They Do It Differently in England!
Impressions From a Study Mission on Youth Work, Youth Development
and the Transition From Schooling to Employment in England
This lively report summarizes the observations of an 18-member U.S. delegation of federal and state policy aides, researchers, program practitioners and representatives of non-profit and youth serving national organizations about policies and practices in England to reform the education system, support youth work and the delivery of services, and prepare young people for the workplace. The study mission was organized by the American Youth Policy Forum in 1995.
The study mission found policy makers and program practitioners in England facing some of the same issues currently debated in the United States--in some cases, borrowing heavily from U.S. initiatives and, in others, developing very different strategies and responses.
The relatively compact size of the country and a tradition of central government allow for the implementation of national policies and approaches in a more systematic manner and on a wider scale than in the U.S. In contrast to locally determined curriculum and the school-to-work delivery system in the U.S., the English have (a) a national curriculum for all children ages 5 through 16, (b) a guaranteed two-week work experience for every student before the completion of compulsory education, (c) national standards and qualifications for academic and skills training; and (d) a Youth Credit for occupational training leading to National Vocational Qualifications (NVQs) in specific job areas and practical work experience for all youth who do not continue in full-time education.
Many services are universal, such as free education through the undergraduate and postgraduate years, to those who qualify. Youth Service, designed to engage youth in positive development through informal and elective activities, has a long and valued history in England based on a collaborative endeavor of the government and voluntary sectors. There is a statutory basis for youth programming nationwide and standards for training and credentialing of youth work professionals.
The challenges of implementing these policies and the impact on practitioners, communities, employers and young people are offered as a source of guidance and a reality check for youth programming efforts in the United States.
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