National
Children’’s
Advisory Council
Research on
Youth
Volunteering in
Ireland
FGS Consulting
and Children’’s
Research Centre,
TCD
October 2006
National Children’’s Advisory Council
Research on Youth Volunteering In Ireland
October 2006
TABLE OF CONTENTS
1
INTRODUCTION ............................................................................................................................. 1
1.1
1.2
1.3
1.4
2
METHODOLOGY ............................................................................................................................ 3
2.1
2.2
2.3
3
CHAPTER INTRODUCTION ............................................................................................................ 9
VOLUNTEERING OPPORTUNITIES FOR YOUNG PEOPLE IN IRELAND................................................. 9
PROMOTION OF VOLUNTEERING AMONG YOUNG PEOPLE............................................................ 19
DEVELOPMENT OF VOLUNTEERING AMONG YOUNG PEOPLE ....................................................... 32
THE ROLE OF ADULTS IN YOUTH VOLUNTEERING ........................................................................ 42
FOCUS GROUP FINDINGS .......................................................................................................... 49
4.1
4.2
4.3
4.4
4.5
4.6
5
CHAPTER INTRODUCTION ............................................................................................................ 3
REVIEW OF LITERATURE .............................................................................................................. 3
FOCUS GROUPS ......................................................................................................................... 5
LITERATURE REVIEW FINDINGS................................................................................................. 9
3.1
3.2
3.3
3.4
3.5
4
BACKGROUND AND OVERALL AIM................................................................................................. 1
SPECIFIC RESEARCH OBJECTIVES ............................................................................................... 1
STUDY SCOPE ............................................................................................................................ 2
REPORT STRUCTURE .................................................................................................................. 2
CHAPTER INTRODUCTION .......................................................................................................... 49
PERCEPTIONS ........................................................................................................................... 49
MOTIVATIONS AND BENEFITS ..................................................................................................... 54
BARRIERS ................................................................................................................................. 61
INCENTIVES AND REWARDS ....................................................................................................... 67
ORGANISATION OF VOLUNTEERS ............................................................................................... 68
CONCLUSIONS AND RECOMMENDATIONS............................................................................. 71
5.1
5.2
5.3
CHAPTER INTRODUCTION .......................................................................................................... 71
CONCLUSIONS .......................................................................................................................... 71
RECOMMENDATIONS ................................................................................................................. 74
APPENDICES
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1
INTRODUCTION
1.1 Background and Overall Aim
This is the final report ‘‘Research on Youth Volunteering in Ireland’’. This report was prepared jointly by
FGS Consulting and the Children’’s Research Centre, Trinity College Dublin. The Terms of Reference
for this report note that:
‘‘The main aim of this research is to produce a report examining youth volunteering in Ireland, which
gives full voice to the experiences and ambitions of children (of primary school age) and young
people (both existing volunteers and non-volunteers) in relation to volunteering.’’
This report was produced on behalf of the National Children’’s Advisory Council. The research was
guided by a Steering Group which included the Chairman of the National Children’’s Advisory Council,
and a sub-group of the National Children’’s Advisory Council and representatives from the Office of the
Minister for Children.
1.2 Specific Research Objectives
In order to meet the overall aim of the study the Terms of Reference set out five research objectives
as follows:
1. ‘‘Examine the current provision of volunteering opportunities for children and young people up to
age 18 in Ireland;
2. Examine children and young people’’s attitudes towards, and experiences of, volunteering
including:
i.
The image of volunteering: What do children and young people think of volunteering, its
language, image and associations and what can be done to project a more positive image of
volunteering;
ii.
Motivations and benefits: What do children and young people want from volunteering and
how important are instrumental factors such as skills development and enhanced
employability versus social factors such as meeting people and making friends;
iii.
Incentives and rewards: What incentives would open up access to volunteering to a
broader, more diverse group of children and young people;
iv.
Barriers to volunteering: what are the barriers, both psychological and physical, which
prevent children and young people from getting involved in volunteering; and what can be
done to overcome these barriers;
v.
Routes in: How do children and young people get involved in volunteering, what can be done
to improve access, especially from more marginalised groups in society and how important
are school and family in introducing children and young people to the values and experience
of volunteering;
vi.
Organisation of volunteering: How should volunteering be organised and managed to
maximise take up by children and young people; how important is youth-leadership as a
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concept; what types of opportunities do children and young people want to get involved in;
and procedures in place for their protection and welfare.
3. Examine international best practice in the promotion and development of volunteering among
children and young people;
4. Examine the contribution of adults to volunteering with children and young people, based on
existing research;
5. Make recommendations for policy and practice.’’
The Terms of Reference required that research objectives 1, 3 and 4 were to be addressed based on
a review of existing literature; and that research objective 2 was to be addressed by focus groups with
children and young people.
FGS Consulting delivered research objectives 1, 3 and 4, while the Children’’s Research Centre
delivered research objective 2. FGS Consulting and the Children’’s Research Centre jointly developed
the reports conclusions and recommendations.
1.3 Study Scope
For purpose of this study volunteering is defined as per the White Paper ‘‘Supporting Voluntary
Activity’’ (September 2000), which is as follows:
‘‘the commitment of time and energy, for the benefit of society, local communities, individuals
outside the immediate family, the environment or other causes. Voluntary activities are
undertaken of a person’’s own free will, without payment (except for reimbursement of out-ofpocket expenses).
Volunteering by children and young people therefore relates to people under the age of 18 taking
part in volunteering as defined above. For the purpose of our focus groups children and young
people were defined as people between the ages of 10 and 18 years of age.
1.4 Report Structure
The remainder of this report consists of four additional chapters, structured as follows:
„
Chapter 2 describes our research methodology;
„
Chapter 3 discusses the key findings from our review of literature;
„
Chapter 4 analyses the key findings from our focus groups;
„
Chapter 5 presents the reports conclusions and recommendations.
A number of Appendices are provided at the back of the report.
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2
METHODOLOGY
2.1
Chapter Introduction
The purpose of this Chapter is to describe the methodology used as part of our research. Section
2.2 describes the method used as part of the review of literature and Section 2.3 describes the
method used for the focus groups with children and young people.
2.2
2.2.1
Review of Literature
Research Approach
In the collection and collation of literature we undertook a systematic and comprehensive search
for relevant literature and reports. In doing so we applied a variety of means to identify relevant
literature are follows:
„
Web-based research of relevant organisations to the sector, and specific national and
international volunteering websites to examine current issues and developments. Examples
of such sites are: Google, Google Scholar, European Volunteer Centre website, www.cev.be,
Institute for Volunteering Research website, www.irv.org.uk, World Volunteer Web website,
www.worldvolunteerweb.org, and the sites of Volunteering Ireland, Volunteering Northern
Ireland, Volunteering England, Volunteering Australia, Canada Volunteering, Civic Youth and
Corporation for National and Community Service in the US. On a European and global level
we also looked at the websites and online resources of the European Commission, the
Council of Europe, the OECD and the UN.
„
Library based search of relevant books and journal articles. This involved a search of TCD
library for relevant Journals, and their database of electronic journals, as well as a search of
their catalogue for relevant books, papers and official publications on the topic.
Based on the above we drew an initial list of key reports, articles and papers. This involved a few
hundred reports. We then examined the summaries or abstracts of these reports to identify
reports, papers and articles of most relevant to the issues in our Terms of Reference. In addition
to international research relevant Irish reports were also consulted such as the Report of the
National Committee on Volunteering ‘‘Tipping the Balance’’, the 'White Paper on a Framework for
Supporting Voluntary Activity and for Developing the Relationship between the State and the
Community and Voluntary Sector', and report of the Joint Committee on Arts, Sport, Tourism,
Community, Rural and Gaeltacht Affairs, ‘‘Volunteers and Volunteering in Ireland’’ (2005).
We then undertook email and telephone queries with key organisations in the area. We provided
them with our list of key reports and asked their opinion on whether additional important reports
exist. This provided a check that we had not overlooked relevant material. The list of
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organisations contacted is presented as Table 2.1. Appendix B lists the reports and articles
referenced in this report.
Table 2-1: List of Organisations Contacted in Relation to Literature
Country
Organisation
Ireland
Volunteering Ireland
Northern Ireland
England
UK
France
Volunteering Northern Ireland
Volunteering England
Institute for Volunteering Research (UK)
Institute for Research and Information on Volunteering
(Paris)
US
RGK Centre for Philanthropy and Community Service (US)
US
CIRCLE - Centre for Information and Research on Civic
Learning and Engagement
Canada
Volunteer Canada
Scotland
Volunteer Development Scotland
Denmark
Volunteer Centre Denmark
Finland
Europe-wide, based in
Belgium
UK
Finland Citizen Forum
European Volunteer Centre
Tandem
2.2.2 Data Analysis
Having identified the key publications and papers in relation to TOR issues 1, 3 and 4 we then
examined each publication in relation to a key set of questions for each of the TOR items. The
particular questions used to examine the material are set out further in Chapter 3.
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2.3
Focus Groups
2.3.1 Research Approach and Consent
The Children’’s Research Centre strives to make data collection a process that is attractive to, and
enjoyable for, children and young people. In this study, the method was underpinned by the
notion that the research participant is the ‘‘local expert’’. Focus groups are considered very
effective in providing the opportunities to gain insights into people’’s shared understanding and
experiences (Morgan, 1993). The group dynamic creates a good context for discussion of the
issues in question (Cohen and Mannion, 1994). In addition, qualitative interviewing techniques
afford the researcher greater possibilities to ‘‘enter’’ into the other person’’s perspective (Patton,
1990). Focus groups have been widely used in research with children and there is a good
understanding of how they should be conducted (Hennessy and Heary, 2005).
In order to access young people involved in volunteering, a number of organisations were
contacted including Amnesty International, Oxfam Ireland, Special Olympics Ireland, Irish Red
Cross, the Order of Malta and the St. Vincent de Paul. Young people who are not involved in
volunteering were accessed through Scouting Ireland and through informal contacts. Written
informed consent was required of all research participants, as well as parental consent for
participants under 18 years of age. The selection of the final sample was influenced by the time of
year the research was conducted (August and early September).
The youth volunteers who participated in this study were involved with St. Vincent de Paul; the
Order of Malta Cadets; the Irish Red Cross and a community youth group. Figure 2.1 gives a
short profile of their volunteering activities.
Figure 2-1: Brief Profile of the Activities of the Six Groups of Volunteers
Society of St Vincent de Paul volunteers
One group volunteered for the Society of St. Vincent de Paul in their school. The Society of St.
Vincent de Paul is an international voluntary Christian organisation. The SVP is a large, national,
voluntary-led, decentralised, organisation with extensive experience of working with a diverse
range of people who experience poverty and exclusion. Through a network of over 8,000
volunteers and over 400 staff, it is strongly committed to working for social justice and advocates
the creation of a more just and caring society (www.svp.ie).
The volunteers who participated in this study visit different nursing homes once a week. They
sing for the patients and also spend time talking to them. They fundraise in order to hire a bus to
bring them to and from the nursing homes. They also contribute some of their own money
towards the cost of hiring the bus. They meet at least once a week at lunchtime to practice
singing. If they are organising a fundraising event, they often give up a lot more personal time.
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They also fundraise for charity. Previously they have organised events such as cake sales, a
‘‘Euro mile’’ and money for the Tsunami. They also raise money by carol singing with another
school every Christmas.
Order of Malta Cadets
The Order of Malta Cadets (Junior Section of the Order of Malta Ambulance Corps) is a national
voluntary youth organisation with a membership of about 2000 young people organised in units
throughout Ireland. Cadets meet weekly and are trained in basic life-saving skills. They learn First
Aid, Artificial Resuscitation, Home Nursing & Rescue Skills, which enables them to assist others.
Cadets also assist in First Aid Duties, Ambulance Aid & Community Care under the supervision of
a Senior Member (www.orderofmalta.ie) .
Youth volunteers from the Order of Malta Cadets had been involved in providing first aid at music
festivals, parades, the Dublin marathon, helping out at a youth club for young people with special
needs, and accompanying groups travelling to Lourdes. They participate in national competitions
between different Cadet groups and have the opportunity to go to summer camps. Discos, table
quizzes and other social events are also organised on a regular basis.
Irish Red Cross Cadets
The Red Cross Movement, with over 100 million members worldwide, is the largest humanitarian
aid organisation in the world today. The Irish Red Cross offers young people a wide range of
activities depending on their age and ability. Young people aged 10 to 16 can join their local Red
Cross Branch as a Cadet and learn First Aid. Each year Cadets from all over the country
participate in both team and individual events at the national Cadet Competitions
(www.redcross.ie).
Apart from meeting on a weekly basis, research participants who volunteered with the Irish Red
Cross had been involved in providing First Aid at numerous events. Other duties include looking
after people who have given blood; picking up older people in the ambulance and dropping them
off at their destination and collecting money for the Irish Red Cross.
Community Youth Group Leaders
One group of volunteers were youth leaders with their local youth group. They work with different
clubs for children between the ages of 4 and 12 on a weekly basis. Activities in the clubs include
games, art projects, summer camps and so on. As part of their training they have learned first aid
and also leadership skills. They also work out their aims, as one girl put it: ‘‘what we want to get
out of it, as well as out of leading.’’
2.3.2
Focus Group Sample
The focus group interviews were conducted with 12 groups of children and young people with a
total of 55 participants. The research sample was recruited on the basis of involvement or noninvolvement in volunteering, age and location.
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Table 2.2 shows the distribution of focus groups by number.
„
Volunteer or non-volunteers: 6 groups of young people who volunteer and 6 groups of
young people who are not involved in volunteering were selected. For the purposes of this
research, volunteers were defined as young people who are involved in voluntary
organisations such as St Vincent de Paul, Red Cross etc. The six volunteer groups were
involved with St. Vincent de Paul, the Order of Malta, the Red Cross and a community youth
group. Young people who are not involved in volunteering were accessed through Scouting
Ireland and through informal contacts;
„
Age: The sample was divided according to three age groups (10-12, 13-15 and 16-18 year
olds);
„
Location: Furthermore, an equal number of young people from urban (Dublin city) and rural
locations in Meath, Monaghan, Longford and Louth were recruited.
Table 2-2: Distribution of Focus Groups
Volunteers
Non-Volunteers
Sub-total
Rural
Urban
Rural
Urban
No.
10 –– 12 yrs
1
1
1
1
4
13 –– 15 yrs
1
1
1
1
4
16 –– 18 yrs
1
1
1
1
4
Sub-total No.
3
3
3
3
12
25%
25%
25%
25%
100%
Sub-total %
%
33%
33%
33%
100%
Table 2.3 shows the distribution of the focus group participants by age and by volunteer
experience. It shows that in total, 55 young people between the ages of 10 and 18 participated in
the research, including 26 boys and 29 girls. Of these, 28 were involved in voluntary
organisations, and 27 were not. There were 19 young people in the 10 –– 12 years age group; 18
in the 13 –– 15 years age group; and 18 in the 16 –– 18 years age group.
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Table 2-3: Distribution of Focus Group Participants by Age and Volunteer Status
Volunteers
Non-Volunteers
10 –– 12 yrs
9
10
19
35%
13 –– 15 yrs
9
9
18
33%
16 –– 18 yrs
10
8
18
33%
Sub-total No.
28
27
55
100%
51%
49%
100%
Sub-total %
2.3.3 Data Collection and Analysis
Focus group interviews employing open-ended, semi-structured interviewing techniques were
conducted. Each focus group involved between four and six young people and lasted for
approximately 45 minutes. Focus groups were tape-recorded.
Recordings of the focus group interviews were transcribed and then analysed using thematic
analysis principals. The data was analysed, firstly, with regard to the main issues, concerns and
opinions of the research participants. It was then reorganised in line with the established domains
as set out by the National Children’’s Advisory Council.
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3
LITERATURE REVIEW FINDINGS
3.1
Chapter Introduction
The aim of this Chapter is to present the key findings from the review of literature in relation to study
objectives 1, 3 and 4 as presented below.
1. ‘‘Examine the current provision of volunteering opportunities for children and young people up
to age 18 in Ireland;
3. Examine international best practice in the promotion and development of volunteering among
children and young people;
4. Examine the contribution of adults to volunteering with children and young people, based on
existing research.
The remainder of this Chapter is structured as follows:
„
Section 3.2 discusses information on volunteering opportunities for young people in Ireland;
„
Section 3.3 presents findings on the promotion of volunteering among young people;
„
Section 3.4 examines the development of volunteering among young people;
„
Section 3.5 discusses evidence on the contribution of adults to volunteering by young people.
3.2
Volunteering Opportunities for Young People in Ireland
3.2.1
Overview
The Terms of Reference for the research required us to ‘‘examine the current provision of volunteering
opportunities for children and young people up to age 18 in Ireland’’. In order to precisely establish the
current provision of volunteering opportunities for children and young people it would have been
necessary to undertake a primary survey of all organisations providing volunteering opportunities. The
collection of such detailed primary data was outside the scope of this study as the Terms of
Reference emphasise that stage 1 of the study (i.e. the work of the study other than the focus groups)
should be desk based and should be based on a review of existing literature.
The focus for this study to centre on youth volunteering opportunities that could be identified by a child
or young person (or their parents) if they were not aware of local opportunities through word of mouth
and were searching from their homes for volunteering opportunities using the internet.
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This search involved a dual approach as follows:
1. A Review of Key Sources for Volunteers, Children and Youth: This involved a review of the
websites of key organisations for volunteers (Volunteering Centres and Volunteering Ireland),
youth (NYCI, Youth Information Ireland etc) and children (Office of the Minister for Children,
Department of Education and Science etc) to check for information on volunteering opportunities
for children and young people;
2. A Review of A Wider Sample of Youth, Cultural and Other Organisations: This involved a
review of the websites of a wider sample of over 330 youth, cultural, charities and other
organisations (discussed in 3.2.3) to check for information on volunteering opportunities for
children and young people.
The findings from this analysis show that it is difficult to locate volunteering opportunities for children
and young people, and the specific results are discussed in detail in Sections 3.2.2 and 3.2.3.
3.2.2
Review of Key Sources for Volunteers, Children and Youth1
Volunteering Centres Ireland
Volunteer Centres Ireland (www.volunteer.ie) is the national body with responsibility for developing
volunteering in Ireland, both nationally and locally. Its strategic areas of work include: promotion of
volunteering; supporting the development of sustainable local Volunteer Centres; promotion and
development of volunteering best practice; influencing policy.
Volunteer Centres Ireland is a membership based organisation of Volunteer Centres. Its current
membership includes: Bray Volunteer Bureau; Drogheda Volunteer Centre; Volunteering Ireland;
Sligo Volunteer Centre; Cork Volunteer Centre; Tallaght Volunteer Centre; Dublin City South
Volunteer Centre; Tralee Volunteer Centre; Galway Volunteer Centre; Kildare Volunteer Centre.
Volunteering Ireland was Ireland's first Volunteer Centre, it provides some nationwide services and it
is discussed separately later in this section. Of the other nine centres, five provide information on
volunteering vacancies on their websites. Of these, one is in the form of a searchable database
(Tallaght Volunteer Centre) with another four providing information on opportunities in the form of lists
1
This Section focuses on organisations that potentially provide information on youth volunteering across a range
of areas. This Section does not involve an examination of web-sites of individual organisations that a young
person may suspect provides information on youth volunteering within a single organisation, e.g. FAI, GAA,
Special Olympics Ireland. The next Section involves an examination of websites of individual organisations based
on a sample from the IPA Administration Yearbook and Diary 2006.
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of volunteering opportunities within their area. None of these provide the option to easily filter
vacancies according to those suitable to children and young people.
Volunteering Ireland
Volunteering Ireland (www.volunteeringireland.com) is a membership based organisation which acts
as a link between organisations requiring volunteers and those wishing to volunteer. The site provides
a range of fact sheets and resources on volunteering.
It also has a section ‘‘We need volunteers’’ and ‘‘I want to volunteer’’. While the services of Volunteering
Ireland are nationwide, the Placement Service only deals directly with non-residential voluntary
opportunities within the Dublin area. As of early October 2006, the database on current opportunities
included over 800 vacancies across 18 categories. One of these categories is ‘‘Children and Young
People’’. However, this category relates to opportunities to volunteer with organisations for children
and young people as opposed to exclusively dealing with opportunities for children and young people
to volunteer. There is no function on the database to enable one to filter or to quickly find specific
opportunities for young people and children to volunteer.
The Volunteering Ireland website also provides a link to organisations that occasionally have
vacancies for residential volunteering. This includes over 30 organisations and contact details for
these organisations. While the material provided does not explicitly state it, most (if not all) of these
opportunities by their nature are unlikely to be open to people under the age of 18.
In addition, the Volunteering Ireland website provides a list of 12 organisations that organise
international volunteering missions. The information provided in relation to these organisations shows
that eight organisation make direct reference as to whether age restrictions apply. Of these eight
organisations six are not applicable to children and young people as minimum age limits of 18 or 21
plus applies. The information on the Church Missionary Society Ireland notes that ‘‘there are no age
limits, but a Christian commitment is essential’’ and the information on i-to-i (an adventure travel
company specialising in volunteer placements overseas and in TEFL training) notes that placements
‘‘are open to people aged 17 years and over’’.
National Youth Council of Ireland
The National Youth Council of Ireland (www.youth.ie) is the representative body for voluntary youth
organisations in Ireland. NYCI promotes the development of services for all young people and
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promotes and safeguards their interests and concerns. The NYCI developed and manages Youth.ie a
web portal site focusing on 'all things youth' in Ireland.
The home page on this site has a link to NYCI Programmes, which in turn has a link to a page Youth
Work and within this page is a link to Volunteering. This section notes that Volunteer Service
International (VSI) produces a directory of over 500 short-term international volunteer projects and
provides contact details for VSI. It also provides a link to the Tallaght Volunteer Bureau and
Volunteering Ireland (both discussed earlier in this report) and to Comhairle (discussed latter in this
section).
The section of the website on Youth Work also provides a link to the websites of the 40 national youth
organisations that are full members of NYCI and a further nine organisations listed as having affiliated
status. These include youth club organisations, uniformed youth organisations, youth wings of political
parties, Irish language youth organisations, single issue and specialist groups and organisations
representing sectoral youth interests. Examination of the websites of these organisations shows that
most do not provide direct information on volunteering opportunities. Of the 35 youth organisations
with full membership that have websites, 17 have information on opportunities and 18 do not. Of the
17 that do have information, ten give reference to volunteering opportunities for children and young
people. Four of these provide an online option to apply or receive more information about volunteer
opportunities.
Of the nine affiliated organisations, six have a website and four mention volunteering opportunities
while two do not. Among those who do state that they have volunteering opportunities, none provide
any information specific to children and young people and one specifically states that they only accept
volunteers aged over 18. Two of the organisations do provide application forms with one allowing
online applications and the other providing an application form to be printed out and sent back to
them.
Youth Information Ireland
Youth Information Ireland (www.youthinformation.ie) provides a link to websites of interest to young
people and provides information on Youth Information Centres on its website.
The ‘‘contents’’ section of the website provides links to a wide variety of websites covering subjects of
interest to young people and those who work with them. These are organised into eight sections.
None of these provide clear links to material on volunteering.
The ‘‘Ireland’’ section of the website also provides information on Youth Information Centres. It notes
that the national youth information network currently comprises 30 Youth Information Centres, which
are mainly funded by the Youth Affairs Section of the Department of Education & Science. These
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Centres, which are administered by a variety of youth organisations, operate as an integrated part of
locally based youth services and provide a free, generalist, drop-in information service, in specially
designed premises, to young people and those who work with them. The section also provides a
listing of the addresses for the 30 centres (five of which have websites) and a summary of the
services provided (volunteering or information on volunteering is only mentioned in one of the 30
summaries).
Foróige
Foróige (www.foroige.ie) aims to enable young people to involve themselves consciously and actively
in their own development and in the development of society. It is a community based, not-for-profit,
voluntary organisation which receives core funding through a grant-in-aid from the Department of
Education and Science to undertake general youth work. Foróige also receives grant aid from various
commercial and philanthropic organisations, the latter including the Irish Youth Foundation and the
International Fund for Ireland.
