Tra.CIE Handbook Training Citizenship and

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More specifically, the first training module is aimed at introducing shared definitions ...... This approach is well illustrated by the words of a British cookery writer,.
Tra.C.I.E. Handbook Training Citizenship and Intercultural Education in Europe

This handbook has been funded with support from the European Commission. This product reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

 Authors of this Handbook

Di Maria Rodan Inguglia Cristiano Lo Coco Alida Musso Pasquale Sprini Giovanni Rashkova Irena Petrova Tsvetelina Romaniuc Liliana Pinto Ana Pinto Rita Serrano Alfonso Maria Angeles

ISBN 978-954-490-086-1  Publishing House EX-PRESS – 2009

Project’s web-site: www.tracie.unipa.it Project’s e-mail: [email protected]

Reproduction of material from this publication is authorized for noncommercial educational purposes only, provided the source is quoted.

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Preface

Nowadays almost all European countries are facing the issues of intercultural living and cultural diversity. Several factors have enhanced the opportunities of intercultural and interethnic encounters in these countries. The recent waves of migrations, the abolition of national borders between Member states, the constant enlargement of the European Union as a consequence of the inclusion of candidate states and the presence of old minorities in several countries results in a patchwork of religions, peoples and cultures, that is rich in variation and diversity. Therefore there is an increasing necessity to find new ways of sharing the same living space both through the intercultural dialogue and every other method that can foster active citizenship. In fact the possibility to live together with people of different cultures and identities is strictly related to the capacity of being an active and democratic citizen. In this respect, in recent years Council of Europe and European Commission have claimed for the improvement of Citizenship and Intercultural Education (CIE) programmes in all the member states (i.e. the promotion of 2005 as the European Year Citizenship through Education – EYCE – and of 2008 as the European Year of Intercultural Dialogue – EYID). Citizenship Education can be defined as a multidimensional concept which refers to the set of actions aimed at preparing both people young and adult people to learn about and practice democratic citizenship in a range of contexts, from local to global (Council of Europe, 2000). Instead, Intercultural Education can be defined as a multidimensional concept which refers to the set of actions aimed at improving the quality of relationships between cultural groups in a social system. It concerns both the issues of integration and inclusion of minorities into the host societies and the attitudes of majority groups towards cultural diversity (ERICarts, 2008). It is interesting to consider that for several authors, Citizenship Education includes also Intercultural Education. As a matter of fact, Citizenship Education prepares people to live in a context of cultural diversity. The two fields are even more related in the European countries which belong to EU, since they need programmes aimed at fostering the integration between different cultures and values in a common framework given from the European Union. According to the Council of Europe values 3

such as human rights protection, pluralist democracy, democratic stability and security, social cohesion, and cultural diversity have been the defining parameters of European citizenship. Thus European citizenship implies an intercultural dimension and we can consider Citizenship Education as a broader concept that encompasses Intercultural Education. In this perspective, several scholars point out that one of the most important goal of the educational programmes has to be the strengthening of the sense of European citizenship among people living in the EU countries. This can be done fostering the development of the sense of a European identity from childhood to adulthood. Thus, there is the need to promote more interventions aimed at encouraging the sense of belonging and citizenship. In this scenario it is essential to stress the importance of training educators able to deal with the complexity of such a situation. Many efforts must to be done in this direction as the state of Citizenship and Intercultural Education in EU is characterized by different weak points. For instance different studies (i.e., EURYDICE 2005, Compendium, 2007) have shown that these topics need to be implemented in the scholastic curricula (primary and secondary) of many European countries, such as Italy, Bulgaria, Romania and Portugal. As regards teachers, they need to be provided with knowledge, methods and techniques in order to design effective interventions in this field. The lack in specific training and in teaching resources also regards other kind of educators directly involved in the field of Citizenship Education: from university teachers to educators in NGOs, from social workers to trainers in sport associations/teams. In general, the state of things that describes with different extents many European countries is characterized by: need to promote and enhance intercultural and citizenship education projects; need of specific training for the educators; need of shared contents, methods and training\teaching resources in all European countries; need to improve intercultural and citizenship education in scholastic curricula; need of shared policies; need to develop shared tools according to the demands of learning. Tra.C.I.E. (Training Citizenship and Intercultural Education) project represents an attempt to face a part of this situation, trying to provide educators with a course/curriculum for their training (containing standardized and customizable learning materials and activities), aimed at enhancing their knowledge about the theoretical and practical features underlying Citizenship and Intercultural Education (CIE) programs as well as their skills and competencies in this field.

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The training curriculum/course was developed through a four-steps process. Firstly, we analyzed the main needs of the countries of the project’s consortium (Italy, Bulgaria, Portugal, Romania, Spain) with regard to CIE; at the same time we selected some of the best training resources and materials already existing in this field. Secondly, we organized the learning resources and materials (adding to them some developed by our own work-team) in order to create a training curriculum divided into 6 modules (see the introduction of the handbook for more information about the structure of the curriculum). Thirdly, we field-tested the training curriculum in all the countries of the partnership, involving a selection of representatives of six target groups: teachers of primary and secondary schools, university professors, sport trainers, social workers and educators working in NGOs. Finally, we changed some activities on the basis of the feedback coming from the field-testing and we published them into the Tra.C.I.E. handbook (that is also freely downloadable from the project’s web-site: www.tracie.unipa.it). So the handbook you are going to read is the product of our efforts during a challenging and exciting trip lasted for two years. The opportunity to work on these subjects was welcomed by all the partners as our cooperation has been an intercultural process in itself. We have tried to bring together our own experiences, backgrounds and ideas to produce this handbook which is supposed to help you in the training of educators involved in the field of CIE. The handbook is mainly focused on the practical dimension; for this reason, we have dedicated a limited space to the theoretical concepts and reflections in order to have more space for dealing with practical and operative aspects of the CIE, represented by the detailed descriptions of training modules and activities. We hope you appreciate our handbook and find useful methods and tools here. Tra.C.I.E. project coordinator Giovanni Sprini University of Studies of Palermo

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Contents

PREFACE......................................................................................................... 3 CONTENTS...................................................................................................... 6 FOREWORD.................................................................................................... 8 INTRODUCTION TO TRA.C.I.E. HANDBOOK....................................................11 TRAINING CURRICULUM – MODULES .........................................................15 Module 1 ......................................................................................................................... 17 Module 2 ......................................................................................................................... 22 Module 3 ......................................................................................................................... 27 Module 4 ......................................................................................................................... 32 Module 5 ......................................................................................................................... 37 Module 6 ......................................................................................................................... 41

ANNEX – ACTIVITIES ...................................................................................45 Act.1 - HUMAN BINGO .................................................................................................. 47 Act.2 - EXPECTATIONS ................................................................................................... 49 Act.3 - LETTER TO AN ALIEN: CITIZENSHIP IS…? ......................................................... 50 Act.4 - BUILDING CITIZENSHIP TRAIN STATION.......................................................... 52 Act.5 - Tra.C.I.E. APPROACH ......................................................................................... 54 Act.6 - ABOUT ME .......................................................................................................... 57 Act.7 - LEMONS .............................................................................................................. 58 Act.8 - EURO-RAIL “À LA CARTE”.................................................................................. 59 Act.9 - PSYCHOLOGICAL FACTORS AFFECTING INTERCULTURAL RELATIONS 1 ..... 62 Act.10 - FORCE THE CIRCLE ........................................................................................... 64 Act.11 - PSYCHOLOGICAL FACTORS AFFECTING INTERCULTURAL RELATIONS 2 ... 66 Act.12 - FACTORS AFFECTING INTERCULTURAL RELATIONS .................................... 70 Act.13 - FACING IDENTITY ............................................................................................. 71 Act.14 - THE “EUROPEAN CAFÉ”? ................................................................................ 72 Act.15 - CONCEPTUAL FRAMEWORK OF EUROPEAN CITIZENSHIP .......................... 73 Act.16 - CREATING A CARTOON ................................................................................... 77 Act.17 - 60 SECONDS = ONE MINUTE, OR DOES IT? .................................................. 78 Act.18 - GUIDELINES, METHODS AND RESOURCES FOR CIE ..................................... 79 6

Act.19 - METHODS TO REDUCE PREJUDICE AND PROMOTE INTERDEPENDENCE . 82 Act.20 - JIGSAW CLASSROOM...................................................................................... 85 Act.21 - THE PRISONER’S DILEMMA ............................................................................ 87 Act.22 - CONFLICT MANAGEMENT .............................................................................. 89 Act.23 - NEED ANALISYS ................................................................................................ 92 Act.24 - S.W.O.T. ANALYSIS .......................................................................................... 95 Act.25 - TECHNIQUES AND METHODS TO PROMOTE CIE PROGRAMS ................... 97 Act.26 - BRAINSTORMING EVALUATION ..................................................................... 98 Act.27 - EVALUATION IS LIKE COOKING! ................................................................... 100 Act.28 - EVALUATION OF EDUCATIONAL PROGRAMS ............................................ 101 Act.29 - EVALUATION INTO PRACTICE....................................................................... 103 Act.30 - DISCOVERING METHODS .............................................................................. 105 Act.31 - THE SALTO CHECKLIST ................................................................................... 108 Act.32 - WEB-QUEST ON EVALUATION METHODS/TOOLS IN CIE .......................... 116 Act.33 - EVALUATION OF CIE PROGRAMS ................................................................ 120 Act.34 - ABOUT THE MANAGEMENT OF PROJECTS ................................................. 122 Act.35 - STEP BY STEP CHECK-LIST ............................................................................. 127 Act.36 - THE TELEGRAPH ............................................................................................. 131 Act.37 - THE RIVER ....................................................................................................... 132 Act.38 - FINAL EVALUATION QUESTIONNAIRE ......................................................... 133

APPENDIX – GENERAL BIBLIOGRAPHY ......................................................139 Bibliography ................................................................................................................ 141

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Foreword

This handbook, hopefully useful in some way, is aimed at managing the main challenge of modern educational system in the EU: Citizenship and Intercultural Education. The educational system should reinforce social cohesion within a pluralist society. It has to work to define common values based on common goals, preparing students to exercise their citizenship, including students into a common culture and maintaining equality of opportunities between all of them. Thus, citizenship education (which we think encloses Intercultural Education as a section) can be viewed as one of the fundamental elements in the overall mission of a democratic school. One of the essential functions of the school is the role it plays in developing responsible citizens for whom solidarity, integration, cultural exchange and tolerance are common values. This task reflects the needs of both society and the individual: a democratic society depends on the informed and active involvement of all its members, and in order to properly participate in this society, individuals should own the skills that will allow them to effectively fulfill their role as citizens in a world characterized by global and local interdependencies and the growing distortions in reciprocal perception between people. Differences must be protected within schools, as well as a dialogue among different cultures. Hence, the traditional and original objective of schools to create citizens capable of acknowledging their well-defined "national" identity is now increasingly intermingling with the objective to present new forms of citizenship, in a context where globalization progresses to the point that it involves economic, political, cultural and religious fields. The awareness of personal identity - which European schools are hopefully growing in considering - enables people to look at others without prejudice, in a spirit of knowledge, understanding and solidarity. Indeed, identity elements also constitute a prerequisite to positively face the problems of interaction among cultures. Intercultural education is therefore understood not as the fading away of personal origins and heritage of symbols, but rather as an encouragement to accede to and understand the symbols of others. Intercultural education represents also a support to schools in an age of big social and cultural changes. It creates the basis for cultural mediation and the management of cultural-based conflicts: people are invited to 8

reflect upon their cultural belongings, to improve their consciousness of identity and to promote an opening to difference, which implies a new consideration of the “others”. Communication and socialization are improved by the assumption of intercultural education principles. Mainly, they are: a) Pluralism, which implies an inclusive approach, based mainly on human rights; b) Inter-dependence, which calls on mutual comprehension and respect, based mainly on shared values; c) Social justice and equity. Intercultural education concerns both diversity and equity topics, it includes critical comprehension of human rights and citizenship, intercultural and international comprehension, recognition and respect of cultural differences, promotion of equal opportunities. Tra.C.I.E. project tried to develop a simple program, but at the same time useful in order to build in the context of EU a society that is open to change, capable of adapting to respond to the current and future needs of all its citizens. Building a society guided by educational values with a global, cosmopolitan perspective, means to enhance democratic and intercultural values, and openness to the outside world. Thus, we should promote values such as freedom, personal growth and development, justice, equality, equity and peace, tolerance and responsibility, solidarity, cooperation and commitment; our goal, the goal of democratic citizens and of the EU institutions is to build a society that guarantees a set of democratic rights which protect individual and collective freedoms (those of the majority and of minorities), social cohesion and stability for the whole humanity; a society that aims to reduce the gap between the rich and the poor; a society that favours participatory democracy; a society that fights against all forms of discrimination, prejudice and exclusion, such as racism and sexism. To participate in the building and maintaining of the kind of society described above, the educative system, and its professionals, has got the main responsibilities: to understand and to spread the principles, laws, institutions and mechanisms that make up the democratic framework; to promote adherence to democratic, intercultural and ecological values, and openness to the outside world and to be prepared to defend these values, to live in accordance with them and to insist that they are respected; and finally to develop the necessary critical reflection to understand society and societies and their local and global troubles. 9

Intercultural education with a citizenship perspective places the emphasis as much on processes as on content. It takes into account the fact that different levels of awareness and involvement exist for understanding and acting on reality. In this sense, the students also learn that learning and personal development are continuing processes, which will hopefully lead to an adequate relation with the changing reality of the 21st century.

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Introduction to Tra.C.I.E. Handbook

Before presenting the training curriculum, please let us try to answer some relevant questions in order to guide you in reading and using the handbook. 1. What is Tra.C.I.E Handbook? This handbook is the final product of the project titled Tra.C.I.E. (Training Citizenship and Intercultural Education: methods and resources for adult learning). The project is funded by E.C. (LLP, Grundtvig – Multilateral projects) and promoted by the University of Palermo. Tra.C.I.E was aimed at developing a manual containing a curriculum/course for the training of the educators involved in the field of Citizenship and Intercultural Education (CIE) in 5 European countries (Italy, Bulgaria, Portugal, Romania and Spain). The training curriculum included in the Tra.C.I.E handbook was created through the international exchange of best practices already developed in Europe as well as through the field testing of the training materials and tools involving 420 educators from the countries of the consortium. Some training resources and materials of the curriculum were selected from those already existing in this field of research and intervention (i.e., the outputs of previous European projects). The other learning materials and activities were developed by our own work-team. Moreover, we tested all the training resources with samples of persons which belonged to the project’s target group and we changed some activities and/or materials according to the feedback coming from the field testing. Finally, we transformed the training curriculum into this handbook in order to provide a standardized and customizable guide for the training of the educators in the field of CIE. We published the handbook in six different language (English, Italian, Bulgarian, Portuguese, Romanian and Spanish). You can download all the versions of the handbook from the Tra.C.I.E website (www.tracie.unipa.it) in the products section. Feel free to contact us if you need to ask for hard copies.

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2. What are its contents? With regard to the contents, the handbook is structured into 6 training modules, each referring to a specific issue relevant for the CIE. In particular, the 6 modules concern the following topics: a) Citizenship and intercultural education. b) Social and psychological processes affecting the development of citizenship and intercultural/interethnic relationships. c) European citizenship and development of European identity. d) Techniques for promoting citizenship in youth and methods to face discrimination and promote inclusion. e) Methods and tools for the evaluation of the CIE. f) Techniques and tools for project designing and fund searching. More specifically, the first training module is aimed at introducing shared definitions of Citizenship and Intercultural Education as well as the Tra.C.I.E. educational framework, identifying the different levels of CIE (human rights, tolerance, respect of environment, respect of laws; education towards legality and so on). The second training module is aimed at enhancing participants’ knowledge about the social and psychological processes (and factors) affecting the development of the sense of citizenship and intercultural/interethnic relationships, exploring concepts such as social categorization, prejudice, stereotype, social identity, ethnic identity, acculturation strategies, multicultural ideology, group dynamics, perceived security and tolerance; moreover it is addressed to promote participants’ awareness of psychological processes affecting intercultural relations (e.g., the role of the social identity in daily interactions with people). The third training module is designed to explore and discover the theme of European dimension of citizenship education, and to discover European identity as an integral part of the understanding of European citizenship. The fourth module is intended to enhance participants’ knowledge about techniques and methods to promote those CIE programs addressed to youth as well as to provide participants with methods and activities in order reduce prejudice and promote positive interdependence and empathy. More, the module is aimed at promoting participants’ ability to facilitate group communication and to manage conflicts in a constructive way. The fifth module is aimed at developing the knowledge about evaluation of educational programs, increasing skills to put into practice evaluation methods/tools, and developing the capacity of monitoring and evaluation of the educational programmes in order to assess their effectiveness. Finally, the sixth module is designed to enhance the abilities to manage a project and to improve the skills to design and put into practice effective and successful projects. 12

3. How it is structured? As said above, the handbook is structured into six training modules composing a complete curriculum on CIE. Each training module has the following structure: - Topic of the training module. - Objectives of the module. - Target groups of the module. - Methods to be employed. - Activities (a step by step description of the training module with time schedules). - Expected outcomes at the end of the training. - Human resources to be employed. - Materials to be employed. - Evaluation schedule of the module. - Useful suggestions for trainers. - References. Moreover, the activities – such as games, exercises, questionnaires and so on – are indicated through a reference number (“Act.1”, “Act.2” and so on) in order to let the reader identify them in the Annex called “Activities”, in which they are described with all the information needed to put them into practice in a effective way. In particular, the description of the exercises is organized according to the following general structure: - Issue(s) addressed by the activity. - Aim(s) of the activity. - Materials needed to perform the activity. - Group size. - Time needed. - Preparation of the activity. - Step-by-step instructions. - Reflection and evaluation - Tips for the facilitator(s). - Variations. Finally, there are some web-based learning activities inside the Tra.C.I.E. Learning Management System (available at: http://www.tracie.unipa.it/moodle) and they are also divided into the same training modules of the curriculum. 4. How to use it? Using the Tra.C.I.E. Handbook is quite easy! As said above, the handbook contains six training modules composing a complete curriculum on CIE. Thus if you would like to use the whole curriculum you have simply to follow the handbook as it is from module 1 to module 6. 13

In the modules’ description you will find all the instructions and information needed to perform your training sessions. Moreover in the annex section all the activities of the modules are described into details to support the trainers in their task (you can find them using the reference number). Each module is supposed to last for about 3 hours, although, on your needs, all the activities can keep participants busy for a longer time. The training modules include different activities both in presence (70%) and in distance learning modality (30%) using the Tra.C.I.E. LMS (available at: http://www.tracie.unipa.it/moodle). In this platform you will find some additional learning materials and tools such as PowerPoint presentations, online activities, fora, and so on (please contact us in order to have your login information). If you are not interested in using the complete training course, you can choose to apply only certain modules according to your needs. In this case, you have to focus only on the activities referred to the modules you are interested in. It is effortless since all the learning materials and activities are well-distributed into the six training modules, specifying their educational aims and expected outcomes. 5. With whom? Specifically the Tra.C.I.E. Handbook is addressed to the training of six target groups: teachers of primary and secondary schools, university professors, social workers, sport trainers and educators working in NGOs. However, it can be applied also to other categories of adult people interested in CIE. The curriculum was created in order to dedicate a bigger amount of time to some of the six modules depending on the kind of educators involved in the training. In each training module you will find specific suggestions and tips for the facilitators in performing the activities with regard to the target group who is involved in the training or the context in which the course takes place. For instance, from our experience during the field testing phase, it seems that teachers are more confident with the theoretical aspects of the curriculum (e.g. the presentations of the second module about psychological processes affecting intercultural relations and citizenship), whereas sport trainers are more interested in games and group exercises. So depending on the involved target group facilitators can choose to stress on some aspects of the curriculum rather than others. Now, we think it’s better to finish the introduction of the handbook in order to give you the opportunity to read and try it directly. Good work!

