Advanced Training for Trainers in Europe (ATTE).: External evaluation, final reportAdvanced Training for Trainers in Europe (ATTE) has been developed and organised within the Partnership Programme on European Youth Worker Training run by the European Commission and the Council of Europe, and it is innovative in its approach, methodology, structure, long-term perspective and intensity. The Partnership Programme aims to contribute to quality in youth-worker training at European level, with an emphasis on integrating European Citizenship in youth work. The second volume of this publication sets out an external evaluation of the pilot course which ran from November 2001 to October 2003. The first volume of this title on curriculum description is available separately (ISBN 9789287157928). |
Contents
List of tables and figures | 7 |
List of tables and figures Tables Table 1 1st Seminar 1020 January 2002 44 | 11 |
Introduction | 17 |
Figures Figure 1 Common elements in existing definitions of nonformal learning | 23 |
Essential features of nonformal learning | 25 |
Nonformal teachingtraining and learning methods | 26 |
Features of ATTE as an example of nonformal learning in the youth sector | 31 |
Curriculum features | 37 |
Participants quality criteria for ATTE Practice 1 projects | 71 |
Dimensions of quality summary of ATTE participants views | 73 |
Criteria for an ATTE showpiecemasterpiece TQP | 76 |
External experts summary of main features of TQPs | 82 |
The quality of learning in ATTE | 100 |
and participants at the interim evaluation stage after Year 1 | 135 |
of good practice | 145 |
learning questionnaire | 167 |
Competence clusters in the ATTE seminar curriculum | 42 |
Developing and assuring quality | 69 |
by the beginning of the final seminar October 2003 | 179 |
Common terms and phrases
able activities aims Annex applicants approach asked assessment ATTE course ATTE participants ATTE Volume ATTE's Breakfast closed concerned continuing Council of Europe course team curriculum demands Dinner discussion education and training effects European Citizenship European youth evaluation example expected experience explicit external evaluation field final formal future given greater implementation important improve included individual initial introduction involved issues kinds knowledge learning learning process Lunch Lunch means meeting Mentoring methods needs networks non-formal education non-formal youth objectives opportunities organisations Partnership planning positive practice principles professional programme projects quality criteria questions reasons recognition reflection respect response role selection seminar session skills social structured trainers training competences training courses tutors views whole youth sector youth training youth worker