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MentoringGuidelines

HRELOAD PROJECT

Train and or upskill youth workers in the field of Human Rights Education, for them to beable to act as multipliers; Train a group of mentors that are able to both guide and train otheryouth workers, and that are also able to be mentors in their work with young people; Build the capacity of youth workers for an advanced use of Non Formal methodologies andpractices; Build new educational practices (starting from the educational material made available by Salto-Youth and the CoE) and experiment new educational tools, like cooperative e-learning;Strengthen the educational and advocacy cooperation between organisations andcountries involved, through the creation of a network of people and practices; Develop the skills and competences needed to build advocacy practices in the field ofrecognition of non-formal learning.

a Training Seminar from the 1st to the 5th of July 2019 on Mentoring in Youth Work a Training of Trainers from the 8th to 14th of October involving youth workers from 11countries (Italy, Georgia, Albania, Spain, Russia, Turkey, Hungary, Ireland, Bulgaria, Armenia andEgypt) with the aim of training them on the use of innovative practices in mentoring online andoffline, but also on the use of new tools and practices in Human Rights Education.

Who are we and who created these guidelines

The HREload Training of Trainers project aims at responding to the recent and worrying increase inphenomena of hate speech and radicalisation through the tools of mentoring, Human RightsEducation, Education for Democratic Citizenship and against Hate Speech. The specific objectives of the project were:

During the 10 months of the project we implemented 2 activities:

All activities were implemented with Non-Formal Education methodologies and foresaw aneducational process based on the personal, local and global needs of participants, who werefollowed and mentored throughout their process. The project was financed through theErasmus+ programme of the European Union through the Italian National Agency. The project would have not been possible without the incredible work of the lead organisation,APICE, the trainers’ team and the partners: Youth Work Association from Turkey, Zink Asturias fromSpain, Youth Center Perspektiva from Albania, Szubjektiv from Hungary, AEGEE-Moskva fromRussia, Eurobug from Ireland, Infinite Opportunities Association from Bulgaria, Human RightsAssociation from Georgia, Youth Alliance via Networking from Armenia and Intercultural YouthDialogue Association from Egypt.

a semi-structured processbased on experiencebased on a voluntary relationship between two people a learning partnership a relationship between two people with different level of competence amongwhich one of the two passes information onto the other persona role-model-based learning experiencevalue baseda way to create a multiplier effect based on personal interests andperspectives and following a deep needs assessment

an extreme power relationship a way to influence the mentee with a certain mindset or beliefsa substitute for counseling, coaching or psychotherapya way to correct behaviours or attitudes of the mentee in certain domainscareer guidance or guidance of any sorta forced path or a compulsory path

We believe mentoring to be a form of learning that is particularly fit for thecontext of non-formal education processes, given the fact that it is semi-structured. In our opinion mentoring is:

Mentoring is for us a form of creating relationships and further knowledge. Infact, in a mentoring relationship, the mentor and the mentee have differentexchanges through which the mentor can also develop further competences,especially in the domain of social, cultural and intercultural competences. Mentoring, for us, is not:

Mentoring for us

Project partners participating in the Training Seminar (activity 1) developedthe mentoring framework, needs and timeline - including the profile ofmentors and mentees. Participants to activity one were the mentors, peoplewith great experience over the topic of the project and willing to pass theirknowledge onMentors who participated in activity 1 have organised online and offlinementoring sessions with their mentees. Mentees had different profiles whichhad been jointly defined during the first project activity Mentees have later on participated in the Training of Trainers. Some of themwere accompanied in person by their mentors, while others were followedonline during the Training of Trainers. During the residential activity,moreover, the Senior Trainers within the team have also taken on thementoring roles and have had daily checks with all the participants, as well aslonger mid-term evaluations based on the programme, annexed to theseguidelines. The flow of the mentoring process before the Training of Trainersis also summarised in the following image.

Nowadays, mentoring forms and mechanisms change rapidly. There arementoring tools online where people can sign up to be assigned to a mentorbased on their needs, there are mentoring schemes based on a strong role-model and with different philosophies, but more than anything mentoringhappens both in the offline and the online space. With the HREload project we asked ourselves, how do online and offlinementoring differ? Do the online and offline mentors have different skills,competences and attitudes? “The job of being a mentor is not for everyone. The authors use several criteria toincrease the likelihood that a chosen mentor has adequate expertise and experienceto add to the student’s knowledge and skill set.” (Whiting and Janasz, 2004) This,however, is not easy to control in the online environment, given the wideaccessibility of resources, training material and self-certification mechanisms. Quality assurance, at this point, becomes a fundamental criteria to look after,which is why with HREload we developed a mentoring mechanism as well as atraining programme featuring elements of online and offline mentoring. DuringHREload:1.

2.

3.

Mentoring in the XXIcentury

With the following scheme we would like to summarise some of thecharacteristics that mentors should have. One can say that a mentor is amentor regardless of the conditions or space where this happens, but there arecompetences that differ.

Knowledge, skills and attitudes ofmentors online and offline

KnowledgeFamiliarity with the topic that the

mentoring demands

Language of the mentee

Non-formal methodology

Theories about mentoring

Offline mentor Online mentor

Familiarity with the topic that thementoring regards

Language of the mentee

Non-formal methodology

Theories about mentoring

Familiarity with different online

tools for conferencing

Familiarity with different tools foronline canvassing and mind-

mapping

Understanding of the onlineenvironment and its risks

Skills Facilitating reflections

Active listening

Clear communication

Researching

Leadership

Ability to motivate others

Ability to provide feedback

Facilitating reflections

Active listening

Clear communication

Researching

Leadership

Ability to motivate others

Ability to provide feedback

Offline mentor Online mentor

Skills Identifying and monitoring goals Identifying and monitoring goals

Ability to manage risks on theonline environment

Ability to manage conflicts arisingfrom miscommunication (e.g. in a

conversation without a camerahumor might not be understood)

Ability to understand and managefrustrations specifically related toonline environment (e.g related to

tech and network issues)

Ability to read body language andfacial expression through a screen

Attitudes Encouraging

Openness to grow

Empathy

Respect for diversity anddifferences

Empowering mindset

Openness to feedback

Enthusiasm

Encouraging

Openness to grow

Empathy

Respect for diversity anddifferences

Empowering mindset

Openness to feedback

Enthusiasm

Mentoring offline:DOs and DONTs

Find a cozy space If the space inspires creativity it’s a plus!Make sure you have pens, colours, post-its in the space, they could be useful for thementeeSpaces with natural light tend to be more comfortable

Things to do…

Make sure the space is not too intimate, this could make the mentee uncomfortableAs much as you and your mentee can be friends, avoid choosing your home as aspace for mentoring. It can be assertive and it can link too much the personal sphereand the mentoring oneTry not to choose a loud space like a café in the middle of tea-time. It will not createthe good mindsetThere’s no need to have a table between you and the mentee, this could give the ideaof a confrontation.

