introduction to youth policy
DESCRIPTION
Introduction to youth policy. Wednesday 26 th March 11:30-1:15pm. What defines “youth”?. Political Squares. Key Factors in defining “youth”. Concepts from Roche et al (2004) “ Youth in Society” ; Supporting Evidence from various sources . Education: - PowerPoint PPT PresentationTRANSCRIPT
Introduction to youth policy
Wednesday 26th March11:30-1:15pm
What defines “youth”?
Political Squares
Key Factors in defining “youth”
• Education: o In the mid 70’s about 70% were working and earning, now
the figure is 5%o The drive to keep everyone at school means that we have
effectively narrowed our definition of ‘achievement’ for young people to one option – academic success
o Expanded access to university• Family dependence:
o Individual benefits for young people removed and introduction of student loans means longer period of dependence on families
Concepts from Roche et al (2004) “Youth in Society” ; Supporting Evidence from various sources
Key Factors in defining “youth”
• “Can Do” ethos– Anyone can make it if they try hard enough. – Has led to a sense of individual blame for failures
• Dependence to Independence– Most white, non-disabled, and middle class young people face a
relatively smooth pathway– More disadvantaged young people struggle more and more with this
• “Uneven” and “Fragmented Transitions”– “uneven because different groups of young people have very different
experiences of the transition to adulthood. Fragmented, because the different markers of adulthood are increasingly uncoupled from each other” (p xiv)
• Information Age
Concepts from Roche et al (2004) “Youth in Society” ; Supporting Evidence from various sources
Key Factors in defining “youth”• Young People in Northern Ireland have faced additional
challenges over the last two decades
• Conflict/Post-conflict Society: “The effects of the Troubles seem to be associated with
problems relating to underachievement and behavioural adjustment.”
http://www.dhsspsni.gov.uk/conflictchildrenyoungpeople.pdf
• Segregation:“Segregation and sectarianism are a continuing legacy of
the Troubles”http://www.conflictresearch.org.uk/cms/images/stories/Segregated%20Lives.pdf
SOME KEY CULTURAL CONTEXTS THAT IMPACT YOUNG
PEOPLE’S SENSE OF IDENTITY
MOBILITYAverage Person per year:•take 1000 journeys •travel over 7000 miles2001 1.5 Million House Transactions•Lesser links to the wider family•Generation Gap
GOING OUT TO WORKBoth parents out to work……Less direct contact time with parents……Unsupervised access to media in the home… …TV becomes the live in Nanny!!!
‘We don’t influence teenagers we own them.’ Managing Director of MTV
CONSUMERISM
The average family in the UK watches 27 hours of TV each week.
The Internet
global village
91% of 12 year olds in the UK own a mobile phone
LEISURE / SPARE TIME
Youth Policy
Youth work’s collaborative, cross-disciplinary approach is both a strength and weakness of Youth policy.
A strength in that it enables youth advocates to work with cross-disciplinary organisations to foster links.A weakness in that within a formal academic system its status is considered subordinate to ‘pure’ subjects. This situation poses a range of challenges for youth workers who can often underestimate the role of social/youth policy in their profession.
Youth Policy
• "It does seem an extraordinary failure that you [the youth sector] can’t make a better fist at
• explaining the difference you make" (Children & Young People Now; 2011).
“… The main objective of youth work is to provide space and opportunities for young people to shape their own futures…” (Lauritzen; 2006).
Bessant (2005) 10 principles of youth policy
1. Ensuring the means is available to live a human life of normal length2. Guaranteeing good health3. Ensuring ‘non-beneficial’ pain and suffering is minimized and happiness
and pleasure maximized4. Guaranteeing young people are able to use all their senses5. Ensuring an ability to form and maintain a range of attachments and
identity.6. Enabling young people to form a conception of good, to engage in
critical reflection and to be able to plan one’s own life7. Facilitating young people’s social being8. Environmental ethics9. Guaranteeing an environment that secures the ability to laugh, play and
enjoy recreation10. The principle of non-interference
Key policy Drivers
• Review of Public Administration • Children (NI) Order 1995 • Section 75 of the Northern Ireland Act (1998)• UNCRC
Responses to Youth
• Model for Effective Practice • Strategy for Children & Young People • Lifetime Opportunities/Anti-Poverty & Social
Inclusion Strategy for NI • CRED policy • Entitlement Framework • Strategy for delivering youth work in NI 05-08• Priorities for Youth
Group WORK:“located within an understanding of the social and political context”
Stage 1: What are the agendas in youth policy and in wider government in Northern Ireland?
