TOY - Trainers Online for Youth
This is a reference for Vassilena Varbanova
The aim of the project is to equip youth workers with the necessary skills and educational tools to offer activities that support NEET youth (young people not in education, employment, or training) in taking their first step towards employment or education/training.
To improve the competencies of youth workers by providing effective tools and methodologies for engaging and supporting NEET youth. This objective focuses on empowering youth workers to unlock the hidden potential of these young people and transform it into tangible opportunities for growth and community engagement.
To introduce youth workers to a range of complex approaches, interventions, and support measures aimed at preventing young people at risk from becoming NEET. This includes guidance on supporting early school leavers and developing proactive strategies to engage young people before they disengage from education, training, or employment.
To strengthen the capacity of youth workers to assist young people in navigating the transition from education to the labor market. This objective aims to provide knowledge, tools, and mechanisms—including the use of relevant EU initiatives—to enhance the employability of NEET youth.
To enhance the ability of youth workers to apply personalized career development strategies by developing their skills in identifying and addressing the individual needs of the young people they support.
The target group of the activity consisted of youth workers and volunteers actively involved in working with young people and their local communities. Participants represented a diverse range of experience levels, including experienced youth workers as well as participants who were newer to the topic of NEET (young people Not in Education, Employment, or Training) and related youth support approaches.
Participants came from Bulgaria, Cyprus, Finland, Italy, Spain, and Türkiye, creating an international and intercultural learning environment. The group included participants from different youth work contexts and national realities, allowing for the exchange of practices, perspectives, and approaches to supporting young people facing barriers to participation and inclusion.
Participants were selected based on their regular engagement with young people, motivation to actively participate throughout all phases of the project, and readiness to apply the knowledge gained after the training. They committed to taking part in preparatory activities, attending the full training programme, implementing at least one follow-up activity with young people in their local communities, and contributing to dissemination activities such as articles, blogs, interviews, or social media communication.
The activity supported peer learning and international cooperation by bringing together youth workers and volunteers with different levels of experience, but with a shared interest in developing their competences, exchanging good practices, and strengthening their approaches to working with young people, particularly those experiencing challenges related to education, employment, and social inclusion.
The training was based on the principles of non-formal education, using learner-centred, participatory, and experiential learning methods. The methodology encouraged active involvement, peer learning, reflection, and practical application of knowledge.
A variety of non-formal methods were used throughout the training, including:
Interactive presentations and discussions – used to introduce key concepts and provide a common framework, while encouraging participants to share their own experiences and perspectives.
Brainstorming and group reflection activities – supported participants in exploring challenges, sharing existing knowledge, and collectively developing ideas and solutions related to youth work and supporting young people.
Role-playing and simulations – allowed participants to explore real-life situations from different perspectives, practice communication skills, and develop approaches for responding to challenges faced by young people.
Small group work and practical workshops – created space for participants to collaborate, exchange good practices from their countries, and develop practical tools and approaches that can be transferred into their local youth work contexts.
Energisers and team-building activities – were used to strengthen group cohesion, create an inclusive learning environment, and support intercultural exchange among participants.
Open Space discussions and participant-led activities – encouraged a bottom-up approach, giving participants ownership over parts of the learning process and allowing them to contribute their knowledge and experiences.
Peer learning and good practice exchange – enabled participants from Bulgaria, Cyprus, Finland, Italy, Spain, and Türkiye to share different realities, approaches, and methods used in their local communities.
Daily reflection and evaluation methods – supported participants in identifying their learning progress, connecting activities with personal and professional development, and making learning outcomes more visible.
Personal action planning – helped participants translate the knowledge, methods, and tools gained during the training into concrete follow-up actions in their own youth work environments.
Overall, the methods supported an experiential learning process where participants were not only receiving information but actively creating knowledge, practising skills, reflecting on their learning, and preparing to apply the outcomes in their local communities.
The training activity achieved its main goal of strengthening youth workers’ competences, knowledge, and practical approaches for supporting young people, particularly those facing challenges related to education, employment, and social inclusion.
Through the training, participants increased their understanding of the realities and needs of young people who are not in education, employment, or training (NEET), while exploring different approaches for prevention, empowerment, and inclusion. Participants gained practical tools and methods that can be applied in their local youth work contexts, including non-formal education activities, facilitation techniques, and approaches for supporting young people’s motivation, participation, and personal development.
The training also strengthened participants’ ability to exchange good practices and learn from different European contexts. The international composition of the group (Bulgaria, Cyprus, Finland, Italy, Spain, and Türkiye) created opportunities for intercultural learning, peer support, and the sharing of diverse approaches to youth work.
A key achievement was supporting participants in transforming learning into action. During the training, participants developed ideas for follow-up activities and personal action plans, ensuring that the knowledge and methods gained could be transferred into their communities. Participants committed to implementing local activities with young people and sharing the outcomes through dissemination actions.
I worked as a co-trainer within the trainers’ team, supporting both the design and delivery of the training activity.
During the preparation phase, I contributed to the development of sessions and non-formal learning activities in line with the training objectives, ensuring they were participatory and suitable for an international group of youth workers.
During the training, I co-facilitated sessions, supported group work and reflection processes, and helped maintain an inclusive and engaging learning environment. I also contributed to monitoring group dynamics and adjusting activities when needed in coordination with the team.
Overall, my role combined input into the training design with active facilitation and support during implementation.