Things to avoid…

THE SPACE OF MENTORING

PREPARING FOR THESESSION

As soon as you have your mentoring session scheduled, make sure you get to knowthe needs and the expectations of your mentees.Ask them: What do they expect from the mentoring? Why do they want to developXYZ competences? What is their background? How do they understand thisexperience? What is their timeline? What is their bigger goal?Ask your mentee if they want to create an individual learning development plan or ifthey prefer any other tool or mechanism to keep track of their developmentsPrepare your session starting from all the information you have. Don’t hesitate tostress the importance of this information from your mentee, you’re not too pushy,you just care about the process!Don’t forget to check language competences: do you and your mentee speak thesame language? What are their needs? Do they have special needs or special learningprovisions that need to be taken?

Things to do...

Be honest on your own abilities, limits and boundaries: you don’t have all the superpowers andthat’s ok!

Don’t take for granted that the mentee understands your questionsThe experiences and expertise of your mentees might not mean that they know everything. Abig company CEO might know everything about financial transactions’ regulations and nothingabout learning awareness!Avoid dismissing expectations and needs from the mentee. Remember, openness and respectare necessary attitudes of a mentor.

Things to avoid…

DURING THE SESSION

Welcome the mentee and explain the process. Share information about yourself, be specificregarding the things that your mentee has more interest inReview the question: Why are you doing this mentoring? Is it competence specific or broader?For example, if you are mentoring a person that wants to be a trainer in the field of violentradicalisation, you might want to ask them what knowledge, skills and attitudes do they thinkthe ideal trainer should have and later ask them to identify where they are at this stage. Makesure to evaluate on a qualitative and quantitative scale so that you can monitor processes. Agood method is the pizza chart. You can write the competences on the “crusts” of the pizzaand then ask your mentee to put a dot and a date where they believe they are currently onthat specific indicator. The closer to the crust, the further away from the goal. This will giveyou a clear idea of what should be prioritised

Things to do…

If you are not at your first meeting, go back to yourlearning development plan and check where you are onthe goals. Ask questions including: Where do you see themost progress? Why? Where would you like to developmore? What kind of support do you need to furtheradvance in that area?Have an honest conversation. Share some informationfrom your past: did you struggle on similar issues? Howdid you cope? What are good solutions?Take the time to research more solutions, revise the goalsand find a new motivation. This is key for both of you!Agree on a new plan, a new timeline and new meetings.

Avoid being dismissive of the struggles of the mentee. We have all been there andsometimes it’s important to receive a boost in motivation!Don’t underestimate the power of sharing experience, but also keep in mind that yourexperience is not the norm and it should not be. Just because a learning developmentplan didn’t work out, it doesn't mean it doesn't work in general. It’s good to be reminded ofthis!Avoid procrastinating the setting of a new date, value the moment and try to already setyour next meeting. It will strengthen commitment

Things to avoid…

AFTER THE SESSION

The only imperative is: follow up! Avoid forgetting about your mentee and their needs. Establish a good check-in mechanismand try following it. When doing this pay particular attention to your privacy and to theprivacy of your mentee. It’s important to have a mentoring space different from the personalone and avoid mixing them up!

Mentoring online:DOs and DONTs

Prepare a cozy connection space. Having plants, pictures or paintings in thebackground gives a good vibePrepare the online space, if you want to use a canvas or any other online tool. Makesure it’s clean and ready to useShare the “how to use” the online space before the sessionTry to have good light and make sure you have a good connection but be ready toface connection issues

Things to do…

Avoid connecting on a white wall, it can be very impersonal, but also avoid connectingfrom your bed, that might be too personal!Avoid using your phone for the connection, it might ring, vibrate and your image willbe blurry and interrupted several timesAvoid getting mad if the connection doesn’t work, it is not your or your mentee’s faultif technology fails us sometimesYour safe space online is very important. Avoid having to share or requesting accessto personal online space (e.g. social media) and try to keep the conversationprofessional

Things to avoid…

THE SPACE OF MENTORING

PREPARING FOR THESESSION

As soon as you have your mentoring session scheduled, make sure you get to knowthe needs and the expectations of your mentees.Ask them: What do they expect from the mentoring? Why do they want to developXYZ competences? What is their background? How do they understand thisexperience? What is their timeline? What is their bigger goal?Make sure you ask your mentee what is the way they prefer to share these answers:an email? a shared document? a questionnaire? If you don’t want to ask, make sureyou are clear on the format in which you expect these answers.

Things to do...

Ask your mentee if they want to create an individual learning development plan or ifthey prefer any other tool or mechanism to keep track of their developments. It isimportant that you find a way to collect online information, a shared document onlinemight be a good option.Prepare your session starting from all the information you have.Don’t hesitate to stress the importance of this information from your mentee, you’renot too pushy, you just care about the process!Make sure the mentee knows from the beginning on which platform you will meet.Some options are Skype, Google Hangouts, GoToMeeting, Zoom.Don’t forget to check language competences: do you and your mentee speak thesame language? What are their needs? Do they have special needs or special learningprovisions that need to be taken? Does the platform you chose allow for these needsto be catered? (e.g. immediate subtitling for hard of hearing etc)Be honest on your own abilities, limits and boundaries: you don’t have all thesuperpowers and that’s ok!If your mentee is underage, make sure you have a parental consent for the processand for online calls. This is very important!

Don’t give for granted that the mentee understands your questionsThe experiences and expertise of your mentees might not mean that they knoweverything. A big company CEO might know everything about financial transactions’regulations and nothing about learning awareness!Avoid dismissing expectations and needs from the mentee. Remember, opennessand respect are necessary attitudes for a mentor.Choosing softwares that you might have and your mentee does not is not ideal. Try totarget your choices on their needs.

Things to avoid...

DURING THE MENTORING

Welcome the mentee and give a tour of the online facility. How does it work? Makesure they are familiar and confident with it.Make sure both you and the mentee have your camera on. When doing this, makesure they consent and that they have their parental consent if they are underage. Thecamera is the only way to keep some proximity between the two of you and to avoiddistractions, so take the time to explain why it’s so important.Take time to explain the process. Share information about yourself, be specificregarding the things that your mentee has more interest in. Be conscious of time.Time online is very different from face-to-face and it’s very easy to get lost.Review the question: Why are you doing this mentoring? Is it competence specific orbroader? For example, if you are mentoring a person that wants to be a trainer in thefield of violent radicalisation, you might want to ask them what knowledge, skills andattitudes do they think the ideal trainer have and later ask them to identify wherethey are at this stage.