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Tra.C.I.E. Handbook Training Citizenship and Intercultural Education in Europe

TRAINING CURRICULUM – MODULES

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Module 1 Topic Citizenship and Intercultural Education (CIE). Objectives In presence • To break the ice among participants and start to know each other, giving the space to create interaction and interpersonal communication. • To develop a common understanding of the contents, aims, structure and methodology of Tra.C.I.E. project. • To explore the expectations of the participants at the training course. • To share definitions of “Citizenship Education” and “Intercultural Education” in a cooperative setting. • To introduce participants to the Tra.C.I.E. educational framework, identifying the different levels of CIE (human rights, tolerance, respect of environment, respect of laws; education towards legality and so on). • To explore and use the possibilities of distance learning in the frame of Tra.C.I.E. project. • To guide and motivate participants to become active players in the planning and organisation of the curriculum. In distance learning modality (LMS) • To assess the competencies and experience of the participants in the field of CIE. • To improve the knowledge of national and European legislation ruling the CIE. • To facilitate information acquisitions about cultural minorities (their habits, believes and values), living at the different community levels. Target group 15-20 educators involved in CIE, such as teachers of primary and secondary schools, university professors, sport trainers, social workers and educators working in NGOs.

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Methods Interactive games and exercises, group work, group discussion and sharing, individual expression of expectations, PowerPoint presentation, individual reflection, and web-based learning. Activities and time schedules In presence Welcome Duration: 30 minutes. - On their arrival, participants receive a dossier containing a welcome letter, a copy of the Tra.C.I.E. leaflet, a copy of the training agenda, ten blank sheets and a pencil. - Words of welcome. - Icebreaker: HUMAN BINGO (Act.1). - Drinks and little snacks. Introduction to Tra.C.I.E. project Duration: 20 minutes. - Based on the leaflet, trainers introduce the main ideas underlying the Tra.C.I.E. project and some of its important characteristics: the theoretical framework, the aims, the target groups, the structure of the curricula, the methodology, the expected outcomes and so on. - Then participants are provided with the opportunity to ask and clarify a number of points: the implications of their participation, the time investment, some learning features and topics of Tra.C.I.E. project. Expectations Duration: 20 minutes. - Participants complete a questionnaire: EXPECTATIONS (Act.2). - Participants and trainers discuss about the answers in plenary. Citizenship education and Intercultural education Duration: 50 minutes (coffee break included). - Trainers introduce the activity. - Exercise: LETTER TO AN ALIEN: CITIZENSHIP IS…? (Act.3). - On the basis of the outcomes of the exercise trainers encourage participants to discuss about the notions of “Citizenship Education” and “Intercultural Education”, in order to reach common definitions. Tra.C.I.E. educational framework Duration: 40 minutes. - Exercise: BUILDING CITIZENSHIP TRAIN STATION (Act.4). - Discussion and presentation: Tra.C.I.E. APPROACH (Act.5). 18

Introduction to LMS Duration: 10 minutes. - The website is shown to the participants via video-projector. Examples of its use are performed. - Discussion in plenary. Feedbacks Duration: 10 minutes. - Final discussion about possible modifications of the training course. In distance learning modality (LMS) Assessment of competencies and experience - Questionnaire: ABOUT ME (Act.6). - Forum “Sharing experiences” That’s the starting point of the discussion: “We are sure each of us has many experiences formally or informally in Citizenship and Intercultural Education. So, we know we can choose at least one to share. We can work in our experiences with European identity, tolerance, peace, legality, language, culture, etc. and then analyze how insights of other people help us to review, revise or replace what we thought about our educational practices. Sound okay? Present any other ideas you have”. Improving knowledge - Trainers and trainees sharing knowledge, uploading and downloading materials about the national and European legislation ruling the CIE. - Trainers and trainees sharing knowledge, uploading and downloading information about cultural minorities living at the different community levels. Expected outcomes • • •

• • • •

Familiarity of the participants with Tra.C.I.E. project Shared definitions of “Citizenship Education” and “Intercultural Education”. Improvement of the knowledge about the educational framework of CIE, its different levels and aspects (values, knowledge, skills and attitudes). Improvement of the knowledge and skills relevant to use the LMS. Development of a sense of active participation to the training course. Increasing participants’ awareness about their competencies. Improvement of the information about national and European legislation ruling the CIE and the integration of cultural minorities. 19

Human resources At least two trainers: one in the role of responsible and the other in the role of co-conductor and animator. Materials • • • • • • • • • • •

Copies of: welcome letter, Tra.C.I.E. leaflet, training curriculum agenda, activity sheets. Blank A4 sheets. Large sheets of paper. Markers. Pens/pencils. Flipchart paper. Board for notes. Laptop. Video-projector. Internet connection. Drinks and snacks.

Evaluation schedule of the module •

Ongoing evaluation, according to the following scheme: Indicators

Participants number Attendance of participants

Typology

Quantitative Trainers’ notes

Expectations, interests, active participation of participants

Trainers’ observation

Conformity realized activities – scheduled activities Qualitative Obstacles during the activities Perception of the achievement of the aims • • • •

Collection

Evaluation meeting between trainers and a third part

Discussion with participants both during the meeting and during online fora. Questionnaire about expectations. On-line questionnaire about participants’ competencies. Evaluation analysis of the forum “Sharing experiences”.

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Useful suggestions for trainers In the following table there are some suggestions coming from the fieldtesting of the training curriculum. They can help you in adapting and carrying out the module depending on the specific target group who is involved in the training. Target group Teachers of primary schools Teachers of secondary schools University professors Sport trainers Social workers of NGOs Educators of NGOs

Suggestions They are very interested both in the theoretical aspects of the module (i.e., presentation about the framework of CIE) and the exercises (especially in the opportunity to use them with their own students). They are very interested both in the theoretical aspects of the module (i.e., presentation about the framework of CIE) and the exercises (especially in the opportunity to use them with their own students). They are more interested in the theoretical aspects of the module. They prefer to pay more attention to exercises and practical activities. They show a high involvement with the activities of the whole module. They show a high involvement with the activities of the whole module.

References Charter of Fundamental Rights of the European Union (2000 / C 364 / 01). Luxembourg: Official Journal of the European Communities, 18 December 2000. http://ec.europa.eu/external_relations/human_rights/doc /charter_364_01en.pdf. Council of Europe (2008). White Paper on Intercultural Dialogue. Living Together As Equals in Dignity. Strasbourg: Council of Europe Publishing. ERICarts (2007). Compendium of Cultural Policies and Trends in Europe (8th edition). Strasbourg: Council of Europe Publishing. ERICarts (2008). Sharing diversity: National approaches to intercultural dialogue in Europe. Study for the European Commission. Report from www.interculturaldialogue.eu. Eurobarometer (2007). Intercultural dialogue in Europe. Flash EB Series #217 Eurydice (2005). Citizenship education at school in Europe. Eurydice, Belgium. Ringold, D., Orenstein, M. A., Wilkens, E. (2005). Roma in an expanding Europe. Breaking the poverty cycle. Whashington, DC: The World Bank.

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Module 2 Topic Social and psychological processes affecting the development of the sense of citizenship and intercultural/interethnic relationships. Objectives In presence • To enhance participants’ knowledge about the social and psychological processes (and factors) affecting the development of the sense of citizenship and intercultural/interethnic relationships as well as participants’ ability to recognize the action of such processes in daily life. • To explore concepts such as social categorization, prejudice, stereotype, social identity, ethnic identity, acculturation strategies, multicultural ideology, perceived security and tolerance. • To promote participants’ awareness of psychological processes affecting intercultural relations (e.g., the role of the social identity in daily interactions with people). • To increase participants’ ability to manage group dynamics within groups of youth and adults. • To endorse the development in the participants of a positive attitude towards the culture of diversity as a feature of and a resource for the larger society. In distance learning modality (LMS) • To favour the exchanges of knowledge and ideas about social and psychological factors affecting the development of citizenship and intercultural relationships. • To develop a complex comprehension of social identity. Target group 15-20 educators involved in CIE, such as teachers of primary and secondary schools, university professors, sport trainers, social workers and educators working in NGOs. Methods Interactive games and exercises, group discussion, individual reflection, and web-based learning.

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Activities and time schedules In presence Welcome Duration: 20 minutes. - Words of welcome. - Icebreaker: LEMONS (Act.7). Knowledge, exploration of concepts and participants’ awareness of psychological processes Duration: 90 minutes (coffee-break included). - Exercise: EURO-RAIL “À LA CARTE” (Act.8). - Presentation: PSYCHOLOGICAL FACTORS AFFECTING INTERCULTURAL RELATIONS AND CITIZENSHIP 1 (Act.9). Managing group dynamics Duration: 40 minutes. - Exercise: FORCE THE CIRCLE (Act.10). - Presentation: PSYCHOLOGICAL FACTORS AFFECTING INTERCULTURAL RELATIONS AND CITIZENSHIP 2 (Act.11). Positive attitude towards the culture of diversity Duration: 30 minutes. - Final discussion about the session: considerations and debriefing. In distance learning modality (LMS) Enhancing knowledge - On-line materials about the social and psychological processes affecting citizenship and intercultural relations. Trainers and trainees also sharing knowledge, uploading and downloading materials about the topic. - Questionnaire: FACTORS AFFECTING INTERCULTURAL RELATIONS (Act.12). Complex comprehension of the social identity - On-line activities: FACING IDENTITY (Act.13). - On-line forum “Facing Identity”. That’s the starting point of the discussion: “Please use this forum to discuss your activity Facing Identity”. Expected outcomes •

Improvement of participants’ knowledge about social and psychological processes (and factors) affecting intercultural and interethnic relationships as well as their ability to recognize the action of such processes in daily life.

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• • •

Shared definitions of categorization, prejudice, stereotype, social identity, ethnic identity, acculturation, acculturation strategies, perceived security, multicultural ideology, tolerance. Promotion of participants’ awareness of psychological processes affecting intercultural relations. Improvement of participants’ ability to manage group dynamics within groups of youth and adults. Development of participants’ positive attitude towards the culture of diversity as a feature of and a resource for the larger society.

Human resources At least two trainers: one in the role of responsible and the other in the role of co-conductor and animator. Materials • • • • • • • • • •

Activity sheets. Enough lemons for everybody. A carrier bag. Watch or timer. Blank A4 sheets. Markers. Different coloured pens/pencils. Board for notes. Laptop. Video-projector.

Evaluation schedule of the module •

Ongoing evaluation, according to the following scheme: Indicators

Participants number Attendance of participants

Typology

Collection

Quantitative Trainers’ notes

Expectations, interests, active participation of participants

Trainers’ observation

Conformity realized activities – scheduled activities Qualitative Obstacles during the activities Perception of the achievement of the aims 24

Evaluation meeting between trainers and a third part

• • •

Discussion with participants during both the meeting and the online fora. On-line questionnaire about social and psychological processes affecting citizenship and intercultural relations. Evaluation analysis of online activities.

Useful suggestions for trainers In the following table there are some suggestions coming from the fieldtesting of the training curriculum. They can help you in adapting and carrying out the module depending on the specific target group who is involved in the training. Target group

Suggestions They are very interested both in the theoretical aspects Teachers of of the module (i.e., presentation about psychological primary processes) and the exercises (especially in the schools opportunity to use them with their own students). They are very interested both in the theoretical aspects Teachers of of the module (i.e., presentation about psychological secondary processes) and the exercises (especially in the schools opportunity to use them with their own students). They are more interested in the theoretical aspects of University the module (especially when they are working in the professors field of social sciences). They prefer to pay more attention to exercises and Sport trainers practical activities. Social workers They show a high involvement with the activities of the of NGOs whole module (both presentations and exercises). Educators of They show a high involvement with the activities of the NGOs whole module (both presentations and exercises). References Ashmore, R. D., Deaux, K., Mclaughlin-Volpe, T. (2004). An organizing framework of collective identity: Articulation and significance of multidimensionality. Psychological Bulletin, 130, 80-114. Barrett, M. (2005). Children’s understanding of, and feelings about, countries and national groups. In M. Barrett & E. Buchanan-Barrow (ed.), Children’s understanding of society (pp. 251-286). Hove, UK: Psychology Press. Barrett, M. (2007). Children’s knowledge, beliefs, and feelings about nations and national groups. Hove: Psychology Press. Berry, J. W. (2005). Acculturation: Living successfully in two cultures. International Journal of Intercultural Relations, 29,697-712.

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Berry, J. W. Phinney, J. S., Sam, D. L., Vedder, P. (2006). Immigrant youth in cultural transition: Acculturation, identity and adaptation across national contexts. Mahwah: Lawrence Erlbaum Associates. Gomes, R. (2004). Education Pack "all different – all equal", 2nd Edition. Strasbourg: Council of Europe Publishing. Lo Coco, A., Inguglia, C., Pace, U. (2005), Children’s understanding of ethnic belonging and the development of ethnic attitudes. In M. Barrett & E. BuchananBarrow (eds.), Children understanding of society, Hove, UK: Psychology Press.

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Module 3 Topic European citizenship and development of European identity. Objectives In presence • To explore and discover the theme of European dimension of citizenship education. • To discover European identity as an integral part of the understanding of European citizenship. • To enlarge critical understanding of/toward European citizenship concept, in which European identity is understood as a multifaceted process. • To develop the practice of European citizenship and its elements. In distance learning modality (LMS) • To enhance knowledge of European legislation ruling the European citizenship and development of European identity. • To explore the participants’ inner perceptions of Europe. • To reflect on common European values. Target group 15-20 educators involved in CIE, such as teachers of primary and secondary schools, university professors, sport trainers, social workers and educators working in NGOs. Methods The World Café method (see http://www.theworldcafe.com/index.htm), interactive games and exercises, creative group work, group discussion, video presentation, and web-based learning. Activities and time schedules In presence Preparation and preliminary notes - Before starting, trainers prepare the room as a café, called “European Café”, which will be the setting of the first part of the encounter.

27

Welcome Duration: 10 minutes. - Words of welcome, introducing the idea that the first part of the encounter will be performed in a “European Café” (an adaptation of “The World Café”). - Presentation: THE “EUROPEAN CAFÉ”? (Act.14). European Café Duration: 90 minutes (coffee break included). - Participants work ideally at small “café-like” tables. Trainers serve coffee, tea, cookies and sweets playing as waiters. People “pay” answering with their ideas to 2 questions posed by the trainers in to different rounds. Each round lasts 40 minutes. Participants should change tables after each round. - People at one table should write interesting ideas that they would like to share with others on a A4 sheet of paper and call the waiter to have a short discussion about it. - After each session outcomes are put on the pin board to have an overview of all the ideas that have come out from the subgroups’ work. People can ask questions for clarification about the ideas. Question rounds: 1. What is European citizenship? 2. What are the relations between European identity and European citizenship? European citizenship: A critical view Duration: 20 minutes. - Trainers introduce different elements of European citizenship and European identity. - Presentation: CONCEPTUAL FRAMEWORK OF EUROPEAN CITIZENSHIP (Act.15). Make “experience” of European citizenship Duration: 60 minutes. - Trainers introduces the last session, supporting the creation of a brief cartoon (3 minutes) around the theme of European citizenship and its elements. The group is divided in 4 subgroup and it is asked to carry on the exercise in large sheets of paper: CREATING A CARTOON (Act.16). - Each group is asked to act the cartoon (role-playing game). - Brief discussion after each play. - General discussion.

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In distance learning modality (LMS) Enhancing knowledge - Trainers and educators sharing knowledge, uploading and downloading materials about the European legislation ruling the European citizenship and development of European identity. Exploring participants’ inner perceptions of Europe - Forum “The Europe where I live... The Europe where I wish to live”. That’s the starting point of the discussion: “Europe is an experience shared and lived by each one of us. Europe will be as beautiful as much as we will strive for it to be. Here, we have the opportunity to tell and share what is the Europe where we live. At the same time, we can suggest the Europe in which we would like to live. We can work in some aspects of our life in Europe and then imagine the future Europe”. Discovering European values - Forum “One action one value”. In this forum, each user is invited to tell a story in which one action was related to one European value. The aim is to share with the other users the experience that he or she might have had or seen and to create a map of experienced values. That’s the starting point of the discussion: “What are the European values? Each of us has many ideas around this theme. So, we have to share values which can become fundamental for Europe. Here, we can tell a story in which, in your opinion, one action was related to one European value and then create a map of our experienced values”. Expected outcomes • • • • • • •

Familiarity with the theme of European dimension of citizenship education. Understanding of European identity in relation to European citizenship. Acquisition of a large view of European citizenship and European identity concepts. Ability to work with European citizenship and its elements. Knowledge improvement about European legislation ruling the European citizenship and development of European identity. Increasing participants’ awareness about their inner perceptions of Europe. Development of common European values map.

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Human resources At least two trainers: one in the role of responsible and the other in the role of co-conductor and animator. Materials • • • • • • • • • • •

Activity and question sheets. Blank A4 sheets. Flipchart paper or wall paper. Coloured markers. Pens/pencils. Box with: glue, scissors, tape, coloured paper, markers, and so on. Pin board. Laptop. Video-projector. “Café-like” tables. Coffee, tea, cookies and sweets.

Evaluation schedule of the module •

Ongoing evaluation, according to the following scheme: Indicators

Participants number Attendance of participants

Typology

Quantitative Trainers’ notes

Expectations, interests, active participation of participants

Trainers’ observation

Conformity realized activities – scheduled activities Qualitative Obstacles during the activities Perception of the achievement of the aims • •

Collection

Evaluation meeting between trainers and a third part

Discussion with participants both during the meeting and during online fora. Evaluation analysis of products and fora “The Europe where I live... The Europe where I wish to live” and “One action one value”.

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Useful suggestions for trainers In the following table there are some suggestions coming from the fieldtesting of the training curriculum. They can help you in adapting and carrying out the module depending on the specific target group who is involved in the training. Target group Teachers of primary schools

Teachers of secondary schools

University professors Sport trainers Social workers of NGOs Educators of NGOs

Suggestions They are very interested both in the theoretical aspects of the module (i.e., presentation about European citizenship) and the exercises (especially in the opportunity to use them with their own students). They like to discuss the opportunity to apply these concepts in the scholastic curriculum. They are very interested both in the theoretical aspects of the module (i.e., presentation about psychological processes) and the exercises (especially in the opportunity to use them with their own students). They like to discuss the opportunity to apply these concepts in the scholastic curriculum. They are more interested in the theoretical aspects of the module (especially when they are working in the field of social sciences). They prefer to pay more attention to exercises and practical activities. They show a high involvement with the activities of the whole module (both presentations and exercises). They show a high involvement with the activities of the whole module (both presentations and exercises).

