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Journal articles on the topic 'Youth work education and training'
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Pandya-Wood, Jason. "Trends in Youth Work Training." Children and Young People Now 2016, no. 14 (July 5, 2016): 10. http://dx.doi.org/10.12968/cypn.2016.14.10.
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Levchenko, Nataliia, and Nazarii Koliada. "YOUTH WORK IN UKRAINE: HISTORY OF FORMATION AND DEVELOPMENT PROSPECTS." Social work and social education, no. 2(9) (November 21, 2022): 252–61. http://dx.doi.org/10.31499/2618-0715.2(9).2022.267355.
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The article notes that modern youth is the subject of special attention of modern society. Formation and development of youth work has its beginning and perspective of modern practical experience through circles, camps, spaces, hubs, centers, etc. The purpose of the article is to analyze the formation and development of youth centers and spaces in order to build and implement a new effective model of youth work in Ukraine. The research used such methods as: analysis, comparison and generalization of scientific, historical and other sources on the investigated problem.The article generalizes the age category of youth; the historical aspect of the development of the children's and youth movement is analyzed; the stages of development of the system of training teachers-organizers of the children's movement are defined; periods of formation and development of training of youth workers are singled out; the concepts of «youth», «youth work», «children's movement», «youth movement», «organizer of children's movement», «youth worker», «youth center» are generalized; the main tasks of youth work are highlighted; the activities of the youth center «START» of the Faculty of Social and Psychological Education of Pavlo Tychyna Uman State Pedagogical University are covered, namely through the areas of activity: educational and scientific, leisure, informational and consulting, project, career guidance, mentoring (trainings, seminars, trainings on the creation of startup – projects, trainings for personal growth and development of leadership qualities; master classes). It was concluded that the formation of youth work is traced from a simple form to more modern, improved work with children and youth – in circles, clubs, camps, spaces, hubs, centers.
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Коляда, Наталия Николаевна. "Youth work in Ukraine: new approaches to the strategic sector of social policy." Studia Gdańskie. Wizje i rzeczywistość XIV (June 3, 2018): 69–80. http://dx.doi.org/10.5604/01.3001.0014.2526.
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The article highlights new approaches to youth work, training of youth workers as strategic direction of social policy reform in the context of the draft Law of Ukraine On Youth. Current practice indicates a number of topical issues related to the preparation and formation of professional skills and social competencies of social workers – future implementers of youth policy. In particular, the practice demonstrates the failure of existing forms of training, which are now mostly limited academic training specialists in the social and socio-educational fields in universities. Modernity requires wider distribution of non-traditional and innovative forms of formation of personnel potential in the field of youth work. An example of an innovative approach to youth issues in general and youth training personnel reform is a new draft Law of Ukraine On Youth, developed by a group of MPs, together with the Ministry of Youth and Sports, and experts UNICEF resuscitation reform package. Key areas of the bill are: employment, housing and youth building support young people in difficult circumstances, cultural development, health and physical development, legal protection. Along with the traditional preliminary legal instruments in the field of youth policy, such as informal youth associations, youth organizations, national-patriotic education of youth and others. The draft appears a number of terms that make the content innovative potential of social youth policy, namely vulnerable young people, youth work, youth participation and the Council, Youth Advisory Council, a youth worker, youth center, informal education of young people and others.
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Levchenko, Nataliia. "НАВЧАЛЬНО-МЕТОДИЧНЕ ЗАБЕПЕЧЕННЯ ПІДГОТОВКИ МАЙБУТНІХ СОЦІАЛЬНИХ ПРАЦІВНИКІВ ДО МОЛОДІЖНОЇ РОБОТИ (З ДОСВІДУ УМАНСЬКОГО ДЕРЖАВНОГО ПЕДАГОГІЧНОГО УНІВЕРСИТЕТУ ІМЕНІ ПАВЛА ТИЧИНИ)." Social work and social education, no. 1(10) (May 31, 2023): 138–44. http://dx.doi.org/10.31499/2618-0715.1(10).2023.282278.
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The article notes that educational and methodological support of training future social workers for youth work is an important component of the educational process in a higher education institution. It was determined that the training of future social workers is carried out in accordance with state standards of higher education, educational programs, curricula for the educational levels of bachelor, master, doctor of philosophy. The purpose of the article is to carry out an analysis of educational and methodological support for the preparation of future social workers for youth work. The research used such methods as: analysis, comparison and generalization of scientific, educational, educational and methodological sources on the researched problem,The article highlights the educational components that meet and provide program results and competencies for training future social workers for youth work, among them: youth in modern society, youth policy, social youth policy, theoretical and practical foundations of youth work, theory and practice of youth work , youth work in the field of leisure and volunteering, organization and infrastructure of youth work, training technologies in youth work and others. It was concluded that educational and methodological support for the training of future social workers for youth work at Pavlo Tychyna Uman State Pedagogical University is carried out in accordance with the current regulatory and legal acts of the state and local levels.
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Schmid, Evi. "Upper secondary education for youth at risk: A comparative analysis of education and training programmes in Austria, Norway, Sweden and Switzerland." International Journal for Research in Vocational Education and Training 7, no. 1 (April 29, 2020): 21–44. http://dx.doi.org/10.13152/10.13152/ijrvet.7.1.2.
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Context: Vocational education and training (VET) plays a key role in reducing early leaving from education and training, and integrating youth at risk in upper secondary education. To ensure that more young people complete upper secondary education, the OECD suggests designing interventions that address the specific needs of youth at risk like changes in the standard duration, preparatory or personalised support measures. Based on a comparative analysis of such programmes tailored to the needs of youth at risk in Austria, Norway, Sweden and Switzerland, the objective of this article is to identify different education and training models that these countries employ to include youth at risk in upper secondary education.Approach: The study is based on document analysis; the documents studied are public documents like law texts and white papers from the education authorities as well as research publications. The interventions proposed by the OECD to adapt training programmes to the specific needs of youth at risk were chosen as a basis for the comparative analysis. Further structural characteristics of the programmes complemented the analysis.Findings: The study found four different types of education and training models for youth at risk in Austria, Norway, Sweden and Switzerland: Shortened (Norway, Switzerland), prolonged (Austria), individualised (Austria, Norway and Sweden) and preparatory programmes (Sweden). Preparatory and prolonged programmes aim to help young people to achieve ordinary upper secondary qualifications through preparatory measures, more time or more support. Individualised or shortened programmes aim to adapt education and training programmes to young people's needs by reducing the programmes’ demands. In all four countries, youths have the opportunity to conclude their education with a certificate at a level lower than 'regular' upper secondary education.Conclusion: The four countries surveyed differ widely in terms of educational traditions and the position of VET at upper secondary level. Regarding the integration of disadvantaged youth into education and work, the differences concerning access to upper secondary education, the importance of VET at upper secondary level and the recognition of training programmes for youth at risk may be of particular relevance. Further research is needed to empirically investigate the effectiveness of the identified education and training models as a means of integrating youth at risk into upper secondary education.
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Schmid, Evi. "Upper secondary education for youth at risk: A comparative analysis of education and training programmes in Austria, Norway, Sweden and Switzerland." International Journal for Research in Vocational Education and Training 7, no. 1 (April 29, 2020): 21–44. http://dx.doi.org/10.13152/ijrvet.7.1.2.
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Context: Vocational education and training (VET) plays a key role in reducing early leaving from education and training, and integrating youth at risk in upper secondary education. To ensure that more young people complete upper secondary education, the OECD suggests designing interventions that address the specific needs of youth at risk like changes in the standard duration, preparatory or personalised support measures. Based on a comparative analysis of such programmes tailored to the needs of youth at risk in Austria, Norway, Sweden and Switzerland, the objective of this article is to identify different education and training models that these countries employ to include youth at risk in upper secondary education.Approach: The study is based on document analysis; the documents studied are public documents like law texts and white papers from the education authorities as well as research publications. The interventions proposed by the OECD to adapt training programmes to the specific needs of youth at risk were chosen as a basis for the comparative analysis. Further structural characteristics of the programmes complemented the analysis.Findings: The study found four different types of education and training models for youth at risk in Austria, Norway, Sweden and Switzerland: Shortened (Norway, Switzerland), prolonged (Austria), individualised (Austria, Norway and Sweden) and preparatory programmes (Sweden). Preparatory and prolonged programmes aim to help young people to achieve ordinary upper secondary qualifications through preparatory measures, more time or more support. Individualised or shortened programmes aim to adapt education and training programmes to young people's needs by reducing the programmes’ demands. In all four countries, youths have the opportunity to conclude their education with a certificate at a level lower than 'regular' upper secondary education.Conclusion: The four countries surveyed differ widely in terms of educational traditions and the position of VET at upper secondary level. Regarding the integration of disadvantaged youth into education and work, the differences concerning access to upper secondary education, the importance of VET at upper secondary level and the recognition of training programmes for youth at risk may be of particular relevance. Further research is needed to empirically investigate the effectiveness of the identified education and training models as a means of integrating youth at risk into upper secondary education.
