ToolKitNET-working: non formal education

techniques for youth workers

1. PROJECT OUTLINES

2. MAIN CONCEPT’S

ANALYSIS

3. NFE Techniques

4. SPREAD THE VOICE! How

to communicate your project

5. EDUCATIONAL KIT

Index

PROJECT DESCRIPTION

The birth of this project is based on the

fact that young people are one of the

most vulnerable groups in society and in

particular the ones with fewer

opportunities are disadvantaged in

participating in mobility around Europe.

Statistical data say that in Europe the

24.3% of population suffer poverty

(source Youth Strategy 2014-2020,

Ministry of Youth).

From the experience of our partners we

have noticed that only the ones that are

really involved tend to include this target

group in their mobilty and that’s why we

decided to share our experience to create

this project..

MAIN OB JECTIVES

The main objectives of the project:

1. Development of tools / methods that facilitates the learning of young people with fewer opportunities among 22 youth workers over 18 from 11 partner countries for 6 days.

2. Increase number of youth workers who improve / acquire new skills in the protection and safety of young people and social inclusion among participating youth workers.

3. Raise awareness in 11 local communities through the development of a Toolkit based on safety measures - working tools for activities involving young people with fewer opportunities and its promotion among EU youth NGOs and partner countries.

Romania 40,3% Poland 20% Italy 15%

Moldova 12% Georgia 10%

Percentage of disadvantage young people participating in mobility projects:

Spain 14% Bosnia 19% Albania 18% Kosovo 10% Bulgaria14%

It is a toolkit m

ade by

participants of the project “NET-

WORKING: Non Formal

Education Techniques for Youth

Workers”. The workshop were

tested on the participants,

improved and prepared to be

published by the them during

the training course.

What is this toolkit?

It can be used as a manual by

youth workers, volunteers,

trainers, educators and youth

leaders to improve their work

with young people with reduced

opportunities and their

involvement in mobility.

The toolkit brings a compilation

of workshops that can be used

on different youth activities on

the topics of social inclusion, non

formal education, m

obility tools.

The toolkit is free of charge..

EDUCATION?

WHAT

IS

The principle goal of education in the schools should be creating men and women who are capable of doing new things, not simply repeating what other generations have done. Jean Piaget, 1896-1980, Swiss developmental psychologist, philosopher

Education is the most powerful weapon which you can use to change the world. Nelson Mandela, 1918-2013, South African President, philanthropist

Education is what remains after one has forgotten what one has learned in school. Albert Einstein, 1879-1955, physicist

Education is the key to unlock the golden door of freedom.. George Washington Carver, 1864-1943, scientist, botanist, educator

Education is simply the soul of a society as it passes from one generation to another. Gilbert K. Chesterton, 1874-1936, English writer, theologian, poet, philosopher

Education is all a matter of building bridges. Ralph Ellison, 1914-1994, novelist, literary critic, scholar

LET'S

SEE

TOGETHER

Education is the passport to the future, for tomorrow belongs to those who prepare for it today. Malcolm X, 1925-1965, minister and human rights activist

Education is like a lantern which lights your way in a dark alley. Zayed bin Sultan Al Nahyan, 1918-2004, President of the United Arab Emirates for 33 years

When educating the minds of our youth, we must not forget to educate their hearts. Dalai Lama, spiritual head of Tibetan Buddhism

My mother said I must always be intolerant of ignorance, but understanding of illiteracy. That some people, unable to go to school, were more educated and more intelligent than college professors. Maya Angelou, 1928-, author, poet

Education is the leading of human souls to what is best, and making what is best out of them. John Ruskin, 1819-1900, English writer, art critic, philanthropist

When educating the minds of our youth, we must not forget to educate their hearts. Dalai Lama, spiritual head of Tibetan Buddhism

Informal education: the truly lifelong process whereby every individual acquires attitudes, values, skills and knowledge from daily experience and the educative influences and resources in his or her environment – from family and neighbours, from work and play, from the market place, the library and the mass media.

Formal education: the hierarchically structured, chronologically graded ‘education system’, running from primary school through the university and including, in addition to general academic studies, a variety of specialised programmes and institutions for full-time technical and professional training.

Non-formal education: any organised educational activity outside the established formal system – whether operating separately or as an important feature of some broader activity – that is intended to serve identifiable learning clienteles and learning objectives.

WHAT

IS

SOCIAL INCLUSION?

