Recommended duration: 1 working day (8 teaching hours)
Area of competence: youth work, non-formal education
Target audience: Youth workers and representatives of youth and civil society organizations in Ukraine, Moldova, and Georgia.
Responsible partner organization: Junior Achievement Ukraine
Authors:
- Iryna Sernyak, Candidate of Economic Sciences, Associate Professor of the Department of International Economic Relations, Vasyl Stefanyk Precarpathian National University;
- Natalia Honcharova, PhD student in Pedagogy, Department of Higher School Pedagogy, Donbas State Pedagogical University, researcher in the field of developing digital competence of university teachers and non-formal education.
1. Purpose of the module
The module aims to develop the basic professional competences of youth workers to effectively design, implement and evaluate non-formal educational processes with young people. It creates a methodological basis for all subsequent modules of the Curriculum and provides a common understanding of the principles of quality youth work. The module introduces the main concepts of non-formal education, participatory learning and experimental methods, with a particular emphasis on learner-centred and inclusive approaches. Particular attention is paid to facilitation skills, group dynamics and the ability to adapt learning activities to different social, cultural and psychological contexts.
Upon completion of the module, participants will be able to plan and implement structured learning activities that support the active participation, personal development and social integration of young people in accordance with European youth work standards.
2. Expected results
After completing the module, participants should:
– understand the key principles of non-formal education and its differences from formal and informal learning;
– master basic facilitation methods and tools for managing group dynamics;
– learn to apply participatory methods and experiential learning in working with youth;
– develop the ability to adapt educational processes to different age, social and cultural groups of young people, taking into account inclusion and the principle of “do no harm”;
– develop skills in planning informal educational activities with clear goals and expected results.
After completing the module, the participant will:
– explain the principles and values of non-formal education in the context of youth work;
– develop and conduct basic informal educational sessions;
– apply participatory methods and experimental learning in group work;
– manage basic group dynamics and participant engagement;
– adapt educational activities to different groups of young people, including vulnerable ones;
– analyze your own role as a facilitator and receive feedback on your practice.
3. Key concepts
The module introduces the main theoretical and methodological concepts that form the basis of quality youth work and non-formal education. The following key ideas and frameworks should be introduced:
– Non-formal education – definition, principles and its role in youth work; differences between formal, non-formal and informal learning.
– Values of youth work – voluntariness, participation, equality, inclusion, learner-centered approach and the principle of “ do no harm” .
– Experiential learning – learning through experience; David Kolb’s learning cycle as a basis for planning educational activities.
– Participatory methods – active learning methods that involve young people in decision-making, discussion, reflection and practice.
– Facilitation as a professional role – understanding the role of the youth worker as a facilitator, not a lecturer or instructor.
– Differences between teaching, training and facilitation – levels of structure, responsibility and participant involvement.
– Group dynamics – stages of group development, roles of participants, motivation, passivity and conflict situations.
– Safe and inclusive learning environments – creating respectful, supportive, and psychologically safe spaces for youth.
– Planning an informal educational session – formulating goals, choosing methods, time, and reflection.
– Reflection and feedback in learning – the importance of assessment, self-reflection and feedback with colleagues in youth work practice.
4. Preparation for training
The trainer should prepare before the lesson:
– presentations “Non-formal education in youth work”, “Managing group dynamics”, “The role of a youth worker as a facilitator”, “Advice to facilitators”
– handouts “Broken Squares”, “Mask, Discovery”, “Group Work Methods”, “Energy, Exercises for Relaxation, Repetition”
– flipchart materials “Mission Impossible”, “Expectation Tree”, “Rules”, “Barometer”
– digital link or QR code in the feedback form
5. Required materials: projector, flipchart, flipchart sheets, A4 sheets, handles, markers, paper tape, colorful stickers, tables for working in small groups, one set of cutlery “knife and fork”, trash can
6. Course of the training session
| Time | Activity | Description | Materials |
| Session 1. Introduction, expectations, rules, 85 min. | |||
| 45 min. | Getting to know each other. Warming up the ice | Exercise “Two Truths, One Lie” (described in Chapter 7).
Exercise “Mission Impossible” (described in Chapter 7). |
– flipchart
– flipchart sheets – markers |
| 20 min. | Expectation | The trainer asks participants to write their expectations from the training on colorful stickers, then voice them publicly and attach them to a flipchart “Tree of Expectations” drawn in advance on paper.
After all participants have voiced their expectations, the trainer presents the training program, outlining the main stages of the work and drawing a parallel with the voiced expectations. |
– flipchart
– flipchart sheets – markers – handles – colorful stickers |
| 10 min. | Regulations | Using the brainstorming method, the trainer, together with the participants, forms the principles and rules of work at the training.
It is important that participants suggest as many rules as possible. After announcing the list of rules, agree on their implementation by all training participants. |
– flipchart
– flipchart sheets – markers |
| 5 min. | Summing up the session | Questions for discussion:
– Why is teamwork important? – Why is it important to follow principles and rules during training and in life? |
|
| Coffee break, 15 min. | |||
| Session 2. In formal education in youth work. Managing group dynamics, 100 min. | |||
| 15 min. | Introductory exercise | Exercise “Knives and Forks” (description in chapter 7). | – one set of cutlery “knife and fork” |
| 20 min. | Interactive lecture “Non-formal education in youth work” | Concepts and principles of non-formal education. Values of youth work (voluntariness, participation, equality). Differences between formal, non-formal and informal learning.
