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+ | ====== General description ====== | ||
+ | |||
+ | |||
+ | **AYCH Youth Missions** aimed to provide a personalized journey through issues that | ||
+ | concern youth, led by youth, in a way that works for youth. We kept the sessions informal | ||
+ | in their delivery and learning styles to maximize inclusion. We targeted young people | ||
+ | between the ages of 18 and 30, with diverse learning needs, so the Missions had to be | ||
+ | flexible and inclusive in nature to be accessible to all young people. | ||
+ | **- Rural Innovation and Youth. | ||
+ | - Youth Participation. | ||
+ | - Climate change.** | ||
+ | |||
+ | Before each session, we build** short consultations with the groups**, so that the young | ||
+ | people can dictate the next steps in the journey. This required a flexible approach, with | ||
+ | flexible plans that can be adapted and focused on short notice. | ||
+ | |||
+ | We use the **live event methodology** in order to have a more real approach with the young | ||
+ | people in three very heterogeneous groups. | ||
+ | |||
+ | The delivery was carried out for 12 weeks and in groups of 15 to 19 young people in | ||
+ | order to seek greater richness in the analysis and final general recommendations. | ||
+ | A thematic approach was sought with a clear influence on the Atlantic rural areas and the | ||
+ | protection of the environment in protected natural settings. | ||
+ | |||
+ | {{ :en:aych_mission_of_lugo.jpg?600 |}} | ||
+ | |||
+ | **1. Research and Consultation** | ||
+ | |||
+ | |||
+ | In the first sessions we dedicated ourselves to making contact with the young people as | ||
+ | well as learning how to use different tools in relation to the themes acquired and the | ||
+ | inclusion of non-formal education tools. | ||
+ | |||
+ | All of this was related to the Development of a LOCAL AGENDA by allowing the | ||
+ | Autonomous Government to develop its formations as Monitor and Director of non-formal | ||
+ | Free Time where the analysis tools of Aych were included. | ||
+ | |||
+ | These sessions were built around the creative design thought process and delivered as a | ||
+ | 'quick design', although it was important not to give too much information at the | ||
+ | beginning of the session about what we were doing and why, so that young people can | ||
+ | participate. . without preconceived ideas and embrace the process. | ||
+ | |||
+ | In this phase, the inputs that were going to be put into practice later were developed and | ||
+ | a total of thirty young people participated in different work groups. | ||
+ | |||
+ | {{ :en:img_3568.jpg?400 |}} | ||
+ | |||
+ | **2. Training.** | ||
+ | |||
+ | The young people of our mission requested a specific training that was addressed in | ||
+ | different lines of work: | ||
+ | |||
+ | **- Rural entrepreneurship and sport. | ||
+ | - Official non-formal education. | ||
+ | - Youth Participation and Europe. | ||
+ | - Climate change and youth.** | ||
+ | |||
+ | It is about providing young people with new tools with a considerable number of actions | ||
+ | that help them develop a better future related to topics of interest to them. Face-to-face | ||
+ | and online training was carried out, especially in unusual work spaces in education, such | ||
+ | as a National Park. | ||
+ | |||
+ | {{ :en:d0994f85-78bd-4cc3-b0f1-f92b2e3162d6.jpg?200 |}} | ||
+ | |||
+ | |||
+ | **3. Thematic Laboratories** | ||
+ | |||
+ | These sessions had to be versatile in their delivery, as it depended on the project as to | ||
+ | what the groups needed from the Thematic Labs. | ||
+ | Three Open Labs were created: | ||
+ | |||
+ | - Open Lab 1: Rural Innovation. The role of youth in rural areas was analyzed with the | ||
+ | pilot example of the rural population of Samos (Lugo). (15 participants). | ||
+ | |||
+ | {{ :en:img_6668.cr2.jpg?400 |}} | ||
+ | |||
+ | - Open Lab 2: Climate Change. The impact of youth on climate change and its | ||
+ | development in natural spaces was analyzed, with the pilot example of the National Park | ||
+ | of the Atlantic Islands of Galicia. (19 participants). | ||
+ | |||
+ | |||
+ | |||
+ | - Open Lab 3: Youth Mobility. The possibilities of youth mobility through European | ||
+ | projects and programs were analyzed, with the pilot example of the Cíes Islands | ||
+ | Volunteer Camp (19 participants). | ||
+ | |||
+ | In addition to this Live Development, training days were created with young people.4. | ||
+ | |||
+ | {{ :en:img_9408.jpg?400 |}} | ||
+ | |||
+ | **4. Skill development** | ||
+ | |||
+ | On the one hand, the analytical capacity of young people was developed through the | ||
+ | practical examples of the locations of open labs, since they offer a realistic vision of what is | ||
+ | happening. | ||
+ | |||
+ | On the other hand, practical and real solutions are created for the young people themselves, | ||
+ | who develop their capacities through solutions and recommendations to the situation that | ||
+ | has subsequently arisen. | ||
+ | |||
+ | These sessions have been worked as analysis sessions and Brainstorming on what has | ||
+ | been analyzed and also as Quick Ideas Design offering clear and real solutions and | ||
+ | recommendations. | ||
+ | |||
+ | |||
+ | **5. Exhibition and launch** | ||
+ | |||
+ | These sessions were important in providing a guide for the groups to work on. Having a | ||
+ | milestone introduces time pressure and a platform to celebrate your work by creating | ||
+ | purpose for progress. | ||
+ | |||
+ | All appropriate means of communication have been used and, above all, work has been | ||
+ | done with the presence of opinion takers and stakeholders who have analyzed all the young | ||
+ | people's proposals before they are made public. | ||