white hats - midterm report

7/31/2019 White Hats - Midterm Report

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WHITE HATSMIDTERM REPORT

JANUARY 2012 JULY 2012

WRITTEN AND PREPARED BY

Hamit Levent EvciProject Coordinator


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CONTENTS

Executive Summary ................................................................................................................. 3

Project Summary ...................................................................................................................... 4

Project's Aim ve Objectives ......................................................................................... 5

Proje Statistics .............................................................................................................. 6Project Activities ...................................................................................................................... 7

Project Activities on February .................................................................................... 7

Project Activities on March and April ....................................................................... 7

Project Activities on May and June ............................................................................ 9

Training Programme at School ................................................................................. 10

Closing Festivals ......................................................................................................... 11

Janssen Turkey Employees Participation ........................................................................... 12

Project Team ........................................................................................................................... 12

Reflections in Media ............................................................................................................... 13

Mid-Term Evaluation Report .............................................................................................. 15


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WHITE HATS PROJECT MID-TERM REPORT

Project Name White Hats

Project Partners Janssen Turkey & Community Volunteers Foundation (TOG)

Finance Supporter Janssen Turkey

Project Duration 01.02.201231.12.2012

Reporting Duration 01.02.201207.06.2012

Executive Summary

White Hats Project is a peace project which started in 2007 by Young Community

Volunteers and continued with the partnership of Janssen Turkey between December 2009

December 2010 and January 2012December 2012.

In its first year, White Hats was a sustainable project which was developed to prevent

violence in society In 2012, it turned to be a peace project with the help of feedbacks

received from Monitoring and Evaluation Expert and Community Volunteers youngsters

performing the project. It is designed with non-formal education method and the projects

target group is primary school students. White Hats Project is also a project that gives priority

to social utility.

Projects first term which began on January 2012 and ended on June 2012, ended withClosing Festivals held in schools.

5000 people benefited directly or indirectly from the project which was performed in 5

provinces in 7 schools with 1200 students in total.

33 TOG organizations applied to implement the project after the open call was made on

February 2012. The project was implemented with 7 TOG organizations out of these 33. 95

Young Community Volunteers volunteered in the project.

Before starting to implement the six weeks long programme of the project in the primaryschools, we worked to strengthen Community Volunteers youngsters who would implement

the project. First, we developed the main project training. 20 Young Community Volunteers

participated in a 5 days long training on thematic subjects like Human Rights, Violation of

Rights, Discrimination, Living-together, Child Rights and Social Gender Roles ,Working with

Children, Communicating with Children, Communication, Conflict and Conflict Resolution.

We aimed both improving Young Volunteers and their organizations knowledge about these

issues and raising the quality of the 6 weeks long training programme in schools.

On April 2012, education programme in schools was started to be performed with primary

school children at 4-5-6. and 7. grade. During 6 weeks, Young Volunteers and students


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worked on what we need to do in order to reach peace, injustice, discrimination, social

gender equality, ideal world and communication for an ideal world.

Outputs of the 6 weeks were exhibited in Closing Festivals. There were also dance shows,

music concerts, face and fabric painting activities, group games etc.. In all provinces, festivals

ended with big peace signs formed by children and Young Community Volunteers.

Project co-ordinator reported all processes of the project. Moreover, monitoring and

evaluation expert of the project analysed the first term processes of the project. Analysis and

Evaluations of the project can be found in the second part of this report. The project news

took place in 50 different social networks in total. An interview with Fortuna Turkey was

made on June and it was published in August issue of the magazine.

Now; a team of experts on box games, is designing a peace game for the project in order to

use in the second term. We will start to promote the box game which is being designed with

Boat Game-Training-Meeting Team with Player Trainings which will be held on October2012.

Project Summary

Application Areas:

Bandrma (Balkesir), Erzurum, Izmir, Kilis and Trabzon

TOG Organizations Implementing the Project:

Balkesir University Bandrma Community Volunteers, Atatrk University CommunityVolunteers, Izmir University Community Volunteers, Ege University Community Volunteers,

Dokuz Eylul University Community Volunteers, Yedi Aralk University Community

Volunteers and Karadeniz University Community Volunteers

Project Implemented Primary Schools:

Ticaret Borsas lkretim Okulu ( Balkesir Bandrma )

Ticaret Odas lkretim Okulu ( Balkesir Bandrma )

Yavuz Selim lkretim Yatl Blge Okulu ( Erzurum )

Evin Leblebiciolu lkretim Okulu ( zmir )

Trk Birlii lkretim Okulu ( zmir )

Osman Altnta lkretim Okulu ( Trabzon )

Target Group:

The children in the project implemented primary schools on 4., 5., 6. and 7. grades (age between 11-14

The Young People at the TOG Youth Organizations in the universities.


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The Main Aim of the White Hats Project is:

To increase childrens sensitivity by raising their awareness about living a life without

violence, to provide peace, to build and develop social relationships on the basis of love,

respect, confidence, tolerance and cooperation.

The Objectives of the White Hats Project are:

To inform students about peace; To support students transform their living environment into a more peaceful one; To make students notice the other children around them and their rights; To increase students sensitivity about avoiding discrimination by informing them

about social gender inequality and discrimination;

To enable students to think over notions like rights, living-together, confidence andintention;

To enable students to experience together with young volunteers that living-together isonly possible through rights-based approaches;

To help children become aware of the fact that to live in another world is possible andthe ones who will contribute to this are the children themselves;

To make students gain the ability to communicate by use of language of peace; To help students develop consciousness of respect for differences; To contribute to students social improvement; To design a thematic box game about Social Peace and make it widespread;

Furthermore, White Hats Project aims;

To draw attention to the problem of perceiving violence as a means of communication; To inoculate sense of volunteering to primary school children by introducing it; To raise childrens awareness about their social rights; To develop volunteers relationship with the children they communicate during project

and the society; and

To support volunteers self-development with the trainings they take while applyingthe project.

Expected Outcomes:

By means of the events that will be performed within White Hats Project, it is planned

To reach 2000 children in 5 schools in 5 provinces; To give 120 hours training in total to the children in 5 schools at the end of a

programme which consists 2 hours training each week (these trainings will be given

both in the first and second term and in each term trainings will last 6 weeks);


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To have children in 20 schools play Box Game with young volunteers and to reach1875 children in 20 provinces through the medium of Box Game;

To have at least 5 news about the project published in local or national media; To increase 5 Community Volunteers organizations capacity about child rights,

working with children and peace education;

To have at least 100 Young Community Volunteers involving in a social responsibilityproject.

Projects First 5 Months:

Province

5 Provinces

School name

7 Schools

Amount of Student

( 1117 )

Amount of Team

( 85+10)

BandrmaTicaret Borsas lkretim

Okulu

&Ticaret Borsas lkretim

Okulu

155 Children

(5 classes in total)

10 Young

CommunityVolunteers

Erzurum Yavuz Selim Yatl BlgeOkulu

80 Children


13 Young

Community

Volunteers

zmirEvin Leblebiciolulkretim Okulu

&

Trk Birlii lkretimOkulu

330 Children


25 Young

Community

Volunteers

Kilis Nihat Baolu lkretimOkulu

320 Children


21 Community

Volunteers

Trabzon Osman Altnba lkretimOkulu

232 Children


16 Community

Volunteers

Youngsters


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Project Events

February 2012:

Events to Introduce the Project:

1) Participating to the Youth Council (of TOG ):A White Hats stand was set at the19

thYouth Council which is the biggest sharing field of Community Volunteers

Foundation and was held between 2-5 February in Gaziantep. The Project was

introduced to the other TOG organizations attended the Council.

