Simre - Social Inclusion of Immigrants and Regugees

SOCIAL INCLUSION OF IMMIGRANTS AND REFUGEES TRAINING COURSE

JACHRANKA, 4-11.09.2017

+48 791 859 856 www.ii.org.pl ul. Miedziana 11, Warsaw ii@ii.org.pl

Project Background Training course for youth workers and youth leaders “Social inclusion of refugees and immigrants” was a part of a project created as a result of a co-operation of 9 partner organisations, 5 coming from Programme countries of Erasmus+ programme (Poland, Macedonia, Hungary and Lithuania) and 4 coming from Eastern Partnership countries (Ukraine, Armenia, Georgia and Azerbaijan). The coordinating organisation of this project, as well as the organisation in charge of practical arrangements of the TC, was Fundacja Instytut Innowacji from Poland.

The main activity of the project was mobility of youth workers, which was held in Jachranka, Poland between 4-11 September 2017. There were 26 participants, 3 per each organisation (except the Austrian one), plus a trainer from Austria and a facilitator from Poland.

The main goal of this project was to provide a forum for discussion, exchange of good practices and experiences regarding social inclusion of migrants and refugees, who are coming to certain societies for short- or long-term stays. We wished that participants through active involvement in series of group works and discussions developed the range of methods used in non-formal education used in youth work with young people from migrant and refugee families. This training aimed to train participants in how to tackle the problem of youth radicalisation and prevent unjustified aggression towards other people of different nationality, race, religion. The expected result of this project was also developed critical thinking and analytical thinking regarding the media coverage of the refugee crisis. Apart from that, the participants had a chance to express their creativity and innovativity, through a workshop preparation for minor refugees and other young people and will be in line with the motto of the task which is: “put yourself into someone else’s shoes”. This activity enhanced participants empathic abilities.

Participating in the TC allowed participants to receive a first-hand knowledge on legal aspects for asylum seeking in EU and non-EU countries, about the conflict in Ukraine (internal migrations - internally displaced persons) and the current tense situation in the Caucasus region (Armenian-Azerbaijani border).

Participants visited the Multicultural Center in Warsaw, which mission is to ensure that representatives of different cultures, who happen to be in Warsaw (for shorter and longer periods) will feel here at home.

During the TC we established relations between partner organisations, in order to start new projects or strategic partnership. The dissemination aspect and the follow-up phase included a series of activities (a series of workshops in each country reached 300 people in 9 countries).

The aim of this publication During the training „Social inclusion of immigrants and refugees� participants of the training had a chance to implement their workshops to other participants. Trainers divided the group into six international teams. In each of them, there were four people (except one team which consisted of three people). The teams were chosen randomly; the only rule was that people from the same country could not be on the same team. The task for them was to create (or adopt already existing) workshop and deliver it to the rest of the group. The time limit was 1 hour. The short session of feedback (30 minutes) followed by this workshop. During the feedback session firstly team which provided workshop had a few minutes to share their thoughts and feeling about the delivered workshop. Then people who participated in the workshop gave their feedback from inside. And lastly lead trainers of the TC gave their observations about the facilitation and workshop in general.

The team could choose one of the following topics: - Getting into the shoes of refugees - Sexual education - General Human rights - City game/hunting game The main idea of the workshop was to give a change to the local community in our countries to get into the shoes of refugees or to provide a workshop for minor unaccompanied refugees who came to Europe and their knowledge about sexual education, or human rights is low.

On the next pages, we publish the sessions outlines of workshops created during the TC. We hope that another youth worker can use them in their work.

Session title (topic): Tolerance and basic of human rights – discrimination, stereotype, xenophobia Trainers: Dime Gjorchevski, Svetlana Zakrevska, Velizade Gunel, Niniko Toradze LEARNING OBJECTIVES: - TO PROVIDE PARTICIPANTS WITH THE BASIC KNOWLEDGE OF INTERNATIONAL HUMAN RIGHTS TREATIES - TO GIVE A CHANCE TO PARTICIPANTS TO DETECT VIOLATION OF HUMAN RIGHTS ON THE EXAMPLE OF THE FAIRY-TALES - TO INCREASE AWARENESS HOW TO BUILD TOLERANCE BETWEEN THE REFUGEES THEMSELVES AND TOLERANCE BETWEEN THEM AND LOCAL COMMUNITY EXPECTED LEARNING OUTCOMES: AFTER THE WORKSHOP, THE PARTICIPANTS KNOW THEIR FUNDAMENTAL HUMAN RIGHTS AND INSTRUMENTS THAT THEY CAN USE TO PROTECT IF ANY OF THEM IS VIOLATED ROLES IN THE TEAM: ENERGISER – VELIZADE GUNEL INTERNATIONAL HUMAN RIGHTS TREATIES – NINIKO TORADZE DISCUSSION – DIME GJORCHEVSKI FAIRY-TALES - SVETLANA ZAKREVSKA METHODOLOGY STEP, BY STEP: ENERGISER: PARTICIPANTS STAND IN 2 LINES. THE TASK IS TO TRANSMIT THEIR TOUCH BY SQUIZZING HANDS. THE FACILITATOR HOLDS THE HANDS OF FIRST PEOPLE IN THE LINES. WHEN HE/SHE SQUEEZE THE HAND, THE “IMPULSE” HAS TO BE TRANSMITTED TO THE NEXT PERSON, UNTIL THE PARTICIPANT WHO STANDS AT THE END OF EACH LINE. THE TEAM WHO DO IT FASTER RECEIVE 1 POINT. THE GAME FINISHES WHEN ONE OF THE TEAM GATHERS 5 POINTS. MAIN ACTIVITY: PARTICIPANTS WERE DIVIDED INTO TWO GROUPS. EACH GROUP HAS A TASK TO EXPLAIN THE FUNDAMENTAL RIGHTS OF THE UNIVERSAL DECLARATION OF HUMAN RIGHTS. IN EACH GROUP, THERE ARE 30 STATEMENTS WITH RIGHTS WRITTEN, AND THEIR TASK IS TO WRITE AN EXPLANATION TO EACH OF THEM. THEY HAVE 10 MINUTES TO FINISH THIS. WHEN THE TIME PASSES, FACILITATOR DOES THE DISCUSSION WITH THE GROUP, AND THEY EXPLAIN FUNDAMENTAL RIGHTS TOGETHER.

