TOY - Trainers Online for Youth
This is a reference for Filip Gábor
The training activity aimed to enhance the quality of international youth exchanges by developing a comprehensive set of competencies for group leaders to be effectively involved in the entire project cycle. The objectives were multifaceted, including fostering mutual understanding of the group leader's role, equipping participants with tools for various phases of a youth exchange project (preparation, follow-up, implementation, and evaluation), exchanging best practices for dealing with challenging situations, and empowering participants to take on the group leader role. Additionally, the training sought to stimulate the development of future cooperation projects and provide a compilation of session outlines for use in international work with current and potential group leaders. This was all in service of raising the capacity of organizations to work with youth exchanges, especially those involving minors, youth at risk, and more diverse groups.
The "Take the lead" training involved 32 participants from 10 countries, including Germany, Estonia, Czech Republic, Lithuania, Slovenia, Poland, Italy, Greece, Spain, and Portugal. The diverse international composition was integral as it brought varied perspectives and experiences to the sessions, fostering a rich learning environment. The training's international nature made it a suitable reference for TOY, as it aligned with the criteria of involving an international group.
The training team consisted of Filip Gabor (CZ), Pavel Vassiljev (EE), Jessica Reinsch (DE) and Olalla Gonzalez (ES). This team worked collaboratively to ensure the training's success and relevance to the participants' needs and organizational goals.
A variety of non-formal learning methodologies and experiential learning ideas were employed during the training. These methods were participatory and learner-centered, with limited frontal lectures and a focus on experiential group works, discussions, problem-solving exercises, and other activities. Specific methods included group building and cooperation methods (e.g., ice-breaking games, improvisational theatre), non-formal learning methods (e.g., simulation games, case studies, coaching), personal development methods (e.g., self-assessment exercises), and various group dynamics activities. These methods were carefully chosen to ensure a holistic learning experience combining knowledge acquisition, skill-building, and positive attitude development towards the group leader's work.
The training achieved several outcomes at the participant, organizational, and target group levels. Participants benefited from new skills, practical experience, and increased confidence in taking up group leader roles. They also established international networks for future cooperation. Organizations saw an increase in their capacity to be quality partners in youth exchange projects, a development in their structural capacity due to more trained group leaders, and an overall increase in the quality of their youth exchange projects. The training also had a broader impact on young people, both members of youth organizations and beneficiaries of partner organizations' activities, through the enhanced skills and competencies of the participants that were transferred to various activities and workshops they led. Personal evaluation forms and follow-up impact measurement forms were used to measure the success and impact of the training.
As a full time trainer, I was in charge of preparing, delivering, and analyzing the training course in cooperation with others. I brought my expertise in international volunteer training, game-based learning, and intercultural communication.