2) An Open Call to the Provinces for the Project: The project was announced viacollective communication groups and social networks that are used by Community

Volunteers Foundation.

3) Pointing the Provinces: Out of 33 applications, Bandrma (Balkesir), Erzurum,Izmir, Kilis and Trabzon were pointed to implement the Project at the end of an

evaluation according to project criterias.

4) Building Up the Project Team: A team was built up to carry out the Monitoring andEvaluation works and project trainings. 1 man and 3 women trainers took part in

project training. Project training was developed by a team of 7 people including

Projects Department Manager, Project Coordinator and Monitoring and Evaluation

experts.

MarchApril 2012:

1) Project Training Preparation Meetings: 5 preparation meetings was made forproject training.

2) Project Training: It was implemented between 14 18 March at Family Hotel inSilivri, Istanbul. 20 Community Volunteers youngsters from 5 different provinces

participated in the training. During 5 days long training, sessions on thematic subjects

like human rights, violation of rights, discrimination, living-together, child rights and

social gender together with working with children, communication with children,

communication, conflict and conflict resolution were held.


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5) Pointing Schools: Project teams pointed the schools to perform the projectwith thesupport of Directorates of Education.. Central office supported the local project teams

about permissions.

6) Updating Training Programme: The 6 weeks long works in schools were revisedtaking the feedbacks from the earlier terms and application time into account.7) Updating the Volunteer Manual: Earlier Volunteer Manual was made muchmore functional with the help of feedbacks and was supplied to projects volunteers. 100 Volunteer Manual was printed in total.

8) Printing Visual Materials: Buffs for the project's volunteers and white hats for thechildren in the project were printed. 150 buffs and 1500 white hats were printed in

total.

May -Haziran June 2012:

1) Performing the Training Programme in Schools: The project started at schools inall provinces on Monday, 16 April. Visual works obtained at the end of 6 weeks longproject were exhibited in End of Term Festivals.


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Training ProgrammeWeek by Week:Trainings which will be offered to children within the project are as seen below:

Acquaintance and Adaptation Events: Children will learn about unknown sides ofeach other and volunteers will get to know the children before beginning other events.

This stage will contribute to the learning environment. Team Work Exercise: This exercise will help form Classroom Rules in the next

stage.

Confidence Exercises: These are the exercises during which the children will learn totrust their volunteer sisters/brothers and themselves. These will contribute to a

confident learning environment.

Introduction of the Programme: This is the part which tells briefly about theactivities we will perform with children during 6 weeks and is also the part which

informs children that this project will be performed together during 6 weeks.

There is a kind ofagreement which is intended to make it easy to work with childrenduring this 6 weeks project and is filled by children again with their own rules, ideas.

Brainstorming about Peace: An event during which the children will talk about theirdefinition of "What is Peace?"

Notion of Inequality - Collage Work: An event during which the children will makecollages and talk about notion of inequality

Social Gender - A competition: An event during which the children will be able totalk about social gender roles and their affects as if they are in a competition

Discrimination - Summer Camp: An event during which children will be able totalk about discrimination

We're Drawing the Ideal World: An event which lets children draw anything thatcomes to their mind when said Ideal World We're Preparing "How to Behave" Brochure: An event which lets children think

about how we have to behave in order to live in a world we would like

Communication for Peace: An event during which children will be able to talk aboutwhat we should pay attention to while communicating as to live in a more peaceful

world

Our Promise Letters to Ourselves: Children will write letters which contains thepromises they make to themselves about their responsibilities they should be aware of

for a more peaceful world, they will write it to themselves and be the only ones to read

it.


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An example content of the 6 weeks programme planned to be offered in schools within the

project is as below:

1. Week

Acquaintance Meeting

Acquaintance-Adaptation

EventsTeam Work Exercises

Confidence Exercises

Introduction of the Programme

We're Preparing Our Agreement

2. WeekState of the World:

Brainstorming about Peace

Notion of Inequality - Collage

Work

Finish and Evaluation

3. WeekState of the World - Thematic

Workshops:Social Gender - A competition

Discrimination - Summer Camp


4. WeekIdeal World:

We're Drawing the Ideal World

We're Preparing "How to

Behave" Brochure


5. WeekPeace-breaking Behaviours:

Communication for PeacePromise Letters to Ourselves


6. Week

5 Weeks Repetition

Reminding Presentation

Behaviour Change Exercise

Finding Slogan and Drawing

Symbol

Red Chair

Festival Arrangements

Closing Festivals

When the 6 weeks long programme was finished, an Closing Festival was held.

Sequence

No

Festival Date Province and School where the Festival held

1 31.05.2012 Erzurum - Yavuz Selim Yatl Blge Okulu2 01.06.2012 Kilis -Nihat Baolu lkretim Okulu3 01.06.2012 TrabzonOsman Altnta lkretim Okulu

4 04.06.2012 Bandrma (Balkesir)Ticaret Odas lkretim Okulu5 21.04.2012 ErzurumYavuz Selim Yatl lkretim Blge Okulu


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Janssen Turkey Employees Participation

Janssen Turkey employees participated in the project. Janssen Turkey employees

participated in the project as seen below:

Taking part in project training Taking part in Closing Festivals

7 employees from Janssen Turkey took part in Closing Festivals.

Project Team

Hamit Levent Evci, Project CoordinatorHe is responsible for the project coordination. He

is also responsible for the project activities, coordination of the project teams that perform

the project in their local areas, budgeting and monitoring, projects reporting and itssustainability.

Uur Elhan, Monitoring and Evaluation Expert He is responsible for monitoring andevaluating the projects effects.

Jlide Erdoan, Head of Projects Department She works with projectcoordinator and isresponsible for the sustainability of the project.


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Alper Serdar, Merve Seda evik, zge Snmez and Zeynep Baaran, Trainers They areresponsible for designing the main training of the project and implementing it.

Reflections in Media

White Hats Project took place on several national and local mass media resourcesincluding printed and online media. (10 printed media and 50 websites) Websites:

http://www.haberciniz.biz/beyaz-sapkalar-projesi-1484503h.htm

http://www.erzurumhabergazetesi.com/33569-beyaz-sapkalar-ile-barisa-dogru

http://www.bandirmamanset.com/haber/beyaz-sapkalar-projesi--11967.html

http://www.doguturk.com/guncel/beyaz-sapkalar-ile-barisa-dogru-h3641.html

http://www.gercekbandirma.com/guncel/326-jannsen-turkiye-ve-tog-un-ortak-etkinligi-beyaz-

sapkalar-projesi-4-mayista.html

http://www.medyaerzurum.com/haber/2-beyaz-sapkalar-ile-barisa-dogru

http://www.erzurumgazetesi.com.tr/haber/Siddete-beyaz-sapkali-tepki/64260

http://www.haberler.com/erzurum-da-beyaz-sapkalar-ile-barisa-dogru-projesi-3670939-

haberi/

http://www.beyazgazete.com/haber/%202012/5/31/erzurum-da-beyaz-sapkalar-ile-barisa-

dogru-projesi-1231886.html

http://www.kastamonudanhaber.com/erzurum/--beyaz-sapkalar--ile-barisa-dogru--

h53052.html

http://yurthaber.mynet.com/detay/balikesir-haberleri/beyaz-sapkalar-projesi/259633

http://www.haberler.com/balikesir/gundemi/beyaz-sapkalar-projesi.htm

http://www.erzurumgundem.com/beyaz-sapkalar-ile-barisa-dogru/HaberDetay/1038

http://www.sondakika.com/haber/haber-beyaz-sapkalar-ile-barisa-dogru-3670960/

http://www.kiliskentgazetesi.page.tl/http://www.haberler.com/beyaz-sapkalar-projesi-3683124-haberi/

http://www.haber3.com/beyaz-sapkalar-ile-barisa-dogru-1362212h.htm

http://www.medya73.com/nazilli-belediyespor-satranc-takimi-il-ikincisi-oldu-haberi-