AFTER THIS, THE TEAM IS DIVIDED INTO FOUR SMALLER GROUPS. EACH OF THEM RECEIVES FAIRLY TALE. THEIR TASK IS TO DISCUSS IN A SMALL GROUP ABOUT WHICH OF THE FUNDAMENTAL RIGHTS WAS VIOLATED IN THE GIVEN FAIRY TALE. WHEN GROUPS FINISH DISCUSSIONS, THE FACILITATOR ASKS PARTICIPANTS TO SIT IN THE BIG CIRCLE AND SUM UP THE TALKS. THE QUESTIONS ABOUT INSTRUMENTS WHICH A PERSON CAN USE WHEN THE VIOLATION OF HUMAN RIGHT OCCURS. THE LAST PART OF THE WORKSHOP IS A DEBRIEFING. QUESTIONS FOR DEBRIEFING: 1. NOW THAT IT’S OVER, WHAT ARE YOUR FIRST FEELINGS ABOUT THIS OVERALL WORKSHOP? 2. WHAT WERE SOME OF THE MOST INTERESTING DISCOVERIES YOU MADE DURING THE WORKSHOP? 3. DEFINE SOME OF YOUR MOST CHALLENGING MOMENTS. WHAT MADE THEM SO? 4. WHAT WOULD YOU SAY IS THE MOST IMPORTANT THING YOU LEARNED? 5. HOW DO YOU FEEL THE THINGS YOU LEARNED TO RELATE TO REAL-WORLD SITUATIONS AND PROBLEMS? 6. HOW WILL YOU USE WHAT YOU’VE LEARNED IN THE FUTURE? MATERIALS NEEDED: - FLIPCHART - PRINTED COPY OF FAIRY-TALES (THE THREE LITTLE PIGS AND JACK AND THE BEANSTALK) - PRINTED COPY OF UNIVERSAL DECLARATION OF HUMAN RIGHTS - PRINTED COPY OF THE EUROPEAN CONVENTION ON HUMAN RIGHTS PUBLICATIONS OR RESOURCES USE DURING THE PREPARATION -ADOPTED FAIRY-TALES, - UNIVERSAL DECLARATION OF HUMAN RIGHTS - THE EUROPEAN CONVENTION ON HUMAN RIGHTS FEEDBACK RECEIVED: - INFORMATION PROVIDED WAS HANDY, THE TEAM DID A GREAT JOB., - THE DOUBT ABOUT THE LEVEL OF LITERACY OF REFUGEES OCCURRED (TARGET GROUP OF THE WORKSHOP).

PARTICIPANTS STATED THAT SOMETIMES REFUGEES COULD NOT READ. - TREMENDOUS AMOUNT OF INFORMATION IN SUCH SHORT TIME - ONE PARTICIPANT SAID THAT SHE DECIDED TO READ THE UNIVERSAL DECLARATION OF HUMAN RIGHTS AFTER THE WORKSHOP - VERY COMPLEXED WORKSHOP - THE THEORY WAS FOLLOWED BY EXPERIENCE (PROPER STRUCTURE OF NFE ACTIVITY)

EVALUATION FROM THE PROVIDERS: - WE SUCCEEDED PRETTY WELL TAKING IN THE FACT THAT THE TIME FOR PREPARATION ALSO THE TIME FOR THE WORKSHOP WAS LIMITED. - THE GOOD PART WAS THAT WE WERE A GROUP COMPOSED OF PEOPLE FROM DIFFERENT CULTURES, DIFFERENT BACKROAD AND DIFFERENT, AND NO SO GOOD WAS THAT WE AS A GROUP HAD NOT SUCH GOOD COOPERATION BETWEEN US. - CREATIVE IN A WAY THAT OUR IDEAS WERE UPGRADING AS MUCH AS WE WORKED. - TRY TO CLARIFY AT THE VERY BEGINNING THAT NO ONE IN THE GROUP IS SUPERIOR. - THIS EXPERIENCE OF DELIVERING THE WORKSHOP WAS VERY USEFUL, WE LEARN ABOUT THE STRUCTURE OF A WORKSHOP, A WAY OF PREPARING, WORDS THAT WE SHOULD USE, METHODS THAT WE CAN USE, PLANNING OF THE TIME.

Session title (topic): City Game Trainers: Valeriia Scholey, Izabella Tovmasyan, Arkadiusz Zając, Simona Chipan.

LEARNING OBJECTIVES: - TO PROVIDE PARTICIPANTS WITH THE BASIC KNOWLEDGE OF INTERNATIONAL HUMAN RIGHTS TREATIES - TO GIVE A CHANCE TO PARTICIPANTS TO DETECT VIOLATION OF HUMAN RIGHTS ON THE EXAMPLE OF THE FAIRY-TALES - TO INCREASE AWARENESS HOW TO BUILD TOLERANCE BETWEEN THE REFUGEES THEMSELVES AND TOLERANCE BETWEEN THEM AND LOCAL COMMUNITY- TO CREATE A SPACE FOR COMMUNICATION BETWEEN REFUGEES AND LOCAL COMMUNITIES - ISSUE OF GENDER EQUALITY IN SOCIETY - TO INTRODUCE TO PARTICIPANTS THE EXAMPLE OF NONFORMAL EDUCATION ACTIVITY EXPECTED LEARNING OUTCOMES: - BREAK STEREOTYPES ABOUT REFUGEES - GENDER EQUALITY (UNDERSTAND THAT EVERYONE IS EQUAL IN THE SOCIETY) - TEAM WORKING WITH REFUGEES AND LOCAL COMMUNITY ROLES IN THE TEAM: KNEE TAG ENERGISERS – ARKADIUSZ ZAJĄC ACTIVITY – IZABELLA TOVMASYAN DISCUSSION – VALERIIA SCHOLEY VIDEO, DISCUSSION - SIMONA CHIPAN METHODOLOGY STEP, BY STEP: 1. ENERGIZER: THE ENERGISER IS CALLED KNEE TAG. PARTICIPANTS DIVIDE THEMSELVES INTO PAIRS. THE TASK OF EACH PERSON IS TO TOUCH ONE OF THE KNEES OF THE SECOND PERSON IN THE COUPLE. AT THE SAME TIME, PARTICIPANTS NEED TO PROTECT HIS/HER KNEES. PARTICIPANTS DO DUELS IN PAIRS. IF A PERSON TOUCHES A KNEE OF THE OPPONENT, HE/SHE RECEIVE THE POINT. THE PERSON WITH THE MOST POINTS WINS. 2. MAIN ACTIVITY: PARTICIPANTS WERE DIVIDED INTO FOUR INTERNATIONAL TEAMS. THE TASK WAS TO CREATE DIFFERENT STATEMENTS ABOUT GENDER EQUALITY AND DISCRIMINATION OF REFUGEES. THEN THEY WERE ASKED TO TRANSLATE THEM INTO PARTICIPANT’S NATIONAL LANGUAGES. AFTER FINISHING TRANSLATIONS PARTICIPANTS WERE ASKED TO RECORD A 1-MINUTE MOVIE, USING THE EXPRESSION FROM THE FIRST TASK. TO MAKE IT MORE CHALLENGING, DURING RECORDING MOVIES, FACILITATORS ASKED PARTICIPANTS TO CHANGE THEIR GENDER – BOYS NEED TO DRESS LIKE GIRLS, GIRLS LIKE BOYS. FOR THE TASK, THEY HAD 20 MINUTES.

