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Each national team created a short plan for a new project or activity on a poster. They outlined an objective, detailed how they intended to achieve that objective, and listed what they needed to put their idea into action.

Each completed flipchart paper was posted on the wall. The other participants walked around, read the various project ideas, and those who were interested in getting involved put down their names, contact details, and described how they could contribute to the project.

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After that, the facilitator placed Dixit Cards on a table or on the wall and asked participants to select an image that symbolically represented their experience during the project and to reflect on how they felt at the end of the Training Course.

The participants also filled out an evaluation questionnaire to provide feedback on their experience.

In the end, the participants were directed to BadgeWallet - to review their participation and learning achievements.

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The participants stood with their eyes closed, with relaxing music playing in the background. The facilitator guided them on a journey to review all the project activities and memories that had been created together during the project.
After that they had the opportunity to share some last words and say good bye to the other participants. 
The activity concluded with a group hug.

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Participants were asked to form groups and create a collage that captured the insights, lessons learned, and meaningful moments from the project. They used marker pens, paper, old magazines, and images to assemble their collages within 45 minutes.

Each team presented their collage to the rest of the participants.

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The participants were divided into groups of 4-5 people. Each group created a 'sculpture' using their bodies, adopting postures which together formed an image that represented something they had learned during the day.

Once all groups had finished their preparations, each group presented their 'body sculpture' to the rest of the participants. The observing participants then commented on what they saw. Afterward, the group that performed explained what they intended to visualize with their sculpture, why they chose that particular image in relation to what they had learned, and why they found this image important.

Additionally, BadgeWallet (https://www.badgecraft.eu/) was used for documenting participants' achievements and competencies.

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Each team selected from the resources they had identified in the morning session those that could support them in achieving their proposed goals and detailed how they would do so. They were encouraged to focus on all possible aspects, including funding, identifying target groups, providing activities and services, sharing experience through mentoring and counseling, forming partnerships, and strategies for marketing/dissemination, among others.

Each team presented their selections and strategies.

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Strategic planning of our futures - Part 2

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Strategic planning of our futures - Part 2

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Session Objectives

- gain basic knowledge about strategic planning, community life, rights and responsibilities

- practice skills to discuss openly, work in a team and to have vision

- promote curiosity and belief that the future is in the hands of every young person and that what they do matters.

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The trainers welcomed the young people from the local community and introduced the significance of Europe Day. They briefly explained the format of the event and the interactive quiz.

The trainers divided all participants, including local youth, into mixed teams to promote diversity and inclusion.

Using the Kahoot platform, we conducted a quiz in multiple rounds, with questions covering European history, the European Union, cultural traditions, languages, and geography.

After each round, we encouraged participants to share facts about their own culture or country, fostering a sense of European unity and diversity.

The trainers presented the rewards to the winning teams and congratulated all participants for their involvement. Also, they shared the importance of coming together to celebrate the values and achievements of Europe.

In the end, we provided snacks and refreshments and gave the participants the opportunity to interact.

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Session Objectives

- to commemorate Europe Day with the participation of local youth

- to enhance youth understanding of European history, values, and diversity

- to give young people in the local community the opportunity to interact with people from different backgrounds

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Participants were split into small groups, with each group assigned a specific European value.

In their groups, participants were tasked with discussing their given value. They needed to cover:

- The definition and importance of the value.

- How the value supports inclusion and diversity.

- Examples of the value being upheld or challenged in current European society.

- Possible actions to promote and protect this value in their own communities.

Using flipcharts, each group created a 'value map' that depicted their discussions, including thoughts, examples, and actions related to their European value.

Each group presented their discussions, providing insights into how their specific value contributes to a more inclusive society.

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Session Objectives

- facilitate a group dialogue on European values that underpin inclusive societies

- fostering a deeper understanding of how these values manifest in daily life

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All participants received a card with two questions for discussion and reflection. For example, Card 1 featured questions such as: A. "Identify one element of the presentations or discussions in the programme that triggered you or that you did not agree with?" B. "What was the most important lesson you learned?" Card 2 had questions like: A. "What did you like most about the experience, and why?" B. "How would you educate others or raise awareness about what we’ve learned today?" etc.