Things to do...

If you are not at your first meeting, go back to your learning development plan andcheck where you are on the goals. Ask questions including: Where do you see themost progress? Why? Where would you like to develop more? What kind of supportdo you need to further advance in that area?Have an honest conversation. Share some information from your past: did youstruggle on similar issues? How did you cope? What are good solutions?Take the time to research more solutions, revise the goals and find a new motivation.This is key for both of you!Agree on a new plan, a new timeline and new meetings. Make sure you keep track ofall this on a shared board, document or excel sheet on google drive. You both needto be able to access this information at all times!

Avoid being dismissive of the struggles of the mentee. We have all been there andsometimes it’s important to receive a boost in motivation!Don’t underestimate the power of sharing experience, but also keep in mind thatyour experience is not the norm and it should not be.Just because a learning development plan didn’t work out, it doesn't mean it doesn'twork in general. It’s good to be reminded of this!Avoid procrastinating the setting of a new date, value the moment and try to alreadyset your next meeting. It will strengthen commitmentAvoid distracting yourself on the camera. Try looking at the camera or at the mentee,don’t focus on other tabs open in your browser and try to not focus your eyes onyour own picture. Distractions are a trap online!

Make sure to evaluate on a qualitative and quantitative scale so that you can monitorprocesses. A good method is the pizza chart. You can write the competences on the“crouts” of the pizza and then ask your mentee to put a dot and a date where theybelieve they are currently on that specific indicator. The closer to the croust, the furtheraway from the goal. This will give you a clear idea of prioritisation. You can do this onlinethrough a canvassing software or a whiteboard on a tool like Zoom. If your mentee ismore confident with a piece of paper and a picture of it, don’t try to push for technology,that’s going to work just fine!

Things to avoid...

AFTER THE SESSION

The only imperative is: follow up! Avoid forgetting about your mentee and their needs. Establish a good check-inmechanism and try following it. When doing this pay particular attention to your privacyand to the privacy of your mentee. It’s important to have a mentoring space different fromthe personal one and avoid mixing them up!

Good luckand enjoy

thementoring!

Obviously, these are just some tips and tricks. Becoming a mentor is not a piece of cake anddoesn't happen overnight. However, we are happy to share some more information if you

wish to take this track.

[email protected]

“HREload Training of Trainers” A2: Training Course Programme, Cucullaro (Reggio Calabria - Italy)

07th October 2019 (arrival) - 15th October 2019 (departure)

TIME DAY 1 DAY 2 DAY 3 DAY 4 DAY 5 DAY 6 DAY 7 DAY 8 DAY 9

9.30-11.00

ARRIVALS

Welcome and introduction

Human Rights and HRE

NFE as a tool to prevent

radicalisation and violent

radicalisation

Resources in action: creation

of new educational resources

Me as a multiplier

Erasmus+, Fundraising and

further cooperations

Parallel workshops:

1. Training

2. Advocacy

HREload agreement and

departure

11.00-11.30 COFFEE BREAK

DEPARTURES 11.30-13.00 Getting to know each other and

the partners

About Human Rights

NFE, FE & IE, common

understanding and connection

with HRE



The role of the trainer

Project ideas Advocating for the recognition

of NFL and Youth Work

13.00-14.30 LUNCH

14.30-16.00 Understanding HR

Through Human Rights

NFE & educational resources:

Salto-youth and COE materials



Free afternoon

Project ideas Advocating for the recognition

of NFL and Youth Work

16.00-16.30 COFFEE BREAK

16.30-18.00 Learning objectives, learning booklets,

youthpass

For Human Rights

A trainer’s competencies

Me as a trainer: Where do I

stand? Revision of learning

needs

Free Afternoon

Sharing is caring

Evaluation and closing

18.00-19.00 DAILY EVALUATION

19.30 DINNER

21.00 Welcome party and getting to know each

other activities

Intercultural night

SESSION OUTLINESOF EDUCATIONAL ATIVITIES

FOR HUMAN RIGHTS EDUCATION

-HREload Training of Trainers-

Each Session includes: Session outlines Description for participants Timings Step by step description Material list Space requirements

Enjoy the reading!

1

SESSION OUTLINE - DAY 1 - SESSION 1

Session Title:Welcome night and getting to know each other games

Short descriptionfor the participants

During this session, allocated in the evening of the arrivalday, we planned to welcome participants by introducing

them to the training spaces and to each other, in order tobreak the ice and feel more confdent around each other.

time: around 1 hour according to participants’ level of energy

Learning objectives: what will they learn?

which will be theoutcomes?

Knowledge of each other’s name Acquaintance with the learning spaces

Session Description (Step by Step) & methodologyActivity (including method, guiding questions, etc) Time

A series of non-formal activities designed to support the process ofgetting to know each other’s names and backgrounds, namely:

“Human Map”: the participants are asked to occupy theroom by answering a set of questions related to theirgeographical contexts, e.g: where are you travelling from?Where do you work? What's your dream place? etc.

15 min.

“Rock, paper, scissors”: A variation on the game of rock,paper, scissors designed to learn each other’s name throughinteraction and repetition

10 min.

“I’m special because…”: An activity designed to know moreabout each other and more focused on personalcharacteristics, attitudes, etc.

10 min.

“What are you thinking?”: Participants are asked to put apiece of paper on their back, then to write on each other’spaper the frst impression they when meeting for the frsttime

25 min.

Materialrequirements:

(please indicatequantities)

Papers (preferably coloured ones) around 50 Pens and markers around 30

Spacerequirements:

A room big enough to allow to move freely

equipment needed: Music Speakers Internet Connection

NOTES ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2

SESSION OUTLINE, DAY 2 - SESSION 1

Session Title: Welcome and Introduction


During this activity the participants will enter the core of thetraining course, sharing their expectations, getting to know

the objectives of the activity and of the whole project time: 1 hour and 30 minutes



Project’s background and objectives Training program Analysis and refection on the group’s fears,

expectations and contributions


Icebreaker activity 10 min. Introduction to the training and to the HRELoad project,

with a mention of the Training Seminar of July.10 min.

5 min. Fear, expectations and contributions: Participants are asked

to write on 3 (occasionally more) post-it their fears,expectations and contributions regarding the training, thento put them on 3 diferent fipcharts, which have beenpreviously prepared.

20 min.

Terminology activity: This activity supports generativediscussions of concepts and terminology around some keyconcept or term based on the training’s objectives.

1. Participants are divided into groups and are asked towork on 1 word/concept and to give their defnition ofit as a group. They are left free to choose the formthat they fnd most suitable to convey their message(short text, drawing, dance, etc.)

2. Sharing of results3. Short Debriefng4. Unveiling of the training’s objectives

20 min.

15 min.5 min.5 min.

