able to plan, organize, instruct and evaluate physical education sessions in different environments.
You recognize different manifestations of young people’s sports culture and gain experience in new kinds of sports.

Content

What theoretical models can be used to explain the variety of different individuals’ physical activity behavior and their relationship to physical activity overall?
How can you use physical education instruction methods and sport environments to achieve different educational objectives?
What kind of know-how do you have of physical education instruction, and how do you identify your development needs?

Evaluation scale

1-5

Qualifications

Basic skills in instructing a group.

Objective

You are able to justify the importance of physical exercise for individuals’ growth and development and for the wellbeing of communities.
You know the major theoretical framework of physical education and how to apply it to achieve social and ethical education objectives.
You are able to plan, organize, instruct and evaluate physical education sessions in different environments.
You recognize different manifestations of young people’s sports culture and gain experience in new kinds of sports.

Content

What theoretical models can be used to explain the variety of different individuals’ physical activity behavior and their relationship to physical activity overall?
How can you use physical education instruction methods and sport environments to achieve different educational objectives?
What kind of know-how do you have of physical education instruction, and how do you identify your development needs?

Evaluation scale

1-5

Qualifications

Basic skills in instructing a group.

Objective

You know how to use the basic concepts of creative and cultural methods.


You recognize the impact of creative and cultural methods on developing a youth’s self-expression, self-esteem and interaction skills.


You are familiar with the use of creative and cultural methods.


You recognize the possibilities of using different forms of art in youth and community work.

Content

What are the basic concepts of creative and cultural methods?


How can creative and cultural methods influence the development of young people's self-expression, self-esteem and interaction skills?


How are creative and cultural methods used?


How are the different art forms and methods used in youth and community work?

Evaluation scale

1-5

Objective

You know how to use the basic concepts of creative and cultural methods.


You recognize the impact of creative and cultural methods on developing a youth’s self-expression, self-esteem and interaction skills.


You are familiar with the use of creative and cultural methods.


You recognize the possibilities of using different forms of art in youth and community work.

Content

What are the basic concepts of creative and cultural methods?


How can creative and cultural methods influence the development of young people's self-expression, self-esteem and interaction skills?


How are creative and cultural methods used?


How are the different art forms and methods used in youth and community work?

Evaluation scale

1-5

Objective

You can choose and use the suitable methods of media education for young people.
You can promote the digital wellbeing of young people in digital environments.
You can assess the motives of media texts and support young people’s possibilities to influence the media.

Content

What methods can be used to promote media education and digital wellbeing?
How can multiliteracies be improved among young people?
How can participation and influencing be done with media education?

Evaluation scale

1-5

Objective

You can choose and use the suitable methods of media education for young people.
You can promote the digital wellbeing of young people in digital environments.
You can assess the motives of media texts and support young people’s possibilities to influence the media.

Content

What methods can be used to promote media education and digital wellbeing?
How can multiliteracies be improved among young people?
How can participation and influencing be done with media education?

Evaluation scale

1-5

Objective

You can choose and use the suitable methods of media education for young people.
You can promote the digital wellbeing of young people in digital environments.
You can assess the motives of media texts and support young people’s possibilities to influence the media.

Content

What methods can be used to promote media education and digital wellbeing?
How can multiliteracies be improved among young people?
How can participation and influencing be done with media education?

Evaluation scale

1-5

Objective

You are able to use the basic terminology related to young people's growth, development and education.


You recognize the interaction between the individual and the environment, and the contexts of development in an individual's growth and development.


You are able to identify the different life stages of youth and their characteristics.

Content

What are the basic concepts related to an individual's growth?


How is the interaction between an individual and the environment and the contexts of development in connection with the development and growth of a young person?


What is adolescence like as a phycological stage of life?

Evaluation scale

1-5

Objective

You know the basics of face-to-face and digital interaction.
You understand the importance of a holistic and equal encounter in supporting a young person.
You recognize the characteristics of sincere dialogue and know how to use it in face-to-face and digital encounters.

Content

What are the factors behind face-to-face and digital interaction and appreciation?
What are the challenges when interacting with a young person?
What is digital youth work?
How can digital information, counseling and guidance services be utilized in youth work?

