scholarly journals COMPETENCE MODEL OF A YOUTH WORKER: REFERENCE POINT OF YOUTH WORK EDUCATION IN FINLAND

2020 ◽  
pp. 92-106
Author(s):  
Nataliia Kovalenko
Keyword(s):  
Reference Point ◽  
Youth Work ◽  
Competence Model ◽  
Youth Worker ◽  
Youth Work Education ◽  
Work Education

scholarly journals Idealistic Assertions or Realistic Possibilities in Community and Youth Work Education

2021 ◽  
Vol 11 (9) ◽  
pp. 561
Author(s):  
Sinéad Gormally ◽  
Annette Coburn ◽  
Edward Beggan
Keyword(s):  
Social Change ◽  
Critical Pedagogy ◽  
Informal Education ◽  
Teaching And Learning ◽  
Youth Work ◽  
Youth Work Education ◽  
The Uk ◽  
Teaching Learning ◽  
Work Education ◽  
Emancipatory Practice

Community and youth work (CYW) practice has been articulated as striving towards a more socially just and equal society and is theorised as a catalyst for social change that seeks to overcome power differentials. Yet, despite these claims, there is limited empirical evidence to inform knowledge about the extent to which ‘equality work’ is featured and practiced in CYW programmes in higher education. This article draws on perspectives from current and former CYW students in the UK which routinely claim critical pedagogy as the bedrock of professionally approved degree programmes. Utilising a survey approach, our aim was to examine the experiences of students to find out if teaching, learning and assessment practices in professionally approved CYW programmes can be argued as helping students to articulate practice as emancipatory. The findings indicate that there was coherence and a strong understanding of core theories that confirmed CYW programmes as helping students to articulate emancipatory practice. In relation to teaching and learning, programmes were not as aligned with critical pedagogy, inclining more towards traditional and formal methods than alternative or informal methods. Finally, an imbalance between the persistent use of standardised assessment methods over more flexible and creative assessments suggested a reluctance to seek, or develop, more emancipatory sustainable assessment alternatives. The article concludes by arguing that informal education and, specifically, CYW programmes are well-placed to drive institutional and social change forward.

scholarly journals Faith-based Youth Work: Education, Engagement and Ethics

2018 ◽  
pp. 197-212
Author(s):  
Graham Bright ◽  
Naomi Thompson ◽  
Peter Hart ◽  
Bethany Hayden
Keyword(s):  
Youth Work ◽  
Faith Based ◽  
Youth Work Education ◽  
Work Education

scholarly journals The career youth pastor: A contemporary reflection

2017 ◽  
Vol 73 (2) ◽  
Author(s):  
Garth Aziz ◽  
Malan Nel ◽  
Ronnie Davis
Keyword(s):  
Southern Africa ◽  
Youth Ministry ◽  
Youth Work ◽  
Similar Amount ◽  
Youth Worker ◽  
Youth Pastor ◽  
Practical Theological ◽  
Theological Argument ◽  
To Receive

There has been an increase of discussion and focus on matters of theological significance in the area of youth ministry. An area that remains neglected concerns the professional youth worker in Southern Africa. This focus on professional youth work has gained a great amount of urgency from the office of the presidency of Southern Africa, who in collaboration with the Commonwealth desk have prioritised the focus on youth work in South Africa. Unfortunately, the focus on the professional youth worker, the career youth pastor, within the church in Southern Africa fails to receive a similar amount of attention. The article will highlight the need to pursue a theological articulation around the office of the career youth pastor by building a practical theological argument for the office of career youth pastor. The article will address a case study of a mainline evangelical denomination regarding its theological articulation of the career youth pastor.

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 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. 

Rethinking some youth worker ‘tales’

2016 ◽  
Author(s):  
Mike Seal ◽  
Pete Harris
Keyword(s):  
Young People ◽  
Youth Work ◽  
Unique Contribution ◽  
Youth Workers ◽  
Violent Behaviour ◽  
Youth Worker ◽  
Conceptual Clarity

This chapter begins by challenging workers to critically interrogate what the authors see as archetypal youth work ‘tales’. The authors highlight how some youth workers can over-privilege and idealise their own relationships with young people and need to be wary of over-identifying with them to such an extent that challenging their violent behaviour falls off the agenda. They also argue that youth workers need to develop greater conceptual clarity, especially around notions of respect and trust. With the former, for example, workers may need to make distinctions between earned, intrinsic respect, and respect that is based around fear. The chapter explores how workers might encourage young people to reflect on self-respect and how status is constructed in their community and culture, working on alternative attainable and sustainable ways to develop it. The authors then cast a critical eye over the relationships between youth workers and professionals from other agencies, arguing that youth workers should not develop a crab mentality towards these agencies but rather seek to present the distinctive, but not unique, contribution they can make.

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