The website provides information on Foróige clubs, of which there are over 420 active clubs all over
Ireland. Foróige clubs are purposely structured youth development groups made up of young people
from the local community. They enable young people to experience democracy by electing their own
club committee and managing and operating the club in co-operation with adult leaders. Foróige clubs
normally consist of less than 30 young people, aged 12-18 years, and voluntary adult leaders, in a
ratio of approximately 10 to 1.
The website also provides information on volunteering as a Big Brother or Big Sister (BBBS) either in
the community BBBS (for adults) or in the School BBBS (for senior students). In addition, under the
Programme section information is provided on the Citizenship Programme. This programme aims to
assist young people to develop the values and skills of good citizenship. Club members study their
local area and take action to improve the community. There are three main elements to the activities
of the Citizenship Programme which focuses on: Awareness (study the community or some aspects of
it, e.g. the needs of the elderly, facilities, environment, employment. Identify one or more
improvements needed); Action (carry out an action project to bring about selected improvements, e.g.
visit the elderly, transform a derelict area into an amenity); Evaluation (discuss what members learned
and what the community gained from the project).
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Comhairle
Comhairle (www.comhairle.ie) is the national agency responsible for supporting the provision of
information, advice and advocacy on social services. The site provides information under two broad
headings, firstly ‘‘Resources for Citizens’’ and secondly ‘‘Resources for Information Providers’’.
With regard to ‘‘Resources for Citizens’’, Oasis (Online Access to Services, Information and Support)
provides Citizens Information online whereas Citizen Information Centres and the Citizen Information
Phone Service provides information directly in response to people’’s specific requests. Oasis is
organised around 17 sections which aim to provide information on the various stages of a citizen’’s life.
The section on Culture and Recreation provides a link to a section on Sport and Leisure which in turn
provides links to Youth Information Centres and to Youth Clubs. These sections provide an overall
description of these and provide further links, to Youth Information.ie and to Youth Affairs Section of
the Department of Education and Science (discussed later in this section). While the section on Youth
Clubs provides information and a further link to Foróige (discussed later in this section).
The Wheel
The Wheel (www.wheel.ie) is a national network connecting Community and Voluntary organisations
across Ireland. Established six years ago with a mandate from over 200 organisations and individuals,
the Wheel’’s website notes that it has evolved to become a resource centre and forum for the
Community and Voluntary sector.
Its website provides an Online Directory of Community and Voluntary Organisations, launched on
February 1st 2005. The directory provides contact details (including websites where available) for all
organisations in it and provides a number of search options, by pre-defined category and by key word.
Volunteerism is included as one of the pre-defined categories and listed under the category are nine
organisations. Undertaking a key word search for ‘‘youth volunteering’’ produces only one organisation
(Sligo Youth Information Centre) and a key word search for ‘‘volunteering’’ produces 31 organisations
(inclusive of the nine listed under the volunteerism category).
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Department of Community, Rural, and
Gaeltacht Affairs
The Department of Community, Rural and Gaeltacht Affairs (www.pobail.ie) has the goal of supporting
the sustainable and inclusive development of communities and provides support and funding for the
community and voluntary sector. The homepage of the Department’’s website provides a link to a
section on the Community and Voluntary Supports. This section notes that the Department’’s has lead
responsibility for developing the relationship between the State and the Community and Voluntary
Sector. It notes that this involves providing the secretariat to the Implementation Advisory Group,
established to oversee implementation of the White Paper on a Framework for Supporting Voluntary
Activity and for Developing the Relationship between the State and the Community and Voluntary
Sector, published in September 2000.
The site also notes that the Voluntary and Community Supports (VCS) Section of the Department also
administers the following Programmes and Schemes: Programme of Grants for Locally-Based
Community and Voluntary Organisations and the Community Support for Older People. Entering
‘‘volunteering’’ into the overall search engine on the website provides a list of 131 documents and/or
organisations which include the word ‘‘volunteering’’. Included in this list are links to the Volunteering
Ireland website (discussed earlier in this section) and to the Tallaght Volunteer Bureau.
Department of Health and Children
The Department of Health and Children's statutory role is to support the Minister in the formulation
and evaluation of policies for the health services. It also has a role in the strategic planning of health
services. This is carried out in conjunction with the Health Service Executive, voluntary service
providers, Government Departments and other interests. The Department’’s site provides a link to the
Office of the Minister for Children, which does not provide links to volunteering opportunities.
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Department of Education and Science
The Department of Education and Science (www.education.ie) on its homepage provides a link to the
Youth Affairs Section. The Youth Affairs Section in the Department of Education and Science notes
that it is concerned with the non-formal education of Ireland's young people and provides support by
way of financial and other assistance to those providing youth work programmes and services.
The website provides information on a number of relevant issues such as: What is Youth Work?;
National Youth Work Development Plan 2003-2007; Code of Good Practice Child Protection for the
Youth Work Sector; Local Youth Club Grant Scheme; Youth Information Centres; Gaisce - The
President's Award Scheme; Youth Exchange/Transnational Programmes; Local Voluntary Youth
Councils.
Gaisce - The President's Award is the National Challenge Award from the President of Ireland to the
young people of Ireland aged between 15 and 25 years of age. The purpose of the award is to
encourage young people to set and achieve a demanding challenge for themselves in each of four
different areas of activity as follows: Community Involvement e.g. helping the Elderly; Personal Skill
e.g. learning to play a musical instrument; Physical Recreation e.g. swimming; Venture Activity e.g. a
four day cycle.
The website also provides a link to Léargas –– The Exchange Bureau. With regard to community and
youth Léargas’’s website directs the user to the Youth Work Service of Léargas, and it provides a
description of the Youth Work Service (YWS) and its programmes and services to the non-formal
education sector in Ireland. Including the YOUTH Action Programme of the European Community
offers funding for a variety of opportunities for young people aged between 15 and 25 years who are
resident in 30 countries.
The website of the Department of Education and Science’’s also provides information on Civil Social
and Political Education (CSPE) and provides a link to information on the Young Social Innovators
Programme available in transition year.
Civil Social and Political Education (CSPE) was introduced as an obligatory subject in the Junior
Certificate Curriculum in 1997. Unlike other subjects on the curriculum, it is not split into honours or
ordinary level streams, but has one common exam. It is a course for approximately 70 hours over the
three years of the junior cycle, which typically works out at one 40-minute class period per week. At
the core of the CSPE Course is the idea of active citizenship based on human rights and social
responsibilities. The course incorporates four units of study over the three years, but it is at the
teachers/school’’s discretion how these units are organised and taught. These units of study are: the
Individual and Citizenship; the Community; the State –– Ireland; Ireland and the World.
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Transition Year is a one-year, school-based programme between Junior Cycle and Senior Cycle
designed to bridge the gap between the more dependent learning of the Junior Cycle and the more
independent self-directed learning required for the Senior Cycle. All second-level schools have the
option of offering the Transition Year programme to their students and an estimated 75% of all
schools offer it. There is a wide range of subjects and areas on the TY Curriculum, including the
Young Social Innovators Programme.
The Young Social Innovators Programme was created to develop social awareness and activism
amongst young people (15-18yrs) so that they may become effective champions for social justice no
matter what they do in later life. Students working in teams, identify a social issue that they feel they
could help to change. This issue could affect their school, community, locality or Ireland in general.
YSI was piloted in Leinster in 2002-2003 and also in Munster in 2004. Since its inception, the number
of projects has grown from 16 to 230, the number of schools involved has increased from 11 to 116
and the number of students participating has increased from 158 to 3,400 in 2006.
3.2.3 Review of a Wider Selection of Youth, Cultural and Other Organisations
As noted earlier there are approximately 25,000 non-profit organisations in Ireland, so examining the
level and range of volunteering opportunities available across these and other relevant organisations
was beyond the scope of this study. Therefore, in addition to the review of opportunities available from
organisations examined in Section 3.2.2 this study also took a sample of a wider selection of youth,
social, cultural and other organisations available from the IPA Administrative Yearbook and Diary
2006.
The IPA Administrative Yearbook and Diary was launched as a communications initiative over four
decades ago. Information for the Administrative Yearbook and Diary 2006 was collected between
June and October 2005, and there was no charge for entries. This study focused on the Social,
Cultural and Political Organisations section of the IPA Yearbook, this includes details of 339
organisations, such as youth organisations, charities, educational and solidarity groups as shown in
Table 3.1.
Table 3-1: Distribution of Organisations in Wider Sample
Sector
Number
% of total
Youth Organisations
24
7%
Other Social, Cultural and Political Organisations (including charities)
216
64%
Arts Organisations
60
18%
Irish Language Organisations
16
5%
Political Parties
10
3%
Women’’s Interest Groups
13
4%
Total
339
100%
Source: Derived from the IPA Administrative Yearbook and Diary 2006
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Of the 339 organisations examined 89 (or 26%) specifically mentioned volunteering opportunities on
their websites. The sub-categories with the greatest incidence of reference to volunteering
opportunities were political parties (90%), youth organisations (38%), women’’s interest groups (38%)
and ‘‘other’’ social, cultural and political organisations including charities (24%). See Table 3.2.
Table 3-2: No. of Organisational Websites that Specifically Mention Volunteering Opportunities
Sector
Number
% of sub total
Yes
No
Yes
No
Youth Organisations
9
15
38%
62%
Other Social, Cultural and Political
Organisations (including charities)
52
164
24%
76%
Arts Organisations
11
49
18%
82%
Irish Language Organisations
3
13
19%
81%
Political Parties
9
1
90%
10%
Women’’s Interest Groups
5
8
38%
62%
Total
89
250
26%
74%
Source: Derived from the IPA Administrative Yearbook and Diary 2006
Of the 89 organisations that mentioned volunteering opportunities 29 made a specific reference to age
categories for their opportunities and 23 organisations identified volunteering opportunities for children
and/or young people. Therefore, only 7% (i.e. 23 of the 339) organisations in the wider sample made
reference to volunteering opportunities for children and/or young people on their websites. See Table
3.3
Appendix C lists these 23 organisations (Section C.1) and also list the other 66 organisations that
make reference to volunteering opportunities but not necessarily opportunities for children and young
people (Section C.2).
Table 3-3: No. of Organisational Websites that Mention Youth Volunteering Opportunities
Sector
Specific mention
of age
categories for
volunteers
Specific mention of
volunteering
opportunities for
children/young people
Of which:
Online
facilities
provided
Youth Organisations
3
1
1
Other Social, Cultural and Political
Organisations (including charities)
16
12
6
Arts Organisations
3
1
1
Irish Language Organisations
1
0
n/a
Political Parties
9
9
9
Women’’s Interest Groups
3
0
n/a
Total
32
23
n/a
Source: Derived from the IPA Administrative Yearbook and Diary 2006
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Of the 23 organisations that mention opportunities for youth volunteering nine are political parties.
Each of these nine political parties provides a link through to their Ógra sections and also provide
membership application forms online.
Six of the remaining organisations make reference to school programmes or school fundraising
opportunities (Concern, Irish Guide Dogs for the Blind, Oxfam, the Cork Film Festival, Focus Ireland
and AidLink). While opportunities are also mentioned on the websites of: The Order of Malta;
Lifeboats; Vincentian Refugee Centre; Voluntary Services International; The Irish Red Cross,
Community Games and St. Vincent de Paul.
Examples of information provided include: roles within the Order of Malta, becoming part of the ‘‘Storm
Force’’ section within the RNLI and becoming involved in a recycling effort for the Irish Guide Dogs for
the Blind. Online facilities of some description are also provided by five other organisations including
downloadable application forms from the RNLI, Irish Guide Dogs for the Blind and Cork Film Festival,
ideas on fundraising from Concern and Oxfam, a direct e-mail address for the volunteer co-ordinator
from AidLink and an online application form for Volunteering Services International.
3.3
Promotion of Volunteering Among Young People
3.3.1 Overview
This Section examines the key findings from international literature in relation to the promotion of
volunteering among children and young people. It considers the following issues:
„
Motivations and benefits (Section 3.3.2);
„
Images of volunteering (Section 3.3.3);
„
Barriers to volunteering (Section 3.3.4);
„
Incentives (section 3.3.5);
„
Recruitment methods (Section 3.3.6);
„
What do young volunteers want? (Section 3.3.7).
The discussion in the subsequent section refers to children and young people as a single group.
However, it is important to recall at all times that young people do not represent a ‘‘single group’’ and in
fact constitute a very heterogeneous grouping.
This is demonstrated very clearly by research undertaken on behalf of MTV for the report ‘‘Just Cause
(Today’’s Activism)’’. U30 Group a consulting group undertook a nationally representative sample of
1,187 participants aged 12-24 from December 2005 to April 2006. Using the survey results a
statistical segmentation analysis was carried out which separated the respondents according to their
levels of pro-social involvement showing considerable variation within the youth population –– as
shown in Figure 3.1 below.
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Figure 3-1: The Heterogeneous Nature of Youth Volunteers
MTV, ‘‘Just Cause (Today’’s Activism)’’, U30 Group, America
High Involvement
1. ‘‘Candy Stripers’’ (23% of respondents): These were mainly female, highly religious and altruistic
with a sincere interest in the work. They volunteer once or twice a month;
2. ‘‘Teachers Pets’’ (14% of respondents): This group are leaders, eager to please, highly religious,
see volunteering as means to build their CV and are motivated by recognition, re-enforcement
and incentive. They volunteer almost every week.
Moderate Involvement
3. ‘‘Growers’’ (25% of respondents): Members of this group are followers, are moderately religious
and need a push to get involved. They volunteer a few times a year;
4. ‘‘Watchers’’ (13% of respondents): These are idlers, but have the potential for activation. They
have low religious involvement and can be motivated if their peers are involved. They volunteer
a few times a year.
Low Involvement
5. ‘‘Blasés’’ (6% of respondents): Adherents to this group have the potential not to be involved but
have a generally low interest level. There is a high proportion of young professionals in this
group. They volunteer a few times a year;
6. ‘‘Uninvolved’’ (18% of respondents): This group does not get involved in volunteer work and
have little interest in it. They have low peer and family involvement in volunteering. Generally,
this groups never volunteers.
Source: Derived from MTV, ‘‘Just Cause (Today’’s Activism)’’, U30 Group, 2006.
This Section draws on a number of highly relevant reports, which were commissioned by the Institute
for Volunteering Research as an input into the Russell Commission established in the UK in May 2004
by the Home Secretary and Chancellor of the Exchequer (Figure 3.19 in Section 3.4 provides a
discussion of the aim of the Russell Commission).
Of particular relevance are the reports ‘‘Young Volunteering and Civic Service: A Review of the
Literature: A Report for the Institute of Volunteering Research’’ Gaskin (2004) and ‘‘Young People and
Volunteering: Preliminary findings and emerging lessons from primary research, A report by the
Institute of Volunteering Research’’ Dubit et al (June 2004), and the report ‘‘Generation V: Young
People Speak Out on Volunteering’’ Ellis (2004).
The former report involved an extensive review of literature on young people and volunteering and the
two latter reports involved an analysis of detailed primary data on young people’’s volunteering
experiences. The objective of this Section of this report is not to simply repeat these findings but
rather to summarise the key findings and messages from the material.
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3.3.2 Motivations and Benefits
The literature identifies a wide range of motivations for and benefits to young people from
volunteering. These include individual benefits such as skills development, career related benefits,
making friends, having fun and gaining new experiences. They also include altruistic motives and
benefits such as making a difference and doing something good. The relative importance of
motivating factors varies across volunteers.
Despite the wide range of benefits from volunteering young people who are not involved or do not
have personal experience of volunteering are not aware of the range of benefits potentially available
from volunteering. Nor are they aware of the range of setting within which volunteering takes place.
A summary of the key findings on the motivations and benefits from a review of literature on youth
volunteering and a review of primary data research are presented in Figure 3.2.
Figure 3-2: Key Findings On Motivations for and Benefits From Youth Volunteering
Keys Findings for the Literature, IVR (Gaskin 2004)
„
Young people are particularly motivated by the desire for experience, skills, references and
qualifications; (Key Findings: MB 1)
„
Altruistic motives are also important to them; (Key Findings: MB 2)
„
They want to have fun and make friends but it is not a primary motivation; (Key Findings: MB
3)
„
Motivations vary by age and gender; (Key Findings: MB 4)
„
They value the career-related benefits from volunteering but also satisfaction, enjoyment and
making a contribution to the community. (Key Findings: MB 5)
Source: Young Volunteering and Civic Service: A Review of the Literature: A Report for the
Institute of Volunteering Research, Katherine Gaskin, May 2004.
Key Lessons from Primary Data Analysis, IVR (Dubit et al 2004)
„
Young volunteers get involved in voluntary activities in a range of settings, but sport is the
most popular. (Lesson 3)
„
Many young people who are not volunteers lack knowledge on the breadth and diversity of
volunteering. (Lesson 5)
„
Young people who are not currently volunteering lack knowledge on benefits of getting
involved; they felt that understanding the benefits of volunteering might motivate them to
volunteer. (Lesson 10)
Source: Young People and Volunteering: Preliminary findings and emerging lessons from
primary research, A report by the Institute of Volunteering Research, in association with
Dubit, Kikass, Research, Development and Statistics Directorate (Home Office), Youth
Action Network and Youthnet, June 2004.
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Millennium Volunteers (MVs) is an example of community based volunteering for 16-24 year olds with
a strong emphasis on the personal benefits to participants from volunteering –– as emphasised with
the role of certified recognition, employer support and positive testimonials. Figure 3.3 provides a
summary of the role of these factors in MV.
Figure 3-3: Highlighting Personal Benefits
Practice Example 1: Millennium Volunteers, UK
Millennium Volunteers (MVs) are young people, aged 16-24 years old, who give up their free time to
help their local communities. It is a national movement with 130 MV projects established around
England, mostly based in local volunteering centres, schools or colleges. MV allows young people to
build on their interests, to develop themselves and make a difference to their community at the same
time.
The main selling point of MV to volunteers is that it both prepares young people for university or the
workplace, and also makes them more favourable candidates for prospective employers or
universities. Important features of the project therefore are:
„
Recognition: After 100 hours of volunteering, MVs are presented with an Award signed by the
Minister for Skills and Vocational Education. After 200 hours, MVs receive an Award of Excellence
signed by the Secretary of State; over 40,000 Award of Excellence have been awarded so far;
„
Employer Support: A high the level of employer and business support - over 50 UK employers
support the MV initiative. Some of the employers and business involved include; Body Shop,
HMV, Timberland, Trouble TV, National Youth Theatre, Arcadia Group, Capital Radio, Whitbread
PLC, Cadbury Schweppes PLC, University Clearing Admissions Systems, Associated Colleges,
University of Warwick. In addition, MV is supported by high profile career guidance and industry
organisations such as the Association of Graduate Recruiters; British Junior Chamber of
Commerce; Business in the Community; Confederation of British Industry; Institute of Careers
Guidance; Recruitment and Employment Confederation. Many organisations actively publicise MV
through their publications, websites and conferences to make sure their members understand the
value of young people with MV on their CV;
„
Participant Testimonials: Participants from MV emphasise that volunteering allowed them to
gain practical skills and experience that can help them get the job they want; and learn skills like
team-working, leadership and decision-making that are useful in any field of work. The promoters
of MV emphasis that employers know that young people who have given up their spare time for
others are also taking positive steps to develop themselves. They stress that confidence,
decision-making, leadership and presentation skills are just some of the things young people can
learn through voluntary work - and that's just what employers are looking for.
Source: Derived from material from the Millennium Volunteers website.
3.3.3
Images of Volunteering
The literature notes that young people who volunteer generally have a positive view of volunteering,
with it being a way to help people out and to gain skills and experience. However, many young people
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who volunteer do not use the term themselves or even consider their ‘‘volunteering actions’’ to be
volunteering.
Young people who do not volunteer typically have a negative view of volunteering. Many young nonvolunteers have a stereotypical view of volunteering as a dated activity undertaken by only certain
sections of society. In essence it is seen as ‘‘not cool’’. This view is believed to be particularly strong
among marginalised and disaffected youth who have very limited knowledge of what volunteering
involves.
Young people want to see the ‘‘volunteering’’ brand given an overhaul, without abandoning it
altogether. The literature points to a general view that the volunteering ‘‘brand’’ requires an overhaul to
reflect young people’’s lifestyles, its relevance to them and to emphasise the opportunities it offers.
A summary of the key findings on the image of volunteering from a review of literature on youth
volunteering and a review of primary data research are presented in Figure 3.4.
Figure 3-4: Key Findings on Images of Volunteering Among Young People
Keys Findings from the Literature, IVR (Gaskin 2004)
„
Young people have generally positive views of volunteering and volunteers; (Key Findings: IV
1)
„
The view persists that volunteering is the domain of older people, but a new image may be
gaining ground; (Key Findings: IV 2)
„
Volunteering appears to be a rather exclusive concept that deters involvement; (Key Findings:
IV 3)
„
Young people dislike the term ‘‘volunteering’’ and do not use it for their own activities; (Key
Findings: IV 4)
„
They link volunteering to citizenship but have their own views of citizenship and community.
(Key Findings: IV 5)
Source: Young Volunteering and Civic Service: A Review of the Literature: A Report for the
Institute of Volunteering Research, Katherine Gaskin, May 2004.
Key Lessons from Primary Data Analysis, IVR (Dubit et al 2004)
„
A narrow, stereotypical view of volunteering still prevails among young people who don’’t
volunteer, but evidence suggests it is shifting. (Lesson 4)
„
Young people are challenging the view that only certain sections of the population volunteer,
although that image is still persistent among some non-volunteers. (Lesson 7)
„
Young people want to see the volunteering ‘‘brand’’ given an overhaul, but don’’t think it should
be abandoned altogether. (Lesson 8)
Source: Young People and Volunteering: Preliminary findings and emerging lessons from
primary research, A report by the Institute of Volunteering Research, in association with
Dubit, Kikass, Research, Development and Statistics Directorate (Home Office), Youth
Action Network and Youthnet, June 2004.
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3.3.4
Barriers to Volunteering
Across the literature young people identified a number of barriers to volunteering –– with time being a
particularly significant one. In addition, negative peer pressure can be a considerable barrier to
volunteering and reversing this was seen to be central to any efforts to mobilize young people.
Other significant barriers to volunteering included a lack of confidence among young people, a lack of
awareness of what is available, and a lack of access to information and opportunities. Other barriers
include financial constraints, benefits rules, parental attitudes, and organisations’’ attitudes and
practices. See Figure 3.5 for a summary of key findings from existing research.
Figure 3-5: Key Findings - Barriers to Volunteering Among Young People
Keys Findings from the Literature, IVR (Gaskin 2004)
The main barriers are the image of volunteering, lack of awareness of what is available, access to
information and opportunities, lack of time, financial constraints, benefits rules, lack of confidence
and sense of control, peer and parental attitudes, and organisations’’ attitudes and practices. (Key
Findings: BV 1)
Source: Young Volunteering and Civic Service: A Review of the Literature: A Report for the
Institute of Volunteering Research, Katherine Gaskin, May 2004.
Key Lessons from Primary Data Analysis, IVR (Dubit et al 2004)
„
Young people identified a number of barriers to volunteering –– with time being the most
significant. (Lesson 11)
„
Negative peer pressure can be a considerable barrier to volunteering; reversing this was seen
to be central to any efforts to mobilize young people. (Lesson 12)
„
Other significant barriers to volunteering included a lack of confidence among young people
and a lack of access to information. (Lesson 13)
Source: Young People and Volunteering: Preliminary findings and emerging lessons from
primary research, A report by the Institute of Volunteering Research, in association with
Dubit, Kikass, Research, Development and Statistics Directorate (Home Office), Youth
Action Network and Youthnet, June 2004.
One approach to overcoming these barriers is to provide children and young people with direct
tangible experience of volunteering in schools. This is illustrated in three examples in Figure 3.6, the
case of information on and opportunities for volunteering organised through schools for 16-18 year
olds in Antwerp, Belgium, in a pilot programme for 11-15 year olds in England and in the case of
social internships among secondary schools in the Netherlands.
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Figure 3-6: Awareness and Experience in Schools
Practice Example 2:
Volunteering Accessible to All Age Groups (Vlaams Steunpunt Vrijwilligerswerk), Province of
Antwerp, Pilot Youth Campaign Example, Belgium
During the International Year of Volunteering in 2001 regional centres (in every Flemish province and Het
Punt in Brussels) launched pilot campaigns to make volunteering more attractive to school children (aged
16-18) and to older people.