955629.html

http://www.beyazgazete.com/haber/2012/5/31/beyaz-sapkalar-ile-barisa-dogru-1231772.html

http://www.pirsushaber.com/beyaz-sapkalar-ile-barisa-dogru-388509n.html

http://www.gazeteguncel.com/haber-Beyaz-Sapka-Ile-Barisa-Dogru-28915/

http://www.haberyurdum.com/beyaz-sapkalar-ile-barisa-dogru-123587n/

http://www.formedya.com/21181_Beyaz-Sapkalar-Ile-Barisa-Dogru.html

http://www.haberfx.net/beyaz-sapkalar-ile-barisa-dogru-haberi-514376/

http://www.haber50.com/beyaz-sapkalar-ile-barisa-dogru-808795h.htmhttp://www.haber01.com/-h230891.html

http://haberpan.com/haber/beyaz-sapkalar-ile-barisa-dogru

http://www.milletinsesi.com.tr/haber/erzurum-1/beyaz-sapkalar-ile-barisa-dogru

http://www.fezahaber.com/beyaz-sapkalar-ile-barisa-dogru-137935n.html

http://www.nevsehirgazete.com/HD184595_-beyaz-sapkalar--ile-barisa-dogru.html

http://www.iha.com.tr/%E2%80%9Cbeyaz-sapkalar%E2%80%9D-ile-barisa-dogru-

20120531AW000737-erzurum-haberi

http://www.medya73.com/beyaz-sapkalar-ile-barisa-dogru-haberi-962573.html

http://www.haberfx.net/beyaz-sapkalar-ile-barisa-dogru-haberi-521029/

http://www.haberler.com/beyaz-sapkalar-ile-barisa-dogru-3691853-haberi/

http://www.haberciniz.biz/beyaz-sapkalar-ile-barisa-dogru-1489496h.htmhttp://www.kilispostasi.com/haber/beyaz-sapkalar-ile-barisa-dogru.html
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http://www.haberler.com/beyaz-sapkalar-ile-barisa-dogru-3691853-haberi/

http://www.haberx.com/beyaz_sapkalar_ile_barisa_dogru%2817,n,10998641,189%29.aspx

http://www.haberizci.com/kilis/-beyaz-sapkalar-ile-barisa-dogru--h14283.html

http://www.sondakika.com/haber/haber-beyaz-sapkalar-ile-barisa-dogru-3691853/

http://www.haberyurdum.com/beyaz-sapkalar-ile-barisa-dogru-130500n/

http://www.beyazgazete.com/haber/%202012/5/31/beyaz-sapkalar-ile-barisa-dogru-1231772.html

http://www.anayurtgazetesi.com/default.asp?page=haber&id=405479

Examples from Printed Media:

Moreover; projects announcement by TOG is made viawww.tog.org.trby publishing regularnews about the projects main activities. Projects announcement is also done inhttp://tog.org.tr/beyaz-sapkalar_191. On Facebook, the young volunteers most used socialnetwork, projects up-to-date announcements were shared by its followers onhttps://www.facebook.com/BeyazSapkalar.
http://www.haberler.com/beyaz-sapkalar-ile-barisa-dogru-3691853-haberi/http://www.haberx.com/beyaz_sapkalar_ile_barisa_dogru%2817,n,10998641,189%29.aspxhttp://www.haberizci.com/kilis/-beyaz-sapkalar-ile-barisa-dogru--h14283.htmlhttp://www.sondakika.com/haber/haber-beyaz-sapkalar-ile-barisa-dogru-3691853/http://www.haberyurdum.com/beyaz-sapkalar-ile-barisa-dogru-130500n/http://www.beyazgazete.com/haber/%202012/5/31/beyaz-sapkalar-ile-barisa-dogru-1231772.htmlhttp://www.beyazgazete.com/haber/%202012/5/31/beyaz-sapkalar-ile-barisa-dogru-1231772.htmlhttp://www.tog.org.tr/http://www.tog.org.tr/http://www.tog.org.tr/http://tog.org.tr/beyaz-sapkalar_191http://tog.org.tr/beyaz-sapkalar_191https://www.facebook.com/BeyazSapkalarhttps://www.facebook.com/BeyazSapkalarhttps://www.facebook.com/BeyazSapkalarhttp://tog.org.tr/beyaz-sapkalar_191http://www.tog.org.tr/http://www.beyazgazete.com/haber/%202012/5/31/beyaz-sapkalar-ile-barisa-dogru-1231772.htmlhttp://www.beyazgazete.com/haber/%202012/5/31/beyaz-sapkalar-ile-barisa-dogru-1231772.htmlhttp://www.haberyurdum.com/beyaz-sapkalar-ile-barisa-dogru-130500n/http://www.sondakika.com/haber/haber-beyaz-sapkalar-ile-barisa-dogru-3691853/http://www.haberizci.com/kilis/-beyaz-sapkalar-ile-barisa-dogru--h14283.htmlhttp://www.haberx.com/beyaz_sapkalar_ile_barisa_dogru%2817,n,10998641,189%29.aspxhttp://www.haberler.com/beyaz-sapkalar-ile-barisa-dogru-3691853-haberi/


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WHITE HATS

MIDTERM EVALUATION REPORT

JANUARY 2012 - JULY 2012

Uur Elhan

White Hats Project

Monitoring & Evaluation Expert


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Contents

INTRODUCTION ..................................................................................................................................... 18

PROJECT TRAINING ................................................................................................................................ 19

Objective ........................................................................................................................................... 19

Aims ................................................................................................................................................... 19

The Framework of the Training ......................................................................................................... 20

Training Pre-Tests and Post-Tests ................................................................................................. 21

The Training Evaluation Form........................................................................................................ 21

Daily Assessment Meetings ........................................................................................................... 21

Daily Team Meetings ..................................................................................................................... 22

Training Evaluation Meetings ........................................................................................................ 22

Findings ............................................................................................................................................. 22

WORKSHOPS .......................................................................................................................................... 28

Worksop Evaluation Process ............................................................................................................. 28

Findings ............................................................................................................................................. 29

FIELD VISITS ........................................................................................................................................... 32

Focus Group Meetings ...................................................................................................................... 32

Volunteers Sustainable Project Experience.................................................................................. 33

Reasons for Volunteers Involvement to the White Hats Project ................................................. 33

Workshops ..................................................................................................................................... 34

Project Training ............................................................................................................................. 35

Communication Between Organizations Implementing the White Hats Project ......................... 36

Volunteers Expectations from the White Hats Project ................................................................ 37

OUTCOMES ............................................................................................................................................ 38

Project Training Outcomes ................................................................................................................ 38

The Outcomes of Workshops ............................................................................................................ 42

RECOMMENDATIONS ............................................................................................................................ 45

ANNEXES ................................................................................................................................................ 49


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PROJECT TRAINING

Objective

The White Hats Projects Project Training aims at discussing childrens rights, peace and

culture of coexistence and creating awareness on these issues. The aim of the Project

Training is to create awareness among volunteers who will carry out the workshops on

childrens rights, peace, culture of coexistence, gender and discrimination, as well as, to

increase their skills for presentation techniques, facilitation, non-formal learning and

working with children.

