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Disclaimers
This document does not necessarily express the official view of the Salto-Youth EuroMed Resource Centre or the European Commission.
Reproduction of material from this publication is authorised only for non-commercial purposes and only on condition
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GP_Tools-For-Learning-in-non-formal-educ_GB.indd 40 08/11/12 09:39

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Tools for learning
Dear reader,
What will you find in this book?
• A summar y of what happened at seven Tool Fairs held around Europe
• The outcomes of many interactions; readings and discussions about Tools
to be used in training; seminars….
n,
• Both trainer and expert points of view….their standpoints on educatio
non formal learning and their vision of the future of youth…
In a nutshell, you will find inspiration for your work….
This publication sets out to provide an overview of the long-term strategy for the
field of Tools for Learning over the last 7 years within the Youth in Action Programme.
The Tools for Learning strategy is based on the Tool Box, Tool Fair and the working
group. These pillars support the development of new methods in training and
educational activities, reflections on the competencies and skills needed for
running sessions and Learning activities based on such tools and methods.
This book will guide you through a trip along the Tools for Learning river… passing
by the different interpretations of Tools for Learning and Non Formal Education
along the way… and much more… A long adventure that had witnessed the
involvement of many actors such as National Agencies and experts, along with the
many participants in and contributors to activities.
You will also have an opportunity to enjoy a special contribution, namely the
illustrations by Joomedia! The artists of Joomedia attended the Tool Fair in Tallin
and they have since “commented” on your creativity in all the sessions. If you are
curious to know more about them, please look at: http://joonmeedia.blogspot.it/

s n r
d e s earch
Studie aa n d
h
Researc
Tools for learning Introduction
to a long, long trip into Tools
for Learning
Major concerns of the working group
Ever since the first Tool Fair there has which are still pertinent today. During
been an on-going critical discussion about discussions in the working group we have
the seemingly expanding use of “tools” tried to identify those concerns and look
or “methods” within international youth for strategies to address them. (There
work - you just need to have a quick look was even discussion about whether to
at the input from Rui Gomes at that Fair change the name of our working group!)
to see that there are a number of issues
In no particular order of priority, here are some of the main issues raised:
• What need(s) do tools really fulfil?
the
• What level of training do youth workers/trainers need in order to use
tools effectively?
• Who decides whether a tool is valid or not?
• What types of tools are we most interested in promoting? Really?
• How do these tools fit in with strategies for archiving, training and sharing?
• And, most importantly, what criteria should a tool have to meet in order
to be seen as a “tool for learning”?
Description of a “tool for learning”

We took our starting point from Miguel Angel Garcia Lopez’s working definition
of “educational tools”, which had been used in the recent Tool Fairs:
‘An educational tool could be defined as an instrument to transfer and implement
educational objectives into a practice, which engages participants in the learning
process. An educational tool should «stay on its own». This means that it should shape
a, maybe short, but complete learning process with its theme, techniques, target group,
materials, timing, evaluation, tips for use... It can be a simulation exercise, a creative
workshop, a role play, an outdoor activity etc... A tool «staying on its own» does not
mean that it should be something fixed or closed. When using it in another context
it should be adapted, further developed, combined... Transferability is indeed one of the
inherent characteristics and ultimate aim of any educational tool.

Tools for learning
Experience tells us that one-off activities we work, namely non-formal youth

such as a video, a booklet, a facilitation or education. They were used to evaluate
a discussion technique are normally part tools in the current SALTO Tool Box
of a tool and just in some cases a tool, and those that participants wish to
an educational process with its own present at the next Tool Fair. These
«personality».’ criteria have been put into a mind-
map to highlight the fact that they
From this definition we constructed
are also part of a work-in-progress.
our criteria for what we called “tools
See what you think:
for learning” within the context in which
it may well include elements of generic it is a tool to transfer educational

methods (discussions, film, etc) objectives into practice
Transferability is a factor it engages participants

to be looked for here A «tool in the learning process
for learning»
satifies the
Provides a possibility for participants following
criteria The tool should stand on its own
to identify their own learning
It is not fixed or closed, but rather it combines the theme, techniques,

is open for adaptation according target group, materials, timing, tips
to context, target group, etc for use, etc in its description
Feedback and suggestions for further

improvement of these criteria are welcome! This is still description in progress!
Please feel free to add your ideas!
Joonmeedia.blogspot.com 07.03.2012

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A tool for learning, a means of transformation

Bernard Abrignani, coordinator of SALTO-YOUTH EuroMed RC
Benjamin Franklin: “Tell me and I forget. Teach me and I remember. Involve me and I learn“
A few years ago a huge storm swept let him discover the tools, the tech-
through France and many trees fell victim nique required for using them, learn
to the wind.When the wind died down, how to handle them before choosing
a fine oak tree, almost 100 years old, the one he wanted to use. We began
lay across my garden and that of two by examining the situation together
neighbours. For reasons of safety, access and deciding on our strategy and the
and good neighbourliness, it had to be the work began. The smallest branches
removed as quickly as possible. Unfortu- were our objective, obviously not the
nately the only available resources were trunk. My son managed very well and
my hands and a few tools, the specialist throughout the two days we spent
companies all being busy elsewhere. working on the tree he was active and
The target to be reached was clear motivated, doing his share of the work
but the means at my disposal were in a very satisfactory manner.
not appropriate. Imagine «taking on»
What conclusion can we draw from
a tree some 20 metres high, with a
this story? My son’s desire to be in-
diameter of 80 cm, with just a hand
volved enabled him to learn, to put in
saw and a hatchet! At least David had
plenty of effort at his own speed and
the right tool when he fought Goliath.
with his own possibilities, to discover
My son, who was 9 years old at the time, himself and become more responsible;
seeing that I was somewhat distraught, we can also see that a good tool is
wanted to help me. As the situation one that is adapted to the objective
was potentially dangerous, I tried to and that one should not overestimate
explain to him that he was too young, one’s abilities and skills.
using all the arguments that any father
In a certain way I had instrumentalised
would come up with in similar circums-
instruments and the tools had become
tances; but faced with his insistence
tools for learning.
and disappointment I said to myself
that it would be better first of all to
What is a tool for learning, What is a teaching support or aid?

a teaching tool? • A white board, paperboard, computer,
A teaching tool is above all a medium video projector, book, documentation,
that we associate with an approach photos, graphics, exhibitions, videos,
and which is developed with the aim maps ... are the most common media.
of helping or accompanying “a public” But a medium can also be mixed up
to understand, to learn or to work... with a technique: games, stories, role-
It is therefore a tool at the service play, case study...
of the learning process.

Tools for learning
• S ince everything becomes more The P is there to remind us that any

complex by itself, we have to acknowledge learning situation should allow for Pro-
that any kind of medium is a potential duction: contributing to the success of
teaching tool and that conversely, an exercise through one’s involvement
a number of existing media will never is already a sort of production. Finally,
be teaching tools! the E is for Evaluate: we must not for-
get that any learning process should
What transforms a tool
be associated with a critical dimension
into a teaching tool?
that does not eliminate subjectivities,
• The association between the me- values, or discussion.
dium and the process, the teaching
approach. The medium is only a This approach is based on the step-by-
means at the service of the educa- step method, but as the French philo-
tional approach or strategy: the path sopher Alain put it: “Steps not only lead
that the medium causes the mind to to a goal; each step should be a goal”.
take in order to achieve knowledge The tool for learning, a vehicle,
or understanding. a means of locomotion at the
• When it is adapted and adequate, this service of a transformation?
becomes the “right way”. There are The terms used to talk about a tool or
no inherently “good” or “bad” tea- explain it and the process for using it
ching tools, there are only tools that are often linked to movement: mobi-
are - or are not - adapted to a certain lity, “step by step”, approach, “the right
public. A teaching tool should focus way”, accompany, transmission…
on involving learners in situations
where they must complete a task in It is useful to return to the origins
which they test themselves difficulties of teaching and discover the history
and discover the difficulties and their of the teacher. The person, usually
resolutions in action. a slave, was in charge of a child (pais
in Greek) and took him (agein, agôgé
In the Salto EuroMed approach we use in Greek) to school; to begin with the
an acronym that enables us to memorise “paidagôgos” was someone who just
the different stages necessary for accompanied and supervised the child
facilitating learning: the T.A.P.E. (which entrusted to him. It can be considered
reminds us of a tape-recorder) by extension that the teacher led his
The T is for Test: the participant tests protégé along the path to knowledge
himself, his attitude, his reaction etc. and that the most basic definition of
and also tests the tool, the method, and the Greek word teaching is «the journey
the technique. The A stands for both of learners». Without particularly taking
Appreciate, because without the idea into account his slave status, the teacher
of pleasure there is no learning, and was in fact a «tool» in the service of a goal:
Analysis, for without analysis there is no to accompany a transfer, a movement
theorisation of practice, which in turn from ignorance to knowledge.
makes appropriation more difficult.

