NEETworker toolbox

NEETworker ERASMUS + KA1 CONTACT MAKING SEMINAR 1-8.12.2018, ZAKOPANE, POLAND

I Aim and Project Background The main aim of the project is to provide a space, for 14 organisations from Erasmus+ programme and partner countries, to establish new partnerships and exchange good practices in the field of social inclusion (focusing on young people in NEET situation).

The other important part of the seminar will be a “Tool fair” where each of the organisation will have a chance to implement their workshop, using methods or techniques they use in their daily-based work with the target group they work with. We encourage to either introduce a new technique or workshop you would like to “test” and receive the feedback from other youth workers and trainers, or present the method/tool which specifically works well for your target group. In the second case, we invite you to explain and discuss it with the group from meta level

II Participating Organisations

1) Fundacja Instytut Innowacji - Poland (Applicant Organisation) 2) Assotsitsia Dopolnitelnogo Obrazovaniya I Prosveshteniya - Belarus 3) Centar Za Drustvena Kretanja- Bosnia and Herzegovina 4) Danish Youth Team - Denmark 5) Mostar Friedensprojekt EV - Germany 6) United Societies Of Balkans - Greece 7) Youth Spirit Center - Jordan 8) Arodbiedriba Evolution Trade Union - Latvia 9) Young Women's Christian Association-Beirut - Lebananon 10) European Youth Association (Европска Младинска Асоцијација) Macedonia 11) Active Youth International - Malta 12) Mladiinfo Montenegro - Montenegro 13) MasterPeace Morocco - Morocco 14) Horizon Pour Le Developpement Et La Citoyenneté - Tunisia

III Session Outline

The following ideas of workshops are the result of the work during the NEETworker seminar. At this meeting, the participants shared the methods that they use in the work with the NEET youngsters or they could adapt in the work with them.

1) Centar Za Drustvena Kretanja- Bosnia and Herzegovina Theme: Pover of Photovoice Group size: 10-15 people Age: Does not matter Time: 60-80 min.

Overwiev: Introduction to Photovoice as a method for solving social issues (focusing on people in NEET situation). Encouraging group work.

Objectives: The goal is presenting Photovoice and its influence on youth Materials: one paper and pen for all paticipants (one for each); pictures chosen from open sources, elf-made showing various topics: people, landscapes, etc.

Instructions: 1).Presenting the Photovoice method (15-20 minutes) 2)Watiching Photovoice movie (3 minutes) -Interactive work with participants ( time depends how many people will be involved, for one person or team it wold take about 3-5 minutes ) 3)Conclusion (10 minutes) Debriefing: What were your thoughts and feelings when you heard the story compared to when you saw the photos?

What impressed you? Why? This activity is originally created/adapted by: Neboša Hajder and Vlatka Đurašinović

2) Danish Youth Team - Denmark Themes: Carbon Footprint calculation Group size: 20- 30 people Age: From 18 to 30 Time: 45-50 min.

Overwiev: Brief description of the activity (2-3 sentences, like a summary) The speaker starts by making a small introduction to the topic and present the concept of CO2 Footprint. Once the audience is familiar with the topic and terminology the group must be divided in smaller groups of maximum 3-4 people.

The groups will have to make a small exercise that requires each member to remember the total amount of goods and services they used in the past week.

Goods and services include: • Transportation(km)-Flight, Bus, Train ,Personal car – approximate distance • Food ( kg) – Meat(beef, pork, chicken, fish) or dairy(cheese, eggs, milk)approximate amounts.

• Shopping: Clothing, Presents, Memories, Objectives: The main goal of the activity is to raise awareness among the participants about their personal CO2 footprint. By raising awareness, the participants will understand how much they consume in comparison to the National average as well as compared to the global levels.

Materials: Small stickers, markers, projector, laptop-internet connection Instructions: 1) Introduction : 5 to 10 min.

Video: 3 min.

2)Division of the group: 2-4 min.

Group work: 20 min.

3) Reflection time:10-15 min.

Debriefing: How big do you think your CO2 footprint is, at global level?

Who has the biggest CO2 footprint at global level?

Why do we have such high CO2 footprints?

