Toolkit "(Y)our Right for Peace!"

Toolkit

(Y)our Right for Peace!

Training for young leaders on human rights and peace education

Toolkit

This toolkit is a result of follow up of the project "(Y)our Right for Peace! Training for young leaders on human rights and peace education", financed by KA1, Erasmus+ Programme, coordinated by YAP - Youth Action for Peace, held in Poggio Mirteto (RI), Italy from 15th to 22nd of May. (c) 2015, YAP Italia

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

1

INDEX I. INTRODUCTION About the training course..................................................................................................3 Raising Peace campaign..................................................................................................4 Project Partners...................................................................................................................5 Timetable of the activities..................................................................................................7 II. TOOLBOX Part 1. Non-formal education in youth work…………………….......................................8 Getting to know each other …………………...................................................................8 Welcome ceremony...........................................................................................................9 Expectations, Fears and Contribution..............................................................................9 Presentation of the agenda............................................................................................10 Team building and Group dynamics..............................................................................10 Communication……………………………………………………………………………...….12 Conflict management………………………………………………………………………....13 Intercultural Learning…………………………………………………………………………...14 Methods of non-formal education……………………………………………………….....15 Reflection groups and evaluations………………………………………………………….17 Part 2. Peace Education and Human Rights………………………………..……………...19 Walking gallery…………………………………………………………………………………..19 Gincana on Human Rights…………………………………………………………………....20 Moving Debate on HR………………………………………………………………………….21 Get Involved!...................................................................................................................22 Cafeteria of Human Rights…………………………………………………………………….22 Discrimination for Breakfast……………………………………………………………………23 Peace Education. Sharing practices………………………………………………………..24 Part 3. Training in Action: the activities proposed by the participants……………….25 Group 1.

Welcome to Poggio Mirteto!..........................................................................................25 Group 2.

The Art of Teambuilding…………………………………………………………….………….28 Group 3.

Human Rights Café………………………………………………………………….………….31 The Stars of Human Rights……………………………………………………………..………32 Group 4.

Gender issues in IVS……………………………………………………………………….……34 III. ATTACHMENTS Passport Model.................................................................................................................37 Magic Triangle of Group dynamics………………………………………………….………38 Conflict Management……………………………………………………………………....…39 Intercultural Learning (ICL)…………………………………………………………...……….42 Quotes about Human Rights………………………………………………………….………44 History of Human Rights (quiz)……………………………………………………………..….45 2

I. INTRODUCTION “It isn't enough to talk about peace. One must believe in it.

And it isn't enough to believe in it. One must work at it.

Eleanor Roosevelt

"(Y)our Right for Peace! Training for young leaders on human rights and peace education", financed by European Union through the Erasmus+ Programme (Key Action 1, Mobility of youth workers), is a training course coordinated by YAP - Youth Action for Peace, held in Poggio Mirteto (RI), Italy from May 15th to May 23rd, 2015.

30 youth workers, peer educators, trainers and facilitators from Italy, Ukraine, Russia, Armenia, Belarus, Belgium, Estonia, Hungary, Spain and Slovakia were involved in the implementation of the project.

Europe is living one of its most complicated phases in the last decades: since years the core point in discussion is the crisis, not only economic but also related to the loss of values, to the difficulties of the education system, to the lack of participation and social cohesion. In this period we are observing the wide spread of events that risk to promote new nationalistic movements, conflicts and rights violation.

For this reason the project aimed to develop a new awareness about the fundamental human rights and the importance to build up non violent communication processes, both at European and at extra European level.

The training was designed as a tool for youth workers and international voluntary service organizations to promote the development of new empowerment process and to enhance the grass-rooted impact of their actions on a bigger amount of beneficiaries.

The main goal of the project was to train 30 young people, youth leader, peer educators and volunteers active at local and international level, interested in further development of peace education and human rights promotion in their communities of origin by training other young people of the same age.

We used the non formal education methodologies, aimed to deepen and analyze the group dynamics and the leadership, to promote the active participation and to learn how to manage the conflicts that could appear within groups. These working methods fostered the active involvement of all the trainees and the development of active learning and peer to peer exchange of different competences, knowledge and bet practices.

The present publication represents the result of collective work of participants and pool of trainers and was realized as one of the following up activities of the training course in order to spread its results among youth and social workers, non profit organisations and young people they work with. The tool kit, which has to be considered as a didactical package to deal with peace education and human rights in youth projects (such as workcamps, youth exchanges etc.), contains the presentation of the working methods used and the description of some selected activities with the detailed explanation of the type, aim, material and description on how to perform it.

3

The training course included the practical part when the participants had a chance to experiment some of the assimilated techniques: during the last two days they were preparing and running the sessions on peace and human rights as trainers with the group of Italian youth leaders. Therefore the present kit of tools based on non formal education is not a set of collected activities but the result of fieldwork done by the participants personally.

Moreover, thanks to Andrejs Rusinovskis and Elizaveta Zaytseva, the activities and the workshops realized during the project were documented through a video and a blog, available online and updated every day of the training course with pictures and comments.

ABOUT THE TRAINING COURSE The project aimed to provide the involved participants with new interactive tools to manage international groups involved in short term voluntary service projects and workcamps.

For this reason the training had a specific focus on different working methods that can be used within the non formal education framework so as to train new youth leaders, peer educators and active volunteers about group dynamics, active participation, learning assessment and conflict management.

On the other hand the project was concentrated on peace education and human rights and on International Voluntary Service movement, as a tool to promote them.

The last day of the training permitted to combine both thematic paths in one thanks to the final event where the international participants met and trained a group of Italian camp leaders and youth leaders about team building, Intercultural learning - ICL, group dynamics, peace, conflict management and human rights, using non formal education working methods.

RAISING PEACE CAMPAIGN The Raising Peace campaign was launched by the CCIVS (Coordinating Committee for International Voluntary Service) and aims at gathering networks and members of the International Voluntary Service movement, empowering their volunteers and activists, making advocacy through diverse channels and networking with other civil society organisations to build together a culture of peace with guarantee of human rights for every person.

During the General Assembly in December 2012, CCIVS members decided to closely work together on a campaign to reinforce the recognition and visibility of the contribution of International Voluntary Service to the promotion of a culture of peace and human rights. An analysis of the work carried out on the thematic area of action of Peace & Human Rights so far revealed that several awareness-raising initiatives and training materials on Education for Peace and Human Rights have been developed by CCIVS members, however they haven’t been gathered nor made available to all members and other networks. A closer co-operation and a 4

common communication campaign would organisations and their work on the global level.

increase

the

visibility

of

IVS

The Raising Peace Campaign was launched for the first time in 2014, and in 2015 it was focused on Human Rights, and specifically on the following thematics: – The rights of migrant people, refugees and to citizenship of every person in the world: social rights that are above the delimitation of borders.

– The right to the own body and sexuality: which relate fundamental rights of any person regarding their individuality and dignity as a single person.

– The right to healthy life, food and housing: fundamental rights to a good life and dignity.

– The building of peace through communication, networking and participation.

The special case of Ukraine The Campaign 2015 was launched by a Declaration of the IVS movement regarding Human Rights, and included several Peace Action Weeks on each of these topics, a global communication campaign and awareness raising actions all over the world (and especially in Europe).

For the description of the 2015 Campaign, with its actions, aims and the global process in detail please visit the website.

Join us in the Campaign, share with us your ideas, your actions, discuss, advocate and participate with us!

We Raise Peace together. (from https://raisingpeace2015.wordpress.com/) PROJECT PARTNERS YAP Italia (Youth Action for Peace), Italy is a non profit organisation founded in 1970 involved in local, national and international voluntary actions and it implements short, mid and long term voluntary projects and activities on peace education, active citizenship, intercultural dialogue focused on youth. Website: www.yap.it Union Forum, Ukraine is non profit, non governmental organisation registered in 1991 in Lviv, Ukraine as a mean to consolidate youth on non-political basis with the purpose to promote international understanding and democracy, create opportunities for youth personal growth, international cooperation and develop voluntary service in Ukraine. Website: www.union-forum.org JAVVA, Belgium is a Belgian non-governmental organisation, founded in 2000 by a group of young volunteers convinced by the pertinence of international workcamps as a mean to promote peace. Today, JAVVA defines itself as a Youth Organisation involved in Active citizenship and Intercultural dialogue issues.

