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Добірка наукової літератури з теми "Youth work education and training"

Автор: Grafiati
Опубліковано: 20 грудня 2024

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Статті в журналах з теми "Youth work education and training"

1

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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2

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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3

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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4

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, № 1(10) (31 травня 2023): 138–44. http://dx.doi.org/10.31499/2618-0715.1(10).2023.282278.

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Анотація:
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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6

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.

Повний текст джерела
Анотація:
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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7

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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Анотація:
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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8

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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Анотація:
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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9

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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Анотація:
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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Дисертації з теми "Youth work education and training"

1

Atkinson, Isabel. "Youth work research : initiatives in the study of young people, youth work and youth services." Thesis, Cranfield University, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.339582.

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2

Coles, James. "Orthodox youth ministry training volunteer leaders /." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.

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3

Marca, Jessica. "A training guide to promote educational achievement in foster care youth| A curriculum." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10001540.

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The plight of foster youth having low graduation scores compared to their peers is a prevalent problem depicted in research for years. Statistics show foster youth as being an at risk-group for completing high school education and leading them to a lower quality of life once emancipated from the foster care system. Foster youth face incarceration, unemployment, lower wages, homelessness and substance abuse once adults, and there is a need for the strengthening of educational achievement in this at-risk population. The need for social workers’ to collaborate with school personnel is a necessary preventative measure to increase the quality of life with foster youth.

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4

Heathfield, Michael. "From competence to community : representing practice: education, training and workplace performance in youth and community work." Thesis, Lancaster University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369069.

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5

Kim, Eun. "A soft skills training program for youth and young adults to increase their future employment opportunities| A grant proposal." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1600058.

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Given the growing rates of youth and young adult unemployment today, particularly in urban contexts, this grant proposal seeks funding to support the development of a soft skills training program for youth ages 15-24 in the Baldwin Park area of Los Angeles County. Essential soft skills needed to help youth secure and retain successful employment can include the interpersonal skills of better communication with supervisors and co-workers the job, teamwork, conflict resolution, and the capacity to regulate time management. The goal of this program is to increase employability by giving these inner city youth an increasingly valued skill set in order to promote an increase in youth employability in this community. A comprehensive grant funding search identified the California Wellness Foundation as a potential funding source for the proposed program. The actual submission or funding of the grant was not a requirement for the successful completion of the grant proposal.

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6

Gross, Michael D. "A training model for the nurturing of Christian tradition and experience in sixth, seventh, and eighth grade students at Evangel Christian Academy." Theological Research Exchange Network (TREN), 1990. http://www.tren.com.

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7

Humphreys, Megan C. "Developing foster parents as mentors for commercially sexually exploited youth| A training program." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1527712.

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Commercial sexual exploitation affects young people all over the United States. Yet minimal services are available to restore, and reintegrate this population. One of the challenges involves assessing and training parents as mentors to provide round-the-clock care for their unique needs. This curriculum serves as a guide for agencies using the Child Welfare League of America PRIDE Model of Practice curriculum and is an adaptation of the original curriculum, which primarily focuses on neglected children.

The purpose of this curriculum is to provide child welfare agencies and prospective mentor parents with the tools to make an informed decision regarding their ability, willingness, and resources to support commercially sexually exploited youth. The curriculum also seeks to equip mentor parents with the skills to provide a safe and nurturing environment for these youth to develop healthy relationships, expand their social skills, increase cognition, and function as positive members of their communities.

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8

Van, Norman Renee Koehler. "The effects of functional communication training, choice making, and an adjusting work schedule on problem behavior maintained by negative reinforcement." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1124121028.

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Thesis (Ph. D.)--Ohio State University, 2005.
Title from first page of PDF file. Document formatted into pages; contains vi, xii, 260 p.; also includes graphics. Includes bibliographical references (p. 175-195). Available online via OhioLINK's ETD Center
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9

Dube, Andile Laureth Maletsatsi. "Pathways of out-of-school youth and their re-entrance into the education training and development system or the labour market." Thesis, University of Pretoria, 2011. http://hdl.handle.net/2263/25303.