The process of improving the terms for individuals and groups to take part in society.

The process of improving the ability, opportunity, and dignity of those disadvantaged on the basis of their identity to take part in society.

&

THETECHNIQUES

The most anticipated book of 2019

non formal education

Fruit transportation

Improve cooperation between participants by building

the trust and contributing to the team chemistry of the

group

Aim and Object

45/90 min

Materials

20 oranges, 6 lemons, 1 pineapple, 6 fresh

eggs, 1 flipchart paper, markers, chairs

according the number of participants and 2

baskets.

ResultsCreate trust and cooperation feeling between the

participants.

Trainers explain the tasks of activity and describe the rules for fruit transportation. Provide some time to participants to discuss to find a strategy for transportation. Participants perform in order to transport all the fruits. Trainers organize the briefing for activity.

Description

Three colours/Rock'roll ROBOT

Aim and Object

90 min

Materials

Colored markers

Results

1. Learn about each other

2. Start to uncover some group dynamics

and team roles

3. Start to build a team

Group dynamics (leadership, decision

taking, feeling of participants, conflict)

Three colours Participants will be positioned on two vertical lines, people on the end of the line will se the colours and give the imput to the one in the front according to the colour chosen by the facilitator. Strategy to give the input (signal) will be discussed in the group before the competition starts. Different strategy can be changed during the game. People in the front will change position after each round going to the back. Positions will be decided at the beginning of the game. Rock'roll ROBOT Participants will sit on a chair randomly in the room. One chair will be empty. The robot (a volunteer) will try to get to the empty chair with robotic walk. Participants one stand from their chair cannot sit in the same chair but they need to change it. Every performance has to be misured by the trainer.

Description

Expectations, Contributions and Challenges

Aim and Object

90 min

Materials

Flip-chart papers, markers, a4 papers,

coloured papers.

Results

1. To find out each other expectations,

contributions and challenges.

To find out each other expectations,

contributions and challenges.

Garden of Expectations: Participants will write on a post-it what do they expect to learn and to gain from this training course, they stick the post it under the Earth Line painted on the flip-chart and throughout the training they can make the seed blossom and move it up and out of the earth when they meet an expectations. Mountains of Contribution: Participants write down on post-it how they contribute to the learning process of the group and what they can give to the group in term of knowledge, skills and competences. They put the post-it at the bottom of the mountains and if the contribution come true they can move the post it up the mountain. Quick-sands of Challenges: Participants write down in the post-it what do they find challenging and what may be difficult and then put the post-it on the line of the quicksands. Anytime they feel the challenge is going away they can move it up and if they feel is going worse they can make it sink slowly.

Description

City game

Aim and Object

120 min

Materials

Task paper

ResultsKnowing more all the participants, creat a team and

breaking national group, discovering local culture.

1. Get to know the team-mates better.

2 Break ice and create atmosphere of

confort and mutual trust in group.

Participants will be divided in 4/5 groups (different nationality and gender balanced) and will be given tasks. The task will take place in the hotel or nearby and will be for example: Do a selfie with the main monument of the city or to do an interview with five young people about how they spend their time, etc. After the session, the groups will do the evaluation about: -capacity of resuming the work, -time management, -problem solving, -democratic decision making

Description

Luggage Technique

1. To reflect about past experiences and to select the

NFE Techniques which the participants use in their NGO

2. Share the NFE Techniques with the other

participants

3. To create a list of NFE Techniques Aim and Object

90 min

Materials

Pens, paper, flipchart, tapes, markers

ResultsThe list of NFE Techniques which each country can use

in their work with young.

10min: Trainer will explain the activity and the aim of this activity. The participants are divided in national teams. 20min: The participants, working in national groups, will think about NFE Techniques which they are using in their organization. They will write them down each one in a piece of paper. 30min: The participants will create 2 circles with the chairs facing each other. One person from the national team will sit in the inner circle and the second participant in the outer circle. The person in outer circle will change the position every minute. During the minute the person who staying in the inner circle will share his/her NFE Technique with all participants who will be in front of him/her. The people who change theirs position need to collect the new NFE Techniques 20min: The participants has to go back in national teams and create a luggage of all NFE Techniques which they got from other participants 10min: All participants will come back in the training room and share their list of NFE Techniques with the other participants

Description

Handcraft Factory

1. Create empathy towards participants with different

skills/competences/abilities

2. Stimulate social inclusion competences through

groupwork

3. Teambuilding

Aim and Object

60 min

Materials

balloons, beach ball, different colored paper,

string, tape, sticks, glue, straws, scissors,

different shaped cloth, cotton balls, markers,

a scarf, earphones.

