Trainer's Support System
Here you can connect with Trainers, access essential competence development Resources, utilize our Glossary of trainer's terms, and find answers to FAQ
Here list of some of the links where you can connect with trainers active in the youth field:
Members of the International Youth Work Trainers Guild
International Youth Work Trainers Facebook group
Salto-youth - Trainers Online for Youth
Members of the Council of Europe Trainers Pool
European Youth Forum Pool of Trainers
SALTO EECA ESC Pool of Trainers
Bridges for Trainers Facebook group
National Agency’s Pool of Trainers (consult your country NA)
Sometimes, having someone to talk to and share our challenges with is good. Someone who knows our field or knows techniques to support us reflect. Here, you will find colleagues who can support you.
Our members are trainers who can support you in developing specific skills or navigating complex situations. Please contact them directly, thanks and good luck!
Please note that Coaching, Mentoring and Job Shadowing can be agreed upon as a paid service, a joint collaboration or a voluntary initiative. The Holistic project does not interfere with one-to-one negotiations.
Trio’s are peer support groups of three trainers who assist each other in feedback, interpretation, insights and professional development planning.
The Trio peer support concept was pioneered by the International Youth Work Trainers Guild and forms a crucial part of the 360 assessment process, accessible via the Appraiser platform. Once you've gained clarity on your current competencies, convene with your trio to devise a development strategy collaboratively.
How to find your Trio?
Identify and connect with two other individuals from the provided lists above. We recommend selecting colleagues with whom you haven't collaborated extensively before. Initiate contact and establish a mutual agreement to form a trio.
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European Training Strategy (ETS) for Youth Work 2021-2027 - A strategic framework for the development of youth worker education and training in Europe under the Erasmus+ Youth and the European Solidarity Corps programmes.
Trainers are a core element when it comes to European youth work, particularly in the field of non-formal learning. Their professional expertise combined with their ability to perform within an educational framework affect the quality of training activities in a crucial way. This is why the Competence Model for Trainers was developed as part of the European Training Strategy.
The ETS Competence Model for Trainers helps raise the quality of training programmes and related trainer competences in the field of youth work, covering seven competence areas:
- Understanding and facilitating individual and group learning processes
- Learning to learn
- Designing educational programmes
- Cooperating successfully in teams
- Communicating meaningfully with others
- Intercultural competence
- Being civically engaged
SALTO Training and Cooperation supports the European Commission and the National Agencies in developing and implementing the European Training Strategy (ETS) and the Youthpass strategy.
AppRaiser platform offers free solutions for professional development, which includes self-assessment and feedback from participants, colleagues and organisers. The platform is adapted to the needs and practices of trainers in the youth field, there you can:
- Assess your competences. Create your trainer profile and define your core competences. Assess your performance based on the ETS Competence Model for Trainers. Gather evidence that supports your professionalism.
- Easily collect feedback. List your training events and invite participants, colleagues and organisers to give feedback. Access and review the feedback about your competences. Obtain visual data based on the feedback you received.
- Take charge of your professional development. Identify areas for further professional development Set learning goals and organise resources accordingly Follow your learning progress with the support of your colleague trainers
“YouTrain” is a long-term strategic partnership, that aims to increase the quality, reach and impact of non-formal education activities by creating a video toolbox for educators, and by promoting the use and production of educational video-tutorials in general. On the YouTube channel of the project, you may find introductory videos on important aspects and considerations in non-formal education, a set of video tutorials on specific methods and approaches in non-formal education, and a manual on how to produce video-tutorials by yourself.
The Trainers Library Project is a resource center from which trainers could develop their skills and competencies. The Trainers Library uses the ETS Competence Model for Trainers as a skeleton to organize the learning there are seven competence areas in the model and for each area, we have written or curated 50 articles which should help the trainers where they develop their competences we have written 350 articles on more than 1500 pages designed in such a way that everyone can easily find what they need in the library. The library will serve as a crowd-sourced resource center for all trainers working with non-formal education within the Erasmus+ program.
FOCUS learning is a resource for youth workers, trainers and educators. It combines a publication with various practical tools on the topic of learning in youth work. The publication and the large quantity of materials contained within are designed to be easily accessed and used by youth workers, lecturers, and trainers. The resources can be used for workshops, training courses, teaching, and conferences.
Mediterra: Wellbeing Bingo - is a gamified tool for supporting you in gaining better wellbeing for your life. Or just to start on the path of wellbeing!
