Weimar, 20th - 26th of September 2018

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Generation Europe is a programme developed by

International Association for Education and Exchange

(IBB e.V.)

with the support of:

INDEX ......................................................................................................................... 1

GENERATION EUROPE ................................................................................................ 1

Why we are active and what we do ........................................................................... 1

GENERATION EUROPE ................................................................................................ 3

TRAINING FOR PROFESSIONALS - WEIMAR 2018 ....................................................... 3

PROGRAMME OF THE TRAINING ................................................................................ 5

DAY 1 ......................................................................................................................... 7

ARRIVAL AND WELCOME ........................................................................................... 7

DAY 2 ....................................................................................................................... 19

OFFICIAL OPENING & GROUP BUILDING .................................................................. 19

DAY 3 ....................................................................................................................... 23

UNDERSTANDING ACTIVE EUROPEAN CITIZENSHIP.................................................. 23

INPUT ON ACTIVE EUROPEAN CITIZENSHIP .............................................................. 27

DAY 4 ....................................................................................................................... 38

ACTIVE EUROPEAN CITIZENSHIP AND NON FORMAL EDUCATION ............................ 38

DAY 5 ....................................................................................................................... 53

GENERATION EUROPE LAB ....................................................................................... 53

DAY 6 ....................................................................................................................... 64

PARTICIPATION IN GENE .......................................................................................... 64

EVALUATION ............................................................................................................ 69

ONLINE RESOURCES ................................................................................................. 72

PARTNERSHIPS IN GENERATION EUROPE ................................................................. 73

In many countries, undemocratic and right wing populist movements are

increasingly met with approval. In the perception of the public, values like freedom,

democracy, and respect for human rights often play a lesser role to the conflicts and

crises in Europe. Solidarity conceptions of society are questioned again and again.

Young people are hit especially hard by economic crises and social inequality. Many

feel there is little that can be changed. However, the participation of young people is

of central importance for European democracy. It is them who have to live with the

decisions taken today for the longest.

Generation Europe is a three years programme by the International Association for

Education and Exchange (IBB e.V.) for furthering an active European Citizenship.

30 youth work institutions from 15 European countries are taking part. In each case,

youths from three countries continually collaborate over the course of three years in

order to get politically involved.

Generation Europe initiates an international youth network and motivates to

common political action.The project is an innovative support programme for

international youth collaboration. It specifically aims at also reaching youths, who

have been excluded from political participation processes until now.

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Generation Europe creates not only an international network of youth work

institutions and youths. We also want to further develop strategies of youth politics

in Europe. We want to anchor European youth politics at the location, and, at the

same time, make sure the results from practical work are taken into account on all

levels. In this, the youths and the participating professionals become actors in youth

politics themselves.

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The event in Weimar addressed the following dimension in Generation Europe:

To understand the complexity and the various dimensions of Generation Europe;

To understand the frame Active European Citizenship, the main topic of the overall

project, and to explore its complexity and dimensions (i.e. Human Rights and

Democracy education);

To motivate the participants to identify with the network of Generation Europe and

to contribute with their own inputs to its development;

To empower the participants with tools and methods, in order to boost their own

personal learning path and to be able to facilitate the young people´s learning

processes.

To provide the participants with tools to create educational offers on the topic

addressed to young people;

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This report contains the activities implemented during the training in Weimar.

The programme was intense and full of contributions from the group of participants.

One of the goal of the training was to multiply good practices and learning activities

among the partners of Generation Europe programme. This report is meant to help

reaching this objective by reporting for each session of the daily programme the title

and the learning outcomes of the activity. The detailed description of the activity is

provided through a training session outline.

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6

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Activity: HOUSE RALLY

MISSION IMPOSSIBLE

Learning Outcomes: Getting to know the house;

Reflecting on expections;

Getting to know some other participants

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Activity: WELCOME LOUNGE CAFE'

Learning Outcomes: Getting to know the other participants

Creating a friendly atmosphere

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Title of the activity: HOUSE RALLY

MISSION IMPOSSIBLE

Group size: From 5 to 30 participants

Objectives:

Getting to know the house;

Reflecting on expections;

Getting to know some other participants

Time / Duration: 2-3 hours

Space requirements: Venue spaces

Materials: See Annex

Working methods: Group building

Description of the

activity:

Welcome participants just arrived to the venue.

Give them the instructions reported in the annex and tell

them they have to accomplish the tasks within the

morning after.

Debriefing questions:

Ask the day after in the morning sessions to show the

results of their work.

What did you do?

How it went?

Some points to add...

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Welcome to Weimar! Before our adventure starts, we are inviting you to

discover the place around you. GOOD LUCK

1. Find all seminar rooms where our Gen*E Training Course will take place

and make a picture.

2. Once you are already in front of our seminar rooms use the posters and

markers and leave your comments …

3. Find out when the EJBW was founded and list its fields of educational

work. A small hint for you: you might find some answers in the Yellow

Villa …

4. Find at least 5 other people from the Gen*E group and find out who had

the shortest and longest travel to Weimar.

5. Find the place where it is allowed to smoke (ONLY! ).

6. Discover the development of EJBW’s logos and choose one that you like

most.

7. Call for ‘EJBWs’ cat – you should stay between red and yellow garden

houses and shout “кошка“ [koshka] 3 times. She might come and might

not, well, she is a cat….

8. Find the building related to EJBW, which was used for keeping Equus

caballus in former times.

9. Find Nadia and Anna in one of the garden houses and make picture with

them.

10. Make a picture of yourself with the Polaroid camera, find our map of

Europe and pin the picture to the map.

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Venue/ Date: Weimar, 20.09.2018

Theme: MISSION IMPOSSIBLE

Task:

In order to participate in our Gen*E TC in Weimar you have to fulfil the

following mission. Read the instruction and start your mission!!!

Instruction:

On the backside of the paper you will find different questions. Your task

is to go around the room and to find a person who´s fitting to the single

“clouds”. The mission is successfully fulfilled if in each statement

(cloud) is written at least one name!

Time

In order to fulfil the mission you have … ohm my God!!! … You have time

until the song ends!

Recommendation

Hurry up and good luck!!!

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Can tell at least two

good (!) jokes in

English:

Makes sports regularly

Is speaking at least

three different

languages:

Likes to get up in the

morning:

Is not using

Facebook/Instagram

/Snapchat …

Is living in a different

country than she/he was

born:

Can give a terapeutic

(!) massage:

Prefers holidays in the

mountains:

Prefers holidays at sea

side:

Can touch her/his nose

with her/his tongue:

You are looking for someone who ...

