Report - Salto
Report - Salto
Report - Salto
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60<br />
Bridges for Recognition | Different Stakeholders - Different Needs<br />
Youth work<br />
• The group of youth workers agreed that the issue of recognition is a very complex issue!<br />
• They agreed that recognition by society is the key and that validation/accreditation/assessment<br />
are just means to an end.<br />
• The group identified the need to understand and appreciate that answers to the question;<br />
“What is youth work?” will be different in each country and that there are also different levels<br />
and issues of recognition in different countries.<br />
• The group also agreed that it is better to think of recognition as cooperation or partnership<br />
rather than hierarchy or a “top down” or “bottom up” process.<br />
• The group discussed issues around financial recognition. Should youth workers be paid?<br />
There is a problem of youth workers giving up youth work after a few years. Much of the work<br />
depends on project based finance – which leads to lower quality. As a result the group called<br />
for a strategy (or strategies) for financing youth work for e.g. five year periods<br />
Formal Education<br />
This group talked about the different perspectives on recognition which reflect different<br />
experiences of…<br />
• The value of informal learning<br />
• Recognition of experience in qualifications<br />
• Availability of pathways<br />
• Bridges between formal and informal<br />
• Like many others, they identified the need for a common language between the different<br />
stakeholders.<br />
• In relation to instruments, the group said that the following are needed:<br />
• Availability of standards<br />
• In service training/learning<br />
• Portfolios as useful mechanisms<br />
• Dynamic approaches to teaching<br />
• Definition of scope of occupation<br />
• The group wanted to raise awareness of and learn from the differences between University<br />
and VET sectors<br />
• They suggested that a credit system could assist in adding value and currency to recognition<br />
of non-formal learning and linking into formal education systems.<br />
• The group had also discussed the need for flexibility and for greater consideration of the<br />
motivation behind recognition systems.
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