References Barrett, M. (2007). Children’s knowledge, beliefs, and feelings about nations and national groups. Hove: Psychology Press. Cinnirella, M. (1997). Towards a European identity? Interactions between the national and European social identities manifested by university students in Britain and Italy. British Journal of Social Psychology, 36, 19-31. Forbrig J. (ed.) (2005). Revisiting youth political participation. Challenges for research and democratic practice in Europe. Strasbourg: Council of Europe Publishing. Merry, P. (ed.) (2003). Under construction...Citizenship, youth and Europe. Strasbourg: Council of Europe Publishing. Titley G., Lentin A. (2008). The politics of diversity in Europe. Strasbourg: Council of Europe Publishing.

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Module 4 Topic Techniques for promoting citizenship in youth and methods to face discrimination and promote inclusion. Objectives In presence • To enhance participants’ knowledge about techniques and methods to promote CIE programs addressed to youth. • To provide participants with methods and activities in order reduce prejudice and promote positive interdependence and empathy. • To promote participants’ ability to facilitate group communication and to manage conflicts in a constructive way. • To provide participants with tools for data/information research and methods to perform needs analysis. In distance learning modality (LMS) • To support exchanges of techniques and methods related to CIE. • To develop abilities in promoting events for citizenship and intercultural education in youth. Target group 15-20 educators involved in CIE, such as teachers of primary and secondary schools, university professors, sport trainers, social workers and educators working in NGOs. Methods Interactive games and exercises, group work, cooperative learning, group discussion and sharing, video presentation, and web-based learning. Activities and time schedules In presence Welcome Duration: 20 minutes. - Words of welcome - Energiser: 60 SECONDS = ONE MINUTE, OR DOES IT? (Act.17). Knowledge about techniques and methods Duration: 50 minutes. - Presentations: GUIDELINES, METHODS AND RESOURCES FOR CIE (Act.18). 32

Reduce prejudice and promote interdependence and empathy Duration: 60 minutes (coffee break included). - Presentation: METHODS TO REDUCE PREJUDICE AND PROMOTE INTERDEPENDENCE (Act.19). - Exercise: JIGSAW CLASSROOM (Act.20). - Considerations and discussion. Group communication and management of conflicts Duration: 25 minutes. - Exercise: THE PRISONER’S DILEMMA (Act.21). - Presentation about methods for the CONFLICT MANAGEMENT (Act.22). - Discussion. Data/information research and methods to perform needs analysis Duration: 25 minutes. - Presentation about methods for the information-research and NEED ANALYSIS (Act.23). - Exercise: S.W.O.T. ANALYSIS (Act.24). - Considerations and discussion. In distance learning modality (LMS) Exchanges of techniques and methods - Trainers and trainees actively sharing techniques and methods uploading and downloading their recent acquisitions and personal experiences in this domain. - Forum “Which techniques/methods for which objectives”. That’s the starting point of the discussion: “Please use this forum to discuss the best methods for reaching the main goals of CIE”. - Questionnaire: TECHNIQUES AND METHODS TO PROMOTE CIE PROGRAMS (Act.25). Ability in promoting citizenship and intercultural events - Online forum “Events for Citizenship and Intercultural Education”. In this forum, trainers and trainees exchange information and ideas about strategies to use in order to realize specific events in the field of CIE and give examples of best practices. That’s the starting point of the discussion: “In this forum you are requested to exchange information and ideas about strategies to use in order to realize specific events in the field of CIE and give examples of best practices”. Expected outcomes •

Expertise of the participants about techniques and methods to promote CIE programs. 33



• • •

Expertise of the participants in finding and using adequate methods and activities in order reduce prejudice and promote positive interdependence and empathy. Improvement in the participations of the ability to manage group communication conflicts in a constructive way. Expertise of participants with tools for data/information research and methods to perform needs analysis. Enhancement of abilities in promoting citizenship and intercultural events in youth.

Human resources At least two trainers: one in the role of responsible and the other in the role of co-conductor and animator. Materials • • • • • • • • • •

Activity sheets. Blank A4 sheets. Large sheets of paper. A watch. A chair per person. Markers. Pens/pencils. Board for notes. Laptop. Video-projector.

Evaluation schedule of the module •

Ongoing evaluation, according to the following scheme: Indicators

Participants number Attendance of participants

Typology

Collection

Quantitative Trainers’ notes

Expectations, interests, active participation of participants

Trainers’ observation

Conformity realized activities – scheduled activities Qualitative Obstacles during the activities Perception of the achievement of the aims

34

Evaluation meeting between trainers and a third part

• • •

Discussion with participants both during the meeting and during online group discussions. On-line questionnaire about techniques and methods to promote CIE programs. Evaluation analysis of fora “Which techniques/methods for which objectives” and “Events for Citizenship and Intercultural Education”.

Useful suggestions for trainers In the following table there are some suggestions coming from the fieldtesting of the training curriculum. They can help you in adapting and carrying out the module depending on the specific target group who is involved in the training. Target group

Suggestions

They are very interested both in the theoretical aspects of the module (i.e., presentation about the guidelines for CIE) and the exercises, such as jigsaw classroom (especially about the opportunity to use them with their own students). They are very interested both in the theoretical aspects of Teachers of the module (i.e., presentation about the guidelines for CIE) secondary and the exercises, such as jigsaw classroom (especially schools about the opportunity to use them with their own students). University They are more interested in the theoretical aspects of the professors module, and in the part related to need analysis issues. They prefer to pay more attention to exercises and practical activities, even if they like to have some Sport guidelines and suggestions about the methods to be trainers employed. Moreover, they are very interested in the issues related to conflict management. Social They show a high involvement with the activities of the workers of whole module because they like to have guidelines as well NGOs as practical examples of exercises. They show a high involvement with the activities of the Educators of whole module because they like to have guidelines as well NGOs as practical examples of exercises. Teachers of primary schools

References Aalto, N., Reuter, E (2007). Aspects of Intercultural Dialogue. Theory, Research Applications. Cologne: Saxa.

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Di Maria R., Inguglia C. (2004). Metropolitan ethnic conflicts, strategies of their management and social inclusion of immigrant people, Journal of Adult and Continuing Education, vol. 7, 147-162. Geudens T. (ed.) (2003). Social Inclusion T-kit. Strasbourg: Council of Europe Publishing. Leclercq, J. M. (2003). Facets of interculturality in education. Strasbourg: Council of Europe Publishing. Martinelli S., Taylor M. (eds.) (2000). Intercultural Learning T-kit. Strasbourg: Council of Europe Publishing. Merry, P. (ed.) (2003). Under construction...Citizenship, youth and Europe. Strasbourg: Council of Europe Publishing. Unesco (2002). Best Practices of Non-Violent Conflict Resolution in and out-of-school. http://www.unesco.org/education/nved/index.html.

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Module 5 Topic Methods and tools for the evaluation of the citizenship and intercultural education. Objectives In presence • To develop the knowledge about evaluation of educational programs. • To increase skills to put into practice evaluation methods/tools according to CIE and the age of the target groups. • To develop the capacity of monitoring and evaluation of the educational programmes in order to assess their effectiveness. In distance learning modality (LMS) • To increase abilities to collect/select adequate evaluation methods/tools according to CIE and the age of the target groups. • To enhance knowledge about methods to assess the psychological factors affecting citizenship and intercultural relations. Target group 15-20 educators involved in CIE, such as teachers of primary and secondary schools, university professors, sport trainers, social workers and educators working in NGOs. Methods Brainstorming, individual reflection, interactive games and exercises, group work, group discussion and sharing, web-quest, video presentation, and web-based learning. Activities and time schedules In presence Welcome Duration: 20 minutes. - Words of welcome - BRAINSTORMING about the topic EVALUATION (Act.26). Educational evaluation Duration: 30 minutes. - Trainers introduce a metaphor of evaluation, asking to trainees to answer to simple question. Then, they show a video-presentation. 37

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A questioning metaphor: EVALUATION IS LIKE COOKING! (Act.27). Presentation: EVALUATION OF EDUCATIONAL PROGRAMS (Act.28).

Educational evaluation methods/tools Duration: 40 minutes (coffee break included). - Trainers explain how educational evaluation can be implemented within a project, focusing on how to evaluate. Then they suggest a number of exercises concerning evaluation methods distinguished between personal, interpersonal and group methods. - Presentation: EVALUATION INTO PRACTICE (Act.29). - Exercises: DISCOVERING METHODS (Act.30). Monitoring and evaluation of the educational programmes Duration: 90 minutes. - Trainers briefly show a tool for developing the evaluation plan of a project. Then trainees use the tool on Tra.C.I.E. project data with the support of trainers. - Exercise: THE SALTO CHECKLIST (Act.31). - Discussion. In distance learning modality (LMS) Collecting and selecting evaluation methods/tools - Web-quest on EVALUATION METHODS/TOOLS IN CIE (Act.32). - Questionnaire: EVALUATION OF CIE PROGRAMS (Act.33). Methods to assess the psychological factors affecting CIE - Online forum: trainers and trainees exchange information and ideas about the methods to assess the psychological factors affecting CIE. That’s the starting point of the discussion: “As we saw during module 2, many psychological factors can affect Citizenship and Intercultural Education. Now, we want to present the problem of how to assess these factors. In your opinion, how teacher, educators and trainers from different experiences can assess them?”. Expected outcomes • • •

Enhancement of participants’ knowledge about evaluation of educational programs. Improvement of participants’ skills to put into practice evaluation methods/tools according to CIE and the age of the target groups. Enlargement of participants’ capacity of monitoring and evaluation of the educational programmes in order to assess their effectiveness.

38





Increasing of participants’ abilities to collect/select adequate evaluation methods/tools according to CIE and the age of the target groups. Extension of participants’ knowledge about methods to assess the psychological factors affecting citizenship and intercultural relations.

Human resources At least two trainers: one in the role of responsible and the other in the role of co-conductor and animator. Materials • • • • • • • •

Activity sheets. Blank A4 sheets. Large sheets of paper. Markers. Pens/pencils. Board for notes. Laptop. Video-projector.

Evaluation schedule of the module •

Ongoing evaluation, according to the following scheme: Indicators

Participants number Attendance of participants

Typology

Quantitative Trainers’ notes

Expectations, interests, active participation of participants

Trainers’ observation

Conformity realized activities – scheduled activities Qualitative Obstacles during the activities Perception of the achievement of the aims • •

Collection

Evaluation meeting between trainers and a third part

Discussion with participants both during the meeting and during online forum. On-line questionnaire about evaluation for CIE programs.

39

• •

Evaluation analysis of web-quest on evaluation methods/tools in CIE. Evaluation analysis of products.

Useful suggestions for trainers In the following table there are some suggestions coming from the fieldtesting of the training curriculum. They can help you in adapting and carrying out the module depending on the specific target group who is involved in the training. Target group

Suggestions They are very interested both in the theoretical aspects Teachers of of the module (i.e., presentation about educational primary evaluation) and the exercises (especially about the schools opportunity to have standardized tools to assess their interventions). They are very interested both in the theoretical aspects Teachers of of the module (i.e., presentation about educational secondary evaluation) and the exercises (especially about the opportunity to have standardized tools to assess their schools interventions). They are very interested in this module since issues University related to evaluation are very relevant in their daily professors practice. They prefer to pay more attention to exercises and practical activities, sometimes they can find this module Sport trainers as “boring”, but trainers must underline the importance of evaluation in education and training. They show a high involvement with the activities of the Social workers whole module because they need methods and of NGOs techniques to evaluate their work. They show a high involvement with the activities of the Educators of whole module because they need methods and NGOs techniques to evaluate their work. References European Commission (2001). Project Cycle Management Handbook. Kloosterman P., Giebel K., Senyuva O. (2007). Educational Evaluation in Youth Work T-kit. Strasbourg: Council of Europe Publishing.

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Module 6 Topic Techniques and tools for project designing and fund searching. Objectives In presence • To enhance the abilities to manage a project. • To enlarge the skills to design and put into practice effective and successful projects. In distance learning modality (LMS) • To increase the capacity to select significant and appropriate sources of funding. Target group 15-20 educators involved in CIE, such as teachers of primary and secondary schools, university professors, sport trainers, social workers and educators working in NGOs. Methods Group work, group discussion and sharing, video presentation, and webbased learning. Activities and time schedules In presence Welcome Duration: 5 minutes. - Words of welcome Managing a project Duration: 15 minutes. - Presentation: ABOUT THE MANAGEMENT OF PROJECTS (Act.34). Design a project Duration: 130 minutes (coffee break included). - Trainers ask to trainees to develop an educational project, considering all the moments in which it can be divided. In order to perform the task trainers give them a copy of a step by step checklist. - Presentation of the STEP BY STEP CHECK-LIST (Act.35). 41

-

Design of the project. Group discussion.

Final evaluation session Duration: 30 minutes. - Trainers introduce the session, asking to perform two simple exercises. The, they invite to fill in the final evaluation questionnaire. - Exercise: THE TELEGRAPH (Act.36). - Exercise: THE RIVER (Act.37). - FINAL EVALUATION QUESTIONNAIRE (Act.38). Final greetings - Drinks and snacks. In distance learning modality (LMS) Selecting significant and appropriate sources of funding - Wiki on “What funds for educators involved in CIE”. That’s the starting point of the work: “Please add contents related to the main funds for CIE in your own country”. - Online forum “What I bring with me”. That’s the starting point of the discussion: “We hope you earned some knowledge and competence attending the Tra.C.I.E training course. So, we ask you to discuss about it in this forum sharing your comments about this experience”. Expected outcomes • • •

Enhancement of participants’ abilities to manage a project. Improvement of participants’ skills to design and put into practice effective and successful projects. Extension of participants’ capacity to select significant and appropriate sources of funding.

Human resources At least two trainers: one in the role of responsible and the other in the role of co-conductor and animator. Materials • • • •

Activity sheets. Step by step check-list sheets. Final questionnaire sheets. Different coloured blank A4 sheets. 42

• • • • • • • •

Different coloured large sheets of paper. Markers. Pens/pencils. Scissors and glue Board for notes. Laptop. Video-projector. Drinks and snacks.

Evaluation schedule of the module •

Ongoing evaluation, according to the following scheme: Indicators

Participants number Attendance of participants

Typology

Quantitative Trainers’ notes

Expectations, interests, active participation of participants

Trainers’ observation

Conformity realized activities – scheduled activities Qualitative Obstacles during the activities Perception of the achievement of the aims • • •

Collection

Evaluation meeting between trainers and a third part

Evaluation analysis of products. Final evaluation exercises and questionnaire. Evaluation analysis of the forum on “What I bring with me”

Useful suggestions for trainers In the following table there are some suggestions coming from the fieldtesting of the training curriculum. They can help you in adapting and carrying out the module depending on the specific target group who is involved in the training.

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Target group

Suggestions They are very interested both in the theoretical aspects Teachers of of the module and the exercises (especially about the primary opportunity to have a standardized format to develop schools their own projects). They are very interested both in the theoretical aspects Teachers of of the module and the exercises (especially about the secondary opportunity to have a standardized format to develop schools their own projects). They are very interested in this module since they are University often requested to design projects and to apply for professors fundings. They prefer to pay more attention to practical activities, sometimes they experience some difficulties in this Sport trainers module but at its end, they find it very stimulating and useful. They show a high involvement with the activities of the Social workers whole module because they need methods and of NGOs techniques to develop successful application forms and projects. They show a high involvement with the activities of the Educators of whole module because they need methods and NGOs techniques to develop successful application forms and projects. References Dussap A., Merry P. (eds.) (2000). Project Management T-kit. Strasbourg: Council of Europe Publishing. European Commission (2001). Project Cycle Management Handbook. Flessenkemper T. (ed.) (2004). Funding and Financial Management T-Kit. Strasbourg: Council of Europe Publishing. All the updated documents about the educational programmes (such as LLP) in the EACEA website http://eacea.ec.europa.eu/index.html.

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Tra.C.I.E. Handbook Training Citizenship and Intercultural Education in Europe

ANNEX – ACTIVITIES

45

46

Act.1 - HUMAN BINGO Issue addressed

Interaction and interpersonal communication.

Aim

To promote reciprocal knowledge operation among participants.

Materials

 One copy of the quiz sheet and pencil per person.  Flipchart paper and markers.

Group size

8+ people.

Time needed

20 minutes.

Preparation

Make a copy of the quiz sheet on a flipchart paper.

and

co-

Step-by-step instructions  Hand out the quiz sheets and pencils.  Explain that people should find a partner and ask him/her one of the questions on the sheet. If the answer is positive they should noted down the partner name in the relevant box.  The pairs then split and find others to pair up with.  Remember that the aim of the game is to get as many different names as possible in each box.  Whoever gets a name in every box first shouts out “Bingo!”. He/she wins. Tips for the facilitator If you want to have a brief discussion about what people found out start by asking if people enjoyed playing. Then, talk about the diversity of skills and interests in the group, and what cultural influences they can detect in the way people replied. E.g.: Do equal numbers of men and women cook and make clothes? But don’t make it too heavy.

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QUIZ SHEET Find someone in the group to ask ‘Are you someone who...?’ Try to get a different name in each box: NAME

Has recently painted or decorated their home Likes cooking Has travelled to another European country Lives together with other members of their family Reads a newspaper regularly Makes their own clothes Likes football Keeps animals Can play a musical instrument Has parents or grandparents who were born in another country Can speak a foreign language apart from English Has travelled outside Europe [Adapted from Education Pack “all different - all equal”, 2nd edition – Directorate of Youth and Sport, Council of Europe]

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Act.2 - EXPECTATIONS

Name: ……………………………………………………………………….... Please fill in the questionnaire as fully as possible. 1. Participating in the training course, in my opinion,… Gives some advantages to the participants, namely ………………...… ………………………………………………………………………………... ………………………………………………………………………………... Gives some disadvantages to the participants, namely …………..…… ………………………………………………………………………………... ………………………………………………………………………………... 2. Which expectations would you have concerning the contents of the training course? ………………………………………………………………………………... ………………………………………………………………………………... 3. Which expectations would you have concerning the training course methodology? ………………………………………………………………………………... ………………………………………………………………………………... 4. Which recommendations/expectations would you have for next modules? ………………………………………………………………………………... ………………………………………………………………………………... 5. How do you think could you contribute to the training course? ………………………………………………………………………………... ………………………………………………………………………………...

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Act.3 - LETTER TO AN ALIEN: CITIZENSHIP IS…? Issue addressed

Meaning of citizenship.

Aims

 To clarify what people mean by the word citizenship, discovering the range of responses within the group of participants.  To work towards a shared definition of citizenship.

Materials

 Flipchart paper and markers.  Pens/pencils.

Group size

12-20 people.

Time needed

20 minutes.

Step-by-step instructions  Divide a large sheet of paper into columns, each headed by a letter of the alphabet. For the purposes of this exercise you can choose some letters (e.g., A to F) or ask to participants to choose them without explaining the aim of the game.  Ask participants individually to brainstorm citizenship word. Each should try to provide at least one word for each letter (for example: A-active, B-boundaries). A nominated scribe can write down the words as they are called out, or each individual participant can simply add them to the chart. There is no debate or questioning at this stage about why certain words have been chosen.  Once the chart is completed (it is recommendable to establish a strict time limit), people can ask each other questions about their chosen words – what certain words mean, how they are connected with citizenship, and so forth. But no judgments are to be passed.  Participants split into pairs or groups of three and select a letter from the chart. (It is best if each pair or group has a different letter). They then draft a short communication to an extraterrestrial alien who has never heard of citizenship, explaining what it is. Each group should use the words listed under their letter. The communications are then shared with the whole group.