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Piesha, Iryna. "The program «Youth worker» as an efficient tool for the implementation of the youth policy in Ukraine." Social work and social education, no. 2(7) (September 29, 2021): 173–85. http://dx.doi.org/10.31499/2618-0715.2(7).2021.244648.
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In the article there has been presented the analysis of results for implementation of the educational program «Youth worker» for the period of 2014-2021. The aim of the program implementation is the development of the national system for training and skills enhancement of specialists in the youth sphere as well as youth activists – youth workers.
There have been identified major approaches in the training system of the youth workers: means of the non-formal education, three training levels (basic, specialized, for trainers); common trainings for representatives of the state and public sectors; implementation on the national, regional and local levels; interdepartmental interaction; information support.
The program «Youth worker» is being implemented by the Ministry of youth and sport of Ukraine in collaboration with the State institute for family and youth policy and the Development program of the UN in Ukraine (UNDP). The program is being implemented through organization and conducting of educational trainings, a contest for the best practices of work with youth in Ukraine, an all-Ukrainian forum of youth workers, youth exchanges.
Based on the results of the analysis of the «Youth worker» program implementation, there have been identified main conditions for organization of the national system for training and skills enhancement of specialists in the youth sphere: non-formal education as per the 3-level unit system; making up educational topics in accordance with the needs of the youth audience and specialists, who work with youth; a team of national trainers, who are coaching youth workers; scientific and methodological support of the program; collaboration between executive authorities, state facilities and institutions, NGOs, international organizations and funds, scientific and educational institutions; combination of training and practice (trainings, the contest for the best practices, experience sharing on youth forums and through youth exchanges).
The results of the program implementation is the definition of the term «youth worker», given in the Law of Ukraine «On the basic principles of the youth policy», the definition of standardization terms and specialized training procedures for youth workers in Ukraine.
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Levchenko, Nataliia. "FORMATION OF INDIVIDUAL EDUCATIONAL TRAJECTORY OF DOCTORS OF PHILOSOPHY IN SOCIAL WORK IN THE CONTEXT OF PREPARATION FOR YOUTH WORK." Social work and social education, no. 1 (8) (May 27, 2022): 171–82. http://dx.doi.org/10.31499/2618-0715.1(8).2022.262713.
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Reforming all systems of modern society is an important stage in the development of education and science in Ukraine. Training of scientific and scientific-pedagogical staff in the field of social work in accordance with modern requirements of society, issues of research that will be potentially implemented and integrated into the educational process, in the field of social services. The training of doctors of philosophy in social work in Ukraine is an important component of higher education institutions and research institutions. The purpose of the article is to carry out a comparative analysis of selected components of educational and scientific programs in the specialty "Social Work" for the preparation of doctors of philosophy for youth work. The study used such methods as analysis, comparison, and generalization of various sources on the researched problem; comparative analysis of selective components of educational programs for the training of doctors of philosophy in social work in Ukraine in the context of youth work.The article highlights the main educational institutions that train doctors of philosophy at the third (educational and scientific) level of higher education; educational and research programs have been covered, that include the study of selected components related to youth work and youth policy; the names of educational programs of educational institutions and research institutions that provide educational services are given; working programs, syllabi, catalog of selective components of educational and scientific programs of the third (educational and scientific) level of higher education in the context of youth work are analyzed. The publication presents a comparative analysis of the selective educational components of the Social Work educational program of the institutions of higher education and research institutions, identifies and summarizes the number of hours, credits, forms of control, purpose, and main topics of the discipline.It is concluded that according to the comparative analysis of selective educational components of educational and scientific programs of training of doctors of philosophy of the third (educational and scientific) level of higher education it is found that the disciplines have in common credits, hours, forms of control. but different content and purpose, which is a feature that can be attractive to the applicants.
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Kovacheva, Siyka, and Darena Hristozova. "Striding on a Winding Road: Young People’s Transitions from Education to Work in Bulgaria." Societies 12, no. 4 (June 23, 2022): 97. http://dx.doi.org/10.3390/soc12040097.
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The transition from education to work in the global economy is no longer a straightforward one-time move for young people. In Bulgaria, this change started with the transition from a centrally planned economy to a market economy in the 1990s and was accompanied by the arrival of high rates of early school leaving, youth unemployment, and a growing group of disengaged youths (NEETs). The European initiatives in support of youth labour market integration are translated locally, with a narrow focus on “employability” while neglecting the many educational, training, and social needs of young people. The analysis in this paper is informed by the theoretical framework of life course research. It starts with an elaboration of the recontextualisation of EU policies such as the Youth Guarantee in the local realities of socioeconomic structures using Eurostat and national data. Second, we present 4 case studies (selected out of a total of 42 in-depth interviews) of young adults aged 18–30 in order to highlight the ways in which young people’s individual agency filters and influences the institutional policies and practices regulating youth social integration. Our qualitative analysis reveals the multiplicity and diversity of youth journeys into work through the institutions and social structures and the inadequacy of the applied policy measures.
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Koliada, Nataliia, Oksana Kravchenko, and Nataliia Levchenko. "DEVELOPMENT OF YOUTH WORK IN INSTITUTIONS OF HIGHER EDUCATION: ACADEMIC, SCIENTIFIC AND APPLIED ASPECTS." Social work and social education, no. 1(12) (April 30, 2024): 146–57. http://dx.doi.org/10.31499/2618-0715.1(12).2024.305292.
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The article reveals the peculiarities of the development of youth work in institutions of higher education.Youth work is a promising field of professional activity with young people, which requires the development of training and employment of youth workers, the level of popularization of youth work in all regions and cities of Ukraine.The development of youth policy, youth work in institutions of higher education has academic and applied aspects and has gone from an educational discipline to scientific and practical developments.Using the example of Pavlo Tychyna Uman State Pedagogical University, the history of the development of youth policy, youth work from academic discipline to scientific and practical developments is covered. In particular, since 2018, the educational and professional program «Social work (Youth work)» has been implemented at the second level of higher education «master» in the specialty «231 Social work».In the context of the development of youth policy as an educational component, later – a separate educational program, there was a vital need to conduct scientific research in this direction. Initially, these were studies on the history of youth work. Subsequently, the historical-pedagogical vector of research was expanded by scientific investigations into the theory and practice of social work, particularly youth work. Scientific research in the field of youth work, youth policy within the educational and scientific program «Social Work» of the third (educational and scientific) level of higher education (specialty 231 «Social Work», educational degree «Doctor of Philosophy») and scientific program deserve special attention «Theoretical and methodological foundations of training future social workers for youth work» (specialty 231 «Social work», scientific level «Doctor of Sciences»).In 2018, the youth center «START» was established at Pavlo Tychyna Uman State Pedagogical University. The purpose of the center's activity is comprehensive development and self-realization of youth in various spheres of social life, disclosure of their potential, protection of interests and rights, promotion of social formation and development, professional orientation and organization of meaningful leisure time, support of talented, gifted youth.The authors, on the basis of the theory and practice of youth work, taking into account the suggestions of stakeholders, determined the prospects for the academic, scientific and applied aspects of the youth policy in the context of the development of social youth policy in Ukraine.
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Sinaga, Feisal. "Modal Manusia dan Transisi Pemuda Fresh Graduates ke Sektor Digital di Masa Pandemi COVID-19." Jurnal Ketenagakerjaan 18, no. 1 (April 1, 2023): 14–31. http://dx.doi.org/10.47198/jnaker.v18i1.190.
