Report - Salto
Report - Salto
Report - Salto
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Bridges for Recognition | Conclusions and closing remarks<br />
77<br />
Jonathan Bowyer, the General Rapporteur aimed to bring<br />
together some of the key learning from the conference.<br />
His comments, notes from his PowerPoint slides and post<br />
conference reflections are combined here.<br />
remarks<br />
Where we have been<br />
120 people from many different countries, organisations<br />
and backgrounds have worked together for three days on<br />
the subject of recognition of non-formal education and<br />
youth work in Europe. We have heard about the political<br />
and policy context in which we are working and we<br />
have reviewed some significant milestones in the journey<br />
so far. We are not starting from nothing; we are working<br />
in a positive context. There is a lot of good will amongst<br />
practitioners and there is a lot of political will amongst<br />
policy makers.<br />
We have seen and discussed sixteen examples of good practice in relation to recognition and we<br />
have had two opportunities to discuss the future – once in stakeholder groups and once according<br />
to the hot topic that interested us most. We have discussed recognition for three groups of people<br />
– young people, youth workers and youth trainers at the European level. We have seen, if not<br />
experienced, that good practice exists at local, national and European levels.<br />
We have recognised that there is a lot of innovation throughout Europe in relation to this subject<br />
and we have not been afraid to ask some perhaps awkward questions about where it is going.<br />
Is non formal education under threat from recognition? Will the fun be taken out of it and will<br />
the voluntary nature of participation be eroded? We were challenged to make some concrete<br />
proposals about the way forward.<br />
We have studied the different needs of the various stakeholders in recognition – young people<br />
themselves, employers, institutions and youth workers.