Website: www.javva.org The Republican Headquarters of Student Brigades (HUJ), Armenia was founded in 1965 and is registered as a non-governmental organization. HUJ is a member of the Coordinating Committee of International Voluntary Service (CCIVS) and the 5

Alliance of European Voluntary Service organizations. At present HUJ organizes volunteer exchanges with 120 partner organizations abroad. Website: www.huj.am COCAT (Coordinadora d’Organitzadors de Camps de Treball de Catalunya), Spain is the Coordination Platform of Workamp Organizers of Catalonia, a platform of youth organizations: Cruc, Fundació Pere Tarrés, Fundació Escolta Josep Carol, and RAI, with the aim of coordinating workcamps in Catalonia, as a tool for personal development among the youth and local development for the communities where workcamps take place. Website: www.cocat.org Útilapu Hálózat, Hungary is the branch of Service Civil International (SCI), an association organising voluntary programmes in order to get rid of prejudice and cease possible inter-cultural tension among young people, let them grow personally, contribute to peace and social justice. Website: www.utilapu.hu EstYES, Estonia is a non-profit, non-political, non-governmental organisation. It was established in 1991 with the purpose to promote youth and cultural exchanges for learning and better mutual understanding. EstYES was a pioneer organisation in the field of international youth voluntary service in Estonia. Website: www.estyes.ee World4You, Russia is a non-profit NGO founded in 1998, which is carrying out international voluntary service in Russia for 15 years. Our main goal is to promote international volunteering, youth and cultural exchanges for better understanding, tolerance and create peaceful life in the worldwide community. Website: www.world4u.ru LYVS (League of Youth Voluntary Service), Belarus is a non-governmental, non profit organization that aims to promote assistance among young people in implementation of their ideas on the basis of voluntary service. Website: www.lyvs.bn.by INEX (INternational EXchanges), Slovakia is non-profit and non-governmental organisation offering remarkable experiences, personal development and meaningful free time activities for young people through international voluntary activities and non-formal education. Website: www.inex.sk

6

TIMETABLE OF THE ACTIVITIES ARRIVAL 15th May

DAY 1 16th May

DAY 2 17th May

DAY 3 18th May

7:30 – 8:30 9:00 – 13:00

DAY 4 19th May

DAY 5 20th May

DAY 6 21st May

DAY 7 22nd May

DEPARTURE 23rd May

TRAINING in ACTION – TiA SESSION group 1 and group 2

DEPARTURE OF PARTICIPAN TS

BREAKFAST (INTERCULTURAL) PREP-TEAM 9:00- 9:45 meeting WELCOME CEREMONY

AM SESSION

HUMAN RIGHTS AND PEACE EDUCATION – STEP 2:

9:45 – 10:30 EXPECTATIO NS, FEARS 9:00 – 10:20 and MOVING CONTRIBUTI DEBATE ON 10:20 – 10:50 10:30 – 10:45 GET PRESENTING INVOLVED! AGENDA 10:50 – 13:00 10:45 – 11:15 CAFFETERIA COFEE OF HUMAN BREAK RIGHTS

8:00 – 10:00 DISCRIMINA TION FOR BREAKFAST NON FORMAL EDUCATION – step 3:

STUDY VISIST TO THE ITALIAN RED CROSS OFFICE (HUMANITAR IAN LAW)

10:00 – 12:30 CONFLICT ANALYSIS AND CONFLICT MANAGEME NT

NON FORMAL (Y)OUR RIGHT EDUCATION – FOR PEACE! – step 4: PREPARATION and PRE9:00 – 10:45 TRAINING in INTERCULTURA ACTION L LEARNING group 1 and group 2 10:45 – 11:15 COFEE BREAK 11:15 – 12:30 METHODS OF NON FORMAL EDUCATION

11:15 – 13:00 TEAMBUILDI NG 13:00 – 14:30 15:00 – 18:30 PM SESSION

LUNCH GETTING TO KNOW EACH OTHER: Ice breakers and Name Games

18:30 – 19:00 20:00 – 21:00 21:30 – 23:00

WELCOME EVENING and EVENING presentati on of the project

HUMAN RIGHTS AND PEACE EDUCATION – STEP 1:

NON HUMAN FORMAL RIGHTS AND EDUCATION PEACE – step 2: EDUCATION FREE TIME IN – STEP 3: ROME 14:30 – 16:30 15:00 - 15:45 GROUP 15:00 – 16:45 HUMAN DYNAMICS PEACE RIGHTS EDUCATION. GALLERY 16:30 – 17:00 SHARING COFEE GOOD 15:45 -16:45 BREAK PRACTICES. GINCANA on HUMAN 17:00 – 18:30 16:45 – 17:00 RIGHTS COMMUNIC COFEE 19:00 – 20:00 ATION BREAK MID-TERM 16:45 – 17:10 EVALUATION COFFEE 17:00 – 18:30 BREAK PLANNING FUTURE 17:10 – 18:30 PROJECTS GINCANA on HUMAN RIGHTS. PART 2 REFLECTION GROUPS

15:00 – 18:30 (Y)OUR RIGHT FOR PEACE! – PREPARATION for TRAINING in ACTION

(Y)OUR RIGHT FOR PEACE! – PREPARATION and PRETRAINING in ACTION group 3 and 4

camp leaders arrival after 6.00 p.m.

TRAINING in ACTION – TiA SESSION group 3 and 4

18:30-20:00 FINAL EVALUATION

REFLECTION GROUPS

DINNER INTERCULTU RAL EVENING

OFFICIAL WELCOME OF THE ITALIAN GROUP

Farewell Party

7

II. TOOLBOX Part 1. Non-formal education in youth work GETTING TO KNOW EACH OTHER Title: Name ball Tool type: Ice breaker/Name game Tool topic/s: Getting to know each other; Creation of the group Aim: To remember the names and to make participants interact Material needed: A ball Duration: 5 minutes Description: Trainer invites participants to stand in a circle. In the first part of the game, each participant has to throw the ball to another participant saying his/her name.

In the second part, each participant has to throw the ball to another participant saying the name of the person who is receiving the ball.

Title: Behind a blanket Tool type: Ice breaker/Name game Tool topic/s: Getting to know each other; Creation of the group Aim: To remember the names and to make participants interact Material needed: A large non-transparent blanket Duration: 10 minutes Description: The participants are split into two groups. Both groups sit on the floor and a blanket is placed between them so they cannot see each other (two facilitators may hold it). One person from each group sits directly behind the blanket. Then the two people holding the blanket let the blanket fall, and the two persons directly behind it have to say the name of the other person as fast as possible. The first person to say the name of the other person wins. The loser joins the winning team.

Repeat (putting 2, 3, 5...10 people behind the blanket at the same time!)

Title: Human Bingo Tool type: Ice breaker/Name game Tool topic/s: Getting to know each other; Creation of the group Aim: To give participants of a new group the opportunity to start to interact and know each other.

Material needed: A list of fun/curious facts about the participants Duration: 15-20 minutes Description: The leader collects a list of very peculiar or particular information about each participant. You then ask the group to find one person, a different one that matches each category. The first one who matches all peculiarities to a person in the group wins a prize.

8

Example of facts list: Who has more then 10 letters in his/her name?

Who is born in 1991?

Who is sportive?

Who can touch his/her nose with the tongue?

Who never took part in international meeting before?

Who is in the board of an NGO?

Who lives in the country side?

Who has minimum then 3 brothers or sisters?

Who can tell a good joke?

Who can move his/her own ears?

Who can bite their own ‘foot-fingers’?

Who has already travelled in 8 different countries?

Who is afraid of highs?

Who has goldfish as pet?

Who plays guitar?

Who likes to cook?

WELCOME CEREMONY: Title: Welcome Ceremony - What makes you HUMAN? Tool type Ice breaking + first step in human rights and peace education Tool topic/s Introduction into the training topic; personal reflection Aim To break the ice, to create the proper atmosphere for the training, to introduce to the training and to the training topics Material needed sheets of paper; Passports for participants; pens; colours; markers; strips of fabric (black); relaxing music.

Duration 60 minutes Description Setting: the plenary room, positions according to the number of participants with sheets of paper, one note book and one pen in front of each + colour pens in the middle.

Before entering trainers explain that participants have NOTE: in this phase, while they to reflect individually on what makes them HUMAN. are entering, it would be nice to create a sensory pathway Then people get to be blinded with strips of fabric and (something they can smell, are welcomed in the room. touch, hear like plants and Once they entered the room, they are accompanied sounds of nature) with nice background music. by each trainer in front of their position. The strips fabric will be taken off and they will be asked to take their time, and to illustrate somehow (write, draw) on the paper their answer(s). Then they are asked to walk around and have a look at also the others’ works.

EXPECTATIONS, FEARS AND CONTRIBUTION Tool title: Participants passports + Garden of E,F and C Tool type: Work in group about fears, expectations and contributions Tool topic/s: Collecting individual expectations, fears and contribution 

See the attachment "Passport Model"

9

Aim: To share within the group the fears and the expectations toward the experience Material needed: Passports for each participant; Post-its; markers and pens Duration: 60 minutes Description: The facilitator presents the Passport distributed during the welcome ceremony. Participants are invited to reflect individually on expectations / fears /contribution writing it down in their passports. Then they write the summary on post-its. Then the facilitators collect post-its with expectation, fears and contributions on the flipcharts and make a discussion in plenary.

PRESENTATION OF THE AGENDA Tool type: Frontal presentation Tool topic/s: Weekly agenda presentation Aim: To share within the group the weekly agenda and to explain that some activities scheduled may be modified during the process according to their needs and suggestions. For this reason they have to take it as a “draft”. The same level of flexibility will be asked both to the pool and the group.

Material needed: Flipchart with the weekly agenda Duration: 10 minutes Description: Frontal presentation of the agenda + questions TEAM BUILDING AND GROUP DYNAMICS In this session we suggest to develop a principle of "snow ball" by making the participants work in small groups (4 sub-groups), than in bigger groups (2 subgroups) and finally as entire group.

Activity 1 (for 4 sub-groups) Tool title: Flip the blanket!