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It is during this «journey» that a tool ostrich strategy of burying one’s head
takes on its full dimension. Thomas in the ground in the event of danger
Mann in his book the «Magic Mountain» never provided good protection: on
explains that «all physical movements the contrary, not seeing the «danger»
are also doubled by a mental move- prevents us from assessing it and dea-
ment»; we assist, in the sense assis- ling with it.
tance-support, a change, which means
Two tools illustrate my subject:
that feelings can also metamorphose
as we move in space. The NASA Test:
You are members of the crew of a
There are two types of «travel» in the spaceship originally planned to join a
context of non-formal education and parent rocket on the light side of the
international mobility: one real and moon. Technical incidents occur and
the other virtual. Sometimes physical dashboard instruments have been damaged.
mobility comes up against barriers, the The list given to participants only shows
obtaining of a visa, for example, or an those that are still in working condition.
erupting volcano. Sometimes intellec- The task is to classify all the objects in
tual mobility is limited by self-erected accordance with their usefulness to join
defensive barriers among which we the mother rocket and its crew on foot.
can find prejudice, stereotypes, fear of
other people and of oneself, etc. These Obviously, none of the participants
barriers, according to Carl Rogers, have ever been to the moon, so this
the American humanistic psychologist, virtual voyage offers a place where
must fall if we are to move forward. everyone is on the same level in terms
When they persist, there can be no of ignorance. They are forced to think
learning and no transformation. differently because they find them-
selves in a new and rather strange
From my point of view, the “right tool” context. In fact, they are, in both a real
must contribute towards breaking and figurative sense, on a different planet!
down “defensive barriers” by placing
the participants at the same level, in The Vikings:
a “neutral” context that is new to all You are invited to become investigators
and that causes them to question their and to discover why the Viking civilization
certitudes. We must not be afraid to in Greenland disappeared. Using the theory
provoke since provocation is a way of Jared Diamond - the American evolu-
of putting reality back on its feet. If tionary biologist, physiologist and geogra-
I had listened to the advice given to pher - as set out in his book «Collapse:
me during my work in EuroMed, the How societies choose their disappearance
themes of religion, politics and sex or their survival», analyse the factors that
would never have been addressed. In might have led this society to collapse.
my opinion, putting so-called sensitive At the end of the exercise the participants
subjects «under the carpet» is one of are invited to transfer this method to
the surest ways to have explosions; the their own countries: what is the situation

Tools for learning
today? How many of the theory’s five arbitrate potential collision zones. He
criteria have already been met in your must allow these collisions to occur as
country? they can create a dynamic, even if there
will always be some uncertainty as to
The first part of this task takes them
the outcome.
on a voyage through time and space
with the support of music and images, The notion of unstable balance is one
towards a place and a time they dis- of the conditions of the performance.
cover together, before gradually being A frank and radical position may en-
brought back to present concerns. danger. To force the learner out of his
comfort zone places him in a difficult
This transposition is nourished by the
position and a balance must therefore
method dear to Bertolt Brecht: “the
be found that generates attention ra-
distancing effect”. He wanted to break
ther than tension, concentration rather
with the theatrical illusion and force
than distraction, work rather than ama-
the spectator to think His plays are
teurishness. In other words, the trainer
therefore openly didactic: using panels
never reassures or promotes a feeling
with maxims, actors who address the
of security but at the same time does
audience directly and comment on the
not terrorise.
play, songs that interrupt the action,
etc., he forces the spectator to main- Is there specificity with regard
tain a critical eye. This process, which to a tool in non-formal education?
he called «distancing» (Verfremdung- All tools are intended to improve the
seffekt or effect V), greatly influenced learner’s way of thinking and of solving
some French directors. These pro- problems and to strengthening his ca-
cesses are designed to disrupt the pas- pacity for acquiring knowledge. Howe-
sive linear perception of the spectator ver, if we want to learn something, a
and break the tacit covenant of belief in direction must be found. This is what
what he sees. we call “syntonic learning”, as opposed
Brecht says that the distancing principle to “dissociated learning”, which is usual-
places itself at the “border between ly presented in school, in which what
aesthetics and politics», so as to “make is taught does not correspond to the
one perceive an object, a character, a learners.
process, and at the same time make it This idea of direction is where the
unusual, strange», and «distance one- peculiarity of non-formal education
self in relation to reality». lies: to give a sense, a direction to find
This provoked “destabilisation”, contri- a sense, to facilitate understanding, the
butes towards a lowering of the de- whole within a dynamic system, the ac-
fensive barriers mentioned earlier. In tion for learning or what is more often
our field of intervention, a trainer is called “learning by doing”.
someone in search of balance who The tool takes its full place in this process
must provoke imbalance so as to bet- because it facilitates the transition from
ter find balance. He must be able to one state to another by being able to

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take on any possible form in any possible offered a structured and linear approach
space with no constraint other than to programming.
that of the limits to our imagination
The analogy with non-formal and formal
and our ability to adhere to this invitation
education is striking; in one case we
to travel.
have a tool allowing one’s own knowledge
During the 80s Seymour Papert - an MIT to be built through a reflexive approach
mathematician, computer specialist and and in the other a tool not allowing
instructor - created the “Logo” computer a pre-established pattern and codes
language in order to create conditions to be overruled. While the first is
that would allow children to acquire continually evolving, the second is de
even more knowledge based on the facto limited. This does not mean that
spontaneous learning process dear actors in the education field are to
to Jean Piaget, the Swiss psychologist, be classified in categories based on
biologist, logician and epistemologist. their field of action, simply that there
Logo was designed to be a reflexive are indeed two different approaches
object-oriented programming language and that the methods, techniques and
that facilitated syntonic learning, as tools used clearly determine to which
opposed to the BASIC language that “camp” we belong.
In conclusion I would like to propose 10 principles for the conception

of a tool for learning in the field of non-formal education:
• To be easy to use by all, not be exclusive
•To use non-specialised but nevertheless precise language that provide clear
and convivial messages
•To allow for additions, modifications, appropriations and adaptations by everyone
• To be attractive, interactive and dynamic
• To facilitate the “voyage”, the transformation
• To provoke and force learners out of their comfort zone
• To destabilise without being frightening
• To search for balance and an individual and collective understanding
• To give a sense
• To do and make done to be seen as a “tool for learning”?

Tools for learning
Pedagogical tools and active educational

methods in the national and community
education system in France.
Jean- Claude RICHEZ, coordinator of the observation/evaluation assignment in INJEP
The recommendation adopted jointly in terms of the development of com-
by the European Parliament and the petences rather than simply access to
Council of Europe on 18 December knowledge and learning, this recom-
2006 on « Key Competences for Edu- mendation completely revolutionised the
cation and Lifelong Learning1» officially terms in which educational questions
confirmed the inscription on the political have been traditionally and almost exclu-
agenda of the necessary complementarity sively (at any rate in France) couched.
between initial education and lifelong The obvious next step is to find new
learning on the one hand and formal terms to describe the relationship
and non-formal education on the other. between formal and non-formal education.
By formulating questions on education
of
As soon as education is examined in terms of key competences, one
the most importan t element s it has to consider is the question of the transfer
of different types of knowledge in different contexts and in the greatest variety
of
of situations possible. Education can no longer be looked at solely in terms
school learning, but must instead take into account all the players and learning
situations that can play a role. This in effect means that we are looking at what
on
is generally referred to in France as shared education, which is the articulati
al and informal educatio n, the developm ent of a
between formal, non-form
territory way of thinking and the mobilisat ion of educatio nal resource s
learning
what we then need to
as a whole.This new input transforms the question and
focus on is the uses made of the pedagogical tools used respectively by both non-
formal and formal education, their transferability and their complementarity.
This is not the first time the issue has of education. This movement was per-
been debated in France. Formal edu- sonified in France by emblematic tea-
cation has, or at least part of the for- chers such as Célestin Freinet (1896-
mal system has, via the input of a small 1966), who placed experience at the
group of committed teachers and heart of the pedagogical approach2.
within the framework of the formal « The idea is to allow children to put
school, availed of some tools borrowed forward their own hypotheses, make
from non-formal education, or from their own discoveries, recognise and
non-formal education sources, notably admit their own failures when necessary,
the movement in favour of a new type while also feeling personal ownership
1. Recommendation 2006/962/CE of the European Parliament and of the Council, dated 18 December 2006, on the key competences required
for both education and lifelong learning [Official Journal L 394 dated 30.12.2006].
2. The dancer on the wire : a life of the Freinet school, Ginette Fournès, Sylvia Dorance, Ed. École vivante, 2009.
10