Evaluation scale

1-5

Objective

You understand the historical development process of youth education as well as the theoretical basis, goals, contents and values governing them.

You learn to examine youth education as part of a wider societal and cultural framework.

You are able to identify topical challenges in youth education.

Content

Which characteristics play a central role in the history of youth education?

What theoretical premises, values, goals and methods underlie youth education?

What is the societal and cultural significance of youth education?

Evaluation scale

1-5

Objective

You understand the historical development process of youth education as well as the theoretical basis, goals, contents and values governing them.

You learn to examine youth education as part of a wider societal and cultural framework.

You are able to identify topical challenges in youth education.

Content

Which characteristics play a central role in the history of youth education?

What theoretical premises, values, goals and methods underlie youth education?

What is the societal and cultural significance of youth education?

Evaluation scale

1-5

Objective

You know the operational environments of youth education.

You understand the control systems and working methods of youth work and non-governmental organizations.

Content

How is the field of youth education organized?

How does the youth act govern the enviroments of youth education?

How are youth work and civic activities financed?

What forms of work are used in youth education?

Evaluation scale

1-5

Objective

You know the operational environments of youth education.

You understand the control systems and working methods of youth work and non-governmental organizations.

Content

How is the field of youth education organized?

How does the youth act govern the enviroments of youth education?

How are youth work and civic activities financed?

What forms of work are used in youth education?

Evaluation scale

1-5

Objective

You can identify and evaluate the problems of the professional field together with different working groups and target groups.
You can choose appropriate development methods according to the purpose and justify these choices.
You are familiar with quality and evaluation practices of your professional field.
You can plan, implement, evaluate and report a goal-oriented development process.

Content

What is development work of youth education?
What is the significance of quality and evaluation work in the development of youth field?
How to make a development plan?
What are the development methods in youth education and how can these methods be applied?
How to collect and utilize research data in development work?
How does development proceed as a process?

Evaluation scale

1-5

Qualifications

Projects as a working method 5 ECTS credits

Objective

You can identify and evaluate the problems of the professional field together with different working groups and target groups.
You can choose appropriate development methods according to the purpose and justify these choices.
You are familiar with quality and evaluation practices of your professional field.
You can plan, implement, evaluate and report a goal-oriented development process.

Content

What is development work of youth education?
What is the significance of quality and evaluation work in the development of youth field?
How to make a development plan?
What are the development methods in youth education and how can these methods be applied?
How to collect and utilize research data in development work?
How does development proceed as a process?

Evaluation scale

1-5

Qualifications

Projects as a working method 5 ECTS credits

Objective

You can identify and evaluate the problems of the professional field together with different working groups and target groups.
You can choose appropriate development methods according to the purpose and justify these choices.
You are familiar with quality and evaluation practices of your professional field.
You can plan, implement, evaluate and report a goal-oriented development process.

Content

What is development work of youth education?
What is the significance of quality and evaluation work in the development of youth field?
How to make a development plan?
What are the development methods in youth education and how can these methods be applied?
How to collect and utilize research data in development work?
How does development proceed as a process?

Evaluation scale

1-5

Qualifications

Projects as a working method 5 ECTS credits

Objective

You recognize the relation between historical and social phenomena in the emergence of subcultures.
You can analyze current phenomena of youth in the framework of youth cultures.
You know how to use historical and current research concerning youth.

Content

What movements and developments are included in the history of youth cultures?
In what ways have subcultures and phenomena of youth been seen at different times?
In what ways has the youth research of different times seen a young person as a member of society?

Evaluation scale

1-5

Objective

You recognize the relation between historical and social phenomena in the emergence of subcultures.
You can analyze current phenomena of youth in the framework of youth cultures.
You know how to use historical and current research concerning youth.

Content

What movements and developments are included in the history of youth cultures?
In what ways have subcultures and phenomena of youth been seen at different times?
In what ways has the youth research of different times seen a young person as a member of society?

Evaluation scale

1-5

Objective

You recognize the relation between historical and social phenomena in the emergence of subcultures.
You can analyze current phenomena of youth in the framework of youth cultures.
You know how to use historical and current research concerning youth.

Content

What movements and developments are included in the history of youth cultures?
In what ways have subcultures and phenomena of youth been seen at different times?
In what ways has the youth research of different times seen a young person as a member of society?

