YOUnnovate eBook

YOUnnovate a Toolkit for Youth Workers doing Capacity Building in the fields of Circular Economy and Social Entrepreneurship

ISBN: 978-606-95492-0-9 Title: YOUnnovate e-Book Author: ruxAndra TANASE © Young Europe Society, Bilbor, 2022

Art of Social Innovators - YOUnnovate

We are grateful to all partners (YES – Young Europe Society Romania, VSA – Volunteering Spirit

Association

Ingens

Risus

Thailand,

Romania,

MV

International Italy, Better World South Korea and AYON Nepal), participants who

have

and

contributors collaboratively

worked on defining the structure, the content and the future of this toolkit.

With this being said we are grateful to all the trainers and

ENJOY!

향유하다!

Godete! मजा लिनुहोस्!

Savurați! เพลิดเพลิน!

Art of Social Innovators - YOUnnovate

facilitators who will use it, enabling young entrepreneurs to work for social and economic profit utilising the knowledge, values and skills framework of the circular economy.

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This toolkit was co-designed,

solidarity,

employability

and

developed and piloted within

entrepreneurship among youth

the project ASI – Art of Social

with fewer opportunities in dis-

Innovators funded through the

advantaged rural communities

Erasmus+ programme of the

in Europe and Asia.

European Union. The project primarily focuses on deploying

This toolkit is aimed to be a

Social Innovation and Circular

roadmap containing theoretical

Economy

frameworks on circular eco-

as

a

means

for

inclusion, active citizenship and

nomy

solidarity,

preneurship,

employability

and

and

social

entre-

practical

analytical

skill-

entrepreneurship among youth

building,

with fewer opportunities in dis-

case

advantaged rural communities

stories

in Europe and Asia.

imperative of having a mind-set

studies that

and

exercises, inspiring

underpin

the

and an action-plan based on ASI is a project in which six

circular and social practices.

partner organisations from five countries

(South

Korea,

We hope you will find interest

Thailand, Nepal, Italy and Ro-

in going through this toolkit;

mania) work together to join

you will actively use it and feel

young people, youth workers,

the joy of seeing its impact.

entrepreneurs and good wizards (social innovators) to learn from each other, to create learning tools and to use these tools in order

to

promote

Innovation Economy

and as

a

Social Circular

mean

for

inclusion, active citizenship and

Art of Social Innovators - YOUnnovate

Page ii

ASI is a project in which six partner organisations from 5 countries (South Korea, Thailand, Nepal, Italy and Romania) and two continents work together to join young people, youth workers, entrepreneurs and good wizards (social innovators) in order to learn from each other, to create learning tools and to use these tools to promote Social Innovation and Circular Economy as a mean for inclusion, active citizenship and solidarity, employability and entrepreneurship among youth with fewer opportunities in disadvantaged rural communities in Europe and Asia.

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Co-funded through the Erasmus+ programme the “Art of Social Innovators” (ASI) project is primarily focusing its aim at deploying Social Innovation and Circular Economy as a mean for inclusion, active citizenship and solidarity, employability and entrepreneurship among youth with fewer opportunities in disadvantaged rural communities in Europe and Asia.

Art of Social Innovators - YOUnnovate

By this, we are promoting and reinforcing the connection between Youth NGOs, youth operators and local stakeholders in the field of Social Innovation & Circular Economy around developing tools and skills that are aimed to guide youth in using the local resources, sustainability, and finally develop social enterprises that are answering needs in their communities.

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INTRO AND ACKNOWLEDGEMENTS Welcome to our project. Meet our partners and our achievements.

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SECTION 1 Key concepts in context: What is Circular Economy? What is Social Entrepreneurship?

1 7 SECTION 2 Non-formal education for social entrepreneurship and circular economy; Methods Sampler; Methods for the introductory part of a workshop/training; Methods for the circular economy content Methods for the social entrepreneurship content; Methods that fulfil other training functions (reflection, conclusion etc).

4 9 SECTION 3 Youth Worker's/Trainer’s Kit; Facilitator’s Selfie; The Geography of Your Training Experience, Workshop Plans, Format TC developed during the ASI project.

6 9 SECTION 4 Resources and notes.

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SECTION 1 KEY CONCEPTS IN CONTEXT Before diving into the different exercises that you can use as a facilitator to train and build the capacities of young people to engage and work in the fields of circular economy and social entrepreneurship we need to know and understand the working definitions and context for these core concepts.

Art of Social Innovators - YOUnnovate

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Circular economy is a concept that, although relatively new (it appeared under a different name already in the 1960's), is based on a wealth of aspirations, practices and similar policy tendencies throughout a history that shows us over and over that we need to be better at how we grow.

Wikipedia, one of the leading collaborative and popular knowledge sources of our times, gives a brief account of the historical perspective on this term: For its part, the term "circular economy" appeared for the first time in 1988 in "The Economics of Natural Resources", and soon after that, it was used by Pearce and Turner to describe an economic system where waste at extraction, production, and consumption stages is turned into inputs.

Art of Social Innovators - YOUnnovate

From the early 2000s, China integrated the notion into its industrial and environmental policies to make them resourceoriented, production-oriented, waste-oriented, use-oriented and life-cycle-oriented. The Ellen MacArthur Foundation was instrumental in the diffusion the concept in Europe and the Americas.

The European Union introduced its circular economy vision in 2014, a New Circular Economic Action Plan having been launched in 2020 that "shows the way to a climate-neutral, competitive economy of empowered consumers".

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What else would you add to these dates?

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So, it is a concept that changes the mindset of how we go about production; it is a concept that bridges different models of economic and political thought.

One of the leading institutions that research and act on Circular Economy define it as: "an industrial system that is restorative or regenerative by intention and design".

It replaces the end-of-life concept with restoration, shifts towards the use of renewable energy, eliminates the use of toxic chemicals, which impair reuse and return to the biosphere, and aims for the elimination of waste through the superior design of materials, products, systems and business models.

(Source: Ellen Macarthur Foundation)

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The TLJOURN Shoes is an inspiring example in this sense.

Tlejourn Shoes upcycles flipflops that are ocean-debris by turning it into soles, collaboration of Trash Hero volunteers, polymer scientists of Prince of Songkhla University Pattani, desinger brands and locals of Pattani Province, Thailand.

Take a look at their mission statement: “Clean Up. Share Profit.

Communicate Ideas.”

