scholarly journals Online Learning for 4-H Youth Development Program: Integrating Experiential Education into the Digital Realm

2021 ◽  
Author(s):  
Steven M. Worker
Keyword(s):  
Online Learning ◽  
Youth Development ◽  
Experiential Education ◽  
Development Program ◽  
Youth Development Program

Exploring Citizenship: Unit 4 My Heritage

EDIS ◽  
2019 ◽  
Vol 2019 (5) ◽  
pp. 14
Author(s):  
John Rutledge ◽  
Joy C. Jordan ◽  
Dale W. Pracht
Keyword(s):  
Youth Development ◽  
Real Life ◽  
Development Program ◽  
The Real ◽  
Volunteer Leaders ◽  
Youth Development Program ◽  
Major Revision ◽  
The World ◽  
Individual Needs

 The 4-H Citizenship Project offers the opportunity to help 4-H members relate all of their 4-H projects and experiences to the world around them. The 4-H Citizenship manuals will serve as a guide for 4-H Citizenship experiences. To be truly meaningful to the real-life needs and interests of your group, the contribution of volunteer leaders is essential. Each person, neighborhood, and community has individual needs that you can help your group identify. This 14-page major revision of Unit IV covers the heritage project. Written by John Rutledge, Joy C. Jordan, and Dale Pracht and published by the UF/IFAS Extension 4-H Youth Development program. https://edis.ifas.ufl.edu/4h019

Model Pembinaan Remaja Putus Sekolah Terlantar di Provinsi Lampung (Studi Pada Uptd Pelayanan Sosial Bina Remaja (PSBR) Raden Intan Lampung

2020 ◽  
Vol 2 (2) ◽  
pp. 231-241
Author(s):  
Maulita Daniar Anom ◽  
◽  
Novita Tresiana ◽  
Intan Fitri Meutia ◽  
◽  
...  
Keyword(s):  
Youth Development ◽  
Formal Education ◽  
Social Protection ◽  
Development Program ◽  
Rehabilitation Program ◽  
Drop Out ◽  
Structured Interviews ◽  
Youth Development Program ◽  
Coaching Activities ◽  
Out Of School

Education is a mandatory thing that must be obtained for every child. However, not all children are able to get education due to several factors, one of which is the economic condition of the family which causes them to drop out of school. Guidance for neglected drop-out teenagers is an action that is taken to overcome one of the social problems, which is neglected teenagers who have dropped out of school with the purpose of directing their personality, abilities and skills through non-formal education. This research was conducted at UPTD PSBR Raden Intan Lampung. The purpose of this research is to describe and analyze how the models and coaching programs are carried out to overcome neglected dropout teenagers.The method used in this research is descriptive with a qualitative approach with the use of data collection techniques, such as: structured interviews, documentation and observation. The data analysis technique used in this study was data reduction, data presentation and drawing conclusions, and for data validity techniques are the extension of observations and triangulation. Based on the research results, it shows that the model that is used as a reference in the implementation of coaching activities for neglected dropouts teenagers is the Youth Development Program (YDP) Model which has 3 approaches, that are: Institutional Based, Family Based and Community. The conclusion of this research is based on the analysis, namely the Youth Development Program (YDP) Model which is the reference applied through 4 programs by the UPTD PSBR Raden Intan Lampung, that are Social Rehabilitation Program, Social Security Program, Social Empowerment Program and the last Social Protection Program with the hope that this effort can solve the problem of neglected dropouts teenagers, especially in Lampung Province.

Implementation of a positive youth development program by class teachers in a Chinese context

2012 ◽  
Vol 24 (3) ◽  
pp. 273-280
Author(s):  
Daniel T.L. Shek ◽  
Daniel W.M. Lung ◽  
Yammy L.Y. Chak
Keyword(s):  
Youth Development ◽  
Positive Youth Development ◽  
Program Implementation ◽  
Development Program ◽  
Related Factors ◽  
Chinese Context ◽  
Youth Development Program ◽  
The People ◽  
Study Results

Abstract This paper reports the findings of a case study in which a curriculum-based positive youth development program (Project P.A.T.H.S.) was implemented by the class teachers in a school. School-related factors which contributed to the success of program implementation were identified in the study. Results showed that factors facilitating the program implementation were closely related to the “5Ps” model (i.e., program, people, process, policy and place). While all the above factors contributed to the success of program implementation, the “people” factor was identified as the most crucial factor. Overall, both the students and program implementers perceived the program to be effective in promoting holistic development in the program participants.

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