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Reflection and evaluation Back in the whole group, participants are invited to reflect individually on their experience of interaction between group members. How did the group draft its letter to the alien? How did the group agree upon its definition? Were they surprised by anyone else’s definition? There are other questions that might be asked. Have they learnt anything about citizenship from this exercise? Are they clearer now? Do they feel that any crucial aspect has been missed out? [Adapted from T-Kit on “Social Inclusion”, Council of Europe Publishing]

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Act.4 - BUILDING CITIZENSHIP TRAIN STATION Issue addressed

Key competences of citizenship.

Aim

To foster the critical thinking and the analysis of the concept of citizenship, focusing on the values, knowledge, skills, and attitudes that are needed in order to be active citizens.

Materials

 Large sheets of paper.  Copies of activity sheet, one per person.  Pens/pencils.

Group size

Various (divided into subgroups of maximum five people).

Time needed

30 minutes.

Preparation

Distribute the copies of the activity sheet to the participants.

Step-by-step instructions  Introduce the metaphor of the Citizenship Train Station. Every day four special trains leave this station in order to reach the world of Citizenship and Intercultural Education. In the station there are four platforms (Values, Knowledge, Skills, Attitudes). Each train is composed by several carriages and it leaves from a specific platform.  Ask participants to split into small groups of four and to build a special train for each platform, choosing the carriages which compose the train. Request to think about other carriages, different from those shown on the activity sheet, and to add them to their own trains.  Ask participants to prepare a large sheet of paper in which the station, its platforms and the trains are represented. Reflection and evaluation Back in the whole group, each small group is invited to show and to comment what they have prepared. Participants are invited to discuss about their choices and the differences between the small groups.

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ACTIVITY SHEET Carriages Active participation

Democratic attitude

Human rights and responsibilities

Problem-solving

Assertiveness

Democratic system

Identity and intergroup relations

Readiness to share

Citizenship rules

Empowerment

Intercultural competence

Respect for cultural and social differences

Civic responsibility

Equality

Interdependence

Respect for self and others

Conflict management

European framework

Legality

Respect for the environment

Critical and argumentative thinking

European identity

Openness and Trust

Sustainable development

Cultural patterns

Globalization

Peace

Teamwork and cooperation

Democracy

Human rights

Pluralism and tolerance

Tolerance

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Act.5 - Tra.C.I.E. APPROACH Please use the following contents as a support for preparing your own presentation. In the handbook bibliography section you will find some recommended references in order to improve your knowledge about the topic. In the project’s platform you can also download the presentations in PowerPoint. Tra.C.I.E. Training Citizenship and Intercultural Education: Methods and resources for adult learning DEFINITIONS Citizenship education A multidimensional concept which refers to the set of actions aimed at preparing people (young and adult) to learn about and practice democratic citizenship in a range of contexts, from local to global. (Council of Europe, 2000) Intercultural education A multidimensional concept which refers to the set of actions aimed at improving the quality of relationships between cultural groups in a social system. It concerns the issues of integration and inclusion of minorities into the host societies and the attitudes of majority groups towards cultural diversity. (ERICarts, 2008) RELATIONSHIP As it is possible to notice, citizenship education includes also intercultural education.

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DEFINITIONS European citizenship A multidimensional concept which derives from the wider concept of citizenship. Citizenship and European citizenship, both refer to much more than just a static legal status or recognition of the individual as belonging to a particular state. Rather, they are understood as dynamic, complex and integral concepts. From the perspective of the individual, European citizenship should be the process and status which makes it reasonably possible to exercise our multiple and dynamic senses of belonging (including the local or the national one) even if sometimes it might be problematic to combine them. European citizenship would mean then, for each European, to integrally live and develop their identity. (T-Kit on European Citizenship) European identity A multidimensional concept which refers to the feeling of belonging to the EU and implies the acquisition of beliefs, attitudes and values that are socially shared within the European countries. It can be considered as a social identity related to supra-national category. (Cinnirella, 1997)

RELATIONSHIP As it is possible to notice again, all of these concepts are interlinked and capable of multi-dimensional interpretations. Tra.C.I.E. way:

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OUR APPROACH European citizenship requires a combination of knowledge, skills and attitudes built on a solid foundation of values all working towards a society of competent citizens.

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Act.6 - ABOUT ME

Name: ……………………………………………………………………….... Please fill in the questionnaire as fully as possible. a) My previous experiences in Citizenship and Intercultural Education are (maximum 5; 1 is the most important): 1.................................................................................................................. 2.................................................................................................................. 3.................................................................................................................. 4.................................................................................................................. 5.................................................................................................................. b) As a trainer, I consider myself to be (please indicate on the scale):

c) When I work as an educator 1. I am usually good at ……………………………………………………….. ………………………………………………………………………………... 2. I often have difficulties in ……………………………………..…………… ………………………………………………………………………………... 3. One thing I hate to do is ………………..…………………………………. ………………………………………………………………………………...

[Adapted from Self-Perception inventory (SPI)]

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Act.7 - LEMONS Issues addressed

 Stereotypes.  Individual differences.

Aim

To bring the issues of stereotype, differences and equality of opportunities up.

Materials

 Enough lemons for everybody in the group.  A carrier bag.

Group size

Various.

Time needed

20 minutes.

Step-by-step instructions  Give each group member a lemon.  Ask everyone to look closely at their fruit, examine it for distinctive marks and feel the skin.  Encourage people to personalize their lemon by giving it a name.  Allow five minutes to do this and then collect all the lemons into the carrier bag. Shake the bag to mix the fruits.  Spread all the lemons out on the floor in front of the group.  In turn, ask each person to come forward and collect his or her lemon.  If there is an argument over whose it is, try to adjudicate, but if they still cannot agree, place the lemon to one side as unidentified. If this happens, you should be left with two at the end to reunite, but will find that most people can successfully claim their fruit. Reflection and evaluation: Once all the people have been reunited with their lemons you can facilitate a discussion. How sure are they that they claimed the right fruit? How can they tell? Encourage them to look at the parallels between this exercise and differentiating between people. Examine the stereotypes: Are all lemons the same colour? Are they all the same shape? Compare this to the stereotypes that exist between people of different cultures, races and gender. What does this mean to the group? [Adapted from T-Kit on “Social Inclusion”, Council of Europe Publishing]

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Act.8 - EURO-RAIL “À LA CARTE” Issues addressed

 Prejudice and limits of tolerance.  Images and stereotyping about minorities.

different

Aims

 To challenge participant’s stereotypes and prejudice about other people and minorities, and about the images and associations the text raises.  To reflect on the perceptions different participants have of minorities.  To raise self-awareness about the limits of tolerance.  To confront the different values and stereotypes of the participants.

Materials

 Copies of activity sheet, one per participant.  A pencil for each participant.

Group size

Minimum 5, maximum 40.

Time needed

80 minutes.

Preparation

Distribute a copy of the activity sheet to each person.

Step-by-step instructions  Briefly describe the scenario and tell them to read the descriptions of the people travelling on the train.  Now ask each person individually to choose the three people they would most like to travel with and the three they would least like to travel with.  Once everybody has made their individual choices, ask them to form into groups of four to five and to: o Share their individual choices and the reasons for them. o Compare their choices and reasons and check where there are similarities. o Come up with a common list (the three pluses and the three minuses) by consensus.  In plenary, ask each group to present their conclusions including the reasons for their common choices. They should also say in which “cases” there was most disagreement within the group.

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Reflection and evaluation The debriefing and discussion will be based on the group’s reports. Comparing the different results is a good way to introduce the discussion. You may continue by asking questions such as:  How realistic are the situations presented?  Has anyone in the group experienced a similar situation in real life?  What were the major factors that determined your individual decisions?  If the groups did not manage to reach common conclusions, why was this?  What was most difficult?  What factors prevented you coming to a consensus?  Which stereotypes does the list of passengers evoke?  Are the stereotypes in the descriptions given or in our minds and imagination?  Where do we get these images from?  How would it feel to be in a situation in which nobody would want to share a train compartment with you? Tips for the facilitator Be aware that the list of passengers enclosed is very long and makes it difficult for the groups to come up with a common list, consequently you may require more time for both the individual and the group part. If you wish, you may reduce the list and adapt it to the local or national situation of the group you work with. It is very important that some of the passengers’ descriptions correspond to minorities which are familiar to the group including “invisible” minorities such as homosexuals, people with disabilities, someone who is HIV positive etc. In many cases the groups will not manage to come up with a common list. Do not emphasize this aspect of the activity especially as it may lead to a false consensus. It is equally interesting to check why it is difficult to reach a consensus on a matter like this. It is important for everyone to respect each other’s opinions and not attack people for their personal views. If some choices seem doubtful it is more relevant to discuss the reasons which lead to a particular choice rather than to question personal decisions. In fact both the participants and you, the facilitator, will be in difficult positions: it’s very easy to turn this activity into a condemnation session! For this reason beware not to let the discussion develop into “Who’s got the least prejudice?” But rather to work on the fact that we all have prejudice. It is also important to discuss and explore the fact that the description of the passengers is very brief, we know little about the personality or 60

background of people. But isn’t that the way we normally react to information in newspapers and television, and in conversations or when meeting people for the first time? THE SCENARIO You are boarding the “Trans-Europe Express” train for a week-long ride from Lisbon to Moscow. You are travelling in a couchette compartment, which you have to share with three other people. With which of the following passengers would you prefer to share? 1. A young mum from Tunisia. 2. An Italian policy-maker. 3. A Chinese trader. 4. An American female who is travelling around Europe. 5. A Muslim intellectual. 6. A seasonal worker from Senegal. 7. An English football supporter. 8. An Afghan female who is a refugee. 9. A rabbi from Israel. 10. A young unemployed coming from Romania. 11. A female student from Palestine. 12. An old lady from Ukraine doing the cleaning lady in Italy. Instructions 1. Individually. Select your three first choices of the people you would most like to travel with and the three you would least like to travel with. You have 15 minutes to do this. 2. In groups. Share your choices of the 3 best and the 3 worst companions, and discuss the reasons which led to your decisions. Then try to come to a consensus on a common list of the three most favoured and the three least favoured companions. You have 45 minutes for this part of the activity. 3. In plenary. Each group presents its conclusions followed by a debriefing and evaluation of the exercise. [Adapted from Education Pack “all different - all equal”, 2nd edition – Directorate of Youth and Sport, Council of Europe]

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Act.9 - PSYCHOLOGICAL FACTORS AFFECTING INTERCULTURAL RELATIONS 1 Please use the following contents as a support for preparing your own presentation. In the handbook bibliography section you will find some recommended references in order to improve your knowledge about the topic. In the project’s platform you can also download the presentations in PowerPoint. Social Categorization One of the most important psychological process affecting social relations is Social Categorization = To classify the social reality in different social categories (e.g. related to gender, ethnicity, nationality, profession, etc.). It is important in order to reduce the complexity of the social world (adaptive function). Social categories include several attributes and judgments towards the group to which people belongs. E.g.: Males are… Engineers are… Germans are… (and so on) People are assigned to specific social categories according to the salience of their own features in a context (i.e., being black in a white classroom). We tend to overestimate: - The similarities among the member of a category. - The differences between the categories. Social categorization affects 3 phenomena. - Stereotype: Cognitive structure containing knowledge, beliefs and expectations about a social group. - Prejudice: Negative attitude (cognitive and affective) towards a specific category/group based on stereotype. - Discrimination: Negative behaviors towards a specific category/group based on prejudice.

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Stereotypes Stereotypes are very resistant since they have different functions. - Knowledge:

We fill the lack of knowledge we have about new persons with information. - Simplification: We simplify the social world and the elaboration of social information through the categories. - Self-esteem: We use negative stereotypes towards the other group in order to protect our self-esteem. Social Identity Social identity is that part of an individual’s self-concept which derives from his knowledge of his own group membership together with the value and emotional significance attached to that membership. (Tajfel, 1978) It represents the sense of belonging to a social group (such as gender, ethnicity, profession, etc.) Social identity develops on the basis of social categorization process. 1 First we categorize the social reality in different groups. 2 Then we choose some of these categories in order to define ourselves (process of identification). Distinction between in-group and out-groups. IN-GROUPS → Groups to which the person belongs. OUT-GROUPS → The other groups. For example: In-group Male Italian White European

Out-group Female Nigerian Black African

The main effects of the social identity are: - Favoritism towards the in-group (positive evaluations of its members). - Derogation of the out-groups (negative evaluations of their members). The reason of these phenomena is related to an attempt to increase/defense individuals’ self-esteem: If my own group is better than the other, I’m better than other people too! 63

Act.10 - FORCE THE CIRCLE Issues addressed

 Majority/minority relationships.  The social and political mechanisms which divide society.

Aims

 To experience being part of a majority group and being in the minority.  To analyse the strategies we use to be accepted by the majority group.  To be aware of when we like to be part of the majority and when we like to be apart or in the minority.

Materials

 Paper and pens for the observers.  Watch or timer.

Group size

6 - 8 people per circle.

Time needed

30 minutes.

Step-by-step instructions  Divide the group into subgroups from 6 to 8 people.  Ask each group to choose one person to be the ‘observer’ and a second to be the ‘outsider’.  Tell the other members of the group to stand shoulder to shoulder to form as tight a circle as possible so as not to leave any space between them.  Explain that the ‘outsider’ must try to get into the circle while those who form the circle must try to keep them out.  Tell the observer makes notes on the strategies used both by the ‘outsider’ and those in the circle and also acts as timekeeper. After two or three minutes and regardless of whether they managed to enter the circle or not, ‘outsider’ joins the circle and another member has a turn. The activity is over once all the members of the group who wish to have tried to ‘force the circle’. Reflection and evaluation Bring everyone together to discuss what happened, and how they felt. Start by asking the players:  How did you feel when you were part of the circle?  How did you feel when you were the ‘outsider’? 64

Do those who succeeded in ‘forcing the circle’ feel differently from those who didn’t manage it? Ask the observers:  What strategies did the ‘outsider’ use?  What strategies did the people in the circle use to prevent the others from getting in? Then ask everybody:  In real life situations, when do you like to feel an ‘outsider’ or a minority and when do you appreciate feeling part of the group or the majority?  In our society, who are the strongest groups? And who are the weakest?  In society, the circle may represent privileges, money, power, work or housing.  What strategies do minority groups use to gain access to these resources?  How do the majority preserve their status? 

Tips for the facilitator It is helpful if you give concrete instructions to the observers, such as to take note of:  What the people in the circle say among themselves or to the outsider.  What the members of the circle do in order not to let the outsider in.  What the outsider says.  What the outsider does. This activity requires a lot of energy from everybody playing it. In principle, unless the relations within the group are poor, there should be no aggression. Before starting the evaluation, it is recommended first of all to let the group comment informally on what has happened before starting the structured evaluation. Variations If there are enough people to play with several circles you can, at the very beginning, ask each group to give themselves a name. This will reinforce the feeling of group identity. You can then play so that the outsider always comes from a different group. At the end of each round the ‘outsider’ should return to their original group whether or not they ‘force the circle’. This may also stress the feeling of loneliness when being the ‘outsider’. [Adapted from Education Pack “all different - all equal”, 2nd edition – Directorate of Youth and Sport, Council of Europe]

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Act.11 - PSYCHOLOGICAL FACTORS AFFECTING INTERCULTURAL RELATIONS 2 Please use the following contents as a support for preparing your own presentation. In the handbook bibliography section you will find some recommended references in order to improve your knowledge about the topic. In the project’s platform you can also download the presentations in PowerPoint. Intercultural Relations Intercultural Relations are complex phenomena affected by several variables: - In dominant groups: Prejudices, stereotypes, multicultural ideology, etc. - In minority groups: Cultural identity, acculturation strategies, etc. We can consider the following figure taken from Berry (2005).

Acculturation strategies Central concept referring to individuals and groups’ preferences with respect to the particular ways in which they wish to engage their own and other groups/cultures. 66

Two dimensions (minority groups): The degree to which there is a desire to maintain the group’s culture and identity. The degree to which there is a desire to engage in daily interactions with other ethno-cultural groups in the larger society, including the dominant one. Two dimensions (dominant groups): The degree to which dominant group members want immigrant to maintain their group’s culture and identity. The degree to which dominant groups members want immigrants to engage in daily interactions with other ethno-cultural groups in the larger society. Starting from the dimensions shown above, 4 acculturation strategies can be derived both for non-dominant groups and dominant groups (see figure taken from Berry 2005):

Acculturation strategies are not chosen freely by the immigrants/cultural minorities. The point of view of the dominant society is very important in affecting immigrants’ choices. The quality of intercultural relations is determined by the mutual and reciprocal interaction between dominant and non-dominant groups. The risks are ethnic-cultural conflicts and acculturative stress. 67

Ethnic/cultural identity Is the sense of belonging to the ethnic/cultural group fee or that part of one’s thoughts, beliefs, behaviours, attitudes and values which result from membership of such a group. (Phinney, 1990). It is not an entity, but a complex process through which individuals actively take decisions and evaluate the importance of their own culture in their life. It begins during childhood and reaches its climax during adolescence. Multicultural policies How integration and minorities adaption can be fostered in the plural societies? - Reducing prejudices and negative attitudes in dominant group. - Promoting biculturalism. - Respecting minorities’ cultural identity. - Providing full and equitable participation of all ethno-cultural groups in the life of the larger society. - Providing minorities with opportunities to learn official language. Aim of Multicultural Policy: Mutual acceptance between all cultural groups.

ethno-

Three politic components: - Cultural: Providing support and encouragement for cultural maintenance and development among all cultural groups. - Social: Sharing of cultural expressions, by providing opportunities for intergroup contact, and the removal barriers to full participation in the larger society. - Communication: Promoting the learning of the official language.

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See the figure:

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Act.12 - FACTORS AFFECTING INTERCULTURAL RELATIONS

Name: ……………………………………………………………………….... Please fill in the questionnaire as fully as possible. a) What is social categorization? Can you give some examples of relevant social categories in your daily relations? .................................................................................................................... .................................................................................................................... .................................................................................................................... .................................................................................................................... b) How can be defined social identity? .................................................................................................................... .................................................................................................................... .................................................................................................................... .................................................................................................................... c) Please describe some groups which are relevant to you (and with whom you identify). .................................................................................................................... .................................................................................................................... .................................................................................................................... .................................................................................................................... d) What are the acculturation strategies? Can you give some examples of acculturation strategies with regard to the immigrant people living in your own country? .................................................................................................................... .................................................................................................................... .................................................................................................................... .................................................................................................................... e) What are the characteristics of the multicultural policy? .................................................................................................................... .................................................................................................................... .................................................................................................................... .................................................................................................................... 70

Act.13 - FACING IDENTITY The activity can be found on the Tra.C.I.E. LMS – Module 2. Issue addressed

Personal identity.

Aim

To reflect on one’s own identity.

Materials

Users need a big sheet of paper, different coloured pens and/or pencils.

Time needed

Around 45 minutes personal, all the time needed for the online exchange (by the specific forum).

Preparation

Prepare a basic introduction about concept of identity on the specific webpage.

