Evaluare GROW 2010-2014 by Scoala de Valori (NGO)

New logo colours:

practice, learn, step up! four year evaluation

HEX: cc0066

HEX: ff6600

R=204 G=0 B=102

R=255 G=102 B=0

C=16 M=94 Y=42 K=1

C=0 M=75 Y=85 K=0

CONTENTS The GROW teens---------------------------------- 3 What is GROW?------------------------------------ 4 GROW evolution----------------------------------- 6 GROW’s impact in numbers-------------------- 7 Organizers------------------------------------------ 8 GROW stakeholder’s profile-------------------- 9 GROW curriculum--------------------------------10 Communication campaigns ------------------12 Evaluation research methodology----------14 Teenagers------------------------------------------16 Trainers---------------------------------------------18 Parents---------------------------------------------22 Local management team AIESEC ��24 Partners--------------------------------------------28 Teachers--------------------------------------------31 GROW in Romanian high schools ��32 From innovative to traditional GROWth ��50 Conclusions---------------------------------------51 GROW 2020 strategic vision-------------------51

A NEW GENERATION AROSE IN ROMANIA: THE GROW TEENS. When GROW started I was feeling like a teenager on the first day of high school. Enthusiastic about what it will be, scared of not knowing how will it be, with unrealistic expectations and ready to be amazed by experiences. These 4 YEARS GROW had a life similar to the one in high school. If in the beginning we were making efforts to integrate in classrooms, step-by-step we started making an impact. Each year, more teenagers, parents, teachers, volunteers and partners connected and built a POWERFUL COMMUNITY all over Romania. GROW is about courage and dreams coming true; after a complete 4-year educational cycle, this idea persists in my mind. A boy went to a flight academy and another one to a design school; before GROW, these facts were only nice dreams for these two boys, either be-

ters, messages and phone calls from parents across Romania telling us their stories about how amazed they were with the progress and dedication teenGROW is about BREAKING THE LIMITS agers showed during GROW. and believing: I will always remember the story of a teacher from Întorsura THEIR VALUES AND BELIEFS WERE SHAPING AND DEVELOPING Buzăului and her teenage students CONSTANTLY. who endured for a Even though all over the country it’s widely accepted that Romanian education is out-dated and everybody complains about it, I DARE to believe the next generations will do something about that if we show them that we’ve put our faith in them. cause nobody believed they could do it, or because they didn’t have enough courage to do it.

GROW already gave a vote of confidence to the next generations and, as a proof, we already have the first GROW teenager who became a local GROW coordinator at only 17 years. I am sure that she, together with her generation, can do the change we all expect.

whole winter the early morning, freezing train trip to Brașov just to make sure that they can experience GROW. ANOTHER 4-YEAR CYCLE IS BEGINGROW is about long term support and NING RIGHT NOW AND IT’S READY TO caring: all these years we received let- GROW ROMANIA.

WHAT IS GROW? A nationwide youth development program and a long term, non-formal educational engagement designed to improve the quality of education in Romania. Organized by Școala de Valori in partnership with AIESEC, the GROW project targets high school students from Romania, aged 14-18. The program offers high school students a professionally designed curriculum that complements the formal education system. It has been developed specifically to address the key development needs of teenage participants, with the support of an Educational Board, made up of personalities and experts in education and adolescent psychology. GROW aims to be the number one national education program targeting high school students and is unique compared to all other education programs:

International perspective: international student trainers deliver workshops in English; Nationwide program: teenagers have access to the program in all educational centres; Professional curriculum design: training expertise, teenager psychology, and professional consulting are incorporated into the curriculum, while the educational process has been audited by an Educational Council; Long-term approach: GROW is a 4-year unitary educational program, not a summer camp or a weekend seminar; Expertise: between 2005-2009 the members of Școala de Valori and their partner AIESEC finalized various other projects. Because developing attitudes and values requires a slow developmental process, the GROW program is designed as a long-term approach.

GROW consists of 4 distinct editions, each of them targeting students from a different grade. That is why we “digitally” named each edition: “GROW 0.9”, “GROW 1.0”, “GROW 1.1” and “GROW 1.2”. Each GROW edition stretches over 6 weeks during which participants attend 10 educational sessions of 2 hours each, along with other educational experiences. International trainers work with participants in a NON-FORMAL way, using: • Plenary presentations; • Personal reflection exercises; • Plenary dialogues; • Personal presentations; • Debate set-ups; • Work group discussions; • Work group exercises; • Group case studies; • Individual and group evaluations.

THE SCHEDULE USED TO CARRY OUT THE PROJECT GROW EDITION

PROMOVATION & APPLICATIONS

GROW ACTIVITIES

EVALUATION

SPRING: GROW 0.9 and 1.0 (for 9th and 10th graders)

December - January

End of January Beginning of March

March - April

SUMMER: GROW 1.1 and 1.2 (for 11th and 12th graders)

May - June

End of June Beginning of August

August - September

SKILLS AND ATTITUDES DEVELOPED IN TRAININGS AGE - GRADE

KEY SKILLS & ATTITUDES

SELF AWARNESS

14-15 years old 9th grade

Communication Collaboration Team Work Non-discrimination Debate Health and eco-living

Personal Strengths and Weaknesses Feedback

Self-expression: presentation skills, public speaking Pro-activeness Time and space management Personal effectiveness Project management

Personal Values Inspiration

16-17 years old 11th grade

Self-efficiency: organizing space, time and information Project Management People Management / Leadership Pro-activeness Budgeting

Personal Values, Mission and Life Vision

18-19 years old 12th grade

Personal Branding CV writing, attending interviews Career opportunities information Budgeting Discrimination

Linking career / study choices to Personal Values, Mission and Life Vision Career Orientation, What to do after High-school

15-16 years old 10th grade

4 YEARS have passed since the GROW pilot PROJECT. We managed to reach more than 26.000 ROMANIAN teenagers from 403 HIGH SCHOOLS. 30.605 TRAINING & ACTIVITIES HOURS delivered by international trainers (or 3,49 YEARS if they would have been delivered non-stop by one single person). 2.619.000 HOURS of volunteering completed by all the volunteers involved in implementation (or 247 YEARS if they would have been done non-stop by one single person)

OVER 150 GROW graduates enrolled in the project organizing teams and became volunteers in implementing the project for other teenagers. And we are still countingâ&#x20AC;Ś

THE INTERNATIONAL TRAINERS CAME FROM

62 COUNTRIES

Serbia, Bulgaria, Brazil, Russia, Poland, India, Taiwan, Japan, Ukraine, Germany, New Zeeland, Estonia, Sweden, Czech Republic, Turkey, Iceland, USA, Pakistan, China, UK, Greece, The Neth erlands, Malaysia, Indonesia, Azerbaijan, Ho Kong, Mexico, Ireland, Singapore, Kazakhstan, Portu Slovakia, Denmark, Macedonia, Jordan, Moldavian R lic, Nigeria, Cambodia, Australia, Albania, Argentina, Colombia, Egypt, France, Italy, Montenegro, Tun da, Kyrgyzstan, Canada, Latvia, Vietnam, C Spain, Hungary, Costa Rica, Philip Korea, Switzerland, Thailan

GROW EVOLUTION AND IMPACT IN NUMBERS

Arad, Brașov, București, Constanța, Cluj, Craiova, Galați, Iași, Oradea, Pitești, Sibiu, Ploiești, Suceava, Târgu-Mureș, Timișoara, Curtea de Argeș, RâmnicuVâlcea, Balș, Întorsura Buzăului, Caracal, Târgu-Frumos, Botoșani, Pașcani, Bacău, Câmpulung –Moldovenesc, Gura Humorului, Fălticeni, Dorohoi, Odorheiu Secuiesc, Câmpia Turzii, Bistrița-Năsăud, Urziceni, Lugoj, Alba-Iulia, Mioveni, Cisnădie, Roman, Câmpina. GROW editions

12 11.477 graduates over 1.100 volunteers 160 project coordinators 424 international trainers

hong ugal, RepubAustria, nis, UganCameroon, ppines, South nd, Uzbekistan.

practice learn tep s up

GROW TOOK PLACE IN

38 ROMANIAN CITIES

* only the cities with a minimum of 15 participants are listed

THERE ARE TWO ORGANIZERS BEHIND GROW

Present in over 107 countries and territories and with over 50,000 MEMBERS, AIESEC is the world’s largest youth-run organization. Focused on providing a platform for YOUTH LEADERSHIP DEVELOPMENT, AIESEC offers young people the opportunity to participate in international internships, experience leadership and participate in a global learning environment. What makes AIESEC unique is the YOUTH DRIVEN impactful experience that it offers to its members. Young people run AIESEC for young people, enabling a strong experience for all its stakeholders. AIESEC has 62 YEARS OF EXPERIENCE in turning high-potential youth into globally minded responsible leaders.

ȘCOALA DE VALORI is a modern, non-profit organization that envisions developing a VALUE-BASED SOCIETY through innovative education. Școala de Valori pushes the traditional BOUNDARIES OF EDUCATION by efficiently providing individuals with valuable information, powerful shaping experiences, interaction with role models and international exposure in order to increase personal accountability and control over life choices. Apart from GROW, Școala de Valori also runs other WORKSHOPS for youngsters and adults.

GROW STAKEHOLDERâ&#x20AC;&#x2122;S PROFILE TEENAGE PARTICIPANTS are selected based on an application form. They are assessed based on their knowledge of English language, communication skills, motivation, age and high school grade;

LOCAL COORDINATORS go through an internal assessment and are selected based on their motivation, project management and communications skills and their knowledge of English language;

INTERNATIONAL VOLUNTEER TRAINERS are selected to join the program based on their motivation, academic skills, communication skills, knowledge of English language, academic background, intercultural communication skills, and age;

PARTNER COMPANIES share common values with the organization, mainly the will to transform education, give back to the society and help the young generation reach its potential. They are selected based on their ability to support the program in an open-minded and flexible way.