Tlejourn Shoes aims to clean up the world by picking up the trash and upcycling it into shoes’ soles. Supporting the fair trade, Tlejourn Shoes shares the

Art of Social Innovators - YOUnnovate

profit to the locals who are allowed to make the flip-flops part-time while maintaining their main job. Moreover, they also raise awareness about marine waste issue through their product, talks, arranged tours and Trash Hero Pattani cleaning events. Tlejourn Shoes would like their clients to join them — Let’s come save the world! Together, we can!

(Read more: https://tlejourn.org/) You will soon realise that not only they are a good circular economy example, but also that they are a good case for social entrepreneurship. Why? Read more about this concept in the next pages!

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Social entrepreneurship is that type of initiative (of an individual or a group) that creates both social and economic profit.

While searching for an official definition might be an excessively difficult task, the core elements of social entrepreneurship are clear: innovative approach, societal profit, diversely profiled entrepreneurs.

Art of Social Innovators - YOUnnovate

Social Entrepreneurial Ecosystem model from: https://isscbookofblogs.pressb ooks.com/chapter/socialentrepreneurial-ecosystems-asa-means-for-creatingsustainable-urbandevelopment/

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Getting back to our usual source of information and ecosystem wisdom - Wikipedia, it defines social entrepreneurship as an approach by individuals, groups, start-up companies or entrepreneurs, in which they develop, fund and implement solutions to social, cultural, or environmental issues.

How old is this trendy concept?

Well, the terms social entrepreneur and social entrepreneurship were used first in the literature in 1953 by H. Bowen in his book Social Responsibilities of the Businessman.

Art of Social Innovators - YOUnnovate

The terms came into widespread use in the 1980s and 1990s, promoted by Bill Drayton, Charles Leadbeater, and others.

From the 1950s to the 1990s, the politician Michael Young was a leading promoter of social entrepreneurship.

(Source: https://en.wikipedia.org/wiki/S ocial_entrepreneurship).

So, while an old concept (one might think that the cooperatives or the volunteering projects are actually a proof that social entrepreneurship was practiced for decades) a very novel re-formulation of it!

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What else would you add to these dates?

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Perhaps one of the most powerful sources of inspiration when looking at social entrepreneurship is the Ashoka Network.

Everyone is reads big materials.

a changemaker! on Askhoka’s

Social entrepreneurs are individuals with innovative solutions to society’s most pressing social, cultural, and environmental challenges. They are ambitious and persistent — tackling major issues and offering new ideas for systemslevel change.

Ashoka identifies and supports the world's leading social entrepreneurs, learns from the patterns in their innovations, and mobilizes a global community that embraces these new frameworks to build an "everyone a changemaker world".

With social entrepreneurship as one of their three strategic priorities, Ashoka has pioneered the field of social entrepreneurship, identifying and supporting the world’s leading social entrepreneurs since 1980.

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Ivan Patzaichin

Yuhyun Park

"Through his organization, Ivan supports local development in the Danube Delta and other natural regions in Romania. Their mission is to protect the cultural and natural biodiversity of water areas, to bring back Romanian traditions, The association develops social entrepreneurship programs to support the underdeveloped areas of the Danube Delta and other natural parks."

"Yuhyun Park is empowering young children around the world to become responsible digital citizens by helping them to build the fundamental skills of respect, self-confidence, and empathy through fun and interactive learning activities."

Philippe de Roux

Megh Ale

"In growing slums around the world, access to clean water is a constant challenge. Through his organization Eau & Vie, Philippe de Roux uses access to clean water as an entry point to change negative perceptions around slums, and to eventually turn them into vibrant communities."

"Transforming the way people understand the value and economic potential of Nepal’s rivers, Megh Ale is saving the rivers of Nepal through ecotourism, conservation, and cleanup through his organization. Megh is creating new opportunities for people to experience and benefit from Nepal’s rivers and waterways".

Stories taken from: www.ashoka.org Art of Social Innovators - YOUnnovate

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Furthermore it may be interesting to consider and explore how these concepts are understood and used differently in various parts of the world.

Next, we present you a brief graphical insight on this, gathered from the participants in our Training Course of the ASI project:

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The implementation in Italy of the “circular economy package” has taken place through the following four Legislative Decrees that trace the four EU Directives: Legislative Decree no.

116/2020 amends Part IV of Legislative Decree no. 152/2006, the “Consolidated Environmental Act” (or “Environmental Code”) in order to implement Directive 851/2018/EU, about waste management, and Directive 852/2018/EU, concerning the packaging.

Regarding the packaging issues, a central function of the Legislative Decree no. 116/2020 was to strengthen the National Waste Prevention Program established in Italy in 2013 by the Directorial Decree of 7 October 2013, the Ministry of the Environment and Protection of Land and Sea to support measures related to the prevention of waste dispersion in the natural environment and the reduction of waste of food. The “Ministry of the Environment and Protection of Territory and Sea” and the “Ministry of Agricultural Food and Forestry Policies” together with the Regions play a key role in encouraging the recycling of organic waste and giving priority to other ways of managing organic waste, thus, encouraging recovery chains, waste reduction and material recycling. In this respect, the role of the regions aims to help develop the agroecological model, which seeks to reconnect producers and consumers through a circular and solidarity-based economy to favour local markets and supports territorial development.

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Romania commits to all actions endorsed by the European Commission but does not have a specific CE action plan. In terms of social entrepreneurship, the activities fall under social economy law (L219/2015). Still, both in terms of circular economy and social entrepreneurship initiatives and innovation are led by civil society and much s to be done in terms of policy infrastructure.

Circular Economy Coalition (CERC) promotes the key objectives of the EC Circular Economy Action Plan in Romania, stimulating the development of new markets, and business models, and contributing to economic growth and jobs creation. It facilitates activities for its members, becoming a key player for the domestic business community interested in transitioning towards a circular economic ecosystem.

CERC monitors national and EU policies and is actively communicating with Romanian authorities to improve the legislative framework for the circular economy. It is open to establishing strategic partnerships with similar local and international organisations and academia. The scope is to develop studies and reports on circularity and to support the implementation of circular economy programmes.

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Nepal has provisions for the protection of the environment guided by the National Climate Change Policy 2019 and The Environment Protection Act 2019. The National Climate Change Policy 2018 lists out “promoting green economy by adopting the concept of low carbon emission development” as one of its objectives and has provisions for “development use of climate-friendly traditional and nature-based technologies to be promoted”. It also highlights adaptation and mitigation as key measures to address climate change and details the role of the local governments to form local level adaptation plans. They don't, however, specify CE. (Ref: Click here to view the policy in detail). The Environment Protection Act 2019 majorly serves as a regulatory policy for proponents of infrastructure development.