Aims

In line with this objective, the aims of the Project Training are defined as such:

To inform about attributes of human rights To promote an understanding of the concepts related to human rights and associate

these issues

To form connections between the White Hats project and human rights To create an understanding of sources of discrimination To create an understanding of sources of opportunity gaps To create an understanding of the meaning of the concept of gender To share knowledge about the notion of sex To promote an understanding of concepts related to gender roles and facilitate the

discussion of these issues

To promote learning and discussions about notions of coexistence and peace To promote an understanding about why the world we live in is not peaceful To discuss ways to create a peaceful world To understand how to go beyond problems that constitute an obstacle to a peaceful

world

To promote an understanding about which need brought about the appearance ofchildrens rights

To share knowledge on the four principles of childrens rights To promote an understanding of the relation between childrens rights and human

rights


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To share knowledge on the relation between childrens rights and actions targetingchildren

To share knowledge on the concept of injustice

To have an understanding of how injustice arises in every part of daily life To have an understanding of the importance of human behaviors in establishing

communication

To have an understanding of the importance of communication in order to establisha peaceful world

To share knowledge about the Principles of Community Volunteers Foundation To share knowledge about the meaning of the notion of conflict To have an understanding of how conflicts arise between different actors in a project To share knowledge about phases of conflict To share knowledge about how to solve a conflict To share knowledge about issues to pay attention to while working with children To share knowledge about how to manage a class To develop communication skills To share knowledge about non-formal learning, facilitation and presentation

techniques

To develop an approach based on non-formal learning to be used in workshops To share knowledge about how to sustain an ideal environment for learning during

workshops

To share knowledge about how to share knowledge with volunteers who did notparticipate to the Project Training

To inform about the necessary tools for sharing knowledge To inform about the working of the White Hats Project

The Framework of the Training

Being held only once, the White Hats Projects Project Training was organized between 14

and 18 March 2012 as a four-day event in Selimpaa, Istanbul. It was designed and

implemented by 4 trainers (three female and one male) who have experience in education,

civil society, volunteerism, human rights, childrens rights, coexistence, non-formal learning


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and experiential learning. The Project Team was also present in the training and provided

the necessary logistical support. The Trainers Team and the Project Team were part of a

preparatory process, which was held two days prior to the training at the training venue. The

Monitoring & Evaluation Expert monitored the whole process, from the first to the lastmeeting.

20 participants, 4 from each 5 TOG organizations in different cities, participated to the

training. Of the 20 participants, 75% were women and 25% were men. Their average age is

20.9. The youngest participant is 18 years old, whereas the oldest is 23.

The Training Process and Instruments

In order the evaluate the Project Training as a whole and in detail, all the processes that

span from the designing process of the training to the team evaluation meeting held at the

end of the training were included in the training evaluation plan. These steps include Pre-

Test and Post-Tests, training evaluation forms, daily assessment meetings held with the

participants, daily team meetings and the training evaluation meeting held with trainers and

the project team after the training.

Training Pre-Tests and Post-Tests

Training Pre-Test and Post-Test are Likert-type forms (see Annex-1) that are used by

participants in order to give scores on a scale of 1 to 5 to a questionnaire of 65 items. The

form is prepared in order to track every alteration concerning each item, as well as each

participant. It also allows for a general assessment of the participants as a group.

The Training Evaluation Form

The Training Evaluation Form is a form filled in by participants at the end of the training and

with which they can assess meetings, technicalities, trainers, as well as the groups and their

own participation to the training process (see Annex-2). Feedbacks on the Training

Evaluation Form are assessed qualitatively and quantitatively.

Daily Assessment Meetings

A one-day Daily Assessment Meeting was held with all participants as one group at the end

of each day throughout the training. These meetings are prepared for participants to share

their thoughts, reflections and feedbacks concerning the sessions held throughout the day


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and the course of the day in general. Another function of these meetings is to allow the

Trainer Team to make necessary changes in the program or the used methods in line with

the trainings goals as a response to the needs, demands and problems expressed by the

participants. The Monitoring-Evaluation Expert was also present in these sessions andassessed it accordingly.

Daily Team Meetings

Daily Team Meetings are held on the evening of training days by the Trainer Team with the

participation of the Monitoring-Evaluation Expert and allow for a re-evaluation of the days

sessions and the next days schedule by the team.

Training Evaluation Meetings

The Training Evaluation Meeting is held right after the end of the training with the

participation of the Training Team and the Monitoring-Evaluation Expert enables a general

evaluation of the training. In the meeting, the Trainer Team gives feedback about the

training schedule, technical conditions and their performance and ensures the sharing of

ideas about the whole process following the training.

FindingsIn the findings section, findings that are gathered from the Training Pre-Test and Post Tests

and the Training Evaluation Form are presented.

In Graphic 1, participants scores from the Training Pro-Test and Post-Tests filled in at the

beginning and end of the program are demonstrated. When the Project Training is evaluated

as a whole according to the Wilcoxon Matched Pairs Signed Ranks Test results, it is seen that a

significant learning has been achieved in line with the project aims. (Asymp. Sig. (2-tailed) =

0,0001, p < 0,05).


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Graphic 1: Participants Pre-Test and Post-Test Mean Scores

In Graphic 2 the mean scores given before and after the training for each item prepared in

line with the learning targets are presented.

Grafik 2: Pre-Test and Post-Test Mean Scores Based on Items

In Graphic 1, a significant difference was found in every article except the number 20

acccording to the Wilcoxon results.

Graphic 1: Training Pre-Test, Post-Tests Items

No Items Pre-TestPost-

Testp values

1 I know about the attributes of human rights 3,15 4,60 0,0004

2 I know the sources of discrimination 3,40 4,60 0,0004

3 I know the meaning of the notion of gender 3,65 4,60 0,0006


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4I know what to pay attention to while communicating with