Introduction to the training program 5 min



Post-it (around 100) Flipcharts Papers (around 30) Pens and Markers (around 30)

Spacerequirements:

Diferent rooms/spaces where working groups canwork independently

equipment needed: Music Speakers

NOTES __________________________________________________________________________________________________________________________________________________

3


Session Title:Getting to know each other and the partners


During this session the participants will engage inicebreakers and in activities that will help them to know

each other and to do group building time: 1 hour and 30 minutes



Knowledge of each other’s names and genericbackground

Improved confdence towards the group and theworking environment

Working in a team of peers


Energiser in the form of a name game activity 10 min. “Post-it activity”: In this activity the participants will draw

each other’s portraits on the post-it, without looking down atthe paper. At the end they will decide which portray betterrepresents each one and why, and present it to the group.

15 min.

“The 3 Islands” : During this activity the participants areasked to participate in a simulation game for which they willbe divided into 3 groups and cooperate in order to fulfll thegiven tasks.

1. Preparation2. Working Groups3. Action4. Debriefng

5 min.20 min.15 min.15 min.

Introduction to the UBUNTU practice: proposing the groupto take responsibility for a set of tasks that are needed forthe success of the training and that will be performed onrotation among all the participants, according to theirpreferences; e.g: time keeping, taking pictures, etc.

10 min.



Post-it (around 100) Coloured Papers (around 50) Pens and Markers (around 30) Sellotape (a couple of dispensers) Flipcharts

Spacerequirements:

One large room/space plus smaller ones to allow theworking groups to work independently


NOTES _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4


Session Title:Understanding Human Rights


During this session the participants will share theirknowledge on the topic of Human Rights and they will

discuss the role of the EU in promoting and defending them time: 1 hour and 30 minutes



Knowledge of the group’s understanding of HumanRights

Knowledge of the available resources for the defenseof human rights

Active listening and critical thinking skills Peer learning


“Rights Bingo”: This is a simple quiz and variation of thegame, Bingo! in which people share their knowledge andexperiences of human rights.

1. Preparation2. Action3. Debriefng4. Compilation of a selected list of tools, links, resources

and contacts participants possess about human rightsand their defense,to be shared on a fipchart that isstaying in the room, in order to be consulted and/oredited throughout the training.

5 min.25 min.15 min.10 min.

“Share and learn”: The participants are divided into twogroups that will work on a list of provided questions aboutthe European Courts of Human Rights and the EuropeanUnion Agency for Fundamental Rights

1. Working in groups2. Sharing of results3. Unveiling of a precompiled fipchart with basic

coordinates and resources about human rightsdefense in Europe

20 min.

10 min.5 min.



Coloured Papers (around 50) Pens and Markers (around 30) Flipcharts

Spacerequirements:

One large room/space plus smaller ones to allow theworking groups to work independently

equipment needed: Internet connection

Handouts:if applicable (please

specify how manyand format)

One copy of the quiz sheet per person (the documentis going to be provided prior to the session)

5


Session Title:Learning objectives, working on the creation of learning

booklets - presentation of Youthpass


During this session the participants will be introduced tothe Bookmarks and to the daily evaluation as tools to keep arecord of their personal learning and of the development of

the competences identifed during the session. time: 1h 30m

Learningobjectives:

what will theylearn? which willbe the outcomes?

Understanding the value of self-tracking of competencesduring the training activities, as a tool for self-assessing

learning achievements and raising awareness on our goalsachievements.


Brief ice-braking (not introduced as such) 5 minWelcome to the session and debrief on previous activities. Introducing the trainer and the specifc role on the project.

10min

Explanation on the fow of the session and the goal of it. Introduction of the materials received and its purpose.

10min

The role of the “bookmarks”, milestones of the journey and how to use it daily.

10min

How and why it’s related with our pax development and the project itself: YOUTHPASS. Mind shower about it and discussion around it. How many of you used it? Why for a trainer. Discussion

15min

Presentation of the diferences between old and new competences. 20minTime for self-refection and frst start of the “milestones” activity. Short fnal de-briefng

20min



1 post-it block for everyone of the participant,1 Clear Envelope Binder for each participant, 1 pen for each participant

Spacerequirements:

Well lighted, comfortable and nfe-friendly meeting room.

equipment needed: none

Handouts:if applicable

(please specify howmany and format)

Flipchart with the reproduction of the “journey”Flipchart with the “New” and the “Old” YouthPass

competences.prepared by the trainer in one copy (no support needed for

it)

NOTES ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

6


Session Title:Human Rights and Human Rights Education


During this session the participants will discuss of HumanRights Education as a tool and they will explore its

characteristics, also sharing diferent examples of itsimplementation by the partner organisations

time: 1h 30m

Learningobjectives:


The participants will deepen the basic concepts of HREfrom CoE perspective, also with links and connection with

the specifc parts of the program related to it and in therole of a trainer, youth worker, youth organisation active in

this feld.

Session Description (Step by Step) & methodologyActivity (including method, guiding questions, etc) Time “Draw-the-Word” game from COMPASS 45 minSpace for discussion and deepening of personal impression (s) 30 min



- A4 papers and pens for the pax- Duck tape to pin the drawings.

Spacerequirements:


equipment needed: A fipchart.



For the “Draw-the-word” game:- Flipchart with list the articles of the UDHR- Flipchart/matrix with scores of the game- Handouts from the UDHR (from compass)All materials will be provided by the trainer himself.

NOTES ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

7


Session Title:About Human Rights


During this session the existing frameworks of HRE will beintroduced and "built" by exploring their diferent levels:local, national, european, international and global, taking

into account the diferent structures and approachestime: 1h 30m

Learningobjectives:


The participants will deepen the basic concepts of HumanRights and their implications


Presentation by the facilitator: https://prezi.com/gmpkeywawycy/the-path-of-hr/?utm_campaign=share&utm_medium=copy

45 min

Question and Answers and discussion of national contexts 45 min



Projector

Spacerequirements:

U-shape around the projector

equipment needed: Projector



N/a

NOTES ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

8

https://prezi.com/gmpkeywawycy/the-path-of-hr/?utm_campaign=share&utm_medium=copy

https://prezi.com/gmpkeywawycy/the-path-of-hr/?utm_campaign=share&utm_medium=copy


Session Title:“Through” Human Rights


Participated insight study on the ways in which HumanRights and HRE intercept the educational prospects of the

organisations and of the participants involved. time: 1h 30m

Learningobjectives:


Sharing the perspective of the work of theparticipants/organisation on the topic of the HRE also

deepening strength and weakness points.