Step-by-step instructions (for users)  Draw the profile of your face on the sheet of paper.  Reflect about various aspects of your identity (elements to be put inside of the drawn face) and how others might see you (elements to be put outside of the drawn face). Think through different elements constituting identity (for example: family, nationality, education, gender, religion, roles, group belongings...). What are your personal aspects and attitudes that you both like and dislike?  Reflect on: o The relation between what you see and others might see and the relation between different aspects (visualize this with linking lines and flashes). o The development of different aspects/attitudes throughout your life and the factors relevant for it (visualize this with colours signifying different moments in life, or indications on a “time scale” you draw beside the face, or different bubbles...).  Participate to the forum “Facing identity” in order to exchange your reflections: How do you see yourself? How do others see you? What influences you? What were your reference points? How do perceptions and attitudes change over time and why? Which dynamics can you perceive in terms of changes and how are they linked? How do you deal with elements of yourself you dislike and where do they come from? Which linkage can you perceive between different aspects? [Adapted from “EYC Course on Intercultural Learning June 1998”]

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Act.14 - THE “EUROPEAN CAFÉ”? Please use the following contents as a support for preparing your own presentation. In the handbook bibliography section you will find some recommended references in order to improve your knowledge about the topic. In the project’s platform you can also download the presentations in PowerPoint. Welcome in the “European Café” … … free community of European people! Guiding principles -

Focus on what matters.

-

Contribute your thinking.

-

Speak your mind and heart.

-

Listen to understand.

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Link and connect ideas.

-

Look for insights and deeper questions.

-

Write and draw on the flip chart paper. Question rounds:

1. What is European citizenship? 2. What are the relations between European identity and European citizenship?

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Act.15 - CONCEPTUAL FRAMEWORK OF EUROPEAN CITIZENSHIP Please use the following contents as a support for preparing your own presentation. In the handbook bibliography section you will find some recommended references in order to improve your knowledge about the topic. In the project’s platform you can also download the presentations in PowerPoint.

European citizenship It is multidimensional concept. All of these dimensions are interlinked and capable of multiple interpretations. One way of looking at citizenship is to break it up into four main dimensions as developed by Ruud Veldhuis, in “Education for Democratic Citizenship: Dimensions of Citizenship, Core Competencies, Variables and International Activities”, Strasbourg, Council of Europe, 1997. Warning: This is a social approach…

4 dimensions To show importance of each dimension the metaphor of chair is useful, since it explains best about the need of balance between each “leg” to create a balance and harmonious “citizenship”.

These four dimensions of citizenship are attained via socialization processes which take place in an organized way at school, in families, civic organizations, political parties, and in a less organized way via associations, mass media, the neighborhood and peer groups.

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European citizenship chair today:

Political dimension The political dimension of citizenship refers to political rights and responsibilities vis à vis the political system. Social dimension The social dimension of citizenship refers to the behavior between individuals in a society and requires some measure of loyalty and solidarity. Cultural dimension The cultural dimension of citizenship refers to the consciousness of a common cultural heritage in the interrelated diversity. Economic dimension The economic dimension of citizenship refers to the relationship between an individual and the labor – and consumer – market. It implies the right to work and to a minimum subsistence level. European citizenship Another way of looking at citizenship is to look at it from the perspective of a sense of belonging. The identity of individuals is precisely what makes them different from any other person. The identity of each individual is shaped by many different belongings or senses of belonging to certain groups of people. All those senses of belonging, together with many others, shape our identity. In this sense, European citizenship is interlinked with European identity. Warning: This is a personal approach… European identity A multidimensional concept which refers to the feeling of belonging to the EU and implies the acquisition of beliefs, attitudes and values that are socially shared within the European countries. It can be considered as a social identity related to supra-national category (Cinnirella, 1997). 74

Development or construction of European identity This involves a process of development or construction of European identity. In the latter sense, we can say that each individual has his/her own identity, regarding backgrounds and experiences. However, we are not fully prisoners, we can act, react... we make choices, and we pick up certain ways of life, values, and rituals in different cultures because they fit to me. In other words, we can build our own identity. How does European identity develop? During childhood and adolescence, it is likely that increased cognitive abilities gradually make individuals aware of their being European. However, this process is mediated by socialization processes. Anyway, generally it develops on the basis of: - Cognitive aspects (e.g., knowledge of the existence of the European group, categorization of the self as a member of this group, beliefs about the typical characteristic and traits of the European group, and so on). - Affective aspects (e.g., sense of attachment to the European identity, feelings towards individuals who belong to our own group, social emotion as national pride or national shame, and so on). - The behaviors associated with European identity. To be European mean to be citizen several times. Please look at the figure to see the example of a citizen living in Palermo, Sicily, Italy.

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Conceptual framework of European citizenship Looking back to the two approaches previously described, we can see that all the four dimensions of citizenship and the multiple senses of belonging of individuals are an expression of dynamism, integrity, and complexity in the understanding of European citizenship. Those two different and complementary approaches help us to connect the individual and collective dimension of citizenship and its interior and exterior expression.

[Adapted from T-Kit on “Under construction: Citizenship, Youth and Europe”, Council of Europe Publishing]

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Act.16 - CREATING A CARTOON Issue addressed

European citizenship.

Aim

To reflect through practice on the European citizenship concept.

Materials

 Flipchart paper or wall paper.  Coloured markers.  Box with: glue, scissors, tape, coloured paper, markers etc.

Group size

10 - 30 people.

Time needed

60 minutes.

Preparation

Divide the group into subgroups of 6 to 8 people.

Step-by-step instructions  Tell each group that the activity consists in creating a 3 minutes cartoon related to the European citizenship. They must first draw a storyboard and then to act it.  Inform that each group can decide for themselves for what age range the cartoon is intended and give them 15 minutes to discuss and to devise the content and methodology.  When the cartoon is negotiated, invite them to draw the storyboard on a large sheet of paper and finally to stick the drawing on the wall. 

Then, ask participants to start a role playing based on the carton.

Reflection and evaluation Participants are invited to discuss what they have prepared and the different choices between groups. Also, they are asked to comment what they have felt during the role playing game.

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Act.17 - 60 SECONDS = ONE MINUTE, OR DOES IT? Issue addressed

Time and its cultural meaning.

Aims

 To set a mood and create an atmosphere useful to introduce the module.  To emphasize the relativity of one’s own judgment (like the judgment on the time).

Materials

 A watch for the facilitator.  A chair per person.

Group size

Various.

Time needed

Anything up to 2 minutes and 30 seconds!

Preparation

If there is a clock in the room, cover it with paper; if the clock ticks then remove it.

Step-by-step instructions  Ask the participants to hide any watches they might have.  

Then, ask everybody to sit down on their chairs silently and with eyes closed. Ask everyone to stand up and to maintain their eyes closed.

On the command “GO!”, each person is to count up to 60 seconds and sit down when they have finished. It is important to stress that this exercise can only work if everyone is quiet during the whole of it. Once people have sat down they can open their eyes, but not before. 

Reflection and evaluation Clearly this energizer opens up the whole concept of time and each individual’s relationship to it. You can then go on to discuss whether there are culturally different perceptions of time. [Adapted from T-Kit on “Intercultural Learning”, Council of Europe Publishing]

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Act.18 - GUIDELINES, METHODS AND RESOURCES FOR CIE Please use the following contents as a support for preparing your own presentation. In the handbook bibliography section you will find some recommended references in order to improve your knowledge about the topic. In the project’s platform you can also download the presentations in PowerPoint. Introduction One of the most challenging tasks in the field of CIE is to put ideas and theories into practice. There are several METHODS and TECHNIQUES which can be employed in this field. Unfortunately there is no simple step-by-step recipe or guide for CIE. We make no apologies for this. We respect your intelligence as practitioners and your capacity to put your own skills and experience to practice in a manner that fits the particular circumstances in which you find yourself. This approach is well illustrated by the words of a British cookery writer, Nigel Slater who introduces his recipe-free cook book with the following instructions: “I want to encourage you to take in the spirit of the recipes that follow, but then to deviate according to your ingredients and your feelings, to understand that our ingredients and our hunger are variables that should not, cannot, be subjected to a set of formulas laid down in stone. I want you to break the rules. I want you to follow your own appetite”. (Slater, 2000, p. 50) This is an appropriate approach to CIE! Guidelines for CIE Citizenship Education -

A lifelong process (ongoing process during the life span). A “learning” oriented approach. For citizenship education, what is essential is the “learning”, (the process of active discovery of new knowledge and the development of attitudes and competencies) through experience and not the “teaching”.

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-

-

-

Learners as active participants. To place learners at the centre of education, training methods and processes. An Integrated Practice. The learning process and the ethos of the learning situation must embody those values being promoted  efforts to create a democratic climate with clear and shared rules and opportunity to participate. Participatory pedagogy. The interaction between the “object of learning” and the learners is considered the heart of CIE.

Competencies for CIE There are 3 interrelated spheres making up the competence needed by citizens to actively participate in European society: - KNOWLEDGE about themes such as democracy, rights and freedoms, the World, Europe, current affairs and politics. - SKILLS such as competence for active participation or intercultural communication skills. - ATTITUDES, such as attitudes to democracy or difference, and should attempt to assist young people to develop their attitudes in line with their values. However, VALUES should inform the identification of the AIMS and be the “centre of gravity” of CIE where all dimensions and spheres find their sense and balance.

Intercultural Education Intercultural education must take place within society as a whole (all citizens are involved). There are challenges either for dominant and non-dominant cultural groups. 80

It is a continuous process during the life span (but it is very important to start during childhood). Prejudices and stereotypes are very resistant: efforts have to direct towards raising people’s awareness about their effects in daily life (not eliminating them). Educational programs have to foster the interpersonal exchange between people who belong to different cultural groups and the mutual knowledge of their cultural habits. Need to recognize and to respect different cultural identities (of minorities) and promoting biculturalism. Need to generate positive attitudes and habits of behavior towards people from other societies and cultures. Need to create equal social and educational opportunities for minority cultural groups, e.g. providing immigrants with knowledge and abilities to face daily life (language, etc.). Need to stimulate the positive management of the conflicts (cultural, interpersonal, etc.) and the conflict resolution. Need to increase the importance and the salience of European identity. Methods for CIE These are some of the most employed methods in the field of CIE: - Methods to reduce prejudice and promote interdependence (e.g., cooperative learning, etc.). - Role-playing. - Psychosocial games. - Workshops (arts, music, expressive, food, etc.). - Narrative methods. - Twinning. - Methods for teaching official languages to foreigners. - Web-based learning activities (web-quests, wikis, etc.).

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Act.19 - METHODS TO REDUCE PREJUDICE AND PROMOTE INTERDEPENDENCE Please use the following contents as a support for preparing your own presentation. In the handbook bibliography section you will find some recommended references in order to improve your knowledge about the topic. In the project’s platform you can also download the presentations in PowerPoint. Introduction We could distinguish three main categories of approaches to prejudice reduction: 1. Socio-cognitive (based on categorization) 2. Based on the awareness raising. 3. Based on Contact hypothesis. Socio-cognitive methods Socio-cognitive techniques are aimed at reducing the salience of social categories  They move from the idea that prejudices are the result of the social categorization process. a. DE-CATEGORIZATION, focused on reducing prejudices towards social categories (e.g., immigrants, Roma) by promoting personalized interactions between individuals who belong to the different categories (groups). For example, after repeated interactions people who belong to different ethnic groups could begin to consider each other as individuals (e.g. Marco rather than Mohammed) with his/her own attributes, and not as members of cultural groups (e.g., Italian vs. Tunisian) with peculiar and stereotyped attributes. b. RE-CATEGORIZATION is not aimed at reducing or eliminating categorization (as de-categorization). Rather it is intended to build up a new, shared group categorization at a higher level of inclusiveness that can comprehend all the conflicting (prejudiced) parties. This goal may be achieved by increasing the salience of common super-ordinate membership or by introducing factors that are perceived to be shared by the individuals. For example the European identity can be a more inclusive category which can be introduced in order to reduce the prejudices between the citizens of European countries.

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Raising Awareness methods Raising Awareness approach starts from the consideration that social categories are hard to be eliminated or changed by educational programs, especially when they are salient in the daily life (e.g. ethnic categories in plural societies). What we can do is to encourage people who belong to different groups to emphasize their mutual distinctiveness and to learn to live together in a context characterized by positive interdependence and cooperation. One example is provided by the method of the School for Peace (SFP) of Neve Shalom/Wahat al Salam (Israel) (web-site: www.nswas.org). The method of the School for Peace consists in organizing encounters between members of conflicting groups and facilitators. The encounters are based on 4 assumptions: 1. Prejudices are stable and deep-seated. We are generally unaware of them, and they are resistant to change. 2. Prejudices are towards groups and not towards individuals. The interactions between individuals are shaped by their group affiliation. 3. The group is a microcosm of reality. 4. The encounter group is seen as an open group which is linked to – which comes from and returns to – external reality. The main goal of the encounters is to develop the awareness of the parties about their group identity and their prejudices through interaction with others. Facilitators’ work is aimed at developing new channels of communication between the parties by removing cultural, social and psychological barriers. Methods based on Contact Hypothesis The aim is to reduce prejudice between groups simply by bringing them into physical contact with each other. But contact works only when 4 basic conditions are respected: a. A social atmosphere which supports encounters between members of the conflicting groups and encourages tolerance. b. Interpersonal close and durable contacts between the members of the groups, increasing the knowledge of the “other” and allowing the discovery of elements of interpersonal similarity. c. The encounters have to be a cooperative nature, the members of the groups should have common goals. d. Groups should have equal status during their meetings even though in the real life they are living different social conditions. 83

If contact respects the 4 conditions presented earlier, it promotes a climate of positive interdependence among the groups and reduces intergroup prejudices. However, contact and cooperation with socially different people does not come naturally, it has to be promoted! Several methods are based on the contact hypothesis aiming at promoting positive interdependence through the cooperation between the conflicting groups. The most famous applications are cooperative learning and/or jigsaw classrooms. Cooperative Learning Cooperative learning is a well known application of contact hypothesis, especially in classroom learning in order to reduce students’ stereotypes of socially different group members (but it can be used also in informal and non-formal settings). -

It consists in dividing the classroom in several sub-groups socially heterogeneous.

-

Each sub-group is given a task (e.g. writing an essay, preparing for a discussion on a matter, etc.).

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The task – on its turn – is divided in parts (one for each member of the sub-group).

-

So the members of the sub-group are interdependent in order to fulfill the task.

Differences between cooperative learning and group work: -

In C.L. there is positive interdependence between the group members (each member is dependent by the others).

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In C.L. groups are necessarily heterogeneous, composed by students with different abilities and social features.

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In C.L. there is distributed or shared leadership.

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C.L. is aimed at promoting social abilities and a better quality of relationships (not only at solving the task, the learning process).

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Act.20 - JIGSAW CLASSROOM Issue addressed

Cooperative learning.

Aims

 To practice a cooperative group.  To foster group interdependence.

Materials

 Sheets of paper and pens/pencils.  Quiz sheets.

Group size

15-30 people.

Time needed

50 minutes.

Step-by-step instructions 

 





  

Divide participants into 5- or 6-participant jigsaw groups. The groups should be diverse in terms of gender, ethnicity, race, and ability (or all the features available). Appoint one participant from each group as the leader. Divide the exercise into 5-6 segments. For example, if you want participants to learn about Europe, you might divide an aspect of its into stand-alone segments on: (1) Countries, (2) Treaties and law, (3) History, (4) Symbols, and (5) Key facts and figures. Assign each participant to learn one segment, making sure participants have direct access only to their own segment, and give participants time to read over their segment at least twice and become familiar with it. There is no need for them to memorize it. Form temporary "expert groups" by having one participant from each jigsaw group join other participants assigned to the same segment. Give participants in these expert groups time to discuss the main points of their segment and to rehearse the presentations they will make to their jigsaw group. Bring the participants back into their jigsaw groups. Ask each participant to present her or his segment to the group. Encourage others in the group to ask questions for clarification. Float from group to group, observing the process. If any group is having trouble (e.g., a member is dominating or disruptive), make an appropriate intervention. Eventually, it’s best for the group leader to handle this task. Leaders can be trained by whispering an instruction on how to intervene, until the leader gets the hang of it. 85

Reflection and evaluation At the end, give a quiz on the material so that participants come to realize that these sessions are not just fun and games but really count. Then, invite the participants to discuss on group processes. [Adapted from http://www.jigsaw.org]

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Act.21 - THE PRISONER’S DILEMMA Introduction for trainers The basic premise of the Prisoner’s Dilemma is this: the police have arrested two individuals suspected of being co-conspirators in a crime. The police keep these individuals in separate cells to prevent them from communicating with each other. The police lack enough evidence to convict either of them but offer each of them a deal in the hopes that either or both of them will confess. They tell each prisoner that if he betrays his accomplice, he will go free. If both prisoners refuse to talk, they will both receive only a very light prison sentence because of the lack of evidence. If one betrays the other, the one who betrays will go free, and the one who says nothing will be punished with a lengthy prison sentence. If, however, they both betray each other, they will receive prison sentences, but not as lengthy as if only one confesses. The dilemma of course is that neither prisoner can speak with the other, so neither knows which course of action the other will choose. Will they remain silent, thereby cooperating with each other, or will one or both of them betray the other? The biggest payoff for one prisoner occurs if one betrays while the other remains silent; the best outcome for both prisoners occurs if they both remain silent, thereby drawing only a light sentence. The choice lies between cooperation and competition. Does the prisoner think only of himself or take his fellow prisoner into account? The following exercise is an adapted version of the traditional prisoner’s dilemma, as proposed by Spaltro (1986). [See http://pespmc1.vub.ac.be/PRISDIL.html]

Issue addressed

Conflict management.

Aim

To manage cooperation and competition.

Materials

Sheets of paper and pens/pencils

Group size

15-20 people.

Time needed

20 minutes.

Step-by-step instructions  Divide the participants into two teams: the blue team and the red team. 87





Explain to the participants that the only aim of this game is to earn as much points as possible for their team, without taking into account the score of the other group. They must not help or hinder the other team. Explain that each team has to choose between two different choices: the red team between X and Y and the blue team between A and B. According to the different choices, there are different scores which are attributed to the two teams following the scoring system presented below: SCORING SYSTEM

Choices of red team X Y X Y

Choices of blue team A A B B

Scores for the red team +3 +6 -6 -3

Scores for the blue team +3 -6 +6 -3

 After this explanation, tell to each team to elect a spokesperson.  Each group will discuss about their possible choices. After they will have to decide what to bid on and write it in a sheet of paper. The sheets of paper will be given to the spokespersons who will have to inform the trainer about their choices. Then the trainer will write the scores into a board and communicate the partial ranking of the teams.  Other rules: o The whole game consists into 10 turns (plays). o The teams have 10 minutes for the first play and 3 minutes for the following plays. o The scores are double in the 3rd play. o The scores are squared in the 8th and 10th plays. o Negotiations/talks between spokespersons of the teams are allowed after the 3rd and the 8th play (maximum duration 5 minutes for each negotiation). Reflection and evaluation The participants are invited to express their feeling and to discuss on group processes.

