Skills for the Future

ERASMUS+, KA1, YOUTH

SKILLS FOR THE FUTURE training course

15-23.02.2019 AND 15-23.07.2019 ZAKOPANE, POLAND

PUBLICATION Project Background The project 'Skills for the Future'was designed as two training courses aimed at equipping youth workers, educators, volunteers coming from partner organisations with tools that are useful in their daily work with young people, especially tools that helped to increase the competitiveness of young people on the labour market and to find employment.

According to a study carried out by LinkedIn, young people from the so-called millennium generation (people born between 1984 and 1997) change jobs on average 4 times before they reach the age of 32 (study carried out on a group of people who graduated between 2006 and 2010). This trend will continue in the following years young people will more and more often change jobs, looking for better earnings, new goals to change their country of residence.

This situation presents new challenges for youth NGOs to prepare young people with whom they work for the rapidly changing digital society and the 21st-century world we live in. On the other hand, in addition to young people who change jobs frequently, there are also young people who are unemployed. According to Eurostat research, in 2016, more than 4.2 million young people aged 15-24 remained unemployed in the European Union.

This situation and the diversity of the target group means that youth work organisations and their youth workers need new tools that will allow them to provide young people with the competences they need on the labour market and valued by employers.

The main aim of the project was to equip youth workers from partner organisations with competences that help them to integrate competences for the future (communication, critical thinking, cooperation, creativity and innovation) into their daily youth work.

The main objective was achieved through the following specific objectives: - to develop a common definition of competences for the future - explore different concepts of communication, critical thinking, cooperation, creativity and innovation - equipping youth workers with tools on how to use the competences for the future effectively in their daily youth work and how young people can combine these skills with their daily lives - to develop new methods and tools to teach and transfer skills to target groups - the production of sustainable results and a plan to disseminate these results in order to reach a wider audience than the partner organisations.

The project involved 34 participants from 11 countries: Poland, Bulgaria, Cyprus, France, Lithuania, Turkey, Hungary, Romania, Italy, Greece, Macedonia. Both trainings took place in Zakopane.

The first one took place between 15-23 February 2019. The second training took place between 15-23 July 2019.

Applied methods of work - non-formal education methods: discussions, simulation games, drama, Open Space Technology (OST), team building, familiarization games, peer education, interactive games, tasks to stimulate creativity, reflection, participant sharing, reflection groups.

This publication consists of 2 parts: 1) Reflection of our participants on the skills required by employers in the labour market 2) Session outlines of a workshop held in a local high school on 21st February 2019.

Situations in countries Italy The unemployment rate in September 2018 stood at 10.1%, climbing by 0.3 percentage points over August. The ISTAT reports on employed and unemployed. Compared to September 2017, the unemployment rate decreased by 1.1%. Job seekers are 2 million and 613 thousand, an increase of 81 thousand units (+ 3.2%) compared to August and a decrease of 288 thousand units in September 2017. Youth unemployment is also growing at 31, 6%.

Eurostat reported on unemployment (8.1% in September stable compared to August) in the Eurozone.

Youth unemployment rates back to 31.6%.

The unemployment rate of young people, in September, rose to 31.6% with an increase of 0.2 percentage points in August 2018 and a decrease of 3 percentage points in September 2017. Istat explains that in the range between 15 and the 24-year occupation rate is at 17.3%, unchanged in August. Between 15 and 24 years 1 million 19 thousand people work (+6.000 on August) while the unemployed are 470.000.

Forward jobs increase In September, the number of employees decreased by 34 thousand units in August (-0.1%) while in September 2017 they increased by 207 thousand units. After the growth recorded in August, there was a decline in the employment rate (to 58.8%). The Istat emphasises that the employed are 23 million and 308 thousand. In September, the decline in employment was concentrated in permanent employees (-77,000 units) while the number of temporary workers increased (+27,000 on August 2018 and +368.000 on September 2017) and the independents (+16.000 on August 2018 and +22.000 on September 2017). there are still some sectors that survive more than others, and that keep Italy's record high abroad, for example, the export of products such as oil, wine, etc. In Italy there are sectors in which the demand for work far exceeds the actual availability of seats and then moves, deciding to stay in Europe or even change the continent. According to statistics made by senior figures in economics and finance, however, there would be jobs more requested than others and for which, fortunately, at the moment the demand coincides with the offer. The professions most requested by the labour market and which are becoming increasingly popular are the care and beauty of the person and the information technology.