Energizer, made by the participants 10 minPresentation of the activity: “Humans of Cucullaro”, variation of the “Change your glasses” activity from COMPASS. Objective is to focus on diferent categories of variously disadvantaged people or living at the margin of the society with which you worked/lived/meet and of which you are curious about. Write/draw on a paper the reality seen by this person’ eyes, and presenting this profle in words and pictures

45min

Expected debriefng, in circle 15minLink between the participants/organisation’s work on HRE and HR linking it to the categories focused in the previous part.

20min



Old pairs of glasses (provided by the trainer), A4 papers, colours, pens

Spacerequirements:





none

NOTES ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

9

ESSION OUTLINE -DAY 3 - SESSION 4

Session Title:“For” Human Rights exhibition


Focus with non formal methodologies on human rights'promotion taken from CoE and SALTO-YOUTH manuals, to

be implemented in the original contexts. Preparation ofcreative materials to exhibit, share and reproduce during

the following days time: 1h 30m

Learningobjectives:


Deepening the topic of promotion HRE (also in the previoussessions) in the preparation of an exhibition that will takeplace in the project venue and will make possible collect

inputs, project ideas, new knowledge about the topic.


The facilitator starts a Kahoot. The Kahoot will include questions including what is Salto, what is compass, what diferent materials tackle, how to use diferent materials.

15 min

Participants are divided in groups (Animal game for group division) and are assigned a particular resource or institution to research. They are asked to create a creative presentation of the material they have been assigned for the institution. We are not looking at content, we are asking participants to understand the essence of those materials for the exhibition of the day after. The groups will look at:

Compass Bookmarks and WeCan! Salto Resources Other resources e..g Liaison

45 min

Participants quickly present their piece of art and explain the reasoning behind it

15 min



Compass Bookmarks and WeCan! Salto Resources Other resources e..g Liaison

Spacerequirements:

Spacious room

equipment needed: Projector



none

NOTES ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

10

https://static1.squarespace.com/static/59ab1130ff7c50083fc9736c/t/5af99e24562fa732be4e91d7/1526308396165/Liaisons_English_ONLINE.pdf

https://static1.squarespace.com/static/59ab1130ff7c50083fc9736c/t/5af99e24562fa732be4e91d7/1526308396165/Liaisons_English_ONLINE.pdf


Session Title:NFE as a tool against radicalisation and Violent

Radicalisation


TV Show session focusing on non formal education as atool against phenomenon of radicalisation and violent

radicalisation. The main question will be: What's the role ofyouth workers?

time: 1h 30m

Learningobjectives:


Recap of the previous achievements from the “TrainingSeminar” A1 activity of HREload ToT. Understand the state

of art about the topic and refection of the work on youthwork preventing violent radicalisation of the

participants/organisations


Headlines for a new future- Each participant receives a newspaper and the question:

“It’s 2030. You are a journalist. You write about youth and the developments of the fght against violent radicalisation. What is the title you want to write in the best possible way in 2030? Also write a 5-10 lines article about how you got there.”

Example: Hate speech online fnally defeated!After years of battles by the No Hate Speech Movement activists, governments all over Europe committed to investing in intercultural education, embedded NFE in formal curricula and developed legislation against hate speech online

20 min

The press review Participants are invited to present their titles and discuss their short articles, focusing on the “how we got there” and going deeper in the analysis of the perspective and the role of youth work and NFE in reaching the targetsThe discussion happens in a fshbowl discussion

Graphic recorder sums up main points

50 min

Takeaways - The graphic recorder presents the main takeaways from the discussions. What actions are needed until 2030 to fght radicalisation and violent radicalisation? What is the role of youth workers in the fght? Where do we want to be in 2030?

15 min



● Newspapers● Glue ● Pens● Pencils ● Colours● Scissors● Tape

11

Spacerequirements:

Training room in normal setting and later in fshbowl setting

equipment needed: Flipchart stand

NOTES ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

12


Session Title:FE, NFE and IE: creating a common understanding and a

connection to HRE


This session will help to recall previously mentionedconcepts and to clarify those of formal, non-formal and

informal education. time:

Learningobjectives:


Understand the diferences between the three educationalsettings both with theory and practical examples.


Energizer by the participants 10 min Work in three groups, one fipchart each, answering to following question:what’s the relation of this Environment with (rotating):

voluntaryaccessibilityeducational objectivesparticipationcentre /corerelation to life skillsgroup /individual approachprocess/goal orientationtheory/practiceevaluation

30 min 3x10 min

Final reading from the last group holding the paper 15 minEDUCATOR IN HRE: To design, develop, implement and evaluate human rights education activities and programmes in formal, informal and non-formal education settings. Shared discussion (fipchart)

20 min

Final debriefng 10 min



Markers

Spacerequirements:


equipment needed: None



Three fipchart framed, with “Formal , non formal, informal”One fipchart “Educator”

13


Session Title:NFE and educational resources: Salto -Youth and CoE

materials


This session aims to present, experiment with and to godeeper into the platforms and the resources of NFE and

HRE provided by CoE and SALTO-YOUTH time: 1h 30m

Learningobjectives:


Knowledge, understanding and awareness of the source ofsources for educational tools for a quality NFE approach.Where to fnd the needed resources and also to promote

participants/organisations work and outcame on the topic.


Energizer by the participants (more than a book - COMPASS?) 10 minDeeper underground. Where to fnd it? Slides/sites where to fnd resources of NFE and HRE. First presentation of our job as HRE Trainers. My story as a trainer and continuous learning

15 min

Treasure hunt: the importance of the “wind” and the “route” (fipchart) and presentation of the manuals/materials

10 min

Fair of the manuals: participants try to fnd interesting things/limits on the manuals examined. If the internet is present, itwill be an online discovery/presentation of the sources achieved already used and experienced by the participant organisations. Preparation

20 min

Exhibition of the “resources” explained. SWOT Analysis of one of them, each.

20 min

Final debriefng 15 min



A4 papers, markers

Spacerequirements:


equipment needed: Internet, pc and projector



Copy of HRE – NFE manuals (provided by the trainer)

NOTES ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

14


Session Title:A trainer’s Competence


During this session the participants will refect on trainers'general competences (as indicated in SALTO's resources)

and they will have the chance to build their owncompetences' pyramid.

time: 1h 30m

Learningobjectives:


Understanding the importance of the competenceawareness in the Trainers role and in the connection withcolleagues in team work. Competence’s pyramid as a tool

and how to use it.


Energizer from the participants 10 minMe as a trainer from CoE :

Participants are invited to draw the human fgure as large as themselves (using their own body). They can design and draw it as creative as they feel like. They should sign their names on the pictures. The refection aspects are:

● What the HR educator/trainer should know?● What skills/abilities the HR educator/trainer should have?● What kind of person (in terms of values) HE

educator/trainer should be?These should be written in areas around the head, hands and legs, and inside of the body.The qualities/competences, which participants consider they still should/want to develop, they should mark with the asterisks (*) or make them seen in diferent ways. Exhibition of human fgures

30 min

Debriefng: Feelings. What are the observations and fndings? Similarities and diferences? What are the conclusions?

