final report fly russia - salto-youth · [email protected] fly - facilitating learning for youth...

FLY

facilita� ng learning for youth

an advanced training course on the facilita� on of learning processesand group dynamics in non-formal educa� on and youth work

Russia, Nizhny Novgorod region • September 11 - 19, 2010

FINAL R

EPORT

This report has been written by MarCus Vrecer. For any question, clari� cations or concerns please contact MarCus per email - [email protected]

“This project has been funded with support from the European Commission and the Council of Europe. This publication re� ects the views only of the

author, and the Commission or the Council of Europe cannot be held responsible for any use which may be made of the information contained therein.”

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EDITORIALDear readers,

please � nd in the following a comprehensive report on the interna� onal training course „FLY –facilita� ng learning for youth“, which took place from September 11th – 19th 2010, in Usadba in theNizhny Novgorod Region in Russia. 23 young leaders of civil society from 10 di� erent countries from all over Europe and its Eastern neighbouring region took part in this interna� onal event.

The training course gave an opportunity to the young par� cipants to build up competences (skills, knowledge and a� tudes!) in the area of design-ing, implemen� ng and debrie� ng of non-formal learning ac� vi� es based on the values and priori� es of the European Union and the Council of Europe.A big emphasis was put on challenging the par� cipants in a safe and sup-por� ng learning environment, to maximize their personal and professional development as future key educators, this supported by constant feedback and coaching.

The par� cipants now dispose of a set of competences to design, imple-ment and evaluate educa� onal ac� vi� es for youth on local, na� onal and interna� onal level, thus contribu� ng to the growing and the cohesion of a European society based on values and life-long learning. Furthermore, the event also contributed to bringing the EU and its Eastern neighbours closer together in a spirit of co-opera� on, respect and apprecia� on of diversity.

The event was organized and hosted by the Russian interregional youth social movement “SFERA” in co-opera� on with the associa� on of regional youth centers in Slovakia “RCM”. On behalf of all par� cipants, trainers and organizers, we would like to thank the European Commission’s Youth in Ac� on programme, the Council of Europe’s European Youth Founda� on and the Nizhny Novgorod Regional Government for � nancially and morally suppor� ng the event.

Wishing you a deligh� ul reading and much success in future endeavours,

MarCus Vrecer Eduard Oganyan on behalf of trainers on behalf of organisers

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CONTENT INDEX

�� INTRO INTO FLY

- needs, context, mo� va� on- aims and objec� ves- main elements- approach, ethics and methodology- programme � ow and design- schedule of ac� vi� es- list of par� cipants

- team of trainers and organisers

�� DAILY REPORTS AND OUTCOMES

- Day 0- Day 1- Day 2- Day 3- Day 4- Day 5- Day 6- Day 7- � ipcharts

�� ANNEXES

- materials used and produced during sessions- evalua� on forms of par� cipants- technical documents- CV of trainers

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needs, context, mo� va� onOur main mo� va� on to run a training course like FLY is the need in the East and West of Europe for competent young leaders in civil society who are willing and able to run educa� onal ac� vi� es for youth based on the values of the European Union and the Council of Europe, tailor-made for their local reali� es and the needs of speci� c target groups.

One main educa� onal tool that has proven outmost � exibility beyond the borders of social classes, gen-der, na� onali� es and mentali� es is the non-formal approach. And although non-formal learning is a funda-mental underlying concept of programmes and funding schemes such as Youth in Ac� on or the European Youth Founda� on, many implemen� ng actors in these programmes in pedagogic terms rather seem to imitate what they have seen and have been told, without fully understanding it. They are some� mes also referred to as “manual-trainers”.

FLY seeks to enable par� cipants to explore and actually understand the concept and factors behind non-formal learning, and thus to competently design, facilitate and debrief exis� ng and novel non-formal learning sessions and opportuni� es, for instance tailor-made for the speci� c needs of a speci� c target group or a speci� c reality. Furthermore, in order to ensure sustainability, FLY wants to provide the par� cipants with a coached and structured opportunity to elaborate a professional and personal development plan based on competences and values.

aims and objec� vesThe interna� onal 7-day-las� ng training course “FLY – Facilita� ng Learning for Youth” aims at enabling facilitators, trainers and ac� vity leaders in interna� onal youth work and in Youth in Ac� on projects to design, facilitate, debrief and re� ect on non-formal learning processes and group dynamics of high impact.

FLY provides the par� cipants with an advanced possibility to acquire and exercise new tools and competences in non-formal educa� on (including the competence to invent/design and facilitate novel sessions and tools based on the needs of a given target group), to iden� fy best prac� ces, and to undergo a coached self-assessment as a trainer resul� ng in a development and ac� on plan for the professional fu-ture.

main elements of FLY

learning & non-formal educa� on �

context and role of youth workers/trainers �

designing, facilita� ng, debrie� ng and re� ec� ng on/of non-formal learning and group processes �

LAB PHASE: get on stage! Try it out yourself in front of the group! �

re� ect on and discuss experiences, inden� fy best prac� ce �

speci� c tools and techniques (e.g. forum theatre, coaching), and try them out! �

feedback to and from other par� cipants & trainers (individually, in small groups, in plenary) �

self assessment, coaching and personal/professional development plan based on competences and values �

INTRO

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approach, ethics and methodologyWe believe that the following factors mutually in� uence each other and need to be ful� lled at high level in totality for a successful learning ac� vity, e.g. a training course:

needs and par� cipants: � thorough needs analysis of par� cipants, right pro� le and selec� on of par� cipants

programme design: � appropriate schedule of ac� vi� es (content, methods, sequence, ...)

facilita� on and implementa� on: � structured, concise, clear, � exible, empathic, focused, ...

environment and support: � good learning environment and arrangements, basic needs covered

Our approach can be outlined as follows:

transparency and authen� city �

This means that what the trainers do should also serve as an example and as a role model to the par-� cipants. It also means that the trainers constantly explain on a meta-level why they propose the speci� c ac� vi� es and invite the par� cipants into a discussion process.

challenge vs. safety �

This means that par� cipants are challenged in order to reach a high learning impact, they are not le� in the dullness of their comfort zone. At the same � me, this is of course done on a voluntary basis only and in a totally safe and suppor� ve environment.

voluntarily, learner-centered and par� cipatory �

This means that nobody is forced to par� cipate in the ac� vi� es, the group processes should be based on consensus, ownership and mo� va� on. The star� ng point of the ac� vi� es is not a speci� c content, but the speci� c needs and resources of the learners = the par� cipants. And � nally, it means that a high involvement and ac� ve par� cipa-� on from the par� cipants is required to a� ain the learning points.

holis� c (hand, heart, head, health) �

This means that all areas of existence and being of the par� cipants are touched, in or-der to take account of the di� erent learning styles, and the holis� c nature of the human being. This of course demands a high varia� on and exper� se in the use of a wide range of methods.

diversity as a posi� ve resource �

This means that the training course is implemented in a way that diversity and di� erences are appreciated and embraced as a source of mutual inspira� on and learning, rather than as an obstacle.

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INTRO

professional AND personal development �

Similar to the holis� c approach outlined further above, this means that the development of the par� cipants at this training course is not only limited to their professional world, but also reaches out to their personal life and possibly even to their personality, behavior, a� tudes and values.

NEEDS as star� ng point �

Similar to the learner-centered approach outlined further above, this means that the underlying factor shaping all the rest (content, methods, process, outcomes) are the needs of the speci� c par� cipants at the speci� c point of � me of the training course in the speci� c environment it takes place.

quality and � exibility �

This means that we are commi� ed to giving our best and seeking to provide high quality, while at the same � me reac� ng � exibly to emerging development or unexpected needs and processes in the group.

concrete and measurable outcomes, eg individual development plans �

This means that we do want the impact and outcomes of our training courses to be visible, tangible, mea-surable and accountable.

programme � ow and designThe are several considera� ons behind the type and sequence of ac� vi� es that we have designed for FLY. The � rst considera� on are the typical group dynamics that are found at interna� onal ac� vi� es of such dura� on and inten-sity, which means that in the beginning a lot of emphasis must be put on crea� ng a good and safe atmosphere, providing space for the people to get to know each other etc, later to enter into an intensive group work process and at the end to also assist a harmonious disassembling of the group.

A second considera� on is that in the beginning, the input comes mainly from the trainers, during the core part of the training course the main focus lies on the group, and towards the end a big focus is put on re� ec� on and work at individual level.

A third considera� on is that the schedule is structured among the logical steps that were proposed to the par-� cipants for designing ANY non-formal learning ac� vity: needs of target group, aims and objec� ves, main elements and programme � ow, methodology and learning styles, con-crete agenda of ac� vi� es, implementa� on, evalua� on.

Eventually, some other structuring elements we used are daily steaming groups in the evenings to re� ect and ven� -late the brain and the soul, as well as learning diaries every morning to put into wri� en the individual learning points as well as consequences to be drawn.

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FLY -

Facilitating Learning for Youth

an in-depth training course on the facilitation of learning processes and group dynamics in non-form

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I found this stuff in the

garden of the venue ... I guess if

we smoke it, we can FLY directly

without any need for the

training course ... I AM King Eduard,

and behind me you can see

a part of my Volga-Empire!

For my dear

participants I do

EVERYTHING ... Everything ...

EVERYTHING !!!

Yes, yes, I am

in charge of travel

reimbursements. But don’t

even think about talking

to me before my first

cup of coffee ...

And then, Abigale

and Sindbad lived happily

together ever after. I hope

you liked the good-night

story? Any questions?

What a bad

weather here in

Russia :-( ... I will invite these

guys to georgia to see

some sunshine ...

THE TEAM

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DAILY REPORTS

September 11, Day 0The par� cipants arrived to Nizhny Novgorod at all possible and impossible � mes, some by plane but most of them by train from Moscow. Volunteers of SFERA pick them up and bring them to the hotel where the trainers had already arrived some days earlier to have a preparatory mee� ng. For those arriving earlier, the op� on of a guided city tour is o� ered. In the evening, a � rst welcome and ge� ng to know each other event is facilitated by the trainers in a confer-ence hall of the hotel. As many par� cipants are very exhausted from their travel, this � rst session merely takes 2 hours and contains of games to get to know a bit of each other’s backgrounds, some name games, and energizers that require physical contact and co-opera� on among the group. A� erwards, while some par-� cipants went to the bed, the majority s� ll joined the trainers and organisers to the bar of the hotel for an informal gathering and cha� ng.

September 12, Day 1A� er a hearty breakfast the group leaves the hotel in a rented mini-bus. A� er a good two-hour-drive, the group arrives to Gorodets, a town of historic and archeologic interest in the Nizhny Novgorod region. There the group enjoyed a guided tour through an ortho-dox monastery, a visit to a historic street full of beau� ful old-style wooden houses, and a visit to the worlds’ biggest collec� on of Samovars. Later the group visits a center for tradi� onal cra� s and learns how to produce some of the cra� s themselves, including po� ery and the baking of regional gingerbread. To make the tour not only touris� c but in order to ensure some interac� on with the local community, the par� cipants are divided into small groups and are given tasks to perform, such as to take a picture with at least 10 locals, to � nd out the meaning of certain words in Russian, to learn one tradi� onal story from the locals etc.

Past a further drive the group eventually arrives at the venue in Usadba in the very late a� ernoon. A� er receiving a welcome by the owner of the venue and ge� ng acquainted with the basic facili� es and rules of the venue, the par-� cipants get some free-� me to arrange their rooms and refresh themselves. It is worth men� oning that the venue consists in a protected resort area of en� rely wooden houses in cozy countryside style. The area also comprises of a swimming pool, a sauna, a separate shack for table pool, and a beau� ful garden full of fruit trees.

En suite of a home-made dinner by the wife of the owner, the group gathers once more for a debrie� ng of the day, to present the results from their assigned tasks of the small groups, and to engage in some further group build-ing games. This � me already of a more serious character, the task was to cross an imaginary icy river only stepping on scarcely distributed icebergs. The simula� on game required a lot of co-opera� on, task division and communica� on with-in the group. The simula� on game was shortly debriefed by the trainers and the par� cipants were asked to keep the pro-cess of the simula� on game in mind, as the trainers would refer back o it at a later stage of the training course.

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September 13, Day 2That morning, “SFERA” o� cially opened the training course, and gave an introductory speech on SFERA, on Russia and on the Ni-zhny Novgorod region. Followed by that was a formal introduc� on of the team and trainers. A� er that the trainers introduced the basic idea and aim of FLY, and gave their view on the approach and methodology of FLY. Then they introduced the schedule of daily ac� vi� es they had prepared. For this, they made a big rep-resenta� on of the schedule of ac� vi� es on one of the walls of the plenary room, by using a whole A4 sheet per session. This way, there was a clear visual representa� on of the schedule, that al-

lowed for easy changes by simply exchanging, removing or adding A4 sheets. The trainers also made clear that the programme and processes to come during the fol-

lowing days where totally based on the needs of the par� cipants, so everything would be open to discussion and changes welcome. The group however at that point indicated that they very much agreed with the programme and were looking forward to it.

The next session was dedicated to the fears, expecta� ons and contribu� ons of the par� cipants. It turned out that the fears, expecta� ons and contribu� ons indicated by the par� cipants on the spot very much corresponded with what they had expressed previously in their applica� on forms, so the designed programme met their needs. In a next step, the trainers facilitated a discus-sion among the group of par� cipants for a learning contract, a document where they would put down some basic recommen-da� ons or rules for the group to make the coming days success-ful and bene� cial ones. A� er se� ng up the learning contract, all par� cipants signed it. Eventually before co� ee break, we also shortly talked about technicali� es such as the reimbursement process, and we set up a list of who would present energizers and who would be in charge of the intercultural evening.

A� er co� ee break, we for the � rst � me started entering the actual real topic of the training course. We explored the issues of learning, the di� erences between formal educa� on, non-formal educa� on and informal educa� on, and we talked about the role of non-formal learning prac� � oners. We started by a brainstorm on learning, discuss-ing what it is and when it takes place (and when it does not take place). Then the par� cipants were divided into three groups. Each of these groups had to present a small drama on either non-formal educa� on, formal educa� on

or informal educa� on. A� er rehearsing and presen� ng the sketches in plenary, we discussed the sketches and dis� lled the main traits of the three types of educa� on. A summary of it was put down on � ipchart to have common grounds and common understand-ing for the next days.

To enter the topics more deeply, by using the method of rotat-ing word café, we also discussed issues such as the suitability and limita� ons of non-formal educa� on, or its impact and the competences it can help to build up. To conclude the session, the par� cipants were given a puzzle where they had to � nd out the correct answers for di� erent educators’ posi� ons such as teach-

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er, trainer or facilitator and ques� ons such as what methods they use, how much power they have, what communica� on style they mainly use etc. Also this exercise was debriefed, and then the trainers rounded up by presen� ng a scheme to explain the di� erences between facilita� ng, training, mediat-ing, instruc� ng, coaching and mentoring along the factors of rather answers or ques� ons are used, and if the power is on side of the educator or the learner.

A� er lunch we started with what the trainers proposed to be always step one in designing educa� onal ac� vi� es, and that is the need of the learners. We discussed methods and ways of � nding out the needs of par� cipants, and along what categories we can describe the target groups / learners and their needs. We then discussed the di� erences between aims and objec� ves, and explored how di� erent needs of di� erent target groups can di� erently shape all further steps.

The next session was dedicated to methodology, methods and learning styles. We explored di� erent learning styles and found to-gether examples. Then we made a brainstorm on di� erent methods we can � nd in the toolbox of non-formal learning, and wrote them all down. In a next step, the par� cipants had to discuss each method in detail and especially discuss for what learning styles it is suitable or not. What can be reached with the method and what not, at what point of an educa� onal ac� vity it is suitable and when not, and other points of experience.

A� er that we had for the � rst � me our steaming groups. This means that the par� cipants were split into four groups that each had 30 – 60 minutes to simply ven� late their brains and souls. These groups would stay the same for everyday, and it was an important rule that anything said in these groups would stay con� den� al and within the group, unless explic-itly addressed for public use, such as e.g. recommenda� ons for the next days etc. The evalua� on at the end of the train-ing course has shown that these steaming groups were one of the most important tools for the par� cipants to re� ect and exchange.

A� er dinner the par� cipant were given an oppor-tunity to present the organiza� ons they are com-ing from in order to allow for poten� al future co-opera� on and projects. Those who were not dead by then s� ll enjoyed wonderful Russian sauna un� l the early morning hours.

DAILY REPORTS

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September 14, Day 3A� er the usual energizer, we for the � rst � me � lled in the learning diaries. The learning diaries consist of a set of structured ques� ons to individually and in wri� en re� ect on the learning points of the previous day. We then entered the topic of cra� ing concrete daily agendas for non-formal learning ac� vi� es based on the needs of speci� c target groups. This was done by dividing the par� cipants into small groups and then randomly alloca� ng aims, and randomly alloca� ng tar-get groups. The par� cipants then had the task to de-velop a schedule of ac� vi� es for the aims and target group they had been allocated. The agendas were pre-sented, and the session was round up by a debrie� ng by the trainers.

The next block of sessions was dedicated to tools and concerns in the implementa� on of non-formal learning ac� vi� es. We started with the topic of communica� on. The � rst simula� on was a gossip exercise, where infor-ma� on was passed on one by one to the next one, and thus informa� on was constantly modi� ed and distorted. We then discussed what had happened, and tried to learn from this what to take into consid-era� on to ensure e� cient communica� on. We then explored issues of body language and tried out prac-� cal examples in front of each other. We also were

divided into small groups and given di� erent recom-menda� ons for ac� ve speaking, that we presented to the group in an interac� ve way. We also explored the technique of ac� ve listening, and of trying out di� er-ent formats of ques� ons to reach di� erent communi-ca� ve aims.

The next session was on facilita� on and debrie� ng. First the par� cipants were made acquainted with the model of experien� al learning following A.D. Kolb. A lot of examples were given, also reference was made to the co-opera� on game (river captain) of the � rst night. Then the par� cipants were split into groups and had to come up with three ques� ons for each of the di� erent phases in debrie� ng following the model of experien-

� al learning. The examples given were discussed and, where necessary, rec� � ed. Ini� ally, as expected the model � rst caused some confusion, but thanks to the examples and the exercises it was eventually well understood.

A� er an as usual very tasty homemade dinner we enjoyed an intercultural evening and again sauna.

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September 15, Day 4The morning was dedicated to the topic of group dynamics. We � rst got acquainted with di� erent models of group dynamics and tried to � nd examples or contradic� ons for them. Then the par� cipants were given study cases of di� cult group dynamics, taken from real life experience of trainers, and were asked to propose solu� ons and scenarios for the cases. These were later presented and discussed in plenary. Here are the concrete cases and proposed strategies:

Case 1: �During a challenging team-building exercise, one par� cipant made a joke about another female par� ci-pant about the fact that she was quite big. In fact, her bigness was an addi� onal challenge for the comple-� on of the team-building exercise. As a result, the girl went out of the plenary room crying.

Interven� on strategy proposed by par� cipants:First stop the training course, and we will ask the group and make discussion about what has happened and push the boy to apologize.

Case 2: �You proposed an exercise to the group, they started to do it and a� er realizing that it was not an easy ex-ercise, they announced that they will not complete it.

Interven� on strategy proposed by par� cipants:First step is to discover what the problem is, then give other example and try to monitor them. A� er ex-plain background of exercise and evaluate.

Case 3: �In the group there is one par� cipant who is always freaking out, making jokes and disturbing the group work process.

Interven� on strategy proposed by par� cipants:Make him to help you, ask him some things. Some� mes it’s enough to stand next to him and with it you can control somehow.

Case 4: �In the group there is one par� cipant who keeps silence all the � me, and for all ques� on during group dis-cussions he only answers that he is “ok, no problem”.