In terms of Entrepreneurship, the ‘Private Firm Registration Act 1958’ is the law that guides entrepreneurship in Nepal. Additional laws such as ‘Partnership Act 1964’, ‘Company Act, 2006’ and ‘Industrial Enterprise Act, 2016’ also guide General businesses. In terms of SE, various government bodies such as the National Youth Council are running SE programs on a small scale (Entrepreneurship training and seed funds). Local and Provincial Governments also run public employment programs but these programs focus on providing short term labourbased employment. Major SE initiatives are taken up by civil society, with ILO and UNDP being two of the major partners of such initiatives that AYON has worked with in the past.

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Government and social sector collaborate to enforce the company to apply their regulations regarding the environment. The education in the school is well carried out from the early age (primary school) and companies recognize well that people consider seriously the value of protection of the environment by the company as they buy the product. Therefore, they change the value chains and production materials.

Recently, RE100 and ESG become severe issues for the company. There is a lot of discussion and movement from company and also from the social sector to push them to move forward fast.

Social economy entrepreneurship law acted and government quite much encourage people by funding their ideas. Somehow, they attempt for people to try rather than hesitate to launch ideas. It is much emphasized as much as entrepreneurship.

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Since 1960s, Thailand’s economy has grown rapidly, recording an average annual growth of 7.5% during the economic boom. As the country’s economy grew, Thailand became a manufacturing base for several large industries and its economy became increasingly dependent on exports.

Already, some Thai firms have taken the first steps to incorporate the concept of CE into their operations. For example, Magnolia Quality Development Corporation, a real estate developer, has committed to innovation for sustainability through its value chain, from increasing construction efficiency to reusing plastic waste in property development projects. The plastic waste is supplied by a sustainable partner from the petrochemical sector, PTT Global Chemical, which implemented its own upcycling ocean waste project. PTT Global Chemical also established a joint venture with a Japanese company to produce biodegradable, compostable bio-based PBS plastic from agriculture products. In the telecommunication sector, True Corporation promotes e-waste recycling through its Mobile Phone Recycling Program. True then sends the devices along with other e-waste from its operation for recycling with support from its partners.

THE SOCIAL ENTERPRISE THAILAND ASSOCIATION OR SE THAILAND WAS ESTABLISHED IN JANUARY 2019.As an organized entity based on the unofficial network of social enterprises formed since 2016. The Association acts as the connector among members and between members and other organizations with the aim to enable Thai social enterprises to grow their businesses while tackling social and environmental problems. Sharing knowledge around social entrepreneurship with the wider public.

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SECTION 2 NON-FORMAL EDUCATION FOR SOCIAL ENTREPRENEURSHIP AND CIRCULAR ECONOMY

We have explored the concepts, yet we know how important practice is.

How do we actually make the link from theory to results and impact? Practice of course!

Yet how do we get to do a quality practice? Education and training, of course!

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METHODS SAMPLER This section will introduce a number of methods that you, as a youth worker, youth trainer or facilitator, can use. A brief outline of each method is presented in this eBook but of course, "practice makes perfect" which means that only by adapting each method to the context and your own style and spicing it up with your own details it will be the most effective.

Each method will have an indicative target group, suggested learning objectives, a description and facilitators’ guidelines/handouts.

Enjoy, we hope these methods will turn out to be of great use to you!

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ICEBREAKERS

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Learning Objectives To start conversations around circularity/social entrepreneurship/non-formal learning; To learn and understand the circularity/social entrepreneurship circumstances in participants’ contexts.

Description of the method Time: 30 -60 minutes, any number of participants, 10+ years; This is an arts-based method that is inspired by the Photo Voice methodology and it represents a simplified version of it; Before coming to the training/workshop ask participants to observe their own contexts and to take 5 pictures that in their view represent the concepts of Circular Economy / Social Entrepreneurship; Ask them to place the pictures in a shared Drive or to bring printouts. At the introductory sessions of the training, you can have them share the pictures in a Gallery or in BuzzGroups.

Art of Social Innovators - YOUnnovate

You can use the following debrief questions at the end of the activity in the plenary: What did you notice as common elements among the pictures?

Was there anything that impressed you?

What would you notice as key differences?

Was it easy to identify the examples in your communities?

Other details/Resources Access to a shared Drive / Virtual Photo Exhibit (e.g. artsteps.com); You can make the activity more complex and add more elements from the PhotoVoice methodology.

For more details regarding PhotoVoice check out this website: https://photovoice.org/.

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Learning Objectives To stimulate instinctual reference to key concepts and own emotions; To understand the different emotions and ideas participants come into the workshop/training with.

Art of Social Innovators - YOUnnovate

Description of the method 15-30 minutes, any age, any number of participants; Place the DIXIT Cards in a bundle in the middle of the room and ask participants to pick one (or two) that best represents their state of mind/heart at the beginning of the training/seminar/workshop (and/or also what they understand through the circular economy in their own contexts); Give participants 30 seconds to pick the cards then in a circle, one by one share their card and tell why they picked up that respective card.

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Learning Objectives To kick-start conversations and get to know each other at different levels of depth and complexity; To analyse own/colleagues' characteristics and competences; To have an overview of the group.

Description of the method 30-45 minutes, any age, any number of participants; If a large number of participants split them in smaller groups; Give participants 10 minutes to answer a set of questions, in their groups.

Other details/Resources In the following, you can consult a list of possible questions: What makes you happy?

Where is home for you?

What makes you angry?

What is the question you never ask?

What are you ready to give up in order to have a "green" life?

Art of Social Innovators - YOUnnovate

What do you think is the most important quality of a social entrepreneur?

What inspires you?

What is your favourite food?

What is the moment when you feel you learned the most?

What are you afraid of?

Do you have a mentor? Can you say a few things about her/him?

Who is your biggest supporter?

How many cultures do you have in yourself?

What do you like to do to relax?

What do you think everybody else should know about you?

If you had 1,000,000 EUR what would you do with them?

Where is your next destination?

What is the last good deed that you did?

What is your favourite movie?

What is your favourite book?

Coffee or Tea? Mountains or the Beach?

What is the biggest lesson you ever learned?

How do you like to learn (Reading, Meeting People, Doing etc.)?

Money or Social Good?

Do you like being on time?

What do you think cultural differences and how do you approach meeting other cultures?

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Learning Objectives To have an overview of the group characteristics; To understand and reflect on own experience regarding the topics of the training/workshop as compared to other participants.

