Guide for School Participatory Budget by YUPI

A manual for

schools that aim to be more

democratic

School Participatory Budget A manual for

schools that aim to be more

democratic

TITLE SCHOOL PARTICIPATORY BUDGET – a manual for schools that aim to be more democratic

DATASHEET Coordinator of the publication: Mariana Marques and Dana Gaž úrová Proofreading: Mariana Marques Graphic design, layout and illustrations: Má rcia Ferreira Date: 5th February 2019 The online version can be downloaded at: www.yupi.pt This publication was developed under the project Schools of Active Citizenship 2016-PT0-KA20-023006 The European Commission support the production of this publication and it does not constitute endorsement of the contents which re lects 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.

CO-AUTHORS, COLLABORATORS AND ACKNOWLEDGEMENTS This manual was written and produced under the active support and feedback of a reference group of partners: Dana Gaž úrová - Agency for development of Gemer region/Agentú ra pre rozvoj Gemera - http://www.rozvojgemera.sk/sk/aktuality.php Mariana Marques – YUPI organization www.yupi.pt Acknowledgements to the schools involved in the implementation of the SPB: Evangelical Grammar School in Banska Bystrica www.egymbb.sk Agrupamento de Escolas de Gondifelos www.aegondifelos.pt

Introduction This manual is one of the products that resulted from the project School of Active Citizens and re lects the impact within the organizations involved (NGOs and schools) and by this product aiming to disseminate it to a wider public. "School of Active Citizens" is a strategic partnership of 36 months duration through a partnership of nongovernmental organizations and schools from 4 diďŹ&#x20AC;erent EU countries focusing on strengthening strategies that combine non-formal learning in formal context by mobility activities for students, training events for teachers and youth workers, local activities, transnational coordinators meetings and the production of intellectual outputs in the areas of the project. "School of Active Citizens" aims at contributing to the recognition of the importance of cooperation between non formal and formal education sectors in order to oďŹ&#x20AC;er the young pupils a more integrated education and allow more adequate strategies to integrate young people in the society. One of activities implemented by two partners of the partnership which strongly contributes to the aim of the project was the School Participatory Budget. Therefore we have created this Manual for implementation of School participatory budget bringing methodology which helps to empower youngsters in the process of development of their own initiatives based on needs of school community, give them chance to learn democracy in practice and inspire them towards active participation in public life. School participatory budget is sort of a simulation for civic actions, community projects and active participation in public life and decision-making process by gaining a whole range of range of knowledge, skills and experience in a safe environment, which they will easily transfer to a form of public actions or projects bringing positive value in the future.

Content How to use this manual?

1 Project School of Active Citizens 1.1. Description of the project 1.2. Project partners

6 6 8

2 Participation and democratic values in a school

3 School participatory budget 3.1. School participatory budget and participatory budgeting 3.2. History of Participatory budgeting 3.3. What is School participatory budget 3.4. What bene its can School participatory budget bring 3.5 Two years of School participatory budget as national programme in Portugal

4 Implementation of School participatory budget 4.1. Planning and timeline 4.2. Decision to start School participatory budget in a school 4.3. Project team and participants 4.4. The school budget 4.5. Decide how many projects students will be able to vote for 4.6. Identifying a school community needs 4.6.1. Non - formal workshops "pluses and minuses" 4.6.2. Non-formal workshops "origamis" 4.7. Promotion of School participatory budget in a school and motivation of students to take part in 4. 8. Students ideas collection 4. 9. Project management workshops for students´ teams 4. 10. Presentation of students projects in front of the whole school and propagation 4. 11. Voting 4. 12. Winners announcement and granting 4. 13. Project implementation 4. 14. Project inancial accounting and project reporting

5 Examples of other tools that promote participation of young people in a wider perception 5.1. Structured dialogues 5.2. Youth as in luencers in policies through art 5.3. Youth as peer educators 5.4. Pupils’ and Youth Councils, Youth and Children’s Parliaments 5.5. Co-planning and management programmes/structures 5.6 Youth Juries and Dialogue Days 5.7 Youth Participatory Budget

Conclusion

Annexes

13 13 14 15 17 18 18 19 19 20 20 21 25 27 28 30 41 41 43 44 46 46 46 47 47 47 47 48

How to use this manual? In order to help a user to become more familiar with the context of the manual, we dedicated the irst chapter to explain the background of the project, its main aim and strategic objectives and get to know project partners. In the second chapter we explain values of participation and democracy in a school context. Third chapter is an introduction to School participatory budget, bringing irst insights to its history, aim and possible bene its for the community. In the fourth chapter we explain the concrete steps for School participatory budget development and its implementation in a school. In the ifth chapter, you can ind examples of other tools that promote participation of young people in a wider perception. The manual ends with Annexes where the user can ind practical tools, methods and sessions description to better support the implementation of the SPB.

1 “School of Active Citizens” project 1.1. Description This project was developed in line with the framework for European cooperation in the youth ield (2010-2018) and with the ET2020 strategic framework. Participation is one of the keywords of the white paper on European governance, responding to "the expectations of the Union's citizens", connecting Europe with its citizens, helping follow "a less top-down approach" while making the policy-making "more inclusive and accountable". The Council conclusions of 11 May 2010 on the social dimension of education and training, integrating part of the ET2020, af irms that "Education and training systems contribute signi icantly to foster social cohesion, active citizenship and personal ful illment in European societies. They have the potential to promote upward social mobility and to break the cycle of poverty, social disadvantage and exclusion. Their role could be further enhanced by adapting them to the diversity of citizens' backgrounds in terms of cultural richness, existing knowledge and competencies, and learning needs".

“School of Active Citizens" is a project of 36 months duration coordinated by YUPI (Youth Union of People with Initiative) organization in Vila Nova de Famalicã o (Portugal) in close partnership with other portuguese partner (Agrupamento de Escolas de Gondifelos), Poland (Semper Avanti and Zespól Szkól Dwujezycznych/ Gymnasium in the name of the Maciej Rataj in Żmigród), Slovakia (Agentura Pre Rozvoj Gemera and Evanjelické gymnázium in Banská Bystrica) and Romania (Asociatia feedback PM-Brasov and Colegiul Tehnicum Transilvania Brasov), for a total number of 1700 young pupils and more than 140 youth workers and teachers in the 4 European countries involved (140 teachers and youth workers and over 60 students had the opportunity to engage in learning mobility experiences). The partners are schools and non-governmental organizations already experienced in working in close cooperation for a better integrated system of education for young people, combining formal and non formal learning, and all partners are coming from disadvantaged areas of their countries, where geographical, social and economic obstacles are conditioning the development of young people and the mobility experience for learning. The three topics chosen by the partners for the local activities in close cooperation between the non formal and formal sectors are: 1) gender equality and inclusion of young people with diverse cultural background; 2) entrepreneur citizenship and sense of initiative for the community and 3) local governance and participation of young people in decision making. Our main goal was to create an international network of partners interested and cooperating for the recognition of combining non formal and formal educational for a more comprehensive education alternative for young pupils, therefore contributing for a better development of the local community. We act at diﬀerent levels to achieve this goal: local activities under the three topics, coordinators meetings, staﬀ training events for youth workers and teachers, long term

mobility for youth workers and short term exchanges of groups of pupils and a inal international seminar to disseminate the outcomes and output presentations, as well as Youth & Participation tours in all countries involved to reach a higher number of local partners interested in mainstreaming the tools. The outputs created during the implementation and closure stage of this project are: a publication with results of the research on "Is Gender OK? - a gender equal friendly school guide”, a pedagogical toolkit about local governance and decision making in society, a referential of training (an online course) for teachers and school staﬀ on “Inclusion”, a training course for summer camp animators in all countries, a methodology to implement participatory school budgets (pilot and mainstreaming). All these tools will allow the improvement of quality of practices from all professionals involved and also contribute to the sustainability of this project after it ends and the dissemination of results towards other interested partners. This manual is one of these project outputs and it is accompanied by a promotional video showing testimonials of students who took part in this activity in Slovakia and Portugal, as well as opinions and ideas of teachers and Principals involved. The promotional video can be found here: https://youtu.be/5uHt0tycsIc

1.2. Project partners The international scale of the project ensured the exchange of experience, know-how and good practice examples, which together build a successful cooperation for the project and build capacity for the internationalization of the non governmental organizations and schools involved.

YUPI YUPI - Youth Union of People with Initiative, Association for Social and Community Development, is a youth Association formed in 2008 with headquarters in Vila Nova de Famalicã o, Portugal. YUPI aims to develop, promote, support and instigate youth mobility and volunteer activities in its social aspect, enabling young people, especially those with fewer opportunities, to participate in initiatives that enhance the development of their personal and social skills and a more active and conscious participation in the diﬀerent areas of intervention: volunteering, active participation, democracy and equal opportunities. YUPI’s mission is to increase active participation of young people in the community, contribute to empowerment and increase opportunities for training, information and mobility conditions; fostering the spirit of solidarity and volunteering for the personal and social development of communities and the use of non-formal education as a tool for the development of skills. You can learn more about YUPI at www.yupi.pt

Agrupamento de Escolas de Gondifelos The "Agrupamento de Escolas de Gondifelos" was established in 2000 and on September 2007 was one of the irst portuguese schools to celebrate with the Ministry of Education a contract of Autonomy, which has been renewed periodically. The AEG provides education in a socioeconomic and cultural deprivileged area in the peripheral zone of Gondifelos, Cavalõ es and Outiz in the Town on Vila Nova de Famalicã o, with deep rural features and where the industry is residual, without any relevant cultural infrastructure and only few sports facilities available. AEG's Educational Project has as its mission the "integral student education", based on some values: BEING, KNOWING and DOING. As a Vision, the Educational Project points out three principles of action: a participated school, a sparkle in the eye and a learning organization. You can learn more about AEG at www.aegondifelos.pt

Agency for development of Gemer region Agency for the development of Gemer region is a non-governmental institution and nonpro it organization, which brings young people, diﬀerent public and private sectors and information together. Its aim is to support the development of the region forward, mostly through the innovative projects done by the agency and volunteers, as well as through helping other entities, e.g. schools, municipalities and other NGOs to prepare their own projects in order to apply for the grants. You can learn more about APRG at www.rozvojgemera.sk

