The Supporting Evidence-based Education of Youth Workers (SEEYW) project analysed education and training programmes for youth workers. We collected data on the programmes in October and November 2019. Based on the information collected on the programmes, we analysed 44 education and training programmes from 2017 to 2019.

The report's priority is based on the need for quality education and training for youth work. We set out to analyse the education and training needs of youth workers in Slovenia. The aim is to identify the education and training needs of youth workers in Slovenia, with a view to increasing the quality of youth work provision. The findings will present a profile of youth workers in Slovenia (who are youth workers, their educational pathways, motivation and job satisfaction, workplace conditions, support they need in terms of training and recognition...). In the first part, we looked at the existing opportunities for education and training of youth workers. This includes activities and training programmes in both countries that specifically target youth workers. They are mainly carried out by national umbrella and youth organisations. In addition, other programmes and activities have been identified that are being implemented by different actors in the formal and non-formal sector at all levels. This activity has provided valuable insight into how and where youth workers are currently being trained. In the second part, we looked at international research on the impact of education and training on youth workers and their organisations.

Training for community engagement mentors was developed within SEEYW project. One of the project activities was to develop a curriculum for Youth studies programme at the tertiary level and community engagement that will be integral part of educational program. Development of educational programme (advanced master study) was a parallel process with development of the community engagement concept and training for mentors.

The policy recommendations offer concrete suggestions to university management, local authorities (municipal and city administrations) and policy makers on how to develop a framework for the design and implementation of inclusive and participatory processes that support a meaningful role for different stakeholders in the processes leading to the change of use of buildings and spaces. This strengthens the role and influence of stakeholders in the processes leading to [...]