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The study is an investigation into the pathways of out-of-school youth and their re-entrance into the Education Training and Development (ETD) system or the labour market. In the study the pathways of youth who dropped out of school between grades 1 and 11 are traced as they seek re-entrance to the ETD system, or entrance into the labour market. Particular attention was given to the factors that determine the choices that dropouts make either in re-entering the ETD system or entering the labour market. An analysis of the experiences of the interviewed sample of dropouts is presented. The study employs a qualitative research methodology using interviews to elicit the experiences of dropouts and school managers. The participants (young people and three school principals) were selected through snowballing from a township south of Durban. Individual and focus group interviews were held. The findings provide evidence of the value of investing in education, as suggested by the youth. This is in line with the human capital theory framework that suggests that there are major benefits to investing in education. The study is concluded by suggesting the need for second chance education in South Africa.
Thesis (PhD)--University of Pretoria, 2011.
Education Management and Policy Studies
unrestricted
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10

Daniels, Margaret. "The curriculum as preparation for the world of work: A critical analysis of the learner curriculum for young adults at a Community Education and Training College." UWC, 2020. http://hdl.handle.net/11394/7576.

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Magister Educationis (Adult Learning and Global Change) - MEd(AL)
The main objective of the research is to analyze critically how the curriculum at a Community College in the Western Cape prepares young adults for the world of work in the fields of Travel and Tourism and Small Medium and Micro Enterprise (SMME) and develops their capabilities to become functioning members in society. I was guided by concepts such as knowledge and skills necessary to enhance employability as well as people‟s wellbeing and capability development. The data was gathered through interviews and analysis of national and institutional policy documents. The analysis of documents helped me to understand the curriculum‟s orientation to the world of work and its responsiveness to personal and social needs of young adults. The interview data helped me to reflect on the main research question, “What are the perspectives of academic staff, industry/sector representatives and young adults themselves on the knowledge and skills needed in the curriculum to prepare young adults for the world of work?” My research shows that the curriculum of the ABET Level 4 programme has become more vocationally oriented. It prepares students for the world of work in a general way; but there are some limitations. There is no practical work experience or work exposure as in the curricula of programmes at TVET colleges and universities. The research also found that the formal curriculum in combination with the extra-curricular activities had benefits for students in terms of personal development and equipping them to function better in their social environments. However, offering these activities depends on efforts made by lecturers over and above their normal duties and on donations from various sources. Extending or sustaining this combination of activities requires adequate staffing and resources. Finally the research highlighted various barriers students encountered and suggested that many of these barriers arise from structural constraints in the world of work and society. The research suggests that it is necessary but not sufficient to focus on the employability of young people and to equip them with knowledge and skills to prepare them for the world of work; it is also necessary to look beyond employability and consider the wellbeing of students (Powell, 2012; Jackson, 2005; Baatjes and Baatjes, 2008; Ngcwangu, 2019; Motala and Pampallis, 2007). Therefore my research suggests that education should not have a narrow focus and that the curriculum should integrate vocational and general education (Young, 1999). Furthermore, there should be a holistic approach in the curriculum which responds to multiple objectives including preparation for work and for functioning effectively in other areas of one‟s life. This implies that the curriculum should prepare students for the world of work AND take into account their well-being, dreams and aspirations for a better life.
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Книги з теми "Youth work education and training"

1

Service, Tayside Regional Council Education Department Community Education. Basic youth work training: Participant notes. Dundee: Tayside Regional Council, 1996.

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2

Lyford, Julia. Health education in youth work: A training guide. Leicester: Youth WorkPress, 1991.

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3

W, Adamski Wladyslaw, Grootings Peter 1951-, and European Coordination Centre for Research and Documentation in Social Sciences., eds. Youth, education and work in Europe. London: Routledge for the European Coordination Centre for Research and Documentation in Social Sciences, 1989.

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4

Nightingale, Camilla. Work: The experience. Stevenage: Jonquil, 1988.

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5

McCarty, Robert J. Training adults for youth ministry. Winona, Minn: Saint Mary's Press, Christian Brothers Publications, 1990.

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Droogleever, Fortuijn Emiel, Hoppers, Wim H. M. L., Morgan Margaret, and Centrum voor de Studie van het Onderwijs in de Ontwikkelingslanden (Hague, Netherlands), eds. Paving pathways to work: Comparative perspectives on the transition from school to work. The Hague: Centre for the Study of Education in Developing Countries (CESO), 1987.

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R, Patton James, Clark Gary M, and Clark Gary M, eds. Postsecondary education and training. Austin, Tex: Pro-Ed, 2008.

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8

Weinbaum, Alexandra. Learning work: Breaking the mold in youth employment programs. Washington, D.C: Academy for Educational Development, 1992.

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9

Cumming, James. Resourceful communities: Integrating education, training and work for young people in rural Australia. Belconnen, A.C.T: Australian Curriculum Studies Association, 1992.

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10

Wanda, Korndörffer, ed. Transition: Perspectives on school-to-work in New Zealand. Palmerston North, N.Z: Dunmore Press, 1987.