GROW CURRICULUM EVOLUTION After each GROW edition, we ask teenagers and trainers to give feedback on the GROW curriculum, starting with topics and content and drilling down to specific educational methods, games, movies, hand-outs and tools we use. They fill in an online feedback form that is personalized for each edition and training, and this feedback is used for future editions. New logo colours:

practice, learn, step up!

According to teenagers this curriculum fitted their needs; in consequence, in the first 2 years we changed only the way the information was delivered (new games, videos, educational methods, role-play). THE FIRST MAJOR CHANGE happened in 2012 in the „How to organize a special event” workshop: together with teenagers from many cities we ran a big national multicultural event, similar to an intercultural fair, named WORLD WIDE WEEKEND. Next year we changed the workshop’s name to Globatic and continued to implement it together with students from many high school grades and our partner, Happy Tour. This type of activity demonstrates our PRACTICE LEARN STEPUP philosophy: teenagers practice games and activities, then they talk about them and learn from their experience, and later they step-up by engaging in real-life activities. In 2013, in connection to the PRAGMATISM of new generations highlighted in our researches and to the Romanian economic context, we added a new session about „Pocket Money”, supported by KRUK International.

GRADE

HEX: cc0066

HEX: ff6600

R=255 G=102 B=0 In 2011 we approached the project in C=0 M=75 Y=85 K=0 a new way by splitting it into two parts: the first one dealt with the “EXTERNAL WORLD” (how to send the right message and become proactive), while the second one focused on the “INTERNAL WORLD” (values, prioritization, personal effectiveness). R=204 G=0 B=102

C=16 M=94 Y=42 K=1

GRADE

In 2012 we fine-tuned the approach and in 2013 we added activities related to EUROPEAN VALUES along the existing sessions on personal and Romanian values, because the younger generations are more aware of and more curious about the context they live in. In 2014 we made minimal changes and focused more on research. TEENAGER’S NEEDS, typologies and their relationship with the family and educational system were the main topics of our research. Again the Practice Learn Step-up concept is present: teenagers SIMULATE public speaking, LEARN how to prioritize and then APPLY this knowledge in real life.

For the first 2 years we put a lot effort into finding proper games, examples, study cases and tools for the workshops. When we put them in practice, we started to notice big CHANGES in teenagers’ attitude and behaviours. In 2013, after researching the “teenage trendsetter’s profile and his/her needs”, we connected the curriculum with the external reality and a pragmatic future even more. For example, we added “HOP-SCOTCH TO SUCCESS” in partnership with the E-mag foundation; this is an innovative session in which participants learn about success and how one can prepare for it in one’s personal way. We also added or focused on topics such as business planning, budgeting, dreams coming true in a PRACTICAL WAY. In 2014, we paid even more attention to the pragmatic future topic and added WORKSHOPS such as “A penny earned is a penny saved - How do I budget? (held by CETELEM)”, „ Women and men are from different planets – Understand how different genders think” or „ How to think… step by step - Critical thinking systems”. Also, after researching TEENAGERS’ VALUES, we noticed that, compared to 2012 when teenagers valued community and personal success most, they now opted for community and happiness. So, we introduced a new topic in partnership with Coca Cola Hellenic-Romania: „OPEN HAPPINESS”. of

GRADE

In 2010 and 2011 we aimed to validate if what we did was helpful for teenagers. In 2012 and 2013 we focused more towards conducting researches in order to adapt the curriculum to teenagers’ current needs. In 2014 we started to innovate by aligning future needs of teenagers and of the community with European

We dedicated 2010 and 2011 to coming up with the right METHODS, but we noticed that 12th graders needed personalized anchors to the future and more help in understanding what to do, so we added 3 NEW TOPICS: “Goal Setting Skills”, “The Importance of Role Models”, “European Parliament Simulations”. We teamed up with the European Parliament Information Office in Romania to deliver this last topic. In 2013, we continued using the external reality and pragmatic future approach, but added new methods and information to the existing topics and steered them more towards entrepreneurship, career opportunities or vocational path to prepare participants for the NEXT STEP IN LIFE.

GRADE

In 2014 we continued preparing teenagers for their professional and PERSONAL FUTURE in an innovative way by introducing new topics such as “My dream in my pocket - Advanced financial skills (held by CETELEM), ” Women and men are from different planets – Understand how different genders think”, „European Parliament simulation - How are laws passed?”, Open Happiness (held by Coca Cola Hellenic –Romania) or by designing next level sessions such as „My life story on an A4 piece of paper - How to write a CV” held by BRD or “Myself and my goals - Personal values and objectives”.

information, by employing clear planning tools, and by coupling long term vision to personal dreams, values, self-awareness and awareness of others. All these years, we used various methods and activities to put the Practice Learn Step-up system to use and encourage teenagers to experiment, learn and then

apply in real life situations the knowledge they gained during GROW. Teenagers stepped-up: last year, there was an increase in the number of extracurricular activities and more students continue to get involved in volunteering after attending GROW.

COMMUNICATION CAMPAIGNS SUMMER 2011 • the first trainer came to Romania for the GROW project; • as proof of the project’s impact, in December we received an EVS grant, in partnership with two organizations from Poland and Bulgaria.

WINTER 2010

• we reinvented the Train the Trainers conference and created a new concept: 5TC, a conference that involves corporate partners and NGO trainers, high level simulations and workshops; • for the first time, our project reached small cities like Lugoj; • GROW won the Best Youth Project in Romania awarded by the European Parliament. That qualified the project in the European Gala for projects implemented in the European Union; • the European Parliament became a long term partner of the project.

• the first origami promo campaign; • our first national research on teenage trendsetters; • Vodafone acted as a key partner in 2012 and invested in the research and development of the project.

SUMMER 2012

WINTER 2011

SPRING 2011

• 1.097 applicants; • for the first time, we implemented the project for teenagers from Râmnicu-Vâlcea, in partnership with another NGO, World Vision; • the partnership with BRD strengthened and we started a long term cooperation; together, we masterminded the preparation system for our international volunteers.

• GROW was acknowledged as a non-formal education programme and was co-organised with the Ministry of Education with which we signed a 2 years partnership; • GROW won its second prize: the most popular project in Romania at the “Gala Premiilor in Educație”.

SPRING 2013

• new record of applicants: 3.420 high school students from 15 cities; • the first international volunteer as local coordinator; • we introduced individual and group coaching as one of the main means of working with volunteers; • we piloted World Wide Weekend, our first national event organized by teenagers during which teenagers from 10 cities organized an intercultural event in the same week; • international NGOs contacted us to inquire about GROW’s modus operandi, hoping to implement it in their countries; • a former GROW trainer and volunteer from Poland tried to implement in his home country a similar project, inspired by GROW; • we initiated a long term partnership with HP, HP volunteers underwent preparation and were then sent all over the country to teach teenagers about the benefits of volunteering.

• BRD sent a team of volunteers across Romania to meet GROW teenagers and deliver workshops on communication and teamwork; • we delivered a special session called “Hopscotch to success” in partnership with the Emag foundation to almost 1.000 teenagers; • a former GROW trainer came back to Romania and developed materials for the trainings included in the project’s curriculum.

SPRING 2014

• WNS became a partner and its volunteers involved in GROW’s training sessions; • GROW participants had the opportunity to learn what it means to organize big events: LecTura de Vacanță in partnership with Rock FM and The Color Run in partnership with Kick off Events; • we started to deliver long-term financial education sessions with Cetelem, by organizing workshops covering topics such as personal budgeting and long term financial planning; • we introduced the concept of GROW ambassadors: teenagers could involve in organizing the GROW program themselves. On the long run, this would help us create a community of GROW ambassadors.

SUMMER 2014

international trainers

186

176

AIESEC

organizers

parents

partners

teachers

teenagers

459

4-YEAR

GROW EVALUATION RESEARCH The aim of the research was to make a realistic assessment of the GROW program since 2010 to day. The study took into account all six parties involved (teenagers, parents, teachers, international trainers, partners and members from AIESEC involved in organizing GROW) and the relationships between these parties. The GROW Evaluation research took place between June and August 2014 and we employed a quantitative approach because we needed statistically relevant results. We administered surveys to obtain primary data

because we could convert objectives and assumptions into appropriate questions to include in the survey. The survey method also helped us administer a logical sequence of identical questions to all subjects and limit the errors that might have occurred due to interviewers` biases. We employed online questionnaires and phone calls. To facilitate the distribution process, we uploaded the questionnaire on an online platform with automatic data collection features. This facilitated processing, analysing and interpreting the information gathered from respondents. As we have already mentioned, the

GROW Evaluation research aimed to study six different population categories, each a stakeholder of the GROW program: teenagers, parents, teachers, AIESEC organizers, international trainers and partners. We used the census as our sampling method of choice. The response rate are detailed on the left hand page of this spread. The criteria for involving certain social groups/stakeholders in the program were their will to contribute as participants, trainers, local coordinators or partners/sponsors in an educational program, their profiles and, in certain cases, their financial ability to do so.

TEENAGERS WHO ARE OUR TEENAGERS? The GROW questionnaire designed for this target group received 459 responses. Out of all those who accepted to participate in our study, 95,6% of them had heard of GROW before and 89,8% of them had attended at least one session. The majority of respondents were girls and most responses came from Bucharest (6,1%), Pitești (3,9%), Suceava and Craiova (3,3%).

learn from people that had the potential of becoming their role models. 74,2% of respondents said that they found people in the program that inspired them or that they looked up to. 90,6% of these respondents said that they found a role model in one or more of GROW’s international trainers.

