The Portfolio is a tool for assessing youth work competence and for planning how to develop it. Youth workers are life-long learners. Youth work, as a practice and as a field, is constantly changing and developing.

Competence is a key concept for understanding the Portfolio assessment and the tool.

Competence is the “ability to do something successfully or efficiently”. The term is often used interchangeably with the term ‘skill’, although they are not the same. Two elements differentiate competence from skill, and make competence more than skill. When one person is competent, they can apply what they know to do a specific task or solve a problem and they are able to transfer this ability between different situations.

The Portfolio wants to support you in answering questions about your competence, for example:

When you think about the youth work you are involved in, what do you do and what do you need in order to be able to do it well? What does it take to be a competent youth worker?

 

In youth work, competence is understood as having three interlinked dimensions:

Knowledge: This dimension refers to all the themes and issues you know or need to know about how to do your work. This is the ‘cognitive’ dimension of competence. It is commonly associated with the ‘head’.

Skills: This dimension refers to what you are able to do or what you need to be able to do your youth work. This is the ‘practical’ or skills dimension of competence. It is commonly associated with the ‘hands’.

Attitudes and values:  This dimension of competence refers to the attitudes and values you need to espouse in order to do your work effectively. This dimension of competence is commonly associated with the ‘heart’.

Think box!

When you think about your own work, that of your team or your organisation, what do you associate with the head, hands and heart? Ask yourself the following questions and use the picture to document the answers:

  • What should people doing youth work know?
  • What should people doing youth work be able to do?
  • What attitudes and values should people doing youth work have?
  • What do you bring with you to your youth work that makes you competent?

The Portfolio competence framework

The Portfolio looks at those things which youth work usually or most commonly does.

We call these the functions of youth work.

The functions are grouped into three categories. The first group is considered core. The second and third groups are seen as ‘acting in service’ of the core group.

  • Functions focusing on the relationship with and outcomes for young people (core group). These are considered essential and represent the core of what youth work is supposed to do according to Council of Europe practice and quality standards. They are applicable in diverse contexts and settings, including digital settings.
     
  • Functions focusing on self, practice and field of youth work. These represent reflective, learning, co-operative, experimental and innovative aspects relevant for the youth work community of practice and are in the service of the core functions.
     
  • Functions focusing on community and society. These represent a broader view on the role and effects of youth work practice and are in service of core functions.

From these functions of youth work, the Portfolio tries to understand better what youth workers should be able to do, in other words, the competences youth workers need to have to do youth work well.

The competences that one needs to have in order to do youth work have been divided into two categories:

  • Core competences that make this field of activity unique and are closely connected to the core group of functions of youth work that focus on the relationship with and outcomes for young people. These competences are primarily relevant for individuals doing youth work.
     
  • Other competences that are important for youth work and possibly other fields of activity. These are, in principle, relevant for individuals, teams and organisations doing youth work, as well as for the community of youth work practice, and for the wider community and society. Typically, individual youth worker competences are complemented by the competences of others within their team and/or organisations. These can also be understood as ‘collective competences’.

 

Together, the identified functions and competences make up what we call the Portfolio Competence Framework.

The Portfolio should be understood as a blueprint that can be adapted to your specific context. The list of functions and competences presented in the framework is by no means exhaustive. Other functions and competences could be outlined as specialisations, or for the purpose of contextualisation and adaptation to specific young people and their needs. Such additional and more specific functions, and thus competences, could be further developed by users in relation to the different needs of young people, interests of youth workers and the contexts in which youth work is set. Furthermore, you may find that some competences in the framework are not relevant for the work you do, the young people you engage with or the context in which youth work is happening. You may want to inform the Council of Europe Youth Department about adaptations you undertake.

What do the competences mean?

Function 1. Address the needs and aspirations of young people

COMPETENCE 1.1 Build positive, non-judgemental relationships with young people

This involves:

  • Skills: democratic leadership, active listening
  • Attitudes and values: curiosity, empathy, self-awareness, confidentiality, interest in young people’s views

COMPETENCE 1.2 Understand the social context of young people’s lives

This involves:

  • Knowledge: situation, status and condition of (youth in) society
  • Skills: analysis, information management

COMPETENCE 1.3 Involve young people in the planning, delivery and evaluation of youth work using participatory methods, as suitable

This involves:

  • Knowledge: interests, concerns and needs of young people
  • Skills: active listening, identification of aims, needs analysis, facilitation, group management
  • Attitudes and values: honesty, patience, interest in young people’s views, openness

COMPETENCE 1.4 Relate to young people as equals

This involves:

