The central theme of the recently published Human Development Report is education in Estonia. It is worthy of recognition that the drafters framed the problems of education as if from the point of view of an advocate for the interests of youth and proposed solutions that went far beyond the boundaries of school classrooms and the competencies of teachers.
For those who work with young people outside of school hours, the problem areas described in the report certainly did not come as a surprise. We know that a number of countries have tried to calculate how much money invested in young people through youth work and hobby education is later returned to society, and vice versa – what costs each uninvested euro entails years later. We also know that, for example, during the 2008 recession in the UK, when youth work was cut and youth centers were closed, government exam results fell and youth crime rose.
There is no doubt that the impact of investment in youth work and hobby education is reflected in learning outcomes. However, perhaps more importantly, the synergy between academic work and extracurricular activities leads to happier and more socially active young people. Those who know how to use their free time meaningfully, successfully cope with any difficulties and feel like a valuable member of the community.
And this benefit is not limited to just young people – the whole society benefits, which becomes more united, caring and tolerant, and where civic engagement and community activism do not fall on the shoulders of just a small group of people.
In addition to hobby education, there are other solutions
Although the Human Development Report focuses primarily on hobby education as an effective prevention measure, youth’s leisure time outside of school should be considered more broadly. Outside of school, young people are also involved in youth work, whether through local youth centers or associations, summer camps or youth squads.
Churches also carry out worthy work with youth, and Estonian youth – regardless of the socio-economic status of their families – actively participate in international Erasmus+ projects, acquiring irreplaceable experience and skills.
In Europe, Estonian youth work and hobby education are looked upon as role models precisely because we have conceptualized them primarily through the prism of education. Youth work and interest education are purposeful youth development activities where formal and non-formal learning complement each other to support the holistic and all-round development of young people. That is why a provision was introduced into the Law on Basic Schools and Gymnasiums, which, since the fall of last year, obliges the school to take into account in formal education what the student acquired in the process of non-formal education.
In public discussions, it is often emphasized that the state supports hobby education with an amount of 9.3 million euros, and the question is asked whether this is enough. It is important to note that the organizer of work with youth and education based on interests is local government, since it is they who know their young people, their needs and interests best.
For example, last year local governments invested 216 million euros in youth work, sports and hobby education, part of which was state support for hobby education.
In fact, the state’s contribution to both hobby education and youth work is much broader. As part of youth work, self-initiative youth projects, the development of school democracy, annual summer teams, camps, youth associations, as well as umbrella organizations in the field of youth work and hobby education and international programs are supported. The role of the state is to support the development of this area and create a framework that provides all young people with equal opportunities to participate in quality youth work and interest education.
Young people seem to have many opportunities for self-realization outside of school. The Human Development Report emphasizes that the role of education is to teach the art of being human, and this requires time for real communication and relationships. In the field of youth work, we see that although youth participation in out-of-school education is increasing, the number of environments dedicated to youth is gradually decreasing.
There are also fewer people who could teach this art of being human and help practice it. If in the early 2000s youth centers were created that were new and innovative, now there are areas where they are outdated or completely closed indefinitely.
Of course, this is not true everywhere; in some places it has provided an opportunity for innovation. Several regions have introduced mobile youth work to reach even more young people, and have also opened new places, such as youth cafes.
Ways to increase inclusivity in extracurricular activities and youth work
The mental health crisis in young people, the rise in increasingly violent crime and youth unemployment, radicalization, polarization, weakening democratic values and disruption to education all clearly indicate that not all young people are engaged in the activities intended for them.
Every year, a significant number of young people drop out of the education system, out-of-school education and youth work, who later end up in the country’s negative indicators.
For this reason, it is necessary to take a fresh look at the opportunities created for young people at local level, both in youth work and in hobby education. Do the clubs meet the needs of young people and are they modern? Are they accessible to families in every way? Are the premises of youth centers attractive to teenagers? Do competent specialists work with young people, and so on. Such an environment creates a sense of belonging and self-worth among young people.
The state, including the ministry, in cooperation with representatives of various spheres and other ministries, plans to reconsider state measures that support meaningful leisure time for young people, their entry into the labor market and general well-being. Are there enough state-supported places in squads and camps? Is there enough funding for youth self-initiative projects? Do young people have access to mental health support and are labor market measures suitable for their needs?
The Human Development Report cites Iceland several times as an example, where youth work and formal education are better intertwined in so-called “full-day schooling.” Each young person is also guaranteed financial support to participate in a hobby activity for a minimum of eight weeks.
An innovative and successful solution is a local government-supported leisure card, which every child can use for activities that suit them. Parents are also invested in the well-being of young people in Iceland, patrolling the streets in the late evenings and walking their children home. Such innovations, of course, require cooperation between the state and local governments, as well as joint efforts.