First, using a scale from 1 to 5, the respondents were asked to assess how important each of these ten aspects were for the success of their experience in the GROW program. Then, using the same scale, they were asked to assess how satisfied they felt with the same ten aspects. According to participants, the most important aspects that contributed to GROW’s success were, in descending order: international trainers, organization and extracurricular activities, and promotional materials and venues where the sessions were held. However, all ten criteria under analysis have an above average importance. Teenagers were most pleased with their trainers. Moreover, trainers were nominated as the most important criterion that contributed to the program’s success.

EXPECTATIONS FROM THE PROGRAM

The participants’ expectations were somewhat similar: they most frequently mentioned that they wanted the GROW program to help them with skills and knowledge and give them the chance to make new friends. Teenagers stated that the project best met their expectations regarding socializing and making new friends. As it can be seen below, around 65% of respondents had their expectations met to a high or very high extent.

FULFILLED EXPECTATIONS

From the respondents’ perspective, the GROW program most helped them develop a clearer idea of what they wanted to do in their future and improved their social and communication skills, helping them to work efficiently as part of a team. These newly improved skills were also the most useful in real life situations. For a very significant part of teenagers, GROW was an opportunity to meet and

Globatic, flash mobs etc.), promotional materials handed out by Școala de Valori (flyers, posters, website etc.), frequency and quality of communication during the period between the respondents’ application for GROW and the beginning of the sessions.

To determine how satisfied teenagers were with the GROW program, we took into account ten separate aspects: venue, international trainers who held the training sessions, Școala de Valori and AIESEC members that the respondents were in contact with during their participation in the GROW program, all the hand-outs and supplemental materials, how the GROW program was organized, communication with GROW representatives, extracurricular activities (meeting with company representatives,

Many respondents stated that people told them they had noticed positive changes about them after participating in the GROW program. These people were mainly friends of the respondents (11,3%), classmates (7,8%), or parents (7,2%). The most frequently observed changes were related to communication and/or sociability (respondents were more communicative and/or more sociable and developed their communication skills) and self-confidence.

Observed changes (Frequency in %) 5

Observed changes (Frequency in %) public speaking skills Improved

hanges (Frequency in %)

kills

ded

More open-minded 6

ized

More organized 6

More open-minded

5 proved public speaking skills

4 5

7 6 6

More organized

Better English speakers

kers Better English5 speakers 5 More aware3 of personal strengths and weaknesses 3 kills 9 Better communication skills 9 3 Happier than before 3 sses 4 nal strengths and weaknesses 4 11 Became involved in 11 other projects fore 3 3 than before Happier 3 More communicative/sociable ects 3 3 2 me involved in other projects 3 0 able 18

0 2 4 6 8 10 12 14 16 18 20 More communicative/sociable

2 2

6 6

Better communication skills

9 4

3 3 3

18 4

0 2 4 6 NOTICED 8 10 12 THEMSELVES: 14 16 18 20 CHANGES RESPONDENTS I became more sociable and happier than before.

perspectives are. I gave up being in control all the time and learned that sometimes I donâ&#x20AC;&#x2122;t have to worry and I just have to go with the flow.

I became more confident and more aware of my strengths and weaknesses. Moreover, they claim that I have developed my leader- I started working harder for my dreams and ship skills and now I also manage my projects really doing everything I could to make them come true. GROW taught me that everything more efficiently. is possible if you believe in it; as a result, I deI became more confident since I made cided to become what I have always wanted new friends and was able to work in an to. I became more motivated and willing to international environment. Moreover, my help more people, to live a fast and beautiful team-working skills improved significantly. I life, without regrets. couldnâ&#x20AC;&#x2122;t do all the work by myself and I startI was told that I turned into a better person ed to communicate with my colleagues and present all the aspects of our project in order and I felt that too. I became involved in a lot of activities related to non-formal education to make the best decisions. I learned how to and started volunteering. People said that respect the opinion of each team memI was happier than before, I met a lot of ber. Also, I realized how important different

people and managed to do a lot of things, which I learnt in GROW sessions, such as personal values, time management, people management, how to organize an event, and a lot more. I have more friends and I feel better than ever because I had the chance to be a part of this project. I talk more than I used to and itâ&#x20AC;&#x2122;s amazing how easy I changed during the sessions. Going to GROW was one of the best decisions I have ever made. They realized I was more open-minded and knew how to properly listen to what others have to say in a conversation. Some of my friends noticed that I am more tolerant to others and that I can accept the fact that people have different principles and goals in life.

TRAINERS

What is your country of origin? 9%

Ukraine Sweden Russia Poland Pakistan Nigeria Mexico Malaysia Macedonia Latvia Italy Iran Indonesia India Hong Kong Greece Germany Estonia Czech Republic Chile Bulgaria Brazil Albania

Most of the trainers come from a European country. The rest are from Asia, South America and Africa. Most of them (80,4%) returned to their home country after GROW.

7% 7% 9% 2% 5% 5% 2% 2% 2% 2% 5%

Most international trainers who filled in the survey were pursuing a bachelorâ&#x20AC;&#x2122;s degree during the time they were involved in GROW (55,8%) and their field of study was Education and Social Sciences (30,2%).

2% 2% 2% 5% 7% 2% 2% 5% 9% 2%

The rest of the respondents were studying Economics or Arts and Humanities. Only a small number of them were pursuing a Science or Engineering degree (6,9). Regarding their English skills, most respondents declared that their level was relatively high (upper intermediate or advanced).

What was your English level when What was your English level when Whatyou was your English level when participated in GROW? you participated in GROW? 0

you participated in GROW? 0

0 41.9 14

Beginner

Beginner Upper intermediate 44.2

41.9 41.9

APPLY FOR GROW?

When they enrolled in the program, volunIntermediate

Advanced

Intermediate Upper intermediate

44.2

Advanced

44.2

Beginner WHAT MOTIVATED STUDENTS TO

Intermediate

teers were mainly expecting to have the chance to become trainers or improve their Upper intermediate training skills and to make new friends or acquaintances. Their expectations were Advanced met to a high or very high extent.

THE EVALUATION OF THE TRAINING RECEIVED BY INTERNATIONALS

What is your field of study? 2.3 2.3 2.3

Arhitecture and Engineering Natural sciences (biology, physics) Health sciences Economics Business Management and Administration Arts and Humanities Education and Social Sciences

25.6 23.3 14 30.2 0

Trainers stated that the 5TC conference (5 days of training) helped them prepare for their roles as trainers in the GROW program. They most appreciated the tips and tricks provided by the trainers from Ĺ&#x17E;coala de Valori.

74.7

weaknesses 0

Please mark with " I Agree" or "I disagree" the extent to which these expectations fulfilled Please mark with " I Agree" or "I disagree" the extentwhere to which these expectations where fulfilled

I agree

To make new friends/acquaintances To make new friends/acquaintances

To give me the opportunity to discover myself and be independent

To offer me the chance to become a trainer or to develop into a better trainer than I already am To offer me the chance to become a trainer or to develop into a better trainer than I already am To offer me the chance to learn in a modern environment with qualified trainers

To oﬀer me the chance to learn in a modern environment with qualified trainers

To help me with knowledge and skills needed to become a better person

To oﬀer me a life changing experience on all levels, as it promised

for your participation in the GROW program?

Did your participation in the GROW pro change in any way your way of living

13.5

7.1

10.8

54.1 program 54.1 Tips tricks Did yand our participation in the GROW in any way your 18.9 way of living? A better understanding of what it means tochange be a trainer rstanding of what it means to be a trainer 18.9 Tips and tricks

7.1

Improving Improving a trainer's personal skills a trainer's personal skills

Getting to know the other trainers

21.6

A better understanding of the Romanian educational system ding of the Romanian educational system and teenagers 21.6 and teenagers A better understanding of the GROW program, its objectives ding of the GROW program, its objectives and agenda 24.3

21.6 24.3

and agenda

Theoretical knowledge and materials

21.6

21.6 0

7.1

Getting to know the other trainers

32.4

92.9 50

92.9

expected from a trainer during the GROW Learning what is expected from a trainer during 10.8 the GROW program program

Did your participation in the GROW program change in any way your way of living?

13.5 Other

I agree

How did the 5TC conference help you prepare How did the 5TC conference help you prepareI agree for your participation in the GROW program? Other

10 20 30 40 50 60 50 60 70 80 90 100 No

0 0

Yes

To oﬀer me a life changing experience on all levels, as it promised

92.9

Yes No

IMPACT ON THE INTERNATIONAL TRAINERS

IN WHAT WAY DID THE GROW PROGRAM CHANGE THE WAY YOU LIVE?

92,9% of respondents revealed that GROW changed their way of living one way or another. More specific details about the kinds of aspects GROW changed about internationalsâ&#x20AC;&#x2122; lives can be found below.

I decided that I want to be a trainer and that I like to work with people. After that, I started to study Psychology to better understand people around me and I also finished a guide course. Now I help tourists learn more historic facts about my city and I work as an assistant, organizing summer camps for pupils. I often remember my experience in Romania.

Based on questionnaire responses, most respondents (71,2%) mentioned that learning to be more proactive and to make decisions by themselves were some of the benefits of participating in GROW. The program also helped them acquire more professional qualifications than others of their age and improved their overall communication skills.

I had an amazing opportunity to live in Europe, to know the ancestral culture of Romania, to learn how to facilitate in English. Above all, during the closing ceremony I saw the positive impact of the program: how students changed me, and how I changed them in return. This exchange is life changing. Thank you!

