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YOUTH STUDIES IRELANDIn the section on values the style overtakes the substance, as the authors seem tofeel it is important to strive for alliteration rather than content. There is no referenceto such values as empowerment, working collectively, social justice or social change.The values listed include participation, personal and social development and peace building.Four key themes provide the framework for the aims and priorities for the serviceover the three years of the Strategy. These are delivering effective and inclusive youth work;participation; resources and funding; and implementation. Each of these is broken down withdetailed and specific priorities. A few examples will illustrate the systematic anddetailed approach taken in the report. It highlights the importance of youth workbeing more aware of community issues and of seeking to promote the development ofthe work more widely than within its own traditional domain. For example, underDelivering Effective and Inclusive Youth Work it refers to●●collaborative working within geographic communities andpromotion of outward looking youth work.The priorities under the Participation theme illustrate how the Youth Service LiaisonForum sees this happening in a number of ways (e.g. promoting volunteeringopportunities for young people; ensuring that voluntary and statutory youthorganisations involve young people in their governance) whilst the Resources andFunding theme acknowledges the current difficulties in appointing suitably qualifiedyouth workers and retaining volunteers. It is stressed within the report that these issuesneed to be resolved.At the back end of the report is an excellent Glossary of Terms that helps us get aclear picture of how some terms that are now a daily part of youth work vocabulary areused in this document: e.g. ‘non-formal education’, ‘citizenship’, ‘equity, diversity andinterdependence’, ‘communities of interest’. To illustrate the usefulness of this section,a clear demarcation between informal education and non-formal education is made:Non-formal education refers to learning and development that takes placeoutside of the formal educational field, but which is structured and basedon learning objectives. This is differentiated from informal learning, whichis not structured, and takes place in daily life activities within peer/familygroups etc. Youth Work interventions typically result in both non-formaland informal learning.There are four very useful appendices to the report. In many reports these sections canoften be overlooked by a reader and seen as ‘extras’. This is not the case with thisdocument and readers are encouraged to explore these. The first appendix providesan overview of rights and needs of young people in Northern Ireland which is essentialreading and has particular references to poverty, social exclusion and ‘changinglifestyles’ and a comment on the implications of these issues for youth workAppendix 2 traces the recent development of youth work policy in NorthernIreland. It might have been useful to set some of this against similar recentdevelopments in the Republic of Ireland and the rest of UK for comparison, but on itsown it is an important addition to this report. Appendix 3 comments on the externalenvironment and takes us through the government departments, highlighting keyobjectives within each. These are followed by reference to other policy documents and100 VOL. 1 NO. 1 AUTUMN 2006
Reviewdevelopments in areas related to youth work. Again very useful information. Theinformation in Appendix 4 should perhaps have appeared earlier: here there is astatement of the aim and objectives of the Youth Service Liaison Forum and anindication of its membership.The Strategy for the Delivery of Youth Work in Northern Ireland 2005–08 is available fromthe Youth Council for Northern Ireland and from other youth work agencies. It canbe downloaded at www.ycni.org101
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