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Education & training pathways of youth workers in europe Towards more coherent and flexible routes

This article explores the essential skills, knowledge, and identity of youth workers, as well as the need for flexible and accessible education and training. It also discusses the importance of connecting practical experience with academic and policy understanding in the field of youth work.

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Education & training pathways of youth workers in europe Towards more coherent and flexible routes

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  1. Education & training pathways of youth workers in europeTowards more coherent and flexible routes HOWARD WILLIAMSON & Marko kovacic HELSINKI, FINLAND FEBRUARY 2019

  2. Our “ambivalence” • Whose agenda? • Finland • CoERecommendation • Youth work (in Europe?) • European youth work • Higher education? ‘Lower education’? Community-based learning • Celebrating diversity…all • Finding common ground?

  3. Starting grid • Why do you workers need skills? • What are the basic skills youth workers need? • How to train youth workers? • Blessed and cursed by diversity (in youth work education and training) • Broad agreement on SPACES & BRIDGES • Three steps to heaven? [the road to hell is paved by good intentions!]

  4. 1 Staying groundedTHE ESSENTIALS OF YOUTH WORK? • Most youth workers are volunteers – education and training has to be flexible and accessible: what are the ‘basics’ or ‘essentials’? • The youth worker DOING – SKILLS (being able to do the job) • The young person in their local environment – home, school/work, leisure time, peer group [local-national-international] [routine-developmental-experimental] • Core learning requirements: safety, well-being, “security” • Essential practice dimensions: Association, Activities, Advice

  5. 2 Building intelligence the science of youth work • Connecting practical experience with wider academic and policy understanding • Reflective practice / praxis • The youth worker KNOWING – KNOWLEDGE (understanding why you do the job) • The young person’s ‘make up’ – the psychology of adolescence/the sociology of youth • group [local-national-international] [routine-developmental-experimental] • Core learning requirementse.g. policy influence, strategic fundraising, differentiating needs and issues young people face [equality and discrimination] • Essential practice dimensions: , Autonomy, Advocacy, Awareness

  6. 3 Mastering a craftThe Art of youth work • Specialisms – issues, groups, policy domains: the distinctive role of youth work • Histories and contemporary expectations and contributions • The youth worker BEING – IDENTITY/DISTINCTION (confidence in our own skin and in relation to others) • The young person in society and the world – social, economic, political and cultural place and space • group [local-national-international] [routine-developmental-experimental] • Core learning requirements e.g. European and international context, systemic awareness, making the connections • Essential practice dimensions: Exploration, Innovation, Youth work beyond borders • This level of confidence demands the application of courage!

  7. The ties that bind • Principles and purposes • Quality development • Blended learning • Flexibility and individualisation • Ethics • Mentoring, supervision, coaching – non-managerial supervision and support • Debate about recognition, accreditation, endorsement and validation • Policy documents (local-national-international-global)

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