Report - Salto

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Bridges for Recognition | Terms and Concepts - What do we mean when we say… 47 People involved Learning providers are organisations or a set of institutionalised arrangements that deliver learning, that is, that manage and monitor the provision of courses of some kind, whether formal or non-formal. Learning providers may also design and/or execute the courses they offer, and they may operate in either the public or the private sector. They may or may not be subject to some form of state or professional regulation to assure quality and standards. Learning facilitator is a new term that aims to establish an inclusive word for all those who shape, guide and accompany the learning process, regardless of the sector in which they work and the kind of learning involved. Trainer is the word traditionally used to refer to those who shape, guide and accompany learning processes in the initial and continuing vocational education and training sectors. They most typically work in vocational schools and colleges, both public and private, in companyrun training units or at the workplace itself. They may also staff vocational tracks or subjects in general education institutions, and they could work in ‘second chance’-type projects that aim to integrate disadvantaged or unemployed young people or (older) adults into the labour market. Teacher is the word traditionally used to refer to those who shape, guide and accompany learning processes in schools, colleges and – to some extent – higher education. They may teach vocational subjects, but it is not common to use the word ‘teacher’ for those who work in company-based contexts. Tutor is a term that is sometimes used as a synonym for teacher, but generally it connotes someone whose pastoral role (looking after someone’s overall personal well-being) is at least as important as a purely teaching/training role. Mentoring is a structured process for providing personal guidance and support to someone who is younger, less experienced or new to the game – whatever the context may be, but most commonly in education, training and employment contexts. Mentors act as critical but nonjudgemental friends, provide a role model and a source of useful information and advice, and can take on a coaching task (helping to improve performance). They may be freely chosen, but may also be allocated using a set of matching criteria. Formal mentoring programmes are likely to specify a given time-period for the mentoring relationship.
48 Bridges for Recognition | Terms and Concepts - What do we mean when we say… Youth trainers are people who train others to work with young people, using non-formal methods, focusing on personal and social development and with an emphasis on fostering intercultural competence. Youth workers are people who work with young people in a wide variety of non-formal and informal contexts, typically focusing on personal and social development through one-to-one relationships and in group-based activities. Being learning facilitators may be their main task, but it is at least as likely that youth workers take a social pedagogic or directly social work based approach. In many cases, these roles and functions are combined with each other.
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Page 3 and 4: 2 Bridges for in a Nutshell -
Page 5 and 6: 4 Bridges for Recognition | Bridges
Page 7 and 8: 6 Bridges for Recognition | Bridges
Page 9 and 10: 8 What is Bridges for Recognition?
Page 11 and 12: 10 Bridges for Recognition | What i
Page 13 and 14: 12 Bridges for Recognition | What i
Page 15 and 16: 14 Day-by- Programme
Page 17 and 18: 16 Bridges for Recognition | Day-by
Page 19 and 20: 18 Bridges for Recognition | Day-by
Page 21 and 22: 20 Sketching the Official Opening
Page 23 and 24: 22 Bridges for Recognition | Sketch
Page 29 and 30: 28 Milestones in European Recogniti
Page 31 and 32: 30 Bridges for Recognition | Milest
Page 39 and 40: 38 Terms and What do we mean when
Page 41 and 42: 40 Bridges for Recognition | Terms
Page 47: 46 Bridges for Recognition | Terms
Page 51 and 52: 50 Good Practice Overview & highlig
Page 53 and 54: 52 Bridges for Recognition | Good P
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Page 57 and 58: 56 Different Different Needs
Page 59 and 60: 58 Bridges for Recognition | Differ
Page 67 and 68: 66 Hot Issues discussion
Page 69 and 70: 68 Bridges for Recognition | Hot Is
Page 77 and 78: 76 Conclusions and closing
Page 79 and 80: 78 Bridges for Recognition | Conclu
Page 81 and 82: 80 Bridges for Recognition | Conclu
Page 83 and 84: 82 Facts & Evaluation Results
Page 85 and 86: 84 Bridges for Recognition | Facts
Page 87 and 88: 86 Bridges for Recognition | Facts
Page 89 and 90: 88 Editorial Info Published in June

Report - Salto

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