As part of the youth volunteering campaign teachers were invited to organise a lesson on volunteering. As
it was a pilot, every region had chosen one school to work with. Although the program was similar in every
region. The findings in this instance relate to the project carried out in the Province of Antwerp. The specific
steps taken in the Province of Antwerp involved:
„
Contact was made with schools in the region to detect interest in the ‘‘volunteering lesson’’;
„
Arrangements were made appointments with one school, the director and some teachers;
„
A lesson about volunteering was given by the regional colleague for a group of approximately 60
students. The lesson gave a general overview of volunteering;
„
At the end every student could make clear in which kind of activity he/she was interested in having a
volunteering experience;
„
After the lesson, a regional person searched for organisations willing to accept students for a few
hours;
„
Practical contacts were made;
„
Students could then experience organised volunteering during the school hours.
Findings reported from the pilot include that:
„
Most of the students did not realise that their engagement in a youth organisation could be regarded as
volunteering;
„
Most of the students had a traditional view of volunteering: volunteering is connected to organisations
and activities within the sector of welfare and care and the image of volunteering is rather
‘‘conservative’’, not seen as something modern;
„
Most of the students choose for an engagement of a few hours in more classical contexts: a hospital,
schools for children with a disability or service centres.
Source: Derived from material in the CEV Conference REPORT ‘‘Volunteering For All Ages –– Summit
of Generations’’, May 2005.
Practice Example 3:
Active Citizens in Schools (ACiS): Evaluation of the DFES Pilot Programme, Angela Ellis, Institute
for Volunteering Research, 2005
In 2001 the Department for Education and Skills (UK) launched a 3-year Pilot programme: Active Citizens
in Schools. This was based on the Millennium Volunteer model but it reduced the age of the participants by
aiming to engage 11-15 year olds in volunteering activities through schools. The pilot was delivered by two
charities –– Changemakers and ContinYou. In 2005 the Institute for Volunteering Research reported its
evaluate findings on the pilot and a summary of some of the key points from this report are presented in
this practice example.
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With regard to recruitment and take-up the report notes that:
„
ACiS mobilized a lot of participants who did not volunteer before (almost 50% of participants), and
almost 70% said they were likely to continue with voluntary activities after ACiS;
„
Almost 5,400 young people took part in the ACiS programme, recruited through various methods from
presentations in assemblies, to notices in the register. Most co-ordinators felt the participants were
representative of the wider school population;
„
There were three models of activities: themes and campaigns; discrete school based projects;
community based projects;
„
There was a clear commitment towards developing a young person-led approach, and most schools
followed this approach.
Some challenges which occurred included the fact that it was harder to recruit boys and there was a
tendency to recruit the more able students. A number of specific barriers to take-up were identified as:
stigma attached to volunteering; lack of appreciation of the benefits of volunteering; lack of variety of
opportunities; conflicting demands on young people’’s time.
With regard to recognition and accreditation the report notes that a key motivating factor in the take-up of
the programme was the accreditation, the reward of recognised certificates and awards, however some
participants called for alternative recognition that was not hours based.
The report also discusses a variety of benefits for the 11-15 year old participants and for the schools.
For the participants benefits include: increased personal development; enhanced skills development; a
sense of pride in achievements. Impacts noted for the schools include: improved student behaviour;
enhanced relationships between students and staff; increased profile and reputation of the schools;
changing the ethos of the school.
Source: Derived from Active Citizens in Schools: Evaluation of the DFES Pilot Programme, Angela
Ellis, Institute for Volunteering Research, 2005.
Practice Example 4
Social Internships, CIVIQ and CPS, Netherlands.
Since 2003 the Dutch Government has granted CIVIQ (the National Volunteer Centre of the Netherlands)
and CPS (a support organisation for the education sector) to make social internships available for at least
25% of all secondary schools.
Social internships are a form of learning, which can take place either within or outside the school, in which
volunteer activities are used as a means of introducing students to various aspects of society. local
volunteer organisations and volunteer centres work together to prepare internships and make
implementation possible.
It is felt that through social internships students gradually learn to assume responsibility for social interests.
Such volunteer activities can prepare students for full participation in society and give concrete meaning to
the abstract concept of citizenship.
Source: Derived from material on the CIVIQ website.
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3.3.5 Incentives
The literature notes that opinion is divided as to monetary recompense for volunteering and it is
generally regarded as being problematic. There was no clear consensus among young people on
incentives and rewards although most agree that getting training, awards and certificates would
increase participation. In particular most emphasise that recognition and tokens of appreciation would
be useful incentives –– see Figure 3.7 for a summary of key findings.
Figure 3-7: Key Findings on Incentives and Volunteering Among Young People
Keys Findings from the Literature, IVR (Gaskin 2004)
„
The main incentives for young people are skill development and career-related experience
(Key Findings: IR 1);
„
They want appreciation and tangible rewards for their achievements (Key Findings: IR 2);
„
They are ambivalent about financial incentives but these remove barriers for low income young
people (Key Findings: IR 3);
„
Altruistic incentives should not be neglected, nor should the social and satisfaction factors (Key
Findings: IR 4).
Source: Young Volunteering and Civic Service: A Review of the Literature: A Report for the
Institute of Volunteering Research, Katherine Gaskin, May 2004.
Key Lessons from Primary Data Analysis, IVR (Dubit et al 2004)
„
Young people think they should be encouraged to volunteer, but do not want to see
volunteering becoming compulsory (Lesson 18);
„
There is not clear consensus among young people on incentives and rewards –– they can see
positive and negative effects (Lesson 19).
„
Young people tend to agree that offering incentives such as training, the opportunity to get
involved with a group of friends, awards and rewards, would encourage more volunteering
(Lesson 20);
„
Opinion is divided on whether offering cash would act as an incentive to volunteer, but
generally this was regarded as being highly problematic (Lesson 21).
Source: Young People and Volunteering: Preliminary findings and emerging lessons from
primary research, A report by the Institute of Volunteering Research, in association with
Dubit, Kikass, Research, Development and Statistics Directorate (Home Office), Youth
Action Network and Youthnet, June 2004.
Figure 3.8 provides an example of the use of school credits and volunteering in secondary schools is
in Lazio, Italy.
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Figure 3-8: School Credits for Volunteering by 15-19 Year Olds
Practice Example 5:
School and Volunteering Desk (Sportello Scuola e Volontariato), Lazio Region, SPES, Italy.
In 2004, the School and Volunteering Desk programme was launched through the Italian Ministry for
School, University and Research. Seven ‘‘desks’’ were defined for the programme in the Lazio Region
and this examples this example focuses on the province of Viterbo, in Lazio.
SPES (Associazione Promozione e Solidarietà) a volunteering support centre in the region was
assigned as the ‘‘channel agency’’ for the facilitation and realisation of the programme. To get the
project off the ground the following actions took place:
1. At the end of the school year, all high schools in Viterbo were informed;
2. The local Ministry representative talked to school headmasters;
3. The SPES centre in Viterbo contacted local associations.
From these steps, the volunteering associations proposed projects and activities to involve young
people in volunteering; the schools chose among these, and together, stimulated students, aged 1519, to participate. More than 80% of Viterbo High Schools participated, and twenty Associations, on
projects centred around two main themes –– active citizenship and awareness raising.
The main stimulus was the fact that, these volunteering activities could be used as credits, towards
the final High school Examinations. While it could be argued that the school credit system may be
seen as a wrong reason for volunteering, the SPES argues it’’s important to provide stimuli to start, to
see, to learn –– motivations can be built only from one first common ground of knowing each other first.
Where the programme worked, the SPES reported that the contributing factors were:
„ Enlightened and well informed teachers;
„ Strong associations with visible activities;
„ Motivated young people;
„ Democratic acceptance of possible diversities of political views and cultural attitudes.
The full evaluation of the programme was ongoing when the report that this summary was based on
was produced for the May 2005 CEV conference.
Source: Derived from material in the CEV Conference REPORT ‘‘Volunteering For All Ages ––
Summit of Generations’’, May 2005.
3.3.6 Recruitment Methods
The international evidence shows that most young people got into volunteering through word of mouth
and feel that this approach should be used more often to encourage volunteering. Friends and peer
advocacy is seen as particularly important in stimulating volunteering among non-volunteers.
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Young people also indicate that adults can play an important role in stimulating volunteers, in
particular in the form of celebrity role models and as parents. We discuss this further in Section 3.5.
Young people also stress that promotional campaigns are important and should combine all the
attractions for young people but that the messages should vary according to the target age group. A
summary of key findings is shown in Figure 3.9.
Figure 3-9: Key Findings Barriers to Volunteering Among Young People
Keys Findings from the Literature, IVR (Gaskin 2004)
„
Word of mouth and ‘‘being asked’’ is the main way young people become volunteers; (Key
Findings: RV 1)
„
Family and friends can be an important influence; (Key Findings: RV 2)
„
Printed materials have less effect, but the internet is a growing route into volunteering; (Key
Findings: RV 3)
„
Routes into volunteering vary by age and institutional setting. (Key Findings: RV 4)
Source: Young Volunteering and Civic Service: A Review of the Literature: A Report for the
Institute of Volunteering Research, Katherine Gaskin, May 2004.
Key Lessons from Primary Data Analysis, IVR (Dubit et al 2004)
„
There was a strong preference among young people for personal, face to face, methods of
recruitment. (Lesson 14)
„
Peer advocacy was identified as the key mechanism to stimulate volunteering among young
people. (Lesson 15)
„
Young people respond to celebrities and believe that promotional campaigns could help to
increase the public recognition of volunteering and raise the status of volunteering. (Lesson
16)
„
Young people felt that schools could be an important site for promoting volunteering and a
route into volunteering, but volunteering should not solely be school-based or school-led.
(Lesson 17)
Source: Young People and Volunteering: Preliminary findings and emerging lessons from
primary research, A report by the Institute of Volunteering Research, in association with
Dubit, Kikass, Research, Development and Statistics Directorate (Home Office), Youth
Action Network and Youthnet, June 2004.
One approach to stimulating recruitment of young volunteers is for national organisations to provide
assistance to local volunteering organisations to stimulate voluntary action among young people.
Figure 3.10 provides an example of such an approach adopted in the Netherlands.
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Figure 3-10: Awareness and Recruiting
Practice Example 6: Project &JOY, CIVIQ, Netherlands.
The National Volunteer Centre of the Netherlands, CIVIQ, was requested by the Dutch government to
stimulate voluntary action among young people from 2003 to 2006. Many young people and volunteer
organisations are unaware of the wide range of possibilities for and the potential opportunities offered
by voluntary action. Furthermore, young people are not always asked to volunteer, with the result that
they may not choose to engage in voluntary action as much as the adult world might hope.
CIVIQ launched the &JOY project to work with volunteer organisations to help them become more
become more adept at reaching and involving young people by:
„ Investigating the motivations that young people have for volunteering;
„ Examining which marketing strategies are appropriate;
„ Considering how organisations are already actively attracting young people at the local level.
Learning is at the heart of &JOY, CIVIQ seeks to learn from local practices and vice versa, with local
practitioners learning from one another. Key features of the &JOY project are as follows:
„ Local Participation: &JOY considers everyday practices at the local level by working in
partnership with volunteer organisations that work with young volunteers, and in exchange local
practitioners receive support from CIVIQ employees;
„ Facilitating Networks: &JOY supports and facilitates two main networks in the area of youth
volunteering: a network of twenty-six organisations that have initiated projects in the area of youth
and voluntary action (using funds from the Dutch government); and the NOV Youth Network of the
Dutch Association for Voluntary Effort (Association NOV), the trade organisation of voluntary
organisations in the Netherlands;
„ Applied Research: &JOY conducts its own research and gathers results from national and
international research projects in order to gain insight into the involvement and inclusion of young
people in voluntary action. Topics of interest include the various forms of motivation and
intergenerational cooperation. Where &JOY goes beyond a pure research role is that is that
CIVIQ seeks to apply the outcomes of research to the improvement and adaptation of
organisations, reaching professionals in the area of civic participation, education and voluntary
action among young people;
„ Marketing: &JOY has also developed a youth-marketing clinic that it offers free of charge to as
many local organisations as possible, and it trains trainers in aspects of volunteer marketing.
Source: Derived from material in the CEV Conference REPORT ‘‘Volunteering For All Ages ––
Summit of Generations’’, May 2005.
3.3.7 What Do Young Volunteers Want?
Finally, in this section it is worth summarising ‘‘what do young people want from volunteering?’’ The
term FLEXIVOL is an acronym used to summarise the essential requirements for 16-24 year olds to
volunteer and serves for the most important elements of volunteering to young people. It was
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developed by research funded by the Institute for Volunteering Research, UK (Gaskin 1998).2 While
the term was developed nearly ten years ago it remains valid today as shown by the recent findings
discussed early in Section 3.3. The key features of FLEXIVOL are summarised in Figure 3.11.
Figure 3-11: What Young People Want From Volunteering –– FLEXIVOL
„
Flexibility: Young people feel that they need flexible work and working times for volunteering
given the sizeable number of outlets for their free time and volunteering has to compete with
this;
„
Legitimacy: While the overall view of volunteering is favourable negative stereotypes exist and
better education from a younger age would make volunteering seem more ‘‘cool’’ to young
people;
„
Ease of Access: Many young people did not know how to go about accessing volunteering
opportunities. More information and easy access points would help to break down these entry
barriers;
„
Experience: One of the motivations of young people who volunteer is relevant and interesting
experiences where they can learn new skills, take on challenges and get work experience. This
motivation is increasing among young people;
„
Incentives: Given the competing demands for young peoples time incentives can be important.
The most prominent of these is a reference or a qualification to validate their experience. In the
absence of pay, the full payment of expenses ensure that young people do not end of out of
pocket;
„
Variety: This includes variety in the types of work, issues and structures. Variation in the
commitment, level of responsibility and the type of activity will attract the widest possible range
of young people;
„
Organisation: While young people do not want to be heavily supervised, they do want access to
support when they need it;
„
Laughs: Volunteering should be enjoyable, satisfying and fun. Since competition for young
people’’s time comes from social activities, volunteering needs to be fun. While young people
may not volunteer primarily for the social side, they are more likely to continue if they are
enjoying themselves.
Source: What young people want from volunteering, A report by the Institute of Volunteering
Research, Katharine Gaskin, 1998.
2
It drew on findings from eight focus groups were held in March/April 1998 in London and the Midlands. The
groups contained between six and ten people and captured variation by age, socio-economic status and
experience of volunteering. All the groups were mixed by gender and a number contained young people of
African-Caribbean, Asian and other ethnicities.
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3.4
Development of Volunteering Among Young People
3.4.1 Overview
When reviewing the material on volunteering development Locke et al (2003) note that it is useful to
distinguish between the following:
„
„
Personal Factors and Organisational Factors: Personal factors relate to an individual’’s
personal circumstances and life events, whereas organisational and contexts factors relate to
factors in volunteering organisations and the volunteering policy which impact on volunteers.
Continuation Factors and Withdrawal Factors: Continuation factors relate to factors that result
in people staying and continuing in volunteering, whereas withdrawal factors relate to factors that
can lead to volunteers leaving. The distinction between the two is felt to be useful as the factors
that result in people staying are not necessarily the converse of those that cause them to leave.
The following sections discuss key findings from the literature. Section 3.4.2 discusses personal
factors and Section 3.4.3 discusses organisational issues, and within each section we discuss
continuation and withdrawal factors.
3.4.2 Personal Factors
Reflecting on the findings from the literature on volunteer development Locke et al (2003) note that
there is no single ‘‘X factor’’ either personal or organisational that encourages volunteers to stay and to
develop their volunteering nor is there a single factor which causes them to stop volunteering.
However, a number of important messages emerge from the literature.
Crucially, changes in personal circumstances are a big driving force behind withdrawal from
volunteering. The literature shows that people frequently stop volunteering following a change in
personal circumstance such as a new job, starting education, a change in family circumstances and/or
a change of locality. At the same time stability of personal circumstances has been found to be an
important factor in promoting continued volunteer involvement and also length of service - see Figure
3.12.
While these studies relate to factors influencing the withdrawals of volunteers overall, as opposed, to
youth volunteers they are highly relevant. They show that changes in personal circumstances impact
on volunteering development, and youth volunteers are likely to experience relatively high level of
change in their personal lives. Therefore, to help sustain young volunteers it is important for there to
be flexibility in volunteering options and also for supports to be available at organisational level (we
discuss this further in the next section).
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Figure 3-12: Personal Factors- Volunteer Withdrawal and Continuation
Summary of Literature Findings
Withdrawal Factors
Locke et al (2003) note that the literature suggests that the primary factors determining whether people
withdraw from volunteering or continue with it are personal and life events (see, for example, Lynn and
Davis Smith, 1991), and that these tend to be factors about which volunteering organisation or policy can
have little effect.
For instance, changes in personal circumstances have been documented as reasons for people leaving
volunteering in a number of studies. The types of reasons include:
„ Because they get a job (see, for example, Wardell, Lishman and Whalley, 2000);
„ Go into further and higher education, change family commitments. These factors are highlighted in
research from Iveson (1999) and from Blake and Jefferson (1992);
„ Or move out of the locality, see, for example, Davis Smith (1998).
Indeed, a number of studies have indicated that a combination of personal life factors influence
volunteers leaving. Locke et al recite evidence from Merrell’’s (2000) study on reasons why volunteers
leave well-woman clinics supports these factors –– with most of the reasons being push factors, of the 18
who left 6 left due to paid employment, 5 due to family circumstances and 3 due to further education.
Continuation Factors
While changes in personal circumstances can result in volunteers leaving a number of studies have
found that stability or continuity in personal life –– such as being married and already having children –– are
correlated with continued volunteering.
For instance, studies on special constables (Alexander 2000, and Gaston and Alexander 2001) found
that constables that were married before joining were less likely to leave and were more likely to give in
excess of four years’’ voluntary service, and those with children at the time of service were more likely to
give longer service.
Locke et al also site a number of other personal factors, such as higher levels of education (Wilson and
Musick, 1999) and previous experience of volunteering (Gidron, 1984), are also related to greater
likelihood of remaining in the volunteer labour force.
Ambiguous Factors
Locke et al (2003) note that the findings about people’’s personality and attitudes and continuation in
volunteering provide different results. In Wilson and Musick’’s (1999) panel survey of volunteers, higher
rates of formal and informal social interaction were found to be related to staying in the volunteer labour
force. However, a pro-social personality was not significant for length of volunteering in Penner and
Fingletons (1998) study of volunteers in HIV organisations.
Similarly, the findings about different kinds of motivation are not conclusive, especially over whether
altruism or personal gain are closely related to longer service as a volunteer. People’’s faith has
commonly been cited as a reason for volunteering, but it has proved difficult or impossible to separate
faith from institutional aspects of congregation and membership of faith groups (Lukka and Locke, 2001).
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Concluding on the evidence from the literature Locke et al (2003) note that:
Hence, it is clear that, although we can identify certain variables affecting retention, the influence of
personal characteristics is complex. The evidence does not allow us to predict whether certain ‘‘types’’ of
people are more likely to make long-term volunteers than others’’ (page 85).
Source: Michael Locke, Angela Ellis and Justin Davis Smith ‘‘Hold on to what you’’ve got: the
volunteer retention literature’’, Voluntary Action, Volume 5, Number 3, Autumn 2003
Based on our review of literature and websites it was difficult to find examples of training or
development programmes specifically for young volunteers. An overall profile of volunteering training
in a number of EU countries was located and a summary of this information is provided in Figure 3.13.
Figure 3-13: Overview of Volunteering Training in A Selection of EU Countries
UK
The training of volunteers varies across organisations and their requirements. There is a national
qualification the ‘‘Certificate in Community Volunteering’’ but there is no mandatory requirement to
obtain the certificate prior to commencing volunteering. This certificate has two levels depending on
the needs of the volunteer. Modules include ‘‘Personal Skills for Volunteers’’, ‘‘Working in a Team as a
Volunteer’’ and ‘‘Dealing with Meetings’’. The certificate is obtained through regular attendance at
courses and there is no assessment at the end of the course.
France
Organisations provide training to volunteers and finance for training is available for a national fund for
the development of the non-profit sector. Between 1988 and 1999 funds earmarked for the training of
volunteers increased from €€3.5m to more than €€6m.
Italy
Voluntary Support Centres (VSC’’s) provide support to voluntary organisations and citizens involved in
volunteering. One of tasks for these centres is to organise training and qualification programmes for
volunteers. In 2003 the VSC’’s organised more than 1,800 seminars and courses for 23,362
volunteers. One of the features of these programmes, that is felt to be beneficial, is that fact that over
half of them were organised jointly with the voluntary organisation to which the volunteers were
attached. It is reported that this led to a better experience for both the volunteer and the organisation.
Germany
Training of volunteers differs across organisations and depends on the type of voluntary work that
they carry out. In 1999 roughly 70% of all volunteers stated that they had participated in some form of
training with approximately 50% of volunteers stating that their training was compulsory.
Voluntary service programmes offer young people who have finished their mandatory schooling up to
the age of 26 the opportunity to link volunteer activities in areas such as environmental issues, culture
and sport with concrete practical experience in a professional area. Such volunteers receive 25 days
compulsory training from the voluntary service.
Source: Derived from reports produced by CEV
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In terms of a specific developmental model we did find reference to the GROW model, and a
summary of this is provided in Figure 3.14. However, it is important to note that this model was not
specifically developed with youth volunteering in mind. Some examples of reported good practice in
supporting youth volunteering at an organisational level are provided in Section 3.4.3.
Figure 3-14: The GROW Model of Volunteer Development
GROW Model
The GROW model was developed by John Whitmore and is a practical model for supporting
volunteers in their work. Under the model the support person in the voluntary service is there to
facilitate the ‘‘growth’’ of the volunteer within the project and into the new environment.
Each letter stands for an area to address in the work with volunteers. Addressing these different
letters of the GROW model one after another gives a structure to help make the most of a volunteers’’
potential –– both for the volunteers and for the organization.
The elements of the model are as follows:
„
G stands for Goals: It is paramount to sit together with the volunteer to define the goals of the
voluntary service both for the hosting organization and for the volunteer. If these are not
determined (both for the short as well as the long term) then it will not be possible to assess if the
goals were indeed reached;
„
R refers to Reality: Once the goals are set and clear for both parties (transparency is the mother
of a good project), it is important to see to what extent the reality, the concrete situation of the
project and the volunteer, allow for the easy reaching of goals;
„
O stands for Options: If it has been found out in the previous stage that there are certain learning
points for the volunteer or certain areas for improvement of the placement to be addressed, then
different options should be arrived at and actions implemented to make things (even) better;
„
W refers to Will: Then refers to the will or decision to implement one or more of these options for
improvement, which both parties can agree on. Options that have been negotiated together on
an equal basis have more chance of success. A time span after which you check on the progress
made may be determined and after which a decision is made whether to continue the chosen
option or to try another or additional one.
Source: Derived from Council of Europe and The European Commission (2002) 'T-Kit 5:
International Voluntary Service: For trainers and young people interested and/or involved in
international voluntary service activities and projects', Partnership of the Council Of Europe
and The European Commission.
3.4.3 Organisational and Contextual Factors
Locke et al (2003) note that negative experiences within organisations are repeatedly cited as
reasons why people quit volunteering. Volunteers who have left have cited a number of reasons such
as being poorly organized or managed, that they were overburdened an/or undervalued, or that they
received poor training, supervision and support. Figure 3.15 provides a summary of findings from the
literature.
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Figure 3-15: Organisational Factors- Volunteer Withdrawal
Summary of Literature Findings
Locke et al (2003) note that negative experiences within organisations are repeatedly cited as
reasons why people quit volunteering. Volunteers who have left have cited a number of reasons
such as being poorly organized or managed, and that they were overburdened an/or undervalued.
Several studies point to poor organisation without analyzing the specifics (see, for example, Davis
Smith, 1998), and more closely focused studies suggest that a complex interaction between
individual factors and organisational processes may increase the likelihood of people leaving.
Locke et al (2003) note that it is still possible to identify some of these key organisational issues that
may increase the likelihood of withdrawal. Poor supervision, a lack of relevant training, the feeling
that they were not valued, uninteresting duties and the perception that they were not deployed in a
worthwhile manner were all cited by special constables as factors contributing to their decision to
stop volunteering (Alexander, 2000: Gaston and Alexander, 2001). In several studies volunteers
have quit because they felt overburdened, whether by the intensity or the quantity of demands
placed upon them (see, for example SCPR, 1990).
