Criteria

Knowledge of existing methods and their sources

Indicators

• Identifies analogue and/or digital methods and their sources, suitable for different environments and situations

Knowledge of methodologies used in youth training

• Explains the methodologies used in youth training when choosing, adapting and creating methods

Skill to choose, adapt or create an appropriate method

• Applies methodologies used in youth training when choosing or adapting methods
• Creates and adjusts methods according to different environments and situations

Skill to adjust to changing training situations

• Improvises and adjusts to changing situations

Skill to select and/or adjust methods that involve the wider community in the training environment

• Applies methods that enhance the impact in the community

Courage to improvise, adjust and deal with unknown and unpredicted situations

• Dares to improvise and adjust in unknown and unpredicted situations

Criteria

Knowledge of group processes and of the principles of creating an encouraging learning environment

Indicators

• Bases interaction with the group or a learner on practice and, whenever possible, refers to specific theories
• Knows how to design digital learning environments
• Confidently applies inclusion principles so everyone is empowered to participate

Knowledge of safety and privacy regulations in a given context

• Is aware of the regulations and elaborates a safety plan, incorporating online privacy safeguards and online behavioural guidelines when needed

Skill to identify the potential of the environment

• Makes adequate use of the environment including different platforms for learning purposes
• Sets up and uses different analogue and/or digital tools that support the chosen methods
• Utilises the potential of the wider environment/community for learning

Skill to identify risk factors

• Scans risk factors and develops tailored online or offline actions where needed

Awareness about how to react to unwanted online behaviours

• Encourages learners to recognise/report unwanted online behaviour

Skill to support and encourage/confront the group and/or learner in a useful way

• Supports and encourages/confronts the group and/or learner in a way that is useful for the group/learner

Empathy, honesty and respect

• Empathises with the group and shares emotions and insights honestly and respectfully
• Is open to emotions in every setting, including digital environments

Creativity

• Finds creative and sustainable ways to use the environment, including the host and/or online community

Attentiveness to the safety of the learner group

• Recognises learners’ needs and limitations including different skills and literacy levels as well as any changes in the situation
• Addresses the specific risks related to participants’ data privacy when in digital environments

Commitment to address and challenge ‘them and us’ mindsets in a group of learners

• Confidently and constructively challenges ‘them and us’ mindsets

Criteria

Knowledge of the dynamics of individual learning processes

Indicators

• Whenever possible, bases interaction with learners on a specific theory

Skill to establish a supportive relationship with the learner

• Establishes a supportive relationship with the learner

Skill to support and encourage/confront learners in a useful way

• Support and encourages/confronts learners in a useful way

Ability to support learners to learn from each other’s differences

• Creates conditions and supports learners to learn from each other’s differences
• Encourages learners to stand in solidarity with each other, overcoming the differences between them

Empathy, honesty and respect

• Empathises with learners
• Dares to share emotions and insights honestly and respectfully

Openness

• Is open to everyone, every context and every situation

Reflectiveness

• Analyses situations in a comprehensive and impartial manner
• Encourages learners’ self-reflection through role-modelling

Criteria

Knowledge of group processes

Indicators

• Analyses group processes according to the theories of group dynamics
• Recognises and understands group dynamics that lead to inclusion and solidarity

Knowledge of different learning styles and methods to identify them

• Bases the identification of a specific learning style according to a specific theory
• Gives space and importance to informal relationships within the group, also in online environments, and designs ways to include them in those contexts

Skill to identify group processes and act accordingly

• Identifies changing factors and different stages of group processes
• Adjusts group processes according to any identified change in factors

Skill to identify and support an individual’s specific way of learning

• Uses tools and methods to identify and support an individual’s learning style

Ability to generate spaces for group members to demonstrate and build solidarity within the group

• Creates conditions for learners to demonstrate solidarity towards each other and support one another in the learning process

Empathy, respect for differences, flexibility

• Empathises with learners
• Respects different ways of learning and shows flexibility

Criteria

Knowledge of principles of participatory/ emancipatory/empowerment pedagogy

Indicators

• Demonstrates an understanding of the theories and principles behind participatory/emancipatory/empowerment pedagogy

Empathy, honesty and respect

• Empathises with learners
• Dares to share emotions and insights honestly and respectfully

Skill to support and to encourage/confront learners in a useful way

• Supports and encourages/confronts learners in a useful way

Skill to establish a supportive relation with the learner

• Maintains a supportive relationship with learners
• Uses digital technologies to foster participation

Skill to guide others to channel their feelings into action where appropriate, including in online environments

• Creates a supportive environment where learners can act on values, both in in-person and online
• Empower learners to act in solidarity with each other and in the community

Skill to apply and deal with principles of participatory/emancipatory/empowerment pedagogy

• Bases interaction with the group of learners on a specific theory of participatory/emancipatory/empowerment pedagogy

Skill to work with personality-related models and/or theories

• Adjusts attitude according to learner’s personality

Knowledge of personality models and/or theories

• Refers to personality models and/or theories

Readiness to connect the group process with the wider community

• Connects the group and the group processes with the wider community

Criteria

Knowledge of ways and methods to manage one’s own emotions

Indicators

• Refers to a given theory when identifying their own emotions
• Demonstrates an understanding of emotional processes and methods

Empathy, honesty, respect, acceptance of ambiguity

• Empathises with learners
• Dares to share emotions and insights honestly and respectfully
• Accepts unpredictable reactions from others

Skill to share one’s own emotions with the group in an educational way and maintain ethical boundaries

• Shares their own emotions with the group in an educational way
• Maintains ethical boundaries within the group of learners

Skill to identify one’s own emotions and relate them with a training situation

• Recognises and reflects on their own emotions and values
• Relates the emotional process to the training situation

Knowledge of ethical boundaries

• Adopts appropriate behaviour that respects ethical boundaries within a given group of learners

Criteria

Knowledge of factors that support and block creativity

Indicators

• Demonstrates an understanding of factors that support and block creativity

Empathy, honesty and respect

• Empathises with learners
• Dares to share emotions and insights honestly and respectfully

Curiosity and openness to improvise and experiment

• Dares to improvise and experiment and to acknowledge the importance of this

Skill to establish a supportive relationship with learners

• Establishes a supportive relationship with learners

Skill to apply methods and ways encouraging creativity, problem solving and ‘out-of-the-box’ thinking

• Enables participants to be creative and think out of the box
• Facilitates problem solving

Knowledge of ways and methods to encourage creativity, problem solving and ‘out-of-the-box’ thinking

• Refers to a variety of methods that encourage creativity, problem solving and ‘out-of-the-box’ thinking