Theme Area: Education and Employment

Introduction

As today’s youth individuals face numerous challenges, the need to understand the new nature of youth work becomes imperative (McDowell, 2020). This is seen as shifting socio-cultural dynamics, evolving technology, and unique pressures that preferentially affect the youth in the context. As young people face increasingly complicated challenges, an in-depth analysis of the problems around them is necessary to deliver appropriate strategies accordingly. Notably, Chapter 12 by Furlong 2012 offers a basic structure complemented by additional literature and the National Youth Agency curriculum document, which gives direction for understanding modern youth work models (Furlong, 2012). In this paper, a discussion will be made on how youth work is affected by the theme of education and employment, together with standards used in the evaluation of the given case study.

Current notions of youth work

The article by Furlong (2012) from Chapter 12 serves as a basis for a critical appraisal of current conceptions of youth work, further supported by additional readings and the curriculum document of the National Youth Agency (Furlong, 2012). In other words, youth work comprises various intentional activities that promote the overall development of young people. Based on the findings by Furlong (2012), youth work is about working with young people wherever they may be to support personal development, create resilience, and help them become positive contributors to society (Furlong, 2012). This is further supported by highlights on the need for specific interventions that can be focused on the diverse needs of young people from the curriculum document provided by the National Youth Agency curriculum document.

Moreover, Furlong’s four models of youth work offer different scaffolding for approaching their practices (Furlong, 2012). A Control model involves control and direction over young people in response to perceived social problems. Socialization refers to an emerging system of societal norms and values created by individuals to predefined structures. The Informal Education model identifies youth work as the environment of experience-learning, where skills and knowledge are developed away from non-formal educational environments (McDowell, 2020).

The challenges young people face in contemporary Britain in education and employment.

To look into the issues that British youth face today, this section will concentrate on the concept of “Education and Employment.” Thus, to achieve a better understanding of this topic, I will refer to Furlong’s 2012 chapter, as well as other related readings. Studying the challenges of this field sheds light on the difficulties faced by certain groups of young people and the global factors determining the course of their lives (Furlong, 2012). The educational and employment environment in Britain gives an unambiguous perspective on the lives of young people, especially for the representatives of the marginal circles. On the theme of education and employment by Furlong, opportunities seem to be equal, but then again, it draws attention to the inequalities and the barriers that young people have had to face in their journey toward good education and promising working prospects(Furlong, 2012).

In particular, young minority females often face twofold challenges in terms of gender and racial discrimination in education and work spheres (Sumberg et al., 2020). Though some progress has been made against gender inequality, these young adults remain susceptible to societal bottlenecks that limit the opportunities they get from acquiring higher education and the scope of jobs readily available to them. Furlong’s study on educational inequalities and the way socioeconomic factors impact academic achievements is especially significant when approaching this particular group of students and their problems.

Furthermore, adolescent females from minority ethnic communities within the United Kingdom have a lower attainment of education. This is because social status, cultural biases, and institutional complexities address these challenges to avoid even becoming a cycle that limits their access to higher education, thereby undermining their jobs. These barriers become even more apparent through the intersectionality of gender and ethnicity lens, and they are unique to these young women (Formby & Donovan, 2020). Young people in Britain have many problems, which are not only characteristic of the country but also have their influences on the global level.

Role of youth workers in education and employment as shown in media reports and articles.

The challenges that teenage girls of minority ethnic groups encounter in the world of education and employment necessitate the need to bring together academic theories, additional readings, and eyeballs on recent media reports. The interaction between these elements offers a complete understanding of the intricate matters of concern. Furlong’s 2012 chapter on education and jobs discusses how socioeconomic factors affect educational success. Recent news posts, including a study done by The Guardian in 2022, have highlighted the continued educational disparities minority ethnic students face in the UK. Students from Black and Asian backgrounds are more likely to enroll in schools in less affluent neighborhoods, increasing the difficulties they encounter as they strive to receive a good education.

Cultural biases within the education system also increase the disparities in educational attainment. In 2021, the BBC reported on the prevalence of systemic prejudices against the so-called minority ethnic student populations, which influence their student lives throughout their study process (Palumbo, 2021). This is similar to Furlong’s discussions of how cultural expectations and biases can influence educational trajectories. Additionally, Furlong’s look at the results of economic globalization on the job market from the point of educational transition to the workplace is closely related to recent media discussions about the transformation of work.

Notably, BBC News in 2021 reported on the rise of remote work and the increasing prominence of digital skills in the world of work (Palumbo, 2021). This supports Furlong’s focus on changing employment scenes driven by global phenomena. While Furlong focuses on specific challenges in his theoretical framework, young individuals must adjust to these changes, which is reflected in the media report.

In a global context, a CNBC report published in 2022 reveals the effect of the COVID-19 pandemic on youth employment across the world (Jacob, 2022). This report underscores the fact that the youth suffer from the most disproportionate influence, as joblessness and economic instabilities have impacted their future. This is in line with the broader influences that Furlong attributes to employment, showing how world events can significantly influence the conditions faced by young people in the job market (Furlong, 2012).

The role of youth workers in supporting young people in education and employment.

Regarding education and employment, youth workers must contribute their part in helping young people facing tremendous difficulties (NYA, 2019). In relation to this theme, we will discuss the case of Aisha, a British Pakistani teenager who is. We will talk about the issues that youth workers are able to address concerning the educational and employment gaps that she has to address. Aisha’s problems can be viewed as educational inequality, cultural bias in the education system, and the high number of joblessness due to systemic limitations arising from globalization.

Empowerment is one of the fundamental principles that will lead to the development of a solution to the issue of youth workers helping Aisha to make an informed choice concerning her education and career. By providing Aisha with information regarding educational and occupation choices, she will be more capable of knowing the ramifications of her decisions. By making the environment inclusive, Aisha’s cultural background is not only respected but also celebrated, and this makes her feel accepted in that environment.

The youth work models, when applied, contribute to the usefulness of a youth worker when assisting Aisha. In the Informal Education model, youth workers can complement Aisha’s structured knowledge with hands-on practice, so her skills and job potential are increased. At the same time, the Citizenship model promotes Aisha’s active involvement in the social life and enhances her sense of civic duty and civic consciousness. In order to follow professional norms recognized by society, youth workers need to embrace relevant occupational standards. The NYA Code of Ethics, emphasizing the themes of confidentiality and autonomy, ensures that Aisha’s rights and privacy are respected, a foundation that sets the stage for a trusting interpersonal relationship. According to NYA (2019), the Skills for Care National Occupational Standards for Youth Work show how to create a supportive environment, support learning, and promote diversity, as these are the main aspects of working with Aisha.

Drawing lessons from other youth work organizations that span across the globe also contributes to the strategies that youth workers can use. Firstly, the Prince’s Trust aims to empower and employ people; secondly, UK Youth works to the principle of inclusion and skills development, which are suitable questions for youth workers. These associations provide examples of effective interventions and strategies that can be tailored to address the unique issues Aisha faces.

Application of the national occupational standards to the case study

One necessary occupational standard is the “Understanding Young People’s Development” competency (NOSYW.2.1) (Furlong, 2012). This standard focuses on the need for youth workers to possess a deep knowledge of the physical, social, and emotional aspects of the development of youth (NYA, 2019). In this regard, a youth worker who is using this standard would identify the specific developmental tasks she faces at the age of 18 years as she makes a shift from high school to possible employability.

The second useable standard is called the “Planning and Evaluating Youth Work Activities (NOSYW 3.2) (Furlong, 2012). Herein is highlighted what is necessary for workers in youth fields to plan and evaluate their activities appropriately in order to satisfy the demands of young people. For example, a youth worker can use this standard with Aisha by setting up educational and vocational workshops based on her interests and her future career objectives. The youth worker also needs to evaluate the worth of such activities in the sense that they aid the development of Aisha and resolve her issues.

The “Promoting Equality, Diversity, and Inclusion” standard (NOSYW 4.1) issues the cultural biases and systemic barriers that Aisha has to face (NYA, 2019). This standard is concerned with designing inclusive spaces that appreciate and honor diversity. This standard could be helpful to a youth worker in making sure that Aisha’s cultural background is considered and that her belongingness is emphasized (Pecora et al., 2021). It is consistent with the idea of inclusivity and the notion of holistic development because it signifies that Aisha’s cultural identity is an inevitable and integral part of her academic and career objectives.

On this note, the “Supporting Young People to Improve Their Employability” standard (NOSYW 6.2) posits that it is directly relevant to Aisha’s effort to secure more productive jobs (Furlong, 2012). This competency highlights the need for youth workers to help young people in acquiring skills and attributes that increase their chances of obtaining jobs. Through this standard, a youth worker will help Aisha create resumes, perform successful interviews, and deal with the tough competition within the job market (Sumberg et al., 2020). In addition, it ensures that the youth worker’s intervention solves the problem of Aisha’s slim chances of employment.

Conclusions

So much has been discussed through this essay on the various roles of youth workers in dealing with young people’s issues in the areas of education and employment. So, we have focused on a case study of Aisha, a British Pakistani woman who comes from a low-income family, in order to discuss issues related to educational differences, cultural prejudices, and limited job opportunities. The National Occupational Standards for Youth Work (2019) were critical in guiding the conversation; competencies included an understanding of young people’s development, planning and evaluating activities, promoting equality and diversity, supporting employability, and ethical practice. One of the main themes that can be seen is that the set of problems young people are dealing with is interconnected, so the solution requires a comprehensive and adapted approach. By following ethical guidelines, fostering diversity, and offering specialized assistance, youth workers can help young people overcome obstacles and survive in modern British society.

Reference list

Bawden, A., & Topping, A. (2022, May 25). Most women of colour ‘hide’ their heritage due to UK workplace racism. The Guardian. https://www.theguardian.com/world/2022/may/25/most-women-of-colour-hide-their-heritage-due-to-uk-workplace-racism

Formby, E., & Donovan, C. (2020). Sex and relationships education for LGBT+ young people: Lessons from UK youth work. Sexualities, 23(7), 1155-1178.

Furlong, A. (2012). Youth Studies: An Introduction (1st ed.). Routledge. https://doi.org/10.4324/9780203862094

Haikkola, L. (2019). Shaping activation policy at the street level: Governing inactivity in youth employment services. Acta Sociologica, 62(3), 334-348.

Jacob, C. (2022, February 2). Young people are increasingly overwhelmed at work, a survey shows. CNBC. https://www.cnbc.com/2022/02/01/young-people-are-increasingly-overwhelmed-at-work-bain-co-survey.html

McDowell, L. (2020). Looking for work: youth, masculine disadvantage and precarious employment in post-millennium England. Journal of Youth Studies, 23(8), 974-988.

NYA. (2019). Youth Work in England: Policy, Practice and the National Occupational Standards. UK Standards.

Palumbo, B. N. B. a. D. (2021, June 9). Covid: What do we know about global youth unemployment? BBC News. https://www.bbc.com/news/57406236

Pecora, P. J., Whittaker, J. K., Barth, R. P., Borja, S., & Vesneski, W. (2018). The child welfare challenge: Policy, practice, and research. Routledge.

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Sumberg, J., Fox, L., Flynn, J., Mader, P., & Oosterom, M. (2021). Africa’s “youth employment” crisis is actually a “missing jobs” crisis. Development Policy Review, 39(4), 621-643.

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ASSIGNMENT 2: CASE STUDY DETAILS

Theme: Education and Employment