TOY - Trainers Online for Youth
This is a reference for Mahmoud ElSayed
The training course aimed to empower youth workers with practical knowledge, skills and tools to promote inclusion, tackle discrimination and support gender equality in their daily work with young people. The activity directly addressed a clear need identified across partner countries: youth workers lack sufficient competences and resources to create safe, inclusive environments for young people facing discrimination due to ethnicity, migration background, gender, disability, socio-economic status or rural isolation.
The training responded to three interconnected needs:
Individual youth worker competence: Participants needed practical, non-formal education methods to facilitate discussions on sensitive topics, manage intercultural groups effectively and support young people with fewer opportunities. The course equipped them with simulation games, role-play techniques, storytelling and conflict mediation skills grounded in Council of Europe human rights education principles.
Organisational capacity: Partner organisations from Youth Line (Latvia), United Vision (Finland), TERRA AVANZA (Spain), Asociația MULTIKULTI (Romania), Youth Line Poland and EUth Wonders (Germany) needed strengthened capacity to design inclusive Erasmus+ projects, engage marginalised youth and demonstrate quality in non-formal education.
Systemic inclusion: Young people across Europe, particularly migrants, rural youth and economically disadvantaged young people, face systematic barriers to participation. Youth workers themselves require intercultural competences, awareness of power dynamics and practical tools to remove these barriers.
The activity directly supported the strategic goals of Youth Line Latvia and the broader partner network by creating a sustainable, transferable resource (the Inclusive Youth Work Guide) that extends impact beyond direct participants. It strengthened the organisation's reputation as a quality provider of youth worker training in an area of European policy priority.
Target group: Youth workers, youth leaders, educators and social workers aged 23-35 actively involved in youth work and committed to promoting inclusion, equality and non-discrimination.
Profile characteristics:
Actively involved in youth work with young people
Motivated to develop practical tools to prevent discrimination
Interested in non-formal education methodologies
Willing to engage in intercultural learning and international cooperation
Many participants had fewer opportunities due to economic, cultural or geographical barriers
International composition: 32 participants from 7 countries
Spain (5 participants) - TERRA AVANZA
Latvia (6 participants) - Youth Line Latvia
Portugal (3 participants) - participated through international network
Poland (5 participants) - Youth Line Poland
Finland (5 participants) - United Vision ry
Germany (6 participants) - EUth Wonders e.V.
Romania (5 participants) - Asociația MULTIKULTI
The activity was explicitly designed as an international training course where participants from six partner countries came together for intensive group-based learning in a residential setting in Latvia. This international composition was essential to achieving the learning objectives because it created a multicultural learning environment where participants experienced firsthand the challenges and benefits of intercultural youth work.
The training was grounded in non-formal education and human rights education methodologies consistent with Council of Europe standards and SALTO-YOUTH best practice. Sessions were structured using a consistent pedagogical model: energiser, mini-theory input, core experiential activity, structured debriefing (using what/so what/now what), and closing reflection.
Core non-formal methods employed:
Experiential learning and simulations
Power inequality simulation: participants physically experienced how unequal distribution of resources and decision-making feels
Stereotype activation and deconstruction: group exercises using visual prompts and live examples to make implicit biases visible
Border crossing simulation: participants experienced migration-related power dynamics, legal barriers and emotional impact of displacement
Role-play scenarios: participants enacted realistic youth work situations involving discrimination, conflict and inclusion challenges
Storytelling and narrative methods
Personal narrative circles: participants shared lived experiences with discrimination and exclusion, creating dialogue and empathy
Country civil society mapping: participants researched and presented youth work realities and inclusion challenges in their home countries
Case study analysis: groups analysed real youth work scenarios and designed responses
Interactive group work
Fishbowl discussions: rotating observer and participant roles to deepen analysis of sensitive topics
World café format: small group conversations on discrimination, privilege and inclusion rotated to build collective knowledge
Speed dating conversations: rapid paired exchanges to build intercultural connections and collect diverse perspectives
Collaborative workshop design: groups of 3-5 co-created and facilitated learning activities for peers
Reflection and critical thinking
Daily reflection circles: participants processed learning, named emotional responses and identified practical applications
Peer feedback: participants gave and received constructive observations after facilitating activities
Action planning: participants designed concrete steps for integrating methods into their local youth work
Guided journaling and silent reflection time
Intercultural and diversity methods
National group presentations: each country group presented youth work context, inclusion challenges and local solutions
Intercultural evening: participants shared cultural artefacts, food, music and traditions
Mixed working groups: intentional diversity in team composition for workshop design and group tasks
Connection to educational frameworks
All methods were grounded in Council of Europe Compass Manual principles (voluntary participation, experiential learning, active citizenship, human rights focus) and aligned with SALTO-YOUTH Inclusion and Diversity Resource Centre guidance on designing accessible, equitable learning experiences.