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Title of the activity: WELCOME LOUNGE CAFE'

Group size: From 5 to 30 participants

Objectives: Getting to know the other participants

Ice -break the atmosphere

Time / Duration: From 1h30 to 3 hours

Space requirements: Large room with tables and chairs

Materials: See Annex

Working methods: Group building

Description of the

activity:

Preparation:

Organize the room with 5 tables and some chairs

around them. Put the tables far enough in the room.

On each table put one of the "table description" annex.

Implementation:

Welcome participants on the entrance of the room and

ask them to choose one table.

Once all the group has arrived and everybody is seated,

explain the rules of the game.

They have to follow the instruction written on the "table

description". They have 10 minutes time for each table.

When the time is finished they can choose the next table

where to sit.

Debriefing questions:

If you want you can debrief the activity by asking the

following questions at the end of the activity:

How it went?

Did you have the possibility to meet with all the

participants?

Did you miss someone?

Would you like to have more time for getting to know

each other better?

Suggest the group to continue the activity of the table if

they want and let them enjoy freely the rest of the time.

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Welcome Lounge – Art corner

Welcome to the “Welcome Lounge” !

This is the place where people get to know each other while

drawing each other’s portraits. So, find a partner in the group and

draw each other’s portraits.

When you finish drawing, write the name of your partner as you hear it. Then

exchange portraits and share with the “artist” how your name is written in your own

language.

Now, keep your portrait and bring it tomorrow into our seminar room.

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Welcome Lounge –

Conversation corner

Welcome to the Conversation corner!

In this unique space people come to

chat about random things they pick up from the image cards on this table.

Sit together with whoever joins the table, pick one card and answer the question on

it. Then take turns, changing the cards.

Each of you can go as deep as you like. Enjoy sharing in your small group.

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Welcome Lounge – Game shop

Welcome to the game shop!

In this game shop, the most common game to play is called

“6 sentences”. Your task is to roll the dice and according to

the number you got, you need to finish one of the following

sentences:

1. If I would have a million Euro, I would…

2. I turn red when ……

3. If I could change one thing in the world, it would be…

4. One thing I am worried about is…

5. My dream is…

6. My life motto is…

Play it as long as you have time to play.

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Welcome Lounge – Club of

Experienced Travelers

Welcome to the Club of experienced Travelers!

This is a creative place where you take the

special tools placed on the table to re-create

The Story of your journey to Weimar.

You can either throw the image dice and create a story out of the random symbols, or

choose to arrange them in a particular order.

Share the most important elements of your journey to reach EJBW this evening. If you

feel it makes sense, connect it to previous traveler experiences you had.

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Welcome Lounge – Players

Lobby

Welcome to the Players Lobby!

Discover how to play the card games

available on your table and start playing!

In the meantime, if it does not get too steamy, you can share what other games you

enjoy playing and with whom!

Have fun, even if not winning

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Activity: Gen*E TC "time"

Gen*E TC signpost

Gen*E TC working principles

Gen*E TC Expectations

Learning Outcomes: Pax getting to know the TC setting, timing of the

upcoming days, programme to expect, our principles

and can share their expectations among each other and

the team

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Activity: FLOWER POWER (available here)

WHERE DO I STAND (available here)

Learning Outcomes: Group building ang getting to know each other more

To develop understanding about the connection between human

needs, personal well-being and human rights

To develop skills to reflect and analyse

To foster solidarity and respect for diversity

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Activity: ACCIDENT ON THE MOON (available here)

Learning Outcomes: To develop negotiation and decision-making

skills,

To raise awareness of the benefits and

challenges of teamwork and co-operation,

To enhance the understanding of working in

teams.

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Activity: AMAZING GenE PRESENTATION

Learning Outcomes: To understand GenE project in its whole and in

particular

To clarify aspects of the process by participants

To have support in understanding GenE

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Activity: INDIVIDUAL REFLECTION ABOUT DEFINING AEC

GROUP DISCUSSION

GALLERY WALK WITH DIFFERENT DEFINITIONS

CREATIVE WAY TO DEFINE AEC

DEFINITIONS OF EAC*

Learning Outcomes: To verbalise understanding of AEC;

To reflect on different understandings, concepts and

dimensions of AEC;

To reflect on participants’ involvement in a decision-

making process.

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Title of the activity: COMMON UNDERSTANDING OF AEC

Group size: From 10 to 30 participants

Objectives:

To verbalise understanding of AEC;

To reflect on different understandings, concepts and

dimensions of AEC;

To reflect on participants’ involvement in a decision-

making process.

Time / Duration: 3 hours

Space requirements: Large activity room

Materials: Official definitions of AEC, papers, pencils, boards,

creative materials

Working methods: Individual and group work

Description of the

activity:

INDIVIDUAL REFLECTION ABOUT DEFINING AEC

Give participants some introductory input about Active

European Citizenship

Ask them to reflect individually on what they mean with

Active European Citizenship and to write down their

own definition

GROUP DISCUSSION

Create balanced group and ask participants to share

within their group their definitions. Then to write down

a common definition from each group on a flipchart

GALLERY WALK WITH DIFFERENT DEFINITIONS

Each group will show its own definition, present to the

rest of the group. The other participants can ask

questions about the discussion and the definition

provided.

CREATIVE WAY TO DEFINE AEC

Starting from the reflections and the discussions ask

each group to present in a creative way their definition.

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They can use creative materials, music, dances, etc..

DEFINITIONS OF EAC

At the end of the session show to the participants the

common definitions of Active European Citizenship (see

annex)

Debriefing questions:

At the end ask to the participants:

How it was the individual work?

How it was the group work? It has been difficult or you

find some critical point to discuss?

What do you think about the different definitions given

by the other group? Do you think they are similar or

there are differences?

What we can affirm about defining AEC?

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CITIZENSHIP

Nowadays "citizenship" is much more than a legal construction and relates – amongst other things

– to one's personal sense of belonging, for instance the sense of belonging to a community which

you can shape and influence directly. Such a community can be defined through a variety of

elements, for example a shared moral code, an identical set of rights and obligations, loyalty to a

commonly owned civilisation, or a sense of identity.

Compass: Manual for Human Rights Education with young people, Citizenship and Participation,

https://www.coe.int/en/web/compass/citizenship-and-participation, site visited in September

2018

EUROPEAN CITIZENSHIP

“Whereas citizenship of the European Union is considered a political concept, European citizenship

implies a more emotional dimension with roots in a body of shared values, the celebration of

diversity, the respect of different identities and the protection of national heritages. Getting

involved in joint projects as well as increased mobility help to develop this feeling of belonging.”