To play, spin the arrow (or wave a pen) on the bingo wheel to select a color, then choose and complete up to two wellbeing steps corresponding to that color each day.
ORAI cards - is a deck of 14 ORAI (Lithuanian: weather) cards for reflection. No matter if it`s rain, sun, snow, they are here to support you.
The aim is to see how we are with our wellbeing. Yes, you read it right: we came to conclusion, with the help of Trainers Community- we need to take care more about ourselves!
Hold your Aces - the competence cards have been developed to support and promote the self-assessment process of trainers and facilitators to accompany their professional development.
Universal relaxation breathing exercise you can do anytime.
Please check the written instructions here or listen to the audio for guidance below
Disclaimer: This relaxation technique is not a substitute for medical treatment or a solution for chronic conditions. It can make life easier, especially for trainers who work with many people and are always on the move. If you have any medical conditions or are not feeling well, please consult your healthcare provider. Use assistive technology if needed. The voice behind this exercise is Aleksandar Trudić, Balkan Idea Novi Sad.
COMETS - COMpetence development European Training Strategy in the field of youth
EECA - Eastern Europe and Caucasus
ETS - European Training Strategy
MOOC - Massive Open Online Course
NA - National Agency
SALTO - Support, Advanced Learning and Training Opportunities for Youth
SALTO EEC - Eastern Europe and Caucasus
SALTO ESC - European Solidarity Corp
SALTO Euromed - European and Mediterranean regions
SALTO ID - Inclusion and Diversity
SALTO PI - Participation and Information
SALTO SEE - South East Europe
SALTO T&C - Training and Cooperation
SNAC – Strategic National Agencies’ Cooperation
TCD - Trainers' Competence Development
ToT - Training of Trainers
TOTHRE - Training of Trainers in Human Rights Education
TOY - Trainers Online for Youth
TRAYCE - Training of Trainers For Youth In The Council Of Europe
TSW - Trainer´s Skills Workshops
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Basic skills
Literacy, mathematics, science and technology; these skills are included in the revised framework of Key Competences for Lifelong Learning - here explored as part of Youthpass.
Blended mobility
Combination of physical mobility and a virtual component, facilitating collaborative online learning exchange/teamwork.
Coach
A resource person - not member of the group – who supports individuals or small groups in the preparation, implementation and evaluation of their project.
Competence
The term ‘competences’ refers to a system of values, attitudes and beliefs, and skills and knowledge that can be applied in practice to manage various complex situations and tasks successfully. Confidence, motivation and well-being are important prerequisites for someone wishing to successfully apply developed competences.
Digital competence
Involves the confident, critical and responsible use of, and engagement with, digital technologies for learning, at work, and for participation in society. It includes information and data literacy, communication and collaboration, media literacy, digital content creation (including programming), safety (including digital well-being and competences related to cybersecurity), intellectual property related questions, problem solving and critical thinking.
Digital Youth Work
Proactively using or addressing digital media and technology in youth work. Digital media and technology can be either a tool, an activity or a content in youth work. Digital youth work is not a youth work method, it can be included in any youth work setting and it has the same goals as youth work in general.
Facilitator
A person who helps a group of (young) people to work together better, understand their common objectives, and plan how to achieve these objectives through Erasmus+ activities
Formal education
Formal education is a form of purpose-driven learning that takes place in a distinct institutionalised environment. This environment is designed for teaching/training and learning, is staffed by qualified and examined educators, is geared towards specific topics and levels, and usually serves a clearly defined category of learners (age, level and specialisation). Formal education (and hence formal learning) is organised and formalised by means of national curricula. Formal education is built up in a way that allows successful students to move up to the next level and obtain a corresponding degree, diploma or certificate. Typical formal education institutions include primary and secondary schools, vocational colleges and universities. Most formal learning is compulsory.
Green skills
Fundamental skills to the transition to a low-carbon economy, which can be general such as sustainable agriculture, soil protection, energy use and waste reduction, or more technical such as knowledge on renewable energy.
Identity
Identity is understood as a cluster of elements and dimensions that define an individual at certain times and in certain situations, contexts and settings. Identity encompasses not only dimensions such as gender, sex, persona, culture and ethnicity, but also includes processes such as identity (personality) change and social transformation. Developing ones’ identity is a dynamic process.
