TOY - Trainers Online for Youth
This is a reference for Armine Movsesyan
This training activity aimed to increase the capacity of MIJARC Europe youth workers to work with young people, to integrate them into their organisations and to create strategies for engaging young people in the community using a rights-based approach.
The following objectives guided this activity:
O1: develop MIJARC Europe’s youth workers’ understanding and knowledge of the social rights framework and the policy fields that are relevant to young people in their rural communities;
O2: strengthen participants’ competence to design, run and evaluate non-formal education and training activities at local and European level, using a rights-based approach;
O3: enable and support youth workers and their local organisations to design educational projects that address obstacles in the access of young people from rural areas to social rights.
The project was designed to align closely with MIJARC Europe's goals by focusing on developing advanced skills in youth workers. It aimed to deepen participants' understanding of social rights and enhance their abilities in project management and non-formal education. By equipping youth workers with these competencies, the training supported MIJARC Europe's mission to empower young leaders, foster effective community development, and drive advocacy for social rights. This approach ensured that the training directly contributed to the organization's objectives of strengthening youth engagement and leadership within its network.
The "Youth Leader Path" training activity involved a diverse group of 40 participants from Armenia, Georgia, Belgium, Bulgaria, France, Germany, Malta, Portugal, Romania and Spain. The target group included youth workers and leaders with experience in youth work, selected from member organizations of MIJARC Europe. This international composition ensured a rich exchange of practices and perspectives, enhancing the training's impact on community development and leadership across different cultural contexts.
In the "Youth Leader Path" project, we employed a range of non-formal learning methods to enhance participant engagement and skill acquisition. Interactive workshops allowed participants to delve into project design, non-formal education strategies, and action planning through practical exercises. Role-playing sessions provided opportunities to simulate real-life scenarios, helping participants refine their leadership and problem-solving abilities. Group discussions facilitated the exchange of experiences and insights on social rights and community issues, fostering a collaborative learning environment.
Additionally, field visits to local projects offered participants hands-on learning experiences and exposure to successful community initiatives. Project development sessions were integral, where participants crafted and refined their project proposals with feedback from both peers and experts. These methods collectively ensured an immersive and practical approach to developing competencies in leadership, project management, and community impact.
The "Youth Leader Path" training successfully empowered participants to advance their roles as youth leaders within their organizations and communities. Key achievements included the development of concrete project proposals aimed at addressing local community challenges and enhancing access to social rights. The training facilitated increased understanding of social rights frameworks and improved skills in designing and implementing non-formal education activities. Participants also gained practical experience through field visits and feedback sessions, which enhanced their ability to drive community impact.
The success of the training is evidenced by the high-quality project proposals developed by participants, their ability to articulate and implement actionable plans, and positive feedback received from both participants and stakeholders.
http://www.mijarc.eu/news
As a full-time trainer for the "Youth Leader Path" seminar, I was responsible for designing and delivering key sessions on team building, participation, social rights, and non-formal education methodologies. I facilitated workshops on project proposal development and led interactive activities to enhance participants' skills. My role also involved guiding participants through the process of creating actionable community projects and providing ongoing support and feedback throughout the training. Additionally, I collaborated with other trainers to ensure the overall coherence and effectiveness of the training program.