15 min

Ethical conduct of the HR trainer (Get inspired from the values in the human fgures!) In working groups: The top 10 of the most unacceptable attitudes and behavior of the HR trainer; the image of the “not a HR trainer”ever.

15 min

Groups sharing results. Creation of the positive list 10 minFinal debriefng 10 min



A4 papers/markers

Spacerequirements:



15

SESSION OUTLINE - DAY 5 - SESSIONS 1 to 3

Session Title:Resources in action: creation of new educational resources


Based on the themes connected with HRE andradicalisation, the participants will select 8 themes, targetgroups and type of activities they will create and develop in

teams. During this phase there will be activities of peer-feedback and experimentation. Some of these dynamics will

be tested in smaller groups to assess their educationaleficiency.

time: 1h 30m

Learningobjectives:


Organisation of diferent working groups andexperimentation of learning achievement, as trainers and

aware of HRE approach.Deepening the topics andawareness of the activity spaces/tasks


Routine by Debora and Nadia 10 minThe facilitator introduces the activity and its overall fow. It’s goingto be a long activity so it’s important that the ultimate expected outcome is clear. We are going to create our own educational activities or re-adapting existing ones to the topics we will identify. Flow:

1. How to get away with creating an activity2. Identifcation of needs of our potential training participants

as a basis to develop a new activity. We will create groups that will be able to decide, they can create an activity, a training programme, a workshop for schools, a 2 days training etc

3. Group work4. Checkpoint with the trainers’ team5. Group work 26. Try it out!7. Revision in groups8. Final group debriefng

10 min

Balint introduces the “how to build an exercise” https://prezi.com/gcrygjtotryp/how-to-build-and-implement-exercises/

15 min

Participants create the human fgure of a participant at one of their training.

- What are the needs of the participants? - What do we want them to learn? - Who are they? - What is their background?

10 min

Participants hang out their trainees in the room and walk around to fnd people with similar learning needs until we create 4 groups of 3 and 1 group of 4

15 min

Work in groups. Each group has a topic and a set of questions and need to discuss and agree on them:

Why do you want to develop an activity within this topic?

+- 30 min

16

https://prezi.com/gcrygjtotryp/how-to-build-and-implement-exercises/

https://prezi.com/gcrygjtotryp/how-to-build-and-implement-exercises/

What is the frst thing that comes to your mind when I mention the topic?

What kind of activity are you trying to develop? A general programme for a 1 week long training, a 1.5 hours informative session, a simulation, a role game, a workshop etc.

Who is the target group of this activity? How many people can participate in this activity? What competencies are needed to deliver the activity?

Once these questions are answered, the groups need to go and visit the checkpoint where Pina, Enrico and Balint are going to be and will be giving some feedback and further guidance. Guidance might include activities that already exist on that topic, further resources etc. Ideally, participants should not spend more than 30 minutes on this frst task.

COFFEE BREAKCheck in point with the whole team 15 minContinue working in groups to develop the activity. Someone from the team will support in development if needed. Participants have 1 hour to develop their frst idea and identify the STRENGHTS and the WEAKNESSES of the activity.

1 hr 15 min

LUNCHParticipants come back in the group and we try out max 3 activities. Before that Balint introduces the tips on how to run a session

45 min

Participants go back to their working groups and continue developing their activity. They are also asked to focus on the creation of the outline of the session and include a short abstract for the presentation.

20 min

Presentation of the activities in plenary and debriefng of the exercise.

tips and tricks

20 min



Educational booklets and material should be available (compass etc).

Spacerequirements:

Big room and diferent spaces for the groups to work (min 5spaces)

equipment needed: No special equipment



noone

NOTES ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

17


Session Title:Me as a trainer: where do I stand? Revision of learning

needs


According to what has been learnt up previously, theparticipants will be able to conduct a deeper refection

upon their educational paths during the training and to fndways to proceed with it.

time: 1h 30m

Learningobjectives:


To achieve silks related to the role of the trainer during theToT and in their profles. A session that may work as a

“Middle term” evaluation, checking out in a morestructured way the learning tracking of the participants


The facilitator recaps activity 4.4. During that activity, participantswere invited to draw the human fgure and refect on the following questions:

● What the HR educator/trainer should know?● What skills/abilities the HR educator/trainer should have?● What kind of person (in terms of values) HE

educator/trainer should be?The facilitator reminds that participants had starred (*) competences that they still should/want to develop. The facilitator should also remind participants about the activity they just run and what they noticed about themselves during the resource creation and practices.

5 min

The facilitator presents the Pizza charts. On 3 fipcharts (skills, competences, attitudes/values) , there’s a “pizza” divided in slices. Going fipchart, by fipchart, participants are asked to present theirideas and prioritise them. The facilitator notes down the qualities/characteristics shared by participants on the slices.

15 min

After recapping the content of the fipchart, the facilitator puts the 3 fipcharts on the ground and asks participants to refect back on the competences, skills and attitudes that they starred individually.

10 min

Participants are asked to then take each a diferent colour and put a sign on the Pizzas showing how much they think they are close toeach of the characteristics. Specify that the closer to the centre, the more developed a skill is. This will help visualise the group composition and the needs for skills development.

10 min

The facilitator gives a glance of the state of the art from the group,based on the self evaluation by participants.

5 min

Participants are then asked to draw up an individual learning plan highlighting:

- What do I want to learn- How do I want to learnt- When do I want to learn - With whom do I want to learn- Through what do I want to learn

15 min

Participants are then divided based on the points that they need to develop and assigned to one mentor (4 mentors in total). They will go in a small group (max 2 people) to the mentor designed on the

30 min (2rounds of 15

min)

18

slots and will spend 15 min discussing their learning plans. They will specifcally receive feedback on possible resources to deepen their competences, on the timeline and on efective methods.



- 3 “Pizza” on the fipchart. Draw a big circle and divide in 12 slices.

- 1 Flipchart with the rotation of the groups.

Spacerequirements:

Big space on the foor. Space for 4 break out conversations.




none

NOTES ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

19


Session Title:Me as a multiplier


During this session the participants will refect on their roleas multipliers and on the strategies they can apply to

disseminate and to reproduce the results of the project,through the creation of an action plan for the organisation

and for themselves. time: 1h 30m

Learningobjectives:


From theory to practice, the participants will implementaction plans after and with the learning achievement of thepast activities, preparing the correct implementation of the

informations collected, for themselves and theirorganisations


The facilitator will ask participants to look back to the programme and diferent steps that we followed during the week. - check the fipchart!

