| Path: Home > Research > YALP |
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Overview of YALP |
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YALP is a joint initiative between NIACE and The National Youth Agency. The Partnership was formed in 1997. We research, develop, manage and disseminate effective approaches to learning and personal development with young adults (aged 16-25). We work within the areas of education, training and employment to support young adults in recognising their abilities as young workers, parents and citizens. We also work closely with practitioners in the field to assist them in sharing and developing effective and innovative practice, and to build capacity to create exciting and engaging learning opportunities for young adults.
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What
we  | Young parents’ experiences of family learning |
| The role of informal education in literacy, language and numeracy development |
| The learning needs of young adults with mental health difficulties |
| Approaches to providing learning through youth arts activities |
| Developing speaking and listening skills |
YALP’s approach is to address key issues in work with young adults, and contribute to knowledge and practice sharing across sectors. We aim to work creatively and imaginatively, to respond to new ideas and developments in learning among 16-25 years olds. Our work also includes consultancy and evaluation of the provision of informal learning for young adults.
Information services
We offer the following information services for practitioners working with young adults.
| YALP Have Your Say email discussion group |
| The YALP website |
| the YALP quarterly e-bulletin |
| YALP briefing papers |
These services are critical for sharing knowledge and in offering support and guidance to practitioners from a wide range of sectors. YALP also organises conferences and briefing events, and co-ordinates a national network for practitioners supporting literacy, language and numeracy learning with young adults, entitled "The Youth Literacies Network".
Programme management
YALP manages Getting Connected, a curriculum framework designed to help young adults on the margins of education and employment to reconnect with learning and develop personal and social skills. Getting Connected is made up of nine units, which can be accredited by OCR (Oxford, Cambridge and RSA) or an in-house certificate of participation from the relevant provider
The success of the Programme hinges on effective relationships being developed between a young adult and their mentor. Youth workers can train to be a mentor, for example, youth workers, Connexions PAs, health workers, probation staff, social workers, volunteers - anyone working with young adults. A comprehensive Mentor Development Staff Training Programme is available throughout England and Wales. This programme is designed to enable mentors, and potential mentors, to gain an understanding of the nature of the curriculum framework and how it can be used with young adults.
What we can offer
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| Talk to us about the consultancy services we offer; in particular research, innovation and evaluation, to national and local organisations that are concerned to provide more effective policies and provision for vulnerable young adults that foster their learning and development |
Principles underpinning our work
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| It is important to recognise the power of peer group pressure and culture in determining young adults’ decisions and actions about staying in or returning to learning |
| Age makes a difference. 16-18 year olds are more inclined to move in and out of programmes, sampling different options, but those aged 18 and over tend to be more vocationally-directed and decided. Young adults aged 19 plus who have been on the margins of EET since leaving school need particular support to engage in learning. |
| Provision is most effective when a holistic approach is taken, incorporating the needs, interests and aspirations of each young adult. Effective partnerships are vital if such an approach is to work |
| Outreach is effective in making contact with those who are disengaged from employment, education and/or training. Contact should be frequent and sustained to build up trust and increase young adults' confidence and levels of achievement |
| Incentives remain important in motivating young adults to learn, these include rewarding relationships with practitioners, money, stimulating programmes and awards and qualifications |
| A safe and welcoming environment with supportive staff and sensitive assessment is a good place to start |
| Opportunities for achieving success at frequent intervals should be part of the programme and project design |
| The curriculum should feature a combination of key and vocational skills and opportunities for personal development |
| Intensive practice is necessary if impact is to be achieved |
| Clear pathways of progression and continuous support are vital in building on achievement |
| Outreach, assessment, guidance, coaching, teaching and learning, advocacy, support and mentoring should be available at all points in the young adults’ development |
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| YALP Information Leaflet - [PDF] |