Interven� on strategy proposed by par� cipants:First of all talk to him/her and � nd out the reason; it can be a language barrier, and if it will not work out just ask the reason why he/she is behaving like this.

Case 5: �At the interna� onal training course during the intercultural evening part of the group was partying � ll 4 am, at the next morning more than half of a group was late for the morning session and the seminar room was messy and s� nking.

Interven� on strategy proposed by par� cipants:First to remind the learning contract and their responsibili� es then remind to clean the room and for doing it, choose the proper words to complain.

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Eventually the session was concluded by a collegial discussion on real life cases, and interven� on strategies that have proven useful or not.

The next session was dedicated to feedback and self-awareness. For many par� cipants the most challenging part of FLY is the lab-phase, there again the most “feared” but also most bene� -cial part is to receive feedback from the group and the trainers on the own performance. Evidentally, it is thus of outmost im-portance to discuss the role and importance of feedback, and especially also how to give it and how to take it. We � rst had a general discussion on what is feedback and what is the relevance

of feedback. The trainers then introduced the model of the “JoHari window”, and gave recommenda� ons for dif-ferent type of formats of feedback. A� er giving a couple of examples, we exercised the di� erent formats, by giving feedback to each other in plenary, always with feedback from the trainers on our feedback :-)

A� er dinner, we arrived to the juicy core of FLY: the lab phase. Lab phase means that the par� cipants divide themselves in small groups of 2 – 4 persons, and they can chose between developing and own/novel session, or taking an exis� ng one (e.g. from a t-kit). The task for the small group is to run a non-formal learning ac� vity of approx 60-90 minutes with the rest of the par� cipants, thus to enter on stage. The trainers provided exis� ng session outlines, and also provided empty session outlines so that the par� cipants had a checklist of all points that have to consider when planning, running and debrie� ng a non-formal learning ac� vity. The only condi� on given was that the session should be designed and debriefed on basis of the model

of experien� al learning.

A� er introducing the format and idea of the lab phase, the par� cipants divided themselves into small groups and chose topics. We had four groups who chose exis� ng session out-lines: 1) con� ict management – compe� ng companies for oranges, 2) stereotypes: Eurorail , 3) team work: compe� ng teams must build towers out of scarce resources, 4) Intercul-tural learning: Abigail, and one group who decided to develop a session on their own which they called “structured mess”. Each of the � ve groups was assigned a trainer from the team

as mentor and coach, to assist them during the develop-ment, planning and rehearsal of their session.

A� er lunch the groups were given � me to prepare their ses-sions, and in the late a� ernoon there was joint excursion to nearby holy springs with alleged healing powers. Upon return, most par� cipants prepared their session un� l late at night.

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September 16, Day 5The day of truth! The whole day was dedicated to lab phases. Every � me, the same format was followed: the small group introduced their session and ran it for about 60 mins, then they debriefed it. The trainers did not par-� cipate but only observed and took notes with the help of an assessment grid. A� er the session by the small groups were � nished, there was a break of 5 minutes where the small group could discuss how it went for them, and the par� cipants could discuss in buzz groups what observa� ons and feedback they would give to their colleagues. Then ev-erybody met together in plenary, and � rst the small group would give their own evalua� on and observa� on of the ses-sion. Then the � oor is open for feedback from the par� cipants. Then the trainers also give concluding feedback, and in the end the small group has the last word in order to express how they feel now a� er having received the feedback.

As expected, it was a highly emo� onal and challenging, but also immensely bene� cial day for the par� cipants. In the evening a� er dinner the trainers o� ered an informa� on and presenta-� on session on the Youth in Ac� on programme by the European Commission and the European youth Founda� on of the Council of Europe. The day actually closed at only 11 at night, shi� ing into a very relaxed and nice karaoke party.

September 17, Day 6In the morning, the two remaining lab-phases were per-formed and debriefed. In the a� ernoon, we evaluated and assessed the whole block of the lab-phases. Many par� ci-pants expressed that they had been partly in panic zone, but that retrospec� vely they immensely bene� � ed from it. They also underlined that what they have learned in terms of how to give and receive feedback, and the techniques for e� cient communica� on and facilita� on of group processes is something they have learned for life and that will be useful in many future occasions. Many expressed a wish to repeat the lab-phase, as they feel they learned so much and now they want to show that they can do it a lot be� er than the � rst � me. Some also suggested to � lm the performances to get even more feed-back. It was also agreed that one of the most di� cult parts is actually the art of asking the right ques� ons during the de-brie� ng, as the debrie� ng phase is highly decisive for the im-pact and quality of the learning experience.

A� er assessing the lab-phase, we returned to the topic of

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role, competences and ethics of trainers and non-formal learning prac� � oners. First the par� cipants were con-fronted with radical statements concerning topics such as the rela� onship between trainers and par� cipants, the responsibility of trainers, the roles and a� tudes they should have, and then they had to place themselves in the room according to weather they agree or disagree. These were the statements:

As a trainer, it is important that the par� cipants like you. �

As a trainer, you have full responsibility for the par� cipants and their feelings �

As a trainer, you should not show your personal feelings (neutral vs. authen� c) �

As a trainer, you have to a perfect role model yourself for the values you convey �

Having posi� oned themselves, they had to defend their viewpoint in a group discussion. Later the par-� cipants were divided into small groups and hade to elaborate a presenta� on on their view of the compe-tences the skills, knowledge and a� tudes that non-formal learning prac� � oners should have. Eventually, the par� cipants were provided with a set of models taken from T-Kits, LTTCs, the European Por� olio for youth workers and alike sources to have checklist of recommended competences for non-formal learn-ing prac� � oners.

The � nal session of the a� ernoon was dedicated to self-directed learning, self-assessment and di� erent evalu-a� on techniques. A� er dinner, on spontaneous request by the par� cipants, the trainers o� ered an ad-hoc session on emo� onal intelligence and social awareness.

September 18, Day 7The � nal day is mainly dedicated to re� ec� on, mainly on indi-vidual level. A� er � lling in the learning diaries for a � nal � me, the trainers presented the Youthpass. Then di� erent models for self assessment were introduced and exercised, namely the core quadrants by Ofman, the self percep� on inventory

by Belbin and the SWOT analysis. The � ndings were then discussed in small groups, and the par� cipants had again an opportunity to give feedback to each other. This � me the condi� on was however that

the feedback could only be posi� ve and encouraging.

In the next session the trainers introduced the concept of coach-ing and presented some models ad recommenda� ons for it.

The par� cipants then divided into pairs and had the tasks to coach each other, preferably on the topic of their further de-velopment as non-formal learning prac� � oners.

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Having been energized by posi� ve feedback and sup-ported by coaching, in the a� ernoon the par� cipants then had an opportunity to dis� ll all the learning points of the week into a structured personal and professional development plan, mainly based ion competences and values. Many par� cipants also used this opportunity for a personal coaching session with one of the trainers.

The � nal session of the a� ernoon was the joint evalu-a� on. First all par� cipants were invited to � nd a com-fortable place on the � oor and to close their eyes. Sup-ported by medita� ve music, one of the trainers made the par� cipants go on a mental travel back in � me to re-pass all the sta� ons of the training course. A� er that, the training course was jointly evaluated, and � nally also anonymous and individual evalua� on forms were handed out and completed. The wri� en evalua� on forms are a� ached to this report. The re-sults of the joint public evalua� on were:

Prac� cal aspects: � 70% perfect, 30% good, 0% so so, 0% badEverything super, just more toilets would have been nice

Content and method: � 95% perfect, 5% good, 0% so so, 0% badmore case studies, more sharing of experiences, very good that everything was so prac� cal, best ToT ever a� ended, excellent examples from trainers real professionals, amazing interac� on and feedback with everybody

Group atmosphere: � 100% perfect, , 0% good, 0% so so, 0% badVery suppor� ve, will miss you all, never had such a great group on a TC, super girl power,

Did you bene� t here?: � 60% perfect, 40% good, 0% so so, 0% badNot enough � me to try everything out, we need more days, super TC, so much more to learn and do, we need more! Bene� t not only profession-ally but also personally, will use a lot from the feedback and tools here, we need a follow-up TC to go deeper in some topics, especially concerning psychology and personality, highly intensive training course, never been on such an intensive training course, but this is good, all very prac� cal and relevant

The night saw an amazing farewell party with very happy par� cipants and a couple of dead trainers :-)

DAILY REPORTS

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FLIPCHARTS

day 2: approach of FLY

design of n� ac� vi� es

competence = ?

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FLIPCHARTS

day 2: expecta� ons

fears

contribu� ons

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day 2: structured communica� on

learning contract

steaming groups

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FLIPCHARTS

day 2: Maslov’ hierarchy of needs

method-� sh

main elements of FLY

when does learning take place?

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day 2: what do par� cipants need?

list of methods in NFL

how to inves� gate needs?

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day 2: what do we need to know

about par� cipants? How can we � nd out?

FLIPCHARTS

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day 2: drama on NFL, FL & IFL

list of energizers

quizz on educa� onal roles

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FLIPCHARTS

day 2: rota� ng world cafe

on in-depth aspectsof non-formal learning

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day 3: hints for ac� ve speaking

iden� � ed obstacles in/againste� cient communica� on

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FLIPCHARTS

day 3: model of communica� on

how to communicate e� ciently?

observa� ons in gossip game

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day 3 & 4: life cycle of a team

alloca� on of aims & target groups

group dynamics

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FLIPCHARTS

day 3:

results of working groups on cra� ing agenda for given target group and aim

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day 4: non-verbal communica� on

interven� on strategies

formats for feedback

outline of lab-phases

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FLIPCHARTS

day 3: facilita� on

experien� al learning

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day 4: JoHari window

levels of challenge

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FLIPCHARTS

day 4: typical � ow of processes at TC

day 5:lab-phase EURORAIL

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day 6: ad-hoc workshop on

emo� onal intelligence andsocial awareness

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FLIPCHARTS

day 6: the ethical non-formal learning

prac� � oner (n� p)

working group: recommended ATTITUDES for n� p

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day 6: working group: recommended

SKILLS for n� p

working group: recommended KNOWLEDGE for n� p

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FLIPCHARTS

day 6: models of evalua� on

reasons for evalua� on

aspects of evalua� on

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partIII:�ANNEXES�

��selectedmaterialsusedandproducedforandduringsessions handouts

activelistening

assessmentgridfortrainersduringlab�phases

Belbinselfperceptioninventory

coaching

competencesoftrainersworkingonEuropeanlevel

debriefing

experientiallearning

facilitationfeedback

guidelinesforfeedback

lab�phaseconservative

lab�phasenovelsession

LearningDiary

matrixofmethods

multipleintelligences

Ofmancorequadrants

personalandprofessionaldevelopmentplan

usefulselectionfromT�Kits

powerpointpresentations

competencesforparticipantsinnon�formallearningacitivities

competencesofnon�formallearningpractitioners

learningstyles

theethicalnon�formallearningpractitioner

flipchartsfromNGOfair��evaluationforms��technicaldocuments technicalinformationcircular

guidelineshowtoorganizeaninternationaltrainingcourse

��CVoftrainers

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active�listening�



coaching


debriefing






LearningDiary

matrixofmethods


Ofmancorequadrants






learningstyles




��CVoftrainers

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FLY - Facilitating Learning for Youth

an advanced training course on the facilitation of learning processes and group dynamics in non-formal education and youth work

��ACTIVE�LISTENING�WORKING�GROUPS�AND�PLENARY�SESSIONS��KEYCONCEPTS/MAINFEATURES:

� suspendjudgement� (suspendownframeofreference)� fullattentiontothespeaker,showingacknowledgement� understandingamessagedoesnotmeanthatyouagreewithit!

��EFFECTS/IMPACT

� Distillspeaker´smessageandintentions� Avoidmisunderstandings� Resolveconflicts� Buildtrust

��PROCESS/STRATEGY

� observespeaker’sbodylanguageandbehaviour� eyecontact� givesignalsofbeingconnectedandinterestedandopenviabodylanguage(egnodding,

openposture),“non�words”,silenceandfacialexpressions� reframe,rephrase,paraphrase(“So,inotherwords,you…”,“So,whatyouaresayingis

that…”)� summarize,explain,probeforunderstanding(“DidIunderstandyourightthat…”)� trytoreadspeaker’sfeelingsandintentions(“Youseemtobesad,because,…)� encouragetotellmore(“Canyoutellmemoreabout…”)� showacknowledgement(“Icanunderstandthatyou…”)� repeatwordsorphrases(“Seriously!Hewasshouting?!?”)� doonethingatatime,donotdoanythingelsethanlistening

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activelistening

assessment�grid�for�trainers�during�lab�phases�


coaching


debriefing






LearningDiary

matrixofmethods


Ofmancorequadrants






learningstyles




��CVoftrainers

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��ASSESSMENT�GRID�for�lab�phase�feedback�by�trainers��FACILITATION:

� bodylanguage,eyecontact,voice,posture

� technicalaspects:wellprepared?goodhandwriting?timing?etc

� clarityandqualityofintroduction,instructions,inputs,presentationsandlearningaids

� qualityandflexibilityoffacilitation(egunexpecteddevelopments),handlingofgroupdynamics,paxinpaniczone?trainersincomfortorpaniczone?

� Qualityoflearningenvironmentandatmosphere(safe?whatsetting?relaxed?supportive?pace?)

� co�operationintheteamandtaskdivision,supporttootherteammembers

� Debriefingwellstructured?FollowedKolb?Rightquestionsatrighttime?Helpedtoreachlearningobjectives?

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��SESSIONDESIGN:

� learningobjectives,needsoftargetgroups,methodschosen,activitiesandsequence� learningobjectivesclear?Targetgroupclear?Learningneedsclear?� Activitieswellchosentoreachlearningobjectives?� Sessionwellstructured?Tomeetneedsandstyleofgroup?� Takingintoaccountdifferentlearningstyles?Appropriatemethods?� Rightquestionsfordebriefingtoreachlearningobjectives?� Appropriatecontent?Innovative?Creative?Appropriatetosizeofgroupandgroup

dynamics?Learningimpact???� qualityandappropriatenessofinstructions,inputs,presentationsandlearningaids

��OTHEROBSERVATIONS?

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activelistening


Belbin�self�perception�inventory�

coaching


debriefing






LearningDiary

matrixofmethods


Ofmancorequadrants






learningstyles




��CVoftrainers

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THE BELBIN SELF-PERCEPTION INVENTORY

Directions: For each section distributes a total of ten points among the sentences which you think best describe your behaviour. These points may be distributed among several sentences: in extreme cases they might be spread among all the sentences or ten points may be given to a single sentence. Enter the points in the boxes beside the question.

1. What I believe I can contribute to a team: a) I think I can quickly see and take advantage of new opportunities. b) I can work well with a wide range of people. c) Producing ideas is one of my natural assets. d) My ability rests in being able to draw people out whenever I detect

they have something of value to contribute to group objectives. e) My capacity to follow through has much to do with my personal

effectiveness. f) I can manage to be temporary unpopular, if it will give results in the

long-term perspective g) I am quick to sense what is likely to work in a situation with which I

am familiar. h) I can offer a reasoned case for alternative courses of action without

introducing bias or prejudice.

2. If I have a possible shortcoming in teamwork, it could be that: a) I am not at ease unless meetings are well structured and controlled

and generally well conducted. b) I am inclined to be too generous towards others who have a valid

viewpoint that has bot been given a proper airing. c) I have a tendency to talk a lot once the group gets on to now ideas. d) My objective outlook makes it difficult for me to join in readily and

enthusiastically with colleagues. e) I am sometimes seen as forceful and authoritarian if there is need to

get something done. f) I find it difficult to lead from the front, perhaps because I am over-

responsive to group atmosphere. g) I am apt to get too caught up in ideas that occur to me and to lose

track of what is happening.h) My colleagues tend to see me as worrying unnecessarily over detail

and the possibility that things may go wrong.

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3. When involved in a project with other people: a) I have an aptitude for influencing people without pressurising them. b) My general vigilance prevents careless mistakes and omission being

made.c) I am ready to press for action to make sure that the meeting does not

waste time or lose sight of the main objectives. d) I can be counted on to contribute something original. e) I am always ready to back a good suggestion in the common

interest.f) I am keen to look for the latest in new ideas and developments. g) I believe my capacity for cool judgement is appreciated by others. h) I can be relied upon to see that all essential work is organised.

4. My characteristic approach to group work is that: a) I have a quiet interest in getting to know colleagues better. b) I am not reluctant to challenge the views of others or to hold a

minority view of myself. c) I usually find a line of argument to refute unsound propositions. d) I think I have a talent for making things work once a plan has to be

put into operation. e) I have a tendency to avoid the obvious and to come out with the

unexpected. f) I bring a touch of perfectionism to any team job I undertake. g) I am ready to make use of contacts outside the group itself. h) While I am interested in all views I have no hesitation in making up

my mind once a decision has to be made.

5. I gain satisfaction in a job because: a) I enjoy analysing situations and weighing up all the possible choices. b) I am interested in finding practical solutions to problems. c) I like to feel I am fostering good working relationships. d) I can have a strong influence on decisions. e) I like meeting people who may have something new to offer. f) I can get people to agree on a necessary course of action. g) I feel in my element where I can give a task my full attention. h) I like to find a field that stretches my imagination.

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6. If I am suddenly given a difficult task with limited time and unfamiliar people: a) I would feel like retiring to a corner to devise a way out of the

impasse before developing a line. b) I would be ready to work with the person who showed the most

positive approach, however difficult they may be. c) I would find some way of reducing the size of the task by establishing

what different individuals might best contribute. d) My natural sense of urgency would help to ensure that we did not fall

behind schedule. e) I believe I would keep cool and maintain my capacity to think straight. f) I would retain a steadiness of purpose in spite of the pressures. g) I would be prepared to take a positive lead if I felt the group was not

making progress. h) I would open up discussion with a view to stimulating new thoughts

and getting something moving.

7. With reference to the problems to which I am subject in working in groups:a) I am apt to show my impatience with those who are obstructing

progress. b) Others may criticise me for being too analytical and insufficiently

intuitive. c) My desire to ensure that work is properly done can hold up

proceedings.d) I tend to get bored rather easily and rely on one or two stimulating

members to spark me off. e) I find it difficult to get started unless the goals are clear. f) I am sometimes poor at explaining and clarifying complex points that

occur to me. g) I hesitate with cutting through, if I meet real resistance h) I lose concentration, if I experience that one or more in the team are

not following any more

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BELBIN’S TEAM ROLE – POINTS TABLE

Directions: Now transfer the points you have allocated to each section to the table below. Then total the scores for each column.