Evangelical Grammar School in Banska Bystrica Evangelical Grammar School in Banska Bystrica is a bilingual grammar school focused both on English and German language. It is located in the city center of Banska Bystrica in an old historical building. In the irst year of study, the students mostly spend time learning and reinforcing the target language and then in the following years they also have other subjects as Biology, Civics, Religion, Geography or Art and Culture in the language they choose to study. The aim of the school is to provide high quality language skills and competences during the ive years of study. The emphasis is placed on the development of all linguistic abilities and leaves the maximum scope for the development of individual linguistic needs. The school and its teachers provide a creative and friendly atmosphere in which the center of interest are the needs of the students. During their study, students are provided with an opportunity to pass an English Certi icate or a German equivalent – Deutch Sprach Diplom at C1 level and school is also involved in international mobility programs. You can learn more about APRG at www.egymbb.sk

Association for Social Integration and Environmental Protection Association for Social Integration and Environmental Protection “Feed-Back” Braşov (shortly, APIS PM “Feed-Back”) is a Romanian non-governmental, non-pro it and apolitical organization, founded in 2004 and located in Braș ov City, working both for the social reintegration of disadvantaged people and for the environment protection. One of our principal goals was to organize a strong local volunteer structure in order: to help socially disadvantaged persons, to be involved in environmental protection, to contribute to the sustainable development of civil society and to raise the active participation of youngster in community life. Following this direction, our association has founded in the year 2008 Braşov Volunteer Centre, www.voluntarbrasov.ro, a platform where more than 500 people have enlisted, in order to change for the better the community they are living in. During the years of activity, our volunteers took part at activities and projects implemented at international, national and local levels. We encourage our volunteers to developed their own projects and activities, by oﬀering them logistic/administrative support and giving feedback on activities/projects developed. Also, we are working with young people in order to earn transversal competences: knowledge, abilities and values for becoming an active segment of Romanian civil society, responsible and involved in their community‘s life and we strongly collaborate with Braș ov County Department for Sports and Youth, which works at county level and ensures the implementation of strategy and government policy in sports and youth ield.

“Transilvania” Technical College Transilvania Technical College is situated in the center of Romania, in the county of Brasov. It is an institution with a long tradition among the schools in Brasov, providing professional training for high-school students and apprentices in vocational training. Its students, approximately 750, are educated and professionally trained by approximately 70 teachers. The college provides specialized training for technicians in: mechanics, transports, mechatronics, CAD design, computing, CNC processing machines, metrology, food industry and for hairdressers and general training in the following ields: mechanics, electromechanics, electronics, automation, cold processing, food industry. These quali ications involve not only acquiring general technical competences, speci ic for the ield of interest, but also other abilities, such as: communicating in a foreign language, information and communication technology, problem solving, organizing at the workplace. The professional training is addressed to young people who have a basic technical training and are interested in acquiring new abilities and competences, gaining a professional quali ication over a period of four years of study. Theoretical training alternates with practical training , which takes place not only at the school, in the workshops and labs, but also at diﬀerent companies, that host their training sessions. Yo u c a n l e a r n m o re a b o u t t h e wo r k o f Tra n s i lva n i a Te c h n i c a l C o l l e g e a t www.colegiultransilvania.ro

Semper Avanti Semper Avanti is a youth organization based in Wrocław, Lower Silesia region, Poland. The association was established in 2001 and has since then it has developed into an innovative and dynamic NGO. The organization’s actions are focused on 3 main areas. 1) “Youth in Democracy” which aims to help young people to understand democracy and how to be part of it (for example by youth councils). Most of the activities are conducted in cooperation with local and regional authorities. 2) “Youth on the Labour Market” which aims at preparing young people for the challenge of inding their irst job and obtaining work experience. This includes organizing vocational trainings and internships, both domestic and abroad, training course on various subjects, developing hard-skills as well as soft-skills like communication, con lict resolution, self-presentation, teamwork, intercultural cooperation etc. 3) “Youth and Tolerance” where we aim at promoting tolerance, open-mindedness, European integration, international cooperation and cultural diversity. A lot of attention is dedicated to the personal development of participants and promotion of volunteering. You can learn more about Semper Avanti at www.semperavanti.org/en/home-en/

Zespól Szkól Dwujezycznych and Gymnasium in the name of the Maciej Rataj in Żmigród School it has been operate since 2000, emphasizes on languages, which are pivotal skills in modern world. We’re equalizing chance of the students from villages and town. We’re using work in groups, skills of searching and analyzing information, use of technology, looking for solutions. We take care about individuals – we want to develop units, give them space to selfrealization. We’re preparing youngsters to live in society by activity in youth council, participation in charity events, cooperation with the children’s home, associations of people with disabilities, environmental help etc. We also put the focus of European education – we’re realizing diﬀerent kind of project ex. school youth exchanges, foreign trips. In our school isn’t also a lack of sport – our students train in school clubs. We’re developing volleyball, football and athletics. You can learn more about the work of Gymnasium in the name of the Maciej Rataj in Zmigró d at www.mrat.pl

2 Par cipa on and democra c values in a school Early participation in decision making processes aďŹ&#x20AC;ecting the lives of young people is essential to their development into active citizens aware of their rights and duties and capable of exercising them responsibly. In this context, schools can and should play a major role as practice spaces where young people can acquire knowledge and experiences of citizenship, allowing and encouraging active participation and cooperation with other stakeholders in building solutions covering not only the school environment and the surrounding community (local citizenship), but also providing opportunities for the development of wider interests and engagement in the European and global spheres (European and global citizenship). In a sense, schools that best teach students the skills to participate actively in democracy are themselves institutions that re lect democratic principles not only in word, but also in deed. Traditionally, the school itself has been an institutional "citizen" within its local community (or communities). Schools serve as public spaces, where community members gather to make decisions (board meetings, parent-teacher organizations, etc.), celebrate (plays, performances, fairs and parties) and learn (continuing education classes, community libraries, ilm series). The schoolâ&#x20AC;&#x2122;s teachers and administrators themselves represent the school and its functions to the external community, often taking on roles as community leaders and active contributors to community life. Students attend events and participate in activities at the school which lay outside of the context of the normal school day. They may witness their teachers acting as citizens outside of the context of their roles as teachers. Historically, public schools have been governed democratically via the roles and responsibilities given to elected school boards. While, to varying degrees, authority has been given to appointed and hired professional educators to make decisions concerning the operation of schools. The extent to which teachers, parents, students and individual community members have a voice in decision-making varies as well. No matter how decisions are made, students can learn about democracy through the ways that decisions are made in their schools. School participatory budgeting is a method whereby students learn and develop through active participation in thoughtfully organized activities that is conducted in and meets the needs of the community and which helps foster civic responsibility. In this way teaches students democracy in practice which they "try" in environment which is for them familiar and safe - the schools. 1

1 www.uvm.edu/~dewey/articles/Democonc.html

3 School participatory budget 3.1. School participatory budget and participatory budgeting School participatory budget (SPB) is an adaptation of Participatory budgeting in a school environment. Firstly, let us focus more on the term of Participatory budgeting. There are many different de initions of Participatory budgeting, such as: “Participatory budgeting (PB) is a different way to manage public money, and to engage people in government. It is a democratic process in which community members directly decide how to spend part of a public budget. It enables taxpayers to work with government to make the budget decisions that affect their lives.”

“Participatory budgeting (PB) is a process of democratic deliberation and decision-making, in which ordinary people decide how to allocate part of a municipal or public budget. Participatory budgeting allows citizens to identify, discuss, and prioritize public spending projects, and gives them the power to make real decisions about how money is spent.” 3 Usman Waqqas Chohan, World Economic Forum As we can see Participatory budgeting concerns a democratic approach to manage public money, in which community members directly decide how to spend a part of the total budget. Furthermore, citizens can also present their own demands and ideas for civic improvements. Budget allocations can be in luenced through discussions, voting and negotiations. 4

3.2. History of Participatory budgeting A full Participatory budgeting process was for the irst time implemented in 1989, in the Brazilian city of Porto Alegre (capital city of Rio Grande do Sul). Porto Alegre was one of the most populated cities in South Brazil, at that time with a population of 1,2 million of inhabitants. However, participatory budgeting was already experimented in the 1980s by the Brazilian Democratic Movement, with several experiments, in such municipalities as Lages, Boa Esperança and Pelotas. The Participatory budgeting in Porto Alegre was developed by the Brazilian Worker's Party, which was in the municipal administration, together with community associations through experimental process to tackle the poor inancial situation of the municipality. 2 h ps://www.par cipatorybudge ng.org/what-is-pb/, access 20.04.2018 3 h ps://theconversa on.com/the-ci zen-budgets-of-africa-make-governments-more-transparent-58275, access 20.04.2018 4 Manual for non-formal education in students´project development, Dana Gaž úrová , Tomasz Moleda

Union of Neighborhood Associations in their document from 1985 called for a system “where the investment priorities of each district would be discussed with popular leaders of each district”, where there would be “Popular Councils throughout with proportional representation of the community movement to discuss the municipal budget.” As we can see the implemented Participatory budgeting was something diﬀerent than this idea, as Participatory budgeting has a rule of “meetings open to anyone”, meaning that any citizen can come to the meeting and his or her voice is equal. By the year 2001, more than 100 municipalities and 5 states in Brazil had implemented Participatory budgeting. In the year 2015 thousands of diﬀerent implementations of Participatory budgeting were realized in both Americas, Africa, Asia and Europe. 5 Even though Participatory budgeting has a history of nearly 40 years, it is still not well known to the general public in many countries. Societies in many countries, especially in the countries where this mechanism does not exist. Hence, there is a need to introduce Participatory budgeting to the youngest part of each society, meaning students and school children, so that they can take part in decision making process, be involved in making policy decisions, etc., already at a young age. 6

3.3. What is School Participatory Budget Participatory Budgeting is a democratic process in which community members decide how to spend a part of a public budget. In this case, the community members are students and the budget is the school budget. Students collect ideas about the school’s needs, develop project proposals, and vote on projects to fund. 7 School participatory budget is a non-formal democratic approach which engages students, parents, teachers and school administrators in managing school budget through deciding which student projects and improvements to fund, using a part of the overall school budget. School participatory budget is a youth empowerment process, in which children and young people are encouraged to take charge of their lives.8 By taking part in School participatory budget students can develop their leadership skills, increase their ability to work collaboratively and also to build healthy relationships among students, teachers, administration staﬀ and parents, increasing the importance of students’ and parents’ voice, involving the entire school community are just some of the valuable outcomes of School participatory budget implementation. 8

5 Ganuza, Ernesto and Baiocchi, Gianpaolo (2012) "The Power of Ambiguity: How Participatory Budgeting Travels the Globe," Journal of Public Deliberation: Vol. 8 :Iss. 2 , Article 8. 6 https://www.publicdeliberation.net/jpd/vol8/iss2/art8, access 20.04.2018 7 Manual for non-formal education in students´project development, Dana Gaž úrová , Tomasz Moleda 8 A guide to par cipatory budge ng in schools; Valeria Mogilevich h ps://en.wikipedia.org/wiki/Youth_empowerment, access 20.04.2018

Participatory Budgeting is great to bring into a classroom because: ● It's democracy in action. ● It gives your students a positive civic engagement experience. ● It serves as a bridge for your students to be engaged in politics and their ● community. ● It strengthens the school community by building positive relations between students and the administration. 9 ● It shows students the bene its of getting involved.