  • Knowledge: ethics of youth work
  • Skills: representing one’s own identity as a youth worker
  • Attitudes and values: being ready to be challenged, solidarity, interest in young people’s views

COMPETENCE 1.5 Demonstrate openness in discussing young people’s personal and emotional issues when raised in the youth work context

This involves:

  • Knowledge: ethics of youth work
  • Skills: management of one’s own emotions
  • Attitudes and values: active listening, openness, patience, sensitivity, emotional stability, trustworthiness, honesty, transparency, confidentiality, empathy, interest in young people’s views

Function 2. Provide learning opportunities for young people

COMPETENCE 2.1 Support young people in identifying their learning needs, wishes and styles, taking any special needs into consideration

This involves:

  • Knowledge: learning theories (learning styles, preferences, etc.), non-formal education and learning, group dynamics, diversity backgrounds and challenges of young people
  • Skills: identification of aims, needs analysis, facilitation, leadership, delegation, inclusive educational approaches, inclusive methods
  • Attitudes and values: openness, sensitivity to diversity, interest in young people’s views, support for young people taking the lead

COMPETENCE 2.2 Create safe, motivating and inclusive learning environments for individuals and groups

This involves:

  • Knowledge: learning theories (learning styles, preferences, etc.), non-formal education and learning, group dynamics, diversity backgrounds and challenges of young people
  • Skills: motivating young people, coaching, feedback, creativity, inclusive educational approaches, group management, facilitation, debriefing, problem solving, mediation and conflict transformation
  • Attitudes and values: willingness to experiment, support for young people taking the lead, acceptance of the positive potential of conflict

COMPETENCE 2.3 Use a range of educational methods including ones that develop creativity and foster motivation for learning

This involves:

  • Knowledge: non-formal education and learning, diverse methods, sources of information about activities
  • Skills: learning by doing, creativity, facilitation skills, information management, motivating young people
  • Attitudes: openness to the suggestions of young people about activities they like and want to do, willingness to experiment, curiosity

COMPETENCE 2.4 Provide young people with appropriate guidance and feedback

This involves:

  • Knowledge: ethics of youth work
  • Skills: training, coaching, mentoring
  • Attitudes and values: empathy, openness, readiness to challenge others

COMPETENCE 2.5 Inform young people about learning opportunities and support them to use them effectively

This involves:

  • Knowledge: information, counselling and relevant educational / professional guidance sources, available learning opportunities inside and outside the community, educational institutions, etc.
  • Skills: counselling, coaching, motivating young people

Function 3. Support and empower young people in making sense of the society they live in and in engaging with it

 COMPETENCE 3.1 Assist young people to identify and take responsibility for the role they want to have in their community and society

This involves:

  • Knowledge: politics, society, power relations, policies relevant to young people
  • Skills: critical thinking, active listening, political literacy

 COMPETENCE 3.2 Support young people to identify goals, develop strategies and organise individual and collective action for social change

This involves:

  • Knowledge: interests and concerns of young people, issues that young people are passionate about
  • Skills: participatory decision-making, democratic leadership, active listening, critical thinking, planning for action and change, group management, facilitation
  • Attitudes and values: power-sharing

 COMPETENCE 3.3 Support young people to develop their critical thinking and understanding about society and power, how social and political systems work, and how they can have an influence on them

This involves:

  • Knowledge: politics, society, power relations, policies relevant to young people
  • Skills: political literacy, active listening, critical thinking, facilitation, advocacy

 COMPETENCE 3.4 Support the competence and confidence development of young people

This involves:

  • Skills: coaching, empathy, communication, feedback
  • Attitudes and values: responsible risk-taking, willingness to experiment

Function 4. Support young people in actively and constructively addressing intercultural relations

 COMPETENCE 4.1 Support young people in acquiring intercultural competences

This involves:

  • Knowledge: intercultural theory, human rights, international awareness, cultural awareness
  • Skills: facilitation, communication, intercultural learning, human rights education, debriefing
  • Attitudes and values: empathy, tolerance of ambiguity, solidarity, self-awareness, emotional stability, sensitivity, distance from social roles, clarity on one’s own values

 COMPETENCE 4.2 Promote interaction between young people who come from diverse backgrounds at home and abroad so that they can learn about other countries, cultural contexts, political beliefs, religions, etc.

