Learning leads to development and change for youth. It is through learning that the youth acquire knowledge, skills, values, and worldview that effect change that is based on the asset or strength-based youth development model. Such learning develops from their informal and nonformal learning that involves skill building, exploration, reflection, creativity, role experimentation from their leisure and play opportunities. Informal and nonformal learning take place from supervised Out-of-School (OST) programs where the young people develop various social skills. This paper examines the literature and theories related to OST settings, social learning, youth development, and how youth learn within a community. The youths referred here are those from Generation Z who were born between 1995 and 2010 or the late Millennials. Not all the youths’ time in school are in the formal learning settings. Part of it is in the OST settings such as extracurricular activities of their school activities or in recreational pursuits for those not in the school system such as those in sports, recreational, or youth-serving organizations. Studies have found that OST programmes contribute to academic outcomes, social/emotional outcomes, prevention outcomes, and health and wellness outcomes, as well as developmental benefits where one of one of its programme elements is active forms of learning to enable youths to learn skills. Theoretically, OST relates to Vygotsky’s (1978) sociocultural activity theory (AT). Since youth is a transition from childhood to adulthood, likewise, so is their learning, that is, low pedagogy/high andragogy. Together with a study on Gen Z learning and that of Bandura’s social cognitive/social learning theories, a new model of youth learning was conceptualized for community of practice. This model is G.E.A.R.S – Guided, Experiential, Activity-oriented, Reflection, and Self-understanding. This model is a form of nonformal learning that is practical, holistic, and real world that complements formal classroom learning.
Beard, C., & Wilson, J. P. (2018). Experiential Learning. A practical guide for training, coaching and education. Fourth edition. London, UK: Kogan Page Ltd.
Boud, D., Keogh, R., & Walker, D. (1985). (Eds.). Reflection: Turning Experience into Learning. London, U.K.: Kogan Page.
Center for Disease Control and Prevention (2021). Out of School Time. Retrieved: https://www.cdc.gov/healthyschools/ost.htm
Cilliers, E. J. (2017). The Challenge of Teaching Generation A. In PEOPLE: International Journal of Social Sciences. 3(1), pp. 188-198. DOI: 10.20319/pijss.2017.31.188198. https://www.researchgate/net/publication/312659039_The_challenge_of_teaching_ge neration_Z/link/5909aeb94585152d2e954aa2/download. Accessed 18 September 2021.
Kasasa. (2021). Boomers, Gen X, Gen Y, Gen Z, and Gen A Explained. The KASASA Exchange blog. https://www.kasasa.com/exchange/articles/generations/gen-x-gen-y-gen-z Accessed 19 September 2021.
Kementerian Belia dan Sukan Malaysia. (2015). Dasar Belia Malaysia. Putrajaya, Malaysia: Kementerian Belia dan Sukan Malaysia.
Lave, J., and Wenger, E. (1991) Situated Learning: legitimate peripheral participation. Cambridge: Cambridge University Press.
Leahy, R. (2009). Authentic Educating. Lanham, Maryland, USA: University Press of America.
Lee, K. M. (2012). Influence of Mentoring on Learning Outcomes of Pioneering School-based ‘International Award for Young People’ Programme in Malaysia. An unpublished PhD thesis. Universiti Putra Malaysia.
Lee, K. M., Suandi, T., & Krauss, S. E. (2018). Mentoring for Youth Development. Serdang, Selangor: Universiti Putra Malaysia Press.
McLeod, S. (2020). Vygotsky's Sociocultural Theory of Cognitive Development. Retrieved: https://www.simplypsychology.org/vygotsky.html 27 March 2022.
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in Adulthood. A Comprehensive Guide. Third Edition. John Wiley & Sons.
Nicholas, A. J. (2020). Preferred Learning Methods of Generation Z. Digital Commons @ Salve Regina. Salve Regina University.
https://digitalcommons.salve.edu/cgi/viewcontent.cgi?article=1075&context=fac_staff_pub. Accessed 18 September 2021.
Panopto. (2020). They’re Coming: Rethinking Training And Development for Generation Z. https://www.panopto.com/blog/rethinking-training-and-development-for-generation- z/ Accessed 18 September 2021.
Perkins, D. F., Borden, L. M., Keith, J. G., Hoppe-Rooney, T. L., and Villarruel, F. A. Community Youth Development. Partnership Creating a Positive World. In Villarruel, F.A., Perkins, D.F., Borden, L.M., & Keith, J.G. (Eds.) (2003). Community Youth Development: Programs, Policies, and Practices. Sage Publications. In Villarruel, F.A., Perkins, D.F., Borden, L.M., & Keith, J.G. (Eds.) (2003). Community Youth Development: Programs, Policies, and Practices. Sage Publications.
Popova, S. (2017). Teaching Generation Z: Methodological problems and their possible solutions. In Training and Culture. December 2017. 1. 25-38. DOI: 10.29366/2017tlc.1.4.2 Accessed 18 September 2021.
Priest, S., & Gass, M. A. (1997). Effective Leadership in Adventure Programming. Human Kinetics.
Priest, G., & Gass, M. (2018). Effective Leadership in Adventure Programming. Third Edition. Human Kinetics.
Schultz, K., & Hull, G. (2002). Locating Literacy Theory in Out-of School Contexts. Retrieved from https://repository.upenn.edu/cgi/viewcontent.cgi?article=1174&context=gse_ pubs
Silberman, M., & Auerbach, C. (2006). Active Training. A Handbook of Techniques, Designs, Case Examples, and Tips. San Francisco, CA: John Wiley & Sons.
Silberman, M. (2007). (Ed.). The Handbook of Experiential Learning. San Francisco, CA: John Wiley & Sons.
The Duke of Edinburgh’s Award International Association. (2004). The International Award for Young People Handbook. London, UK: The International Secretariat Award House.
The Hanover Research Council. (2009). Best Practices for Out-of-School (OST) Programs. Retrieved: https://www.apsva.us/wp-content/uploads/2018/10/Best-Practices-for-
The Wallace Foundation. (2021). Out-of-School Time Programs: Paving the Way for Children to Find Passion, Purpose & Voice – National surveys of K-8 parents, teachers, and program enablers. Retrieved: https://www.wallacefoundation.org/knowledge- center/pages/out-of-school-time-programs-this-summer.aspx 26 March 2022.
Tight, M. (2003) Researching Higher Education. Maidenhead: Open University Press.
Trowler, P., and Knight, P. (2000) 'Coming to know in higher education: theorising faculty entry to new work contexts', Higher Education Research and Development, Vol. 19, No. 1, pp. 27-42.
Wiltshire County Council. (2008). Learning for Life. A Youth Work Curriculum Framework.
Witt, P. A., & Caldwell, L. L. (2010). Executive Summary. The Rationale for Recreation Services
for Youth: An Evidence Based Approach. National Park and Recreation Association.
Witt, P. A., & Caldwell, L. L. (2018). Youth Development. Principles and Practices in Out-of- School Time Settings. 2nd Edition. Urbana, IL, USA: Sagamore-Venture Publishing.
In-Text Citation: (Meng & Ismail, 2022)
To Cite this Article: Meng, L. K., & Ismail, I. A. (2022). Exploring the G.E.A.R.S. of Learning for Youth through Community Development. International Journal of Academic Research in Business and Social Sciences, 12(13), 194– 202.
Copyright: © 2024 The Author(s)
Published by Knowledge Words Publications (www.kwpublications.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode
