TRAYCE - Training of Trainers for Youth in the Council of Europe
Le Service de la jeunesse du Conseil de l’Europe a organisé en 2015-2016 une formation de longue durée des formateurs en éducation non formelle avec les jeunes, afin d’améliorer la qualité des activités du Conseil de l’Europe dans le domaine de la jeunesse et, ce faisant, de soutenir également la reconnaissance du travail de jeunesse et de l’éducation non formelle.
Le stage de formation a réuni 23 participants venus de 22 pays et actifs au sein d’organisations de jeunesse, du niveau européen au niveau local. Tout au long du stage, ils ont eu une occasion unique de développer la qualité de leur travail et d’améliorer leurs compétences pour concevoir, diriger et évaluer des activités d’éducation non formelle et de formation avec les jeunes dans le cadre des valeurs du Conseil de l’Europe.
Cette formation de formateurs (TRAYCE, en anglais) a été proposée par une équipe multiculturelle de formateurs.
Elle faisait partie d’une série de formations des formateurs organisées par le Conseil de l’Europe ; précédemment, certaines de ces formations ont été menées en partenariat avec la Commission européenne (par exemple, ATTE, TALE), tandis que d’autres ont fait appel aux ressources d’autres partenaires (TATEM, ACT-HRE).
POURQUOI TRAYCE ?
La reconnaissance de l’éducation non formelle et du travail de jeunesse est une priorité essentielle du Conseil de l'Europe. Reconnaître, cela signifie promouvoir la valeur et le rôle de l’éducation non formelle et du travail de jeunesse et appliquer des normes de qualité dans la pratique des activités d’éducation non formelle avec les jeunes. Le Conseil de l’Europe est un acteur européen clé de l’éducation et de la formation non formelles, notamment à travers le programme éducatif des Centres européens de la jeunesse de Budapest et de Strasbourg et la formation de multiplicateurs. L’action du Service de la jeunesse dans le domaine de l’éducation et de la formation est basée sur les valeurs du Conseil de l’Europe, les droits de l’homme, la participation des jeunes et le dialogue interculturel.
La qualité des activités éducatives du Service est une préoccupation constante. Ainsi, les normes de qualité qui s’appliquent aux activités organisées dans les CEJ sont une référence. Les normes couvrent tous les aspects du processus éducatif, de la préparation et l’analyse des besoins, à la composition de l’équipe et au recrutement des participants, aux processus pendant l’activité, à l’évaluation et aux conditions environnementales à assurer. Le travail des formateurs, des facilitateurs et des multiplicateurs dans les activités d’éducation non formelle avec les jeunes est l’un des éléments les plus importants pour déterminer la qualité - et la reconnaissance - des interventions d’éducation non formelle.
BUTS ET OBJECTIFS
TRAYCE a pour objectif de contribuer à l’amélioration de la qualité des activités d’éducation non formelle au Conseil de l’Europe par le renforcement des compétences des formateurs actifs dans le domaine de la jeunesse.
Les objectifs stratégiques du stage sont les suivants :
- contribuer à la reconnaissance et à l’amélioration de la qualité de l’éducation non formelle dans le domaine de la jeunesse en Europe ;
- contribuer au développement d’un profil professionnel de formateurs de jeunesse en Europe et à la reconnaissance de leurs compétences ;
- soutenir le développement de la qualité du travail des organisations de jeunesse en Europe dans le domaine de l’éducation non formelle, notamment celles qui coopèrent avec les Centres européens de la jeunesse du Conseil de l’Europe ;
- contribuer à la qualité et à la durabilité du programme Jeunesse du Conseil de l’Europe et de ses partenaires, y compris l’élargissement et la diversification du pool de formateurs ;
- promouvoir les valeurs et les approches du Conseil de l’Europe qui sous-tendent le travail européen de jeunesse et réfléchir à la manière dont elles devraient s’appliquer dans les activités de formation.
