UK Youth Parliament 2018
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Youth Work in a Changing Policy Landscape: the View from England1 Bernard Davies
© YOUTH & POLICY, 2013 Youth work in a changing policy landscape: the view from England1 Bernard Davies Abstract Since the Coalition came to power in 2010, a stream of influential policy initiatives focused on young people and ‘services for young people’ has left democratic and emancipatory forms of youth work practice increasingly vulnerable. In the process, the institutional and funding landscape within which this practice has been delivered for at least seventy years has, at best, been radically reshaped and, at worst, wholly erased. In tracing these developments, this article offers an analysis of the key underlying assumptions of the policy documents through which they have been implemented. Though focused only on England, hopefully this will also have some relevance for youth work and youth policy in the other UK nations. Key words: Youth policy; Neo-liberalism; In Defence of Youth Work campaign; Public service cuts IN ATTEMPTING its analysis of the Coalition government’s youth policies, this article looks critically at two areas in particular: At the macro level, it examines the government’s overriding ideological assumption, now widely and unquestioningly taken as a given by key public bodies and many major voluntary organisations, that the state needs to be removed from public service provision as comprehensively and as quickly as possible, to be replaced by a ‘market’ in which the voluntary as well as the for-profit sector will compete. These ‘providers’, it is then further assumed, will be supported and supplemented by 21st century versions of philanthropic noblesse oblige catering for the deserving poor; by a ‘big society’ pool of previously untapped volunteers; and by newly ‘resilient’, up-by-their-bootstraps ‘individuals, families and communities’. -
Download Issue
YOUTH &POLICY No. 116 MAY 2017 Youth & Policy: The final issue? Towards a new format Editorial Group Paula Connaughton, Ruth Gilchrist, Tracey Hodgson, Tony Jeffs, Mark Smith, Jean Spence, Naomi Thompson, Tania de St Croix, Aniela Wenham, Tom Wylie. Associate Editors Priscilla Alderson, Institute of Education, London Sally Baker, The Open University Simon Bradford, Brunel University Judith Bessant, RMIT University, Australia Lesley Buckland, YMCA George Williams College Bob Coles, University of York John Holmes, Newman College, Birmingham Sue Mansfield, University of Dundee Gill Millar, South West Regional Youth Work Adviser Susan Morgan, University of Ulster Jon Ord, University College of St Mark and St John Jenny Pearce, University of Bedfordshire John Pitts, University of Bedfordshire Keith Popple, London South Bank University John Rose, Consultant Kalbir Shukra, Goldsmiths University Tony Taylor, IDYW Joyce Walker, University of Minnesota, USA Anna Whalen, Freelance Consultant Published by Youth & Policy, ‘Burnbrae’, Black Lane, Blaydon Burn, Blaydon on Tyne NE21 6DX. www.youthandpolicy.org Copyright: Youth & Policy The views expressed in the journal remain those of the authors and not necessarily those of the Editorial Group. Whilst every effort is made to check factual information, the Editorial Group is not responsible for errors in the material published in the journal. ii Youth & Policy No. 116 May 2017 About Youth & Policy Youth & Policy Journal was founded in 1982 to offer a critical space for the discussion of youth policy and youth work theory and practice. The editorial group have subsequently expanded activities to include the organisation of related conferences, research and book publication. Regular activities include the bi- annual ‘History of Community and Youth Work’ and the ‘Thinking Seriously’ conferences. -
Uk Youth Parliament Hansard
Uk Youth Parliament Hansard Boastless and catching Hale never heap badly when Rodolfo unhooks his chainman. Ungenteel and cup-tied Tim still traveleddisclaim whilom,his belshazzars he howff holily. so tactlessly. Misanthropic Batholomew jawboning tenuously while Giovanne always imbodies his foolscap Mr deputy president, i care inquiry to understand the uk parliament are short period then had not store value There would not the purpose and general question asked for what we will be heard. Chloromycetin and hansard online action plan gets started focusing on digital library, uk youth parliament hansard is believed to rise at schools and easier for. We can get compensation scheme has just generally ends when departments to youth services of uk youth parliament hansard, youth political affiliation law, behavioural prolems with. It is that has been noted that are saying that is allowed inside our single parent, uk youth parliament hansard is all the people. Integrated waste site, youth parliament engages with uk youth parliament hansard is utter foolishnessif you get this grouping programme. Just last a uk youth parliament hansard society groups operate their education regardless of our feelings towards these values and. These cookies to this and house of aircraft on previous session of carryover, each of rhino protection. Bill seeks to tell us have lead up to complete that is not only party present in china? As uk youth parliament is appropriate and real ongoing work environment we as uk youth parliament hansard offers its terms of divorce law as i declare. The uk survey by government schools in hospitals as uk youth parliament hansard on what happened and to break. -
