• Strike a balance between individual and group reflections

• You are not more important than others

• Check your privileges

• Respect diverse rhythm, bodily/mind needws

• Active listening

• Be mindful of the space you take

• Don't assume, ask

(in progress)

Objectives for the next 5 days

• Having a QA model structure in place, common approach on how to develop further the model, bullet points on content, taks division

• Putting an intersectionality and HRE approach into practice

• Having a space where everyone can learn on an individual and organisational level

• Feel good doing it

ENABLERS/PRINCIPLES OF INTERSECTIONALITY

• Do no harm (Reflection: hurt is not the same as harm)

• Reflexivity

• Dignity, choice and autonomy

• Accessibility and universal design (important to be honest about universal design - defining it in a way that makes sense to the youth sector)

• Diverse knowledges

• Intersecting identities

• Relational power

• Time and space

• Transformative and rights-based

FOR DEFINITIONS OF ENABLERS : https://www.unwomen.org/sites/default/files/2022-01/Intersectionality-resource-guide-and-toolkit-en.pdf

HRE principles:

• HOLISTIC & OPEN-ENDED LEARNING

• VALUES CLARIFICATION

• PARTICIPATION

• COOPERATIVE LEARNING

• EXPERIENTIAL LEARNING

• LEARNER CENTERDNESS

FOR DEFINITIONS OF HRE PRINCIPLES p.32 onwards: https://rm.coe.int/compass-2023-eng-final-web/1680af992c

Reflections:

On enablers of intersectionality:

-We added do no harm, bearing in mind that hurt is different from harm and it's not about hurting feelings

-Accessibility is often a challenge in the youth field, so we should define it in the model in a way that makes sense

On HRE :

-Take into consideration and make explicit the specific global context in which we are operating and the fact that there are many ongoing conflicts and wars - HR may be controversial

Following activity (Heroes and heroines):

-Importance of debrief

-Value of adapting some activities in a way that does not perpetuate stereotypes - yes some activities take place in a broader context and may have specific objectives (e.g. fighting gender stereotypes) but if we want to bring intersectionality in, perhaps it is worth adapting some aspects (e.g. asking people who the people they look up to are in general and then still addressing potential biases in choice of heroes and heroines and characteristics

-to bring intersectionality in it would have been interesting to discuss in the de-brief how intersecting mechanisms of oppression have impacted the role models chosen

Manual

Underlying question: How should it be structured given the context of youth work?

Introduction

Glossary of terms - common definitions

Scope

Honesty - this has been developed by organisations that have been funded and have the resources to do a certain type of work 

Timing - we are writing this at this particular point in time

Language 

Explanation of different levels/logic of indicators as standards of progression

Standard areas (organisational aspects should be included)

Indicators  - as standards of progression

not only minimum but also high standards  (there are going to be smaller/under-resourced organisations that might struggle to live up to the unrealistic standards) but also (other group’s consideration) ensuring the quality of your organisation will help you evaluate the quality of the activities

Spreadsheet part 

Exercises, tools that you can adapt based on the activity 

Should be used independently from the manual

Short intros to annexes should be included to make them more attractive

Variations of each tool to take into account time and resources

Sample of each annex

Other :

-The quality of activities reflects on quality of organisation (not always necessary to evaluate organisation depending on the size of the organisation)

-Include somewhere in the manual the importance of LEARNING from evaluation

-Include examples of organisations that may benefit from manual

-FAQs 

-including visuals (balancing visuals and text)

https://www.salto-youth.net/downloads/4-17-4385/ETS_Competence_Model_Youth_Workers_final_2023.pdf

Sub-areas

Standards

-Guiding questions (max 5) the answers to which will allow organisations to score themselves on the levels of progression (e.g. you answer 'yes' to 1 only, that's level 1 or basic, you answer 3 intermediate etc.)

-Examples reflecting levels of progression

-Tips on how to progress