3.4. What beneﬁts can School par cipatory budget bring Impacts of and bene its from implementing School participatory budget can be debated on various levels, such as 1) students; 2) teachers and administration staﬀ and 3) parents and broader school community. Regarding the bene its in terms of learning and development for students from taking part in School participatory, we can identify: ● Researching skills ● Problem-solving skills ● Critical thinking skills ● Creative thinking skills

tant "I think this is a very impor ecause this initiative for the students b e part of way they have possibility to b l, to learn decision making in the schoo and more about democratic rules citizen in values and learn to be active our society."

l g non- forma "Implementin ' su pp or t st ud en ts m et ho do lo gy to nning till the end ideas from the begi hers to boost the and to support teac nts can be a big de tu s he t of s ve ti ia init mocratic schools." step for more de

Cristina Nicolau, teacher, AEG school

Mariana Marques, educator supporting the implementation of SPB in Gondifelos, Portugal

9 A guide to participatory budgeting in schools; Valeria Mogilevich

● Interviewing and surveying skills ● Public speaking and presentation skills ● Marketing skills ● Budgeting skills ● Project management skills Regarding teachers and administration staff that take part in School participatory budget it contributes for: ● Building healthy relationships among students, parents and teachers, administration staff ● Bringing the school community closer together by means of a democratic dialogue among students, parents and teachers, administration staff ● Increasing awareness about the importance of students' and parents' voice ● Developing skills involving the entire school community in other activities ● Gaining deeper knowledge about students' needs and how to address them Regarding parents and broader school community (such as alumni students, sponsors, local authorities, etc.), participating in School participatory budget, it contributes to: ● Parents and broader school community members have a real say about school decisions ● Parents and broader school community members invest their time, energy and sometimes even private inances in the school activities ● Parents and broader school community members gain inside knowledge about school needs and how to address them

“The products resulting from the process are naturally important. For students I believe even more important are the processes in which they are involved and that develop in them spirit of entrepreneurship and participation in construction of common good."

Jones Maciel, director of AEG school

Further, overall impact and bene its for the above mentioned participants in School participatory budget can be highlighted: ● An experience of real-life democracy in action for everyone ● An experience of civic engagement for everyone ● Indicating bene its of getting involved in a community and in political decision making ● Increasing awareness of social responsibility 10 As we can see School participatory budget brings many bene its for the entire school community and is a valuable “lesson” for everyone. 10 https://www.participatorybudgeting.org/how-to-start-pb/pb-in-schools/, access 20.04.2018

Do you have the same belief? Do you think that your school community can also bene it from implementing School participatory budget? Are you a student, parent of a student, teacher, headmaster, school administration staﬀ or a youth worker? If yes, on the following pages you can ind a guide how to develop a School participatory budget in school, following this stepby-step approach. Please keep in mind that this is not a model of School participatory budget that you need to follow exactly. School participatory budget needs to be structured following the school “reality”, allowing adaptations from this model.

3.5 Two years of School participatory budget as national program in Portugal The Ministry of Education has launched the School Participatory Budgeting initiative at national level in the school year 2016/2017 (https://opescolas.pt/), aiming to allow students to participate actively in the decisions of the School, through a democratic process, with several stages and that, in the end, will allow to improve each of the educational establishments, with the ideas of those who study there. The program is directed to all regular public schools from 3rd cycle of studies and secondary school and the budget applied is of 1€/student, minimum 500€ in the case where schools have less than 500 students. This program has been implemented already for 2 school years and it follows the same steps as the program described in this manual. This initiative re lects the objectives of the Ministry of Education of: 1) stimulating the democratic participation of students, valuing their opinions and their argumentative capacity, re lection and collective mobilization, as well as the practical knowledge of some basic mechanisms of democratic life; 2) to combat the de icit of con idence and remoteness of citizens, especially the younger ones, in relation to democratic institutions; 3) to strengthen the democratic management of schools by encouraging student participation. At local level the initiative has collected many experiences of success and the Education City Councilor of Vila Nova de Famalicã o (where the project “School of Active Citizens” is being developed) has therefore introduced a inancial support that doubles the available funding for each school, whereas in Gondifelos (project partner) has a inal amount of 1000€ (500€ from the Ministry and 500€ from the Municipality), as well as other schools in the proportion of their students numbers.

4 Implementation of School participatory budget For everyone who wants to bring School participatory budget in their school, we have developed the steps below to serve as principles. But please remember that this is not a model of School participatory budget that you need to follow exactly, as you should always consider how the principles below should be adapted to your school “reality”. What you will read below is our idea how to implement School participatory budget based on our previous experience with this tool. We have developed 15 steps for implementation of School participatory budget: 1. Planning and timeline 2. Decision to start School participatory budget in a school 3. Project team and participants 4. The school budget 5. Decide how many projects students will be able to vote for 6. Identifying a school community needs - Workshops "pluses and minuses" (activity description below) - Workshops "origamis" (activity description below) 7. Promotion of School participatory budget in a school and motivation of students to take part in 8. Students ideas collection - The “laundry” in the school yard (activity description below) 9. Project management workshops for students´ teams 10. Presentation of students' projects in front of the whole school and spreading 11. Voting 12. Winners announcement and granting 13. Support for the winners 14. Project implementation 15. Project inancial accounting and project reporting

4.1. Planning and timeline To implement School participatory budget you should consider the timeline of this process. Think of the best time of a school year: ● when you could run the voting process, and ● when the projects could be implemented, and plan other steps backwards and forward. It can be dif icult to implement all the steps of School participatory budget in one term/semester, but the whole year should be enough. Please, notice that it is not a good idea to plan the School participatory budget for more than a year, then you are risking “loosing” some of the students.

4.2. Decision to start School participatory budget in a school A decision to introduce the School participatory budget should be made by the School Headmaster. It can be the headmaster's own decision or a decision made because of School participatory budget initiative group idea. If the School participatory budget idea comes from

an initiative group, the members of this initiative group will need to undertake certain activities, which in the end will lead to a headmaster's positive decision to start School participatory budget in school. In this step the headmaster can already decide how much money can be used on the School participatory budget and how much for a single project. If not now, then this decision should be made in step 5 the latest. 11

4.3. Project team and participants Every action and project need to have its leading group, so at the beginning you have to decide: - Which teacher is facilitating the project? - Which students are participating, and how?

“School participatory budget is very interesting form of education of the students. Thanks to such a form of education, students showed not only their responsibility but also creativity in process of solving various problems from practice."

Slavomír Hanuska, director of EVG school

It is also important to assemble your team. If you're a teacher and this is your irst year running a School participatory budget process, your team will probably just be you and your principal. You can also ask some of your colleagues to join you. In next years of School participatory budget can join you also students from last year, members of students' board etc.

4.4. The school budget Upon making a decision to start School participatory budget in your school, you should consider the overall school budget, how it looks like, how it works, who makes decision about it. Each school has its own budget, which is used to cover all costs and rules - you should make yourself familiar with it. Usually each school has a part of its budget for costs related to new equipment, teaching aids, etc. This part of the overall school budget should be ideal for the implementation of participatory budgeting and letting the students make decisions about it. Implementation of School participatory budget by means of other parts of the budget such as teachers or staﬀ salaries is not an option. 12 At some point the headmaster must decide how much money can be used for the School participatory budget itself and how much for a single project. There is no rule stating the amount of money (in a general format of SPB), but you should take into consideration that a small budget can lead to projects with smaller impacts. It is also considered that running a smaller and a bigger project takes the same amount of time and eﬀort. And in conclusion students have to experience whole project process either with higher inancial donation or lower. From our experience, students were able to make big changes and learn a lot with 100 Eur as well as with 300 Eur. 11 Manual for non-formal education in students´project development, Dana Gaž úrová , Tomasz Moleda 12 Manual for non-formal education in students´project development, Dana Gaž úrová , Tomasz Moleda

Sometimes it may be possible or even needed (if the headmaster cannot or does not want to allocate part of the school budget to the School participatory budget), to get funds for the Participatory budget from: students council, parents council, school board, sponsors, civic society organizations, municipalities etc.

4.5. Decide how many projects students will be able to vote for We think it works best when students are voting for more than one project so that they don't just vote for their friend's project and there's not just one winner. The number of winning projects depends on the size of your budget as well as the types of projects the students can implement. Making infrastructure improvement like upgrading a bathroom facility will on the whole cost more than equipping your art room with new materials. Also type of spending will be very diďŹ&#x20AC;erent in case of organizing big school event or investing to new material. Most processes fund as many winning projects as possible until the funding is expired. However, you should consider limiting the number of projects on the ballot. For example, if you have 600 Eur and your average project cost is around 200 Eur, then maybe you should limit the ballot to 3 priority projects. But if you have 1000 Eur with similar average cost, you could support more projects. You should set a minimum project cost if your school has procurement minimums.

4.6. Identifying the school community needs In order to start community development process in the school and get to know school community and its needs you can organize workshops in each class in school and also with school staďŹ&#x20AC;. This step is the key essence in the process of building the sense of belonging to a school community, getting the members of the community around common topics, identify the most burning problems in school, inding personal interest of all the members of school community in these problems, giving voice to people and motivate them to use it and most importantly to design together possible improvements and problem solutions in school and motivate students to be a part of positive changes in their school. An important aspect of workshops organized in classes is the possible direct involvement of the class president and his/her deputy or the class leaders to the process of workshop organizing and leading. It will start the leadership development of the students and provide them with important organizing, facilitating and lecturing skills and empower them to be the ones taking part in positive changes being made in their schools.