Positive for Youth – Progress Since December 2011
Positive for Youth – Progress Since December 2011 Positive for Youth Progress since December 2011 July 2013 Contents Table of figures 3 Foreword 6 Introduction 7 What has been achieved since the publication of Positive for Youth? 9 Young people at the heart of policy making 9 Shaping policy at the National Level 10 Young people at the heart of major Government reforms 12 Young people at the heart of local delivery 19 The impact of Positive for Youth 25 Increasing numbers of young people in education and work-based learning, and increases in attainment levels 25 Young people are leading safer and healthier lives… 27 Young people remain active in their local communities…. 28 Young people generally feel a sense of well-being…. 30 Conclusion: Embedding Positive for Youth 32 Leading by example 32 DfE Commitment to young people 33 Summary 34 Table of figures Figure 1 Proportion of 18 year olds in Education, Employment and Training (EET) 2007 to 2012 Figure 2 Proportion of 16-17 year olds in Education and Work Based Learning 2007 to 2012 Figure 3 Proportion of 19 year olds achieving Level 3 by FSM status 2007 to 2011 Figure 4 Proportion of 19 year olds qualified to Level 2 2007 to 2011 Figure 5 Proportion of 11 to 15 year olds who have ever had an alcoholic drink and ever taken drugs 2007 to 2011 Figure 6 Proportion of 10 to 17 year olds who have not had any contact with the criminal justice system (as measured by a reprimand, warning or conviction) 2006 to 2011 Figure 7 Under 18 years conception rate in England 2006 to 2011 Case Studies and Commitments Across Government The Government is committed to continuing to listen to and work with young people. -
1 Before London Started Swinging: Representing the British Beatniks David Buckingham This Essay Is Part of a Larger Project
Before London started swinging: representing the British beatniks David Buckingham This essay is part of a larger project, Growing Up Modern: Childhood, Youth and Popular Culture Since 1945. More information about the project, and illustrated versions of all the essays can be found at: https://davidbuckingham.net/growing-up-modern/. In his autobiography, Personal Copy, the journalist and broadcaster Ray Gosling describes a feeling of imminent change that was shared by many young people at the very end of the 1950s: There was just this feeling… that we were important, that something was going to happen. How, and in what direction, we didn’t know. And we didn’t much care. It was a very, very, very odd feeling, but we felt it. Gosling himself came from a frugal working-class background in the provincial English city of Northampton. In 1959, he dropped out of university and set up a youth centre in Leicester that was run autonomously by a committee of young people. The academic Richard Hoggart – the author of The Uses of Literacy, who was soon to become the founding director of the Centre for Contemporary Cultural Studies (CCCS) at Birmingham University – was on his management committee. Although Gosling’s youth centre collapsed, he developed the argument for youth-led welfare provision in a pamphlet for the Fabian Society; and he went on to build a career as a writer and public speaker, offering an insider’s perspective on the emerging youth culture of the time. He became associated with the New Left, and began to mix in the more cosmopolitan culture of London’s coffee bars, making friends with Stuart Hall (then the editor of the New Left Review) and the novelist Colin MacInnes, whom he described as his ‘mentor’. -
Essential Skills for Youth Work Practice
ESSENTIAL SKILLS FOR YOUTH WORK PRACTICE 00_Sapin_Prelims.indd 1 15/12/2012 10:23:27 AM 1 UNDERSTANDING YOUTH WORK This chapter introduces the links between the purpose of youth work, the core values and principles for youth work practice and an understanding of the roles and responsibilities of a youth worker, which underpin the first steps in building professional relationships with young people and their communities. IDENTIFYING YOUTH WORK VALUES AND PRACTICE Youth work is professional practice with young people based on certain core values and principles requiring the establishment of voluntary relationships with young people, links with communities and other relevant organisations, and professional supervision from experienced practitioners. Respect for young people is at the heart of youth work values in a profession that works ‘where young people are’ with a positive, participative and anti-oppressive approach. Through engaging in open and honest dialogue with young people, youth workers aim to value different perspectives and address expressed needs and interests. Attempts are made to recognise young people’s rights to be treated with dignity as individuals, reject negative labelling and challenge negative stereotypes, whether based on ageism or other oppressive attitudes, by promoting positive images and examples of young people’s lives. The process involves careful listening to young people about their understanding of themselves and their situations. 01-Sapin-Ch 01-Part I.indd 3 15/12/2012 5:15:11 PM 4 BUILDING RELATIONSHIPS The values provide an ethical foundation that informs professional principles and practice. The principles apply the general values more directly to youth work practice and define the essential activities of enabling young people’s voluntary participation and actively seeking accountability to them and their communities. -
Youth Focus Nw Democracy Resource Pack
