ABSTRACT
Having discussed each of the three training projects, in this chapter we want to bring the above findings together in an overall evaluation of the main findings of this research. Broadly speaking this evaluation can be divided into six complementary sections: the concept of learning as identity work, the connection between youth lifestyles, performing and learning with regard to young people's motivation, the means of art and drama for facilitating learning processes, the potentials and contradictions of informal learning, the effects of different structural contexts on informal learning and finally the biographic outcomes for the young people involved. It is important to say in advance that intercultural comparison in a stricter sense only applies to the last two sections. As the projects under investigation are not mainstream in none of the countries they stand for themselves rather than for a regional or national model. Perhaps the differences are even bigger between the projects and their respective national education systems rather than between them. However, due to the different conditions under which these projects work and the biographic outcomes for the young people involved differ and their comparison allows for a deeper insight into the prerequisites of learning opportunities for young people in their transitions to adulthood.