Another major reason for giving up volunteering identified from the literature was the feeling of
being undervalued. In a study of community-based AIDS service organisations, Omoto and Snyder
(1993) found that the costs of volunteering were too high for the people who quit.
The public policy context can also shape an organisations capacity to manage its volunteers.
Russell and Scott (1997) point to a loss of independence in voluntary organisations in relation to the
statutory sector and a blurring of boundaries with paid work that have combined to disillusion and
de-motivate some volunteers. They conclude that: ““Some volunteers……have expressed concern
that the flexibility and autonomy which are essential characteristics of volunteering should not be
eroded by formalization and the demands on them. Others have already become de-motivated ––
15 per cent of chief officers report increased turnover of service volunteers as a result of
development of contracts.””
While this evidence relates to literature on volunteers overall, as opposed to the sub-set of youth
volunteering, it is highly relevant. Indeed, the literature in relation to the organisation of volunteering
points to dissatisfaction with the organisation of volunteering by young people. Reviewing the
literature on young people volunteering and civic service the Institute for Volunteering (Gaskin
2004) notes that young people report dissatisfaction with their volunteering experiences and more
so than any other age group citing Foster and Fernandes (1996) and Davis Smith (1998). The IVR
(Gaskin 2004) also notes that a relatively high share of the young people believe that the level of
training and support they receive could be better.
Source: Michael Locke, Angela Ellis and Justin Davis Smith ‘‘Hold on to what you’’ve got: the
volunteer retention literature’’, Voluntary Action, Volume 5, Number 3, Autumn 2003, and
other sources.
The National Centre for Volunteering provides good practice guidance to organisations who use, or
who are considering using, volunteers to help retain volunteers. This covers issues around retaining
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and keeping volunteers such as volunteer policies, induction, the meeting of individual needs and
recognition of volunteers. Figure 3.17 provides a summary of recommended practice from the
guidance.
Figure 3-16: Retention Good Practice Guidance –– Experience of Volunteering Organisations
Retention Good Practice Guide, National Centre for Volunteering
Volunteer Policies
The guide states that it is very useful to have firm volunteer policies in place (though this may not be
appropriate for all organisations). Policies enable both volunteers and others in the organisation to
feel secure in their work as well as providing a framework for the relationship between volunteers and
the organisation. A volunteer policy should include both an equal opportunities policy and a grievance
and disciplinary procedure. This means volunteers have a standard by which they can expect to be
treated, and a mechanism for addressing problems and taking up complaints. A volunteer policy may
also help to allay certain concerns at an early stage, e.g. expenses, insurance, support mechanisms.
Induction
All volunteers should be given an induction into the organisation and the area of work they will be
undertaking. Consideration should be given to using ‘‘volunteer agreements’’ and ‘‘voluntary work
outlines’’. Although they introduce an element of formality they can help to ensure that both parties are
clear about what the volunteering will involve.
Meeting Individual Needs
Volunteers should be asked if they need any extra support or equipment, such as:
„
„
„
„
text phones (sometimes known as minicoms) –– allow hearing impaired people to communicate
over the telephone using a keyboard and visual display.
screen magnifiers –– magnify images on computer monitors
large button telephones –– for visually impaired people or those with dexterity difficulties
computer key guards –– help people who have dexterity problems typing. Places of volunteering
should be accessible to everyone
Support and Supervision
Volunteers should receive support and supervision from line managers as appropriate.
Invitation to Participate
Volunteers should be encouraged to become integrated into the daily life of the organisation. The
should not be isolated and treated as ‘‘second class citizens’’ in comparison to the permanent staff of
the organisation
Recognition
Volunteers will stay and contribute to the organisation if they’’re treated well. Their value can be
personally and privately recognised by:
„
saying thank you, perhaps by hosting a social event where the volunteers can be awarded
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„
„
„
„
certificates or volunteer of the year awards. Volunteers’’ Week (1-7 June each year) is an
excellent opportunity to organise something special.
providing learning opportunities such as in-house or other training
opportunities including a discussion of voluntary activity in your annual review and other
reports of the work. Specify the time, commitment and skills of volunteers who have contributed to
the organisation.
recognising that the retention of volunteers is only one measure of success, for many their moving
on will be the outcome of the organisations achievements in supporting them.
Source: Derived from ‘‘Barriers to Bridges: A Guide For Volunteer Involving Organisations, The
National Centre for Volunteering, 2001
In terms of supporting the development of volunteering Locke et al (2003) note that organisational
practice can be summarised as management of volunteers in an explicit, developmental, supportive
and appreciative way –– ‘‘symbiotic support’’, as Farmer and Fedor (1999) call it. Gaskin (2003b) notes
that like adult volunteers, youth volunteers want a combination of efficiency and flexibility in the way
their time is managed. A summary of the key findings from the literature on continuation factors are
presented in Figure 3.17.
Figure 3-17: Organisational Factors- Volunteer Continuous and Ambiguous Factors
Summary of Literature Findings
Continuation Factors
Broadly, it seems that continuation is more likely if volunteers are managed in an explicit, developmental,
supportive and appreciative way –– ‘‘symbiotic support’’, as Farmer and Fedor (1999) call it. The research
evidence for the importance of being explicit in the management of volunteers –– for example, by
providing job descriptions –– is not as extensive as the amount of guidebook advice to this effect.
The form of management that the research evidence suggests is helpful can be typified as
developmental and supportive, giving space for some personal autonomy rather than being tightly
specified (see, for example, Niyazi, 1996; Hustinx and Lammertyn, 1999; Foster and Meinhard, 2000).
For the importance of thanking and being appreciative of volunteers, but again the research evidence is
narrower (see, for example, McCudden, 2000). Farmer and Fedor (1999) found that perceived
organisational support had an impact on the withdrawal intentions of volunteers in large health advocacy
organisations across the USA; they concluded: ““If volunteers felt valued and appreciated and felt the
organisations genuinely cared about their efforts and well-being, withdrawal intentions were
lower……””(page 360).
A powerful factor in maintaining volunteering is the social support derived from the friendships and
networks made through volunteering (see, for example, Knapp and Davis Smith, 1995; Dean and
Goodlad, 1998). In some studies, a major factor influencing volunteers to continue is a sense of
responsibility, or a feeling that nobody else would do the task. Continuation is also related to the policy
environment and administrative infrastructure surrounding the volunteering opportunity.
Taken together, these different studies suggest that the most important factor in positive management is
congruence between the goals of the organisation and those of the individual. This appears to involve
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not only the match of volunteers to organisations and to tasks but also issues of identification and
reciprocity. Given the significance of congruence, the differences between organisations and the forms of
volunteering they offer are crucial, demanding an organisation-by-organisation awareness of the match
between their values and tasks and those of the volunteers.
Ambiguous Factors
Studying factors such as levels of motivation, commitment and satisfaction, which one might expect to be
correlated with continued volunteering (and even to cause it), produces inconclusive evidence. On the
whole, the research suggests that what we might loosely call ‘‘strength of feeling’’ towards an organisation
does not in fact lead to more volunteering.
Gildron (1983) notes some confusion over what contributes to job satisfaction for volunteers. Volunteers
gained satisfaction when their job was challenging and interesting, enabled them to use their skills and
allowed for independence, responsibility and progress. They also gained satisfaction when the job was
conveniently located, had convenient working hours and was not hampered by organisational obstacles.
However, in contrast to other studies, Gildron found that support from supervisors, contact with peers
and recognition did not figure as sources of satisfaction.
Source: Michael Locke, Angela Ellis and Justin Davis Smith ‘‘Hold on to what you’’ve got: the
volunteer retention literature’’, Voluntary Action, Volume 5, Number 3, Autumn 2003
The literature on youth volunteering stresses the importance for support, management and training to
be tailored to the volunteers’’ needs, the role for which they are being prepared and the needs of the
organization and its beneficiaries. It also notes that as with adult volunteers, this emphasizes the need
for variety and flexibility, and not adhering to a single management model (Gaskin, 2003b; Rochester,
1999; Zimmeck, 2000; Davis Smith, 1996; Meijs & Hoogstad, 2001).
Davis Smith et al (2002) also note that the Millennium Volunteers’’ individual one-to-one supervision
and support for volunteers, an open-door policy whereby volunteers could seek assistance at any
time, and support mechanisms such as MV support groups, peer mentoring, newsletters and social
groups, ensured that the vast majority of participants felt adequately supported.
The Millennium Volunteers provide a self assessment guide for volunteer providers, and from that
they identify several points of good practise to bear in mind for youth volunteering. Key aspects of this
are summarised in Figure 3.18.
Figure 3-18: Aspects of Good Practice for Youth Volunteering.
Millennium Volunteers, UK, Good Practice for Youth Volunteering.
„ Personal Commitment: Most young volunteers are expected to complete 200 hours of voluntary
activity within one year; or two years for young people with learning difficulties or disabilities.
Project Managers have flexibility to allow those volunteers who need more time to gain the Award
of Excellence to do so, providing they manage the resource, support and financial implications of
this within their agreed budget. Commitment of the volunteer should be matched by project staff
who also have a responsibility to support that commitment and enable them to maintain it;
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„ Community benefit: All MV activity must have a community benefit, and bring positive changes
to local communities or to individuals within those communities. ‘‘Community’’ can be taken to
mean the people living within a geographical area, or a smaller community group such as a school
or youth club;
„ Voluntary Participation: Participation in MV should always be voluntary and the activity should
not be something that young people are ‘‘told’’ they have to do. MVs should neither gain, nor lose,
financially from their volunteering;
„ Ownership By Young People: Delivery organisations need to ensure that they have enabled
young people to become fully involved in the design and delivery of the voluntary activities. It is
worth remembering that not all young people will actually want to get involved; in fact it may well
put some people off. That said volunteers should be given the opportunity, skills, and
encouragement to design their own activity. Ownership also means young people having a say
about how the project runs; having the opportunity to take decisions and influence how MV
operates in the local community;
„ Quality: The ‘‘quality’’ of a particular MV project can be measured in many different ways.
Adhering to the principles and implementing of timed action plans, and researching and
implementing elements of good practice from other projects and/or volunteer programmes helps
to improve the quality of the programme;
„ Inclusiveness: Volunteering should be open and accessible to all young people aged 16-24.
project;
„ Variety: MV should provide a rich variety of volunteering opportunities through a wide range of
activities. There are different ways in which we can create true ‘‘variety’’ within MV which take into
account the diverse nature of volunteers’’ expectations and aspirations. For some young people,
this will be the chance to try out lots of different activities, for others it will be a particular role with
one organisation, whereas for some volunteers it will mean them having the chance to develop
their own voluntary activity;
„ Partnership: There are a number of partners that will help you to deliver MV. These could be
other MV Projects, Connexions Partnerships, placement providers, local community groups,
referral agencies, training providers, local schools, colleges and universities; even local
businesses could play a role, for example through promotion and sponsorship. It is important that
whatever partnerships you have formed are constantly developing. Good partnerships ensure that
what is offered to volunteers is relevant, timely and responsive to community need, as well as
assisting you to deliver a quality programme;
„ Project Management: You need to have systems in place to ensure the effective delivery of MV.
This section relates specifically to the skills, policies, resources and working practices required to
effectively manage an MV Project.
Commenting on the views of young people on the organisation of volunteering Ellis (2004) notes that
young people put a high emphasis on flexibility in the types of work they do and the times they can
volunteer but some want a relatively structured programme which they can timetable into their lives.
They do want some say in planning and decision making, but do not want to be overburdened with
responsibility. Support and back up are perceived to be important if they are to progress to leadership
positions.
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A final example in this Section is presented in Figure 3.19, namely a summary of the work of the
Russell Commission to develop a national framework for youth action and engagement with the
purpose of the framework being to deliver a step change in the diversity, quality and quantity of young
people’’s volunteering.
Figure 3-19: The Russell Commission
History, Aims and Methodology of the Russell Commission
The Russell Commission was established in the UK in May 2004 by the Home Secretary and
Chancellor of the Exchequer. It was an independent Commission, headed up by Ian Russell, Chief
Executive of Scottish Power and followed the UK Government’’s commitment to increase youth
volunteering and civic service. The goal of the Commission was to develop a national framework for
youth action and engagement with the purpose of the framework being to deliver a step change in the
diversity, quality and quantity of young people’’s volunteering. This framework was to be applicable
across the UK, whilst taking into account the devolved nature of volunteering programmes. The
Commission consulted with over 6,000 young people and 700 organisations and the views of a 25
member Youth Advisory Group which was made up of 16-25 year olds throughout Britain acted as a
sounding board for the ideas of the Commission.
Key Features of the National Framework for Youth Action and Engagement
The overarching theme for the national framework was the importance of involving young people
themselves in the design and implementation of volunteering activity. The recommended national
framework in the Russell Commission report consists of several inter-connected features:
„
Dedicated Implementation Body: This body would be responsible for raising awareness among
young people of the value of volunteering and for building volunteer capacity. It would also
provide an accessible ‘‘portal’’ via web, phone and face to face local interfaces for individuals
seeking information and advice on volunteering. This portal would maintain a database of
volunteering opportunities;
„
Introduction of Youth Volunteer Advisers: These advisers would be contracted by the
implementation bodies to ensure high quality advise to young people about volunteering;
„
Introduction of Youth Volunteer Development Managers: To build the capacity of volunteerinvolving organisations Youth Volunteer Development Managers would be put in place;
„
Introduction of a ‘‘Kitemark’’ guarantee:
opportunities would be introduced;
„
More flexible forms of volunteering: Young volunteers would be able to choose between shortterm volunteering (such as ‘‘taster’’ sessions), part-time volunteering (from a few hours to one to
two days per week) and full-time programmes;
„
Funding for National Programme of Youth Volunteering: Funding would be provided for
significant increases in short-term opportunities and part-time roles and for a National Programme
of Youth Volunteering as part of which young people would receive a weekly allowance to pursue
long term commitments;
„
Introduction of volunteer opportunities in the public sector: New opportunities would be
available in the public sector, with particular emphasis on the heath and social services areas;
„
Increased accreditation: There would be an emphasis on recognising the achievements of
young volunteers including through accreditation and linkages to vocational qualifications.
A kitemark guarantee of standards of volunteer
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Implementation of the Russell Commission Report
A new charity named, v, was launched in May 2006 tasked with taking forward the recommendations
of the Committee. It is independent and will have charitable status. The Government has allocated
£50m over three years to support the implementation of the Commission’’s recommendations and v
has a target of raising £50m from the private sector. This private sector money will be matched on a
pound for pound basis by the Exchequer to a maximum level of £50m, implying a potential total
Exchequer contribution of £100m. In addition, £19.5m has been committed to the devolved
administrations and is being divided according to the Barnett formula. To date, £10m of the private
sector money has been raised. An inter-departmental Committee has been established to examine
the possibility of increasing volunteer opportunities within the public sector.
3.5
The Role of Adults in Youth Volunteering
3.5.1
Overview
The terms of reference of the research required us to ‘‘examine the contribution of adults to
volunteering with children and young people, based on existing research.’’ Section 3.3 discusses key
findings from international literature on the promotion and development of volunteering among young
people, and while adults clearly have a role in supporting the latter, the emphasis in this section is on
the role that adults play in encouraging young people to volunteer and encouraging their continued
involvement.
Discussion of the role of adults to youth volunteering is inextricably linked to the contribution of the
family to volunteering. We discuss the key findings from the international literature in this regard in
Section 3.3.2. Although not directly in our Terms of Reference we also provide a brief summary of the
role of the other two primary social institutions for young people –– school and religious congregations
–– in Section 3.3.3
3.5.2
Family and Youth Volunteering
Several studies have found that young people who volunteer are likely to indicate that one or both
parents participate in community service (Yates and Younis 1996; Youniss et al 2001; Yates and
Youniss 1998; Fitch, 1987; Keith et al 1990; Sinisi, Barnett and Sprague 1993; Tierney and Branch
1993; Marks and Kuse 2001; CIRCLE 2002; Hodgkinson et al 1996; Toppe et al 2002). A common
interpretation of this consistent finding is that parents serve as models for their children.
In discussing these findings Youniss and Yates (1996) argue that this does not mean that children
simply imitate their parents. Instead they argue that parents’’ participation helps to make community
service a meaningful activity for family members and to provide concrete opportunities for
participation. Indeed, Youniss and Yates (1998) also cite several other studies (Clary and Miller, 1986;
Hart et al, 1995 and Rosenhan, 1970) which indicate that the quality of family relationships is
important to predicting sustained community service participation by young people and that young
people with a strong bond with at least one parent is more likely to participate in sustained community
service than young people with such bonds.
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Recent statistical evidence from America demonstrates the role and the significance of the importance
of the role of adult family members have on volunteering by young people. We discuss the findings
from the study ‘‘Building Active Citizens: The Role of Social Institutions in Teen Volunteering’’.
Between January and March of 2005, 3,178 Americans between the ages of 12 and 18 were asked
about their volunteer activities and experiences with school-based service-learning projects.
Respondents were asked not only about their own volunteering habits but also the volunteering habits
of their parents, siblings, grandparents, aunts and uncles.3 Respondents were placed into categories
of volunteering commitment (regular volunteers, occasional volunteers, episodic volunteers and nonvolunteers) and respondents were also categories differentiate between the immediate family, which
consists of both parents and siblings and the extended family which consists of aunts, uncles and
grandparents –– see Figure 3.20.
Figure 3-20: Volunteering Categories: Frequency and Family
Frequency of Volunteering Categories
Regular Volunteers: those youth who reported volunteering through an organisation twelve or more
weeks in the previous twelve months;
Occasional Volunteers: those youth who reported volunteering through an organisation between
three and eleven weeks in the previous twelve months;
Episodic Volunteers: those youth who reported volunteering through an organisation two weeks or
less in the previous twelve months;
Non-Volunteers: those youth who reported that they had not volunteered through an organisation in
the previous twelve months
Family Volunteering Categories
Category 1
Both parents and at least one sibling volunteer
Category 2
Both parents and no sibling volunteer
Category 3
One parent and at least one sibling volunteer
Category 4
One parent volunteer
Category 5
Neither parent volunteers, but at least one sibling volunteer
Category 6
No one in their immediate family volunteers but at least one member of the extended
family volunteers.
Category 7
No one in their immediate or extended family volunteers
Key findings from this empirical evidence show that:
„ Parents have the strongest relationship to teen volunteering, followed by the immediate family and
finally the extended family;
„ The more volunteer role models that youth have the more likely they are to volunteer and to
volunteer regularly. The significant of the role played by adults is shown in Figure 3.21.
3
Volunteering was defined in the study as ““volunteer activities are things you do for others for which you are not paid, except
perhaps for expenses. I only want you to include volunteer activities that you did for an organisation or place of worship, even if
you only did them once in a while””.
st
Two questions were asked as part of the survey: (1) ““Since January 1 of last year, have you done any volunteering activities
through or for an organisation? (2) ““Sometimes people don’’t think of activities they do infrequently or activities that they do for a
st
community as part of a club, school or church as volunteer activities. Since January 1 of last year have you done any of these
types of volunteer activities?””
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Figure 3-21: The Influence of Family Volunteering on Youth Volunteering
Both Parents & Sibs Vol.
Both Parents & No Sibs Vol.
14%
22%
36%
12%
47%
21%
27%
21%
Only 1 Parent & Sibs V ol.
Only 1 Parent, no Sibs V ol.
21%
26%
35%
36%
15%
25%
18%
24%
No Fam ily Vol.
No Immed. Family V ol.
11%
20%
15%
52%
16%
62%
12%
12%
Regular vol.
Occasional vol.
Episodic vol.
Non-volunteer
Source ‘‘Building Active Citizens: The Role of Social Institutions in Teen Volunteering’’, 2005.
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Compared to a youth with no family members who volunteer, a youth from a family where at least one
parent volunteers is almost twice as likely to volunteer on a regular basis.
The strength of the influence of adult relatives who volunteer on young people’’s likelihood of
volunteering can been seen by comparing the youth volunteering probability ratio for the different
family volunteering categories. The probability ratio for the combined family category (i.e. categories
1-4) compared to no family volunteering (i.e. category 7) is 1.95 for volunteering and 2.88 for regular
volunteering.
When we compare a youth in a family where both parents and at least one sibling volunteer, to a
young person in a family where no member of the family volunteers then the probably ratios increase
2.26 for volunteering and 4.09 for regular volunteering. See Figure 3.22.
Figure 3-22: The Influence of Family Volunteering on Youth Volunteering
Volunteering Probability Ratio
4.5
4.09
4
3.5
2.88
3
2.5
2
2.26
1.95
1.5
1
0.5
0
Prob. Ratio of Fam Cat 1-4 relative to No
Family Member Volunteers (Cat 7)
Volunteering
Prob. Ratio of Fam. both parents and 1 sib.
vol (Cat 1) relative to No Family Member
Volunteers (Cat 7)
Regular Volunteering
Source ‘‘Building Active Citizens: The Role of Social Institutions in Teen Volunteering’’, 2005.
Furthermore, a Canadian study, ‘‘The Volunteer Spirit in Canada: Motivations and Barriers’’, which was
published in 2004 by the Canadian Centre for Philanthropy shows that people who had an early life
volunteering experience had a higher incidence of volunteering in later life.
This study was based on responses given by a representative sample of 14,724 Canadians aged 15
or older who were asked about their giving and volunteering for a one-year period from October 1,
1999 to September 30th 2000. The study found that people whose parents had volunteered were more
likely to volunteer (39% versus 20%). It also showed that people who saw role models helping people
in their early life were more likely to volunteer, 34% versus 20%.
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3.5.3 The Role of School and Religion
Schools
The literature recognises that school is a key area for the socialisation of youth. As well as being the
place where young people begin to develop an identity apart from their family it is also the place
where young people begin to develop a sense of the larger community to which they belong.
Indeed, literature notes that many schools and postsecondary institutions have established programs
that promote, and in some cases require, student community service (Frase 1995; Nolin et al. 1997).
Education administrators have emphasized student volunteerism by incorporating service experiences
into classroom activities and graduation requirements (Kraft 1996; Skinner and Chapman 1999;
Stukas, Snyder, and Clary 1999; Eyler 2002).
In addition, the literature has found that students who participate in these programs tend to have
stronger ties to school, peers, and the community, as well as a higher exhibition of other positive
social behaviours (Nolin et al. 1997; Youniss, McLellan, and Yates 1997; Smith 1999; Metz and
Youniss 2003)4.
Recent statistical evidence from America demonstrates the role and the significance of the importance
of the role of schools on volunteering by young people. The findings from the study ‘‘Building Active
Citizens: The Role of Social Institutions in Teen Volunteering’’ shows that:
„
„
There is a strong relationship between the likelihood of volunteering and school enrolment. Those
who are enrolled in school are more likely to volunteer than those who do not;
The difference in volunteering rates between high school and junior high school students parallels
their level of engagement in school-based community service projects, including service learning
activities with high school students more likely to have had experience with community service
activities through a class. This experience with school based community service brings students
in contact with organisations outside of the academic environment and may be one factor in
explaining how schools serve as sites where they develop social networks that in turn lead to
engagement through other community organisations.
This research has also found that those students with lower academic achievement are not
volunteering at the same rate as those reporting higher academic achievement. Research has shown
that when disengaged youth are introduced to quality volunteer opportunities, the likelihood that they
will engage in risky behaviours decreases and their level of social trust increases5.
4
We recognise important differences between community service and service learning, particularly in relation to the impact that
these activities have on youth social and academic development. For the relationship between school based service and
positive youth development see Billig (2002), Torney-Purta (2002), Yates and Youniss (1996) and Kirkpatrick, Johnson, Beebe,
Mortimer and Snyder (1998).
5
For the impacts of service on social trust and risky behaviours, see research by Flanagan, Gill and Galay (2005); TurneyPurta (2002) and Billig (2000)
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Religion
A number of studies have found a positive correlation between religion and volunteerism. For
example, Bernt (1989), Chambré (1987), Greeley (1997), Hodgkinson, Weitzman and Kirsch (1990),
Lam (2002), Serow (1991) and Uslaner (1997).
On the other hand, however, a number of studies have found no correlation or a relatively weak
correlation between religion and volunteering. For example, Benson et al (1980), and Hunter and Linn
(1981) found no correlation whereas Wuthnow (1991) found a week correlation between religiosity
and volunteering.