This activity is originally created/adapted by: Ilie Tomulescu

3) Mostar Friedensprojekt EV - Germany Themes: Identity, Anti-Bias, Self-Reflection Group size: 10-30 – the smallest amount till biggest amount or any size or even amount etc Age: Age of the target group (from..to..)

Time: 75 min.

Overwiev: Activity aims to bring input and reflection about the topic of identity.

To be aware of our multifaceted, fluid and changing identities Objectives: Raise self awareness on the concepts of multiple identity and self identification by analysing and sharing our own Identities. It is also an opportunity to self-identify, rather than be labelled by others, and it can establish a broad definition of diversity in a seemingly homogeneous group.

Materials: Papers, pens Instructions: Part 1 (20 min.)

Ask the participants to identify/define themselves using 5-10 (Depends on group size and time) social descriptors (class, ethnic background, gender, sexual orientation,…) and fill the “Identity Molecule handout”, after doing so individually, they share their “molecules” in small groups. Reconvene the group and facilitate a discussion on self identification (why they choose that 5-10 descriptor? Are these the only identities we have? Are they given or chosen?)

Part 2 (25 min.)

The participants are asked to individually complete their Identity molecule using as many social descriptor as they can, and to assess if each of the groups described are sources of privileges or of obstacles in the society they live in. In small group ask the participants to share their new molecules. Reconvene the group and facilitate a discussion about the link between identity and privilege, and on the use of privileges.

Debriefing : 30 min.

What questions did you use for debriefing/ reflection?

How was it? Was it easy/difficult to write/find your identity molecules? Would you choose the same molecules tomorrow or in a month? How did the partner discussions go? Was it easy/difficult to answer the two questions? Did you realise/learn something new or surprising about yourself? Did anyone notice interesting group behaviour?

This activity is originally created/adapted by: Alina Nogai, Umut Sasmaz

4) United Societis Of Balkans - Greece Themes: ‘’Take a step forward’’ Equality, discrimination, privileged and unprivileged people, xenophobia, poverty and generally human rights Group size: From 10 to 30 participants Age: no age Time: 60 min.

Overview: Each participant takes a role-card to see and understand what is like to be someone else – an another member of the society - a privileged or a less privileged person Objectives: The main goal of this activity is to develop participant’s imagination about how to be an another person and its critical thinking. To raise awareness about the topic that some people’s human rights are ignored by their society or generally by their country. (right to education, right to dignity). Finally, another purpose of this activity is to foster empathy with others, who are less fortunate.

Materials: Role cards and questions (provided by the book) and a large room or an open outdoor space.

Instructions: The organizers do not have to divide the group.

1. Each participant has to take a role-card randomly out of the basket and do not show it to anyone else. (for example: you are an unemployed single mother, you are an illegal immigrant from Mali, you are a homeless young man, 27 years old, you are the daughter of the American Ambassador in the country where you are now living).

2. Sit down and read carefully what is on your role-card.

3. Begin getting to your role. Reflect and build up a picture of yourself and your life. In order to get into your role you have to think: what was your childhood like? What kind of games did you play? What sort of work did your parents do?

The organizers have to give some time to the participants in order to think and get into their role.

4. The organizers are going to read a list of events-questions. Every time that the participants can answer ‘’yes’’ to the statement they should take a step forward. Otherwise they should not move.(for example: you can buy new clothes at least once every three months, you have never felt discriminated against because of your origin, you feel you can study and follow the profession of your choice).

5. After finishing with all the questions, participants are going to reveal their roles to the other participants and they also have to express their feelings about being this role.

6. Discussing about the roles of people that were more forward and the people that they were behind. Discussing about human rights in each participant’s country.

Debriefing: We used questions like: How did you feel being in a situation like that? Which were your feelings when you were watching other people moving and you could not move. Have you ever felt that your human rights are ignored in your country? Do you feel more/less privileged than the other participants?

You are the lucky one?

This idea originally created/adapted by: We took this idea, the role-cards, the questions and these data from the book COMPASS-Manual for human rights education with young people-Council of Europe. // Ioulia Partsali, Argyrios Kalfopoulos

5) Youth Spirit Center - Jordan Themes: Integration of underprivileged people in the social community.

