TOY - Trainers Online for Youth
This is a reference for Gvantsa Mezvrishvili
The training course aimed to make youth and community workers familiar with the concept of reconciliation and dealing with the past in order to enhance community-building processes and peace-building initiatives.
The objectives were as follows:
The main objective was to increase the competencies of 25 participants from 5 countries in a 7-day long Training Course in Georgia.
The secondary objectives were:
Introduced several approaches to peace-building and placed reconciliation in this theoretical framework to 25 participants from 5 countries.
Developed an understanding of the power of reconciliation work in post-violent conflict areas and community conflicts to 25 participants from 5 countries.
Reviewed practices and approaches to reconciliation and dealing with the past for 25 participants from 5 countries.
Created community and cross-national project proposals (from 3 to 4) for future Erasmus+ and European Solidarity Corps – volunteer and solidarity projects aimed at community cohesion and reconciling conflicting groups, by 25 participants from 5 countries.
The group and team composition for this training course were both international and diverse. The partners had made an internal call for participants and received more CVs than available places in the training course, indicating a high demand for youth workers to improve their competencies in youth-based conflict transformation work. The aim of the course was to elaborate on strategies for "dealing with the past" that were inclusive and fostered a youth-led approach to a critical confrontation with the country's past.
The participants from the program countries were composed of mixed groups, refugees, and individuals with migration backgrounds. Additionally, some participants had an IDP background and came from conflict regions or conflict-bordered areas. The partner organizations were responsible for selecting the participants based on the commonly agreed selection criteria. These criteria included at least basic knowledge of approaches to conflict transformation and youth participation, experience in youth work, readiness to participate in a mutual learning process, a good level of English, and willingness to fully participate in the course.
During training program we hosted 25 participants coming from 5 different countries: Slovakia, Poland, Armenia, Georgia and Ukraine
The training methods used in this project to foster the learning process and achieve the outcomes mentioned include:
Organized Input Sessions: Structured sessions were conducted to provide participants with knowledge and inputs on topics such as mindfulness methodology, coaching, holistic health, stress, trauma, conflict contexts, historical reconciliation processes, principles of reconciliation work, and the role of young people in nonviolent conflict transformation.
Group Work: Participants engaged in group activities that allowed them to apply mindfulness and embodiment tools in working with young people. They utilized these tools to facilitate self-reflection and address broader social issues.
Interactive Workshops: Interactive workshops were conducted to develop skills in effective communication, including active listening and non-violent communication. Participants learned concrete methods for preventing conflicts and enhancing social dialogue.
Embodiment and Somatic Practices: Participants gained expertise in embodiment and somatic practices, which they could apply in groups of youth for non-verbal self-reflection, encouragement, and community-building.
Working in Mixed and Intercultural Groups: Participants had opportunities to work collaboratively in mixed and intercultural groups. This fostered their skills in intercultural communication, cooperation, and understanding.
Facilitating Group Processes: Participants learned techniques and strategies for facilitating group processes effectively. They acquired skills in managing group dynamics, fostering participation, and creating a supportive learning environment.
Language Skills Development: The training included activities and exercises aimed at improving participants' language skills, particularly in English, which is essential for effective communication and international cooperation.
Public Speaking: Participants had opportunities to enhance their public speaking skills through various activities, such as presentations, role-plays, and group discussions.
Leadership through Emotional Intelligence: The training emphasized the development of leadership skills through emotional intelligence. Participants learned to lead with empathy, coherence, and encouragement, becoming effective leaders within their communities and organizations.
Use of Non-Formal Education Tools: The training encouraged participants to explore and utilize non-formal education tools, particularly those related to mindfulness, emotional intelligence, and systems theory. This increased their self-confidence in applying these methods in their work with young people.
Method Sharing and Reflection Groups: Participants engaged in sharing methods, experiences, and reflections with their peers. This facilitated a deeper understanding of non-formal education tools and allowed for mutual learning and support.
Theatre Exercises and Creative Workshops: Theatre exercises were used to present outcomes of conceptual discussions, while creative workshops provided a platform to explore alternative approaches to social transformation and community-building.
Energizers, Name Games, Icebreakers, and Team-Building: Various energizers, name games, icebreakers, and team-building activities were incorporated to foster positive group dynamics, cohesion, and a supportive learning environment.
These training methods created a comprehensive and engaging learning space, enabling participants to gain knowledge, develop skills, and cultivate attitudes necessary for their personal growth, professional development, and active engagement in their communities.
Outcome of the activity:
The project successfully fostered the learning process of the participants in various areas, leading to the following outcomes:
Knowledge and Inputs: Participants gained a deep understanding of the methodology of mindfulness and coaching, applying it towards personal transformation, active citizenship, and peace/democracy education. They acquired knowledge of holistic health, stress, trauma, and their impact on young people and communities. They developed an awareness of conflict contexts in Central and Eastern Europe, South Caucasus, community conflicts within the EU, historical reconciliation processes in Europe, principles of reconciliation work, and the role of young people in nonviolent conflict transformation.
Skills Development: Through interactive and practical activities, participants acquired valuable skills. They learned to apply mindfulness and embodiment tools in group work with young people, facilitating self-reflection and addressing broader social issues. They developed skills in effective communication, including active listening and non-violent communication, to prevent conflict and enhance social dialogue. Participants also gained expertise in embodiment and somatic practices for encouraging non-verbal self-reflection and community-building. They acquired skills in working in mixed and intercultural groups, facilitating group processes, developing language skills (especially in English), public speaking, leadership through emotional intelligence, and using non-formal education tools.
Attitude Development: The training course focused on cultivating specific attitudes among the participants. They developed emotional intelligence, empathy, and a coherent and encouraging leadership style. Participants embodied democratic values, such as openness, mutual support, trust, and creativity in problem-solving, becoming role models for their peers. They gained awareness of their role in systemic transformation and activism, reactivating a sense of self-efficacy and involvement. Participants fostered an open attitude towards cultural differences and different values. They embraced the logics of non-formal education tools, particularly mindfulness, emotional intelligence, and systems theory, increasing their self-confidence in using these methods. They understood leadership on a personal level and developed a positive attitude and willingness to become leaders within their communities and organizations.
Youthpass-related Learning Dimensions: The project incorporated various learning dimensions aligned with the Youthpass framework. Participants developed social and civic competences through organized input sessions, group work, exercises, workshops, theatre exercises, creative workshops, role-plays, method sharing, reflection groups, and team-building activities. These activities facilitated knowledge transfer, awareness of youth challenges, practical experience in conflict management, communication, and coaching, presentation of conceptual discussions through theatre exercises, exploration of alternative approaches to social transformation and community-building, raising awareness of youth challenges at the community level, and fostering positive group dynamics through energizers, name games, icebreakers, and team-building exercises.
I was responsible for designing, implementing, and evaluating training programs for youth workers. I worked collaboratively with other trainer to develop training materials, design training sessions, and deliver content to participants. Also to facilitate group discussions and activities, provide feedback, and evaluate the effectiveness of the training program.
As a full-time trainer, my role involved working closely with other trainer to ensure that the training course meets the needs of the youth workers and achieves the desired learning outcomes. I was responsible for developing and delivering training sessions that were engaging, informative, and practical, and that helped participants to develop their professional and personal skills. Additionally, I contributed to the evaluation of the training program to ensure that it is effective and meets the needs of the youth workers.