According to an in-depth reflection on the sectors most favourable to the growth of the economy of a country, the IT sector emerges first, along with that of personal care and beauty. Then, let's find out in detail what are the most requested jobs abroad and in Italy:

• Primary and childhood teachers: births are on the rise, women working who decide to start a family are on the increase knowing that they will soon have to entrust their children to the care of teachers.

• Personal care service: so many professions about personal care, beauticians, physiotherapists and hairdressers are spreading widely. People start to love each other more and take better care of themselves.

• IT: technology is a sector whose development is destined to go beyond, many applications accompany us daily or the sites we visit.

• Salespeople: this work figure is more and more requested, so many activities in different sectors need it.

Hungary Introduction Reading the task, I wasn’t sure how to begin. At first, I tried recalling my memories from the time I was looking for a part-time job while attending university a few months ago. However, I realised that part-time jobs tend to require other skills and do not give a clear picture. So next I visited the profession.hu again and searched for different jobs in Budapest. Again, it was a little chaotic because the type of the job determined a lot about requirements and valued skills of course.

Therefore, I read a few articles about Hungary and then proceeded with international researches.

In Hungary According to research* by Profession.hu and IBS (International Business School) employers value communication and problem-solving skill the most in every field. Also, employers require English in 80% of the jobs. Furthermore, they emphasised the importance of digital competences, precision and the ability to work both as a team and as an individual.

At fields of telecommunications, IT, marketing and media, they require English in 88% and German (the second most wanted language) in only 5% of the cases.

The 2 most wanted skills are not that emphasised at the field of public administration, where the most valued skills are integrity, endurance and the ability of stress-management. Naturally, in the case of managers, these skills are replaced with good independent workability and determination.

Continuing education and eagerness to learn are only required in the field of IT. And what most job advertisements don’t mention is the need for creativity, surprisingly.

Globally I have found a picture of a prediction a few years back. I believe it is really coming true over the years according to the researches I have seen and according to my own experience.

https://24.hu/fn/gazdasag/2017/10/31/mutatjuk-milyen-dolgozora-vagynak-a-munkaltatok/

Romania Hard Skills are specific concrete professional abilities, and they’re techniques or knowledge you usually learn at school or through on-the-job training. Recruiters look for hard skills on your resume to gauge how well you’d be able to perform job duties.

Hard skills can also be considered “resume keywords,” which are words recruiters use to search for applicants.

Soft Skills are the personal attributes, personality traits, inherent social cues, and communication abilities needed for success on the job. Soft skills characterise how a person interacts in his or her relationships with others.

The type of hard and soft skills someone needs depends on what kind of job is applying for, but in both cases, there are some skills each employer requires regardless of the position.

The most common hard skills companies are looking for are proficiency in a foreign language, a degree or certificate, computer programming, sales and marketing, accounting and finance.

When it comes to soft skills, the employees are searching for some more general ones, when choosing a future employer, compared to the hard skills which are more specific.

The most common soft skills companies are looking for are communication, critical thinking, leadership, positive attitude, teamwork, work ethic and time management.

Nowadays, in Romania, companies search candidates to occupy positions based mostly on hard skills but that also requires a minimal amount of soft skills. Taking a look at the job offers on the Romanian market, we can observe jobs such as electromechanical engineer, financial and accounting representative, marketing specialist, web developer, interface specialist.

If we take a look at these job offerings in more detail, we can see that employers are also looking for people with soft skills such as dynamic, sociable, someone who can work in teams, time management, flexibility, strong problem-solving skills, initiative and attention for details.

It is believed that during the time, technology will become so developed that in the future will be invented programs, softs and machines which will replace humans when it comes to hard skills. In conclusion, soon, the emphasis will be on soft skills and methods for their development and exploitation.

Iulia Marilena Otiman Remus – Leonard Bobarnac

Macedonia Macedonia is a small country located in western Balkan. Because of that, there aren’t too much free job positions. If you apply for some position, you need to be graduated for that job. Also, you need to have work experience with similar or same work position. If you know other languages, you will be on the priority list.

For example: 1. If you want to apply in Macedonian Telekom for work like Manager for Telecommunication Security you need to have:

- Graduated at informatical technologies or Natural Sciences - Knowledge of security and network technologies - Experience with network systems, firewall, ACL, NAT, VPN - Knowledge of English language.