Participants walked around for a while, then stopped in front of someone else. The pairs discussed one of the questions (choosing question A or B – whichever they preferred) on each of their cards and exchanged ideas.

When a pair finished their discussion, they swapped cards and continued walking around until they met someone else. Again, the pairs chose a question to discuss and swapped cards at the end of their conversation.

Some participants were invited to present some conclusions from their discussions.

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Session Objectives:

- understand the different levels of youth participation as described in the ladder of participation model

- critically analyze and discuss each level of participation and its impact on youth engagement

- foster teamwork and collaborative decision-making among participants

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Participants were split in goups. Each group's role was to answer questions and devise solutions for a situations they have been presented with. The selected scenarious involved young people who wanted to participate in a youth exchange, such as:

E.g. A young person is long-term unemployed and has never had a job. Neither one of their parents has ever had a job.

- A young person suffers from obsessive compulsive disorder. Most of the time the disorder can be kept under control but it can worsen when the young person feels stressed.

- A young person has a history of heroin use. They have been clean for 6 months.

- A young person with an intellectual disability tells you they want to go abroad on a youth exchange project so they can get pregnant while away from home.

- A young person suffers from a form of post-traumatic stress disorder. They regularly have extreme nightmares and wake up screaming.

- A young person has become very religious and tells you they want to go abroad to “convert the unbelievers”.

- A young person has recently been released from prison after serving a sentence for grievous bodily harm (they were involved in a knife fi ght in a bar)

- A young person has recently been released from prison after serving a sentence for sexually abusing a young child.

Each group presented. We ended up with a debriefing discussion.

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Participants sat in two circles facing each other (the inner circle facing outwards, the outer circle facing inwards), with each person facing another person.

The facilitator asked questions and the participants engaged in discussion. For example, they discussed questions like "What was the most important learning point, on a personal level, that you gained?" or "What was the most important learning point, on an organizational level?" and "What did you enjoy the most?"

After each round, the participants changed pairs.

In plenary, the facilitator invited a few pairs to comment on what they discussed.

Additionally, BadgeWallet (https://www.badgecraft.eu/) was used for documenting participants' achievements and competencies.

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Participants received a set of tasks that they needed to solve in the local community. The only way they could do that was by interacting with the locals or by doing something good for the community.

After that, they had time to explore the city.

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Participants paired up and reflected on the prompt: ‘Thinking of all the sessions we have had by now, what questions or items for clarification do you still have?’ These points were written on cards (one issue per card) and attached to a ‘washing line’ with a maximum of two per pair. After 5 to 10 minutes, all participants took a card to share it in plenary.

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The trainer openly discussed with the group on the topics of - What is Youth Participation? What are the benefits of involving young people? Methods for youth involvement;

Participants were asked to think individually about how they/their organization could improve the involvement of young people. After 5-10 minutes, the participants formed groups of two people. They were asked to generate ideas in pairs, building on ideas from self-reflection. The next step was to form groups of four to share and develop ideas, noting similarities and differences.

In the large group, the trainer asked, “What is one idea that stood out in your conversation?” Each group shared one important idea with everyone (the cycle was repeated as needed).

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The trainer laid out 8 different reflection cards on the table and asked participants to 'select a card that relates to the most important learning point'. The cards were:

1. Brain: ‘I learned/ understood that...’

2. Thumb up: ‘‘I would like to give positive feedback about/to ...’

3. Key: ‘A key moment for me was ...’

4. Heart: ‘I experienced/ felt ...’

5. Puzzle: ‘What I am still puzzled about and want to look into more’

6. Hand: ‘‘I was supported by... / What helped me was ...’

7. Foot: ‘My next concrete step will be ...’

8. Camera: ‘The picture that is in my mind ...’

Each participant wrote on a post-it the answer to their card. The answers were collected and read out to the group.

Additionally, BadgeWallet (https://www.badgecraft.eu/) was used for documenting participants' achievements and competencies.

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Two people from the group were asked to volunteer for this activity and were led through the following phases:

1. (Observation): The task for one volunteer was to observe the other person and describe what they saw. For example, "I saw you crossed your left knee over your right. You blinked your eyes. Then you stretched your right arm."

