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Youth Learning in Afterschool Programs: Exploring Learning Outcomes for Rural Youth

Youth Learning in Afterschool Programs: Exploring Learning Outcomes for Rural Youth

Al Lauzon, Sarah Christie, Heather Cross, Bushra Khan, Bakhtawar Khan
Copyright: © 2016 |Pages: 26
ISBN13: 9781466695771|ISBN10: 1466695773|EISBN13: 9781466695788
DOI: 10.4018/978-1-4666-9577-1.ch017
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MLA

Lauzon, Al, et al. "Youth Learning in Afterschool Programs: Exploring Learning Outcomes for Rural Youth." Handbook of Research on Learning Outcomes and Opportunities in the Digital Age, edited by Viktor Wang, IGI Global, 2016, pp. 376-401. https://doi.org/10.4018/978-1-4666-9577-1.ch017

APA

Lauzon, A., Christie, S., Cross, H., Khan, B., & Khan, B. (2016). Youth Learning in Afterschool Programs: Exploring Learning Outcomes for Rural Youth. In V. Wang (Ed.), Handbook of Research on Learning Outcomes and Opportunities in the Digital Age (pp. 376-401). IGI Global. https://doi.org/10.4018/978-1-4666-9577-1.ch017

Chicago

Lauzon, Al, et al. "Youth Learning in Afterschool Programs: Exploring Learning Outcomes for Rural Youth." In Handbook of Research on Learning Outcomes and Opportunities in the Digital Age, edited by Viktor Wang, 376-401. Hershey, PA: IGI Global, 2016. https://doi.org/10.4018/978-1-4666-9577-1.ch017

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Abstract

This chapter reports on the learning outcomes of an after-school program (ASP) known as Fusion Youth and Technology Centre (Fusion) situated in Ingersoll, Ontario. The chapter begins by making the case that ASPs are part of the lifelong learning infrastructure and they should be given more consideration by researchers and policy-makers. This is followed by examining the changes in education and its implications for youth followed by a discussion of ASPs and positive youth development. A description of Fusion is presented and then the findings of four studies conducted at Fusion are reviewed. The discussion focuses on learning outcomes and reports back in terms of external and internal assets necessary for positive youth development to occur and their relationship to technical skill development. A conclusion is then drawn that ASPs with a focus on technology programs can have significant learning outcomes in terms of capacities and technical skills developed. Furthermore, it is argued that the benefts are often derived by rural youth who are not successful educationally, come from lower socio-economic homes, and are the youth who are most likely to be at-risk.

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