Tool type: Team building Tool topic/s: Creation of group dynamics + Problem solving Aim: To create a group cohesion and to make participants cooperate. To tackle themes of problem solving and leadership in a group Material needed 4 blankets / carpets which fit the number of people in each subgroup comfortably, but not with extra space 

See the attachment "Passport Model"

10

Duration: between 5 and 15 minutes Description: We divide participants in 4 groups. Each group is given a blanket. The task for the each team is to turn over the blanket, standing on it without anyone touching the floor, without verbal communication, only using gestures and eye contact.

Activity 2 (for 2 sub-groups) Tool title: Spider web Tool type: Team building game; problem solving Tool topic/s: Team building Aim: To make participants cooperate; To reflect For extra flavour (depending on on problem solving and group dynamics time) you can introduce some Material needed: Strings/ropes to create a web in basic role playing elements. advance Ex. “you belong to a tribe in a jungle forest, there is a fire Duration: 15-20 minutes threatening your village and you Description: have to evacuate. The only way Every 2 groups join up in one. Trainer creates a out is blocked by a giant web. If you touch the web you will alert web with as many holes (+1-2) as there are the spiders. etc participants, big enough for a person to come through without touching the “web” but also of different sizes. The goal is for the whole group to pass the web without anyone touching it.

The 2 basic rules are: 1. You can’t touch the web (if one does all the group starts over) 2. You can’t use the same hole two times The teams can use both verbal and non-verbal communication.

Activity 3 (for the entire group) Tool title: Triangle wit a rope Tool type: Team building game Tool topic/s: Team building Aim: To make the participants try the confidence in the group; To cooperate with each other; To find a solution together Material needed: A long rope Duration: 20 minutes Description: Make a big circle with the rope on the ground. Invite the participants to take a position on the boundary of the circle and take the rope. Then make them close their eyes. Ask to create a triangle without leaving the rope and without opening the eyes. Give them 10 minutes to complete the task. When the time is expired ask them to put down the rope on the exact place they are in this moment and see the result with open eyes.

Tips for the debriefing after the whole session: In the plenary after the last activity ask the participants: - How did they feel during the all stages of work in a group? Are they satisfied?

- Did they feel comfortable with the others? What was the most critical moment?

- Was it easier to communicate in a smaller group?

- Was their group target- or process-oriented?

- Was there a leader who guided the process?

11

- Did they try to cooperate not only within the group but with other groups?

To provide the participants with theoretical inputs on group dynamics you may use the table Stages of Group Dynamics.

COMMUNICATION The session on communication is divided into two activities followed by a common debriefing. This permits to reflect on both verbal and non-verbal communication.

Activity 1

Tool title: Draw on my back Tool type: Interactive exercise Tool topic/s: Non-verbal communication Aim: To reflect on importance of non-verbal communication Material needed: flipcharts (1 per group); markers (1 per group) Duration: 20 minutes Description of the tool 1. Create small groups of 4 or 5 people each and make them stand in parallel lines, one person behind the other. Provide the person at the front of each line with a flipchart / sheet of paper and a marker.

2. Give the group the following directions: “In a moment, I’m going to ask the person at the back of each small group to come to me and receive a word. Once they have the word they will return to their positions and by using their finger they have to draw this word on the back of the person in front of them – who will then draw the picture on the person’s back in front of them – who will then draw the picture on the back of the person in front of them – and so on. The person at the front of the line will then draw the final picture on the piece of paper using the marker. Once each team is done, we will compare final drawings with the original word.”

3. After the first round, have people rotate positions in their small groups so everyone can get a chance at being the first person RULES: 1. Verbal communication is not allowed.

2. In the first round make sure that people have only one chance to draw the picture on the back of someone else. In the second round you may introduce the possibility to ask to repeat the drawing by a non-formal gesture (ex. clapping hands, shaking head etc.) * TIPS: Choose different words, from a very concrete one to the general definition (ex. Zucchini – Vegetables – GMO).

Activity 2 Tool title: “Tell me what to draw” Tool type: Interactive exercise Tool topic/s: Verbal communication Aim: To reflect on importance of verbal communication Material needed: sheets of paper with a printed drawing (1 per per working pair); empty sheets of paper (1 per working pair); markers (1 per per working pair) Duration: 20 minutes 

See the attachment "Stages of Group Dynamics"

12

Description: Divide the group in working pairs. Make 2 people of each pair sit back to back to each other so they don’t have any visual contact. Give to 1 person of each pair an empty sheet of paper and to another person the sheet with printed drawing.

The person with the printed drawing has to explain to his/her mate what he/she sees in order that the other person could draw it on his/her empty sheet of paper.

Give 10 minutes to finalize the exercise and then compare the drawings.

Example of the printed drawing to distribute:

Debriefing Suggestions (for both activities) 1. Ask people what they’ve found to be true about communication as demonstrated through these activities (the importance of clarity, how messages delivered etc.)

2. What do participants think about verbal and non-verbal communication? Is it true that verbal communication is always more effective than non-verbal one?

CONFLICT MANAGEMENT Tool title: Conflict in an IVS project Tool type: Study case analysis Tool topic/s: Conflict management Aim: To identify the elements of a conflict; To identify conflict escalation; To reflect on nonviolent conflict resolutions Material needed: study cases printed, flipcharts (1 per group), markers Duration: 2 hours Description: Divide participants into 3 groups and give them the case study.

Ask the first group to identify the conflict, the actors and groups involved.

The second group has to define the process and the escalation of a conflict.

The third group has to list the different interests and needs in this conflict.

Then the sub-groups start to work on proposed tasks with co-facilitators who help them to make a theoretical introduction.

After 45 minutes each group presents the work done.

13

Discuss in plenary possible conflict solutions. Introduce the theoretical basics of conflict management* The study case: Case study on conflict in an IVS project In an international workcamp in Italy in 2008, there were 20 volunteers (from France, Italy, Germany, United States, Mexico, Japan, Korea, Slovenia, Bulgaria, Romania, among others), and 3 campleaders. One of the campleaders was a girl who came from a difficult social background, in fact it was her first experience in a workcamp or an international activity, and the host organisation proposed her to co-lead the camp as a learning experience. The girl, Marie, was from a Roma community and had had some previous troubles with the law, for reasons that were unknown to the leaders.

While the camp advanced, it became more and more clear that the girl did not have the profile of a campleader, and even she had a hard time to communicate with other people. (Even if she would talk and communicate well with 2 or 3 people in the group). In this way, she got little by little separated from the group.

At a point of the camp, a smartphone disappeared. The owner looked for it and it did not appear.

After 2 days, one participant said he missed 80 € from his wallet. Some volunteers came to the campleaders and directly accused Marie. The campleaders could not accept that and besides talking to Marie they proposed a group meeting. A meeting with all the group was done to analyse the situation, and in the meeting some volunteers accused Marie to be stealing them. She cried and said that it was unfair, that she had done nothing, that it could be whomever in the camp, that she was being discriminated. Some volunteers defended Marie and defended that it was unfair that she was accused, and that such accusation was near to be racist, and not acceptable. One of the campleaders spoke and reflected that it was not fair that she was treated accusatorily if there were no proofs against her. The assembly finished, by saying that there would be talks to find a solution, but at the next day, a group of 5 volunteers said that they would leave the camp if Maria would not leave. And that they had written to their sending organisations to complain about the conditions in which they were living in that camp.

INTERCULTURAL LEARNING Tool title: ICL through Iceberg model Tool type: Snow ball + work in small groups + interactive presentation Tool topic/s: ICL Aim: To define what culture is; to identify the elements of culture; to introduce the concept of intercultural exchange and intercultural learning; to reflect on ICL in IVS projects.

Material needed: Blank paper sheets, flipcharts with blank iceberg model, markers, pens Duration: 2 hours Description: Start by asking the participants to reflect individually on “What are the elements of culture for you?” and to write down key words. (5 minutes) Then ask people to join a person next to them and create pairs. Every pair is given a paper with the blank Iceberg drawing. Pairs have to put their key words into the Iceberg model. There is a need for agreement in a pair where to locate the key words in their Iceberg. (5 minutes) Pairs join in groups of four. Each group needs to agree on one common Iceberg, with agreed location of the elements inside. (10 minutes)

*

See the attachment “Conflict Management”

14

Final stage of the snowball: groups of four join in groups of eight. We end up with 3 sub-groups of 8 people each. Each group needs to agree on one common Iceberg, with agreed location of the elements inside. Therefore, we receive 3 different Iceberg models in the end. (10 minutes) Each sub-group presents in plenary its own Iceberg model with key elements of culture inside, located by common agreement.

Tips for debriefing: Try to pointing out the existence of a personal Iceberg model of every individual.

Set the definition of culture. Introduce the definition of ICL and the stages of the Intercultural learning. Ask the opinion of people on how we can use ICL in IVS projects

METHODS OF NON-FORMAL EDUCATION Tool title: Gincana of NFE methods Tool type: work in small groups Tool topic/s: NFE methodologies Aim: To learn about different methodologies used in NFE; to get familiar with tools, activities, toolkits, workshops, sessions.

Material needed: see different stations’ description Duration: 75 minutes Description: 4 different stations in different rooms are created, each one connecting to one aspect of NFE methodologies. The participants are divided in 4 groups (no more than 5-6 participants each), each group has to follow the rotation so that all the different stations can be visited. In each station a group meet a trainer who presents the task. The groups has 20 minutes to complete the task before to proceed to another station. 

