PERSONALITY FACTORS AS BASIC ELEMENTS OF THE ESTONIAN YOUTH WORKERS´PROFESSIONAL GROWTH

2019 ◽  
Vol 5 ◽  
pp. 292
Author(s):  
Maarika Veigel
Keyword(s):  
Professional Growth ◽  
Professional Training ◽  
Formal Education ◽  
Personality Factors ◽  
Youth Work ◽  
Youth Workers ◽  
Personal Factors ◽  
High Expectations ◽  
Youth Centers ◽  
Key Topics

The article dealt with one aspect of the professional growth basic elements. The issue of the Estonian Youth Centers youth workers´ professionality has been relevant for many years, as employees often exchange. Expectations for youth work as a promotion of non-formal education are high. There is no research that explained the issues related to the youth workers professional growth, including personal factors. The theoretical framework of the research created Ruohotie, Tamm, Clarke and Hollingsworth concepts of professional growth. The purpose of this research was brought to the light youth work specialists´ opinions about the personal factors of the professional growth. For qualitative data collection semi-structed interviews were conducted with 35 Estonian youth work specialists in 2016-2018. The results showed that in eight key-topics important opinions were received. Most attention should be given further to the youth workers´ internal motivation, treatment and professional identity. Mostly were explained the high expectations to the youth work generally. Interviews revealed a different commitment to everyday work, that could have resulted from their different education and professional training or attitudes towards education. The needs for further clarification are: occupational and organizational elements of youth workers professional growth. 

scholarly journals ORGANIZATIONAL FACTOR AS BASIC ELEMENTS OF THE ESTONIAN YOUTH WORKERS´ PROFESSIONAL GROWTH

2020 ◽  
Vol 5 ◽  
pp. 302
Author(s):  
Maarika Veigel
Keyword(s):  
Professional Growth ◽  
Professional Training ◽  
Formal Education ◽  
Personal Characteristics ◽  
Organizational Factors ◽  
Youth Work ◽  
Youth Workers ◽  
Youth Worker ◽  
High Satisfaction

The issue of the Estonian youth workers´ professionality has been relevant for many years. Organizational factors are important in the youth worker´s professional growth. Youth worker is a promoter of non-formal education. Research explained the issues related to the youth workers professional growth, including organizational factors. The theoretical framework of the research created Ruohotie, Tamm concepts of professional growth and Hackman, Oldham job satisfaction characteristics. The purpose of this research was brought to the light youth work specialists´ opinions about the organizational factors of the professional growth. For qualitative data collection semi-structed interviews were conducted with 35 Estonian youth work specialists in 2016-2018. The results showed that in eight key-topics important opinions were received. Most attention should be given further to the beginner youth workers´ support for efficient and faster adaptation with work. Mostly were explained interviewees high satisfaction with team and colleagues. Interviews revealed a different commitment to work, which depends of the employee´s professional awareness and involvement in initiatives, that could have resulted from different education, professional training or personal characteristics. The quality of the feedback is important for the employee's professional growth. Individualisation of the work may create a threat to versatility. For further clarification: youth workers´ professional identity. 

scholarly journals FORMATION OF YOUTH WORKER PROFESSIONALISM: PROBLEMS IN ESTONIA

2015 ◽  
Vol 68 (1) ◽  
pp. 84-96
Author(s):  
Maarika Veigel
Keyword(s):  
Professional Development ◽  
Professional Growth ◽  
Formal Education ◽  
National Curriculum ◽  
High Mobility ◽  
Professional Staff ◽  
Development Model ◽  
Youth Work ◽  
Youth Workers ◽  
Youth Worker

