TOY - Trainers Online for Youth
This is a reference for Mahmoud ElSayed
The training activity aimed to empower young people to become active, responsible, and empathetic citizens by strengthening their understanding of democracy, human rights, inclusion, and participation at local and European levels. Through experiential and non-formal learning, the activity sought to develop critical thinking, intercultural competence, social awareness, and the confidence to engage actively in civic life.
The training addressed several concrete needs identified among young people and youth workers: limited understanding of democratic processes and EU citizenship, low engagement in civic and political participation, lack of practical tools to address social exclusion and inequality, and the need for safe spaces to reflect on identity, privilege, and diversity. It also responded to the need for inclusive learning environments that promote empathy, dialogue, and solidarity across cultural and social differences.
The activity fit strongly with the goals of the participating organisations, which focus on promoting active citizenship, democratic values, social inclusion, intercultural dialogue, and quality non-formal education. By equipping participants with practical methods, reflective tools, and motivation to transfer learning into their daily youth work and communities, the training directly supported the organisations’ mission to empower young people, strengthen civil society, and foster European values through education and international cooperation.
The target group consisted of young people and youth workers aged approximately 18–30 who were interested in active citizenship, democracy, human rights, social inclusion, and intercultural dialogue. Participants were engaged or motivated to become more active in their communities and to develop civic, social, and intercultural competences through non-formal education. The activity was designed for individuals open to reflection, dialogue, teamwork, and experiential learning, including those with fewer opportunities or limited prior exposure to international projects.
The activity was clearly international in scope and brought together participants from several European countries. Nationalities involved included Portugal (host country), Germany, Poland, and Spain, creating a multicultural learning environment. This international composition enabled cross-cultural exchange, comparison of civic realities across Europe, and learning based on diverse perspectives, fulfilling the criteria of an international training activity eligible to be listed in TOY.
The training was fully based on non-formal education (NFE) and experiential learning principles, ensuring active participation, reflection, and peer learning throughout the activity. The methods were learner-centred, participatory, and connected to real-life experiences of the participants.
Key non-formal methods included:
Experiential learning activities, such as Minority Vote, Take a Step Forward, Dictator Game, and Disability Simulation Games, which allowed participants to experience social, political, and inclusion-related challenges first-hand, followed by structured reflection and debriefing.
Simulations and role plays, including Parliament Simulation, Erasmusland Campaigning, and Utopia Society, enabling participants to explore democratic processes, power dynamics, negotiation, and decision-making in a safe learning environment.
Participatory group work and cooperative learning, such as Active Citizens Group Challenges, World Café, and thematic working groups, fostering teamwork, critical thinking, and shared responsibility.
Theatre-based and creative methods, including Image Theatre and symbolic performances, supporting emotional expression, empathy building, and deeper understanding of abstract concepts like rights, democracy, and inclusion.
Intercultural learning methods, such as cultural evenings, local community interaction, storytelling, and dialogue circles, promoting mutual understanding and respect for diversity.
Reflection and self-assessment tools, including daily reflection circles, learning journals, Youthpass competence reflection sessions, and peer feedback, reinforcing learning ownership and personal development.
All methods were interactive, inclusive, and process-oriented, clearly aligning with non-formal learning standards and qualifying as valid references for TOY.
The training successfully enhanced participants’ competences in inclusive youth work, intercultural dialogue, and active citizenship. Participants developed practical tools, creative approaches, and strategies for working with marginalized or underrepresented youth, including migrants, refugees, and young people facing social, economic, or cultural barriers. They gained first-hand experience in non-formal education methods, democratic processes, conflict management, and accessibility awareness, which they can directly apply in their organizations.
Evidence of success includes:
High engagement and participation: Participants actively contributed to all activities, including simulations, role plays, debates, and creative workshops.
Reflective outputs: Daily reflection circles, learning journals, and the collaborative Project Journey Video showed deep personal insight and awareness growth.
Practical outputs: Participants co-created guidelines, campaign ideas, and tools for future local initiatives promoting inclusion and youth engagement.
Youthpass documentation: All participants completed the Youthpass, demonstrating learning outcomes linked to key competences such as social and civic skills, learning to learn, and sense of initiative.
Participant feedback: Positive testimonials, appreciation notes, and enthusiasm for follow-up activities indicated strong perceived impact.
I was the sole trainer and main responsible for the content, design, and facilitation of the entire training. I developed and led all sessions, ensured the implementation of non-formal education methods, guided group discussions and experiential activities, and managed the learning process throughout the 9-day youth exchange. I also oversaw daily reflections, debriefings, and the evaluation of participants’ progress, ensuring the project’s objectives were fully achieved.