This involves:

  • Knowledge: intercultural theory, cultural awareness, foreign languages, international awareness, diverse backgrounds / identities of the young people
  • Skills: facilitation, intercultural learning, group dynamics and management, mediation, conflict transformation
  • Attitudes and values: empathy, tolerance of ambiguity, solidarity, self-awareness, emotional stability, sensitivity, distance from social roles, clarity on one’s own values

 COMPETENCE 4.3 Work creatively on and with conflicts with a view to transforming them constructively

This involves:

  • Knowledge: conflict
  • Skills: facilitation, conflict transformation, mediation, dealing with unexpected situations
  • Attitudes and values: openness to be challenged, readiness to challenge others, orientation towards the common good, respect for others, tolerance of ambiguity

 COMPETENCE 4.4 Actively include young people from a diverse range of backgrounds and identifications in youth work activities

This involves:

  • Knowledge: intercultural theory
  • Skills: facilitation, inclusive education, intercultural learning
  • Attitudes and values: self-awareness, clarity on one’s own values, emotional stability

Function 5. Actively practise evaluation to improve the quality of the youth work conducted

 COMPETENCE 5.1 Involve young people in planning and organising evaluation

This involves:

  • Knowledge: inclusive evaluation approaches
  • Skills: democratic leadership, active listening, process management, group management, research techniques, ICT

 COMPETENCE 5.2 Plan and apply a range of participatory methods of evaluation

This involves:

  • Knowledge: inclusive evaluation approaches
  • Skills: participatory methods, democratic leadership, facilitation
  • Attitudes and values: openness to constructive criticism and feedback

 COMPETENCE 5.3 Use the results of evaluation for the improvement of their practice

This involves:

  • Skills: evaluation
  • Attitudes and values: openness to constructive criticism and feedback, adaptation to new/unforeseen situations, personal initiative

 COMPETENCE 5.4 Stay up-to-date on the latest youth research on the situation and needs of the young people

This involves:

  • Knowledge: youth research approaches, actors and sources
  • Skills: analysis, information management
  • Attitudes and values: personal initiative

Function 6. Support collective learning in teams

 COMPETENCE 6.1 Actively evaluate teamwork with colleagues and use the results to improve effectiveness

This involves:

  • Knowledge: team work, learning in teams
  • Skills: evaluation, co-operation, communication, partnership-building
  • Attitudes and values: trust, openness to the views of others, self-management, adaptation to unforeseen changes, orientation towards the common good
  • Attitudes and values: personal initiative, openness to constructive criticism

 COMPETENCE 6.2 Seek and give feedback about teamwork

This involves:

  • Skills: feedback, active listening, conflict transformation, mediation
  • Attitudes and values: being constructive, ready to challenge colleagues and be challenged, curiosity, trust

 COMPETENCE 6.3 Share relevant information and practices in youth work with colleagues

This involves:

  • Skills: communication, information management
  • Attitudes and values: solidarity, willingness to share resources

Function 7. Contribute to the development of their organisation and to making policies / programmes work better for young people

 COMPETENCE 7.1 Actively involve young people in shaping their organisation’s policies and programmes

This involves:

  • Knowledge: organisational management and development, policies and programmes of the organisation
  • Skills: needs analysis, democratic leadership, active listening, participatory decision-making
  • Attitudes and values: transparency, personal initiative

 COMPETENCE 7.2 Co-operate with others to shape youth policies

This involves:

  • Knowledge: youth policy concepts, actors and mechanisms at different levels (local through European)
  • Skills: communication, networking, co-operation, partnership building, democratic leadership, advocacy, public speaking, presentation
  • Attitudes and values: willingness to partner with other actors, curiosity, open-mindedness, patience, tolerance of ambiguity, personal initiative

Function 8. Develop, conduct and evaluate projects

 COMPETENCE 8.1 Apply project management approaches

This involves:

  • Knowledge: project management frameworks
  • Skills: management (including finances), leadership, delegation, planning, facilitation, communication,
  • Attitudes and values: capacity to adapt to new/unforeseen situations

 COMPETENCE 8.2 Seek and manage resources

This involves:

  • Knowledge: resource management
  • Skills: financial management, human resources management and development, creativity in looking for resources, fundraising, communication, advocacy, networking
  • Attitudes and values: open-mindedness, honesty, transparency

 COMPETENCE 8.3 Give visibility to projects, write reports and make presentations, for a variety of audiences

This involves:

  • Skills: presentation, public speaking, report writing, capacity to adapt your discourse to different audiences
  • Attitudes and values: self-confidence

 COMPETENCE 8.4 Use information and communication technology tools when necessary

This involves:

  • Knowledge: information, communication and media tools (online)
  • Skills: using ICT in youth work (projects), creativity
  • Attitudes and values: curiosity, personal initiative

The Council of Europe Youth Work Portfolio is a tool to help those doing youth work, primarily youth workers and youth leaders, but also managers and administrators, to assess and further develop their youth work competence and that of the people under their supervision.

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