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LEARNING IN YOUTH WORK

Maarika Veigel

Abstract

This paper focuses on youth worker as the educator, who must prioritize and integrate lifelong learning ideas. Firstly, the youth worker is explained as adult learner and on the other side, as the promoter of non-formal education (NFE) in youth center (YC). The formation of a learning society has become a key issue and it is realized through the concept of lifelong learning, which requires the involvement of all parts and opportunities for implementation. European Union lifelong learning basics (the youth self-realization, social cohesion, civic engagement and employability) are in focus of the youth work (YW) educational impacts. The task of youth centers is, in addition to complying with the principles of open YW and non-formal learning. During the period 2005-2017 various studies showed the high mobility of Estonia youth workers in youth centers and shortage of personnel with special education. Thus learning and work-related coping in YW needs research. The purpose of this research is to bring to light the youth workers’ and youth field experts’ opinions of learning in YW. The theoretical framework of the study creates mostly Mezirows’, Wengers’ and Deweys’ concepts of learning. Semi-structured interviews were conducted with a total of 33 Estonian youth workers and experts. Intervieewers describe their opinions on the question areas: specialty choice; studies and trainings; the important aspects in YWnon-formal learning; coping with daily work as NFE educators; necessary skills/competencies. The results show that intervieewers’ profession choice was often rather radom, but most of experts learned YW (higher education) and have working experience mostly more than 10 years. The study highlights a number of aspects: practice is considered valuable in YW studies; part-time working can support entry into the field, but may be negative impact factor to professional growth; there is a need for professionally mentoring work-based learning; need to analyze and focused more the content of everyday work (rather to the NFL educational goals); to create innovation and interdisciplinary theories and methods; develop reflection skills; have more opportunities to attend trainings and clearer perspectives on career opportunities. This is the triangulation of results and analysis of two qualitative studies.

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DOI resolver: doi.org/10.5593/sgemsocial2018/3.4/S13.059

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