Youth field has been in constant evolution during the restoration period of Estonian independence, since 1991. The theoretical overview is about youth worker professionalism, associated with the developments in the European and Estonian youth field and in the context of the Berliner competency levels development model. It explains the expectations set for youth workers, to teaching and youth field institutions. Youth work is expected, like formal education, with more clearly defined educational goals, and it is emphasized that it is a non-formal education. An important aspect is enjoying of the activities and its educational elements. The National Curriculum for Basic Schools and Gymnasium (2011) sets the expectations that the non-formal education will give more support to students to complete the curriculum of formal education. Youth work in Estonia is an essential component of the educational system. Therefore, the professionalism of youth workers and their coping with new challenges is very important. Over the last ten years, major changes in the Estonian youth worker professionalism and in the aspects of professional development haven’t been mentioned. The answers are briefly: in Estonia youth worker profession has been associated with the development of youth field, but the staff preparation is very different and characterised by low working experience. Berliner presented development model of competency levels, treats the professional development as long-term, complex process, distinguishing between the five stages of development of the professional staff, which are also regarded in the context of the professional development of the youth worker. Youth work quality is dependent on the availability of professional youth workers and in order to gain it, the high mobility inside the sector should be reduced, a better situation and more support should be created for the formation of youth worker professionalism at the various levels of the professional growth. Key words: competency, professional level, professionalism, youth work, youth worker.

scholarly journals ESTONIAN YOUTH WORK EXPERTS PROFESSIONAL GROWTH: CASES STUDY

2021 ◽  
Vol 4 ◽  
pp. 213-224
Author(s):  
Maarika Veigel
Keyword(s):  
Professional Education ◽  
Professional Growth ◽  
High Mobility ◽  
Work Load ◽  
Impact Factors ◽  
Youth Work ◽  
Special Focus ◽  
Youth Workers ◽  
Personal Factors ◽  
Structured Interviews

Estonian youth work (YW) has been in development almost 30 years. In the last more than 15 years the same trends have been observed in the studies in terms of professional development: the shortage of employees with professional education and workers high mobility. At the same time, the progressive decisions and regulations made in Estonia, on the field of European YW are exemplary. Thus, the prerequisites for professional YW were created and experts in the field have also developed.The aim of research was to give an overview of the stories of becoming as experts. Semi-structured interviews were compiled in 2019. Special focus was on the professional growth in the content of life story. The study revealed both – randomness entry into YW, but various supporting external aspects (active school life, supportive community, camps). However, the most important were the personal factors - motivation, consistency, entrepreneurship, courage, YW studies, participation in (foreign) projects, mission. Professional knowledge and skills supported mostly the development from a novice specialist into an advanced employee and expert. Commitment, autonomy were the main work-load impact factors. The desire to work with young people has brought some retired youth workers back to YW. Horizontal career was limited but usual. 

scholarly journals SOFT SKILLS FORMATION OF THE NON-PEDAGOGICAL SPECIALTIES STUDENTS IN THE PROCESS OF STUDYING THE COURSE «PEDAGOGY»

2021 ◽  
pp. 267-271
Author(s):  
Halyna Meshko ◽  
Oleksandr Meshko
Keyword(s):  
Higher Education ◽  
Professional Growth ◽  
Professional Training ◽  
Formal Education ◽  
Soft Skills ◽  
Higher Education Institutions ◽  
Education Institution ◽  
Role Playing ◽  
Empirical Observation ◽  
Professional Self

