Activities with youth

Activities with youth

When designing activities with youth, especially youth in vulnerable situations, it is important to consider their specific needs, interests, and cultural backgrounds. Flexibility, adaptability, and a focus on building trust and relationships are key to successful engagement. By implementing interesting and motivating activities with young people, you can inspire them to become active and engaged citizens who contribute positively to their communities. Such activities should be based on the non-formal education pedagogic strategies.

What is non-formal education?

According to the European Commission and the Council of Europe, the education system consists of three interrelated components: formal, non-formal, and informal learning.

  • Formal education refers to a structured education system that encompasses all schools from primary to university, including specialised vocational and professional training programmes.
  • Non-formal education refers to all planned personal and social education programmes for young people that are designed to develop a range of skills and competences outside the formal education curriculum. Non-formal education is intentional and voluntary.
  • Informal learning refers to a lifelong process in which each person acquires certain attitudes, values, skills and knowledge from a variety of educational sources in their environment and from everyday experience (home, neighbourhood, library, media, work, play, etc.).

(Quoted from the publication KOMPAS: A Manual for Educating Youth on Human Rights by a collective of authors led by Partitia Brander, 2006)

The difference between formal and non-formal education is often determined by the settings and structures in which they take place. The outcome is measurable and can be predicted more easily than in informal learning, where learning occurs randomly, usually without a clear objective in advance.

 

Basic features of non-formal learning:

  • Voluntariness – it is up to the participant to decide whether to take part in the activity or programme.
  • A set aim and goals, based on the needs or concerns of the participants, the organisation or the environment or society, in the individual activity and in the whole programme.
  • Conscious and holistic learning, where participants are aware of what and how they are learning, evaluate their own learning and develop the different components of competence (knowledge, skills, values and attitudes). In non-formal education, we emphasise the whole person – engaging their thoughts, feelings and emotions as well as their bodies. At the same time, we make use of their previous experience and knowledge, complementing it and linking it to other practices.
  • A partnership relationship between participants and facilitators. The activity leader is a guide in the learning process who adapts the programme or activity based on the needs or concerns of the participants.
  • Valuing mistakes. Mistakes are seen as opportunities for further development.
  • Role of the group. Individual group members, including activity leaders, serve as additional sources of experience, knowledge, skills and attitudes. Group work also opens up additional opportunities for learning.
  • Accountability for learning outcomes. The participant determines what they need to learn and thus takes partial responsibility for the outcome.

Practical Activities using the participatory non-formal method

The following activities can be great tools for youth engagement and are specifically useful when working with youth in vulnerable situations and promote their participation.

Community mapping
Participants create visual representations of their community, highlighting important places, resources, and challenges. This encourages community understanding, identifies needs, and fosters collective action.

Storytelling
Participants share personal stories, experiences, and perspectives related to a specific theme, which promotes cultural preservation, builds trust, and empowers individuals to express themselves.

Theatre
Participants create and perform plays or skits based on community issues or experiences, such as the Theatre of the Oppressed method. This encourages critical thinking, problem-solving, and communication skills.

Photovoice
Participants take photographs to document their community and share their interpretations und thus provides a visual representation of community perspectives, empowers individuals, and facilitates dialogue.

Community forums
Open discussions and debates on community issues, allowing participants to share their views and ideas, which fosters democratic participation, builds consensus, and informs decision-making.

World Café
Small groups discuss a specific topic, and then share their findings with the larger group. This encourages diverse perspectives, promotes collaboration, and generates innovative ideas.

Appreciative inquiry
This activity focuses on identifying and building upon the strengths and positive aspects of a community and creates a positive and hopeful atmosphere, fosters community resilience, and inspires action.

Visual Thinking

Participants use visual tools, such as mind maps or drawings, to explore and represent ideas, which enhances creativity, improves problem-solving, and facilitates communication.