AFTER FINISHING RECORDINGS PARTICIPANTS GATHERED IN THE PLENARY ROOM. THEY HAD AN OPPORTUNITY TO WATCH THE RESULTS OF OTHER GROUPS. AFTER PRESENTATIONS, FACILITATORS STARTED A DISCUSSION WITH THE GROUP. THEY ASKED ABOUT THEIR FEELINGS, WHAT WAS DIFFICULT FOR THEM IF THEY COULD DO SOMETHING DIFFERENTLY. THE DISCUSSION TOOK 15 ANOTHER MINUTES. THE LAST PART OF THE WORKSHOP WAS WATCHING THE VIDEO ABOUT GENDER ISSUES: “OPPRESSED MAJORITY” (MAJORITÉ OPPRIMÉE ENGLISH), BY ELEONORE POURRIAT: HTTPS://YOUTU.BE/V4UWXLVVT1A. THE VIDEO LASTED 11 MINUTES. THE SHARING OF THOUGHTS ABOUT THE VIDEO WAS CONDUCTED IN INNOVATIVE FOR PARTICIPANTS WAY. FACILITATOR GAVE EACH PERSON A MATCHBOX, AND THEY HAD TO LIGHT A MATCH, AND IN THE TIME OF LIGHTENING OF A MATCH THEY HAD SPACE TO EXPRESS THEIR OPINION AND FEELING ABOUT THE VIDEO ‘OPPRESSED MAJORITY”.

THE DEBRIEFING OF THE ACTIVITY WAS SHORT. FACILITATORS ASKED QUESTIONS ABOUT FEELINGS AND WHAT PARTICIPANTS LEARNT FROM THE WORKSHOP. MATERIALS NEEDED: FOR THE WORKSHOP, WE NEEDED PRINTED PAPERS WITH SENTENCES IN LOCAL LANGUAGE MOBILE PHONES FOR RECORDING. PROJECTOR AND LAPTOP FOR PERFORMANCES AND VIDEO. PUBLICATIONS OR RESOURCES USE DURING THE PREPARATION YOUTUBE VIDEO “OPPRESSED MAJORITY” (MAJORITÉ OPPRIMÉE ENGLISH), BY ELEONORE POURRIAT: HTTPS://YOUTU.BE/V4UWXLVVT1A FEEDBACK RECEIVED: - THE TEAM EXCEEDED THE TIME (WORKSHOP TOOK OVER 1 HOUR) - PARTICIPANTS MISSED THE DISCUSSION AFTER PRESENTING RECORDINGS - ACTIVITIES WERE A LOT TO MANAGE FOR ONE HOUR - BEFORE ASSUMING TIME THE FACILITATORS NEED TO UNDERSTAND IF THE GROUPS WILL MANAGE TO REACH THE AIM WITHIN THE MINUTES MENTIONED IN THE TASK - FACILITATORS SHOULD BE MORE STRICT ABOUT THE RULES THEY SET (IF THEY SAY 1 MINUTES FOR PRESENTATION IT SHOULD BE 1 MINUTE) - WORKSHOP WAS NOT REALLY STRUCTURED; IT WAS BUNCH OF SEPARATED EXERCISES - THE TEAMWORK OF FACILITATORS SHOULD BE IMPROVED. - VERY NICE METHOD OF DEBRIEFING – USING MATCHES

EVALUATION FROM THE PROVIDERS: - WE EVALUATE OUR WORKSHOP AS 70 % SUCCESSFUL. - THE PLAN WAS GOOD, BUT WE HAD SOME TECHNICAL PROBLEMS, AS WELL AS NOT SUCCEED IN TIME. - AS SOME OF THE PARTICIPANTS IN OUR TEAM DIDN’T HAVE EXPERIENCE IN DELIVERING WORKSHOPS, WE THINK FOR THE FIRST TIME IT WAS OKAY TO WORK TOGETHER AND FIND MUTUAL IDEAS. - IT WAS A BIT DIFFICULT, BUT IN LACK OF TIME WE GOT THE FINAL IDEA FOR WORKSHOP - IN CASE OF REPEATING THIS WORKSHOP, WE WILL SOLVE THE TECHNICAL PROBLEMS; WE WILL DIVIDE THE WORKSHOP INTO TWO SEPARATE WORKSHOPS IN TWO DAYS. AFTER FINISHING THE ACTIVITIES, WE’LL GIVE A SPEECH TO EVERY GROUP TO REPRESENT WHAT THEY HAVE DONE. - THANKS TO THE DELIVERING OF THE WORKSHOP WE HAVE LEARNT HOW TO BREAK STEREOTYPES ABOUT REFUGEES, GENDER EQUALITY, GETTING IN THE SHOES OF OTHERS. - NEXT TIME IT WILL BE MUCH BETTER!