Description of the method 30 minutes, 10 – 50 participants, any age; While sociometries mean the measurement of the social relations, in nonformal education the method is a form of exploring group characteristics and interparticipant positioning regarding facts and opinions relevant to the training; After a brief intro to the method, invite participants to stand up.

Explain that you will be saying a number of statements and you will ask them to position themselves in the room according to their own personal characteristics. Indicate that for some questions they might need to place themselves on a continuum and show in the room where is the place which indicates 0/minimum and where is the place for 100% or maximum; Art of Social Innovators - YOUnnovate

Say the statements one by one and after each one pick one or two participants to explain why they positioned themselves where they are and also briefly analyse what you see in the room.

Other details/Resources You need an open space big enough for participants to move around on the established continuum.

Possible statements: Position yourselves according to your place of origin.

From 0 to 100%, how motivated are you to attend this workshop / training?

From 0 to 100%, how do you relate your content / methodological experience of this training?

From 0 to 100%, how much of a vision/plan do you have after the training?

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Feel Green and Entrepreneurial Learning Objectives To gain trust in team members; To explore and understand the concept of safe space; To practice collaboration, responsibility, care and initiative skills.

Description of the method 60+ minutes, any size group, older youth and adult participants. This is an adaptation of the classic Blind Walk game; After a brief intro mentioning that this is an activity of team and trust building, you can have warm up exercises where in pairs (of similar statures) participants are first copying each others’ moves (mirrors) and then in pairs they practice the Trust Fall; After this in the same pairs one participant will guide the other (who is blindfolded) for about 10 -15 minutes around the room/ building trying to offer to him/her as many experiences of circularity / entrepreneurship as possible; After 15 minutes they need to bring their colleague back and change the roles. Ask them to pay attention to sensations and thoughts and ALWAYS put safety and care first.

Art of Social Innovators - YOUnnovate

At the end, in plenary you can use the following debrief questions: How was the experience? How did you feel and guide/guided?

What strategies did you use to enable green and entrepreneurship experiences?

What strategies did you use to guide, to avoid harm and complete the exercise?

What did you discover about circularity and entrepreneurship in this space?

Other details/Resources It is important to check the comfort level of participants with this activity and while encouraging them to engage and explore their own safe space and limits not force anybody into feeling too uncomfortable.

Particular attention should be made to pair-making especially in highly intercultural settings.

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Learning Objectives To learn about participants’ contexts; To learn about participating organisations and their project; To build trust and a sense of connections and well being in the group.

Description of the method 90 minutes, any size, older youth and adult participants; The activity combines the classic Market Place methodology with an evening activity that can be done in the first day of the training/workshop; Before the training inform participants to bring a presentation poster/materials about their organisations’s activities related to the topic of the training (circular economy, social entrepreneurship, non-formal education in the case of the ASI project); At the end of the first day of the training announce the market place and inform participants about the logistics (how to set up their stands). Also announce a task: to present at the Market Place a special Cocktail where their organisation’s core; Art of Social Innovators - YOUnnovate

competence is represented by an ingredient (lemon, salt, caramel, chocolate, chili , cinnamon etc) and indicate where they will find ingredients to prepare such a cocktail (non-alcoholic!); As a facilitator you should MC the Market Place. Allow 10 minutes for arrival, then have opening remarks and invite participants to present in 1 minute their stand and their cocktail (like in a Pitch) . After the round of presentations open the Market Place and allow them to visit each other’s stands, discuss, and connect. Play some music in the background. At the end announce the closing of the market and invite participants to put in a bowl their visit cards and appreciation cards toward each others work. You can start the following day with reading some of these appreciation cards.

Other details/Resources Important to have available /set up a reception-type space.

Ingredients for the cocktails (cups, jars, napkins), bowl , appreciation cards etc.

TIP: Suggest a dress code for the reception!

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Learning Objectives To create a collaborative atmosphere and a sense of accomplishment; To stimulate teamwork and division of tasks; To understand the agenda for the week and the objectives of the training.

After 60 minutes call participants and go one by one through the completed tasks providing, case by case your own reflection and input as facilitator. Have a debrief both on the method’s learnings and how they felt.

Enjoy!

Description of the method 90 minutes, 15-25 participants, 16+ years old; The Mission Impossible is a favourite among the methods to use in a training. It provides an engaging way of learning by doing. Introduce the MI in the first sessions of the training and announce that like in Bond movies imPOSSIBLE is a concepts that is full of possibilities. Let participants know that they will receive a list of tasks and that the need to complete them as a team. It is up to them to decide process, roles etc. Announce that they have 60 minutes to complete this task and that after 60’ they need to come back to plenary to showcase their results; Display on a screen/share electronically/give papers with the tasks. Start the timer.

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Other details/Resources Possible tasks for mission impossible implemented in the ASI project: Create a table with our detailed agenda of this week (Objectives, Session Topics, Methods Used); Write down the Theoretical Part of our ASI Circular Economy Toolkit; Create a product / service which is suitable for circular economy practices; Design a social entrepreneurship plan for your product using the PDCA method; Try selling/ exchanging your product for something else from the local community. Take a picture of the exchange; Try to suggest some points for improvement towards circularity to local businesses / entrepreneurs. Record their answers/reactions.

Take a picture with the most circular economy-friendly place you found so far in Patong; Teach somebody one of our key concepts (CIRCULAR ECONOMY). Ask permission of them explaining in a video what that concept is; Hold a workshop/flash-mob /theatre play/ living library/ awareness raising event on CIRCULAR ECONOMY with local public. Record it and write down what your results were

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Propose the idea (Topic, Where, When , Agenda) for the followup workshops from this training for each of your team members; Evaluate using: a) PICTURES b) STORYTELLING c) SPIDER CHART of our ASI training.

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METHODS FOR THE CIRCULAR ECONOMY CONTENT

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Learning Objectives To understand the different phases objects of different materials go through in a circularity flow; To apply the circular economy phases to a concrete process for a product.

Description of the method 90 minutes, 18 – 36 participants, 16+ years; Introduce the different phases of the circular economy cycle and mention that the activity will practically illustrate the different challenges and opportunities available to product cycle actors; Then divide the group in 3 teams and each team having a 6 smaller groups which will represent simplified phases of the Circular Economy Product Cycle: a) Product Design; b) Consumption; c) Reuse; d) Recycle and e) Re-Design from Recycled Materials; Introduce to the first small team in each group the following 2 objects: a coconut, a paper and a plastic bottle filled with some juice/water.

