TOY - Trainers Online for Youth
This is a reference for Eleftherios BALTZIDIS
The training aimed to strengthen youth workers’ competences in supporting visually impaired and blind young people through non-formal education. It addressed needs related to soft skills development, inclusion, entrepreneurship, intercultural dialogue, and ICT use. The activity responded to gaps in accessible youth work methodologies and inclusive educational practices. It aligned with partner organisations’ goals of promoting equity, social integration, and labour market inclusion for young people with fewer opportunities, while strengthening transnational cooperation and professional capacity building.
The activity involved youth workers and educators from Poland (coordinator), Greece (4Youth), and Romania (Fundatia Light into Europe). Participants worked directly with visually impaired and blind youth in their local contexts. The training programmes and mobilities brought together professionals and young people from the three partner countries, fostering intercultural exchange and peer learning. The trainers’ team was international, combining expertise in special education, non-formal learning, inclusion, and youth work methodologies.
The training applied non-formal education methods adapted for accessibility and inclusion. Methods included experiential learning exercises, peer learning, simulation activities, role-play, small group work, reflection circles, and intercultural dialogue sessions. Participants engaged in collaborative problem-solving tasks and practical workshops focused on soft skills, entrepreneurship, and communication. Digital tools were used for transnational collaboration. Accessibility adaptations ensured meaningful participation of visually impaired youth and promoted learning-by-doing and reflective practice throughout the activity.
The training contributed to measurable improvements in participants’ competences: 80% reported increased soft skills, and 21 youth workers strengthened their capacity to work inclusively with people with disabilities. The project produced three workshop scripts, two training plans, three films/presentations, and a booklet on accessibility. Participants replicated workshops locally, demonstrating transfer of learning. International partnerships were strengthened, and dissemination occurred through public events, media coverage, and community engagement initiatives.
I worked as a full trainer representing the Greek partner organisation. My responsibilities included co-designing training sessions, facilitating workshops using non-formal methods, adapting activities to inclusive and accessible formats, mentoring participants during mobilities, and contributing to evaluation and reporting. I supported intercultural learning processes and ensured safeguarding and inclusive participation standards. I also contributed to dissemination outputs and follow-up replication activities in Greece, including the accessibility booklet and local awareness initiatives.