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Act.22 - CONFLICT MANAGEMENT Please use the following contents as a support for preparing your own presentation. In the handbook bibliography section you will find some recommended references in order to improve your knowledge about the topic. In the project’s platform you can also download the presentations in PowerPoint. Introduction Conflicts are an inevitable dimension in human relations. Usually conflicts are viewed in negative terms, as threats or dangers. Rather, conflicts – if well managed – can become important opportunities in order to build positive relationships between the conflicting parties. Definition of conflict Conflict is a process characterized by perceived differences in issue positions between 2 or more parties at the same moment in time. Conflicts are characterized by competition for two kinds of resources: - Material resources (such as money, land, etc.). - Symbolic resources (power, identity, religion, etc.). In conflicting situations the resources are perceived as scarce (they are not necessarily scarce but they are considered so!). Cycle of conflict A conflict is not a static situation, but a dynamic one – the intensity level changes over a conflicts’ life cycle. The cycle of the conflict is divided into three stages: causes (which determine the beginning of the conflict), escalation, and effects (at the end of the conflict). Causes of conflict Two kinds of causes: - Competition for material resources (e.g. money, land, objects, etc.). - Competition for symbolic resources (or social competition) in order to defend the values, social status, power and the self-esteem. Escalation of conflict After its beginning, a conflict can be exacerbated by several factors, such as: 89

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Factors related to communication between parties  If not well managed, communication between conflicting parties can be characterized by threats and verbal aggressions. Factors related to perception (of self and the others)  We tend to see our counterpart in a conflict as driven by wrong reasons and negative features, such as an aggressive personality, whereas we see our reasons as right and our behaviors as correct.

Effects of conflict When a conflict is solved, then positive effects for the relationships of the parties can be observed. Three kinds of conflict solutions: - Imposed solutions: when a third part forces the conflicting parties to adopt a solution (They are not effective!). - Distributive solutions: when the conflicting parties decide to reach a compromise to share or divide the wished outcome. (Each of the conflicting parties has to give up something!). - Integrative (win-win) solutions: when each of the conflicting parties is satisfied by the solution and there is an improvement of the quality of their relations (Every conflicting parties wins!). Integrative solutions To find an integrative solution is a challenging task for the conflicting parties. It requires creativity and understanding of the underlying interests, needs and goals of each conflicting party. It is necessary to move the attention from the explicit requests to the implicit needs of the parties, trying to fulfill the latter. Sometimes, the requests of the parties could seem incompatible whereas their underlying interests are compatible! In this case, difference is a real resource. Consider the following example. Scenario At home, two sisters named Kate and Ann go in the kitchen, claiming they want an orange. When they open the fridge, they discover that there is only one orange and start fighting in order to own it. How can the conflict be solved? See the figure below.

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Considering the example, if we stop to explicit requests we are at risk to reach only distributive solutions (e.g. splitting the orange in two half) even if integrative solutions are possible. There is the need to improve communication between parties in order to discover the underlying needs and to analyze conflict in-depth. When there are communication barriers, the employment of facilitator can be very useful and effective Facilitation is a third party attempt to facilitate creative problem-solving through direct communication and in-depth conflict analysis. It is supposed that only the conflicting parties have the instruments and tools for finding an integrative solution of the conflict. Facilitator’s action is not focused on proposing a solution to the conflict but is aimed at promoting positive communication patterns and trust between the parties.

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Act.23 - NEED ANALISYS Please use the following contents as a support for preparing your own presentation. In the handbook bibliography section you will find some recommended references in order to improve your knowledge about the topic. In the project’s platform you can also download the presentations in PowerPoint. Introduction Need analysis is the process of identifying and assessing needs in a community or other defined target people. The identification of needs is a process of describing “problems” of a target people and possible solutions to these problems. Need analysis focuses on the future, or what should be done, rather than on what was done as is the focus of most program evaluations. The most employed methods for need analysis in CIE are: • Desk Studies. • Questionnaires and interviews. • Focus groups. • Observation. Desk studies There are studies focused on the analysis of relevant source of information about the needs of a target group/setting. The sources of information are selected among the literature on the topic of interest, including books, journals, reviews, legislative frameworks, but also report of surveys, projects, etc. ICT are very useful (web sources, digital libraries, etc.). The first step is to create a scheme/format in order to focus the research and to organize the collected data  The scheme varies according to the topic of interest (one example is the WP1 scheme – see report). Questionnaires and Interviews Questionnaires and Interviews can be developed in order to collect information about needs. Questionnaires (paper-pencil and on-line) request people to answer a certain number of questions (of different format: open-ended, multiple choices, yes/no) usually writing. Interviews (face-to-face and phone) consist in asking people to answer to certain questions (structured) or to talk about specific topics (unstructured). 92

Focus Group Focus Group is a qualitative research technique, used mainly to collect, in a warm and participatory way, evaluations, feelings and opinions on any result, process or product. Basically, focus groups are interviews, but of 6-10 people at the same time in the same group. One can get a great deal of information during a focus group session. Focus groups are performed by one (or more) conductor, responsible for the questions and for the discussion going, and an assistant, who overlook the group and the inner relations, and who is responsible for the audio-recording of the session. Focus Group - Guidelines 1. Scheduling: Plan meetings to be one to 2 hours long. Over lunch seems to be a very good time for other to find time to attend. 2. Setting and Refreshments: Hold sessions in a comfortable room with adequate air flow and lighting. Configure chairs so that all members can see each other. Provide name tags for members, as well. Provide refreshments. 3. Ground Rules: It’s critical that all members participate as much as possible. It’s useful to have a few, short ground rules that sustain participation: a) keep focused, b) maintain momentum and c) get closure on questions. 4. Agenda: Welcome, review of agenda, review of goal of the meeting, review of ground rules, introductions, questions and answers, wrap up. 5. Membership: Focus groups are usually conducted with 6-10 members. Select members who are likely to be participative and reflective. Attempt to select members who don’t know each other. 6. Plan to record the session with either an audio or audio-video recorder: Don’t count on your memory. If this isn’t practical, involve a co-facilitator. During the discussion it is useful to follow a Questioning Route, the forecasted scheme for the questions attaining the matter on which the GROUP will FOCUS. The recorded sessions of the focus groups are then transcript in every part and analyzed in order to select relevant quotations from the participants. In order to analyze data, SWOT analysis technique can be employed (see activity 24). SWOT Analysis is a strategic planning tool used to evaluate the Strengths, Weaknesses, Opportunities, and Threats involved in a project or in a business venture or in any other situation requiring a decision. 93

SWOTs are defined precisely as follows: •

Strengths are attributes of the organization that are helpful to the achievement of the objective.



Weaknesses are attributes of the organization that are harmful to the achievement of the objective.



Opportunities are external conditions that are helpful to the achievement of the objective.



Threats are external conditions that are harmful to the achievement of the objective.

Observation Direct (or indirect) observation of the target groups of the educational program can be another important course of information about their own needs. Firstly, it has to be selected the phenomenon/subject to observe. Then, there is the need to create a checklist of the indicators to be observed. After that the observation begins (direct/in presence and video-recorded) in order to collect data according to the checklist. Finally, the collected data are analyzed and interpreted.

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Act.24 - S.W.O.T. ANALYSIS Issue addressed

Methods to perform needs analysis.

Aim

To develop and/or enhance participants’ skill to use SWOT analysis.

Materials

 Copies of activity sheet, one per person.  Pens/pencils.

Group size

10-30 people.

Time needed

20 minutes.

Preparation

Distribute the copies of the activity sheet to the participants.

Step-by-step instructions 

Explain that S.W.O.T. stands for: o Strengths o Weaknesses o Opportunities o Threats It can be used by individuals to consider their professional or personal situation at points of crisis or decision. Similarly groups of people, whether social, community, temporary or work based can explore their position. It can also be used within organizations to assess circumstances and assist in future planning of a peer group education program. When used with groups or organizations the analysis should ideally first be done by individuals.



Each person is asked to make an individual S.W.O.T. analysis of their own organization or group. They can think about it or write or give a visual expression to the four aspects of the analysis.



Then, get people in pairs or small groups to share their thoughts and feelings on this trying to spend an equal amount of time on each of the four aspects. It should also be timed so that each 95

person has a fair share of the time available. Large group discussion should then take place with all pairs or small groups all sharing their perspectives. This should be focused on the S.W.O.T.’s affecting the group or organizations who want to set up youth education programmes. Reflection and evaluation Invite the participants to reflect on this method. Is it a good method for getting people to think about their groups and organizations, to make a critical analysis of what they can achieve and what they may need to help them? [Adapted from Domino “all different - all equal”, Council of Europe]

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Act.25 - TECHNIQUES AND METHODS TO PROMOTE CIE PROGRAMS

Name: ……………………………………………………………………….... Please fill in the questionnaire as fully as possible. 1. What are the competences needed by citizens to actively participate in European society? .................................................................................................................... .................................................................................................................... .................................................................................................................... .................................................................................................................... 2. What are the most employed methods in CIE? What do you prefer? .................................................................................................................... .................................................................................................................... .................................................................................................................... .................................................................................................................... 3. What are the features of cooperative learning? Please, indicate a topic you would like to deal with the cooperative learning technique. .................................................................................................................... .................................................................................................................... .................................................................................................................... .................................................................................................................... 4. What are the integrative solutions in the conflict management? .................................................................................................................... .................................................................................................................... .................................................................................................................... .................................................................................................................... 5. What are the most employed methods for need analysis? .................................................................................................................... .................................................................................................................... .................................................................................................................... ....................................................................................................................

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Act.26 - BRAINSTORMING EVALUATION Introduction for trainers Trainers are asked to conduct a brainstorming section on “Evaluation”. Here a brief introduction. Brainstorming is the name given to a situation when a group of people meet to generate new ideas around a specific area of interest. Using rules which remove inhibitions, people are able to think more freely and move into new areas of thought and so create numerous new ideas and solutions. The participants shout out ideas as they occur to them and then build on the ideas raised by others. All the ideas are noted down and are not criticized. Only when the brainstorming session is over are the ideas evaluated. Some other definitions:  Brainstorming is a process for generating new ideas.  To brainstorm is to use a set of specific rules and techniques which encourage and spark off new ideas which would never have happened under normal circumstances. GUIDELINES Brainstorming principles and rule for trainers and trainees  Post-pone and withhold your judgement of ideas Do not pass judgement on ideas until the completion of the brainstorming session. Do not suggest that an idea will not work or that it has bad sideeffects. All ideas are potentially good so do not judge them until afterwards. Avoid discussing ideas, which includes not criticizing and not complimenting ideas. Ideas should be put forward both as solutions and also as a basis to spark off solutions. Even seemingly foolish ideas can spark off better ones. Therefore do not judge the ideas until after the brainstorming process. Note down all ideas. There is no such thing as a bad idea. Evaluation of ideas takes up valuable brain power which should be devoted to the creation of ideas. Maximise your brainstorming session by only spending time generating new ideas.

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 Encourage wild and exaggerated ideas It is much easier to tame a wild idea than it is to think of an immediately valid one in the first place. The “wilder” the idea the better. Shout out bizarre and unworkable ideas to see what they spark off. No idea is too ridiculous. State any outlandish ideas. Exaggerate ideas to the extreme. Use creative thinking techniques and tools to start your thinking from a fresh direction. Use specialist software such as Innovation Toolbox to stimulate new ideas more easily.  Quantity counts at this stage, not quality The more creative ideas a person or a group has to choose from, the better. If the number of ideas at the end of the session is very large, there is a greater chance of finding a really good idea. Keep each idea short, do not describe it in detail - just capture the essence of the idea. Brief clarifications can be requested. Think fast, reflect later. Go for quantity of ideas at this point; narrow down the list later. All activities should be geared towards extracting as many ideas as possible in a given period.  Build on the ideas put forward by others Build and expand on the ideas of others. Try and add extra thoughts to each idea. Use other people’s ideas as inspiration for your own. Creative people are also good listeners. Combine several of the suggested ideas to explore new possibilities. It is just as valuable to be able to adapt and improve other people’s ideas as it is to generate the initial idea that sets off new trains of thought.  Every person and every idea has equal worth Every person has a valid view point and a unique perspective on the situation and solution. We want to know yours. In a brainstorming session you can always put forward ideas purely to spark off other people and not just as a final solution. Please participate, even if you need to write your ideas on a piece of paper and hand it out. Encourage participation from everyone. Each idea presented belongs to the group, not to the person stating it. It is the group’s responsibility and an indication of its ability to brainstorm if all participants feel able to contribute freely and confidently. [Adapted from www.brainstorming.co.uk]

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Act.27 - EVALUATION IS LIKE COOKING! ACTIVITY SHEET Let’s get cooking! Imagine you are having friends over for dinner. You want to prepare them a really nice meal, one that takes you through a nice evening. You decide on the menu you want to serve: four courses starting with a wonderful soup full of vegetables, then pasta with gorgonzola sauce followed by the main dish of chicken in curry sauce accompanied by rice and carrots. For desert you intend to surprise them with your wonderful home made Tiramisu. All this is accompanied by a nice red wine. You go the market in the morning and buy all the ingredients and when you get home you immediately start to prepare. In short: you have a wonderful evening, great discussions, there is a good atmosphere and your friends really liked the food. Still, looking back there are a few things that could be improved. After the pasta most of your guests were already full and were a bit shocked when you served the chicken curry. And then there was still the Tiramisu waiting for them. Maybe both pasta and soup before the main course is a bit too much? One of your friends turned out to be vegetarian, so for her the main course ended up being only rice and carrots. When again inviting friends for dinner, you resolve to first ask them about any dietary or other special needs they might have. Finally, another friend does not drink alcohol and the only thing you could offer him was water. Next time, you resolve to buy some non-alcoholic drinks to offer to your guests along with wine. You did your own evaluation and next time dinner will certainly be better. Probably other things will pop up and you will evaluate those too. You will take them into account for future dinners with friends. You did this ‘evaluation’ without having a meeting, without questionnaires and you did not write a report you just did it, naturally. Try to imagine another situation: you like cooking a lot and so does one of your friends. The idea is to start a restaurant. Not immediately but, say, in two years. Until then you want to try things out. Together with your friend you decide to offer “dinnerevenings” for groups of between 6 and 12 people twice a week, on Wednesdays and Sundays. By doing so you can practice cooking, experiment which with ideas for menus that could eventually be served in the restaurant, find out how the co-operation between the two of you works out, see if there is any way to earn enough for a reasonable living for two people, and so on. Your friend’s house has a room, which seems to be perfect for dining and her kitchen is quite good. So, off you go!

Questions: • What do you want to evaluate? • And how do we evaluate these things?

[Adapted from T-Kit on “Educational Evaluation in Youth Work”, Council of Europe Publishing]

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Act.28 - EVALUATION OF EDUCATIONAL PROGRAMS Please use the following contents as a support for preparing your own presentation. In the handbook bibliography section you will find some recommended references in order to improve your knowledge about the topic. In the project’s platform you can also download the presentations in PowerPoint. A project within a project How can evaluation of educational program be built into our project? It helps us to understand how by thinking of evaluation as a project within the project. The three “traditional” steps of a project were defined as: planning, implementing and evaluating. However, this way of conceptualizing projects can limit evaluation “mostly” to the final stages of a project. An evaluation only at the end quite often implies a reduction of the educational value to the minimum and it can result in problematic conclusions. Evaluation of educational program within a project Another idea of evaluation of educational program implies a continuous and ongoing process, a kind of responsive practice, maintaining flexibility and responding to individuals, to the context and to new situations as they arise. When practice and evaluation go hand in hand, it is difficult to draw a clear distinction between evaluation and educational practice. The ongoing reflection that accompanies the practice brings continual adjustment and modification. This responsive working practice becomes itself part of the evaluation process. Educational evaluation should not be regarded as something to be tacked on to the end of the project. Evaluation should happen all through the different stages of a project, from the preparation, until the final implementation. Consequently we should follow the stages (preparation, design and implementation) so that we can build an evaluation plan or strategy: our evaluation project within our project. Explicative diagram In the following diagram we can see a simplified description of the different stages of a project and vertically, through all of them, ongoing educational evaluation. 101

Educational evaluation within a project PROJECT



EVALUATION

Preparing the Project: • • • •

Needs analysis Personal motivations Aims of the organization Defining the aims of the project

Preparing the evaluation

Ongoing Designing the Project: • • • • • • • •

Concrete objectives Profile of participants Resources Contents Methodology Learning outcomes Detailed programme Methods

Collecting and organising the information

Educational

Following the plans Adapting Taking care of the flow Involving participants Using the space, environment and resources • Material, documentation, experts

Interpreting the findings

Drawing conclusions

Implementing the Project: • • • • •

Designing the evaluation

Evaluation

Reporting the outcomes

Implementing the results

[Adapted from T-Kit on “Educational Evaluation in Youth Work”, Council of Europe Publishing]

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Act.29 - EVALUATION INTO PRACTICE Please use the following contents as a support for preparing your own presentation. In the handbook bibliography section you will find some recommended references in order to improve your knowledge about the topic. In the project’s platform you can also download the presentations in PowerPoint. How to evaluate? Evaluation methods One way to classify evaluation methods is to distinguish between personal, interpersonal and group methods. We will explore the uses of several evaluation methods within each of these categories. Personal methods Personal methods are activities in which, the actors involved in the evaluation make their own judgements and draw their own conclusions concerning the progress of the activity, the learning process, the outcomes, their personal feelings and involvement, etc. Interpersonal methods In interpersonal evaluation methods more than one individual actor share and discusses their judgments and conclusions, often in a pair or small group. The value and purpose of those methods is to share, to confront opinions and to learn. This takes place because participants have the opportunity to evaluate from more than one point of view. Just two examples of interpersonal methods of evaluation are interviews and focus groups. Group interactive methods Group interactive methods of evaluation can be used to check what the feelings or views of the group are at a particular stage of the program or to evaluate a certain session. Of course we can do that in an informal way by observing the group and the activities and by asking questions. These observations would be valuable but at the same time subjective to the team or the observers. Personal or interpersonal evaluation methods like questionnaires or interviews with participants might be time-consuming, depending on the program. Shorter interactive group methods, which include elements in addition to verbal and written expression, are a good option. These methods not only inform us about the views and feelings of the group, 103

but also create the possibility for participants to reflect and to learn about how others experience the activity. Group evaluation methods have an additional dimension. Since the group in non-formal education is source of learning, group evaluation methods can specifically deal with group dimensions of the learning process including for example, group life, the atmosphere in the group, the co-operation among participants… Exercises • • •

Personal methods: The bad questionnaire exercise (see sheet). Interpersonal methods: Focus group on “Focus Group” (talk about). Group interactive methods: Last Round (express idea). [Adapted from T-Kit on “Educational Evaluation in Youth Work”, Council of Europe Publishing]

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Act.30 - DISCOVERING METHODS Personal methods THE BAD QUESTIONNAIRE EXERCISE Have a look at the Bad Questionnaire and try to identify the problems with it. Discuss them with your evaluation colleagues. The problems are exaggerated on purpose but the logic underlying them is present in many questionnaires and other evaluation methods. Discuss how these problems can be avoided. The Bad Questionnaire Please complete the following questionnaire. Thanks! How old are you? 1-20 years old □ 22-24 years old □ Over 26 years old □ What is your ethnicity? Yes No Not sure Where did you hear about the training course and why did you decide to come? • My mum told me about it and told me to come on it • In the newspaper and I decided it would be a good idea • My teacher said it was something to do after I had finished school and I agreed • Other: What did you learn on the training course? Everything □ Nothing □ Do you like to play football? Yes □ No □ Often □ What are you doing now? In employment □ In education or training □ Both □ What is your current occupation? (for example: I am a farmer) I am a _________________________________________________________ Where do you live? What’s your name? Yes □ No □ Will you tell all of your friends how good this training course is? Yes □ No □ Not sure □ Have you got a wife yet? Yes □ No □ Not sure □ How has your opinion about life and the universe altered now that you have most successfully terminated, completed and concluded our training course? THANK YOU FOR ANSWERING OUR QUESTIONNAIRE!!!!!!!!!