15 minutes

PlanningWe will then go in their delegations and they will be asked to draw a plan to present to their organisations:- What can they do with all the knowledge, information, contacts, they have after the event?- How will they ensure that everything goes back with them home and doesn't stay in Reggio Calabria?- Who is going to do it and when?They will have to produce a small poster with the main points of their discussion. It doesn’t have to be a super-planned strategy, but main points on how they are going to multiply the outcomes of the event.

30 min

Explaining the plans to each otherWe will set up a “speed-dating” system where participants will meetin groups of 2 delegations and will have 5 minutes each to explain their plans to the others. We will have 4 rounds of 10 minutes each.We will ask each of the delegations to help their peers asking questions about their plans.

45 min (4rounds of 10)



Programme of the days with main outcomes of session

Spacerequirements:

Room with no chairs for delegations to be able to meet

NOTES ________________________________________________________________________________________

20


Session Title:The role of the trainer


During this session participants will try diferent discussionmethods while discussing the role of the trainer in

educational processes.time: 1h 30m

Learningobjectives:


Familiarise participants with diferent discussion methodsand diferent methods of discussion.


2 facilitators introduce the session. During this session participants will participate in 3 fash discussions in 3 diferent formats. They are expected to participate to the fullest extent.

5 min

Round 1: Fishbowl discussionThe question for discussion is “What is the role of trainers in countering violent radicalisation?” One facilitator starts asking the frst questions and participants interact in the fshbowl.

25 min

Round 2: 1 on 1 debate. The question for discussion is “should trainers be political?”The 2 facilitators debate opposite views, receiving questions and comments from the participants with a particularly provocative attitude on both sides. Participants are expected to actively challenge the 2 speakers.

25 min

Round 3: the problem treeThe question for discussion is: “how should trainers manage confict”?2 facilitators present the structure of the problem tree (causes, efects, solutions” and ask participants to contribute to its creation.

25 min

In plenary facilitators recap the discussion and point out the main outcomes related to the 3 questions asked. Remember to ask participants how they felt and which discussion method they preferred

15 min



none

Spacerequirements:

Room should change shape often. Make sure participants are part of moving chairs

NOTES ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

21


Session Title:Erasmus+, Fundraising and further cooperations


Checking the correspondence between project ideas andfuture planning to present in ERASMUS+, discussions and

working tables on specifc aspects of the program andcooperation for future and further ways of fundraising and

cooperation between the participants and theirorganisations.

time: 1h 30m

Learningobjectives:


The participants will work on diferent ways to promoteprojects ideas also related to HREload ToT activities and to

new structured partnership that may be built during theproject and between the participants /organisations.


Welcome and beginning of the day routine - including introduction of the day and energizer

15 min

Participants are introduced to the structure of the session. It will work like a world cafe, 3 diferent trainers will sit in 3 stations:- Erasmus+ opportunities and how it works - Creative and unconventional fundraising - Foundations, private sector and other institutional donors (CoE, UN agencies etc)

5 min

Participants rotate in the diferent tables and discuss:- What is your knowledge and experience on this topic? - Which of these funding mechanisms can be interesting for

your organisation to follow up? - Do you have any questions for the facilitator of this table?

20 min x 3rounds

Participants come back to plenary for a quick recap by the table facilitators

10 min



- 3 fipcharts- post its- papers

Spacerequirements:

3 tables organised




none

NOTES ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

22

SESSION OUTLINE - DAY 7 - SESSIONS 2 AND 3

Session Title:Project Ideas


Starting from previous works, the session will structureworking groups that will operate to realise ideas and

projects to implement on a short, medium and long termand that will interest local, national, transnational and pan

european contexts. time: 1h 30m

Learningobjectives:


Operational ideas gathering and connected also in thedirection of building a specifc follow-up of the HREloadToT. Going back to the “story” path, share and compareyour “frst” route and compare it to the general HREload

perspective.


The participants go back to their pack and have a look on their “pack” taking note on the back of what is missed and what they can note about what has changed -if something has changed- from there to now.

20 min

A new paper, on which the participants write the main keywords oftheir “path”, old but mainly new ones and their relation with their organisation. The name of the boat is the participant’s name, everybody will have a symbol of the personal “route”, easily to be recognised, also with contacts and references. They create an “origami” boat that will represent their will to continue the trip somehow, somewhere.

15 min

“Me and my trip”, on the 7 seas:on 7 diferent fipcharts: short-term, medium-term, long-term; local, national, transnational and pan european “seas”. On each “sea” a n A3 paper with an Idea. The signature will be the name/symbol of the boat. And with it the participants will share ideas and create connections/agreements on diferent inputs

35 min

Final de-briefng on the frst (personal) and second (collective) part, recall to our future way to establish connections/corporations

20 min

COFFEE BREAK 30 minPresentation of the outcome of the previous session. Explanation by the participants

10 min

Each participant build-up a “treasure map”, where “the treasure” is to be focused as a goal for each of them. It can be one of the outcomes/needs / ideas that popped-out during the project activities.

20 min

For each map, as a draw, the participants are asked to write on theback the “mission”: What, Who, when, how, why.

20 min

The participants are called to write a call for “ships” or “sailors” (or both), if they need or want platforms/ideas/initiatives on which they would like to be involved or involve, also explaining details of it, e.g. on post-its.

10 min

The participants are free to get in contact with the others’ treasuremap(s) and to add their calls around.

20 min

23

Final de-briefng and fnal announcements about the activity 10 min



A4 papers, markers

Spacerequirements:





Flipcharts, one for each “sea” to be prepared by the trainer

NOTES ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

24


Session Title:Sharing is caring


Sharing of operational ideas and launch of initiatives to befurther discussed and planned during the fnal day.

time: 1h 30m

Learningobjectives:


Collection of inputs to establish a shared goal in achievethe project objective and in the preparation of the fnal

day’s activities


The Alphabet of our future cooperation - silent foor

A big fipchart with the alphabet is laid down on the foor. Participants are asked to concentrate on the follow up of this training of trainers. Assuming that we continue cooperating, what is the basis of it? They are asked to silently fll in the alphabet all together. Example

A is for actionB is for being engagedC is for committing to give results etc

20 min

Each participant is assigned a letter of the alphabet. They are asked to summarise what has been written next to that letter and make it into an action-oriented statement.

ExampleB is for being engaged. We will do so by continuing following up on the facebook group on the actions we do locally.

15 min

In a buzz group style, each letter meets with 1, then 2 more than 4,then 6 until in plenary we go through the alphabet of the actions ofour follow up as a group.

40 min

Participants are asked to go back in their own groups, think of the action plans they created for their organisations and integrate the alphabet in their action plans.