Evaluation scale

1-5

Objective

You are able to identify the factors and structures in community and society that influence the wellbeing of young people.


You are able to identify the mechanisms for the emergence of social problems, as well as risk factors for exclusion and protective mechanisms.


You are able to outline the overall wellbeing of young people in our society


You are able to evaluate the potential and role of youth education in promoting the wellbeing of young people.

Content

What is wellbeing?

How do local communities, residential area, gender, social and cultural background affect wellbeing?

How does the societal context prevent or promote wellbeing?

What factors affect the social exclusion of young people?

What are the problems of marginalization at a social, community and individual level?

What are the opportunities for youth education to support the building of young people's wellbeing?

Evaluation scale

1-5

Objective

You are able to identify the factors and structures in community and society that influence the wellbeing of young people.


You are able to identify the mechanisms for the emergence of social problems, as well as risk factors for exclusion and protective mechanisms.


You are able to outline the overall wellbeing of young people in our society


You are able to evaluate the potential and role of youth education in promoting the wellbeing of young people.

Content

What is wellbeing?

How do local communities, residential area, gender, social and cultural background affect wellbeing?

How does the societal context prevent or promote wellbeing?

What factors affect the social exclusion of young people?

What are the problems of marginalization at a social, community and individual level?

What are the opportunities for youth education to support the building of young people's wellbeing?

Evaluation scale

1-5

Objective

You know how to recognize the goals, activities and opportunities of preventive work relating to intoxicant use and mental health.
You are able to describe and search for information about children’s and young people’s mental health and intoxicant use.
You know how to act as a youth worker in the service network relating to children’s and adolescents’ intoxicant use and mental health.
As a community educator, you can meet children and young people from the point of view of preventing substance abuse and mental health problems.

Content

What is children’s and young people’s mental health and intoxicant-free life based on?
What are the most common disorders of children’s and young people’s intoxicant use and mental health and the relating methods of aid?
What kind of methods promote children’s and young people’s mental health and intoxicant free lifestyles and how can they be influenced?
With what kind of work practices can youth workers support the prevention of children’s and young people's intoxicant use and mental harm as well as their need and readiness for change?

Evaluation scale

1-5

Objective

You know how to recognize the goals, activities and opportunities of preventive work relating to intoxicant use and mental health.
You are able to describe and search for information about children’s and young people’s mental health and intoxicant use.
You know how to act as a youth worker in the service network relating to children’s and adolescents’ intoxicant use and mental health.
As a community educator, you can meet children and young people from the point of view of preventing substance abuse and mental health problems.

Content

What is children’s and young people’s mental health and intoxicant-free life based on?
What are the most common disorders of children’s and young people’s intoxicant use and mental health and the relating methods of aid?
What kind of methods promote children’s and young people’s mental health and intoxicant free lifestyles and how can they be influenced?
With what kind of work practices can youth workers support the prevention of children’s and young people's intoxicant use and mental harm as well as their need and readiness for change?

Evaluation scale

1-5

Objective

You are able to define the parts of young people’s service system.
You learn how youth guidance and service networks work to promote young people’s wellbeing. You are able to define the tasks of municipalities in maintaining and promoting young people’s wellbeing.
You learn the principles of municipal administration and good administration.
You are able to work in multiprofessional networks.
You can search for information from different sources. You can critically evaluate them and the reliability of information and handle digital information.

Content

What is included in young people’s cross-sectoral service system?
How do youth guidance and service networks promote the well-being of young people?
In what kind of roles do community educators work in youth guidance and service network?
How does the law govern municipal and regional service production?
How does the municipal decision-making system work?
How do community educators make use of the information resources?

Evaluation scale

1-5

Qualifications

Attending the course requires that the course Operational environments of youth education has been completed.

Objective

You are able to define the parts of young people’s service system.
You learn how youth guidance and service networks work to promote young people’s wellbeing. You are able to define the tasks of municipalities in maintaining and promoting young people’s wellbeing.
You learn the principles of municipal administration and good administration.
You are able to work in multiprofessional networks.
You can search for information from different sources. You can critically evaluate them and the reliability of information and handle digital information.