Quantitative learning outcomes:
A final evaluation was completed by 27 participants:
Logistics satisfaction: 4.74/5 average rating (22 of 27 gave maximum score)
Peer contribution and learning: 4.48/5 average rating (15 of 27 gave maximum score)
Wellbeing and safety: 23 of 27 reported no concerns; 13 respondents indicated openness to follow-up support
Qualitative learning evidence:
Participants reported development of:
Practical facilitation skills and workshop design competence
Increased confidence in addressing discrimination and creating safe spaces
Understanding of non-formal education methodologies
Intercultural competences and ability to work with diverse groups
Knowledge of conflict mediation and sensitive dialogue techniques
Awareness of young people facing systemic barriers
Representative participant feedback:
"I will take into account every activity for my own youth exchanges."
"I learned how to handle conflicting situations and how to be inclusive and respectful."
"I will apply activities carried out in the course in tutoring sessions in my job."
"The topic is fundamental for youth work where societies are multicultural."
"I learned a lot about how to write and implement workshops."
Competence development observed:
Participants became confident in structuring sessions with clear learning objectives
Groups distinguished between energisers, mini-theory, core activity and debriefing
Participants experienced and managed the practical challenges of facilitation (time management, instruction clarity, sensitive content)
Peer feedback created iterative learning: design, test, reflect, improve
Tangible project output:
The Inclusive Youth Work Guide was collaboratively developed during the training course and published as a free digital resource for youth workers. The guide includes:
Key concepts: discrimination, social exclusion, equality, diversity, intersectionality
Non-formal education methods with step-by-step facilitation guidance
Practical tools for creating safe and inclusive spaces
Strategies for engaging young people with fewer opportunities
Case studies from partner organisations showing real youth work examples
Erasmus+ information and youth mobility promotion resources
Personal action plans contributed by participants
Sustainability and dissemination:
32 participants returned to their organisations equipped with practical tools
Partner organisations began implementing inclusive youth work projects locally
National group follow-up activities extended learning to additional youth workers
NGO Fair created new international partnerships for future cooperation
Participants committed to using methods in youth exchanges, tutoring, local workshops and community activities
Documentation:
Training agenda and daily session plans
Final evaluation data (27 responses with qualitative and quantitative analysis)
Implementation Report documenting learning outcomes, methodology, participant feedback and recommendations
Inclusive Youth Work Guide (free online resource)
Participant-led activity designs and materials
Photography and video documentation from the training
My role: Primary trainer and main facilitator for the entire training course.
Responsibilities:
Training design and curriculum development: I designed the 7-day pedagogical progression, selected methods aligned with Council of Europe human rights education standards, created detailed session plans and developed the participant-led workshop template
Direct facilitation: I facilitated all training sessions from Day 1 to Day 7, managing group dynamics, pacing content, creating psychological safety and responding to participant needs in real time
Participant-led training testing: I designed the workshop design task, supervised group work, facilitated participant-led sessions and provided constructive feedback to help participants develop their facilitation competence
Inclusive Youth Work Guide development: I guided participants through the process of documenting and organising methods and activities from the training into a practical, user-friendly online resource
Evaluation and reflection management: I led daily reflection sessions, managed the final evaluation process and used feedback to inform real-time adjustments to the programme
Trainer feedback and mentoring: I provided detailed feedback after each participant-led activity, helping groups understand their facilitation strengths and areas for development
Crisis support and wellbeing: I maintained available follow-up channels for participants requiring additional support
Supporting team structure:
Liga (Facilitator) provided co-facilitation support with particular focus on group agreements, safe space management and logistical coordination.
Training commitment:
This was a full-time, residential training activity where I was present and actively facilitating for the entire duration (13-21 April 2026, including arrival and departure days). The role combined direct instruction, facilitation of complex group processes, adaptive curriculum delivery and individual participant support.
Professional outcome:
The training was successfully completed with strong participant feedback, significant learning outcomes and the production of a durable, transferable resource (Inclusive Youth Work Guide) that extends impact beyond the direct group. Participants reported high satisfaction with facilitation quality, practical usefulness of methods and the respectful, engaging learning environment.