2. (Observation + Interpretation): The same as step one, but the observing participant first shared their observation and then added their interpretation. For example, "You put your left knee over the right one, and I think this is comfortable for you."

3. (Observation + Interpretation + Evaluation): Like Steps 1 and 2, additionally, the observing participant added their assessment. For example, “You put your left knee over the right one. I think this is comfortable for you, and I find it good to see you so relaxed.”

The participants were explained that this simple exercise makes us aware of how we jump to conclusions in our observations and how we automatically link our sensory perception with personal interpretations, which are influenced by our own expectations and emotions. This leads to a phenomenon known as selective perception.

Participants were asked when they were confronted with prejudice and what could be an appropriate reaction. They found examples from their practice/experience and jointly discussed solutions/tips/possibilities/possible criteria for a constructive reaction.

The participants were split into teams and were asked to create how can we do prejudice-conscious youth work practice.

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Each person took a turn to roll the dice. Depending on which number came up, that person had to finish the sentence under the corresponding number:

1. My favourite part of the programme was... because...

2. My least favourite part of the programme was... because...

3. I was happy/proud when...

4. It was a big challenge for me to...

5. In a future project, I would change...

6. In a future project, I would completely drop...

The answers were recorded on flipchart paper.

Additionally, BadgeWallet (https://www.badgecraft.eu/) was used for documenting participants' achievements and competencies.

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The new Youthpass certificates for 2021-2027 use the European Training Strategy (ETS) competence model for youth workers to work internationally as the reference framework for the self-assessment of participants in training activities (youth workers and other youth work practitioners), as well of team members.

ETS Competence Model defines competence as a combination of attitudes, knowledge, skills and behaviours.
More specifically each competence area is defined as the following within the ETS competence model:

Facilitating learning means facilitating individual and group learning, as well as establishing dialogue and ensuring cooperation mechanisms with individuals, groups and communities. This means that the youth worker supports young people in identifying and pursuing their learning needs and is able to choose, adapt or create methods, methodologies and digital tools in residential and online environments accordingly. The youth worker supports young people's learning processes.

Designing programmes involves a good understanding of the different groups and environments that a youth worker works with. The youth worker applies non-formal learning values and principles in the programmes and responds to the needs and realities of young people, which are more complex in an international context. This competence area includes how designing programmes can involve addressing political, societal, technological and cultural issues in youth work and how it can be opened up to include the wider community.

Managing resources means understanding the values and working culture of youth projects and youth organisations. The youth worker identifies leadership styles and assesses the impact they have on the target groups during an activity. They understand what motivates young people to take part in projects, how to nurture this motivation and manage risks accordingly. This competence also includes knowledge of national legislation, data policies and financial resources management, with a special attention to the (often bigger) amount of resources needed to design, prepare and deliver activities of digital youth work.

Collaborating in teams means that the youth worker contributes to team work and maintains good working relations with everyone involved in the project. The youth worker motivates and supports colleagues in achieving given objectives.

Communicating meaningfully means building positive relationships with individuals and groups. The youth worker knows how to interact with young people as well as with international partners and contributes to smooth communication regarding programmes and projects. This area is also about how the youth worker constructively handles emotions, inspiration, intuition, empathy and personalities.

Displaying intercultural sensitivity is the ability to support successful communication and collaboration among people from different cultural contexts and backgrounds. The youth worker has to address and deal with diverse attitudes and behaviours in international youth work and tackles underlying values. The youth worker takes these intercultural dimensions into account in their work.

Networking and advocating involves developing and managing partnerships with other relevant actors. Youth workers facilitate networking with others (in their community and outside it) and advocate for the value of youth work. They are conscious about (political) values and beliefs at play in youth work and support young people in developing independent 'political thought'.

Assessing and evaluating means developing evaluative practices to assess and implement appropriate change. Youth workers work on helping and empowering young people, the environment, and society to change for the better - supporting the development of collective and solidarity actions that stimulate change and transformation. Youth workers support actions that change policy and practice. This area also means to pay attention to the data gathered through online and digital tools.