2. If you apply at ”New Age” company that produces high-quality sleep products for all ages, for a position like Live Booking - inviting guests, you need to be:

- Maximum 35 years old - Dedicated person - A helpful person - A very positive person - Team player.

Cyprus Understanding the evolving labour market is required as we are living in a fast-paced time where things change quickly, and new attributes and trainings are required, so one is up to date. In a modern labour market, one has to familiarise himself with the current technologies as they are also evolving rapidly and dramatically and it is a truism to argue that the current technologies will be outdated in the course of the next year, thus, being able

to adapt to these rapid changes is a key skill required by each and every

employer.

For the task that was handed to us by the organisers of the project, Alex and I decided to have some informal conversations with a few employers we personally know, including family members, relatives and friends. There were a plethora of required skills; somewhere in common amongst the employers, whereas somewhere more specific according to each field of work. The ability to work with others was one of the key skills, as

collaboration is found in each and every field of work as our workplaces of

both today and tomorrow are collaborative.

Another key denominator in almost every discussion we had was at least

a basic knowledge of digital

environments, such as (Microsoft Office, Email, Photoshop, as well as software for sales). It has to be said that some fields of work require more knowledge on the specific skill than others; for example, working in a photo studio requires more familiarity with digital environments than working in a café.

Furthermore, collaboration and digital skills are interconnected as we now form

visual partnerships

across the world, and the more technology evolves, the more comfortable and more practical it gets.

On top of that, some skills were specific to some fields. For example, in a discussion we had with the owners of a photography studio and an architecture business, they both pointed out that they are looking for personnel with a creative touch and fresh ideas. They both pointed out that

creativity is

what makes their businesses the edge with their products and it is what makes their work unique and more appealing. In regards to this skill, we had a very interesting debate regarding creativity; is it something that you have or you learn it on the way? Alex and I think that everyone is born creative but those who stopped practising it along the way almost forget that it was a huge part of our childhood, in contrast with others who choose more creative fields.

To conclude, after some very healthy and interesting conversations, we gained some basic knowledge on the subject, and we are looking forward to exchanging ideas, perceptions and knowledge with the rest of the group at the project.

Lithuania The Lithuanian labour market was impacted by a lot of things, one of them-huge emigration. As a result of emigration, the economy we have a lack of specialists in the Lithuanian labour market.

Despite the fact that we have a lot of universities, in the labour market, there is a shortage of employees with university education. Talking about hard skills, in our county employers require/value most among potential employees:

• foreign languages, not only the English language but also, for example, Russian, Scandinavian languages; • computer programing - there is a huge lack of people with computer programing skills ( IT specialists)

• engineering skills • internship ( practical experience)

Character features in the modern labour market in Lithuania Lithuanian labour market requires/ value a big variety of skills in employers. It depends on the area of the labour market in Lithuania. For example, in the business, accountants, law, medicine, the main requirement is education. These areas require professional skills and high capacity. In the lower categories, there are also certain skills, which are also needed if a candidate wants to be ccepted.

However, there are the main categories of character features that are the most desired in the modern labour market of Lithuania:

• Education (Secondary/high/master education) • Communicative skills • Logical/analytical thinking • Teamwork • Self-organisation • Problem-solving • Leadership • Creativity • Stress resistance • Humble

Greece In the new international competitive environment that shapes the globalised economy, investing in the development of human skills and knowledge as an element of work is the driving force of modern and effective development. Through this, the role of the worker is upgraded, acquiring the ability to handle information in a constantly renewing learning process properly. Enhancing the adaptability of the workforce and enterprises, labour mobility and lifelong learning are key factors for the social and economic living of people in modern society.

The advancement of technology increases the complexity of the work environment. In today's business environment, the employee is required to have personal skills, called “soft skills”, that make a person more complete and highly sought after by potential employers. While “hard skills” are specific and unique skills that help to match people with specific jobs and job skills, they usually are not the only ones that matter. The individual should also require “soft skills”, which reveal one’s emotional intelligence and show whether a person is capable or not to work in a professional workplace with other professionals.

