We present methodologically eclectic meta-research, bringing together findings from several studies and seeking to present its implications in an unusual and arresting way. We examine a number of European sponsored initiatives that have sought to facilitate cultural change in the non-formal youth field by establishing a normative tradition for the training of youth leaders in the member states. Both main presenters have been party to these developments in a variety of roles including as the external evaluators on two major EC initiatives under the auspices of the Youth Partnership between the Council of Europe and the European Commission, TALE (Trainers for Active Learning in Europe) and ACT-HRE (Advanced Compass Training in Human Rights Education) respectively, both of which used a 'competency framework' for self-assessment as required by NFE orthodoxies.

But increasingly the competency frameworks (and there are several, since no agreed specification has emerged) have been charged with a plethora of other agendas, some quite instrumental and linked to European social policy goals or novel doctrines of accountability. They also live under the shadow of the European Commission (2004) Key Competences for Lifelong Learning, a 'reference document' which tends beyond its merits to get treated as a sacred text.  

The research question arises from the agnosticism that the principle presenters have felt toward these 'competency frameworks' as they have been used throughout the EC for PPD, 'rational' curriculum development, self-assessment and recognition purposes in dealing with training programmes for training NFE trainers and parallel initiatives. The source of this agnosticism is twofold: firstly these mechanisms have been driven by the European institutions to meet conflicting and incompatible goals and even a rudimentary deconstruction using critical discourse analysis exposes a quite profound fragmentation in the discourse and inconsistencies in its argumentation. Secondly, alongside these philosophical considerations is the confusion that has accompanied the attempts to institutionalise these mechanisms in training practice, which was alluded to in the evaluation reports Towards Blended Learning: an Interim Evaluation of TALE (Jenkins 2009) and ACT-HRE Evaluation (Karsten 2009). Reference will also be made to other evaluation studies including of TAPP (the Teacher Artist Partnership Project) and ATTE (Advanced Training for Trainers in Europe).

Two innovations underpin the Round Table which we hope will contribute to its attractiveness. Although the evaluation studies that contributed to our data base were conducted within broadly ethnographic (Guba and Lincoln 2001) and cultural anthropology traditions (Geertz 1993), and were informed by the ‘responsive evaluation’ tradition (Stake 2000) particularly in their formative roles, our current methodological stance decidedly breaks rank by adopting the so-called adversary model. Marvin Alkin and Christina Christie, placing it on the ‘judgemental’ branch of their Evaluation Theory Tree declare themselves ‘not aware of any current advocates’. The basic idea is quasi- judicial with two sides synthesising the data to best present their argument. We are the prosecution and we hope that our efforts will draw a robust defence.

The second innovation is to invite in the clowns. For an aesthetic and methodological justification, see below.

Alkin M. and Christie, C. (2004) An Evaluation Theory Tree. Colley H., Hodkinson P. & Malcolm J. (2002) Non-formal learning: mapping the conceptual terrain. A Consultation Report. Chisholm, L. et al (2006) Advanced Training for Trainers in Europe. Volume 2 - External evaluation. Darder, A., Boltodano, M. and Torres, R. (2000) The Critical Pedagogy Reader. European Commission (2004) Key Competences for Lifelong Learning. Fairclough, N. and Wodac, R (1997) Critical Discourse Analysis. Fennes, H. and Otten, H. (2008) Quality in non-formal education and training in the field of European youth work. Fredriksson, U. and Hoskins, B. (2007) The development of learning to learn in a European context. Geertz, C. (1993) Blurred Genres: the Reconstruction of Social Thought. Guba, E. G., & Lincoln, Y. S. (2005) Paradigmatic controversies, contradictions, and emerging influences. Hoskins, B. and Crick, R. (2008) Learning to learn and civic competences: different currencies or two sides of the same coin? Hoskins, B. (2004): The Youth Sector and Non-formal Education/Learning: working to make lifelong learning a reality and contributing to the Third Sector. Jenkins, D. (2009) Towards Blended Learning: An Interim Evaluation of TALE. Jenkins, D. (1993) An adversary's account of SAFARI's ethics of case study. Karsten, A. (2009) Advanced Compass Training in Human Rights Education: External Evaluation. Karsten, A. (2004) The impact of the pilot courses on European Citizenship. Ohana, Y. and Otten, H. (2009): The eight key competencies for lifelong learning: an appropriate framework within which to develop the competence of trainers in the field of European youth work or just plain politics? Pinar, W. (2000) (Ed) Curriculum Studies: The Reconceptualization. Stake, R. E. (2000) Case Studies. Willis, G. (Ed, 1997) Qualitative evaluation: concepts and cases in curriculum criticism.