ABSTRACT
This chapter begins by critically exploring the process of evaluation and the concept of quality in youth work. It will be argued that the dominant discourse fails to address the developmental needs of practitioners or improve practice. Ultimately this fails to improve services, or outcomes for young people. The changing nature of professionalism is considered in the context of the accountability agenda, in particular its effects on professional judgement and professional learning. The chapter then turns to look at what practitioners might do in order to re-engage with the evaluation agenda, exploring the possibilities of an alternative discourse, one that is underpinned by the values of democracy, inclusion and learning. This alternative discourse is much more attuned with youth work principles and practices and therefore one that practitioners are more likely to engage with.
