TOY - Trainers Online for Youth
This is a reference for Gvantsa Mezvrishvili
Aim and Objectives
The aim is to empower youth workers to assess and enhance their competence based on the ETS Competence Model for Youth Workers to Work Internationally.
The objectives:
* Explore and Deepen Understanding of ETS Competence Model for Youth Workers to Work Internationally.
* Provide opportunities for participants to assess their skills and identify areas for growth
* Deepen the knowledge in chosen competence areas and equip yourself with practical tools and techniques to use in international youth work
* Enable participants to apply ETS Competence Model for Youth Workers to Work Internationally in planning and leading youth activities
The target group for the ETSpert project consisted of youth workers, trainers, and facilitators from diverse backgrounds, all of whom were actively engaged in non-formal education and youth work. The participants were selected based on their experience and commitment to enhancing their skills in experiential learning and personal development.
Countries/Nationalities Involved:
Lithuania, Latvia, Georgia, Italy, Spain, Romania, Poland, Bosnia and Herzegovina, Bulgaria, Kosovo, Serbia, Armenia, Azerbaijan, Moldova, Turkey
The project was truly international, bringing together participants from 15 different countries, which facilitated a rich exchange of experiences and perspectives. This diverse group ensured that the training had a wide-reaching impact across various regions in Europe and neighboring countries, making it an appropriate activity to be listed as a reference on the Trainers Online Youth (TOY) platform.
The Training Course was built on the foundation of non formal educational principles. The program was experiential and based on a holistic approach, putting emphasis on self-directed learning and practice in the field
1. Enhanced Trainer Competencies
Participants significantly improved their skills in youth work, personal and profesional development, experiential learning, and non-formal education, guided by experienced trainers. Developed their competence based on ETS competence module and learned YOCOMO self assessment tools. This enhancement enabled them to design and deliver more impactful youth work programs.
2. Development of Practical Tools and Resources
Participants left the training with practical tools, techniques, and methodologies that they directly applied in their work. These resources were shared with the broader community of youth workers, multiplying the impact of the training.
3. Enhanced Participant Engagement and Learning
The immersive and interactive nature of the training, including outdoor education and mindfulness practices, led to a deeper understanding and personal growth for participants. This engagement translated into more effective youth work in their respective contexts.
4. Promotion of Non-Formal Education (NFE)
The project contributed to the recognition and promotion of NFE methodologies within the partner countries, demonstrating the value of non-traditional learning environments in personal and professional development.
5. Creation of Long-Lasting Impact on Local Communities
The skills and knowledge gained by participants were transferred to their local communities, leading to the development of more dynamic and responsive youth work programs that addressed local needs.
6. Strengthened International Collaboration
The project successfully fostered stronger networks and collaborations among trainers, facilitators, and youth workers across partner countries. These networks became valuable resources for future international youth work initiatives.
In the ETSpert project, I served as a full-time trainer, playing a pivotal role in the design, delivery, and facilitation of the training course. I was responsible for:
Program Development and Implementation:
I co-designed the training program, ensuring it aligned with the project's objectives and the participants' learning needs. This involved creating session plans, selecting appropriate non-formal education methodologies, and integrating experiential learning activities.
Facilitation and Training Delivery:
I led several key sessions throughout the training, utilizing your expertise in personal development, experiential learning, and youth work. My facilitation style encouraged active participation, reflection, and collaboration among participants.
Participant Support and Engagement:
I provided continuous support to participants, helping them navigate challenges and maximize their learning experience. I also facilitated group dynamics and ensured a positive and inclusive learning environment.
Evaluation and Feedback:
I played a crucial role in the evaluation process, collecting feedback from participants, and assessing the effectiveness of the training sessions. My insights contributed to refining future iterations of the program.