4.6.1. Workshops "pluses and minuses" What: workshop to identify school community needs Duration: 90 minutes Number of participants in one workshop: one class (approx. 30 students) Leaders/facilitators of the workshop:1 youth worker/teacher and 1 or 2 students (leaders from the class/class president and his/her deputy) Set of class: circle from chairs Preparation: identify class leaders and invite them to help you in this activity; share the activity manual with them; explain their tasks and responsibilities; give them a special task (to prepare a short energizer or icebreaker, you can also let them choose from the examples in annex no. 1); ask them to prepare the class for the workshop during a break beforehand; meet with them personally, make sure that they understand the activity and their tasks and that they are prepared for it Material: whiteboard and marker/green or black board and chalk, lip chart papers, pens and markers, colorful (two diďŹ&#x20AC;erent colors) sticky notes papers Activity description: 1Introduction (5 - 10 minutes) Make a short introduction - who are you (name and position - youth worker/teacher), why you are in their class (part of project, there will be possibility to take part in School participatory budget and develop their own project and that you all are going to identify pros and cons of the school itself in order to know what areas should be improved), what you are going to do (identify positive and negative aspects of the school, identify areas which have to be improved design suggestions for improvements) and what will be the results of it (set of pros and cons of the school, set of suggestions for improvements, opportunity to bring suggestions to reality through school participatory budget). 2 Presentation and energizer (10 - 15 minutes) Start with an energizer or a name game (presentation of names). If the energizer/icebreaker you are doing does not include name presentation of all students, make a short name game (you can create your own/ask class leaders who are helping you to prepare some/use some name game). Class leaders are responsible for the energizer or icebreaker.

Picture 1: Students during energizer

3Pluses and minuses of the school (10 - 15 minutes) Class leaders explain the next activity and give two sticky notes papers of diďŹ&#x20AC;erent color to each student. On one color they write pluses of their school (what is good, what they appreciate) and on the other one they write minuses of their school (what is bad, what should be improved). Ask them to write just one thing/aspect on one paper. If they want to write more accept it but ask them to write 3 pluses and 3 minuses maximum. On the left side of the board write big sign of (+) and on the right side big sign of (-). When done, ask them to post it on the board and divide them according to the signs which you have written there. When everybody posted their papers on the board, have a look at the minuses together with the class leaders and divide them to categories/thematic areas which they belong to (sport, events, infrastructure, relationships, common spaces etc.). Try to assemble into maximum of 4 categories and entitle those categories. Firstly, read the positives and then read the negatives (according to the categories of negatives).

Picture 2: Students sorting collected pluses and minuses to categories

4 Group activity - suggestions for improvements (5 minutes for explanation + 10 minutes for preparation in groups) "Name" each corner of the room according to each category. If you have less than 4 categories, name just that number of corners as is the number of categories. Ask students to think which category of negative aspects of their school they consider as the most crucial or they care the most about (maybe not the one they wrote). Then ask them to go to the corner which is named according to the category they chose which will divide the class into groups. Give each group one lip chart paper and to the center of the class put a box of pens and markers to be available for everybody. Then ask students to work as a team and agree on one problem from their category which is the most â&#x20AC;&#x153;burningâ&#x20AC;? one/they have care the most

about, thinking about a solution for it. Their task will be to think about and write down on the lip chart paper 5W+1H questions: WHAT is the problem? WHY did you choose this problem? HOW are you going to solve it? WHERE and WHEN are you going to implement this solution? WHO is going to be involved in the implementation of the solution?

Picture 3 and 4: Students working on the problems in each group

5 Presentation of the solutions (each group has 5 minutes for presentation) Each group will stand in front of the classmates with their lip chart paper and present their solution. They can choose one speaker or they can participate in presentation as a whole group. After the presentation the facilitator and also the rest of the students can ask questions or give feedback.

Picture 5: Students presenting their idea

6 Debrie ing and closing (15 minutes) After each group presented their solutions ask students to sit in circle again. Questions for debrie ing: How did you like this activity? Is it common in school that somebody ask you what you like/what you donÂ´t like/what you want to change? How did you feel in the position of not just pointing out what is bad but also to suggest a solution for the problem? If you would have support from the school management and inances to grant your idea, would you like to implement your idea in reality?

Picture 6: Students during re lection

7 Closing: Presenting to the classroom the unique opportunity to change things they don't like in their school by proposing improvements and become part of a positive change. School management allocated "a certain sum of money" (it is up to capacity of your school how much) for School participatory budget so they can present ideas which they would like to implement and improve the school. Students can upgrade their ideas into structured projects thanks to the project management workshops, before presenting the project and submit for elections. If their project is chosen by the school community in the voting process, they will get the grant and become the leaders of real positive changes in their school.13

4.6.2. Workshops "origamis" What: workshop to identify schools' needs Duration: 60 minutes Number of participants in one workshop: one class (approx. 30 students) Leaders/facilitators of the workshop: 1 youth worker/teacher and 1 or 2 students (leaders from the class/class president and his/her deputy) Set of class: circle from chairs (ideal setting) Preparation: identify class leaders and invite them to help you in this activity; share the activity manual with them; explain their tasks and responsibilities; give them a special task (to prepare a short energizer or icebreaker, you can also let them choose from the examples in annex no. 1); ask them to prepare the class for the workshop during a break beforehand; meet with them personally, make sure that they understand the activity and their tasks and that they are prepared for it Material: Projector, computer, powerpoint presentation (with information about SPB), postits (minimum 1/person, paper, pens, unfolded origami Activity description: Step 1: Presenting the program of School Participatory Budgeting and its regulations (objectives, phases, how and when to present proposals, budget allocated and dates for voting) through a visual presentation with a power point presentation, or the promotional video created for this project Step 2: Asking students to write on one post-it something they “don't like” or think it could be improved inside their school (considering infrastructures, social relations, methods used,..). After 3 minutes for individual re lection, the moderator asks for groups of 4 to come together and identify a list of minimum 10 “problems” or situations that are not good at their school (spaces, environments, feelings,..) for 10 minutes. When the list is inalized, the groups need to prioritize the 4 most relevant problems in their opinion.

13 Manual for non-formal education in students´project development, Dana Gaž úrová , Tomasz Moleda

Picture 7: Students playing Origamis game

Step 3: Each student gets the unfolded origami with the instructions on how to build it (annex 10) but irst each should write one of the 4 problems in each hidden part of the origami so it shows up while playing the game.

Write in these White triangles 1 problem

Step 4: They are invited to test with 2 or 3 colleagues in the classroom by choosing a number, playing it and read the problem/situation when unfolding the origami. The person that listens, needs then to come up with a solution and it is registered in the origami, with no judgement. After they understand how it works, they are motivated to continue with this exercise with as many people and diverse as possible (parents, teachers, staﬀ and other students) which will generate a re lection process involving more people and coming up with creative and many possible solutions for the problems (brainstorming process). From all the answers collected and by the conversation generated, it comes easier and more natural the process of participating in the School Participatory Budgeting not only with the identi ied needs of the school but also with the selected and viable idea for solution.

4.7 Promo on of School par cipatory budget in a school and mo va on of students to take part in One of the very irst steps targeted at the broader school community is information about School participatory budget. This information should be available for the whole school community including students, teachers, school administrative staﬀ, parents and even the broader school community (such as alumni students, sponsors, etc.). It should also be communicated that school participatory budget uses a part of the overall school budget, so it does not mean either extra funds or new costs for school.

4.8 Students ideas collec on In this step of the School participatory budget, project teams, in the best scenario consisting of representatives of students, teachers and parents (or at least teams from students), are formed. Later, the project teams are further supported by additional workshops to support them to focus on improving their skills in project management, promotion and public speaking. Project teams come up with ideas for projects and submit their ideas by using the of icial forms. Those projects should be focused on the broader school community and should have positive impacts on the school and school community members. Such projects can include: educational activities, cultural events, buying new equipment or teaching aids, etc. Project teams can have ideas of their own or they can choose according to the needs for improvements in the school from the broader school community. Project teams can make questionnaires or survey the school community in many ways and then decide on the aspects that they want to address in the projects. “I think that the school participatory budget is a great example of democracy in practice, since the students have to come up with their own project ideas, then they have to plan it into detail, and also work on budget properly. And later on they have to come up with the campaigns to attract other students to vote for their projects in secret elections where each student has the opportunity to put their belt paper into the box for their favorite project. So I think is really great for the school."

Michaela Výbošťoková Freytag, teacher of EVG school

There should be a period, according to the regulations regarding School participatory budget, in which the project idea forms can be submitted and the initiative group is responsible for collecting them. Now it is important to answer this question: How many students outside of the students in your class should be a part of idea collection? We think the more participants, the merrier. But we know that it might be unreasonable to get every single student in your school to participate. Ask yourself: what is the minimum number of participants you can get and still have a broad, diverse group of student opinions? Also, consider how much of a budget you are working with. If it's very small, it might not make sense to involve the entire school. You should decide on your strategy as soon as possible because it can take time to schedule idea collection into the school's calendar, or other teachers' calendars. Here are some ways your students can collect ideas. You know best what's most feasible in your school and for the budget you've got. 1. School-wide assembly Your students do a quick presentation on PB and then students in the audience ill our written surveys. If you choose this strategy, you should schedule it with the principal now! Pros: You can get lots of ideas all at once. Cons: These are hard to schedule, they happen less often, and if for some reason it gets cancelled last-minute, that can really throw your PB schedule oďŹ&#x20AC;. Presenting in front of the whole school can be intimidating, so you'll need to schedule in time for your students to practice their public speaking. 2. Travel class-to-class Your students travel to other classrooms in small groups to collect ideas. Your students can either work with small groups in the classrooms they are visiting to elicit ideas, or they can collect surveys. Pros: You can schedule this for the same period when you have your class. You just need to reach out to other teachers to get their permission to interrupt their classes for a few minutes. Cons: You may get fewer ideas since your students can only visit some classes in one period. 3. Pop-up stations Set up stations in the hallways or the cafeteria to collect ideas in between classes or during lunch or other breaks. Pros: You aren't taking up classroom time. Cons: You don't have a captive audience, so your students will have to work harder to get their peers to participate. 4. Electronic form Make an electronic from and spread it on FB or Instagram or web site of your school and you can promote it to the students via teachers or the students representatives by asking them to disseminate it.

