Commonwealth Youth and Development - Volume 6, Issue 1, 2008
Volume 6, Issue 1, 2008
Author Robyn BroadbentSource: Commonwealth Youth and Development 6 (2008)More Less
Welcome to the first edition of Commonwealth Youth and Development for 2008. As guest editor for this edition, I hope I have done justice to the journal. I must thank Linda Cornwell, our resident editor, who has patiently mentored me through the process. It has been very generous of Linda to share the chair and I am on a steep learning curve.
Source: Commonwealth Youth and Development 6, pp 2 –14 (2008)More Less
Youth workers everywhere are engaged in a daily revolution to facilitate change within young people, often with limited resources, support and infrastructure. They do this work through the developmental relationships that they form with their young clients. However, to achieve their goals and reap the rewards of their efforts, youth workers must be effective agents of change. The focus of this article is to further understand the notion of youth workers as change agents, in the context of developing values among the young people with whom they work. The role of values in youth work, the formation and development of values in youth, transformative learning approaches, the steps in experiential learning and youth-work pedagogies that use models of how youth learn are also discussed. With the increasing demands on youth workers to facilitate change in the lives of their young clients, these groups need professional training and education to prepare them to do the critical work of youth development.
Source: Commonwealth Youth and Development 6, pp 15 –22 (2008)More Less
Youth work is a distinct professional discipline that has clear parameters to its practice base. These parameters form the reference points for professional youth workers and are enshrined in the Victorian Youth Sector Code of Ethical Practice (Corney and Hoiles 2007). The parameters for youth work are underpinned by an understanding of the social, political and economic context in which young people live and operate (Maunders and Broadbent 1995). This article discusses a youth-work practice framework, using the analogy of a 'kitbag' that defines us as professionals and, more importantly, the distinct set of skills and knowledge that is called 'youth work'.
Youth work has built up professional resources, including codes of ethical practices and a research body of knowledge, and has become a defined industry, with education and training and labour-market definitions. All of these, as well as a set of ethics, values, practice reference points, principles, knowledge and skills, should be contained in the kitbag of each professional youth worker and provided through training and mentoring. The analogy of a kitbag seems appropriate when referring to all of the tools that a professional may need. Interestingly, industry representatives used the term 'toolbox' in the past, based on similar connections to the need for tools in order to be successful in any profession. The establishment of what is included in the professional kitbag of youth work requires the sort of advocacy that is found in the strong collective voice of a professional association. Victoria has a history of attempts to establish a professional association to be that advocate. In recent times there has been yet another call to align the code of ethical practice with a professional association. With an increasing number of other professions scrambling over the youth worker's terrain, there seems to be a looming imperative for youth work to professionalise or perish.
Author Paul Seilala PeteruSource: Commonwealth Youth and Development 6, pp 23 –35 (2008)More Less
One of the problems facing people who work in youth development is understanding the origins of the paradigms of development and participation, and how these relate to a youth development approach. Development and participation have different meanings for people working in the Pacific region. Over time, traditional kinship / fanau / whanau relationships have facilitated important ways of supporting young people in their development. Although development and participation paradigms are relatively 'new', traditional societies contend that developmental tasks or rites of passage have evolved over centuries and that any youth development argument must consider those traditional ways that support young people in their local community. This article presents ways of working with young people that are inclusive of the historical and current contexts of youth development approaches. While it emphasises the need for agencies, organisations and youth ministries to look within their own institutions for congruence in how they provide development opportunities for their staff, it does not try to reflect the full spectrum of the development and participation discourse or to criticise those institutions that work with integrity in partnership with youth.
Partnership with government in the delivery of the diploma in youth in development : the case of Papua New GuineaAuthor Johnson W. HebeSource: Commonwealth Youth and Development 6, pp 36 –40 (2008)More Less
In 1995, youth ministers from the Commonwealth mandated the Commonwealth Youth Programme (CYP) to develop a diploma in youth and development work that could be delivered through distance education. This initiative led to the establishment of a qualification that is offered by more than 20 tertiary training institutions (referred to as 'partner institutions') across the Commonwealth.
This brief contribution attempts to discuss the issues surrounding the ownership of the CYP's Diploma in Youth in Development. To consider the ownership of the course, I felt it is worth discussing 'partnership', rather than ownership directly on its own. While conversing about the issue of partnership, I will touch on the issue of ownership of the Diploma in Youth in Development.
Although identification of the owner of the diploma is important, I believe that developing interagency collaboration and partnership arrangements in the delivery of the diploma is crucial. Therefore, the article begins with a discussion of partnership arrangements between the CYP, state and partner institutions. This is followed by a discussion of the advantages of national government involvement in the delivery of the programme. Then, I have included a brief discussion on the example of Papua New Guinea (PNG), where a three-way partnership arrangement involving the state was developed. After that, a brief overview is provided of the national task force on the diploma programme and finally a few words on the involvement of the regional youth caucus member.
Source: Commonwealth Youth and Development 6, pp 41 –54 (2008)More Less
The apocalyptic picture (especially in the eyes of foreign observers) of African cities as centres of chaos with negative indices of unemployment, high crime and non-existence of essential social amenities places a dangerous burden on young African urban dwellers. This is complicated by the pervasive impact of wars, because virtually all regions of Africa have been ravaged by civil wars, inter-national wars, and the unnecessary intervention of the 'imperial powers' of dictatorial and other African governments.
This work gives an analytical review of the challenges of urban youth in some Nigerian Niger Delta cities as they grapple with the yoke of conflict: state repression, internal colonialism, militancy / insurgency and all the trappings of a failing / failed / captured Nigerian state.
The article reveals the striking similarities of Niger Delta cities as centres receiving migrants from war-ravaged rural communities, oil platforms / rigs and militarised creeks in the region. From Port Harcourt to Yenegoa and Warri, unprecedented incidents of urban crime (especially bank robbery), hostage taking and youth gangsterism depict the depth of urban decay caused by conflict within the Nigerian state.
Finally, the recommendations of the article reveal hope for the Niger Delta urban youths as their struggles with externally imposed conflicts expose them to beneficial challenges and options.
Source: Commonwealth Youth and Development 6, pp 55 –64 (2008)More Less
The move in South Africa towards vocation-directed tertiary education that has come into being as a result of mergers between technikons and universities has resulted in the need for service learning and volunteer programmes to be introduced to integrate 'real-world' experiences with academic skills and reflexive practices to help students to develop self-esteem and civic responsibility. This article identifies a number of themes prevalent in the literature. These are theoretical principles; course design and assessment; community partnerships; student involvement and institutional culture; and service learning and volunteerism in the South African context.