(Consider extract (p. 13-24) from Strategy for Delivery of Youth Work in NI 05-08)
Stage 2: Think critically about the agendas. What is the historical background to these agendas?
(Consider Sam McCready’s lecture notes entitled “A living democracy”)
Where is policy happening?
Your Personal and Social Context
Stage 3: How does social policy impact:o Your work in PPA?o The life of young people in
PPA?o Your youth work practice?o Future employment
prospects – self & YP?o What policy comes to
mind in your local community/PPA?
Group Task
Key Policy Drivers
Key Policy Drivers• Better Government: A Review of Public
Administration (2006)– move towards a more effective system of governance and a more cost-effective,
coordinated organisation of the Government and the services it provides.– re-structuring of health trusts, social services boards and the Department of
Education.– Local and district councils, which previously numbered 26, will reduce to 11, the
current timeline for this are the May 2011 local government elections.– This is leading to a restructure of organisations such as the Youth Council for
Northern Ireland, as well as the Education and Library Boards who will be subsumed into the new Education and Skill Authority
Key Policy DriversChildren (Northern Ireland) Order 1995• emphasis on safeguarding children and young people,
protecting them from the negative consequences of intolerance, inequality and disadvantage, sought to identify mechanisms for championing the cause of the young
• This commitment led to the OFM DFM to establish the Commission for Children and Young People
• one of the Commissioner’s primary duties is to ensure the promotion of children and young peoples’ rights
• The Children (Northern Ireland) Order enshrines in legislation a requirement for children and young people to have opportunities to participate in decision-making processes
Key Policy Drivers
• Northern Ireland Act 1998 (Section 75)• the Government has sought to ensure that
those from all sectors providing services for children and young people rigorously adhere to Section 75 of the Northern Ireland Act
• Section 75 addresses issues of equality, equity, interdependence and the challenging of discriminatory practices.
Section 75 of the GFA 1998
“good relations cannot be built on basis of inequality and disadvantage” (McCrudden, 2004: 72)
Section 75 (1) advanced beyond any other equality legislation and amount to “the fourth generation equality laws, based on a positive duty to promote equality, rather than simply to refrain from discriminating” (Fredman, 2002: 122)
Equality and Human Rights were central to negotiating the Belfast Agreement and the advancing the peace process in Northern Ireland. Core principles of the Agreement, enacted in Section 75 of the Northern Ireland Act (1998) were the duties to promote equality and good relations.
A public authority shall in carrying out its functions relating to Northern Ireland have due regard to the need to promote equality of opportunity - (a) between persons of different religious belief, political opinion, racial group, age, marital status or sexual orientation; (b) between men and women generally; (c) between persons with a disability and persons without; and (d) between persons with dependants and persons without.
Policy Responses to Youth
Policy Responses to Youth
• Model of Effective Practice (2004)
A non-statutory curriculum framework for the planning, delivery and evaluation of youth work programmes in Northern Ireland.
Policy Responses to YouthBetter Government: A Review of Public Service Administration
(2006)– outlines significant changes for the organisation of and
responsibility of youth service provision.– newly created Education and Skills Authority (ESA) will assume
responsibility for operational delivery, coordinating and building partnerships across all sectors with the aim of achieving a joined-up approach to delivery
– ESA will take on functions and responsibilities previously performed by the Education and Library Boards and the Youth Council for Northern Ireland (YCNI).
– It will also introduce a new body called the Northern Ireland Network for Youth (NINFY), with an aim to ensure that young people’s voices reach government departments and the youth service as a whole
Policy Responses to YouthOur Children and Young People – Our Pledge(2006)
– calls for an improvement in outcomes for all children and young people.
– suggests that those experiencing severe disadvantage, or whose needs are complex and varied, will benefit from targeted interventions.
