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* the process of self-assessment
* the diversity of complimentary tools for self-assessment

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a common tool/framework for the youth programmes
the key competencies

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youth workers, peer to peer, supporting tools

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need to be better recognise and visible under and outside the youth field

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be aware of the comptences before the project not only during or after

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* Lack of cross sectorial approach between non-formal and formal education and the employers
* Lack of awareness raising (information and training) about the tools and processes
*Lack of transferability between the tool and the processes

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Na staff trainings / YW trainings to help the YPFO to use the self-assessment part

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dedicated "competences" per profil of pax

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open the tool to every YP in the framework of the youth field (linked to an experience)

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Youthpass (including the Strategy)

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Various relevance competence frameworks facilitating transferability with formal  systems (youth work and training processes)

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* Awareness raising about volunteering experience during the secondary education
* Equip young people with tools to monitor their non-formal learning process

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Lots of recognition tools existing and developed; they work well and fulfil the needs of the organisations (e.g. KA2 projects)

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Links with formal systems not existing (sometimes there, but mostly not)

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When tools are created, we are not building on it afterwards

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Scattered information about instruments and opportunities, (links missing with existing instruments)

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Common sphere: it’s not only about transferability of competences, it’s about creating a sphere between NFE and FE (in sphere of education of youth workers as well)

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Label for Good Quality Recognition Tools; it will have all quality existing tools and allows to create tools under quality criteria

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Research about learning: strengthen research by RAY, explore better and give evidence on what is happening (e.g. look at reflective learning practices and how it happens)

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Creating potential models of educational pathways where you can modularize and develop your pathway as a youth worker through different kind of steps (NFE or FE) (including young people)

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The validation process (3 level)

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* Formal education actors inform young people about non-formal education opportunities before the age of 16

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create a first step of diagnostic in the YP