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Частини книг з теми "Youth work education and training"

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Simmons, Robin, Ron Thompson, and Lisa Russell. "Education, Training and Youth Employment." In Education, Work and Social Change, 86–115. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137335944_5.

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MacDonald, Robert, and Jane Marsh. "Paths to Work? Youth Training, New Deal and Further Education." In Disconnected Youth?, 85–106. London: Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230511750_6.

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Lambert, Marion, Josiane Vero, Hans Ekbrand, and Björn Halleröd. "Would Active Labour Market Policies Enhance Youth Capability for Work in Europe?" In Technical and Vocational Education and Training: Issues, Concerns and Prospects, 159–80. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11436-1_9.

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Murphy-Graham, Erin. "Life Skills Education for Urban Youth in Honduras and Guatemala: A Capability Analysis of the Sports-Based Job Training Program A Ganar." In Life Skills Education for Youth, 147–67. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-85214-6_7.

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AbstractDrawing upon an extensive case study of a sports-based, life skills job training program for at-risk youth in Honduras and Guatemala, this chapter examines how program participants described the process of building skills, and how, if at all, this skill-building led to greater well-being. Second, it asks, to what extent are these experiences of program participants aligned with theories of education within the capability approach? These questions are addressed through a qualitative case study that was embedded within an experimental design (a randomized control trial) that took place over 5 years in urban areas of Honduras and Guatemala. The analysis suggests that the combination of exposure to new ideas and information in the three phases of the A Ganar program, coupled with concrete opportunities to test out such ideas, enabled youth to experience changes in their attitudes and behaviors around work, around themselves, and to develop new relationships and friendships. Based on these empirical results, the chapter identifies several elements that might better inform life skills education research and practice in s in the future. These include: (1) conceptualizing life skills as preconditions of capabilities (some of which might be better classified as values); (2) conceptualizing life skills as both ends and means of interventions, and (3) giving more consideration to the conversion factors, meaning the ability to convert resources into functionings, that limit the robustness of capabilities that life skills programs develop.
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Marshall, E. Anne, Suzanne L. Stewart, Natalee E. Popadiuk, and Breanna C. Lawrence. "Walking in Multiple Worlds: Successful School-to-Work Transitions for Aboriginal and Cultural Minority Youth." In Technical and Vocational Education and Training: Issues, Concerns and Prospects, 185–201. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-5107-1_10.

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Lehtonen, Jukka. "Rainbow Paradise? Sexualities and Gender Diversity in Finnish Schools." In Finland’s Famous Education System, 273–88. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-8241-5_17.

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AbstractThe Finnish education system, welfare state and Finland’s position in respect to lesbian, gay, bisexual, trans and intersex (LGBTI) human rights have been praised. In this chapter, the utopian image of Finnish education system as a ‘rainbow paradise’ is questioned. Legislation, curricula, teachers, school textbooks, experiences of non-heterosexual, trans and intersex youth as well as LGBTI human rights organisations’ work are discussed, as well as the influence of COVID-19. All are looked at from the viewpoint of heteronormativity. Even if there have been several advancements in acknowledging sexual and gender diversity within Finnish education, particularly in the area of legislation and educational policies, there are serious everyday problems in making schools safe for LGBTI students and teachers, as well as with treating everyone equally despite their sexual orientation and gender identity or expression. Teacher training, teaching and textbooks used in schools are often still heteronormative, and teachers lack tools and motivation in resisting heteronormative starting points in their work. Youth culture has changed in recent years, it has become more diverse and less judgemental towards LGBTI youth but non-heterosexual, trans and intersex students are still clearly experiencing more violence in schools than cisgender heterosexual students. The mainly heteronormative Finnish education system creates stress and mental health problems for LGBTI youth. Counselling and health care services are still not fully able to respond to their needs. The COVID-19 pandemic has only made the situation worse. In short, it will require a sustained effort to make the Finnish education system anything close to a ‘rainbow paradise’.
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Flynn, Paul, Heidi Paabort, Valentina Milenkova, Katerina Bojkovska, Antonella Rocca, Liena Hačatrjana, Vladislava Lendzhova, Albena Nakova, and Marta de Oliveira Rodrigues. "Rural NEETs: Pathways Through Formal and Non-formal Education." In NEETs in European rural areas, 35–49. Cham: Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-45679-4_3.