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Youth and digitalization have an essential role in the nation's development Youth as an agent of change, which brings new ideas and innovation. In contrast, digitalization brings changes in terms of efficiency and effectiveness which are able to become a source of new economic growth. The existence of COVID-19 pandemic has caused barriers for youth to enter the workforce since graduate school (school-to-work transition), which is a blessing in disguise as technology adoption accelerates and creates new job opportunities for youth as it requires digital skills. Youth which are considered as adaptive to technology by nature, are considered to have the opportunity to increase their work participation through transitioning jobs to the digital sector. This study aims to analyze the influence of human capital in the form of education and training in fresh graduates' youth on opportunities to transition jobs to the digital sector. The data source and method used resulted from the August 2021 National Labor Force Survey (Sakernas) and multinomial logistic regression. The study result shows that education and training influence youth's transition to the digital sector. Young fresh graduates with higher education have a 1.491. times higher tendency to make the transition to the digital sector. Participation in training for youth will also increase the tendency of 1,525 times for youth with secondary education and 1,239 times for youth with higher education to transition to the digital sector. Pre-Employment Program (Prakerja) participation will also increase the tendency by 1,314 times to transition to the digital sector. Other findings show that higher educational attainment and training participation will reduce the tendency for young fresh graduates to transition to the non-digital sector and choose to be unemployed, which indicates that it is consistent with work decision theory that the higher the investment in education and training, the higher the reservation wage will also be.
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Levchenko, Nataliіa. "Contents of training of future youth work social workers: from the experience of Uman State Pedagogical University." Social work and education 8, no. 3 (September 30, 2021): 352–63. http://dx.doi.org/10.25128/2520-6230.21.3.4.
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The relevance of the study is that modern youth is the subject of special attention of modern society, because the change of socio-economic and political system of Ukraine has had an ambiguous impact on the consciousness and behavior of the younger generation. Today, democratic processes are observed in various spheres of life, civil society is being developed, and opportunities for personal development, initiative and creativity are being provided. The future of the state largely depends on the civic position of the younger generation, this fact increases the importance of managing the processes of national-patriotic formation of future youth work social workers in the process of studying in a higher education institution. The purpose of the article is to analyze the specifics of the educational and professional program "Social Work (Youth Work)" to prepare future youth work social workers at Pavlo Tychyna Uman State Pedagogical University. Research methods: systematic, problem-targeted, normative-comparative analysis of sources; content analysis of documentation, educational programs, curricula, content of active educational programs of educational components; screening of websites of higher education institutions that train future social workers for youth work. The article highlights the relevance of the introduction in the educational process of training future youth work social workers such disciplines as “Theory and practice of youth work”, “Youth in the modern community”; the content and structure of compulsory educational components of the educational-professional program “Social work (Youth work)” are revealed; methods of teaching and learning, criteria for evaluating learning outcomes of a program are presented; general and professional competencies and learning outcomes of a program are regulated and analyzed - regulated by academic disciplines. The peculiarities of the educational program for the preparation of future youth work social workers from the experience of the Faculty of Social and Psychological Education of Pavlo Tychyna Uman State Pedagogical University are determined.
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Jeznik, Katja. "Social images of youth as a challenge for mentoring work." Andragoška spoznanja 22, no. 2 (June 28, 2016): 39–52. http://dx.doi.org/10.4312/as.22.2.39-52.
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The article examines the image of youth participating in vocational education and training in Slovenia, and discusses the importance of that image in understanding the role of mentors in practical training. We begin by examining the image of youth as a group and then proceed to the image of vocational school students. The image of youth both as a group and as the subgroup of students in vocational education seems to split in several directions. On the one hand, young people are seen as the rescuers of problems of the so-called Western society, while on the other hand they are understood as the problem and viewed as disinterested, narcissistic and egoistic, an image further extended, in the case of students enrolled in vocational education, to describe them as incompetent, undisciplined, lacking manners, having low motivation and lacking responsibility. Students in vocational schools are significantly different from their peers when it comes to academic success and this difference can be interpreted as a consequence of the students’ environment. The present system of vocational education does not minimize the discussed difference, but instead actually reproduces and deepens it.
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EWEGBENRO, Elizabeth Funke, and OIKU Peter. "Contributions of Students’ Exposure to Students Industrial Work Experience Scheme (SIWES) Towards Students’ Entrepreneurial Interest in Oyo State." International Journal of Education and Evaluation 9, no. 7 (October 16, 2023): 147–59. http://dx.doi.org/10.56201/ijee.v9.no7.2023.pg147.159.
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Involvement in entrepreneurial activities is a major factor in curbing unemployment among the youths in Nigeria, yet not so many youths are involved in business for so many reasons ranging from lack of fund, inconsistency in government policy, economic background of the youth among others. This study examines the effect of students’ industrial work experience scheme on entrepreneurial interest of NCE students at Emmanuel Alayande College of Education, Oyo. The specific objectives of the study were to assess the various skills acquired by students during industrial training, identify the level of exposure of students to the industrial training programme
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Levchenko, Nataliіa. "«YOUTH» AND «YOUTH WORK»: MEANING OF CONCEPTS." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 2(49) (December 18, 2021): 85–91. http://dx.doi.org/10.24144/2524-0609.2021.49.85-91.
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Youth is the predominant component of modern Ukrainian society, major factor of socio-economic progress, the driving force of youth work. The purpose of the article is to analyze the semantic content of the basic concept of «youth» in the context of the development of youth work as a field of scientific and practical activities. Research methods: on the basis of the analysis of scientific literature and legal documents, comparison of scientific sources and regulations characterizing a subject of research, the basic aspects of conceptual-terminological content of concepts «youth» and «youth work» are covered; synthesis and generalization of scientific and regulatory sources helped to form definition of the basic concepts of the study. The article analyzes the definition of «youth», «youth work» in the scientific and formal business literature; the main tasks of youth work are defined; It is noted that young people are the bearers of great intellectual potential, new and modern knowledge from various spheres of public life. The research uses such methods as analysis, comparison and generalization of scientific sources on the researched problem. The study highlights the main needs of young people: social and economic; adherence to a healthy lifestyle; involvement in public life; national and patriotic identity; tolerance; assessment of the effectiveness of public policy; the values of youth are determined in the following directions: values of youth, efficiency of youth policy (assessed by youth); civic and political activity of youth; participation and role of youth in the processes of state reformation; training, education; mobility and migration guidelines for young people; family and family values of young people.We have determined that youth work is work with young people, which is aimed at: personal and professional development with the acquisition of relevant competencies; youth participation in public life; involving young people in planning and decision-making at the local, regional and national levels.
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Elfeky, Mostafa Mohamed Ahmed, Muhammed Abu-El Hamd Sayed Ahmed, Walid Atef Mansour Elsayad, and Mohammed DAhim Faihan Alotaibi. "Activating the Practice of Social Work in Confronting Intellectual Extremism of University Youth." International Journal of Early Childhood Special Education 13, no. 2 (December 2, 2021): 1086–96. http://dx.doi.org/10.9756/int-jecse/v13i2.211153.
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The study aimed to Determine the level of the professional practice of social work in confronting the intellectual extremism with university youth. determine the relation between the level of professional practice of social work in confronting the intellectual extremism for university youth and variables (gender, geographical territory of faculty, specialization of faculty, age, qualification, training courses), And Rais a group of procedural suggestions to activate the professional practice of social work in confronting the intellectual extremism with university youth, The study used the descriptive method through a social survey applied in youth welfare departments in faculties of Al – Azhar University in all governorates a questionnaire was applied on (128) social workers, The results showed that level of social workers’ practice at Youth Care offices, Al Azhar University from perspective of the generalist practice in dealing with intellectual extremism phenomenon reached 60.14% which is a medium ratio that reflects weakness of familiarity with knowledge and skills of generalist practice of social work and hence weakness of ability to employ social work profession in dealing with various systems related to intellectual extremism phenomenon.
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Veigel, Maarika, and Triinu Reedik. "OPPORTUNITIES OF IMPLEMENTING OUTDOOR EDUCATION IN YOUTH WORK: ON THE EXAMPLE OF TALLINN YOUTH CENTRES." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 26, 2016): 363. http://dx.doi.org/10.17770/sie2016vol2.1395.
