According to earlier research, degree-level courses at the university level are available in less than half of the 43 countries (members of Council of Europe) and regions (Kiilakoski 2018). Four countries presented had university courses and also a vocational route for youth-work education. These countries included Estonia, Germany, Ireland and Scotland. In all the four countries and regions mentioned, there is more than one educational institution providing youth worker education.

The education of youth workers is backed by other policy structures supporting youth work. The presentations identified existing educational programmes and other national programmes supporting the learning paths or recognising prior learning of youth workers. This way learning paths of youth workers can be expressed in clear and transparent terms.

• In Estonia, the universities of Tallinn and Tartu provide youth worker education. Tallinn University has both an applied science degree and a master’s degree in youth work. The University of Tartu has an applied science degree, which has since 1999 provided a Leisure Time Manager-Teacher degree in the Tartu University Viljandi Cultural Academy. In the Tartu University Narva College there is at the moment an applied science degree in youth 7 work. Youth work curricula should be in accordance with the national occupational standard for youth workers. Most of the university programmes are in the process of developing their curriculum based on the national occupational standards. Youth work education seems to be developing, since the fifth university degree in youth work in Estonia, a bachelor’s degree at Tartu University, will open in 2019. Estonia has a dual sector model in higher education, meaning that there are both academic and applied degrees in youth work.
• In Germany there are three formal education paths for youth workers including university and university of applied sciences, vocational education and theological education institutions. At the university level, youth work is connected to social work and social pedagogy. There are viable working careers for youth workers in youth centres, in schools, in churches, international youth work programmes, street work and schools. German science council and private accreditation companies validate the standards. In vocational education there is a programme for educators and child care workers. The latter is certified by the state. There is a national core curriculum for vocational training for educators. There are viable working careers in the above-mentioned fields of youth work. In addition to this, there are opportunities to work in kindergarten and child care. There are theological institutions offering education in faith-based youth work. Christian youth workers, youth deacons and youth pastors are able to get education in the theological education institutes. The students learn the practice of Christian youth work and gain hands-on experience.
• In Ireland six different universities, one of which offers faith-based youth work education, provide degree courses in youth work. According to a Mapping the Work Force study (2013) presented during the expert meeting, one third of the youth workers had a degree above level 5 (out of 10 levels) in youth work and 28 per cent had other qualifications in youth work. The study also revealed that two thirds of youth workers work as full-time paid youth workers. The North/South Education and Training Standards Committee for Youth Work (NSETS) works to ensure quality standards and fitness-for-purpose for youth work, support best practices and facilitate professional mobility and peer learning. The unique feature of this committee is that it spans both Northern Ireland and Ireland, and tackles issues of mutual concern (NSETS Professional Endorsement, 7).The universities 8 mentioned above are endorsed by NSETS. The objectives of youth work and youth work education are clearly spelled out by NSETS.
• In Scotland there are different programmes up to PhD degree in youth work and community learning and development and community education. The Scottish matrix of youth work education starts from initial courses. There are several programmes above level 5. There are, for example, a modern apprenticeship in youth work at level 6, a BA degree in Community Learning and Development/Community Education, a Postgraduate Diploma in Community Learning and Development/Community Education (level 9), a Master’s degree in the same subject (level 10) and PhD studentships. The Community Learning and Development Council validates courses.

As is clear from the above, in all these countries youth workers are able to choose between different alternatives in youth work education. The content of learning and the curriculum is based on national standards. To use a theory of practice architectures, the formal education structures in these countries clearly “hang together” with policy structures and allocation of resources. There are different programmes for teaching youth work. These curricula have relation to other discursive sources, such as the occupational standards of youth workers in Estonia or competences for Community Learning and Development in Scotland. All the countries and regions have established a discourse on how to talk about youth work and official documents with which to talk and think about youth work. These include different curricula, national strategies, programmes, research papers and competency description. This way there is an articulated basis on what youth work is about, what are the competences needed to do youth work and what youth work contributes to society. These are shared and officially recognised forming the basis for youth worker education. The state subsidises youth worker education. Education is available at different levels of the educational system. There are resources and facilities to learn how to do youth work. There are also identifiable and sustainable career paths available for those who decide to study youth work.

Four of the countries and regions are in the process of developing their youth work education. Some recent developments show that it is possible to promote youth work through the involvement of different stakeholders.