TOY - Trainers Online for Youth
This is a reference for Gvantsa Mezvrishvili
The training program focused to empower and equip individuals involved in youth-related fields with new skills, knowledge, and tools to enhance their work in their respective countries. It provided a platform for sharing best practices, learning from each other’s cultural contexts, and fostering a network of professionals committed to youth development.
The aim of the training program was to improve the quality of how youth educators and youth workers work: using tool for personal development, embodiment and using the benefits of coaching to reflect, absorb and purify the information.
The objectives that will help to reach the aim are:
• to give youth workers the tools of self-development through body movement and embodiment;
• to learn how to use coaching methods for the reflection;
• to stimulate self-development process of youth workers;
• to develop professional skills of youth workers and increase their efficiency;
• to share the best practice in experimental learning;
• to share the tools of body movement, art and theater therefore youth workers could use it in the future;
• to improve the quality of local and international youth work;
• to develop 9 key competences of international youth work;
• to stimulate the idea of social inclusion;
• to create new local and international projects and partnerships;
• to build meaningful relations and future cooperation on the basis of this training program;
The target group for the international training program comprised youth workers, youth educators, trainers, and facilitators from various countries including Lithuania, Latvia, Italy, Germany, Poland, Ukraine, Armenia, and Georgia. The focus was on empowering and equipping individuals in the youth-related field with new skills, knowledge, and tools to enhance their work in their respective countries.
The training program encompassed diverse and engaging non-formal learning methods to equip youth workers with innovative skills, knowledge, and competencies. The approach focused on practical experiences rather than formal teaching. Methods included:
- Experiential Learning: Participants engaged in activities like field visits, role-plays, and simulations that allowed them to learn through experiences, helping them grasp concepts practically.
- Embodiment, Body Movement, Art, and Theater: Workshops and activities involved movement, artistic expression, and theatrical exercises aimed at personal development, expressing oneself, and using these innovative approaches to connect with the target group effectively.
- Coaching and Reflection: Utilizing coaching methods for self-reflection allowed participants to enhance their skills by reflecting on their experiences and interactions, fostering personal and professional growth.
- Interactive Discussions and Presentations: Conversations, expert speaker sessions, and presentations created interactive platforms where participants exchanged experiences, best practices, and new ideas.
- Energizers and Team Building: Various team-building exercises, icebreakers, and energizers were employed to foster a strong team atmosphere and engagement among participants.
- Practical Application: The training included a part focusing on applying the gained knowledge and skills, offering participants the chance to put theoretical learning into practice through activities and real-world scenarios, like workshops delivered in local youngsters.
- Accommodating Learning Styles: Understanding and catering to various learning styles—visual, auditory, and kinesthetic—were considered in the training to ensure a holistic learning experience for all participants.
Open Space Approach: The training allowed for flexibility and adaptability, potentially incorporating an open space approach to share and explore learning styles and methodologies with interested participants.
T
hese varied methods were integrated to ensure a comprehensive learning experience that engaged participants intellectually, emotionally, socially, spiritually, and physically while addressing the multifaceted needs of youth workers.
The training activity achieved multifaceted outcomes, evident through various changes and developments observed in the participants and the program's alignment with its objectives:
- Personal Development: Participants enhanced their abilities in empathetic presence, truthful responses, and translating nonverbal movements into actionable insights for recovery.
- Competence Building: Emphasizing key competences in international youth work, participants developed skills in facilitating learning, program design, resource management, team collaboration, meaningful communication, intercultural sensitivity, networking, advocacy, evaluation, and civic engagement.
- Attitude and Skill Enhancement: Improved attitudes towards tolerance, openness, empathy, critical thinking, and acceptance of diversity were evident. Participants also honed skills in communication, youth work, social interaction, facilitation, self-expression, and international teamwork.
- Knowledge Acquisition: Participants gained knowledge about experimental learning tools using embodiment, coaching, mindfulness, body movement, art, and theater for coaching and self-development, understanding non-formal and informal education methods.
- Future Project Initiatives: The training prepared participants to conceptualize and plan projects empowering youth work. Trainers and organizers supported this aspect, intending to foster future cooperation and project realization among the participants.
The success of the training is visible through these tangible developments in the participants' skills, competencies, attitudes, and knowledge, aligning closely with the training's objectives and the outlined outcomes.
for publications and information of the training program see the links: https://innovativegeneration.eu/open-calls/
https://www.facebook.com/cyp.org.ge
I was a full-time trainer in the team for this international training program. My role encompassed designing and conducting sessions focusing on personal development, embodiment and experimental learning using body movement. I facilitated workshops and activities that aimed at enhancing the skills and competencies of youth workers and educators. Throughout the program, I emphasized fostering an empathetic and open-minded attitude among participants while delivering knowledge on non-formal education methods and insights about 9 key competences for international youth work. Additionally, I guided discussions, exercises, and reflective practices to encourage skill development in communication, facilitation, and international teamwork. My responsibilities included creating a dynamic learning environment and providing guidance for participants to translate their learning into practical applications for their work in the youth-related field.