A typical example of this would be if a young person made a sexist remark. The relaxed atmosphere and relationship which is built enables the youth worker to discuss and challenge their views on sexism enabling the young person to learn of other values and beliefs regarding whatever subject.
Young suggests that; “the purpose of youth work is to engage with young people in the process of moral philosophising, through which they make sense of themselves and the world”(1990,p120)
Youth workers use this informal education to assist young people with their personal and social development, this relies heavily on experimental learning in which young people should be given the opportunity to participate in as many activities and experiences as possible as it is these same activities and experiences in which the young people learn about themselves, others and society. From a simple game of soccer young people increase their communication skills and teamwork, learn of rules and codes of conduct regarding the sport, consideration for others, participate in sport increasing health benefits, all of which without realising it and whilst having fun.
Informal education is important from two perspectives as the roles of learner and educator are interchangeable, youth workers also learn from young people and the interactions with them. Young believes that through this participation within a relaxed environment young people can;
“learn and develop critical thinking and rational judgment, which enables them to make reasoned choices and informed decisions. (1999, Pg96)
Rosseter also agrees with the notion that the use of informal education is a key tool in youth work and a young persons development and states “ first and foremost youth workers are educators” (1987,p52).
Rosseter (1987,p61) suggests there are five main methods through which youth workers can aid a young persons personal and social development.
The first of these methods is to provide young people with positive role models, the second method is participation. Rosseter believes young people should be encouraged to participate in as many activities as possible as they all have a different experience for the young person, this provides a whole new learning experience.
The third method is consciousness raising, this involves raising the awareness of the young to there fundamental rights as a human and their rights within society enabling the young person to be conscious of there position within society.
The fourth method rosseter believes is problem solving, this is the providing of support to young people in times of crisis or to solve problems. An example of this would be if a young person is accompanied through a problem but left to deal with the matter themselves, with the youth worker present the young person will be more relaxed this would then produces confidence within the young person to face the matter again in the future.
The final method is critical involvement which occurs when young people are aware of their position within society and can involve themselves to a variety of services such as local council youth associations and youth parliament.
Through informal education the young people gain personal and social development which empowers the youth to become responsible members of society in which they feel equal.
The majority of young people growing up at some point or another don’t feel as if they fit in with the rest of society and don’t really feel equal. What doesn’t help towards this problem is the tendency of governments to view young people as a part of society that needs to be controlled and disciplined in order to produce respectable and cooperative labourers for the labour market.
New Labour have brought with them a number of new policies aims and targets. The following are a handful of New Labours youth related policies; five year strategy for children and learners (2004), connexions service (2001), New deal (2000) and Learning to succeed (1999).
Within all of these policies there seems to be an emphasis on training the young people with the skills required to fit smoothly into the labour market.
With this emphasis on the labour market in mind, Ann Weinstock released a statement on behalf of the government regarding the connexions service. in this statement she stated that it is “a modern multi disciplinary service to help all young people reach their full potential and make a transition to working life” (Ann Weinstock – C.Executive 2001)
The key difference between the new labour initiatives and the existing youth service is that the community based centres are attended on a voluntary basis and education is not forced upon the young people. Another aspect to take into consideration is that the community based centres and clubs are not out to meet targets or concerned with figures it is the health and well being of the youth which is the key priority to youth workers not the effective production of labour market workers.
As the labour government set new targets to meet and criteria for financial funding of youth groups gets stricter, the emphasis for the small community groups will be to meet a minimum attendance in order to maintain operation. These policies and changes inevitably hinder the ones who need the service most of all, the young working class people. These are the youth who really need the youth service. With the new changes they will not be able to access the services as the same community services will have to be aimed towards the middle class youth in order to keep running, this is due to financial insecurity. Then New Labour will be facing another unemployment crisis in years to come with increased state dependency. The youth of today need the youth service so as not to become the next lost generation.
through studying different perspectives on youth work it has brought about an understanding that there are other theories with regard to youth work, the problem being that this essay is too short to include all of the other benefits of youth work so this essay is mainly concerned with the educational benefits the young people can gain from the youth service.
In conclusion the youth service is an ever changing service that provides informal education for the youth. Through this informal education the youth workers aim is to empower the youth with knowledge of self, surroundings, society and others which enables them to be a part of society rather than an outcast of society.
HMSO (1960) The Youth Service in England and Wales (The Albermarle Report). London, HMSO.
Rosseter, B. (1987) ‘Youth workers as educators’ injeffs, T. and Smith, M. (eds) Youth Work. London, Macmillan.
Smith,M.K (2001) ‘young people, informal education and association’, the informal education home page, .
Young, K.(1999) the art of youth work. UK, Cromwell press.
