TOY - Trainers Online for Youth
This is a reference for Redoin Khlifate
The training aimed to strengthen the facilitation competences of young people and youth workers, equipping them with practical skills to design, organise and facilitate participatory learning activities in youth work and non-formal education settings.
The activity addressed the need to develop effective facilitation approaches that encourage active participation, cooperation, inclusive dialogue and collective learning. It also sought to strengthen participants' ability to work with groups, manage group dynamics and create supportive environments in which young people can express their ideas, share experiences and contribute to collective processes.
The main objectives were to:
• Develop participants' understanding of the role and principles of effective facilitation.
• Strengthen practical skills in planning and facilitating group activities and non-formal learning sessions.
• Develop communication, active listening, questioning and feedback skills.
• Explore methods for encouraging participation, cooperation and shared responsibility.
• Strengthen participants' ability to manage group dynamics and respond constructively to challenging situations.
• Promote inclusive facilitation practices that respect different perspectives, backgrounds and participation needs.
• Develop skills in designing participatory workshops and youth activities.
• Encourage participants to apply facilitation methods in youth initiatives, community projects and youth work organisations.
The training used experiential and participatory learning approaches to connect facilitation concepts with practical situations, enabling participants to practise techniques, reflect on their experiences and explore how to transfer their learning into their respective contexts.
The training took place in Kotor, Montenegro, from 4 to 10 April 2025, and brought together young people and youth workers from Serbia, Slovakia, Slovenia, Montenegro, Morocco, and Bosnia and Herzegovina.
The international group provided opportunities for intercultural exchange, peer learning and the sharing of experiences related to youth participation, group facilitation and non-formal education.
I, Redoin Khlifate from Morocco, served as the trainer responsible for delivering the training on facilitation skills.
The participation of young people and youth workers from six countries created an international learning environment in which participants could exchange perspectives, practise facilitation techniques and explore approaches to encouraging meaningful participation in youth activities.
The training used non-formal, participatory and experiential learning methods, placing participants actively at the centre of the learning process.
Methods included:
• Icebreakers and energisers: Building trust, encouraging interaction and creating a supportive learning environment.
• Interactive presentations: Introducing facilitation principles, group processes and participatory learning approaches.
• Experiential learning: Allowing participants to practise facilitation techniques through structured activities and reflection.
• Simulation exercises: Exploring real-life facilitation situations, group challenges and decision-making processes.
• Role-playing: Practising different facilitator roles and responding to challenging group dynamics.
• Small-group work: Encouraging collaboration, shared problem-solving and the development of practical activity plans.
• Group facilitation practice: Giving participants opportunities to plan and facilitate activities for their peers.
• Peer feedback: Supporting participants in reflecting on their facilitation performance and identifying areas for improvement.
• Reflection and self-assessment: Helping participants recognise their strengths and development needs.
• Intercultural learning: Encouraging the exchange of perspectives and experiences among participants from different countries.
These methods supported learning by doing, collaborative problem-solving, self-reflection and the practical development of facilitation competences.
The training aimed to strengthen participants' ability to facilitate groups, organise participatory activities and support meaningful engagement in youth work and non-formal education.
The intended learning outcomes included improved understanding of facilitation principles, greater confidence in leading group activities, enhanced communication and feedback skills, and increased awareness of inclusive approaches to group participation.
Through practical exercises, simulation activities, peer feedback and collaborative work, participants had opportunities to practise facilitation techniques, analyse group processes and explore ways to respond to different learning needs and group dynamics.
The international learning environment also supported the exchange of youth work experiences and the development of intercultural understanding among participants from the six participating countries.
Evidence of the activity and its outcomes may include the training programme, attendance records, participant evaluations, certificates, training materials and confirmation from the organising organisation. Relevant project webpages or publications can be added where available.
I worked as the trainer responsible for delivering the training programme on facilitation skills for young people and youth workers.
My responsibilities included:
• Preparing and delivering training sessions on facilitation principles and participatory learning.
• Designing and facilitating experiential activities, group exercises and simulation sessions.
• Supporting participants in developing communication, active listening and feedback skills.
• Guiding participants in understanding group dynamics and managing group processes.
• Facilitating practical exercises in which participants could practise planning and leading group activities.
• Providing constructive feedback and encouraging peer learning.
• Supporting inclusive participation, intercultural dialogue and collaborative learning.
• Facilitating reflection and self-assessment to help participants identify their strengths and areas for development.
• Encouraging participants to apply their learning in youth initiatives, community activities and organisational settings.
• Adapting facilitation approaches to the needs of the group and the objectives of the training.
This assignment contributed to my professional experience in international youth training, facilitation, non-formal education, intercultural learning and youth capacity building.