motivate and empowers young people

am honest, respectful and transparent

foster democratic and active participation

respect ethical boundaries when working with (the group of) young people

raise young people’s awareness of the power of change

support young people in dealing with crisis situations in a fair and constructive manner

create a supportive environment to act on value, both residential and online

generate trust and maintains confidentiality, respects of privacy and data

acknowledge the experiences of others

encourage and actively supports collective actions

address factors supporting and blocking creativity

have the courage to improvise and experiment and recognises the importance of this

aim at reaching educational aims by using specific ways and methods that encourage creativity, problem solving, ‘out-of-the-box’ thinking, in different environmental aspects

is OK with imperfections, failures, and mistakes

confidently and constructively challenge a ‘them and us’ mindset

recognises own feelings and values and role models this process to others

knowledge of learning styles, knowing methods to identify them and to work with them

knowledge of group processes, mechanisms and principles (including privilege and power relations)

knowledge of competence assessment principles and related methods

knowledge on how to look for information about methods and methodology and how to share the resources adequately

knowledge of the principles of methodologies used in the field of youth

knowledge about emotions and emotional mechanisms

knowledge about crisis mechanisms and management

skill of choosing appropriate methods and assessing young people’s learning needs and objectives

skill of identifying, organising and referring to appropriate resources to support one’s own learning

skill of initiating and supporting self-reflection on learning

skill of identifying dimensions and stages in group processes

skill of building up and supporting the self-confidence of young people

skill of empathising in a way that others can learn from one’s experience

skill of addressing crisis situations

skill of enabling individual and/or group reflection on ethical issues

ability to facilitate learning towards community impact

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

ability to generate conditions where group members can show and build solidarity within the group

readiness to improvise and accept ambiguity

openess towards learning/unexpected learning (for oneself and others)

readiness to upskill and stay up-to-date with existing methods and related sources and tools

readiness to apply self-discipline and self-directedness especially when learning online

readiness to be challenged and take risks

readiness to trust young people’s capacity to direct their own learning

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

willingness to address ethical issues as a source of learning about and from others

openess and accepting that failure is a part of learning

awareness of digital divide and readiness to propose strategies to mitigate it, as well as workarounds to include participants who are in that condition too

readiness to include a space for emotions in all situations, including online environments