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of some outstanding successes. What added benefit is the fact that there is
do we gain from this approach? Pupils absolutely no need to learn by heart
with very high levels of motivation, something that has been discovered
the immediate involvement of every by experimentation and trial and error
child, with each of them gaining confi- since you remember it without any
dence in himself and his ability to progress effort at all [...]”
thanks to his own efforts. Another
His inputs on learning reflect the thinking in their own learning process. It considers
and experiments carried out all over the learning to be first and foremost a factor
world by people such as John Dewey of overall advancement for the person,
(1859-1952) in the United States with ahead of the accumulation of knowledge.
his « Learning by doing », Olivier Decroly To accomplish this, the starting point
(1871-1932) in Belgium, who focused must be the person’s centres of interest
on centres of interest and Edouard and an effort must be made to draw on
Claparéde (1873-1940) in Switzerland. the spirit of exploration and cooperation,
New education is an international which is the basic principle of active
movement founded on the basic principle methods.
of the active participation of individuals
and
The pedagogical tools based on these principles, which were little used
sometimes even condem ned by the tradition al school system in France, were
nal
for the most part used in what is known in France as the community educatio
ground as non-form al educatio n and
system. It essentially covers the same
n
largely follows the ideas developed by community universities in Norther
A.S.
Europe, the Fabian Society in Great Britain, experimental schools such as
09)
Neill’s (1883-1973) Summerhill in England, Francisco Ferrer ‘s (1859-19
Escuela moderna of in Spain, Maria Montess ori’s (1870-19 52) Casa dei Bambini
in Italy and the thinking of the Polish educator Janusz Korczack (1878-1942).
11

Tools for learning
Thus, since the end of the Second seven key competences) and pro-
World War, there has been a significant moted by the OECD. The shared edu-
convergence in France between a part cation policy begun in 1998 should also
of the national education system, even be noted: this involves the implementa-
if only representative of a minority3, tion of local educational contracts re-
and community education (non formal grouping schools, associations and fa-
education) in the development of tea- milies in a common educational project
ching tools based on new education in a particular area, which were fol-
principles and active methods. This lowed by local education projects. Des-
convergence took on a concrete form pite all these advances, we are still far
in the exemplary development of asso- from a real convergence that would
ciations such as the CEMEA (Centre see schools (formal education) bor-
d’éducation aux méthodes d’éducation rowing teaching tools from (non-for-
active), which brings together teachers mal) community education, which still
using active education teaching tools only occurs to an insignificant and su-
both in their classrooms and in the bordinate extent.
development of outside school leisure
activities, mainly in holiday and leisure The weight of French socio-cultural in-
centres. In fact, the association was first heritance remains heavy and has
started to train group leaders for holiday contributed to the limited degree of
centres. convergence to date. The approach
begun with the adoption of « a com-
The downside was that for a long pe- mon core » remains theoretical to a
riod in France these new teaching great extent. We can only hope that
practices were at best tolerated by the the experimentation begun in the au-
academic authorities, in some cases tumn of 2011 in a little over 150 scho-
forbidden - but never encouraged. ols on the theme of « a book of com-
Another negative has been that competences to highlight the added value
munity education, which provided the of (their) learned competences, what
breeding ground for such tools, has they have learned in both the formal
always been considered as something and informal educational sectors as
of a second cousin in the educational well as their potentialities and commit-
field, subordinate to the School system ments» will eventually bear fruit.
and certainly not recognised as a fully-
fledged educational partner. This is es- It should also be said that experience
sentially still the case, even if France has has shown that convergence is not
formally committed itself to the project always positive: this is the case when
launched by the European Parliament convergence involves the aligning of
and the Council of Europe with notably non-formal education objectives, me-
the adoption in 2005 of a common set thods and tools with those of formal
of core skills that more or less regroups education. This negates exactly what is
those adopted at European level (the interesting and innovative about the
3. Guy Avanziani put the number at around 5% of the teaching body at the beginning of the 1970s, while Henri Peyronie suggested between 1 to 2%
by the end of the 1990s. They did not include those using the Freinet methods in this headcount. The percentage of those who either borrowed
tools from him or from other similar pedagogical methodologies is certainly higher. See Guy Avanziani in Pierre Claude et alii, La pédagogie Freinet
12 (The Freinet teaching method). Update and prospects », , pp. 15 to 23, 1994, Presses Universitaire de Bordeaux and Henry Peyronie, Célestin Freinet,
Pédagogie et émancipation (Pedagogy and emancipation), 1999, Hachette p.110.

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approach: namely, putting approaches technical can be very tempting, a tool

to the acquisition of knowledge and is not a teaching method. It is useful
know-how into a new perspective, for creating a link and generating
taking into account types of knowledge interaction. A tool takes on its full
other than the academic by breaking measure when it is used as an end in
away from the limiting impact of itself. Depending on its nature and
disciplinary teaching methods, using the use made of it, a teaching tool can
tools that transform students into either disorient users or enable them
players responsible for their own to acquire new competences4. The
learning acquisition and which use acquisition of a competence is never
competences that are not usually based on repetition but rather on the
taken into account and valued in the capacity to use it in different situations
traditional school framework. and contexts: in other words, the capacity
to transfer what has been leaned to
Needless to say, a teaching method new situations. The tool must provide
that only exists in terms of tools can an added value for the action undertaken;
be dangerous too. Learning must not facilitate learning through the personal
be restricted to only a tool-based and active experience of the learner.
methodology, to simple recipes that This is the vital lesson that we need to
can be used again and again as part of remember from the work of Célestin
an “assembly line ” approach to the Freinet.
learning process. While going totally
4. Joseph-Luc Blondel and Didier Noye, « Faut-il encore se soucier des outils pédagogiques ? », Actualité de la formation permanente, May-June 1993,
n°124, pp. 37-40.
13

Tools for learning
Informal Education, a progress

strategy for youth
Margarita Rodríguez Rodríguez, Universiversity of La Laguna. Canaries. Spain
Today, not only Formal educational in a complementary way, facilitate access
systems (FE) must structure themselves to knowledge, spur the full integration
towards educational purposes, but the of people into society and contribute
Non-Formal/ Informal must also fulfil its to the individual and collective progress
educational role, meet people’s demands for which we all yearn.
Young people in this context acquire a specific protagonism
in the collective variations and groups present in the social world.
By definition, young people fully involved Because of all that and the importance
in the process of adaptation and inte- of the social role assigned to young
gration into society, present the maximum people, we must concentrate on planning
potentiality in terms of improvement and implementing actions to help them,
and social transformation to achieve facilitate access to and spur them on to
individual and collective improvement. fulfil that social role via educational
Youth as a heterogeneous and divers processes of permanent social teaching
social collective has a historically assumed based on the acquisition and support
aspect of convergence, which is to of their capacities and skills.
maintain the “intergenerational takeover”.
nal
By Non-Formal Education we mean “Any organised, systematic and educatio
activity realised outside of the framework of the official system to provide precise
1
”
teaching classes to specific population groups, both adult and children
we consider that NFE is a voluntar y process, previous ly planned by
1. Generally
nal
the educational agents, flexible and open; it is developed in many operatio
contexts, with different methodologies adapted to the educatio nal-socia l reality
and with contents and methods that are characterised by diversity.
All these characteristics do not presup- European Union tacitly recognises NFE
pose reducing rigour in the non-formal in the circle of Youth. There are repeated
teaching processes given the fact that, references to the idea that “its value
by planning them previously, we success- in the circle of youth should be more
fully complete a selection of purposes, recognised (considering) the skills and
contents and activities; we specify the qualifications young people acquire
resources, materials and the timeframe, thanks to it and its role in the teaching
based on teaching theories and socially process.” 2.
established educational principles. The
1. Xx
14 2. Xx

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Greater impetus and a significant increase given the fact that this ambit is essentially
in the number of the agents involved based on the idea that:
in NFE development is encouraged,
It complements the formal ambit of education.