Session title (topic): Getting into other people’s shoes Trainers: Agne Janonyte, Tatevik Gevorgyan, Vache Avetisyan, Marta Dancs LEARNING OBJECTIVES: TO GIVE THE OPPORTUNITY TO THE LOCAL COMMUNITY TO CHANGE THEIR MINDSET ON MINORITIES SHOWING POSITIVE AND NEGATIVE ASPECTS OF HOSTING REFUGEES IN SOCIETY EXPECTED LEARNING OUTCOMES: - TO INCREASE THE LEVEL OF EMPATHY AMONG PARTICIPATING IN THE ACTIVITY PEOPLE - TO PRESENT THE NATIONAL SITUATIONS MINORITIES, REFUGEES, LGBT COMMUNITY. ROLES IN THE TEAM: MAIN COORDINATOR – AGNE JANONYTE TIMEKEEPER – VACHE AVETISYAN ENERGIZER – VACHE AVETISYAN WARM-UP ACTIVITY – MARTA DANCS PLAY EXPLANATION: AGNE JANONYTE FEEDBACK FACILITATION: TATEVIK GEVORGYAN KNEE TAG ENERGISERS – ARKADIUSZ ZAJĄC ACTIVITY – IZABELLA TOVMASYAN DISCUSSION – VALERIIA SCHOLEY VIDEO, DISCUSSION - SIMONA CHIPAN

METHODOLOGY STEP, BY STEP: 1. ENERGISER: THIS ENERGISER IS KNOWN AS HUMAN KNOT. PARTICIPANTS WERE DIVIDED INTO TWO SMALLER GROUPS. EACH GROUP HAD A TASK TO CREATE A SMALL CIRCLE; THEN PEOPLE NEEDED TO GRAB THE HAND OF 2 OTHER PERSONS. WHEN EVERYBODY HAS TWO HANDS OF OTHER PARTICIPANTS, THE TASK FOR THE WHOLE GROUP IS TO UNTIE THE KNOW AND CREATE THE CIRCLE ONE MORE TIME. PARTICIPANTS NEED TO HOLD THE HANDS ALL THE TIME; IT IS NOT ALLOWED TO BREAK THE TOUCH. 2. MAIN ACTIVITY: THE MAIN ACTIVITY STARTED WITH BRAINSTORMING ABOUT THREE DIFFERENT GROUPS OF PEOPLE: REFUGEES, ROMA, HOMOSEXUAL. A FACILITATOR FROM HUNGARY MARTA WAS GATHERING FROM THE GROUP WORDS WHICH FIRST COMES TO MINDS OF PARTICIPANTS ABOUT THIS THREE GROUPS OF PEOPLE. THE WORDS WERE WRITTEN ON FLIP CHART PAPER. WHEN IDEAS RUN OUT, THE FACILITATOR CONDUCTED THE DISCUSSION ABOUT WORDS WHICH WERE WRITTEN ON THE FLIPCHART. WITH PARTICIPANTS, SHE DEFINED IF THE WORDS ARE NEGATIVE, POSITIVE OR NEUTRAL. ITS TURNED OUT THAT MANY OF THE ASSOCIATION ARE NOT SO POSITIVE. THE NEXT PART OF THE ACTIVITY WAS THE ROLE PLAY GAME. PARTICIPANTS FIRST WERE DIVIDED INTO FOUR SMALLER GROUPS. THE TASKS FOR EACH GROUP WAS TO PRESENT TO OTHERS A SHORT SCENE ABOUT DISCRIMINATION OF THE ABOVEMENTIONED GROUPS OF PEOPLE (REFUGEES, ROMA, HOMOSEXUAL).

PARTICIPANTS PRESENTED SCENES FROM THE SCHOOL, GETTING A JOB, OFFICE, AND IN THE RESTAURANT WHILE BUYING A KEBAB. THE DEBRIEFING FOLLOWED. PARTICIPANTS HAD AN OPPORTUNITY TO THINK ABOUT THE SCENES PRESENTED

BY EACH GROUP. THE QUESTIONS ASKED WERE: WHAT PARTICIPANTS SAW IN THE PERFORMANCE? HOW THEY FELT ABOUT WHAT THEY SAW? WHAT KIND OF SITUATIONS OF DISCRIMINATIONS THEY SAW? IF THEY CAN RELATE THIS SCENES TO REAL LIFE? IF THIS EXPERIENCE TEACH US SOMETHING? MATERIALS NEEDED: -

POST-IT NOTES FLIPCHART BOARD MARKERS CLOCK

PUBLICATIONS OR RESOURCES USE DURING THE PREPARATION “COMPASS: A MANUAL FOR HUMAN RIGHTS EDUCATION WITH YOUNG PEOPLE.”

FEEDBACK RECEIVED: - THE STRUCTURE OF THE WORKSHOP WAS CORRECT (ENERGISER, MAIN ACTIVITY, DEBRIEFING) - MANAGING THE LIMIT OF TIME – EVERY PART OF THE WORKSHOP WAS DIVIDED INTO THE PROPER PERIODS OF TIME - PARTICIPANTS SAW THAT EACH OF FACILITATORS WAS ENGAGED IN THE ACTIVITY - TEAM MEMBERS THOUGHT ABOUT MANY DETAILS - MANY DIFFERENT METHODS WERE USED - GOOD QUESTIONS FOR THE DEBRIEFING - GOOD GROUP DYNAMIC - MANY PERSPECTIVES - DON’T WORRY ABOUT SILENCE WHEN DONG DEBRIEFING EVALUATION FROM THE PROVIDERS: - FOR SOME OF THE TEAM MEMBERS, IT WAS THE FIRST WORKSHOP DELIVERED EVER - THE TEAMWORK WAS GOOD. WE SHARED THE WORK DURING PREPARATION TIME; EVERYONE WAS RESPONSIBLE FOR THE PART OF THE WORKSHOP - WE LIKED THE FLOW OF THE WORKSHOP - WE ENJOYED DEBRIEFING PART - WE THINK WE REACHED OUR AIMS