• Success will be measured against outcomes in six areas:• being healthy• enjoying, learning and achieving• living with safety and stability• experiencing economic and environmental wellbeing• contributing positively to community and society• living in a society that respects their rights.
Policy Responses to Youth
Our Children and Young People – Our Pledge(2006)– Pledges include an emphasis on preventative and early
intervention approaches, taking an holistic view of the child or young person, and a respect for rights and working in partnership.
– awareness that the community is still emerging from conflict and that whole communities need to be involved in the support of the young
– prerequisite of success that young people are integral to the strategy’s development, implementation and general governance.
– Participation Network, operated through the Northern Ireland Youth Forum
Policy Responses to Youth
Lifetime Opportunities: Anti-Poverty and Social Inclusion Strategy for Northern Ireland (2006)– This introduces measures to join up departments,
sectors and providers to better achieve social justice– The strategy is in response to an evaluation of the
New Targeting Social Need (New TSN) policy of 2001– found that tackling poverty and social exclusion
needed a more coherent and strategic approach
Policy Responses to Youth
Lifetime Opportunities: Anti-Poverty and Social Inclusion Strategy for Northern Ireland (2006)– eliminating urban and rural poverty and social
exclusion– tackling area-based deprivation– promoting respect and tolerance between the
country’s two main communities– tackling inequalities in health and the labour market– ending cycles of deprivation.
Policy Responses to Youth
Lifetime Opportunities: Anti-Poverty and Social Inclusion Strategy for Northern Ireland (2006)– acknowledgement in Northern Ireland that a sustained
period of conflict has resulted in too many young people suffering negative consequences of societal stress
– development of education, learning and skills is promoted as the most influential mechanism for lifting young people out of poverty, reducing exclusion, breaking deprivation cycles and ensuring their engagement with the labour market
– every intervention pertaining to this group must encompass opportunities to develop knowledge, skills and experience
Policy Responses to Youth
Delivering the Entitlement Framework (2006) – The Big Picture – Curriculum Entitlement Framework aims to ensure greater
choice and flexibility in education and learning for all young people
– Tailored learning opportunities will be available, matching programmes and pathways to the needs, aptitudes, interests and motivations of the individual concerned
– more joined-up and holistic approach, while laying greater emphasis on developing knowledge and skills in relation to ‘learning for life and work’.
Policy Responses to YouthDelivering the Entitlement Framework (2006)• Youth services and youth workers play a critical role • expected to support young people, helping them to
engage fully with the new developments and to reach their full potential
• recognition of the importance of detached youth work to engage those who are hardest to reach
• Also includes mentoring, generic support services, participation work, informal, accredited group work and programmes that challenge intolerance and discrimination
Policy Responses to YouthStrategy for the Delivery of Youth Work in Northern Ireland 2005–
2008 (2005)– In 2003 Youth Service Liaison Forum established, assisting Department of
Education in development and implementation of Youth Service policy. – the first country-wide strategy, and it has been developed, endorsed and
implemented by those from the statutory, voluntary and community sectors.
• specifies a clear vision for the service, one in which young people:– enjoy themselves– realise their potential and participate as active citizens in a secure and
peaceful society– know their rights and responsibilities, and have these protected and
promoted– are valued, understood and involved– feel safe and supported.
Policy Responses to YouthStrategy for the Delivery of Youth Work in Northern Ireland 2005–2008
(2005)– underpinned by a strong value base -‘the seven P’s’: personal and social
development, promoting rights, protection, participation, peace-building, people, and partnership
four aims, organised into central operational themes:– effective, inclusive youth work– participation– resources and funding– implementation.
• delivery focused, and takes an holistic approach to youth work and young people’s development
• In October 2008 the Department of Education completed a consultation process in which it sought to establish what the sector considered to be the priorities for youth. This will form the new strategy
Delivering Social Change
• In small groups:• Respond to the
OFMDFM Consultation on Delivering Social Change for Children and Young People
Evaluation of lecture
• Returning to the baseline questionnaire:• Please mark if there has been any change in
your understanding of learning after today’s session.
Policy Responses to Youth
• CRED policy (Jimbo McDowell focusing on this on 9th April)
• 30th April UNCRC (Chris O’Donoghue)• Exploring Priorities for Youth (7th May)