Section PL RI CO SH ME TW IMP CF

1 C A D F H B G E

2 G C B E D F A H

3 D F A C G E H B

4 E G H B C A D F

5 H E F D A C B G

6 A H C G E B F D

7 F D G A B H E C

Total

Low 0-33%

Average 33-66%

High66-85%

Very High 85-100%

PL 0 – 4 5 – 8 9 – 12 13 – 29

RI 0 – 6 7 – 9 10 – 11 12 – 21

SH 0 – 8 9 – 13 14 – 17 18 – 36

CO 0 – 6 7 - 10 11 – 13 14 – 18

IMP 0 – 6 7 – 11 12 – 16 17 – 23

TW 0 – 8 9 – 12 13 – 16 17 - 25

CP 0 – 3 4 – 6 7 – 9 10 – 17

ME 0 – 5 6 - 9 10 – 12 13 – 19

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100% PL

RI

SH

CO

IMP

TW

CP

ME85%

66%

33%

Profile of test

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activelistening



coaching�


debriefing






LearningDiary

matrixofmethods


Ofmancorequadrants






learningstyles




��CVoftrainers

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��PERSONAL�DEVELOPMENT�PLAN:�Coaching�in�pairs��Pleaseidentifyasecondpersonwithwhomyouwouldliketorunthiscoachingsession.Onceyouhavethisperson,firstagreeonwhowillbethecoachandthefocuspersoninthefirstturn(45minutes).Youchangerolesforthesecond turn (also 45 minutes). Think both for which clear goal or challenge in your personal & professionaldevelopmentplanyouwanttoreceivecoachingfor.Whenyoucoachtheotherperson,pleasetakecomprehensiveandlegiblenotes,thatyouwillgivetotheotherpersonafterwards.Furthermore,useactivelisteningandthetechniquesoffeedback.The�GROW�model:�� GOAL:thecoachclarifiesandlimitsthechallengeandthegoalofthefocusperson� REALITY:theclarifiesthesituationaroundthechallenge–andhowotherpeopleseeit� OPTIONS:thecoachexplorestheoptionsthatexistinthesituation–andexperimentswithhypothetical

situations� WILL:thecoachfacilitatesthefocuspersoninmakinganactionplanandcommittingtoitsstepsGOAL:

� Whatwouldyouliketotalkabout?� Whatwouldyouliketoachieveinthelongrun?� Whatwouldyouliketoachieveintheshortrun?� Howwouldyouknowthatyouhavebeensuccessfulinachieving…?� Whatwillbeworkingbetterthanitisnow?� Bywhenwouldyouliketohaveachievedyourlongtermgoal?Andyourshorttermgoal?� Howbigisyourpersonalcontrolonachievingyourgoal?� Towhatextentisyourgoalpositive,challengingandrealistic?

REALITY:

� Whatisthepresentsituation?(what,who,when,whereandhow?)� Whoisdirectlyandindirectlyinvolved?� Howdothesepeopleseethesituation?� Whatwillbetheconsequenceifyoudonotdoanything?� Whathaveyoudonesofar,andwhitwhatresults?� Whatarethegreatestexternaldifficultiesinovercomingthechallenge?� Whatarethegreatestpersonaldifficultiesinovercomingthechallenge?� Whatistheactualcoreoftheproblem?

OPTIONS:

� Whatarethepossibleactionsyoucantaketoreachyourgoal?� Howwouldothersperceiveoftheseactions?� Whichmeanscanyouuse?� Whatotheralternativescanyouthinkof?� Whatwouldhappenif…?� Whataretheadvantagesanddisadvantagesofeachoption?� Whichoptionsgivethebestresult?� Whichoptionsdoyoufeelthebestabout?� Whichoptionwouldyouliketochoose?

WILL:

� Towhatextentcanyoureachyourgoalbychoosingthisoption?� Whichstepsareyougoingtotake?� Whenwillyouhavereachedyourgoal?� Towhatextentdoyoufeeldifficultieswithtakingcertainsteps?� Towhatextentdoyouhavepersonalresistancetowardstakingcertainsteps?� Whatcanyoudotomakehisresistanceordifficultiessmaller?� Whoneedtobeinformedaboutyourplans?� Whatkindofhelpwillyouneedtocarryoutthesesteps?� Whocanhelpyou?� Onascalefrom1to10,howbigisyourmotivationtotakethesesteps?� Whatisitthatmakesitlessthan10,whatcanyoudotoincreaseyourmotivation?� Istheresomethingelseyouwouldliketotalkaboutbeforeweclosethiscoachingsession?

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�

COMPETENCES�of�trainers�working�on�European�level�(inspiredbytheLTTC“TALE”)

��

� competencetofacilitategrouplearningprocesses

� competencetofacilitateindividuallearningprocesses

� competencetointegratesocio�politicalcontextsoflearnersintoaneducational

programme

� competencetomotivateandempowerlearners

� competencetodesigneducationalprogrammes

� competencetointegrateevaluationintoaneducationalactivity

� competencetomakeuseofinformationtechnologyforsupportinglearning

processes

� competencetodesigneducationalactivitiesinlinewiththevaluesandpurposes

ofEuropeanyouthprogrammesandpolicies

� competencetodevelopaneducationalapproachbasedonthekey�concepts,

valuesandconsolidatedpracticeofnon�formaleducation

� competencetocommunicatemeaningfullyandrespectfullywithothers

� competencetodealconstructivelywithconflictsituations

� competencetoworktogethersuccessfullyinteams

� competencetoraiseself�awareness

� competencetoactoutonespotentialforcreativityandinnovation

� competencetobeaself�directedlearner

� Interculturallearningcompetence

� competenceofcriticalthinking

� competencetoactasresourceperson

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��DEBRIEFING�in�EXPERIENTIAL�LEARNING��

� Reflection�•Whathappened?•HowdidIfeel?•HowdidIbehave?•WhatdidIobserveintheothers?

�� Conceptualisation�

•CanIrelatethiswithpreviousexperiences?HowdoIrelateit?•Whatisthepattern/thesystembehindthis?•CanIgiveanametothistype/classofexperiences?

�� Application�

•HowcanthisbeappliedinsituationXorY?•Whataretheobstacles?•WhichfirststepsdoIneedtotake?•HowwillIreactthenexttimesomethingsimilarhappens?•Whataremyoptionsforimprovement?Whataremylimitations?

��

Debriefing�=��…�supporting�the�participants�to�pass�through�these�three�stages��…�in�a�way�that�it�feels�like�a�natural�flow�to�them,��…�embedding�the�learning�process��…�and�conveying�the�learning�outcomes.

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��

EXPERIENTIAL�LEARNING�(A.D.Kolb)

learning�=�� as�a�result�of�a�transformation�of�experience.�

��EXPERIENCE�

� � � � � ��simulationorreallife?��

APPLICATION� � � � � � � REFLECTION�� CONCEPTUALIZATION��BASICASSUMPTIONS ACTIONS CONSEQUENCES/PROBLEMS

skillsknowledgeattitude

transformation:� notautomatic� definelearningobjectives!� considerlearningstyles� debriefinstructured

fashion

experience:� reallifevssimulation?� sessiondesign+facilitation=quality

ofexperience

Does this really happen??? How can you ensure this???

experienceresultingfromtrainingsessionorreallifesituation

Whathappened?HowdidIfeel?Whatweretheothersdoing?

CanIrelatethistopreviousexperiences?CanIgiveanametothisexperienceorphenomenon?Whatisthegeneralsystembehindthis?

HowcouldthisbeappliedinsituationXorY?Whataretheobstacles?WhichfirststepsdoIneedtotake?

single loop learning double loop learning

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��FACILITATION:�WORKING�GROUPS�AND�PLENARY�SESSIONS��

� Gathering�ideas�and�encouraging�•Describetheissue(s)athandprecisely•Askparticipantstosuspendjudgement•Shortlynameimportantissues�“whoelsehasanidea?”�“alotofmenhavebeentalking,let’shearfromsomewomen”�“let’shearfromsomeonewhohasn’tspokeninawhile”

� Tracking�

Peopleoftenactasiftheirpointsweretheonesthateveryoneshouldfocuson,theywonderwhyothersdonotrespondtotheirideas.Facilitatorshouldkeeptrackofvariouslinesofthoughtrelatedtothetopic:�indicatethatyouaresteppingbackfromthediscussiontosummarizethedifferenttracks�mentionthedifferenttracks�“amIgettingitright?”�ifsomebodywantstoclarify,alsoaskforclarificationsfromtheothers

� Balancing�•thedirectionofthediscussionoftenfollowstheleadsetbythefirstfewpeoplewhospeak•silencedoesnotnecessarilymeanconsent•thefacilitatorshouldtrytobalancethisandofferassistanceforotheropinions�“ok,nowweknowtheopinions/ideasofXandY,doesanyoneelsehavedifferentopinionsorideas?”�“doeseveryoneelseagreewiththis?”�“arethereotherwaysoflookingatthis?”

� Summarising�and�concluding��“doweallagreetothis?”�“anyobjectionstotheseconclusions?”

Don’tbeafraidofthe“shaky”phase(�gatheringandencouragingideas),diversityisgood!Butyoumustkeepthediscussions/processesstructured(� tracking)anddemocratic/diverse (�balancing). Intheend, thegroupshouldhavereachedoneorseveralconclusionsorscenariosoroutcomes(�summarizingandconcluding).

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Feedback�…isamessagetoanotherpersonwhichinformsthepersonabouthowits�behaviour�isperceived,understoodandseenbyothers.�…offersthe(unique)possibilitytosystematicallycompare�one’s�self�perception�with�the�perceptions�of�others�andgettoknowtheimpactof�one’sownbehaviour,whichhasn’tbeenconscioustillnow.�…isnot�a�criticism�or�judgement.Ifapersonwouldliketojudge,itshouldnotbe“wrapped”infeedback.Forthecriticisedpersonitwouldnotbepossibletoreactproperly.How�to�give�feedback?��

� Descriptive�not(moral)judgingandinterpreting.

� Concrete�andnotgeneral(e.g.Nodescriptionofcharacteristicslike“dominant”,butfromconcreteexperiencedsituationandbehaviour,e.g.“Youignoredmycontributioninthatmoment”)

� Appreciated,notobtainedbyforce.

� Formulatedclearly,�concise�and�specifically,notlonganddiffuse.

� Adequatetotheneeds�and�acceptance�of�recipient.

� At�the�right�time,i.e.verysoonafterthebehaviourhappenedorwaitingforamoment,

inwhichtherecipientisattentivetoreceivefeedback.

� Measurableinthemeaningthatotherparticipantscanalsomaketheirstatement.Apersonwhogetsfeedbackshouldfirstnotargueanddefendhimself,butshouldlistenandaskforclarification.Youshouldnotacceptmorefeedbackthanyoucancopewith.

SourceO.König,K.Schattenhofer“EinführungindieGruppendynamik”,2006CarlAuerSysteme,Heidelbergarus

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��LAB�PHASE:��GUIDELINES�FOR�FEEDBACK�� your�task

�

Whileyouparticipate inthesessionsdesignedandfacilitatedbytheotherparticipants,please observe the way the facilitators/trainers deliver the session, the effects on andreactionsinthegroup,andthewholeprocessingeneral.Makementalnotesinordertoprovide feedback to the team of facilitators during the feedback phase immediatelyfollowingthedelivery.

� here�are�some�points�you�can�especially�put�a�focus�on�during�your�observations:

� Aretheinstructionsclear?

� Howisthetimekeeping?

� Arethesessionanditsdeliverywellstructured?

� Howgood/clearisthedivisionoftasksbetweenthefacilitators,howwelldotheycooperatebetweeneachother?

� Bodylanguageoffacilitators?

� Reactionoffacilitatorsongroupandindividualbehavior(s)?

� Arethefacilitatorsinthecomfortzoneorinthepaniczone?

� Howflexiblydotheyreacttounexpecteddevelopmentsorunclaritiesinthegroup?

� Arethelearningobjectivesclear?Doyouunderstandthemeaningofthesessionyouparticipatein?

� Doyoufeelanimpactoreffectonyouortheotherparticipants,causedbythesession?

� Whatdoyouthinkaboutthedesignofthesession?Isitappropriate?Innovative?Creative?Effective?Structured?

� Howisthedebriefing?Isitwellstructured,e.g.dothefacilitatorsfollowthemodelofKolb?Doesthedebriefinghelptheparticipantstoachievethelearningpointsofthesession?

� possible�formats�of�feedback:��

� “I�message”:specificbehaviorofotherperson+“Ifelt/observedthat…”+wish/recommendationforfuture

� theforbidden“but”:Ireallyliked+AND�behavior+recommendation

� don’tforget:yourfeedbackshouldprovideusefulandconstructiveinformationfortheperson

yougivefeedbackto,andnotserveyourownpurposeofexpressingyourselforsteamingout!

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��LAB�PHASE:�ADAPT�AND�RUN�YOUR�OWN�NFL�SESSION!�

� Thetaskofthissessionis,asateamof2–4persons,toplananddeliveratrainingsessiontotherestofthegroup.Herearesomeguidelines:

1. Youreceiveanexistingsessionmodel that iscommonly found in trainingmanuals for international

youthwork.ItisbasedonA.D.Kolbsmodelofexperientiallearning.

2. The delivery of the session should be maximum around 60 minutes long, including the initialinstructingofparticipantsanddebriefing.

3. Everygroupmembershouldbeinvolvedinsomewayinpreparinganddeliveringthetrainingsession.

4. Thinkcarefullyaboutanddiscussjointlythefollowing:aimofyoursession,learningobjectives,target

group and respective needs, timing, venue, practical aspects, handouts, material, methods to beused,taskdivisioninthegroup,preparation,preventionofunforeseendevelopmentsandscenarios.

5. Planthesession indetail, thinkingcarefullyabouttherolesofthedifferentpeoplewhowilldeliver

thetrainingsession.

6. The target group should ideally be the participants you have at disposal as they are, but you can alsoinstructthemaboutasettingyousimulate(egyoungstersatalocalyouthclub)

7. Fill intogethertheprovidedsessionoutline,andproduceareportafterthedeliveryofthesession,

describingwhathappened,theoutcomes,yourobservationsandyourevaluationofthesession

8. Practise(rehearse)thedeliveryofyoursession,sothatyoureachclarityabouthowitwillwork.

� FORMAT�OF�EACH�LAB�PHASE�UNIT:�

max60minutes:sessionbylabphasetrainers

� Lab�phasetrainerspreparethespot(s)ofthesession� Lab�phasetrainersprovideinstructionstotheparticipants� Deliveryofsession� debriefing

ca30minutes:assessmentandfeedback:� lab�phasetrainersgotoseparateplaceandshortlydiscussamongthemselveshowitwent.Atthe

sametime,theparticipantsexchangeopinioninbuzzgroups(5minutes)� lab�phasetrainerscomebackandtellhowtheyfeelitwent� lab�phasetrainersreceivefeedbackfromparticipants� lab�phasetrainersreceivefeedbackfromtrainers� lab�phasetrainerssayhowtheyfeelafterthefeedback

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��LAB�PHASE:�DESIGN�AND�RUN�YOUR�OWN�NFL�SESSION!�

� Thetaskofthissessionis,asateamof2–4persons,toplananddeliveratrainingsessiontotherestofthegroup.Herearesomeguidelines:

1. EitheryouinventyourownNFLsession,oryoumodifycreativelyanexistingone.Youshouldplana

NFL session that, as much as possible, would be relevant and suitable for the needs of the targetgroup,foryourownworkorforinternationalyouthwork.ItshouldincludeanexperientialpartandadebriefingfollowingthemodelofA.D.Kolb.

2. Thetrainingsessionshouldbemaximumaround60minutes long, includingtheinitial instructingofparticipantsanddebriefing.

3. Everygroupmembershouldbeinvolvedinsomewayinpreparinganddeliveringthetrainingsession.

4. Thinkcarefullyaboutanddiscussjointlythefollowing:aimofyoursession,learningobjectives,target

group and respective needs, timing, venue, practical aspects, handouts, material, methods to beused,taskdivisioninthegroup,preparation,preventionofunforeseendevelopmentsandscenarios.

5. Planthesession indetail, thinkingcarefullyabouttherolesofthedifferentpeoplewhowilldeliver

thetrainingsession.

6. The target group should ideally be the participants you have at disposal as they are, but you can alsoinstructthemaboutasettingyousimulate(egyoungstersatalocalyouthclub)

7. Fill intogethertheprovidedsessionoutline,andproduceareportafterthedeliveryofthesession,

describingwhathappened,theoutcomes,yourobservationsandyourevaluationofthesession

8. Practise(rehearse)thedeliveryofyoursession,sothatyoureachclarityabouthowitwillwork.

� FORMAT�OF�EACH�LAB�PHASE�UNIT:�

max60minutes:sessionbylabphasetrainers

� Lab�phasetrainerspreparethespot(s)ofthesession� Lab�phasetrainersprovideinstructionstotheparticipants� Deliveryofsession� debriefing

ca30minutes:assessmentandfeedback:� lab�phasetrainersgotoseparateplaceandshortlydiscussamongthemselveshowitwent.Atthe

sametime,theparticipantsexchangeopinioninbuzzgroups(5minutes)� lab�phasetrainerscomebackandtellhowtheyfeelitwent� lab�phasetrainersreceivefeedbackfromparticipants� lab�phasetrainersreceivefeedbackfromtrainers� lab�phasetrainerssayhowtheyfeelafterthefeedback

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session name

type of activity

topic/keywords

aim, learning objectives, expected outcome or impact

duration (in minutes)

target group(s) and their needs

number of facilitators required, possible

group sizes

resources/material needed

description step-by-step

(content elements, methods,…)

instructions provided to participants

questions or help for debriefing

possible pitfalls

variations

additional remarks (eg feedback from experience, best

practice)

annex: required documents (e.g. ppps,

working sheet,…)

further resources or links

author and contact

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owner:

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GUIDELINES�(whattowrite?whattoobserve?)

�

�� Whatwerethemoststrikinglearningpointsforyouyesterday?

�� Whatshouldnotbeforgottenaboutfromwhatyoulearnedorobservedyesterday?

�� Whatwillorshouldyouchange,emphasizeonordo/implement inthefutureasaresultofwhatyouhavelearnedyesterday?Willyouinitiatesomeconcreteaction?Ifyes,whatandwithwho?

�

�

�

�

Additionally,youcanthinkofanddescribe...

� "activities"/situations/experiencesthatwentwellorweredifficult

� unexpectedproblemsorissues

� habitsorbehaviourthatyouhavenoticedinyourselforothers(whichhavesomerelevance)

� howyoufeelaboutthewayyouaredoingthingse.g.intermsofunderstanding,clarityofthought,strengthofactions,awareness,...

� howeffectiveyouaree.g.inusingfeedbackfromothers,achievinggoals,...

� anything else that feels of importance to you � even though you may not understand thesignificanceofit.

�

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�

8�KEY�COMPETENCES:�REFLECTION�(LifeLongLearning&usingtheYOUTHPASS)

��

Havealookatthequestionsbelow,andanswerthosequestionsrelevanttoyourlearningexperienceofyesterday.��1.�Communication�in�the�mother�tongue�

� WhenandhowwelldidIusemymothertongue?� WhatdifficultiesdidIexperienceincommunication?HowdidIovercomethosedifficulties?� WhatopportunitiesdidIhaveforusingmymothertongue?Howwelldidothers

understandme?� HowdidIadaptmylanguagetothelevelofpeoplewithwhomIwasspeaking?DidImake

otherpeoplefeelOK?��2.�Communication�in�foreign�language�

� WhenandhowwelldidIuseanotherlanguage?� WhatdifficultiesdidIexperienceincommunication?HowdidIovercomethosedifficulties?� HowcreativewasIinexplainingthingsifIdidnotfindthecorrectword?� DidIalsohaveagoatwritingflip�chartsetc–orwasIashamedtowrite?� Whataremyfutureplansregardinglearninganotherlanguage?

��3.�Mathematical�competence�and�basic�competences�in�science�and�technologies�

� WhendidIusemymathematicalcompetencesinthiscourse?� WhichpresentationskillsdidIdevelophere?� HowdidIapplymathematicalskillsine.g.divisionofgroups,insettingupbudgets,

calculatingthecostsofactivities,etc...� HowdidIintegrateyouthresearchresultsintomydiscussionswithothersinthecourse?� HowdoIintendtocontributetoyouthresearchoruseofyouthresearchresultsinmy

youthwork?� HowdidIdeducelogicalconclusionsbasedonpracticalarguments/experiences(deductive

approach)�howdidItesta‘theory’(theoreticalapproach)inpractice(inductiveapproach)� HowdidI(learnto)usetechnologyavailableforyouthwork–e.g.toolboxdatabases,

Polaroids,digitalcamerasforreporting,projections,newstyleflipcharts,youthworkmethodsinvolving‘objects’(cardgames,simulations,debriefing,…)

��4.�Digital�competence�

� WhatinformationsourcesdidIusetopreparemyselfforthiscourse?� TowhatextentdidIcommunicatewithotherparticipantsovertheinternetbeforethe

course?(OrdoIintendtousetheinternetforthispurposeafterthecourse?)� WhatdidIlearnaboutcomputeruseinothercountrieshere?� HowwillIworkwithyoungpeopletodevelopacriticalapproachtoknowledgeavailable

viatheinternetorothermeansofIT?� HowdidIlearntouseonlineresourcesformyyouthwork(toolbox,trainingcalendar,

mailinglists,findingpartners,etc.)?�

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��5.�Learning�to�learn�� Whatweremylearninggoalsforthiscourse?DidIreachthem?� HowdidIlearn?� Whichactivitiesinthecoursestimulatedmemostinmylearning?� Wheredidmytheoreticalknowledgeimprove?� WhichmethodsdidIusetoevaluatewhatIhavelearnt?� Whyisthisimportantformywork,myorganisation?� HowwillIusewhatIhavelearnt?