Below are the top 6 most important soft skills, which are almost always being asked from the Greek employers too:

1. Self-confidence 2. Passion 3. Curiosity/willingness to learn 4. Adaptability 5. Communication 6. Teamwork As far as Greece is concerned, there is a paradox. Although Greece is one of the European countries with the highest unemployment rates, employers often find it difficult to discover a “fully equipped” candidate, due to the fact that our educational system produces candidates who focus mainly on formal qualifications, namely “hard skills”, while the modern labour market is in need of more multidimensional personalities who invest in lifelong learning, something that Greece still needs to cultivate. Consequently, it becomes obvious that Greek employees today need to work more on their “soft skills”, as this is the only way to get distinguished and impress the employers. However, it is highly necessary that the state work on alternative ways of learning, promoting the cultivation of these skills and their verification as well.

Sources: 1.https://www.randstad.gr/%CF%85%CF%80%CE%BF%CF%88%CE%AE%CF%86%CE%B9%CE%BF%CF%82/careerblog/archives/%CF%84%CE%B1-soft-skills-%CF%83%CF%84%CE%BF%CE%BD%CE%B5%CF%81%CE%B3%CE%B1%CF%83%CE%B9%CE%B1%CE%BA%CF%8C-

%CF%87%CF%8E%CF%81%CE%BF_7444/?fbclid=IwAR1CVNKsuAC8Jji3u2LJ8tWhF_2aQK5Mk0yvk5iUhlc0SGXmlvZBiKZWYs 2.http://www.epanad.gov.gr/default.asp?pID=8&la=1&fbclid=IwAR1zJmYXNK2GOe8BaWrIRL 1zDT2A61yeHuB_OV2mGSixQ7hCGyl06v7wgYk

Global + Ukraine Global Stats According to the 2018 Workplace Learning Report by LinkedIn, each group surveyed (employees, talent development professionals, executives, people managers) considers developing soft skills the #1 priority for learning and development programs.

The top 3 demanded soft skills are leadership, communication, and collaboration. Role-specific skills are only on the 4 th position by their importance.

As for the specific hard skills, based on the LinkedIn data from their 500+ million members, top 5 skills companies were working hardest to fill and coupled that with related job in 2018 were:

cloud and distributed computing, statistical analysis and data mining, middleware and integration software, web architecture and development framework, user interface design.

According to another study based on the LinkedIn data, the most demanded soft skills in 2019 are expected to be:

creativity, persuasion, collaboration, adaptability, and time management.

Ukraine According to a survey conducted among employers in 2016 by hh.ua (labor marketplace; this the most recent survey available), 42% of employers don’t consider a university/college diploma to be a significant criteria for selecting employees. Other 42% of employers stated a university/college degree matters only if they employ those without any working experience or with little experience. Only 16% stated they consider such a diploma to be a significant selection criteria.

The most rapidly growing industries in terms of the number of open vacancies (based on data from 20142016) were: sales and procurement, manufacturing, service industry, retail, and IT. Based on the data from 2016, the most demanded skills in the top 3 industries are (ranged from the most to least important):

Sales and procurement: o Cognitive skills: communication skills, the English language proficiency, learning skills, punctuality; o Socioemotional skills: negotiation skills, organizing and management skills, responsibility, stress resistance; o Hard skills: driving, using PC, proficiency in 1C, Excel, PowerPoint;

IT: o Cognitive skills: the English language proficiency, communication skills, analytical skills, learning skills, punctuality; o Socioemotional skills: responsibility, attentiveness, teamwork skills, negotiation skills, initiative; o Hard skills: HTML & CSS, Java, JavaScript, PHP;

Management: o Cognitive skills: communication skills, the English language proficiency, learning skills; o Socioemotional skills: organizing and management, responsibility, negotiation, planning, stress resistance; o Hard skills: driving, using PC, proficiency in 1C, Excel, PowerPoint.

France Related to study conduct by Adzuna an online recruitment service in 2017 the 20 competences the most researched by the employers are: rigour, autonomy, Dynamism, team spirit, motivation, creativity, good relationship, passion, responsiveness, the strength of the proposal, sense of service, adaptability, punctuality, versatility, organisation, curiosity, proactivity, a taste of challenge, involvement, enthusiasm

I can assume that these competences are mostly part of what I defined as soft skills, and can be useful on a lot of different kinds of job.

General employees For France, related to

« pole emploie » the national unemployment agency, the diploma becomes less

and less important in the choice among different candidate, but not in all sector.

