Youth Worker

Youth work is experiencing a policy momentum at European level. Since
the adoption of a resolution on the subject by the Committee of Ministers of the Council of Europe in 2017, youth work is back on the core agenda of the Council of Europe and the European Union youth strategies. This book looks at how youth work practitioners learn their trade, what formal and non-formal education offers exist and how education is contextualised in the broader picture of youth work recognition. Starting with the premise that formal education entails a series of steps from which youth work practitioners would benefit, this books explores that picture through a mapping study and delves further into its findings through thematic contributions.
The results of the research and debates with policy makers, researchers,
practitioners, educators and other stakeholders identifies a field of
growing opportunities across Europe. The situation of youth workers
in different countries varies from advanced practice architectures for
youth worker education to those in need of development. Youth worker
education, however, is not only about the education and training offers,
it is also about financial and organisational resources, legislation, support systems, competence frameworks, quality standards, ethical frameworks and guidance. This book aims to support youth work so that it becomes more visible and evolves into a recognised field of practice among other occupations and professions engaging with young people.

W części poświęconej pracownikowi młodzieżowemu (jego roli społecznej i zawodu) odnoszę się do innych rozdziałów raportu, poszerzając i porządkując informacje ze względu na następujące elementy: kompetencje, kwalifikacje, prestiż, wynagrodzenie, ścieżki rozwoju, oczekiwania społeczne. W analizach wykorzystuję operacyjną definicję roli społecznej wywiedzioną z przeglądu teorii ról. Ponadto dokonuję analizy porównawczej sytuacji pracowników młodzieżowych uwzględniająca społeczno-kulturowy kontekst przykładowych krajów.

Celem mojego tekstu jest odpowiedź na pytanie czy pracownik młodzieżowy może być traktowany jako rola społeczna i zawód; wskazanie rekomendacji dla praktyki społecznej

This special issue aims to explore Canadian pedagogical and curricular practices in child and youth care and youth work preservice education with an emphasis on empirical and applied studies that centre students¶ perspectives of learning. The issue includes a theoretical reflection and empirical studies with students, educators, and practitioners from a range of postsecondary programs in Quebec, Ontario, Alberta, and British Columbia. The empirical articles use various methodologies to explore pedagogical and curricular approaches, including Indigenous land- and water-based pedagogies, ethical settler frontline and teaching practices, the pedagogy of the lightning talk, novel-based pedagogy, situated learning, suicide prevention education, and simulation-based teaching. These advance our understanding of accountability and commitment to Indigenous, decolonial, critical, experiential, and participatory praxis in child and youth care postsecondary education. In expanding the state of knowledge about teaching and learning in child and youth care, we also aspire to validate interdisciplinary ways of learning and knowing, and to spark interest in future research that recognizes the need for education to be ethical, critically engaged, creatively experiential, and deeply culturally and environmentally relevant.