Pros: You aren't taking up classroom time and you can involve whole school. Cons: It is harder to promote it and to motivate in non-personal way students to take a part. 14 Later the initiative group must check all the project ideas and verify them with the regulations of School participatory budget. Upon this step is completed, the initiative group should prepare a list of the projects accepted to the School participatory budget and a list of rejected ones together with an information why they were rejected. The list of projects accepted to the School participatory budget is then used in the Elections step. 5. Laundry service

Picture 9: The example of the “laundry service” in Gondifelos school

After the presentations in all classrooms about the School Participatory Budget, we have installed at the entrance of the school a laundry scenario with hanging clothes and a washing machine. The laundry was the symbol for choosing the “dirty clothes” (or the problems of the school) and wash it in the machine and then hanging their solutions/ideas as “drying clothes” for everyone to see. In this attractive way, students and teachers had a visual reminder that the process was happening in the school and were proud to see their ideas visible to others. By this activity we aimed at promoting the ideas of students, motivating more students to take part and better inform for the selection process. When you have the ideas collected and there are too many to be carried out, you can use Scorecards, to see if their ideas are realistic, valuable and feasible. Table in Annex 12 contains criteria you can use under the categories of feasibility, impact, and interest, and how many points each one is worth. Score each proposal, choosing one from each row. Add up the totals for each project. Then, write out a prioritized list of projects based on their total scores.

14 A guide to participatory budgeting in schools, Valeria Mogilevich

Picture 10: Ideas of projects exhibited in the school entrance hall

When you have the ideas collected and there are too many to be carried out, you can use Scorecards, to see if their ideas are realistic, valuable and feasible. Table in Annex 12 contains criteria you can use under the categories of feasibility, impact, and interest, and how many points each one is worth. Score each proposal, choosing one from each row. Add up the totals for each project. Then, write out a prioritized list of projects based on their total scores.

4.9 Project management workshops for students´ teams After the collection of ideas, it is very important to invite all the students who have submitted their proposals for the irst common meeting. The aim of this meeting is to discuss their ideas more into detail, check whether the ideas are really coming from the community needs and if it is possible, merge similar projects. All project ideas which might need bigger intervention to the school infrastructure or technical base need to be consulted and con irmed with the school management. These project management workshops should be led by a youth leader, teacher or an external expert if it is in the capacity of school, a minimum of 3 times or more if necessary. In order to support motivation of the students towards their projects and empower them to do something in addition to achieve the goal, we recommend to organize the workshops after school. Based on our experience, optimum length of the workshop is one and half hour. But if the leader sees that some parts of a workshop need more time, it is more than welcome to adjust the length and also the content of workshops according to the needs of the group. If the workshop will be too heavy for students, it is even possible to split each one to two parts and dedicate double time to one workshop. This should be adjusted according to the needs of the group and the capacity of the leader and school.

"The things that I learned through workshops is to ask the right question. I mean that we have lot of ideas in our heads but they don´t have their certain structure or something like that and I think that these workshops helped us to make something real from our ideas".

Ema Šimková, student of EVG school

The three workshops which we recommend to organize are focused on: 1.) Problem identi ication, main aim, objectives 2.) Activities, timeline, team, resources 3.) Finance, accounting, elevator pitch Each workshop, should start with a short energizer to warm up the youngsters and set their minds to proactive mode. In addition, the irst workshop should also include a name game and a short presentation of the teams and their ideas to get to know each other better. Examples for energizers, icebreakers and name games can be found in annex no.1. All workshops will be based on 5 W+ 1H schema. 5 W's include 5 questions: Why?, What?, Who?, Where? and When?. The last letter H means the last question: How?. This schema can be found in annex no. 3 and students can ill it in step by step during all workshops.

“Through the workshops which we had before I learned everything - how to m a k e t h e p r o j e c t , h o w t o d o management of it, how to do with the inances, and I think they were really useful for me."

Ema Šimková, student of EVG school

Workshop 1. Problem identi ication, main aim, objectives Duration: 90 minutes Number of participants in one workshop: max. one class (approx. 30 students) Leaders/facilitators of the workshop: 1 youth worker and/or teacher Set of class: teams sit on chairs around separate tables Preparation: send invitation to contact a person from all students teams, set date and time of the workshop (adjust it to students' needs if necessary), book the classroom or other space for the workshop, check whether the room has all technical equipment which you need for the workshop, ensure to have (at least) one table for each team and one chair for each student Material: whiteboard and marker/green or black board and chalk, lip chart papers, pens and markers, colorful (two diﬀerent colors) sticky notes papers, 5W+1H schema printed for each team, tree of problem example printed for each team 5W+1H questions to be answered: Why?, What? Activity description: 1.) Problem identi ication (15 minutes) - Question to be answered from 5W+1H schema - Why?/What? - Why am I focusing on this issue? What is the reason to do this project? What problem am I going to solve by this project? After the introduction and presentation of all ideas, it is time to start to work on their development. Each team receives a lipchart paper and markers and they have 10 minutes to think about the reason to do their project or what is the problem which they are going to solve by this project.

If a project is done without a proper reason, there will be not enough interest from the side of a team, not enough involvement of the local community and the project will not be sustainable. The problem is the key which brings people around it with an aim to solve it. The leader should support all teams in the process of problem identi ication. After all the teams have it identi ied, they write this problem in the middle of the lipchart paper. Then all teams read their problems. You can ind an example in Annex no. 9. "Our project consisted in the creation of a park for primary school children. The idea of this project began when we noticed that the children did not have much space to play. So we have assembled group of ive people to try to gain more space for them, so that they can have fun on their breaks and even in their free time."

Vera Costa and Paulo Santos, students of AEG school

Picture 11: Students identify the problems and write it in the center of the paper

2. Finding the causes of this problem (20 minutes) - Question to be answered from 5W+1H schema - Why? - Why is this happening? What is the reason of it? What is the cause of the problem? All teams receive sticky notes and pens. They have to think about the causes of their problem. In this process, it is a big help for the students to ask questions which are written above and also to imagine the situation (problem) in reality. They write each cause which comes to their mind on a separate sticky note. They should write 5 - 10 causes. Then, they just post them under the problem on the paper.

Picture 12: Students write causes of the problem on the sticky notes

3 Putting the causes in order - making of the â&#x20AC;&#x153;Tree of problems/causesâ&#x20AC;? (roots of the tree) (20 minutes) Now, have a look at all the causes and think about how it is connected. Find those which are the most concrete and those which are the most general. Is there any connection between them? Where does one cause root in another? This part is more dif icult because you have to put the causes in the order based on the connection and correlation among them. Firstly, identify those which are the most general. These ones post on the bottom of the paper. Then think how other causes are connected with these general ones. In our case (in example used in Annex no. 9) we ask: What happens, when even adults do not communicate together? What is happens when young people do not have courage to start to communicate together? And, if we do not have space for socialization, which cause is the consequence of it? So, the question is "What causes this situation"? Put all the rest of causes into correlation with those under them. There is always a rule to go from the general ones in the bottom to the concrete ones, to come to the de inition of the problem. If there are more causes which are combined together, just put them at the same level. When you have your tree completed, you have to prove whether it is made correctly. Read the tree in a way how you signed the arrows. In the example tree it would be: As no adults contact each other, it causes that nobody in the house greets each other. The courage to start the communication is absent and this causes that young people do not know each other's names. As young people do not know one another's names and nobody greets each other, all have a feeling that there is no common topic to talk about, so they do not contact each other at all and do not communicate. Because there is no space for socializing activities, young people spend majority of their free time inside. When we add to this the fact that they also have to do their homework and do their duties in household, it causes that they do not have many options to get to know each other. Because they do not have many options to get to know each other, they do not know each other's hobbies, do not contact each other and do not communicate together.

This kind of tree should be logically readable and all connections should it into each other. If you cannot reach it, think if your causes are speci ic enough and if you have enough of them. After your tree of problem (causes) is complete, exchange it with other team for 3 - 5 minutes and check with them whether they understand your tree. If some things are not understandable, discuss it with more people who know the problem well. They can be for you good source of information and give you other point of view.

Picture 13: Students understanding connections between causes

4 Identi ication of consequences (15 minutes) Question to be answered from 5W+1H schema - What? - What happens if the problem stays unsolved? What consequences it might have? Thanks to answering these questions we will identify the consequences of our problem. We should be able to ind at least 5 consequences. Write down each of them on a separate sticky note and post it on the upper part of the lipchart paper above the problem. As well as causes, also the consequences must be put into a logical order. But this time, those which are more speci ic will be placed directly above the problem and those more general will be sorted in the direction of the most upper part of the lipchart paper. In Annex no. 9 you can see an example of a complete tree. It can be checked the same way as the causes. You just start to read it in the direction the arrows show. In the case of our example it is: If young people do not communicate together, it will cause that neighbors will not know each other; therefore nobody cares about anybody and because of that there will be higher risk of robberies. If people do not feel like home in their block of lats, they will not care about their building together and the building will decay. If people do not communicate together, they will not want and know how to help each other in hard times.

Picture 14: Students identify consequences of the problem

5. Main aim, objectives, needs (20 minutes) In this part we will stop talking about problems and negatives and start to talk about solutions. We will continue to work with our tree. Again, we will use sticky notes and pens. We will transform all causes, consequences and also the main problem into a positive version. In case of our example it would look like in Annex no. 9. When we have it done, it is time to identify the main aim, objectives and needs of our project. The positive variation of your main problem becomes your main aim. All activities and actions of your project should always focus on the ful illment of this main aim. In order to identify your objectives, have a look at your positive variations of the causes and choose 2 to 5 of them which are the most achievable for you regarding your time, people and inancial capacities as well as qualities, skills and knowledge of the people from your team. These causes will become your objectives. While deciding, keep in mind two rules: "Small is beautiful" and "KISS - Keep It Simple and Sexy". It is always more eﬀective to focus on smaller and easier objectives which are more possible to be achieved. These smaller victories will be of a great empowerment for the whole team and will inspire you for the future projects which may be bigger and bring even bigger success and satisfaction. In case of our example it will look like in Annex no. 9 and the main aim and objectives will be like: The main aim - Young people in our block of lats contact each other and communicate. Objectives: to create an opportunity for young people for getting to know each other to reach that young people will know each other's names and hobbies to open communication of young people about their hobbies If you want to control the quality of your objectives, all your objectives have to be SMART: ● ● ● ● ●

Speci ic – targeted at speci ic group/community and area (the least general as it can be) Measurable – to be able to measure the progress brought by your project Accurate – achievable with regard to capacity and skills of your team Realistic – state what results can realistically be achieved given available resources Time-related – specify when the result(s) can be achieved/when your aim will be ful illed

The most important aspect of your objectives is that they have to be 100% achievable, feasible and at the end of the project they have to be implemented in reality.