Session title (topic): Hunting game Trainers: Sara Al-Bander, Gulnar Gasimova and Piotr Kaliński LEARNING OBJECTIVES: - TO SHOW HOW THE REFUGEES COULD ADAPT TO THE LAWS, RULES AND TRADITIONS OF POLAND - TO PUT PEOPLE IN THE SHOES OF REFUGEES EXPECTED LEARNING OUTCOMES: WE EXPECT THE PARTICIPANTS TO UNDERSTAND THAT REFUGEES ARE ALSO THE PEOPLE LIKE WE ARE, WE HAVE TO BE ATTENTIVE AND CARE ABOUT THEM AND HELP ANYTIME WE CAN BECAUSE THEY NEED IT. ROLES IN THE TEAM: PIOTR DID AL THE JOB DEALING WITH THE POLISH LANGUAGE, SARAH AND GULNAR DID THE WRITTEN PART OF THE TOPIC AND ALSO HAD IDEAS. METHODOLOGY STEP, BY STEP: THIS SESSION WAS DEDICATED TO FOREST GAME (HUNTING GAME). TRAINERS GAVE INSTRUCTIONS OF BEING TOGETHER AND BEING ACTIVE DURING THE GAME. PARTICIPANTS WERE WORKING IN FEW GROUPS LOOKING FOR LETTERS HIDDEN IN DIFFERENT PLACES. IN THOSE LETTERS, THEY WERE FINDING VARIOUS TASKS TO DO. FOR INSTANCE, THEY HAD TO FIND A PERSON WHO SPEAKS ANOTHER LANGUAGE AND USING GESTURES SHOW THAT THEY WANT TO TAKE A SELFIE. NEXT TASKS WERE ABOUT LEARNING 10 POLISH WORDS, LEARN BY HEART PART OF POEMS OR SONGS. ALSO, THE TASK WAS RECORDING THE WORDS THEY REMEMBER. AFTERWARDS, THEY WERE TALKING ABOUT THE GAME ANALYSING IT AS THEY WERE REFUGEES. THEY ANSWERED FOLLOWING QUESTIONS: - DID YOU FEEL LIKE A REFUGEE? - HOW DID YOU LIKE WORKING SOLDIERS? - DID YOU REMEMBER WORDS YOU LEARNT? SHOWING RECORDS. - WAS IT DIFFICULT AND REMEMBER SENTENCES? - HOW DID YOU FEEL WHEN YOU DON'T KNOW THE PLACE? THIS GAME AIMED TO PUT PARTICIPANTS IN THE SHOES OF A REFUGEE, WHO HAS TO ESCAPE FROM SYRIA TO EU.

MATERIALS NEEDED: - PAPER - ENVELOPES PUBLICATIONS OR RESOURCES USE DURING THE PREPARATION NO. FEEDBACK RECEIVED: - THE WORKSHOP WAS FULL OF GOOD IDEAS, BUT AT THE SAME TIME PARTICIPANTS THOUGHT IT WAS FULL OF MESS. IN THEIR OPINION, IT SHOULD BE MORE STRUCTURED. - THE FACILITATING TEAM SHOULD FOCUS MORE ON TARGET GROUP THEY WANT TO DELIVER THIS WORKSHOP - THERE WAS REALLY GOOD STORYTELLING, BUT PARTICIPANTS COULD CLOSE EYES MAYBE - GOOD TEAMWORK, BUT THE LAST PART OF WORKSHOPS COULD BE IMPROVED - APPROPRIATE QUESTIONS FOR THE DEBRIEFING COULD BE: DO YOU THINK THAT YOUR ATTITUDE CHANGED AFTER THE WORKSHOP? EVALUATION FROM THE PROVIDERS: - WE WERE A BIT STRESSED ABOUT THE WORKSHOP - WE TRIED TO DO SOMETHING DIFFERENT AND ENCOURAGE PEOPLE TO PUT YOURSELF IN THE SHOES OF A REFUGEE - THE TEAMWORK WAS VERY GOOD - WE DISCUSSED ALL THE DETAILS OF THE WORKSHOP TOGETHER - IF WE DO IT AGAIN, WE WILL CHANGE THE LOCATION BECAUSE OF THE WEATHER. WE HAVE LEARNED HOW TO WORK TOGETHER.

Session title (topic): Sexual Education Trainers: Natalia Semyvolos, Elnur Alverdiyev, Mustafa Yenel, Egle Morkunaite LEARNING OBJECTIVES: TO GIVE PARTICIPANTS KNOWLEDGE ABOUT HIV, HOW HIV IS TRANSMITTED, DEFINITIONS RELATED TO SEXUAL EDUCATION. EXPECTED LEARNING OUTCOMES: HIV TRANSMISSION AND PREVENTION THE TERMS OF SEXUAL EDUCATION DANGEROUS RISK FACTORS FOR HIV ROLES IN THE TEAM: 1. ENERGIZER – ELNUR ALVERDIYEV 2. SESSION ABOUT HIV TRANSMISSION AND PREVENTION TRANSMISSION – NATALIA SEMYVOLOS 3. GAME WITH THE TERMS – EGLE MORKUNAITE 4. DISCUSSION - MUSTAFA YENEL METHODOLOGY STEP, BY STEP: ENERGIZER. IT IS A GAME WITH A BALL, WHICH CAN BE PLAYED IN BIG GROUPS. RULES: THE PLAYERS SHOULD STAND UP IN THE CIRCLE AND THE MAIN IDEA OF THE GAME IS THAT THE FACILITATOR PLAY THE MUSIC AND WHILE THE MUSIC IS PLAYING, PLAYERS HAVE TO PASS THE BALL TO OTHERS AS FAST AS POSSIBLE, BECAUSE WHEN THE MUSIC STOPS, THE ONE WHO HAS THE BALL IN HIS HANDS, GETS OUT OF THE GAME – LOSE. THE FACILITATOR CAN CHOOSE HIS/HER MUSIC AND START AND STOP THE MUSIC WHENEVER HE/ SHE WANTS. SESSION ABOUT WAYS OF HIV TRANSMISSION. IN THIS ACTIVITY, PARTICIPANTS SIT IN A CIRCLE, AND THE TRAINER GIVES EACH PARTICIPANTS DIFFERENT CARDS ABOUT DIFFERENT SITUATIONS OF HIV TRANSMISSION. IN THE MIDDLE OF THE CIRCLE, THREE CARDS LAY ON THE GROUND WITH DIFFERENT COLOURS WHICH REPRESENT THE AMOUNT OF HIV TRANSMISSION RISK. GREEN: NO RISK, YELLOW: RISKY, BUT EASILY PREVENTABLE, RED: BIG RISK EACH PARTICIPANT HAS TO STAND UP ONE BY ONE AND PUT THE CARD ON ONE OF THOSE COLOURFUL CARDS ON THE GROUND ACCORDING TO HIS/HER OPINION BY EXPLAINING THE REASON FOR THIS CHOICE. THE TRAINER’ S ROLE IN THIS ACTIVITY IS TO CHECK AND CORRECT PARTICIPANT’ S DECISIONS WITH EXPLANATIONS.