Content

What is included in young people’s cross-sectoral service system?
How do youth guidance and service networks promote the well-being of young people?
In what kind of roles do community educators work in youth guidance and service network?
How does the law govern municipal and regional service production?
How does the municipal decision-making system work?
How do community educators make use of the information resources?

Evaluation scale

1-5

Qualifications

Attending the course requires that the course Operational environments of youth education has been completed.

Objective

You are able to define the parts of young people’s service system.
You learn how youth guidance and service networks work to promote young people’s wellbeing. You are able to define the tasks of municipalities in maintaining and promoting young people’s wellbeing.
You learn the principles of municipal administration and good administration.
You are able to work in multiprofessional networks.
You can search for information from different sources. You can critically evaluate them and the reliability of information and handle digital information.

Content

What is included in young people’s cross-sectoral service system?
How do youth guidance and service networks promote the well-being of young people?
In what kind of roles do community educators work in youth guidance and service network?
How does the law govern municipal and regional service production?
How does the municipal decision-making system work?
How do community educators make use of the information resources?

Evaluation scale

1-5

Qualifications

Attending the course requires that the course Operational environments of youth education has been completed.

Objective

You are able to meet people in different roles.
You are able to act as an instructor in youth education, working in a goal-orientated way with an individual group and individuals.
You develop your interpersonal and group work skills.
You are able to plan and assess your own work as an instructor.

Content

What skills do you need to meet people?
How to plan, execute and evaluate goal-oriented activities and take into account the needs of the target group?
How to deepen your interaction and instruction skills?
What skills do you need in organizing intensive and goal-oriented activities?

Evaluation scale

Approved/Failed

Objective

You are able to meet people in different roles.
You are able to act as an instructor in youth education, working in a goal-orientated way with an individual group and individuals.
You develop your interpersonal and group work skills.
You are able to plan and assess your own work as an instructor.

Content

What skills do you need to meet people?
How to plan, execute and evaluate goal-oriented activities and take into account the needs of the target group?
How to deepen your interaction and instruction skills?
What skills do you need in organizing intensive and goal-oriented activities?

Evaluation scale

Approved/Failed

Objective

You are able to meet people in different roles.
You are able to act as an instructor in youth education, working in a goal-orientated way with an individual group and individuals.
You develop your interpersonal and group work skills.
You are able to plan and assess your own work as an instructor.

Content

What skills do you need to meet people?
How to plan, execute and evaluate goal-oriented activities and take into account the needs of the target group?
How to deepen your interaction and instruction skills?
What skills do you need in organizing intensive and goal-oriented activities?

Evaluation scale

Approved/Failed

Objective

You understand gaming as a phenomenon in culture and society.
You can analyze gaming from an educational perspective and recognize the positive effects of gaming.
You can recognize the signs of problem playing and prevent the drawbacks of problem playing.
You can evaluate the potential of games and gaming in youth work.
You can design playful and visualization-based implementation of gaming for the contents of youth work.
You know the digital platforms and environments that can be used in gamification in the field of youth work.
You can promote the implementation of age limits, copyrights and security aspects of gaming.

Content

What do games, gamification and gamifying mean?
How can game education support a young person's positive relationship with gaming?
How can gamification be used to visualize the content, forms and processes of youth work?
What are the benefits of gamification in youth work?
How to identify problem gaming and find the right ways to tackle it?

Evaluation scale

1-5

Objective

You are able to identify the stages of project work and its different parts.
You know how to plan, fund, complete and report a project.
You are able to define the tasks and responsibilities of the participants in a project team.
You know how to design new products and services in an entrepreneurial and customer-oriented way.
You understand the importance of different aspects of financial management in projects.
As a member of a project team, you are able to operate in a goal-oriented way.

Content

What are the stages of project work and its different parts?
How to plan, fund, complete and report a project?
How does one define the tasks and responsibilities of the participants in a project team?
What is the importance of different aspects of financial management in projects?
What working life skills are needed in project work?

Evaluation scale

1-5

Objective

You know how to justify the methods and the role of the instructors in adventure education from the perspective of experiential learning theory.

You can recognize the professional possibilities of adventure education in the field of civic activities and youth work.

You know the laws and regulations that govern the safety of adventure education and you use them in planning and carrying out your own adventure.