"I think the workshops gave us the ability to make the project because it isn't that easy as we thought…” Bruno Almásy, student of EVG school

Picture 15: Facilitator writing project requirements on the whiteboard (SMART)

If your objectives pass this test, concentrate on the upper part of the lipchart. The consequences changed into positive variation have become the needs which you are going to improve by your project. When we read it now in the positive version, it says: "If young people in our block of lats communicate together, people will help each other in hard times and neighbors will know each other." This does not it, does it? And this is the exact diﬀerence between objectives and needs. What are the needs of our project? Those are reasons for the implementation of our project. Unlike objectives, these needs are not 100% achievable. It is needs which are going to be improved but not solved or 100% ful illed by our project. For example, if we create opportunities for people to know each other, we do not ensure that people will help each other in hard times. But we can improve this situation and at least contribute to that. For example, if your project was about cleaning a water spring in your village, your aim would be cleaning the spring (it can be 100% ful illed), but your need will be the improvement of the environment (this will not be 100% ful illed by cleaning of water spring). There is a saying that the one who understands the diﬀerence between needs and objectives, is a project expert. Please try to work hard with your team to be able to identify in the best way: what you are going to do (aim, objectives) and why you are going to do it (needs).

6- Project proposal (homework) Now it is time to summarize what we have developed during this irst workshop. Therefore, your homework will be to meet with your team and summarize all the information that you already have about your project (title, main aim, objectives), into a document of project proposal, which is available in annexes as Annex no. 11. Workshop 2. Activities, timeline, team, resources Duration: 90 minutes Number of participants in one workshop: max. one class (approx. 30 students) Leaders/facilitators of the workshop: 1 youth worker and/or teacher Set of class: teams sit on chairs around separate tables Preparation: same as workshop 1 Material: the same as in workshop 1 + printed elevator pitch for all teams, each team have to bring their 5W+1H schema, tree of problem and project proposal which they have started to ful ill; printed tables of activities (preparation + implementation) for all teams 5W+1H questions to be answered: What? How? When? Who? Where? Why? Activity description: 1. Presentation of the homework in front of other teams (30 minutes) Each team presents its “tree” and the project proposal - title, main aim and objectives. Time for presentation can be extended, according to the number of teams. Each team should be able to present it in max. 3 minutes. After each presentation there should be some space for feedback and improvement suggestions from a leader and/or students. 2. Activities of the project (20 minutes) - Questions to be answered from 5W+1H schema - What? How? Coming from the process of project development it is already also obvious, who will be your target group. Will it be all the students of the school, students with speci ic needs, all students and teachers or also some youngsters from the city? Don´t forget to set your target group irstly and then start to design activities in order to ful ill the needs of your target group. Activities are a summarization of all steps which are necessary to reach the main aim of the project. While explaining the activities, put the emphasis on a detailed description of all of them, not excluding the preparation phase. Write it down to tables which can be found in Annex no.3 - in the column WHAT?

"We have learned how to manage our time creatively and how to manage our inances, I think it is most important part in this project, and we have also learned how to communicate with others in a professional way." Peter Kevély, student of EVG school

Picture 16: Students working on activities of the project

3. Timeline of the activities (10 minutes) - Question to be answered from 5W+1H schema - When? In this level of the project preparation, it is enough if you plan at least the month when the activities will start. However, later it would be necessary to plan all separate activities in detail. When your project would be implemented in shorter period of time, you can even plan daily activities with detailed hourly schedules. Write it down to the tables which can be found in Annex no.3 - in the column WHEN? 4. Team structure (10 minutes) - Question to be answered from 5W+1H schema - Who? In order to be able to determine people responsible for the activities, irstly it is necessary to divide the tasks and responsibilities inside your team. You can set roles in your team and build a structure on that - for example, you would choose one project manager ( low of whole project, controlling), one communication manager (responsible for internal communication and propagation of the project), one inancial manager (accounting, inances) and two people responsible for technical tasks and practical help (audio, video, sound system, infrastructure...). Or you can just write down a list of activities and ask for their assignment to one or more tasks and responsibilities according to her/his interest. Write it down to tables which can found in Annex no. 3 - in the column WHO? 5. Human and material resources (20 minutes) When you have the list of all activities which you want to organize in your project, you have to think about resources which you need for it. Resources can be human (members of your team, external experts, external technical support), material (material for some construction work, material for workshops and lectures, technical support, etc.) and inancial (how much money do you need for particular activities). Besides the task division inside the team, human resources can be also other people who we need to involve in order to reach our aim and objectives. It can be for example external experts (researches, speakers, musicians, technicians etc.). Usually, you need to pay them a fee for their services. Sometimes they are open to deliver a service for free, especially in the situation when the event is a student project. Detailed plan for the material needed for your activities is essential. When planning the activity, you have to think about every detail you need to arrange. For example: chairs, tables,

data projector, glasses, papers or technical things such as nails, wooden parts etc. The best is to create a separate table where you include all materials or external experts that you need for your project. You can also mark it according to the way you are going to ensure it (Buy, borrow, as donation, rent etc.). Example of the table which you can use for it is in Annex no. 5 and no 6. 6. Elevator pitch preparation (homework) When you have a good service/product but you cannot present it, you will never sell it. Therefore, the key to your success is to know how to summarize all necessary information about it to a short and eďŹ&#x20AC;ective speech. You will use it not only during the presentation event in front of the whole school, but also during the promotion period of your project. The best way of imagining what to talk about in the presentation of your project is an elevator pitch - imagine that you are in an elevator and on one loor Bill Gates joins your elevator. You need one million dollars for your project. You have one minute until the elevator is on the ground loor where Bill Gates leaves it. If you are able to present your project to attract his attention, he can donate to your project. Prepare your elevator pitch with your team and present it in the next workshop. If you do not know what to focus on in your elevator pitch, you can use the template from Annex no. 4. Do not forget to add new information which you have developed into your 5W+1H schema and project proposal. 3. Finance, accounting, elevator pitch Duration: 90 minutes Number of participants in one workshop: max. one class (approx. 30 students) Leaders/facilitators of the workshop: 1 youth worker and/or teacher Set of class: teams sit on chairs around separate tables Preparation: the same as in prior workshops + check whether all the teams have prepared the homework (support them if they need it) Material: the same as in workshop 2 + illed tables of activities (preparation + implementation), 5W+1H questions to be answered: How?, What? Activity description: 1. Elevator pitch presentation (50 minutes) The workshop will start with the presentations of the elevator pitch from each team. All presentations can be recorded on camera and used only for each team to improve. Each team should have a one-minute presentation followed by space for feedback focused on the content but also on the communication from the leader and other teams.

Picture 17: Elevator pitch of the students

2. Basic inancial structure (20 minutes) In this part we will work on the inancial structure of your projects. We are going to build a simple table divided into categories containing the items and services which you need to purchase. Suggested categories are: Material, External experts, Travel costs, Food and refreshments, Rent. You can add other necessary categories or delete those which you do not need to use. Price of the items can be just approximate by inding online. An example of this simple inancial structure can be found in Annex no. 5. 3. Explaining accounting and inal report of the project (10 minutes) After a successful inalization of your project, you are obliged to make proper accounting and write a inal report from your project. The accounting can be based on your inancial structure table but it has to be supported by relevant bills, invoices and other necessary documents with the important data (date, amount and clearly related to the project). For accounting, consultation with a school economist/administrative staﬀ is always welcome in order to prepare documents in line with school accountancy. Your accountancy needs to be closed before the end of the school year and it is accompanied by a inal report re lecting the ful illment of the objectives, the critical analysis of what happen well and needs to be improved and what changes can be implemented. A template which you can use for the Final report can be found in Annex no. 14. 4. Next steps, propagation plan (10 minutes) In this stage, you should be ready to start promoting your project in public. Be creative and try to use the channels which are used by the highest number of people of your school community (school FB page, Instagram, article in local media, school newspaper, posters in school hall and classes, oral presentation, info panels and others). 15

15 Manual for non-formal education in students´project development, Dana Gaž úrová , Tomasz Moleda

We learned ho w hard is to make a big pro ject, how to cooperate in gro up, even it was hard somet imes, and we learned how to be ef icient with money bec ause we were given a budget."

Radoslava Sendrejová, student of EVG school

4.10 Presentation of students' projects in front of the whole school and dissemination During these phases more space will be needed like the courtyard, sports hall, theater room, auditorium, library, classrooms, etc., may be needed to run information meetings regarding School participatory budget itself and for the projects submitted. Furthermore, this space may need some extra interior design, for example, a library may be turned into a civic café , etc. and resources for that may be needed. The projects presentation and dissemination depend on the idea itself and also on the project team creativity, that may include spots on school's radio/TV, promotion ilms on school's YouTube channels and other social media, information on school's website, posters and lyers inside school, etc. Other creative events, such as lash mobs and happenings could be also used. Depending on the project teams' ideas, certain resources may be needed and the teams should keep in mind that not always all the resources can be provided by the school. It is important to set an exact period for promotion, which is usually not much longer than 1 month and at the end of the promotion period there should be a school event where all the teams would present their projects in front of the whole school. The form of presentation, tools and methods which they will use are up to them. In such an event it is important to set the same time for the presentations, usually it is max. 5 minutes. It is also very eﬀective when this event has a moderator who explains what School participatory budget is about and introduces each team at the beginning and you could organize a possibility to a “jury” consisting of a headmaster, representative of school management, representative of teachers and representative of students (for example the president of the student council) that don't have the right to choose which project will be supported but they have the right to comment and evaluate their projects and ask questions as the irst ones. After the jury asks questions, anybody from the audience can also ask a question. At the end of the event, it is important to announce when is the voting day and system.