the
• The methodological presentations focus on the educational aspect and
developm ent of social involvem ent.
and
• Its voluntar y dimension guarantees the link between the interests, needs
aspirations of young people.
with
• It is a compensatory resource for less qualified young people or those
fewer opportunities.
ng
• Directly or not, it has an economic and social impact on the structuri
of educational processes and personal retrainin g.
onal
• It is developed at different local, regional, national, European and internati
levels.
the
• The impact of the non-formal teaching-training processes is situated in
social and individual dichotomy.
• It is one of the tools that presuppose social changes, innovations and trans-
formations.
• It is an attractive model for youth given that it presupposes teaching
and promotes social integration processes.
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Tools for learning
The contents and the methodology are • The knowledge that is acquired is
adapted to the social demand and varied: from acquisitions with a cultural
contribute to setting out the social role dimension, cognitive strategies, social
youth must play today. aptitudes, values, skills, to the structure
of abilities that promote life in society.
• The sectors supported by the NFE are
those referred to as transverse and • The educational operation contexts
integrated topics that contribute to are open, flexible and adaptable.
practical education.They therefore create
• The educational agents are varied and
sectors of social education, along with
are not necessarily institutionalised in
education on the environment, media and
educational structures (more often social).
communication technologies; they promote
sociocultural activities, education for • The educational agencies are private,
leisure and spare time, consummation, public, mixed and generally represent
occupational education, education on the structure of the service sector to
sustainable development, education promote education.
on social and universal values, intercultural
• The educational agents can be profes-
education, education on peace, diversity
sionals and/or volunteers.
and solidarity, education on and for
equal opportunities, etc. • The operational processes are planned,
systematised and are both intentional
and accessible.
The abovementioned characteristics needed aspirations, with a required

make NFE social and educational tools efficient structure for these resources
that legitimise the operational processes and ready to use social and educational
with young people. Thus social agents tools (Tool). These aspects are the basis
must structure themselves in an efficient of the ideal of an “EDUCATIONAL
way to promote those socio-educational SOCIETY”.
actions that could enable these socially
16

s g ur e
i s
d earch
e
ucdtiiecal
Srta
P
a n d
A journey through the XX Century

(published in Coyote, 2009)
Miguel Garcia Lopez, Member of Tools for Learning Working Group, trainer and evaluator
Introduction concentrated their efforts on «studying»
This article explores and reflects upon the individual.
some approaches of the tools for learning Freud was responsible for popularising
used in training, looking at them from a the idea of the conscious versus the
certain perspective, namely the evolution unconscious mind. He suggested that
of Psychology over the last century. the unconscious layer of mind is the
This journey and reflection is not about largest and that it is the source of human
psychological models but rather about motivations, whether in the form of
the educational approaches inspired by simple desires for food or sex, neurotic
those models. For this reason the afore- compulsions, or the motivation of an
mentioned psychological models have artist or scientist. The goal of Freudian
been simplified and are only used to therapies is to get to know the individual
explain the associated educational im- from inside by «making the unconscious
plications and give us new perspectives conscious.»
and criteria for using and combining Behavioural Psychology advocates the
educational tools. use of strict experimental procedures to
Those new criteria and perspectives study observable behaviour (responses)
for the planning and running of in relation to the environment (stimuli).
training activities aim to complement The learning process such as a dog
other already widely used concepts in associating food with the sound of a
non-formal education such as different bell was called «conditioning». Key
learning capacities, styles and traditions, Behaviourist figures like Watson, Pavlov
the characteristics of learners, the pos- and Skinner devoted their efforts to
sibilities of the learning environment, knowing the individual from outside,
the specific objectives of the learning through the causes and effects of human
session... behaviour and activities.
Without pretending to be normative, The educational implications of these

this article might also help us recognise two «individual focused» approaches
eventual deficits or errors in our work for tools for learning essentially mean
and correct misleading educational an emphasis on getting to know the
practices. participants in the learning process;
trying to understand what is inside
Individual focused tools for learning them and interpreting their behaviours.
At the beginning of the last century This approach is sometimes called the
-around 1900- two different schools «medical» approach, where the object
of Psychology (the Freudian and of study is also the subject (the parti-
Behavioural Psychology approaches) cipant).
17

Tools for learning
Participant
Trainer
The ultimate aim of such an approach The disadvantages of this approach come
in non-formal education normally goes from the difficulty of understanding the
beyond just «knowing» the participant. meaning of the received outcomes. It is
That is simply a step; it is important often very difficult to know what is
because getting to know participants happening on a personal level. Quite
makes it possible to fit the training often, trainers lack the experience,
programme to them. Questionnaires, sensitivity or competencies to decode
interviews and assessments are some it. Another risk is drifting into a paterna-
of the tools for learning rooted in this listic relation with the participants due
educational approach. to the asymmetry in the relation (the
participant is (at least at the outset) the
While using those tools for learning,
«patient» and the trainer the «doctor»).
the role of the trainer initially consists
This can easily happen when, after the
in defining the perspectives for studying
diagnosis of the participants’ capacities
the participant. After receiving the
and limitations, the trainer fails to involve
answers or outcomes, the trainer is
them in the development of training
responsible for understanding and
initiatives to overcome them.
interpreting what they mean in order
to adapt the training practice to the
individuals taking part in it.
The main advantage of such an approach
(among others) is the high attention/
consideration given to individuals. It ensures
that the training programme better meets
the participants‘ needs.
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Humanistic tools for learning Consequently, he promoted the auto-

nomy of the individual: “If I trust you,
In the 1950s, the humanist paradigm
I give you the autonomy to develop».
emerged as a response to both the
“Freedom to Learn» is a classic statement
determinism inherent in Freudian
of his educational approach; «One chooses
psychoanalysis and the limited place
- and then learns from the consequences».
left for empathy and freewill in
behaviourism. He saw himself as a facilitator - one who
created the environment for engagement
Carl Rogers was one of the founders
and provided educators with some
of humanist psychology, which promotes
important questions on their way of
a more person-to-person approach to
interacting with participants and the
the traditional therapist-patient rela-
processes they employed. He believed
tionship, emphasising responsibility and
that different methods could be used
intention in human behaviour. Rogers
for learning to happen. In his view,
believed that human interaction was
informal education was not so much
very powerful and the main source
person-centred as dialogical.
of learning. He trusted in human potential
to learn, grow and “become».
Participant Participant
In non formal education, this approach same human qualities of empathy, res-
would involve putting the focus on in- pect and sincerity as do participants.
teraction and the participant-partici- The trainer becomes a facilitator of the
pant and trainer-participant rela- learning process.
tionships. The learning experience
The advantages and positives of such
happens through the growth and de-
an approach are the rich mutual lear-
velopment of participants together
ning experience, the use of individuals
with others.
and groups as learning sources and the
The role of the trainer in such an ap- promotion of individual capacities.
proach is to define the terms of the
Some of the disadvantages or difficul-
interaction and to participate in it.
ties of this approach are the following:
While the trainer has a special role, to
the mutual interaction between parti-
be successful he must interact with the
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Tools for learning
cipants can get out of control and learning Typical examples in training of tools for
is limited to the capacities of the persons learning inspired by such an approach
involved in the process. Additionally, the are pair work, mutual interviews,
exclusive use of this approach can presentations, working groups... and
create a close circle where “what (it) is in general any dynamic that uses the
between us comes again and again». group of participants as a learning
When there is a lack of sincerity and source and focuses on mutual enrichment.
openness, there may also be a lack of
challenges in an overly comfortable
environment of «nice friends“.
Tools for learning as systems The system theory was derived from
the General SystemTheory (GST), applying
Humanism is not without its critics.
the principles of the natural sciences
One of the most frequent criticisms is
systems to social sciences. Systems
that humanism emphasises the «here
theory basically holds that objects and
and now» ignoring «the socio-political
subjects in the world are interrelated
context» and on another level denies
to each other.Those objects and subjects
the importance of common ethical or
and their interrelations form systems.
spiritual values. A second criticism is
Each system needs to be looked at as a
that humanism is sometimes believed
whole rather than as individual compo-
to be a highly selfish approach to life.
nents, which can then be put together.
Typically, the argument goes something
The system is greater than the sum of
like this: «If an individual is concerned
its parts because the system includes
primarily with personal growth and
elements that cannot be broken down
development, how can that person
and applied to individual members. It is
truly be concerned with what is good
thus possible for the system to have
for society as a whole?»
characteristics that no individual element
The so-called «system theory» became possesses except when they are put
very popular at the end of the 1960s. together.
Many social political and economic
The system theory looks at society from
structures and their inter-relations were
a more general perspective; the reasons
described as systems: «economic system»,
and answers are located in systems and
«political system» «social system» «values
only then is the question put to indivi-
system» «welfare system» «ecosys-
duals: «What kind of system do you
tem».... «. In the last resort, however,
like? How do you want to act in it? Do
it is always a system of values, of ideas,
I want to influence it? How do I find my
of ideologies - choose whatever word
place in it?
you like - that is decisive5.»
5. Ludwig von Bertalanffy «The world of science and the world of value», Teachers College Record, 65:244-255
20