Referring to specific skills, competencies or knowledge, GROW offers many possibilities and fields of development. Over 60% of respondents said that GROW had a positive impact in the following areas: independence, personal branding, personal effectiveness, people management skills and teamwork skills, negotiation skills, self-expression, strengths and weaknesses, English language, personal values. A lot of respondents claimed that their participation in the GROW program inspired them to do a lot of things differently. Listed below are their own examples, which include career changes, involving in other projects, a different perception on people and the world, more self-awareness and awareness of others.

I became a lot more independent and confident. Plus, as soon as I was back home after the project in 2010, I could see a significant change in how my parents and extended family trusted me to make decisions for myself. Instead of having a full time job, I run my own small company. After this experience I got to know my strengths and weaknesses better and it is helping me now. It made me more aware of societyâ&#x20AC;&#x2122;s needs and taught me how to seize the opportunity to change the lives of people around me, how to manage stressful situations in a very professional way and how to be open-minded about all kinds of people, as any of them could teach me something somehow.

How did the programHow helpdid youthe evolve? program help you evolve? 1.7

I don't know

1.7

I don't know

1.7 The GROW program didn't help evolve in any way Theme GROW program didn't help me evolve in any way

1.7

40.7 I know my path in life and I make plans theinfuture I know my for path life and I make plans for the future I communicate better with myI communicate friends and better with my friends and I make friends more easily I make friends more easily

40.7

45.8

20.3 I found a job quickly and I knew where to search I found a job quickly and I knew where to search

20.3 62.7

I have more professional qualifications than my peers qualifications than my peers I have more professional

71.2

I am more proactive and I make by myself I amdecisions more proactive and I make decisions by myself 22 I had better results at my job I had better results at my job

6.8 I know how to study more e iciently I know how to study more e iciently

6.8

10.2 I had better results in my academic studies I had better results in my academic studies 0

10.2 0

in a team

77.5

your participation in the GROW program helped you improve the following aspects: How to live on one's own and be independent

70.6

Please mark 63.7 Personal Branding with “ I Agree” or “I disagree” the Clearer picture of how life will look like upon return to home country extent to which tion skills 76.1 Personal eﬀectiveness (time management, information your participation management) in the GROW People management skills program helped ngths and 74.7 aknesses you improve Cooperation, teamwork the following 0 10 20 30 40 50 60 70 80 Negotiation 90 aspects: skills

d written)

59.2 51 64.1 79.3 79.2 65.4

Self expression (presentation skills, public speaking, etc.)

I agree

86.5

Improve English skills (verbal and written)

58.5

Self-awareness

82.7

Discover strengths and weaknesses

75.4

More awareness of one's set of values

73.1 0

I agree

100

were your expectations from like a program What were What your expectations from a program GROW? like GROW? I did not have any expectations from GROW 1.7 I did not have any expectations from GROW

1.7

To make new friends/acquaintances To make new friends/acquaintances

64.4

To give me the opportunity to discover myself and be To give me the opportunity to discover myself and be independent independent To offer me the chance to become a trainer or to To offer me the chance to become a trainer or to develop into a better trainer than I already am develop into a better trainer than I already am To offer me the chance to learn in a modern To offer me the chance to learn in a modern environment with qualified trainers environment with qualified trainers To help me with knowledge and skills needed to To help me with knowledge and skills needed to become a better person become a better person To offer me a life changing experience on all levels, as it To offer me a life changing experience on all levels, as it promised promised 0

47.5

66.1 33.9

33.9

59.3 62.7 0 20

10 30

20 40

30 50

40 60

50 70

PARENTS 189 parents of GROW participants replied to the GROW Evaluation questionnaire. The majority stated that they knew about the program before receiving the questionnaire. Overall, the parents that took part in the survey consider that the program SHOULDN’T INVOLVE THEM or the schools more than it already does, but believe that local companies should have a more PROMINENT ROLE in GROW’s activities. Teenagers should be involved in AMBITIOUS PROJECTS, connected to both their problems and those of society. These projects should be presented in one session where parents, teachers and representatives of local businesses should be present. Respondents believe GROW is very useful for high school teenagers’ EDUCATION, as it provides them with the opportunity to learn new things outside of school, to improve their English skills and to develop their social and communication skills. According to more than 60% of them the biggest behavioral CHANGES were related to responsibility, independence, more practical and theoretical experience for the future, better communication with their parents, better self awareness about their strengths and weaknesses. The recurring mentioned changes are related to the concepts of SOCIALIZATION, openness and responsibility: teenagers are more sociable and communicate easily, they are more responsible with their choices in life and they and their community are more tolerant about cultural differences.

HOW DID GROW INFLUENCE/CONTRIBUTE TO THE DEVELOPMENT OF THE LOCAL COMMUNITY YOU ARE LIVING IN? • During the project teenagers and parents acquired attributes such as: better communication skills, civic spirit, respect and many other qualities. • It influenced in a positive way the relationships between teenagers of the same age; they received information related to high school life in other countries, and they now also appreciate other cultures. • It stimulated teenagers to communicate, to engage in outside school activities, to socialize in an intellectually stimulating environment. • It managed to actively involve youngsters in society’s life, the first step being to create a social and multicultural partnership with different players. The main challenge was to help teenagers discover their community and their strengths and weaknesses, develop their creativity, improve their leadership and decision making skills, and assume and play the role of everyone in the team in order to increase their communication and social skills for the real world. • The project helped teenagers improve their self-confidence, ensuring that, in return, they will change mentalities and even misconceptions of the community. • It also contributed to teenagers’ personal development: they became more aware of their own values, but also of the differences between people. They learned to communicate easily, to work in a team, to respect each other’s opinions and values, they had a positive contact with another culture. All these things helped them be more self-aware and learn mutual respect. • A group of teenagers who interact in many other programs emerged. They have the courage to continue, to involve, and to express themselves. They created a new community of “action teenagers”.

GROW

33.8

GROW supports teenagers in the process of deciding their future academic path

56.8

GROW o ers teenagers experience, practical and theoretical knowledge that will be usefull in their future careers

70.5

GROW helps teenagers discover their own set of values

Please mark with "I disagree" or "I agree" the extent gives teenagers the opportunity to involve in toGROW which you agree with the following statements: extracurricular activities 0

GROW helps teenagers become more responsible and I agree I disagree independent Please mark with "I disagree" or "I agree" the extent to which you agree with the following statements: GROW contributes to teenagers' personal development

86.5

60 56.9

63.4 84.1

GROW helps teenagers improve their English skills

63.4

GROW contributes to teenagers' personal development

86.5

84.1

GROW helps teenagers improve their social skills GROW helps teenagers improve their English skills 58

ROW helps teenagers better understand strengths GROW helps teenagers their improve their socialand skills weaknesses

86.5

GROW helps teenagers better understand their strengths and

weaknesses GROW helps teenagers improve their communication skills (interpersonal, public speaking, etc.)

GROW helps teenagers improve their communication skills (interpersonal, public speaking, etc.)

W supports teenagers in the process of deciding their future GROW supports teenagers in the process of deciding their future career

30.5

career

W supportsGROW teenagers the process of deciding their future supportsinteenagers in the process of deciding their future academic path academic path

33.8

33.8 56.8

GROW o ers teenagers experience, practical and theoretical

experience, ROW o ers teenagers knowledge that willpractical be usefull inand theirtheoretical future careers knowledge that will be usefull in their future careers

56.8 70.5

GROW helps teenagers discover their own set of values

70.5

GROW helps teenagers discover their own set of values

86.5

GROW gives teenagers the opportunity to involve in extracurricular activities

I agree

56.9

GROW helps teenagers become more responsible and independent

GROW gives teenagers the opportunity to involve in extracurricular activities

86.5 0

I disagree

100

34.7

e AIESEC career acquaintances

34.1

LOCAL MANAGEMENT TEAM

ut a totally new t Management)

18.8

176 AIESEC members answered the

dents who stated in large numbers that

r myself and be questionnaire. Respondents chose independent

GROW helped them improve their ability to 28.4

mainly to improve themselves and t what it means s part of a their team Project Management skills.

respondents, GROW HELPED, to a high or 39.2 relatively high extent, improve all the listed skills: general communication, English, Project 35.2 Management, Time Management, assessment of strengths and weaknesses.

to participate in the GROW program cooperate and work in a team. According to

knowledgeWhat and they most expected to gain from ct Management

branches, respondents stated that their PROJECT MANAGEMENT and people management skills and their LEADERSHIP and problem solving skills increased to a relatively high extent.