��6.�Social�and�civil�competences�

� Whatandhowwasmyinterculturallearningprocessduringthiscourse?� DidItakeinitiative,gotowardsothers,supportothers,beavailableforinformaltalksand

socialcontactshere?� WhenwasImostsuccessfulincommunicatingwithothershere?Whichsocial

competenceshaveIdevelopedduringthisevent?� WhatpartdidIplay(ifany)inhelpingtoresolveormanageconflictsinthegroup?Howdid

Iimprovemyabilitytoworkinateam?��7.�Sense�of�initiative�and�entrepreneurship�

� HowmuchwasIactivelyinvolvedinthecourse?� DidIfindouthowtoinfluencedevelopmentsinthecourse?DidIusethisknowledge?� WhendidIparticipateindecision�makingprocessesduringthisactivity?HowdidItakeinto

accountdifferentopinions(inworkinggroups,plenary,etc.)?� Howdidmyknowledgeofnationaland/orEuropeanstructuresincreasehere?� DidItakeupanytasksduringthecourse,didIproposethingsthatIcouldsharewiththe

group?� Howdidmyunderstandingofthepracticeandprinciplesofprojectmanagementincrease

inthiscourse?� WhendidItakeriskshere?AndwhatdidIlearnintheprocess?� WhatchancesdidItakeinexpressingmycreativityinusingnewknowledgeandskills

gainedduringthecourse?� HowwillIusetheconceptsofinnovationandriskmanagementinmyfutureyouth

projects?� DidIseeandseizeopportunitiesforco�operationornetworkingduringthecourse?DidI

makecontactsthatcouldbeusefulformyyouthworklater(commonprojects,etc.)?��8.�Cultural�awareness�and�expression�

� HowwillingwasItogetinvolvedinnewformsofculturalexperiencehere?� WhenwasIabletousedifferentmediaandformsofexpression(e.g.verbal,drawing,

body,…)toexpressmyselfduringthecourse?� WhichskillsdidIimprove?� HowdoIintendtoinvolveyoungpeopleinsuchculturalexpressioninthefuture?arus

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Training Methodology�Matrix

Method What�it�is How�it�Works When�to�Use

Lecture� Talkingtoagroupfrompreviouslypreparednotes.

Trainerorspecialistpresentsinformationonagivensubject.

Whenfewifanymembersofthegrouparefamiliarwiththesubjectandwhenalargeamountofinformationmustbepresented.

Discussion�� Minimumlectures,maximumgroupparticipation.Discussionofaproblemcommontoall.Conclusionreachedbylearnedrespondingtoguidedquestions.

Trainerusesprovocativequestionsorstatements,usuallypreparedinadvance,tostimulategroupthinkingandcontributionstoguidediscussion.

Grouphassomeknowledgeorexperienceinthesubject.

Panel�Discussion��

Oneormorespecialistpresentshorttalksonagivensubject,followedbyquestionsanddiscussion.

Trainer/moderatorintroducesspecialist,laterfacilitatesquestionsandanswerperiod.

Iftheviewpointofspecialistsservesadirecttrainingneed.

Buzz�Groups�� Alargegroupissplitintoseveraldiscussiongroupsfollowedbyreportsfromappointedchairpersonofeachsmallergroupandsummarybyrepresentative.

Individualexpression,poolingofmanyideas.Developsleadershipskills.Mixesinexperiencewithexperience.Permitsjoiningofideas.Allowsopinionstobeaired.

Cangetsidetracked.Dominationbyoneorfew.Questionsmustbeprovocative.

Simulations�� Extendedrole�playswithextensivedesign.

Groupsoflearnersaregivencriticaldataaboutasituation,maketheirdecisions,receivefeedback,andtakefurtheraction.

Forteam�buildingactivitiesorforseveralteamsatonce.

Role�plays�� Learnerstryoutbehaviorsinasimulatedsituationinalimitedamountoftime.

Teachingconclusionsisnotimportant,tryingoutbehaviorsis.Rolesfromlifecanbeswitched,allgivenachangetobothplayandobserve.

Tostimulateinvolvement,variety,reality,andspecificity;totryoutfearfulbehaviors,tocheckalternatives,withminimalrisk.

Jig�saws� Participantsputtogetherpiecestomakeacompleted"picture."

Individualsareeachgivenpartsofadesignororganizationandcreatea"whole,"examiningallpossiblealternatives.

Usefulinteachingproblem�solving,organization,orsynthesizingskills.

Case�studies�� Learnersreceiveprinteddescriptionofproblemsituation.

Selecteddetailadequateforaspecifiedoutcome(e.g.,decision,recommendation)isprovedwithanidentifiedoutcomeinmind.

Toavertthetendencytoavoidrealissuesbytalkingabouttheoryratherthanapplication.

Brainstorming�� Generatingamaximumnumberofideas,suspendingjudgmentforthemoment.

Generate,don´tevaluate;createnewideas;postallsuggestions.Analyzeaccordingtoagreed�uponcriteriaandplanaction.

Togeneratemanycreativeideasinagroupofatleast5�6.

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Icebreakers,�Warm�ups,�and�Inclusion�Activities�

Shortactivitywithparticipantswithaimtomaketheatmosphereinthegroupcomfortableandnonformal.

Makethemfun.Relatethemtothetopic,purpose,and/orexpectationsofthetrainingormeeting.Useanactivitythatworksfortheagendaandavailabletime

Atthebeginningofthetraining,forpurposesthatmayincludeoneormoreofthefollowing:

Encouraginginvolvementandactiveparticipation,Gettingthegroupacquainted,Facilitatingnetworking,Stimulatingthoughtaboutconcernsandexpectations,Settingthetoneforinteraction,Buildingteamworkandcooperation.

Group�work� Groupofparticipantsisdividedintothesmallergroupsandtheyareworkingonthesameordifferenttopic/task.

Establishthenormofequitybydoingawarm�upinwhicheachpersonspeaks.Bestgroupsizeis5�9.Discussionshouldbefacilitated.Recordonlargesheetsofpaperandputonwall.Brainstormingisagreatwaytogetalotofideasoutquickly.

Whendiscussionisimportantandeachpersonneedstobeheard.Whenthereisatasktoaccomplishoraproblemtosolve.

Open�space� Participantsoffersdiscussiontopicsandworkshopsandtheyareoperatedaccordingtheinterestoftheotherparticipants.Thismethodneedshighlevelofresponsibilityofparticipants.

Participants offers to the other participants which discussions or topics they would like to have in the program. According the interest is made a harmonogram of all the sessions. Sessions are leaded by the participants, there is a free discussion, participants can change the groups or create new groups. At the end, the results are presented to all the participants.

Method is good to use with the group of participants, which are used to work independently, it support responsibility of the participants to the results of the training.

Fish�Bowls�� Somememberssitinthecenter,whileothersobserve,latertoswitchplaces.Avitaltopicispickedforgroupaction.

Afterthefishbowlanditscontent,alldiscusstheexperiencetoreachfurtherconclusionsaboutgroupprocess.

Whenthereisgreaterconcernwithgroupprocessovercoursecontent.

Jig�saws� Participantsputtogetherpiecestomakeacompleted"picture."

Individualsareeachgivenpartsofadesignororganizationandcreatea"whole,"examiningallpossiblealternatives.

Usefulinteachingproblem�solving,organization,orsynthesizingskills.

Excursion� Plannedvisitduringthetraining,theaimistopresentthetopisinthepracticalfield.

Placesoftheexcursionsareselectedbythetrainersaccordingthetopicofthetraining.Usualytrainergivespracticalinstructionsbeforetheexcursionandafteritthereisadiscussionaboutitandunderliningtheconnectionstothetopicsofthetraining.

Participantscanseeinpracticethetheory,whichtheyaretalkingabout.Itgivesbetterviewaboutthetopicfortheparticipantsandalsotheinspirationforthefuture.

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activelistening



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multiple�intelligences�

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inte

llige

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type

inte

llige

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desc

ript

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typi

cal r

oles

, pre

fere

nces

, pot

enti

alre

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d ta

sks,

act

ivit

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or t

ests

pref

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arn

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styl

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1. L

ingu

isti

cw

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an

d la

ngu

age,

writ

ten

and

spok

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rete

ntio

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terp

reta

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and

expl

anat

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of id

eas

and

info

rmat

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via

lang

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, und

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p be

twee

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mm

unic

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n an

d m

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law

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rain

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cop

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h te

ache

rs, p

oets

, edi

tors

, lin

guis

ts,

tran

slat

ors,

PR

cons

ulta

nts,

med

ia c

onsu

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s, T

V an

d ra

dio

pres

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writ

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set

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stru

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spea

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edi

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writ

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wor

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a sp

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; co

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eve

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appl

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sitiv

e or

neg

ativ

e 's

pin'

to

a st

ory

wor

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nd

lang

uage

2. L

ogic

al -

m

ath

mat

ical

logi

cal t

hink

ing,

det

ectin

g pa

tter

ns, s

cien

tific

re

ason

ing

and

dedu

ctio

n; a

naly

se p

robl

ems,

pe

rfor

m m

athe

mat

ical

cal

cula

tions

, und

erst

ands

re

latio

nshi

p be

twee

n ca

use

and

effe

ct t

owar

ds a

ta

ngib

le o

utco

me

or r

esul

t

scie

ntis

ts, e

ngin

eers

, com

pute

r ex

pert

s, a

ccou

ntan

ts,

stat

istic

ians

, res

earc

hers

, ana

lyst

s, t

rade

rs, b

anke

rs

book

mak

ers,

insu

ranc

e br

oker

s, n

egot

iato

rs, d

eal-m

aker

s,

trou

ble-

shoo

ters

, dire

ctor

s

perf

orm

a m

enta

l arit

hmet

ic c

alcu

latio

n;

crea

te a

pro

cess

to

mea

sure

som

ethi

ng

diff

icul

t; a

naly

se h

ow a

mac

hine

wor

ks;

crea

te a

pro

cess

; de

vise

a s

trat

egy

to a

chie

ve

an a

im;

asse

ss t

he v

alue

of

a bu

sine

ss o

r a

prop

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num

bers

and

logi

c

3. M

usic

alm

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bilit

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war

enes

s, a

ppre

ciat

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and

use

of s

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; re

cogn

ition

of

tona

l and

rhy

thm

ic

patt

erns

, und

erst

ands

rel

atio

nshi

p be

twee

n so

und

and

feel

ing

mus

icia

ns, s

inge

rs, c

ompo

sers

, DJ's

, mus

ic p

rodu

cers

, pi

ano

tune

rs, a

cous

tic e

ngin

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, ent

erta

iner

s, p

arty

-pl

anne

rs, e

nviro

nmen

t an

d no

ise

advi

sors

, voi

ce c

oach

es

perf

orm

a m

usic

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iece

; si

ng a

son

g; r

evie

w

a m

usic

al w

ork;

coa

ch s

omeo

ne t

o pl

ay a

m

usic

al in

stru

men

t; s

peci

fy m

ood

mus

ic f

or

tele

phon

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stem

s an

d re

cept

ions

mus

ic, s

ound

s,

rhyt

hm

4. B

odily

-

Kin

esth

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body

mov

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anua

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terit

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phys

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agi

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and

bala

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eye

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bod

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danc

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dem

onst

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ctor

s, a

thle

tes,

div

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spo

rts-

peop

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oldi

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fire

-fig

hter

s, P

TI's

, per

form

ance

art

iste

s;

ergo

nom

ists

, ost

eopa

ths,

fis

herm

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river

s, c

raft

s-pe

ople

; ga

rden

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che

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cupu

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, adv

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jugg

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dem

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flip

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to e

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toss

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stat

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ergo

nom

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phys

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ex

perie

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and

mov

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ouch

an

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5. S

pati

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Vis

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visu

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pati

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inte

rpre

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mag

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pict

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pres

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tand

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latio

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mea

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etw

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spac

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t

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esig

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ph

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scu

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desi

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cos

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terp

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a pa

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room

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crea

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cor

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desi

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bui

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ack

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the

boo

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pict

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im

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spa

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nter

pers

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perc

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peop

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fee

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co

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unde

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the

rela

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hips

be

twee

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and

the

ir si

tuat

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, inc

ludi

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othe

r pe

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ther

apis

ts, H

R pr

ofes

sion

als,

med

iato

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eade

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coun

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oliti

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duca

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, sal

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lerg

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psyc

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each

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doc

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ca

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inte

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matrixofmethods


Ofman�core�quadrants�






learningstyles




��CVoftrainers

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Core qualities

(source: Daniel Ofman: 'Kwaliteit en bezieling in organisaties')

Quality� What do others appreciate about me? � What is natural for me? � What do I expect from others?

Trap� What others reproach me for?� What am I willing to accept in others?� What do I have a tendency to justify about myself?

Challenge� What am I missing in myself?� What do I admire in others, what am I jealous of?� What do other people wish for me?

Allergy� What annoys me about others?� What I would hate in myself?� What others advice me to put into perspective?arus

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Core qualities

(source: Daniel Ofman: 'Kwaliteit en bezieling in organisaties')

Toomuchof this quality

Trap

Allergy Challenge

Quality


Positiveopposite

Negativeopposite

Quality Trap

Allergy Challenge



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oppositearus

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��CVoftrainers

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PERSONAL�AND�PROFESSIONAL�DEVELOPMENT�PLAN�

name:

��STEP1��thinkaboutyourselfasatrainer,asaNFLpractitionerandasalearner:

�

What are the things you are good in? Which competencesdoyouhave?Whatdoyougetgoodfeedbackfor?Whatdootherpeoplevalueandappreciateinyou?

What are your not so strong points? Which competencesyou need to develop further? What do you want to workon?

��STEP2��accordingtoyouranswersontheprevioustwoquestions,pleaseformulateyourlearninggoalsandobjectives:

��

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��STEP3��howwillyouachieveyourlearningobjectives?

LearningObjective: Howwillyoureachthislearningobjective?Whichconcretestepsareyougoingtotake?Whichsupportwillyouneed?

Whenwillyouhavereachedyourlearningobjective?

arus

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debriefing






LearningDiary

matrixofmethods


Ofmancorequadrants






learningstyles




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ning

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ACT

IVE�

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GO

nav

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hear

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do

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arus

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k@gm

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Focu

sing

onpa

rtic

ipan

tsFo

cusi

ngo

npa

rtic

ipan

tsC

onsi

dera

tions

:-P

artic

ipan

tsne

eds

and

expe

ctat

ions

–be

fore

and

at t

he

begi

nnin

g

-Rec

ogni

tion

of p

artic

ipan

ts p

rior k

now

ledg

e –

usin

g it

as re

sour

ce

-Res

pons

ibilit

y fo

r the

lear

ning

pro

cess

–w

hat p

artic

ipan

ts s

houl

d

lear

n? W

ho d

eter

min

es it

?

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upsi

zean

dde

velo

pmen

t

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of e

nviro

nmen

t,sp

ace

and

reso

urce

s of

the

grou

p

-Str

uctu

rean

dfle

xibi

lity

in th

e pr

ogra

m p

repa

ratio

n

-Tim

epl

anni

ng

arus

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om

Sele

ctin

gM

etho

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lect

ing

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hods

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the

chos

enm

etho

din

line

with

the

valu

esth

atar

eIs

the

chos

enm

etho

din

line

with

the

valu

esth

ata

re

tran

smitt

edin

the

cont

enta

ndb

yth

eai

ms

ofth

ele

arni

nga

ctiv

ity?

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the

met

hod

deliv

erth

eob

ject

ives

spe

cifie

dfo

rth

it

fth

ti

it

t?

this

sta

geo

fthe

trai

ning

str

ateg

y?

arus

.wor

k@gm

ail.c

om

Sele

ctin

gM

etho

dsSe

lect

ing

Met

hods

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n ch

oosi

ng m

etho

ds, t

he tr

aine

r sho

uld…

…–

Be

conf

iden

tand

conv

ince

dab

outt

hem

etho

dB

eco

nfid

enta

ndco

nvin

ced

abou

tthe

met

hod

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ave

expe

rienc

edth

e m

etho

d fu

lly

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e ab

le to

ant

icip

ate

the

outc

omes

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lso

deal

with

une

xpec

ted

pp

ones

–Tr

y no

t to

use

met

hods

that

mig

ht c

ause

feel

ings

in p

artic

ipan

ts o

r

the

grou

p w

hich

can

not b

e de

alt w

ith d

urin

g th

e le

arni

ng a

ctiv

ity

–A

ccep

t tha

t som

e pe

ople

may

not

wis

h to

par

ticip

ate

in a

par

ticul

ar

exer

cise

–H

ave

a ca

refu

lly w

orke

d ou

t stra

tegy

for d

ebrie

fing

and

feed

back

,

whi

ch c

an a

lso

be a

dapt

ed to

dea

l with

une

xpec

ted

outc

omes

arus

.wor

k@gm

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om

Opp

ortu

nitie

sto

lear

nO

ppor

tuni

ties

tole

arn

Pers

onal

Valu

es–

Con

vict

ions

–Pe

rcep

tions

Pers

onal

Valu

esC

onvi

ctio

nsPe

rcep

tions

Do

not o

pen

the

Pand

oras

’ Box

!!!

arus

.wor

k@gm

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om

arus

.wor

k@gm

ail.c

om

Prog

ram

flow

Prog

ram

flow

-W

elco

me,

intr

oduc

tion

and

gett

ing

tok

now

eac

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her

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g

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roup

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ase

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arin

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peri

ence

sg

p

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ceiv

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lear

ning

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ski

llsan

dun

dert

akin

gne

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expe

rien

ces

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naly

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and

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tore

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atio

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nclu

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clo

sure

-Ev

alua

tionar

us.w

ork@

gmai

l.com

arus

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k@gm

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om

Eval

uatio

nEv

alua

tion

1.Ex

-ant

e ev

alua

tion:

Thi

s is

eva

luat

ion

carr

ied

out a

fter

idtif

ith

ti

id

dd

ii

tht

ii

iden

tifyi

ngth

etra

inin

g ne

eds

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desi

gnin

gth

etra

inin

gpr

ogra

m fo

r the

act

ivity

. At t

his

stag

e th

e as

sum

ptio

ns a

nd

need

s on

whi

ch th

e pr

ogra

m is

bas

ed a

nd th

e pr

ogra

m d

esig

n its

elf s

houl

d be

eva

luat

ed a

nd if

nec

essa

ry a

dapt

ed o

r fin

e-tu

ned

2.O

ngoi

ng e

valu

atio

n: T

his

eval

uatio

n is

don

e du

ring

the

train

ing

activ

ity. T

he p

rogr

am is

revi

ewed

on

a da

ily b

asis

to

see

if it

answ

ers

the

need

s an

d su

ccee

ds in

reac

hing

the

defin

ed o

bjec

tives

(exa

mpl

es in

clud

e da

ily e

valu

atio

n gr

oups

, m

id-te

rm e

valu

atio

n, o

ral a

nd w

ritte

n fe

edba

ck fr

om

parti

cipa

nts,

etc

.)p

p,

)

arus

.wor

k@gm

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om

Eval

uatio

nEv

alua

tion

3. T

erm

inal

(fin

al) e

valu

atio

n: Im

plem

ente

d at

the

very

end

of t

he

ti

iti

itTh

if

ith

tif

tii

tth

itra

inin

g ac

tivity

. The

mai

nfo

cus

isth

e re

actio

ns o

f par

ticip

ants

,the

irap

prai

sal o

f the

lear

ning

out

com

es, e

valu

atin

g th

e at

tain

men

t of t

he

goal

s an

d ob

ject

ives

, and

so

forth

(exa

mpl

es in

clud

e ev

alua

tion

ques

tionn

aire

spr

esen

tatio

nsby

parti

cipa

nts

oral

eval

uatio

nvi

sual

ques

tionn

aire

s,pr

esen

tatio

nsby

parti

cipa

nts,

oral

eval

uatio

n,vi

sual

eval

uatio

n, p

lann

ing

team

eva

luat

ion)

4.Ex

-pos

teva

luat

ion:

This

eval

uatio

nis

also

know

nas

impa

ct4.