Informal learning
Learning resulting from daily activities and experiences which is not organised or structured in terms of objectives, time or learning support, predetermined learning settings, or educational materials. It may be unintentional from the learner’s perspective. Informal learning takes place in everyday contexts in the family, at work, during leisure time and within the community. While informal learning does have outcomes, these are rarely recorded, virtually never certified, and are typically not immediately visible to the learner. These informal learning outcomes do not necessarily have an inherent value for formal education, training or employment purposes.
Intercultural competence
Intercultural competence as developed and demonstrated within the framework of youth work includes a set of qualities that people need so they can live in contemporary, pluralistic societies. It enables them to actively confront social injustice and discrimination and promote and protect human rights. Intercultural competence requires an understanding of culture as a dynamic, multifaceted process. In addition, it calls for an increased sense of solidarity that allows individuals to negotiate their insecurity and fear of the ‘other’ e.g. through critical thinking, empathy and by accepting ambiguity.
Job shadowing
A stay at a partner organisation in another country with the aim of receiving training by following practitioners in their daily work in the receiving organisation, exchanging good practices, acquiring skills and knowledge and/or building long-term partnerships through participative observation.
Key competences
The basic set of knowledge, skills and attitudes which all individuals need for personal fulfilment and development, employability, social inclusion, sustainable lifestyle, successful life in peaceful societies, health-conscious life management and active citizenship, as described in the Council Recommendation 2018/C 189/01 of 22 May 2018 on key competences for lifelong learning.
Learner
A learner is a participant in the learning process. The training is always targeted towards the learner and his/her competences are developed through it. The terms ‘training participant’ or ‘trainee’ are often used as synonyms. Learning Learning is a process that results in permanent social transformation and change in a learner’s competences and actions. Learning allows them to become a more experienced, self-aware and self-directed individual. Based on Kolb’s experiential learning cycle, one of the learning cycles that can be observed in many youth work situations encompasses the following four steps: observe, stop, reflect, and adapt.
Life-long learning
Learning in all its forms, whether formal, non-formal or informal, taking place at all stages in life and resulting in an improvement or update in knowledge, skills, competences and attitudes or participation in society from a personal, civic, cultural, social or employment-related perspective, including the provision of counselling and guidance services; it includes early childhood education and care, general education, vocational education and training, higher education, adult education, youth work and other learning settings outside formal education and training and it typically promotes cross-sectoral cooperation and flexible learning pathways.
Learning mobility
Moving physically to a country other than the country of residence, in order to undertake study, training or non-formal, or informal learning
Learning outcomes
Statements of what a participant knows, understands and is able to do on completion of a learning process, which are defined in terms of knowledge, skills and competence.
Meaningfulness
In this model we use the term meaningfulness as the capacity to clearly express an emotion or an idea with or without words. Meaningfulness also refers to something that is important, that has a value (for a person, for a group of persons) and that relates to a purpose. For some, meaningfulness goes hand in hand with the notion of mindfulness, meaning the ability to remain fully present and aware in the ‘here and now’, acknowledging and accepting one’s feelings, thoughts, and bodily sensations in a non-judgmental manner.
Micro-credential
A micro-credential is a recognised proof of the learning outcomes that a learner has achieved following a short learning experience, according to transparent standards and requirements and upon assessment. The proof is contained in a certified document that lists the name of the holder, the achieved learning outcomes, the assessment method, the awarding body and, where applicable, the qualifications framework level and the credits gained. Micro-credentials are owned by the learner, are shareable, portable and may be combined into larger credentials or qualifications.
MOOC
Stands for "Massive Open Online Course," a type of course that is completely delivered online, is open to be accessed by anyone without cost, entry qualifications or other restrictions; participant numbers are often high. These courses can have in-person components, e.g. encouraging local participant meetings, and formal assessment, but tend to use peer review, self-assessment and automated grading. There are many variations of MOOCs, focused on specific sectors, target groups (e.g. vocational focus, teachers, etc.) or teaching methods. MOOCs funded under Erasmus+ have to be open to all and both the participation and a certificate or badge of completion are free of charge for participants. The open access requirement for educational resources applies also to MOOCs and other complete courses.
National Agency
A designated body in charge of managing the implementation of the Programme at national level in a Member State or in a third country associated to the Programme. One or more National Agencies may exist in each country.