White paper, For an active European citizenship, The Council of European Municipalities and

Regions (CEMR), December 2011

MULTIDIMENSIONAL CITIZENSHIP

“Multidimensional citizenship focuses on citizenship as a continuous process of civic learning,

reflection and action. It centres on the development of citizens' personal civic beliefs, their

capacity for joint social and public action, their ties to local communities as well as the world

outside, and their awareness of past, present and future. The components of this model include a

personal, a social, a spatial and a temporal dimension, all of which are interconnected and

interrelated. The concept of citizenship has become more complex with the increasing incursion of

global issues into everyday life and, in consequence, the greater recognition of interconnected and

intercultural social worlds. The concept of multidimensional citizenship aims to respond to these

new realities.”

Glossary on youth, Youth partnership, Council of Europe & European Union, https://pjp-

eu.coe.int/en/web/youth-partnership/glossary/-/glossary/M, site visited in September 2018

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EUROPEAN CITIZENSHIP IN THE EU-PROGRAM „YOUTH IN ACTION“

Has a broad concept of European Citizenship that relates not only to the political EU and is

characterized by:

Common values, such as human rights, democracy, order of law

Independency from territorial affiliation

Complemantative not exclusive identitiy

Inclusion of an active role of the citizen in the cultural, economical and political life

The active citizens actions are based on a local level

The concept of European Citizenship is submitted to the constant development of social

processes

European Citizenship is characterized by the constant reflection on the EU, the personal affiliation

to the political system of the EU an the engagement in and for Europe. With this

underderstanding, three dimensions have to be considered:

Cognitive Dimension

Emotional Dimension

Action-Oriented

Dimension

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Activity: WORKSHOP 1 - HUMAN RIGHTS

A NORMAL RIGHTDAY IN MY LIFE

RANKING HR

THEATRE FORUM

Learning Outcomes: Understanding HR and their connection to our

everyday life

To learn about universal human rights and their

relevance for everyone everywhere

To create a common framework about HR

To reflect on and find solutions to situations of violence

To develop critical thinking and problem solving

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Title of the activity: WORKSHOP 1 - HUMAN RIGHTS

Group size: From 6 to 30 participants

Objectives:

Understanding HR and their connection to our everyday

life

To learn about universal human rights and their

relevance for everyone everywhere

To create a common framework about HR

To reflect on and find solutions to situations of violence

To develop critical thinking and problem solving

Time / Duration: 2 hours

Space requirements: Large activity room

Materials: A4 papers for each participants, pens, flipchart,markers,

chairs

Working methods: Individual and group work, creative activity

Description of the

activity:

A NORMAL "RIGHT"DAY IN MY LIFE

Give participant one paper and ask them to list the

action of one normal daily life from the morning till the

evening. Then per each action ask them to identify the

right they are exercising (e.g. I eat = right to have food, I

have a shower = right to sanitation, to have access to

natural resource)

Ask to a couple of volunteers to read their list of action

and related rights.

Divide participants in 3 sub groups and ask them to

share their list of actions and related rights, then ask

them to list together the rights they have identified.

Write on a flipchart all the rights of the entire group.

RANKING HR

Divide the group in 2 subgroups and ask them to rank

the rights, from the more important to the less

important. Give them 10 minutes.

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In plenary ask to present the list of each group and to

find a common list of the entire group.

Leave participants discuss and go deeper in their views.

After some minutes stop them and ask if it is easy to

rank the rights they have identified.

In most of the cases it wuold be impossible to do it

because of the inner characteristics of human rights.

The following are the basic characteristics of human

rights:

1. Inherent – Human Rights are inherent because they

are not granted by any person or authority. Human

rights do not have to be bought, earned or inherited;

they belong to people simply because they are human.

Human rights are inherent to each individual.

2. Fundamental - Human Rights are fundamental rights

because without them, the life and dignity of man will

be meaningless.

3. Inalienable - Human rights cannot be taken away; no

one has the right to deprive another person of them for

any reason. People still have human rights even when

the laws of their countries do not recognize them, or

when they violate them - for example, when slavery is

practiced, slaves still have rights even though these

rights are being violated. Human rights are inalienable.

Human Rights are inalienable because:

a. They cannot be rightfully taken away from a free

individual.

b. They cannot be given away or be forfeited.

4. Imprescriptible - Human Rights do not prescribe and

cannot be lost even if man fails to use or assert them,

even by a long passage of time.

5. Indivisible - To live in dignity, all human beings are

entitled to freedom, security and decent standards of

living concurrently. Human rights are indivisible. Human

Rights are not capable of being divided. They cannot be

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denied even when other rights have already been

enjoyed.

6. Universal - Human Rights are universal in application

and they apply irrespective of one’s origin, status, or

condition or place where one lives. Human rights are

enforceable without national border. Human rights are

the same for all human beings regardless of race, sex,

religion, political or other opinion, national or social

origin. We are all born free, and equal in dignity and

rights— human rights are universal.

7. Interdependent - Human Rights are interdependent

because the fulfillment or exercise of one cannot be had

without the realization of the other.

THEATRE FORUM

Divide the group in 3 sub groups and ask them to act a

possible violation of a right that can occur during a youth

encounter and to find a solution for protecting the

violated right.

The theatre technique to use is the theatre forum:

The group act once without giving their solution.

Then they act the second time and the other participant

can enter in the scene giving a solution to the situation

represented.

The third time the group act the situation with their

solution.

Debriefing questions:

What we did? The fact

How it was the first exercise? Did you find out

something you never think about?

What about the ranking of rights activity? Was it difficult

to rank them? why?

What do you think about the situations choosen by the

groups for the theatre? Are they real? And what about

the solutions proposed by the other participants and

from the group?

Did you learn something new about HR?

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Activity: WORKSHOP 2 - VALUES

IDEAS ON VALUES - STATUE THEATRE

WHAT ARE VALUES - INDIVIDUAL WORK +

PRESENTATION

IMPORTANCE OF VALUES - POSITIONING

Learning Outcomes: To create understanding about the topic of values

To use theatre methods for expression

To become aware about personal understanding of

selected values

To deal with different dimensions of values

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Title of the activity: WORKSHOP 2 - VALUES

Group size: From 6 to 30 participants

Objectives:

To create understanding about the topic of values

To use theatre methods for expression

To become aware about personal understanding of

selected values

To deal with different dimensions of values

Time / Duration: 2 hours

Space requirements: Large activity room

Materials: Moderation wall, pens, flipchart, values tiles,

moderation card

Working methods: Individual and group work, discussion

Description of the

activity:

IDEAS ON VALUES - STATUE THEATRE

Ask participants to put themselves on 2 lines, facing

each other in pairs. First round one line will do the

artists and second line will be the materials to

transform. After one round the roles can be changed.

Give them some example of statute to create in order to

get familiar with the methods.

Step 1:

1st Round: a cool guy

2nd Round: an angry old person

Step 2: Artists create the statues and also think about a

sentence they would say (or at least think)

1st Round: somebody dealing with money

2nd Round: somebody without self-esteem

Now divide participants in three subgroups and ask

them to create a scene with statues presenting one

values of their choice.