See the attachment “Intercultural Learning”

15

1st station: * Formal, non-formal and informal education.

The trainer explains the basic principles of Formal, Informal and Non-Formal learning.

Formal learning... is purposive learning that takes place in a distinct and institutionalised Environment specifically designed for teaching/training and learning, which is staffed by learning facilitators who are specifically qualified for the sector, level and subject concerned and which usually serves a specified category of learners (defined by age, level and specialism). Learning aims are almost always externally set, learning progress is usually monitored and assessed, and learning outcomes are usually recognized by certificates or diplomas.

Much formal learning provision is compulsory (school education).

Informal learning From the learner's standpoint at least, this is non-purposive learning which takes place in everyday life contexts in the family, at work, during leisure and in the community. It does have outcomes, but these are seldomly recorded, virtually never certified and are typically neither immediately visible for the learner nor do they count in themselves for education, training or employment purposes.

Non formal learning... is purposive but voluntary learning that takes place in a diverse range of environments and situations for which teaching/training and learning is not necessarily their sole or main activity.

These environments and situations may be temporarily, and the activities or courses that take place may be staffed by professional learning facilitators (such as youth trainers) or by volunteers (such as youth leaders). The activities and courses are planned, but are seldomly structured by conventional rhythms or curriculum subjects. They usually address specific target groups, but rarely document or assess learning outcomes or achievements in conventionally visible ways.

The trainer asks the group to identify negative and positive aspects of each type of learning.

2nd station: Trainers and Facilitators The trainer introduces the comparative table of characteristics of trainers and facilitators.

Educational Roles Process Task Content

Trainer Important Important Role Is a content expert

Educational Methods Communication Style Power Examples

Methodological Mix Range Depending

Facilitator Important Co-responsible Is not necessarily a content expert Methodological Mix Minimal Input

Absolute-shared ICL Trainer

Shared Conflict Moderator

Then the trainer asks the group to think about 3 key qualities of the super trainer and of the super facilitator and draw them on a flipchart.

3rd station: Methodologies/ tools (Energizers, Name-games, Ice-breakers, Team-building activities, Division in subgroups, Gincana, Snowball, Debriefing, Reflection groups etc.)

The trainer explains the difference between different methods and tools of NFE and asks the group to identify tool type of some recently made activities.

16

4th station: NAOMIE model (Needs, Aim, Outcomes, Methods, Implementation, Evaluation) The trainer explains the concept of NAOMIE model for project (session, workshop) planning and asks to identify each key element in one of some recently made activities.

N: The NEED Why are you contemplating doing this activity? What are the needs of the young people attending the activity/workshop? What are the needs of the activity/workshop as a whole?

A: The AIMS What is the end goal? What will be the overall learning point of completing the task?

O: The OUTCOMES/OBJECTIVES What specific changes will happen? What definitive learning points will you be able to point to? How will something be different in a specific sense?

M: The METHODS Describe the piece of work that you intend to do. Explain it in simple terms that other people will be able to understand having not participated.

I: The IMPLEMENTATION E: The EVALUATION How will you measure the success of the work (i.e. Have you met the outcomes)?

REFLECION GROUPS AND EVALUATIONS In order to assess the learning process of individuals and the entire group we used the participative methodology of everyday reflection groups. The participants were divided each day in small groups (trying not to repeat the composition of the group and to put different facilitators with different participants) and were asked to share their impressions, upsets, suggestions, and feelings about the day. The feedback was used by the pool of trainers to bring modifications to the program and redesign some activities and the whole process was helpful to link the learning stages and the competences acquired during the training and put it in the Youthpass.

Mid-term Evaluation Tool type: Mid-term evaluation Tool topic/s: evaluation Aim: To assess the learning process; to see how the group is evolving; to understand what’s going well and what has to be improved.

Material needed: flipchart with the train drew on it, markers Duration: 30 minutes Description: Prepare a big flipchart with the train drew on it: use your creativity and draw weird wagons with magic windows, emotions etc. Put it on the wall and ask the participants to draw themselves on the train according to their actual state. When everybody finished ask people to explain how they decided to place themselves and if there are any comments and suggestions to share.

17

Final Evaluation Tool title: Non formal Final Evaluation Tool type: evaluation Tool topic/s: evaluation Aim: To evaluate the project, to close the meeting in a friendly atmosphere, to invite people to keep in touch in future Material needed: stringball Duration: 30 minutes Description: The group stands/sits close in a circle. The facilitator asks the group, to give feedback one-by-one to the group. "What could you learn from the group, what will you take home from here? What could you contribute? What are you future plans?" The first person starts with a couple of sentences, holding a ball of string, then keeps a small knot of string and pass the stringball to somebody. This way everybody has the opportunity to share his/her thoughts, and at the end a great net is weaved and gives the feeling "being connected to each other".

18

Part 2. Peace Education and Human Rights

Tool title: Walking Gallery on Human Rights Tool type: interactive workshop Tool topic/s: Human Rights, UN Declaration of Human Rights Aim: To reflect on different quotes, thoughts about human rights; to learn about history of UN Declaration of HR Material needed: Printed quotes about HR and articles of UNHR Declaration, pens, markers Duration: 45 minutes Description: The pool of trainers prepare the room by putting on the walls the sheets of paper with printed quotes about human rights and articles of UNHR Declaration. You ask the participants to come in the room and start to walk through different phrases and thoughts, making comments and questions by writing them down on the paper sheets without exchanging with each other. If needed, the participants could also take notes for themselves in the notepads you gave them at the beginning of the training course.

When everybody is ready you gather people in a plenary and ask if somebody wants to share the most impressive/important though/comment on what he/she read on the walls. Invite people to make questions about unknown articles or unclear concepts. Explain them that this is the introduction to the topic of the training course. 

See the attachment “Quotes about Human Rights”

19

Tool title: Gincana of Human Rights (HR) Tool type: work in small groups; interactive workshop Tool topic/s: HR Aim: To have a historical overview about HR, to identify HR actors, to reflect on concrete actions towards HR recognition; Material needed: See each station description Duration: 1,5 hour Description: 4 different stations in different spaces are created, each one connecting to one aspect of Human Rights. The participants are divided in 4 groups (no more than 5-6 participants each), each group has to follow the rotation so that all the different stations can be visited. In each station a group meet a trainer who presents the task. The groups has 20 minutes to complete the task before to proceed to another station.

1st Station: "ACTING Human Rights": The facilitator prepares the cards with articles of UNHR Declaration and puts it in front of the participants hiding the text down.

Each participant from the group one by one takes a card, read the article and then the group has to explain its meaning and make a concrete example from real life linked to this article/this right (its violation, recent news on this purpose etc.).

2nd Station: “SYSTEM": The facilitator introduces the history of HR with the flipchart with the summary of history of HR and their recognition in Europe and worldwide (with the information about institutions, declarations and other documents). You may also use a quiz to make the presentation more interactive.

3rd Station: "ACTORS of HR". The participants receive different cards with main actors of Human Rights field: NGO, Governments, Civil Society, International Organizations, UN, Citizens. They are asked to reflect and analyze their actions and interconnections in terms of human rights and represent it in an infographic.

20

4th Station: "European MAP": the facilitator shows to the group a flipchart with drawn map of Europe on it. He/she asks the participants to map the situation with human rights in their home countries and then propose ideas of youth projects that could be developed further.

Tool title: Moving Debate on HR Tool type: moving debate Tool topic/s: HR Aim: To approach various topics of Human Rights: gender, freedom of movement etc.

Material needed: printed statements Duration: 1 hour Description: In this activity are prepared a set of questions: they have to sound as statements, can be provocative and can be interpreted in different ways. The main aim of the moving debate is to induce people, who are standing on a line in the middle of the room, to take a position, on the left or right side (on the base of their level of agreement or disagreement with the sentences) and according to the way in which they have interpreted the sentence. It will lead them to reflect on the fact that there are many different points of views and that, in most of the cases it’s possible to have different opinions about the same issue. During the debate, there is also the possibility to change position, if we have been convinced by the arguments of the other people.

The leader of the game must explain the rules and make sure that they are obeyed!

The participants stand in single file. One wall of the A TIP FOR TRAINERS: While room is “agree”, another is “disagree” and the leading the activity, a position in the middle is “don’t know”. It is best that facilitator should give an equal the leader prepares in advance the chosen space to all the participants during the discussion, avoiding statements and writes them on a large sheet of the “ping-ping effect” when paper or flipchart where he can display them one two participants reply each at a time. S/he asks players nearby to point to one other on the same question.

21

sentence and he reads it aloud. The players have 30 seconds to take their position in the room according to their vote, and without speaking.

The leader then asks them to start a discussion to try to persuade those at the other end of the room or in the middle to accept their point of view and move. 5 or 6 minutes are allowed for the discussion after which the leader asks them to stand in their “final positions”. Then the next questions can be discussed.