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Nature as a natural living environment is important in the development of young people, but their lifestyle doesn’t support it. Youth workers have a major role in guiding young people to interesting activities in nature and outdoor, sharing relevant information as well as being an example. The research problem: what kind of opportunities were given to the youth, spending time in Tallinn youth centres, to participate in outdoor activities in the youth workers opinions and how to improve them? The aim of the research was to map the opportunities and needs to implement outdoor education in youth work in order to arouse interest in outdoor activities among the youth.For qualitative data collection semi-structured interviews were carried out (in February, 2015) in nine Tallinn youth centres out of ten. Therefore, the results can be generalized to all Tallinn youth centres. It was found that different opportunities for implementing outdoor education were used in Tallinn youth centres, but a large part of the potential is still unused. The workers in Tallinn youth centres feel the need to receive training about the methods, games and use of technical and interactive devices in carrying out outdoor activities for the youth.
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Rosie, Anthony. "’Pagan Knowledge’: a case study of post-modern theorising and youth work training." British Educational Research Journal 22, no. 3 (June 1996): 331–46. http://dx.doi.org/10.1080/0141192960220306.
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Shtompel, Kostiantyn. "FORMATION OF COMMUNICATIVE COMPETENCE IN FUTURE SOCIAL WORKERS USING THE MEANS OF YOUTH WORK." Social work and social education, no. 2(13) (October 29, 2024): 220–26. https://doi.org/10.31499/2618-0715.2(13).2024.316823.
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The article, based on the analysis of theory and practice, characterizes the features of the formation of communicative competence in future social workers by means of youth work.It has been established that youth work is a relevant direction of youth policy development today – a promising field of professional activity with young people, which requires the development of training and the field of employment of youth workers, the level of popularization of youth work in all regions and cities of Ukraine. According to the terminology of the Council of Europe in the fields of youth policy, human rights and non-formal education, the concept of «youth work» is defined as a tool for personal development, social integration and active citizenship of young people.A key aspect of the development of youth policy and youth work is the staffing of youth infrastructure for state authorities and local governments. This involves the creation of a system of training, retraining and advanced training of specialists in the field of youth policy. Regular training of employees whose activities are directly related to the implementation of youth policy is also important.The author analyzed scientific, educational and methodological sources in order to identify the main approaches to defining the concept of «communicative competence».It was found that an effective means of forming the communicative competence of future specialists is youth work as a field of professional activity that is focused on young people and contributes to improving the conditions of personal and social growth of young people in accordance with their needs and capabilities, supporting their spiritual and physical development.The theoretical-practical and organizational-methodical aspects of the formation of the communicative competence of the individual by means of youth work are highlighted as prospects for further research.
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Vintere, Anna, and Inese Ozola. "REVISITING GROUP WORK METHOD IN THE CONTEXT OF NON-FORMAL EDUCATION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 5 (May 20, 2020): 313. http://dx.doi.org/10.17770/sie2020vol5.5020.
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The use of group work in non-formal education has been practiced for many years. Researchers mention that group work may be mutually beneficial for learners in terms of the acquired knowledge, however, group work participants might be carried away by dealing with relationships within the group. In recent years, various international projects of training courses for youth and adult educators choose learner-centred group work or workshop format instead of traditional teacher-centred lecturing style. Also, generation of millennials who are digital residents and are more accustomed to technologies and telephones than face-to-face interaction requires more detailed preparing of the activities of the group work. Young adults prefer to work with facilitators who are approachable, supportive, good communicators, and good motivators. According to the previous research results, during the work group learners develop critical thinking skills, time management skills, team work and presentation skills, tolerance and other skills. The present paper is an attempt to research the strengths and weaknesses of the group work method in non-formal education in the framework of two international project activities: Nordplus adult education project “Design thinking method for creative tackling unemployment” and international youth training of Erasmus+ project "You(th)r Culture". The conclusion gives the summary of the findings of the research, focusing on the benefits of using of the group work method for the multinational audience of adult educators and youth, as well as identifying the main differences in its implementation for the relevant audiences.
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Korotaj, Tomislav, James Ming Chen, and Nataša Kurnoga. "School-to-Work Transition in the Youth Labor Market in Central and Eastern Europe: A Cluster Analysis Approach." Business Systems Research Journal 15, no. 2 (October 10, 2024): 100–139. http://dx.doi.org/10.2478/bsrj-2024-0020.
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Abstract Background This study analyzes education, training, and the youth labor market in central and eastern Europe. Objectives This study aims to evaluate similarities and differences in youth labor markets among eleven central and eastern European countries from 2008 to 2021. It specifically examines three aspects: wage ratios, early departure from education or training, and the share of the population not in employment, education, or training. Methods/Approach This study applies hierarchical clustering and multidimensional scaling to panel data. The complete-link method organizes countries into clusters. This study combines three-dimensional Cartesian projections and two-dimensional projections based on multidimensional scaling with dendrograms and heatmaps, to graphically illustrate the "school-to-work" transition across this region. Results Clustering highlights the Visegrád countries, the Baltics, and the Balkans as zones with internally homogeneous yet externally heterogeneous challenges for the youth generation. As the outliers in each of these regions, Poland, Estonia, and Bulgaria support clustering solutions that deviate from conventional understandings of central and eastern Europe. Conclusions Historical and geographical ties continue to define this region’s youth labor markets across political and economic dimensions. Clustering analysis identifies triumphs and struggles in policymaking in some of the poorest and most politically challenging member-states of the European Union.
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Ryan, Paul. "The School-to-Work Transition: A Cross-National Perspective." Journal of Economic Literature 39, no. 1 (March 1, 2001): 34–92. http://dx.doi.org/10.1257/jel.39.1.34.
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School-to-work patterns and issues are discussed for seven economies (France, Germany, Japan, the Netherlands, Sweden, the United Kingdom, and the United States). The emphasis is placed on differences across countries in the current labor market position of young people and recent trends therein, along with the institutions that regulate youth education, training, and employment. The power of public policies—including labor market deregulation, labor market programs, vocationalization of education, and apprenticeship—to improve youth outcomes is discussed, drawing on national evaluation literatures. Evidence of extensive policy failure points up the need to develop nationally appropriate institutions to improve school-to-work transitions.
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Greene, Michael B. "Chronic Exposure to Violence and Poverty: Interventions That Work for Youth." Crime & Delinquency 39, no. 1 (January 1993): 106–24. http://dx.doi.org/10.1177/0011128793039001007.
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Adolescents who are chronically exposed to violence and poverty respond with rage, distrust, and hopelessness. Successful programs for these youth include nine essential elements: street outreach and referral; needs and interest assessments; provisions for supportive, personal relationships with adults; availability of role models; peer group discussions; family interventions; neighborhood projects; education and job preparedness training; and program objectives. Neighborhood youth centers should engage youth in program planning and program operation. Success cannot be achieved without a deeply ingrained faith that our young people can be resourceful and energetic agents of constructive and productive change.
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Кулалаєва, Наталя, and Сніжана Леу. "WORK-BASED LEARNING INVOLVING THE DUAL EDUCATION ELEMENTS." Науковий вісник Інституту професійно-технічної освіти НАПН України. Професійна педагогіка, no. 18 (June 24, 2019): 162–68. http://dx.doi.org/10.32835/2223-5752.2019.18.162-168.
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The article analyses the dual education capacity for implementing work-based learning (WBL) for future skilled workers in order to improve the quality and enhance their professional training practice orientation. It is emphasised on information accumulating in the national scientific-pedagogical dimension on dual education elements introducing into future skilled workers professional training. Therefore, the appropriate issues on relevance, expediency, perspective and necessity are actively studied. It is noted that dual education applying is to create real production situations, assure cooperation of students and experienced mentors from enterprises, and demonstrate students’ autonomy and initiative in the workplace. It also represents the students’ involvement into professional culture and their professional identity, recruitment possibility for the youth of appropriate qualification, strengthening the practical component of professional (vocational) education (P(V)E) system, etc. It provides characteristics for WBL activities and its main forms: work experience, traineeship, work-shadowing, mentoring, apprenticeship, cooperative learning, partnership-based learning, internship or work placement.
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Srijani, Ninik, Ramadhan Prasetya Wibawa, Intan Rafika Dewi, Ervi Aulia Rahma, and Aning Prasetyo Sari. "Analysis Of Youth Characteristics Not in Education, Employment, Or Training (NEET)." Economic Education Analysis Journal 12, no. 2 (June 30, 2023): 42–50. http://dx.doi.org/10.15294/eeaj.v12i2.68867.