Non-formal learning
Non-formal learning is a targeted learning process that supports the development of an individual: their social transformation, potential, creativity, talents, initiative and social responsibility as well as the acquisition of relevant knowledge, skills, attitudes and values. It is understood as a form of learning that takes place outside institutional contexts (e.g. school). Non-formal learning in youth work settings is often structured, based on learning objectives, takes place during a certain period of time, involves specific learning support, and is intentional (and voluntary). Non-formal learning is based on a series of educational values and principles.
Job shadowing
A stay at a partner organisation in another country with the aim of receiving training by following practitioners in their daily work in the receiving organisation, exchanging good practices, acquiring skills and knowledge and/or building long-term partnerships through participative observation.
Key competences
The basic set of knowledge, skills and attitudes which all individuals need for personal fulfilment and development, employability, social inclusion, sustainable lifestyle, successful life in peaceful societies, health-conscious life management and active citizenship, as described in the Council Recommendation 2018/C 189/01 of 22 May 2018 on key competences for lifelong learning.
Learner
A learner is a participant in the learning process. The training is always targeted towards the learner and his/her competences are developed through it. The terms ‘training participant’ or ‘trainee’ are often used as synonyms. Learning Learning is a process that results in permanent social transformation and change in a learner’s competences and actions. Learning allows them to become a more experienced, self-aware and self-directed individual. Based on Kolb’s experiential learning cycle, one of the learning cycles that can be observed in many youth work situations encompasses the following four steps: observe, stop, reflect, and adapt.
Life-long learning
Learning in all its forms, whether formal, non-formal or informal, taking place at all stages in life and resulting in an improvement or update in knowledge, skills, competences and attitudes or participation in society from a personal, civic, cultural, social or employment-related perspective, including the provision of counselling and guidance services; it includes early childhood education and care, general education, vocational education and training, higher education, adult education, youth work and other learning settings outside formal education and training and it typically promotes cross-sectoral cooperation and flexible learning pathways.
Learning mobility
Moving physically to a country other than the country of residence, in order to undertake study, training or non-formal, or informal learning
Learning outcomes
Statements of what a participant knows, understands and is able to do on completion of a learning process, which are defined in terms of knowledge, skills and competence.
Smart Youth Work
The innovative development of youth work encompassing digital youth work practice, and including a research, quality and policy component.
Traineeship (work placement)
Time spent in an enterprise or organisation in another country, with a view to acquiring specific competences that are needed by the labour market, gaining work experience and acquiring more understanding of the economic and social culture of that country.
Trainers in the youth field
‘Trainer’ is traditionally used to refer to those who shape, guide and accompany the learning processes of individuals or groups. Training in the youth field means a targeted educational activity based on the principles and values of youth work and nonformal learning. In the youth field, trainers design and implement educational activities based on the values and principles of youth work and non-formal learning. They support each individuals development by promoting the acquisition of knowledge, skills, attitudes and values - according to the topic they are working on.
Transversal (soft; life) skills
Include the ability to think critically, be curious and creative, to take initiative, to solve problems and work collaboratively, to be able to communicate efficiently in a multicultural and interdisciplinary environment, to be able to adapt to context and to cope with stress and uncertainty. These skills are part of the key competences.
Validation of non-formal and informal learning
A process of confirmation by an authorised body that an individual has acquired learning outcomes measured against a relevant standard and consists of the following four distinct phases:
1. Identification through dialogue of particular experiences of an individual;
2. Documentation to make visible the individual's experiences;
3. A formal assessment of these experiences; and
4. Certification of the results of the assessment which may lead to a partial or full qualification
Values in non-formal learning
‘Values in non-formal learning’ means a set of convictions and beliefs that guide the choices and approaches applied in non-formal learning. In the youth field, the values of non-formal learning are connected to personal development (e.g., independence, critical thinking, openness, curiosity, creativity), social development (e.g., the ability to interact, participative 17 democracy, solidarity and social justice, responsibility, problem-solving) and ethics (e.g., acceptance of others, human rights, intercultural learning, intercultural dialogue, peace and non-violent behaviour, gender equality, and intergenerational dialogue).
Virtual learning
Acquisition of knowledge, skills and competences through the use of information and communication technology tools that allow participants to have a meaningful transnational or international learning experience.
