Abstract
This paper discusses the relevance of non formal educational experiences associated with youth work practice in Northern Ireland. It argues that while youth work is distinctly educational and involves constructive interventions with young people its role and contribution is often undervalued or misunderstood. Youth work plays a vital role in supporting young people through the increasingly prolonged and complex transition from youth to adulthood. While youth work sits within a theoretical framework of non formal education, its contribution to lifelong learning is perhaps of greater significance than has previously been recognised.
Highlights
This paper discusses the relevance of informal educational experiences associated with youth work practice in Northern Ireland
Young (1999, p.61) states the view that “youth work engages young people in the process of moral philosophizing as a function of their identity development and responsibility as social beings in a social world.”. She further asserts that the Harland, Morgan uniqueness of youth work is not found in its methods, curriculum content, or targets groups, but through its ability to support and enable young people to explore fundamental questions about their own identity—principles that are present in much of the literature around lifelong learning
This paper proposes that there are many untapped opportunities for combining formal and informal educational approaches
Summary
In order to understand the underpinning philosophical and ideological concepts of youth work in Northern Ireland, it is important to take cognisance of the core principles of the Department of Education (2003, p.11) permeating youth work: “a commitment to preparing young people for participation, the promotion of acceptance and understanding of others, and testing values and beliefs.” These affirm the personal and social development of young people and ideally should be reflected in all youth work. The Role of Youth Work In Northern Ireland youth workers increasingly find themselves attempting to redress the disadvantage experienced by young people due to extraneous factors such as low academic achievement, peer pressure, drug use, alcohol abuse, trends in mental health and suicide, relationships, community expectations, racism, violence, sexuality, ethnicity, sectarianism, religion, and antisocial behaviour.
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