Les objectifs éducatifs du stage sont les suivants :
- aider les participants à bien comprendre le cadre institutionnel, les valeurs, les principes et les pratiques du Conseil de l’Europe qui sous-tendent l’éducation non formelle avec les jeunes au sein de l’Organisation et à développer des activités de formation cohérentes et régulières dans le domaine de l’éducation non formelle ;
- développer la capacité des participants à concevoir, gérer et évaluer des activités d’éducation et de formation non formelles au niveau européen, sur la base d’une analyse adéquate des besoins et en utilisant des méthodologies appropriées ;
- explorer la notion de qualité dans les activités d’éducation et de formation non formelles et comment l’appliquer ;
- défendre le rôle de la formation et de l’éducation non formelles dans le cadre des priorités actuelles des politiques européennes et nationales de la jeunesse ;
- réfléchir aux implications éthiques, professionnelles et sociales du travail de formateur dans l’éducation non formelle ;
- aider les participants à apprendre à guider et à faciliter les processus interculturels dans des contextes d’éducation non formelle ;
- aider les participants à apprendre à gérer efficacement un projet d’éducation et de formation non formelles ;
- réfléchir à la contribution de l’éducation et de la formation non formelles au développement d’une culture des droits de l’homme.
STRUCTURE DU STAGE
La formation TRAYCE comprend plusieurs phases et une combinaison d’apprentissage résidentiel, pratique et en ligne, comme suit :
- Préparation du premier séminaire résidentiel (mi-avril à juin 2015)
- activités en ligne pour apprendre à se connaître, à mieux connaître les contextes et les pratiques des participants, à mieux connaître le Conseil de l’Europe et à recueillir les attentes des participants concernant le stage et leurs besoins d’apprentissage
- Premier séminaire résidentiel (15 – 23 juin 2015)
- introduction du stage et de toutes ses caractéristiques et coup d’envoi ;
- sessions de formation liées aux priorités du Conseil de l’Europe et aux questions de formation et d’éducation (éducation non formelle, compétences de formation) ;
- introduction au processus de développement des compétences dans le cadre du stage (auto-évaluation, plans d’apprentissage).
- Pratique et apprentissage en ligne (juin 2015 – juin 2016)
- phase de pratique et productions des participants ;
- apprentissage en ligne et modules thématiques spécialisés (les fondements de la formation, l’apprentissage interculturel, etc.) ;
- possibilités d’observation en situation de travail pour les participants afin de consolider leurs compétences ;
- mentorat.
- Deuxième séminaire résidentiel (juin 2016)
- évaluation pédagogique de la phase pratique et des productions des participants ;
- renforcement des compétences en matière de plaidoyer et rôle des formateurs ;
- consolidation de l’apprentissage.
- Evaluation of the course (during autumn 2016)
- evaluation of the learning in the course and participants’ follow-up.
MÉTHODOLOGIE DE TRAYCE
La formation TRAYCE est basée sur les principes de l’éducation non formelle et utilise les approches suivantes : apprentissage expérientiel ; apprentissage basé sur les tâches ; apprentissage coopératif et apprentissage par les pairs ; observation - évaluation - réflexion, apprentissage autodirigé, apprendre à apprendre ; apprentissage au sein des organisations et en relation avec le travail local des participants et leur organisation ; apprentissage interculturel ; accent sur les résultats et l’amélioration des pratiques.
PRINCIPALES CARACTÉRISTIQUES ÉDUCATIVES DE TRAYCE
- Auto-évaluation et plans d’apprentissage basés sur les compétences
Le stage est basé sur un cadre de compétences pour les formateurs dans le domaine de la jeunesse. Chaque participant est soumis à un processus d’évaluation de ses compétences et d’identification de ses besoins d’apprentissage.
- Mentorat
Le mentorat est une mesure de soutien au développement professionnel des participants et à la pleine participation des participants au stage.
- Séminaires résidentiels
Deux séminaires résidentiels sont organisés dans le cadre de TRAYCE. Ils offrent une grande variété de sessions pour l’amélioration des compétences, dans un environnement qui met en exergue la valeur de l’apprentissage interculturel.
- Pratique
Les participants planifient, dirigent et évaluent une activité de formation répondant à un certain nombre de critères de qualité. Ils réfléchissent à la qualité de leur pratique et cherchent des moyens d’améliorer leur travail.
- Productions
Les productions des participants sont des contributions au renforcement de leurs compétences et au développement et à la reconnaissance de l’éducation non formelle. Il peut d’agir d’un document, d’un article, d’une étude, d’un jeu, d’un module de formation, etc.