« For 59% of employers, 'the diploma is not an essential criterion', especially in the construction, industry and auto repair sectors where technical skills predominate over those related to the diploma. But also in areas in contact with the public such as hotels and restaurants, trade or transport. In small establishments with less than 5 employees, more than 60% of employers feel that a diploma is 'secondary'. This percentage falls to 40% in structures employing 100 or more employees. Nevertheless, for other areas of activity that are a little more technical and those that directly affect people's wellbeing, the diploma remains a safe bet. As in the sectors of scientific and technical activities as well as activities related to finance where the importance of the diploma remains.

especially in certain sectors such as education, social work and health where a specific degree is required.

For 16% of employers, specific training accompanied by a diploma is crucial,

Finally, for 25% of employers, 'the degree is important, but several profiles are possible'. 60% of employers believe that behavioural skills are more important than technical skills.

Top 10 Behavioral Competencies Expected by Employers Ability to organize, prioritize tasks (98%) Adaptability (94%) Autonomy (93%) Sense of responsibility / reliability (93%) Teamwork (90%) Knowledge and compliance (84%) Ability to update knowledge (83%) Sense of customer relationship (72%) Capacity for initiative / creativity (69%) Ability to work under pressure and manage stress (62%)

Thus, the first three behavioural skills expected by employers are the 'ability to organise, prioritise tasks' (for 98% of respondents). The second quality is 'adaptability', (94%) and the last of the podium is 'autonomy' (for 93% of employers surveyed). The least expected of the 10 Behavioral Competencies is the ability to work under pressure and manage stress (62%).

Facilitator employees Always from

« pole emploi » the general profile of a social and cultural facilitator is:

« This job is particularly focused on listening and dialogue by creating a climate of trust. The facilitator must analyse according to his audience, the most suitable activities. Psychologist, he must also create social bonds between the participants and, sometimes, defuse conflict situations.

The facilitator must be full of motivation and dynamism in order to transmit his energy to the group and make him want to participate in the activities. The sense of responsibility is, of course, essential to exercise this profession. This job requires pedagogy, especially when audiences are children or people in

»

sickness.

From that we can extract the fellow competences: - Listening and create dialogue - Being able to adapt the activities to the audience - conflict management - pedagogy - dynamism - sense of responsibility

Bulgaria The skills most needed by business are the ones most hardly found. Although business schools and programs were designed to meet this demand, a survey among more than 1,300 managers in 600 companies found that such skills are lacking in graduates.

Find out what skills the business needs most, but find it hard to find: 1. Strategic thinking.

2. Creativity in solving problems.

3. Leadership skills.

4. Communication skills.

The most common and least sought after business skills are: 1. Initiation / risk taking.

2. Making decisions.

3. Global Thinking.

4. Entrepreneurship.

5. Quantitative skills.

6. Motivation.

The survey also reveals the most rare skills but also the least sought after. These are experience in industry and adaptability. The most widespread and most sought-after skills are analytical thinking and teamwork.

In Bulgaria, in the period August - September 2018, in order to provide up-to-date information about the employers' needs of a labor force with certain characteristics (knowledge, skills and competencies). on the part of the Employment Agency (EA) together with the Employment Committees of the Regional Development Council in the 28 regions in the country, a labor force survey was conducted.

Facilitator employees 1. Employment At the time of the survey (August-September 2018), the total number of employees in enterprises was 3,160,243.

2. Knowledge and skills According to the employers, the most important knowledge and skills that the present and future personnel of the organizations should have are: self-control and discipline skills, work-life skills, knowledge about health and safety at work, etc. It is clear from the results that employers at this point give preference to the personal qualities of the wanted staff and are less interested in their acquired skills.

3. Key Competencies The most important key competence of the interviewed employers is for workers to be innovative, thinking, able to make decisions within their powers, to offer reforms and to seek out new developments when conditions change. Secondly, businesses have the competence to communicate in native language with nearly 20% of respondents. It is a little anticipated, but logical, this requirement for the competencies of the hired workers as there is a certain drop in the level of written and spoken communication and literacy even among the graduates.

Competencies, such as mathematical, cultural awareness, and communication in a foreign language, are at the forefront of importance for respondents, although these competencies are considered crucial in the era of Industry. One possible reason for this is the fact that 55.2% of the respondents state the need for jobs requiring a job profession in sectors with low added value such as processing industry, agrarian, construction, transport.

4. Hiring Qualified Professionals Recruiting skilled professionals is directly related to the objectives of the labor force survey. It enables employers to identify not only the job they are looking for, but also the estimated number of people looking for them. The results of the survey show that 'leaders' among the professions sought are: a machine operator, followed by a sales consultant, a builder, a valet and a chef.