children3,95 4,60 0,0196

5 I can discuss the relation of coexistence and peace 3,63 4,70 0,0021

6 I know about the components of communication 3,65 4,85 0,0019

7 I know what conflict means 3,50 4,75 0,0003

8I know the difference between formal and non-formal education

methods

3,50 4,80 0,0003

9 I know what it means to convey information 4,00 4,75 0,0032

10I have enough knowledge about every step of the White Hats

Project2,65 4,60 0,0002

11I know the meaning of the principles of Community Volunteers

Foundation3,80 4,80 0,0002

12 I know what needs brought about childrens rights 3,50 4,55 0,0007

13 I can discuss the notion of peace 3,90 4,65 0,0171

14 Gender roles hinder peace by creating inequalities 3,40 4,65 0,0018

15 I know how to take action in order to create a peaceful world 3,75 4,60 0,0013

16I know the importance of individuals behaviors in establishingcommunication

4,25 4,85 0,0117

17 I can relate concepts about human rights to each other 3,30 4,25 0,0078

18I know what it means to come from a different social/cultural

background in a society 3,70 4,60 0,0021

19 I know the meaning of the concept of sex 3,90 4,70 0,0015

20I can easily transfer knowledge about an issue that I know to a

group of children4,35 4,75 0,1035

21 I know why the world that we live in is not peaceful 4,00 4,55 0,0347

22 I know what it takes to form effective communication 3,80 4,70 0,0017

23 I know which actors may have a conflict in a project 2,90 4,65 0,0001

24 I know the attributes of the non-formal education method 3,35 4,75 0,0005

25 I know how to convey information 3,35 4,70 0,0003

26 I know how to work at the White Hats Project 2,90 4,80 0,0002

27 I can convey the principles of Community Volunteers Foundation 3,45 4,80 0,0002

28 I know the four main principles of childrens rights 1,90 4,65 0,0001

29 I know how peace can exist 3,05 4,35 0,0004

30Discrimination based on gender roles prevents peace by creating

inequality3,60 4,70 0,0029

31 I know what it means to respect differences 4,10 4,75 0,0077

32I know about the importance of individuals approach in creating

communication4,10 4,80 0,0021

33I know about the relation between the White Hats Project and

human rights3,30 4,70 0,0005

34 I know about the reasons behind opportunity gaps in the society 3,40 4,60 0,0009

35 I can discuss notions about gender roles 3,40 4,55 0,0014

36 I know what it means to manage a class 3,25 4,85 0,0005

37 I know how to achieve a peaceful world 3,60 4,50 0,0021

38 I know how to use communication methods 3,40 4,70 0,0003

39 I am aware of what can come out during a conflict 3,30 4,70 0,0002

40I know which tools to use in order to prepare an effective

presentation3,45 4,75 0,0008

41 I am able to convey information 3,70 4,90 0,0008

42I can associate the notion of childrens rights with the notion of

human rights3,40 4,60 0,0012

43 I know about situations which set an obstacle to peace 3,50 4,70 0,0007

44 I know the meaning of the notion of peace 3,55 4,60 0,0079

45 I am aware of what I can contribute to achieve peace 3,55 4,50 0,0118

46 I can easily communicate with marginal members of the society 4,00 4,70 0,0415

47 I know what I can do to create a peaceful world 3,45 4,70 0,0003

48I can distinguish between different roles that individuals have in

their interpersonal communications3,75 4,60 0,0077

49 I know about different phases of conflict 2,45 4,50 0,0002

50I know what to pay attenton to for an effective groupmanagement

3,15 4,60 0,0007


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51I know what kind of tools are necessary in order to convey

information3,15 4,80 0,0005

52I know about the relation between childrens rights and actionstargeting children

2,85 4,60 0,0001

53 I know the meaning of the notion of injustice 3,45 4,70 0,0003

54 Establishing positive communications leads to a peaceful world 4,10 4,75 0,0185

55 I know how to go beyond obstacles that stand in the way of apeaceful world 3,40 4,70 0,0005

56 I know how a conflict arises 2,90 4,65 0,0002

57 I can conduct a just moderation/ facilitation 3,40 4,80 0,0005

58 I am aware that people face injustice in every part of their daily life 4,05 4,90 0,0032

59 We can achieve a peaceful world by living a good life together 4,05 4,85 0,0015

60 I know how to use my voice to make an effective presentation 3,65 4,70 0,0158

61 I can work as a facilitator 3,60 4,70 0,0022

62 I know how to resolve a conflict 3,15 4,60 0,0003

63I know how to use the available space effectively while making a


64 I intentionally or unintentionally do injustice 3,10 4,15 0,0109

65I know how to use my body in order to make an effective


The mean difference is significant at the 0,05 level

In Graphic 3, pre-test and post-test mean values of items prepared in line with the goals of

the training are shown based on each session.

Grafik 3: Pre-test and Post-test mean values based on each session

In Graph 4, the perceived level of learning of the 20 people participated to the training are

shown according to the data gathered from the Training Evaluation Form. The mean value of

learning is 4.61 out of 5. The lowest level of learning is 3.48 and the highest is 5.00.


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Graph 4: Perceived Levels of Learning

In Graphic 5, the perceived level of learning are shown based on training sessions. Mean

scores of the perceived level of learning based on sessions varies from 4.10 to 4.85.

Graphic 5: Perceived Levels of Learning Based on Sessions


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In Graphic 6, scores given by the participants considering the Technical Conditions of the

training are presented. According to the participants, the mean score of Technical Conditions

is 4.25. This proves that Technical Conditions of the training were well in the eyes of the

participants.

Graphic 6: Technical Conditions


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WORKSHOPS

Workshops are comprised of a 6-week program facilitated by volunteers who have

participated to the Project Training. Right after the training, volunteers conveyedinformation to other volunteers in the White Hats Project about the training and the project

and following that, they formed teams together with volunteers who will take part in

workshops. The program of these 6-week workshops is the same for each of the 5 TOG

organizations that take part in the project and its themes are as follows:

Team Work Peace Injustice Gender Discrimination Communication for Peace

Worksop Evaluation Process

As part of the M & E process, Workshop Pre-Tests and Post-Tests were prepared in order to

assess the impact of Workshops on students who participated to the project. Participating

students filled in these forms at the beginning of the first week of Workshops and at the end

of the last week with the help of volunteers. 1117 students and 85 volunteers participated to

the Workshops. Among those forms, 405 of them, which were suitable for evaluation, were

selected. 210 of these Workshop Pre-Tests and Post-Tests were evaluated. Workshop Pre-

Test and Post-Test Form is a Likert-type form prepared in line with the goals of workshops

and comprising of 25 items (see Annex -3).

The profile of 210 Workshop Pre-Tests and Post-Tests that were part of the evaluation are as

follows:


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Table 2: The profile Workshop Pre-Tests and Post-Tests that were evaluated

TRABZON ZMR KLSTOTAL

Man Woman Man Woman Man Woman

5. Grade 11 10 10 13 15 11 70

6. Grade 7 6 13 10 15 19 70

7. Grade 16 20 14 10 5 5 70

TOTAL34 36 37 33 35 35

210

70 70 70

In these evaluated forms, the distribution of gender is 106 men and 104 women. The

youngest age is 10 and the oldest is 14, the average age is 12.19.

Most of the Pre-Tests and Post-Tests that were supposed to come from Bandrma and zmir

organizations were missing, and those which arrived were not included in the evaluation

since the Post-Tests were missing. Recommendations concerning this will be mentioned in

the Recommendations section.

Findings

Graphic 7 presents mean scores given before and after the Workshops for each item

prepared in line with the goals of the Workshops. According to the results of the Paired-

Sample T-Test applied on the mean scores from the forms, significant learning has been

achieved when workshops are evaluated as a whole. (t(209) = -10,191, p = 0,0000).


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Graphic 7: Mean scores for Pre-Test and Post-Test Based on Items

(Items,

Preliminary Item Average, Last Item Average)

In Table 3, a significant difference is found in all other items except items 3, 8, 11, 18 and 25

according to the T-Test results.

Table 3: Workshop Pre-Test- Post-Test Forms Form Items

No Items Pre-testPost-

testp values

1 Team work is necessary in order to achieve a peaceful world 4,09 4,56 0,00002 I know about the meaning of the notion of peace 4,24 4,55 0,0005

3 I know about the meaning of the notion of injustice 4,54 4,59 0,3721

4 Girls help their mothers and boys help their fathers 2,97 3,40 0,0031

5 We can create a peaceful world if we work together 4,38 4,53 0,0298

6 I know that individuals behaviors are important in communication 4,21 4,44 0,0088

7 I know about sources of discrimination 3,63 4,26 0,0000

8 A person can lead a peaceful life alone without the company of others 2,61 2,82 0,0864

9 I can discuss the notion of peace with my friends 3,84 4,13 0,0118

10 I know that people face injustice in their daily lives 4,16 4,44 0,0037

11 Female students work harder than male students 3,65 3,57 0,4875

12 I know what I have to do in order to achieve a peaceful world 3,96 4,38 0,0000

13 Building positive communication leads to a peaceful world 4,20 4,52 0,0002

14 I know about the meaning of the notion of discrimination 4,16 4,46 0,003415 Team work is necessary to prepare a festival 4,36 4,56 0,0266

16 I know about situations that hinder peace 3,92 4,14 0,0310

17 I can intentionally or unintentionally be unfair to someone else 3,27 3,69 0,0006

18 Teaching is more suitable profession for women 3,38 3,20 0,1175

19 I know what should be in a peaceful world 4,00 4,34 0,0020

20I can prevent a negative discussion around me by using communication

methods3,64 4,06 0,0000

21I can easily communicate with those who are different than me in the

society3,63 4,08 0,0001

22 I know what we are going to do as part of the White Hats project 2,82 4,28 0,0000

23 I know the meaning of gender 3,05 4,14 0,0000

24 Discrimination results in inequality that hinders peace 4,19 4,39 0,0306

25 Male students are more rebellious compared to female students 2,89 2,96 0,5297Significance level is taken as p < 0,05.