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AbstractFormal and non-formal education often constitute the first line of engagement in supporting Rural young people Not in Employment, nor in Education, or Training (NEET). However, it is not always the case that such interventions are widely documented. This chapter aims to uncover best practice interventions for the educational inclusion of rural NEETs building upon an emergent body of work in order to frame the identification of five case studies across Estonia, Italy, Latvia, Albania, Portugal. EU and non-EU member states were included to offer a diverse set of examples. Based on Bronfenbrenner’s bioecological model and data triangulation, elements that prevent rural youth from entering or staying in NEET status were identified. Our work shows that each formal or nonformal education learning intervention or reform mobilizes different levels of the bioecological framework and has an important function in shaping NEETs or at-risk youth support systems. Educational interventions that directly target young people can improve the likelihood of a positive outcome when they are context specific. In addition, these interventions make it possible to see the potential of different educational methods in supporting rural young people, when that contextualization stems directly from the young person’s perspectives and his/her perceived needs.
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Fang, Wei-Ta, Arba’at Hassan, and Ben A. LePage. "Outdoor Education." In Sustainable Development Goals Series, 229–60. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-4234-1_8.

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AbstractEnvironmental Education (EE) promotes the complex interrelationships between humanculture and ecosystems. Due to the political nature of environmental decision-making, the field of Environmental Education faces many disputes. For example: What is the correct definition and purpose of environmental education? Should the curriculum include environmental values and ethics, as well as ecological and economicconcepts and skills? What is the role of student environmental action in correcting environmental problems? What is the appropriate role for teachers in developing curricula on environmental education? At what age students should understand environmental issues? What types of Environmental Education should urban, suburban, and rural youth receive? What technology can be used to slow ecological damage? Among these problems, Outdoor Education and Environmental Education also face the problems mentioned above. Due to the political factors of human environmental decision-making, Outdoor Education and Environmental Education have been in an undefined state. Educators continually devise better ways to expand the definition of outdoor education to improve the philosophy and practical work of outdoor education. Outdoor education includes eartheducation, bio-regional education, expeditionlearning and expansion training, ecologicaleducation, natural awareness, naturalexperience, local-based teaching and education, and the use of environmental materials as learning to integrate the localenvironment.
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Simões, Francisco. "Rural NEETs: Individual Features, Challenges, and Opportunities." In NEETs in European rural areas, 1–16. Cham: Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-45679-4_1.

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AbstractIn this chapter, I present and discuss the main individual features of rural young people Not in Employment, nor in Education and Training (NEET) living in rural areas. These characteristics fit in the so-called individual system of the bioecological model. I start out by depicting rural NEETs educational background and gender differences within this subset of NEETs, due to their importance in shaping these young people’s pathways. Afterward, I elaborate on what is known to date about rural NEETs psychological profile, particularly regarding their cognitive skills, soft skills, and well-being. Finally, I will explore how these personal characteristics of rural NEETs may interact with emerging challenges and opportunities in rural communities located at other layers of the bioecological model. This chapter strongly relies on several contributions from the COST Action Rural NEET Youth Network, as well as on the most relevant international scholarship and policy reports focusing on rural communities’ development, youth employment, and school-to-work transition, to achieve an interdisciplinary understanding of rural NEETs individual traits and features.
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Tino, Concetta. "The Voice of Teachers Involved in School-Work Alternance Programmes." In Employability & Competences, 151–61. Florence: Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-672-9.23.

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Data from Censis 2011 highlighted worrying aspects of school dropouts (18%) and a NEET population increase (22.1%); the same elements were also highlighted by data from Cedefop (2014), where the issue of youth unemployment (21.7%) was also mentioned. In addition to this are the disappointing results from OCSE-Pisa surveys demonstrating that Italian educational institutions fail to provide young people with the skills they need to effectively solve real-life problems. In this scenario, at an Italian and European level, the importance of solving these problems is repeatedly underlined, with the creation of instruments to interconnect the world of education and the world of work. Within this process, School-Work Alternance (SWA) programmes can find a place. This study focuses on the strategic action of their key actors in creating effective partnerships with external organizations. Based on this assumption, the research question asked was: what specific functions do teachers play within School-Work Alternance programmes? Methodology: a qualitative methodological approach was used; data were collected through semi-structured interviews addressed to 14 high school teachers, and subsequently analysed using Atlas.ti software in order to record the significant core categories that emerged. Results: the data collected showed that within the SWA system yet to be defined, SWA teacher/tutors and coordinators in school contexts have played a significant role within School-Work Alternance programmes to date. Final remarks: teachers involved in School-Work Alternance programmes have a strategic position. These results have some practical implications at both educational/training and professional levels
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Тези доповідей конференцій з теми "Youth work education and training"

1

Vlachopoulos, Dimitrios, Emmanouela Avtzi, Alina Porumboiu, Dorothea Elek, and Wybren Bosma. "DEVELOPING CLIMATE CHANGE RESILIENCE IN YOUTH: EVIDENCE-INFORMED APPROACHES FOR THE IMPROVEMENT OF YOUTH WORK." In 17th annual International Conference of Education, Research and Innovation, 1165–72. IATED, 2024. https://doi.org/10.21125/iceri.2024.0372.