5. The need for specialists with higher education after 3 years The results show that the employers who participated in the consultation after 3 years will need more than 87 thousand specialists with higher education, with the highest number of occupational fields listed in the questionnaire, with the exception of the others outside the specialists Communication and computer equipment , Informatics and Computer Science and Administrative Administration with 10% representation. Following are the engineers in electrical engineering, electronics and automation and machine engineers - by 9%. The least sought after graduates will be from the professional fields of Law and Chemical Technology with 1% of all forecasters.

Seeking specialists with secondary education Respondents are looking for more than 183,000 specialists with secondary education after 3 years, with the most sought after professionals in the manufacturing technologies - textiles, apparel, shoes and leather with 6.5% of the employers' needs (with nearly BGN 12,000) number of jobs) followed by wholesale and retail trade by 6.3% (11.5 thousand jobs). With more than 10,000 specialists, there will be demand for persons with qualification in the following fields: food technology, construction, transport, hotel, restaurant and catering.

Specialists in machine building, metalworking and metallurgy will be over 9,000 and computer specialists more than 7,000. According to respondents, there will be a symbolic demand after three years for medium-sized specialists in the fields of sports, hairdressing and cosmetics, military, fisheries, veterinary medicine, dentistry and dentistry (less than 0.5% of the requested needs).

Turkey 'I now how advantageous position to find after graduation work, how can one preferred?' Here I was led constant response sought this question this time I senior managers of Turkey's leading sectors on behalf of young people. In this interview, you can see how employers can make a difference in finding a job and how they do:

Must be the target of specialisation Improve yourself Erasmus for a global overview Language is a must Not required internship See international environments My dream young, Occupations differentiate Determining competencies Teamwork believers Love brings success Set your domains Start your internships Follow trends and technology Give importance to human relations Say ’we’, not ’me. ‘ Be patient, don't say ‘won't Sab Be Passionate Teamwork predisposition Multilingual language We look at empathy Enriches different cultures Voluntary internship reason We look at university years Social responsibility Participating in the exchange program shows courage We love to work with young people who are young: positive, dynamic, innovative, harmonious, prone to teamwork, high ability to represent, solution-oriented, open to development, based on corporate culture and values.

His personality is as important as his university Project leadership shows Sports important Second language preference Teamwork Experience Erasmus Respect for cultures Social media Proximity to the digital world Sensitivity to the environment Intercultural diversity

Collected Skills from all countries

Session outlines: Session 1 Themes: Non-verbal communication, team work.

Group size: 28 people.

Age: from 18 to 19 years old.

Time: 45 minutes.

Overview: We plan to start by presenting ourselves to the group, have a short name game/energizer and then the main activity and finish with debriefing and a short evaluation. The group is split into two teams and they stand on each side of a shape formed with tape on the floor, in which a lot of squares are created (like a chocolate bar). The goal of each team is to cross to the other side by holding hands, not speaking to each other and not leaving any empty squares, while finding the correct path, because some of the squares contain “bombs”.

Objectives: Make the students aware of non-verbal communication while working in teams.

Materials: Tape.

Instructions: Present ourselves (2') Energizer (Liepa – 10') Bomb game (Sofia – 20') Debriefing (Melik -5') Evaluation (Sofia -2')

Debriefing: What happened?

How did you communicate?

Was it difficult for you?

This activity is originally created/adapted by Sofia, Melik, Liepa.

Session 2

Session 3 Themes:

The job interview

Group size:

17 sts will take part in pair work, and it will be 9 groups

Age: 16-17 Time:

30 minutes

Overview:Â Sts will be asked to find a job and job interview questions and they will talk and write the questions in 10 minutes. After 10 minutes they will be performing their actings

Objectives: Sts will be able to practice their English language skills via role-play activity.

Sts will be able to get familiar with different kinds of jobs Sts will be able to ask and answer the questions related to different types of jobs

Materials: We will need papers on which they will write their names.

Instructions: Trainers will introduce themselves (3 min) Sts will be asked by T write their names on the papers that the Ts will distribute. (2 minutes) Ts will give general information about the programme what will we do Alexandros will do the energisers Energizer is an acting energiser. Alexandros tells the name of the sports Karate-Volleyball-Basketball-Swimming- Football-Golf-Ski-Baseball-Running-Boxing-BowlingTennis Nikola: So guys, at one point in our lives, all of us have to do an interview, the interviews are very important, because almost always they will decide if you get employed or not or a better working position. This being a very important life skill, we are going to do interesting and fun interviews, which you will do by yourselves. My friend Hatice here is going to explain to you how, but please keep in mind that we will need you to perform them in front of your classmates.

