Research Project on Competence Development for Youth Work Through Trainings in the European Youth Programmes (RAY-COMP)

The study aimed to better understand how competencies are developed in training under the European Youth Programmes and to find ways to improve these training opportunities. This focus on competence development for youth work is crucial for helping the youth sector and training providers enhance skills and support the European Training Strategy.

The study included focus group interviews with training providers, trainers, and youth workers. They discussed the basis for training, the role of the European Training Strategy, how well training meets needs, and what helps or hinders training. The findings were reported in both Estonian and English.

The analysis showed that people are generally very satisfied with the Estonian youth training system. It is seen as diverse and well-organised. The quality of the training, the methods used, and the opportunities for networking and exchanging experiences, as well as teaching practical skills, are all important.

Regarding the training content, both Agency representatives and trainers believe it meets the needs of the target group. However, participants sometimes feel the training is too superficial and doesn’t fully meet their expectations. This highlights the need to tailor the training content to the target group and use effective feedback mechanisms.

Another issue is getting to training. Those who most need to develop their skills often struggle to attend. The main problem is the short notice period, which doesn’t allow enough time to plan. Additionally, many youth workers lack reflective skills, meaning they don’t know how to assess their own development needs.

Recommendations:

• Training should be practical and in-depth, focusing on skills needed for the job, like using Excel or reaching target audiences. The training should also be more relevant to the target groups.
• Preferred training formats include longer, face-to-face sessions for networking and short digital sessions for practical skills.
• Networking and experience exchange are important, and time should be set aside for these activities during training.
• Although feedback is collected, participants are unclear if and how it is used. Making the feedback process clearer would be beneficial.
• Better cooperation between training providers, trainers, and youth workers is needed to ensure the training is relevant and practical.
• A nationwide youth training programme covering all providers would help target groups plan better and be aware of more opportunities.
• Information on training courses should be shared as early as possible. Keeping an up-to-date public training programme would help communicate faster to target audiences.
• Find ways to reach and motivate those who face barriers to training, including encouraging employers to support their employees’ self-development.
• Support Russian-speaking youth workers in Ida-Virumaa with appropriate training to overcome cultural and language barriers.
• Further research should identify new trends and challenges in youth work to adjust training accordingly.

By focusing on these areas, the competence development for youth work can be significantly enhanced.