The countries and regions that have established strong structures of formal youth work education have also developed thought-out structures on how to recognise the learning of youth workers and youth leaders with no formal education in youth work. According to my interpretation, this highlights the fact that the practice architectures of youth work on which youth work education is developed and youth work is recognised are strong on non-formal learning as well.

• In Estonia the Estonian Youth Work Centre validates the learning of youth workers regardless of how it has originally taken place, either formally, non-formally or informally. One has to be able to prove that one has the competences described by the occupational standards and that one is at least 18 years old. 195 certificates have been given since the system has been put in place. Validation is based on national competences on youth work described in the Occupational Standards and it is voluntary. In most municipalities, validation is voluntary when getting a job as a youth worker. The Youth Workers’ Association provides coaching as a form of on-the-job support. There are 7 000 youth workers in Estonia, out of which 3 370 people have either professional or partial professional valid certificates.
• In Germany, the Jugendleiter/in Card (JuLeiCa) gives federal level recognition for youth leaders volunteering in youth work. It also sets standards for quality youth work and legitimises youth work and this way youth leaders can gain recognition of their competences obtained in youth work. The JuLeiCa card brings about other benefits, and this way the value of youth work is clearly visible to youth leaders as well.
• In Ireland with 1 400 paid youth workers and 40 000 volunteers, youth organisations (the main providers of youth work in the country) have had training programmes for some 11 time. The National Youth Council of Ireland has developed a common induction programme for volunteers (Devlin 2017).
• In Scotland a Community Learning and Development Standard Council has developed a set of competences for youth workers. Different educational levels are available and the courses given by the organisations themselves are also validated.

In the countries mentioned above, there are clearly defined procedures on how to gain recognition for learning in youth work. There are clear and accessible tools on validating the learning taking place in youth work. National strategies, established curricula for formal and nonformal learning and policy programmes are connected to youth worker education. There are organisations responsible for promoting youth work and validating learning experiences. These organisations have an understanding about youth work. This means that youth worker education can develop with added perspectives. There are different legislative documents and strategies which give framework for youth work, covering also education and employment of youth workers. Some of the existing courses were mentioned in the previous section, which some would classify as non-formal learning.

• Armenia: Meetings and events for youth workers are organised.
• Croatia: There are different non-formal programmes organised by youth organisations. There are training activities funded by the Erasmus + National Agency.
• Serbia: NAPOR, 1 a union of organisations delivering youth work, has developed three vocational standards of youth work: two separate non-formal learning programmes for youth leaders and youth workers and the formal programme for Specialist for Youth Work and Policy. Learning combines online learning tools and learning by doing in youth work practice. NAPOR also gives certificates for acquired competences. Certificates are recognised by member organisations, as well as by the Ministry of Youth and Sports.
• Ukraine: There is a competition on the best practices in youth work. Training materials are made available for youth workers.

Different programmes and training are organised in the four countries above. Governmental support seems to be emerging. In Armenia and in Ukraine there is funding for these programmes  and they are supported by government. In Serbia, NAPOR provides resources and support for the training of youth workers using elaborate tools. In some of the countries decision makers have been supporting youth work as a result of youth work advocacy. It is my understanding that the recognition of non-formal learning in youth work is likely to require further advocacy and development.