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System
Educationally, this approach invites us The facilitation of the learning process

to analyse how different systems affect puts the focus on analysing and reflecting
individuals, without necessarily trying on how the different characteristics of
to solve the problems a system creates the system affect the participants. In this
for them.The focus is on the importance kind of method, communication is essential.
of the context and how it influences
These kinds of tools for learning allow
individuals.
the trainer to plan and decide the learning
To do so, systems related to social realities fields in advance. By using them, the
are created or reproduced in the tools trainer can get «directly to the point».
for learning. Some examples of tools In terms of the achievement of the
for learning where participants are put learning objectives -at least in terms of
into a system in order to learn from contents- this is clearly an advantage.
their immersion in it are: the statements They are normally very powerful.
exercise (or “where do you stand?”),
The principal disadvantage is that they
many outdoor training exercises, simu-
can be too directive. Consequently,
lations when the roles of participants
when this kind of tool is not combined
are pre-determined and clearly defined,
with others, it can damage the personal
multimedia projections in which parti-
learning and group dynamic, because
cipants are spectators...
there is no real possibility of influencing
At first, the role of the trainer consists the educational framework in which
in defining the system precisely and they find themselves for both the group
controlling it during the running of the and the individuals concerned.
tool for learning with all its characteristics.
Fourth approach: nature of the system theory and to

“The open systems theory” «explain» the growing complexity
of societies. Open systems are non-
The “open systems theory» tries to
stationary, dynamic, multidimensional
overcome the rather static and rigid
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Tools for learning
and self-organised structures.This approach With the development of Phenomenology

is based on the latest developments in and inter-subjectivity, the focus is no
social and empirical sciences and can longer on getting to know the personality
be linked to the ideas of existential psy- but on reflecting on how individuals
chology and the post-modern way of LIVE in a group, inter-act in this complex
thinking. society, go beyond themselves, trans-
cend it.
Existential psychology does not have
a single founder. It has its roots in the Most recent social phenomena such as
work of a rather diverse group of philoso- inter-culturalisation, internationalisation
phers (Kierkegaard, Nietzsche, Heidegger or globalisation have been studied
or Sartre to mention but a few), who using this approach; on one hand iden-
are in many ways as different as night tifying some general common trends
and day. However, all existential philo- (which would characterise a kind of
sophers and psychologists have one «open system») and on the other focusing
thing in common; they start with real on how different individuals in different
people and real life. They believed that contexts experienced them.
human existence cannot be captured
in systems whether they are rational,
religious or philosophical.
OPEN System Positions of intervention
This approach stresses the complexity are: Which perspective do we/I choose?
of phenomena and on the transformation How do I orient myself within complexity?
of the «open systems». The focus is on
There are several examples of tools for
the mobility of the individuals involved
learning based on this approach in
and their flexibility to intervene in the
non-formal education: open space
open system and interact with others.
technology, simulation exercises where
The questions for them in this instance
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the roles and situations are not pre- Among the disadvantages we could
determined, forum theatre... In those mention the difficulty of respecting a
methods, the role of the trainer is basically “common thread” during the running
to define and manage the parameters of the activity and the difficulty of prio-
of the «open system» to ensure it is ritising without being insensitive to the
manageable, then to facilitate the learning different learning processes. Contrary
process by prioritising certain aspects to first impressions, the use of these
- mainly by simply naming them without tools for learning requires very com-
making any judgement. petent and experienced facilitators
able to deal with those difficulties and
The advantages of such tools for learning
to exploit their full learning potential.
are the extensive amount of different
The main challenge for the trainer is
learning possibilities they offer, their
being able to deal with everything the
interactive and participative nature and
exercises can throw up.
their huge learning potential.
Concluding comments Participants feel more or less comfor-

table with a specific approach. In addi-
In the course of their evolution, psy-
tion to other reasons (cultural, geogra-
chology and the social sciences have
phical, personal...), the formal
logically followed the main concerns of
educational system has a strong in-
society. They highlight some of the
fluence on this preference. The fact
most important socio-political preoc-
that participants feel better working
cupations of the last century, namely
with a specific approach should not
knowing the human being at the begin-
prevent them from being challenged
ning of the century, the socialisation
by all of them. Everybody can learn
process in the 1950s, the socio-econo-
from all of them (and probably learn
mical system/s in the 1960s and 1970s,
most from whichever one they like
and phenomena such as inculturation
least!).
and globalisation in the 1980s and
1990s. For this reason, it is very enriching to
combine the different approaches du-
In most cases, the evolution of Psycho-
ring a training activity, even during a
logy and of Educational sciences has
session. Experience tells us that the
been integrative, with every new ap-
order of this combination is very rele-
proach incorporating a significant
vant; it has a strong impact on the lear-
amount of the previously accumulated
ning process and the group dynamic.
knowledge and experiences. The chro-
The outcome will be very different if,
nological order does not imply any
for example, we start with an open
judgement. It does not mean that the
system or with an inter-personal exer-
last approach is the best or that the
cise.
first the worst. As already mentioned,
all of them have advantages and disad- In addition to combining them, the
vantages, positives and limitations. other essential is to apply the different
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Tools for learning
approaches correctly, particularly in the the educational aims and the declared
debriefing session. In most cases, it is approach. Trainers should avoid stating
the debriefing session that allows the that they are going to work with a system
trainer to introduce the main focus for approach to learn how to work in
effective learning. teams -for example-, and then go into
personal interpretations about the rea-
It is very difficult to find a tool for learning
sons of a personal behaviour. There is
that only reflects one approach. At the
sometimes a lack of coherence between
same time, we can clearly identify a
the declared logic of a tool for learning
predominant approach with most of
and the learning focus, especially during
the tools for learning used in training
the debriefing session. This inconsistency
sessions (see the tools for learning
prevents us from exploring the most
mentioned as examples of the different
important learning aspects of a certain
approaches above).
tool.
Using a tool for learning whose main
The last question should be: Is there
characteristics correspond to an «open
a new educational approach on the
system» for a «interpersonal learning»
horizon for non formal education at
process might be possible, but this kind
the beginning of this new century?
of unnatural «stretching» of a particular
E-learning? Self directed learning within
method would probably lead to an
the framework of life-long learning?
ineffective and confusing learning process,
The answer to that question might be
which in my opinion happens relatively
the starting point for another article!
often. The necessary creativity, flexibility
and adaptation needed in training
should not work against the «respect»
due the main logic behind the tools for
learning, simply because it contributes
to a more effective learning.
---
That said, it is true that quite a few tools
for learning can be used with different
approaches. If we take, for example,
the exercise called “law electric fence”,
the trainer could use it as a space for
interaction on a personal and interper-
sonal level, or as a system, or as an
open experience that gives participants
the opportunity to learn from whatever
happens during the exercise. It is ne-
vertheless important for the trainer
to avoid any contradiction between
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“Of Tools and People”

Rui Gomez - Programme Manager - Youth Co-operation and Euro-African Dialogue
(North-South Centre of the Council of Europe)
About the purpose people are at the centre of learning
processes, tools for learning can never
When I was an apprentice for one of
be more than an accessory or help,
the many jobs I have since abandoned,
as in the Wikiepdia definition of a tool:
I was often confronted with the inade-
“a device that can be used to produce
quacy of the work tools I was provided
an item or achieve a task, but that is not
with. As a young apprentice, I would
consumed in the process. Informally
normally be assigned the most used
the word is also used to describe a
and damaged tools, as apprentices
procedure or process with a specific
were always the last to choose their
purpose (...)”.
tools. Consequently, the tools I had
to work with were often blunter, less When we speak about tools in intercul-
accurate and certainly heavier than tural youth work we are really referring
those used by the regular workmen. to ‘procedures and processes’ enabling
When we complained, the politest young people to communicate, interact,
answer we got was “a good worker collaborate, discuss and ultimately learn.
does not blame his tools”. Needless Because they refer to processes applying
to say, this came from the workers to people, educational tools are extremely
who had the privilege of choosing first! important because they are the depo-
It was obviously a ploy used on the sitary of approaches and values about
young and unskilled. youth work, non-formal education,
intercultural learning and, inevitably,
This attitude has lingered in my memory
about the values and abilities of those
for a long time. I cannot avoid referring
who use them, be they trainers, youth
to it when thinking about tools for
workers or facilitators of non-formal
youth work and even more so for
education.
international youth work.
Youth work and non-formal education
What is more important:
in Europe face unprecedented challenges
that risk undermining their credibility
The tool or the worker?
and function. The economic and social
The method or the trainer?
crises impacting many European societies
The process or the people?
place an ever-increasing expectation
Non-formal education and youth work on non-formal education as a provider
in any of their multiple and diverse of alternative possibilities of education
forms are about people, not about and training, even entrepreneurship
material objects or transformation and employability. Youth policies are
processes such as brick-laying, wood- increasingly asked to respond to the
cutting or repairing tractors. If (young) challenges that young people encounter
25