Group size: six groups (each group should include five or six persons).

Age: from 18 till 35.

Time: approximately 60 min.

Overwiev: ● Why do we have underprivileged people and what are the main causes of their social exclusion from the community; ● Integrating the targeted people in the social community; ● How to prevent their direct exclusion from the community.

Objectives: Main goal: presenting our tool, which is “expression of thoughts through graphical representation”; Sub goals: delivering our idea to the participants and inspiring other people to raise awareness about social exclusion.

Materials: Large papers for drawing (approximately 1m * 1m), Drawing materials such as: colored crayons, colored markers, oil paint material, pen pencil, White board, colored board markers.

Instructions: 1. Explanation of actual situation of social inclusion in Jordan; 2. Getting suggestions from the participants; 3. Using our tool to address the suggestions; 4. Discussion about the tasks given to the participants (expression of thoughts).

Debriefing : What can the outcast do to be member of the society? What can the society do to better incorporate the lower classes?

This activity is originally created/adapted by: Bilal Assaf, Asaad Srouji

6) Young Women's Christian Association-Beirut - Lebananon Theme: Non-violent Communication Group size: From 2 participants to 28 participants Age: Youths and Adults Time: 60-70 min.

Overview: A method of positive communication based on functioning with others in a better way of understanding. Instead of being habitual, having automatic reactions, the words become based firmly on an awareness of what we are perceiving, feeling and wanting.

Objectives: Learn how the positive use of language can transform your relationships, Learn how to understand and recognize the underlying needs in everyone, Learn how to resolve conflicts in any kind of conversations Materials: Laptop or computer, Flipcharts & Markers, Posters of the 4 components: Observe, feel, need & request Instruction: 1. Play a short Animation of people standing in a queue (https://www.youtube.com/watch?v=umcKxGo7I28) – (2 minutes) 2.Discuss with the participants the Animation in a very basic way – (5 min) 3.Divide the participants into 2 groups (or 4 groups if the number of participants is big) – (5 min) 4.Ask the 2 or 4 groups to continue the situation of the animation by preparing a small play (20 min): Group 1 (&3) in a very violent way Group 2 (&4) in a very peaceful way - Each group performs his small play – (10 min) - Discuss the 2 (4) plays by highlighting that each conversation has 4 components: Observe, feel, need and request (20 min) - Conclude that in any situation, if the 4 components of the 2 interlocutors can meet, the conversation ends in a non-violent way, of course with a lot of practice (5 min) Debriefing - If you have to choose between violent or non-violent conversation, what will be your choice?

- How can you make a non-violent conversation?

Activity is originally created/adapted by: Inspired by Marshall Rosenberg-NVC Prepared by Rima Kabara Dinnawi - YWCA-Beirut Adapted by Jacqueline Chidiac Semaan & Tamara Chbeir- YWCA-Beirut

7) European Youth Association (Европска Младинска Асоцијација) Macedonia Themes: Project Management and Project Cycle Management Group size: 12-26 participants Age: 18+ Time: 80 min.

Overwiev: Presenting the project management and project cycle management and the logic framework approach.

A series of activities aimed at bringing about clearly specified objectives within a defined time period and with a defined budget.

Project Cycle Management or PCM is an approach that allows you to manage many different projects and improve the quality of your projects over time by learning from one project and applying the lessons in the following ones. PCM uses the idea of a continuous learning cycle and incorporates logical framework analysis to guarantee that the beneficiaries are involved in the project's design.

It clarifies: -How the project will work -What it is going to achieve -What factors relate to its success -How progress will be measured The logical framework approach follows a hierarchical results-oriented planning structure and methodology which focuses all project planning elements on the achievement of one project purpose Objectives: Good planning with an efficient tool such as the LFA, Planning is a process, a participatory approach, Defining SMART objectives including monitoring tools such as indicators & source of verifications, Specify activities, Making a risk analysis & risk management plan, Setting aside time, resources and skills for planning & monitoring, Responsible monitoring persons, Analyzing data & learning from results Materials: projector, markers, flipcharts, papers, pens Instructions: Firstly, we are planning to make one energizing activity and then to starting with short brief about project management, what is a project? Then what is the benefit from project management, improved quality, project success factors. After that we are starting with short introduction about project cycle management What is PCM? Principles of PCM, PCM tools, Time management, the management grid, grant chart,

Managing the scope of the project (methodology scope) and after that we are planning to present step by step the Logic framework approach. WHY LFA? Why RBM? The nine steps of LFA…Brief of monitoring (Monitoring plan, communication plan etc) Evaluation criteria (relevance, efficiency, effectiveness, impact, sustainability) and Warm up activities and Summary.