Example of statements on Human Rights: 1. SAME SEX COUPLES SHOULD HAVE THE RIGHT TO ADOPT CHILDREN. 2. IT’S MORE IMPORTANT TO HAVE A HOME AND FOOD THAN TO BE ABLE TO SAY WHAT YOU THINK. 3. IF RIGHTS CANNOT BE GUARANTEED THERE IS NO POINT IN HAVING THEM. 4. THERE SHOULD BE EQUAL NUMBER OF MALE AND FEMALE MEMBERS IN THE PARLIAMENT. 5. POOR COUNTIRES SOULD CONCENTRATE ON ENSURING A BASIC STANDARD OF LIVING FOR ALL, BEFORE WORKING ABOUT THE CIVIL AND POLITIAL RIGHTS OF THEIR CITIZENS. 6. GOVERNMENT SHOULD HAVE THE RIGHT TO REGULATE MIGRATION. 7. THE POOREST COUNTRIES SHOULD HAVE THE RIGHT NOT TO ACCEPT MIGRANTS 8. BORDERS SHOULD NOT EXIST. Tool title: Get Involved!

Tool type: interactive presentation Tool topic: IVS in HR and peace education Aim: to present concrete actions and campaigns run by IVS organizations on HR and peace Material needed: presentation Duration: 40 minutes The trainer presents the Raising Peace Campaign and the concrete actions done

by IVS organizations. Open space for questions, comments, suggestions follows.

The trainer introduce the Declaration of the IVS movement regarding Human Rights.

Tool title: Cafeteria of Human Rights Tool type: World Café Tool topic/s: To introduce different topics related to HR in IVS movement Aim: To discuss in small groups different elements of the IVS Declaration on HR Material needed: flipcharts, pens, markers (for each table) Duration: 1 hour Description: You divide people in 4 sub-groups: each table is focused on one of the 4 topics from the Declaration: GENDER ISSUES, MIGRANTS’ RIGHTS, HOUSING AND FOOD, VALUES LINKED TO THE HR. Each group is accompanied by a facilitator; other support staff has to play the role of waiters taking orders from the participants of the tables.

Facilitator of each table invites people to explore the proposed topic in relation to youth work and IVS movement. After 20 minutes of discussion the group is invited to move to the next table with another topic.

Then each group finished the rotation everybody joins the plenary and presents the outcomes of the initial table.

22

Tool title: Discrimination for Breakfast Tool type: role playing game Tool topic/s: discrimination; racism; human rights violation; freedom of movement; housing and food.

Aim: to experiment discrimination and try out what HR violation means Material needed: Passports (already given to the participants in the beginning), objects for different “offices” (see the description), continental breakfast.

Duration: 45 – 60 minutes (keep under control the game and the mood of the participants!)

Description: Preparation stage: Within the pool of trainers divide the participants into 3 categories: - Citizens with green passport: can enter and exit the cuisine normally and have whatever they want for the breakfast - Citizens with yellow passport: cannot enter the cuisine without having done some specific procedures (medical control, visa request, passport control) - Citizens with red passport: could never get in the kitchen nor have their breakfast unless some other people share with them their food.

Of course, the participants will not know which passport they have during the game.

Each facilitator assumes one of the following roles: - The Visa officer: issues visas based on medical controls and/or other documents.

Has the hidden list of the participants with color of their passports and puts a sign on it.

- The Doctor: makes obligatory medical A TIP FOR TRAINERS: Once the roles controls of visa seekers. are distributed, you may also add - The Customs officer: check the passports and some (un)real details to your other papers in order to let the people enter character: ask for money or other the kitchen and have breakfast. favours if people want any document from you, be lazy or - The Bureaucrat: issues different papers and close the office for an endless documents that the visa seekers may need to coffee break, speak an unclear request a visa. language or be helpful and useful - The Cook: check if everything is going well in trying to make advices or bypass the kitchen, distributes the breakfast. the rules etc. During the game play your own role but every time - The Police: controls everybody and adopt it to the other players and everything, can check everybody’s documents the situation. in any moment, send the people from the queue to the other office, etc.

Performing stage: Prepare the continental breakfast and arrange the breakfast room with different “offices” – for visa officer, doctor, bureaucrat etc. before the participants wake up. Once the pool of trainers is on its positions, the police starts to wake up the participants, knocking the doors and shouting: “Passports! Passports! Passport control!”

The participants starts to enter the room. They are disoriented and confused and don’t know what’s going on until they approach the visa officer who takes their passports and puts the signs on it. Step by step the people with green passports start to have their breakfast and the others try to find the solution to enter the 23

kitchen: make a medical control, corrupt the bureaucrat to have the required papers, escape from police control etc.

You can stop the game whenever you see that the participants are tired or there is any potential conflict inside the group.

During the debriefing (that has to be arranged in the breakfast room, with everybody having their breakfast finally), ask people how did they feel, what did they learn about human rights during this simulation and is there any connection of what they have just experienced and the real situation in the world.

Tool title: Peace Education. Sharing good practices Tool type: sharing good practices Tool topic/s: Peace Education in different countries and different projects done by sending organizations Aim: to share different actions and tool to work with youth on peace and to launch the follow up activities Material needed: presentations from the participants, flipcharts and markers Duration: 15 minutes for each presentation + Presentation of Good practices from participants.

Description: The participants present the best practices of peace education in their home countries (in joint groups by sending organisation). The group listens and asks questions.

Based on these presentations and also on the outcomes of previously discussed topics of the IVS Declaration on HR (see Cafeteria of Human Rights), the participants are divided in 3 groups according to the following topics: 1) Gender; 2) Migrants; 3) Housing and food; and asked to brainstorm and reflect on possible future actions in frame of their IVS organisations. Each group then shares the results in plenary.

24

Part 3. Training in Action: the activities proposed by the participants GROUP 1. WELCOME TO POGGIO MIRTETO!



Time in program

21:30-22:15 9:00 – 10:30



Workshop topic/s

-Welcoming -Name games -Getting to know each other -Expectations, contributions & fears -Agenda



Group size



Materials



NEEDS

24 -Tape -Markers -Music (live music with guitar) -Flipcharts -Bong -Color pens FACILITATORS NEEDS: -Put in practice what we have been learning in the training for trainers.

-Challenge ourselves.

-Improve our skills of group working.

-Work under pressure.

-Plan, test, do and analyze.

-Take the feedback to improve.

PARTICIPANTS NEEDS: -Make feel comfortable.

-Keep their motivation and interest.

-Prepare them for the next activities and workshops.

-Start to create a group atmosphere.

-Let them know each other.

-Transmit the main aims of the training weekend.

-Create a working atmosphere.

-Give some basic information about the logistic and agenda.



AIM



OUTCOMES

-

To get to know each other Create friendly atmosphere

- know each others name - to make the first contact, to break the ice - let the participants know about the logistics part - relax and make the participants feel comfortable

25



METHODS



IMPLEMENTATION (Description)

-

Name games Welcome ceremony Open discussion Sensitive experience – blindfolding Make a poster of fears,expectations & contributions

Trainers invite participants to come inside the workshop room and stand in a circle. Olga welcomes them and explain that we have prepared some small activities to have a first opportunity to know each other. Artem explain the first activity: collecting letters while the others give the participants markers and tape, after the explanation the game start and when we checked that most of the people collected their name, Artem closed the activity.

Then we made a circle again and Natasa started the second activity. One per one the participants said their names and the rest of the groups answer them repeating their name and saying “Hello”. After that Ramón gave some details of the third activity: Question disco while the others helped to gave the cards with the questions for the game. After that, both, participants and trainers started to walked around the room while Bjarki plays the guitar. When he stopped playing, Ramón played the bong and everybody stopped and asked a question to someone who was near. People really enjoyed the activity. After that Adri gave some information about logistics: recycling, hot water, length of showers, breakfast time and Nele explained the last activity: Estonian dance and with the help of Andrei, taught the lyrics to everybody. For the end of the activity we moved all the group outside, to the grass area and dance together. We closed the activity.

Second day we asked the participants to gather and to form a circle. Adri welcomed the participants, both the new and the others, and presented the activity.

Afterwards we blind folded them and started the activity. We took the participants from both hands inside the workshop room and in the hall we made them smell, taste and touch different things. Just after the hall we entered them to the room, where relaxing music was playing, and made them sit. While we took the participants, Natasa was making a relaxing yogalike atmosphere to entertain the participants that were waiting.

Once all the participants where inside the room and sat, we stopped the music and Nele told them to 26

remove their eye covers and did a reflection speech.

Just afterwards, Artem introduced the activity in which the participants had to describe what a camp leader is through drawing and writing on the flipcharts that were laying on the floor. After the participants had finished, we gave them the opportunity to explain what they had written. Then, Olga introduced the next activity: all participants had to think about their expectations, contributions and fears regarding the training. They wrote those in the stickers that were in front of them and they hanged them to the wall in three different flipcharts. Afterwards, Olga summarized what people had written. The next activity was the name game. At first we did a round of names with adjectives: every person said their name and an adjective that described them and that started with the same letter than their name. After this game, and seeing that we had still time, we improvised and we made all participants stand up and we explained the activity Name and Gesture: each person had to say his/her name together with a gesture. After that, the next person had to repeat the previous names and gestures that had been said and say their own name with a gesture.

ď ?ď€ EVALUATION of the entire workshop

After the workshop we were satisfied with their implementation, developing of the activities, participation of the group and results.

We all think that we achieved our objective and main aims. We also were able to adapt the activity and did it a little bit longer when we realized that we had extratime.

All of us were implicated and know well their tasks, and we consider that the coordination and cooperation between the team was an important point to success with the activity.