OVER 60% of respondents agreed that GROW had a big impact on organizational participating in the program was learning change, knowledge and skills related to how to cooperate and BE PART OF A TEAM. n all levels, as it 30.7 project management and to applying GROW Concerning the impact GROW had on GROW met this particular expectation to promises organizational processes to other projects. of expertise ofof AIESEC local What weredifferent your areas expectations a program like GROW? a high extent, as confirmed by respon0

Yes

What were your expectations of a program like GROW? I didnt`t have any expectations of the GROW program

2.3

I didnt`t have any expectations of the GROW program

2.3

To provide me with experience for my future AIESEC career

34.7

To provide me with experience for my future AIESEC career

To socialize and make new friends and acquaintances

socialize make new To oﬀer me the opportunity toTo learn aboutand a totally newfriends and acquaintances field of expertise (Project Management)

34.1

18.8

To oﬀer me the opportunity to learn about a totally new

field of expertise (Project Management) To give me the opportunity to discover myself and be independent

18.8

28.4

To give me the opportunity to discover myself and be independent

28.4

To oﬀer me the chance to learn more about what it means to cooperate and work as part of a team

39.2

To oﬀer me the chance to learn more about what it means to cooperate and work as part of a team

To oﬀer me the opportunity to improve my knowledge and skills regarding Project Management

35.2

To oﬀer me the opportunity to improve my knowledge and skills regarding Project Management

35.2

To oﬀer me a life changing experience on all levels, as it promises To oﬀer me a life changing experience on all levels, as it 0

promises

30.7 30.7

20 0

Yes

34.7

34.1

Yes

25 5

30 10

35 15

40 20

45 25

ment skills

76.4

k in a team

77.5

nd written)

AIESEC REPRESENTATIVES

63.7

ation skills

76.1

engths and weaknesses

74.7 0

I agree

Please mark with “ I Agree” or “I disagree” the extent to which your participation in GROW program has helped you improve the following aspects:

Please mark with " I Agree" or "I disagree" the extent to which your participation in GROW program has helped you improve the following aspects: 70.4

My Time Management skills

My Project Management skills

76.4

My ability to cooperate and work in a team

77.5

63.7

My English skills (verbal and written)

39.2

My general communication skills

76.1

Self awareness concerning my strengths and weaknesses

74.7 0

I agree

Problem solving I agree

We learned how to resolve di icult situations

71.4

We learned how to evaluate results

63.9

We learned how to communicate and work as a team to solve a problem

68.3

We learned how to create a strategy for solving a problem

h " I Agree" or "I disagree" the extent to which We learned how to identify a problem quickly ion in GROW program has helped you improve the following aspects: I agree

ills

70.4

ills

64.5 66.1 60

With regards to people management, AIESEC members understand and know more about applying concepts such as team building, feedback, motivation, and personal effectiveness after GROW.

76.4

Leadership

77.5 AIESEC members are now more aware of the general importance of leadership in their organization

en)

63.7 AIESEC members in management positions are now more able to inspire the people they manage

ills

53.8

76.1 AIESEC members in management positions are now sharing more clearly and more frequently their vision with the people they manage 74.7

nd ses 0

I agree

55.4

understand 40 AIESEC 50 members 60 now70 80 better 90 the concept of â&#x20AC;&#x153;responsibilityâ&#x20AC;? and are more aware of their own responsibilities within AIESEC

50 I agree

Project management I agree

35.6

We created and applied completely new processes We made changes in our human resources, as they were not e ective

38.9

We changed organizational patterns that did not work well

58.7

A er GROW, we applied similar organizational processes to other projects

66.2

Now we have more project management knowledge ith " I Agree" or "I disagree" the extent to which and skills ation in GROW program has helped you improve the following aspects: 0

72.6 20

I agree

skills

70.4 Around 55% of participants are more aware of what leadership means, know how to use leadership and concepts such as inspiration, responsibility,vision, and why itâ&#x20AC;&#x2122;s important to share these things with team members.

skills

76.4

People management

eam

77.5 We are now more aware of the role of team building activities

tten)

We have improved the process of recruiting/hiring other 63.7 AIESEC members

skills

We are now better at managing ourselves and others 76.1

73 46.8 62.5

We are now more prepared to take decisions in a time of crisis 74.7

and sses

66.1 63.5

We now know how to give proper feedback 0

54.7

We are now better motivated to do our job I agree

I agree

PARTNERS

mmunity

50 40

Impact on behaviour

53 SHORT, MEDIUM OR LONG TERM national partners involved in the past 4 years in activities such as: • Organize company visits for teenagers; • Involve company volunteers in workshops with teenagers all over the country; • Support and involve in the design of some workshops; • Organize events for/with teenagers, some of them with prizes; • Provide resources for the project (in kinds, conference spaces, technical support); • Research and development partnerships; • Deliver workshops and conferences to prepare and develop the human resources involved in implementing the program.

95%

20 100 10 0

90,5%

90%

90 80 increase my

volunteering activities

90% 79%

recommend volunteering

recommend my company

60 50

I agree

20 10 0

increase my volunteering activities

100

recommend volunteering

85.7

90.5

90 80

66.7

70 60 50

recommend my company

30 20 10

Self-esteem

Happiness

Empathy with people Attention to community and their needs needs

recommend my company as an employer who is active in the community

do my job better

SURVEY RESPONDENTS partnered with GROW because they wanted to be part of an important non-formal educational program and contribute to the Romanian educational process. Also, some of them stated that it was a QUALITATIVE PROJECT that could prove useful in their own work with other people. Additionally, they also considered that the opportunity to involve would engage and ENERGIZE THEIR EMPLOYEES. When they were asked to explain why their company chose GROW over other similar projects, some of them referred to the innovative teaching methods of the program (internationalism, non-formal education), while others mentioned Şcoala de Valori`s VISION AND DEDICATION, and the possibility to involve employees and discover new insights about teenagers.

I agree

do my job better

Personal impact 90.4

recommend my company as an employer who is active in the community

LOCALLY, OVER 100 LOCAL PARTNERS SUPPORTED THE PROGRAM BY DIRECT CONTRIBUTION OR RESOURCES. I agree

I agree

These 4 years, about 165 volunteers, all employees of partner companies, were involved in GROW activities.

Self-esteem (se), Self-awarness (sa), Information use (iu)

Analysing the answers to a survey that BRD volunteers completed after meeting teenagers in GROW’s workshops, we can conclude that a very significant part of them consider that GROW had a positive impact on their self-esteem, making them happier and more empathetic with the needs of people around them, and more focused on community needs. As for the behavioural impact, almost 90% of respondents stated that GROW convinced them to involve in more volunteering activities and also recommend volunteering programs to other people. The same percentage of volunteers from BRD declared that they would recommend the company for this kind of activities, because BRD is an employer that is involved in the community. The „before” and „after” increase in self-esteem, self-awareness and information use for the overall group of HP trainers; number of respondents: 18 out of 31.

THE IMPACT OF PARTNER COMPANIES ON GROW TEENAGERS Regarding the impact of partner companies on teenagers, we have some examples of opinions about company role-models/ Brand Ambassadors: “I would like to meet more people like the HP trainers, because they reminded me that we have to stay positive and have the courage to take part in many activities.”

se before

se after

sa before

“Thank you for showing me that I have the power to change things by myself.”

sa after

iu before

iu after

• that we should follow our dreams but we should also know when to stop; • foreign languages are important and useful; “They treated us as friends.” • new information about WNS; “I would like all my teachers to be like you.” • about the importance of thinking and analysing before taking a decision; I have “Very nice. Continue encouraging teenagrealized the power of having a vision and ers to freely express their ideas and make the benefits of receiving advice. suggestions for changing the world.” • that if you want to achieve your dreams it “You inspired me to do what I want in life is important to have ambition and determiand to trust myself more.” nation; “You made me remember my values.” • that planning in advance is one of the most important steps in becoming aware of what “At times, I had butterflies in my stomach you dream to do; because some great ideas were being discussed in the session, and this is all that • that I need to take decisions on my own; • to trust myself more and that with hard matters.” work I can accomplish my goal. I have also learned to see many perspectives of the We asked teenagers to complete the folsame thing and to be open to opportunities. lowing sentence: „After the WNS session I have learned....”. Similar answers were • that I want to know more about outsourcing companies and careers in these companies. eliminated and the result is:

WE ENDORSE GROW

TEACHERS

BRD Groupe Societe Generale supports the GROW program since 2010 because we believe that it is never too early to invest in the future.

The initial questionnaire was sent via Internet to e-mail addresses from Şcoala de Valori’s database. After that, we contacted teachers by phone, and received 38 complete answers, as a result.

GROW is a long-term national education program dedicated to teenagers with the help of which we wish to develop a constructive attitude among participants and in the educational environment in general, in a unique and impactful way. I could translate the GROW project into a few key words: Values, Courage, Success, Career, Dream, Global, Education and Future. These are beautiful words, but most importantly, powerful words that we need to promote among young people and with which we can build a better future. We have many young people with potential who: • Need to be encouraged to keep a set of solid values throughout their experiences; • Need to have their courage strengthened to follow their dreams; • Are willing to acquire knowledge in order to develop their skills and build a successful career; • Are part of a context where globalization has left its imprint; • Represent the future. Along with Școala de Valori, we set out to contribute through GROW to young people’s development at national level by offering international experience, a curriculum that facilitates acquiring knowledge that is necessary for their professional future, and, last but not least, by implication and dedication! This is the reason why our colleagues facilitate training sessions, make presentations or enable visits to BRD offices from several cities at each training conference and each edition. We are confident in the long-term results of the GROW program and in the impact we can have on education! Adela Jansen

BRD Groupe Societe Generale

86,5% of respondents had heard about the GROW program before they received the questionnaire. The majority (69%) first heard about the program from AIESEC volunteers who came to promote it in their schools. 28% found out about GROW in school (students, other teachers, parents, etc.) and 3% from their families, relatives or friends. Most of the teachers that took the survey knew the trainings are held by international trainers and that GROW is a non-formal educational program.