Results

Participants will learn how to work together despite

physical handicaps and they will appreciate their set of

skills and faculties. Participants will become more aware

of how their actions include or exclude others and will

learn how to complement each other’s shortcomings.

10 minutes: Introduction Explain the rules of the game and the dynamics of the activity. Divide the participants into groups and assign roles to each member. In each group there should be one person who cannot see, one who cannot hear, one who cannot use their arms, one who cannot speak and one or two who have full faculty of their body functions. The objective of the game is for each group to create a free standing structure by using the materials that have been provided. Each group should have the same amount and kind of materials. 20 minutes: Implementation Participants should assume their new roles and skills before they start working. Then they can start building their structure using the materials given. The trainer should pay attention to how each group is working and if any participant is being excluded or feeling uncomfortable. 10 minutes: Group Reflection Give participants the following set of questions to enable self-reflection. 1. How did you make decisions? Was there a leader? 2. Has anyone felt excluded during the decision process? Why? 3. What made you feel included within the group’s dynamics? 4. What/who helped the group reach the goal? 5. Are you, as a group, satisfied of the final result? 6. Was there cooperation? 7. Describe the role that every member had during the making process. 10 minutes: Presentation and Reflection Groups present their creations to the rest of the group and share their answers to the questions above. Once this is completed, guide participants into thinking how what they learned can be applied into a wider scope. It is important to think about our behaviors in group work and how we may be excluding others because of their skills or shortcomings.

Description

How to plan an activity

1. To understand the fundamentals of the activity

planning

2. To learn how to plan an activity

3. To get the participants involved as facilitators

Aim and Object

120 min

Materials

Results

The participants will learn how to plan an activity and will

try to do one of it using the other YW as tester.

Flip-charts, markers.

20 min: After they have done an activity facilitated by the trainers, in groups the participants will discuss about the steps needed to plan an activity. 20 min: In small group the will have to plan an activity following the steps chosen together. 20 min (per group): All the groups will try the activity with the others participants. 20 min: Feedback from participants and from the trainers.

Description

SPREAD THE

VOICE!How to communicate your project

The activity: Every group has to simulate a Facebook post to promote the project.

Aim of activity: Understand the important aspects to promote and share projects and education activities.

What after? 8 Dedicate the right time to: Debriefing (make the right questions – 5W – in order to reach your objective/s) Evaluation of the whole activity (Self evaluation, testimonials, pics/videos, peer to peer or choosing a rapresentative member of the group) 9 Raise future proposals/ideas/cooperation

HOW TO PLAN AN ACTIVITY

1. Know your target group: take in consideration its peculiarities in terms of: composition (gender, age, roots, religion, cultural background)/ group dynamics/needs/ abilities and disabilities. SWOT analysis: strengths – weaknesses - opportunities - threats 2. Define the educative objective/s – the topic/s (GENERAL&SPECIFIC) (in terms of learning outcomes, skills, attitudes etc) 3. Choose the technique (relevant to the target group and the identified objective/s) 4. Settle down: the date, the place (environmental/seasonal conditions), who will lead the activity, safety measures, materials needed, rules and potential changes/variations: Don’t forget to FOR-SEEN THE UNPREDICTABLE: DON’T FORGET THE PLAN B! 5 Split the activity in parts/sections (INTRODUCTION-IMPLEMENTATION-CONCLUSION) and the staff members’ role/responsibilities 6. Engage the group through: promotion/invitation/motivation. Realize it! 7. During the activity management pay attention to: timing, group dynamics (is everyone included? Group’s needs are covered?), break time, stay focused on the objective/s , understanding of the activities’ tasks and rules by the target group, clearness, efficacy of the language/communication style used, be flexible, be ready to implement your plan B.

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In collaboration and thanks to

The participants: Elsa Artem Catalin Dan Alexandru Vitalie Alexandra Paata Lika Nune Anna Artur Emi Zornitsa Merita

The trainers: Sara Facciani Tiziano Tomassini The staff: Lucia Viscardi Giorgia Von Berger

Albulena Senad Raquel Noelia Xhulio Armin Amir Lucia Tiziano Sara Francesca Noemi Alessio Giulia

And special thanks to