These different findings may result from two reasons: the form of voluntarism being explored and the
conceptualisation and operationalisation of religiosity. It has also been argued that although religiosity
might not affect overall voluntarism, it might be connected to church voluntarism. Gill (1999) pointed
out that those who volunteer or who are members of voluntary service groups are more likely to be
weekly churchgoers. Lam (2002) notes that other aspects of religion must be taken into account,
notably organisational participation, frequency of prayer and religious reading, when assessing the
effect on volunteerism.6
Looking at young people specifically the study ’’Building Active Citizens: The Role of Social Institutions
in Teen Volunteering’’ shows:
„
„
A strong correlation between the frequency with which respondents attend religious services and
volunteering;
The population of youth who regularly attend religious services are the most likely to volunteer.
The study also shows that while regular involvement in religious services appears to translate into a
greater amount of involvement of volunteer activities, many of these volunteer activities are not taking
part with the religious congregation. This finding indicates that religious attendance may be part of a
larger social network that provides youth with the opportunities and encouragement to engage in the
community.
The Canadian study, ‘‘The Volunteer Spirit in Canada: Motivations and Barriers’’ also indicates a
positive relationship between early life experiences of active involvement in religious groups and
volunteering. It found that the volunteer rate among those who had been active in a religious group
was 38% in comparison to a rate of 22% among those with no activity in a religious grouping. The
MTV ‘‘Just Cause’’ report also identified the same phenomenon finding that those young people who
are highly involved in voluntary activity tend to be more religious then their peers, while those who are
uninvolved in voluntary activity tend to have a very low religious participation level (this report is
discussed separately in Figure 3.1 of Section 3.3.2).
6
For other research that explores the connection between involvement in religious organisations and volunteering see
Oesterle, Kirkpatrick Johnson and Mortimer (2004); Yates and Youniss (1996) and Toppe et al (2002).
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3.5.4
Messages from the Focus Groups
The perspectives of the young people who participated in focus groups as part of this research project
are presented in Chapter 4. The focus groups highlighted a number of issues related to the role of
adults in promoting youth volunteering. These are summarised below.
Increase in adult volunteers
In order for young people to have opportunities to volunteer, adults are required to run voluntary
projects and organisations. Youth leaders (young people over the age of 16) provide a very important
part of voluntary organisations; they are good role-models, young and fun. Youth leaders may be able
to supervise, organise events, and do a lot of the ground work, however, adults who have access to
resources such as a driver’’s licence, transport, finance, social networks etc are needed to ensure a
safe, supportive and efficient short or long term voluntary project. For this reason, adult volunteering
needs to be promoted. It is important that the adults involved in youth volunteering are enthusiastic,
energetic and in touch with young people.
Adults need to promote a positive image for volunteering
Adults have an important role to play in the promotion of volunteering and the development of a
positive image for volunteering. As peer opinion is a significant motivating factor for youth
volunteering, it is important for adults to be sensitive to the social consequences of volunteering for
young people. They should actively discourage and challenge the perceptions of volunteering as
‘‘boring’’, ‘‘only for goody-two-shoes and licks’’, and ‘‘uncool’’. Rather adults should emphasis the positive
aspects of volunteering as identified by the young people, such as the potential for socialising and
having fun, as a leisure pursuit, and as a way to develop skills.
Valuing the contributions of volunteers
Volunteering should be promoted as volunteering –– not as an expectation or a social obligation. It is
important that the contributions, however small, of young people who volunteer are recognised and
valued in an appropriate way through the organisation of a social event, and not, for example, by
public announcement at a school assembly which may cause embarrassment.
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4
FOCUS GROUP FINDINGS
4.1
Chapter Introduction
The aim of this Chapter is to present the key findings from the focus groups in relation to study
objective 2 as presented below.
2. Examine children and young people’’s attitudes towards, and experiences of, volunteering
including: i. the image of volunteering; ii. motivations and benefits; iii. incentives and rewards; iv.
barriers to volunteering; v. routes in; vii. organisation of volunteering. ‘‘
The remainder of this Chapter reviews the perspectives of the children and young people who
participated in the focus groups as follows:
„
Section 4.2 discusses perceptions;
„
Section 4.3 examines motivations and benefits;
„
Section 4.4 explores barriers motivations and impacts
„
Section 4.5 discusses incentives and rewards;
„
Section 4.6 presents views on the organisation and mobilisation of volunteers.
4.2
Perceptions
This section will provide an overview of the young people’’s perceptions of volunteering. Focus group
questions aimed to explore what image do children and young people have of volunteering, and what
do they think of volunteering, its language, image and associations?
4.2.1 What is volunteering?
The first question the research participants were asked was ‘‘what is volunteering?’’, particularly as a
number of young people stated that they were not sure what the term meant. According to the young
people, volunteering involved helping and offering help:
‘‘When you do something to help someone else but you don’’t get any personal gain
from it.’’ (13, non-volunteer)
It was also described as non-paid work:
‘‘When they were doing something for free, something really hard that I would ask for
a million euro for.’’ (boy, 12, non-volunteer)
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‘‘Free work’’ (boy, 11, non-volunteer)
‘‘You feel like you want to help other people, and you don’’t feel the need to get paid
for it, you just want to help.’’ (girl, 16, volunteer)
Some participants also associated with hard work or unpleasant activities like picking up rubbish.
‘‘It involves hard work, which I don’’t like.’’ (boy, 12, non-volunteer)
‘‘I sort of think if you’’re enjoying it yourself then maybe you’’re not [volunteering]’’. (girl,
16, non-volunteer)
Young people particularly between 13 and 18 years described volunteering as something which
involves free choice:
‘‘I think volunteering is where you choose to do something without being pressured by
anyone else to do it.’’ (girl, 13, non-volunteer)
It also involves ‘‘giving up your own free time to do something’’. Some young people felt that
volunteering was an intention:
‘‘As long as they want to do it and they’’re not just doing it to get out of school, they’’re
doing it for a reason, to actually help people’’. (girl, 16, volunteer)
‘‘Something that somebody’’s willing to do without being forced in to do it, or being
some sort of reward at the end of it, like they’’re just volunteering.’’ (girl 16, nonvolunteer)
They also introduce the idea that giving money, as well as giving time, is volunteering:
‘‘You could do it as an individual as well, like giving people money if they needed food
or whatever.’’ (boy, 14, non-volunteer)
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Younger children (10 –– 12 yrs) seemed to understand the term volunteering in a literal way, that it is a
personal decision to help in small ways.
‘‘Volunteer is where you volunteer to it, like if someone goes ‘‘do you want to be in
goal, oh I’’ll be in goal, like that……you choose to do something.’’ (boy, 11, nonvolunteer)
According to the participants, volunteering is not something which needs to be done on a regular
basis, and there are various levels at which one can volunteer –– at home, school, local community,
church, wider community, global community. Based on this definition, most participants felt that they
volunteered in various ways. For example, one can volunteer at home:
‘‘I’’d volunteer to help my Mam around the house like feed the dog or dust part of the
house, or clean the dishes, something like that.’’ (boy, 14, non-volunteer)
Or one can volunteer to help a friend in trouble:
‘‘Let’’s say eh……say someone was doing a punishment and there was a lot of work to
do, if you’’re in school and you knew someone was being punished in class and
someone else helped them, you know it was a volunteer.’’ (boy, 11, non-volunteer)
Most of the young people reported volunteering in different activities in school such as the Concern
Fast, Green Schools project, student councils, homework clubs for the underprivileged, and transition
year projects involving visiting nursing homes. Volunteering in school can also involve small day-today activities:
‘‘Trying to help the school in playing football, or winning football matches to get a
trophy, they’’re volunteering without paying to play football.’’ (girl, 11, volunteer)
‘‘Yep, in every day school if you’’re asked like to get the books from the religion room,
or something, you’’re asked to volunteer and no one really wants to walk a long
distance, or if everyone is gone to break and the teacher asks someone to stay back
and bring books back or if you’’re volunteering for a part in a school show or
something like that.’’ (boy, 15, non-volunteer)
Helping out in the community included helping neighbours, being an alter server or singing in the
church choir. It also included:
‘‘Cleaning an old person’’s back yard.’’ (boy, 12, non-volunteer)
‘‘If someone’’s on holidays, you could offer to feed someone’’s dog.’’ (girl, 12, nonvolunteer)
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The 13-15s introduced an interesting idea that you can also volunteer in organisations or hobby clubs
such as horse riding.
‘‘I help up at the stables…… like help the little kids when they’’re walking around,
mucking out the stables every morning’’. (boy, 14, non-volunteer)
He does this after his riding lesson –– sometimes he gets free lessons for it, but otherwise you
don’’t, ‘‘you just do it anyway’’.
One boy also pointed out that:
‘‘Last time I was asked to volunteer was last week when we were asked to volunteer
for this [research project]’’ (boy, 12, non-volunteer)
A rather interesting point is that many of the young people involved in voluntary organisations did not
automatically consider themselves volunteers.
‘‘It doesn’’t seem like we’’re volunteers...’’ (girl, 14, volunteer)
‘‘Cause it’’s fun, volunteering is just boring’’ (12, girl, volunteer)
‘‘…… you just think like it’’s something you want to do like, say if somebody danced, it’’d
be what they wanted to do.’’ (girl, 11, volunteer)
One boy who is involved with the Red Cross considers the weekly meeting more of a social event.
‘‘You come for a bit of craic.’’(boy, 15, volunteer)
One boy volunteering with the Order of Malta even considers doing duties more of a social occasion
than volunteering.
‘‘I’’ve so many friends there, I just go back to see them really.’’ (boy, 14, volunteer)
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4.2.2 What are the perceptions of people who volunteer?
When asked did they know any people who volunteer, all of the participants found it difficult to
answer. Most of the people they referred to were adults. Young people associated volunteering
primarily with foreign aid organisations such as Oxfam, Concern, Goal, Trocaire, and charity work
such as soup kitchens and animal protection agencies. Others volunteers they mentioned were
involved in organisations for example, scout leaders or people organising trips to Lourdes or
Medjugorie. One girl said that she immediately associates volunteering with people wearing t-shirts.
Volunteers are involved with helping:
‘‘People in need or homeless people –– or say if there was a boat sinking in the water,
and like a homeless person in the street needs money for food.’’ (boy, 13, nonvolunteer)
Only one group mentioned people who volunteer in the local community, for example, the local
committee, or people who train local football teams. Only a small number of participants reported that
a parent had been involved in volunteering for an organisation or doing a marathon for charity. Also a
boy in the 10 –– 12 years age group pointed out that:
‘‘Parents might volunteer to drive children to school tours if they don’’t have a bus.’’
(boy, 12, non-volunteer)
When asked if they knew of people their own age who volunteered, even the volunteers themselves
were hard pressed to think of people. Some people mentioned classmates on the school student
council for example, friends who volunteer for the local Gaelic football team or the local radio station.
When asked ‘‘what does it say about you, if you’’re a volunteer?, a number of characteristics were
identified. Volunteers are people who are helpful and generous:
‘‘They’’ve given up their time to help someone else, without much personal gain bar
satisfaction that the other person is helped.’’ (boy, 13, non-volunteer)
‘‘It says that they’’re kind and helping……trying to get someone through something that
is agonising for them’’ ‘‘helpful’’ (boy, 11, non-volunteer)
Many of the young people also thought that volunteers are people who ‘‘have loads of free time’’.
Volunteers are people who are not materialistic:
‘‘It shows that they’’re not mad about money, cause they don’’t mind they don’’t get paid
for it.’’ (boy, 12, volunteer)
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Another boy felt that rich people do not volunteer because:
‘‘……They don’’t care about anyone else.’’ (boy, 14, volunteer)
Many of the young people also reported that young people their own age who volunteer are often
thought of as being ‘‘goody-goodies’’, ‘‘holy’’ or ‘‘licks’’.
‘‘You would think that in your head and think, she’’s a goody-two-shoes.’’ (girl, 14, nonvolunteer)
‘‘Some people that aren’’t volunteers think ‘‘oh God, she’’s just a goody-goody.’’ (girl, 16,
volunteer)
4.2.3 Summary
From the young people’’s perspectives, it is apparent that there is not a clear unanimous
understanding of volunteering. Most young people feel they have volunteered at some point, so
categorising young people into volunteers and non-volunteers seems to be an artificial classification. It
seems more appropriate to think of volunteering in terms of the types and levels of volunteering that
exist. There main difference in perspectives amongst the groups of young people is that children in
the younger age group (10 –– 12 yrs) understand volunteering in a literal sense and they do not
necessarily associate it with free choice. In general, the image of volunteering is not very positive
among young people who do not volunteer regularly. This will be discussed in more detail in the
following sections.
4.3
Motivations and Benefits
The study aimed to explore what motivates young people to volunteer. What do children and young
people want from volunteering and how important are instrumental factors such as skills development
and enhanced employability versus social factors such as meeting people and making friends?
4.3.1 Volunteering as a social pursuit
All the research participants agreed that they volunteered either because their friends were doing it, or
because they wanted to make friends and meet other people.
‘‘I wanted to do it because me friend was doing it, and like, I didn’’t want to do it at
times because she wouldn’’t come with me and I didn’’t know anyone else who was
doing it.’’ (girl, 12, non-volunteer)
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‘‘The kind of projects that you’’d volunteer for sometimes they’’d be good fun, and your
friends would get involved and you’’d want to get involved too, and other people are
helped out as well so.’’ (girl, 16, non-volunteer)
‘‘Because your friends are in it that really makes you join. If my friends weren’’t there, I
couldn’’t see myself going on my own…… it’’s fun to go.’’ (girl, 16, volunteer)
One of the main reasons for continued involvement in volunteering activities reported by young people
was to continue the social scene, as this girl pointed out:
‘‘We just wanted to stay in [the youth club], and the only way we could was to become
a leader’’ (girl, 16, volunteer)
Some young people who volunteer really enjoy it:
‘‘It’’s all fun…… like you only have positive thoughts about coming’’ (girl, 11, volunteer)
‘‘It’’s nearly addictive.’’ (boy, 14, volunteer)
4.3.2 Volunteering as a leisure pursuit
Volunteers and non-volunteers alike stated that they think one reason young people get involved in
volunteering as that it alleviates boredom, ‘‘it’’s something to do’’.
‘‘If they don’’t really have anything else to do, they might as well volunteer’’ (boy, 13,
volunteer)
‘‘Because if you didn’’t volunteer, like I think it would be so boring. (girl, 16, nonvolunteer)
‘‘Something to do, it’’s better than sitting in the flats’’ (girl, 15, volunteer)
‘‘You’’d be at home watching TV, so you might as well get out of the house and do
something’’ (boy, 15, volunteer)
One girl who has volunteered for the past five years says that she really goes to have fun with her
friends, and that in college for example, she does not think she will continue to volunteer as there are
so many other things to do which would be ‘‘more appetizing’’ than volunteering.
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Young people also get involved in volunteering to get out of doing something else. One girl who is an
alter server at mass said:
‘‘I like doing it as well because I don’’t have to sit down with my little sisters at mass,
cause they’’re always fighting and screaming.’’ (girl, 12, non-volunteer)
One boy reported that:
‘‘Sometimes in school, say you have to do like a massive maths test or a geography
test and somebody comes in ‘‘could I have some volunteers for this’’, you volunteer to
get out of the test’’ (boy, 12, non-volunteer)
4.3.3 Exciting tasks
It was clear that young people were more motivated to volunteer for projects they perceived as
interesting or exciting. Some types of volunteering were considered to be more appealing than others,
for example, foreign aid work or more helping more extreme situations such as homeless people,
rather than volunteering in community or locality. Many talked about wanting to work for aid
organisations in third world countries. Indeed, one boy had been to India to help out in a children’’s
home for two weeks. There were other examples of the kinds of activities the young people would like
to do:
‘‘I’’d like to collect money on the streets and all, I’’d like to do that, cause you get to
meet lots of different people’’ (boy, 12, non-volunteer)
‘‘Jump out of an airplane to raise money’’ (girl, 12, volunteer)
‘‘I want to shave my head for charity…… for the Irish Cancer Association’’ (girl, 12,
volunteer)
‘‘I’’d love to do the women’’s mini-marathon’’ (boy, 14, volunteer)
‘‘I’’d like to volunteer to be a sailing instructor in the Caribbean’’ (boy, 11, nonvolunteer)
One boy talked about how it is exciting to be part of a bigger project. He had been involved in a
project which made him feel:
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‘‘. . . happy, it made me feel like I was part of something big.’’ (boy, 14, non-volunteer)
Similarly, some young people were clear that there were only certain projects they would be
interested in volunteering for:
‘‘Volunteering for what though, like, I wouldn’’t want to clear up the road.’’ (girl, 14,
non-volunteer)
4.3.4 Volunteering as social responsibility
Some young people said they volunteered because they felt a sense of social responsibility:
‘‘I don’’t know I just felt like you kinda had to……it’’s not like you had to do it, you kinda
felt obliged to do it…… I just felt bad if I didn’’t do it’’ (boy, 16, volunteer)
Others talked about wanting to give something back:
‘‘I feel kinda, not need to do it, but I kinda should do it, because you’’re giving it back’’
(boy, 14, non-volunteer)
‘‘There’’s some people, I think well, ‘‘I’’ve a roof over my head, I get food every day, I
get money, I’’ve got clothes on my back, and that there’’s people worse off like
sleeping rough and stuff, and they might want to decide to help them, and share their
money with them.’’ (boy, 15, non-volunteer)
Others recognised that they may need help one day:
‘‘……Cause em, those old people that you might be helping…… they might have done it
when they were younger to help older people, and then when you’’re older, then
younger people might help you.’’ (boy, 15, non-volunteer)
Another boy said he would like to volunteer for the life boat service because he does a lot of water
sports.
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‘‘Cause we do so much sailing and rowing and everything, and we know they’’d come
rescue us if we got into trouble, I’’d like to work for that, just to like give something
back, and if someone ever got in trouble in the sea, we could go rescue them if they
needed it.’’ (boy, 15, non-volunteer)
A number of volunteers said that they got involved because ‘‘it’’s a good cause’’. Another non-volunteer
said:
‘‘Well, I’’d volunteer for anything, anything that’’s worth volunteering for.’’ (girl, 14, nonvolunteer)
Young people in a rural setting also pointed out that volunteering opportunities help build community
spirit.
4.3.5 Background in volunteering
Some young people volunteer because their family is already involved in volunteering
‘‘I think if they had like a background, like their parents volunteered and stuff maybe,
but I don’’t think anyone else would…… ‘‘ (boy, 16, non-volunteer)
‘‘I think a lot of people join because they get it from their parents or their family, they’’re
always helping people out.’’ (girl, 16, volunteer)
Another reason people volunteer is if they have a particular connection to a cause:
‘‘If the thing that they’’re going to, before has effected something in their life…… like
cancer awareness or something like that’’ (boy, 17, non-volunteer)
4.3.6 Leadership
Some young people found the prospect of becoming a leader appealing:
‘‘I’’d volunteer to teach people what I know like, so they can have as much fun as I
have –– canoeing, rowing’’ (boy, 15, non-volunteer)
Volunteers seemed to like the structure provided by their organisations. There is a sense of
excitement about rising through the ranks, achieving ‘‘another step’’. Another boy said he would like to
be a scout leader because:
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‘‘When you go on scout camp, all you have to do is really prepare everything and then
you have nice cooked dinners while all the other scouts are lighting fires and getting
rained on’’ (boy, 11, non-volunteer)
4.3.7 Sense of personal satisfaction and achievement
Volunteering may also provide a sense of personal satisfaction and achievement:
‘‘I like volunteering because I like helping people like, and you just feel good after you
do it because people appreciate what you’’ve done.’’ (girl, 11, volunteer)
‘‘It makes people feel good inside if you do something like that.’’ (girl, 12, volunteer)
‘‘I know people who go out to India and help out, and the reward for them is seeing
the look on people’’s faces and all that……’’ (boy, 14, non-volunteer)
‘‘You don’’t really get anything else out of it, but like, have a good feeling that you’’ve
helped someone.’’ (girl, 16, volunteer)
Girls who volunteer to visit elderly people reported that the visits provide a great sense of satisfaction.
‘‘From our experience, what we do like, when you see people’’s faces……how happy it
makes them, it’’s really, really nice.’’ (girl, 16 , volunteer)
Volunteering also provides opportunities to develop relationships with different kinds of people:
‘‘I love meeting the older people, because you make friends with them and then they
tell you their life story. Some people find that boring, I don’’t.’’ (girl, 15, volunteer)
‘‘And it means you get to know a lot of disabled people, and they’’re very nice people
to know’’ (girl, 11, non-volunteer)
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4.3.8 Personal development
Some volunteers pointed out that the work they do has helped build their confidence and increase
their self-awareness.
‘‘When you go to nursing homes and you see the old people, and the people being
sick, it makes you appreciate that you’’ve got good health and that you’’ve to live life
when you can, cause everyone’’s going to get old and be sick.’’ (girl, 14 , volunteer)
Many volunteering opportunities result in the acquisition of new skills, which were considered useful:
‘‘Learning things that you wouldn’’t learn in school’’ (girl, 13, volunteer)
‘‘Cause we thought it would be nice helping people out who’’ve got injured, and how to
learn first aid, just in case anybody at home got hurt, you’’d be able to know what to
do.’’ (girl, 12, volunteer)
Girls who have raised funds for their work pointed out they have developed a lot of organisational
skills, including getting a permit from the Gardaí, designing posters, organising loud speakers for carol
singing and organising cars to bring chairs places etc.
‘‘Every year we’’ve done it, like we’’ve picked up new tips, so like every year we’’re
getting used to it and we nearly have it down to a fine art.’’ (girl, 16, volunteer)
Volunteering also provides new experience:
‘‘It’’s a good experience, from your experience you can tell others about it and then
they might get interested and then the larger groups next time might want to go on
and try the experience.’’ (boy, 14, volunteer)
Some skills were seen as beneficial for future careers, for example, one boy wants to go into the
ambulance core or the fire brigade, so being in the Order of Malta is going to help him, as he’’ll ‘‘have
advantage over other people’’. Others felt that experience gained during volunteering is a good thing
to put on a CV.
‘‘If you volunteer for something, you get a cert for other things, it looks good on a CV.’’
(boy, 15, volunteer)
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4.3.9 Summary
Although there were a number of motivating factors to volunteer such as a sense of satisfaction, a
sense of social responsibility and personal development, it is apparent that the opportunity for young
people to socialise is a particularly important motivation to volunteer.
4.4
Barriers
This section aims to explore what are the barriers, both psychological and physical, which prevent
children and young people from getting involved in volunteering.
4.4.1 Peer opinions
Peer opinion was considered to be the most significant barrier to young people volunteering, as one
non-volunteer put it:
‘‘If it’’s people like my age, 15, they’’d probably be like, some of them are like the cool
kids in the class, and if they go ‘‘well I can’’t do that because that’’ll make me uncool or
a geek or something like that’’, so good people who normally volunteer don’’t mind
doing it’’ (boy, 15, volunteer)
Most of the young people who volunteer reported that they were teased or slagged for volunteering:
‘‘Maybe some really mean people…… might just be mean to you and everything
because you’’re being like a goody-goody volunteering for everything, and they you
know, just think you’’re being at tentative, trying to get everyone thinking that your
brilliant’’ (girl, 10, volunteer)
‘‘Sometimes they think, they laugh at you maybe.’’ (girl, 13, volunteer)
‘‘When I first joined……, they kind of laughed……, cause you know they hadn’’t done it, so
they don’’t know really.’’(girl, 11, volunteer)
‘‘They think it’’s sad, uncool…… ‘‘oh you’’re going to visit old people with old teachers
from school on a Friday afternoon’’ (girl, 16, volunteer)
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A boy who volunteers felt that people who are willing to volunteer might by swayed by others who
claim it is ‘‘uncool’’:
‘‘Say there’’s like a cool group in your class, loads of them want to do it, but then one
of them says ‘‘oh no that’’s not cool I don’’t want to do it, then the other people will not
do it because of them.’’ (boy, 13, volunteer)
When asked if the opinion of their peers put them off, volunteers mostly said ‘‘no’’, especially as they
had friends who they volunteered with.
