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Competence Framework for Youth Workers

 

View Competence Framework: EN ES FR IT EL

 

COMPETENCES FRAMEWORK FOR YOUTH WORKERS: PREVENTING GENDER-BASED VIOLENCE THROUGH RESTORATIVE JUSTICE & MEDIA EDUCATION

Competence Area

A.1    GBV and Gender Pedagogy

Competence title

1.1  Understanding GBV

Competence description

Is able to understand  GBV: its definition, the various forms it can take, its roots, its types, its dynamics. 

Knowledge examples

Understanding  the causes of GBV in the society

Skills examples

Take time to take stock, and reflect on  the causes of GBV in the society

Attitude examples

Acknowledge importance of reflecting how GBV is rooted in the society


 

Competence Area

A.1   GBV and Gender Pedagogy 

Competence title

1.2   Understanding the EU and national legal frameworks of GBV

Competence description

Is able to understand the EU and national legal frameworks of GBV

Knowledge examples

Understanding  the  principles of EU and national legal frameworks of GBV

Skills examples

Take time to take stock, and reflect on    the  principles of EU and national legal frameworks of GBV 

Attitude examples

Acknowledge importance of reflecting    on    the  principles of EU and national legal frameworks of GBV  gender-based violence

 

 

Competence Area

A.1    GBV and Gender Pedagogy

Competence title

1.3   Understanding issues related to gender identity, gender roles and gender stereotypes

Competence description

Is able to starting a critical analysis of how gender differences have led to inequalities between men and women in multiple areas of society, on the link between stereotypes / normativity and gender-based violence

Knowledge examples

Understanding how gender differences have led to inequalities between men and women in multiple areas of society, on the link   between stereotypes / normativity and gender-based violence

Skills examples

Carry out a reflection on how gender differences have led to inequalities between men and women in multiple areas of society, on the link   between stereotypes / normativity and gender-based violence

Attitude examples

Acknowledge importance of reflecting    on  how gender differences have led to inequalities between men and women in multiple areas of society,on the link   between stereotypes / normativity and gender-based violence

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Competence Area

A.1. GBV and Gender Pedagogy

Competence title

1.4 Understanding  how to tackle and overcome situations of gender discrimination / violence in working with young people 

Competence description

 Is able to understand how to tackle and overcome situations of gender discrimination / violence in working with young people

Knowledge examples

 Understanding tools and practices to tackle and overcome situations of gender discrimination / violence in working with young people

Skills examples

 Able to reflect on tools and practices  to tackle and overcome situations of gender discrimination / violence in working with young people

Attitude examples

 Acknowledge importance of reflecting  on tools and practices  to tackle and overcome situations of gender discrimination / violence in working with young people

  

Competence Area

B.1   Restorative Justice

Competence title

1.1 Understanding the  RJ paradigme

Competence description

 Is able to understand the definition and the  paradigm of RJ

Knowledge examples

 Understanding the principles and the practices of RJ

Skills examples

 Able to reflect on the principles and the implication of RJ  and its impact on the communities

Attitude examples

 Acknowledge importance of reflecting on  how RJ can  impact on the communities

 

Competence Area

B.1   Restorative Justice

Competence title

 1.2 Understanding the  RJ paradigme in relation to GBV prevention

Competence description

 Is able to understand how RJ practices and principles can relate to GBV prevention

Knowledge examples

 Understanding how RJ practices and principles can relate to GBV prevention

Skills examples

 Able to reflect on how RJ practices and principles can relate to GBV prevention

Attitude examples

 Acknowledge importance of reflecting on  how RJ practices and principles can relate to GBV prevention

   

Competence Area

B.1   Restorative Justice

Competence title

 1.3 Understanding the interdisciplinary perspectives on restorative justice: development of insights for social and emotional learning (ie. RJ as a  conciliation practice; RJ as  an holistic approach for power balance)

 

Competence description

 Is able to understand how RJ practices and principles can lead to development of insights for social and emotional learning

Knowledge examples

 Understanding how RJ practices and principles can lead to development of insights for social and emotional learning

Skills examples

 Able to reflect on how RJ practices and principles can lead to development of insights for social and emotional learning

Attitude examples

 Acknowledge importance of reflecting on how RJ practices and principles can lead to development of insights for social and emotional learning

 

Competence Area

B.1  Restorative Justice

Competence title

1.4  Understanding the  RJ paradigme in relation to intersectionality

Competence description

 Is able to understand how RJ practices and principles can be seen  in relation to intersectionality

Knowledge examples

 Understanding how RJ practices and principles can be  seen  in relation to intersectionality

Skills examples

 Able to reflect on how RJ practices and principles can be seen  in relation to intersectionality

Attitude examples

 Acknowledge importance of reflecting on  how RJ practices and principles can be seen  in relation to intersectionality

 
  