Tools for learning
in their quest for economic and social people is not the issue at stake. It is rather
autonomy. At the same time, events youth work itself that seems to be a
in different parts of Europe involving disposable commodity alongside the
young people suggest that this expec- stated intention of providing “equality
tation is neither realistic nor serious: of opportunities” for young people to
youth work and youth policy budgets develop experiences enabling them to
are being slashed, the rising levels become autonomous citizens. The values
of youth unemployment and pre- are of course not put into question;
cariousness cannot be explained by it is rather as if they were suspended:
poor opportunities for education and they remain important but we cannot
training alone. The numbers of young really “afford” them. The future will tell
people who are not in education, us how long such a suspension can be
employment or training (NEET) would maintained without putting the values
suggest a greater rather than lesser themselves into question, even if the
need for youth work, although this is deeply pacific nature of youth protests
rarely the case. suggests that young people do not
believe in violence as a form of pro-
In such a difficult context, it would
test, change or socialisation.Violence, at
seem that the recognition of the value
least in the form of physical violence, is
of youth work in promoting the social
clearly not an acceptable tool for social
and economic integration of young
change!
Overall, this is good news for our democracies.
There is something deeply transformative in the intention of intercultural

youth work, which is the assumption that education has more than an
utilitarian function in the social end economic integration of young people:
it also serves to teach us how to live together.
Learning to live together implies also of the interdependence cannot be

an awareness of global citizenship that a reason to give up on the challenge:
takes into account the deep com- young people need to make sense of
plexity and interdependence of the the world today and we ought to be
issues affecting our societies, ranging able to understand and take on their
from climate change and environmen- aspirations, concerns and priorities.
tal challenges to armed conflicts and
The exponential development of global
divisive identity politics. Articulating
instant communication, as illustrated
the relation between the very global
by social networks, adds to the com-
and the very local is in itself a task,
plexity but probably should not overly
one that connects the issues with the
change the nature of the role of youth
lives of young people. The complexity
work: citizenship goes together with
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socialisation and interaction. Experiential posedly built, is about life experiences

learning, the grounds upon which many and social experiences.
of the tools of youth work are sup-
Tools and approaches groups we work with, we should do

so. However, we should also be able
The development of methodological
to question whether the problems lies
tools (activities, games, exercises,
with the relevance of the tools or with
“dynamics”) ought to be driven by the
our own ability to use them to their
need to find ways of engaging young
full potential. How much can and do
people, engaging with young people
we need to learn in order to bring out
and respecting the agency of young
the full potential of the tools available
people in the processes of youth work.
to us?
It needs to take into account the full
cycle of experiential learning, including In activities at the European Youth
the reviewing of what was learnt and Centres we sometimes encounter
its application to the realities facing scepticism from youth organisations
young people. about the tools we propose and, when
a request is made for “expert” inter-
If there is a legitimate criticism to be
vention, it is limited to a specific exer-
made about the thirst for new tools
cise or activity. This is because youth
- and the Salto Tool Fair has to be
organisations tend to resist methods
included in that criticism - it might be
or processes that, in their view, could
that the focus is often on the method,
put into question their own social-edu-
the group atmosphere or group dyna-
cational approach to youth work. The
mics rather than on the result or end
question is not about the compatibility
aim of the activity.This ought to include
between the tool and the approach,
not only what young people learn, but
but rather about the visibility of our
also what they can do with what they
own approach because tools can hide
learn. A tool, in this respect, remains
the approach and can, in some cases,
a tool. If we need to change tools in
make up for an absence of a consistent
order to secure better results and
and reflected on educational approach.
communicate better with the youth
The open-ended nature of non-formal learning processes calls for non-dogmatic

the
and flexible approaches that are centred on the learner rather than on
al educatio n is not an approach per se and
approach or ideology. But non-form
cannot make up for the absence of one.
27

Tools for learning
The contexts of youth work in interna- Having or developing a common

tional activities, including many of those approach is, in this context, much less
held at the European Youth Centre important than securing a consistent
or supported by the European Youth programme for the activity that is
Foundation are very special: they are acceptable to all the partners in the
limited in time, confined to a specific educational process. There is of course
space or place and involved tempo- a consensus about the need to start
rary partners in learning. The flexibility from “where young people are”, exploring
provided by these contexts is also their and developing a common understanding
weakness: it is more difficult to build on of issues that can lead to some kind
previous knowledge, individual learning of action plan, project or commitment
styles and preferences are overtaken that connect intercultural learning
by the needs of group dynamics and experiences with the realities to which
the results may be superseded by the participants will return. A process that
need to secure a successful activity. is not very far from the “See, Judge,
To this, one should add the variety of Act” common to youth organisations
trainers and facilitators, some working of Christian inspiration or from “Think
together for the first time. globally, Act locally”.
Quality in tools a consistent process that can fully take

into account the educational deve-
What must be kept in mind, in my opi-
lopment and social involvement of
nion, is that the nature of international
young people over time. The potential
youth activities - especially those open
of many activities lies therefore more
to participants from various organi-
with their specific and targeted nature,
sational backgrounds (or none at all)
which can also be very “aggressive” in
- will always place more emphasis on
upsetting comfort zones, than with the
the tools and methods used than on
coherence between the process of the
28

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activity and the life of the young person. learners to apply human rights va-
The experiential learning is therefore lues in their lives and to take action,
compressed and applied in very specific alone or with others, to promote
ways, which is not a reason to doubt and defend human rights.
its effectiveness. But learners may find Even when activities do focus on human
themselves alone in the last phases of rights, most of what is outlined above
the cycle, which is why “learn to learn” should be applicable. To this we must
is so important, after all. This of course add what we have learned about inter-
is not the case with long-term training cultural learning, including:
courses and explains their success
• De-constructing stereotypical, ethno-
(and difficulties too!).
centric and prejudicial views about
This is also why the quality of the activities diversity or “the other”
and the inherent quality of the tools • T
he recognition and respect of human
for learning are so important. In the dignity as a common denominator upon
open-ended approaches of non-formal which tolerance and respect for
learning, the varieties of methods are diversity are placed
also endless even if they probably
• The development of a tolerance of
resemble each other more than we
ambiguity, including the ambiguity of
think. When we first started iden-
notions of culture
tifying and discussing quality criteria
for the activities of the youth sector of • Curiosity and openness to other
the Council of Europe we were stun- world views
ned by the difficulty of pinning down • Dialogical learning approaches for, as
acceptable criteria and communicating Paulo Freire puts it, “without dialogue
them to others. there is no communication, and without
communication, there can be no
The key principles of intercultural
true education1”
learning and human rights education
are very helpful despite their inherent • The possibility of connecting global
ambiguity and the diversity of their intercultural issues with local multi-
practice across Europe. At the very cultural realities as part of a cosmo-
least the design and usage of tools for politan rationality, «a way of thinking
learning should thus include: that does not waste any person,
knowledge, experience and by doing
• Knowledge about human rights, what
so, rises and amplifies the possibilities
they are, and how they are safe-
of finding the ‘right’ and harmonious
guarded or protected;
answers to our demands and ensure
• Learning through human rights, reco- that all single persons or community
gnising that the context and the way have a place in our world» in the
human rights learning is organised words of Teresa Cunha2.
and imparted has to be consistent
with human rights values This is radically different from the
stereotyped view of youth activities
• Learning for human rights, by develo-
as a collection of methods and of
ping skills, attitudes and values for the
29
1. Paulo Freire, Pedagogy of the Oppressed
2. Teresa Cunha in «Recognising the Unknown», paper presented at the Diversity Fouth Forum, Budapest 25-29 October 2006

Tools for learning
international youth work as a form of But while a skilled practitioner can

simulated activism in which the reflection work with a poor tool, a good tool
on social commitment replaces com- can be counter-productive in non-
mitment. This is part of the underlying skilled hands or when used with a dif-
philosophy of manuals such as Com- ferent approach. This applies as much
pass and Compasito and, especially, to bricklaying and carpentry as it does
Mosaic – the T-Kit on Euro-Mediter- to intercultural non-formal education
ranean youth work. Action without activities.
reflection may be futile activism, but
We are lucky that our educational tools
reflection without action is pure verbalism
are far more accessible and cheaper
or “blah, blah”, in Paulo Freire’s words.
than building tools. It is really up to us
Good tools require therefore skilled to make sure we get the best, and only
practitioners and sound approaches. the best, out of them.
30

and res
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Stu d i e s
The shifting boundaries of learning tools

