Report - Salto

64
Bridges for Recognition | Different Stakeholders - Different Needs
Youth (Work) Trainers
The group, which contained both trainers and non trainers first considered the question:
“Why do I consider myself to be a trainer?”
• Trainers considered themselves to have become trainers because:
• of their own personal charm
• of a fascination with groups of people
• he likes the independency of freelancing
• it’s the best way of learning
• she was never told that she is not
• he was a “victim” of the formal educational system
• she wants to learn from herself
• “any idiot can call himself trainer, and I do”
• of the challenges offered by such work
• he has to be a trainer
• she wants to be a trainer
• he is a learner
• although she’s a formal teacher in the university, she has a powerful sense of analysis
• The group also came up with a list of other questions to be asked:
• How do we see ourselves as trainers?
• What aspects of ourselves do we want to be recognised?
• By whom we want to be recognised?
• In an ideal world what should recognition look like?
• Do we need to focus more on the work of the trainer generally rather than specifically the
trainer in the youth field?
• Whom do we want to address?
• Are the profile and competencies of a trainer needed?
• Is the non-formal environment providing the premises and space for improving ourselves?
• Is there actually a real demand for us, as trainers in the youth field?
• Do we really care if we are recognised or not?
• How many of us would refuse a training contract from other sectors?
• Who is stating a status (or quality) of a trainer (who is a good one and who is a bad one)?
• Which are the instruments that we have?
• Who would recognise me as a trainer?