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This study aims to determine the characteristics of NEET and the macro conditions in which the individual lives against the probability of an individual entering the NEET group (NEET status) in Madiun. This research uses a qualitative approach, with a purposive sample with certain considerations with informants a few 20 alumni of economics education in 2020-2022 who are not yet working. The results show factors that influence a person to become a NEET such as age, education and job qualifications needed in the field, and not having a link to work. Some informants are still choosing and sorting out the jobs to apply for, want to enjoy the process of consulting someone in the neighborhood, have fun instead of working and come from rich families. Informants have all the characteristics of NEET, namely not wanting to work and looking for work, anti-social, depending on other people to fill their days with less useful activities. The visible characteristics of NEETs are that they must fulfill their own needs, in order to actualize themselves. Starting from meeting physical needs, the need for security, being recognized by society, feeling affection, and being valued so that they are able to achieve the best version of themselves. Starting from improving relations with family, then trying to get out and socialize with society.
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Utkina, O. N. "Management of training personnel for the service sector of youth educational tourism." Economics and Management 28, no. 4 (May 1, 2022): 377–87. http://dx.doi.org/10.35854/1998-1627-2022-4-377-387.
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Aim. The work aimed, based on the analysis of current trends in the development of the service sector of youth educational tourism, to identify the conditions for effective management of personnel training for it with the maximum involvement of young people.Tasks. The work was performed to characterize the current trends in the development of the service sector of youth educational tourism; consider the personnel training management model for this area, and justify the conditions for its effective application.Methods. The trends in the development of the service sector of youth educational tourism, the personnel training management model for this area and the conditions for its effective application were considered using general methods of scientific cognition.Results. Certain trends in the development of the service sector of youth educational tourism are registered, namely the increasing importance of youth educational tourism as a tool to meet the needs of young people in continuous self-development and raising the level of education and professionalism; lack of professional staff for the service sector under study; an increase in the role of programs of additional professional education and vocational training, the implementation of which requires the presence of a practical component at the enterprises of partneremployers; strengthening the role of volunteer communities, including with the involvement of professional young specialists.Conclusion. The study revealed that the conditions for effective management of personnel training for the service sector of youth educational tourism include the systemic nature of personnel training, including in youth educational tourist centers operating under educational organizations; development of the volunteer movement at these centers as a contemporary tool for interacting with the consumer, monitoring the effectiveness of personnel training in the centers based on criteria-based assessments, managing risk factors as a guarantee of consumer safety.
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Ford, Bridgie Alexis. "Multicultural Education Training for Special Educators Working with African-American Youth." Exceptional Children 59, no. 2 (October 1992): 107–14. http://dx.doi.org/10.1177/001440299205900203.
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Inservice training in multicultural education helps provide special education classroom teachers with the additional competencies needed to work more effectively with African-American students with disabilities. A pilot study was conducted to assess the perceptions of special education administrators in Ohio about multicultural inservice training and the nature of their exposure to multicultural education. Results indicate that special education administrators perceive that special education teachers should be involved in multicultural educational training programs with special emphasis on African-American students and their families. The results also reveal that personnel responsible for conducting such inservice programs may lack formal training. Author recommendations include the need for special educators to actively participate in high-quality, ongoing, multicultural education inservice programming conducted by personnel who have been formally prepared.
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Baldridge, Bianca J. "On Educational Advocacy and Cultural Work: Situating Community-Based Youth Work[ers] in Broader Educational Discourse." Teachers College Record: The Voice of Scholarship in Education 120, no. 2 (February 2018): 1–28. http://dx.doi.org/10.1177/016146811812000206.
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Background/Context The current educational market nestled in neoliberal and market-based reform efforts has shifted the nature of public education. Community-based educational spaces are also shaped within this context. As such, given the political and educational climate youth workers are situated in, their role as advocates, cultural workers, and pedagogues warrants greater exploration within educational scholarship. Although previous scholarship captures the significance of community-based youth workers in the lives of marginalized youth, their voices and experiences are absent from broader educational discourse. Subsequently, community-based youth workers’ relationship with schools, engagement with youth, and their pedagogical practices remain underutilized and undervalued. Purpose The purpose of this article is to highlight the critical space youth workers occupy in the academic, social, and cultural lives of Black youth within community-based educational spaces. This article critically examines the intricate roles that youth workers play in the academic and social lives of youth and proposes deeper inquiry into the practices of youth workers and implications for broader education discourse. Setting The study takes place at Educational Excellence (EE), a community-based educational program operating after school in the Northeastern part of the United States. Research Design This study employed a critical qualitative design with ethnographic methods. Participant observations occurred at program events for youth and their families over 13 months, events during the holidays (2), middle and high school retreats (2), staff retreats (2), parent orientation meetings (4), curriculum planning meetings (13), and staff-development trainings (10). In order to triangulate participant observation data, every youth worker was interviewed individually (n = 20) and observed during (or in) staff meetings, organizational events, and interaction with coworkers and students in the program. A total of three focus groups, lasting between 60 minutes and 90 minutes were held with participants. Findings/Results Findings indicate that a combination of factors contributes to the important role that youth workers play in the lives of students. From their vantage point, youth workers are community members that have extensive knowledge of the current educational landscape and the ways in which it shapes the experiences, opportunities, and outcomes of youth in their program. As former school administrators, teachers, and life-long community-based educators, youth workers’ understanding and analysis of students’ experiences in schools is extremely significant to their understanding of educational problems and the needs of their students. As such, youth workers were able to revive students through culturally responsive and relevant curricula and engagement that gave students an opportunity to think critically about the world around them and to also think more deeply about their social, academic, and political identities. Conclusions/Recommendations Youth workers within community-based educational spaces serve as essential actors in the lives of young people. Recognizing and validating these educators and community-based spaces as distinct, equally important, and complimentary spaces to schools and classroom teachers is an essential step in the process of reimagining the possibilities of youth work in community-based settings and in broader conceptions of educational opportunity. Further research and practice should recognize community-based spaces as vital sites of learning and growth for young people. In addition, education research and policy should acknowledge the distinct value and pedagogical practices of community-based educational spaces from traditional school spaces.
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Veigel, Maarika. "PERSONALITY FACTORS AS BASIC ELEMENTS OF THE ESTONIAN YOUTH WORKERS´PROFESSIONAL GROWTH." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 5 (May 21, 2019): 292. http://dx.doi.org/10.17770/sie2019vol5.3691.
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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.
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Liang, Jianqiang, Guat Tin Ng, Ming-sum Tsui, Miu Chung Yan, and Ching Man Lam. "Youth unemployment: Implications for social work practice." Journal of Social Work 17, no. 5 (May 13, 2016): 560–78. http://dx.doi.org/10.1177/1468017316649357.
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Summary This article discusses a missing but emergent role of social work with unemployed young people. The authors highlight the transitional and structural factors of youth unemployment. Using a social work lens, the “Youth Employment Network” (YEN) is discussed and the International Labour Organization’s “4Es” (employability, equal opportunity, employment creation, entrepreneurship) framework is elaborated. This article adds a fifth “E” (Ecological connection) and proposes a “5Es” model for social workers to support unemployed young people to overcome transitional and structure barriers for employment. Findings Limited social work programs, studies, or evaluations are targeted for unemployed young people despite historical concern with employment conditions of workers and suggest the instrumental role in research, policy and practice concerning the unemployed young people. Applications Recommendations are provided in terms of how to implement the 5Es in policy, education, training, and direct practice of social work in youth employment.
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Mkrttchian, Vardan, Liliya Rozhkova, Olga Salnikova, and Svetlana Vlazneva. "Formation and Development of Educational Potential of Russian Unemployed Adolescents." International Journal of Virtual and Personal Learning Environments 11, no. 2 (July 2021): 48–64. http://dx.doi.org/10.4018/ijvple.2021070104.
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The problem of educational potential and work potential is multifaceted. First, it is necessary to increase their rational use for sustainable development of the country. Secondly, the value components of educational potential and work potential of young people are unstable and contradictory. This fact leads to socio-cultural features and has an impact on the level of development of the social potential of modern youth. This work addresses the status roles of the unemployed, types of their employment behaviour, attitudes to education, training, retraining, self-development of unemployed youth as a specific social group. The features of value components of educational potential and work potential of the Russian unemployed youth in modern conditions are analyzed based on authors' research. The article analyzes the possibility of using various systems and technologies of training, including traditional, electronic, distance; it also reveals modern methods and techniques of training and offers a model of distance learning for young unemployed.
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CHÁVEZ, VIVIAN, and ELISABETH SOEP. "Youth Radio and the Pedagogy of Collegiality." Harvard Educational Review 75, no. 4 (December 1, 2005): 409–34. http://dx.doi.org/10.17763/haer.75.4.827u365446030386.