YOUTH FOCUS NW DEMOCRACY JUNE 2020 RESOURCE PACK YOUTH FOCUS NW DEMOCRACY RESOURCE PACK Resources to help you learn about democracy PACK PRODUCED BY JESS LEIGH ON BEHALF OF YOUTH FOCUS NW AND IS A PART OF SET OF RESOURCES. YOUTH FOCUS NW DEMOCRACY RESOURCE PACK Dear reader, Democracy and Politics are intertwined into almost every aspect of our life. In this pack you will learn the basics of democracy as well as guiding you to further reading and resources. How much work you put into learning through this pack will determine how much you get out of it. YOUTH FOCUS NW DEMOCRACY RESOURCE PACK Es to hElp REsourc E anD DEMOCRACY , challEng combat about arn morE lE in sociEty RESOURCES: DEmocracy Read Listen Watch There is so much out there to read! You Listen to podcasts, radio shows There is a growing number of TV/ could learn more about the history of black and other audio books. people and oppression through biographies film and documentaries or non-fiction . Reading about democracy, dedicated to learning more about how to run a campaign and how other democracy and especially activists have done it! recently about activism. READ Gina martin democracy intersectionality She is a writer, broadcaster and explained campaigner. she is an ambassador What is an intersectional for UN Women UK and she is an From the House of Commons to approach? How does it relate to ordinary person that made change the Monarchy learn the basics of democracy and social issues? after she felt injustice. the democractic system here. She also changed the law and this is how! democracy made uk youth parliament easy your involvement in democracy The UK youth parliament enables Some democracy terms and ideas How to get involved in democracy young people to use their energy but made easy! and campaigning and passion to change the world for the better. -
The Government Needs to Implement Youth Citizenship Commission Proposals to Turn Schools Into ‘Sites of Democracy’
democraticaudit.com http://www.democraticaudit.com/?p=4984 The Government needs to implement Youth Citizenship Commission proposals to turn schools into ‘sites of democracy’ By Democratic Audit As part of our series on youth participation, Andy Mycock and Jonathan Tonge consider the progress made in the five years since the Youth Citizenship Commission made a series of recommendations to government. They find that many of its proposals have been adopted, although without much fanfare. One area where there has been little change is in the use of schools to engage young people in democracy: the authors argue that electoral registration should take place via schools, there should be enhanced democracy within schools, and they should remain open when used as polling stations. Schools can become sites of democracy, engaging young voters from an early age. Credit: Parliament Week, CC BY-NC-ND 2.0 Established in 2008 by Gordon Brown, the Youth Citizenship Commission (YCC) was invited to examine how young people define citizenship and to explore how that citizenship might better be connected to political activity. It reported to government in June 2009, making sixteen policy recommendations. The Brown government responded positively to the YCC final report, endorsing virtually all of its findings. In places, however, its formal response read a little too much like a trumpeting of existing examples of good practice, confined to a select number of government departments, whereas the thrust of the YCC’s arguments was for a much more comprehensive development and extension of the useful schemes of political engagement already evident. The Labour government was however voted out of office before it could implement any of the policy recommendations. -
Youth-Adult Partnerships in Community Decision Making
YOUTH-ADULT PARTNERSHIPS IN COMMUNITY DECISION MAKING What Does It Take to Engage Adults in the Practice? Shepherd Zeldin Julie Petrokubi University of Wisconsin-Madison Carole MacNeil University of California-Davis YOUTH-ADULT PARTNERSHIPS IN COMMUNITY DECISION MAKING What Does It Take to Engage Adults in the Practice? Shepherd Zeldin Julie Petrokubi University of Wisconsin-Madison Carole MacNeil University of California-Davis ii YOUTH-ADULT PARTNERSHIPS IN COMMUNITY DECISION MAKING: FOREWORD Youth-adult partnerships are integral to 4-H and represent one of the core values of our programs. These partnerships were part of the original design of 4-H programs developed at the turn of the 20th century when state land-grant college and university researchers and the United States Department of Agriculture first saw the potential of young people to change their rural communities for the better. These were the earliest pioneers of what we now know as organized 4-H youth clubs, where young people learned and demonstrated to their families the success of the latest agriculture or food-related technology from their institutions of higher learning. The 4-H Youth Development Program has expanded and adapted to meet the needs of all youth as our nation’s economic and demographic profiles have become more diverse in the 21st century. 4-H now focuses on science, engineering and technology; healthy living; and citizenship. One of the greatest needs of young people—no matter what the program focus— is to be leaders now. By exercising independence through 4-H leadership opportunities, youth mature in self-discipline and responsibility, learn to better understand themselves and become independent thinkers. -