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In Graphic 8, theme-based Pre-Test and Post-Test mean scores of items prepared in line with

the goals of Workshops are demonstrated.

Graphic 8: Pre-Test and Post-Test mean scores based on themes


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FIELD VISITS

After the Project Training, the Monitoring-Evaluation Expert has visited 5 TOG organizations

that implement the White Hats project in order to monitor the operation of the project.

During these visits, focus group meetings were held in order to learn about volunteers

knowledge, reflections and thoughts about the projects operation.

Focus Group Meetings

Focus group meetings were held separately with volunteers who participated to the Project

Training, as well as with volunteers who did not participate, both coming from organizations

that implement the project. The aim of focus group meetings is to assess the impact of the

Project Training, as well as to learn about the perception of volunteers who did not

participate to the training. The profile of the focus group meetings held with volunteers from

5 TOG organizations are as such:

Table 4: The profile of Focus Group Meetings with Volunteers

Those with

Project Training

Those without

Project Training TOTAL

Woman Man Woman Man

Kilis(28.04.2012)

2 1 2 3 8

Erzurum(05.05.2012)

1 2 1 5 9

Bandrma(13.05.2012)

3 1 4 1 9

zmir(20.05.2012)

3 1 4 1 9

Trabzon(26.05.2012)

3 - 1 3 7

TOTAL 12 5 12 13 42

The gender distribution of volunteers who participated to focus group meetings is 24

women and 18 men. When volunteers who did and did not participated to the Project

Training are considered, among them 17people joined the training, whereas 25 people did

not.


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Results gathered from focus group meetings are shown below in detail:

Volunteers Sustainable Project Experience

Of 42 volunteers who participated to focus group meetings, 15 had previous experiences

gained under the roof of TOG Association. These 15 volunteers took part in a sustainable

project before and already have experience in project implementation. The gender

distribution of these volunteers, who participated to focus group meetings and had

experience by being part of a project before, is 7 women and 8 men.

All of experienced volunteers who were part of the White Hats Project benefit from their

experiences in this project as well and support their teammates who had their first

experience. In every step, from conducting meetings to find the schools for project

implementation to building communication with children, this experience is seen as a gain

for the smooth implementation of the project.

Reasons for Volunteers Involvement to the White Hats Project

The reasons for volunteers involvement to the White Hats project include a large array of

expectations from an interest to the project topic to personal development. On the other

hand, when these reasons are considered as a whole, the fact that the project topic is

peace constitutes an important motive for the participation of a large number of

volunteers. According to the results that came out of focus group meetings, the reasons

behind volunteers participation to the White Hats Project can be listed as such:

Because of the need for such a project to establish peace Because of the need for discussing reasons behind violence and peace To promote understanding and peaceful coexistence among children Because of the projects theme which is peace Because the project has the necessary qualities to offer children a different point of

view

Because children are prone to violence because of their environment and families Because the project is child-centered To gain experience in working with children To promote personal development in the field of social responsibility Because it is fun to work with children


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Workshops

Since focus groups meetings are held consecutively on 5 weekends, meetings conducted

with each organization coincided with a different week of workshops. This has contributed

to the meetings when workshops different themes are considered.

First, despite some small defects, volunteers are generally content with the workshops. The

theme of the project and working with children are issues that volunteers can relate to in

the first place. Volunteers think that they have had a good experience and contributed to

peace. On the other hand, they also say that there were some deficiencies and problems in

the workshops. The one that stands out the most is about the relations between male and

female students during the workshops which is the case for each of the 5 TOG

organizations. Volunteers say that male and female students do not even want to sit next to

each other during studies, they get into groups and this situation makes their work harder.

From the perspective of these 5 TOG organizations (Bandrma, Kilis, Erzurum, Trabzon, zmir)

this problem is not about the projects operation, but seen as a general problem. Moreover,

when the average age of the students are considered (the average age is 12.19, see p.16),

the stage that they are in might have a role in this situation. Another problem that have

arisen during workshops can be discussed in relation to this situation. These are aboutproblems that volunteers have faced concerning class management and about works that

they conducted on gender. Volunteers stated that in order to go beyond these problems,

they asked for support from teachers, but teachers and the school management in general

were not helpful enough. Moreover, the duration of the workshops also posed a problem

while volunteers were trying to solve these problems. The fact that the designed sessions did

not coincide with class hours and school managements refusal to provide extra hours also

posed a problem. Despite all these, volunteers have transformed these sessions and made

them compatible with class hours. Another problem that the volunteers have faced was that

two official holidays (23 April and 1st

of May) coincided with workshop days, which in return

has interrupted the relations that they have built with students. Volunteers

recommendations concerning these aforementioned problems and the project in general

will be mentioned in the RECOMMENDATIONS section of this report.

In the face of these problems, volunteers think that the Volunteer Guidebook that had been

disturbed was helpful for the better implementation of workshops. The Volunteer


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Guidebook contains information about what to introduce in each week of the workshops,

some alternative methods and supportive information concerning communication with

children.

Volunteers are happy about the process and say that working with children have improved

both the children and themselves alike when workshops are considered in general.

Project Training

In focus group meetings, meetings were held with the volunteers about the Project Training

and the effect of the training on workshops has been measured. Out of 85 volunteers who

took part in the White Hats Project, 20 volunteers 4 from each organization- participated

to the Project Training. The other 65 volunteers acquired knowledge about the topics of the

training through Information Sharing done by 20 volunteers who participated to the training.

This process allows for dividing volunteers into two groups as the ones who participated to

the Project Training and those who did not. Naturally, there are volunteers who did not

participate to the training yet have similar experience from before. This prevented having a

gap between those who participated to the training and those who did not. Furthermore,

frequent field visits made by the Project Coordinator and his interaction with the volunteers

has benefited this process. On the other hand, it is also observed that volunteers who had 4

busy days in the Project Training and those who did not participate had different needs as

well.

Volunteers who were unable to participate to the Project Training stated that they would

have been more experienced and able to overcome most of the problems that had faced if

they had participated to the training. In addition to that, they also added that they felt

passive compared to other volunteers concerning the project implementation, and those

who participated took more responsibilities. On the other hand, they also state that this did

not prevent them from being active in the workshops. They underline that having

information about a 4-day training through the help of other volunteers has resulted in some

deficiencies. Volunteers who did not participate to the Project Training said that it was more

significant to have direct knowledge about issues of gender and discrimination rather than

having it through their peers.


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Volunteers who participated to the Project Training, as well as the ones who did not, have

similar observations on this. According to the first group, it is hard to summarize a 4-day

training in a couple of hours considering both the atmosphere in the training, as well as the

motivation of other volunteers. When the evaluation results of the Project Training areexamined (see p. 7) it seems evident that a significant difference arises concerning earning

experiences.

Even though a quarter of volunteers in the project participated to the Project Training, the

fact that other volunteers in the project had similar experiences under the roof of TOG

Association seems to have affected the participating volunteers to share their knowledge in

line with the project expectations.

Communication Between Organizations Implementing the White Hats Project

An online communication platform has been built to facilitate communication among

organizations that implement the White Hats Project. On this platform, volunteers share

their experiences, thoughts, reflections and questions with the others. As an issue which

stood out in the focus group discussions, the communication between 5 TOG organizations

implementing the White Hats Project can be characterized in two different ways. Although

most of the volunteers who use the online communication platform are the ones who

participated to the training, those who did not use the platform as well. In addition to this,

each organization has its own internal communication network. Yet, based on the feedbacks

of the volunteers, it is possible to suggest that those who use the online communication

platform, therefore those who interact with other volunteers from the other organizations

are mostly the ones who participated to the Project training. When asked about why they do

or do not use this communication platform frequently, similar answers were given by every

organization. Although with the same aim, they are part of a project, it can be argued that

they do not prefer to have intense communication, since they do not know each other. This

shows that the structure of the training is perceived as national by the participating

volunteers and as local by the ones who did not participate. Even though, all the

volunteers acknowledge that the White Hats Project is a national project, when

organizations are considered, this is only true for some of the volunteers. Volunteers think

that this situation is caused by some volunteers lack of participation to the training.

Actually, this statement seems accurate enough. Since, the only activity that can promote


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interaction among volunteers is the Project Training. On the other hand, those who

participated have an intense communication and solidarity among them.

In the light of these considerations, it can be stated that there are two different models of

communication between organizations. Although this does not cause any problems for the

functioning of the project, it limits the communication among volunteers.

Volunteers Expectations from the White Hats Project

At the end of the focus meetings, volunteers were asked about their expectations from the

White Hats Project and what they would like to learn. Volunteers conveyed their

expectations as follows:

We work with children. Were going to become parents as well in the future. In away, we learn how to communicate with children. One does not have to be a teacher

to communicate with children. I even think that this project can family life as well.

We want to support children by communicating with them to help solve theirproblems.

I think that the White Hats Project increases our self-confidence I think that the project is useful in developing our speaking skills for communication We also learn from children, this is the only way to sustain peace I want children to be able to question the injustices that they face When children know what injustice is, they will have an effect on governing

mechanisms

I expect to change our approach towards children Because they (children) have a different point of view, I want to learn from them I want to learn how to communicate with children I want this generation to be better equipped


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OUTCOMES

The main activities of the White Hats Project between January 2012 and July 2012, Project

Training and Workshops, have successfully and fully achieved its pre-defined goals (see

Project Training Findings p.7 and Workshops Findings p.15). Analysis results confirm and

demonstrate the success in achieving these goals.

It is beneficial to evaluate project outcomes in detail for understanding the transformation

that occurred in participating volunteers and students. Such detail will also be helpful for

similar projects and the White Hats Project if implemented again.

Project Training Outcomes

Participants gained awareness on human rights and its attributes, and were able to form

significant connections between the White Hats project and human rights. While conceptual

and broad topics such as human rights might be challenging for training participants when

using experiential learning techniques, it can also have an enriching role depending on

training structure. Here, the non-formal structure of the training is also of importance.

Participants gained significant knowledge on Coexistence through the training and were

successful in associating it with Peace. Participants had a holistic approach to understand

barriers to a peaceful world and how to go beyond them in discussions by linking them to

their personal experiences. In particular, they all agreed on the idea that one should start

from his/her own life when discussing the ways to overcome the obstacles to peace.

Participants gained awareness on the importance of coexistence for achieving peace.

On Conflict and Conflict Resolution, participants gained knowledge on the phases and

potential actors of conflicts, and tried to associate it with the White Hats Project process.

Furthermore, they went through a significant transformation on issues related to potential

events that may arise in a conflict and how to resolve them. Experiences gained from this

session are crucial for the success of the implementation phase of the project. Problem-free

communication throughout the focus group interviews between volunteer participants,

volunteers and students, and volunteers and the project staff is another positive reflection

of the transformations achieved.


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During the whole session, the fact that participants expressed their own prejudices and

questions made their experience on discrimination much more meaningful. Since, they made

a connection between institutional discrimination and discriminatory acts of individuals, this

gave them an opportunity to gain awareness about the White Hats Project as well as theirdaily lives.

Another topic that has led to a positive transformation was Communication, leading to a

significant transformation in participants in relation to elements of communication and their

role in interpersonal relations. This change has shown its effect during the implementation

of the project and had a positive influence on the solidarity between volunteers. On the

other hand, the fact that the project is structured in a way that only includes a limited

number of volunteers has led to a slowing down of the transformation process and

emergence of two types of communication. (see Communication Between Organizations

Implementing the White Hats Project p.25)

Participants acquired some knowledge and opinions about Gender. Especially, they formed

connections between the meaning of gender and sex, and gender roles and discussed how

they can put this knowledge into practice during project implementation. Moreover, they

were able to associate notions of gender and discrimination. On the other hand, one of the

most difficult topics of these workshops was the issue of gender (see Workshop Pre-Test,

Post-Test Forms, articles 11, 18 and 25, p.17) Naturally, there might be other external factors

that prevent experience and awareness gained from the training to be reflected in

workshops. When the age of students and the developmental stage that they are in are

considered, volunteers awareness about gender may not be enough (see Focus Group

Meetings Workshops p.20). An issue like gender, which has a deep effect on society,

cannot be solely explained by the training of volunteers, other supportive mechanisms

should be employed for the improvement of project implementation.

Participants gained further information about TOF Associations Principles. Since participants

are already part of social awareness projects as volunteers in TOG Association, they have

prior knowledge about TOG Associations Principles. Yet, they increased their knowledge in

this session.


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The Children Rights session is one of the sessions that increased learning levels of the

participants the most. The participants have gained particular information regarding the four

basic principles of children rights and the source of the need for children rights.

Furthermore, when the reasons for participants to attend to the White Hats project areexamined, their statements regarding the children indicate that the participants have

motivation for this topic (pls. see Reasons for Participants to Participate to the White Hats

Project, p.21). Together with this, the participants gained awareness on addressing children

rights and human rights together by drawing a connection between the two in this session.

Moreover, the participants learned about and developed ideas on establishing a connection

between children rights and works targeting children.

The participants also acquired information on Working with Children. Participants learned

issues regarding class management, communication with children and conveying

information to children. However, when the project training is evaluated with regard to

presenting a well-known topic to children, a difference can be seen compared to other

topics. When the Training Pre-Tests and Post-Tests are examined, the change regarding this

topic on item 20 is not significant according to the Wilcoxon Test analysis (see Table 1:

Training Pre-Tests and Post-Tests Form Item 20, p. 9). While trying to understand thereasons behind this situation, a partial answer can be obtained based on the Monitoring-

Evaluation Expert's observations and notes from the project training. Working with Children

session has a significantly different compared to other sessions of the project training. This

stems from the fact that the said session is the only one with a formal structure. What we

mean by a formal method is that it has a structure in which the sessions instructor is in an

active position and the participants, who have a more passive role, are not allowed to

become part of an experience involving the topic. This kind of learning methods, which have

similarities with the teacher-centered structure of the formal educational system, are less

effective in such trainings since they do not enable participants to learn by experience.

The participants also gained technical information regarding the courses and

implementation of the White Hats project. This is the session that was the most effective in

increasing the level of learning during the whole training. Its technical and clear nature has a

role in creating this impact.