Content

What philosophical and educational theoretical foundations is adventure education based on?

What educational and experiential opportunities do adventures offer and what is required from the instructors?

What are the methods that can be used in adventure education?

How can the risks involved in adventure activities be managed?

Evaluation scale

1-5

Objective

You know how to justify the methods and the role of the instructors in adventure education from the perspective of experiential learning theory.

You can recognize the professional possibilities of adventure education in the field of civic activities and youth work.

You know the laws and regulations that govern the safety of adventure education and you use them in planning and carrying out your own adventure.

Content

What philosophical and educational theoretical foundations is adventure education based on?

What educational and experiential opportunities do adventures offer and what is required from the instructors?

What are the methods that can be used in adventure education?

How can the risks involved in adventure activities be managed?

Evaluation scale

1-5

Objective

You know how to justify the methods and the role of the instructors in adventure education from the perspective of experiential learning theory.

You can recognize the professional possibilities of adventure education in the field of civic activities and youth work.

You know the laws and regulations that govern the safety of adventure education and you use them in planning and carrying out your own adventure.

Content

What philosophical and educational theoretical foundations is adventure education based on?

What educational and experiential opportunities do adventures offer and what is required from the instructors?

What are the methods that can be used in adventure education?

How can the risks involved in adventure activities be managed?

Evaluation scale

1-5

Objective

You understand and know how to support young people's sexual development and sexual orientation and gender diversity.
You can identify and prevent sexual violence.
You can plan and implement young people's sexual education lessons.
You know the most important themes in youth life concerning sexuality and sexual development.

Content

What is sexuality?
What are the areas of sexual education?
What are sexual rights?
How does the Non-discrimination Act define people's rights?
How does the diversity of gender and sexuality appear in young people's lives?
How do sexual harassment and violence appear?
What methods are used in sexual education?

Evaluation scale

1-5

Objective

You recognize the importance and potential of social pedagogy in today's society.
You are able to utilize social pedagogy and critical pedagogy in different kinds of working environments of a community educator.
You can promote the participation and wellbeing of people in the framework of social pedagogy.

Content

What is social pedagogy and what is its significance and potential in today's society?
How can social pedagogy and critical pedagogy be utilized in various community educators' working environments?
How can social pedagogy contribute to people's participation and wellbeing?

Evaluation scale

1-5

Objective

You recognize the importance and potential of social pedagogy in today's society.
You are able to utilize social pedagogy and critical pedagogy in different kinds of working environments of a community educator.
You can promote the participation and wellbeing of people in the framework of social pedagogy.

Content

What is social pedagogy and what is its significance and potential in today's society?
How can social pedagogy and critical pedagogy be utilized in various community educators' working environments?
How can social pedagogy contribute to people's participation and wellbeing?

Evaluation scale

1-5

Objective

You recognize the importance and potential of social pedagogy in today's society.
You are able to utilize social pedagogy and critical pedagogy in different kinds of working environments of a community educator.
You can promote the participation and wellbeing of people in the framework of social pedagogy.

Content

What is social pedagogy and what is its significance and potential in today's society?
How can social pedagogy and critical pedagogy be utilized in various community educators' working environments?
How can social pedagogy contribute to people's participation and wellbeing?

Evaluation scale

1-5

Objective

You know how to use professional vocabulary and concepts in an expert way in different situations.
You know the effects of Cultural Youth Work on a young person’s identity and self-esteem.
You know how to support the expression of the marginal arts and youth culture by the means of Cultural Youth Work.
You know the vocabulary and concepts of Event Production and can use them in different professional situations.
You know how to schedule an event production process and are aware of the safety instructions and legal procedures of event planning and production.

Content

What is meant by Cultural Youth Work and what does it comprise of?
What are the effects of the experimental learning by Cultural Youth Work and how do they influence the development of a young person’s identity and self-esteem?
What are the possibilities to bring forth youth culture and marginal arts of the youth in a digital manner, as a performance or a publication?
What are the key concepts and details of Event Production and event safety?
What are the areas of responsibility in a Event Production team and what are the different stages of Event Production?