27

GROUP 2. THE ART OF TEAMBUILDING



Time in program

11:00-12:10



Workshop topic/s

Teambuilding interpretation



Group size



Materials



NEEDS



AIM



OUTCOMES



METHODS



IMPLEMENTATION (Description)

activities

in

practice

and

their

24 - Roll of string - Cardboard squares - something to mark the "river banks" Since it's the group's first day there is a need for teambuilding games to get the volunteers to form into a solid group. Also since this training is for leaders-to-be it is also important to link the teambuilding activities with their future projects - to get the participants closer to each other using Team building activities - to help them grasp the basics of using teambuilding activities when they themselves lead a group of volunteers.

The volunteers have a stronger sense of community amongst themselves, are more receptive to each other and the trainers. Questions have been raised about the importance of Teambuilding activities during debriefing Use of a combination of teambuilding activities and discussion about said activities.

The activity started at the workshop area with introduction of the trainers and a brief explanation of the upcoming activities. The group then moved outside for the first activity.

The activity was a basic teambuilding activity, meant to get the participants to share very basic things about themselves and what they like.

The game is simple; participants stand in a circle and one of them is given a ball of string. (S)he then tie the string around one of his/her fingers. Then the participant states one thing he/she likes (fe: I like the music of Elvis Presley) and the other participants raise their hands if the statement applies to them. After that the participant holding the roll of string throws it to one of the people with their hands raised so that the string forms a connection between them. The receiver then ties the string around one of their fingers and repeats 28

the previous steps.

This process is repeated until the string runs out or the game gets stale, at which point a net of connections between the participants.

The activity is then concluded with the trainer making remarks about said connections and the fact that even though the participants may be different people from different cultures they still have many things in common.

The group then moves on to the next activity which focuses on the group being split in two and being presented with a seemingly easy task. The task is designed to be unsolvable without the groups working together and it is only implied that the groups have to compete against each other.

The game goes as follows: Participants are split in two groups (not teams) the groups have to cross a "river of lava" using small pieces of cardboard as stepping stones. The number of stones should be low enough so that each group can not cross by themselves.

This along with only implying that the groups are competing is done so that the groups have the option of uniting their "stones" and crossing easily.

The game also has a set of rules to make the process more interesting and they are: 1: Someone has to be touching the stones at all times, otherwise they "disappear" 2: If a participant touches the "lava" their whole group has to go back to the starting point.

3: you cannot move a stone while someone is standing on it.

4: No talking; if a participant talks they will be blindfolded until the end of the game. (a blindfolded person can still speak) 5: the whole group has to go over at the same time.

When the rules and objective have been presented the game starts. If all goes according to plan the groups will unite into one and cross. There is also the possibility that one or both of the groups find a way to cross individually in which case that should not be stopped from happening.

In a scenario where the groups are not managing to find a solution it is a good idea to drop a subtle hint about co-operating to get the game to move forward.

After the game finishes the trainers should bring the group to a calmer place where a debriefing can be started.

There the trainers should try to use questions to help the 29

group find the reason for the activity and how it can be used. In this case the activity was used both for team building and as an example of a team building activity.

Firstly: The questions should focus on how the participants feel after the activity and with the factors such as touching, having to rely on their group because of "blindness" and their ability to interact without words.

Secondly: The group should come to the conclusion that this was a teambuilding activity and why it's important to use this type of activity when leading a group or workcamp.

ď ?ď€ EVALUATION of the entire

(Evaluated using the sandwich method ;)

workshop

Firstly we feel that the workshop went much better than during the first draft we had with the international group. Everyone looked much more comfortable and confident and really performed under pressure.

As for what we could have done better; the rules for the second activity were a little bit too inconsistent which may have been a result of us essentially having 6 "referees" on the field at the same time. Again during the debriefing we had a slight problem with being afraid of silence so maybe the more shy people in the Italian group didn't have a chance to speak up.

Finally, we think the group did great, especially considering the short amount of time we had to prepare everything and that we had only known each other for 5 days when we started. We think the first activity went perfectly and is a great start to get the people to see that they are not that different from each other. The general consensus with the Italian group was that the second activity was fun and interesting and during the debriefing it sounded like they got the point. Overall we’re happy :)

30

GROUP 3. HUMAN RIGHTS’ CAFÉ



Time in program

optimally 1,5 hour (it was only 30 min)



Workshop topic/s

HUMAN RIGHTS



Group size



Materials

Flipchart, markers, tables, tablecloth, small coffee cups, coffee (if it is possible), paper, any objects which can create a nice coffee shop atmosphere, Universal Declaration of Human Rights, apron, trays, decoration



NEEDS

Trainer: - to prepare the decoration and the menu of the café with selected articles from universal Declaration of Human Rights, - to arrange the café area, make the piece cake (it’s a puzzle with a quotation which relates to peace e.g. “Be the change you wish to see in the word.” Gandhi), - to decorate the wall with selected articles of human rights, make them colorful and aweinspiring Participants: bring their own ideas about human rights which they made in the beginning of the session



AIM

Raising awareness in human rights and peace, to transform knowledge to the participants in a stress-free and nice environment.



OUTCOMES

Participants gain basic knowledge and are able to organize a workshop in human rights.

They learn about how to share ideas in a tolerant way.



METHODS



IMPLEMENTATION (Description)

6-8 people

Discussion with the active participation of the trainer Trainer acts as a waiter (wearing an apron, holding a tray) at the beginning of the workshop, and treat participant as guests in a café, she gives out the menu.

The menu contains selected articles of the Universal Declaration of Human Rights. She asks the participants to choose a main course which is an article. She takes notes of the orders of participants, she suggest some desserts which is a piece of peace cake.  After collecting all the orders, she asks the participants to think about the connection between the article they chose and their own thoughts and ideas about human rights which they had written during the first session.

31

She leaves the group for 3 minutes and serves the coffee with a piece of peace cake which should be under the cup. Then the trainer sits among the participants with her own cup of coffee and starts the discussion about the topic. She asks everyone to present her/his ideas about human rights and to explain the link between her idea and the chosen article. Trainer should reflect on each idea and some extra information about the current human rights. At the end of the discussion the trainer should summarize the ideas and important thoughts on a flipchart. Finally, she suggests the participants to have their piece of peace and solve the puzzle. They can read the quotation on the whole peace cake.

EVALUATION of the entire

-

workshop

-

evaluation with all of the participants at the end of the whole session (the flipchart helps in presenting the summary of the workshop) with co-trainers

GROUP 3. The Stars of Human Rights



Time in program

30 minutes (1 hour is needed)



Workshop topic/s

ACTORS of HUMAN RIGHTS



Group size



Materials

Flipchart, markers, pens, tables, different post-its, material about the role of the different actors



NEEDS

Trainer: - to know enough about the Topic and have materails to be able to guide the work of the participants (if it is needed) - to prepare a flipchart with the different actors in separate “bubbles” - to collect all the materials and place them carefully, creating a good atmosphere either inside or outside  if the activity is outside it is necessary to take into consideration the weather (wind, coldness,..)

Participants: be open to think about their former experiences and share their ideas



AIM

Focus on the participants or actors of Human Rights and make the awareness of participants to see that they can also do a lot for promoting Human Rights

6-8 people

32



OUTCOMES



METHODS



IMPLEMENTATION (Description)

EVALUATION of the entire

Participants can obtain a basic understanding of Human Rights from another perspective (actors) and they can share their knowledge on a workshop or in a workcamp.

Brainstorming and discussion with leading questions and comments of the trainer The trainer is welcoming the participants and then they are sitting next to each other forming a circle with the trainer.

The trainer asks what they think who are the “Stars of Human Rights”, and a brainstorming is getting started.

After all the comments, the flipchart is showed to the participants with most “stars” (actors) and they have to give an explanation of each actor. The trainer helps them to clarify the difference between the actors. Then the participants’ task is to say if an actor performes well in representing and fostering Human Rights or how could that actor improve itself to become more efficient and visible.

-

workshop

-

evaluation with all of the participants at the end of the whole session (the flipchart helps in presenting the summary of the workshop) with co-trainers

33

GROUP 4. GENDER ISSUES IN IVS. The rights related to gender, sexuality and to decision over the own body.



Time in program

16:00-17.30 (90 mins)



Workshop topic/s

Gender issues related to HR in IVS projects



Group size



Materials

Flipcharts, markers, 2 sticky notes & a pen for each participant, 3 tables and enough chairs for participants at these 3 separate tables



NEEDS

To make future campleaders and trainers think about gender issues within society, and to consider the potential for gender-related conflict within workcamps.



AIM

Sensibilisation & raising awareness on the topic of gender, with the final aim of linking back to how it can affect workcamps/how we can raise awareness on the topic of gender in workcamps.



OUTCOMES

- An increased understanding of the issues around gender in everyday life - Provoking conversations around the topic of gender to engage participants and get them to think more about what they can do address issues and raise awareness - Participants to think about gender rights in their country of origin



METHODS



IMPLEMENTATION (Description)

6 trainers, 25 participants (all participants in process of preparing to be volunteer workcamp leaders)

Individual reflection leading to group sharing Group discussion/world cafeteria Presentation of discussions Linking back to workcamps/context 1. ENERGISER (16:00-16:15): Trainer leading the activity explains by demonstrating – he/she tells group to form a circle, then starts by jumping up and down chanting the phrase ‘I am a ping-pong ball and I jump and I jump and I never never stop’, then stands in front of another group member and they must join in also jumping and chanting together, then both go to another group member each and do the same until (like a domino effect) everyone is jumping and chanting all at the same time.