Each group will present the scene and a discussion will

follow.

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WHAT ARE VALUES - INDIVIDUAL WORK AND

PRESENTATION

Defining values

- 6 values are given

- These values are defined individually

- Definitions are written on oval moderation cards

-The cards are sorted on the pin wall around the

respective value tiles

-Participants discover the definitions given by the others

Moderated discussion during the exhibition

IMPORTANCE OF VALUES - POSITIONING

Now ask to the entire group to select 10 values among

the ones presented.

Then ask individually to choose 6 out of 10 and to rank

them from the most important to the less important.

Presentation of the different rankings and discussion in

plenary.

Debriefing questions:

Questions for the discussion during the exhibition

- Are there questions about the presented values

- Did you understand the definitions?

- Do you agree with the presented definitions?

- Do certain definitions contradict each other?

- What are (eventually) effects of different

understanding of certain values on everyday life actions

of people?

Questions for the choice of 10 values

Leading questions:

- Which values are important for you as a group?

- Which values should play a role?

- Which values would you eventually defer?

- How do you agree on these values?

Questions for final debriefing:

- What are the „top“ values of the group

- What is especially noticable?

- Where is the intersecting set (which value)?

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- Are this individual or social / societal values?

- Are these values present in your societies?

- Etc. according to background and setting of the session

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Activity: WORKSHOP 3 - DISCRIMINATION & DEMOCRACY

EQUAL PAY FOR ALL (available here) MAKING LINKS (available here)

Learning Outcomes: To confront participants with the realities of

discrimination in the workplace

To develop skills to respond to injustice and defend

rights

To promote solidarity, equality and justice

To develop an understanding of the link between rights

and responsibilities

To develop discussion and co-operation skills

To promote civic responsibility

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Activity: A DAY IN COURT (adapted from here)

Learning Outcomes: To develop knowledge about the role of the European

Court of Human Rights and about derogations from

articles of human rights law

To develop skills to think critically and make logical

arguments

To cultivate a sense of justice and feeling for human

dignity

To reflect upon the right to expression and the right to

not discriminate

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Title of the activity: A DAY IN COURT

Group size: 30 participants

Objectives:

To develop knowledge about the role of the European

Court of Human Rights and about derogations from

articles of human rights law

To develop skills to think critically and make logical

arguments

To cultivate a sense of justice and feeling for human

dignity

To reflect upon the right to expression and the right to

not discriminate

Time / Duration: 3 hours

Space requirements: Large activity room

Materials: Papers, pen, instructions for the trial, hammer for judges

Working methods: Role play

Description of the

activity:

1.Tell the group that the session will be devoted to a

case against the French government sanctioning the

infamous magazine Charlie Hebdo which came before

the European Court of Human Rights. Participants will

play the role of the different actors in the case – the

judges, the French government and the Philippe Val,

editor-in-chief who is responsible for producing the

magazine programme containing a specific picture of

Alan Kurdi, with a subtext, what would he become if he

arrives safely to Europe, abuser in Cologne. Due to the

special anti-terror laws and the state of emergency laws,

the French government ordered Charlie Hebdo not to

publish similar cartoons, and warned Philippe Val that he

is suitable to receive charges on the bases of incitement

of violence and disturbing public peace, and if he refuses

the state department will prosecute him. As in the case

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of state emergencies there is no public legal procedure

to defend his opinion on court, Philippe Val and the legal

team of Charlie Hebdo sued the French Government for

violating his rights to express his opinion freely.

The European Court of Human Rights (ECHR or ECtHR; is

a supranational or international court established by the

European Convention on Human Rights. The court hears

applications alleging that a contracting state has

breached one or more of the human rights provisions

concerning civil and political rights set out in the

Convention and its protocols.

An application can be lodged by an individual, a group of

individuals, or one or more of the other contracting

states. Aside from judgments, the Court can also issue

advisory opinions. The Convention was adopted within

the context of the Council of Europe, and all of its 47

member states are contracting parties to the

Convention. The Court is based in Strasbourg, France.

A day in court

1. Ask participants what they understand by freedom of

expression, and supplement briefly, using the

information folders

2. Divide participants into 4 groups.

– Group A represents Mr Val (4 people)

– Group B represents the French Government (4 people)

– Group C represents the judges in the European Court

(5 people)

– Group D represents the people in the courtroom (the

rest of the group)

3. Each group receives the information folder and role

cards

4. Each group will have 30 minutes to discuss and clarify

their own position before moving on to the preliminary

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hearing phase. They should use the time before the trial

to prepare their arguments or, in the case of the judges,

to prepare questions to both sides.

5. After the 30 minutes’ preparation time has passed,

ask participants to find their places in the Courtroom

and take on their roles.

6. The trial:

First phase is, the Group A and B says their speeches (6

minutes)

The Second phase is, that the people in the court can ask

questions individually from both sides (1 question per

person) (15 minutes max)

Third phase is to hear the reflections from Group A and

B. (5 minutes)

Fourth phase is Group C and D will make a discussion

and finally vote (The time left, plus the Coffee break) 15

minutes would be ideal

We have the votes and both groups needs a speaker

who can summarize the discussion and tell the verdict.

(15 minutes)

After this comes de-rolling with various techniques.

Debriefing questions:

Facts:

What happened?

Was every role and mission clear?

How was the communication in your team?

How much it went according to your team’s plan?

Feelings:

What were the most difficult aspects of the exercise for

you ?

Did you find it hard to play your role?

Did you help others in your team? How? Did you need

help and did you get it?

Do you think your opinion was reflected in the result of

the decision?

What were the positive parts of the activity?

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Do you think the ‘judge’ made the right decision in your

case?

What were the most important factors in your final

decision?

What would you do different next time? (personally not

as a trainer)

Findings: first: de-roll warning second time!!!

Do you think it was realistic?

What was the pedagogical aim of the excercise?

What have you learned from the activity? What were

the key elements of the exercise?

What was the most challenging part?

Future:

How could you use the same exercise with maybe a

lighter topic?

How can you apply what you learned from this activity in

your life or in the Camps or Local activities?

Teamwork? 1- to 10 how much would you give? Any

comment?

To the team that “lost”:

How did you feel about not the result u wanted?

What could help you to “win”?

After debriefing and a short explanation about what is a

role-play or simulation, what is the general purpose of

the activity and how can they use this in the camps or in

their local activities.

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Information and background

The Case

The applicant in the case is Mr Val Philippe, a French national who works for Charlie

Hebdo (where is one of the cartoonist as well). The Magazine is a very satiric, often

criticised as being very disrespectful, reacting to global news and trends with the

darkest humour. People of various faith claimed that the magazine is disrespectful,

and the editors are under constant security threat the publication describes itself as

above all secular, skeptic, and atheist, far-left-wing, and anti-racist publishing

articles about the extreme right (especially the French nationalist National Front

party), religion (Catholicism, Islam, Judaism), politics and culture.