GAME WITH THE TERMS IT IS A GAME WITH DEFINITIONS RELATED TO SEXUAL EDUCATION. RULES: THE PARTICIPANTS ARE DIVIDED INTO THREE GROUPS ( 6-7 PARTICIPANTS IN EACH GROUP). EACH PARTICIPANT GETS A CARD WITH A DEFINITION, AND THE PARTICIPANT HAS TO DEFINE IT WITHOUT USING THE DEFINITION HE/ SHE HAS. GROUP MEMBERS CAN’T SHOW THE CARDS WITH DEFINITION TO EACH OTHER. WHILE ONE OF THE GROUP MEMBERS IS TRYING TO DEFINE DEFINITION, OTHERS ARE TRYING TO GUESS IT. IF THE PARTICIPANT DOESN’T KNOW THE DEFINITION AND CAN’T DEFINE IT FOR GROUP MEMBERS, ALL GROUP CAN DISCUSS IT. THE TRAINERS HAVE TO STAND NEAR THE GROUPS AND FACILITATE THE DISCUSSION. DISCUSSION DURING THE DISCUSSION PART, PARTICIPANTS WERE ASKED SEVERAL QUESTIONS BY THE TRAINER REGARDING THE WORKSHOP SUCH AS ; - AFTER EXPERIENCING THIS WORKSHOP, DO YOU THINK YOU WERE ALREADY WELL INFORMED ABOUT SEXUAL EDUCATION BY YOUR FAMILY OR SCHOOLS? - DID YOU LEARN SOMETHING NEW WHICH YOU’VE NEVER HEARD BEFORE? - DID YOU FEEL UNCOMFORTABLE WHEN YOU WERE TRYING TO EXPLAIN SEXUAL EDUCATION WORDS? WHILE TALKING ABOUT THESE QUESTIONS, THE TRAINER WAS LEADING THE DISCUSSION PROCESS. MATERIALS NEEDED: -

PRINTED PICTURES CARDS WITH GREEN, RED, YELLOW COLOURS A BALL CARDS WITH THE TERMS.

PUBLICATIONS OR RESOURCES USE DURING THE PREPARATION PICTURES – ATTACHED. HTTP://SEXEDPROJECT.ORG/SEX-ED-GAMES/ FEEDBACK RECEIVED: - SOME OF THE PARTICIPANTS SAID THAT WHILE ENERGISER, THE PARTICIPANTS WHO LOSE THE GAME HAVE TO BE STILL INVOLVED IN THE GAME. - PARTICIPANTS LIKED THAT THE TRAINERS WERE FACILITATING IN EACH ACTIVITY, THAT WAS HELPFUL FOR THEM. - PARTICIPANTS LIKED THAT ACTIVITIES, THEY FELT INVOLVED AND WHILE THIS TRAINING THEY RECEIVED OR REFRESH KNOWLEDGE. - PARTICIPANTS LIKED THE DISCUSSION BECAUSE THEY WERE FEELING COMFORTABLE TO TALK. - PARTICIPANTS LIKED THAT THERE WAS ENOUGH TIME FOR DISCUSSION

- ALSO, ONE OF THE FEEDBACK WAS THAT THE TRAINING SHOULD BE MORE FOCUSED ON PARTICIPANTS - REFUGEES FROM ISLAMIC COUNTRIES. EVALUATION FROM THE PROVIDERS: - WE FEEL THAT WE DID A GOOD JOB, THE TRAINING WAS BETTER THAN WE EXPECTED. WE HAD A LITTLE STRUGGLE WITH TIMING, BUT WE MANAGED IT. - WE WERE NOT SURE BEFORE STARTING THE WORKSHOP THAT IF IT’LL GO AS WE EXPECTED BUT AFTER RECEIVING FEEDBACK FROM PARTICIPANTS THAT WE DID A GOOD JOB AND WE WERE MUCH BETTER THAN WE EXPECTED. ENERGIZER WAS GOOD, BUT THE REST OF THE WORKSHOP WENT SO GOOD. - IT WAS HARD BECAUSE OF DIFFERENT SEXUAL EDUCATION BACKGROUND, FOR SOME OF THE TEAM MEMBERS SEXUAL EDUCATION WAS A NEW TOPIC. - WE HAD A STRUGGLE BECAUSE OF OUR CULTURAL DIFFERENCES; IT WAS HARD TO AGREE WITH EACH OTHER OPINIONS. IN THE END, WE TOGETHER FOUND A COMFORTABLE TOPIC FOR EACH TEAM MEMBER. - WE MADE CLEAR ROLES FOR EACH TEAM MEMBER. - IT WAS DIFFICULT, AND IT TOOK US A LOT OF TIME TO MAKE COMMON DECISIONS. - IN CASE OF REPEATING THIS EXPERIENCE WE WOULD DO DIFFERENT ENERGISER.

