Компетентнісна модель молодіжного працівника: досвід Фінляндії
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Дата
2019
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
У дослідженні проаналізовано розвиток молодіжної політики Фінляндії в законодавчому полі. Наведено складові компетентнісної моделі молодіжного працівника – інструктора з питань молоді та громадськості, якого готує Народна школа Південної Остробонії (Фінляндія). Схарактеризовано область компетенцій інструктора для молоді та громади, яка складається з обов’язкового компетентнісного блоку (професійні вимоги в галузі освіти та менеджменту; керівництво особами, групами та громадами; сприяння росту та добробуту молоді; підтримка інклюзії та соціальне розширення можливостей молоді) та варіативного (здійснення волонтерської діяльності та діяльність в громадських організаціях; здійснення діяльності для людей похилого віку; керівництво самовираженням; супровід осіб, які потребують підтримки; планування бізнесу тощо). Проаналізовано можливості адаптації моделі як орієнтиру підготовки фахівця в рамках освітньо-професійної програми «Методика виховної роботи» другого рівня вищої освіти за спеціальністю 011 Освітні, педагогічні науки, галузі знань 01- Освіта / Педагогіка.
The study analyzes development of Finland’s youth policy in the legislative field and in practice. It is noted that youth work has defined as actions directed towards young people regarding activities where they take part voluntarily, designed for supporting their personal and social development through nonformal and informal learning. Youth work takes place in many different forms and settings. The most common ones are: youth centers, youth projects, outreach youth work, informal youth groups, youth camps, youth information, youth organizations, youth movements. These different forms of youth work can be carried out and/or governed by different entities (municipalities, NGOs, etc.) and take place in different localities (youth centers, schools, churches, etc.). In Finland, youth work has been governed by legislation since 1972. And Finland is recognized as a provider of youth work now. Youth Work Act of 1995 broadened the scope of youth work to youth policy. Training of a specialist in youth work in Finland is carried out in accordance with the developed competences. The study presents an analysis of the competences of the youth worker, which is the basis for organizing the educational process of South Ostrobothnia Folk High School (Finland). The study was made possible by study visit “Developing Youth Workers’ Competences in Finland” organized by the Martinten Youth Center with the support of the Erasmus+ program at the schools and youth centers of Virrat, Ilmayoki and Tampere in October 2019. In the study, the components of the competence model of the youth worker – instructor for youth and the public, prepared by South Ostrobothnia Folk High School (Finland) are given. The competence area in Youth and Community Instruction, in which the qualification title is Youth and Community Instructor, is composed of four compulsory units (110 competence points) and optional units (35 competence points). The compulsory unit includes: professional encounters in the field of education and guidance, guidance of individuals, groups and communities, promoting growth and wellbeing of young people and supporting inclusion and social empowerment. In the article possibilities of enrichment of the model of specialist training within the framework of educational and professional program “Methodology of educational work” of the second level of higher education in the specialty 011 Educational, pedagogical sciences, that implemented in Sumy State Pedagogical University named after A. S. Makarenko, are defined. Noteworthy have become such competences: leading voluntary and NGO activities, leading activities for older people, guiding expression, leading physical activity, leading nature and experience activities, guiding persons in need of support, working as a top expert, workplace instructor training, working in an enterprise, planning a business. These competences let youth workers more effectively support young people to become active citizens and to participate in decisions and actions that affect them and their community. As a result, it enables young people to better understand the views and concerns of the wider community, which in turn promotes greater harmony and social inclusion.
The study analyzes development of Finland’s youth policy in the legislative field and in practice. It is noted that youth work has defined as actions directed towards young people regarding activities where they take part voluntarily, designed for supporting their personal and social development through nonformal and informal learning. Youth work takes place in many different forms and settings. The most common ones are: youth centers, youth projects, outreach youth work, informal youth groups, youth camps, youth information, youth organizations, youth movements. These different forms of youth work can be carried out and/or governed by different entities (municipalities, NGOs, etc.) and take place in different localities (youth centers, schools, churches, etc.). In Finland, youth work has been governed by legislation since 1972. And Finland is recognized as a provider of youth work now. Youth Work Act of 1995 broadened the scope of youth work to youth policy. Training of a specialist in youth work in Finland is carried out in accordance with the developed competences. The study presents an analysis of the competences of the youth worker, which is the basis for organizing the educational process of South Ostrobothnia Folk High School (Finland). The study was made possible by study visit “Developing Youth Workers’ Competences in Finland” organized by the Martinten Youth Center with the support of the Erasmus+ program at the schools and youth centers of Virrat, Ilmayoki and Tampere in October 2019. In the study, the components of the competence model of the youth worker – instructor for youth and the public, prepared by South Ostrobothnia Folk High School (Finland) are given. The competence area in Youth and Community Instruction, in which the qualification title is Youth and Community Instructor, is composed of four compulsory units (110 competence points) and optional units (35 competence points). The compulsory unit includes: professional encounters in the field of education and guidance, guidance of individuals, groups and communities, promoting growth and wellbeing of young people and supporting inclusion and social empowerment. In the article possibilities of enrichment of the model of specialist training within the framework of educational and professional program “Methodology of educational work” of the second level of higher education in the specialty 011 Educational, pedagogical sciences, that implemented in Sumy State Pedagogical University named after A. S. Makarenko, are defined. Noteworthy have become such competences: leading voluntary and NGO activities, leading activities for older people, guiding expression, leading physical activity, leading nature and experience activities, guiding persons in need of support, working as a top expert, workplace instructor training, working in an enterprise, planning a business. These competences let youth workers more effectively support young people to become active citizens and to participate in decisions and actions that affect them and their community. As a result, it enables young people to better understand the views and concerns of the wider community, which in turn promotes greater harmony and social inclusion.
Опис
Ключові слова
молодіжна робота, молодіжний працівник, складові компетеності молодіжного працівника, компетентність інструктора з молодіжної роботи в Фінляндії, магістерська програма «Методика виховної роботи», youth work, youth worker, competences of youth worker, competence of instructor on youth work in Finland, master’s program “Methodology of educational work”
Бібліографічний опис
Коваленко, Н. В. Компетентнісна модель молодіжного працівника: досвід Фінляндії [Текст] / Н. В. Коваленко // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський держ. пед. ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, М. А. Бойченко, О. Є. Антонова та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2019. – № 9 (93). – С. 36–47. – DOI: 10.24139/2312-5993/2019.09/036-047.