TOY - Trainers Online for Youth
This is a reference for Petra Papierníková
The training was designed to strengthen participants’ trainer competences through a competence-based approach inspired by the ETS Competence Model for Trainers, with a specific focus on working with Generation Alpha. Using a structured flow of non-formal education methods, participants explored how Gen Alpha learns, communicates, and stays engaged, and what this means for training design and facilitation. Learning happened in a highly participatory way: participants learned from the trainers and from each other, co-creating practical strategies, activities, and adaptations they can directly use in their own sessions with younger learners.
The activity brought together an international group of 26 participants from 12 countries, creating a culturally diverse learning environment. Participants came from different organisational backgrounds and had different levels of experience in youth work and training, which added multiple perspectives to discussions and practical exercises. The variety of contexts helped the group compare how Generation Alpha is growing up and learning across different countries, and to test facilitation approaches that can work beyond one national setting. The training team also worked in an international set-up and modelled inclusive communication and intercultural cooperation throughout the programme.
The training was delivered fully through non-formal education and experiential learning. We used interactive group work and learning-by-doing activities such as simulations, role plays, and small-group tasks. Guided reflection was built in through debriefings, individual reflection prompts, and learning journals. Peer learning was supported with participant-led sharing, feedback rounds, and co-creation in mixed-country teams. We also used facilitated discussions and structured exchanges (for example fishbowl conversations and world café style rotations) to connect insights to participants’ real training practice.
The training empowered youth workers and trainers to design learning experiences that are meaningful, inclusive, and impactful for young people, with a strong focus on how Generation Alpha learns and engages. Participants left with practical facilitation ideas, ready-to-use activity adaptations, and more confidence in choosing methods that match learners’ needs and attention patterns. The training was successful because participants actively co-created outputs in mixed-country teams, tested methods in practice sessions, and gave peer feedback that showed clear progress in their trainer competences. Success was also visible in the high level of participation throughout the programme and in participants’ reflection outcomes, where they could clearly name what they learned and how they will apply it in their work.
I was part of the trainers’ team as a full-time trainer, responsible for designing and delivering the training programme together with the other trainers. My tasks included preparing session plans and materials, facilitating core modules and group processes, guiding reflection and learning transfer, and supporting participants’ learning needs throughout the training. I also contributed to creating a safe, inclusive learning environment, coordinated peer-learning and co-creation moments, and took part in daily team meetings for evaluation and adaptation of the programme based on participants’ feedback and group dynamics.
I had the pleasure of working alongside Petra Papierníková as a co-trainer during the SLAY Training Course, as well as in several other Erasmus+ mobility projects where we collaborated in designing and facilitating learning processes grounded in non-formal education.
Throughout these experiences I was consistently impressed by her strong professionalism, reliability, and depth of experience in youth work. She demonstrates an excellent ability to create safe, inclusive, and engaging learning environments, where participants feel empowered to express themselves and actively contribute.
Her facilitation style is both structured and flexible, allowing her to adapt to the needs of the group while maintaining clear learning objectives.
Petra Papierníková brings a solid understanding of non-formal education methodologies and knows how to translate complex concepts into accessible and interactive activities. She is particularly skilled in group dynamics management, ensuring balanced participation and navigating challenging situations with sensitivity and confidence. Her attention to detail, from session design to follow-up, together with her professional background as psychologist, coach and trainer, reflects a high level of commitment to quality in every aspect of her work.
Beyond her technical competencies, she stands out for her interpersonal skills: she is approachable, supportive, and genuinely invested in the growth of both participants and colleagues. During our experiences together she contributes positively to the team atmosphere and fosters collaboration at all levels.
Her experience across multiple Erasmus+ projects has equipped her with a strong intercultural awareness and the ability to work in diverse international contexts. She consistently shows initiative, creativity, and a proactive attitude, making her a highly valuable asset in any educational or project-based setting.
I would recommend her for any role involving training, facilitation, or youth work within Erasmus+ or similar programmes.