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Connecting (youth) policies and educational programmes + -



Knowledge of relevant policies and programmes


  • Gathers information about policies and programmes relevant for the training course
  • Demonstrates an understanding of the different policies relevant for the training course

Knowledge of different independent sources of information

  • Identifies diverse and independent sources of information and contrasts them in the context of the training course
  • Critically assesses the sources of information
  • Is aware of fake news and how to recognise and address them

Skill to relate policies to own values and beliefs

  • Identifies similarities and/or differences between the policies and their own political beliefs and encourages others to do the same

Skill to consider different political perspectives

  • Takes distance from their own political perspectives, where necessary
  • Comprehends other political perspectives

Acceptance of the trainer’s work as a civic engagement doing

  • Acknowledges and asserts the fact that working as a trainer is an engaged civic act
  • Demonstrates the civic/political dimension(s) of the work
  • Demonstrates the ability to reflect on the context from European to local level and vice versa (understands Europe in a global context and takes into account the global perspective)
Integrating values and beliefs + -



Knowledge of the contextual and political dimensions


  • Gathers sufficient information about the political context, and its different dimensions tackled by the training course
  • Considers the impact of the different realities for and within the group of learners
  • Considers the political implications of and power structures involved in the use of digital media and technology
  • Is aware of the impact of digitalisation on societal and political contexts and its possible effects on learners

Skill to reflect on their personal civic engagement, values and beliefs in the course and to act in a responsible and constructive manner

  • Interprets and challenges their own values and beliefs in relation to the content of the training course
  • Reflects their own values and beliefs without endangering (without overtaking) the training course and the group of learners

Skill to contrast their (political) opinions with different perspectives

  • Contrasts and questions own opinions related to the group of learners and other team members, and/or with regard to the context of the training course

Ability to support learners to act in solidarity based on values

  • Provides learning opportunities that empower learners to act based on their values
  • Supports learners to recognise feelings and values and how they can be channelled into action

Readiness to stand up for values and beliefs

  • Stands up for own values and beliefs, with respect and responsibly
  • Explains, if relevant and/or needed, the rationale behind the own position, without overtaking/overshadowing those of the group of learners

Openness to values and beliefs held by each individual member of the team and of the group

  • Shows interest in and is sensitive to the values and beliefs held by individual members of the team and the group of learners
  • Where applicable, carefully challenges values and beliefs for the benefit of the learner
  • Sees the added value of such openness for their own personal and professional growth


  • Stands up for own values and principles (is honest with themselves) and works along them
Supporting learners in developing critical thinking + -



Knowledge of the learners’ socio-political contexts


  • Demonstrates an understanding of the learners’ socio-political context
  • Willingness and encouragement to explore and develop an understanding of the learner’s socio-political context
  • Ability to integrate different narratives

Skill to use the diversity of opinions and beliefs as a source of learning

  • Consciously provides space for dialogue and interaction taking into account learners’ values and beliefs and offers space to reflect on them in the educational context
  • Enables learners to use their values and beliefs to feed the exchanges in the group (specifically for inclusion groups: helps them to explore first)

Skill to think critically and to question policies

  • Reviews, examines and questions the identified policies in a critical manner, keeping in mind the context and objectives of the training course
  • Promotes reflection on the specific policies (or lack thereof) related to the digital transformation of many aspects of people’s lives

Knowledge of how historical bias can affect the development of solidarity and other concepts

  • Demonstrates knowledge of the ways in which historical bias impacts the development of solidarity and other concepts in a given community/society
  • Responds inclusively to different understandings of solidarity and ways to put them in action

Skill to raise learners’ awareness about the existence of the dimension of civic engagement in their work and daily life

  • Generates space for reflection and exchange, encouraging self-exploration and connections to learners’ work and daily life
  • Using different elements and situations in the training course, explicitly addresses and highlights the dimension of civic engagement of learners in work and daily life

Skill to support learners in developing their sense of civic engagement by means of the group, the course environment, and the process and action

  • Consciously uses the group, the training course environment, and the process as a way for learners to develop their sense of civic engagement
  • Supports learners in becoming active changemakers, understanding the consequences of their choices

Ability to encourage learners to reflect critically on how they developed/acquired their current understanding of solidarity

  • Encourages learners to critically reflect on what shaped their understanding of solidarity

Sensitivity to and interest in the values and beliefs of the learners

  • Demonstrates a true interest in what realities and influences have formed learners’ values and beliefs


  • Is empathetic and truthful in providing space for learners to explore their values and belief-related thoughts
  • Questions/critically reflect their own values, personal motives and urges for solidarity, and align them with their own actions so as to walk the talk
Applying democracy and human rights principles + -



Knowledge of democracy and human rights principles


  • Demonstrates a good understanding of human rights and democratic principles in a non-formal learning/training context (regarding the design of the programme, when choosing the educational approach and methodology)

Understanding the importance of global solidarity

  • Clearly conveys the importance of global solidarity
  • Encourages learners to consider the consequences of their actions and act in solidarity with every living being, including the environment

Skill to apply democracy and human rights principles in the context of the training course

  • Proactively looks for spaces to explicitly or implicitly tackle democracy and human rights principles (especially with regard to the educational approach, when designing the programme, and in the attitude of the team towards the group)

Ability to use the group, the training course environment, and the process to experience and understand human rights and democracy principles

  • Pays attention that the overall process within the training course is consistent with human rights principles (in the group and in the team)

Supporting learners to take action, and to participate in democratic processes

  • Highlights moments and situations to explicitly illustrate those principles and their importance
  • Allows participants to experience a democratic learning community in the context of the course

Awareness of the impact of digital transformation on democracy and human rights

  • Creates spaces for reflecting on the many changes and differences resulting from digital transformation
  • Reviews, examines and questions the policies that are affected by technology and that can cause inequality, unemployment, exclusion and other social and political problems

Commitment to environmental sustainability and responsibility

  • Integrates environmental sustainability and responsibility as underlying approaches
  • Uses resources efficiently, being respectful to the local and global environment
Encouraging learners to act in solidarity + -



Understanding of different ways in which solidarity can be expressed


  • Is aware of and supports different ways in which learners can act in solidarity with each other and in their respective communities
  • Demonstrates knowledge of the potential and limitations of online solidarity and its polarities

Understanding of solidarity as a process that goes beyond single acts and is sustainable

  • Conveys the importance of a life-long commitment to solidarity beyond the training environment

Knowledge of structural and systemic obstacles to solidarity and how to overcome them

  • Demonstrates awareness of structural and systemic obstacles to solidarity and how they can limit people’s options for action
  • Demonstrates an understanding of which structures and systems favour more solidarity that can be used in their own reality

Ability to facilitate solidarity as an inclusive concept that goes beyond specific groups, communities and countries

  • Perceives solidarity as a fully inclusive concept that applies to all humans, and to the environment
  • Raises awareness of the impact of the in-group nature of solidarity on people’s actions
  • Highlights the clear connections between a person’s identity/sense(s) of belonging and how it connects to their feeling-and-acting in solidarity

Confidence and courage to act in solidarity

  • Readiness to embrace solidarity as a concept that treats everyone as equals, going beyond help or charity
  • Speaks out when encountering social injustice, no matter the perpetrator or the victim

Commitment to addressing the structural changes and actions to support solidarity with/for all

  • Motivates others to show solidarity based on their values
  • Raises awareness and addresses structural challenges and obstacles to solidarity
  • Encourages learners to recognise and challenge structural and systemic injustices in their communities in order to create solidarity with/for all
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