TOY - Trainers Online for Youth
This is a reference for Fabio Meazza
The "Go Graphic!" training aimed to enhance the skill set of 21 youth workers in the areas of Graphic Facilitation (GF) and visual thinking. The objective was to make youth work more inclusive, effective, and engaging by arming these workers with specialized knowledge and techniques in GF. By doing so, the training aimed to foster crucial values in youth work, such as inclusion, activism, and the promotion of European values.
"Go Graphic!" was designed to meet identified shortcomings in the current landscape of youth work. Many youth workers were unaware of GF methods and tools, lacked the skills to implement them, and often did not have the self-confidence to consider using these methods. The training sought to directly address these gaps by providing youth workers with both the technical skills and the self-confidence to effectively use GF techniques in their daily work.
The "Go Graphic!" training aligned well with the overarching objectives of the participating organizations. These organizations aim to enhance the quality of youth work and to foster more inclusive environments that are conducive to activism and the promotion of shared values. By teaching youth workers how to effectively employ GF methods, the training aimed to introduce a new, impactful methodology into their daily practices. The creation of a beginners' manual extended the training's reach, making it a valuable resource for other youth workers and thereby amplifying its impact across the organizations.
The "Go Graphic" training targeted active youth workers who are engaged at a local level with young people from diverse backgrounds. These workers were generally beginners in the field of graphic facilitation and digital visual tools but had at least an intermediate level of proficiency in English. All were above the age of 18 and demonstrated a strong motivation to be involved in every phase of the project, from preparation to dissemination. The project put a particular emphasis on inclusivity, aiming to select participants who face fewer opportunities due to geographical, social, economic, or cultural barriers. As a result, seven out of the total 21 participants were selected based on this criterion.
The project boasted a multicultural roster with 21 participants from seven different European countries: Czechia, Poland, Spain, Estonia, Bulgaria, Hungary, and Portugal. Each country was represented by three youth workers, ensuring a balanced cultural and national distribution within the group. The selection process was transparent, requiring potential participants to fill out an online application form and undergo Skype interviews, coordinated by the hosting organization. The organizers were committed to achieving a gender balance and prioritized motivation and dissemination potential when selecting participants. In line with the Erasmus+ program objectives, special attention was given to those from disadvantaged backgrounds, including immigrants and refugees.
Partner organisations:
- CZECHIA, CEFIG International
- POLAND, YoWo Poland
- SPAIN, Asociación Cultural L'Ayalguina
- ESTONIA, MTÜ Kalliralli
- PORTUGAL, Gerar Oportunidades
- BULGARIA, Active Bulgarian Society
- HUNGARY, Eurotender
The training course employed a variety of non-formal education techniques to foster a conducive learning environment. Participants were gradually introduced to graphic facilitation methods and tools, allowing them to actively engage and experiment with these new techniques. This immersive, hands-on approach was supplemented by a range of participatory activities including workshops, simulations, role-playing games, and outdoor exercises, along with group discussions aimed at problem-solving and brainstorming. In this learner-centric environment, participants not only learned from trainers but also took the initiative to design and lead their own workshops, the content of which contributed to the project guide.
In addition to the formal learning activities, daily evening reflection sessions were integrated into the course, providing a platform for participants to share experiences and offer feedback in a safe and supportive setting. These reflective sessions encouraged active participation and dialogue, enabling participants to exchange best practices and insights. The ultimate goal was to cultivate a sense of collective wisdom and to strengthen positive group dynamics, ensuring that each participant felt empowered and actively involved in both their personal learning and the shared objectives of the group.
- Competence Development: Participants experienced significant development in various areas, including creativity, graphic facilitation, visual thinking, accessibility, and diversity awareness. By acquiring these new competences, the individual youth workers became more skilled and effective in their roles. The enhanced competences also contributed to improving the quality of services and activities they conducted in their local organizations and communities.
- Video Production: Participants successfully produced videos that utilized graphic facilitation methods. These videos aimed to encourage other youth workers to adopt graphic facilitation in their daily activities with youth. This outcome demonstrates the participants' ability to apply the skills they learned during the training course to create valuable resources for the youth work community.
In the trainers' team of three, my role was multi-faceted. I was responsible for leading various training sessions that delved into key areas including design thinking, visual communication techniques, and the fundamentals of graphic facilitation.
A major part of my duties focused on educating participants about digital tools applicable to design and graphic creation in youth work settings. These tools provided participants with creative ways to elevate their projects and connect more effectively with their intended audiences. Furthermore, I orchestrated discussions around Erasmus+ and Youthpass—important components that enhance the quality of youth work by promoting international mobility and acknowledging informal learning. Beyond content delivery, I also facilitated reflective activities where participants could contemplate their learning journey and personal growth, offering them deeper insights into their evolving roles as youth workers.