This is a reference for Tsvetina Zaharlieva

LICK - Capacity Building for those working with socially excluded young people - KA1 Erasmus+

The training activity took place
in Vinica, Macedonia
organised by Macedonian Anti-Poverty Platform
26 February -4 March 2015
Reference person

Sue Dudill

(co-trainer )
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Aims & objectives

Our aim was to bring together a group participants who work with socially excluded young people and explore this hot topic interlaced with relevant English language learning using non formal educational methods. It was a tool sharing opportunity when skills and experience were shared to increase the capacity of their community-based organisations.

Target group & international/intercultural composition of the group & team

The target group was socially excluded young people.

The countries represented were:
Macedonia
Bulgaria
Poland
Serbia
Estonia
Georgia
Hungary
Slovakia
Turkey
Austria

The group comprised, youth workers, volunteers and educators who work with the target group

Training methods used & main activities

We used a variety of well-selected non-formal methods inluding a range of icebreakers, energizers and getting to know you games. Some of teh methods used were: "The Empathy Map", "Stepping in the shoes of the disadvantaged groups", "A Secret Mission", "The Word Food Cafe", "Stakeholder Hunt" and others.

Outcomes of the activity

We explored the risks and causes of exclusion on a transnational level in the context of the countries the participants all represent;
We then explored inclusion and best practice available across Europe and other parts of the world looking at the diverse range of real issues that the organisations here represent; it is in fact a cornucopia of disadvantage, looking at those promoters we have chosen. It gave them the opportunity to also examine and empathise with those simply having a different set of problems. For example we discussed the concept of violence being one of the results of exclusion and its consequences, the justification (if any) for using it and what constitutes 'right' and 'wrong'. What are the costs to the individual and to society and how can we reduce these by creating worthwhile and more importantly realisable projects.
We examined the cost to the health of an individual, affected by the lack of access to services and opportunities in the community and how we can make small but significant changes to the advantage of all.
We helped to increase the capacity and potential of organisations and individuals by dismantling and removing barriers to communication, thereby helping them to realise their developmental goals
We thoroughly explored the topic, interlaced with language learning, using the latest non-formal methods to be found at the finger tips of the multi-skilled training team, embracing the theme with great relevance.
We also provided the participants with the opportunity to access and utilise the valuable skills and expertise of a team who are crucially not only highly trained European trainers, but equally qualified to a highest level in teaching English as a foreign language/ESOL. The team comprised trainers both native and non-native speakers thus giving expertise from many angles to respond to the many needs of the participants
we gave clarity to the topic of working with socially excluded young people in a European context using learner-centred methodology, thereby avoiding ambiguity and misconceptions based on cultural and language differences which the training team have the ability to recognise in every way.
We consistently supported the participants enabling them to maximise the potential of the learning that has taken place in both the topic content and the language elements.
We provided the opportunity for participants, from a wide range of languages and cultures, with a unique peer learning moment in time.
We scaffolded a quality learning process which strengthened the confidence and resolve of the participants to work on a European level in their chosen topic, creating new and improved projects; a tangible measurable outcome for all stakeholders.
We provided a safe space for the learning to take place and yet ensured that it also challenged the individual to be the best that they could be, leaving them with the 'can do' feeling at the end of the training course.
We were able to offer a workshop on the content of the new programme as well as looking back at Youth in Action to see what is being carried over and what is new.
We provided a programme that was rich in content, not only in terms of topic, but also the quality of the integrated language, one that was highly interactive incorporating all learning styles - audio, visual and kinesthetic and the 8 multiple intelligences (spatial, linguistic, logical mathematical, bodily-kinesthetic, musical, interpersonal, intrapersonal and naturalistic) wherever possible.
We created a relevant learning journey that had a logical thread running through it with a clear and transparent map for the participants to follow.
We cultivated an atmosphere with the participants that was entirely professional and yet allowed us to be authentically who we are as people, as well as European trainers.
We delivered a refreshing and energising training course with integrity and transparency.
We empowered the participants to go out into their communities and make a real difference in their own lives and in the lives of others.

Your tasks and responsibilities within the team

I was a trainer together with my SALTO colleague Sue Dudill.

I worked on this training for 6 days as a full time trainer.

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