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Pathways 2.0 paper argues that problem solving, intercultural skills,
team spirit, creativity are fundamental competences, and are exactly
the competences that young people acquire in non-formal leaning
schemes of youth work. Similarly, the European Youth Forum Policy
Paper on Youth Employment 20 , argues that through participation in
youth organisations, young people learn to be committed, to show
initiative and to take responsibility. They learn how to show respect
for others by acquiring competencies such as communication and
interpersonal interaction, conflict resolution, leadership,
management, planning, team-working skills, and problem-solving
skills. The European Youth Forum paper also argues that the
competences that young people gain from non-formal education
should be better recognized by employers and the labour market in
general. The European Youth Forum policy paper on ‘Recognition of
Non-Formal Education: Confirming the Real Competencies of young
people in the Knowledge Society 21 , relates ‘soft skills’ to
interpersonal, team working, organisational and conflict
management, intercultural awareness, leadership, planning,
coordination and practical problem-solving competences, selfconfidence,
discipline and responsibility, provides a range of ways
forward to achieve this.
2.2 Soft- skills and competences
Non-formal education leads to the development of ‘knowledge,
skills and competences’. The European Qualifications
Framework divides learning outcomes into knowledge, skills and
competences and states that knowledge can be theoretical or factual.
‘Skills’, on the other hand, means the ability to apply knowledge and
use know-how to complete tasks and solve problems 22 . Skills can be
divided into cognitive (involving the use of logical, intuitive and
creative thinking) and practical (involving manual dexterity and the
use of methods, materials, tools and instruments). Skills are also
often divided into academic, generic, technical and soft skills 23 .
Soft skills, the focus of this study, are the most difficult to define 24 .
Yet, employers often report to value these skills as much as
academic and/ or technical skills 25 , and that some young people have
not developed the necessary ‘soft skills’ to market themselves
effectively in the labour market. This is something which has been
20 European Youth Forum (2007) Policy Paper on Youth Employment. Castelldefels, 2-3 May 2008.
21 European Youth Forum (2005) Policy paper on ‘recognition of non-formal education: confirming the real
competencies of young people in the knowledge society. Brussels, 11-12 November 2005.
22 http://europa.eu/legislation_summaries/education_training_youth/vocational_training/c11104_en.htm
23 Bimrose, J. and Barnes, S.A. (2011) Profiling systems for effective labour market integration. Mutual Learning
programme reports, GHK and Budapest Institute.
24 Bimrose, J. and Barnes, S.A. (2011) Profiling systems for effective labour market integration. Mutual Learning
programme reports, GHK and Budapest Institute.
25 Sondergaard, L. and Murthi, M. (2012) Skills, not just diplomas. Managing education for results in Eastern Europe
and Central Asia. Washington, The World Bank.
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