Youth and young people
The UN probably has the most flexible definition of youth: ‘YOUTH is best understood as a period of transition from the dependence of childhood to adulthood’s independence. That’s why, as a category, youth is more fluid than other fixed agegroups. Yet, age is the easiest way to define this group, particularly in relation to education and employment, because “youth” is often referred to a person between the ages of leaving compulsory education, and finding their first job’. From a psychological perspective, young people are persons in the age range of 20 to 35, although youth starts earlier if we include the period of adolescence. Erik Erikson (1959) distinguishes the following stages of psychosocial development: the young adult stage (from 13 to 39) precedes early adulthood (from 20 to 39) and this precedes middle adulthood (from 40 to 64). Daniel Levinson (1978) and Rhona Rapoport (1980) add that ‘[…] for a variety of reasons, timeliness on young adulthood cannot be exactly defined – producing different results according to the different mix of overlapping indices (legal, maturational, occupational, sexual, emotional and the like) employed, or on whether a developmental perspective [… or] the socialisation perspective is taken’. For Erikson, the psychological crisis during adolescence is about ‘fidelity’. Young people ask themselves the existential question: ‘Who am I and what can I be?’ They learn to position themselves in relationships with others.
Neuroscience defines adolescence as the ‘[…] period between the physical changes during puberty and the capacity of an individual to play an independent role in society’ (Sarah-Jayne Blakemore, 2008).
Youth activity
An out-of-school activity (such as provided by youth organisations; can include youth club sessions, youth exchanges, volunteering opportunities, or youth trainingworkshops, etc.) carried out by a young person,. Can be for either individuallys or in a groups, in particular through youth organisations, and are characterised by a non-formal learning approach.
Youth work
Youth work involves leisure related activities and non-formal and informal learning processes. A young persons engagement in youth work is on a voluntary participation basis. It promotes young people’s development in a multi-faceted manner, enabling them to become active outside their families, formal education, and work. Youth work activities and processes are self-managed, co-managed or managed under the guidance of youth workers. Youth work is organised and delivered in different ways (e.g., by youth-led organisations, youth organisations and informal groups, and by youth services and public authorities) and can be found at the local, regional, national and European levels.
Youth worker
A youth worker is a professional or a volunteer who works with young people in a wide variety of contexts. Typically they focus on the personal and social development of the young people they work with through one-on-one relationships and group-based activities. The role can include the facilitating of non-formal learning, support in understanding an informal learning moment, being a listener, having a limited social worker role, being a mentor and or role model…
Youthpass
The European tool to improve the recognition of the learning outcomes of young people and youth workers from their participation in projects supported by the Erasmus+ Programme. Youthpass consists of: a) certificates that can be obtained by participants in several Actions of the Programme; and b) a defined process which supports young people, youth workers and youth organisations to reflect about the learning outcomes from an Erasmus+ project in the field of youth and non-formal learning. Youthpass is also part of a broader European Commission strategy which aims to enhance the recognition of non-formal and informal learning and of youth work in Europe and beyond.
There is no one answer on how to become a trainer in the youth field, since everyone can have their own unique path. Nevertheless, most involve a combination of education, practical experience, and continuous professional development. Here are some of the steps that you might consider to get started:
- While there is no specific trainer degree on the European level, having a background in education, social sciences, psychology, or a related field can be beneficial (it should be noted that some trainers come with agricultural or engineering backgrounds, etc. so it is not exclusive to have a social sciences background).
- Engage with local or international youth organisations to gain hands-on experience working with young people and groups. Enrol as a group leader in a youth exchange, so you can try out how to design and facilitate learning processes.
- Attend workshops, seminars, and courses related to youth work and non-formal education. Network with other people who would like to become a trainer. Think of writing and implementing something together on your topics of interest.
- Observe and note how trainers implement activities to build your own portfolio of non-formal education methods (energizers, getting to know each other, teambuilding, etc.)
Tip. Get inspiration from the Youtrain video project
- Enrol in a Training of Trainers (ToT), which provides comprehensive training in the necessary competencies. To find out about ToT opportunities, please see questions 4 and 5.
- Look for experienced trainers who can provide mentoring guidance and coaching support as you develop your skills.
- Look for “junior trainer” job or volunteering opportunities and apply.
- Participate in peer learning groups or communities of practice where you can share experiences and learn from others.
- Become a member of organisations and networks for youth workers and trainers. To join the International Youth Work Trainers Guild check Get Involved page.
- Regularly reflect on your training sessions and seek feedback from participants and peers.
Tip. Use the AppRaiser platform that offers free solutions for professional development, which includes self-assessment and feedback from participants, colleagues and organisers
- Keep on learning