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EACEA National Policies Platform: Youthwiki


10. Youth work

10.6 Recognition and validation of skills acquired through youth work

On this page
  1. Existing arrangements
  2. Skills



 Existing arrangements


Schemes that allow young people to validate skills acquired through youth work also apply to informal education. For further information (see 6.4. Validation des apprentissages formels et non-formels)

However, regarding activities specifically designed for ACMs – Community Centres for Minors (accueils collectifs de mineurs), the activities offered meet educational goals determined by teams at centres that cater for children and young people. So each centre decides which skills they wish to develop or help children discover, based on an educational project (projet éducatif) and a pedagogic project (projet pédagogique) (See 10.4 Assurance qualité).

These goals are set out in the pedagogic project (projet pédagogique) which is then assessed by the director and a team of facilitators. These assessments help to improve certain activities, and to decide whether or not others should be continued. Various tools are used to design pedagogic projects (projets pédagogiques) and their assessments — such as tables, questionnaires, various types of monitoring and quantitative data.

 For example, the community centre (accueil collectif) (leisure centre) in Bièvres in the Ile-de-France Region, which caters for children aged between 3 and 14, has designed its pedagogic project (projet pédagogique) for 2019-2020; its goals are:


1. “To develop the concept of community”.

2. “To develop independence”.

3. “To respect each other’s differences”.

4. “To strengthen relationships with families”.

5. “To develop a unifying theme for the year: Nature and Environment”.

6. “To establish the day care centre (Accueil de Loisirs) as a centre for recreation and recovery”.

Source: BIÈVRES ACCUEIL DE LOISIRS. Pedagogic project (Projet pédagogique), 2019-2020






Through youth work and more specifically through socio-educational activities, children and young people can acquire the “life skills” they need for their own personal development and social inclusion. These “life skills” and lessons (social and relationship-based) are not set out in official guidelines or laid down in a legal text, but they underlie the principles and values of socio-educational facilitation. The educational advantages of youth work and more specifically the facilitation of activities usually relate to the following “life skills”: (Mignon J-M., Les métiers de l’animation. Environnement et métiers. Formation et outils. Législation [Careers in Facilitation. Environment and Tools. Legislation.], Dunod, 2012)

  • Learning how to play (Developing the imagination, respecting the rules of the game, enjoying playing, etc.),
  • Taking risks (The principles of risk and precaution, preventing risks, etc.)
  • Living together (Mutual respect in social diversity, solidarity, lessons in citizenship, tolerance, etc.),
  • Developing curiosity, a willingness to explore,
  • Empowerment, accepting authority,
  • Respecting intimacy (respecting other people’s bodies, our own bodies, each other’s beliefs, etc.),
  • Fostering a sense of civic responsibility.