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Levchenko, Nataliia, Olena Baldyniuk, Iryna Karpych, Olha Boiko, Yuliya Klymenko, and Natalia Koliada. "State Program for Youth Worker - An Innovative Form for Training Specialists about Youth Work." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002387.

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In accordance with the tasks and measures for the implementation of the State Targeted Social Program «Youth of Ukraine» for 2016-2020, the Government's Priority Action Plan for 2018 and in order to provide young people with knowledge and skills through non-formal education as a modern form of meeting the educational needs of individuals implementation plan of program «Youth Worker» was developed. The program provides a set of interrelated tasks and activities for the implementation of state policy in the sphere of youth, acquisition of knowledge and skills necessary for self-realization of youth. The Program is implemented at the national, regional and local levels and is based on the principles of partnership, as well as the principles of non-formal education. The article covers formation and development of the program «Youth Worker»; the educational content of the program is outlined in accordance with the training modules; statistical data and reports of the program were studied; the forms of realization of the program «Youth Worker» are covered. The program is designed for representatives of civil society institutions working with youth and civil servants responsible for the implementation of state policy in the youth sphere at the national, local, regional levels, as well as for other people involved in the youth work. During the implementation of the Program (since 2014) more than 2,800 youth workers from all regions of Ukraine have been trained, in particular, in 2019 1,055 specialists were trained. To achieve goal of the study a set of general scientific methods was used: analysis of scientific publications to outline the essence of the problems of formation and development of the program «Youth Worker»; analysis and synthesis - to highlight the peculiarities of the development of the program «Youth Worker» in Ukraine; systematization and generalization of problems of formation and development of the program «Youth Worker» in Ukraine to formulate conclusions based on the results of the study. The purpose of the study is to substantiate the formation and development of the program «Youth Worker» in Ukraine. The results of the survey of participants in the basic training «Youth Worker» in 2019 state that most participants fully or partially considered themselves youth workers before the training - 95.2%, after the training - 97.7%. Conclusions. Formation and development of the program «Youth Worker» in Ukraine is an innovative form of training professionals to work with young people. And also an important stage of implementation and realization of youth policy, youth work and popularization of the specialist - of the youth worker. Every year the popularity of the youth workers training program increases. The results of the survey state that more than 90% of participants consider themselves youth workers and apply all the acquired knowledge and skills in their practical activities.
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"Problems and Countermeasures of Social Work Talent Cultivation in Youth Affairs." In 2018 4th International Conference on Education & Training, Management and Humanities Science. Clausius Scientific Press, 2018. http://dx.doi.org/10.23977/etmhs.2018.29042.

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Krut'ko, Inna S., Aleksandr V. Ponomarev, Natalya V. Popova, Zinaida V. Senuk, and Leonas Tolvaišis. "THE POTENTIAL OF INTERNATIONAL COOPERATION IN TRAINING PERSONNEL FOR WORK WITH YOUTH." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1539.

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Balykhin, Grigory. "PROJECT-ORIENTED TRAINING IN PROFESSIONAL EDUCATION OF BACHELORS IN ORGANIZING WORK WITH THE YOUTH." In 5th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS SGEM2018. STEF92 Technology, 2018. http://dx.doi.org/10.5593/sgemsocial2018/3.5/s13.084.

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Severino, Liliana, and Marta Ruggieri. "Application of ICTS to teaching statistics to non statisticians." In Statistics education for Progress: Youth and Official Statistics. International Association for Statistical Education, 2013. http://dx.doi.org/10.52041/srap.131107.

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The expansion of the university system coupled with the changes introduced by the new information and communication technologies (NICT), have a direct effect on the traditional methods of education. In fact, ICTS have significantly increased the available information, altering the methodology of statistical treatment. These transformations are progressively being incorporated into the university education, which should take up the challenge of training individuals prepared to efficiently developed its activity in the field of the new information society. This work assesses the experiences in the application of new technologies to the teaching of statistics, describing the role of the software used for practical work and analyzing the possibilities of the Internet in a dual perspective: as a supplement to classroom teaching and as a support for a virtual classroom based on the foregoing of a methodological proposal that tries to adapt the use of technology to different curricular proposals belonging to private and public universities, in different educational establishments, and in situations of marked difference in the amount of students in charge of each professor.
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Antonov, M. S., L. V. Kozienko, I. N. Chernov, and M. A. Vlasov. "A training stand for measuring the parameters of the VOLS." In Scientific and Technical Creativiy of Youth - 2024. Siberian State University of Telecommunications and Information Systems, 2024. http://dx.doi.org/10.55648/nttm-2024-1-4.