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Tell them that they have 7 minutes to write down and present hat they would say and do for the Product Design of their object and pass the object and the paper to the second group. The second small group needs to write down and do to the object something related to Primary Consumption, again in 7 minutes and pass to the next group....this way until the last group Re-Design from Recycled Materials notes down their observations and make the changes to the object that they got; In the end the different notes and changes are displayed on a big poster wall with the Circular Economy phases and debrief is being done.

Questions for debrief: How did you find the exercise?

Was it easy to write down the ideas in each phase?

How about actually making the changes to the objects?

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Other details/Resources The objects can be changed according to the different contexts. Small adaptations can be made to the phases chosen based on the level of experience of the participants and their number.

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Learning Objectives Understand practically circular economy and entrepreneurship; Know and apply visioning and entrepreneurial actions; Distinguish responsible and unsustainable consumption; Recognize, analyse and appreciate strengths and skills; Develop collaborative competences around sustainability and entrepreneurship.

Description of the method ½ a day, 16+ years old, 9-25 participants; Circula represents an educational set of tools that include conceptual orientation, a gamified learning experience and an entrepreneurship guidance available for youth and adults. Detailed on the website and in the Teachers’s Guide, circula is a circular economy and entrepreneurship game that introduces learners to the circular economy through creative teamwork.

It is appropriate for learners at various levels and can

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be easily incorporated into broader learning modules and programmes. Circula can also be used in contexts such as youth recreational activities and as a tool in the provision of environmental advisory services (Circula Teacher’s Guide).

Other details/Resources Game from: https://circula.fi/en/forteachers-and-other-gamemasters/ Circula Teacher’s Guide: http://circula.fi/wpcontent/uploads/2019/08/circul a-teachers-guide-a4-web.pdf.

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METHODS FOR THE SOCIAL ENTREPRENEURSHIP CONTENT

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Learning Objectives To identify risks and recognize competences useful in risk management; To understand which are the building blocks of project management.

Description of the method 5-8 participants / 45 minutes / one set of Jenga; Start with explaining the rules of Jenga game; Ask the group to think of a hypothetical project (i.e. hosting a summer festival), or ask them to propose an actual project they are working on at the moment; Tell them to imagine that the Jenga tower represents their project and each block is one area or element of such a project (a team, finances, promotion, logistic etc.); Open a discussion about what elements of their project are and name them, challenge participants to think beyond the major components; While discussing, ask participants to start building a Jenga tower.

Once ready, move on to talking about risks in each area of the project. Explain the concept of Art of Social Innovators - YOUnnovate

risk including physical and emotional safety, property damage, financial security, reputation, etc.; Ask every participant to identify a single risk in each area of their project and then have that individual remove a block from the tower; Repeat the previous step until either the tower falls, or the group cannot think of any other reasonable risks.

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Other details/Resources The debrief can include questions like: Did you enjoy the game?

What was the most challenging part?

How did you feel working in your team?

Was identifying risks difficult? Is it important to talk about risks in project management?

What helped you to make a decision of removing a particular block? Was the environment helpful?

How can you relate this game to risk management?

What competences are useful in risk management?

What can you do to develop them?

You need a JENGA type set of blocks; Method from: https://www.saltoyouth.net/downloads/toolbox_too l_download-file2764/UPENSKILLS%20toolkit.pdf

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Learning Objectives To understand the environment of a potential social entrepreneurship initiative; To increase the analytical skills related to social entrepreneurship; To create a plan for a social entrepreneurship project.

Other details/Resources This exercise is suitable for participants with a basic/advanced understanding of business modelling and it is particularly indicated to be used for young social entrepreneurs designing their ideas.

Description of the method After explaining and exploring together with the participants the Social Entrepreneurship models and examples share with them the Social Business Model Canvas below; The template can be filled in individually (allow participants 60 minutes for it or have it as a pretraining template sheet) and then shared in small groups or plenary; Reflection questions: Do we see any common elements?

What advice would you give to your colleagues?

Any highlights from these presentations?

Which of the examples would you invest in?

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GENERAL – USE METHODS

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Learning Objectives To evaluate the level of knowledge regarding a certain concept (circular economy, social entrepreneurship, non-formal education etc.); To compare own level of knowledge to other participants; To share different views and perspectives on the focal concepts.

Other details/Resources Instead of a work sheet you can use a digital tool such as Mentimeter.

Description of the method 30 minutes, any number of participants, 16+ years; This method can be applied in pre-training, before the presentation of theories and concepts pertaining to the training topic or at the end of the training or even ex-post evaluation; Introduce the activity then present the worksheet. Allow 10-15 minutes for participants to fill it in then collect the results and have a debrief reflection on the findings.

KNOWLEDGE EVALUATION ASSESSMENT

Name: How would you define the concept X? Can you give 3 examples of concept X applications in your community?

What are 5 competencies that one needs in order to be successful at implementing concept x practices?

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Learning Objectives To understand and analyse different examples of circular economy or social entrepreneurship; To compare different applications in different regions; To create based on existing examples own initiatives and training plans including the examples presented.

Description of the method A case study consists of an indepth analysis of a historical or fictional event or a certain experience or project. As a scientific method, a case study is used to investigate particular causal mechanisms of interest, and it is typically rich in description and context. As a teaching method, a case study concretizes learning material that might otherwise stay on an abstract or theoretical level.

Typically, the groups engage with case studies either by i. coming up with a solution to a particular case problem; or ii. identifying specific lessons and what can be learned to improve and inform future practice from a case.

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Very important is to have as a structure of the CASE STUDY: The context, the example and a set of KEY QUESTIONS that the participants answer after reading and case –study.

STEP 1: Introduce the case study methodology to participants.

Introduce the different cases to be analysed and form the smaller working groups on each case (4-6 participants in each). Stress the questions that need to be answered at the end of each case study and the time that each group will have to present the results.

STEP 2: Participants in groups have 10-15 minutes to read through the details of each case then 20- 30 minutes to answer the questions.

STEP 3: Groups present in plenary their case and analysis.

Debrief Questions: How was the experience of working in a group on the respective cases?

Was it easy to answer the questions?

How different were the perspectives in the group over the questions discussed?

What did you retain and do you think it is useful to share further from these cases?

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Other details/Resources Handouts with the Case Studies to be analysed; If done with larger groups that will be divided into smaller teams, sufficient space between the groups should be available so that their simultaneous talking does not interfere with each others’ work.

A good collection of case studies can be found here: https://ellenmacarthurfoundatio n.org/topics/circular-economyintroduction/examples https://www.ashoka.org/

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Learning Objectives To apply context analysis, collaboration and dialogue skills to concrete situations; To stimulate creativity and engagement in relevant entrepreneurial actions; To understand the different dynamics of establishing a social entrepreneurship initiative.