- Apprentissage en ligne
Les unités d’apprentissage en ligne améliorent les compétences générales des participants. Sur la plateforme en ligne, les participants disposent également d’un espace pour l’apprentissage par les pairs et la communication de groupe.
- Observation en situation de travail
Les participants s’engagent dans l’observation en situation de travail, soit dans des équipes d’étude, soit dans des organisations locales, etc. Cette possibilité a été mise en place après avoir évalué les besoins d’apprentissage des participants.
Participants
Tonny JOOSTEN (The Netherlands)
Youth-center Mafcentrum / Out of Area foundation
About Tonny:
“I work in a rural area at Mafcentrum, as an innovative social supportive of vulnerable groups and I also run Out of Area (renovation and activity projects by Dutch vocational training institutions in social institutions in Bosnia and Herzegovina). During the past three years I have been focusing on the importance of intercultural learning and human rights and human rights education. Human rights in the Netherlands are seen as something we have and do not need to be focused on or practiced too much; this is the case also in social work. A lot is still to be learned in the process of developing democratic measures for including vulnerable people and youth in policy development. All of this combined became my motivation to participate in TRAYCE and be able to create, provide and sustain a platform for local (rural) youth to be able to look abroad and cross their borders, literally and figuratively. My second motivation is to internationalize the recognition of non-formal learning of Out of Area practice, as well as integrate human rights education in the practice. Last but not least is the motivation to create a democratic process for the inclusion of youngsters and vulnerable groups into policy making.!”
Karen Pong (France / Greece)
Youth Peace Ambassadors Network
About Karen:
"I am honoured to have been selected to take part in the TRAYCE course. I represent the Youth Peace Ambassadors Network. I have been a youth worker and human rights advocate since 2007. Before joining the course, I had gained some experience working as a trainer in several youth activities. However, I felt that I needed to polish my capacity to design and implement youth projects, and TRAYCE was the perfect opportunity for me. Taking part in the course has enabled me to develop competences beneficial for my professional and personal development. I gained technical skills like building and managing a blog and using various online tools, I was unfamiliar with, for creative purposes. I also developed practical skills in designing and facilitating youth projects. My main goal when I joined the course was to improve my capacity to use NFE for the transmission and transfer of knowledge and to acquire new methods and tools to work with in the future. I believe I achieved this goal. The TRAYCE course has been challenging, productive and memorable. I am now more confident in my work as a trainer."
Cihan KILIÇ (Turkey)
Voices of Young Refugees in Europe (VYRE), European Educational Exchange – Youth for Understanding (EEE-YFU)
About Cihan:
“I have been taking part in various initiatives that aim to promote human rights and improve the understanding of democratic values, through non-formal education; however it is the first time that I feel I am also re-discovering various different paradigms to create a difference. TRAYCE has enabled me to experience personally the meaning of safe space and explore its effects over creativity.
Kalle RISTIKARTANO (Finland)
Luonto-Liitto ry. - The Finnish Nature League
About Kalle:
“After 15 years of work as a trainer for various organisations in Finland, TRAYCE offers me the possibility I had sought to widen my world. And for me, TRAYCE has already delivered: knowledge, insights and experience as a trainer, but especially ideas and good practices to spread home and around the globe for people, networks and NGOs working to make life in all its forms better.”
Ida KREUTZMAN (Finland)
OBESSU
About Ida:
“My first experience as a trainer on international level was as a part of a Council of Europe study session preparatory team when I was just 18 years old, and I have since then had a passion and interest in the topics and approaches of the Youth Department of the Council of Europe. TRAYCE is for me an opportunity to coherently develop and broaden my knowledge of different themes, deepen my understanding of concepts and get to know the educational values behind the work I am already familiar with. The training course is also a great chance to create networks with other trainers who share my values and passion for human rights and democracy, and get even more involved in the work of the Council of Europe.”