Htc: Firstly I invite you to think about the most interesting jobs you can. Find the job and decide who will be the employer? The employer will prepare 5 questions and the employee will answer it. You have 10 minutes, at the end of 10 minutes the ones you want to act will act here!

At the end of 10 minutes, Sts will act their roles( 20 minutes) At the end of 20 minutes, we will ask Sts what they felt. They will be asked to express their feelings in one word.

Debriefing: What did you feel?

This activity is originally created/adapted by Hatice,Nicola,Alexandros

Session 4 Theme: Future skills Group size: We did the workshop for 30 people.

Age: Our age group was 16-17.

Time: Ours took 45 minutes.

Overview: We have a short introduction of the foreign facilitators. Next, we play energiser and a game with the participants. Then we proceed with the evaluation of the game.

Objectives: After the workshop, the participants will know more about non-verbal communication and improve their team-work skills.

Materials: 14 pieces of paper with one place written on each one.

Instructions: Introduction – 5 minutes Facilitators introduce themselves in a few sentences and try chatting with the participants about their countries through questions. (Have you been in Macedonia? What do you know about Bulgaria?)

Energizer – 3 minutes 2 rounds of Mazinga!!!

Acting game – 20 minutes Participants are grouped in trios for this activity. Every group gets a piece of paper with a place (like post, shopping mall, police station, theatre) written on it. They have 3 minutes of preparation time to discuss the act with their group members. Next, one by one, every group presents the act in 40 seconds in front of everyone without speaking. The others have to figure out at the and what the place was.

Debriefing – 8 minutes Everyone says one word how he/she felt during the activity. 4 Fs. Was it easy or hard? Do you prefer to work in a team or alone? Was the task comfortable? Did you improvise or planned everything? Has the basic idea changed during preparation time?

Little chat about non-verbal communication – 5 minutes Do you know what was this type of communication you used? What do you know about it?

Please say a few keywords!

There can be also a few short sentences about it from one of the facilitators’ side if they are not that talkative or something very important is missing.

Debriefing 2 – 3 minutes One of the facilitators tells the participants that this was a non-formal education session. How did they like it? (Maybe point with their thumbs.) Can they give any feedback to the facilitators?

Final energiser – 1 minute If there is time, a final energiser can be a really good ending for the workshop. It can be anything, even another round of Mazinga!!!

This activity is originally created/adapted by: Aleksandar Kochev, Rahim Zehdiev, Ábris Szép

Session 5 Themes: Communication (Fake news/disinformation) Group size: 15/16 Age: 19 Time: 45 Overview: The media has a huge impact on our everyday life. We chose to deliver a workshop regarding fake news and disinformation in order to raise awareness among the youth. During our activities, we would like to show them how much they are affected by misleading information and how to spot them.

Objectives: Being a citizen well informed ( think before sharing or believe at the news ) Materials: Papers, markers, pen, printed pictures.

Instructions: Introducing ourselves (5 minutes) First approach: Asking name and energy level (from 1 to 5) Short energiser (10 min): Catch my finger (counting in different languages) Activities (20 min): Each group receive a different fake cut photo, and they have to describe what they see, (write 1 sentence in 3 minutes) short description in plenary.

Then give to each group the original photo, and they have to describe again what they see (write 1 sentence in 3 minutes), repeat the short description in plenary.

Evaluation plus handout (10 min) -Plan B: Pantomime team game 10 minutes

Debriefing: Evaluation using the 5th method First impression- with fingers up or downFacts Feeling Findings Future

This activity is originally created/adapted by: Francesca Lauretti, Michela Altobelli, Csaba Hegedus

Session 6 Theme: The importance of verbal and non-verbal communication Group size: 20 people Age: 18-19 y.o.

Time: approximately 40 minutes Overview: Activity on the importance of verbal and non-verbal communication by doing the same task using either verbal or non-verbal communication.

