Drug Education in Out of School Settings
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Presentation from the National Programme Manager for Quality and Standards at the National Youth Agency
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Drug Education in Out of School Settings
- 11. Young people have 1 million contacts with youth workers each month. This is a valuable opportunity to offer well-informed health information, advice and guidance
- 13. Voice and influence of young people
Editor's Notes
- Youth work what I know best; Proxy for a range of services and diverse providers Also partially inclusive of larger programmes based out of the school setting but working very closely within
- What I’m going to cover Ironically, one of the best uses for OOS work is – safely and securely in its proper place WITHIN schools Also – what’s non-formal education – some response to recent criticism The scope of such approaches and dealing with dilemma of what to do with those individuals who don’t take the whole cohort message How out of school partners can add to the feast The importance – not yet properly recognised – of young people’s V AND I Lastly, a look at the Guidelenes
- SHADOW case studies available in packs Not a solitary practice – also see SEF report on school visitors
- Ofsted observations - describe
- Importance of good contracts – but not patronising
- So the classroom starts to look and feel a bit different, and exchanges a little less formal and constrained
- It takes a village to educate a child.
- Key features of non-formal approaches. Work by Feinstein was very old – no understanding of the outcomes thrust which has re-shaped youth work Cebulla’s work should be seen as demonstrating striong associations rather than causal effects. Remember the 15% - it makes for 85% in communities…where youth centres may well be the only facilities open at night. The rest is simple.
- Describe Response work as illustrating all of this
- Children’s Health, Our Future; Dept. of Health; November2007 ) Maypole activity SHAFT and Drug Education courses as weekend programmes and keep fit
- Potential unrealised in drug field by and large
- The tipping point in the PSHE debate was young people’s voices – UKYP especially This has been largely forgotten and NYA would like to see a greater connection between what’s taught – and its assessment –and the feedback from young people
- Further proof.
- Never been a properly devised, funded, evaluated approach in my 30 years. DEF definition of its aims – choices in a complex world. Education which develops skills, knowledge and informs behaviour. What happens in community is something much less predictable
- Copies on show
- The first of its kind – backing up earlier comments on lack of proper arrangements Based on YPDP work
- Proving welcomed. Needs re-write. Drugs resources and guidance inc V and I Supported by a developing e-learning programme
- Questions now or at end. Much of what I have said could have been said 20 years ago – and was.