Gatis CAUNITIS (Latvia)
ENIL Youth Network
About Gatis:
“I come from Latvia and I am disabled since 1995. Since 2011 I am actively involved in voluntary work in field of protecting rights of persons with disabilities on European level as national Coordinator for Latvia in ENIL - European Network on Independent Living. Since 2015 I am Vice - chairperson of the ENIL Youth Network interim board. My main aim in the TRAYCE is to develop my trainer skills and expand my experience and knowledge with non-formal education and to learn how to achieve the best results at being trainer to promote understanding of independent living concept (especially to the young people with disabilities). I should say that already in the first residential meeting I felt that journey in the TRAYCE will be very fruitful and productive, and guess - what? It is totally!”
Ana MORGADO (Portugal)
About Ana:
“TRAYCE is a journey of exploration of myself, my work, of possible connections and possible changes. With an open heart, an open mind and an open will, I have been engaged in this collective learning experience through a process of reflection and learning about what I do as educator with responsibilities fighting social exclusion, inequality and violence close to young people and to our communities. In an educational world that most of the times privilege numbers instead of learning, privileged projects instead of long term commitments with young people and communities, I feel that TRAYCE, where we have the opportunity to work close and together for 1 year and a half with youth workers and educators from so diverse backgrounds and professional experiences, brings the perspective that learning and social transformation needs commitment, trust, open dialogue and collective creation, encouraging us to act and change.”
Atanas ZAHARIEV (Bulgaria / Hungary)
FERYP
About Atanas:
“I hold a BA in Pedagogy and French and an MA in Critical Gender Studies from the Central European University in Budapest. I work on advocacy issues at the European Roma Rights Centre (ERRC). My work experience focuses mainly on Roma inclusion policies and programmes in EU countries, policy analysis, and gender issues. In TRAYCE I represent the Forum of European Roma Young People, one of the largest networks of Roma youth in Europe. My main objective in TRAYCE is to increase my knowledge and capacity as a trainer in non-formal education in regards to Roma and Roma youth participation, gender and identity issues and human rights education.”Mustafa JAKUPOV (“the former Yugoslav Republic of Macedonia”)
Regional Roma Educational Youth Association - RROMA
About Mustafa:
“I am pursuing my objective to become a Roma youth trainer, that is why i am involved in TRAYCE and i love it!”Dani PRISACARIU (Romania)
ACCEPT Association
About Dani:
“I am Dani and I am an activist, advocate and trainer for human rights at national and international level. I enjoy creating inclusive, creative and critical spaces for discussion and empowerment for young people. I got involved in TRAYCE because I knew that being a trainer requires constant learning and experiencing. I am always eager to discover more tools, approaches, and see how we, as activists, can use non-formal education best in order to advance human rights. I hope that in the end of this learning program I will have developed the attitudes, skills and knowledge needed to create meaningful learning opportunities for youth, especially youth with minority backgrounds.”
Luca ELEK (Hungary)
Utilapu - SCI Hungary / Youth Peace Ambassadors Network
About Luca:
“I graduated from Minority Studies and Ethnic Relations from Eötvös Lóránd Science University, Budapest in 2012. My field of interest is social activism, specifically how to combat discrimination and extremism. I have been active in the field of youth work for over ten years, participating and organising international youth projects, mostly focusing on minority issues and social inclusion. I work as a freelance trainer involving young activists from different ethnic and religious communities. Currently, I am the Regional Manager of MiNYanim, a Jewish community development project where I work on planning and implementing the educational content of the programme. I joined TRAYCE to meet and work with likeminded people; to develop my competences, learn about different practices and methods in order to foster social change through youth work.”
Afag NADIRLI (Azerbaijan)
Azerbaijan National Committee of Helsinki Citizens’ Assembly
About Afag:
“TRAYCE were those 5 letters that promised to become a platform for learning and improving the skills in non-formal education in the first place. It foreshadowed peer-learning, sharing and exploring this world together. For me, a young person involved in youth sphere and currently working at the National Youth Foundation directly working with youth on a daily basis, this was an important project to learn and grow so that to convey the knowledge and experience further to the young people and NGOs we work with. So it became. TRAYCE involved me deeper in the core of non-formal education and intercultural learning. Through the course, I am developing the competences of an non-formal education trainer with the ability to design educational programmes implementing the quality assessment tools, have a broader and more comprehensive understanding on culture and intercultural learning and how to use the concept in the dynamically changing reality of the 21st century; on how important the peer support in this sphere is. Having these skills developed in myself, I consider having a certain impact in the development of the filed in my society and the recognition of non-formal education.”