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In this article, Vivian Chavez and Elisabeth Soep explore the collaboration among youth and adult participants at Youth Radio, a broadcast-training program in the San Francisco Bay Area. At Youth Radio, participants transcend the conventional relationship between adult "teachers" and youth "learners" to coproduce media products. Chavez and Soep introduce the concept of "pedagogy of collegiality" to describe this process. Using two case studies, they demonstrate the four features of this pedagogy: joint framing, youth-led inquiry, mediated intervention, and distributed accountability. Chavez and Soep articulate a framework that recognizes the asymmetrical relationships among adults and disenfranchised youth while presenting a nuanced alternative. Their work contributes to the growing literature illuminating the role of youth media as a tool for expanding democratic participation.
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Jabran, S., S. Smith, Y. Fatima, and S. King. "O007 Sleep health promotion in Aboriginal and Torres Strait Islander communities: untapped potential of Indigenous youth workers as sleep coaches." SLEEP Advances 2, Supplement_1 (October 1, 2021): A4. http://dx.doi.org/10.1093/sleepadvances/zpab014.006.
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Abstract Purpose The lack of culturally appropriate sleep health programs and community-led support services are significant barriers to sleep health promotion in Indigenous communities. This project offers Australia’s first-ever training and upskilling program for Indigenous youth workers (IYWs) to work as “Sleep Coaches” in Indigenous communities. Methods Key stakeholders, i.e., community elders, service providers, Indigenous youth and sleep scientists, were consulted to develop a training program for IYWs. Stakeholder consultations ensured community ownership of the program, facilitated co-design of educational and training activities, and integrated traditional and scientific sleep health knowledge for developing sleep health resources. Results Consultations with the advisory group (n=48) identified the need for a multipronged approach for IYWs capacity building. The education and training activities are centred around sleep and include cultural training to cover Indigenous Australians’ understanding and interpretation of sleep health, youth mental health first aid training, and participation in youth alcohol and drug education workshops. For sleep education, two blocks of activities, i.e., foundation and advanced level, are offered to cover triaging, sleep education/support and monitoring. An interactive tool for diabetes education in Indigenous communities (FeltMan/FeltMum) has been adapted to offer culturally appropriate sleep education. Conclusion IYWs’ capacity building as sleep coaches is an innovative way to empower Indigenous communities to embrace sleep health. Going forward, the program will engage with youth mental health services to evaluate the program effectiveness and transferability to other Indigenous communities. There is a need to define the scope of practice and certification to ensure compliance with industry standards.
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Chauke, Thulani Andrew. "Skills Learnt in Youth Work Practice Necessary for the Digital age: A Qualitative Study of NEET Youth." Research in Social Sciences and Technology 9, no. 1 (March 29, 2024): 351–68. http://dx.doi.org/10.46303/ressat.2024.20.
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Not in education, employment and not in training (NEET) youth as vulnerable groups need to learn and relearn new set of skills needed for the digital age since traditional jobs will be replaced with new jobs that will demand a new set of skills. The study aims to explore the perspectives of NEET youth on the skills they had learnt in youth work practices that are necessary for the digital age. A qualitative approach was employed to guide the gathering and analysis of the data. Some of the skills learnt in youth work practices include business acuity, digital skills, active citizens, and teamwork skill. To improve youth work practices in the digital age, this study recommends that youth workers need to have intensive knowledge so they can implement youth work activities effectively and improve the outcomes of NEET youth in the digital age.
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Musa, Siti Fatimahwati Pehin, and Khairul Hidayatullah Basir. "Youth Unemployment and The Rentier Economy in Brunei: Lessons from Norway." ‘Abqari Journal 20, no. 2 (November 9, 2019): 1–22. http://dx.doi.org/10.33102/abqari.vol20no2.211.
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This study is a comparative analysis between two rentier economies namely Brunei and Norway. Brunei is an oil-rich country however currently experiencing growing youth unemployment; recorded at 28.4%, the highest value recorded by International Labour Organization (ILO) so far for Brunei over the years. This qualitative study uses focus groups to investigate the issue of youth unemployment and occupational aspirations. The thematic analysis conducted revealed that occupational aspirations of youths in Brunei are very much related to the economic conditions, more specifically the rentier economy. This gives rise to a ‘rentier mentality’ of youths in Brunei whereby there is a tendency for youths to aim towards prestigious occupations. Norway’s education and labour market policies can be seen as a role model for Brunei due to its similar rentier economy and more so for having one of the lowest youth unemployment level in the world i.e. 9.4% in 2017. This study found that the key lessons from Norway for Brunei lie in the diverse education system which not only focuses on the academics but places greater emphasis on vocational training and entrepreneurial skills. This results in youths that are ready for the labour market and a smooth transition from education to work.
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Sihombing, Lukertina, Mochamad Soelton, Eko Tama Putra Saratian, Harefan Arief, and Margono Setiawan. "ENTREPRENEURSHIP EDUCATION FOR MSMES AND YOUTH ORGANIZATION (KARANG TARUNA)." ICCD 2, no. 1 (November 28, 2019): 76–79. http://dx.doi.org/10.33068/iccd.vol2.iss1.239.
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According to data from the Ministry of Manpower (Menaker) in 201 8 the number of entrepreneurs who grew in Indonesia rose 3.4% from the previous year of 3.1%. This growth exceeds International Standards of 2%. This growth rate is still very small for other ASEAN neighboring countries such as Malaysia which has grown 5%, Thailand has grown 4% and Singapore has grown to 7%. Chinese entrepreneurship growth has reached 10% and Japan has reached 11%. By looking at the comparison of the growth achievements of other countries , Indonesia is expected to become more competitive. To be able to achieve an increase in entrepreneurial growth, the government must work together with major companies to provide education and training entrepreneurship. Community empowerment by conducting entrepreneurship training and development aimed at Micro, Small and Medium Enterprises and Youth Youth Organization . In addition, there is also a need for training on how to get access to funding in creating a new company. As is known, one of the obstacles in creating new entrepreneurs is funding. . Entrepreneurs are considered to have a special role in innovation and bringing social change, traditionally from a macroeconomic perspective (Bosma et al, 2012).
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Mcintyre, Thomas. "Behaviorally Disordered Youth in Correctional Settings: Prevalence, Programing, and Teacher Training." Behavioral Disorders 18, no. 3 (May 1993): 167–76. http://dx.doi.org/10.1177/019874299301800305.
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Youth with behavioral disorders are prominent in correctional settings. Due to a number of circumstances, their educational needs are not being adequately addressed. This article discusses issues regarding programing for these students and the training of teachers who work with them.
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Refdinal, Refdinal, Junil Ardi, and Purwantono Purwantono. "Welding Competence Training at Dropout Youth." Teknomekanik 2, no. 1 (June 2, 2019): 29–38. http://dx.doi.org/10.24036/tm.v2i2.4072.
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The problem with partners is drop out youth who do not have competence. The condition of the community dropping out of school and working as unskilled labourers has an impact on the low level of public welfare. The distance between the Dharmasraya district and the provincial capital has an impact on the contrast of the quality of education carried out which causes the community to not understand the importance of education. So that some of the human resources in Dharmasraya have become manual labourers in plantations and factories. The purpose of implementing this service activity is to provide a solution to the problems faced by the community, especially for school dropouts. Most of the dropout youths who are junior high school (SMP) level do not have special competencies that make them have added value. The work carried out by this young man is only limited to gardening and does not guarantee economic prosperity. Through this service activity, TIM strives to provide competency in the welding field that can be used to open a business that is much needed by the community. The training activities were designed for 3 days which will be held from October 12 to October 14 2018. The speakers in this activity were Drs. Purwantono, M.Pd, who has a BNSP level I welding certificate and the second speaker is Junil Adri, M.Pd.T who has a BNSP level III welding certificate. On the first day, the speaker will convey the basic concepts in the welding process and demonstrate how to make weld grooves and connect the plate in the welding process. On the second day, the speakers began to invite participants to design products that could be made through welding activities in accordance with the needs of the community. In this activity, TIM directed to make a trellis fence. TEAM began to guide participants in the process of making a trellis. On the third day, the TEAM provided direction on how to weld entrepreneurial opportunities in the field. The chairperson of the service with TIM asked the kenagarian to be able to accommodate the birth of new entrepreneurs for youth who could make independent and productive people.