Description of the method 90 minutes, 10+ participants, any age; Role Playing or Role-playing Games are an experiential and participant-centred methods of training in which participants assume different characters than their own in a given or created scenario and engage in exchanges in character in the respective role. Role Plays can be used for different levels of participants’ experience as well as for different topics.

Introduce the role-play method to the participants telling them that it is a complex experience, one which will require their full participation regardless of the role that they will have.

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STEP 1: Display and read the scenario to the participants.

Stress the most important aspects to be retained.

STEP 2: Distribute the roles and present the rules of the roleplay (timing, procedure etc). You can have the roles assigned randomly or can choose as a facilitator whom to give the roles depending on your assessment of the group. TIP: Do not assign in the leadership position the natural leaders in the group.

STEP 3: Allow for 10 minutes for each to get into the role. You can use a guided meditation exercise for this or simply let each participant read carefully their roles and imagine their respective character.

STEP 4: Getting into the roles.

This is an important moment in the simulation. Ask participants to gather in one side of the room and place a line (imaginary or made from a scotch tape) in front of them. Tell them that as they cross the line, they will enter the Role-Play and think and act as their character. As them to make a statement before and one after crossing the line.

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STEP 5: The role-play per-se with minimum engagement from the facilitators STEP 6: Stepping-out of the roles. Upon the completion of the role-play a similar process like the stepping-into the roles takes place.

With the simulation completed, you can start the debriefing.

How do you feel?

How easy/comfortable was it to play the role?

Was it a role similar to their own opinions/positions or different?

What were the peace-building tools applied?

How was the trust level evolving?

Other details/Resources You can create your own Role Play situation or use existing ones.

An example is: https://www.marketplacesimulation.com/blog/socialentrepreneurship-game.

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Learning Objectives To understand key concepts; To filter through own understanding of the concepts; To gain skills in explaining the concepts to others.

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Description of the method 30- 60 minutes, any group size, any age Introduce the task to the participants. Split participants in a number of groups of how many concepts you want to explore. To each group give a piece of paper with the concept written on it.

Instruct the groups that they will have to play a theatrical scene (with no words) of no more than 5 minutes in which they enact the respective concept.

Each group has 20 minutes to prepare and then act out their scenes, while the others are guessing the concept.

When the concept is guessed try to put together keywords into a definition of those concepts.

Write it down on a flipchart paper.

After all groups have played and concepts are guessed you can present also classic definitions of the respective concepts and compare them with the definitions derived during the guessing activity.

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METHODS FOR CONCLUDING SESSIONS

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Learning Objectives To analyse a situation or an initiative; To gain analytical skills; To design an intervention based on a well-defined context.

Depending on the nature of the training you can have this exercise individually, in-country / community groups or in project groups.

In each group ask participants to fill in the worksheet for their own case with concrete examples.

Then have each group present in plenary and debrief.

Description of the method

Other details/Resources

60 minutes, any number of participants, 16+ years old Introduce the SWOT framework and give examples for each of its 4 dimensions.

You can also use a digital version of this SWOT in a Miro Board.

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Learning Objectives To analyse a situation or an initiative; To gain analytical skills; To design an intervention based on a well-defined context.

Description of the method 20-60 minutes, less than 25 participants, age 16+; The method invites participants to reflect and evaluate a certain experience using the 4F framework: FACT, FEELING, FIND, FUTURE.

FACT What did you see?

What do you remember?

When it Happened?

Who were there?

Any remarkable words or scene?

FIND What did you get (learn)?

What will happen if we do not do it?

Why it is so important to you?

What were so different from yours?

Any remarkable words or scene?

Is it important and valuable? Why? Art of Social Innovators - YOUnnovate

After presenting to the participants the meaning of each component, allow them to fill in a worksheet where they identify a certain experience and complete their own answers to the 4F framework.

After 15-20 minutes of individual work, participants can share in the plenary, using the pop-corn method or they can share in smaller groups their work.

Possible reflection/debrief questions: Which of the explored areas of the framework was easy/which was difficult?

What do you find this method useful for?

Anything surprising? About you?

About the others?

FEELING What makes you happy or unhappy?

How the whole group react to it?

What image come to you?

What was the first feeling or image?

Why are you worried about_

FUTURE What do we need for the future?

How can you apply your thought?

Where would your team like to go?

What do we have to do as the next step?

Who is the right person to do it?

What have we agreed?

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SECTION 3 YOUTH WORKER’S / TRAINER’S KIT

This part of the eBook consists in practical tips, worksheets and pre-set templates that you, as a youth-worker/facilitator/trainer can have at hand.

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The first element to be considered is your own profile

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Take a moment and reflect upon the following aspects of your professional profile:

What are the values / skills / knowledge that fundament your facilitation work at the moment?

What are the values / skills / knowledge you would like to develop further?

My secret ingredient as a facilitator is …………………………………………

My happy place as a facilitator is ……..…………………………………….……

My first experience as a trainer was …………..........…………………………

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If you consider the different training programmes from your own experience mark down on the graph below the respective areas.

You can just journal and write down or try to be creative and make a sketch enriching the illustration found in the next page.

What is risky?

What is creative?

What is too hard?

What was boring?

What is too easy? etc.

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Image sourced from: https://www.ed.ac.uk/files/atoms/files/pg_cert_info_session_january_2018.pdf Art of Social Innovators - YOUnnovate

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The templates provided can guide your own creativity and thinking around creating learning plans. They include core elements, such as timing, theme, description, resources, as well as learning objectives which are fundamental parts of a training/workshop curriculum.

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Workshop / Training Title

Place the title of the Workshop Period and Location when it will take place

Dates / Location

Trainer X: Trainer Y: Logistics Responsible: Tech Support: Office Contact: Translators: Link to the list of participants

Key Contact Details (phone, email etc.)

Learning Objectives

Session Title

Timing

Here state the learning objectives. Remember to link them to Bloom’s Taxonomy!

Detailed Description

Responsible/Materials/ Logistics

DAY 1

Session 1: Here put the title of the session as it appears also on participants’ agenda

90'

Refreshments

30'

Session 2

90'

Lunch

90'

Session 3

90'

Refreshments

30'

Session 4

90'

Here describe step by step the activities and include links to support materials/exercises

Facilitator X Here write all materials needed you can put here links to resources that facilitators can use for this session

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"Art of Social Innovators" Training Course (A3) 24 January - 02 February 2022 Location: Phuket, Thailand

Learning Objectives To understand, apply and create NFE training designs to pass forward key concepts such as circular economy, social entrepreneurship and innovation; To share NFE methods and tools and to create a joint pool of such methods applicable in the thematic context and for the target groups of the project; To further cultivate core values of solidarity, social cohesion, entrepreneurship and societally sustainable development.

