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Figure 5 Individual level of skills development in youth organisations by level of involvement with youth organisations’ activities Source: Bath/ ICF-GHK survey. * Measured by the amount of months of involvement and the frequency of involvement as detailed in Annex 3. 50
4.2.3 Soft skills development and involvement in youth organisations outside the home country The benefits of participating in non-formal educational activities in a youth organisation outside the home country, in terms of skills development, are also remarkably clear – as shown in Figure 6. For all skills, development is higher for those who have participated in educational experiences abroad for more than a week, than for those who had participated in those experiences for less than a week. This group, in turn, reported higher levels of skills development (again for all skills) than those who had not participated in non-formal educational experiences in youth organisations outside their home country. Even a short period abroad can help to improve skills further. Differences between groups varied from modest increases (in literacy and numeracy, entrepreneurship and integrity) to larger increases (for instance in relation to foreign language skills, intercultural skills and leadership). 51
Page 1: Study on the impact of Non-Formal E
Page 4 and 5: 4.4.2 Extent of employer’s accept
Page 6 and 7: EXECUTIVE SUMMARY Project backgroun
Page 8 and 9: The study has identified soft-skill
Page 10 and 11: well as research regarding the best
Page 12 and 13: 1 Introduction 3 Non-formal educati
Page 14 and 15: 2 Non-formal education and employab
Page 16 and 17: There are thus obvious commonalitie
Page 18 and 19: confirmed by European-wide surveys,
Page 20 and 21: of employability (the focus of this
Page 22 and 23: easons. In this context, non-formal
Page 24 and 25: training and working life 61 . In 2
Page 26: its outcomes and integrating it bet
Page 29 and 30: These research questions and data c
Page 31 and 32: pedagogy’, and Harland and Morgan
Page 33 and 34: people value the skills and compete
Page 35 and 36: comparison group were close to thos
Page 37 and 38: involved once or twice a week. The
Page 39 and 40: member of the organisation for six
Page 41 and 42: perceptions graduate employability
Page 43 and 44: The list shows that employers rank
Page 45 and 46: communication skills was also repor
Page 47 and 48: • Commitment; • Motivation; •
Page 49: and applied to all the skills for w
Page 53 and 54: and delivered. The survey of organi
Page 55 and 56: Figure 9 Tasks undertaken by young
Page 57 and 58: Finally, some skills seem to be mor
Page 59 and 60: educational plan. The columns in wh
Page 61 and 62: 4.3 Research question 3: To what ex
Page 63 and 64: people replying to the survey repor
Page 65 and 66: linkage between the vacant post and
Page 67 and 68: (2007 110 ) work for the World Bank
Page 69 and 70: 4.4.1.3 Employers’ acceptance of
Page 71 and 72: professional integration is one of
Page 73 and 74: on Table 4.8. Table 4.8 Identificat
Page 75 and 76: achievement. While one participant
Page 77 and 78: through their engagement are rated
Page 79 and 80: youth organisations and the develop
Page 81 and 82: youth organisations in employment s
Page 83 and 84: amongst those developed to a high e
Page 85 and 86: Conclusions and recommendations:
Page 87 and 88: of non-formal education in youth or
Page 89 and 90: Annex 1: Quantitative databases emp
Page 91 and 92: Annex 2: Eurobarometer 75.2 data an
Page 95: Annex 3: Background characteristics
Page 100 and 101:
100
Page 102 and 103:
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