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García-Fuentes, Juan, and José Saturnino Martínez García. "Los jóvenes “Ni-Ni”: Un estigma que invisibiliza los problemas sociales de la juventud." education policy analysis archives 28 (February 3, 2020): 20. http://dx.doi.org/10.14507/epaa.28.4652.
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This article is aimed at thinking about NEET (Not in Education, Employment, or Training) youth and at proving experientially that the NEET concept is a way to hide social problems impacting youth because it does not take into account the structural restrictions that lead to this situation. This situation has become a pattern of social imbalance, where the lack of work experience promotes a vulnerable situation for those who just start to enter the labour world, which may leave “scars” in their lives. We present an analysis on youth transitions, where not every youth achieves to get out of job insecurity as an adult. An uncertain market of low wages is unsafe and flexible, and does not address the necessities of youth, who are paralysed in a socioeconomic crisis with few opportunities. This article approaches a selection of bibliographical sources and describes the information collected by the Working Population Survey (WPS) about the evolution of NEET, its relation with the job market, and the reasons why these youth do not look for employment. We conclude by arguing that weak work prospects end up deteriorating the citizen rights of the youth population.
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Kovalchuk, Vasyl. "Civic Consciousness Development Of Youth In The Context Of Educational Reforms: The US Experience." Comparative Professional Pedagogy 5, no. 2 (June 1, 2015): 13–19. http://dx.doi.org/10.1515/rpp-2015-0034.
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AbstractThe article analyzes the experience of patriotic education and civic consciousness of youth in the United States. The author shares his experience of training under the programme “Civic consciousness development of youth in the context of educational reforms” of the US Agency for International Development (USAID).It has been found that the main course of civic education syllabus in the USA is the formation of political culture, legal awareness, the culture of interethnic relations, work motivation, awareness of moral values, the understanding of freedom, the culture of interethnic relations, the development of work motivation, fostering in children respect for work and realization of its role in people’s life. Civic education in US schools is performed in four ways: as a school subject; as a form of interdisciplinary activities in education; as a form of extra-curricula activities; as a way of school life which develops democratic behaviour.The article analyzes the role of public organizations in civic education of youth and defines the lines of their activities as well as a problem of low efficiency of civic education in Ukraine caused by the following reasons: conventional perceptions that civic education does not require special attention; the lack of concurrency in civic education curriculum implementation; the lack of consistency in training and professional development of civic education teachers, in sharing positive experience, coordination of activities and monitoring.
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Martynyuk, I. "Motivation of training of modern student youth." Fundamental and applied researches in practice of leading scientific schools 29, no. 5 (August 31, 2018): 33–39. http://dx.doi.org/10.33531/farplss.2018.5.04.
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The article presents the results of the research of the dominant motives of studying modern students, the correlation of internal and external motivation of their educational activities, the place of knowledge and development among terminal values and education among the instrumental values of students, expressiveness of need in knowledge and the formation of their motivation component of their readiness for self-education activities. To research the motivation of studying modern students were used such techniques: technique for diagnostics the motives of learning (in the modification of A. Rean, V. Yakunin), the technique of diagnostic the internal motivation of the learning by T. Dubovytska, technique “Valuable orientations” by M. Rokich, technique “SAMOAL”, the authorʼs questionnaire “I am learning a profession”. In the process of analysis of the results, methods of descriptive statistics were used: the definition of mean value and frequency analysis. An empirical study was conducted during the 2017-2018 years. Respondets were students of I-IV courses and masterʼs degree of National University of Life and Environmental Sciences of Ukraine (specialties: social work, psychology, agroengineering, forestry, constraction and civil engineering, economic cybernetics), Ternopil Volodymyr Hnatiuk National Pedagogical University (specialty: psychology), National Pedagogical Dragomanov University (specialty: psychology), Yuriy Fedkovych Chernivtsi National University (specialty: publishing and edition), a total of 321 persons.
It is substantiated that the most students motivate their educational activity with the desire to become a highly skilled specialist, to ensure the success of future professional activities, to acquire deep and solid knowledge, to obtain intellectual satisfaction and receive a diploma. The dominance of internal incentives to study in students before external ones is indicated. There is described the attitude of respondents to knowledge, development, education as an average by value in term of the goals that should be sought, and ways of acting in any situation. The average level of expression of the need to know of respondents is highlighted. The high motivational component of studentʼs readiness for self-education is substantiated: the dominance of a positive attitude towards the chosen profession, an understanding of its requirements and its abilities, an awareness of the importance of improvement in activity, cognitive interest, the presence of a responsibility, the ability to set goals and make efforts for its achievement, to plan its activities. The prospects for organizing the educational process in universities are outlined, taking into account the identified peculiarities of the motivation of learning modern students: creating an atmosphere that support the internal motivation of learning, helping to obtain intellectual satisfaction from the learning process and stimulating to constant self-development in the chosen profession.
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Muhanguzi, Kibs. "What Works for the Youth: Analysis of Youth Employment Policies in Rwanda." International Journal of Finance and Banking Research 10, no. 2 (July 31, 2024): 20–31. http://dx.doi.org/10.11648/j.ijfbr.20241002.11.
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In Rwanda, over 75 percent of youth are not in education, employment and training (NEET). These are mostly absorbed in the informal sector that provides little or no protection to workers against shocks, and are prone to several socio-economic, technical, and financial constraints. Through desk review of existing policies and studies, key informant interviews (KIIs), and focus group discussions (FGDs), this study reviews and analyzes the existing youth employment policies (YEPs) and interventions with intent to identify the hurdles and outcomes of the actual implementation of these YEPs in Rwanda. Youths aged 18 to 30, policy makers, policy implementers, and implementing partners were the key target respondents. The study finds a multitude of YEPs and interventions to promote youth education and skilling, entrepreneurship, and business development funding; though most of them are more focused on supply than demand-side of the labor market, with limited vulnerable youth inclusivity. Common hurdles encountered during implementation of YEPs include: poor coordination among the vast YEPs causing monitoring challenges both at national and district level, and duplication of services. Difficulty to integrate education and skilling into decent youth employment, matching labor laws with youth welfare, cultural bias limiting young women from participating in some labor market activities, funding gaps, and limited youth engagement during program design. Addressing these challenges requires a well-coordinated stakeholder engagement, and strong collaboration between the public and private sector, as well as civil society organizations.
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V. M., Pylypenko, Pedorych A. V., and Honchar V. V. "Methodology of education of independence in cadet and student’s youth by means of physical training." Scientific Herald of Sivershchyna. Series: Education. Social and Behavioural Sciences 1, no. 6 (July 2, 2021): 112–21. http://dx.doi.org/10.32755/sjeducation.2021.01.112.
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The scientific article is devoted to an urgent problem – education of independence of cadets and students by means of physical culture. The article reveals the methodology of upbringing the independence of cadet and student’s youth by means of physical culture, it presupposes a combination of effective content, forms and methods, the implementation of appropriate organizational and pedagogical conditions. The following forms were used: individual, team and group activities, independent work, sectional classes, etc. The most effective methods of educating the independence of cadet and student’s youth by means of physical culture are determined, which are: persuasion, competition, creation of a situation of success, encouragement, instructions. In addition, it was found that the effectiveness of the methodology depended on the teachers’ observance of such factors as: formed in cadets and students a desire to increase the level of knowledge about independence and physical culture as a means of self-development; created the prerequisites under which students showed volitional qualities and the ability to independently find solutions; formed students’ ability to perform motivated actions and at the same time achieved the successful implementation of their decisions; implemented a gender approach; optimized sports and game activities based on the use of modern educational technologies, etc. The technological component of the methods of educating the independence of cadet and students’ in the process of physical education classes also consisted of the developed organizational and pedagogical conditions: scientific and methodological support of teachers-trainers to educate the independence of cadet students in the process of physical culture; application of effective content, forms, types and methods of educational work for the purpose of formation in cadet-student youth of motivation to physical education; involvement of cadet and student’s youth in the organization and holding of competitions of different levels. Key words: methodology, education of independence, cadet and student’s youth, physical education.
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Mushoddik, M., Gufron Amirullah, and S. Susilo. "Fostering aspects of religion, education, and skills for adolescents in Tebas Sungai Sambas Regency." Journal of Community Service and Empowerment 2, no. 1 (April 30, 2021): 41–46. http://dx.doi.org/10.22219/jcse.v2i1.16054.