GROW IN ROMANIAN HIGH SCHOOLS by cities

CURTEA DE ARGEȘ

10%

Colegiul Naţional "Vlaicu Vodă" Liceul Tehnologic „Ferdinand I” Liceul Tehnologic „Constantin Dobrescu” Grup Şcolar Forestier

45%

38%

4% 6%

4% 6% 12%

35% Colegiul Naţional „Nichita Stănescu”

12%

35%

PLOIEȘTI

Liceul De Artă „Carmen Sylva”

Colegiul Național „Ion Luca Caragiale” Colegiul Național „Alexandru Ioan Cuza”

Colegiul Naţional „Nichita Stănescu” Colegiul Tehnic „Elie Radu”

Liceul Artă „Carmen Sylva” ColegiulDe Național „Jean Monnet” 18%

Colegiul Național „Ion Luca Caragiale” Colegiul Național „Alexandru Ioan Cuza” Colegiul Tehnic „Elie Radu” Colegiul Național „Jean Monnet”

25%

PITEȘTI

5% 6%

Colegiul Na ional „Zinca Golescu”

Colegiul Na ional „Ion C. Br tianu”

32%

Colegiul Na ional Liceal „Alexandru Odobescu” Liceul Teoretic „Ion Barbu”

Colegiul Economic „Maria Teiuleanu” Liceul Teoretic „Ion Cantacuzino” Liceul de Art „Dinu Lipatti” Colegiul Tehnic „Armand C linescu” Colegiul Tehnic „Costin D.Neni escu”

2% 3% 1%

11%

30%

Colegiul Naţional „Mircea cel Bătrân”

VÂLCEA

Colegiul Național de Informatică „Matei Basarab”

41%

Colegiul Naţional „Alexandru Lahovari” Colegiul Economic Râmnicu Vâlcea Colegiul Naţional „Mircea cel Bătrân”

Colegiul Tehnic Energetic Râmnicu Vâlcea

Colegiul Național de Informatică „Matei Basarab”

41%

Liceul de Arte „Victor Giuleanu”

Colegiul Naţional „Alexandru Lahovari”

Liceul Tehnologic Oltchim

Colegiul Economic Râmnicu Vâlcea

Grup Şcolar Sanitar „Antim Ivireanul”

Colegiul Tehnic Energetic Râmnicu Vâlcea Colegiul de Silvicultură și Protecția Mediului Liceul de Arte „Victor Giuleanu” Liceul Tehnologic „Henri Coandă” Liceul Tehnologic Oltchim Grup Şcolar Sanitar „Antim Ivireanul” 31%

Colegiul de Silvicultură și Protecția Mediului Liceul Tehnologic „Henri Coandă”

31%

ALTE LICEE SUD 2% 1% 2%

Colegiul Na ional „Nicolae Grigorescu” - Câmpina

Judetul Arges Liceul Teoretic „Ion Mihalache” - Topoloveni Judetul Olt Liceul Teoretic „Mihai Viteazul” - Caracal Liceul Teoretic „Petre Pandrea” - Bal Judetul Dambovita Colegiul Na ional "Vladimir Streinu" - Gaesti

44%

Judetul Giurgiu Colegiul National „Ion Maiorescu” - Giurgiu Judetul Ialomita Liceul de Arte „Ionel Perlea” Slobozia

44%

37 Colegiul Na ional „Mihai Viteazul"

BUCUREȘTI 1%

1% 1%

Colegiul Na ional Bilingv „George Co buc”

Colegiul Na ional „Gheorghe Laz r” Colegiul Na ional „Sfântul Sava” Colegiul Na ional „Iulia Hasdeu”

17%

Colegiul Na ional „Spiru Haret” Colegiul Na ional „Grigore Moisil”

Colegiul Economic „Virgil Madgearu” Colegiul NaViteazul" ional „Ion Creang Colegiul Na ional „Mihai

1% 1%

”

Colegiul Na ional Bilingv buc” Colegiul Na„George ional Co „Ion Luca Caragiale”

Colegiul Na ional „Gheorghe Laz r”

Colegiul Na ional „Tudor Vianu”

Colegiul Na ional „Sfântul Sava”

Central ional „Iulia Hasdeu”Bucure Colegiul Nacoala

17%

Colegiul Na ional „Spiru Haret”

Colegiul Na ional „Gheorghe incai”

Colegiul Na ional „Grigore Moisil”

Colegiul„Virgil Na Madgearu” ional "Mihai Eminescu" Colegiul Economic ional „IonNa Creang ” „Elena Cuza” Colegiul Na Colegiul ional

Colegiul Na ional „Ion Luca Caragiale”

Colegiul Na ional „Cantemir Vod ”

Colegiul Na ional „Tudor Vianu”

LiceulBucure Teoretic „Alexandru Ioan Cuza” coala Central ti

Colegiul Na ional „Gheorghe incai”

Liceul Teoretic „George C linescu”

Colegiul Na ional "Mihai Eminescu"

Colegiul German Goethe

Colegiul Na ional „Elena Cuza”

ional „Cantemir ” Colegiul Na Liceul TeoreticVod „Nicolae Iorga”

14%

Liceul Teoretic „Alexandru Ioan Cuza”

Liceul Teoretic „Dante Alighieri”

Liceul Teoretic „George C linescu”

Colegiul Economic „Ion Ghica” Colegiul German Goethe

4% 14%

Liceul Teoretic „Nicolae Iorga” Scoala Europeana Bucuresti Liceul Teoretic „Dante Alighieri”

Liceul Teoretic „Ion Barbu”

Colegiul Economic „Ion Ghica”

Scoala Europeana Bucuresti British School Bucharest International Liceul Teoretic „Ion Barbu”

Liceul Interna ional de Informatic Bucure ti

International British School Bucharest

Liceul Teoretic „Eugen Lovinescu” ional de Informatic Bucure ti Liceul Interna Liceul Teoretic „EugenNa Lovinescu” Colegiul ional „Matei Basarab” Colegiul Na ional „Matei Basarab”

Liceul Teoretic „Ion Neculce”

Liceul Teoretic Liceul Teoretic "Jean Monnet" "Jean Monnet"

Liceul De Arte Plastice „Nicolae Tonitza"

Liceul Teoretic „Constantin Brâncoveanu”

Liceul Teoretic „Constantin Brâncoveanu” Liceul Teoretic „Tudor Vladimirescu” 9%

Liceul Bilingv "Miguel De Cervantes" Liceul Teoretic „Tudor Vladimirescu” Colegiul Na ional "Emil Racovi "

Liceul Bilingv "Miguel De Cervantes"

Liceul Greco-Catolic „Timotei Cipariu”

Colegiul"Viilor" Na ional "Emil Racovi Colegiul Economic

Liceul Greco-Catolic „Timotei Cipariu”

Colegiul Tehnic Media

8% 8%

coala Superioar Comercial „Nicolae Kretzulescu”

Colegiul Economic "Viilor"

Liceul Teoretic „Benjamin Franklin”

Liceul Teoretic „Dimitrie Bolintineanu” coala Superioar Comercial

„Nicolae Kretzulescu”

Colegiul Economic „Hermes”

Colegiul Tehnic Media

Colegiul „Ion Socolescu”

8% 8%

Liceul Teoretic „Benjamin Franklin” Liceul Teoretic „Dimitrie Bolintineanu” Colegiul Economic „Hermes” Colegiul „Ion Socolescu”

1% 2% 1%

CONSTANȚA 3%

8% 31%

10%

10% Colegiul Na ional „Mircea cel B trân” Liceul Teoretic „Ovidius” Liceul Teoretic „Traian” Liceul Teoretic „George C linescu”

31%

Liceul Teoretic „Decebal” Colegiul Na ional „Mihai Eminescu” Colegiul Tehnic „Tomis” Colegiul Comercial „Carol I” Colegiul Na ional Pedagogic „Constantin Br tescu” Colegiul Na ional De Arte „Regina Maria” Liceul Tehnologic de Electrotehnic

i Telecomunica ii

1% 2% 1%

CRAIOVA

4% 5% 30%

Colegiul Na ional „Carol I” Colegiul Na ional „Elena Cuza” Colegiul Na ional „Fra ii Buze ti”

1% 2% 1%

11%

Liceul Teoretic „Tudor Arghezi” Colegiul Na ional Pedagogic „ tefan Velovan” Liceul Teoretic „Nicolae Titulescu”

Colegiul Na ional „Gheorghe Chi u” Liceul Teoretic „Henri Coand ”

Colegiul Na ional „ tefan Odobleja” Liceul de Arte „Marin Sorescu”

30%

Liceul „Traian Vuia”

Colegiul Na ional „Carol I” Colegiul Na ional „Elena Cuza”

19%

20%

Colegiul Na ional „Fra ii Buze ti” Liceul Teoretic „Tudor Arghezi” Colegiul Na ional Pedagogic „ tefan Velovan” Liceul Teoretic „Nicolae Titulescu” Colegiul Na ional „Gheorghe Chi u” Liceul Teoretic „Henri Coand ” Colegiul Na ional „ tefan Odobleja” Liceul de Arte „Marin Sorescu” Liceul „Traian Vuia”

19%

20%

1% 2%

IAȘI

1% 2%

2% 3%

16%

Colegiul Naional ional Ia ii Colegiul Na Colegiul Naional ional „Costache „Costache Negruzzi” Colegiul Na Negruzzi” Colegiul Na ional „Emil Racovi ”

Colegiul Na ional „Emil Racovi ” Colegiul Na ional „Mihai Eminescu”

Colegiul Na ional „Mihai Eminescu” Colegiul Na ional „Garabet Ibraileanu”

Colegiul Na ional „Grigore Moisil” Liceul Teoretic de „Garabet Informatic Ibraileanu” Liceul Teoretic Informatic „Grigore Moisil” Liceul Teoreticde „Dimitrie Cantemir”

14%

14% 5%

Liceul Teoretic„Dimitrie „Miron Costin” Liceul Teoretic Cantemir” Liceul Teoretic „Alexandru Ioan Cuza” Liceul Teoretic „Miron Costin” Liceul Teoretic „Vasile Alecsandri”

Liceul Teoretic „Alexandru Ioan Cuza”

Colegiul Na ional de Art „Octav B ncil ”

Liceul Teoretic „Vasile Alecsandri” Colegiul Economic Administrativ

Colegiul Na ional de Art „Octav B ncil ” Liceul „Waldorf” Liceul cu Program Sportiv Colegiul Economic Administrativ Colegiul „Richard Wurmbrand” Liceul „Waldorf”

7% 11%

Colegiul Tehnic „Gheorghe Asachi”

Liceul cu Program Sportiv

Liceul Tehnologic Economic „Virgil Madgearu”

Colegiul „Richard Wurmbrand”