15 min



Alphabet fipchart

Spacerequirements:

Big room with no chairs and space to move around for the silent foor

equipment needed: None

25


Session Title:Parallel workshops: Advocacy and Training


Training: During this parallel workshop participants willdevelop specifc competences on working with minorities

during educational activities.Advocacy: During this parallel workshops participants willdiscuss the role of trainers in advocating for recognition of

NFL and what strategies to put in place.time: 1 hr 30 min

Learningobjectives:


Deeper knowledge and specifc competencies on two focalissues of the ToT to bridge into the activities of the rest of

the day and facilitate closing refections


Welcome and beginning of the day routine - including introduction of the day and energizer

15 min.

Participants are introduced to the structure of the session. They are divided in two groups that will be attending the two workshopson a diferent topic at the same time, switching after 35 minutes.

5 min

Working with minorities: This workshop is conducted following the “Take a step forward activity” from the Compass manual (fortime reasons there will be a sorter list of situations/events):1. Create a calm atmosphere with some soft background music. Alternatively, ask the participants for silence.2. Ask participants to take a role card out of the hat. Tell them to keep it to themselves and not to show it to anyone else.3. Invite them to sit down (preferably on the foor) and to read carefully what is on their role card.4. Now ask them to begin to get into a role. To help, read out someof the following questions, pausing after each one, to give people time to refect and build up a picture of themselves and their lives:• What sort of lifestyle do you have? Where do you live? How muchmoney do you earn each month? What do you do in your leisure time? • What excites you and what are you afraid of?5. Now ask people to remain absolutely silent as they line up beside each other (like on a starting line)6. Tell the participants that you are going to read out a list of situations or events. Every time that they can answer "yes" to the statement, they should take a step forward. Otherwise, they shouldstay where they are and not move.7. Read out the situations one at a time. Pause for a while between each statement to allow people time to step forward and to look around to take note of their positions relative to each other.8. At the end invite everyone to take note of their fnal positions. Then give them a couple of minutes to come out of the role before debriefng in plenary.

15 min

10 min.

10 min.

Advocacy: This workshop is built around a presentation made around good practices of advocacy related to the youth sector, at

26

local, national and international level.Presentation 15 min.Round discussion. Participants are asked to fnd the main strengths of the practices illustrated, trying also to understand their relationship with the contexts.1. Which practice did you like the most, why?2. Which one could you apply with your group?3. Which one seemed less relevant for your context? Why?

20 min.



For the “Take a step forward activity”• Tape or CD player and soft/relaxing music• A hat

Spacerequirements:

For the “Take a step forward activity”The garden area, a large open spaceFor the advocacy sessionA room with a screen and a projector

equipment needed: For the advocacy sessionA projector



For the “Take a step forward activity”Copies of the role cards, one per participant

NOTES ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

27

SESSION OUTLINE - DAY 8 - SESSIONS 2 AND 3

Session Title:Advocating for the recognition of NFE and Youth Work


During this session the participants will simulate a modelmeeting between European Ministers for Education in

which they will discuss national and European priorities inthe feld of recognition

time: 1h 30m

Learningobjectives:


Role play, in which the participants will act to explorepractical ways to support their personal/organisation role in

the recognition of NFE and Youth Work.


“On the ladder” from compass. Ladder of participation, explained.Starting from the concept of “PARTICIPATION”

30 min

Group divided into 8 small groups, one level for each group and 2-3 minutes for each group to introduce their “step”.

30 min

Personal work: Examples in their lives at least one example from each of the 8 levels In:[PLAN A] all their (organisations) commitment in advocating for the recognition of NFE and Youth Work; [PLAN B] all the aspects of life: home, school, work, family, friends…

20 min

Collection of inputs, to be written on a single-model-paper. A short exhibition, placed on the foow (or other place) with everybody’s name.

10 min

BREAK 30 min“On the ladder” from compass. Ladder of participation, explained.

Starting from the concept of “PARTICIPATION” 30 min

Group divided into 8 small groups, one level for each group and 2-3 minutes for each group to introduce their “step”.

30 min

Personal work: Examples in their lives at least one example from each of the 8 levels In:[PLAN A] all their (organisations) commitment in advocating for the recognition of NFE and Youth Work; [PLAN B] all the aspects of life: home, school, work, family, friends…

20 min

Collection of inputs, to be written on a single-model-paper. A short exhibition, placed on the foow (or other place) with everybody’s name.

10 min



Duck tape, A4 sheets, markers

Spacerequirements:


28




Flipchart “ladder” prepared by the trainer

NOTES ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

29


Session Title:Evaluation and closing


Session for an overall evaluation of the ToT, production ofthe YouthPass and closing

time: 1 hour and 30 minutes but fexible, according toparticipants’ needs



Refection practice and overall acknowledgment ofthe learning process

Closure of the training process, in terms of learningand emotional outcomes

Plans for maintaining the network and thecommitments within the group


“PIzza evaluation”: Participants are presented with a pizza shapedgraphic on which they can indicate their evaluation on diferentaspects of the training; e.g: location, educational content, timing,etc.

10 min.

“River evaluation”: The program will be put on the foor with theshape of a river, and each session will represent an island.Participants will move from one island to another, standingeverytime upon a diferent island responding to questions such as:which session did you like the most? Where did you learn the most?Where did you participate the most? And the less’ ETC

20 min.

Google Form evaluation: The trainers share the link for a Googleform on which participants can fnd an evaluation to be flled withinthe given time

15 min.

“Blossoming Flowers”: Closing ceremony connected to theemotional journey of the participants

As much asneeded



Post-it (around 100) Coloured Papers (around 50) Pens and Markers (around 30) Sellotape (a couple of dispensers) Flipcharts

Spacerequirements:

One large room/space


NOTES ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

30

THIS PROJECT HAS BEEN REALIZED IN PARTNERSHIP WITH

AGENZIA DI PROMOZIONE INTEGRATA PER I CITTADINI N EUROPA – APICE [ITALY]

QENDRAT RINORE PERSPEKTIVA [ALBANIA] YOUTH ALLIANCE VIA NETWORKING [ARMENIA] INFINITE OPPORTUNITIES ASSOCIATION [BULGARIA] INTERCULTURAL YOUTH DIALOGUE ASSOCIATION [EGYPT] HUMAN RIGHTS ASSOCIATION [GEORGIA] SZUBJEKTIV ERTEKEKEK ALAPITVANY [HUNGARY] EUROBUG, INTERNATIONAL YOUTH WORK TRAINING AND

COLLABORATION LIMITED [IRELAND] ZINK ASTURIAS [SPAIN] AEGEE-Moskva [RUSSIAN FEDERATION] YOUTH WORK ASSOCIATION [TURKEY]

THANK YOU VERY MUCH FOR THE NON FORMAL COOPERATION!

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