The purpose of the article is to identify ways to form soft skills of future professionals in higher education, to clarify the role of the author’s course «Pedagogy» for students of non-pedagogical specialties in this aspect. Research methods applied: theoretical − analysis of scientific sources, psychological and pedagogical literature and educational literature, comparison, systematization, generalization, modeling; empirical − observation, analysis of educational and professional training programs for bachelors of non-pedagogical specialties, generalization of pedagogical experience. The article analyses the state of development of this problem in psychological and pedagogical science and practice of higher education institutions. The essence of the concept of «soft skills» of future specialists, types of «soft» skills, ways of their formation in a higher education institution are clarified. The developed author’s program of the course «Pedagogy» for preparation of students of non-pedagogical specialties, in particular, 242 Tourism 101 Ecology 103 Earth Sciences, 106 Geography studying at the Faculty of Geography of Ternopil V.Hnatiuk National Pedagogical University is presented. The program is aimed at developing skills of productive interpersonal interaction and constructive conflict resolution; mastering models of successful activity, development of emotional intelligence; formation of creative and critical thinking; mastering the technology of personal and professional self-education and self-development; increasing the level of professional stress resistance; assistance in harmonizing the personality of the future specialist; strengthening resources that will increase resilience to life’s hardships and occupational difficulties. Methods and forms of work on practical classes of the course «Pedagogy» that promote the formation of soft skills of students of non-pedagogical specialties are characterized. The importance of using elements of psychological and pedagogical training in practical classes in pedagogy in the formation of soft skills of students (performance of psycho-drawings, psychological games, and exercises, role-playing situations, methods of nonverbal interaction. Relaxation exercises, use of parables, and others) is shown. The necessity and possibility of involving students in personal and professional growth trainings, anti-stress trainings, anti-burnout trainings, which are held in the Centre of Pedagogical Consulting, are indicated. Prospects for further research are identified, which are to substantiate and develop a system of formation of «soft skills» of future professionals by means of formal and non-formal education in the socio-cultural environment of higher education institutions using digital technologies.

Creating policy for good practice

2016 ◽  
Author(s):  
Mike Seal ◽  
Pete Harris
Keyword(s):  
Public Space ◽  
Youth Violence ◽  
Professional Training ◽  
Local Level ◽  
Good Practice ◽  
Youth Work ◽  
Youth Workers ◽  
Current Trends ◽  
Social Mixing ◽  
Training Courses

In this chapter, the author discusses the impact of current trends within policymaking at national and European level. The author then posits that policymaking around youth violence should occur at a macro (national) and micro (local) level, employing regular ‘round tables’ to discuss the contribution of youth work. Youth workers and young people should be actively involved in these as part of a culture of research and reflection. Contracting and commissioning regimes should be minimised in order to facilitate strongly collaborative (rather than competitive) partnership-working cultures and other professional training courses should include sensitisation to youth work methodologies. Policy needs to be underpinned by a recognition that youth work offers a socio-educational approach to violence prevention that can respond at all the levels outlined in our model, including the structural. Finally, the chapter explores the politics of public space, arguing that policy should formally recognise the positive value of young people’s social mixing, especially in public space, and re-evaluate policies that discourage this mixing.

A Comparative Study of the State of Ethics in Youth Work Practice in Jamaica, Australia, New Zealand and the United Kingdom

2019 ◽  
Vol 16 (2) ◽  
Author(s):  
Cleopatra Monique Parkins
Keyword(s):  
United Kingdom ◽  
New Zealand ◽  
Code Of Ethics ◽  
Critical Role ◽  
Work Practice ◽  
Primary Data ◽  
Youth Work ◽  
Youth Workers ◽  
Ethical Practices ◽  
The United Kingdom

Even though youth work has played a critical role in fostering the holistic development of today’s youth, much controversy has surrounded the practice. Nevertheless, youth workers are slowly being accorded professional status, and a code of ethics has been developed in some jurisdictions. Some states are still to adopt this code; consequently the credibility of youth workers and the sector in general sway with the wind. This article presents a comparative analysis of ethical practices of youth work in Jamaica, Australia, New Zealand and the United Kingdom, examining current trends in observing ethics and addressing ethical issues. In the case of Jamaica, the researcher used the non-probability convenience sampling technique and collected primary data from a questionnaire administered to a sample of youth workers. The perspective of the ministerial arm responsible for youth work in Jamaica was also captured through an interview. In the case of Australia, New Zealand and the United Kingdom, the framework of the profession and specifically matters pertaining to ethical practices were examined through the use of secondary data sources, which included reports on youth work practices in the selected countries. A mixed methodology was employed in analysing the data collected. The major findings of this study confirmed that advancing youth work as a profession is dependent on the acceptance and integration of a formal code of ethics, that youth workers must receive training on ethics and that a national youth work policy is important to guide youth work practice. In accordance with the findings, the researcher makes a number of recommendations and highlights notable best practices that may help with the overall professionalisation of the sector.