Alessio Surian - Laboratorio Politiche Pubbliche, LPP
I have a vivid memory of my first ex- Of course, a major role is being played
perience of walking into the European by issues related to web 2.0 (the se-
Youth Centre in Strasbourg back in the mantic tagging of Internet contents)
1980s where - among a series of ten and augmented reality (blending real
A4 booklets displayed on a wall on the and virtual environments) and it helps
ground floor - I found a clear focus on educators’ critical mind to address
and legitimization of experiential lear- them while keeping in mind Neil Post-
ning and games and simulation educa- man’s words of warning2 that “all tech-
tional approaches. Transformed before nological change is a trade-off (…), a
my eyes, the “Bafa Bafa” exercise was Faustian bargain.Technology giveth and
no longer an activity being shared by technology taketh away. This means
word of mouth among trainers but that for every advantage a new tech-
had finally found an “institutionalized” nology offers, there is always a corres-
appearance which included both gui- ponding disadvantage”. In “Growing up
delines about how to run it and reflec- with Google. What it means to educa-
tions upon its educational use. Those tion” (2008), Diana G. Oblinger (Edu-
booklets were helping the understan- cause) sums up the Net Generation as
ding of the difference between lear- students who were born after 1982
ning “about” and learning “to be”. and who have never known life wit-
hout the Internet. In their own words:
The way technologies are being “adop-
ted” in society by educational agents •M
y computer is the nucleus of my
and by sectors of the population has workspace
had an impact on general and specific • When I need information I go online
expectations about where and how
•M
y cell phone is my primary method
learning takes place.
of communication along with IM or
Whatever the technology’s appea- email
rance (mental, paper, outdoor, digi- • I’m usually juggling five things at once.
tal…), understanding its specific ways
of functioning is essential, especially for According to Oblinger, even though
those who are particularly interested “educators may see students every day,
in learning-by-doing as an effective we do not necessarily understand their
way of learning. It is encouraging to habits, expectations or learning prefe-
see educators and trainers trying to rences (…). Today’s students bring a
understand not only how new tech- consumer orientation to education,
nologies work but also how they can which is viewed as a commodity to be
support learning through personalised, consumed, acquired and accumulated”,
social and contextually-based interac- echoing Mark Taylor (2006) .
tions.
31

Tools for learning
Is there a different perspective that informal-non-formal-formal learning

does not consider education and its continuum and it is marked by four sectors
related technologies as a commodity? policy-practices-participants-professio-
Such perspective implies in-depth and nalization suggested in “Tracks and tools
multidimensional reflection about how for trading up in nonformal learning”
different issues relate to each other by Lynne Chisholm and Bryony Hoskins
and it is probably best summed up by (in Lynne Chisholm, Bryony Hoskins
the thematic circle that echoes the with Christian Glahn (eds), 2005).
What is the role of technologies in education in relation to policy-relevant

perspectives on and practices of education and social change?
less
How do such technologies contribute to making such practices more or
inclusive and participa tory in relation to participa nts?
nts
Do they contribute to the professionalization processes in relation to participa
and policymaking?
Policy Practices
TRADING UP
Professionalisation Participants
Diagram: Thematic cycle of trading up
How do available and desired techno- images on social networks such as

logies impact on the multidimensional Flickr, video on YouTube, Vimeo, UthTv
character of the issues at hand? Postam etc. Tagging such images and videos can
reminds us that “to a person with a go beyond a conceptual description
computer, everything looks like data and pinpoint the images’ exact lati-
(…) every technology has a prejudice. tude and longitude. Geotagging them
Like language itself, it predisposes us makes it possible to integrate these
to favor and value certain perspectives images into Umapper or Google Maps
and accomplishments”. environments therefore allowing users
to populate locations with tags and
It is the very definition of “data” that
documentation, intersecting and repre-
is shifting towards visual options with
senting personal narratives and space.
the ability to take and share pictures
Combining stand-alone technologies
from mobile phones, post and share
32

and res
e arch
Stu d i e s
into a novel application is the rule of less familiar with it can look at MIT’s
the day, the mashup that allows us to Piggy Bank [http://simile.mit.edu/wiki/
put together different types of data Piggy_Bank] and experiment with
with mapping mashups (overlaying a browser extension that turns the
maps with information) being just the browser into a mashup platform, making
tip of the iceberg in terms of ways of it possible to extract data from different
combining softwares in the same way web sites and mix them together in
as a music mashup mixes tracks from interesting ways.
two different sources: those who are
One of the effects of the new wave about learning as it spans settings that
of information and communication are more explicitly educational and
technologies in education is a shift of those that are not”.
the core focus from “education” to
These issues go together with the age-
“learning”, which is probably an unex-
old question of access to knowledge, a
pected help in understanding the dif-
question to which SALTO is respon-
ference between learning “about” and
ding with on-line as well as printed
learning “to be”.
and face-to-face technologies: the over
As Mizuko (2008, viii) acknowledges, 1000 “tools” featured in the SALTO
“many of the more radical challenges ToolBox2 presentation calling for scenarii
to existing learning agendas are hap- reminds us that a commitment to
pening in domains such as gaming, research and documentation carries
online networks, and amateur produc- with it a responsibility to extend the
tion that usually occur in informal and circulation of the researched and
non-institutional settings. This does not documented work as far as possible.
mean we are prejudiced against lear- An on-line open database re-defines
ning as it happens in the classroom our perception of the spirit of access
or other formal educational settings. spirit, whether it be to Mediterranean
Rather, we hope to initiate a dialogue knowledge temples (such as the third
1. Five Things We Need to Know About Technological Change, vailable at: http://www.mat.upm.es/~jcm/neil-postman--five-things.html
2. Generation NeXt Comes to College:Today’s postmodern student, available at: http://globalcscc.edu/tirc/blog/files/Gen%20NeXt%20handout%2006%20oln.pdf
3. http://www.umapper.com/ 33
4. http://www.salto-youth.net/tools/toolbox/find-a-tool/

century B.C., the Alexandria collection ciples through open-source options,
or the XVI century Cairo mosque acknowledging different agendas and
library at al-Azhar) or more recent differing approaches to elaborating
Western small-town libraries. Such and producing information while at the
an effort places reflection on tech- same time encouraging and enabling
nologies at the core of the ability to dialogue and joint efforts among them.
respect diversity and accessibility prin-
References
Becta (2008) Emerging Technologies for Learning Vol III, Coventry
Chisholm L., Hoskins B., Glahn C. (eds) (2005) Trading up Potential and perfor-
mance in non-formal learning, Council of Europe, Strasbourg
Mizuko I. et al. (2008) “Foreword.» Digital Youth, Innovation, and the Unexpected.
Edited by McPherson T.The John D. and Catherine T. MacArthur Foundation Series
on Digital Media and Learning. Cambridge, MA: The MIT Press. vii–ix.

and res
e arch
Stu d i e s
Using creative tools in youth work

Miriam Teuma, University of Malta
When developing and using creative tools was seen as giving access to the accumu-
for youth work we need to be mindful lated wisdom of humanity institutionalised
of the learning environment. The lear- in schools, colleges and universities and
ning environment can be seen as formal in the process advancing the cause of
or informal and we have tried to define human development. Formal knowledge
what is formal and non formal education was universal; it could be used in most
and informal learning many times. Where places and at any time. In contrast, non-
attempts at defining these terms have formal education was seen as context
been made, the boundaries between the specific.
different kinds of learning and their uses
In recent decades the dominance of for-
are not always clear.There is also the rela-
mal education has been increasingly chal-
ted issue that attempted definitions of
lenged. It is increasingly claimed that many
formal and non-formal education carry
things can be learnt more effectively in
value judgements on the relative value of
non-formal or informal settings. In fact
each approach.
social anthropology showed that sophis-
Since the 1970s, the International Stan- ticated learning took place in communi-
dard of Classification of Education (ISCD) ties without formal education. It was also
has defined formal education as regular suggested that formal education was not
school to university education, based context free but took different forms in
on acquisition of knowledge and theory, different cultures.
using syllabi and curricula, employing stan-
In addition, there is the complex rela-
dardised teaching and professional prac-
tionship between education and learning.
tice and characterised by being directive
For many years learning, in whatever form,
and compulsory. Non-formal education
was seen as the outcome of an educative
is seen as out-of-school or continuing
process. Learning resulted in the acquisi-
education characterised by being volun-
tion of knowledge, skills values and atti-
tary, cooperative and supportive. Informal
tudes etc. However, in more recent times
learning has often been characterised as
learning has come to be seen as participa-
family or community-based, incidental and
tion and ultimately belonging. We cannot
self-directive. Formal education has often
learn without belonging to something and
been seen as biased towards theory and
we cannot belong without learning the
knowledge, where non-formal and infor-
practices, norms and values of the com-
mal learning have been seen as biased
munity we belong to.
towards attitudes, doing and reflecting.
To further complicate matters there is
From an historical perspective, the focus
the relationship between learning and
has long been on formal education and
empowerment. Formal learning was seen
its supposed superiority to non-formal
as a means of upward social mobility –
education. Formal education (earning)