After the presentation we are planning to have a group activity and all participants to divide in two group and to work on LFA? Group activity: 1. PROBLEM: Identify one local problem, e.g. You decided, but some proposals a) Weak efficiency in the community service b) Weak support from the municipality to the youth 2. STAKEHOLDER ANALYSIS: Identify stakeholders in the sector (Beneficiaries/target group, Implementers, local financing agents, decision makers) List them.

3. PROBLEM ANALYSIS: Identify reasons/causes to the local problem and effects. Make a brief problem tree, write notes.

4.OBJECTIVES: Set at least two expected results (short-term objectives), one project objective and two overall objectives. Formulate them “SMART”.

5. ACTIVITIES: Find solutions/activities to achieve result 1-3. Number the activities (1:1, 1:2, 1;3 etc.) and connect them to each expected result.

After the group activity we have presentation from both groups and we decide together with 14th countries to build partnership and to apply in Erasmus+ next year.

Debriefing: What is a project? What is the benefit by PM, PCM and LFA? What is efficient tool for planning? How the project will work? What it is going to achieve? What factors relate to its success? How progress will be measured?

How we can build partnership?

This activity is originally created/adapted by: Dejan Ilioski

8) Active Youth International - Malta Themes: The aim of this session is to provide a space for disscusion of daily important topics : refugees, the death penalty, religion, abortion etc.

Group size: 6 and 30. The whole group will be divided into 2 smaller subgroups.

Age: 16 to 80 years ( It’s a workshop about discussion topics, it’s open for everyone ).

Time: 1-2h Overwiev: There will be 2 different groups, each of them will receive the topic to discuss, eg. the death penalty, one of the group has defend, the second team be against. The role of the the groups is to explain their opinions. The important is not who has the right, the important is talk about the topics.

Objectives: Objectives of that workshop are talking about topics and people from different cultures and different countries; give their opinion about the same topic and show that nevertheless the participants can talk about everything.

Materials: papers and pen (if the participants want to write something) Instructions: The whole group is separated into 2 different subgroups,(different genders, age, and countries).

1) Discuss with your subgroup the topic you have received. (there is about 5 mins to think and approximetly 15 mins for explaining the opinion) 2) Take part in debate, depending if you defend or are against the main topic.

Debriefing: In the end, the participants will realize that they able to talk about each topic, even they represent different countries, ages, gender, having various points of views.

This activity is originally created/adapted by: Jaume Plana, Mimi Ngunyen

9) Mladiinfo Montenegro - Montenegro Themes: Perfect volounteer Group size: 26 people Age: no limit Time: 60 min.

Overwiev: We will speak about volounteer system in our organization and how to recuire new volouteer and how to educate them. In the first 30 minutes we will devided participiants in group and give them task.

Objectives: Our goal is to get information how to get the PERFECT VOLOUNTEER for the organization.

Materials: Projector, flipchart, stick papers, pens, markers.

Instructions: Workshop, 30 minutes total. 5minutes explanation and we will devided participiant in 5 group and give them task, 10 minutes work, 15 minutes presentation of their work.

Presentation 30 minutes total. In this 30 minutes we will show power point presentation, speak about the topic and we will show some videos.

Debriefing : Did your organization have volounteer service? Did You use some of this tehniques that we spoke about? What are your methods to get new volounteers? Did you get new information from our workshop?

This activity is originally created/adapted by: Elma Selmanović and Jelena LonÄ?ar.