scholarly journals Inclusion, Diversity, Equality in Non-Formal Education through the Optic of Youth and Youth Workers

2018 ◽  
Vol 8 (3) ◽  
pp. 94-108
Author(s):  
Martin Brestovanský ◽  
Janette Gubricová ◽  
Kristína Liberčanová ◽  
Naďa Bizová ◽  
Zuzana Geršicová
Keyword(s):  
Young People ◽  
Informal Education ◽  
Formal Education ◽  
Leisure Activities ◽  
Data Gathering ◽  
Point Of View ◽  
Youth Workers ◽  
Youth Organizations ◽  
The Social ◽  
Group Members

AbstractIntroduction: The aim of the study was to find out what is the understanding of relatively new terms coming into the cultures of Middle-European countries – inclusion, diversity, and equality (hereinafter referred to as IDE) – from the point of view of young people (n=30) and youth workers (n=16) in Slovakia.Methods: For data gathering, we used a method of focus groups (4 meetings). Data analysis was based on three criteria: consistency in understanding the terms, an overview of types of obstacles that keep young people from self-realisation and an explicit or implicit expression of understanding the basic principles of inclusion in education. The content of IDE terms was mostly from the area of the social field. The term diversity was closely explained in the psychological-personal fields.Results: The most frequent obstacles for applying IDE approaches were seen in the social, health and religious spheres. From the pedagogical and methodological point of view, the problem is also in the difficulty of preparing the projects based on the principles of IDE while the youth workers proclaim autonomy in solutions and do not trust the possibilities of using general methods because of specific need resulting from the specific context of their work. Also, they proclaim natural applying of the IDE principles and the existence of specific needs in the informal education does not represent any problem for the inclusion of the group members in the activities of the organisation.Limitations: Work with youth is very varied. Performs in different areas of life and also involves working with different groups of young people. The selected research sample consists of youth and youth workers who are only a partial sample of the sample. It is assumed that in a larger group of respondents (both youth workers and youths themselves), respondents' views may differ somewhat in some of the areas studied.Conclusions: This research provides information on understanding, implementation and obstacles to applying the principles of inclusion, equality and diversity in practice. We believe that the information we receive is very valuable as it opens the imaginative door to the specific kitchens of individual youth organizations where these principles are directly implemented. They show their nature of application in practice, they suggest some risks, as well as a certain bias towards the application of the terms emerging (probably?) from theory. As can be seen from the results of our research, the emergence of specific needs in non-formal education in practice does not pose a problem in the inclusion of group members in leisure activities.

scholarly journals Modeling the process of future social workers training considering the goals of sustainable development

2021 ◽  
Vol 111 ◽  
pp. 01007
Author(s):  
Nadiia Pavlyk ◽  
Nataliia Seiko ◽  
Svitlana Sytniakivska
Keyword(s):  
Sustainable Development ◽  
Social Workers ◽  
Professional Training ◽  
Formal Education ◽  
Theoretical Development ◽  
Social Sphere ◽  
Governmental Organizations ◽  
Non Governmental Organizations ◽  
Scientific Papers ◽  
International Projects

The aim of the article is the theoretical development of non-formal, fundraising and bilingual models of future social sphere specialists training on the basis of the goals of sustainable development in education. The study is based on preliminary processing of European and Ukrainian documents on sustainable development, numerous scientific papers on the problem of sustainable development, theoretical developments and experimental research in the field of social sphere specialists training. Each of the developed models has passed the corresponding approbation and is supported by the author’s experience of practical professional training of future social sphere specialists at the Zhytomyr Ivan Franko State University. The model of future social workers non-formal education ensures the integration of professional competencies of future social workers. Fundraising training of future social workers on the basis of sustainable development involves the use of the necessary fundraising tools to ensure the development of social capital, the formation of a society of social justice, the deployment of numerous non-governmental organizations at the global and local levels. The bilingual model provides empowerment of social workers to study, do internships, work, borrow positive experiences, participate in international projects, and collaborate with professionals in their field from around the world.

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