Sports are activities enjoyed by many across the globe, regardless of age. The existence and promotion of youth sports has often been based on various assumptions about its value and role in society. Sports participation is assumed to be fun and good and is assumed to contribute to the development of young people. As a result, sports are often seen as an essential part of life for youth. Participation in sports and physical activity is assumed to help young people to develop in a context in which they are able to learn important positive societal values (Fraser-Thomas et al., 2005; Holt, 2008). Although there is a widespread belief in the positive dimensions of sports participation for young people, there is a need for research and theory that identifies and critically looks at the processes through which sports participation by youth is experienced and shapes their lives (Coakley, 2011). I return to this critical perspective after I elaborate on the ways sports are viewed as important effective activities for positive youth development.
In a society with increasingly unequal access to opportunities and an expanding pressure on youngsters to perform, safe spaces where socially vulnerable youngsters are allowed to learn and develop valuable skills are highly important. In the Youngsterdam project, professional youth workers support these youngsters in organizing their own activities through applying the method Youth Organizing. This youth work method invites and motivates youngsters to organize activities initiated by themselves. Through these non-formal learning experiences, youngsters experience positive encounters with peers and others from their neighbourhood – increasing their social participation – have the opportunity to develop their talents, and gain insights into their future. In addition, they could learn to bear responsibility and gain useful communication and organization skills. Innovative in this approach is the application of Open Badges: a digital system for the (international) recognition of non-formal learning experiences. This tool can enhance youngsters’ learning process by continuously motivating them to learn and allowing for (self-)recognition of skills and experiences.In a learning community of youth workers, researchers, students and social work educators we aim to co-create knowledge focused on the following question: To what extent does Youth Organizing in combination with Open Badges motivate youngsters to gain new learning experiences in a voluntary, non-formal learning environment? Under supervision of researchers, Social Work students will obtain empirical data through structured observations and in-depth interviews with youngsters and youth workers. Additionally, through this learning community, youth workers can reflect on their own actions and methods. Results are expected in Winter 2022.
Energy transition is key to achieving a sustainable future. In this transition, an often neglected pillar is raising awareness and educating youth on the benefits, complexities, and urgency of renewable energy supply and energy efficiency. The Master Energy for Society, and particularly the course “Society in Transition”, aims at providing a first overview on the urgency and complexities of the energy transition. However, educating on the energy transition brings challenges: it is a complex topic to understand for students, especially when they have diverse backgrounds. In the last years we have seen a growing interest in the use of gamification approaches in higher institutions. While most practices have been related to digital gaming approaches, there is a new trend: escape rooms. The intended output and proposed innovation is therefore the development and application of an escape room on energy transition to increase knowledge and raise motivation among our students by addressing both hard and soft skills in an innovative and original way. This project is interdisciplinary, multi-disciplinary and transdisciplinary due to the complexity of the topic; it consists of three different stages, including evaluation, and requires the involvement of students and colleagues from the master program. We are confident that this proposed innovation can lead to an improvement, based on relevant literature and previous experiences in other institutions, and has the potential to be successfully implemented in other higher education institutions in The Netherlands.
We live in a time of radical changes in Europe. The climate crisis, the war in Ukraine, energy crisis, the pandemic, increasedprice levels and interest rates, digitalization, robotization, reduced birth rates, an aging population, migration, a decliningdemocracy index and increasing friction level between continents and powerful states makes us uncertain about tomorrow.Deglobalization, shorter production lines, changed export models, bloc formations and sovereignty might be results of someof the large challenges we see today. We see tendencies towards increasing poverty and a declining middle class. It isperhaps more important than ever in recent times to show optimism on behalf of young people and future generations.European cooperation and the link between the right skills for the right future seems to be more actual and important thanever. A report from McKinsey Global Institute (2017) about future work life, competence development and digitalization,shows that approximately 50 % of todays jobs can disappear in the nearest future caused digitalization, robotization and AI.MGI’s in-dept report have covered more than 20 countries and 30 industries (mckinsey.com). We have also a commonEuropean challenge reagarding too many youth outside the working life. The NEET index (Not in Employment, Education orTraining) was 14 % totally for the EU countries, 9.6 % for Germany, 6.3 % for Netherlands and also 6.3 % for Norway in2021 (ssb.no).This is a challenge we have to solve as we need to increase the work participation as welfare costs willincrease as a consequence of more immigration and several older people.
