YOUTH PARTICIPATION IN VOLUNTEERS’ WORK
DOI:
https://doi.org/10.17770/ercs2018.3473Keywords:
youth, participation, volunteers, English, projects, strategy, NGOAbstract
Nowadays the problem of youth participation is one of the most important issues among politicians, scientists, teachers, youth specialists and employees. In the last 10 years, the number of young people in Latvia has decreased by 35 % or 180 thousand. The reasons are: passivity, low motivation and lack of interest among young people; insufficient awareness among young people of opportunities to participate and actively engage in various non-formal education activities; the lack of entrepreneurship and communication skills; the youth policy strategy in Rezekne has not been developed and approved. These challenges slower youth engaging in active participation. Based on previous experience, the author believes that the problem of youth participation in NGO can be solved by purposefully working and improving the factors of youth participation such as learning and improving English as well as involvement in youth projects.
References
Albrehta, D. (2001). Didaktika. Rīga: RAKA.
Brūveris, V., & Peipiņa, M. (2015). TUESILV rokasgrāmata darbam ar bērniem un jauniešiem. Aizpute: Biedrība NEXT. Pieejams http://www.nextyouth.org/wp-content/ uploads/2015/09/TU.ESI_.LV_rokasgramata.pdf
Can, T. D. (2017). A qualitative research: on preservice teachers’ perceptions of teaching speaking skills. Balikesir University Journal Of Social Sciences Institute, 20 (37), 431-458. Pieejams http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN= 128374034&site=ehost-live
Celce-Murcia, M., & Olshtain, E. (2000). Discourse and context in language Teaching. Cambridge: Cambridge University Press.
Eiropas Savienības Jaunatnes stratēģija EU Youth Strategy 2010 – 2018. Pieejams https://ec.europa.eu/youth/policy/youth-strategy_en
Fragoulis, I. (2009). Project-Based Learning in the Teaching of English as A Foreign Language in Greek Primary Schools: From Theory to Practice. Pieejams http://files.eric.ed.gov/ fulltext/EJ1083088.pdf
Harmer, J. (1998). How to Teach English. Harlow: Pearson Longman.
Jacobone, V., & Moro, G. (2015). Evaluating the Impact of the Erasmus Programme: Skills and European Identity. Assessment & Evaluation In Higher Education, 40 (2), 309-328. Pieejams http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1049784 &site=ehost-live
Jaunatnes starptautisko programmu aģentūra. (2016). Eiropas Brīvprātīgais darbs “Erasmus+: Jaunatne darbībā”. Rīga: JSPA. Pieejams https://jaunatne.gov.lv/sites/default/files/ web/Lejupielades/2016/eiropasbrivpratigaisdarbs.pdf
Krashen, S. D. (1982). Principles and Practice in Second Language Acquisition. University of Southern California. Pieejams http://www.sdkrashen.com/content/books/principles_and_ practice.pdf
Loja, J. (1968). Valodniecības pamatjautājumi. Rīga: Zvaigzne.
Nunan, D. (2006). Task-based language teaching in the Asia context: Defining ‘task’. Asian EFL Journal, 8 (3), 12-18. Pieejams http://asian-efl-journal.com/Sept_06_dn.php
Songsiri, M. (2007). An action research study of promoting students’ confidencein speaking English. (Dissertation of Doctor of Education Degree). School of Arts, Education and Human Development. Australia: Victoria University. Pieejams http://eprints.vu.edu.au/ 1492/1/Songsiri.pdf
Zhang, H., & Alex, N. K. (1995). Oral language development across the curriculum, K-12. ERIC Digest. Pieejams http://files.eric.ed.gov/fulltext/ED389029.pdf
Downloads
Published
Issue
Section
How to Cite