moving from “disadvantaged” to “privile- mal learning.The differences between for-
ged” status. Conversely, formal education mal, non-formal and informal learning are
was seen as dominated by middle-class only meaningful in the context in which
values and seen as a means of perpetua- learning takes place and, more specifically,
ting economic and social elites. the historical, social, economic and political
context in which it takes place.
Developments in the last twenty years
have seen an exponential increase in the Can all of us involved in working with
sources and the means of learning. Lear- young people say what the learning envi-
ning in the community, workplace learning, ronment or context is or should be? A
up skilling, mentoring, the Internet, are better understanding of our learning envi-
but some of the means through which ronment could in turn help us develop
the sources and means of learning have and use effective tools in youth work. I
become lifelong. This has resulted in an would suggest that the learning environ-
increased awareness of the importance ment in which we work is one dominated
and potential role of non-formal edu- by change – both external and internal.
cation. As a consequence there has also The external change is evident in the
been a focus on the formal recognition world around us: it is political, social, envi-
and accrediting of such non-formal and ronmental, economic, technological, beha-
informal learning through qualification fra- vioural and attitudinal.The internal change
meworks that seek to accredit and regu- is more deeply personal in character: I
late all learning..This has given rise to fears learn if I change as a consequence of ex-
that what are seen as the unique strengths perience. I can change my mind and heart,
and benefits of non-formal education my thinking, my motivation, my behaviour
and informal learning will be increasingly and attitudes and these in turn can change
straight-jacketed into more formal learning my present actions and enable me to take
environments. different actions tomorrow. This process
of learning involves a personal develop-
What does all this mean for the develop-
ment cycle where learning to learn and
ment of creative tools in youth work? First,
learning to live are mutually supportive.
it highlights the importance of the learning
The continuous cycle of personal deve-
environment in which tools are deve-
lopment involves increased self-awareness,
loped and used. Whatever the historical
setting goals and acting in pursuit of these
background or the theoretical debate, the
goals that in turn will lead to enhanced
dividing lines between formal, non-formal
self-awareness.
and informal learning have become increa-
singly blurred in the context of a world What would be the features and cha-
dominated by multiple forms of change: racteristics of creative tools for such a
technological, social and in the mode and learning environment? They would be
means of learning. Non-formal education characterised by thinking, feeling, doing,
plays an important role in learning just as listening and watching.They would be acti-
aspects of formal education are of increa- vist (adopting a hands-on approach); prag-
sing importance in non-formal and infor- matic (combining theory and practice);

and res
e arch
Stu d i e s
theorist (concept building); and reflective Such an approach to developing creative

(reviewing and renewing). Such creative tools for youth work takes cognisance
tools would focus on developing of and utilises the interplay between
constructive attitudes (what we are), formal,non-formal and informal learning
skills (what we can do) and knowledge as well as both the external world
(what we know). Creative tools are environment and the internal environ-
interactive, involve heterogeneous ment of each individual human being.
groups while at the same time providing
for autonomy.
Contributors:
Tools for Learning working group experts (Jonathan Bowyer, Miguel Garcia Lopez, Mark Taylor,
Miriam Teuma, Andrea Messori, Federica Demicheli on behalf of SALTO EUROMED and Andrij
Pavlovych on behalf of SALTO Network)
Bernard Abrignani, coordinator of SALTO-YOUTH EuroMed RC
Jean- Claude RICHEZ, coordinator of the observation/evaluation assignment in INJEP, Paris
Margarita Rodríguez Rodríguez, Universiversity of La Laguna. Canaries. Spain
Miguel Garcia Lopez,, Member of Tools for Learning Working Group, trainer and evaluator
Rui Gomez, Programme Manager - Youth Co-operation and Euro-African Dialogue (North-South
Centre of the Council of Europe)
Alessio Surian, Laboratorio Politiche Pubbliche, LPP, University of Padova
Miriam Teuma, University of Malta
Publication Director:
O. Toche (Director of Injep)
Editors:
B. Abrignani,
F. Demicheli,
S. Jakubowski (Salto-Youth EuroMed)
Design & printing:
Mad’line Communication
Printed in Paris:
09/2012
ISSN:
978-2-11-128106-6

Tools for learning
Notes
38

and res
earch
Stu d i e s
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TST

the develo for running sessio

GP_Tools-For-Learning-in-non-formal-educ_GB.indd 40 08/11/12 09:39

GP_Tools-For-Learning-in-non-formal-educ_GB.indd 1 08/11/12 09:39

In a nutshell, you will find inspiration for your work….

GP_Tools-For-Learning-in-non-formal-educ_GB.indd 2 08/11/12 09:39

Description of a “tool for learning”

GP_Tools-For-Learning-in-non-formal-educ_GB.indd 3 08/11/12 09:39

Experience tells us that one-off activities we work, namely non-formal youth

it may well include elements of generic it is a tool to transfer educational

Transferability is a factor it engages participants

It is not fixed or closed, but rather it combines the theme, techniques,

Feedback and suggestions for further

GP_Tools-For-Learning-in-non-formal-educ_GB.indd 4 08/11/12 09:39

A tool for learning, a means of transformation

What is a tool for learning, What is a teaching support or aid?

GP_Tools-For-Learning-in-non-formal-educ_GB.indd 5 08/11/12 09:39

• S ince everything becomes more The P is there to remind us that any

GP_Tools-For-Learning-in-non-formal-educ_GB.indd 6 08/11/12 09:39

GP_Tools-For-Learning-in-non-formal-educ_GB.indd 7 08/11/12 09:39

GP_Tools-For-Learning-in-non-formal-educ_GB.indd 8 08/11/12 09:39

In conclusion I would like to propose 10 principles for the conception

GP_Tools-For-Learning-in-non-formal-educ_GB.indd 9 08/11/12 09:39

Pedagogical tools and active educational

GP_Tools-For-Learning-in-non-formal-educ_GB.indd 10 08/11/12 09:39

GP_Tools-For-Learning-in-non-formal-educ_GB.indd 11 08/11/12 09:39

GP_Tools-For-Learning-in-non-formal-educ_GB.indd 12 08/11/12 09:39

approach: namely, putting approaches technical can be very tempting, a tool

GP_Tools-For-Learning-in-non-formal-educ_GB.indd 13 08/11/12 09:39

Informal Education, a progress

GP_Tools-For-Learning-in-non-formal-educ_GB.indd 14 08/11/12 09:39

It complements the formal ambit of education.

GP_Tools-For-Learning-in-non-formal-educ_GB.indd 15 08/11/12 09:39

The abovementioned characteristics needed aspirations, with a required

GP_Tools-For-Learning-in-non-formal-educ_GB.indd 16 08/11/12 09:39

A journey through the XX Century

Without pretending to be normative, The educational implications of these

GP_Tools-For-Learning-in-non-formal-educ_GB.indd 17 08/11/12 09:39

GP_Tools-For-Learning-in-non-formal-educ_GB.indd 18 08/11/12 09:39

Humanistic tools for learning Consequently, he promoted the auto-

GP_Tools-For-Learning-in-non-formal-educ_GB.indd 19 08/11/12 09:39

GP_Tools-For-Learning-in-non-formal-educ_GB.indd 20 08/11/12 09:39

Educationally, this approach invites us The facilitation of the learning process

Fourth approach: nature of the system theory and to

GP_Tools-For-Learning-in-non-formal-educ_GB.indd 21 08/11/12 09:39

and self-organised structures.This approach With the development of Phenomenology

OPEN System Positions of intervention

GP_Tools-For-Learning-in-non-formal-educ_GB.indd 22 08/11/12 09:39

Concluding comments Participants feel more or less comfor-

GP_Tools-For-Learning-in-non-formal-educ_GB.indd 23 08/11/12 09:39

GP_Tools-For-Learning-in-non-formal-educ_GB.indd 24 08/11/12 09:39

“Of Tools and People”

GP_Tools-For-Learning-in-non-formal-educ_GB.indd 25 08/11/12 09:39

Overall, this is good news for our democracies.

There is something deeply transformative in the intention of intercultural

Learning to live together implies also of the interdependence cannot be

GP_Tools-For-Learning-in-non-formal-educ_GB.indd 26 08/11/12 09:39

socialisation and interaction. Experiential posedly built, is about life experiences

Tools and approaches groups we work with, we should do

The open-ended nature of non-formal learning processes calls for non-dogmatic

GP_Tools-For-Learning-in-non-formal-educ_GB.indd 27 08/11/12 09:39

The contexts of youth work in interna- Having or developing a common

Quality in tools a consistent process that can fully take

• S ince everything becomes more The P is there to remind us that any

Pedagogical tools and active educational

Informal Education, a progress

A journey through the XX Century

“Of Tools and People”