Evaluation scale

1-5

Objective

You know how to use professional vocabulary and concepts in an expert way in different situations.
You know the effects of Cultural Youth Work on a young person’s identity and self-esteem.
You know how to support the expression of the marginal arts and youth culture by the means of Cultural Youth Work.
You know the vocabulary and concepts of Event Production and can use them in different professional situations.
You know how to schedule an event production process and are aware of the safety instructions and legal procedures of event planning and production.

Content

What is meant by Cultural Youth Work and what does it comprise of?
What are the effects of the experimental learning by Cultural Youth Work and how do they influence the development of a young person’s identity and self-esteem?
What are the possibilities to bring forth youth culture and marginal arts of the youth in a digital manner, as a performance or a publication?
What are the key concepts and details of Event Production and event safety?
What are the areas of responsibility in a Event Production team and what are the different stages of Event Production?

Evaluation scale

1-5

Objective

You understand the starting points of the future work and the social significance of proactive work.
You know a variety of future foresight data sources and methods.
You know how to collect, analyse, report and use future information for the development of both young people's wellbeing and the broader youth education sector.

Content

Why is future foresight important?
What is future working?
What kind of future information is needed for youth education?
What is foresight information?
What are foresight methods?
How can foresight methods and participatory methods be used to collect and build information about the future?
How can information on the future be analysed, reported and utilised in decision-making?

Evaluation scale

1-5

Objective

You are able to define the concept of communality and use the basic terminology related to group dynamics.
You are able to describe group processes and you know which methods can be used to support them.
You are able to design a goal-oriented instructional plan and use different kinds of instructional methods when working with small groups.
You gain experience in working as a group instructor and are able to identify your strengths and challenges as an instructor and evaluate different instructional situations.

Content

How do you define a group, community and a sense of community?
How do groups develop?
What kinds of groups and group roles are there?
What methods are there to support group processes and what are the effects that can be achieved by these methods?
What factors are important in a good instructional session?
How to plan, implement and assess instructional group sessions?
What instructional styles can you use when instructing small groups?

Evaluation scale

1-5

Objective

You are able to define the concept of communality and use the basic terminology related to group dynamics.
You are able to describe group processes and you know which methods can be used to support them.
You are able to design a goal-oriented instructional plan and use different kinds of instructional methods when working with small groups.
You gain experience in working as a group instructor and are able to identify your strengths and challenges as an instructor and evaluate different instructional situations.

Content

How do you define a group, community and a sense of community?
How do groups develop?
What kinds of groups and group roles are there?
What methods are there to support group processes and what are the effects that can be achieved by these methods?
What factors are important in a good instructional session?
How to plan, implement and assess instructional group sessions?
What instructional styles can you use when instructing small groups?

Evaluation scale

1-5

Objective

You recognise the potentials for social influence.
You identify the national and local structures, actors, objectives and programmes of youth policy.
You are able to act as a social influencer.
You can promote young people's opportunities to contribute and influence society.

Content

What are the starting points and objectives of youth policy?
What are the national and local structures, actors, objectives and programmes of youth policy?
What is the content of the programmes for the wellbeing of young people?
What is the role of youth policy in youth education?
How can community educators contribute to the wellbeing of young people?
How do you take advantage of young people's influence channels in strengthening their participation?

Evaluation scale

1-5

Objective

You recognise the potentials for social influence.
You identify the national and local structures, actors, objectives and programmes of youth policy.
You are able to act as a social influencer.
You can promote young people's opportunities to contribute and influence society.

Content

What are the starting points and objectives of youth policy?
What are the national and local structures, actors, objectives and programmes of youth policy?
What is the content of the programmes for the wellbeing of young people?
What is the role of youth policy in youth education?
How can community educators contribute to the wellbeing of young people?
How do you take advantage of young people's influence channels in strengthening their participation?

Evaluation scale

1-5

Objective

You recognise the potentials for social influence.
You identify the national and local structures, actors, objectives and programmes of youth policy.
You are able to act as a social influencer.
You can promote young people's opportunities to contribute and influence society.

Content

What are the starting points and objectives of youth policy?
What are the national and local structures, actors, objectives and programmes of youth policy?
What is the content of the programmes for the wellbeing of young people?
What is the role of youth policy in youth education?
How can community educators contribute to the wellbeing of young people?
How do you take advantage of young people's influence channels in strengthening their participation?

Evaluation scale

1-5