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Workshop / Training Title

Training Course (A3) 24 January - 02 February 2022 / Phuket, Thailand

Dates / Location

To understand, apply and create NFE training designs to pass forward key concepts such as circular economy, social entrepreneurship and innovation To share NFE methods and tools and to create a joint pool of such methods applicable in the thematic context and for the target groups of the project To further cultivate core values of solidarity, social cohesion, entrepreneurship and societally sustainable development.

Learning Objectives

Time

Title of the Session

Methodology Notes

Resources/Responsible

DAY 1: Introductions and Connections 90'

Introductions

15'

Refreshments

90'

Get to Know Each Other

Presentation regarding the context of the training (project, initiative, funders etc), objectives of the training, trainers and participants. For the presentation of the participants, after an initial round of names and a curiosity about them, in groups they are invited to share the pictures that they took, discuss about them and discuss their own experience with the topics of the training.

Expectations, fears, contributions done in a graphical facilitation format.

DIXIT cards with a question on the back.

Participants are invited to pick a card of their choice, which represents them as they are at the beginning of the training. They present the card and why they chose it then the activity continues with a speed dating.

Participants are asked to look at the question on the back of their cards and answer it. Then they form pairs where they explore each others’ questions and answers and they switch cards. A new pair is established. At the end, a debrief is conducted by the facilitator asking: - What surprised you? – What did you find out about your colleagues? etc

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Projector, Gallery of Photos collected by participants

DIXIT cards. Post-its with questions

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Time

Title of the Session

90'

Lunch

90'

Teambuilding I

15'

Refreshments

90'

Teambuilding II

90'

Dinner

120'

Evening Activities

Methodology Notes

Mission Impossible: Joint task (in two teams) to create a map of the training venue and surroundings marking on it the circular economy resources and places of interest, to exchange one object of their own with a local circular economy object, to take a picture of a social entrepreneurship initiative around the training site, to create a short game that is completely waste-free and all participants can play.

Resources/Responsible

Maps of the location / Access to Google Maps

Important briefing Method: Simplified Labyrinth Theatre ahead and noting that Blind walk in pairs and trust circles. those not comfortable Evaluation of the day using a word and sign-up for the : Recap Teams, Media Team, with being blindfolded should announce. SignEvening Activities Team, Care and Wellups prepared in Being Team, Energiser Teams advance

Circularity Reception. After dinner the A selection of classic participants are asked to bring ingredients ingredients (pepper, and be ready to make a healthy cocktail and lemon, cinnamon etc.), finger food which is completely waste-free juices, recycled cups, and which also has an element of social A flip-chart stand/ entrepreneurship. Each participant presents Painter's stand for the theirs and then also offers a proposal for a signing of the CoC joint Code of Conduct for the week. At the end a cheer is done and there is a Signing of the Code of Conduct

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Time

Title of the Session

Methodology Notes

Resources/Responsible

DAY 2: Context (Needs Analysis and Good Practices) 90'

Recap of DAY 1 Sharing Key Concepts

15'

Refreshments

90'

Sharing Key Concepts

90'

Lunch

90'

Pre-training research presentations

15'

90'

Recap team presents their activity.

Concepts relay: Participants divided in two groups are lined one behind each other with two flip chart stands in front of each line.

On each flipchart paper is written CE and SE. They need to do a relay. The first one goes and writes one word that comes to hteir mind when related to the concept on their flipchart. Then runs back and passes the marker to the second and goes to the back of the line a.s.o. Once the team finishes and the last participant in their line has added the word and the marker is back to the first one in line they are declared winners. The words cannot be repeated! A short debrief is taking place with the presented words.

The participants are divided in two groups, one group is assigned the concept of CIRCULAR ECONOMY the other group SOCIAL ENTREPRENEURSHIP and are asked to discuss and prepare a poster presentation with: - a definition of their concept – key points related to their concept – practical examples of where the concept is applied.

Enough space movement

Presentations of the posters.

The facilitator also presents definitions widely accepted in the field.

Each country team presents their research done on the training needs of young people related to these topics and concepts.

Pre-training templates for the training needs assessment

Refreshments Presentations of NFE methods used by Participants

A first brainstorming is done as to what are the best ways and methods to use in order to respond to identified needs and educate young people on these concepts.

Evaluation of the day pick one object that for you symbolises what you learned and how you felt throughout the day. Circle reflection and sharing.

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Time

Title of the Session

90'

Dinner

120'

Evening Activities

Methodology Notes

Participants are asked to take an object that they have been using throughout the evening and make a 30 seconds advertisement regarding a social entrepreneurship activity that uses that object.

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Resources/Responsible

Timer

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Time

Title of the Session

Methodology Notes

Resources/Responsible

DAY 3: Non-formal education (Terminology and Methods) 90'

Recap, Define and Share Terminologies (NFE, LO, ASK, Bloom, Kolb, Trainer Profiles)

15'

Refreshments

90'

Understanding Terminology

90'

Lunch

90'

What is Non-Formal Education?

15'

90'

Recap team presents their activity.

Presentations of the Advertising prepared as an Evening Activity.

Presentation on the key thematic definitions points and linking on how we can and need to educate young people on these topics. To better understand the range of options we will introduce 3 concepts: IE, NE and FE. In three teams participants are asked to represent through a short skit the three concepts: INFORMAL EDUCATION, NONFORMAL EDUCATION, FORMAL EDUCATION The teams have 20 minutes to prepare then each performs and the others are trying to guess which type of education they are representing.

A final debrief is done to collect characteristics of each of the three types of education and link them to other concepts such as Learning Objectives and Bloom Pyramid or Kolb Learning Cycle.

Further, the ASK model is introduced and used to create Trainer/Facilitator Profiles: In pairs participants are asked to describe their own knowledge, skills and attitudes and also the K, S, A they want to acquire in the future to be better facilitators on the topic. Once one is talking their partner is drawing a portrait. After 10 minutes they switch. With own portraits in hand participants share and debrief in the big group.

A space should be identified to display all the portraits

Refreshments Non-Formal Education in the Context of Social Entrepreneurship and Circular Economy – Debrief Theory with Practical Experiences

Talk show method with the following key questions and more: - What is non-formal education? - What are the principles of non-formal education methods? -What are the profiles of the youth workers/trainers who use NFE? Evaluation of the day to use a body posture that represents the ASK that participants have nurtured throughout the day.

