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Youth Work in Schools: An investigation of youth work, as a process of informal learning, in formal settings.
This research project from Northern Ireland investigates the thinking behind youth work in schools from a youth work perspective and a school perspective. It discusses theoretical concepts so that youth work can be understood in a formal context. Youth workers, teachers in relevant schools and young people exposed to this intervention were interviewed. The findings were analysed and discussed and the project concludes with a set of recommendations.
AGENDA: a young people’s guide to making relationships matter
PYOG: The role of Youth Work in youth crime prevention and support in Wales
The role of Youth Work in youth crime prevention and support in Wales
UNISON / Cardiff Metropolitan University Conference 2016 Report
Report of a conference in November 2016 organised by UNISON and Cardiff Metropolitan University on the future of youth work in Wales. Themes covered:
- Challenges for Young People in Wales Today in the Context of Public Services Cuts
- The Future of Youth Work as a Practice
- The Future of Youth Work as a Profession
- Breakout sessions: Messages for Welsh Government and Trade Unions
Can we really track and measure the journey undertaken by young people?
Short paper to open up a wider debate on the process required to measure the journey taken by the young people, in particular those involved with the different youth work sectors. Considers whether there would be a means by which these tasks and activities could be categorised by using a non-formal Learning Framework. To assist this, a visual interpretation of the structure and principles of the Learning Framework have been developed into a 'Learning Tower'.
Influences on Creativity in Youth Work
Short paper looking at the principles of creativity and how these can enable the practitioner to work with the young person, using a process of experiential learning through which they can seek solutions to problems with which they may require some adult support.
A Practical Model for Youth Work Practice: Unpicking the Epistemology
In a previous article (Gallagher and Morgan. 2013) it was argued that while youth work should be independent of the school system it could offer a valuable contribution that will complement the learning process. This article takes the debate further by suggesting a model that could be emulated in other youth work projects and that might form the basis of collaboration between the formal and informal sectors.
A Practical Solution for Measuring Outcomes in Youth Work: Developing Structured ‘Experiental’ Growth Groups
What we are suggesting in this paper is that if we know the expected outcomes that many young people need to achieve in life in order to make them more resilient and self-aware of their lives, do we need to emulate the formal didactic approach to learning, i.e. as in school? If we have a vehicle in which and from which these outcomes can be achieved do we really need a curriculum? Or more appropriately can the curriculum emanate from the lived lives of the young people themselves?
This paper presents a practical approach to the measurement of outcomes in youth work. What we are proposing is that the ‘core’ of youth development can be addressed and achieved within an ‘experiential growth group’ and that the process is indeed the product. In other words we are proposing a move away from highlighting the end product of outcomes or ‘expected ‘ outcomes to refocusing on the vehicle in which and from which certain less tangible and nebulous outcomes can be nurtured and recorded.
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Process is the Product: Is There a Need for Measurement in Youth Work?
The central tenet of this article is predicated upon a belief that there is a need to link both the formal with the informal/non -formal sectors without at any point compromising the strengths of either. The analysis within this article deconstructs the ideology and philosophy behind the perceived dominance of the formal sector over the informal youth work sector. It suggests that both worlds need not collide but that they can and should work more closely together in the interest of their common denominator, the development of young peoples’ potential.
We also contend that youth work practice is qualitatively different from teaching and schooling and that the process used in youth work identifies that difference. We also contend that the inchoate nature of the youth work profession is militating against addressing some of these complex issues that are challenging the essential essence of youth work practice.