Gubaz KOBERIDZE (Georgia)
Human Rights Association / Tbilisi European Youth Centre
About Gubaz:
“I am involved in youth work and non-formal education since 2011, when I was school student and with my friends established school students’ umbrella organisation Georgian School Students Unions Alliance. In early 2012 I have decided that non-formal education is the thing to what I want to connect my life and I did so… I am working on different issues such as: human rights, democracy, participation, youth policy, and etc. and non-formal education is always with me. Non-formal education for me is almost the way of life, like a lifestyle that is keeping you always in tonus and gives you chance to find something new and work on yourself. I have decided to live in this way and work constantly on development of different competences. For this, the best opportunity for me was to participate in TRAYE. TRAYCE really gives you chance to explore non-formal education, ways how to work with young people, approaches to different situations, how to be good trainer and etc.”
Yuliya Stankevich (Belarus)
Youth Education Center "Fialta"
About Yuliya:
“I am a trainer, consultant, youth worker. I have more than 15 years of experience of trainings for young people, also with disabilities (hearing disabilities and mobility), and from rural areas, and mentorship of youth initiatives. Participants of my trainings state they had increased their social and civic competences, creativity, sense of initiative and entrepreneurship, and had been able to initiate and implement their ideas to improve the society. I am in TRAYCE for developing my competencies as a trainer working on international level, especially with human rights education and intercultural learning.”
Marinela Šumanjski (Serbia)
East European Youth Network
About Marinela:
“I have been involved in non-formal education because I truly believe that I can make a valuable difference and TRAYCE enables me to integrate and sustain the goals of human rights, equality and dignity and respect for diversity at practical levels of my personal and professional efforts.”
Cafer Saatchi (Bulgaria)
National Youth Forum – Bulgaria
About Cafer:
“I am an active young person, passionate about youth work, trainings, community work and human rights. I have been involved in different organisations in the past 8 years and I am still working with young people with the same love and devotion as in the beginning. Becoming a trainer has marked the beginning of a new stage in my personal and professional life. This new starting point in my life as a trainer has given me the amazing opportunity to find out about the open call for TRAYCE and to apply for it. I consider myself as a lucky one given the fact that I had been accepted. I had the chance to meet and be trained with people from different countries from Morocco to Finland and Sweden and from Spain to Azerbaijan and Georgia. Having the possibility/opportunity/ to be part of such a great team and to share time, emotions and feelings, and finding huge support is invaluable and unforgettable experience. TRAYCE is not only a training but a philosophy for whole life.”
Denise Wornig (Austria)
Landjugend Österreich – Rural Youth Austria
About Denise:
“Perceiving the world through the eyes of the Council of Europe gave me a new perspective on issues and topics. TRAYCE is a fantastic learning opportunity facilitated by very experienced trainers. Through TRAYCE, I can deepen my knowledge in human rights, democracy and the rule of law. I am also gaining trainer skills to put theory into practice and share the learning with participants in future courses. Through the diverse backgrounds of TRAYCE participants, I am able to get an insight into different forms of organisations. Furthermore, getting to know people from so many diverse (cultural) backgrounds is enriching for me. It is a pleasure to be a part of TRAYCE.”
Madiha Taouss (Morocco)
Mouvement Citoyens pour la jeunesse et la démocratie (Movement Citizens for youth and democracy)
About Madiha:
“TRAYCE for me is another form of a visa to enter the international trainer universe; however it is a “visa” that requires enough efforts and that gives you and provide you a full training with qualified trainers and skilled colleagues. TRAYCE is a journey of a thousand paths that everyone models according to the way they want. It allowed me to develop new skills, knowledge and a lot of exchange and lessons from others. TRAYCE is the philosophy itself of the Council of Europe towards young people. Empower support and make them independent.”
Juraj Vozar (Slovakia)
Phiren Amenca
About Juraj:
“TRAYCE provided me with crucial instruments for my future. Beside useful knowledge and ability to sharpen my thinking, I have had a chance to develop a strong network of friends and professionals. Opportunity to learn from the great minds, our trainers and among ourselves, has been an experience of great value, helping me to steer my future professional journey. Currently working for an education institute and being in the Board of Directors of international volunteering network, the importance of non-formal education keeps reappearing in my life. I am grateful for being part of such a great team, because: “It is all about the people after all.”