The magazine has been the target of two terrorist attacks, in 2011 and 2015. Both

were presumed to be in response to a number of controversial Muhammad

cartoons it published. In the second of these attacks, 12 people were killed,

including publishing director Charb and several other prominent cartoonists. Several

court cases were filed against Charlie Hebdo over the years, but the legal framework

gave free exit from these court cases, but the situation in France changed a lot in

2015.

After the 2015 November attack in Paris a state of emergency was declared by the

head of state and this special period lasted till 2017. A number of terror threats and

some attacks also happened in this period.

The night of Sylvester in Cologne, a large group of people celebrated the the New

Year’s Eve party and several reports came to the local police of “middle-eastern and

african young men abusing women and thefts/robbery and various physical

atrocities” As the event happened at the height of the so called European Refugee

Crisis the incident was reported worldwide shifting the attention towards the

negative aspects of immigration and fueling heavy discussions in Europe.

The Magazin used the image of Alan Kurdi (Kurdish: Alan urd ), initially reported as

Aylan Kurdi, was a three-year-old Syrian boy of Kurdish ethnic background whose

image made global headlines after he drowned on 2 September 2015 in the

Mediterranean Sea. He and his family were Syrian refugees trying to reach Europe

44

during the European refugee crisis. Photographs of his body were taken by Turkish

journalist Nilüfer Demir and quickly spread around the world, prompting

international responses. Because Kurdî's family had reportedly been trying to reach

Canada, his death gave a grief reality check of the situation.

The Image from the Magazine:

What would the little Aylan become if he would have grown up? (Ass) groper in

Germany!

After the written and official warning to the editor, the legal team of Charlie Hebdo

searched a legal remedy to appeal against the warning, but the special circumstance

of state of emergency this was not an option in France, so they sued the

government at the European Court of Human Rights because he thought this

warning by the was a violation of his right to freedom of expression (Article 10 of

the ECHR). The European Court needed to decide whether restricting this right to

was ‘legitimate’. This meant looking at whether the right balance was struck

between protecting the rights of the people who were the targets of the satires, and

the family of the dead boy, and if this type of cartoons are able to disturb the peace

in a manner that more terror attacks might occur.

45

Role Card for Mr Val Philippe

Advocating for freedom of speech

You are a serious journalist and you wanted to bring attention to an absurd situation

in Europe by portraying the different aspects of the crisis, and push Europe to do

more about Asylum seeker. You survived the terror attack, but many friends of

yours died. You are leftist, atheist, and have prejudices about religious

people(fanatics using god as an excuse). You believe that freedom of speech and the

idea of the secular state are important values, and cannot be limited by non-clear

set of rules (moral) such as the right for religion or right for family rights, everybody

has to be a subject of criticism, and u are ready to provoke so people start to think.

As a journalist, you value freedom of expression very highly: too much restriction

would make it impossible for journalists to inform the public about real – and

unpleasant – issues. You believe that journalists have a responsibility to bring such

issues to the public’s attention so that they can be recognised and addressed.

Article 10 from the European Convention (simplified)

1. Everyone has the right to freedom of expression. This right includes the freedom

to hold opinions

and to receive and communicate information and ideas without interference.

2. Freedom of expression can be restricted if the restriction is ‘necessary in a

democratic society’ – in particular, in order to protect the rights of others.

46

Role card for the Judges

You all have the possibility to have your own individual opinion, but you have to

show impartiality in the case and look at it from a legal perspective. Your job is to let

the trial flow and allow the people to ask questions but keep everything in a normal,

non violent manner. You can warn and kick out people from the room.

Article 10 from the European Convention (simplified)

1. Everyone has the right to freedom of expression. This right includes the freedom

to hold opinions and to receive and communicate information and ideas without

interference.

2. Freedom of expression can be restricted if the restriction is ‘necessary in a

democratic society’ – in particular, in order to protect the rights of others.

47

Role Card for the French Government

Safety comes first

You believe it was right that Val Philippe was warned by the French gov. His actions

lead to violence, and the right to life is more important than the right to speak

freely. The costs of emergency state, and the terror attacks make you very sad, and

in time of peace the legal protection would not allow the gov to silence voices that

cause disturbance, but you believe there are moral reasons and legal ways to stop

hate speech and Charlie Hebdo purposely tried to provoke everybody. You are a

more conservative person, you dislike the attitude of CH against the catholic church

and religion, but you cannot publicly shame them for that, so u are happy the

mocked the immigrants, so you can use this as a perfect excuse.

You think CH does this to be sensational and they do it irresponsible and the

government’s job is to lower racism in France not to fuel it. They simply hide their

own prejudices and hate under the freedom of speech.

Derogation in time of emergency 1. In time of war or other public emergency

threatening the life of the nation any High Contracting Party may take measures

derogating from its obligations under this Convention to the extent strictly required

by the exigencies of the situation, provided that such measures are not inconsistent

with its other obligations under international law. 14 15 2. No derogation from

Article 2, except in respect of deaths resulting from lawful acts of war, or from

Articles 3, 4 (paragraph 1) and 7 shall be made under this provision.

48

Legal Notes:

ARTICLE 3 Prohibition of torture No one shall be subjected to torture or to inhuman

or degrading treatment or punishment.

ARTICLE 8 Right to respect for private and family life 1. Everyone has the right to

respect for his private and family life, his home and his correspondence. 2. There

shall be no interference by a public authority with the exercise of this right except

such as is in accordance with the law and is necessary in a democratic society in the

interests of national security, public safety or the economic well-being of the

country, for the prevention of disorder or crime, for the protection of health or

morals, or for the protection of the rights and freedoms of others.

ARTICLE 9 Freedom of thought, conscience and religion 1. Everyone has the right to

freedom of thought, conscience and religion; this right includes freedom to change

his religion or belief and freedom, either alone or in community with others and in

public or private, to manifest his religion or belief, in worship, teaching, practice and

observance. 2. Freedom to manifest one’s religion or beliefs shall be subject only to

such limitations as are prescribed by law and are necessary in a democratic society

in the interests of public safety, for the protection of public order, health or morals,

or for the protection of the rights and freedoms of others.