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Talk show set up. A few chairs with a small table and possible a made jingle for the show.

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Time

Title of the Session

90'

Dinner

120'

Evening Activities

Methodology Notes

Resources/Responsible

To be chosen by the Entertainment Team

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Time

Title of the Session

Methodology Notes

Resources/Responsible

DAY 4: NFE method example: FIELD TRIP 90'

Recap, Brief on Field Trip and Study Visit as NFE methods

15'

Refreshments

90'

Preparation and assigning tasks for the Field Trip

90'

Lunch

90'

Field Trip

15'

Refreshments

90'

Field Trip

90'

Dinner

120'

Evening Activities

Recap team presents their activity.

Presentation of the NFE Field Trip and Study Visit.

Brainstorming of questions to ask and preparation for the Field Trip.

Field Trip – Participants in smaller groups are guided to visit relevant projects/organisations/businesses

Each group should include a local guide

Packed refreshments Field Trip – Participants in smaller groups are guided to visit relevant projects/organisations/businesses

Each group should include a local guide

To be chosen by the Entertainment Team

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Time

Title of the Session

Methodology Notes

Resources/Responsible

DAY 5: Non-Formal Education Open - Lab 90'

Recap, Open Lab Intro

15'

Refreshments

90'

Taster Session

90'

Lunch

90'

Taster Session

15'

90'

90'

120'

Mid-Term Evaluation using Mentimeter.

Open Lab Methodology presentation. Time allowed to prepare and set up presentations of the taster sessions.

Paid Mentimiter account or alternative free instrument

Presentations and workshops of selected NFE methods prepared by the participants.

Presentations and workshops of selected NFE methods prepared by the participants.

Refreshments

Taster Sessions and Debrief

Presentations and workshops of selected NFE methods prepared by the participants.

Evaluation of the day using 6 Thinking Hats method.

Dinner

Evening Activities

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Methodology ‘Oscars’

A set-up similar to the Oscars and paper made Oscars for different categories (Most Innovative, Most Complex)

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Time

Title of the Session

Methodology Notes

Resources/Responsible

DAY 6: Non-Formal Education Open Space Technology 90'

Recap, Open Space Technology Intro

15'

Refreshments

90'

Open Space

90'

Lunch

90'

Open Space

15'

90'

Recap team presents their activity.

Presentation of the Open Space Technology Methodology and Opening of the Open Space with the topic Connections, Opportunities and Open Questions at the Intersection of Circular Economy, Social Entrepreneurship and NFE.

Open Space Sessions

Open Space Sessions

Refreshments

Open Space Final Session and Debrief

90'

Dinner

120'

Evening Activities

Open Space Results Presentations and Conclusions.

Evaluation of the day using A Wall - Silent Dialogue Method.

To be chosen by the Entertainment Team

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Time

Title of the Session

Methodology Notes

Resources/Responsible

DAY 7: Concretize: Output Production 90'

Recap of DAY 6 Video Production

15'

Refreshments

90'

E-Book Design and Write-up

90'

Lunch

90'

Mission imPOSSIBLE

15' 90'

Recap team presents their activity.

Showing of the Videos created and sharing on different tools and methods to be used to create such materials (eg. Animaker)

Presentation of the E-Book output needed and ASI web portal and work in groups on suggestions for the content/content improvement and imagery and dissemination options for the two resources.

The Mission imPOSSIBLE is given to participants to complete until the second session of the last day. Participantsa are working in mixed country teams to fulfill the mission.

Sound system with Mission Impossible track saved

Refreshments Mission imPOSSIBLE

90'

Dinner

120'

Evening Activities

Time to work on Mission imPOSSIBLE

To be chosen by the Entertainment Team

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Time

Title of the Session

Methodology Notes

Resources/Responsible

DAY 8: Wrapping-up 90'

Recap of DAY 7

15'

Refreshments

90'

Action Plans and other Follow-up possibilities

90'

Lunch

90'

Recap for the Training and Inventory of Competences

15'

Recap team presents their activity.

Mission imPOSSIBLE presentations

Presentations of next steps within the project and individual planning of the participants for next steps. Each participant is asked to fill-in a worksheet regarding the follow-up event they need to organise.

Video Recap using Mentimeter.

YouthPass presentation and Reflection and formulation of own competences gained.

Mentimeter account

Refreshments

90'

Evaluation of the TC

90'

Dinner

120'

Fare-Well Night "LA CON"

Using the Mission imPossible proposed methods and Postcard to oneself.

Postcards size papers, markers of different colors

Sustainability and Inclusion Picnic. In an iconic location of the training site participants are asked to try to explore the options and bring a picnic contribution that would be typical of their culture(s).

Picnic materials (baskets, blankets, cups and plates)

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SECTION 4 FURTHER HORIZONS

This part of the eBook offers a summary of resources relevant for what Art of Social Innovators stands for and an invitation to the project's platform, where you can explore on your own further theoretical insights, good practices, events, educational kits and other.

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We invite you to view the video created during the Training Course in Thailand.

You can read more about our project on the website: https://artofsocialinnovators.eu/ or you can just scan the following QR code

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………………………………………………………………………………………………………..... ………………………………………………………………………………………………………..... ………………………………………………………………………………………………………..... ………………………………………………………………………………………………………..... ………………………………………………………………………………………………………..... ………………………………………………………………………………………………………..... ………………………………………………………………………………………………………..... ………………………………………………………………………………………………………..... ………………………………………………………………………………………………………..... ………………………………………………………………………………………………………..... ………………………………………………………………………………………………………..... ………………………………………………………………………………………………………..... ………………………………………………………………………………………………………..... ……………………………………………………………………………………………………….....

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Ingens Risus (Romania) info@ingensrisus.ro ingensrisus.ro Better World (South Korea) info@1.or.kr http://www.1.or.kr/ Association of Youth Organizations Nepal (AYON) ayon@ayon.org http://www.ayon.org/

The European Non-Governmental Organization (ENGO) MV International (MVI) (Italy) secretary@mvinternational.info https://mvinternational.ngo/

Volunteer Spirit Association (Thailand) admin@volunteerspirit.or.th https://www.volunteerspirit.or.th/

Young Europe Society (Romania) info@yes-eu.ro yes-eu.ro Art of Social Innovators - YOUnnovate

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ISBN: 978-606-95492-0-9 Disclaimer: The European Commission's support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.