Introduce to group one of the trainers (dressed in costume if desired) as the ‘Time Lord’ who will be 34

monitoring the timing of each activity – this is really helpful in time management and therefore in order for each activity to be effective (also makes the atmosphere in a workshop on a topic which for some participants may be new/a bit heavy, slightly lighter and less intense).

2. GENDER vs. SEX (16.15-16.35): Activity to briefly define the difference between gender & sex (from the point of view of the participants) before proceeding with activities around the topic of gender.

Participants sat in circle with gap in middle. Trainer(s) leading activity put a flipchart in the middle of group: flipchart has a line dividing it into 2, one side with the title ‘Gender’, the other side with the title ‘Sex’.

Trainers pass around post-it notes and pens to all participants. Trainer leading activity explains to participants they have 5 mins to think about how they would define sex, and gender (using words, phrases, pictures etc.). If desired put relaxing/thoughtful music in background for the 5 mins. Tell participants once they are done they can stick their post-it notes on the appropriate side of the flipchart (may be helpful to coordinate colour of post-it notes with each side of flipchart E.G. green for gender, blue for sex).

After 5 mins, ask participants to share what they wrote and why – leave space for 5 minutes of discussion.

Two trainers then present an ‘official’ definition of both sex and gender (a possible option could be from the Council of Europe – description can be found on COMPASS manual Glossary http://www.coe.int/en/web/compass/glossary). Make clear to participants this is just a suggested definition, helping us to go further into the topic – not a definition we all necessarily have to agree with.

3. GROUP DISCUSSIONS (16.35-17.05): Divide the participants into 3 groups (you can do this in a fun way – E.G. counting 1,2,3 in a foreign language) and have 3 different workstations prepared (tables with chairs, on tables flipcharts and felt tip pens).

Once participants arrive at their station, explain they are going to be focusing on a specific topic in relation to gender. The three topics are: (1) Feminism (2) Gender and employment (3) Gender, family and education.

Two trainers per workstation. Each pair of trainers must have pre-prepared questions on their topic, simply to help spark conversation among the group if necessary.

After 10/15 mins of discussion, explain to participants at 35

your station that they need to prepare the flipchart on the table explaining the ideas they have discussed in order to present to the other groups. The role of the trainers in this activity is more to facilitate a conversation, and allow participants to discuss.

4. PRESENTATION OF FLIPCHARTS (17.05-17.20): Give each group only 3-5 minutes to present their flipcharts, leave 2 minutes after each group presentation for questions.

5. LINKING BACK TO WORKCAMPS (17.20-17.30): Ask participants to form a circle once again seated altogether. Ask questions such as: how they think this topic is relevant to their workcamps; whether they think any of the issues discussed will come up in workcamps; whether there are any workshops/activities they can do in the camps to raise awareness on the topic and increase sensibilisation.

EVALUATION of the entire workshop

Overall: Successful workshop, participants engaged with each activity and seemed to enjoy and in general to be stimulated by discussions on the topic.

- Issues noted: During question section after each presentation, there was some time-management difficulty – people clearly became interested/passionate about the topic but this caused back-and-forth discussions between group presenting and participants asking the questions.

36

ATTACHMENT. Passport Model

37

ATTACHMENT. Stages of Group Dynamics

38

ATTACHMENT. Conflict Management What is a conflict?

• a state of opposition or hostility • a fight or struggle • the clashing of opposed principles • the opposition of incompatible wishes or needs Anywhere where different people meet, conflicts can arise because of different interests, ways of approaching things, cultural backgrounds, expectations and motivations.

If we consider how complex a group of 20 people is, coming from all corners of the world, we see that the potential for such conflicts is great. The way conflicts develop, how they are dealt with and how they are solved, depends on the motivation of the participants and the conduct of the leader.

Using a democratic way of leading a youth project is likely to lead to conflicts at some point; the question is how to deal with a conflict in a constructive way.

Some types of conflict: Intrapersonal: conflict about our own behaviour, values, ideas…

Inter – personal: conflict between personalities, there’s no guarantee that team building exercises and so on will make sure that participants like each other – sometimes individual animosity can have negative group effect Inter – role: people play informal and formal roles in relation to each other, the assignment and adoption of that roles can be a source of conflict Inter – group/organisational: between groups or representatives of those groups Reactions to conflicts Rivalry - very strong “affirmation of the self” behaviour, very little cooperation. We follow our own goals at the expense of others.

Giving in - very little “affirmation of the self” behaviour, very much cooperation.

We neglect our own goals and needs, to satisfy others.

Avoiding - very little “affirmation of the self” behaviour, and very little cooperation We choose not to care about our own goals or about anybody else's.

Collaboration - very strong “affirmation of the self” behaviour and very much cooperation. We try to reach both our goals and the goals of the other side.

Compromise - intermediary behaviour both in “affirmation of the self” and cooperation. We try to find a solution acceptable for all, even if this solution is not exactly satisfactory.

Positive aspects of a conflict Negative aspects of a conflict - stimulates energy - waste of energy - allows creativity - waste of time - responsibilises the individual - violation of rights - reinforces the image of the “self” - breakage of relations - improves group cohesion - interruption of communication - stimulates innovation - negative perceptions towards the - encourages the research for a better others 39

solution

- inflation of the conflict

If the leaders feel that there is resentment or dissatisfaction in the group the best thing is to organise a group meeting, and give an opportunity for everyone to speak their mind about the project and the group. Maybe the group can find a solution that respects the interest of both conflicting parties.

The escalation of a conflict Polarisation Open hostility Enemy images Dialogue stops Expansion Personification Original disagreement

Tips to solve a conflict

Values, religion, cult ure NOT NEGOTIABLE

1. find the real origin of the conflicts; 2. identify the needs of the individuals rather than the needs of the group they belong to; 3. define common objectives and objective criteria; 4. make choices; 5. do not try to avoid conflicts at any cost; 6. do not distribute blames; 7. find a “neutral ground� of negotiation; 8. if needed, ask for external assistance; 9. find common areas.

com m on point s, object ives, needs, int erest s

Steps in dealing with conflict Before starting with the analyses of the conflict a safe environment has to be created in which the involved parties can express their points of view, interests, motivations, needs, emotions.

1. Defining the conflict What is the conflict about? What happened?

The definition must be acceptable to everyone involved.

See the problem separately from people concerned.

2. Clarifying the background of the conflict What are the needs and interests in the background of the conflict?

40

This is very important step in conflict transformation. People must be encouraged to speak from the position of needs. Expressing feelings (anger, sadness, frustration, fear…) is also very important.

The aim is to recognise and accept one’s own point of view and gain some understanding of the other person’s.

Listen to the needs and feeling of other people without judgement!!!

3. Creating Options What would we like to happen?

The aim is to give an indication of the direction in which a constructive solution might lie. Because of that, at this stage suggestions are not judged or evaluated.

Try to find a win – win solution.

4. Making an agreement and setting goals What can we do?

The solution is made by taking into account both the feelings and needs expressed in the stage two and to the suggestions from the stage three.

The solution should involve small steps that will, gradually help to (re)build trust and cooperation.

Do not be afraid of conflicts and do not avoid them. An open conflict is better than a hidden one and it gives the group a chance to find a solution and to improve the situation that created the conflict in the first place. Conflicts in international encounters are more than ‘just’ problems; they are also an opportunity to initiate intercultural learning. Mutual respect of differences is very important. By discussing things with people from other societies we are making the first step towards international cooperation. Talking to someone from another country and learning to identify with their situation can create understanding and appreciation.

41

ATTACHMENT. Intercultural Learning (ICL) All ideas about intercultural learning build on an implicit or explicit idea about culture. They all have in common that they perceive culture as something humanmade. Culture has been referred to as the “software” which people use in daily life; it is commonly described as being about basic assumptions, values and norms that people hold. There are many theoretical and practical arguments and discussions about concepts of culture.

Is culture necessarily linked to a group of people, or does “individual culture” exist?

What are elements of culture? Can one establish a “cultural map” of the world?

Do cultures change? Why and how? How strong is the link between culture and actual behaviour of individuals and groups? Can one have several cultural backgrounds – and what does that imply? How flexible is culture, how open for individual interpretation?

Very often, looking at culture implies looking at the interaction of cultures. Many authors have stated that, if it were not for the existence of more than one culture, we would not think about culture at all. The apparent differences of how humans can think, feel and act are what make us aware of culture. Culture, therefore, cannot be thought of simply as “culture”, it has to be thought of as “cultures”.

Consequently, it makes sense to advance from ideas that are mainly focused on culture in itself to ideas that focus more on the interaction of cultures, on intercultural experiences. Some terms are at times used to replace “intercultural”, such as “cross-cultural” or “multicultural”. For some authors, these terms are identical, some others connect largely different meanings to these words.

Cultural exchange implies a genuine interaction between all the different elements that make up a culture - history, customs and traditions, languages. This implies interactions between people who have had different social experiences and thus have differing perceptions and approaches.