Being civically engaged means being aware and taking a principled stance on political and societal issues affecting young people, civil society, human rights, democracy, digital rights, environment, etc. The youth worker supports critical youth civic engagement and encourages young people to: reflect on their social and political context, including the specific issues posed by digital contexts; reflect on their values and engage constructively with issues, actors, political, and social processes; focus on local and global issues, act in solidarity and advocate for progressive social change in their societies, in Europe and beyond; address what is deemed sensitive and controversial; understand power dynamics and deal with ambiguity and change.

YOCOMO - What is ETS Competence Model for Youth Workers? (video on Youtube) provides more information on the competence model.

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What is the competence framework used in Youthpass certificates for youth workers?

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The new Youthpass certificates for 2021-2027 use the European Training Strategy (ETS) competence model for youth workers to work internationally as the reference framework for the self-assessment of participants in training activities (youth workers and other youth work practitioners), as well of team members.

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https://www.youtube.com/watch?v=1Gc3U3Sh8hU&t=124s

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SALTO Training and Cooperation Resource Centre

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YOCOMO - What is ETS Competence Model for Youth Workers?

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We began the reflection and evaluation session by starting with a short interactive recap of the day. We then engaged in a short group discussion about the nature of learning, exploring how it feels and the characteristics of lessons learned. We emphasized that learning occurs in three domains: knowledge, skills, and attitude. Participants were then asked to individually reflect on the most important lesson they had learned during the day and write it on a post-it note. The session continued with a ball-passing activity, where participants shared their lessons and concluded with a plenary discussion on ways to improve the project's quality. Additionally, BadgeWallet (https://www.badgecraft.eu/) was used for documenting participants' achievements and competencies.

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Everyone received a warm welcome to the training and the host and trainers introduced themselves.

Participants were informed about the training objectives, the daily timetable, and collectively established project rules.

Dixit Cards were placed on a table, allowing participants to select cards representing their current emotional state and share them, along with their names.

Additionally, a Mentimeter survey was designed to collect expectations concerning their familiarity with training concepts, skill levels, and expectations.

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The trainers asked the participants to pick a personal prejudice that they would like to reflect on (e.g. People are ... migrants are ... refugees are... bosses are ... my colleagues are ... men are ... women are ... children are ... unemployed persons are ... etc.)

Each participant was then required to share the chosen prejudice with the larger group.

The trainer asked a set of questions that helped the participants to check:

- the generality of your prejudice (how many people you know who are like this, how many people who don't, are their counterexamples, etc.)

- the credibility of the sources (how did I get the thought that, how did this person come to the conclusion that, can it be that he/she only claims this because, how credible is the source, is there solid evidence that, etc.)

- the influence the attitude has on your life (how does this attitude affect my life, how is this attitude reflected in my relationships, how does this attitude limit me, what am I denied because of this attitude or this prejudice)

- what your life would be like if you let go of the attitude (what would be different if I didn’t have this attitude, what options would I have if I could get rid of this prejudice, wow would I act differently if I didn’t think so, what would it change in my relationships/in professional life/in everyday life if I did not have this attitude?

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We started the activity with a very brief introduction to human rights to understand the differences between civil, political, social, and economic rights.

After that, the trainer pointed out the two extreme positions in the activity room, marked by 2 posters stating “I Agree” and “I Disagree”. He explained to participants that they may occupy any point along the (imaginary) line, but that they should try to position themselves, as far as possible, next to people whose views almost coincide with their own. A brief discussion was permitted while people were finding their places. After each statement, the participants were encouraged to share their opinions. People were allowed to move positions as they listened to each others’ comments.

Sentences:

- It’s more important to have a home, food and basic necessities than to be able to say what you like.

- People have a duty to work, but not a right.

- The most basic responsibility of any government is to make sure that all citizens have enough to eat.

- The right to “rest and leisure” is a luxury that only rich people can afford.

- It’s not the government’s job to make sure that people don’t starve – but the people’s!

- Extreme economic inequality is an infringement of basic rights.

- Social and economic rights express an ideal for the future, but the world is not ready to guarantee them today.

- If rights can’t be guaranteed, there is no point in having them.

- Some rights are more important than others.

- Some people have, naturally, more rights than others.