Expo

stev

alua

tion:

This

eval

uatio

nis

also

know

nas

impa

ctev

alua

tion.

It is

per

form

ed a

t lea

st 6

mon

ths

afte

r the

act

ivity

and

mai

nly

focu

ses

on th

e pe

rcei

ved

pers

onal

dev

elop

men

t of t

he p

artic

ipan

ts. T

he

mai

n go

al is

to c

heck

the

kind

s of

impa

ct th

e tra

inin

g ac

tivity

had

on

the

parti

cipa

nts

and

how

that

impa

ct is

refle

cted

in b

oth

pers

onal

term

s an

d its

regi

stra

tion

in th

eir o

rgan

isat

ions

as w

ell (

exam

ples

incl

ude

in-d

epth

re

sear

ch, e

valu

atio

n qu

estio

nnai

re, a

sses

smen

t of e

ntire

org

anis

atio

nset

c.).

arus

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k@gm

ail.c

om

Gro

uplif

eG

roup

life

arus

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k@gm

ail.c

om

arus

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arus

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Cou

ncil

of E

urop

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Eur

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mew

ork

for y

outh

pol

icy

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ncil

of E

urop

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Euro

pean

Cou

ncil

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w.c

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aini

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ills

+ kn

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titud

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lity

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arus

.wor

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Life

Lon

g Le

arni

ng (L

LL):

8 K

ey C

ompe

tenc

es

1.C

omm

unic

atio

n in

mot

her t

ongu

e;2.

Com

mun

icat

ion

in fo

reig

n la

ngua

ges;

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athe

mat

ical

com

pete

nce

and

basi

c co

mpe

tenc

es in

sc

ienc

e an

d te

chno

logy

;4.

Dig

ital c

ompe

tenc

e;5.

Lear

ning

to L

earn

;6.

Soc

ial a

nd c

ivic

com

pete

nces

;7.

Sen

se o

f ini

tiativ

e an

d en

trepr

eneu

rshi

p;8.

Cul

tura

l aw

aren

ess

and

expr

essi

on;

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activelistening



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LearningDiary

matrixofmethods


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competences�of�non�formal�learning�practitioners�

learningstyles




��CVoftrainers

arus

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k@gm

ail.c

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Eur

opea

n P

ortfo

lio fo

r you

th w

orke

rs a

nd y

outh

lead

ers

wor

king

in th

e co

ntex

t of n

on-fo

rmal

edu

catio

n / l

earn

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(200

7)

•us

ing

colle

gial

and

par

ticip

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etho

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usin

g di

vers

ity a

s a

posi

tive

lear

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akin

g cr

itica

lly re

flect

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ncre

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e ab

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n or

der b

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to

faci

litat

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e le

arni

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ontin

uous

ly

to im

prov

e th

eir q

ualit

y•

know

ledg

e ab

out y

oung

peo

ple’

s liv

es a

nd

cultu

res

(in E

urop

e, in

the

wor

ld)

arus

.wor

k@gm

ail.c

om

Pre

tty e

t al.

1995

•A

n ab

ility

to s

how

app

rova

l and

acc

epta

nce

of p

artic

ipan

ts•

An

abilit

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brin

g th

e gr

oup

toge

ther

and

to c

ontro

l it w

ithou

t lim

iting

or

dam

agin

g it

•A

sty

le o

f tea

chin

g an

d co

mm

unic

atin

g w

hich

gen

erat

es a

nd u

ses

the

idea

s an

d sk

ills

of th

e pa

rtici

pant

s•

Kno

wle

dge

and

expe

rienc

e of

the

subj

ect m

atte

r•

Org

anis

ing

abili

ty, s

o th

at re

sour

ces

are

avai

labl

e an

d lo

gist

ical

ar

rang

emen

ts s

moo

thly

han

dled

•S

kill

in id

entif

ying

and

reso

lvin

g pa

rtici

pant

s pr

oble

ms

•E

nthu

sias

m fo

r the

sub

ject

and

cap

acity

to p

ut it

acr

oss

in a

n in

tere

stin

g an

d en

gagi

ng w

ay•

Flex

ibili

ty in

resp

ondi

ng to

par

ticip

ants

’ cha

ngin

g ne

eds

arus

.wor

k@gm

ail.c

om

T-ki

t #6

on in

terc

ultu

ral t

rain

ers:

pro

cess

•O

rgan

isat

iona

l and

lear

ner n

eeds

ass

essm

ent:

the

mot

ivat

ions

of t

he o

rgan

isat

ion

and

of th

e pa

rtici

pant

s, th

eir l

earn

ing

styl

es,

need

s ac

cord

ing

to th

e gr

oup

cons

titut

ion

(cul

tura

l bac

kgro

und,

gen

der,

etc.

)

•Tr

aini

ng d

esig

n:–

Aim

s an

d ob

ject

ives

(acc

ordi

ng to

the

need

s as

sess

men

t)–

Con

tent

: rel

ated

to a

ims,

nee

ds a

nd g

roup

con

stitu

tion.

–P

rogr

am d

esig

n an

d m

etho

dolo

gy: s

elec

tion

and

sequ

enci

ng o

f the

m

etho

ds a

ccor

ding

the

parti

cipa

nts’

lear

ning

sty

les

and

need

s.

•P

rogr

am im

plem

enta

tion:

del

iver

ing

the

prog

ram

me,

aw

aren

ess

of tr

aine

r rol

es a

nd g

roup

dyn

amic

s, a

dequ

ate

debr

iefin

g.

•P

rogr

am e

valu

atio

n: d

urin

g an

d af

ter i

mpl

emen

tatio

n.

arus

.wor

k@gm

ail.c

om

T-ki

t #6

on in

terc

ultu

ral t

rain

ers:

per

sona

l

•co

gniti

ve a

nd b

ehav

iora

l fle

xibi

lity

•C

ultu

ral i

dent

ity: h

avin

g a

deve

lope

d se

nse

of o

ne’s

ow

n cu

ltura

l id

entit

y•

Tole

ranc

e of

am

bigu

ity: b

eing

abl

e to

wor

k w

ith u

nfor

esee

n si

tuat

ions

and

con

test

ed m

eani

ngs

in tr

aini

ng a

nd w

ith p

artic

ipan

ts•

Pat

ienc

e•

Ent

husi

asm

and

com

mitm

ent

•In

terp

erso

nal a

nd c

omm

unic

atio

n sk

ills

(incl

udin

g te

amw

ork)

•O

penn

ess

to n

ew e

xper

ienc

es a

nd p

eopl

e•

Em

path

y•

Res

pect

•S

ense

of h

umor

arus

.wor

k@gm

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om

T-ki

t #6

on in

terc

ultu

ral t

rain

ers:

tech

nica

l

•Th

eore

tical

and

pra

ctic

al k

now

ledg

e ab

out

pres

enta

tion,

vis

ualis

atio

n an

d do

cum

enta

tion

•U

se o

f vis

ualis

atio

n ai

ds (o

verh

ead,

flip

char

t,...)

arus

.wor

k@gm

ail.c

om



activelistening



coaching


debriefing






LearningDiary

matrixofmethods


Ofmancorequadrants






learning�styles�




��CVoftrainers

arus

.wor

k@gm

ail.c

om

Lea

rnin

g St

yles

and

Mul

tiple

Inte

llige

nces

Get

ting

To K

now

You

r Pa

rtici

pant

s!

arus

.wor

k@gm

ail.c

om

Wha

t are

the

type

s of

le

arni

ng s

tyle

s?•

Visu

al L

earn

ers:

le

arn

thro

ugh

seei

ng...

•ne

ed to

see

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lly

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nd th

e co

nten

t of a

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on

•te

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pre

fer s

ittin

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the

front

of

the

clas

sroo

m to

avo

id v

isua

l ob

stru

ctio

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eopl

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head

s)•

may

thin

k in

pic

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arn

best

from

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ispl

ays

incl

udin

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diag

ram

s, il

lust

rate

d te

xt b

ooks

, ov

erhe

ad tr

ansp

aren

cies

, vid

eos,

fli

pcha

rts a

nd h

and-

outs

•of

ten

pref

er to

take

det

aile

d no

tes

to

abso

rb th

e in

form

atio

n.

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Wha

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type

s of

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tyle

s?•

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arn

thro

ugh

liste

ning

...•

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st th

roug

h ve

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lect

ures

, di

scus

sion

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lkin

g th

ings

thro

ugh

and

liste

ning

to w

hat o

ther

s ha

ve to

sa

y•

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rpre

t the

und

erly

ing

mea

ning

s of

sp

eech

thro

ugh

liste

ning

to to

ne o

f vo

ice,

pitc

h, s

peed

and

oth

er

nuan

ces

•w

ritte

n in

form

atio

n m

ay h

ave

little

m

eani

ng u

ntil

it is

hea

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ofte

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nefit

from

read

ing

text

alo

ud

and

usin

g a

tape

reco

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type

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le

arni

ng s

tyle

s?•

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ile/K

ines

thet

icLe

arne

rs:

lear

n th

roug

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mov

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doi

ng a

nd

touc

hing

...•

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n be

st th

roug

h a

hand

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ap

proa

ch, a

ctiv

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expl

orin

g th

e ph

ysic

al w

orld

aro

und

them

•m

ay fi

nd it

har

d to

sit

still

for

long

per

iods

•m

ay b

ecom

e di

stra

cted

by

thei

r ne

ed fo

r act

ivity

and

exp

lora

tion

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Wha

t Are

the

Type

sof

Mul

tiple

Inte

llige

nces

?•

Verb

al/L

ingu

istic

Inte

llige

nce

abili

ty to

use

wor

ds a

nd

lang

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ve h

ighl

y de

velo

ped

audi

tory

sk

ills•

are

gene

rally

ele

gant

spe

aker

s•

thin

k in

wor

ds ra

ther

than

pic

ture

s•

Thei

r ski

lls in

clud

e:lis

teni

ng, s

peak

ing,

writ

ing,

sto

ry

tellin

g, e

xpla

inin

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achi

ng, u

sing

hu

mor

, und

erst

andi

ng th

e sy

ntax

an

d m

eani

ng o

f wor

ds,

rem

embe

ring

info

rmat

ion,

co

nvin

cing

som

eone

of t

heir

poin

t of

view

, ana

lyzi

ng la

ngua

ge u

sage

Pos

sibl

e ca

reer

inte

rest

s:

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urna

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writ

er, t

each

er, l

awye

r, po

litic

ian,

tran

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or

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Wha

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Type

s of

Mul

tiple

Inte

llige

nces

?•

Visu

al/S

patia

lIn

telli

genc

e•

abili

ty to

per

ceiv

e th

e vi

sual

•te

nd to

thin

k in

pic

ture

s an

d ne

ed to

cr

eate

viv

id m

enta

l im

ages

to re

tain

in

form

atio

n•

enjo

y lo

okin

g at

map

s, c

harts

, pi

ctur

es, v

ideo

s, a

nd m

ovie

s.•

Thei

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lls in

clud

e:pu

zzle

bui

ldin

g, re

adin

g, w

ritin

g,

unde

rsta

ndin

g ch

arts

and

gra

phs,

a

good

sen

se o

f dire

ctio

n, s

ketc

hing

, pa

intin

g, c

reat

ing

visu

al m

etap

hors

an

d an

alog

ies

(per

haps

thro

ugh

the

visu

al a

rts),

man

ipul

atin

g im

ages

, co

nstru

ctin

g, fi

xing

, des

igni

ng

prac

tical

obj

ects

, int

erpr

etin

g vi

sual

im

ages

Pos

sibl

e ca

reer

inte

rest

s:

navi

gato

rs, s

culp

tors

, vis

ual a

rtist

s,

inve

ntor

s, a

rchi

tect

s, in

terio

r de

sign

ers,

mec

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eers

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Wha

t Are

the

Type

sof

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tiple

Inte

llige

nces

?•

Logi

cal/M

athe

mat

ical

Inte

llige

nce

abili

ty to

use

reas

on,

logi

c an

d nu

mbe

rs•

thin

k co

ncep

tual

ly in

logi

cal a

nd

num

eric

al p

atte

rns

mak

ing

conn

ectio

ns b

etw

een

piec

es o

f in

form

atio

n•

ask

lots

of q

uest

ions

and

like

to d

o ex

perim

ents

•Th

eir s

kills

incl

ude:

prob

lem

sol

ving

, cla

ssify

ing/

ca

tego

rizin

g in

form

atio

n, w

orki

ng

with

abs

tract

con

cept

s, h

andl

ing

long

cha

ins

of re

ason

to m

ake

loca

l pr

ogre

ssio

ns,d

oing

con

trolle

d ex

perim

ents

, que

stio

ning

abo

ut

natu

ral e

vent

s, p

erfo

rmin

g co

mpl

ex

mat

hem

atic

al c

alcu

latio

ns, w

orki

ng

with

geo

met

ric s

hape

s

Pos

sibl

e ca

reer

pat

hs:

Sci

entis

ts, e

ngin

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, com

pute

rpr

ogra

mm

ers,

rese

arch

ers,

ac

coun

tant

s, m

athe

mat

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ns

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Wha

t Are

the

Type

sof

Mul

tiple

Inte

llige

nces

?•

Bod

ily/K

ines

thet

icIn

telli

genc

eab

ility

to c

ontro

l bod

y m

ovem

ents

and

han

dle

obje

cts

skill

fully

•ex

pres

s th

emse

lves

thro

ugh

mov

emen

t•

have

a g

ood

sens

e of

bal

ance

and

ey

e-ha

nd c

o-or

dina

tion.

(e.g

. bal

l pl

ay, b

alan

cing

bea

ms)

•in

tera

ctin

g w

ith th

e sp

ace

arou

nd

them

, the

y ar

e ab

le to

rem

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r an

d pr

oces

s in

form

atio

n.

•Th

eir s

kills

incl

ude:

danc

ing,

phy

sica

l co-

ordi

natio

n,

spor

ts, h

ands

on

expe

rimen

tatio

n,

usin

g bo

dy la

ngua

ge, c

rafts

, act

ing,

m

imin

g, u

sing

han

ds to

cre

ate,

ex

pres

sing

em

otio

ns th

roug

h bo

dy

Pos

sibl

e ca

reer

pat

hs:

Ath

lete

s, p

hysi

cal e

duca

tion

teac

hers

, da

ncer

s, a

ctor

s, fi

refig

hter

s, a

rtisa

ns

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Wha

t Are

the

Type

sof

Mul

tiple

Inte

llige

nces

?•

Mus

ical

/Rhy

thm

icIn

telli

genc

eab

ility

to p

rodu

ce a

nd

appr

ecia

te m

usic

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ink

in s

ound

s, rh

ythm

s an

d pa

ttern

s•

imm

edia

tely

resp

ond

to m

usic

eith

er

appr

ecia

ting

or c

ritic

izin

g w

hat t

hey

hear

•ar

e ex

trem

ely

sens

itive

to

envi

ronm

enta

l sou

nds

(e.g

. cric

kets

, be

lls, d

rippi

ng ta

ps)

•Th

eir s

kills

incl

ude:

sing

ing,

whi

stlin

g, p

layi

ng m

usic

al

inst

rum

ents

, rec

ogni

zing

tona

l pa

ttern

s, c

ompo

sing

mus

ic,

rem

embe

ring

mel

odie

s,

unde

rsta

ndin

g st

ruct

ure/

rhyt

hm o

f m

usic

Pos

sibl

e ca

reer

pat

hs:

mus

icia

n, d

isc

jock

ey, s

inge

r, co

mpo

ser

arus

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Wha

t Are

the

Type

sof

Mul

tiple

Inte

llige

nces

?•

Inte

rper

sona

l Int

ellig

ence

abili

ty to

rela

te a

nd u

nder

stan

d ot

hers

•try

to s

ee th

ings

from

oth

er p

eopl

e's

poin

t of

view

•se

nse

feel

ings

, int

entio

ns a

nd m

otiv

atio

ns•

grea

t org

aniz

ers

•m

aint

ain

peac

e in

gro

up s

ettin

gs a

nd

enco

urag

e co

-ope

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n•

use

both

ver

bal a

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on-v

erba

l lan

guag

e •

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r ski

lls in

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ese

eing

thin

gs fr

om o

ther

per

spec

tives

, lis

teni

ng, e

mpa

thy,

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andi

ng o

ther

pe

ople

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elin

gs, c

ouns

elin

g, c

o-op

erat

ing

with

gro

ups,

not

icin

g pe

ople

's m

oods

, m

otiv

atio

ns a

nd in

tent

ions

, com

mun

icat

ing,

bu

ildin

g tru

st, p

eace

ful c

onfli

ct re

solu

tion,

es

tabl

ishi

ng p

ositi

ve re

latio

ns

Pos

sibl

e C

aree

r Pat

hs:

Cou

nsel

or, s

ales

pers

on, p

oliti

cian

, bu

sine

ss p

erso

n

lf

arus

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Wha

t Are

the

Type

sof

Mul

tiple

Inte

llige

nces

?•

Intr

aper

sona

l Int

ellig

ence

abili

ty to

sel

f-ref

lect

and

be

awar

e of

one

's in

ner s

tate

of

bein

g•

try to

und

erst

and

thei

r inn

er

feel

ings

, dre

ams,

rela

tions

hips

with

ot

hers

, and

stre

ngth

s an

d w

eakn

esse

s•

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r Ski

lls in

clud

e:R

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nizi

ng th

eir o

wn

stre

ngth

s an

d w

eakn

esse

s, re

flect

ing

and

anal

yzin

g th

emse

lves

, aw

aren

ess

of

thei

r inn

er fe

elin

gs, d

esire

s an

d dr

eam

s, e

valu

atin

g th

eir t

hink

ing

patte

rns,

reas

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ith

them

selv

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stan

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thei

r rol

e in

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tions

hip

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Car

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rs, t

heor

ists

, phi

loso

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s

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FLY – Facilitating Learning for Youth

International Training Course

“FLY – Facilitating Learning for Youth”

11th - 19th September 2010 Nizhniy Novgorod, Russia

�� SURVIVAL GUIDE ��

CONTACT INFORMATION “SFERA” movement

Natalia Chardymova Tel: 007 831 4304703, 4304740

(office hours from 10:00 till 18:00 Moscow time) Fax: 007 831 4304913

Mob: 007 920 043 18 01 [email protected], [email protected]

Skype: Natalia_chardymova

INTERREGIONALYOUTHSOCIALMOVEMENT“SFERA”

NIZHNYNOVGORODREGIONALGOVERNMENT

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�� FINANCIAL CONDITIONS: � Participation fees: � Participants from EU countries – 80 EUR, participants from non-EU countries –

40 EUR. Participation fees will be deducted from the travel reimbursement.

� Travel reimbursement: o 70% of travel costs (up to the defined maximum reimbursement for each

country).