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Youth development is seen as a form of skill to improve the quality of youth or youth groups which is most appropriate because apart from opening the knowledge and abilities of talents that must be known as the next generation to build urban areas so they know very well the problems they are facing and the conditions to be achieved. The community service program aims to build capacity in 3 groups for aspects of Religion, Education and Skills. The training material prepared is based on an analysis of the participants' needs which is carried out through socialization and training with the attendance of 30 participants. Participants consisted of various hamlet heads, youth and youth organizations around the hamlet. The approach method used in community service is training and socialization. Community service activities (Thematic KKN) have been carried out well. Activities began with data collection and mapping, drafting a work program, and implementing activities in Tebas Sungai Village. The core activities that will be carried out include (1) religious guidance; (2) education fostering; and (3) Skills development. To ensure the sustainability of the activity, suggestions, involvement and enthusiasm of the residents of Tebas Sungai Village are highly expected so that this village becomes a Pilot village for the surrounding villages.
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Tuominen, Suvi. "Beruf Medienpädagog*in: Finnland/Finland." merz | medien + erziehung 64, no. 2 (April 3, 2020): 31. http://dx.doi.org/10.21240/merz/2020.2.13.
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Suvi Tuominen, Verke – National Centre of Expertise on Digital Youth Work When I studied digital cultures as a minor subject in university back in the early 2000’s, I thought it was just for fun. Learning about gaming communities, virtual relationships and fandom did not sound like something that could have any connection to any real work. And here I am, 15 years later, and those ‘fun’ courses have been maybe the most beneficial during my career as a media education specialist. When I studied, there was no subject called media education available at the University of Tampere, as there is now. I had to study journalism, digital cultures and education as separate subjects and combine them in my mind. I graduated as a Master of Social Sciences and had a one year pedagogical training included in the degree. The pedagogical training was a wise thing to do, as that got me my first jobs within media education. As a project coordinator in the Finnish Safer Internet Project, my task was to plan parental evenings and classroom plans about online safety, build up a nationwide trainer network, and train the trainers to use the classroom plans and host parental evenings. At the same time, I helped to start online youth work activities in the NGO Mannerheim League for Child Welfare I worked in. After five years, I proceeded into manager position in the same organisation and suddenly I had seven team members, who used to be my colleagues. Turned out, that I like to have that kind of responsibility and enjoy also the boring administrative stuff. And I also got good feedback from the team. The past five and a half years I have worked as the manager in Verke – National Centre of Expertise on Digital Youth Work in Finland. I have again seven team members, who all are specialists in digital youth work. Verke’s task is to educate youth workers around Finland around topics linked to digitalisation of youth work, media educational viewpoints are included. We train about 2,500 people a year, and produce printed and online materials for the youth work sector. In the latest years, video format has proven to be really effective when trying to reach youth workers. Lately, a big theme in Verke’s work has been future foresight: How does digitalisation change young people’s lives in the next ten years – and how should youth work adapt to that? A recent tool that we developed for our own trainings is called Innobox and can be downloaded for free: www.verke.org/material/innobox. Technologies like artificial intelligence, augmented reality, and virtual reality are not science fiction, they are here already. And they will have a significant impact on the society. People will have to learn to use them effectively, but also to be critical towards them. So as media and technology are taking new forms constantly, I see that the need for media education specialists will increase in the future.
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Kilger, Magnus. "Dad as a Coach: Fatherhood and Voluntary Work in Youth Sports." Education Sciences 10, no. 5 (May 9, 2020): 132. http://dx.doi.org/10.3390/educsci10050132.
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One central issue in sports is the role of informal learning in organized child and youth sport in contrast to learning in the school context of physical education (PE). In Scandinavia, the model for organizing sports include an independent sports organization that organizes child and youth training on many levels, including the grassroots level and elite competitions organized within non-profit clubs and based on non-salaried voluntary work. In contrast to the public schooling context where physical education is led by educated and professional PE-teachers, organized child and youth club sports are based on parental engagement. Drawing on ten interviews with male coaches training their own children, this study examines how fathers are handling learning in the dual position as a father and a coach. This narrative analysis focuses on the theoretical concept of dilemmatic spaces in interviews and shows how shared cultural and societal storylines are used by the parental coaches in their personal stories. The results illustrate three dilemmatic spaces of learning that the participants must rhetorically handle. The first dilemma illuminates the dual position of both being a father, and at the same time acting as a coach. In the second dilemma, the fathers are seeking to balance between care of their child and increasing performance development. The third dilemma is balancing the training as child/parent quality time and the need for children to develop autonomy. The results show how the dual position of being a father and a coach can be both an asset in the relational building but also highly problematic and, in any case, involves a relational identity change. Learning in this dual position means that the fathers cannot act entirely as a coaches and disregard or override their parental position.
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Bochsler, Yann. "Governing Young Poor in Switzerland and Reinforcing Their Work Ethics." Zeitschrift für Sozialreform 66, no. 4 (December 1, 2020): 471–97. http://dx.doi.org/10.1515/zsr-2020-0020.
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Abstract The present research deals with the policies directed at young adults on social assistance (YAS) without vocational training and the way implementers themselves as well as the YAS perceive policy implementation. In Switzerland, a currently on-going strategic shift in the policy field of welfare and youth policies has renewed emphasis on vocational education and training (VET) as a first and primary integration step. This policy shift has implications for the socio-political alignment of the cantonal administration. As a guideline, the renewed emphasis on “education first” dictates an approach that follows an economic and paternalistic logic. Building on collected data within cantonal administrations (Basel-City and Geneva) and encounters with YAS, this paper discusses the underlying narratives of these policies and their moral justification patterns.
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Vital, Marianne Joy. "Then and now: analyzing Filipino youth education and work decisions following the 12 basic education reform." Philippine Review of Economics 57, no. 1 (2021): 152–87. http://dx.doi.org/10.37907/7erp0202j.
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This research aims to analyze the trends in youth education and work outcomes before and after the implementation of the kindergarten to grade 12 (K-12) Basic Education Reform, focusing on three broad outcomes: (1) in education, (2) in employment, or (3) not in employment, education or training (NEET). It determines certain characteristics associated with each of these outcomes by employing multinomial logistic regression analysis. The study finds that although the overall likelihood of being in education has increased after the reform, certain groups, particularly disadvantaged ones, still have higher probabilities of being in employment or NEET rather than continuing their education. Furthermore, after the reform, young men from disadvantaged groups have a higher probability of being NEET. Albeit minimal, this merits investigation and monitoring in the future, as it may worsen inequalities.
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Clement-Heist, Kim, Shepherd Siegel, and Robert Gaylord-Ross. "Simulated and In Situ Vocational Social Skills Training for Youths with Learning Disabilities." Exceptional Children 58, no. 4 (February 1992): 336–45. http://dx.doi.org/10.1177/001440299205800406.
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Social skills training for youth with learning disabilities in transition from school to work is of substantial importance. To examine the generalization of such training to real employment settings, this study used a multiple-baseline design to investigate the effects of 12 measured behaviors (3 behaviors per student) on four high school seniors. An initial simulated social skills package delivered at school led to generalization in 8 of 12 behaviors. Subsequently, in situ training at the work site produced generalization in 4 of 6 behaviors. This two-phase model appears to be a powerful way to promote generalization of behavioral skills.
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Kearns, Laura-Lee, Jennifer Mitton-Kukner, and Joanne Tompkins. "Building LGBTQ awareness and allies in our teacher education community and beyond." Collected Essays on Learning and Teaching 7, no. 1 (May 20, 2014): 62. http://dx.doi.org/10.22329/celt.v7i1.3980.
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In this article we share the impact of a training program (Positive Space I and Positive Space II) on pre-service teachers’ understandings of and abilities to create safe spaces for Lesbian, Gay, Bi-sexual, Transgendered and Queering/Questioning (LGBTQ) youth and allies in our teacher-education program and in schools. Research has demonstrated LGBTQ youth are more likely to feel unsafe, alienated and more vulnerable than their heterosexual counterparts in schools and society. Our discussion focuses upon the impact of this training program, and considers challenges and best practices to build awareness and allies in our own higher-education context, as well as to help create better learning communities for LGBTQ youth and allies in schools. We suggest this particular program is an example of how to work towards the development of a pedagogy that does not oppress; one that truly embraces, celebrates, and honours all learners.