Objectives: To introduce the participants to what verbal and non-verbal communication is To stress out the importance of both verbal and non-verbal communication

Materials: Flipchart with rules Tape Markers x5-10 A4 x10 Bell

Instructions: Ask the participants to write their name on the tape before the beginning of the session 3 min: introducing ourselves and emphasising the translation possibility 5 min: energiser - clap impulse (participants stand in a circle, one person sends the impulse to another one with a clap making the eye contact; the receiver sends the impulse with a clap to another person in the circle, and so on) 3 min: giving the instructions for the activity + demonstration + creating the pairs + choosing the person A and person B 1+3 min: person A makes a drawing in 30 seconds, then gives instructions to person B using only geometrical terms (lines, shapes, etc.), person B draws 1+3 min: they switch the roles 1+3 min: person A makes a drawing in 30 seconds, then he/she mimes what’s in the drawing to explain how to draw exactly the same, person B draws 1+3 min: they switch the roles 8 min discussion/debriefing (+ writing the answers on the blackboard)

Debriefing: What happened? (What was the difference between two rounds?)

How did you feel? (one word in a circle + details if you want) (Was it easy to do the task and communicate one way?)

What did you learn? (Would it be possible to communicate only verbally or only non-verbally?)

How will you use it in your daily life?

This activity is originally created/adapted by: Kyriakos Hadjielia, Kateryna Deineka

Session 7 Themes: Teamwork Group size: 20-30 Age: 17-18 years-old Time: 40 minutes Overview: 1. Introduce ourself 2. Energiser: Paper ball race 3. Lava flow game 4. Discussion + Reflections about teamwork

Objectives: To inspire better cooperation between the students, using & improving their own skills.

Materials: 15 coloured papers nstructions:

I

1. Ex.: We are Akvile from Lithuania, Alex from Bulgary and Remus from Romania and she is Paulina from Poland. Do you know anything about our countries? Can you tell us something about Poland?

What is your energy level right now?

5 minutes

2. Everybody is standing in a circle, split into two mixed teams. Every team will have a ball made of paper of different colour. And the teams have to pass the balls to each other.

5 minutes

3. Lava flow game: We will split them into 2 teams (15 persons each). Each team will have to cross an imaginary field filled with lava, using only 5-6 rocks (a4 papers) depending on the room. The whole team has to cross the field, without stepping or touching the lava. If a person touches the lava, it will go back on the line from the start.

20 minutes

4. What was your strategy? Who came up with the idea? Do you think you can learn something from this? What do you know about teamwork? How it helps you? How can you put it into your real life? Can you tell us some professions that requires teamwork? And we will write the ideas/keywords on the board. If they won’t have any ideas, we will help them with some hints.

10 minutes

This activity is originally adapted by Akvile Norvaisaite, Alex Hadzhiev and Remus-Leonard Bobarnac

Session 8 Looking for Metaphors Aim To develop learners’ abilities to notice and force connections, and use metaphoric expression. The exercise can also be used to explore and gain new insights into a chosen topic.

Preparation and materials You will need paper cards in two different colours to create two sets of words. One set of words (different objects) should be written on one set of cards and the other set of words (various activities or concepts) should be written on cards of a different colour. Prepare at least 10 cards in each colour.

You can choose random objects and activities or direct participants’ focus towards a certain topic.

These will be the words participants will combine during the task.

Instruction Ask one volunteer from the group to pick two cards–one from each set–without looking at the words. Ask the whole group to find a connection between these two words and write down new metaphors by using the following construction:

“[ACTION/CONCEPT] is like [NOUN] because…”, for example: “WRITING is like SKY because it hides much more than we can ever imagine.” Allow participants the freedom to modify the selected concepts, you can also work with nouns only.

Source of the exercice and the description: Creative Writing Cookbook by Ilona Olehlova and Inese Priedīte, available here https://www.salto-youth.net/downloads/toolbox_tool_download-file1429/CW-cookbook-web.pdf with even more creative writing exercices.

Below there are sentences created by our participants: CREATIVITY is like a BIRD, because you can explore the world from different angles CREATIVITY is like a BIRD because it can come up with the most beautiful songs TEAMWORK is like a BICYCLE because you need all of the components to work together in order to reach your destination TEAMWORK is like BICYCLE because you need all the pieces to make it work COURAGE is like COFFEE because it’s mazing that something so dark can enlight someone’s day COURAGE is like a COFFEE because you cant know how bitter can be a situation until you try it MOTIVATION is like SOCKS because if you have something to warm your life, you can get a good start to do what you want MOTIVATION is like SOCKS because both of tchem suport you to reach high peaks MOTIVATION is like SOCKS because you need some time to find both

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