Competence Area

C.1  Media Education

Competence title

1.1  Fundamentals of Media Education

Competence description

 Is able to understand what is Media Education and its importance within young  people pedagogy (fundamental milestones of ME in Europe Definitions of media education: areas, approaches, paradigms Media education)

Knowledge examples

 Understanding  what is Media Education and its importance within young  people pedagogy (fundamental milestones of ME in Europe Definitions of media education: areas, approaches, paradigms Media education)

Skills examples

 Able to reflect on what is Media Education and its importance within young  people pedagogy (fundamental milestones of ME in Europe Definitions of media education: areas, approaches, paradigms Media education)

Attitude examples

 Acknowledge importance of reflecting on what is Media Education and its importance within young  people pedagogy (fundamental milestones of ME in Europe Definitions of media education: areas, approaches, paradigms Media education)

 

Competence Area

C.2   Media Education 

Competence title

1.2   Using media safely

Competence description

 Is able to  use the media safely

Knowledge examples

 Understanding the strategies  for  using the media  safely

Skills examples

 Able to reflect on the strategies  for for  using the media  safely

Attitude examples

 Acknowledge importance of reflecting on the  strategies  for  using the media  safely

 

Competence Area

C.2   Media Education for GBV prevention and Gender Pedagogy

Competence title

 

1.3   Critically reading  media messages in relation to Gender Equality

Competence description

 Is able to understand the techniques for the analysis of media messages to deconstruct and disarticulate the gender stereotypes that dominate the print media, on television screens, on social media

Knowledge examples

 Understanding the techniques for the analysis of media messages to deconstruct and disarticulate the gender stereotypes that dominate the print media, on television screens, on social media

Skills examples

 Able to reflect on the techniques for the analysis of media messages to deconstruct and disarticulate the gender stereotypes that dominate the print media, on television screens, on social media

Attitude examples

 Acknowledge importance of reflecting on the techniques for the analysis of media messages to deconstruct and disarticulate the gender stereotypes that dominate the print media, on television screens, on social media


  

Competence Area

C.2   Media Education for GBV prevention and Gender Pedagogy

Competence title

1.4  Critically reading  media messages in relation to GBV

Competence description

 

 Is able to develop a critical and analytical approach to how the media relate, convey and communicate gender-based violence (ie. Problematic uses of media: cyberbullying, cyberstalking, sexting, revenge porn)

Knowledge examples

Knowing how to  apply a critical and analytical approach to how the media relate, convey and communicate gender-based violence (ie. Problematic uses of media: cyberbullying, cyberstalking, sexting, revenge porn)

Skills examples

 Able to reflect on how to  apply a critical and analytical approach to how the media relate, convey and communicate gender-based violence (ie. Problematic uses of media: cyberbullying, cyberstalking, sexting, revenge porn)

Attitude examples

 Acknowledge importance of reflecting on how to  apply a critical and analytical approach to how the media relate, convey and communicate gender-based violence (ie. Problematic uses of media: cyberbullying, cyberstalking, sexting, revenge porn)

 

Competence Area

C.2   Media Education for GBV prevention and Gender Pedagogy

Competence title

1.5  Using media creatively for Gender Pedagogy

Competence description

 Is able to  understand the  techniques for  using the media creatively   to talk about healthy gender relationships and emotional intelligence, for sentimental education and an affectivity outside the stereotypes of identity.

Knowledge examples

 Understanding the  techniques for  using the media  creatively  to talk about healthy gender relationships and emotional intelligence, for sentimental education and an affectivity outside the stereotypes of identity.

Skills examples

 Able to reflect on the  techniques for  using the media creatively   to talk about healthy gender relationships and emotional intelligence, for sentimental education and an affectivity outside the stereotypes of identity.

Attitude examples

 Acknowledge importance of reflecting on the  techniques for  using the media creatively  to talk about healthy gender relationships and emotional intelligence, for sentimental education and an affectivity outside the stereotypes of identity.

  

Competence Area

C.2   Media Education for GBV prevention and Gender Pedagogy

Competence title

1.6   Using media creatively for promotion of peer education and for supporting informal learning on GBV prevention: methodologies, materials, sources

Competence description

 Is able to  understand the  techniques and the strategies for using the media creatively for promotion of peer education and for supporting informal learning on GBV prevention: methodologies, materials, sources

Knowledge examples

 Understanding the  techniques and the strategies for using the media creatively for promotion of peer education and for supporting informal learning on GBV prevention: methodologies, materials, sources

Skills examples

 Able to reflect on the  techniques and the strategies for using the media creatively for promotion of peer education and for supporting informal learning on GBV prevention: methodologies, materials, sources

Attitude examples

 Acknowledge importance of reflecting on the  techniques and the strategies for using the media creatively for promotion of peer education and for supporting informal learning on GBV prevention: methodologies, materials, sources