The training course aimed to enhance the skills of youth workers and teachers, transforming them into competent trainers capable of promoting non-formal education and supporting diversity in intercultural and interreligious contexts.

It sought to develop youth workers into trainers who could perform diverse roles, such as facilitators, evaluators, and resource persons. Participants from Estonia, Cyprus, Greece, Romania, Ireland, Italy, Northern Macedonia, and Portugal were equipped with tools to improve their competencies in creativity, intercultural communication, and self-directed learning while fostering collaboration between youth organizations to improve practices for inclusivity and equity.

As part of the training, the participants were required to conduct non-formal classes in a local school. This practical component aimed to provide them with hands-on experience in real-world educational settings, helping them develop essential teaching skills, adapt to diverse learning environments, and interact with students from various backgrounds. The experience also allowed the participants to apply the concepts they had learned during the training in a practical context, enhancing their overall learning and preparing them for future educational roles.

Additionally, the course promoted the recognition of skills through tools like Youthpass and Europass CV. During the project, the participants had to organize non-formal lessons for local pupils.

At the beginning of the project, the participants had concerns about their language skills, fearing that they might be a barrier to participation. However, they were reassured that this would not be an issue and appreciated the opportunity to practice English and develop their confidence. While there were initial worries about working with a diverse age group, it was comforting that there was no strict feedback and that all participants were adults.

They particularly enjoyed the various methods used to re-engage participants, such as energizers, and valued the practical approach of the sessions. However, more time is needed to process all the information and determine which age groups the methods would be most suitable for. Taking notes helped retain key points and serve as a reference for future use.

Expectations going into the project were to gain a clear understanding of non-formal education and how to apply it, which were mostly fulfilled. The practical lessons helped in grasp the concept in a meaningful way.

Reflecting on their fears, participants initially worried about not having enough prior knowledge, and about the energy levels within the group. In the end, they appreciated the experience and recognized the importance of integrating non-formal education into formal settings.