Key developments of youth work Youth work works with young people all over the world helping them to facilitate there personal social and educational development, it enables young people to gain a voice their place in society and become independent individuals, youth work was established through many different churches and chapels in the last few years of the 18th century and by 1844 the Young Men’s Christian Association (YMCA) had set up the first youth work group. There other types of youth work ministries that has now been established and is in place presently is the boys brigade, girl guides the prince’s trust and many more organisations. The Albemarle Report 1960 is the development of youth work for England and Wales, the Albemarle report …show more content…
This was put out that adult education should be regarded as an aspect of community education and should have the youth community service. (CLD, 2014) The purpose of youth work The purpose of youth work is “to work with young people to facilitate their personal, social and educational development and to enable them to gain a voice, influence and place in society”. Youth Work is a voluntary and non-formal education process taking place in an informal setting, and as such it has a significant contribution to make too many aspects of the lives of young people. Youth Work addresses issues of formal education, health (including drugs, sexual health and physical wellbeing), community, housing, family life, crime, employment, parenting, relationships, citizenship and many others impacting on young people. (Moodle, 2014) Youth work was established to empower young people to do greater things with their futures, it is also a voluntary based organisation and each young person who participates within the youth work development programmes need to be willing to enter the youth work programmes by themselves. Methods and approaches of youth work Princes …show more content…
‘To engage with’ can mean to ‘show an interest in’, to ‘explore the issues’, or ‘to take action on’. In the same way, learning can be understood as the passive receiving of designated knowledge, as an active process of developing understandings (Jarvis, 2006), or even as the development of identity (Wenger, 2009). The relationship between the two processes of engagement and learning are also understood differently, with assumptions made about the kind and content of learning which occurs through different forms of engagement. (Learning,