Abstract

It has been widely argued that existing educational inequality and inequity was exacerbated when schools closed due to Covid-19. In addition, it is disadvantaged young people that are most likely to experience the most negative long-term impacts. Many of these young people were successfully engaged in the non-formal sector (i.e. youth work services) before and during the pandemic. This paper introduces Bridging Worlds, a new initiative, which brings together the formal and non-formal sectors in education to develop a new partnership and shared engagement framework to enhance educational outcomes and positive youth development. The project focuses on promoting knowledge, skills and awareness among teachers and youth workers of the formal and non-formal education sectors, using blended learning techniques and implementing a number of pro social youth programmes. It aims to create a strong sustaining connection across these sectors as a project legacy. This article describes the mixed methods approach used to track the implementation of the project across a six-month period, including pre and post survey data and from participating teachers and youth workers combined with qualitative interviews. Project feedback is discussed according to specific research questions. Recommendations are provided for the further development of the programme and for future research.

摘要

人们普遍认为，由于 Covid-19 导致学校停课，现有的教育不平等和不平等现象进一步加剧。此外，处于不利地位的年轻人最有可能遭受最负面的长期影响。这些年轻人中的许多人在大流行之前和期间成功地从事了非正规部门（即青年工作服务）。本文介绍了“桥接世界”这一新举措，它将正规和非正规教育部门聚集在一起，建立新的伙伴关系和共享参与框架，以提高教育成果和积极的青年发展。该项目的重点是提高正规和非正规教育部门的教师和青年工作者的知识、技能和意识，使用混合学习技术并实施一些有利于社会的青年计划。它旨在作为项目遗产在这些部门之间建立强大的持续联系。本文描述了用于跟踪该项目在六个月期间实施情况的混合方法，包括调查前和调查后的数据以及参与教师和青年工作者的数据以及定性访谈。项目反馈根据具体研究问题进行讨论。为该计划的进一步发展和未来的研究提供了建议。包括调查前和调查后的数据以及参与教师和青年工作者的数据以及定性访谈。项目反馈根据具体研究问题进行讨论。为该计划的进一步发展和未来的研究提供了建议。包括调查前和调查后的数据以及参与教师和青年工作者的数据以及定性访谈。项目反馈根据具体研究问题进行讨论。为该计划的进一步发展和未来的研究提供了建议。