- Some people are homeless because they want to be.

- Rich people are happier than poor people.

- We aren’t born with rights; we get them.

The activity ended with a debriefing session.

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The trainers asked the participants when was the last time they felt like an outsider. The participants were asked to share some stories.
The trainers split the participants into groups and asked them to think about the young people they work with and to reflect on the following questions:
- What are the obstacles they face?
- To what extent could you understand what was going on in their lives?
- Which (if any) barriers did they encounter? (E.g. language, communication, mobility, stereotypes, attitudes);
- How did other people (the “insiders”) react to them?
- Did anyone take steps to make you feel welcome or “included”? If so, how? If not, what was the result?
- What did you do to support their inclusion?
The participants presented their findings and the activity ended with a debriefing session.

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The participants were divided into teams. Each team received a flip chart paper with a table with three rows representing positive, neutral and negative.

The participants were then asked to think of expressions in their native languages or in English including words such as white, black, Indian, Roma (Gypsy), Jew, Arab, Russian etc. and to put them in the table accroding to their meaning. (Eg. “The future looks black” - refers to an uncertain and troubled future so this goes it in the third column.

The groups were asked to look at the phrases in the third column, the ones with negative connotations, and to suggest alternative expressions. The participants were asked to write them down in the fourth column, which was titled “alternative language”.

The activity ended up with a debriefing session.

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The trainers wrote characteristics on small pieces of paper e.g. irresponsible, witty, stupid, clever, clumsy, etc. Split into groups, participants had to perform a task: to cooperatively design a poster about inclusion.

The trainers placed a label on each player's forehead but didn't let them know what was written on it. The trainers explained the task to the group. As they undertook the task, they had to treat each other according to the labels. For example, if someone had the label ‑ lazy ‑ on their forehead, everyone else from the group treated him as if they were always lazy (but without ever using the word on the label!).

Participants put their efforts into completing the task and treating the others according to the stereotype on the label.

The activity ended with a debriefing session.

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The participants watched a video by the American psychologists Simons and Chabris (which shows a black- and white-dressed team playing basketball and received the following task: Count how often the members of the white-dressed team throw the ball towards each other).

The trainers discussed with the participants the experiment and drew up the conclusions.

The trainers discussed with the participants what they understand by selective perception. The participants were asked to come up with a definition of the concept.

The trainers continued the discussion with the following questions:

- Do you remember situations that were perceived differently by various persons?

- What challenges can our selective perception pose?

- Can you think of an example of how a perception filter (e.g. a strong need) works?

The next activity was the Train Game

Each participant received an identity tag that points out a stereotype (Label - Grandmother / Identity - Tina Turner, Label - Basketball player / Identity - Gay, Label - Soldier / Identity - Child, etc.). The trainers gave the participants a list with all the labels, but without making up the connections with the stereotypes. The group was asked to imagine they are going on a long train journey, from Ireland to Russia and they have to choose 5 people to travel within the coushete. They could debate why to choose a companion but without revealing their identities. Once they chose a group, they had to explain why they chose this. In the end, we revealed the identities. The activity ended with a debriefing session.

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The participants sat on chairs in a circle. The trainer asked different questions (e.g. about work experience, origin, leisure activities, skills etc.). According to the answers, the participants who identified with the question had to change their chairs. If it was only one person, he stayed in the middle until he could sit on another chair (e.g. all participants who have children on the left side; all participants who have worked for more than 5 years in their youth center gather in this corner).

Every participant reflected on her/his/their own identity and wrote down the groups he/she/they felt she/he/they belonged to on a piece of paper in the form of a circle. More details about the method we used can be found here - https://myheritagelanguage.com/book/promoting-intercultural-competence/unit-1-culture-identity-alike-yet-different/personal-identity-molecule/

Participants discussed the following questions in small groups:

Where do my identity, or identities, come from?

How do they change over time, which of them are most important for me?

In my opinion, which social groups do I belong to?

Which social groups am I assigned to by others?

How do identity and group membership affect life conditions?

Do I have privileges or disadvantages because of my group memberships?

The participants were told the foundations of the rule of law (“Everybody is equal before the law”).