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Interpersonal methods Small and very brief focus group on: FOCUS GROUP” Group interactive methods Introduction for trainers The last round is an activity which offers to participants the possibility to express the things that they consider as the most important elements or those issues “which have not yet been mentioned” before the end and before everyone leaves. This is sometimes an emotional moment before the course really ends. LAST ROUND Issue addressed

Anything participants feel appropriate.

Aims

 To foster the participants’ free expression.  To gather information about the progress of the course.

Group size

Various.

Time needed

10 minutes.

Step-by-step instructions  Invite participants, one by one, to speak and to say anything they feel is appropriate.  To avoid a long and tiring session and to help participants to focus on the most essential, limit each intervention (for example, to one sentence) as you think it is necessary. Reflection and evaluation The ideas expressed in the last round are, sometimes, not very well developed or may seem not to be very relevant. But, these feelings and impressions expressed are usually very revealing and can help us to understand some outcomes of the course or of other evaluation methods. For this reason, it is important to note down the main ideas expressed in the last round.

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Variations A very dynamic variation on the last round is known as “The Matchbox”. Its dynamism comes from tension and speed. You need one or two boxes of matches (one match per person is enough) and a plate or a bucket. One by one, participants are asked to burn a single match and to speak only for the time that the match is burning. When it burns out everyone has to end the point immediately! Another way to deal with the last round is to take an object, preferably one that somehow represents the project, and to send it around the circle of participants. The one who has the object in their hand speaks and when finished hands it over to another person in the group who is then invited to express themselves. A variation on this is to use a ball of string. As participants express themselves and pass the ball from person to person, a spiders’ web of links emerges between the members of the group. [Adapted from T-Kit on “Educational Evaluation in Youth Work”, Council of Europe Publishing]

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Act.31 - THE SALTO CHECKLIST That’s a tool for developing the evaluation plan of a project. Ask participants to use it on Tra.C.I.E. project data with the support of trainers. COMPLETE THIS CHECKLIST USING THE TRA.C.I.E. PROJECT DATA. This document is a map or framework on which you can base an evaluation of a project. It can help you from the moment you start thinking about aims and objectives until the presentation of your evaluation report. It is only a suggestion; please feel free to adapt it according to the nature of your project. It has been split into 5 sections: • Pre stages • Development and Strategy • Selection • Activities • Outcomes Each section has basic questions to ask in this area, methods for collection of information and some hints on analysis. There is a box to tick when you have completed each one. You can use Section 1 before you start planning your project to help you think through the processes needed. All other Sections should be followed during and after your activity. There is a timetable which you can refer to when to use which Section and its sub sections. SECTION 1: Pre Stages A set of questions that should be answered when you are creating your plan or activity. SECTION 2: Development and Strategy The areas to assess when you are evaluating the development and strategy of a project. This is the important ground work to a report and recommendations for future changes. SECTION 3: Selection The areas to evaluate in the selection procedure of those involved, i.e. participants and trainers. This makes transparent the process of involvement of people within the exercise. SECTION 4: Activities Explores key areas within the activities to evaluate. SECTION 5: Outcomes Explores evaluation of outcomes, demonstration of the impact of the project on the target group and the wider community. SECTION 6: Time Frame for Evaluation A map of when each part of the evaluation should take place.

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Before starting:  Read the whole document, from its beginning to the end, considering all the points, before beginning to work at the evaluation of your project.  Write on the report what kind of evaluation will be performed, when and by whom.  When you are going to complete your evaluation report, follow the following sections very carefully. 1. Pre stages Answer these questions when you are constructing your project plan. Tick the boxes on completing the questions.  What are the aims and objectives for your project and why?  What are all the stakeholders’ expectations (funders, youth leaders, volunteers, young people etc.)?  Who is/are your target group(s) and why?  How will you gain access to this/these target group(s)?  Who will run your activities and on what criteria have you selected them?  What methods and resources will you use to fulfill your aims and objectives and why?  What outcomes do you hope to achieve?  How will you assess these outcomes? 2. Development and Strategy 2.1. Strategy Analysis □ complete QUESTIONS - What were the aims and objectives of the activity/project? - Why were these aims and objectives chosen? - Were the activities/strategies based on analysis of needs of young people? - Were the activities/strategies based on the needs of youth workers? - Were the activities/strategies based on the priorities of the funders (if any)? - Were the activities/strategies based on the priorities of your organisation? - What was the process of deciding on the strategy? - Who was the target group and why was this group chosen? - Was the activity/strategy manageable? METHODS - Interview or questionnaire of decision makers. - Reading of reports from relevant meetings. - Reading of needs analysis research completed. ANALYSIS - Develop an understanding of the process of construction of the aims and objectives!

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2.2. Expectation of key people who have an interest in your activity □ complete QUESTIONS - Who were the key stakeholders (key players)? a) Funders e.g. European Commission/ National agencies/local authorities. b) Target group e.g. youth workers/ disadvantaged young people. c) Actors in the strategy e.g. trainers, volunteers, facilitators. d) Actors in the field e.g. Youth Organisations. - What was the relationship between the stakeholders? - Were their expectations met? NOTE: Each stakeholder needs to be involved in the evaluation to provide a balanced picture. All evaluations in every field of work are political and you must be aware of the context in which you complete your work. METHODS - Questionnaires, focus groups or interviews to all stakeholders before the activities take place. - Documentation and minutes from meetings. ANALYSIS - Decide what the expectations of these differing sets of people towards your project are and towards each individual activity within it. Look at tensions or differences. 2.3. Co-operation between partners □ complete QUESTIONS - Which partners were you cooperating with on your project? - What roles did the different partners play in the a) development b) process c) evaluation of the different activities? - Was there equal co-operation in the development of the activity between all partners? - Was the communication between partners adequate? - Was the communication between all actors (i.e. funders, partners, trainers, participants) involved adequate? - Were there misunderstandings through different use of words (definitions) in the aims, objectives or setting the target groups? If yes explain what happened. METHODS - Interview, focus groups or questionnaires of the actors involved. ANALYSIS - Use the data to decide if there was a democratic process in the development of the project and to draw a picture of the involvement of the different partners in the activities.

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3. Selection 3.1. Selection of participants □ complete QUESTIONS - Who were the intended participants for the activities? - Was there a shared understanding of the target group? - Who was the announcement of the activity sent to? - Who applied? - What were the selection criteria? - Were the participants who turned up to the activity your specified target group? METHODS - Interview, focus groups or questionnaire of actors involved in selection. - Interview a number of participants and trainers to find out about the participants (this could be done by telephone). ANALYSIS - Use the data collected to decide if you reached your target group in your activities and if not where the problems arose! 3.2. Selection of the actors to carry out the activities □ complete QUESTIONS - How were actors (such as trainers, volunteers) selected and on what criteria were they selected? - Did the actors implement the activity you suggested? - Was there a gender balance? - Was there a regional balance? - Was there a balance in the areas of experience and expertise? - Did the selected actors become a team? - Was the team effective at organisation and time management? - Were there conflicts and were they resolved? - Would you recommend the same actors for future activities? METHODS - Interview, focus groups or questionnaire of actors involved in selection - Questionnaires of participants after the training course - Questionnaires to the team after the training course. ANALYSIS - Use the data to decide if appropriate actors were selected for the tasks and, if a team was created, whether it worked successfully together!

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4. The activity 4.1. Preparation, delivery, evaluation, follow up □ complete QUESTIONS - Were adequate resources of time, energy and money given to the: a) Preparation of each activity? b) Delivery of each activity? c) Evaluation of each activity? d) Follow up of each activity? METHODS - Interview or questionnaire of actors involved. ANALYSIS - Decide if enough commitment and total resources were spent on each element within the production of the activity! 4.2. Infrastructure and support □ complete QUESTIONS - Did the location for the activity have enough or appropriate space? - Was the appropriate equipment available? - Was there adequate support staff for the activity? METHODS - Questionnaire after training course for participants. - Interview or questionnaires for actors who ran the event. ANALYSIS - Examine the data to decide if the infrastructure and support were satisfactory for the activity! 4.3. Contents and Methods □ complete QUESTIONS - Which priorities was the activity orientated towards? - Were the methods chosen participant centred? If yes, give an example. - Were the contents of the activities based in the realities of the participants? If yes, give an example. - Was there an effective group learning process? - Were the participants actively involved in the activities? - Did the activities use resources from the field? - Did the content and theme of the/each activity fit the aims and objectives set? - Did your project have an impact on more people than the participants involved? METHODS - Observations: have an observer sit and watch the process and make notes (external evaluator). - Ask questions on the process in a post questionnaire or interview. - Ask those people creating the activity to provide detailed documentation (daily reports by the participants, detailed program, etc.). ANALYSIS - Use the data to decide if the appropriate contents and methods were used!

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5. Outcomes 5.1. Evaluation □ complete QUESTIONS - What were your expected outcomes from the individual activity? - Were your expectations of outcomes met? - What evaluation was completed for the individual activity? - What were the results of the evaluation? - How do the results of the evaluation and outcomes fit into the field of youth work and the priorities of the project, your organisation, funders, etc.? METHODS - Interview or questionnaire for the coordinator of each activity. 5.2. Learning Outcomes □ complete QUESTIONS - What skills and competencies have the participants gained, e.g. Self Awareness, Intercultural Learning, Communication Skills, Team Work, etc.? METHODS - Assessment of learning of the participants by: themselves (self assessment), their peers, the team or by external assessors. This assessment should be comparative between when the participants arrive and where they have reached by the end, i.e. a pre-questionnaire and a post-questionnaire or another method of recording and analyzing the achievements of participants. New technology methods could be used providing evidence based portfolios of achievement on CD ROMs and videos. 5.3. Demonstrating quality □ complete QUESTIONS - How can quality be demonstrated? METHODS - The Evaluation Report is a tangible way of demonstrating the quality of your activities. The evaluation report will help you improve your activities next time. Using this guide will be a start to producing an evaluation of individual activities and your overall project. Use the different title headings for each section of your report and then finish with a conclusion containing recommendations for the future. If you need help you can request the support of an external evaluator to carry out the task. External evaluators give your report more credibility because they are understood as being more impartial. An evaluation meeting. This brings all the key stakeholders together to discuss the key questions that are in this guide. A report from the evaluation meeting should then be produced. This is not a quick fix for all the areas of evaluation and is not a substitute for the in-depth evaluation process given above.

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5.4. Added value □ complete QUESTIONS - How do you demonstrate added value? METHODS - A collection of examples of good practice such as videos, CD ROMs, websites from the different activities. - The creation of new methods, tools and articles on the different themes of the activities. 5.5. Multiplying effect □ complete QUESTIONS - How do you demonstrate multiplication? METHODS - Look for an increase in the number of activities in the priority areas that you have stated in your aims and objectives. - Look for an increase of trainers, support people and resources in priority areas. - To find this information follow up participants 6 months or longer with questionnaires and/or interviews to find out what activities relating to themes have been carried out by participants. 5.6. Long term impact □ complete QUESTIONS The long term impact is quite difficult to measure and will be affected by many variables other than the youth activities that you are creating. - What is the long term impact on the participants of an activity? - What is the long term impact on the wider community? METHODS - Following up participants over 2 years or more can trace the long-term impact on their lives and the activities they have been involved in. This can be assessed by taking part in interviews or questionnaires every 6 months, recording their life story. - Look for indicators of impact on young people. - Create specific indicators for the aims and objectives/priorities of your project, e.g. a) Reduction of reports of racism by young people towards their peers b) Increased participation of young disabled people in youth activities. c) Increased participation of young people in youth organisations. NOTE - It is difficult to prove the link between your activities and results!

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Below you find a map showing when each part of the evaluation process has to take place. Evaluation: a time map Which evaluation section to complete

Time when things should happen

STRATEGY DEVELOPMENT

ACTIVITY START DURING ACTIVITY

END OF ACTIVITY

TEAM EVALUATION AFTER ACTIVITY

SHORTLY AFTER

BY 6 MONTHS

BY 12 MONTHS

Following the numbers from the guide □1

Pre Stages Check list.

□1

Decision on evaluation programme, choice of methods and development of tools.

□ 2.2

Expectations of different stakeholders.

□ 2.2

Expectations of participants.

□ 5.2

Learning needs of participants.

□ 3.1

Are participants your target group?

□ 2.2

Expectations of participants met.

□ 4.2

Infrastructure and support by participants.

□ 4.3

Content and methods by participants.

□ 5.2

Learning outcomes of participants.

□ 2.2

Expectations of team met.

□ 2.3

Co-operation and communication by team.

□ 4.2

Infrastructure and support by team.

□ 4.3

Content and methods by team.

□ 5.1

Evaluation of outcomes by team.

□ 5.2

Learning of participants by team.

□ 2.3

Cooperation between partners.

□ 3.1

Selection of participants.

□ 3.2

Selection of the work team.

□ 2.1

Strategy analysis.

□ 2.2

Expectations of stakeholders met.

□ 4.1

Preparation, delivery, evaluation and follow up.

□ 5.2

Collection of examples of good practice and new methods.

□ 5.3

Individual activity Evaluation Report complete.

□ 5.5

Participants follow up of activities.

□ 5.3

Evaluation of whole project complete.

□ 5.5

Participants follow up of activities.

□ 5.6

Long term impact.

[Adapted from T-Kit on “Educational Evaluation in Youth Work”, Council of Europe Publishing]

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Act.32 - WEB-QUEST ON EVALUATION METHODS/TOOLS IN CIE The activity can be found on the Tra.C.I.E. LMS – Module 5. After a brief introduction about the web-quest technique, aimed at explaining its features, there is the description of the web-quest on “Evaluation methods/tools in CIE”. Introduction What is a web-quest? A web-quest is an inquiry-oriented activity in which some or all of the information that learners interact with comes from resources on the internet, optionally supplemented with videoconferencing. There are at least two levels of web-quests that should be distinguished from one another. Short Term web-quest The instructional goal of a short term web-quest is knowledge acquisition and integration, described as Dimension 2 in Marzano’s (1992) Dimensions of Thinking model. At the end of a short term web-quest, a learner will have grappled with a significant amount of new information and made sense of it. A short-term web-quest is designed to be completed in one to three class periods. Long Term web-quest The instructional goal of a longer term web-quest is what Marzano calls Dimension 3: extending and refining knowledge. After completing a longer term web-quest, a learner would have analyzed a body of knowledge deeply, transformed it in some way, and demonstrated an understanding of the material by creating something that others can respond to, on-line or off-. A longer term web-quest will typically take between one week and a month in a classroom setting. Critical attributes Web-quests of either short or long duration are deliberately designed to make the best use of a learner’s time. There is questionable educational benefit in having learners surfing the net without a clear task in mind, and most schools must ration student connect time severely. To achieve that efficiency and clarity of purpose, web-quests should contain at least the following parts: 1. An introduction that sets the stage and provides some background information. 2. A task that is doable and interesting.

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3. A set of information sources needed to complete the task. Many (though not necessarily all) of the resources are embedded in the webquest document itself as anchors pointing to information on the World Wide Web. Information sources might include web documents, experts available via e-mail or real-time conferencing, searchable databases on the net, and books and other documents physically available in the learner’s setting. Because pointers to resources are included, the learner is not left to wander through web-space completely adrift. 4. A description of the process the learners should go through in accomplishing the task. The process should be broken out into clearly described steps. 5. Some guidance on how to organize the information acquired. This can take the form of guiding questions, or directions to complete organizational frameworks such as timelines, concept maps, or causeand-effect diagrams as described by Marzano (1988, 1992) and Clarke (1990). 6. A conclusion that brings closure to the quest, reminds the learners about what they’ve learned, and perhaps encourages them to extend the experience into other domains. Some other non-critical attributes of a web-quest include these: 1. Web-quests are most likely to be group activities, although one could imagine solo quests that might be applicable in distance education or library settings. 2. Web-quests might be enhanced by wrapping motivational elements around the basic structure by giving the learners a role to play (e.g., scientist, detective, reporter), simulated personae to interact with via email, and a scenario to work within (e.g., you’ve been asked by the Secretary General of the UN to brief him on what’s happening in subSaharan Africa this week). 3. Web-quests can be designed within a single discipline or they can be interdisciplinary. Given that designing effective interdisciplinary instruction is more of a challenge than designing for a single content area, web-quest creators should probably start with the latter until they are comfortable with the format. Longer term web-quests can be thought about in at least two ways: what thinking process is required to create them, and what form they take once created. Thinking skills that a longer term web-quest activity might require include these (from Marzano, 1992): 1. Comparing: Identifying and articulating similarities and differences between things. 117

2. Classifying: Grouping things into definable categories on the basis of their attributes. 3. Inducing: Inferring unknown generalizations or principles from observations or analysis. 4. Deducing: Inferring unstated consequences and conditions from given principles and generalizations. 5. Analyzing errors: Identifying and articulating errors in one’s own or others’ thinking. 6. Constructing support: Constructing a system of support or proof for an assertion. 7. Abstraction: Identifying and articulating the underlying theme or general pattern of information. 8. Analyzing perspectives: Identifying and articulating personal perspectives about issues. The forms that a longer term web-quest might take are open to the imagination, since we have few existing exemplars to go by. Some ideas: 1. A searchable database in which the categories in each field were created by the learners. 2. A micro-world that users can navigate through that represents a physical space. 3. An interactive story or case study created by learners. 4. A document that describes an analysis of a controversial situation, takes a stand, and invites users to add to or disagree with that stand. 5. A simulated person who can be interviewed on-line. The questions and answers would be generated by learners who have deeply studied the person being simulated. Putting the results of their thinking process back out onto the internet serves three purposes: it focuses the learners on a tangible and hi-tech task; it gives them an audience to create for; and it opens up the possibility of getting feedback from that distant audience via an embedded e-mail form. [Adapted from http://webquest.sdsu.edu/about_webquests.html]

Web-quest on “Evaluation methods/tools in CIE” Introduction Imagine you are a member of a National work team involved in the field of education. The Prime Minister and the Government have decided to develop a big educational program addressed to children and adolescents in the field of CIE. In particular, you were asked to prepare an evaluation plan, selecting the best evaluation methods and tools. As a chef, you need all the ingredients to prepare your recipe and to serve a good meal to the chief of your work-team.

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Task Prepare a presentation showing what, when, who and for whom you are going to evaluate, stressing the evaluation methods and tools you are intended to use. All the ingredients must be carefully chosen and well matched like a real meal. Process You can answer to the following questions, step by step: • • • • • •

What do you evaluate? Who and why do you evaluate? When do you asses? What evaluation typology do you choose? What evaluation methods/tools do you choose? Why the chosen methods/tools are the right ingredients for the meal?