‘‘I don’’t really care what they think, it’’s what I enjoy doing, if they don’’t want to do it,
well, they don’’t have control over me over what I want to do.’’ (girl, 11, volunteer)
‘‘well, I kinda offered you the chance to join and you didn’’t take it, so just tough luck’’
(boy, 12, volunteer)
A girl who does not volunteer noted that a young volunteer who she knows is often talked about or
slagged because she is always offering to do things and helping out in school. This girl feels that this
puts other young people off:
‘‘Sometimes when one person might do it and people get a perception of it, then they
are like ‘‘oh no I wouldn’’t do that then because people might be talking about me’’(girl,
16, volunteer)
A group of girls who are not involved in a voluntary organisation felt that girls are more likely to
volunteer than boys:
‘‘At school, you notice the girls do it a lot more than the lads do.’’ (girl, 16, volunteer)
‘‘Like boys, I think, you know if you’’re asked to volunteer in school, [you might be a
student leader, or help out with games or video club], it’’s mostly always run by girls,
boys would think you’’re sucking up to be doing something like that’’ (girl, 16,
volunteer)
They also noted that in the church, only one boy and lots of girls volunteered to become a Eucharistic
minister.
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4.4.2 Not knowing or liking people involved
As we have seen, one of the main reasons young people volunteer is because their friends are doing
it, and one of the main reasons they continue to be involved in volunteering is because it is fun and
they can be with their friends. It follows on that many young people might not want to get involved in
volunteering because they do not know anyone else doing it:
‘‘I don’’t want to join because I don’’t know one person.’’ (boy, 13, volunteer)
Another boy says:
‘‘Sometimes you don’’t want to join because you don’’t have friends’’ (boy, 14,
volunteer)
A volunteer felt that in her experience some young people did not want to get involved because they
did not like the other people involved or the people organising it:
‘‘And if they don’’t like the people, the other people that are volunteering.’’ (girl, 17,
volunteer)
4.4.3 Adult expectations
A girl who is not involved in volunteering pointed out that parents can sometimes compare their
children with young people who volunteer and are considered to be ‘‘good’’. This in her opinion does
not support the volunteering image:
‘‘Parents would like you to hang around with this person, like someone who’’s real
good in school and helps and that kind of thing, why aren’’t you like this’’. (girl, 14, nonvolunteer)
4.4.4 Lack of opportunity
There were other concrete reasons young people might not get involved in volunteering, for example,
lack of opportunity:
‘‘Probably nothing for them to get involved in, like if there’’s nothing that people need
volunteers for.’’ (girl, 13, non-volunteer)
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‘‘Outside school there’’s not really like……like in school there was a lot of kinda push to
do it, like you had the option there to do it a lot of the time if you wanted to, but when
you’’re not in school, you wouldn’’t really, like you’’d have to force yourself to really
search somewhere to volunteer’’ (boy, 18, non-volunteer)
A boy volunteering points out that there are waiting lists for volunteering groups:
‘‘There’’s a waiting list to join some volunteer groups…… we have a list because we
don’’t have enough leaders.’’ (boy, 15, volunteer)
4.4.5 Lack of awareness
It was also pointed out that many young people are not aware what different voluntary organisations
do:
‘‘I think most people don’’t really know what it’’s about, they don’’t really know what it
involves.’’ (girl, 16,volunteer)
‘‘They don’’t know what it is…… like they think ‘‘oh yeah what’’s so good about going
down to a hall and learning first aid’’, like big deal, where as when you come down
……it’’s just fun.’’ (girl, 12, volunteer)
‘‘I don’’t know…… if I know about it, I might do it. if I don’’t know about it, there’’s not a
chance I’’ll do it, I’’m not going to go looking for it to be honest.’’ (boy, 16, nonvolunteer)
4.4.6 Unable to for other reasons
Young people may not be able to volunteer because they are dependent on their parents for
transports, especially in rural areas where the public transport system is poor:
‘‘There’’s some people that would love to be in it but, you see, a lot of people’’s
parents are working now, both parents, it’’s very hard to get lifts…… if we go anywhere
we need to be collected in the town.’’(girl, 16, volunteer)
Young people, especially younger children, may not be able to participate in voluntary activity
because their parents are over-protective, as this young volunteer points out:
‘‘Or maybe their parents just won’’t let them, there are like, maybe like there are
probably some parents that maybe just don’’t want them doing stuff’’(girl, 10,
volunteer)
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Participating in voluntary activities can also cost money. For example, a group of girls who volunteer
for the St. Vincent de Paul, contribute to the hiring of the bus which brings them to visit the nursing
homes. They point out that this may put some young people off:
‘‘Even having to pay two or three euro or whatever it is to go on it, people mightn’’t
have that every week or something.’’ (girl, 17, volunteer)
4.4.7 Not being bothered
Other reasons given why young people might not volunteer included not getting anything out of it:
‘‘They might just think there’’s just no point, because you know, why do it when you’’re
not getting anything out of it.’’ (boy, 14, volunteer)
‘‘Just wouldn’’t bother, it’’s too much work, I’’m not going to put myself out.’’(girl, 16,
non-volunteer)
‘‘Some people might have the attitude, ‘‘sure I’’m not getting anything out of it, so why
bother like. Or, you know teenagers nowadays have so much going on, they’’ve so
little time to be involved in things that they, that they’’re not getting something out of it
themselves.’’ (girl, 16, non-volunteer)
Young people might not feel they have any responsibility to volunteer:
‘‘Maybe some people are just mean and selfish and they think well it’’s not my
problem, it’’s just their problem, why don’’t they sort it out.’’ (girl, 11, volunteer)
‘‘Some of them just couldn’’t be bothered volunteering, some of them just get on with
their own lives, they’’d rather forget about it, they rather wouldn’’t get involved…….
That’’s not saying they’’re bad people, it’’s just saying that’’s the person they are.’’ (boy,
14, non-volunteer)
‘‘They think they’’re too good for it…… they think they’’re all great and wouldn’’t be seen
in uniform and all that.’’ (boy, 14, volunteer)
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Another reason young people might not volunteer is because they’’re not will to work for free:
‘‘They might just be lazy and want money for it.’’ (boy, 12, non-volunteer)
One young boy admitted that he would never think about becoming a volunteer:
‘‘No –– I would say absolutely not…… I’’m lazy’’ (boy, 12, non-volunteer)
4.4.8 Lack of time
Others might night want to give up their time:
‘‘Some people might have too many things on during the day.’’ (boy, 15, volunteer)
‘‘They’’d be too busy, school studies and stuff’’. (boy, 13, volunteer)
Some see volunteering as wasting time which could be used for other things. For example one girl
stopped going to a voluntary organisation in school because she was ‘‘wasting’’ her break time. A boy
who volunteers with the Order of Malta says that his friends:
‘‘Think that I’’m mad doing it, they think it’’s a waste of time.’’ (boy, 14, volunteer)
Indeed, young people involved in voluntary organisations pointed out that
‘‘Sometimes it takes up a lot of time’’ (girl, 13, volunteer)
4.4.9 Anxiety related to volunteering
The final reason cited as a barrier to people volunteering was anxiety related to volunteering
experiences. For example, one boy described having an unnerving experience whilst volunteering in a
nursing home. Another boy talked about how he was interested in joining a mountain or sea rescue
organisation but felt anxious about getting injured or hurt. Another girl said that fear of failure might
prevent some young people from volunteering:
‘‘You can share the work……sometimes I think if you’’re volunteering, people are like,
‘‘oh god I’’ll volunteer, but what if I don’’t do this job right’’ (girl, 16, non-volunteer)
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4.4.10
Summary
One of the most important barriers to youth volunteering seems to be peer opinion. This is in turn
related to the image and perceptions young people have of volunteering. Other barriers to
volunteering are related to structural issues such as the lack of volunteering opportunities, lack of
awareness of volunteering, lack of time and lack of transport.
4.5
Incentives and Rewards
This section will look at the kind of incentives which could open up access to volunteering to a
broader, more diverse group of children and young people.
4.5.1 Opportunity to socialise
For the young people who participated in this study, regardless of age and location, by far the most
important aspect of volunteering is the opportunity for socialising it provides. Volunteering should
provide a safe place for friends to spend time together outside of school, and opportunities to socialise
with new people. Volunteering opportunities should be marketed towards groups of young people as
opposed to individuals.
4.5.2 Recognition for effort
Both volunteers and non-volunteers expressed disappointment with their efforts not being recognised
by adults when they do volunteer. Youth volunteers felt, on the whole, that their efforts were
recognised, primarily by the people they were helping and this in itself was considered a reward. Also,
the fun they have with their friends while volunteering was also viewed as a reward. Participants who
did not volunteer for an organisation felt that on the whole, their efforts were not recognised or valued
by adults, especially in school or in the community.
‘‘To be appreciated like…… not to take it for granted that you’’re there like, to know that
you are doing work and you are giving up your time’’ (girl, 16, non-volunteer)
‘‘Maybe if they got something out of it…… just a reward probably for doing something……
in school, get a good note or something.’’ (boy, 13, non-volunteer)
From the young people’’s perspectives, the benefits of volunteering include getting a reward, such as
a social event like a disco, a weekend away or simply a trip to McDonald’’s. Another benefit may be
recognition for volunteering in a non-monetary way:
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‘‘People will recognise you more for doing something good, like if the teachers, like
just say if they’’re in a staff meeting and they’’re looking through a list of names and
they might say, oh this person has done a lot of collections and charity work, and
helpful around the school, you might be chosen for better things or more charity
work.’’ (boy, 14, non-volunteer)
4.5.3 Summary
An important incentive for young people to get involved in volunteering is the opportunity for
socialising which volunteering provides. In a similar vein, the young people considered further
opportunities to socialise, such as a disco or weekend away, as a reward for volunteering. It is
important also for young people to feel that their contributions and efforts whilst volunteering are
recognised and valued in an appropriate way.
4.6
Orga nisation of Volunteers
4.6.1 Improving the image of volunteering
In terms of mobilising volunteers, young people argued that the image of volunteering needed to
improve:
‘‘Volunteering should be portrayed as a good thing, not, ‘‘oh god, we have to go to
this.’’ (girl, 16, non-volunteer)
Volunteering should be portrayed as something enjoyable:
‘‘Make it fun, less serious, more social.’’ (girl, 16, non-volunteer)
‘‘If you’’re doing something enjoyable, like if you’’re just standing there, you’’re not going
to have much fun, but if you’’re doing something that’’s useful and fun, you’’re not going
to complain about it, and you’’ll want to do it……’’ ] (boy, 13, non-volunteer)
Some young volunteers felt that it needed to be marketed in an inviting way. One girl suggested that a
slogan for a cake sale could be:
‘‘Come for fun and bake a bun.’’ (girl, 12, volunteer).
It was also pointed out that the people organising the volunteering activities should energetic, young
and popular.
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4.6.2 Increasing volunteering opportunities
Some young people felt that there were not simply enough opportunities to volunteer.
‘‘They kind of don’’t make much volunteer work, like you wouldn’’t know what would be
available for teenagers.’’ (boy, 14, non-volunteer)
‘‘Outside school there’’s not really like……like in school there was a lot of kinda push to
do it, like you had the option there to do it a lot of the time if you wanted to, but when
you’’re not in school, you wouldn’’t really, like you’’d have to force yourself to really
search somewhere to volunteer’’ (boy, 18, non-volunteer)
Another specified that volunteering opportunities increase with age:
‘‘It wouldn’’t be our age, kind of older, like over 16.’’ (boy, 14, non-volunteer)
This may be due to the fact that there are not enough adult volunteers to organise youth volunteering
If there are not enough adult volunteers, there are few volunteering opportunities for young people.
4.6.3 Raising awareness about volunteering opportunities
All of the young people stated that they were not aware of volunteering opportunities and did not know
how to get involved in organisations. For this reason, it is very important to promote volunteering
opportunities. As one boy pointed out:
‘‘Raise awareness of it…… cause like you don’’t hear, there’’s no opportunities to
volunteer.’’ (boy, 16, non-volunteer)
‘‘If they had stuff to volunteer in the first place, see, I can’’t think of anything now that
I’’ve been asked to do.’’ (boy, 16, non-volunteer)
The participants had various suggestions to encourage young people to volunteer:
„
Fliers, posters etc
„
TV and radio advertisement
„
Promotion of volunteering should be done through schools
Many young people had volunteered because they had heard about it through friends. Word of mouth
was considered a very important way for young people to get involved in volunteering:
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‘‘If you tell them about the fun your having, what your learning from it. They might
want to check it out and see if they enjoy it’’. (boy, 14, volunteer)
‘‘Just brag to them I suppose…… and tempt them to come’’ (girl, 12, volunteer)
4.6.4 Providing opportunities to try out volunteering
As many young people do not know what volunteering involves in practice, and are perhaps anxious
about getting involved, providing opportunities for young people to try out volunteering was
considered a good idea by many of the volunteers:
‘‘You need to make them realise what St Vincent de Paul is about’’. (girl, 17, volunteer)
‘‘I think they should have one day, even once a term in school, and some people just
come in and talk about it and tell you what you do.’’ (girl, 14, volunteer)
Volunteering could be promoted through school subjects such as CSPE and SPHE.
4.6.5 Summary
In order for young people to become involved in volunteering, it needs to be promoted as an
‘‘appetising’’ activity. It is important that volunteering becomes associated with enjoyment. Awareness
needs to be raised about voluntary organisations, what they do and what volunteering involves. Some
of the young people felt that volunteering ‘‘taster’’ sessions would be a good way of informing other
young people about what volunteering involves. Finally, and perhaps most importantly, it was stated
by many of the participants, regardless of location or age, that there are not enough opportunities for
young people to volunteer outside school. This needs to be addressed in order for youth volunteering
to be mobilised.
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5
CONCLUSIONS AND RECOMMENDATIONS
5.1
Chapter Introduction
This Chapter presents the conclusions and recommendations from our research. Section 5.2 presents
our conclusions on each of the core Terms of Reference items and Section 5.3 presents the
recommendations that follow from these conclusions. As requested in the Terms of Reference, the
recommendations provide ‘‘practice and policy recommendations’’.
5.2
Conclusions
5.2.1
Youth Volunteering Opportunities in Ireland
This study examined the ease with which a child or young person with access to the internet (i.e.
through means other than word of mouth and direct contact with local groups) could identify youth
volunteering opportunities. As there is no single information source which provides information on
youth volunteering opportunities in Ireland our search involved two broad stands; a review of key
sources for volunteers, children and youth; and a review of a wider sample of over 330 youth, cultural,
charity and other organisations.
The overall conclusion from the research is that it is relatively difficult for children and young people
(or their parents) to locate information on youth volunteering opportunities from information available
on the internet. This conclusion is supported further by the views expressed by many young people
during the focus groups, who stated that they did not know where to find out about volunteering
opportunities.
5.2.2
Perceptions and Image
From the focus groups with children and young people it is clear that young people do not have a
clear unanimous understanding of volunteering. Many of the young people said that they were not
sure exactly what the term meant. Nevertheless, the term was generally associated with helping
others. Children in the younger age group (10 –– 12 yrs) understand volunteering in a literal sense and
as such did not necessarily associate it with free choice, e.g. helping because you have been told to,
whereas young people in the older age groups generally felt that volunteering involved free choice.
The focus groups show that the image of volunteering is not very positive for those who do not
volunteer. Many of the young people reported that young people their own age who volunteer are
often thought of as being ‘‘goody-goodies’’, ‘‘holy’’ or ‘‘licks’’. Overall, volunteering is viewed by young
people as ‘‘not cool’’. These findings are similar to those reported in the international literature, i.e.
people who volunteer tend to have a positive view of volunteering, people who do not volunteer tend
to have a negative view of it and overall it tends not to be viewed among young people as being ‘‘cool’’.
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5.2.3
Motivations and Benefits
The focus groups with children and young people show that young people see a number of benefits
from volunteering and there are a number of motivating factors for children and young people to
volunteer. For some it is a sense of personal satisfaction (exciting tasks, having fun and making
friends), a sense of social responsibility (a sense of giving) and personal development (development
of skills and experience).
These findings emphasise the importance of both individual benefits and altruistic benefits, and this
also emerges from the international evidence through focus groups and statistical surveys. Our focus
groups and indeed the literature also reflect the fact that the relative importance of factors, personal or
altruistic, varies across volunteers.
The focus groups also showed that the role of friends and peers are particularly important in
motivating people to volunteer. Many young people indicated they got involved to have fun, because
their friends volunteered or they volunteered to make new friends.
The focus group and literature findings also show that as young people who do not volunteer tend to
have a negative image of volunteering (based on limited knowledge of what it actually involves) and
are not aware of the potential benefits it offers to them. It follows that they are not receptive to
‘‘motivators’’ in the same way as volunteers.
5.2.4
Barriers
Young people in the focus groups suggest that one of the main barriers to youth volunteering is
negative peer opinion. This is in turn related to the negative image and perceptions many young
people have of volunteering. Other barriers to volunteering are related to information and structural
issues such as the lack of volunteering opportunities, lack of awareness of volunteering, lack of time
and lack of transport.
The literature on youth volunteering also highlights the importance of negative peer pressure as a
barrier to volunteering, and stresses that overcoming this is seen to be central to any efforts to
mobilising young people. The literature also shows that a lack of lack of time is an important barrier,
and in particular the fact that volunteering has to ‘‘compete’’ with other activities for young people’’s
time.
Other important barriers identified in the literature on youth volunteering include a lack of confidence
among young people, a lack of awareness of what is available, a lack of access to information and
opportunities, financial constraints, social welfare and benefit rules, parental attitudes, and
organisations’’ attitudes and practices.
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5.2.5
Incentives and Rewards
When discussing incentives and rewards during the focus groups young people stressed that the
opportunity for socialising is very important. They felt that volunteering should provide a safe place for
friends to spend time together outside of school and opportunities to socialise with new people.
With this in mind young people expressed the view that volunteering should be marketed towards
groups of young people as opposed to individuals. It was also felt that rewards could be linked into
further opportunities to socialise, such as a disco or weekend away, or simply a trip to fast food
restaurants. It was also felt, by both volunteers and non-volunteers, that non-monetary recognition for
volunteering was very important.
The evidence from the literature also demonstrates that young people felt that recognition and tokens
of appreciation are important as are getting training, awards and certificates. The literature evidence
also shows that opinion is divided as to monetary recompense for volunteering but there is general
consensus that volunteers should not be left out of pocket as a result of volunteering.
5.2.6
Mobilising and Organisation of Volunteers
In terms of mobilising volunteers, young people argued that the image of volunteering needed to
improve, that volunteering should be portrayed as something enjoyable, and that volunteering needed
to be marketed in an inviting way.
Some young people felt that there were not simply enough opportunities to volunteer. This was felt to
be particularly relevant for children. It was felt that there are not enough adult volunteers to organise
youth volunteering and that if there are not enough adult volunteers there are not enough volunteering
opportunities for young people.
All of the young people stated that they were not aware of volunteering opportunities and did not know
how to get involved in organisations. For this reason, it is very important to promote volunteering
opportunities. Word of mouth was considered a very important way for young people to get involved in
volunteering. Participants made various suggestions to encourage young people to volunteer such as
fliers, posters, TV and radio advertisement, promotion through schools.
The international literature reports similar views expressed by young people in other countries. It also
stresses the role to be played by new technologies such as texting, website facilities and virtual
volunteering.
5.2.7
The Contribution of Adults to Youth Volunteering
The focus groups highlight the important influence on youth volunteering of family volunteering (i.e.
volunteering by parents, siblings or immediate family of young people). A number of participants
expressed the view that having a family background in volunteering was important in motivating young
people to volunteer. The literature reinforces this point showing the strong influence that adults
(parents and immediate family members) have on increasing the likelihood of young people
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volunteering. The literature also shows that the higher the level of family involvement (i.e. the more
adults involved in volunteering) the stronger this influence is.
There are a number of reasons why family volunteering can increase youth volunteering. These
include the fact that family volunteering gives children a model to imitate, makes volunteering
meaningful as it provides an explicit demonstration of what volunteering is, and volunteering by
parents and adult relatives provides concrete volunteering opportunities for young people.
In addition to family, the literature also highlights the importance of the two other primary social
institutions for young people –– school and religious congregation. Schools featured during the focus
groups especially in relation to opportunities to volunteer, with many children and young people (both
volunteers and non-volunteers) stating that they felt there were few opportunities to volunteer outside
of school.
The literature stresses a number of reasons why schools can encourage youth volunteering. School
provides a place where young people develop an identity apart from their family and provides a place
were young people develop a sense of the larger community to which they belong. It is also the case
that school initiatives and projects can provide contact for young people with organisations and people
outside of the school and family environment, providing additional opportunities to volunteer for young
people.
Religion was mentioned in one of the 12 focus groups. The fact that religion did not feature as heavily
during the focus group discussions as it does in the international literature, reflects perhaps the
composition of the groups. The international literature identifies a number of reasons why attendance
at regular religious congregations can increase youth volunteering. This includes the fact that
‘‘religious’’ young people may have a greater sense of altruism and giving. It is also the case that
attending regular religious congregations can result in young people being part of a larger social
network which can provide more opportunities to volunteer and more encouragement to volunteer.
5.3
Recommendations
5.3.1
Overview
This report was produced on behalf of the National Children’’s Advisory Council. The purpose of the
research was to provide information in relation to four key issues and to make recommendations
based on the findings from the research. These four issues are as follows: the current provision of
volunteering opportunities for children and young people up to the age 18 in Ireland; the attitudes
towards and experiences of volunteering of young people; international best practice in the promotion
and development of volunteering among young people; and the contribution of adults to volunteering
with young people.
One of the purposes of this research was for the report of the National Children’’s Advisory Council to
be submitted to the Taskforce on Active Citizenship as an input into the public consultation process
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being undertaken by the Taskforce. The Taskforce was established to advise the Government on the
steps that can be taken to ensure that the wealth of civic spirit and active participation already present
in Ireland continues to grow and develop.
The focus of this report is therefore to present information in relation to the four research issues and
to provide ‘‘practice and policy recommendations’’ based on these findings. The recommendations in
this report are based on the key findings and conclusions (as presented in Section 5.2) from our
review of literature and focus groups with children and young people in Ireland.
The
recommendations in this report are presented as follows:
„
„
„
„
The need to develop a youth volunteering education and awareness programme (Section 5.3.2);
The need to provide enhanced and more accessible information on youth volunteering
opportunities (Section 5.3.3);
The need for further detailed case study research on international youth volunteering initiatives
and the need for detailed case study research on youth volunteer involving organisations in
Ireland (Section 5.3.4);
Policy relevant issues that have emerged from the research that should be considered in the
development of youth volunteering policy (Section 5.3.5).
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5.3.2
Recommendations - Education and Awareness
Practice Recommendations: Education and Awareness Raising on Youth Volunteering
Education and Awareness Recommendation 1:
Development of an Education and Awareness Programme.
Consideration should be given to the development of an education and awareness raising
programme on youth volunteering with the objective to:
i.
Create a clear understanding of what volunteering is, and the many ways and areas in which
young people can volunteer;
ii.
Address the fact that many young people have quite a literal understanding of volunteering
the programme should associate volunteering with relevant positive phrases such as
‘‘helping’’, ‘‘giving’’, ‘‘benefiting’’, ‘‘choosing’’ and ‘‘activism’’;
iii. Stress the benefits of volunteering, both personal and altruistic;
iv. Stress the fun and social side of volunteering.
Education and Awareness Recommendation 2:
Target Audience for an Education and Awareness Programme.
The education and awareness programme should be targeted at both young people and adults,
and key features in relation to both should be as follows:
i.
Young people: The programme should place particular emphasis on overcoming perceptions
of volunteering as old fashioned and portraying volunteering as cool, with the use of peers and
celebrities and other role models;
ii.
Adults: The programme should stress the important role that adults can play both in terms of
family volunteering and in helping to organise and run youth volunteering.
Education and Awareness Recommendation 3:
Mechanisms for Delivering an Education and Awareness Programme.
Consideration should be given to using a range of mechanisms to deliver the programme including
the following:
i.
Schools. This could be incorporated into part of school curriculum (e.g. as part of the Civil
Social and Political Education (CSPE) or part of the Young Social Innovators Programme
available in transition year) and/or the delivery of programmes through schools by relevant
volunteer involving organisations;
ii.