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The article describes the process of assembling an educational mock-up of a fiber-optic communication line structure for organizing laboratory work for educational purposes. The theoretical aspects of the functioning of fiber-optic transmission systems (VPS), which are used in railway infrastructure, are considered, as well as a set of measures for measuring, operating, connecting and diagnosing optical equipment.
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Nedbaev, D. N., S. V. Nedbaeva, O. V. Goncharova, N. M. Nedbaev, and O. P. Sinelnikova. "METHODS AND TECHNOLOGIES FOR INCLUDING YOUTH IN SOLVING THE ENVIRONMENTAL OBJECTIVES OF THE AGRICULTURAL COMPLEX." In INNOVATIVE TECHNOLOGIES IN SCIENCE AND EDUCATION. DSTU-Print, 2020. http://dx.doi.org/10.23947/itno.2020.301-305.

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The article analyzes the problems of economics and ecology of the agro-industrial complex of the Krasnodar Region. It is concluded that the rapidly changing conditions for the development of the agricultural sector require a search for ways to improve training, a new system of environmental education, and new technologies for including young people in solving the environmental problems of the agricultural sector. On the example of the Krasnodar Region, modern traditional and innovative methods and technologies (Olympiad movement, involvement in research work, regional competitions, information and communication technologies, interactive technologies, projective technologies, etc.) of the formation of an ecological culture of Youth are considered.
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Sedykh, Natalya, Ismail Baikhanov, Kyurie Idrisov, and Islam Khazhuev. "Islamic pedagogy methods in shaping the anti-terrorist consciousness among youth." In East – West: Practical Approaches to Countering Terrorism and Preventing Violent Extremism. Dela Press Publishing House, 2022. http://dx.doi.org/10.56199/dpcshss.mnyi5677.

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The article presents the results of a review and analytical case – a study aimed at addressing relevant objectives in connection with the need to improve the effectiveness of methods for preventive anti-terrorist work with youth. The authors refer to the Islamic pedagogy methods, which have a high practical value in promoting the spiritual and moral sphere of an individual. This is due to the fact that the purpose of knowledge in the Islamic educational system is to shape a respectable personality. Therefore, for thousands of years, teachers of Muslim educational establishments have been implementing the principle of the unity of education and training. The article discusses the traditional methods of Islamic pedagogy, promising in terms of solving urgent problems, that relate to moulding the anti-terrorist consciousness of young people, as well as innovative methods that correspond to the goals of Islamic pedagogy and have practical value in the development of preventive measures and a general system of spiritual and moral education for digital generation representatives. In this regard, characterised are some active learning methods aimed at the internalisation of moral values and the creation of models of social thinking and behaviour that exclude involvement in any destructive activities. In the end, conclusions are drawn and prospects for further applied research are outlined in order to develop mechanisms for the transmission of spiritual values in the context of global digitalisation taking into account the new generation characteristics.
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Kithinji, Winfred. "Adapting Apprenticeships Learning for Youth Employability: Evidences from Selected Dual Vocational Training Projects in Kenya." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.272.

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Apprenticeships learning is part of the ongoing educational reforms to combat youth unemployment in Kenya. This paper presents findings of a study that assessed five donor-funded apprenticeships training projects using a descriptive research design. Using a sample of 54 respondents from apprentices, employers, schoo-based and in-company trainers, the study established that apprenticeship training improved the quality of vocational training. Moreover, apprenticeship training equipped trainees with market-ready skills that enabled a school-to work transition for employment, with a higher employer preference of apprenticeships’ graduates compared to the school-based track. Similarly, the collaborative engagement of employers during training gave them a source of low cost labor and high productivity so that they could support trainees and the vocational schools. The study recommended the need to mainstream apprenticeships learning in formal vocational training as a sure way of increasing employment opportunities.
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Звіти організацій з теми "Youth work education and training"

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Desk, Front. Out-of-School Children and Youth: A Contemporary View from Selected African Commonwealth Countries. Commonwealth of Learning (COL), June 2022. http://dx.doi.org/10.56059/11599/4057.