Information sources Here are a certain number of web-sites useful for the execution of your task, in order to save time. • • • • • • • • • • • • • •

Directorate of Youth and Sport of the Council of Europe - www.coe.int/youth YOUTH programme of the European Commission - www.europa.eu.int/comm/education/youth.html Partnership in the Field of Youth between the Council of Europe and the European - www.youth-partnership.net European Youth Forum - www.youthforum.org All Different – All Equal European campaign on Diversity, Human Rights and - http://alldifferent-allequal.info The encyclopaedia of informal education - www.infed.org Electronic Journal of Educational Research, Assessment and Evaluation - http://www.uv.es/RELIEVE/ European Organisation of Quality, Brussels - www.eoq.org European Organisation of evaluation - www.Eureval.org International Youth- and Visitors’ Service - www.ijab.de/dija/ikl Centre for Programme Evaluation, Melbourne - http://www.edfac.unimelb.edu.au/EPM/CPE/ Evaluation in der Europäischen Kommission - http://europe.eu.int/comm/dg19/en/evaluation/index.htm Evaluation of aid to non-member countries - http://www.europa.eu.int/comm/scr/evaluation/index.htm International Evaluation Research Group - http://www.c3e.fr/Inteval/home.htm

Evaluation Your product will be evaluated according to the following dimensions: • Comprehension (3/10). • Relevance (3/10). • Coherence (2/10). • Clarity (2/10). Conclusion At the end of the web-quest, you will be able to find the right methods and tools in the field of Citizenship and Intercultural Education for sure. You can repeat this experience choosing other fields of interest. In this way, you will become a great chef and will serve delicious meals, making your friends happy! Bibliography T-Kit on “Educational Evaluation in Youth Work”, Council of Europe Publishing.

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Act.33 - EVALUATION OF CIE PROGRAMS

Name: ……………………………………………………………………….... Please fill in the questionnaire as fully as possible. In your opinion, considering the field of Citizenship and Intercultural Education: • Why evaluate? .................................................................................................................... .................................................................................................................... .................................................................................................................... .................................................................................................................... • What is evaluation for? .................................................................................................................... .................................................................................................................... .................................................................................................................... .................................................................................................................... • What to evaluate? .................................................................................................................... .................................................................................................................... .................................................................................................................... .................................................................................................................... • Who and for whom? .................................................................................................................... .................................................................................................................... .................................................................................................................... .................................................................................................................... • When to evaluate? .................................................................................................................... .................................................................................................................... .................................................................................................................... ....................................................................................................................

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How many typologies of evaluation do you know? Can you list? .................................................................................................................... .................................................................................................................... .................................................................................................................... .................................................................................................................... How many evaluation methods do you know? .................................................................................................................... .................................................................................................................... .................................................................................................................... .................................................................................................................... What are the characteristic of a “good” final evaluation questionnaire? .................................................................................................................... .................................................................................................................... .................................................................................................................... .................................................................................................................... Can you explain what is a evaluation report? .................................................................................................................... .................................................................................................................... .................................................................................................................... .................................................................................................................... What do think about on-line evaluation? .................................................................................................................... .................................................................................................................... .................................................................................................................... ....................................................................................................................

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Act.34 - ABOUT THE MANAGEMENT OF PROJECTS Please use the following contents as a support for preparing your own presentation. In the handbook bibliography section you will find some recommended references in order to improve your knowledge about the topic. In the project’s platform you can also download the presentations in PowerPoint. Features of a good project Generally a good project has the following features: • Realistic (its aims must be achievable). • Complex (it calls on various planning and implementation skills and involves different partners). • Collective (it is a collective product). • Innovative (new idea). • Assessable (clear evaluation plan and measurable aims). • Divided into stages. Structure of a project Main Issues

Questions to ask before launching the project

Defining aims, objectives, context and target group

In what context will the project take place? What changes will it entail? Why carry out this project? What is the expected result? Who is the project designed for? What are the issues at stake?

Content of the project

What is the content of the project? What is the chosen methodology? What activities are involved? What is needed for the project?

Where and when?

Where will the project be implemented? How long will it last? When does it start/end? 122

Practicalities

What logistics are required? What practical matters must be dealt with?

Funding

What is the overall cost (planning, implementation and evaluation)? Where will the necessary funding come from?

Partners

Who are the partners? What is their role? What are the arrangements for coordination?

Evaluation and follow-up

How and when should it be evaluated? Which aspects? Why? What followup is planned?

Communication

Internal communication External communication: Does the project need media coverage? (Why? How? Which aspects?)

Managing a project Management, at its basic, can be defined as, ensuring a project makes the most effective and efficient use of resources in order to achieve agreed objectives. What managers do? • Provide direction and leadership. • Ensure clear, achievable, shared core objectives. • Ensure adequate resources. • Monitor & evaluate work against objectives. • Ensure appropriate communication & decision-making.

• • • • • •

What are managers’ tasks? Manage the people who do the work. Manage the work. Manage finances. Manage information & communication. Manage external relations. Do the work (their own part). 123

MANAGE FINANCE Financial planning (budgets) Financial monitoring Financial control Manage funding and funders Manage fundraising WHAT MANAGERS DO

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Develop & sustain vision Develop overall policies & ensure implementation Develop new ideas Strategic planning & development

Ensure clear, achievable, shared core objectives Ensure adequate resources Monitor & evaluate work against objectives Ensure appropriate communication & decision-making in all these processes

What Managers do… STRATEGIC MANAGEMENT Provide direction and leadership (to organization, project, and work team) MANAGE THE PEOPLE WHO DO THE WORK Recruitment and selection Encouraging team work Appropriate information and consultation Appropriate involvement in decision-making Ensure appropriate skills & knowledge Training • Supervision Monitor performance Acknowledgement / praise Personal support MANAGE MANAGE THE INFORMATION DO THE WORK In WORK AND small organisations Set clear, realistic COMMUNICATION managers may also targets Evaluate ideas & do the Ensure adequate information work of the resources from outside organisation. Planning organisation / team Recruitment & Good systems & Evaluate ideas & selection procedures information Encourage teamTime management from inside working Clear standards & Organise Appropriate expectations information information & Monitor quality & Communicate consultation quantity of work appropriately Appropriate Improvement & Store information involvement in change decision-making Ensure appropriate MANAGE skills & knowledge EXTERNAL Training • RELATIONS Supervision MANAGE Liaison with other Monitor MATERIAL organisations / performance RESOURCES teams Acknowledgement / Manage premises Liaison with praise Manage equipment funders / donors Personal support Manage materials Represent All workers are Manage stock organisation / team responsible for Publicity self-management Public relations

• • • • • • • • •

Manage the people who do the work: Actions to do Recruitment & selection. Encourage team-working. Appropriate information & consultation. Appropriate involvement in decision-making. Ensure appropriate skills & knowledge. Training/Supervision. Monitor performance. Acknowledgement/praise. Personal support.

• • • • • • •

Manage the work: Actions to do Set clear, realistic targets. Ensure adequate resources planning. Good systems & procedures. Time management. Clear standards & expectations. Monitor quality & quantity of work. Improvement & change.

• • • • •

Manage finance: Actions to do Financial planning (budgets). Financial monitoring. Financial control. Manage funding and funders. Manage fundraising.

• • • • •

Manage information & communication: Actions to do Evaluate ideas & information from outside organisation/team. Evaluate ideas & information from inside. Organise information. Communicate appropriately. Store information.

• • • • •

Manage external relations: Actions to do Liaison with other organisations/teams. Liaison with funders. Represent organisation/team. Publicity. Public relations. 125

Do the work: Actions to do • In small organizations managers may also do the work of the organization. • All workers are responsible for self-management. 8 reasons why projects succeed... 1. The organisational structure is suited to the project team. 2. The project team participates in planning. 3. The project team is committed to establishing schedules. 4. The project team is committed to establishing realistic budgets. 5. The project makes proper use of network planning techniques and does not let the plan become an end at itself. 6. The project team works with bureaucracy, politics and procedures and not against them. 7. The project team agree on specific and realistic project goals. 8. The target public is involved from the start of the project. 8 reasons why some projects fail… 1. Inadequate authority. 2. Lack of project team participation and planning. 3. Lack of project team participation in problem solving. 4. Inadequate communication skills. 5. Inadequate technical skills. 6. Inadequate administrative skills. 7. Unrealistic project schedules. 8. Unclear project goals. [Adapted from T-Kit on “Project Management”, Council of Europe Publishing]

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Act.35 - STEP BY STEP CHECK-LIST Please use the following contents as a support for preparing your own presentation. In the handbook bibliography section you will find some recommended references in order to improve your knowledge about the topic. In the project’s platform you can also download the presentations in PowerPoint. A project step by step  Defining the project (introducing the community, needs analysis, defining the aims and the concrete objectives, defining the strategy and methodology, planning).  Implementing the project (managing time resources, financial resources, fundraising, managing material and technical resources, people and teamwork, monitoring).  Evaluating the project (planning and preparing evaluation, performing evaluation and reporting).

 







Defining the project Introducing the community (target groups) to be involved in the project (features, strategies for the involvement, etc.). Needs analysis: The project should reflect and be coherent with the needs, conditions and specificities of its target groups. Needs analysis includes the social, political and economic conditions existing in the area of the project that make the project necessary. It can be linked to the situation of a target group or to the general social situation of a community.  Reviewing the literature, available information.  Asking directly to target groups with interviews, focus groups. Defining the aims: Identify what we are going to make the project for. Aims are often defined as overall objectives or goals: what the project or organization would achieve if it was 100% successful. It defines why the project exists, its purpose and reason for being. Defining the concrete objectives: The objectives are a translation into practice of the project’s aims. While the aims are general and far reaching, the objectives are concrete and if possible precise. Objectives should be: Concrete, Multiple, Assessable, Timed, Realistic, Flexible, Different from activities. Defining strategy and methodology: The methodology is the social, educational or organisational process through which the objectives will be pursued in a coherent manner; the way in which the different activities will build up on each other to reach the objectives. 127

 Planning activities: All that has been mentioned above in the project

must now be practically put together in a plan, with a calendar, assignment of activities to place, etc. The most important and delicate issue in the planning of the activities is time. Because the activities are usually connected in some way, a delay in one may cause delays in all of them or may hinder the synergies between them. Implementing the project  Managing resources: Knowing what we intend to do, when and where, will help us determine what we need (and check what we have) in order to start preparing and putting into practice the programme. The resources can be financial, material or technical, human or timebased. - Time management. - Financial resources management. - Fundraising. - Management of material and technical resources. - Human resources management. - Teamwork and cooperation.  Ongoing monitoring and evaluation: Monitoring means to keep track of the progress of the project, of the implementation of the plan, of the management of the resources, of checking whether what is being done is within the framework of the aims and objectives. - Consider checkpoints in the project plan (review the advancements). - Have a monitoring team. - Keep track of results. - Diversify sources of information. - Involve colleagues in defining objectives and procedures. - Adapt objectives and activities (if plan doesn’t correspond to the reality). - Act in time Evaluating the project The final evaluation (see also module 5 about evaluation) can be described as the process of collecting information and establishing criteria leading to:  An assessment of what has been achieved.  An explanation of how it happened.  A better planning of future projects.

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The final evaluation of a project should include:  The results achieved.  The objectives reached.  The financial management.  The impact on the organization.  The process. PROJECT: STEP BY STEP CHECK-LIST The following check-list will be useful in preparing your project. It is also graphically represented. 1. Defining the project Introducing the community Needs analysis Social analysis Institutional priorities and values Personal motivations Defining the aims The concrete objectives Strategy and methodology Planning an activity Planning and timing 2. Implementing the project Managing resources Time management Financial resources Fundraising Material and technical resources Managing people Teamwork Ongoing monitoring and evaluation 3. Evaluating the project Preparing and conducting an evaluation Evaluation and project planning Planning an evaluation Finishing and reporting

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[Adapted from T-Kit on “Project Management”, Council of Europe Publishing]

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Act.36 - THE TELEGRAPH Issue addressed

Evaluation of the course.

Aim

To encourage the evaluation of the course.

Group size

Various.

Time needed

10 minutes.

Step-by-step instructions 



Invite participants to think for a few minutes about course and then to share their opinion with the group in three words: a positive word – a negative word – a concluding word. For example: Intensive – Headache – Exhausted. Make sure to write down on a flipchart what participants say and it can be useful to make a short summary of what the general group feeling is at the end.

Tips for the facilitator When time is limited, the exercise may be concluded by asking participants to read each others’ telegrams. Another way of sharing outcomes is to invite participants to write the telegrams on sticky pieces of paper and to put them on the wall for everybody to read. [Adapted from T-Kit on “Educational Evaluation in Youth Work”, Council of Europe Publishing]

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Act.37 - THE RIVER Issue addressed

Evaluation of participants’ development during the course.

Aim

To encourage the personal creative expression.

Materials

   

Group size

Various.

Time needed

10 minutes.

Preparation

Draw the river on the large piece for each group.

Large piece of paper. Paper (different colours). Scissors and glue. Pencils and markers.

Step-by-step instructions  Divide participants into small groups (5 to 7 participants). 

 

Each group is provided with the picture of a river drawn on a large piece of paper. The beginning and the end of the river should be marked on the paper. Each group receives paper (different colours), scissors, glue, pencils and markers. Participants are asked to work individually on giving creative expression, using the material provided, to their personal development during the course and to place the results of their creative efforts onto whichever part of the river they consider appropriate.

Reflection and evaluation Participants are asked to explain their creations. [Adapted from T-Kit on “Educational Evaluation in Youth Work”, Council of Europe Publishing]

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Act.38 - FINAL EVALUATION QUESTIONNAIRE FINAL QUESTIONNAIRE Please complete all parts of the form and return it. Thank you in advance. General information Name (optional): .…………………………………......................................... Place and Date of the training course …………......................................... 1. Thinking at the course as a whole. What is your level of satisfaction with the activity? (Write a score from 0% to 100%).

0%

50% 100% Please explain the score you have given (if the case, please add other comments): ...……………………………………………………………………………… ...……………………………………………………………………………… ...……………………………………………………………………………… ...………………………………………………………………………………

2. In your opinion, to which extent were the objectives of the curriculum reached? Objective 1: To introduce the field of the Citizenship and Intercultural Education (CIE).

++ Very Good

+ Good

0 Ok

Bad

-Very Bad

Please explain the score: ...……………………………………………………………………………… ...……………………………………………………………………………… ...……………………………………………………………………………… Objective 2: To favour knowledge and expertise about social and psychological processes affecting the development of citizenship and intercultural/interethnic relationships.

++ Very Good

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+ Good

0 Ok

Bad

-Very Bad

Please explain the score: ...……………………………………………………………………………… ...……………………………………………………………………………… ...……………………………………………………………………………… Objective 3: To favour ++ + 0 -knowledge and expertise Very Good Ok Bad Very about the European Good Bad citizenship and the development of European identity. Please explain the score: ...……………………………………………………………………………… ...……………………………………………………………………………… ...……………………………………………………………………………… Objective 4: To favour ++ + 0 -knowledge and expertise about Very Good Ok Bad Very techniques for promoting Good Bad citizenship in youth and methods to face discrimination and promote inclusion. Please explain the score: ...……………………………………………………………………………… ...……………………………………………………………………………… ...……………………………………………………………………………… Objective 5: To favour ++ + 0 -knowledge and expertise Very Good Ok Bad Very about methods and tools for Good Bad the evaluation of programs of the citizenship and intercultural education. Please explain the score: ...……………………………………………………………………………… ...……………………………………………………………………………… ...……………………………………………………………………………… Objective 6: To favour knowledge and expertise about techniques and tools for project designing and fund searching.

++ Very Good

134

+ Good

0 Ok

Bad

-Very Bad

Please explain the score: ...……………………………………………………………………………… ...……………………………………………………………………………… ...……………………………………………………………………………… 3. In your opinion, were your expectations fulfilled? ++

+

0

-

--

Professional Personal Which of your expectations have been fulfilled the most? Please explain your answers. ...……………………………………………………………………………… ...……………………………………………………………………………… ...……………………………………………………………………………… Which of your expectations have been fulfilled the least? Please explain your answers. ...……………………………………………………………………………… ...……………………………………………………………………………… ...……………………………………………………………………………… 4. What are the most important things you have learned during the training course? ...……………………………………………………………………………… ...……………………………………………………………………………… ...……………………………………………………………………………… 5. Please comment on the appropriateness of the methods used during the course. ...……………………………………………………………………………… ...……………………………………………………………………………… ...……………………………………………………………………………… 6. What do you think about... Learning achievements ++ + 0 -

Module 1. Citizenship and Intercultural Education (CIE). Comments:

++ + 0 135

-

How did you enjoy it?

2. Social and psychological processes affecting the development of citizenship and intercultural/interethnic relationships. Comments:

++ + 0 -

-

++ + 0 -

-

++ + 0 -

-

++ + 0 -

-

3. European citizenship and development of European identity. Comments:

4. Techniques for promoting citizenship in youth and methods to face discrimination and promote inclusion. Comments:

5. Methods and tools for the evaluation of programs of the citizenship and intercultural education. Comments:

6. Techniques and tools for project designing and fund searching. Comments:

7. What do you think of the general flow of the course? ...……………………………………………………………………………… ...……………………………………………………………………………… ...………………………………………………………………………………

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8. How do you evaluate the role of the group in your learning? ...……………………………………………………………………………… ...……………………………………………………………………………… ...……………………………………………………………………………… 9. How do you evaluate the dynamic in the group of participants? ...……………………………………………………………………………… ...……………………………………………………………………………… ...……………………………………………………………………………… 10. How do you evaluate the work of the team of trainers? ...……………………………………………………………………………… ...……………………………………………………………………………… ...……………………………………………………………………………… 11. How do you evaluate your own contribution to the training course? ...……………………………………………………………………………… ...……………………………………………………………………………… ...……………………………………………………………………………… 12. How are you planning to use this experience in your future work with youth? At the individual level: ……………………………………………...…... ...……………………………………………………………………………… ...……………………………………………………………………………… ...……………………………………………………………………………… In your organization: ………….............……………………………… ...……………………………………………………………………………… ...……………………………………………………………………………… ...……………………………………………………………………………… With other partners: ………....……………………………………….. ...……………………………………………………………………………… ...……………………………………………………………………………… ...……………………………………………………………………………… Please, describe your plans for any future projects you may now have. ........……………………………………………………………………………… ........……………………………………………………………………………… ........………………………………………………………………………………

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13. In your opinion, was the preparation of the course adequate? In terms of contents: …………......…………………………………... ...……………………………………………………………………………… ...……………………………………………………………………………… ...……………………………………………………………………………… In terms of technical information: …………..………………………… ...……………………………………………………………………………… ...……………………………………………………………………………… ...……………………………………………………………………………… In terms of other practicalities: ………………..………………………….. ...……………………………………………………………………………… ...……………………………………………………………………………… ...……………………………………………………………………………… 14. How do you assess the quality of the logistical organization of the training course in terms of: • Working rooms: ……………………………………………………......... ...……………………………………………………………………………… ...……………………………………………………………………………… • Facilities (e.g.: internet access): ………………………………………. ...……………………………………………………………………………… ...……………………………………………………………………………… • Equipment: ………………………………………...…………………….. ...……………………………………………………………………………… ...……………………………………………………………………………… 15. Please share any other comment you would like to add. ...……………………………………………………………………………… ...……………………………………………………………………………… ...……………………………………………………………………………… 16. Do you have any suggestions to improve the quality of the curriculum? ...……………………………………………………………………………… ...……………………………………………………………………………… ...……………………………………………………………………………… MANY THANKS FOR YOUR COOPERATION!

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Tra.C.I.E. Handbook Training Citizenship and Intercultural Education in Europe

APPENDIX – GENERAL BIBLIOGRAPHY

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