Liceul Pedagogic „Vasile Lupu”

10%

11% 11%

Colegiul Tehnic „Gheorghe Asachi” Liceul Tehnologic Economic de Turism Liceul Tehnologic Economic „Virgil Madgearu” Liceul Pedagogic „Vasile Lupu” Liceul Tehnologic Economic de Turism

10% 11%

SUCEAVA 1%

Colegiul Na ional „Petru Rare ”

Colegiul Na ional „ tefan Cel Mare”

Colegiul Na ional „Mihai Eminescu” Colegiul Economic „Dimitrie Cantemir” Colegiul Na ional de Informatic „Spiru Haret” Colegiul de Art „Ciprian Porumbescu”

38%

Liceul Teoretic Cre tin Filadelfia Colegiul Tehnic „Samuil Isopescu” Liceul cu Program Sportiv Colegiul Tehnic de Industrie Alimentara Colegiul Tehnic „Alexandru Ioan Cuza”

12%

26%

GALAȚI Colegiul Național „Vasile Alecsandri” Colegiul Naţional „Alexandru Ioan Cuza” Colegiul Naţional „Costache Negri” Liceul Teoretic „Emil Racoviţă” Colegiul Naţional „Mihail Kogălniceanu” Liceul Teoretic „Sfânta Maria”

Liceul de Arte „Dimitrie Cuclin”

25% 10%

15%

20%

1% 1% 1%

ALTE LICEE EST

Colegiul Militar „Ștefan cel Mare” - Câmpulung Moldovenesc Colegiul Național „Eudoxiu Hurmuzachi” - Rădăuți

13%

Colegiul „Alexandru cel Bun” - Gura Humorului Colegiul Național „Nicu Gane” - Fălticeni Colegiul Național „Dragoș Vodă” - Câmpulung Moldovenesc Colegiul Tehnic „Mihai Băcescu” - Fălticeni Liceul Tehnologic „Nicolai Nanu” - Broșteni

60%

16%

2% 2% 2%

2% 2% 2% 2%

Colegiul Na ional” „Calistrat Hoga ” - Piatra Neam Colegiul Na ional „Calistrat Hoga - Piatra Neam Colegiul Na ional „Petru Rare ” - Piatra Neam

Colegiul Na ional „Petru Rare ” - Piatra Neam

Colegiului Na ional „Roman-Vod ” - Roman

Colegiului Na ional „Roman-Vod ” - Roman Judetul Botosani

Judetul Botosani

Colegiul Na ional „Grigore Ghica” - Dorohoi

Colegiul Na ional „August Treboniu Laurian” - Botosani

Colegiul Na ional „August Judetul Treboniu Vrancea Laurian” - Botosani Judetul Vrancea

Liceul Teoretic „Ioan Slavici” - Panciu

Iasi- Panciu Liceul Teoretic „IoanJudetul Slavici”

30% 47%

47%

Judetul Iasi

Liceul Teoretic „Ion Neculce” - Târgu Frumos

Na ional „Mihail Sadoveanu” - Pa cani Liceul Teoretic „Ion Colegiul Neculce” - Târgu Frumos Judetul Bacau

Colegiul Na ional „Mihail Sadoveanu” - Pa cani Judetul Bacau

Colegiul Na ional „Vasile Alecsandri” - Bac u

CLUJ

1% 2%

2% 1%

1% 1%

21%

Colegiul Na ional „George Co buc” Colegiul Na ional „Emil Racovi ” Liceul Teoretic „Gheorghe incai”

Liceul Teoretic „Avram-Iancu”

Liceul Teoretic „Nicolae B lcescu” Liceul Teoretic „Lucian Blaga” Colegiul Na ional „George Bari iu”

7% 15%

Colegiul Economic „Iulian Pop”

Liceul Teoretic „Onisifor Ghibu”

Liceul de Muzic „Sigismund Todu ”

Liceul de Informatic „Tiberiu Popoviciu”

Colegiul Tehnic De Industrie Alimentar „Raluca Ripan”

10%

Liceul Teoretic „Mihai Eminescu” Liceul Teoretic „Victor Babe ” Liceul Teoretic „Brassai Sámuel” Liceul de Coregrafie i Art Dramatic „Octavian Stroia” Liceul Teoretic „Báthory István” Colegiul Tehnic de Comunica ii „Augustin Maior” Liceul De Arte Plastice „Romulus Ladea” Colegiul Tehnic "Napoca" Colegiul Na ional Pedagogic „Gheorghe Laz r”

14% 11%

TÂRGU MUREȘ

2% 1% 3% 7%

42% 16%

Colegiul Na ional „Unirea” Colegiul Na ional „Alexandru Papiu-Ilarian”

42%

Colegiul Economic „Transilvania” Liceul Teoretic „Bolyai Farkas” Liceul Voca ional Pedagogic „Mihai Eminescu” Liceul Teoretic „Gheorghe Marinescu” Liceul Tehnologic Electromure Liceul Teologic Reformat Colegiul Agricol „Traian S vulescu” Liceul de Art Tîrgu-Mure Liceul cu Program Sportiv „Szász Adalbert”

28%

1% 1%

BRAȘOV

4% 4%

Colegiul Na ional „Andrei aguna”

26%

Colegiul Na ional de Informatic „Grigore Moisil”

Colegiul Na ional „Unirea”

Colegiul Na ional „Dr. Ioan Me ot ”

Colegiul „Emil Racovi ”

Colegiul „Nicolae Titulescu”

12%

Colegiul de tiin e „Grigore Antipa”

Liceul „Andrei Mure anu”

Lic

Liceul de Arte Plastice „Hans Mattis Teutsch”

Lic

Colegiul National Economic „Andrei Bârseanu”

Liceul Teoretic „Johannes Honterus”

15%

Liceul de Muzic „Tudor Ciortea”

SIBIU

14%

1% 4%

25%

Colegiul Național „Gheorghe Lazăr”

Colegiul Național Goga” Colegiul Național „Octavian„Octavian Goga” Colegiul Național Pedagogic „Andrei Șaguna” Colegiul Național Pedagogic „Andrei Șaguna” Colegiul Național „Samuel „Samuel von Brukenthal” Colegiul Național von Brukenthal”

Colegiul Economic „George Bariţiu”

Colegiul Agricol „D.P. Barcianu”

Colegiul Tehnic Cibiunium

Liceul Teoretic „Onisifor Ghibu”

Liceul Teoretic „Onisifor Liceul Teoretic „Constantin Noica” Ghibu”

Liceul Teoretic Liceul De Artă Sibiu „Constantin Noica” 18%

18% 11%

11%

12%

Lic

14%

Colegiul Energetic LiceulTehnic De Artă Sibiu

Colegiul Tehnic Energetic

4% 5%

ALTE LICEE CENTRU

1% 1%

Colegiul Naţional „Liviu Rebreanu” - Bistriţa

39%

Colegiul Tehnic „Grigore Moisil” - Bistriţa Colegiul Național „Andrei Mureșanu” - Bistriţa

Colegiul Tehnic „INFOEL” - Bistriţa

Liceul de Muzica „Tudor Jarda” - Bistriţa Colegiul Naţional „Liviu Rebreanu” - Bistriţa

Liceul de Arte „Corneliu Baba” - Bistriţa

39%

21%

Colegiul Tehnic „Grigore Moisil” - Bistriţa

Liceul Teoretic Sanitar„Andrei - Bistriţa Colegiul Național Mureșanu” - Bistriţa Tehnic „INFOEL” - Bistriţa Colegiul Colegiul Național Petru Rareș - Beclean Liceul de Muzica „Tudor Jarda” - Bistriţa

Colegiul Liceul Național „George Coșbuc” - Năsăud de Arte „Corneliu Baba” - Bistriţa

21%

Liceul Teoretic Sanitar - Bistriţa Colegiul Național Petru Rareș - Beclean Colegiul Național „George Coșbuc” - Năsăud

1% 1%

23%

17%

Grup colar „Lucian Blaga” - Reghin Jud Hargita

1% 1%

Liceul Teoretic „O.C Taslauanu” - Topli a Colegiul Na ional „Octavian Goga” - Miercurea Ciuc Jud Cluj Liceul Tehnic „Victor Ungureanu” - Câmpia Turzii Jud Sibiu coala Na ional de Gaz - Media Liceul Teoretic „Gustav Gündisch” - Cisnadie Jud Covasna Liceul Teoretic „Mircea Eliade” - Întorsura Buz ului

78%

ORADEA

1% 1% 1% 2%

Colegiul Na ional „Emanuil Gojdu”

Colegiul Na ional „Mihai Eminescu”

Colegiul Na ional „Emanuil Gojdu”

Colegiul Na ional „Iosif Vulcan”

34%

Colegiul Na ional „Mihai Eminescu”

LiceulNa Teoretic „Aurel Laz r” ional „Iosif Vulcan” Colegiul

34%

Colegiul Economic „Partenie Cosma” r” Liceul Teoretic „Aurel Laz Colegiul „Partenie Cosma” LiceulEconomic de Arte Oradea

Liceul de „Don Arte Oradea Liceul Orione”

Liceul „Don Orione”

Liceul Teologic Greco-Catolic „Iuliu Maniu”

Liceul Teologic Baptist „Emanuel”

Colegiul Tehnic „Traian Vuia”

Liceul Teoretic German „Friedrich Schiller” Liceul Teoretic German „Friedrich Schiller”

15%

Colegiul Tehnic „Mihai Viteazul” Colegiul Tehnic „Mihai Viteazul”

15%

Liceul Teoretic „Ady„Ady Endre” Liceul Teoretic Endre” Liceul Teoretic „Lucian Blaga”

Liceul Teoretic „Lucian Blaga”

24%

1% 1%

Colegiul Na ional „Constantin Diaconovici Loga”

Colegiul Na ional B n ean Liceul Pedagogic „Carmen Sylva”

TIMIȘOARA

17%

Colegiul Na ional „Constantin Diaconovici Loga”

Liceul Teoretic „Grigore Moisil”

Colegiul Na ional B n ean

Liceul Teoretic „Jean-Louis Calderon”

Liceul Pedagogic „Carmen Sylva”

Liceul Teoretic „Grigore Moisil”

Liceul Teoretic „Nikolaus Lenau”

Liceul Teoretic „Jean-Louis Calderon”

Liceul Teoretic "William Shakespeare" Colegiul Economic „Francesco Saverio Nitti”

16%

Liceul Teoretic „Nikolaus Lenau”

Liceul Teoretic "William Shakespeare"

Colegiul Na ional „Ana Aslan”

Colegiul Economic „Francesco Saverio Nitti”

Liceul de Arte Plastice Timi oara Liceul „Waldorf” Timi oara

16%

Colegiul Na ional „Ana Aslan” Liceul de Arte Plastice Timi oara

Liceul Teoretic „Bartók Béla”

Liceul „Waldorf” Timi oara

Colegiul Tehnic „Emanuil Ungureanu”

Liceul Teoretic „Bartók Béla”

Liceul Teoretic „Vlad epe ” Colegiul Tehnic „Ion Mincu”

Colegiul Tehnic „Emanuil Ungureanu”

Liceul Teoretic „Vlad epe ” Colegiul Tehnic „Ion Mincu”

Colegiul Tehnic „Ion I.C. Br tianu”

Colegiul Tehnic „Henri Coand ” Colegiul Na ional de Art „Ion Vidu”

14%

8% 8%

Colegiul Tehnic „Henri Coand ” Colegiul Na ional de Art „Ion Vidu”

1% 1%

ARAD

Colegiul Na ional „Moise Nicoar ”

Colegiul Na ional „Elena Ghiba Birta” 5%

Colegiul Na ional „Vasile Goldi ”

29%

Liceul Pedagogic „Dimitrie ichindeal” Liceul de Arte „Sabin Dr goi”

Colegiul Na ional „Moise Nicoar ”

Colegiul Na ional „Elena Ghiba Birt

Colegiul Na ional „Vasile Goldi ”

Liceul Pedagogic „Dimitrie ichinde

Liceul Tehnologic „Iuliu Maniu”

Liceul de Arte „Sabin Dr goi”

Liceul Teoretic „Adam Müller Guttenbrunn”

Liceul Tehnologic „Iuliu Maniu”

Colegiul „Csiky Gergely”

Liceul Teoretic „Adam Müller Gutte

Colegiul „Csiky Gergely”

Colegiul Economic Arad

Liceul Tehnologic de Electronic

i Automatiz ri „Caius Iacob”

Liceul Tehnologic de Electronic

Colegiul Tehnic "Aurel Vlaicu"

Colegiul Tehnic de Construc ii i Pr

Colegiul Tehnic de Construc ii i Protec ia Mediului

Liceul Tehnologic de Industrie Alim

Liceul Teologic Baptist „Alexa Popo

Liceul Tehnologic de Industrie Alimentar Liceul Teologic Baptist „Alexa Popovici”

21% 14%

ALTE LICEE VEST

10%

10% 10%

10%

Liceul Lazr” r” - Pecica Liceul„Gheorghe „Gheorghe Laz - Pecica JudTimis Timis Jud ColegiulNa Na ional Hasdeu” - Lugoj Colegiul ional„Iulia „Iulia Hasdeu” - Lugoj Colegiul Na ional „Coriolan Brediceanu” - Lugoj

Colegiul Na ional „Coriolan Brediceanu” - Lugoj

10%

Jud Bihor

Colegiul Na ional „Octavian Goga” - Marghita

Colegiul ional „Octavian Beiu - Marghita ColegiulNa Tehnic „Ioan Ciorda ” -Goga” Colegiul Tehnic „Ioan Ciorda ” - Beiu Jud Hunedoara Colegiul Na ional „Decebal” - Deva Jud Hunedoara

10% 40%

40%

Colegiul Tehnic "Aurel Vlaicu"

10%

Liceul Pedagogic „Sabin Dr goi” - Deva

Colegiul Na ional „Decebal” - Deva Liceul Pedagogic „Sabin Dr goi” - Deva

FROM INNOVATIVE TO TRADITIONAL GROWTH For the past 24 years, AIESEC Romania has been offering young people the opportunity to explore and develop their leadership potential through professional internships abroad, various VOLUNTEERING programs all across the globe and also team member and team leader experiences. It has been more than 4 years since AIESEC as an organization partnered with Școala de Valori, in its pursuit towards shaping MORE LEADERS FOR SOCIETY. It all started when a few AIESEC alumni decided that there is an urgent need to improve the education of high-school students in Romania, by complementing their curricula with personal development trainings, delivered by international volunteers. IT ALL STARTED SMALL AND IT GREW REALLY FAST. After only 4 years, we reached over 11.000 high school students, 424 international volunteers in 403 schools and 38 cities. AIESEC IS STILL INVESTING and we will continue to invest in this project because we see the relevance and impact that it has on the Romanian society, and for us, this is the best return of investment that we could possibly get: HIGH-SCHOOL STUDENTS who are empowered to think and choose for themselves, based on their own values and purpose, and who decide to volunteer after high school so that more and more people can benefit from this project. Daniel Pleșa, AIESEC President

In the early beginnings of GROW, when we were organizing the project in only three cities, I think neither of us had imagined that we would reach over 11.000 teenagers in such a SHORT PERIOD OF TIME. WE STARTED WITH THE IDEA of developing a long term, nationwide youth development program, which would focus on changing teenagers’ perspectives, and I think we did just that. Even from the beginning, starting with our pilot project, we focused on evaluating the impact of the project on teenagers’ behaviour and the changes in attitude. With every GROW edition that passed we EVOLVED, we discovered our project’s strong and weak points, and we got to know our participants better and better. Five years have passed and we can see the change in our graduates, knowing that GROW went from an innovative project to the next level, to becoming A TRADITIONAL PROJECT. Looking forward, we want GROW to evolve together with the teens, to become a large learning community that challenges young people to define and redefine themselves, thus empowering them to take action. THE KEY ASPECT is to evolve and stay young and fresh like our participants, to continuously improve the PRACTICE, LEARN, STEP-UP GROW philosophy, to be on the same page with the fast changing Millennial generation, to meet their needs and the needs of society at the same time. Along with our partners, WE WILL CONTINUE GROW; nothing could have been achieved without the trust and support of partners like AIESEC Romania, the Dinu Patriciu Foundation (our first financial supporter), companies like BRD that has been our partner for the last 4 years, the Ministry of Education and the teachers that welcome GROW with every occasion, and all the other corporate and media partners that we have worked with, and that we will work with in the future. Dragoș Belduganu, Head of Corporate Engagement, Școala de Valori

CONCLUSIONS When you say GROW, you also say socialization and communication. Based on data analysis, it is obvious that these two concepts appear again and again, regardless of the category of stakeholders we analyse: teenagers, parents, AIESEC organizers or international trainers. The most common REASON why these four groups revolve around the GROW program is the opportunity to meet new people and, maybe turn them into friends. The possibility to meet someone new, to get to know his or her culture and to better understand what diversity is all about is a key feature that differentiates GROW from other non-formal educational programs for teenagers. Not only is this a reason to be a part of the program but it is also an expectation of all

studied groups. MOST OF THEM enroll in GROW or enroll their children in GROW and expect the program to offer them an intercultural experience and the chance to make new friends. For the most part, GROW FULFILS this expectation and helps participants improve their social and communication skills, making them less shy and more comfortable to express their ideas and feelings in front of others. This trend expands beyond those few weeks during which the program runs. THE MAJORITY of people involved keep in touch with someone they met during GROW even after the sessions ended. Moreover, most participants actually meet other individuals that they consider role models, and

whose lifestyle, personality or life principles inspire them. A significant part of the people involved in GROW CHANGE THEIR LIFE and start doing things differently: they volunteer more, they participate in other educational programs or they change their job or their country. From the respondents’ point of view, GROW is also A CHANCE TO LEARN, evolve and develop outside of school. The program gives its participants (teenagers, AIESEC organizers and international trainers) a CLEARER PICTURE of their future, be it their future career or a future academic path. GROW also helps them discover their strengths and weaknesses and teaches them how to better cooperate and WORK IN A TEAM.

of AIESEC and Școala de Valori;

SELF-SUSTAINABILITY

for each AIESEC Romania local committee;

TECHNOLOGIZATION OF PROCESSES

(online acces to information, online materials, blended learning platform).

INTERNAL

EQUAL OWNERSHIP AND RESPONSIBILITY

EXTERNAL

2020 STRATEGIC VISION QUALITATIVE EDUCATIONAL PROGRAM and upgraded learning process( work skills for 2020, more labor market related activities, alignment with international educational trends); LONG-TERM PARTICIPATION/LEARNING PROCESS; EMPOWER PARTICIPANTS TO PAY IT FORWARD

using events like Globatic and other aligned national events;

GROW MEMBER COMMUNITY

and GROW alumni and ambassadors community;

BRAND VISIBILITY; BETTER COOPERATION with formal education system; GROW - Romanian best case practise in project management and non-formal education for teenagers; QUALITATIVE COLLABORATION with GROW stakeholders.

ew logo colours:

practice, learn,growedu.ro step up!

HEX: cc0066

HEX: ff6600

R=204 G=0 B=102

R=255 G=102 B=0

C=16 M=94 Y=42 K=1

C=0 M=75 Y=85 K=0