One of the cornerstones in non-formal learning in the youth context is the creation of a framework for learning, planned and organised in such a way that it responds to the needs of the individual, group and organisation (which in this sense means the local community, society or other relevant stakeholders). As a result, participants are empowered and become able to understand more coherently what they have learnt, how they have learnt it and how they can use and benefit from the learning outcomes in the future. The main principles of such a learning framework include the following:

Needs and situational analysis

Activities are based on needs of stakeholders (participants, wider target groups, partner organisations) and adapted to the reality within which non-formal learning happens, and this is clearly communicated.

Project management logic

The process and activities are directed to defined aims and (specific) objectives, with each part of the programme built on the rest.

Reflection embedded in learning

Reflection on personal learning is promoted systematically throughout the project, so that participants can understand their own experience, structure it and look at ways they can build on it.

Learning through experience (or learning by doing)

The project includes experience that allows participants to test their knowledge, skills and attitudes in real-life situations.

Learner-centred approach

Attention is given to participants’ individual needs and abilities, and the educational project is adapted accordingly.

Variety of methods and techniques

Diverse creative techniques and methods are adapted and used in response to the situation (needs, group dynamics, learning styles and level of competences of participants, etc.).

Holistic approach

During an educational project, attention is paid to all three aspects of competences (knowledge, skills, attitudes), and space is provided for experience, reflection, generalisation or contextualisation, so participants can try out what they have learned and assess whether new competences have been acquired.

Needs analysis is a basis for developing non-formal learning projects in youth work. When the analysis conducted by different stakeholders is taken into account and the educational project is adapted adequately, a suitable environment for learning results, with space for participants to set personal learning goals in line with individual learning needs. And organisers can choose appropriate methods to help achieve the goals. For example: a group of young people is unsure of how to spend their free time but keen to do something. A youth worker, aiming to give them some experience of spending their free time actively and contributing to the local community, engages the group in discussion about changes they would like to see in their own immediate surroundings. They say that the playground for children cannot be used and needs reconstruction. So they create — with the support of a youth worker — a youth initiative. Another group in another country with similar desires for active use of free time starts a project providing activities for seniors in a local residence. Each group is carrying out activities in their home environment, but they communicate with each other about what they have done, show the results of their work and support each other based on the experience acquired. At some point both groups meet and introduce what they have done to the other group. They might also start to discover interests that they share. And based on a discussion — for example how they like to spend free time, or possibilities for spending free time actively in their towns, or what facilities they miss — they organise a youth exchange.

EU youth programmes have provided a range of activities appropriate to gaining competences at different levels. Entry points can vary — it can be a youth exchange, a youth initiative or EVS, depending on the needs, interests and abilities of each young person. Within the EU youth programmes even unorganised young people can develop activities of their own. They can start as participants, acquire some small responsibility within the next project, then become members of an organisational team, and finally become coordinators of the whole team.