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This publication on out-of-school children (OOSC) in Commonwealth Africa is already informing priorities in COL’s work in open schooling. The report provides an overview of key indicators for all nineteen Commonwealth Africa countries as well as contextual case studies of eight countries for which representatives were available to verify or update the data that had been collected. While significant progress has been made towards universal primary education, there remain challenges in primary and secondary completion, and in the key transitions from primary to secondary and from lower secondary to senior secondary. Many countries have large and growing numbers of youths who are not in employment nor in education and training, for whom some form of alternative open schooling provision will be needed.
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Dabrowski, Anna, Syeda Kashfee Ahmed, Payal Goundar, Debbie Wong, and Jeaniene Spink. Supporting out-of-school girls and children and youth from marginalised groups in the ASEAN region: A review of promising practices. Australian Council for Educational Research, 2024. http://dx.doi.org/10.37517/978-1-74286-737-3.

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Investing in girls’ and women's education can transform the experiences of individuals, as well as shape communities into the future. Girls who are given opportunities to receive an education are more likely to lead productive lives, participate in decision making processes, and shape the trajectories of others. The work of the ASEAN-UK SAGE programme reflects an overarching aim to better understand the challenges facing different types of girls and women in the Association of Southeast Asian Nations (ASEAN) region, identify promising practices that can support girls and women, and create tangible recommendations for those responsible for supporting girls and women's educational trajectories across the lifespan. Data shows concerning levels of children and youth not completing lower-secondary and upper-secondary schooling. While primary completion rates hover around 80% in Cambodia, Myanmar, Lao PDR and Timor-Leste, rates fall to just over 50% in lower-secondary. While half of students complete upper secondary in Timor-Leste, only 20-30% in Cambodia, Myanmar and Lao PDR do. Even though girls now remain in the education system for longer, they are less likely to be in employment, further education, or training in the ASEAN region. From the age of 15, women also earn less than men in the seven ASEAN member states for which data are available, impacting on household financial stability and resiliency. Girls also face ongoing risks of forced and early marriage, period poverty, violence and trafficking, female genital mutilation, adolescent pregnancy, and sex-selection before birth. Given the gains made by girls in the region, and the importance of acknowledging that other gender groups can also be vulnerable within ASEAN education systems, this report focuses on two broad groups: out-of-school girls, and children and youth from marginalised groups. Understanding ways to better support the complex needs of these different groups is a key focus of the SAGE initiative. As part of a three-part series examining ways to support girls, women, and other vulnerable and marginalised populations, this report focuses on understanding the current challenges ASEAN countries face in supporting out-of-schoolgirls, and children and youth from marginalised groups and examines effective practices for supporting these underrepresented and hard to reach populations.
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Iatsyshyn, Anna V., Iryna H. Hubeladze, Valeriia O. Kovach, Valentyna V. Kovalenko, Volodymyr O. Artemchuk, Maryna S. Dvornyk, Oleksandr O. Popov, Andrii V. Iatsyshyn, and Arnold E. Kiv. Applying digital technologies for work management of young scientists' councils. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4434.

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The publication explores the features of the digital technologies’ usage to organize the work of the Young Scientists’ Councils and describes the best practices. The digital transformation of society and the quarantine restrictions caused by the COVID-19 pandemic have forced the use of various digital technologies for scientific communication, the organization of work for youth associations, and the training of students and Ph.D. students. An important role in increasing the prestige of scientific activity and encouraging talented young people to participate in scientific projects belongs to the Young Scientists’ Councils, which are created at scientific institutions and higher education institutions. It is determined that the peculiarities of the work of Young Scientists’ Councils are in providing conditions for further staff development of the institution in which they operate; contribution to the social, psychological and material support of young scientists and Ph.D. students; creating an environment for teamwork and collaborative partnership; development of leadership and organizational qualities; contribution to the development of digital competence. The advantages of using electronic social networks in higher education and research institutions are analyzed, namely: general popularity and free of charge; prompt exchange of messages and multimedia data; user-friendly interface; availability of event planning functions, sending invitations, setting reminders; support of synchronous and asynchronous communication between network participants; possibility of access from various devices; a powerful tool for organizing the learning process; possibility of organization and work of closed and open groups; advertising of various events, etc. Peculiarities of managing the activity of the Young Scientists’ Council with the use of digital technologies are determined. The Young Scientists’ Council is a social system, and therefore the management of this system refers to social management. The effectiveness of the digital technologies’ usage to manage the activities of the Young Scientists’ Council depends on the intensity and need for their use to implement organizational, presentation functions and to ensure constant communication. The areas to apply digital technologies for the work managing of Young Scientists’ Councils are sorted as the presentation of activity; distribution of various information for young scientists; conducting questionnaires, surveys; organization and holding of scientific mass events; managing of thematic workgroups, holding of work meetings. It is generalized and described the experience of electronic social networks usage for organizing and conducting of scientific mass events.
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Karlsdóttir, Anna, Alex Cuadrado, Firouz Gaini, and Leneisja Jungsberg. Enabling vulnerable youth in rural areas not in education, employment or training. Nordregio, June 2019. http://dx.doi.org/10.6027/r2019:8.1403-2503.