Session title (topic): Get into someone’s else shoes Trainers: Tatev Gevorgyan, Tamta Lomsianidze, Laurinas Tumosa, Aniko Fischer LEARNING OBJECTIVES: - TO RAISE AWARENESS ABOUT INEQUALITY OF OPPORTUNITIES - TO RAISE EMPATHY AMONG PARTICIPANTS - TO DEVELOP IMAGINATION AND CRITICAL THINKING AMONG PARTICIPANTS EXPECTED LEARNING OUTCOMES: - TO SHOW DESPITE THE FACT THAT ALL THE PEOPLE SHOULD HAVE EQUAL RIGHTS/OPPORTUNITIES, IN REAL LIFE, IT IS NOT ALWAYS WORKING LIKE THIS - TO INVITE PARTICIPANTS TO BE MORE TOLERANT AND HELPFUL TOWARDS THE OTHERS. ROLES IN THE TEAM: LAURINAS TUMOSA: - ENERGIZER - MAIN ACTIVITY TAMTA LOMSIANIDZE: - TIMEKEEPER - TECHNICAL COORDINATION - PARTICIPATION IN THE ACTIVITY TATEV GEVORGYAN: - INTRODUCTION - FIRST PART OF THE ACTIVITY ANIKO FISCHER: - DEBRIEFING METHODOLOGY STEP, BY STEP: 1. ENERGIZER PARTICIPANTS WERE SITTING IN A CLOSED CIRCLE ON THE CHAIRS. EACH PARTICIPANT RECEIVED A COLOUR AND HAD TO REMEMBER IT. THE FACILITATOR WAS SAYING THE COLOUR NAME (RED, BLUE, YELLOW, ORANGE). WHEN SHE SAID FOR INSTANCE RED, THE PEOPLE WHO HAD READ COLOUR HAD TO CHANGE THE CHAIR AND HAD TO MOVE ONE CHAI RIGHT (IF SOMEBODY WAS SITTING THERE, THIS PERSON HAD TO SIT ON THE KNEES OF THE PERSON). THE FACILITATOR SAID DIFFERENT COLOUR, ALWAYS ONE AT THE TIME. THE GAME FINISHED WHEN A PERSON DOES THE WHOLE CIRCLE WHEN A PERSON CHANGES ALL CHAIRS AND RETURNS TO THE FIRST ONE SHE/HE SAT. 2. TAKE A STEP FORWARD: PARTICIPANTS WERE ASKED TO GO OUT AND DO OUTDOOR EXERCISE. THE TASK WAS TO STAND IN THE LINE. EACH OF GROUP MEMBER RECEIVED A PIECE OF PAPER WITH A ROLE

THAT HE/SHE HAS TO PLAY DURING THE EXERCISE. LIST OF ROLES (TAKEN FROM COMPASS): - YOU ARE AN UNEMPLOYED SINGLE MOTHER. - YOU ARE THE DAUGHTER OF THE LOCAL BANK MANAGER. YOU STUDY ECONOMICS AT UNIVERSITY. - YOU ARE AN ARAB MUSLIM GIRL LIVING WITH YOUR PARENTS WHO ARE DEVOUTLY RELIGIOUS PEOPLE. - YOU ARE A SOLDIER IN THE ARMY, DOING COMPULSORY MILITARY SERVICE. - YOU ARE A DISABLED YOUNG MAN WHO CAN ONLY MOVE IN A WHEELCHAIR. - YOU ARE A 17-YEAR-OLD ROMA (GYPSY) GIRL WHO NEVER FINISHED PRIMARY SCHOOL. - YOU ARE AN HIV POSITIVE, A MIDDLE-AGED PROSTITUTE. - YOU ARE AN UNEMPLOYED UNIVERSITY GRADUATE WAITING FOR THE FIRST OPPORTUNITY TO WORK. - YOU ARE A 24-YEAR-OLD REFUGEE FROM AFGHANISTAN. - YOU ARE AN ILLEGAL IMMIGRANT FROM MALI. - YOU ARE THE PRESIDENT OF A PARTY-POLITICAL YOUTH ORGANISATION (WHOSE “MOTHER” PARTY IS NOW IN POWER).

- YOU ARE THE SON OF A CHINESE IMMIGRANT WHO RUNS A SUCCESSFUL FAST FOOD BUSINESS. - YOU ARE THE DAUGHTER OF THE AMERICAN AMBASSADOR TO THE COUNTRY WHERE YOU ARE NOW LIVING. - YOU ARE THE OWNER OF A SUCCESSFUL IMPORT-EXPORT COMPANY. - YOU ARE A RETIRED WORKER FROM A FACTORY THAT MAKES SHOES. - YOU ARE THE GIRLFRIEND OF A YOUNG ARTIST WHO IS ADDICTED TO HEROIN. - YOU ARE A 22-YEAR-OLD LESBIAN. - YOU ARE A FASHION MODEL OF AFRICAN ORIGIN. - YOU ARE A HOMELESS YOUNG MAN, 27 YEARS OLD. - YOU ARE THE 19-YEAR-OLD SON OF A FARMER IN A REMOTE VILLAGE IN THE MOUNTAINS. PARTICIPANTS WERE ASKED TO KEEP THEIR ROLE IN SECRET. THE FACILITATOR ASKED PARTICIPANTS TO CLOSE THEIR EYES. HE EXPLAINED THAT FROM THIS MOMENT THEY ARE IN THE ROLE AND THEY HAD TO ACT AS THEY ARE THE CHARACTER OF THE ROLE. IN ORDER TO PUT THEM MORE IN THE ROLE, HE ASKED THE QUESTIONS: WHAT EXCITES YOU? HOW MUCH MONEY DO YOU EARN? WHAT IS YOUR LIFESTYLE? AFTER THIS INTRODUCTION LAURYNAS FROM LITHUANIA WAS READING DIFFERENT STATEMENTS (FROM COMPASS): - YOU HAVE NEVER FELT DISCRIMINATED AGAINST BECAUSE OF YOUR ORIGIN. - YOU HAVE ADEQUATE SOCIAL AND MEDICAL PROTECTION FOR YOUR NEEDS. - YOU CAN GO AWAY ON HOLIDAY ONCE A YEAR. - YOU CAN INVITE FRIENDS FOR DINNER AT HOME. - YOU HAVE AN INTERESTING LIFE, AND YOU ARE POSITIVE ABOUT YOUR FUTURE. - YOU FEEL YOU CAN STUDY AND FOLLOW THE PROFESSION OF YOUR CHOICE. - YOU ARE NOT AFRAID OF BEING HARASSED OR ATTACKED IN THE STREETS, OR IN THE MEDIA.

