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F rom non-formal to transformative learning in the EU youth programmes: unleashing the potential of entrepreneurial learning in youth work
Juan Ratto-Nielsen
Introduction: experience and reflection This article draws on personal experience and a review of learning approaches to enquire into the transformative potential of entrepreneurial learning (EL) within youth work. Critical experiences or incidents that challenge our perception of reality and lead to a shift in our system of beliefs are crucial to understand the developmental process behind EL. Taking a personal example, some years ago during a training course on youth initiatives within the Youth in Action programme, we invited a group of young people to present their project experience. They delivered a flawless presentation of the project life cycle and in the end introduced the final outcome of the project: a book. Afterwards, we had a short debriefing session with questions and answers. The $64 000 question to the presenters came from me: ‘What have you learnt?’ Their learning outcomes and process were not addressed during the presentation and remained unclear. According to the Youth in Action programme, participation in a youth initiative is an important non-formal learning (NFL) experience, and principles and practice are reflected throughout the project (1). We cannot deny that learning happened, although the entire project was result-oriented towards one main goal: the book. There was change; perhaps they acquired new skills (copy-editing, word processing, etc.), knowledge (grammar, translation, intercultural communication, etc.) and even new attitudes (intercultural awareness, flexibility, etc.), but transformation did not happen because there was no