4.11 Voting As there are various versions of how the elections of the projects to School participatory budget can be carried out, diﬀerent resources may be needed. Voting can take place as a traditional voting, using voting cards and ballot boxes or in a more modern version, using for example: special internet platforms, voting applications or with the use of e-school systems. Apart from the voting instruments, a space either for elections or/and for votes counting will be needed too. Elections can be held in one set space or you can use a classroom to a classroom system using voting cards and ballot boxes. Apart from resources you should also consider the logistics. In all versions of voting a way to verify the voters is needed. Further, you need to provide access to voting possibilities to all students. Voting cards, forms for votes counting, etc. need to be developed and prepared for elections.

Picture 18: Boxes for voting

Election is an anonymous, transparent and fair process. If you are able to ensure all these three aspects in the form of electronic voting, you can also use this form. If not, we suggest using election boxes and voting tokens. Boxes can be for example made from old cardboard boxes or if you want to make it transparent, it can be made from plastic tubes. Boxes or tubes need to be marked by the name of a project and its short description. Tokens can be made from hard paper, cardboard or plastic, ideally stamped with the logo of school to make it impossible to copy it. Each student and each teacher (if you decide teachers and other staďŹ&#x20AC; also vote) should receive one token with which they can support their favorite project. The period of voting should not be longer than one week (or 1 day depending on the school dimension). During this period everyone entitled to vote can come to election boxes anytime and vote for their favorite project, after identifying themselves.

Picture 19: Voting papers

At the end there will be a responsible person (a youth worker, the president of student council, a teacher) for counting the votes. Projects with the highest number of votes will be supported and will gain the inancial grant. Each school implementing School participatory budget can choose how many "We have learned projects will be supported from the budget. The ideal number is maximum of three how to do things or four so that it is realistic to have resources to support students with its simply and smartly, implementation.

and just not over complicated to get it done."

Laura TettingerovĂĄ, student of EVG school

In order to support competitiveness and motivate students to increase their eďŹ&#x20AC;ort in promotion period, the project with the highest number of votes can receive the highest inancial support and the project with the lowest number of votes can receive the lowest inancial support (up to the school decision). The diďŹ&#x20AC;erence between the grant which they needed and requested and the budget they receive (in case of those with lower number of votes) can be ensured by means of other resources (private companies, small city grants, ask for material donations etc.) so that the students will also gain useful fundraising skills.

4. 12 Winners announcement and gran ng Winning ideas should be announced on the day of votes counting or the day after the latest. The results of voting should be announced by email or in person to all the project teams. Then the results should be promoted at the entrance hall of school or other visible place, uploaded to school FB and/or school webpage. On the next day grants (or a negotiated part of it) should be delivered to the winning teams. The grants should be delivered by a headmaster or a deputy to highlight the importance and value of School participatory budget and motivate students to implement their projects in a perfect quality.

Picture 20: Winners announcement and delivering of the grants by principal of the school

Picture 21: inauguration of the children's playground at the Gondifelos school

We recommend giving away the grant to students by signing an agreement between the school and the project team or a representative of project team (Annex no. 13). In the agreement there is an exact sum which the team receives and terms and conditions of accounting and reporting of the project. By signing this agreement, they commit themselves to render an accountancy of the project properly, to have all the expenditure supported by evidence and if not, to return the sum which they cannot support by evidence. 16

4.13 Project(s) implementation In this phase the project teams working on their project ideas implementation should be provided some space on the school premises and resources should be provided by the school or in case there aren't available, to be arranged by other people/institutions or maybe rented using the School participatory budget money.

Picture 22: Implementation of one of the winning projects - students conference EVGx

"We wanted to show our schoolmates how they can self-improve and also raise awareness about programs where they can take part in while they are still in school, and that's why we organize a students' conference and with the support and inances from school participatory budget and experiences from people from practice it all became much simpler for us."

Patrik Hudec, student of EVG school

16 Manual for non-formal education in students´project development, Dana Gaž úrová , Tomasz Moleda

Project management workshops are a vital part of SPB. Most young people cannot imagine how much organizing and work is hidden behind a simple idea. That is why it is very important to teach the students via these workshops how to transform their ideas to form complex project proposals, how to meet needs of local community and also to develop competences of members of their team and how to plan inancial management of a project and its promotion. Workshops should be mandatory for all project teams and at least one member from each team should be always present. Implementation of the projects can start directly after the project teams receive the grants, or in a reasonable time. Projects should be implemented until the end of the particular school year (or calendar year according to rules of each SPB).

Picture 23: Implementation of one of the winning projects in Gondifelos - Students room

“For us the best thing about the project was the inal result when we opened our students' room. I really liked the fact that teachers liked it as well." Lara Araújo and Margarida Rodrigues, students of AEG school One very important aspect, which should be always included in the implementation process, is the involvement of the school community. Students from the teams should try to involve their classmates, schoolmates, parents, school management or teachers into the process of implementation. It will teach them to cooperate, also strengthen relationships in the community and help to build the sense of belonging among students, teachers and other involved groups. 17

17 Manual for non-formal education in students´project development, Dana Gaž úrová , Tomasz Moleda

4. 14 Project inancial accounting and project reporting After the implementation of the project teams need to close the process with a inancial accounting and the project report. Financial accounting is the table where students will record all their expenditures and support it by evidence. All the evidence must be also delivered in original copies or copied (according to each school accountancy guidelines) and assigned to a particular expenditure. As we have mentioned in the previous parts, all the expenditures which they do not have supported by evidence, need to be returned to school, which reinforces the ongoing support to these teams by someone from the staďŹ&#x20AC; of the school. The project report is a very important tool for summarizing the project, its results, and comparison of the project plan and reality, learning from one's own mistakes and strengthen by successes. The project report summarizes the low of the project, activities which have been done, involvement of a local community, comparing reality with the plan, recommendation for future projects. Document for a project report can be found in Annex no. 14.

5 Examples of other tools that promote participation of young people in a wider perception 5.1. Structured dialogues The main aim of the Structured dialogues is to create the space and conditions for dialogue between young people and adults with competences to in luence youth, local, national and European decision-making, with their views being heard, accepted and seriously considered. It aims to increase the interest of young people in active participation in the development of local, regional and European youth policies and to strengthen the voice of young people in these processes. At the same time, the objective is to create a functioning system of regular dialogue between stakeholders, with the aim of jointly tailor-made measures according to the needs of youth.18

5.2. Youth as in luencers in policies through art Art is a way for young people to be heard and in luence important stakeholders, such as community leaders or politicians by showing images with a powerful message. To in luence the environment is possible in all kinds of ways: by speaking, rallying, painting, etc. Art exhibitions can be then installed at places where decision makers operate or work. 19

18 h p://zajednolano.sk/co-robime/za-jedno-lano-ano/ 19 h p://cdn.vellance.com/rutgers/yfr/7-meaningful-youth-par cipa on.html

5.3 Youth as peer educators It is the process of sharing information among group of young people to achieve positive outcomes. In relation to young people, peer education is based on the idea that it is possible to capture the organically occurring impact of peers within their own networks to in luence young people's knowledge, attitudes and behavior. It is often described in the context of youth programs as 'education of young people by young people'. Peer education programs train members of particular societal networks to become 'experts' in a certain subject. They then become peer educators and are encouraged to pass information to others in order to generate change among other members of the same group. 20

5. 4 Pupils' and Youth Councils, Youth and Children's Parliaments The Czech Republic describes a structure of pupils' self-governance in schools. It is reported that the activities of such pupil platforms include school performances, leisure time groups, pupil assemblies and elections of pupil representatives. In Denmark, national legislation obliges all schools to establish a Pupils' Board with a mandate to in luence local school issues. These parliaments hold round tables, discussions with experts on various topics, and educate children and young people about their rights, and furthermore, play a pertinent role in assisting young people in establishing more local participation structures.

5.5 Co-planning and management programs/structures One of the most successful youth participation structures is the participation of young people in community planning which is based on open communication between diﬀerent groups such as municipal authorities, civil society organizations, school teachers and library staﬀ. Young people can be in this way especially active in contributing to the planning of sports grounds, skate parks and school surroundings or other areas of their interest.

5.6 Youth Juries and Dialogue Days A youth jury is a speci ic form of citizens' jury made up only of young people, typically aged from 12–25. Ideally youth juries give a voice to young people, resulting in better equity in decision making processes and wider diversity in the political arena. Importantly, a youth jury, like a traditional citizens' jury, forms a safe public space for young people to open up to others and listen as well. Jurors can meet and exchange ideas with young people diﬀerent from themselves. They also collaborate with adults, who usually work in the jury as project leaders, facilitators and expert witnesses. 21

20 h p://mypeer.org.au/planning/what-are-peer-based-programs/program-types/peer-educa on/ 21 Youth Par cipa on - Good Prac ces in Diﬀerent Forms of Regional and Local Democracy; Anu Gretschel and coauthors

5.7 Youth Participatory Budget Some municipalities (including Vila Nova de Famalicã o where the project partners are based), or even the national government in Portugal ( https://opjovem.gov.pt/ ) have implemented Youth Participatory Budget initiative for youth (in diﬀerent ages gap from 12 to 35 years old) with the allocation of diverse amounts of budget from 5.000€ to 100.000€. The Youth Participatory Budget is a tool mainstream in many Municipalities nowadays due to its relevance and high level of participation among young people that can see a direct impact of their ideas and in luence the decisions (by proposing projects and voting for the ones they prefer). Despite the amount allocated, it has been an instrument for activating participation at local level that is youth-friendly and much self-explanatory, allowing youngsters to gather even if they are from diﬀerent schools or not even attending schools.

Conclusion School participatory budget is a non-formal education tool which empowers young people to be active in public life and to become active citizen in their society. Thanks to active participation of youth in each step of this process, they not only learn democracy in practice but also develop their organizational, marketing, communication, negotiation and presentation skills. Coming from many years of experience in work with young people we see school participatory budget as one of the most eďŹ&#x20AC;ective tools in process of teaching young people to take actions in their communities based on community needs and to be change-makers in their society. Based on the fact that schools are a base of young people education and in luence their behavior in many ways, it is important to work closely not only with youngsters outside of the school but also help educators and school employees to understand non-formal education bene its and to enable students to be part of decision making and to keep democratic principles in everyday operating of the school. Because of that, it is very important to support cooperation between formal and non-formal education institutions, inspire each other and to develop together programs and projects which answer the needs of young people in the best way and motivate them towards active participation in public life at least in a small safe scale as school participatory budget does.