- YOU CAN VOTE IN NATIONAL AND LOCAL ELECTIONS. - YOU CAN CELEBRATE THE MOST IMPORTANT RELIGIOUS FESTIVALS WITH YOUR RELATIVES AND CLOSE FRIENDS. - YOU CAN PARTICIPATE IN AN INTERNATIONAL SEMINAR ABROAD. - YOU CAN GO TO THE CINEMA OR THE THEATRE AT LEAST ONCE A WEEK. - YOU ARE NOT AFRAID FOR THE FUTURE OF YOUR CHILDREN. - YOU CAN BUY NEW CLOTHES AT LEAST ONCE EVERY THREE MONTHS. - YOU CAN FALL IN LOVE WITH THE PERSON OF YOUR CHOICE. - YOU FEEL THAT YOUR COMPETENCE IS APPRECIATED AND RESPECTED IN THE SOCIETY WHERE YOU LIVE. - YOU CAN USE AND BENEFIT FROM THE INTERNET. - YOU ARE NOT AFRAID OF THE CONSEQUENCES OF CLIMATE CHANGE. - YOU ARE FREE TO USE ANY SITE ON THE INTERNET WITHOUT FEAR OF CENSORSHIP. - YOU HAVE NEVER ENCOUNTERED ANY SERIOUS FINANCIAL DIFFICULTY. - YOU HAVE A DECENT HOUSING WITH A TELEPHONE AND TELEVISION. - YOU FEEL YOUR LANGUAGE, RELIGION AND CULTURE ARE RESPECTED IN THE SOCIETY WHERE YOU LIVE. - YOU FEEL THAT YOUR OPINION ON SOCIAL AND POLITICAL ISSUES MATTERS AND YOUR VIEWS ARE LISTENED TO. - OTHER PEOPLE CONSULT YOU ABOUT DIFFERENT ISSUES. - YOU ARE NOT AFRAID OF BEING STOPPED BY THE POLICE. - YOU KNOW WHERE TO TURN FOR ADVICE AND HELP IF YOU NEED IT. IF THERE WAS SOMETHING THAT MATCHED TO THEIR CHARACTER, THEY WERE MOVING FORWARD. IN THE END, EACH PERSON WAS STANDING IN DIFFERENT PLACES. SOME OF THEM MOVED MANY STEPS, AND IT MEANS THEIR CHARACTERS HAVE MORE CHANCES TO ACHIEVE THE SUCCESS. THEY WERE ALSO PEOPLE WHO IN ALL THE GAME MOVED JUST ONCE OR TWICE. FACILITATOR ASKED TO REMEMBER THE POSITION WHERE THEY ARE STANDING. THE QUESTIONS ABOUT THEIR THOUGHTS WERE ASKED. PARTICIPANTS HAD A CHANCE TO GUESS WHAT ROLES ANOTHER PARTICIPANTS HAVE. AFTER THIS, THE GROUP MOVED INSIDE TO THE PLENARY ROOM. ANIKO FROM HUNGARY CONDUCTED THE DEBRIEFING PART. DURING THIS PART, PARTICIPANTS HAD TIME TO EXCHANGE EMOTIONS WITH OTHERS. ANIKO AS A FACILITATOR WAS ASKING QUESTIONS LIKE A PERSON WHO WAS NOT MOVING FORWARD, WHAT DID YOU FEEL? – DISAPPOINTED THAT OTHERS ARE MOVING FORWARD, HOMELESS – HE MOVED ONLY ONCE WHEN IT WAS ABOUT VOTING, REFUGEE QUESTIONS: WHO AM I? IF THEY WERE MOMENTS WHEN YOUR BASIC HUMAN RIGHTS WERE IGNORED? WHO WAS FEELING DISCRIMINATED? DO YOU THINK MIRROR EXERCISE HAPPENS IN REALITY? SOCIETY DOESN’T CARE ABOUT OTHERS?

MATERIALS NEEDED: - PRINTED ROLE CARDS - OUTDOOR SPACE - RELAXING MUSIC (FOR GETTING INTO THE ROLE) PUBLICATIONS OR RESOURCES USE DURING THE PREPARATION THE WORKSHOP WAS BASED ON THE ACTIVITY “TAKE A STEP FORWARD” WHICH IS PUBLISHED IN THE BOOK: “COMPASS: A MANUAL FOR HUMAN RIGHTS EDUCATION WITH YOUNG PEOPLE” PAGES: 281 – 285.

FEEDBACK RECEIVED: - WE THINK THE WORKSHOP WAS FINE, CONSIDERING THE FACT WE HAD ONLY A FEW HOURS TO PREPARE IT. - WHEN WE GIVE THE INSTRUCTION WE SHOULD TALK SLOWER AND LOUDER, IN ORDER, ALL PARTICIPANTS HEAR WHAT WE SAY - SOME PARTICIPANTS FOUND PLAYING WITH THE HAIR DURING WORKSHOP BY ONE OF THE FACILITATORS AS DISTRACTIVE - PARTICIPANTS LIKED THE MUSIC FOR GETTING INTO THE ROE AND USING OF IMAGINATION - PARTICIPANTS LIKE TO WORKING OUTDOORS - BUT EVALUATION INDOOR - THEY LIKED THAT EVERYTHING WAS ON TIME EVALUATION FROM THE PROVIDERS: - WE BELIEVE THAT WE HAVE REACHED OUR AIMS. - ENERGIZER SHOULD HAVE BEEN MORE ORGANISED - WE SHOULD CHECK THE PLACE BEFORE, TO BE MORE PREPARED FOR CONDITIONS OUTDOOR - ORGANISE ENERGISER BETTER. - GIVING PLACE TO IMAGINATION - WE SHOULD ASK MORE PROVOKING QUESTIONS - WE DIVIDED THE TASKS, SO EACH PERSON WAS RESPONSIBLE FOR PART OF THE WORKSHOP

THE PROJECT „SOCIAL INCLUSION OF IMMIGRANTS AND REFUGEES” (SIMRE) WAS CO-FOUNDED BY THE ERASMUS+ PROGRAMME OF THE EUROPEAN UNION. PROJECT REFERENCE NUMBER: 2017-1-PL01-KA105-037056.

THE APPLICANT ORGANISATION WAS FUNDACJA INSTYTUT INNOWACJI FROM POLAND. THE PARTNER ORGANISATIONS IN THIS PROJECT WERE: - INTERAKTION - VEREIN FÜR EIN INTERKULTURELLES ZUSAMMENLEBEN FROM AUSTRIA - ASOCIACIJA APKABINK EUROPA FROM LITHUANIA - KULTURÁLIS KAPCSOLATOKÉRT ALAPÍTVÁNY FROM HUNGARY - MACEDONIAN YOUNG LAWYERS ASSOCIATION FROM MACEDONIA - GREEN CROSS SOCIETY FROM UKRAINE - ARMENIAN YOUTH LEAGUE FROM ARMENIA - PROACTIVE GROUP GEORGIA FROM GEORGIA - MUASIR GENCLIK ICTIMAI BIRLIYI FROM AZERBAIJAN

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This publication has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.