Nazarii Boyarski (Ukraine)
Coalition for Combating Discrimination in Ukraine
About Nazarii:
“I work in the fields of youth policy and human rights for 10 years. Each year I more and more understand that education is a key opportunity for positive change of the world in sake of future generations. On the other hand, it is possible to live well in one country, if in other countries people suffer. World is global. TRAYCE for me is an opportunity to become better trainer to improve human rights situation in the world.”
Rok Primožic (Slovenia)
European Students' Union, Slovenian Student Union
About Rok:
“I got involved with TRAYCE because I believe that education is a way to change the world and make it a better place, and the non-formal education activities of the Council of Europe contribute a lot to this idea. I have more than 10 years of experience with non-formal education and youth work, and this course offers a unique opportunity to develop my competences in these matters on European level. I am also a member of the Advisory Council on Youth of the Council of Europe, so I try to advocate for non-formal education and youth work in different fora. As a student of educational policies, I am also interested to learn and work in different educational systems, formal and non-formal.”
Kseniia Fedorova (Russian Federation)
National Youth Council of Russia
About Kseniia:
“I'm absolutely happy to be a part of TRAYCE long-term training for trainers. TRAYCE is a great opportunity to put everything in a system in your head, to structure and to upgrade my knowledge and skills in order to bring it to participants of my events, share the information through social media and educational programmes, training courses, seminars. Another amazing part of TRAYCE is working together with colleagues, professionals from different countries, coming from different organizations and backgrounds. It is an amazing intercultural dialogue and learning opportunity.”Simone Lucchi (Spain)
YOUROPÍA cultural association
About Simone:
“I usually say that I’ve been involved in non-formal education since when I didn’t even know what non-formal education was. TRAYCE is for me the possibility to question what I am doing. It is about diving into the essence of the non-formal education. It is also about sharing thoughts, doubts and ideas with practitioners and activists from all across Europe and beyond. The close contact with human rights education has been an eye-opening experience that “captivated” me and deeply re-oriented my learning process as well as my professional path.”
Trainers
Zara Lavchyan (Armenia)
About Zara:
“I am a freelance trainer, author, project evaluator, involved widely in youth policy development and implementation on national level. The main areas of my interest for the moment are youth policy and youth work development, intercultural communication and dialogue, training of trainers, online learning in non-formal education, participation and co-management. Since 2008 I have been involved in developing and testing various experimental models and curricula for training trainers and youth workers in Armenia. TRAYCE is a journey that brings milestone changes to all involved and I am happy to be part of it!”
Gulesin Nemutlu-Unal (Turkey)
About Gulesin:
“I am a freelance trainer, game designer and a consultant currently working under my own label called 'tekne - learning constructs office' and I am based in Istanbul. Since 1999, I have worked with a variety of organisations and institutions throughout Turkey and Europe. My major areas of work include training of trainers, human rights education, voluntarism and activism, civil society development and youth work. I also teach on play and game design at the Istanbul Bilgi University. I am passionate about ships, pirate stories and lately on the detective stories.”
Mara Georgescu (France / Romania)
About Mara:
“I work as educational advisor in the Youth Department of the Council of Europe. My main field of work nowadays include social inclusion and access to social rights, Roma youth participation and inclusion, human rights education and recognition and quality in non-formal education. I have been active in the youth field for 15 years, starting from working with young people locally and doing human rights education with children, and moving then through being a project officer and trainer in several organisations whose mission was to develop civil society and promote human rights. I love to cycle and to read good novels, and to play board games. TRAYCE is an opportunity to reinforce the work of youth organisations, by preparing young trainers to reach out young people and support their empowerment.”
Miguel Angel Garcia Lopez (Spain / Germany)
About Miguel:
“I am an experienced evaluator, trainer, lecturer and e-learning moderator working at European level for European Institutions and NGOs and in Germany for the Universities of Hannover and of Osnabrück in the following fields: social inclusion, participation, Human Rights, voluntary service, global education, intercultural dialogue, conflict transformation and peace education. Training of trainers’ courses have been very important for my development as trainer. I am very happy to be part of the TRAYCE adventure!”