TOY - Trainers Online for Youth
This is a reference for Vladas Polevičius
I was one of the trainers in the "Meant to be" training course. The training focused on mentoring in volunteering projects. It supported youth workers and professionals working with young people, especially those with fewer opportunities.
What did the training activity aim to achieve?
The training aimed to improve participants' mentoring skills. It helped them better understand their role and responsibilities as mentors. It provided practical tools to support volunteers. The training also encouraged personal growth and reflection. It promoted international exchange and cooperation. It supported learning through the YouthPass framework.
Which needs did the training address?
Participants needed a clearer understanding of what mentoring means. Many of them had experience but lacked structured training. They needed tools to support and motivate young volunteers. They also needed to feel part of a wider community. The training addressed the need for inclusion and support for young people facing challenges.
How did the training activity fit the goals of the organisations?
The training supported organisations in improving the quality of their mentoring. It helped them prepare mentors to work with diverse volunteers. It supported the goal of creating inclusive and supportive environments. It also strengthened international cooperation and peer learning. The training contributed to long-term quality and impact in volunteering projects.
The training course brought together youth workers, mentors, and volunteering project coordinators. All participants were actively involved in mentoring or preparing to take on mentoring roles in their organisations. Most of them had experience working with young volunteers, including those with fewer opportunities.
The group was diverse and international. Participants came from seven different countries across Europe:
The training used a variety of non-formal education methods to ensure active learning, reflection, and peer exchange. Activities were designed to be interactive, inclusive, and practical.
Examples of methods used:
- Icebreakers and group building.
Used on Day 1 to help participants get to know each other and build trust. Example: name games, group challenges, and "fears and expectations" sharing circle.
- Interactive workshops and simulations.
Sessions like "Principles and individual work with a volunteer", "Formulating tasks", or "Risk factors in mentoring" included simulations, case studies, and role-plays to explore real-life scenarios.
- Peer learning and group discussions.
Participants shared their own experiences in mentoring and learned from each other. For example, during "Sharing good experiences: volunteering, competences and YouthPass" and "What does good mentoring look like?" sessions.
- Reflection and self-assessment tools.
Used to help mentors better understand their role, competences, and motivation. Example: "Awaken the learner within", "Your motivation and volunteering", and final reflection sessions.
- Visual methods and creative tasks.
Participants visualized volunteer learning paths and developed strategies using creative tools such as posters, drawings, and mind maps.
- Intercultural evenings and open space.
These informal evening activities supported intercultural exchange, creativity, and connection among participants.
This mix of methods created an engaging learning environment where participants could connect theory with practice and return home with concrete tools for mentoring.
What Did the Training Activity Achieve?
The "Meant to be" training successfully strengthened participants' understanding of mentoring and volunteer management. It helped mentors define their roles, improve their communication skills, and gain practical tools for supporting young volunteers—especially those with fewer opportunities. Participants also developed strategies for fostering learning through volunteering using the YouthPass framework.
The training built a strong international network of youth workers and mentors. It created space for sharing experiences, discussing challenges, and exploring new approaches. Participants left the training more confident, motivated, and equipped to support volunteers in meaningful and inclusive ways.
How Can You Tell the Training Was a Success?
The success of the training can be seen through several indicators:
- Active participation and engagement during sessions, group work, and discussions.
- Positive feedback from participants during daily reflections and the final evaluation.
- Visible growth in knowledge and skills, such as more confident use of mentoring tools and clearer understanding of the mentor’s role.
- Commitment to future application, with many participants expressing plans to implement new methods in their own organisations.
- Stronger international connections, with participants forming ongoing partnerships and staying in touch after the training.
All these outcomes show that the training reached its objectives and made a real impact on the participants’ professional development.
I worked as a full-time trainer in the international training course "Meant to be", which focused on strengthening the competences of mentors involved in volunteering projects. As one of two trainers, I was involved in the entire process of the activity—from preparation and delivery to evaluation and follow-up. Together with my co-trainer, I co-designed the training flow, ensuring it aligned with the objectives of supporting youth workers in their mentoring roles.
During the training, I facilitated multiple sessions covering key topics such as the role of the mentor, communication with volunteers, goal setting, motivation, and the use of the YouthPass framework. I guided interactive group work, simulations, and reflective activities to promote experiential learning and peer exchange. I also provided individual support to participants when needed and contributed to creating a safe, inclusive, and motivating learning environment.
In addition, I took part in daily debriefings with the trainer team and made adjustments to the program based on group dynamics and feedback. I supported the evaluation process by gathering participants' reflections and input, both during and at the end of the training. My full-time role allowed me to be present and active throughout the entire course, contributing meaningfully to the professional development of the participants and the overall success of the training.