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The participants have acquired information and skills during the Presentation Techniques

session designed for enabling workshops implementation in line with expectations, as well

as supporting volunteers in this respect. They have learned about the differences between

formal and non-formal training methods and the characteristics of the non-formal method.Along with that, they gained skills regarding the use of voice, body and space to make a

better presentation. Furthermore, by getting information on the equipment necessary for a

good group management and fair moderation, participants acquired skills for facilitation.

The training had a positive response from the participants in terms of Technical Conditions.

Transportation, accommodation, meals, physical circumstances of the training location

(sound, heat, light, etc.) and the information provided by the project team prior to the

training were found more than sufficient by participants (see Graphic 6: Technical

Conditions, p.14)

It may also be helpful to examine the answers given to open-ended questions in the Training

Evaluation Form to evaluate the project training as a whole.

When asked about their contribution to the training, participants state that everybody was

excited, sincere and respectful of each other. Also, the participants stressed that they have

been arguing not only during sessions but afterwards as well, and learned a lot during this

whole process. Moreover, participants added that different points of view and constructive

criticisms helped them improve themselves.

Opinions of the participants on the instructors may be examined from a different angle. The

participants found the instructors sincere, kind and with a positive attitude in their attitudes

towards them. Also the instructors were found more experienced, successful and competent

with regard to the topic when compared to participants. Moreover, the participants received

the instructors positively since they engaged all the students, answered all the questions and

did their best. The only negative feedback on the instructors was about their lack of

employing energizers during the meetings compared to participants. Nevertheless,

instructors had participants overall positive reception.

Following the training, participant expectation was also examined by looking at these open-

ended questions. The participants especially pointed out communication issues regarding


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the time following the training. They stated that they needed to be in touch with the training

and project team when they needed support or encountered problems during the

implementation of the project. Another expectation expressed by the participants was their

wish to have a enough number of volunteers to carry out the project. When the projectimplementation is assessed, it is seen that these two expectations have been met.

The Outcomes of Workshops

When these 6-week workshops carried out by volunteers together with children are

evaluated as a whole, a significant learning has been achieved in workshops according to the

Paired Sample T-Test results. (see Graphic 7: Pro-Test, Post-Test mean scores based on

items, p.17) In order to better understand the change that has led to this significant learning

and see its strengths and weaknesses, a more thorough examination is necessary. For this

reason, a thematic evaluation of the workshops in consideration with their goals will be

beneficial for the next stages of the White Hats Project and the design of similar projects.

In the Discrimination session, which is part of workshops that were held with children,

children were informed about the meaning of the concept of discrimination and its sources.

Moreover, children have gained an understanding on discrimination as an obstacle to peace,

creating inequality in the society.

In the Peace and Injustice session, students received information about the meaning of the

notion of peace and gained awareness about situations that hinder peace. They made self-

criticisms concerning discrimination in daily life based on their own personal experiences

and developed ideas on the issue to discuss with others. On the other hand, no significant

change in students understanding about the meaning of injustice has been observed

according to the T-Test results (see Table 3: Workshop Pre-Tests, Post-Tests Form Items,

Item no. 3, p. 17) As an explanation to this situation, the volunteers gave feedbacks which

underlined the abstract nature of the concept for students. On the other hand, the Peace

and Injustice session has created a significant change for students when evaluated as a

whole.

Ideally, students gained an understanding about the importance of teamwork to establish a

peaceful world and they also realized the significance of teamwork in relation to the projectby getting knowledge about how to prepare a feast together. Although, no significant


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change is observed according to the results of the T-Test applied only to one item about

teamwork (see Table 3: Workshop Pro-Test, Post-Tests Form Items, Item number 8 p.17),

students went through a holistic positive transformation about teamwork.

Students also formed an opinion about the role of communication in achieving a peaceful

world and the importance of individuals behaviors in establishing positive communication.

Moreover, students were informed about how to use communication methods in order to

prevent a negative situation.

In the Ideal World session, students gained awareness about how a peaceful world must be

and learned about the importance of working together in order to create such an

atmosphere. Furthermore, students also learned about the relation between an ideal world

and teamwork.

When evaluating workshops, one of the sessions that need the most attention is the Gender

session. In 3 of 5 items prepared in order to determine whether this session was carried out

in line with its goals, 3 of them showed no significant change according to the T-test results

(see Table 3: Workshop Pro-Tests, Post-Tests Form Items, Item number 11,18 and 25, p.17)

During focus group meetings, volunteers also stated that the topic of gender was difficult for

students (see Focus Group Meetings Workshops, p.22) It will be helpful to remember these

items in order to better understand this case:

Item 11: Female students work harder than male students

Item 18: Teaching is a more suitable profession for women

Item 25: Male students a more rebellious compared to female students

An important point not to miss while evaluating these three articles is as follows: Such

opinions are not only seen in a student group with an age average of 12.19, but also seen in

the general society. It is highly probable that students hear such clichs in school, in their

families or in other areas of socialization. Hoping to resolve such widespread and

discriminatory prejudices in a two-hour class would be to expect the impossible. On the

other hand, when this session is assessed together with other sessions, it becomes apparent

that themes such as discrimination and injustice are closely related to gender. It requires a


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long process to become aware of such widespread prejudices not only for children, but also

for adults. Moreover, similar cases might be observed not only in the White Hats Project, but

also in other projects as well. One lesson that can be taken is that more supportive activities

on gender might be added with the help of a variety of tools and methods, and some projectactivities can be designed in a way that gives prominence to issues of gender.

When the workshops that are conducted for six weeks in the White Hats Project are

assessed as a whole, a significant change has been observed in children in line with the goals

of the workshops.


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RECOMMENDATIONS

This section will be examined in two parts based on both the feedbacks obtained by the

Monitoring-Evaluation Expert from the volunteers during the focus group meetings and the

comments of the Monitoring-Evaluation Expert on the M&A process and analyses.

The recommendatons of the volunteers of the White Hats project regarding the whole

project are as follows:

Since the intervals of the class hours and workshop hours do not coincide with, theworkshop hours may be rearranged

Workshops should not be carried out on Fridays since it may lead to a lack ofmotivation for the students

During the workshops, students want to be placed in groups of their choice; thereforedifferent groups should be formed in order to improve their communication amongst

themselves

We can organize a feast together with all the organizations implementing the WhiteHats project

Having more energizers during these workshops may increase childrens attentionspan

Students may lose their attention to the subject when the notion of peace isdiscussed; therefore such sessions requires more attention

A sole method should not be applied to different classes (i.e. 5th, 6th and 7th grades),as a matter of fact even different themes should be in place for different levels

The duration of these 6-week workshops may be extended by including othersessions

Topics such as violence, anger management, sexual health, reproductive health mayalso be included in the workshops; this way, the issue of gender can be discussedmore easily


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Alternative methods should be identified for workshops The current ages of the target group (students) should be taken into consideration For workshops, one male and one female volunteer should be present in the

meetings held in classrooms, since it is important for the children to work with

volunteers of both sexes

Alternative methods and more energizers may be included in the VolunteerGuidebook and visual supports can be used

This project may be successful when carried out with high school students as well The Project Team may obtain a single permission on behalf of all the organizations

while booking schools

The topic of Working With Children may be covered more during the project training All the volunteers should be invited to the trainings when the project is implemented

for the second time

Not only experienced volunteers, but also new volunteers should participate to theproject trainings

In our evaluation of the White Hats project in this Midterm Report, the data and analysis

results indicate that the White Hats project appears to be a

white hats - midterm report

Documents