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Karsldottir, Anna, Alex Cuadrado, Firouz Gaini, Leneisja Jungsberg, and Louise Ormstrup Vestergård. Enabling vulnerable youth in rural areas not in education, employment or training. Nordregio, June 2019. http://dx.doi.org/10.30689/r2019:8.1403-2503.

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Johnson, Eric M., Edwin Lehoahoa, Patrick Shaw, and Rob Urquhart. Increasing Digital Platform Use to Help Youth Find Work. RTI Press, May 2020. http://dx.doi.org/10.3768/rtipress.2020.pb.0023.2005.

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Анотація:
Young people face myriad obstacles in finding work, leaving more than 71 million unemployed globally. Digital professional networking platforms, such as LinkedIn, may give youth an effective way to find, retain, and advance in work. We explore platform use in developing economies and present new data on a low-cost, successful way to teach youth how to use these platforms. We end by drawing policy implications for the education and workforce development field.
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Díaz, Juan José, and Miguel Jaramillo. An Evaluation of the Peruvian "Youth Labor Training Program" - PROJOVEN. Inter-American Development Bank, October 2006. http://dx.doi.org/10.18235/0011171.

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Анотація:
The "Youth Labor Training Program" (Programa de Capacitacion Laboral Juvenil - PROJoven) is an ongoing job-training program created in 1996 by the Ministry of Labor (Ministerio de Trabajo y Promocion del Empleo) in response to the precarious conditions of youth in the Peruvian labor market. The goals of the program are to improve employment opportunities of youth in poverty and to promote competition and higher quality of services in the vocational training system. In this paper, we present the main results of an evaluation of PROJoven impacts on program beneficiaries in terms of employment status (employed, paid employment and formal jobs), earnings (monthly and hourly) and weekly hours of work. The authors also provide an institutional analysis of the program, documenting the origins and rationale of the intervention, we explore how and why PROJoven was designed, and the political and economic environment at the time of its inception and afterwards.
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Nelson, Tobey, Eka Esu-Williams, Lungile Mchunu, Pinkie Nyamakazi, S'Fiso Mnguni, Katie Schenk, Catherine Searle, and Jennifer Redner. Training youth caregivers to provide HIV education and support to orphans and vulnerable children in South Africa. Population Council, 2008. http://dx.doi.org/10.31899/hiv12.1000.

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9

Rosas-Shady, David, Laura Ripani, and Jochen Kluve. Experimental Evidence on the Long Term Impacts of a Youth Training Program. Inter-American Development Bank, November 2015. http://dx.doi.org/10.18235/0011712.

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Анотація:
This paper presents the results of a randomized controlled trial on the long-term impacts of a youth training program. The empirical analysis estimates labor market impacts six years after the training - including long-term labor market trajectories of young people - and, it is one of the first experimental long-term evaluation of a youth training program outside the US. We are able to track a representative sample of more than 3,200 youths at the six-year follow-up. Our empirical findings document significant impacts on the formality of employment, particularly for men, and impacts for both men and women in Santo Domingo, the capital of the Dominican Republic. The long-term analysis shows that these impacts are sustained and growing over time. There are no impacts on average employment, which is consistent with the low unemployment in countries with high informality and no unemployment insurance. Looking at the local labor market context, the analysis suggests that skills training programs work particularly well in more dynamic local contexts, where there is actual demand for the skills provided.
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Talukder, Md Noorunnabi, Abdullah Al Mahmud Shohag, Ishtiak Morshed, Sigma Ainul, Md Irfan Hossain, Mohammad Muktadir Hossain, Sharif M. I. Hossain, and Ubaidur Rob. Soft skills training for Rohingya and host community youth in Cox’s Bazar, Bangladesh. Population Council, February 2024. http://dx.doi.org/10.31899/sbsr2024.1003.

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Анотація:
The Population Council, in collaboration with Research, Training and Management International (RTMI) and Underprivileged Children’s Education Program (UCEP), pilot tested a soft skills training intervention in two Rohingya camps and a vocational training center in the host community in Cox’s Bazar, Bangladesh in 2022. As a follow-up to the pilot program, the Council along with its partners rolled out soft skills training in four Rohingya camps and a vocational training center in the host community in 2023. The purpose of this training was to improve the personal, social, and financial management skills of Rohingya youth, which would be of use on their return to Myanmar or during their interim period of stay in Bangladesh. In addition, the training was intended to help host-community youth develop financial management skills and life skills.
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