ARTICLE 10 Freedom of expression 1. Everyone has the right to freedom of

expression. This right shall include freedom to hold opinions and to receive and

impart information and ideas without interference by public authority and

regardless of frontiers. This Article shall not prevent States from requiring the

licensing of broadcasting, television or cinema enterprises. 2. The exercise of these

freedoms, since it carries with it duties and responsibilities, may be subject to such

formalities, conditions, restrictions or penalties as are prescribed by law and are

necessary in a democratic society, in the interests of national security, territorial

integrity or public safety, for the prevention of disorder or crime, for the protection

of health or morals, for the protection of the reputation or rights of others, for

preventing the disclosure of information received in confidence, or for maintaining

the authority and impartiality of the judiciary

49

ARTICLE 14 Prohibition of discrimination The enjoyment of the rights and freedoms

set forth in this Convention shall be secured without discrimination on any ground

such as sex, race, colour, language, religion, political or other opinion, national or

social origin, association with a national minority, property, birth or other status.

Derogation in time of emergency 1.

In time of war or other public emergency threatening the life of the nation any High

Contracting Party may take measures derogating from its obligations under this

Convention to the extent strictly required by the exigencies of the situation,

provided that such measures are not inconsistent with its other obligations under

international law. 14 15 2. No derogation from Article 2, except in respect of deaths

resulting from lawful acts of war, or from Articles 3, 4 (paragraph 1) and 7 shall be

made under this provision. 3. Any High Contracting Party availing itself of this right

of derogation shall keep the Secretary General of the Council of Europe fully

informed of the measures which it has taken and the reasons therefor. It shall also

inform the Secretary General of the Council of Europe when such measures have

ceased to operate and the provisions of the Convention are again being fully

executed.

Article 16 of the Constitution – Exceptional powers

Article 16 of the Constitution gives the President "extraordinary powers" in

exceptional cases, leading to an effective "state of exception":

When the institutions of the Republic, the independence of the nation, the integrity

of its territory, or the fulfillment of its international commitments are under grave

and immediate threat and when the proper functioning of the constitutional

governmental authorities is interrupted, the President of the Republic shall take the

measures demanded by these circumstances after official consultation with the

Prime Minister, the presidents of the Assemblies, and the Constitutional Council.

He shall inform the nation of these measures by a message. These measures must

be prompted by a will to ensure within the shortest possible time that the

constitutional governmental authorities have the means of fulfilling their duties. The

Constitutional Council shall be consulted with regard to such measures.

50

Parliament shall meet ipso jure. The National Assembly may not be dissolved during

the exercise of emergency powers.

After thirty days of exercise of the exceptional powers, the Constitutional Council

can be referred to by the President of the National Assembly, the President of the

Senate, sixty députés or sénateurs(members of each chamber), to determine if the

conditions provided in the first paragraph are still met. The Council shall rule in the

shortest time possible by a public ruling. The Council rules ipso jure and rules in the

same conditions after sixty days of exercise of the exceptional powers and at any

moment beyond this period

Links:

https://www.theguardian.com/media/2007/mar/22/pressandpublishing.race

https://www.mondialisation.ca/charlie-hebdo-reopens-freedom-of-speech-debate-

with-cartoons-depicting-death-of-aylan-kurdi/5476137

51

Activity: HOW TO DESIGN A PROGRAMME

GROUP BUILDING PROCESS

HOW TO BUILD AND IMPLEMENT AN EXERCISE

(presentation available here)

Learning Outcomes: To introduce participant to Non Formal Education

principles and concepts

To give guidance in implementing a programme of

activities for a youth encounters

To give tools for understanding group dynamic

52

Activity: GROUP DISCUSSION - FISHBOWL

Learning Outcomes: To introduce the question of being political

To share toughts about political education

To put in question the role of a trainer/youth leader in

political education

53

Activity: GENE LAB - PREPARING AND IMPLEMENTING AN

ACTIVITY

Learning Outcomes: To think, create and implement an activity

To use working tools in non formal education

To become familiar in implementing an activity

To work in partnership

54

Title of the activity: COCKTAIL PARTY + WHO DO YOU CHOOSE?

Group size: 9-11 (might be more)

Objectives:

To raise awareness about discriminatory attitudes

towards the others based on their sex, appearance, age,

profession, etc.

To reflect about it

Time / Duration: 40 minutes

Space requirements: Room big enough for 9-12 people to walk around; chairs

for debriefing part

Materials: Sticky Labels, Markers

Working methods:

1) Cocktail Party (to discover they own discriminatory

attitudes)

2) Who do you choose? (to connect discriminatory

attitudes to decision making)

Description of the

activity:

Preparation

The facilitators or trainers discuss and prepare the

characters for Cocktail Party and write them on Sticky

Notes.

You may change the characters to fit the objectives of

your organisation or the target group taking in

consideration their experiences and group forming

stage. You may want to consider providing an

introductory session to the participants about the topic

of discrimination if you did not touch this subject before.

As example, if your activity objective is to raise

awareness about discrimination based on profession and

age you may go for the following list:

- Young woman

- Young man

- Street sweeper

- Sex-worker

- Immigrant worker

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- Director of the Erasmus+ National Agency

- Old police investigator

- 18 years old journalist

- Doctor

- Teen-ager single parent

- Old Teacher

- Air force major

- Man kindergartener

- Youth worker

- Priest

- House builder

- Middle age unemployed man/women

Important: be aware of age and background of the

participants. Take special care for situations where one

or more participants may identify themselves with one

of the characters – e.g. having a character named

“Romani person (gypsy)” while having people in the

group that identify themselves as gypsies.

After Cocktail Party prepare the questions for “Who do

you choose?” For the target group we had during the

Gen*E Lab we prepared following questions:

- Who do you choose to stay with your kids while you’re

missing?

- Who do you choose to hang out with?

- Who do you choose for being your life partner?

- Who do you invite to have dinner with your family?

- Who do you choose to work with?

Intro (5 min’s)

Participants asked to stay in a line in silence. The

facilitators or trainers explain the activities step by step:

1) Participants are going to have the simulation of

cocktail party where they meet different characters.

2) They know who this people are by looking at their

56

foreheads but they don’t know their own roles. Their

aim is to greet others in a way they would do it in real

life but they are not allowed to talk.

3) After everyone greet others they should again form a

line and then the facilitators or trainers ask them the

questions from “Who do you choose?”

4) After they choose, they will be asked to guess their

roles, then take them off and smash in order to get rid of

their roles.

After the explanation the facilitators or trainers put the

Sticky Notes on participants’ foreheads.

Activities, first Cocktail Party then Who do you choose?

(15 min’s for both)

Debriefing (20 min’s)

Debriefing questions:

1) What happened? (Facts)

2) How did you feel during the activity? (Feelings)

3) Explore the specific stereotypes. (Findings)

4) How can you use this activity in a future? Could it

change something in your life? (Future)

5) How can you identify this and other stereotypes in

your life and how can you prevent it?

6) In your opinion, was the way that you expressed

your behavior during the game the same as society sees

it?