Community and voluntary organisations, and other organisations;
iii. A media based campaign using a range of media outlets (e.g. radio, television and print media)
and incorporating modern technologies, such as texting, pod-casting etc.
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5.3.3
Recommendations - Information on Youth Volunteering Opportunities
Practice Recommendations: Information on Youth Volunteering Opportunities
Information on Youth Volunteering Opportunities Recommendation 1:
Mapping the Range of Youth Volunteering Opportunities Available.
Given the lack of systematic information on volunteering opportunities for young people in Ireland
consideration should be given to mapping the range of youth volunteering opportunities available
to children and young people. In mapping available volunteering opportunities it would be
particularly useful to distinguish between the following:
i.
The age groups to which opportunities are suitable (10-11, 11-12, 13-14, 15-16, 16-17, 17-18);
ii.
The broad sector of volunteering opportunities available (e.g. school based, community based
etc);
iii. The level of volunteering time commitment required (e.g. full-time, part-time, flexi-time, variable
time input);
iv. The type of volunteering opportunities available (e.g. locally based, residential, international
etc);
This mapping exercise should involve primary research. It should not be based purely on existing
literature (publications or websites) as it would require the collection of information from
organisations through a survey using a standardised questionnaire. A number of options, or indeed
a combination of these, could be used to administer the survey - telephone, postal or web-based.
Information on Youth Volunteering Opportunities Recommendation 2:
Providing a Single Website for Information on Youth Volunteering.
Given the relatively dispersed nature of information on youth volunteering in Ireland consideration
should be given to the development of a single web-site (or allocating a section of an existing
website) to present information on youth volunteering opportunities in Ireland.
This site should:
i.
Provide concrete examples of the type of volunteering that young people can participate in;
ii.
Include testimonials from young people and case studies of young people stressing the
benefits and fun side of volunteering;
iii. Not only provide links to relevant websites but it should also provide a summary of the type of
youth volunteering that is available from such sites.
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Information on Youth Volunteering Opportunities Recommendation 3:
Developing a Youth Volunteering Opportunities Database.
Given the lack of easily accessible information on specific youth volunteering opportunities
consideration should be given to establishing a youth volunteering opportunities database, with the
objective of enabling young people and their parents to be able to search volunteering
opportunities online with relative ease.
It is recognised that six of the ten existing volunteer centres provide information on overall
volunteering opportunities on their websites, and the purpose of this recommendation is to ensure
that there is database of youth opportunities on a nationwide basis and hosted at a single web-site
(in much the same way as a national online employment opportunities database).
5.3.4
Recommendations - Further Research
Practice Recommendations: Further Research
Further Research Recommendation 1:
International Case Study Research on Youth Volunteering Practices
Internationally a range of alternative policies and practices have been tried to stimulate youth
volunteering, and this report has provided a summary of a number of practical examples of such
approaches.
We recommend that more detailed case study research be undertaken on international
experiences. This should involve an examination of initiative literature and direct consultations with
relevant stakeholders such as staff involved in selected initiatives and relevant volunteering and
community organisations and youth representatives in selected countries. These case studies
should encompass programmes in a series of settings (e.g. schools, community and voluntary
sector, government led projects) and cover a range of volunteering issues such as highlighting
personal benefits, awareness and experience in schools, awareness and recruiting, supporting
volunteering organisations etc.
The objective of these case studies should be to identify:
i.
Aspects of the initiatives that have worked well;
ii.
Factors that have supported the successful implementation of initiatives;
iii. The main challenges faced (e.g. ensuring participation from all sectors of society) and how
these can be overcome;
iv. The key lessons from the initiatives for Ireland;
v.
Recommendations on aspects of these approaches suitable for application in Ireland at policy
and practice level.
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Further Research Recommendation 2:
National Case Study Research on Youth Volunteer Involving Organisations
We recommend detailed case study research with volunteering involving organisations. This would
involve examination of organisational literature, codes of practice and policies, direct consultations
with staff and management in relevant organisations and consultations with youth volunteers in the
selected organisations. These case studies should include organisations from a series of settings
e.g. schools, community and voluntary sector, and other organisations.
The objective of these case studies should be to identify:
i.
Good practice in the recruitment, retention and development of children and young people as
volunteers;
ii.
Factors that support organisations in providing youth volunteering opportunities;
iii. The main challenges faced by volunteer involving organisations with regard to children and
young volunteers;
iv. Recommendations for changes and development of policies and practices.
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5.3.5
Recommendations - Issues for Policy
Policy Recommendations: Issues for Policy
Issues for Youth Volunteering Policy Recommendation 1:
Development of a National Youth Volunteering Framework.
The previous sub-sections present a number of practice recommendations which have emerged from
identified gaps in awareness, information and knowledge of youth volunteering in Ireland. At an overall
level the findings in this report point to the fact that youth volunteering provide many potential benefits to
both youth people and to society more broadly. It has also shown the organisational and policy
complexities involved in promoting, providing opportunities and developing youth volunteering, and the
crucial role adults can play in stimulating and promoting youth volunteering.
This suggests that if the incidence and type of youth volunteering in Ireland is to be increased it will
require a wide range of actions needed to raise awareness of what volunteering is, to provide practical
experiences of volunteering to young people and to ensure that the benefits of volunteering are fully
realised. The achievement of this will require actions and investment across a wide range of sectors and
across a wide range of actors. Therefore, our findings suggest that consideration should be given
to the development of a national youth volunteering framework to drive, support and monitor the
development of volunteering among children and young people.
A national youth volunteering framework should, at a minimum, address the following key questions:
i.
What are the objectives in relation to youth volunteering and what targets can be set to measure the
extent to which these objectives are being achieved?
ii.
What actions and investment are needed to ensure that implementing requirements (especially in
relation to awareness raising and provision of information on opportunities, and the important rose
of word of mouth in encouraging people to participate) are in place to achieve these objectives?
iii.
What steps and investment are necessary to support the provision of the desired level and range of
volunteering opportunities to children and young people? In particular, what supports are needed to
assist volunteer involving organisations in the provision of the level and range of opportunities
required?
iv.
What supports are required to help ensure that youth volunteer training, management and
development is in line with best practice? In particular, what needs to be done to ensure the
appropriate capacity building of volunteer involving organisations?
v.
What co-ordination and integration is needed to ensure that the framework complements policy and
practice in closely related areas such as youth work, participation in decision making etc?
vi.
How can policy and organisational practices and procedures (e.g. child protection, insurance etc) be
tailored to the heterogeneous and diverse needs of ‘‘young people’’?
vii. What is the level of funding needed to achieve the framework’’s objectives, and what organisations
(public, private, community and voluntary) will provide the required funding?
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Issues for Youth Volunteering Policy Recommendation 2:
Links between a National Youth Volunteering Framework and a National Volunteering Policy.
The objectives of a national youth volunteering framework should be consistent with the objectives of a
national volunteering policy (the development of which is recommended in The Report of the National
Committee on Volunteering ‘‘Tipping the Balance’’) and the implementing arrangements for a framework
should be integrated with any infrastructure that may be put in place to deliver a national policy on
volunteering.
The Report of the National Committee on Volunteering ‘‘Tipping the Balance’’ (October 2002) made 20
recommendations in relation to the development of a national policy on volunteering and 30
recommendations in relation to volunteering infrastructure to be established. These recommendations
are presented for information purposes as Appendix A. The status of the various recommendations
would need to be taken into account when identifying the implementation arrangements for a national
youth volunteering framework.
Issues for Youth Volunteering Policy Recommendation 3:
Other factors to be taken into account in the development of a National Youth Volunteering
Framework.
In terms of development of a national youth volunteering framework and suitable approaches there are
three models/experiences that should be considered further:
i.
Special Olympics: The Special Olympics World Games in Ireland engaged a large number of young
people and is viewed as a success. Therefore, it would be beneficial to identify what were its key
features, why it worked well and what the key lessons are for youth volunteering;
ii.
The Russell Commission: The Russell Commission in the UK aims to deliver a step change in the
diversity, quality and quantity of young people’’s volunteering. The work of the Commission and
the experiences of those directly involved potentially hold very important lessons for youth
volunteering policy in Ireland;
iii.
Active Citizenship Campaign: It will be important to take into account the suggestions, lessons and
approaches of relevance from the various inputs made to the Taskforce on Active Citizenship.
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APPENDIX A
RECOMMENDATIONS FROM THE REPORT OF THE NATIONAL
VOLUNTEERING COMMITTEE ‘‘TIPPING THE BALANCE’’
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EXTRACT OF RECOMMENDATIONS
A Policy on Volunteering
1. We recommend that a national policy on volunteering be developed by, be housed within and
be the responsibility of the Department of Community, Rural and Gaeltacht Affairs in cooperation with other relevant government departments and agencies and the social partners.
2. We recommend that the national policy on volunteering be integrated with other social
policies.
3. We recommend the adoption of an integrated approach to the implementation of the national
policy on volunteering.
4. We recommend that the national policy on volunteering contain specific strategies concerned
with supporting volunteering, the image of volunteering, regulating and protecting
volunteering, developing and promoting volunteering, addressing barriers to volunteering and
targeting volunteers.
5. We recommend that volunteering be supported financially by the State through dedicated
funding programmes.
6. We recommend that the protection of volunteers and those with whom they work, children,
young people and vulnerable groups within organisations, be enhanced through regulation
and/or best practice. This protection might occur through changes in re g u lat ion or the
development of best practice and must happen with the involvement of interested
stakeholders.
7. We recommend that a policy on volunteering specifically include measures to develop,
promote and supp ort volunteering throughout the State.
8. We recommend that a national volunteering policy should specifically address and seek to
remove barriers to volunteering where they exist. The policy on volunteering therefore should
support equality of access to volunteering opportunities.
9. We recommend that the volunteering policy contain strategies that target participation, and
differences in participation, according to age, educational attainment, socio- economic status,
regional variation and cultural diversity. Such strategies, therefore, must, actively promote
social inclusion.
10. We also recommend that volunteering opportunities be made available to people who are
socially excluded or marginalised and that these opportunities and any supports required to
enable them to be taken up are provided in an appropriate manner and in a format which is
affordable and accessible.
11. We recommend that the national policy on volunteering promote and support strategies to
raise awareness about the positive and diverse images of volunteering and emphasise its
contribution to social capital.
12. We recommend that the State continue to develop its commitment to voluntary participation,
which accords equal status to volunteers irrespective of whether they are independent, critical
or partnership relationships with the State.
13. We recommend that the State continue to improve its commitment to facilitating voluntary
participation in national and local partnership structures and city and county development
boards through developmental support and the dedication of resources.
14. We recommend that the State’’s commitment to volunteering be evidenced in clear funding
incentives to voluntary organisations.
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15. We recommend that volunteer-involving organisations explicitly recognise ‘‘volunteering’’ as a
valued and legitimate organisational output. Furthermore, we recommend that such explicit
recognition be evidenced in the provision of volunteer development programmes and in the
measurement of ‘‘volunteering’’ as an organisational output.
16. We recommend that the value of volunteering as an activity and of volunteers as people
should be recognised by the voluntary sector via a Charter for Volunteers.
17. We recommend that the relationship between the voluntary sector and corporate and public
bodies be facilitated and supported by the State in a proactive and sustainable manner which
supports the development of volunteering.
18. We recommend that the volunteering experience within voluntary organisations be supported
through better management, recruitment and retention policies. We recommend that the
volunteering support and development infrastructure provide real and ongoing support to
volunteer involving organisations through training, management programmes, accreditation
and recognition.
19. We recommend that a programme of research on volunteering and voluntary activity be
established. In addition we re commend the ongoing collect ion of data on volunteering
through the Census and Quarterly National Household Surveys.
20. We recommend that the Department of Community, Rural and Gaeltacht Affairs, through its
links with EU institutions, encourage EU support for volunteering, including the exchange of
best practice, the development of volunteer exchange programmes, and the networking of
national centres for volunteering.
Volunteering Infrastructure
21. We recommend that a volunteer development infrastructure be established.
22. We recommend that this infrastructure include the following two key components: (a) a
National Centre for Volunteering and (b) local volunteer centres.
23. We recommend the development of a programme of support for volunteers which would
include all the key programme areas; support and development, training and accreditation,
recognition, best practice and regulation, volunteering and the education community,
volunteering and the business community, volunteering and the public sector and
volunteering and information technology.
Support and Development
24. We recommend that an annual conference or forum, drawing in a wide range of interests and
expertise, be organised by the National Centre for Volunteering. This conference would
facilitate national and international input, debate, generate new ideas, consult, consider of
research and input to policy at a national level.
25. We recommend that the pool of volunteers be widened by support for the further development
of social mentoring schemes to assist volunteer-involving organisations to build capacity in a
number of areas including engaging in local development processes.
26. We recommend that pilot projects be supported to encourage the involvement of volunteers
from under-represented groups.
Training
27. We recommend that a programme of best practice volunteer management education be
made available to volunteer involving organisations through the National Centre for
Volunteering and local volunteer centres
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National Children’’s Advisory Council
Research on Youth Volunteering In Ireland
October 20 06
28. We recommend that a volunteer training programme be set up at local and national level with
links to education and raining institutions.
29. We recommend that training for volunteer management board members be substantially
increased in a volunteer training programme run in addition to current programmes.
30. We recommend a volunteer training programme to address the area of confidence building
and negotiation skills for volunteers on local development boards and other similar agencies.
31. We recommend that staff of State bodies working in partnership with volunteers, receive
training in partnership and community development principles to encourage mutual respect
and involvement of volunteers on an equal basis
Accreditation
32. We recommend that the National Centre for Volunteering develop a support system enabling
volunteers to access appropriate training and qualifications for the skills developed as a
volunteer. This support system could provide information and advice and act as a link to
accrediting bodies to help them negotiate the accreditation path for their volunteer training.
33. We recommend that accreditation systems developed recognise prior learning and
experience to date.
34. We recommend that resources be provided within the Nat ional Cent re for Volunteering to set
up, publish and annually update a Directory of Accredited Training and Progression in Ireland.
35. We recommend that the National Centre for Volunteering set up an expert body for volunteers
in partnership with the National Qualifications Authority of Ireland (NQAI), to work with the
authority to establish standards for training and accreditation. This body will incorporate into
these standards the core values of volunteering, where appropriate, as well as specific skills
and knowledge. It will have links through the NQAI with relevant technical bodies and to the
Awarding Councils of Further Education and Training Awards Council (FETAC) and Higher
and Education Training Awards Council (HETAC). The make up of this body should be
flexible to allow for new developments in the sector.
Recognition
36. We recommend that a key programme area within the Nat ional Cent re for Volunteering put
in place the structures and resources necessary to enable volunteer-involving organisations
to nominate individuals or teams to be formally recognized by the State for their voluntary
work
37. We recommend the development of a non-competitive national recognition system open to
volunteers working in all sectors
Regulation and Best Practice
38. We recommend that the National Centre for Volunteering support local and national
volunteer-involving organizations and volunteers to develop best practice procedures and
quality assurance systems.
39. We re com mend that the National Centre for Volunteering liaise with the relevant government
departments and lobby for necessary changes in regulation which would support local and
national volunteer- involving organisations and volunteers to develop quality assurance
systems.
40. We recommend that the Nat ional Cent re for Volunteering develop proposals and projects
and support current initiatives on engaging, primary, second and third levels of the education
system and the non-formal education sector in volunteering and civic engagement.
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National Children’’s Advisory Council
Research on Youth Volunteering In Ireland
October 20 06
Employer Supported Volunteering
41. We recommend that the Nat ional Cent re for Volunteering develop proposals and projects
and support current initiatives in employer supported volunteering in association with all the
social partners.
42. We recommend that the National Centre for Volunteering develop proposals and projects and
support current initiatives in employer supported volunteering within State agencies and the
public sector in general.
Information Technology
43. We recommend that research should be commissioned into the possible uses of ICT
initiatives to target specific groups for increased volunteering rates.
44. We recommend and support the establishment of a central ICT resource for the community
and voluntary sector.
National Centre for Volunteering
45. We recommend that a National Centre for Volunteering be set up by government, as a
statutory body with specific functions transferred to it by the Minister. The proposed National
Centre for Volunteering should be independent, have a clear mandate, a substantial
representation of volunteers, and appropriate representation of volunteer- involving
organisations and statutory bodies.
46. In view of the time needed to develop legislation we recommend that an interim body,
comprising the expertise developed by the National Committee on Volunteering and other
volunteer support organisations be set up.
Local Volunteer Centres
47. We recommend that local volunteer centres be set up on a nation- wide basis in association
with existing local structures to provide support and placement services for volunteers.
48. We recommend that adequate core funding provided from national budgets be made
available for the development of local volunteer centres.
49. We recommend that the national funding line for local volunteer centres come under
administration by the National Centre for Volunteering.
50. We recommend that local volunteer centres maintain independence at local level to enable
them to source other funding supp ort from their local authorities, local communities and other
funding lines. local authorities, while respecting the importance of autonomy in volunteer
centres, have a key role to play and responsibility for supporting volunteering, particularly
through the directorates of community and enterprise. We recommend that local volunteer
centres be represented in the governance of the National Centre for Volunteering.
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National Children’’s Advisory Council
Research on Youth Volunteering In Ireland
October 20 06
APPENDIX B
BIBLIOGRAPHY
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National Children’’s Advisory Council
Research on Youth Volunteering In Ireland
October 2006
BIBLIOGRAPHY
Material and Publications directly referenced in the Report
Method
Cohen and Mannion (1994) 'Research Methods in Education' (4th Edition). London: Routledge and
Falmer.
Morgan (1993) 'Successful Focus Groups: Advancing the State of the Art' Newbury Park, California;
London: Sage.
Patton (1990) 'Qualitative Evaluation and Research Methods', (2nd ed.). Newbury Park, CA: Sage.
Hennessy and Heary (2005) 'Exploring Children's Views through Focus Groups' in Greene, S. and
Hogan, D. (Eds) ‘‘Researching Children's Experiences: Approaches and Methods’’. London: Sage.
Volunteering Opportunities for Young People in Ireland
IPA (2006) Administrative Yearbook and Diary, Institute of Public Administration, Ireland.
Freda Donoghue (2001) 'Changing Patterns of Civic Engagement and Community Ties in Ireland',
Centre for Non-profit Management, Trinity College, Dublin.
Freda Donoghue (2001) 'Women and Volunteering: A feminist space?’’ Centre for Non-profit
Management, Trinity College, Dublin.
Freda Donoghue, (2001) 'Volunteering in Sports', Centre for Non-Profit Management, Trinity College,
Dublin.
Government of Ireland, (2000) 'White Paper on a Framework for Supporting Voluntary Activity and for
Developing the Relationship between the State and the Community and Voluntary Sector'
Government Publications.
National Committee on Volunteering (2002) ‘‘Tipping the Balance: Report of the National Committee
on Volunteering’’, Government Publications.
Promotion of Volunteering Among Young People
Angela Ellis (2005), ‘‘Active Citizenship in Schools: Evaluation of the DEFS Pilot Programme’’, Institute
for Volunteering Research.
i
National Children’’s Advisory Council
Research on Youth Volunteering In Ireland
October 2006
CEV Conference REPORT, (2005) ‘‘Volunteering for all ages –– Summit of generations’’, European
Volunteer Centre.
Institute for Volunteering Research (2002), ‘‘Evaluation of the Millennium Volunteers Programme’’,
Institute for Volunteering Research.
Institute of Volunteering Research (2004) ‘‘Young People and Volunteering: Preliminary findings and
emerging lessons from primary research’’ in association with Dubit and Kikass with the Research,
Development and Statistics Directorate (Home Office), Youth Action Network and Youthnet.
Institute for Volunteering Research (2001), ‘‘What young People want from Volunteering’’ Research
Bulletin, Institute for Volunteering Research.
Katherine Gaskin (2004) 'Young Volunteering and Civic Service: A Review of the Literature', Institute
of Volunteering Research.
Millennium Volunteers website (2006): www.millenniumvolunteers.gov.uk
MTV (2006) ‘‘Just Cause (Today’’s Activism)’’, U30 Group, MTV Networks, USA
The CIVIQ website, Netherlands (2006): www.civiq.nl
Development of Volunteering Among Young People
Alexander, J (2000), ‘‘An Investigation into the Premature wastage of Special Constables’’, HMSO
Angela Ellis (2004), ‘‘Generation V: Young People speak out on Volunteering’’, Institute for
Volunteering Research.
Blake and Jefferson (1992), ‘‘Defection –– why? An Insight into the Reasons for Volunteers Leaving’’,
Kestrelcourt, UK
Council of Europe and The European Commission (2002) 'T-Kit 5: International Voluntary Service: For
trainers and young people interested and/or involved in international voluntary service activities and
projects', Partnership of the Council Of Europe and The European Commission.
Davis Smith (1998) ‘‘The 1997 National Survey National of Volunteering’’, Institute for Volunteering
Research, UK.
European Volunteer Centre (2004) ‘‘Voluntary Activities in the UK: Facts and Figures’’, European
Volunteer Centre.
European Volunteer Centre (2004) ‘‘Voluntary Activities in the France: Facts and Figures’’, European
Volunteer Centre.
ii
National Children’’s Advisory Council
Research on Youth Volunteering In Ireland
October 2006
European Volunteer Centre (2004) ‘‘Voluntary Activities in the Germany: Facts and Figures’’, European
Volunteer Centre.
European Volunteer Centre (2005) ‘‘Voluntary Activities in the Italy: Facts and Figures’’, European
Volunteer Centre
Farmer and Fedor (1999) ‘‘Volunteer Participation and Withdrawal: A Psychological Contract
Perspective on the Role of Expectations and Organisational Support’’, Non Profit Management and
Leadership, 9 (4) pg 349-67
Gaston and Alexander (2001) ‘‘Effective Organisation and Management of Public Sector Volunteer
Workers: Police Special Constables’’, International Journal of Public Sector Management, 14 (1) pg
59-74.
Gidron, B. (1984) Predictors of Retention and Turnover among Service Volunteer Workers’’ Journal of
Social Service Research, 8 (1) Pg 1-16.
Iveson, c. (1999) ‘‘Recruitment and Retention of Volunteers’’, University of Manchester
Knapp and Davis Smith (1995) ‘‘Who Volunteers and Why? The Key Factors which Determine
Volunteering’’ Volunteer Centre UK, JRF Findings Social Policy Research, 75, March 1995.
Locke, Ellis and Davis Smith (2003) ‘‘Hold on to What You’’ve Got: the Volunteer Retention Literature’’,
Voluntary Action 5 (3).
Lukka and Locke (2000) ‘‘Faith, Voluntary Action and Social Policy: A review of the Research’’,
Voluntary Action 3 (1) Pg 25-41.
McCudden, J. (2000) ‘‘What Makes a Committed Volunteer? Research into the Factors affecting the
Retention of Volunteers in Home-Start’’, Voluntary Action, 2 (2), Pg 59-76.
National Centre for Volunteering (2001) ‘‘Barriers to Bridges: A guide for Volunteer Involving
Organisations’’, The National Centre For Volunteering.
Penner and Finkelstien (1998) ‘‘Dispositional and Structural Determinants of Volunteerism’’, Journal of
Personality and Social Psychology, 74 (2) Pg 525-537.
Wardell, Lishman, Whalley (2000) ‘‘Volunteers: Making a Difference’’, UK
Wilson and Musick (1999) ‘‘Attachment to Volunteering’’, Sociological Forum, 14 (20) Pg 243-272.
iii
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Research on Youth Volunteering In Ireland
October 2006
Contribution of Adults to Volunteering with Children and Young People
David Lashy (2004) ‘‘The Volunteer Spirit in Canada: Motivations and Barriers’’, Canadian Centre for
Philanthropy.
Grimm, Dietz, Spring, Airey and Foster-Bey (2005) ‘‘Youth Helping America –– Building Active Citizens:
The Role of Social Institutions in Teen Volunteering’’, Corporation for National and Community
Service, US.
Millennium Volunteers (2006) 'Good Practice for Youth Volunteering', Millennium Volunteers, UK,
www.millenniumvolunteers.gov.uk
Flanagan, Bowes, Jonsson, Csapo and Sheblanova. (1998) 'Ties that bind: Correlates of adolescents’’
civic commitments in seven countries' Journal of Social Issues, 54 (3) Pg 457-475.