Annexes Annex no. 1 Energizers and icebreakers During the school activities in frames of School participatory budget, such as participatory budget workshops and project management workshops, despite working in groups on the workshops content, we suggest using some energizers and ice breaking exercises. Teaching in a very interactive way requires also a physical stimulation, from time to time, to feel fresher and more relaxed and readier to spend more time at the same place. Interactive energizers can look “tupid”for the participants at the beginning, but with some gami ication and competition rules, they become a real fun exercise also clearing their minds and motivating them to stay focused for a longer period. Here are some examples of energizers and ice-breaking tools which can be used (please use the sources of the websites given below for more exercises): 22

Buzz circle - people stay in a circle and start counting, starting from 1 to e.g. 100 (the goal). At every number with a number 4 or a multiple of 4, that person needs to say BUZZ instead of the number (1, 2, 3, BUZZ, 5, 6, 7, BUZZ, …. BUZZ word can be replaced by “udget”or “roject”etc., introducing some concepts that you will use later. This is a perfect example how to do two things at the same time (ideal exercise for 10 minutes). 23

Don’ answer - people stay in a circle and start asking questions. Person on the left must answer the questions in the most imaginative way as possible by asking another question and never provide an answer (ideal exercise for 10 minutes). 24

Who are you? - ask one volunteer to leave the room. While the person is outside, the rest of the group decides on an occupation for the person who is away (he or she can be a miner, a bus driver etc.). After the student comes back, the group has to play activities connected to that occupation so the volunteer could guess it (ideal exercise for 15 minutes). 25

Common Ground - divide people into 4-6 people groups. Each group has 5-10 minutes to write down everything that group has in common. When the time is up, ask the representative of every group to present the results (ideal exercise for 10 minutes). 26

Catch a Story - you will need a ball and people stay in a circle. You start the story, like “ortunately the school decided to begin the School participatory budget…” throw the ball to another person who needs to continue with the story. The next person adds a sentence, changing the character of the story: “nfortunately there was a small amount of money”and the next person continues for example: “ortunately it was enough for the most interesting ideas” and so on (ideal exercise for 10 minutes). 22 https://www.bookwidgets.com/blog/2016/10/15-fun-classroom-energizers-for-students, access 02.05.2018 23 https://www.bookwidgets.com/blog/2016/10/15-fun-classroom-energizers-for-students, access 02.05.2018 24 https://www.slideshare.net/vickthorr/100-energizers, access 02.05.2018 25 https://sixth.ucsd.edu/_ iles/_home/student-life/icebreakers-teambuilding-activities-energizers.pdf, access 02.05.2018 26 http://www.primaryresources.co.uk/pshe/pdfs/dramawarmups.pdf, access 02.05.2018

Annex no.2 Evaluation tools One important moment in every workshop should be an evaluation which allows participants to think about the learning outcomes from their experience and to develop a way of teaching or improving in the future, to be more suitable for group expectations. A good preparation and frequent evaluation determine whether or not the planned goals of ducation are being met. Here are some examples of evaluation games which can be used (please use the sources of the websites given below for more exercises): 27

Graph evaluation - prepare a lipchart graph representing the most important parts of the workshops. Each person uses a diﬀerent color of pen/marker has to draw a line from the start to the end of the graph, drawing it above or below a central line marks interest and involvement (ideal exercise for 10 minutes). 28

45 seconds countdown - good exercise to sum up the workshop. Divide people into two teams and give each of them a lipchart. The teams need to compete by writing words or sentences about what was discussed during the workshop. The team who makes a longer list in 45 seconds wins the competition (ideal exercise for 5 minutes). 29

Bananas- give students bananas (you can use also paper bananas), ask them to curve up or down a banana to represent happy or sad faces after the session. Participants can write some comments on the banana skin and eat bananas at the end (if real). Pizza chart – draw a pizza divided in slices at a white board (or hand each student a paper with a pizza on it) and ask them to evaluate some aspects of the workshop (you can choose “content”, “methods”, “duration of the session” or others) by painting each pizza slice in the same size to which they appreciated the session (each slice corresponds to each dimension you want to evaluate). At the end you might ask for diﬀerent comments or ask them to write their names or symbols in the place they evaluate on a common draw of a pizza to get the general perspective. (15 minutes)

Annex no. 3 5 W + 1 H schema

27 https://seedsforchange.org.uk/tools.pdf, access 02.05.2018 28 https://www.trainingcoursematerial.com/free-games-activities/energizers, access 02.05.2018 29 https://www.woodcraft.org.uk/sites/default/ iles/Evaluation%20and%20re lection%20activities.pdf, access 02.05.2018

WHAT? -What am I going to do? - What will be the scope of my work? - What am I going to focus on?

WHY? WHO? -Who is going to organize and -Why do I want to focus on this perform the activity? issue? - Who is in the team and what -What is my inner motivation? are their roles? What problem am I going to solve - W h o w i l l b e o u r by this action? bene iciaries or target group? - Who would be my competition?

WHEN? - When am I going to start with this action? -How much time do I need for it? - How much time do I need for preparation?

WHERE? -Where am I going to perform/organize the activity?

HOW? - How am I going to start? - How will preparation look like? - How will implementation look like? - How much money do I need for it/or any other resources?

Annex no. 4 Elevator pitch Ÿ Name of team/members of team + title of project (who) Ÿ What is the problem we are going to solve by the project (why)? Ÿ What solution does this project bring (what + how)? Ÿ Who is the target group of this project (for who)? Ÿ Does anybody else do something similar? What makes our project innovative and extraordinary (who/where)? Ÿ When are we going to implement the project (when)? Ÿ Where are we going to implement the project (where)? Ÿ How are we going to cover our expenses? Where do we have material/speakers from? How much money do we need (how)? Annex no. 5 Financial structure (example)

FINANCIAL STRUCTURE ( example) WHAT

Material Data projector PC Microphone Speakers Michal ́P atarak (psychiatrist) Travel Michal ́P atarak (bus) Rent Event hall Food Mineral water Apples Sandwiches Sum

AMOUNT PRICE PER SUM 1 UNIT

SPB (School participatory budget), BR (borrow), D (donation), R (rent)

S (school)

1 2

S (school) S (school)

2 hours

25 Eur/Hour

50 Eur

SPB

10 Eur

SPB

D (School) 5x 1liter

1 Eur

5 Eur

2,5 kg 50 pcs

2 Eur 0,50 Eur

2 Eur 25 Eur 92 Eur

D (family business of member of a team) SPB SPB

Annex no. 6 Material and human resources table (example) MATERIAL AND HUMAN RESOURCES TABLE (example)

ACTIVITY

MATERIAL

EXTERNAL EXPERT

AMOUNT BUY(B)/BORROW(BR)/ RENT (R)/ DONATION (D) 1 BR - school 20 BR - school 10 BR - school 1 BR - youth center

Lecturer/sp eaker Posters design

Room Chairs Tables Workshop Data projector

Propagati on of workshop

Posters print

B - speaker fee (approx. 50 Eur) D - team member

Annex no. 7 Activities - preparation

WHAT?

ACTIVITIES - PREPARATION WHO?

WHEN?

Annex no. 8 Activities - implementation ACTIVITIES - IMPLEMENTATION WHAT? WHO?

WHEN?

Annex no. 9 Problem identi ication (causes & consequences) – “Tree of problems” 30

Step 1 Causes of the problem

30 Tibor Skrabský : Projekt je zmena, 2011

Step 2 Causes in order

30 Tibor SkrabskyĚ : Projekt je zmena, 2011

Step 3C onsequences

30 Tibor SkrabskyĚ : Projekt je zmena, 2011

Step 4 Positive variations

30 Tibor SkrabskyĚ : Projekt je zmena, 2011

Step 5 Chosen objectives

30 Tibor SkrabskyĚ : Projekt je zmena, 2011

Annex no. 10

PROJECT PROPOSAL Title of the project Members of project team

Project leader (responsib le person) + contact (phone and email)

Main aim of the project

Objectives

Target group

Needs

When do you plan to implement proj ect activities?

Please explain how you are going to fulfill the project aim and how are you going to implement project activities

Please explain how you are going to involve school community to the project

Annex 12 Scorecard

You canâ&#x20AC;&#x2122;t do the project within budget (0)

You can do the project within budget (1)

The project has ongoing costs that will be a problem down the line (0)

The project wonâ&#x20AC;&#x2122;t have ongoing costs (1)

The project will benefit a small group of students who already have access to lots of resources and are not underserved (0)

The project will benefit a large swath of students (1)

The project will benefit a small group of students who are high need and currently underserved (1)

The project is not addressing an urgent need (0)

The project is clearly addressing an urgent need (2)

The problem was suggested by just one student (0)

The problem was suggested by more than one student (1)

Annex 13 School participatory budget Grant agreement School representative: Name and surname address ID and Students project representative: Name and surname address ID enter into Grant agreement 1. Subject of the agreement -School participatory grant in sum, - EUR (by words EUR), which Name of school representative as responsible person from Name of school provided to Name of Students project representative cash for all costs related to implementation of project Name of the project. 2. Name of Students project representative by signature in this agreement con irms receipt of School participatory grant in sum ,- EUR (by words EUR) for all costs related to implementation of project Name of the project. Name of Students project representative by signature in this agreement also con irms that the grant received will be used exclusively for costs related to preparation and implementation of project Name of the project, all costs will be covered by relevant bills, receipts and all these documents will provide the latest till end of school year to principal of the Name of the school Name of the principal. Name of Students project representative by signature in this agreement commits Herself/himself to return inances to Name of school representative which she/he will not cover by relevant documents the latest till end of school year. 3. Name of school representative by signature in this agreement con irms money transfer School participatory grant in sum ,- EUR (by words EUR) in cash to Name of Students project representative for all costs related to implementation of project Name of the project. In XX, date xx/xx/xxxx Name of school representative responsible person for Name of school Name of Students project representative responsible person for project Name of the project

Annex 14

Final project report Title of the project Members of project team Project leader (responsible person) Main aim Objectives Target group Please describe all activities which you have carried o ut during your project.

Did you managed to reach your objectives? If yes, expl ain how and if not, please explain why not.

Did everything go as you planned in your project proposal (during project management workshops)? If not, please explain, what did y ou need to change and how did you manage it?

If you would have a chance to chan ge something or do differently, what would it be?