David Kolb’s learning cycle. The role of non-formal education in youth development and civic engagement. Forms of group and individual work with youth: peer-to-peer, mentoring, tutoring, coaching. |
– multimedia presentation with materials |
| 15 min. | Practical exercise for teamwork | Exercise ” Broken Squares ” (description in chapter 7). | -prepared materials for the exercise in the amount of 2 pieces
– 2 tables |
| 20 min. | Interactive lecture “Managing Group Dynamics” | The main stages of the group’s development.
Exercise Engaging participants and working with passivity. Maintaining a safe and inclusive environment. Responding to tensions and major conflict situations. |
– multimedia presentation with materials |
| 25 min. | Role play to understand group dynamics | Exercise “Mask, open up” (description in chapter 7). | – handout for participants with written roles |
| 5 min. | Summing up the session | Questions for discussion:
– What did you learn from this session as a participant and as a future coach? – How do you adapt this session for your target group of youth? |
|
| Lunch, 60 min. | |||
| Session 3. The role of the youth worker as a facilitator. Participatory methods and experiential learning, 85 min. | |||
| 5 min. | Energy engineer | Prepare the group for further work after the break. | |
| 20 min. | Interactive lecture “The role of the youth worker as a facilitator” | Facilitation as a professional role in youth work.
The difference between facilitation, training and teaching. Ethical principles of facilitation. Balance between structure and flexibility in working with a group. |
– multimedia presentation with materials |
| 55 min. | Practical exercise “Group work methods” | Participants in the world café format (united in groups) are introduced to the most common methods of group work (openwork saw, brainstorming, forum theater, Walt Disney method, etc.). Familiarization with each method should be accompanied by the formation of a “twitter message” – key theses that concisely characterize a certain method without naming it directly. At the end, all groups present their tweets, and other groups must guess which method is mentioned in the “twitter message”. | – handout with a description of the methods
– flipchart – flipchart sheets – markers |
| 5 min. | Summing up the session | Questions for discussion:
– What facilitation principles were demonstrated in practice today, and how can you apply them in your own trainings? – What was the most important discovery for you as a facilitator during this session? |
|
| Coffee break, 15 min. | |||
| Lesson 4. Developing a training lesson, 100 min. | |||
| 5 min. | Energy engineer | Prepare the group for further work after the break. | |
| 35 min. | Interactive lecture “Advice for facilitators” | Formulation of educational goals and outcomes.
Choosing methods according to goals and group. Session time and logic. Working in a coaching team. Energy. Repetition exercises. Feedback and group reflection. Preparation for and self-reflection after the session. |
– multimedia presentation with materials |
| 15 min. | Blitz Q&A session “I’m afraid of being a facilitator because…” | Participants talk about fears, challenges, difficulties and problems in conducting trainings. They can refer to their own experiences or speak abstractly. After voicing, these problems are recorded on a sticker. The trainer, together with the whole group, looks for ways to solve these situations in a discussion format. After a solution is found, the participant can throw their sticker in the trash and thus get rid of the problem. | – handles
-multicolored stickers – trash can |
| 40 min. | Practical group exercise “Facilitation Laboratory” | This exercise provides participants with the opportunity to practice designing and delivering a short learning activity, reduce facilitation anxiety, and build confidence through safe hands-on experience and peer feedback.
The trainer divides participants into small groups of 3-4 people. Each group is instructed to prepare a 5-minute mini-task to begin the training session, using the exercise descriptions in the handout. Groups have 10 minutes to prepare, after which each group holds its own mini-session for all participants (up to 5 minutes per group). After each mini-session, participants provide brief feedback using the following rule: one strength; one piece of advice; one question. The coach provides supportive, constructive, and safe feedback. |
– flipchart
– flipchart sheets – markers – handles – colorful stickers |
| 5 min. | Summing up the session | Questions for discussion:
– What was the most difficult part of being a facilitator? – What helped you cope with anxiety? – What advice from the lecture was useful in practice? – What will you do differently next time? – What were you afraid of before the exercise and how do you feel now? |
|
| Training summary. Feedback. Questionnaire, 20 min. | |||
| 10 min. | Module Summary | The trainer asks participants to take turns approaching the sheet with the barometer drawn on it and using a marker to mark their current level of confidence as future facilitators. At the same time, participants also voice which expectations were met and which were not. | – a flipchart sheet with a barometer drawn on it
– markers |
| 10 min. | Final exercise | The trainer asks each participant to hang a blank sheet of A4 paper on their back. After that, pleasant music is turned on, and the participants go to each other, writing personal thanks, greetings and wishes on the person’s back. After the music ends, the trainer asks the participants not to read the greetings now, but to do it at least two hours after the end of the training. | – A4 sheets
– handles
– paper tape |
Trainer’s materials:
Trainer’s Guide (pdf)_Fundamentals of Non-Formal Education and Facilitation
Presentation(pdf)_Fundamentals of Non-Formal Education and Facilitation
Exercise_templates_for_the_module(pdf)_Fundamentals of Non-Formal Education and Facilitation