Marks and Kuss. (2001) 'Socialization for Citizenship through Community Service: disparities in
Participation among U.S. High School Students.' Sociological Focus. 34 (4) Pg 377-398.
Oesterle, Kirkpatrick Johnson and Mortimer (2004) 'Volunteerism during the Transition to Adulthood:
A Life Course Perspective.' Social Forces, 82 (3) Pg 1123-1149.
Toppe, Golombek, Kirsch, Michel and Weber (2002) 'Engaging Youth in Lifelong Service: Findings
and Recommendations for Encouraging a Tradition of Voluntary Action Among America’’s Youth'
Independent Sector.
Turney-Purta (2002) 'The School’’s Role in Developing Civic Engagement: A Study of Adolescents in
Twenty- Eight Countries' Applied Developmental Science, 6 (4) Pg 203-212.
Yates and Youniss (1998) 'Community service and political identity development in adolescence'
Journal of Social Issues, 54 (3) Pg 495-512.
Yates and Youniss (1996) 'A Developmental Perspective on Community Service in Adolescence.'
Social Development, 5 (1) Pg 85-115.
Youniss, McClellan and Yates (1997) 'What We Know About Engendering Civic Identity' American
Behavioural Scientist, 40 Pg 620-631.
Youniss, Bales, Christmas-Best, Diversi, McLaughlin and Silbereisen (2002) 'Youth civic engagement
in the twenty-rst century.' Journal of Research on Adolescence. 12 (1) Pg 121-148.
iv
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Research on Youth Volunteering In Ireland
October 2006
Other Material and Publications Examined
Donoghue, Prizeman, O'Regan and Noël (2006) The Hidden Landscape: First Forays into Mapping
Non-profit Organisations in Ireland, Centre for Non-profit Management, TCD.
Donoghue (2000) 'Volunteering in Ireland: its economic contribution and the challenge for the future'
presented at Volunteering for the Future National Youth Council of Ireland Third Annual Conference,
2000.
European Commission (2001) 'Commission White Paper - a new impetus for European youth',
European Commission
European Volunteer Centre (2004) 'Roadmap 2010 - Volunteering and Participation in the EU',
European Volunteer Centre.
European Youth Forum (2003) 'Guiding Principles on Common Objectives for Voluntary activities and
Greater understanding of young people', European Youth Forum Policy Paper.
Gabina Torres (2003) 'The Future of Volunteering: Children under the age of 14 as Volunteers',
ServiceLeader.org at the RGK Centre for Philanthropy and Community Service, LBJ School of Public
Affairs at the University of Texas, Austin.
Government of Ireland (2000), ‘‘Supporting Voluntary Activity, Government White Paper’’, Department
of Social, Community and Family Affairs. Dublin: Government Publications.
Honohan, Iseult (2005) ‘‘Active Citizenship in Contemporary Demoracy’’ in Clodagh Harris (ed.) The
Report of the Democracy Commission: Engaging Citizens, the case for democratic renewal in Ireland.
Dublin: TASC and Democratic Dialogue
Ian M Russell (2005), ‘‘A National Framework for Youth Action and Engagement’’, Report of The
Russell Commission.
Institute for Volunteering Research (2001) 'A choice blend - What volunteers want from organisation
and management', Institute for Volunteering Research, UK
Institute for Research and Information on Volunteering (2001) 'Volunteering: an opportunity for
youngsters in Europe', Working group on volunteering for youngsters in Europe, The Institute for
Research and Information on Volunteering, Paris.
National Committee on Volunteering (2002), ‘‘Tipping the Balance. Report and Recommendations to
Government on Supporting and Developing Volunteering in Ireland’’, Government Publications.
v
National Children’’s Advisory Council
Research on Youth Volunteering In Ireland
October 2006
National Economic and Social Council (2005), ‘‘NESC Strategy 2006: People, Productivity and
Purpose’’, Report No. 114. December 2005. Dublin: Government Publications.
National Economic and Social Forum (2003), ‘‘The Policy Implications of Social Capital’’, Forum Report
No. 28. Dublin: Government Publications.
OECD (2001), ‘‘The Well-Being of Nations, The Role of Human and Social Capital’’, Centre for
Educational Research and Innovation, Paris: Organisation for Economic Co-operation and
Development.
OECD (2005), ‘‘Society at a Glance’’, Paris: Organisation for Economic Co-operation and
Development.
Houses of the Oireachtas (2005), ‘‘Volunteers and Volunteering in Ireland’’, Joint Committee on Arts,
Sport, Tourism, Community, Rural and Gaeltacht Affairs. Sixth Report. Dublin: Government
Publications
Volunteer Centres Ireland, 'Thinking of volunteering? A Step-by-Step Guide', Volunteer Centres
Ireland in association with National Irish Bank
vi
APPENDIX C
IPA ‘‘SOCIAL CULTURAL AND POLITICAL ORGANISATIONS’’ SAMPLE:
CLEARLY IDENTIFABLE VOLUNTEERING OPPORTUNITIES ON
ORGANISATION WEBSITES
National Children’’s Advisory Council
Research on Youth Volunteering In Ireland
Appendix C1: IPA ‘‘Social, Cultural and Political Organisations’’ Sample -
October 2006
List of organisations with youth volunteering opportunities clearly identified on their website
Organisation
Website
Description of objectives of
organisation
Is there
specific
mention of
volunteering
opportunities?
Cork
Film
Festival
http://www.corkfilmfest.org/
The festival is a major showcase
for Irish film production.
Y
N
Schools
adult
Fianna Fail
www.fiannafail.ie
Centre Right leaning Political
Party
Y
Y
No limit
Y
Youth
(Ogra)
group
Membership
online
available
Fine Gael
www.finegael.ie
Progressive cente political party
Y
Y
No limit
Y
Youth
(Ogra)
group
Membership
online
available
Labour Party
www.labour.ie
Democratic
party.
Y
Y
No Limit
Y
Youth
(Ogra)
group
Membership
online
available
Progressive
Democrats
www.progressivedemocrats.i
e
Right Wing Political Party
Y
Y
No limit
Y
Youth
(Ogra)
group
Membership
online
available
Sinn Fein
www.sinnfeinn.ie
All
Ireland
Political
Socialist leaning
Y
Y
No limit
Y
Youth
(Ogra)
group
Membership
online
available
Socialist
Party
www.socialistparty.net
Left Wing Political organisation
Y
Y
No limit
Y
Youth
(Ogra)
group
Membership
online
available
Green Party
www.greenparty.ie
Environmental Party
Y
Y
No limit
Y
Youth
(Ogra)
group
Membership
online
available
The Workers
Party
www.workers-party.org
Change economic and political
structure of Ireland, Socialist
outlook
Y
Y
No limit
Y
Youth
(Ogra)
group
Membership
online
available
socialist
political
Party
Is there mention
of age
categories for
volunteers?
What are the
age
categories?
to
Does it
mention
volunteering
activities for
children?
What is said
about
volunteering
opportunities
for children?
Online
facilities:
application, database
etc?
Y
Schools
Programme
Application form online
i
Appendices
National Children’’s Advisory Council
Research on Youth Volunteering In Ireland
October 2006
Socialist
Workers
Party
Y
Youth
(Ogra)
Y
Students,
adults
and
teens
Y
The site has a
page dedicated
to
teenage
volunteering
Application online
Y
N
n/a
Y
Schools Badge
Programme
Email
address
of
volunteer co-ordinator
www.amnesty.ie
Amnesty
International
undertakes research and action
focused on preventing and
ending grave abuses of the
rights to physical and mental
integrity, freedom of conscience
and expression
Y
Y
All Inclusive
Y
Schools
Programme
www.concern.net
Dedicated to the ultimate
elimination of extreme poverty.
Y
Y
No limit
Y
Schools
Programme
Application online
www.communitygames.ie
Provide
opportunities
for
children and young people (aged
6-16) to grow and develop in a
positive and healthy way.
Y
N
n/a
Y
Open to all
ages
Application online
www.focusireland.ie
Aims to advance the right of
people-out-of-home to live in a
place they call home through
quality services, research, and
Y
N
n/a
Y
School
fundraising
sleepover
www.swp.ie
Left Wing Political organisation
Voluntary
Service
International
www.vsi.ie
A world-wide movement working
for peace and international
understanding
through
the
medium of voluntary work
Aidlink
www.aidlink.ie
Amnesty
International
Concern
Community
Games
Focus Ireland
Y
Y
No limit
Y
Aidlink exists to improve the
lives of those living in poverty in
the Third World.
group
Membership
online
ii
Appendices
available
National Children’’s Advisory Council
Research on Youth Volunteering In Ireland
October 2006
advocacy.
Irish
Guide
Dogs for the
Blind
Irish
Cross
Red
Order
Malta
of
www.guidedogs.ie
www.redcross.ie
Provides training for guide dogs
and aftercare services to the
visually impaired
Delivers funds and
assistance to war-torn and
damaged areas, runs first aid
courses.
Y
N
No limit
Y
Schools
Programme
Y
Y
5-25
Y
They can join Re
Cross Youth
Application online
www.orderofmalta.ie
Supports
and
maintains
ambulance corps and provides
training.
Y
Y
10+
Y
Community
Programme
Oxfam
www.oxfamireland.org
Oxfam is committed to ending
poverty
and
suffering
in
developing
countries.
We
promote understanding of the
causes of these injustices, and
campaign for a world where
every man, woman, and child
can live free from hunger,
poverty, and oppression.
Y
N
n/a
Y
Schools
Programme
Application online
Lifeboats
www.rnli.ie
Saves lives at sea by providing
24 hour call out 365 days a year
Y
N
n/a
Y
Open
Links to applications
Car
iii
Appendices
National Children’’s Advisory Council
Research on Youth Volunteering In Ireland
October 2006
St.Vincent de
Paul
Vincentian
Refugee
Centre
www.svp.ie
www.vincentians.ie
Supports and champions the
rights of poorest in society
Provides a place of welcome
and hospitality for refugees and
asylum seekers. Under Umbrella
of Vincentians and SVP
Y
Y
n/a
Y
Open to all
ages who share
the ethos of the
organisation
Y
N
n/a
Y
SVP and Choir
iv
Appendices
National Children’’s Advisory Council
Research on Youth Volunteering In Ireland
October 2006
Appendix C2: IPA ‘‘Social, Cultural and Political Organisations, Sample List of organisations with volunteer opportunities identified on their websites but which are not explicitly aimed at young people
Organisation
Business 2Arts
Chester
Library
Beatty
Goethe Institute
European
Cultural
Foundation, Irish
Committee
of
objectives
of
Is there specific
mention of
volunteering
opportunities?
Website
Description
organisation
http://www.busin
ess2arts.ie/
Promotes the benefits of business
supporting the arts in Ireland.
http://www.cbl.ie
/
The Library is both an art museum
and library,
Y
http://www.goeth
e.de/ins/ie/dub/d
eindex.htm
Promote knowledge of the German
language
abroad
and
foster
international cultural cooperation.
Y
Is there
mention of age
categories for
volunteers?
Y
Y
What are the
age categories?
Must be
business
executives
Does it mention
volunteering
activities for
children?
What is said
about
volunteering
opportunities for
children?
N
n/a
N
n/a
N
n/a
Email address of
volunteer
coordinator
N
n/a
N
n/a
Application form
online
Application form
online, this is
more of a get in
contact with the
organisation,
which is fully
voluntary.
www.european
movement.ie
Promote the economic, political and
social development of Europe and
Ireland's place in Europe
Y
N
n/a
N
n/a
Forum for Music
in Ireland
www.forumform
usic.ie
Create an active network of those
interested in music in Ireland and to
give a voice to music in Ireland and
to influence action in support of it.
Y
N
n/a
N
n/a
Galway
Festival
www.galwayarts
festival.ie
An international celebration of the
performing and visual arts.
Y
N
n/a
N
n/a
Arts
Online facilities:
application,
database etc?
Application form
online
5
Appendices
National Children’’s Advisory Council
Research on Youth Volunteering In Ireland
October 2006
www.gerardman
leyhopkins.org
Celebrate and foster the works of
Victorian English poet and, in
particular, his association with
Monasterevin, Co. Kildare and
Ireland.
Ireland
Literature
exchange
www.irelandliter
ature.com
National organisation for
international promotion of
literature, in English and Irish.
The
Trust
www.dublinia.ie
Gerard Menley
Hopkins
Conference
N
n/a
Y
Y
Scholars
translating a
script
N
n/a
Charitable company established for
educational and research purposes.
Y
N
n/a
N
n/a
www.stpatricksf
estival.ie
Official celebration for our national
holiday
Y
N
n/a
N
n/a
www.comhaltas.
com
Promote Irish traditional music and
the organising of a great annual
festival of Irish traditional music,
song and dance.
Y
Y
Fear an Ti i.e.
Homeowner
N
n/a
www.cnag.ie
Development
Nationally
Y
N
n/a
N
n/a
www.panceltic.c
om
Celtic Festival with all celtic nations
in Donegal
Y
N
n/a
N
n/a
Addresses
of
who to contact
Galway
Rape
Crisis Centre
www.galwayrcc.
org
Provide a quality counselling and
support service for survivors of
sexual violence and abuse.
Information and
detailed
requirements
Older Women's
Network
www.ownireland
.ie
Forum for discussion to influence
decision
making
and
policy
Medieval
St
Patrick's
Festival
Comhaltas
Ceoltoiri Eireann
Conradh
Gaeilge
Feile
Cheilteach
na
pan
of
Irish
Y
the
Irish
N
n/a
Application
available
download
to
Application
online
language
Y
Y
Must be Mature
N
n/a
Y
Y
55+
N
n/a
6
Appendices
National Children’’s Advisory Council
Research on Youth Volunteering In Ireland
October 2006
formation on
older women
issues
concerning
www.drcc.ie
Confidential, 24-hour telephone
helpline, 7 days a week staffed by
trained
counsellors
who
are
available to listen to you and any
concerns you may have in regard to
issues of rape, sexual assault,
sexual harassment
www.ruhama.ie
Provides
support,
counselling,
awareness raising for women
involved in prostitution.
www.womensai
d.ie
Voluntary
organisation
which
provides support and information to
women and their children who are
being physically, emotionally and
sexually abused in their own homes.
Y
N
n/a
Belong to youth
project
www.belongto.or
g
BeLonG To Youth Project works
with Lesbian, Gay, Bisexual &
Transgender (LGBT) young people
in Ireland. It supports and resources
young people, aged 14 - 23, to
actively participate in the world
around them and to make informed
decisions which will positively
impact on their lives.
Y
N
n/a
Catholic Guides
of Ireland
www.girlguidesir
eland.ie
Provide a challenging Guiding
programme
within
a
safe
environment, to enable all girls and
Y
Young Girls who
have moved
through the
Rape
Centre
Crisis
Ruhama
Women’’s Aid
Y
Y
Y
N
Y
Mature
n/a
n/a
Information and
detailed
requirements
n/a
Details of when
Training
for
volunteers
occurs
N
n/a
Details of when
Training
for
volunteers
occurs
N
n/a
N
N
N
n/a
Training
Requirements
and Levels of
7
Appendices
National Children’’s Advisory Council
Research on Youth Volunteering In Ireland
October 2006
young women to develop their full
potential.
ECO UNESCO
Girl's
Friendly
Society
in
Ireland
Irish Girl Guides
National Youth
Federation
Ogras
Presbyterian
Youth
and
Children's
Ministry
ActionAid
Ireland
hierarchy
Hierarchy
www.ecounesco
.ie
Aims to educate youth on the
environment, promotes personal
development
Y
N
n/a
N
n/a
www.gfs.ie
Promotes Friendship among Girls
providing flats in Dublin for girls
from Rural Areas
Y
N
n/a
N
n/a
www.irishgirlgui
des.ie
Promotion of community awareness
and development of skills for coping
with everyday living
Y
N
n/a
N
n/a
www.youthworki
reland.ie
Promotes
community
based
services
that
are
relevant,
accessible and attractive to young
people
www.ogras.ie
Development of young people,
promote the Irish language and
culture
www.pciyac.org
Development
of
children’’s
congregation, training of leaders,
provision of service opportunities
www.actionaid.i
e
An
international
development
agency whose aim is to fight poverty
worldwide.
Y
N
Y
N
Y
Y
n/a
n/a
N
N
Online
Application
to
n/a
Application
available
download
to
n/a
Application
available
download
to
N
n/a
N
n/a
Application
available
download
N
Nature of
immersions
would require
maturity
N
n/a
Brochure
and
phone numbers
8
Appendices
National Children’’s Advisory Council
Research on Youth Volunteering In Ireland
October 2006
www.olderinirela
nd.ie
Challenge negative attitudes to
ageing and older people, Promote
greater participation by older people
in society.
Y
Y
Seniors
N
n/a
Links
to
organisations
and
other
information
www.alone.ie
To help elderly people living in
Dublin.
Y
N
n/a
N
n/a
Addresses
of
who to contact
www.birdwatchir
eland.ie
Devoted to the conservation and
protection of Ireland's wild birds and
their habitats.
Y
N
n/a
N
n/a
Contact Details
www.camphill.ie
Work with people
mentally handicapped
Y
Y
Young People
N
n/a
Online
Application
CARI (Children
at Risk)
www.cari.ie
To provide a professional, child
centred therapy and counselling
service to children, families, and
groups who have been affected by
child sexual abuse.
Y
N
n/a
N
n/a
Chernobyl
Childrens
Project
International
www.chernobylinternational.co
m
Aims to restore hope to the people
of the Chernobyl-affected region.
Y
Y
Professional
People
N
n/a
Addresses
of
who to contact
Cheshire Ireland
www.cheshire.ie
Provides
supported
accommodation,
respite
and
community services to adults with
physical disabilities.
Comhlamh
www.comhlamh.
org
Educate and campaign on global
justice issues, with a focus on global
trade,
global
migration
and
Age
Opportunity
&
ALONE
Bird
Ireland
Watch
Camphill
Communities in
Ireland
who
were
Y
Y
N
n/a
N
n/a
Email address of
volunteer
coordinator
N
n/a
N
n/a
Advice
on
volunteering
9
Appendices
National Children’’s Advisory Council
Research on Youth Volunteering In Ireland
October 2006
development aid and cooperation.
www.cvi.ie
provide practical opportunities for
groups and individuals to protect
and enhance our natural and
cultural heritage
Y
N
n/a
N
n/a
Application
online
www.dspca.ie
To prevent cruelty to animals and is
now Ireland's largest animal welfare
organisation.
Y
N
n/a
N
n/a
Phone Numbers
are provided
Educate
together
www.educatetog
ether.ie
Aims to meet a growing need in
Irish society for schools that
recognise the developing diversity
of Irish life and the modern need for
democratic management structures.
Y
N
n/a
N
n/a
EIL Intercultural
Learning
www.eilireland.o
rg
Promotion of Intercultural education
Y
N
n/a
N
n/a
www.enableirela
nd.ie
Enable those who use our services
to achieve maximum independence,
choice and inclusion in their
communities
Y
N
n/a
N
n/a
Application
online
www.frontlinedef
enders.org
Defending those who champion the
Universal Declaration of Human
rights””
Y
www.glencree.ie
Devoted to peace building and
reconciliation in Ireland, North and
South, Britain and beyond.
Y
Conservation
Volunteers
Ireland
Dublin Society
for Prevention of
Cruelty
to
Animals
Enable Ireland
Front Line
Glencree Centre
for
Reconciliation
Y
Students
N
n/a
Email address of
volunteer
coordinator
Y
18+
N
n/a
Application
online
10
Appendices
National Children’’s Advisory Council
Research on Youth Volunteering In Ireland
October 2006
GOAL
www.goal.ie
To work towards ensuring that the
poorest of the poor and most
vulnerable in our world and those
affected by humanitarian crises
have access to the fundamental
needs and rights of life, for example,
food,
water, shelter, medical
attention and literacy.
Gorta
www.gorta.ie
Elimination of global hunger
Y
Irish
Famly
Planning
Association
www.ifpa.ie
Promote sexual health and family
planning both in Ireland and
worldwide
Y
N
Professional
People
Irish
Sports
www.ncbi.ie
Enable blind people to participate
fully in sports
Y
Y
No limit
Blind
Irish
Peatland
Conservation
Council
www.ipcc.ie
Protection and purchase of Irelands
bogs
www.irishrefuge
ecouncil.ie
To pursue fair, consistent and
transparent policies and to promote
informed public attitudes in relation
to people seeking refuge
Irish Society for
the Prevention
of Cruelty to
Animals
www.ispca.ie
Prevent cruelty to animals
and
promote care and welfare of all
animals
Irish Wheelchair
Association
www.iwa.ie
To advocate for change, locally and
nationally, by representing the
Irish
Refugee
Council
Application
online
Y
N
n/a
N
n/a
N
n/a
N
n/a
N
n/a
N
n/a
Addresses
of
who to contact
Information and
detailed
requirements
Y
N
No limit
N
n/a
Y
Y
Students and
Professionals
N
n/a
Y
Y
No limit
N
n/a
Y
N
No Limit
N
n/a
11
Appendices
National Children’’s Advisory Council
Research on Youth Volunteering In Ireland
October 2006
issues and concerns of adults and
children with limited mobility
Y
N
n/a
N
n/a
Detailed
information on
requirements
and application
process
National
Adult
Literacy Agency
www.nala.ie
Concerned
with
national
coordination, training and policy
development in adult literacy work in
Ireland
National
Society
Ireland
www.biblesociet
y.ie
Making the holy scripture available
to all as effectively as possible
Y
N
n/a
N
n/a
Application
online
www.archclubs.
com
Caters for the leisure-time needs of
people with intellectual disability
Y
N
n/a
N
n/a
Application
online
www.rehab.ie
Working for social and economic
inclusion among people with
disabilities and others who are
marginalised.
n/a
Email address of
volunteer
coordinator
www.rdai.org
To broaden the physical and mental
horizons of those affected by
disability:
Y
N
No limit
N
n/a
Email address of
volunteer
coordinator
St
John
Ambulance
Brigade
of
Ireland
www.sjab.ie
Provide a uniformed voluntary first
aid service committed to the
assistance of the general public
wherever crowds gather or illness
may occur.
Y
N
n/a
N
n/a
Samaritans
www.samaritans
.org
Charity offering support to anybody
in emotional distress without
N
n/a
N
n/a
Bible
of
National
Federation
of
ARCH Clubs
Rehab
Riding for the
Disabled
Association
Y
Y
Y
18+
N
Application
online
12
Appendices
National Children’’s Advisory Council
Research on Youth Volunteering In Ireland
October 2006
prejudice.
Self
Help
development
International
Simon
SPIRASI
An Taisce
UNICEF
Viatores Christ
www.selfhelp.ie
To provide the means to combat the
long term causes of famine through
self help in Africa
Y
N
n/a
N
n/a
www.simoncom
munity.com
Combat homelessness through
service provision and campaigning.
Y
N
n/a
N
n/a
www.spirasi.ie
Offers comprehensive range of
directly delivered and partnership
provided services for asylumseekers and refugees.
Y
Y
Skilled people
e.g. IT Skills
N
n/a
Addresses
of
who to contact
www.antaisce.or
g
Seeks to educate, inform and lead
public opinion on the environment;
and to advocate and influence
policy at European, national and
local levels.
Y
N
n/a
N
n/a
Email address of
volunteer
coordinator
www.unicef.ie
Works worldwide to give children
the best possible start in life by
making sure they have access to
healthcare,
clean
water
and
sanitation, nutrition and early
education.
Y
N
n/a
N
n/a
www.viatoreschr
isti.com
Recruits, trains and places people in
areas of need overseas and at
home.
Y
N
n/a
N
n/a
Application
online
with
information on
training.
13
Appendices
National Children’’s Advisory Council
Research on Youth Volunteering In Ireland
October 2006
Volunteer
Missionary
Movement
World
Fund
Mercy
World
Ireland
Vision
www.vmm.cjb.n
et
To work side by side with people in
developing countries to address the
causes as well as the symptoms of
hunger, poverty, disease, injustice
and suffering. We work among men
and women of all races, creeds and
nationalities
Y
N
n/a
N
n/a
www.worldmerc
yfund.ie
To assist in the development of
peoples throughout the world, with
particular emphasis on the needs of
developing nations
Y
N
n/a
N
n/a
www.worldvision
.ie
Transform the lives of children and
families in need around the world.
Y
N
n/a
N
n/a
Application
online
14
Appendices