a compass as a symbol for exploration of learning in youth work, with the label EXPLORATIONa compass as a symbol for exploration of learning in youth work, with the label EXPLORATION

DIVING IN

DIVING IN

the four chapters

the four chapters

a cooking pot as a symbol of the youth worker learning environment, with the label ENVIRONMENTa cooking pot as a symbol of the youth worker learning environment, with the label ENVIRONMENT

DIVING IN

DIVING IN

the four chapters

the four chapters

DIVING IN

DIVING IN

the four chapters

the four chapters

DIVING IN

DIVING IN

the four chapters

the four chapters

publication chapters

CHAPTER 1:

 

EXPLORING
learning in youth work

FOCUS learning is relevant to the wider community of practice who are exploring what is youth work, including youth workers themselves, youth work managers, trainers, policy makers, researchers, institutional representatives and so on.

CHAPTER 1:

 

EXPLORING
learning in youth work

FOCUS learning publication chapters are relevant to the wider community of practice who are exploring what is youth work, including youth workers themselves, youth work managers, trainers, policy makers, researchers, institutional representatives and so on.

publication chapters

CHAPTER 2:

 

YOUTH WORKER
and learning environment

FOCUS learning publication chapters explore the environment of the youth worker, what it means to be authentic, having empathy, being able to ask relevant questions, the ability to plan learning opportunities, ability to give appropriate feedback, to be a learner yourself, and being a part of a learning organisation.

CHAPTER 2:

 

YOUTH WORKER
and learning environment

FOCUS learning explores the environment of the youth worker, what it means to be authentic, having empathy, being able to ask relevant questions, the ability to plan learning opportunities, ability to give appropriate feedback, to be a learner yourself, and being a part of a learning organisation.

publication chapters
publication chapters

CHAPTER 3:

 

FACILITATION
of learning

Youth work provides a high potential for learning, however just “doing” does not immediately lead to learning. Learning needs to be conscious, intentional, reflected on and facilitated by the youth worker.

publication chapters

CHAPTER 3:

 

FACILITATION
of learning

Youth work provides a high potential for learning, however just “doing” does not immediately lead to learning. Learning needs to be conscious, intentional, reflected on and facilitated by the youth worker.

publication chapters

CHAPTER 4:

 

TRANSFERRING
learning

One of the roles of youth work is to support the young people to transfer their positive learning experiences to other aspects of their lives, their near living environments, surroundings, and their everyday interactions.

an examination of learning in youth work

SUPPORTED BY:

JUGEND für Europa (DE), Jaunatnes starptautisko programmu aģentūra (LV), Agenzia nazionale per i giovani (IT) and Léargas (IE), the National Agencies of Erasmus+: Youth in close cooperation with SALTO Training & Cooperation Resource Centre.

CHAPTER 4:

 

TRANSFERRING
learning

One of the roles of youth work is to support the young people to transfer their positive learning experiences to other aspects of their lives, their near living environments, surroundings, and their everyday interactions.

publication chapters
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