In the formed groups, they were asked to find examples of when equality in society is broken. The group was invited to think of tips/examples they know from their practice and to come up with solutions.

Each team had 2 minutes to present their work.

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Participants were split into groups of 2 people.

Participants were told that they have 10 minutes in groups. Their tasks were the following:

One person has their eyes closed and has to answer a given question. During the first 5 minutes, the person whose eyes were closed had to tell their partner what makes them feel powerful. This was not a dialogue, only the person with closed eyes could speak, while the other person had to listen attentively and actively. After the 5 minutes were over, the participants swapped the roles.

Debrief: The trainers invited anyone who would like to share their thoughts and feelings with others to speak.

The trainers discussed with the participants the concepts of power: Power over; Power with; Power to; and Power within. The definitions can be found here - https://sustainingcommunity.wordpress.com/2019/02/01/4-types-of-power/

Using the theatre method, the participants were asked to create a play illustrating one of the concepts.

The trainers told the participants that as they see in society, we can observe the existence of Dominant and Marginalized social groups. They were asked to try and define what it means to be a part of each group.

The trainers built together with the group, on a flipchart, a diagram of Identity, focusing on the internal factors (age, gender, ethnicity, physical/mental ability, sexual orientation) and the external factors (geographic location, income, habits, religion, educational background, work experience, appearance, parental status, marital status). The groups were invited to do a brainstorming activity and discuss how youth workers can encourage and enable the participation of different social groups and be more mindful of the power dynamics in their work.

Each team had 2 minutes to present their work.

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The trainers then asked the participants what they think some societies and cultures use to make larger masses numb to the abuse of privilege and power.

The trainers explained the concepts of Direct Violence, Structural Violence, Cultural Violence and also showed the participants a short video which best describes the concepts.

With the whole group they have discussed about some examples of the direct, structural and cultural violence.

Then in small groups, the participants were asked to discuss what types of cultural violence do they identify towards the vulnerable and marginalized social groups that they work with.

Each team briefly presented their findings and we held a concluding discussion.

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Direct, structural, and cultural violence

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On a flip chart paper, the trainers wrote the words Diversity, Inclusion, Discrimination, Privilege and Marginalization.

Each participant was asked to use post-its and write the associations they have with the mentioned words, to place their associations around the words they refer to. The trainers found with the group common definitions for each concept, using the words they wrote as the basis.

The trainers gave a brief talk about the beauty of the world without discrimination and marginalization, where every person can lead a happy and fulfilling life and realize their dreams.

Participants were told that they will soon have the opportunity to realize their most cherished dream. They were asked to close their eyes for a duration of 2 minutes and visualize their dream. Then they were asked to open their eyes and write that on pieces of paper. The trainers told the participants that they will distribute their most cherished dreams. Participants were informed them that it is going to be anonymous and they will not be requested to share this information.

This activity was ended with a debriefing session.

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Participants were split in groups of 5-6 participants. The activity had four rounds of 10 minutes each. During each round a specific question was asked. All the group members answered all the questions. The groups appointed scribes, who took notes of the answers on a flip chart paper. Every group member expressed their opinion in 30-60 seconds of uninterrupted time to answer the question. Importantly, this was not a dialogue or a discussion. When one person spoke, the others listened actively, with the goal of getting to know more about the person in front of them.

The questions were the following:

1. What would you like to get out of this training?

2. How do you want to achieve your goals?

3. What are you sceptical about / afraid of?

4. What do you need from the training team to make this 100% successful for you?

The groups were asked to share values that are important for them, that they would like to honour during the duration of the training. They were collected on a dedicated part of the board and turned into action-oriented sentences. E.g. ‘respect’ > ‘we treat ourselves and others with respect and dignity’.

The trainers introduced the concept of “Safe Space”.

The participants were asked what they understand by safe space and to come up with a definition. The definition from the Oxford Dictionary was shared by the trainers. Safe space - a place or environment in which a person or category of people can feel confident that they will not be exposed to discrimination, criticism, harassment, or any other emotional or physical harm.

The trainers and the participants then discussed whether the concept is understandable for the group. The participants were asked if they would like to adopt it as a common framework of non-discrimination for the training.