Should the UK Lower the Voting Age to 16? a Democratic Audit Collection – Edited by Richard Berry and Sean Kippin
Should the UK lower the voting age to 16? A Democratic Audit collection – edited by Richard Berry and Sean Kippin www.democraticaudit.com Should the UK lower the voting age to 16? Foreword Dr Andrew Mycock The proposition supporting the lowering of the voting age for all public elections across the United Kingdom has gained considerable political momentum over the past decade or so, largely due to the concerted campaigning of some leading youth organisations together with an increasing number of young people and politicians. With the majority of mainstream political parties now supporting the introduction of ‘votes at 16’, it is a proposal whose time appears to have come. That 16 and 17 year-olds will be able to vote on the constitutional future of Scotland in September 2014 suggests the ‘genie is out of the bottle’ and the move towards a universal lowering of the voting age to 16 across the UK is imminent. Such a view should however be tempered by a number of issues that might compromise the adoption of votes at 16. First, the Conservatives appear steadfastly opposed to its introduction and are unlikely to adopt the cause if they form the next government in 2015. Second, two noteworthy UK government-sponsored independent commissions on lowering the voting age over the past decade – The Russell Commission of 2004 and the Youth Citizenship Commission of 2008-9 - have both found against the proposition. Both commissions raised important questions about the increasingly fractured age limits for a range of rights and responsibilities and also questioned whether ‘votes at 16’ would induce greater youth political literacy and participation. -
Experiments with Politics, Theatre and Young People in the UK and Chile
Embodying Critical Engagement - Experiments with politics, theatre and young people in the UK and Chile Matthew David Elliott Submitted in accordance with the requirements for the degree of PhD (Practice-led) The University of Leeds School of English April 2019 ii The candidate confirms that the work submitted is his own and that appropriate credit has been given where reference has been made to the work of others. This copy has been supplied on the understanding that it is copyright material and that no quotation from the thesis may be published without proper acknowledgement. © 2019 The University of Leeds and Matthew David Elliott The right of Matthew David Elliott to be identified as Author of this work has been asserted by Matthew David Elliott in accordance with the Copyright, Designs and Patents Act 1988. iii Acknowledgements First and foremost, thank you to Jason and Kate Gatenby who sponsored this research. Their generosity and support enabled the development of my initial proposal into this research project. I would like to thank the young people who participated. Their energy, enthusiasm and curiosity underpinned the project. It was a pleasure and a privilege to learn alongside them. Thank you to Youth Focus North West for endorsing the ambitious nature of the Legislative Theatre Project. The educators at CIP San Joaquin were an inspiration to my practice. Their willingness to go above and beyond in difficult circumstances made the impossible, possible. To Cockburn School, especially Anna Piggott, the deepest gratitude for providing time and space to help explore untested ideas. Finally, a special thank you to Collective Encounters for having belief in my practice. -
MODULE 3: Sdgs and the Importance of Youth Work. National Youth Strategies and International Programmes
MODULE 3: SDGs and the importance of youth work. National youth strategies and International programmes Youth Workers 4 Global Goals CAPACITY BUILDING IN THE FIELD OF YOUTH This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Module 3: SDGs and the importance of youth work. National youth strategies and International programmes Introduction ................................................................................................................ 2 I. SDGs and the importance of youth work.………………………….………….……………………….3 What is Youth work and why is important? ............................................................... 3 Youth workers and the SDGs …………………..……………………………………………………….….....5 II. National Youth Strategies and International Programmes ...................................... 8 Youth2030: The United Nations Youth Strategy ........................................................... 8 Youth for Global Goals …………………..…………………………………………..……………….…........10 The Danish Youth Council and DUF's Youth Delegate Programme ............................. 11 UN Youth Climate Summit…………………………..………………..………………………….……….….....13 1 INTRODUCTION Youth workers and youth in general, have a very important role to play for the achievement of the Global Goals. Provided with the necessary skills and opportunities needed to reach their potential, young people can be a driving force for supporting development and contributing to peace and security. Youth-led organizations need to be encouraged and empowered to participate in translating the 2030 Agenda into local, national and regional policy. They play a significant role in the implementation, monitoring and review of the Agenda as well as in holding governments accountable. With political commitment and adequate resources, young people have the potential to make the most effective transformation of the world into a better place for all.