The book was published by SALTO-Youth Participation, a Resource Centre of the European Commission. It looks into the relationship between youth work (non-formal learning) and entrepreneurship. The book explores the theoretical developments in the field, the ethical dilemmas and tensions, and proposes practice-oriented information: illustrative examples, strategies for action and methods of non-formal education. Structured in 24 chapters, the book is an opportunity to open up debates and questions linking the professional communities working with young people or on their behalf.

In this unique global collection, Gary Craig and his contributors blend theory and practice-based case studies to review how different community development approaches can empower minority ethnic communities to confront racism and overcome social, economic and political disadvantage. The book explores key questions about the empowerment and capacity-building of minority ethnic groups. Using case studies from across the ‘developed’ world, and in differing social and economic contexts, contributors explore these issues in working with asylum-seeker communities, addressing tensions between minorities and building alliances, in work with Gypsy, Roma and Traveller communities, and using arts-based approaches. The book will stimulate wider debates about the role of community development in relation to ‘race’ and ethnicity at a time when ‘race’ is being ‘invisibilised’ in public policy, and will be an invaluable resource for policy-makers, politicians, academics, and students from many disciplines.

This assessment of SME policy frameworks in eastern partnership countries helps support SME policy development in the eastern partnership countries through identification of strong and weak points in SME policy elaboration and implementation.

In order to improve the quality and efficiency of youth employment, this book examines the cases of the Romanian labour market and of youth employment performance. Recent developments in the labour market participation of young people indicate an accentuation of labour market segmentation and a decrease in job security for young people, with the risk of exclusion and marginalization, fuelled by longer transition processes towards decent employment. This transition may seem clear when one looks at two aspects: education and employment. The challenge the transition towards employment presents is faced by all, regardless of one’s level of education, as employment security is uncertain. The situation young people find themselves in when they finish school and have no job opportunities is a rather delicate one as society offers no “safety nets”. This book, as well as others in the ADAPT Labour Studies Book-Series, explains the challenges young people deal with while playing a vital role within the community they live in. As Kafka has been quoted as saying, “Youth is happy because it has the ability to see beauty. Anyone who keeps the ability to see beauty never grows old”. Therefore, young people, and those young at heart, perform an integral role in society, and they must be well integrated to enable their successful engagement within their communities.

The SME Policy Index is a benchmarking tool designed for emerging economies to assess SME policy frameworks and monitor progress in policy implementation over time.

This report marks the third edition in this series, following assessments in 2012 and 2016. It provides a comprehensive overview of the state of play in the implementation of the ten SBA principles, and monitors progress made since 2016. It also identifies remaining challenges affecting SMEs in the Eastern Partnership (EaP) countries and provides recommendations to address them based on EU and international good practice examples.

This book deals with the relevance of recognition and validation of non-formal and informal learning education and training, the workplace and society. In an increasing number of countries, it is at the top of the policy and research agenda ranking among the possible ways to redress the glaring lack of relevant academic and vocational qualifications and to promote the development of competences and certification procedures which recognise different types of learning, including formal, non-formal and informal learning. The aim of the book is therefore to present and share experience, expertise and lessons in such a way that enables its effective and immediate use across the full spectrum of country contexts, whether in the developing or developed world. It examines the importance of meeting institutional and political requirements that give genuine value to the recognition of non-formal and informal learning; it shows why recognition is important and clarifies its usefulness and the role it serves in education, working life and voluntary work; it emphasises the importance of the coordination, interests, motivations, trust and acceptance by all stakeholders. The volume is also premised on an understanding of a learning society, in which all social and cultural groups, irrespective of gender, race, social class, ethnicity, mental health difficulties are entitled to quality learning throughout their lives. Overall the thrust is to see the importance of recognising non-formal and informal learning as part of the larger movement for re-directing education and training for change. This change is one that builds on an equitable society and economy and on sustainable development principles and values such as respect for others, respect for difference and diversity, exploration and dialogue.