57

Title of the activity: HEYA

WALK THE RHYTM

Group size: 10-15 participants

Objectives:

to feel the group rhytm, to make the participants feel

each other, not be focused just on myself, to listen to

each other

Time / Duration: 45 minutes

Space requirements: Free room (outside/inside)

Materials: none

Working methods: participative group work, leader-led changing to

participant-led activity

Description of the

activity:

1. Heya – participants stand in the circle. We send

around the circle energy by saying loudly Heya and

making a „wave“ hand move. The Heya sound creates a

special rhytm in the circle what the participants start to

hear, listen and act accordingly to it. When they catch

the rhytm, leader adds another features of „energy

flow“. Next one is Hot-down, what causes change of

direction of sending Heya. Next one is Haji, which causes

skipping the person next to the one, who said Haji, with

the Heya move and sound and the next participant in

the circle continues. All these upgrades of Heya circle

energy flow should make the participants listen to and

feel not just the rhytm, but also each other.

2. Walk the rhytm – participants are walking in not

decided and mixed way around the room. There are 4

speeds presented – 1. the slowest, 4. the fastest. Leader

is announcing the change of speed – participants listen

to it and slow or fast the walk accordingly. The only

condition is to hear the rhytm of walk and walk in the

exact same intervals and rhytms. Upgrade is a clap of

58

hands by game leader – when it happens, participants

have to jump all at once and also fall back on the ground

at the same time to not interupt the rhytm. Last added

task (when participants manage to handle the first two)

is counting from 1 to 20 by participants themselves.

They have to still keep the pace and try to count loudly

from 1 to 20 in the whole group, but no of the numbers

can be said by two people at once. When this happens,

group starts counting from 1 again. Good for

concentration, listening, rhytm perception.

Debriefing questions:

How did you feel during the activities?

What did you find out?

What was the most important/interesting moment for

you?

Why do you think we introduced this activity?

What do you take from it?

59

Title of the activity: ME AND MY INFLUENCE IN THE WORLD

Group size: 10-15 participants

Objectives:

The participants learn that we live in the world, full of

influences: both positive and negative. We all are

influenced every day and it's impossible to avoid that.

But then each of us decides what to do with those

influences. Cause that's we who can deal with them, and

that's we who have the influence too and we decide

what we and our influences are.

Participants learn to face the difficulties and find

solutions

They learn to analyse their position and role in the world

Self-reflexion

Time / Duration: 1 hour and 30 minutes

Space requirements: Floor, chairs. Enough space for everyone to work at the

exercises separetely

Materials: Paper, colors, brushes, pencils

Working methods:

Self reflexion

Visualization of ideas and associations (painting, picture

stories)

Problem solving by painting

Group Discussion and Questioning

Description of the

activity:

The participants get the task to think freely and

creatively about the question: „Who am I?“..and paint

the answer on the paper, making the visualization of the

images and associations.

Then they swap the paintings and get the excercise to

change a new picture they get (this is meant to

symbolize the impact from the outside).

The participants get their picture back. They should

change it again in order to make from the picture their

reflexion as they see it again (that is meant to show that

60

no matter how sugnificant the impact on us is, we can

transform it ..and as the result get something new and

perhaps better that that we had before the impact).

Debriefing.

Debriefing questions:

What did you do?

Was it difficult to depict yourself?

How did it feel to change the picture of a different

person? Why was it easy/difficult?

What could the changed picture sybolize? How did

you feel when got your changed picture back?

Was it difficult to improve or develop the picture?

What do you feel about the end result? What

does that result show us?

What is the role of influences in our world? What

can be our impact on it?

61

Title of the activity: NAME-LEARNING GAME WITH A BLANKET

Group size: 8 - 20 participants

Objectives:

To learn the names, ice-breaker , quick changing of the

identification with different group members through a

competition

Time / Duration: 20 minutes

Space requirements: It should be possible to sit on the floor, there´s no need

for big space

Materials: A blanket

Working methods: Name's game

Description of the

activity:

There are two equal groups, sitting on the two sides of a

blanket, that is hold by the trainers. The participants

should not see the other group behind the blanket. One

person of each group is sitting close to the blanket. At

the count of three, the blanket falls down and the two

participants in the front should shout the name of the

person on the other side as quick as possible. The one

who wins this competition, captures the member of the

other group for his team. The blanket is reinstalled

again, the teams have a new person in the front. In this

game there is a permanent changing of the teams. The

winnerteam ist the group with the most persons.

Debriefing questions:

What happend in this game? (facts)

How did you feel? (feelings)

What did you learn? (findings and future)

62

Title of the activity: NATURAL SYMBOLS

Group size: 12-15 participants

Objectives:

State and explain the most important values from

the set of Democracy and Active Citizenship

values with the help of symbols.

Acknowledge the subjective nature of personal

values and their function.

Recognizing the potential challenge of

harmonizing one’s own important values with

values shared in the group.

Time / Duration: 30 - 40 minutes

Space requirements: A seminar room with chairs in a circle, a park or a green

area the training venue nearby.

Materials: Object chosen by the individual (which they searched for

or came across in nature), serviettes, flip chart paper.

Working methods: Discussion and presentation activity

Description of the

activity:

The participants are asked to seek in the natural

environment a small object that can symbolize the

values outlined in their previous training exercises. In

the instructions for the exercise it should be stressed

that their search must be independent and well thought

out. Once found the object should be wrapped in a

paper serviette and brought into the group room.

The participants sit in a circle in the middle of which is a

large blank piece of paper. One person initiates a round

of presentations: the object is carefully unwrapped,

shown to the others and the mental connection to the

object is explained.

After each presentation the object is carefully laid on the

paper in the middle and a corresponding value is written

next to it. Each brief presentation can be rewarded with

applause. The presentations must be heard in an

63

attentive and supportive manner. In the course of this

exercise an interesting and meaningful image emerges

with a rich potential for raising awareness in a way that

deepens mutual understanding: diversity, differences

and areas in common, confirmations and surprises in

relation to others’ assessments.

Finally, the image that emerges is submitted for group

reflection, including on the process of its emergence

Debriefing questions:

Facts: What happened? How was your process of

searching? Where did you go? What was the weather

like?

Feelings: What inspired you? How did you feel telling

about your personal values (was it easy or difficult to

share?)? What helped you to choose the object

(environment, the stories recalled etc.)?

Findings: What does the emerged picture say to us?

What might be missing here? We have different

symbols for one value. What does it say about nature of

values?

Future: Can you imagine a situation in your environment

that needs active involvement from your side. What

values would drive you to make change?

A month ago or a month ahead would it be different

symbols? Would they be changed?

64

The online Platform

In the digital age, a large part of (political) opinion-forming takes place in the social media. From a

democratic perspective, this has the advantage that, on the one hand, everyone can participate in

the discourse and enter a multitude of opinions into the public perception, as long as an Internet

connection is available. On the other hand, we are increasingly confronted with statements that

have crossed the boundaries of democratic exchange of opinion and even with false reports. In

order to classify these messages and statements, or to be able to react to them, a new type of

media education is needed, which also includes dealing with discussions on the Internet.