Arriving abroad it is good to notice the influence that culture has on people but also to see the diversity which exists within a group of people having the same culture: differences due to age, belief, gender, social class etc.

Before making broad judgements about another culture you should look at the influences that create a “personal culture” at a very individual level. This can mean that two individuals coming from different national cultures can have more in common than two people from the same country who are divided in terms of generation, social class etc.

The national culture is not, therefore, the only element that can create misunderstandings; they can be greater between a young student in a city and an old lady from the village. Thus one should not refer to the culture of a country but take into account all aspects, individual, regional and others, and see which are relevant in the specific situation.

Iceberg model of culture With the example of the iceberg you can reflect of the complexity of a culture.

42

Only a small part of any culture is immediately visible, while most of it is more difficult to discover as it is invisible and unconscious.

Visible elements include language, food, dress, architecture, music. Hidden elements include family structures, notions of beauty or sin, the sense of justice, expressions of friendship, eye contact, the notion of time, self-image and much else!

The idea is to transmit to volunteers the message that they should not be satisfied with a superficial understanding of a culture but take the time and have the patience necessary to discover its deeper aspects.

Intercultural Learning is a process that moves human beings (minds, hearts and bodies) to a deeper awareness of their own culture (norms, behaviors, relationship and visions) through a qualitative immersion in another culture."

Stages of ICL: 1. To imagine yourself from the outside 2. To understand the world we live in 3. To be acquainted with other realities 4. To see difference positively 5. To foster positive attitudes, values and behavior There are other realities which are neither better nor worth, but different. In each culture there are positive aspects from which it is possible to learn, and negative aspects we may not agree with.

You can use different non formal education activities in order to get familiar with ICL and its principles. More info could be found in the publication of Council of Europe: T-kit 4: Intercultural Learning T-Kit (available in different languages)

43

ATTACHMENT. Quotes about Human Rights “The world is my homeland, Humanity is my family” (Khalil Jibrail) “Refugee go home! - He would if he could” (UNHCR poster) “It is bad to be oppressed by a minority, but it is worse to be oppressed by a majority” (Lord Acton) "Injustice anywhere is a threat to justice everywhere" (Martin Luther King, Jr.) "Non violence is the greatest force at the disposal of mankind. It is mightier than the mightiest weapon of destruction devised by the ingenuity of man" (Gandhi) "I learned that courage was not the absence of fear, but the triumph over it. The brave man is not he who does not feel afraid, but he who conquers that fear" (Nelson Mandela) "I disapprove of what you say, but I will defend to the death your right to say it."

(Voltaire) "You must be the change you want to see in the world." (Mahatma Gandhi) "Young friends all over the world, you are the ones who must realize these rights, now and for all time. Their fate and future is in your hands." (Koffi Annan) The Universal Declaration of Human Rights UNESCO Universal Declaration on Cultural Diversity

44

ATTACHMENT. History of Human Rights (quiz) Cut the following cards and give them to the participants. Ask to put them in a chronological order.

The famous Babylonian king Hammurabi, was the first ruler who had written code of laws. The laws of Hammurabi were written on a giant stone pillar, called stele. His rules were based on the ancient principle of ’eye for an eye’. Besides that, this code was the first appearance of ’presumption of innocence’, the protection of the weaker and the idea of ’common good’. __________________________________________________________________________________ The Bible says that Moses wrote down Ten Commandments, the will of God on the Mount Sinai. Basic principles are: don’t kill, don’t steal, respect your family and don’t bear false witness. Siddhartha Gautama, founder of another great religion Buddhism taught respect of life, nonviolence and purity to his followers. __________________________________________________________________________________ The political career of Pericles was linked with the golden age of democracy in Athens. The classical democracy is the rule of the people (demos), where everybody is equal before the law, freedom is the basic principle and always the majority decides. __________________________________________________________________________________ The nobles of England and the Hungarian Kingdom fought for their rights almost the same time. The 2 written documents (Magna Charta Libertatum, Bulla Aurea) had many commonalities, like the ban of imprisonment without legal judgment or the right of resistance if the king violates the law. __________________________________________________________________________________ The American ’Declaration of Independence’ and the French ’Declaration of Human and Civil Rights’ were based on the thoughts of the masterminds of age of Enlightenment, like John Locke, Thomas Jefferson or Montesquieu. These documents declared the principles of freedom, fraternity and equality. __________________________________________________________________________________ As the effect of Industrialization the working class evolved. Many new philosophies dealt with the rights and living conditions of labors: anarchists, Christian socialists, socialists. Karl Marx and Johannes Engels tried to unify these ideas at the Second International. __________________________________________________________________________________ The first step to end slavery was the pact between England and France about the prohibition of slave trade. In the US president Lincoln freed the slaves during the civil war. By the end of 19th century several international agreements against slavery were signed.

45

Mother Teresa established orphanages and schools for poor children in India. Ten years after she got the Nobel peace prize, the Assembly of the United Nations accepted the Convention on the Rights of the Child. This document bans child labor, arranged marriages and makes elementary education mandatory. __________________________________________________________________________________ Mahatma (means High Soul) Gandhi is the father of nonviolent movements. He experienced oppression in South Africa and India too.

He taught civil disobedience to people: not to pay taxes and to ignore British economic system. He was committed advocate of religious reconciliation. He never got Nobel peace prize because of political reasons. __________________________________________________________________________________ Due to technical development the wars became more and more destructive. This issue brought International Red Cross to life. The organization operates in peace and in war as well, their principles are impartiality, humanity, universality and volunteering. The Red Cross initiated the Geneva Conventions that protects the rights of prisoners of war, the wounded and civilians in wartime. __________________________________________________________________________________ The word suffragette means the right to vote. The suffragette movement broke out in the UK where the authorities scorned the women activists with that name. The activists chained themselves in public, burned mailboxes, accepted imprisonment and made hunger strikes. NewZealand was the first country which gave voting right to women. __________________________________________________________________________________ Prophet Muhammad wrote about what a faithful Muslim should do. The Quran says that a Muslim should donate to the poor, wishes the same for him/herself as to others and believes that an act should be judged by the purpose. _________________________________________________________________________________ World War II ruined half of the world, especially Europe and SouthEast-Asia. World leaders created United Nations and Council of Europe due to this shock. These organizations aimed to solve conflicts peacefully, with international agreements. The UN General Assembly adopted the Universal Declaration of Human Rights on 10th of December 1948. __________________________________________________________________________________ The status of black people was not been resolved with the ban of slavery. In South Africa the government enforced the apartheid system, which divided the society into 4 groups.

Nelson Mandela and his companions fought for equal rights for almost 50 years. Meanwhile in the USA reverend Martin Luther King Jr. struggled nonviolently for the civil rights of African-American people.

46

The ideas of global responsibility, environmentalism and sustainable development gain more and more attention worldwide. The Kyoto Protocol regulates the emission of greenhouse gases. Fair Trade is an operating alternative worldwide commercial network. Wangari Maathai got Nobel peace prize for combating desertification.

Possible solution: 1. Hammurabi 18th century BC 2. Moses 13th century BC 3. Pericles 5th century BC 4. Muhammad 7th century AD 5. Magna Charta 13th century AD 6. Declaration of Independence 1776, Declaration of Human and Civil Rights 1789 7. British and French pact against slave trade 1807, Lincoln’s Emancipation Proclamation 1863 8. Founding of Red Cross 1863 (Geneva Conventions 1864, 1906, 1929, 1949) 9. Industrialization (Watt’s steam engine 1765), Second International 1889 10. Suffragette movement in UK (beginning of 20th century), New-Zealand gives voting right to women 1893 11. Gandhi’s struggle for the independence of India 1915-47 12. Founding of United Nations 1945, Council of Europe 1949 13. Apartheid system in South Africa 1948-1994, Martin Luther King’s March on Washington 1963 14. Mother Teresa’s Nobel prize 1979, Convention on the Rights of the Child 1989 15. Kyoto Protocol 1997

47

Graphic design of the toolkit: Elizaveta Zaytseva The content was prepared during the training course "(Y)our Right for Peace! Training for young leaders on human rights and peace education", 15-22 May 2015, KA1, Erasmus+ Programm, Poggio Mirteto, Italy and in the following months by the participants and pool of trainers: Ramon Casas i Luque Adriana Sanz Mañogil Nele Küüts Andrejs Rusinovskis Marine Harutyunyan Hasmik Navoyan Tsovinar Poghosyan Bjarki Fannar Kolbeinsson Nataša Lukač Alba Cuesta Ortigisa Florence Gustella Darya Lutskevich Aliaksei Kulakou Volha Shman Artem Mamaiev Kateryna Yurkiv Nadiia Skaletska Edina Lovass Tímea Majoros Denis Denisiuk Kseniia Liubimova Anna Trushcheleva Francesca Webster Alessio Scarapazzi Elizaveta Zaytseva Oriol Josa Fresno Luca Elek Yulia Utenkova Stefano Varlese Sara Mandozzi

Pubblications used: SALTO-YOUTH Resource Centres - https://www.salto-youth.net/ Ac.C.E.S.S. handbook – YAP Italia, 2014 T-kit 4: Intercultural Learning T-Kit - Council of Europe COMPASS, the manual on human rights education with young people – Council of Europe

(C) 2015, YAP - Youth Action for Peace - Italia

48