Country Defined costs, EUR Maximum travel reimbursement (75%), EUR

Armenia 500 350 Ukrain 450 315

Germany 500 350 France 500 350

The Netherlands Poland 500 350 Estonia 500 350 Slovakia 500 350 France 500 350 Belgium Russia

NB! Travel reimbursement for all participants will be paid via bank transfers after the organizers (SFERA) receive the originals of participants’ tickets. The organizers do understand that travel costs of some of the participants could be higher than the defined costs, however the project budget has been planned almost a year ago, and now we have to act in the realities we have. There will be no exceptions with the sum of travel reimbursement and/or participation fee.

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�� TRAVEL INFORMATION In spite of the fact that there is an international airport in Nizhny Novgorod, we expect that the most of participants will arrive to Moscow. Thus, if you plan your travel to Nizhny Novgorod from Moscow, please read carefully the following information: �� Arriving by plane to Moscow: Sheremetyevo, Domodedovo and Vnukovo - airports in Moscow are served by most of the international airline companies. More information about Moscow airports:

� Sheremetyevo airport: http://www.sheremetyevo-airport.ru/ � Domodedovo airport: http://www.domodedovo.ru/en/ � Vnukovo airport: http://www.vnukovo.ru/eng/

NB! Please don't change all your money in the Airport, but only for your travel to Moscow city (10-20 Euro not more). You can change it in Moscow city, it will be more beneficial for you (1 Euro costs 42 - 45 rubbles). And please change them at Currency Exchange only. When you are in a metro you need to buy a metro-ticket (it costs 26 rubles one way). � HOW TO GET TO MOSCOW TRAIN STATIONS FROM AIRPORTS If you arrive to SHEREMETYEVO airport you can take a bus or Aeroexpress: If you are taking a bus: Go out of the Airport building and take a bus or mini-bus to metro-station “Rechnoy Vokzal” (�� ) or Planernaya metro station (� ��). To get the metro station Rechnoy vokzal (�� ) you need to take a bus # 851 or mini bus # 148 To get the metro station “Planernaya” you need the bus # 817 or mini bus # 149. The mini bus costs 50-60 rubles (1,5-2 EUR), the bus costs 25-30 rubles (70-80 cents). In fact they come almost every 5 minutes so you’ll not wait for a long time! If you bought your train ticket in advance, please check in your booking the name of the train station you need. It should be Kurskiy, Kazanskiy or Yaroslavskiy train stations (trains to Nizhny Novgorod leave only from these train stations). If you need Kurskiy vokzal: From metro station “Rechnoy vokzal”: If you need Kurskiy train station (�� ) please take a green line (the only line you can take from this station) and change it at station “Belorusskaya” (�� ). Take the circle line (direction to the station “Novoslobodskaya” (�� ) and pass 3 stations, get out on the forth "Kurskaya" (��). Get out and actually you are at Kurskiy Voksal (train station). From metro station “Planernaya”: Please take a purple line – the only possible from Planernaya metro station and change the train at Barrikadnaya (��) metro station for the circle line

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(direction Kurskaya station). Pass 4 stations, the 5th one will be Kurskaya. Get out and actually you are at Kurskiy Voksal (train station). If you need Kazanskiy vokzal or Yaroslavsiy vokzal: From metro station “Rechnoy vokzal”: Please take a green line (the only line you can take from this station) and change it at station “Belorusskaya” (�� ). Take the circle line (direction station “Komsomolskaya” (�� ) and pass 2 stations, get out on the third "Komsomolskaya" (�� ). Get out and you are at the Komsomolskaya place. Here you will find three train stations, please follow the indications and you will find Kazanskiy Voksal (train station) and Yaroslavskiy vokzal (train station). From metro station “Planernaya”: Please take a purple line – the only possible from Planernaya metro station and change the train at Barikadnaya metro station for the circle line (direction Komsomolskaya metro station). Pass 3 stations, the fourth one will be Komsomolskaya. Get out and you are at the Komsomolskaya place. Here you will find three train stations, please follow the indications and you will find Kazanskiy Voksal (train station) and Yaroslavskiy vokzal (train station). You can also take AEROEXPRESS train from Sheremetyevo to Beloruskaya metro station (�� ) http://svo.aero/en/aeroexpress/

From Sheremetyevo (Terminal E, F) you can catch Aeroexpress at:

05:00, 06:30, 07:00, 07:30, 08:00, 08:30, 09:00, 09:30, 10:00, 10:30, 11:00, 11;30, 12:30, 13:00, 13:30, 14:00, 14:30, 15:00, 15:30, 16:00, 16:30, 17:00, 17:30, 18:00, 18:30, 19:00, 19:30, 20:00, 20:30, 21:00, 21:30, 22:00, 22:30, 23:00, 23:30, 00:00, 00:30, 01:00

E-ticket (buy here www.aeroexpress.ru):

� Economy class: 300 Rub. (adult) is about 7,5 euro � Business class: 500 Rub. (adult), is about 16 euro

After you reach Belorusskaya train station you follow the signs and go to a metro station which is also called Belorusskaya – it is already a brown (circle) line so you just take a metro train with the right direction � to your train Station where your train to Nizhniy Novgorod will be waiting for you (it could be Komsomolskaya - Yaroslavskyi and Kazanskiy voksal or Kurskaya – the voksal is also called Kurskyi ).

If you look at Moscow metro map you need to take the right direction to get to any of the Train stations where the train for Nizhniy is waiting for you. �

If you arrive to DOMODEDOVO airport:

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In order to reach the city from Domodedovo airport you can choose the most convenient for you means of transport among the following key options:

1. AEROEXPRESS TRAIN AEROEXPRESS TRAIN is a comfortable train that goes non-stop from Moscow, Paveletsky station, to Domodedovo airport and from Domodedovo airport to Moscow, Paveletsky station. Journey time: 40-50 minutes Fare: 300 rubles (about 7,5 EUR) More detailed information on the AEROEXPRESS TRAIN: Timetable for the AEROEXPRESS TRAIN: http://www.domodedovo.ru/en/main/getting/1/aero/1/ Where to buy a ticket for the AEROEXPRESS TRAIN: http://www.domodedovo.ru/en/main/getting/1/aero/2/ Free-of-charge travel on the AEROEXPRESS TRAIN: http://www.domodedovo.ru/en/main/getting/1/aero/3/

2. COMMUTER TRAIN This train goes from Moscow, Paveletsky station to Domodedovo airport and from Domodedovo airport to Moscow, Paveletsky station, with all stops en route. Time of journey – 1 hour 10 minutes. Fare: 72 rub (about 1,5 EUR)

COMMUTER TRAIN Schedule

Paveletsky Terminal (Moscow center) – Domodedovo Airport – Paveletsky Terminal

Paveletsky Terminal – Domodedovo airport

Domodedovo airport – Paveletsky Terminal

depature arrival stops depature arrival stops 4:51 6:00 all 5:01 6:18 except: ZIL 6:24 7:34 all 6:18 07:34 all 7:20 8:37 all 7:10 8:21 all 8:22 9:55 all 8:10 9:26 except: bulatnikovo

10:38 11:58 all 9:10 10:20 all 13:39 14:58 all 10:15 11:37 all 15:37 16:49 all 12:15 13:36 all

16:50 (*) 17:59 all 15:18 16:54 except: chertanovo, moskva-tovarnaya

18:04 19:25 all 17:08 18:25 all 20:38 21:55 except: leninskaya 18:15 (*) 19:30 all 20:38 21:55 except: leninskaya 20:17 21:34 all 22:44 23:57 all 23:07 00:21 all

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* - from Monday to Friday. 3. EXPRESS BUSES

Modern Scania express buses travel from Domodedovo airport to Domodedovskaya metro station. Travel time: 25-30 minutes. Service fee: about 60 rubles (about 1,3 EUR). Luggage carriage is free of charge. Ticketing: one may acquire a bus ticket in the passenger terminal, near the 0 (zero) counter at the domestic arrivals area. Bus stop: at the right wing of the Domodedovo passenger terminal. Bus service: from 6.00 to 24.00 Departure: every 15 minutes

4. SHUTTLES There is a shuttles service between the Domodedovskaya underground station and the airport. Official carriers: "AutoRoad" & "Elex Polus" Journey time: 25-30 minutes. Fare: about 80 RUB Ticket: payment for a journey should be made to the driver when boarding a taxi. There is no additional luggage payment. Timetable: from 6.00 to 24.00 Taxi stops: - at the right wing of the Domodedovo airport, in front of the arrivals exit of the Russian airlines; - at Domodedovskaya underground station, from the first or last carriage of an underground train approaching from the center, turn right in the subway and take the right from stairs up to the exit. The taxi stand is just near these exits. How to get to Kurskiy/Kazanskiy/Yaroslavskiy vokzals (train stations) from Paveletskaya metro station: Get a metro-ticket (costs 26 rubles). At Paveletskaya metro station you have to take brown circle line (koltsevaya liniya). If you need Kazanskiy / Yaroslavskiy train station, just pass 2 stops and get out, there is the Komsomolskaya metro and Kazanskiy /Yaroslavskiy train station. If you need Kurskiy train station, get out on the second "Kurskaya" (��). Get out and actually you are at Kurskiy Voksal (train station). How to get Kurskiy/Kazanskiy/Yaroslavskiy vokzals from Domodedovskaya metrostation: Please take a metro at the metro station Domodedovskaya (green line - the only possible line from this station) and change a train at Paveletskaya metro station for the circle line. At the Paveletskaya metro station you have to take brown circle line (koltsevaya liniya). If you need Kazanskiy train station, just pass 2 stops and get out, there is the Komsomolskaya metro and Kazanskiy train station. If you need Kurskiy train station, get out on the second "Kurskaya" (��). Get out and actually you are at Kurskiy Voksal (train station). If you arrive to VNUKOVO airport: http://moscowguide.rbcsoft.ru/ru/trip_planning/transport/airports/vnukovo/

http://www.vnukovo-airport.ru/

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From the airport "Vnukovo" your could go by bus, by route taxi or by train in case to reach different metro stations of Moscow.

�705� goes till the metro station "Oktyabrskaya" («��»). The trip takes 35—40 minutes and costs about 100 rubles and 10 rubles for a luggage place.

Buses �611 and �611C and route taxi � 45 and � 611 � go till the metro station "Yugo-zapadnaya" («��-��»)

For bus �611 you could buy ticket at the ticket office at the bus stop or from the driver. (15 - 25 rubles). It is an ordinary public bus, so it stops at every bus stop on the route. The trip till the "Yugo-zapadnaya" takes about 25—30 minutes. Working hours - 5.30—0.50.

The bus � 611� is express so it stops at bus stops only according to passenger request. It goes every 10—15 minutes. Working hours: 6.00—11.00, 15.30— 20.00 (Monday- Friday), 6.00—19.30 (Saturday - Sunday).

Route taxi � 45 and � 611 �. Comfortable minibuses Ford go every 15—20 minutes and cost about 70 and 10 rubles for laggage. Working hours 7.00— 23.00. Trip takes about 10—15 minutes, but could differ because of traffic.

Train «�$��$��» goes till the metro station "Kievskaya" (�. ��) and Kievskij train station. Underground train station is about 50 meters from the terminals Vnukovo. The trip takes about 35 minutes and cost for adults about 200 rubles.

Vnukovo Moscow

7:55 8:35

8:55 9:30

9:55 10:30

10:55 11:30

11:55 12:30

13:30 14:08

14:53 15:30

16:55 17:30

17:55 18:30

18:55 19:30

19:55 20:30

20:55 21:30

22:12 22:47

00:01 00:37

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How to get to Kurskiy/Kazanskiy/Yaroslavskiy vokzals (train stations) from the metro station "Oktyabrskaya" («�� »): Get a metro-ticket (costs 26 rubles). In the "Oktyabrskaya" («�� ») metro station you have to take brown circle line (koltsevaya liniya). If you need Kazanskiy / Yaroslavskiy train station, just pass 4 stops and get out at the fives one, there is the Komsomolskaya metro and Kazanskiy /Yaroslavskiy train station. If you need Kurskiy train station, get out on the fourths station "Kurskaya" (��). Get out and actually you are at Kurskiy Voksal (train station). How to get to Kurskiy/Kazanskiy/Yaroslavskiy vokzals (train stations) from the metro station "Yugo-zapadnaya" («��-�� »): Get a metro-ticket (costs 26 rubles). In the "Yugo-zapadnaya" («��-��») metro station you should take a red line the only possible from this station and go till “Park Kultury metro station. Their please change a train for the brown circle line (koltsevaya liniya). If you need Kazanskiy / Yaroslavskiy train station, just pass 5 stops and get out at the sixes one, there is the Komsomolskaya metro and Kazanskiy /Yaroslavskiy train station. If you need Kurskiy train station, get out on the fives station "Kurskaya" (��). Get out and actually you are at Kurskiy Voksal (train station). How to get to Kurskiy/Kazanskiy/Yaroslavskiy vokzals (train stations) from the metro station “Kievskaya" (�. �� ): Get a metro-ticket (costs 26 rubles). In the “Kievskaya" (�. ��) metro station please take the brown circle line (koltsevaya liniya). If you need Kazanskiy / Yaroslavskiy train station, just pass 5 stops and get out at the sixes one, there is the Komsomolskaya metro and Kazanskiy /Yaroslavskiy train station. If you need Kurskiy train station, get out on the fives station "Kurskaya" (��). Get out and actually you are at Kurskiy Voksal (train station).

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�� MOSCOW METRO MAP

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�� HOW TO GET NIZHNY NOVGOROD FROM MOSCOW Nizhny Novgorod train station is named Gor’kij (Gorkiy - ��#) in the time table of Russian railways Most of you arrive to Moscow on 19th of September. In this case we recommend you to take a night train to Nizhniy Novgorod, it leaves Moscow at 22.45 and 23.35 and arrives to Nizhniy Novgorod at 6 or 7 am on September 11th. Please let us know the exact time of your arrival and departure, and we organize that somebody from SFERA met you in the train station and bring to the venue. How to read the timetable and the information in the ticket: � +�<�=> �Q� is a Kurskiy train station (�� ) – Kurskaya metro station. � +�<�=> �>[ is Kazanskiy train station (�� ) – Komsomolskaya metro station. � M�<�=> \� is Yaroslavskiy trainstation (\�� ) – Komsomolskaya metro station. You can check this train schedule and choose the best train for your arrival to Nizhny Novgorod. We also advise you to buy train tickets beforehand on-line using the bank cards (e.g. Visa, MasterCard etc.). The web page is http://ticket.rzd.ru. However it is available only on Russian.

We can help you to buy tickets via internet and send it to you. !!!For this we need to know your travel details in advance!!!

If you prefer or have to buy tickets at the train station, just before the journey please call Natalia Chardymova or write an sms, because we would like to know, when we can meet you. Her number is: +79200431801. All the participants will be met in the airport or train station, but we need to know in advance the exact time of your arrival.

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�� THE VENUE The first day of the TC will take place in Nizhniy Novgorod in Zarechnaya hotel, because we want to show you our nice city�! The rest of the training course will take place in 10 kms away from very ancient town Gorodets next to a lake called “Gorkovskoe more” Participants will live in double rooms; there is a restaurant where we will have breakfast, lunch and dinner. �� SOME PICTURES OF OUR NICE VENUE

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�� USEFUL INFORMATION

Russian Federation Information about the country

Additional info - http://www.infoplease.com/ipa/A0107909.html

Geography Russian Federation (RF) or Russia is situated in Eurasia continent, part – in East Europe and part – in North Asia. RF is the biggest state in the world. Its territory is about

17 075 000 square kilometers. The capital of Russia is Moscow. Political system Russia is a Federal Republic. The head of the state is the President elected based on general election for 4 years (present – Dmitry Medvedev). The head of the executive authority is the Chairman of the government - the Prime minister (present – Vladimir Putin). Legislature is a two-chamber Parliament - Federal Assembly, which consists of the State Duma and the Council of Federation. Population The total population is about 150 millions people (55% - woman and 45% - man). Russia is a multinational state. The state language overall territory of the country is Russian, however local inhabitants are guaranteed to safe their own local languages (such as Tatarskiy, Chuvashskiy, Mordovskiy etc.) There are different religious in Russia. The most popular is Orthodox; inhabitants of multinational Russia also profess Islam, Catholicism, Buddhism etc. Whether The climate of Russia is rather various because of huge territory of the country, however on the most part of territory it is continental or moderately continental with long cold winter and in the short not hot summer. Normal temperature in April for the central part (Moscow and Nizhniy Novgorod) is about +5, +8 degree. However the variety of temperatures can be very wide. Before you are leaving, we strongly recommend you to check the weather throw the net (http://meteo.infospace.ru/cities/html/index.ssi). Time Russia is lasting throw 11 time zones. The local time: in Moscow GMT +3:00 in Nizhniy Novgorod GMT + 3:00 Currency Official currency is Rubble. 1 Rubble consists of 100 Kopecks. The average exchange rate: 1 EUR = 39-41 Rubbles, 1 USD = 30-31 Rubbles. arus

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Moscow Information about the city

Additional info - www.moscow-guide.ru Moscow is the capital and largest city of Russia, the country’s leading political, cultural, economic, and transportation center. Moscow lies on the Moscow River in the west central European part of Russia. The Russian emperors, or tsars, made Moscow their base of rule until 1712, when

the capital was moved to Saint Petersburg. Moscow was restored as Russia’s capital in 1918, and it served as the capital of the Union of Soviet Socialist Republics (USSR) from 1922 until 1991. Moscow proper has a population of more than 12 millions. The area of Moscow is 994 square kilometers.

Nizhniy Novgorod Information about the city

Additional info – http://admgor.nnov.ru/english/

Unlike Moscow and St. Petersburg, with their large numbers of Westerners, Nizhniy Novgorod offers insights into life in Russia's heartland. In previous centuries, Nizhniy Novgorod was a commercial hub of Russia. Located at the confluence of the Oka and the Volga rivers, Nizhniy Novgorod has been an economical and cultural center of

the whole Volga Federal District. The total area of N. Novgorod exceeds 410 square kilometers. With its more than 1,5 million population the city is the 4th biggest city in Russia. N. Novgorod, which was known as Gorki from 1932 to 1990 has gone back to its pre-revolutionary name. It was a closed city for the past 45 years; it was also known to Westerners as the city to which Andrei Sakharov was exiled. At the same time we can say that Nizhniy Novgorod can be proud for completely different world famous handcrafts.

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activelistening



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��CVoftrainers

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hosting of an international training course (© MarCus Vrecer)

GUIDELINES

1) BOARD AND LODGING, INFRASTRUCTURE

VENUE

The venue should have one room that is big enough for plenary (30 persons), and it should have locations for smaller working groups (4X). It doesn’t matter if the venue is in the city or on the country side. The standard of the venue can be quite low, e.g. showers and toilets can be shared, people can be put in rooms for 4 or 6 persons etc, as long as it is cosy. The trainers should however have quiet single rooms. Furthermore, one room should serve as office and meeting room for the trainers. It is of advantage if the surroundings of the venue allow for outdoor activities. Furthermore, if some participants should have special requirements resulting for instance from a disability, the venue should also meet these requirements (but this is seldom the case and should be communicated well in advance). The price of the venue should be along the lines of the budget provided by the organiser.

FOOD

The food can be provided by the venue, or it can be prepared by volunteers. Also the participants themselves can be involved in preparing the food, but then there should be a pre-made plan what food to make what day (including cooking instructions). At least one meal per day should be a warm meal. Furthermore, there should be two coffee breaks per day, where water, coffee and tea, as well as some fruits and cookies or local snacks are served. Also coffee break can either be provided by the venue, or be prepared by volunteers (mostly cheaper). Some participants might be vegetarians or have another type of dietary restriction. The price of the food should be along the lines of the budget provided by the organiser.

INFRASTRUCTURE

at least one permanent support person on the spot, in charge of all practical arrangements (to make photocopies and scans, to collect all invoices of travel from participants, to take pictures or make video, to take pictures of all flipcharts, to collect all electronic materials from participants, to burn DVDs, to go shopping, to be there for emergencies, to serve as a translator, to prepare coffee breaks if not provided by venue, to take care of people arriving late or departing earlier, toarrange the excursion, to set up the office, etc)

possibility to make photocopies recommended but optional: sim-cards and pre-paid phone cards for mobile phones of local/national

providers for trainers recommended but optional: access to internet recommended but optional: a car

2) THINGS TO PREPARE & ARRANGE / SERVICES TO PROVIDE

BEFORE THE ACTIVITY

compose technical information letter (what to bring, information on the weather, currency, visa, useful phrases, contact person, emergency contact, address of venue, how to get there, pick-up and departure arrangements, visa requirements, medical requirements, safety advises, …)

make photocopies of electronic materials sent by trainers if applicable: issue invitation letters, help with visa applications find local/national extra participants (also to replace last minute cancellations by international

participants) arrange a programme for excursion/free afternoon/local dinner arrange pick-up and departure of participants, also for people off-schedule(!), incl. possible extra accommodation prepare etiquettes to put on folders (name of activity, venue and dates, organiser(s) and host(s), donor(s), logos) arrange venue for prep-meeting (2 – 4 persons, 2 or 3 days prior to the activity, place to sleep and office

infrastructure: internet, printer, computer, photocopies) try to get additional funding or benefits in kind (e.g. notepads, maps, T-shirts, sim-cards etc), maybe also

by involving the local community (mayor, school, church, …) try to do some PR (can also be locally)

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DURING THE ACTIVITY

set-up office and try everything out (projector, scanner, computer, printer, install codecs, etc…) make room list (divide participants by gender, but mix nationalities) 30 welcome packages (= folder including information on hosting organisation, on venue, a map, tourist information, a

participant list, a day-to-day programme, a pen, a notepad, a name tag, a room list, instructions for reimbursement, an envelopefor reimbursement, etc)

prepare welcome party (snacks, cups, drinks, …) at official opening: give welcome, explain the house-rules, explain about country (location, culture etc),

explain technicalities (drinking water, internet, smoking, excursion, reimbursement, departure etc) everything described for the permanent support person (see above) accounting and bookkeeping of costs on the spot, grouped by items, together with organiser

AFTER THE ACTIVITY

closing of accounting and bookkeeping of costs on the spot, grouped by items, together with organiser

3) LIST OF MATERIALS !!! please try to provide as much as possible from what you already have in your organisation, and try to get as many benefits in kind as possible. buy only what is really not possible to be provided in other ways. when you buy things, please stay along the lines of the budget provided by the organiser !!!

ELECTRONICS

projector (beamer) for laptop 2 laptops (at least one with dvd burner, one laptop is for participants and presentations etc, make sure laptops have word, excel,

acrobat, powerpoint, music player, video player, and all updated codecs for playing music and videos) printer + extra toner/cartridge scanner 2 power distributors (at least 3 plugs/sockets each) sound system that can be connected to a laptop/computer 50 blank DVDs digital camera (photo or video)

PAPER AND STATIONARY

flipchart + lots of flipchart paper (200) flipchart markers in different colours (4 colours, at least 5 each) 50 normal pens (blue or black), 1 set of colour pens, 1 set of crayons scissors, stapler + staples, hole punch, paper clips,glue, ruler 5 X adhesive tape (the broad type, that can be removed from walls without damaging it) 30 note pads 30 folders or loose leaf binders (to put the handouts, participants list etc) A4 paper in different colours, min 4 colours, min 50 each post-it in different colours, min 3 colours, min 100 each “little sticky circles” in different colours printable etiquettes 30 envelopes, already marked with address of hosting organisation for reimbursement of travel costs 1 folder for documents + 50 sheet protectors (for all documents and invoices)

FURTHER MATERIALS

name tags string, rope (string min 50 meters, rope min 5 meters) football or equivalent, 3 tennis balls or equivalent plastic cups, napkins lighter, bottle opener, knives, cutting board party decoration: balloons, candles, etc… some games: dice, cards, UNO, Mafia, … 50 clothes pins first aid kit food (soft drinks and alcohol) and snacks for welcome party and farewell party if coffee breaks or meals are not provided by the venue, then buy food accordingly

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MarCus�VRECER�

Weglgasse1/10,Schwechat2320,Austria+43.(0)650.4042390,[email protected]

born18.12.1973inVienna,Austria

EDUCATION�HISTORY��

� Matura(AHSSchwechat,Schwechat2320,Austria),A�Level

� University:o AlmaMater(Vienna1010,Austria):Romanistics�&�Cognitive�Sciences��

(currentlywritingthesisforMasterdegree)

� Furthereducation:o Human�Resources�Management�in�NGOs�o Training�for�Trainers�ininternationalyouthwork�o Management�(focusonfinances,marketingandCSR)�

LANGUAGES��

� mothertongue:german�� fluent:english,�Spanish�� conversational:french,�portuguese

EMPLOYMENT�HISTORY�

Employments

� 1997�1998:Grenzenlos(Heiligenstädterstrasse2,Vienna1090,Austria):o Project� Development� Manager:� Building up of a regional co�ordination point for the European

Commission’sProgramme„EuropeanVoluntaryService“forEasternAustria,mainlyVienna

� 1998�2000,2001�2003:Grenzenlos(Heiligenstädterstrasse2,Vienna1090,Austria)/City�of�Vienna:o Co�ordinating�Board�of�Directors:� internationalmobilityprogrammeMELANGE(www.melange.at).

MELANGE isaprogramme that is implementedonbehalfandwith the financial supportof theCityofVienna,makingusemainlyoftheEuropeanCommission’sProgrammeYouthinAction(formerYOUTH).Itcomprizesofyoungpeopleaged1830going to another country to engage in community services and thus promote active citizenship, solidarity, inclusion andintercultural learning. The volunteering projects can last from one week to twelve months. Special emphasis is put on theactive participation of young people with fewer opportunities and on cooperation with Southern and Eastern countries.Together with a further colleague, it was my responsibility to coordinate the programme and all stakeholders involved,including Human Resources Management, Financial Management, Strategic Management, Marketing, Training andAdministration.

� 2003�2006:Grenzenlos(Heiligenstädterstrasse2,Vienna1090,Austria)/City�of�Vienna:o Project�Manager:�internationalmobilityprogrammeMELANGE(www.melange.at)

FocusonProjectDevelopment,ExternalRepresentation,Marketing,Budgeting,andTraining.

Freelance

� UNESCO�Austria(Universitätsstrasse5,Vienna1010,Austria):o Conception and facilitation of a two�day� workshop� on� „World� Heritage“� at occasion of an

internationalUNESCOConferenceonthesametopic(Graz,Austria,2000)o Conception and facilitation of aproject� development�workshop� at occasion of UNESCO Austria’s

event„50yearsofAssociatedSchoolProject(ASP)“(Vienna,Austria,2003)

� Intercultural�Center(Lindengasse41/10,Vienna1070,Austria):o Elaboration and facilitation of 3 separate 5�day�training� courses� in the frame of Youthnet�SEE.

Theaimof these trainingcourseswas toprovide trainingon�how�to� implement� transnational�volunteering�and�exchange�activities,andtoofferaforumforpartnershipbuildingbetweenorganisationsfromtheEUandfromSouthEasternEurope.ThetargetgroupwereyouthworkersandprojectmanagersatNGOs.

� Sofia/Bulgaria2001,Igalo/Montenegro2001,Belgrade/Serbia2002

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� European�Association�of�the�International�Cultural�Youth�Exchange�(ICYE�EA)(VanElewyckStraat35,2ndfloor,BE1050Bruxelles,Belgium):

o Trainer� in� international� 7�day� training� courses� targeting� at� youth,� youth� workers� and� project�managers�in�NGOs:

� „YouthattheEndofaMillenium“,Mexico1998� „PedagogicalToolsinNon�Formal�Education“,Morroco1999� „EuropeanVoluntaryServiceintheArabicregion“,Egypt2000� „AToolboxforConflictResolution“,Iceland2004� „SHOROUK–EuroMediterraneanPartnershipBuilding“,Italy2007

� Austrian�Federal�Ministry�of�Social�Affairs�(FranzJosefsKai51,Vienna1010,Austria):o Leader�of�an�Austrian�youth�delegation�intheframeofthe„InternationalDevelopmentExchange“

programme(INDEX)2000(Japan,June/August2000)o Leader�of�an�Austrian�expert�delegation intheframeofthe„YoungCoreLeadersofCivilSocietyGroups

DevelopmentProgram“,2005.MeetingofsocialexpertsfromgovernmentandcivilsectorbetweenJapanandothercountries.Tackledissues:elderly,peoplewithdisabilities,youth(Japan,February1�152006)

o Research,�conception�and�elaboration�ofapowerpointpresentationon„TheThirdSectorinAustria“

� Various�NGOs�and�networks�o Conception� and� facilitation� of� international� 7�day� training� courses� targeting at youth, youth

workersandprojectmanagersinNGOs:� „Integrationofpeoplewithdisabilitiesinint’lvolunteeringactivities“,CostaRica2004� „Quality,visibility,sustainability–managementtoolsforNGOs“,Austria2006� „NewYouth,newmanagement–atthedawnofanewgeneration“,Ukraine2006� „ContactMakingEastWest–catchtheEVSropes“,Georgia2006� „PIMPmyNGO“,CzechRepublic2007� „M3–management,marketingandmoneyforNGOs”,2times:Greece2007,Moldova2008� „FLY–facilitatinglearningforyouth–anadvancedTrainingforTrainers”,3times:CzechRepublic2008,

Armenia2009,Georgia2009� „It’sonlyhuman–humanresourcesmanagement,communicationandleadership“,Bulgaria2008� „FM4NGOs–FinancialManagementforNGOs”,Iceland2008� “buildingstairsofquality”,Georgia2008

� Manyfold jobs in the area of graphic� design� and� marketing (conception of and counseling regardingCorporateIdentities,redactionandlayoutingofbrochures,illustrationofmanuals,...)

VOLUNTEERING�ACTIVITIES�&�ACHIEVEMENTS:�

� 1992/93:intercultural�exchange�year�to�Bolivia,volunteeringinsocialandecologicalprojects

� 1994�2005: manyfold� activities� and� responsibilities� for� the� association� ICYE� Austria� (an association forinterculturalexchangeprogrammesaimingatpeaceeducationandpersonalgrowth)

o chairmanofassociationo externalrepresentationo trainingofco�workerso programmedevelopmento conceptionandfacilitationofworkshopsandmeetings

� Pedagogical� embedding� and� training� of� Austrian� and� international� participants� in international exchangeprogrammesandvolunteeringactivities(egEVS,ICYE,INDEX,...)

o mentorshipo pre�departureandon�arrivaltrainingcourseso midterm�andfinalevaluationmeetings,trainingcoursesforreturnees

� 2006�present:board�member�of�the�European�Association�of�the�“International�Cultural�Youth�Exchange”��

TECHNICAL�&�ARTISTIC�SKILLS�

Computerskills

� officeapplications,imageprocessing,DTP,audioengineering,internet

Otherskills�

� graphicdesign&typography,drivinglicense,divinglicense(PADI),variousmusicinstruments,internationalcuisine

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Curriculum Vitae

GIORGI KAKULIA Date of Birth: November 5, 1983 Place of birth: Sokhumi, Georgia Citizenship: Georgian

Mobile Phone: +995 99 964599 E-mail: [email protected] Address: 37, Chavchavadze Ave., Tbilisi 0162, Georgia

WORK EXPERIENCE

2002 - present Academy for Peace And Development (APD) Tbilisi, GeorgiaChief executive, President Main responsibilities:

� Managing projects on local/regional, national and international level for different target groups; � Organising Training Courses, Seminars, Conferences, Summer Camps and other youth-related activities; � Promoting and fundraising for the organisation, capacity development; � Supervising staff members and the daily activities of the organisation; � Conducting Training Courses for youth and youth workers on Conflict Management, Leadership,

Communication, Presentation techniques, HIV/AIDs, Gender issues, Drug Abuse, Domestic Violence, Project Management, Youth Participation, Volunteers project management, Forum Theatre, EVS training cycle etc.

Trainings conducted: � 2008: Training Course “Bigger Steps for Bigger Peace” (Bakuriani, Georgia) � 2008: Training Course “Training on EVS – improving projects quality with EuroMed region”(Arpino, Italy) � 2008: Training Course “Building Bridges in Conflict Areas” (Istanbul, Turkey) � 2008: Summer Camp “Sport Unites People – Regional Youth Camp” (Ureki, Georgia) � 2008: Training Course “Manage Your Project – Training For International Youth Projects” (Jdiar, Slovakia) � 2008: Partnership Building Activity “From Neighbour to Neighbour” (Gabala, Azerbaijan) � 2008: Contact Making Seminar “Better Cooperation for Better Future” (Tallinn, Estonia) � 2008: Training of Trainers “Facilitating Learning for Youth” (Opava, Czech Republic) � 2007: Training of Trainers on HIV/AIDs and Gender (Groningen, Netherlands) � 2007: Contact Making Seminar “For a Future to Come” (Kobuleti, Georgia) � 2007: Training Course on Leadership (Krakow, Poland) � 2007: Contact Making Seminar “Catch the EVS Rope” (Kobuleti, Georgia) � 2007: Contact Making Seminar “” (Tbilisi, Georgia) � 2006: Contact Making Seminar “Youth Across Europe” (Tbilisi, Georgia) � 2005: Summer Camp for Youth (Bakuriani, Georgia)

Projects implemented: � 2007 – 2009: Large scale project “For a Future to Come – International Youth Work on Conflict Management” � 2008 – 2009: Multilateral EVS project “Take Initiative - Volunteers for regional development in S. Caucasus” � 2006 – 2007: Multilateral EVS project “European Volunteers Supporting Civil Society and Local Community

Development in S. Caucasus” � 2008: Youth Exchange “Youth Against Racism and Xenophobia” (Kobuleti, Georgia) � 2008: Youth Exchange “Gather and Act” (Kobuleti, Georgia) � 2008: Training Course “Supra Limite – Young People For Future of Europe” � 2007: Contact Making Seminar “For a Future to Come - II” (Potsdam, Germany) � 2007: Contact Making Seminar “We Are Europeans” (Kobuleti, Georgia) � 2007: Training Course on Conflict Management (Kobuleti, Georgia) � 2006: Training Course “Youth Workers in Training – Improving Skills in Intercultural Youth Exchanges” � 2006: Youth Exchange “You and Me, Me and You” (Kluc, Bosnia and Herzegovina) � 2006: Youth Exchange “The Land of Medea” (Kobuleti, Georgia) � 2006: Youth Exchange “Biking Beyond Borders Goes East” (Batumi, Georgia) � 2006: Youth Exchange “Peace between the Cultures” (Kobuleti, Georgia) � 2005: Contact Making Seminar “East Meets West – For a Future to Europe” � 2005: Project “For Peaceful Future” � 2002-2006: Project “Education for Peace Building Alliance in Caucasus” � 2004: Project “Ticket to the world” � 2003-2004: Project “Future Without Conflicts” � 2003: Georgian – Abkhaz Summer Peace Camp (Macka, Turkey) � 2002-2004: Long-term program “Young Leaders for Peace and Development in Southern Caucasus”

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2006 - 2008 Iv. Javakhishvili Tbilisi State University Sokhumi Branch, Exact science department

Tbilisi, Georgia

Contracted Lecturer � Mathematics Calculation Methods – tutoring undergraduate students

2005 - present Norwegian Refugee Council (NRC) Peer to Peer, Youth Education Program

Tbilisi, Georgia

Trainer � Conducting training courses for youth groups on gender awareness and HIV/AIDS prevention; � Conducted 16 two-day long Training Courses for University students and school pupils.

2004 - present SALTO Eastern Europe and Caucasus Resource Centre Tbilisi, Georgia Multiplier, EVS training coordinator

� Conducts workshops, presentations, consultations for youth and youth workers on YiA programme � Coordinates and conducts EVS trainings cycles in Georgia.

2004 - 2006 Association “Image Pro” Tbilisi, Georgia Vice-president

� Managing administrative and financial/tax related tasks; � Working with donors, preparing project and budget proposals. Supervising project staff; � 2004-2006: Project “IDP youth club”, funded by the Norwegian Refugee Council.

2005 - 2006 Academy For Educational Development (AED) General Education and Accreditation Programme (GEDA)

Tbilisi, Georgia

IT Specialist � Computer systems and LAN administration.

2002 – 2004 Academy For Educational Development (AED) Young Leaders For Peace And Development In Southern Caucasus

Tbilisi, Georgia

Program Assistant (Part-Time) � Coordination of the YLPD training program for 510 Georgian and Abkhaz youth; � Management and monitoring of youth clubs and trainings;

2001 – 2004 Association “Third Age” Tbilisi, Georgia Financial, Administrative and IT Manager (Part-Time)

� Managed operational, technical, administrative and financial/tax related tasks; � Worked with donors and other governmental and non governmental institutions; � Prepared proposals and budgets for various donors and supervised their implementation; � 2001-2004: Project “Art-School Studio for IDP youth and adult“; � 2003-2004: Project “Georgian Art Instruments and Reality“.

2001 –2004 Iv. Javakhishvili Tbilisi State University Sokhumi Branch Tbilisi, Georgia Head of the Young Scientist Club of Faculty / Member of Faculty Council

� Planned scientific competitions, events and conferences including the Students’ Republican Conference in the Computer Sciences;

� Thesis on “Dynamic Structures in the Computer Science Area”; � Thesis on “Microprocessors classification and development history”; � Participated in the decision making process of the faculty.

1999 – 2002 Foundation “Aphkhazetis Momavali” (FAM) Tbilisi, Georgia Administrative Assistant (Volunteer)

� Assisted manager completing operational and technical tasks; � Assisted the trainers in Small Business and Conflict Management trainings � Established and worked as a trainer of Mathematics in Weekend School for IDP children.

EDUCATION

2004 – 2006 Iv. Javakhishvili Tbilisi State University Sokhumi Branch Department of Sciences

Tbilisi, Georgia

MA� Master of Mathematics, with distinction

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2000 – 2004 Iv. Javakhishvili Tbilisi State University Sokhumi Branch Department of Mathematics and Computer Sciences

Tbilisi, Georgia

BA � Bachelor of Informatics and Teacher of Informatics and Mathematics, with distinction

01-02.2002 Training Centre “Well-Regulated Accounting” - Specialisation Course Tbilisi, Georgia � “International accounting standards and tax system”, Diploma

1989-1993 Sh. Rustaveli Sokhumi State Secondary School #1 Sokhumi, Georgia 1994-2000 N. Muskhelishvili Tbilisi State Secondary School #55 Tbilisi, Georgia

� Completed the whole course of secondary education, Diploma

1996 – 1999 Computer Training Centre “Mziuri” - Specialisation Course Tbilisi, Georgia � Computer sciences basic course and programming languages advanced course, Diploma

NON-FORMAL EDUCATION (Training Courses, Seminars and Workshops) 2.2008 Training Course “Youth NGOs in Media” Bakuriani, GE 5.2007 Seminar “Lets meet our neighbours and the world” Marly le Roi, FR 2.2007 Training Course “Youth against racial discrimination” Rotterdam, NL 10.2006 Training Course “European citizenship” Krakow, PL 05.2006 Seminar “Cultural diversity and minority youth participation” Coventry, UK 04.2006 Seminar “Organization of the intercultural youth exchanges” St. Petersburg, RU 10.2005 Seminar “Development of cooperation on EVS” Sheki, AZ 09.2005 Seminar “How to overcome barriers of cooperation” Baku, AZ 11.2004 Seminar on sustainable transport development – Biking Beyond Borders Groningen, NL 2004 - 2005 Norwegian Refugee Council (NRC) - Training for Trainers Tbilisi, GE� Training courses on Gender; Drama in Education; HIV/AIDs; Art Therapy, Stress Management

and Leadership; Communication and Presentation Skills; Forum theatre. � Advanced Training of Trainers Course.

01.2005 Mostar Friedensprojekt e. V. / Practical job experience Potsdam, DE

SALTO Eastern Europe and Caucasus Resource Centre 09.2007 08.2006

Training of Trainers on EVS training cycle Simeiz, UA Poronin, PL

� Training of Trainers course, focused on EVS training cycle, project monitoring. 08.2006 11.2006

Long-term Training of Youth Trainers Lviv, UA Strasbourg, FR

� Long-term training of trainers course for trainers working in the youth field. 04.2004 Contact-Making Seminar “GO EAST” - Seminar on Int. youth work Warsaw, PL 09.2004 Training Course “EVS4U” - Training on European Voluntary Service Wroclaw, PL 12.2004 02.2005

Long-term Training Course “Factory of Multipliers” Sochevka, PL Warsaw, PL

� EU YOUTH Programme philosophy and quality standards. Planning, implementing, evaluating multiplying activities and developing the network of multipliers in EECA.

10.2002 Horizonti Foundation / management skills development Course Tbilisi, GE Academy for Educational Development (AED)

1999 - 2001 Young Leaders for Peace and Development in Southern Caucasus Tbilisi, GE � English, Computer; Conflict management; NGO and Small Business development classes; � Georgian-Abkhaz Summer Peace Camp (Tsakhkadzor, Armenia).

SKILLS IT skills: Ms Windows and office programmes, various digital design programmes. Languages: Georgian – Native, Russian – Fluent, English – Fluent Valid driving license

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MICHAL ŠĽACHTA Date of birth: 8th march 1981 Place of birth: Prešov, Slovakia Age: 28 years Adress: Michal Šľachta Železničiarska 3 080 01 Prešov Slovakia GSM phone: 00421 911 548 548 e-mail: [email protected] skype: politeasm

Appetiser � Hi, my name is Michal and I am working as a trainer since 2006. My main topics are youth democracy, participation and citizenship, human rights, Roma youth work, intercultural learning, project management, international youth work and Youth in Action program. I am working in international youth field since 2004. Experiences with international projects, youth exchanges, trainings and European voluntary service. Currently I am working in Regional Youth Center Košice, where I am responsible for all the international activities and projects, training strategy of our center and for the strategy of non-formal learning in Kosice region.

Current occupation: Centrum volneho casu – Regionalne centrum mladeze CVC - Regional youth center Kosice Strojarska 3 040 01 Kosice SLOVAKIA - full time job: international activities responsible, training strategy responsible, trainer

WORK EXPERIENCE:

2007 - still continue Regional Youth Center Kosice responsible for international activities trainer Experiences of trainer and project manager in Regional youth center: - You are democracy, 7 trainings for students school councils,Slovakia, 2008-2009 - Seminar about nonformal education, Slovakia, 19th May 2009 - It´s your choice - use your voice, 1.3 youth democracy project, Slovakia (Italy, Greece, Sweden), 2009 - Youth Voter Participation: Involving today´s Young in Tommorow´s democracy, international seminar, Slovakia, 15th-20th June 2009 - Kompas = 5 human rights trainings, Slovakia, 2008-2009 - You are Europe, 3 x trainings about european citizenship and european institutions, Slovakia, 2009 - Training of trainers, 2phases training, Slovakia, march-april 2009 - Seeing is believing, youth exchange, Slovakia, 13th-19th July 2008 - We are Europeans, international seminar about european citizenship, Slovakia, 25th - 30th May 2008 - Democracy in youth life, youth exchange, Slovakia, september 2007 2006 - still continue Iuventa - NA Youth in Action trainer (free lance) Trainings for Iuventa - Slovak youth institute - EVS on-arrival training, 23rd-27th september 2009 - OPPORTUNITY, contact making seminar for Roma organizations, 24th - 28th June 2009 - EVS predeparture training, 20th-23rd June 2009, Slovakia - EVS midterm training, 25th-29th May 2009, Slovakia - Roma youth leaders training, 15th-17th May 2009, Slovakia - Participation of young people in public life, 22nd-24th April 2009, Slovakia

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- Empowering of Roma youth in participation, 27th Feb- 1st March 2009, Slovakia - EVS on-arrival training, february 2009, Slovakia - Roma youth leaders training, february 2009, Slovakia - Democracy LOG in, training about 1.3 youth democracy projects, 5th-9th NOV 2008, Slovakia - Let´s learn together, international training for Roma leaders, 25th - 29th june 2008, Slovakia - European dimension in youth projects, 27th-29th March 2008, Slovakia - European citizenship training, 18th-20 January 2008, Slovakia - Youth for Europe, training about youth exchanges, 17th-19th October 2007 - European voluntary service acreditation training, 29th - 31st march 2007, Slovakia - Active participation training, 10th-12th December 2006, Slovakia - Project management in youth projects, 21st - 23rd September 2006, Slovakia 2008 - still continue Eurodesk Slovakia Information worker, European Youth Portal team member - SYTYKIA - workshops to rise european awareness for young people, 29 workshops, 2008-2009 2004 - 2008 Politeas - Youth organization director, trainer, project manager Experiences of trainer and project manager in Politeas: - EVS hosting project of 4 volunteers, 2007-2008 - EVS - sending of the volunteers, 16 volunteers sent, 2005-2008 - Europe yesterday and today, youth exchange, 31stOCT-7thNOV 2007 - Crossroads of Cultures, youth exchange, Greece, 21st-27th OCT 2007 - European myths and legends, youth exchange, Bulgaria, 18th-26th June 2007 - We discover cultures of Europe and our way of life, Greece, 7th-14th January 2007 - European life and traditions, youth exchange, CZ - Kutna Hora, 13th-23rd December 2006 - El papel del papel, youth exchange, Malaga, Spain, 6th-11th November 2006 - Future of Europe = our future, youth exchange, Slovakia, 21st-30th November 2006 - European habits and traditions, youth exchange, Greece, 4th-11th June 2006 - Walking together, international seminar, Yerevan, Armenia, 2nd-7th June 2006 - Democracy in practice II., youth exchange, Slovakia, 19th-30th March 2006 - Cultural mosaic of Europe, youth exchange, Greece, 7th-15th March 2006 - Culture of everyday life, youth exchange, Kiev, Ukraine, 17th-25th February 2006 - Democracy in practice I., transnational youth project, Slovakia - European myths and legends, youth initiative, 2005 - Politeas - amateur theatre, youth initiative, 2004-2005

EDUCATIONAL BACKGROUND: 2009 - 2010 Pedagogical academy in Kosice - Higher education in pedagogy of youth 2008 NA YiA (Czech republic, Hungary, Poland, Slovakia) - V4 Future - Training of trainers in international field 2007 Iuventa - NA Youth in Action - National training of trainers in youth field - Training of trainers of human rights 2005 Iuventa - Slovak Youth institute - Training of youth workers 1999 – 2001 University of Presov, Philosophical faculty - politology and slavistic, not finished education, I studied 2 years. 1995 – 1999 Gymnazim Konstantinova 2, Presov

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SKILL LEVELS: =able and comfortable to run a full training course (several days) on this theme =able and comfortable to run a short training session (less than a day) about the topic =no or limited experience on this topic or no interest to run training on this issue Language levels: =fluent =good =a bit =none FIELDS OF TRAINING EXPERTISE

Animation Bullying & Harassment Campaigning & Awareness Raising Change Management Citizenship Education Coaching Communication Skills Conflict Management & Mediation Creativity Crisis Management Diversity & Anti-Racism Drama & Theatre Environment & Ecology Equal Opportunities Evaluation & Assessment Event Management Financial Management Fundraising Gender Awareness & Mainstreaming Global Education Group Dynamics & Motivation Health & Prevention Human Rights Intercultural Learning International Youth Work Labour Rights & Employment Leadership Development Lobbying & Advocacy New Information Technologies Open Space Technology Organizational Management Outdoor Training Peace Education People Management Personal Development & Empowerment Project Management Public Relations & Marketing Recognition of NFLearning Social Inclusion & Exclusion Time Management Training of Trainers Valorisation of Projects Volunteer Programmes Youth Exchanges Youth Information Work Youth Participation & Initiatives Youth Policy Youth Violence & Criminality Youth Worker Training

KNOWLEDGE ABOUT INSTITUTIONS AND PROGRAMMES (YiA 1.1) Youth Exchanges (Yia 1.2) Youth Initiatives (YiA 1.3) Youth Democracy Projects (YiA 2) European Voluntary Service (YiA 3) Youth in the World (YiA 4.3) Training & Networking European Institutions European Youth Centres (CoE) European Youth Foundation (CoE) International Youth Structures Private Foundations Solidarity Fund for Youth Mobility (CoE) United Nations Youth Partnership CoE-COM

WORKING WITH SPECIFIC TARGET GROUPS Children Families Gay, Lesbian, Bi & Transgender work Intercultural Teams Marginalized & Excluded Youth Men's Issues & Groups Minorities Religious Youth Groups Women's Issues & Groups Young People in/from Conflict Areas Young People with a Mental Disability Young People with a Physical Disability Young People with a Sensory Disability

EXPERIENCE WITH SPECIFIC GEOGRAPHICAL REGIONS Africa Asia Eastern Europe and Caucasus Euro-Mediterranean Co-operation European Cooperation Global Cooperation Latin America North-North Cooperation North-South Co-operation South East Europe

LANGUAGE SKILLS Slovak (mother tongue) English language French language Czech language Russian language

OTHER SKILLS: - Forum theatre, Invisible theatre and other techniques of Augusto Boal - Living library organizing - Compass manual and activities - students school councils trainings - organizing and logistic skills - computer (MS Office – Word, Excel, PowerPoint, Outlook; Internet, Eurodesk First Class intranet, CMS, etc.)

HOBBIES: - history, geography, politology, philosophy - reading, listening music (mostly jazz, classical musis, rock) - theatre (active and passive) - hiking, discovering mountains, out of the civilization - skiing, swimming

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REFERENCES: 1: Seminar We are Europeans... Are we? (20th - 26th May 2008 / Kosice, Slovakia / 5 days) Regional Youth Center Seminar focused on European Citizenship and Active and Democratic Participation addressed to 25 participants coming from Poland, Turkey, Greece, Lithuania, Germany, Italy, Armenia, Finland, Hungary, Georgia, Czech republic and Slovakia. Main objectives were: 1. Find out together, what does it mean “to be European” and who everyone is European 2. Find out together ways and possibilities, how to bring Europe . european topics closer to young people 3. Find out together, what we have common in our cultures, and how to motivate young people in non-formal way to recognize other cultures 4. To exchange practical experiences in “Youth democracy projects – action 1.3 Target group: youth workers from participating countries - 2 participants from every country. Methods: methods of non-formal learning (open-space, discussions, role-plays, brainstorming, group works, energizers, ice-breakers, etc.) Outcomes from this seminar were concrete project ideas for future cooperation and two of them (youth exchange and seminar) have been already realized in june and july 2009. Except this, one of the result was also a publication about european citizenship for youthworkers. In the meeting I was participating as a trainer, together with co-trainer from Italy. I was responsible for building of training modul, for communication between team-members, for logistic, realization and evaluation of the training. Referee: Mrs. Erika Munkova (director of the organization) Contacts: [email protected] 2: TC Let´s learn together (25th - 29th June 2008 / Kosice, Slovakia / 5 days) Iuventa - NA Youth in Action Aims and objectives: We invited participants for a cultural adventure and supported them in creating of new international projects, involving Roma youngsters. We talked about Roma culture and history, possibilities in Youth in Action program. We gave space and support to create their own international youth exchange. Target group: Target group consists from Roma Youth leaders, Roma Youth workers. We had participants from 9 countries (mostly the EU). Methods: methods of non-formal learning (open-space, discussions, role-plays, brainstorming, group works, energizers, ice-breakers, etc.) Outcomes: Participants were able to cooperate together on the project. From this training course there are concrete results in two aprooved projects - 2 youth exchanges supported by YiA. My tasks: I was participating as a trainer, together with Agnieszka Szczepanik from Poland, Tímea Sófalvi from Hungary. Responsible together with them for training module, preparation and realization of the TC, communication with participants and with team-members, for logistic, etc. Referee: Ms. Lucia Csajkova (NA project manager) Contacts: [email protected] 3: Contact making seminar OPPORTUNITY (24th - 29th June 2009 / Bojnice, Slovakia / 5 days) IUVENTA - NA Youth in Action Slovak National agency of the Youth in Action programme organized a contact making seminar for the organizations, which have experience with working with Roma youth with fewer opportunities or similar groups of young people with fewer opportunities which was held in June 2009 in Slovakia. It brought together youth workers from Programme Countries in order to get to know each other, their organizations and countries. The seminar provided the opportunity to exchange experience of their past and exchange/create ideas for future. AIM: To foster development of international projects of Roma young people with fewer opportunities or young people which face similar obstacles. OBJECTIVES: -ı To provide space to participants to exchange experience on Roma youth work; ı - To analyse the needs, expectations, realities of Roma youth and to identify the link with the Youth in Action Programme priorities and principles; -ı To promote development of international projects within the Youth in Action Programme (in particular actions 1.1, 1.2, 2); ı - To introduce the Youth in Action Programme: ı - To foster networking among participants and their organisations; ı - To discuss with participants the possible follow-up of the seminar. Target group of the seminar were Roma youth leaders and representants of the organizations working with Roma youth. We had participants from 7 countries of EU. Team of trainers was composed from two trainers: Mrs. Alex Raykova and me. Methods, which we used were all the non-formal methods (group work, buzz groups, energizers, open space, etc.) and we made also a field trip to provide for participants direct experience with YiA project. Outcomes of this CMS were 7 very concrete projects ideas of the participants and with our support and support of NA´s I hope, they will have possibility to realize it. My task during the CMS was to be a trainer together with Alex Raykova. Alex, as really great Roma expert was responsible mostly for the part focused on the Roma and/or ICL. I was responsible mostly for the part about YiA, project management, consultation of the project ideas and international cooperation. Referee: Alex Raykova (co-trainer) Contacts: [email protected]

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Natalia E. Nikitina Mokrousova str., 6-8, Nizhniy Novgorod, Russia 603096

e-mail: [email protected] phone: 007 920 0431817

Trainer’s CV

Education:

Volga-Vyatka Academy of State Service’99 – NGO manager and fund raiser (certificate) Nizhniy Novgorod State University’04 - psychologist (red diploma) Training of trainers long-term course of EC and CoE’06 (certificate) Training for EVS trainers of SALTO EECA’07 (certificate)

Internships:

John Smith Fellowship Program (the UK, 2005) Estyes international youth organization (Estonia, 2005)

Current position:

SFERA youth interregional movement – development director, trainer Nizhniy Novgorod Voluntary Service – development director, trainer

Membership in Associations and organizations:

SALTO EECA - multiplier in Russian Federation and EVS trainer Alliance of European Voluntary Service Organizations – representative of SFERA movement

Own training courses:

Volunteering “po-russki” (duration – 2 days) All colors of volunteering (duration – 3 days) Social activity in business organizations (duration – 3 days) On-arrival training for long term volunteers (duration – 8 days) Management of youth organizations (duration – 4 days)

Experience in trainer’s work:

1999� Social activity as a way of self-realizations – Nizhniy Novgorod region (100 participants disadvantaged

youth, team of 10 trainers, 3 days) � Co-operation with NGOs – Kirov region, Mordovia republic (50 participants leaders of business and

government, team of 2 trainers, 1 day)

2000� All colors of volunteering – Nizhniy Novgorod region (60 participants volunteers of regional youth NGOs,

team of 3 trainers, 1 day)

2001� Co-operation of business, NGOs and government – Nizhniy Novgorod (40 participants, leaders of NGOs,

business, government, 2 days) � Leadership skills, communication – Nizhniy Novgorod (200 participants (10 groups) orphans, 3 days)

2002

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� On-arrival training for EVS and LTV volunteers – Nizhniy Novgorod (12 participants foreign volunteers, 5 days)

� Training for leaders of youth training sessions (30 participants volunteers, 3 days) 2003

� Creation, management and PR of youth voluntary centers – Nizhniy Novgorod (45 participants leaders and volunteers of Russian and American volunteer centers, team of 3 trainers (Russian and American), 6 days)

� All colors of volunteering � Management of youth organizations – Taganrog (60 participants leaders of youth organizations of South of

Russia, team of 2 trainers, 4 days) � On-arrival training for EVS and LTV volunteers – Nizhniy Novgorod (14 participants foreign volunteers, 5

days)

2004� Management of youth social projects (60 participants students of High School of Economics, team of 5

trainers, 20 days) � Social activity of business organizations – Nizhniy Novgorod (40 participants leaders of business

organizations, 2 days) � Training for trainers working with local youth on rural territories – Nizhniy Novgorod region (20

participants trainers of youth organizations) � On-arrival training for EVS and LTV volunteers – Nizhniy Novgorod (12 participants foreign volunteers, 6

days) � Management of voluntary centers (25 participants leaders of local voluntary centers from Russia and

Poland, team of 4 trainers (Russian and Polish), 6 days) � All colors of volunteering – Nizhniy Novgorod (120 participants students of Universities, team of 5

trainers, 4 days)

2005� Volunteering “po-russki” – Nizhniy Novgorod region (35 participants leaders of European and EECA

NGOs, team of 4 trainers, 1 day in the frames of CMS organized by AVSO) � On-arrival training for EVS and LTV volunteers – Nizhniy Novgorod (12 participants foreign volunteers, 5

days) � Camp leader training – Nizhniy Novgorod (25 participants leaders of voluntary workcamps in Russia, team

of 2 trainers, 4 days)

2006� Development and management of international youth programs – Nizhniy Novgorod (16 participants

leaders of Russian NGOs from different regions, team of 2 trainers, 5 days) � On-arrival training for EVS and LTV volunteers – Nizhniy Novgorod (8 participants foreign volunteers, 6

days) � Work with business – equal work – Moscow (45 participants leaders of Russian NGOs from different

regions, team of 3 trainers, 2 days)

2007� Corporate volunteering – Nizhniy Novgorod (70 participants workers of business organizations of Nizhniy

Novgorod, 1 day) � Using of training system in pedagogical work - Nizhniy Novgorod region (40 participants educators of

orphanages, 1 day) � Participation in international youth projects – Nizhniy Novgorod (35 participants teachers of schools, 1

day) � Effective work with volunteers – Nizhniy Novgorod (60 participants leaders of NGOs, 2 days) � On-arrival and pre-departure trainings for EVS volunteers - Nizhniy Novgorod (16 participants, 8 days)

2008� Management of youth projects – Nizhniy Novgorod (50 participants leaders of sport federations,

entertainment centers, youth organizations, team of 3 trainers, 4 days) � PR and communication skills – Nizhniy Novgorod (60 participants leaders of youth NGOs, team of 2

trainers, 3 days) � Social involvement (220 participants workers of Russian Railroad Corporation, team of 12 trainers, 2 days) � On-arrival and pre-departure trainings for EVS volunteers - Nizhniy Novgorod (34 participants, 8 days) � Evaluation of social projects – Nizhniy Novgorod (25 participants representatives of charitable foundations,

government, donors, 1 day)

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final report fly russia - salto-youth · [email protected] fly - facilitating learning for youth...

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