Generation Europe has therefore set itself the goal of not only introducing young people to new

portals and tools of digital communication, but also (further) developing these together with

them. In addition, important competences for communication via social media are to be

imparted.

In addition, digital communication offers many advantages for networking young people and

young adults from different countries and regions in Europe. In the digital space, language

barriers can be overcome more easily through technical tools and democratic processes and

decision-making can be simulated and tested on an equal footing despite great distances. The

digital platform thus connects the local environment of young people with the European level and

enables participants to follow and support the engagement of other young people active in other

places. Through the continuous exchange in European groups (digital via a platform and personal

encounters in youth exchanges) the young people reflect their local situation and recognise the

European dimension of the problem. In this way, Europe becomes tangible and connected to the

local environment.

The project will be accompanied by the digital platform over the entire period. The platform

makes all activities of all young people from the 15 participating countries visible and thus

strengthens their identification with the European network. Furthermore, it serves the digital

illustration of democratic decision-making processes and supports the young people in the

implementation of their local action plans through the project management tool and the

download area.

65

66

Activity: SELF ORGANIZED DISCUSSION WITH GUIDANCE

QUESTIONS

Learning Outcomes: To get to know better the partners

To support the work in partnerships

To give space for working on the encounters

To share in partnerships doubts and good practices

67

Activity: LEARNING DIARY - INDIVIDUAL

REFLECTION GROUPS

DAILY QUESTIONS

Learning Outcomes: To support the learning process of participants

To give guidance and facilitate reflection and self

evaluation

To reflect on its own learning process

To experience two way process of digesting and

reflecting the daily experience on the very personal

and group level

68

Activity: PRESENTATION OF THE ETS COMPETENCE MODEL FOR

YOUTH WORKERS TO WORK INTERNATIONALLY

Learning Outcomes: To support the learning process of participants

To introduce a competence model for self evaluation

To get familiar with competence concept

69

Activity: VISUAL EVALUATION - GENE TRAIN

Learning Outcomes: To measure the ongoing process

To monitor the atmosphere of the group

To collect feedback about the programme

70

Activity: DIXIT CARD

SMALL GROUP EVALUATION

VISUAL AND INDIVIDUAL EVALUATION

Learning Outcomes: To evaluate different dimensions of the training

To give space to personal opinion and collect feedback

from the participants

To support and facilitate the evaluation

To close the training in a warm way

71

Uncertainity and ambiguity are not bad things. They keep us moving

forward!

Intensive encounters. Touching and community

Different and multiple dimensions in working with young people

Thanks for the new and fresch activities to use for our encounters!

My partnership is really cool

Deeper understanding of AEC and how to tackle the topic

Understanding of the direction to move further. Feeling that the direction is

meaningful and necessary. Whish of sharing the rich experience and

motivations and inspirations

72

www.ibb-d.de

www.generationeurope.org

www.ejbweimar.de/

ABOUT ACTIVE EUROPEAN CITIZENSHIP

YOUTH PARTNERSHIP - COUNCIL OF EUROPE AND EUROPEAN UNION

pjp-eu.coe.int/en/web/youth-partnership/citizenship-participation-and-information

SOME TOOLKITS

COUNCIL OF EUROPE MANUALS AND HANDBOO S (COMPASS, COMPASITO, BOO MAR S…)

www.coe.int/en/web/youth/manuals-and-handbooks

EU-COE YOUTH PARTNERSHIP PROGRAMME TOOL - KITS

https://pjp-eu.coe.int/en/web/youth-partnership/t-kits

ETS COMPETENCE MODEL

https://www.salto-youth.net/rc/training-and-cooperation/tc-rc-nanetworktcs/youthworkers-

competence-model/

73

City of Bochum Youth Department (Bochum/Germany) – https://www.bochum.de/jugendamt

GARE – Associação para a Promoção de uma Cultura de Segurança Rodoviária (Évora/ Portugal) – https://gare.pt/

META Cooperativa Sociale (Rom/Italy) – https://meta.coop/

EUROPE OFFICE of the district Youth Welfare Office Steinfurt (Steinfurt/Germany) – Jugendamt Steinfurt

Youth centre Telsiai (Telsiai/Lithuania)

Asociación Opendoors (Quart de Poblet/Spain)

Werkstatt im Kreis Unna (Unna/Germany) – https://www.werkstatt-im-kreis-unna.de/

Risorsa Europa (Pontinia/Italy) – http://www.risorsaeuropa.it/

Nash Sled (Minsk/Belarus)

Kinder- und Jugendtreff ParkHaus (Oberhausen/Germany) – https://parkhaus-oberhausen.de/

MTÜ Noored Toredate Mötetega (Tartu/Estonia) – http://ntm.ee/

Outward Bound Romania (Tigru Mures/Romania) – https://outwardbound.ro/

SJD – Die Falken Dusseldorf (Dusseldorf/Germany) – https://www.duesselfalken.de

Oulun Nuoret Kotkat (Oulu/Finland) – http://oulu.nuoretkotkat.fi/

Be international (Brno-Řečkovice/Czech Republic) – http://beinternational.cz/

ROOTS & ROUTES Cologne e.V. (Cologne/Germany) – https://www.rootsnroutes.de/

74

SMouTH – Synergeio Mousikou Theatrou Astikimi Kerdoskopiki Etaireia (Larisa/Greece) – http://smouth.com/

Centro di creazione e cultura (Florence/Italy) – http://www.centrocreazionecultura.eu/

EJB Weimar (Weimar/Germany) – https://www.ejbweimar.de

Youth Coop (Lisbon/Portugal) – https://www.youthcoop.pt

Hellenic Youth Participation (Athens/Greece) – http://hellenicyouthparticipation.com/

Alte Schule e.V. (Buchholz/Germany) – https://www.alteschule-ev.de/

Base 4000 (Roskilde/Denmark) – http://base4000.dk/

German-Ukrainian Association for Youth Work e.V. (Kiev/Ukraine)

SJD – Die Falken Brandenburg (Luckenwalde/Germany) – http://www.falken-brandenburg.de/

Szubjektiv (Budapest/Hungary) – https://www.szubjektiv.org/

Esplora (Itri/Italy) – http://www.esploriamo.org/

Landeshauptstadt München – Referat für Bildung und Sport – Pädagogisches Institut (München/Deutschland) – https://www.pi-muenchen.de/

Irenia, Peace Games (Barcelona/Spain) – http://www.irenia.net/

Fundacja Borussia (Olsztyn/Poland) – http://borussia.pl/

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Generation Europe is a programme developed by

International Association for Education and Exchange

(IBB e.V.)

with the support of: