National Occupational Standards for Level 1 - Assignment Example

 National Occupational Standards for Level 1 Introduction NOS – National Occupational Standards are those standards which specify the performance standards that people are expected to achieve in the work that they undertake; further, NOS specifies the skills and knowledge that a person requires in order to effectively perform up to the expected standards. These standards have been agreed by both the representatives of employees and their employers. National Occupational Standards are entirely concerned with standards related to output, and an attempt to dispel much of the assessment subjectivity by using extensive performance criteria lists, which in most parts are context free. They are, according to the National Youth Agency (2001), exist to establish performance, skills, and knowledge standards for the nation, and not for an individual. Particularly, National occupational Standards for Community Development and Learning, and Youth Work, recognize the full breadth and length of the activities that the youth undertake. The outline and describe competence statements that list the knowledge, behaviors, skills, and understanding necessary and important for any activity undertaken by a youth. They are underpinned by a set of agreed morals and values, as well as a major purpose statement. These standards describe goo youth practice and provide employers with a benchmark for competence and experience that their workforce requires. With regards to community development and learning, these standards determine areas that are of common interest and activity and are aimed at supporting public sector development. The recognize skills that are transferrable and outline best practices that will enhance opportunities for individuals in the community’s development and learning sector. The National Youth Agency (2001) aims at representing the work and activities of the youth in its entirety, not the individual contributions of youth workers. This report therefore observes that the work by the youth is understood conventionally as being, at its core, about the youth’s social and personal development. It further suggests that it is up to the youth workers to ensure that they are able to encourage young people to be not only creative, but also critical about their world experiences ; most importantly, they must be concerned with how young people fair and feel, instead of just being concerned with what they know (Merton, B. and Wylie, 2002). Assessment As a youth worker with expereience with various relationships with the youths, commintement to care is what has been central. This commitment has entailed me being able to put the welfare of other people as a priority, and ensuring that I do not make judgments and decision in a detached manner. This has not always been easy; it more often than not involve a hight emotion, time, and energy investment. However, it is something that I have considered to be worth it all, even in the event that only a single youth benefits from the relationsip. I have alsways been more concerned with the direction in which the work of the youth, esepcially with regards to the lack of emphasis put on relationships, which are valuable in nature. As has already been mention, this assessment and report, is a representation of what should be considered, in my opinion, as the the major theoretical elements of informal and communinbty education and how it relates to practice and experience. The concern in this case is how human reationships that obtained within the community’s informal ector are kept. The core of informal education for the young people is is it informality. It forms part of our day-to-day lives; for the worker, it is about ensuring that we , everyday,will be in situation with eople and seizing learning prospects as they ascend. Informal youth educators, according to Fitzsimons, A Hope, M. Russell, K. & Cooper (2011) spend most of their time in everyday people settings, however, they always create opportunities for study and try to comprehend peoples’ questions and experiences, in a way that is more focused. It is important to spend more time with the young people prior to engaging in more absorbed learning activities. Thus, I conclude that, in dealing with youth work, particulalrly, informal learning, relationships come first; this is because, they are what inform the learning informality. Informal learning is about people learning in w ay that is considered right for them, with no restrictions and not about imposing a curriculum. An important aspect of this learning is the deliberate nature of the learning and relationships engaged in. Informal learning for youths occurs in a myriad of groups and setting; all these groups and setting offer example of informal learning that are valid in practice. It is import, at this point, to note that this report looks at youth work as informal learning, thus, the experiences and examples discussed will be concerned with the all the youth work that I have peronall involved or have been involved in The objectives of youth work One key purpose of the work of the youth that is identified by the NOS document is to work with young people in facilitating the social, personal, as well as educational development, so as to enable them to gain influence, a place in, and a voice in the society (Buchroth & Parkin, 2010; Burke, T. Hand, J. and McFall, 1999; Young, 2006). Key aspects of the youth work, that will enable the achievement of the key purpose inlcude building relationships with the yotuh, enabling the youths to take responsibility for and organize activities, facilitate the learning and development of young people, plan, develop, and manage youth work, work in accordance tith the key values of young people’s work, and be able to develop and support ethical, efficient and effective practice (Batsleer & Davies, 2010). These major aspects propose that the affiliations that are formed are the foundation of any activities or work done. Yet , it is clear that the concern is seen to move from maintaing these assocaitions, to managing and planning the experiences of young people. it appears that the associations of youth work are formed in order to explore, manage, and guide the experiences of the young people; they are not formed on the basis that there is some intrinsic value in being in a relationship with one another (Harrris, 1994; Huskins, 1996; Jeffs, T. and Smith, 1990). This is in sharp contrast with the view that relationships in informal learning are voluntary and are concerned with persons directing their learning (own), in a manner that is appropriate to them. What is suggested by the National Youth Agency (2001) is however, something very different; thus, the question begs, is the direction taken by the youth work really concerned with informal learning? The NOS are not concerned with the contributionsmade by an individual worker, rather, they are concerned with the general objective of th youth work. Nevertheless, this doesn’t mean that in our day-to-day reality of daily practice, we are free to let and observe as their relationships naturally develop. This is because the the National Youth Agency (2001) National Occupational Standards offer a framework for monitoring youth workers performance, and contracts.any youth initiative and work, more often than not include managing and planning elements. For instance, the agency that I worked for, had a service level agreement meant to create partnership between an agency and funder. This implies that the funding agency agreed with the agency to be provided a certain level of service in exchange for funcing. This showed that more needs to be done than just establishing and fostering relationships with young people. Service level agreements shape the practice of youth work (Harrison, R & Wise, 2009). Service level agreements-SLAs, in their simplest form are useful in obligating each party to document their responsibility and focus. This not only offerssome level of acountability, but also it takes away and marginalizes the spontenity of youth work. Agencies, through SLAs, agree to to offer proof of their work, something that is symptomatic of an increasing materialism age; however, the question begs, how do workers do worker show that they have relationships with the youths (Ingram, G. and Harris, 2001; Jeffs, T. and Smith, 1990; Mayo, 2005). It is very difficult to achieve the proof of human interaction quality, therefore, agencies, are asked to offer quantative evidence. In fact, the agency begins to prioritize numbers , a fact that youth workers are continuously aware . they thus tend to prioirtize the particpants quantity, instead of the rellationships forged, and the quality of the work put in (Sapin, 2013). The concept of relationships or associations in youth work is a very difficult one. Especially, when it is discussed in youth work professional integrity, literature, ethical issues concerned, and the idea of bounderies involved. When making relationships, youth worker in practice usually consider factors that make demands on their emotions, on their times, staffing commitment, paperork, and structured, time sessions (Banks, 1999; Brown, 1988; Young, 2006). This is important since it these commitments that can reduce face to face interaction with the youth. With all these theoretical and practical factors, it is very hard to remain honest and open, especially when honesty and opennes have to be absed on a certain way, particularly, that of the distnat client professional worker relationship. This enncouraged distance is what concerns me as a youth worker. Conclusion This report observed that the work by the youth is understood conventionally as being, at its core, about the youth’s social and personal development. It has suggested that it is up to the youth workers to ensure that they are able to encourage young people to be, not only creative, but also critical about their world experiences; most importantly, they must be concerned with how young people fair and feel, instead of just being concerned with what they know. When I started my youth work training, I thouth that I would be able to get answers to how I would be able to change the lives of young people that I interacted an worked with. However, after this assessment, I feel a lot different, I am no longer concerned with what the youth I work with know or do, but I am more concerned with knowing them. However, it is important to note that, I am not aware of how this simple action of getting to relate, asscoiate, interact, and know someone reallly is. Youth workers must know of the impact of directives from both the funding bodies, and the governemt, eg peopleyouspecially, with regards to their relationship with Bibliography Banks, S. (1999). Ethical Issues In Youth Work. (S. Banks, Ed.). New York: Routledge. Batsleer, J., & Davies, B. (2010). What is Youth Work. Exeter: Learning Matters Ltd. Brown, R. (1988). Group Processes - dynamics within and between groups. Oxford: Blackwell Publishers. Buchroth, I., & Parkin, C. (2010). Using Theory in Youth and Community Work Practice. Exeter: Learning Matters Ltd. Burke, T. Hand, J. and McFall, L. (1999). Moving On Up: how youth work raises achievement and promotes social inclusion. London: Department for Education and Employment. Fitzsimons, A Hope, M. Russell, K. & Cooper, C. (2011). Empowerment and Participation in Youth Work. Exeter: Learning Matters Ltd. Harrison, R & Wise, C. (2009). Working with Young People. London: Sage Publications Ltd. Harrris, V. (1994). Community Work Skills Manual 2e. (V. Harrris, Ed.). Newcastle: Association of Community Workers. Huskins, J. (1996). Quality Work with Young People: developing social skills and diversion from risk. Bristol: Huskins. Ingram, G. and Harris, J. (2001). Delivering Good Youth Work: a working guide to surviving and thriving. Lyme Regis: Russell House Publishing. Jeffs, T. and Smith, M. (1990). Using Informal Education. (M. Jeffs, T. and Smith, Ed.). Buckingham: Open University Press. Mayo, M. (2005). Global Citizens: Social Movements and the Challenge of Globalization. London: Zed Books. Merton, B. and Wylie, T. (2002). Towards a Contemporary Curriculum for Youth Work. Leicester: The National Youth Agency. National Youth Agency. (2001). Quality Develops: towards excellence in youth services. Leicester: Leicester Youth Work Press. Sapin, K. (2013). Essential Skills for Youth Work Practice. London: Sage Publications Ltd. Young, K. (2006). The Art of Youth Work. Lyme Regis: Russell House Publishing. Read More