10) MasterPeace Morocco - Morocco Themes: Personal Leadership & innovation Group size: this workshop can be conducted for small groups of 4 to 6 peoples Age: 15+ years old Time: 30min to 2h Overwiev: The workshop is about gathering participants into small groups in order to reflect on their needs and develop to solve it by developing innovative ideas for a social businesses Objectives: Proving that youth have all what they need to make improvement in their lives and communities, meanwhile the workshops aims to: • Enable them to think and develop their critical thinking, • Enable them to work as a team without any reservations, • Develop innovative ideas where the gretest ones might be supported by MPM (local level) Materials: we mainly use flipcharts & stickers, markers Instructions: Part Time Icebreaking & introduction 10 min Team creation 5 Issue analysis & benchmark with already existing solutions 20 Brainstorm and develop new ideas 30 Storyboard creation 10 Pitch and feedbacks 15 Closing 10 Debriefing : • Who is the most creative person in this room?

• what do you think youth suffers from ?

• What does it takes to solve this?

This activity is originally created/adapted by: We don’t have a specific answer for this question, because we used to develop ideas for our training, 2nd Idea: Feedback, SBI: situation behaviour impact, developed by Center for Creative Leadership and aims to exchange feedback among the team or participants where they express precisely the what and why you are commenting with outlining the impact of their behaviors on others beside it helps to avoid assumptions that could affact the reelations between two people or more,

The SBI is based on three stages and can be either corrective or supportive: • Identify situation, • Describe behavior, • Explain the impact, We used to use this methodologie during the workshop closing where we give the floor to our participants to exchange feedback and we explain that there’s nothing bad about expressing feedback and feeling because through this we grow and we communicate effictively as individuals and teams.

This activity is originally created/adapted by: El Mehdi El Badaoui

11) Horizon Pour Le Developpement Et La Citoyenneté - Tunisia Themes: Diversity and minorities, Participation, Decision making, Local governance Group size: 25 Age: 15+ Time: 90 min.

Overview: This activity involves individual reflexion and group discussion on perception of, and fear about local decision makers in young in NEET situation. The core of the activity is an interactive debate between people in NEET situation, local authority representatives and governmental decision makers.

Objectives: Build a bridge on the deep gap that separates young people from local institutions, making youngsters aware about democratic participation Create a solid foundation for a synergistic, interactive and continued relationship between young people and policy makers.

Materials: Small pieces of papers, pens, two box or bowls, flipchart paper, video projector + audio speaker.

Instructions: The activity is split into four stages of 10, 40, 20 and 30 minutes each.

Stage 1: What concerns us? (10 minutes) Divide the group into 2 groups, Show the group the two boxes and ask the first group to imagine that they are people in NEET situation, and the second group represents local authority and local decision makers (the mayor, township council, education representatives, police…)

What would worry them most about living in the same town?

Each of them has some concerns and fears towards the each other.

Hand out small sheets of paper and ask participants to write down their concerns – as many concerns as they wish, but each concern on a separate piece of paper. These can be anonymous.

When they have finished, the papers should be put into the appropriate box.

Stage 2: Discussing the concerns (30 minutes) The facilitator takes a piece of paper from the first box. He/she reads aloud the papers and asks the other group to consider, in particular, the following issues: – Do they share the concern?

– How could they reassure someone who had this concern?

Stage 3: Preparing the presentations (30 min) Ask the groups to use the next 20 minutes to produce a flipchart presentation for the other groups.

They should concentrate on the specific concerns they discussed and try to present what they have learnt about the different sides and opinions from other people in the group.

Debriefing: (20min) What questions did you use for debriefing/ reflection?

Each group presents their results using a flipchart (30 min), answering: What are your feelings about the discussions that have just taken place?

Were you surprised either by people’s concerns about the status you have?

What was the basis of people’s concerns? Media reports, friends or relatives’ experiences, personal experiences – or what?

Do you have fewer concerns than you had at the beginning of the activity? Do you have a different image of the other side?

Why do you think that gap between people in NEET situation and local authority representatives exist? What are the raisons of the lack communication between them?

What can we do to try to arrive at a more balanced picture of in a city?

How can we help people in NEET situation to be involved in the decision making process?

This activity is originally adapted by: Salem and Ines

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Made by: Katarzyna Sokołowska