Participants joined interactive workshops with experts such as psychologists, law enforcement officers, and digital rights advocates. Topics included cyberbullying, FOMO (Fear of Missing Out), data privacy, and digital self-protection. Young people worked together to create a “Social Media Conscious User Code” and developed awareness campaigns against cyber harassment.

The Turkish team, coordinated by Tokat Economic Development and Vocational Training Association (TEKMED), actively contributed to discussions and cultural exchange activities. During the Multicultural Evening, they introduced Turkish food, music, and folk dances, receiving great interest from other participants.

This international experience helped the youth build digital resilience, improve intercultural understanding, and develop skills to protect themselves and others in the digital world.

During the week-long exchange, participants engaged in interactive workshops on topics such as cybersecurity, digital literacy, social media responsibility, online ethics, and combating cyberbullying. Through hands-on activities and group discussions, the youth developed a deeper understanding of both the opportunities and the threats of the digital world.

The project also provided a platform for intercultural learning, where participants shared experiences, presented their ideas, and built lasting international friendships. The Turkish team actively contributed to discussions on how young people can protect themselves and others in online spaces.

Speaking about the project, the association’s representative stated:
“Cybersecurity and digital awareness are crucial skills for the next generation. Through the Cyber Aware project, our young participants gained valuable knowledge and tools to navigate the online world safely and responsibly.”

The Tokat Association for Economic Development and Vocational Training continues to support youth through international programs, aiming to enhance their personal, social, and professional development.

Stand Against Gender Based Violence Through Theater,8-10 of September 2023Athens, Greece Respect people regardless of their gender identity!If you’ve been struggling with gender or gender identity and expectations, you’re not alone! It may help you to talk to a trusted parent, friend, family member, teacher, counselor or to us!

We know the importance of digital technology in our world and we also know how this can support the youth that we work with. Through different support methods we can help our youth seek employment, believe in themselves and their strengths and be able to overcome their fears.

This Training Course is designed for youth workers and youth leaders that are interested in technology and interfacing. During this training we will use the well-established Lego kit, Lego Mindstorms Education EV3 set. In this particular training we will be familiarizing ourselves with the intelligent EV3 Brick and assorted sensors and motors.
Through this they will learn how to control the Driving Base and trigger events based on input from the selected sensors and get the fundamentals of more complex topics, such as programming loop, arrays, data wires, switches and much more.

The aim of this course is to give the individuals the knowledge that they need to manipulate the hardware and software components that make up the Robot Educator Content Pack and Lego Mindstorms Education Software. The outcome after this training the participants will evolve in:
Teamwork and Social Skills, Communication and Language skills Lowering Anxiety and Stress, Problem solving, Mathematics and Spatial Awareness, Creativity and Experimentation, Physical Development, Perseverance and Management of Frustrations, Self-Confidence, Patience, Focus and Concentration.

Working methods:
During the training course the themes will be approached in workshops and smaller work groups. We will try to make sure that the participants will be able to express their opinions and themselves through activities that are varied and interactive and will rely upon the abilities and strengths of the participants.
We will pay attention that all of the participants would be able to express their opinion and share ideas in accordance with their language competencies. In the group work we will use methods that energise and motivate everyone. We will always start with some motivating activities such a video or a case study or a role play, so everyone even those who have some lower language level to tell their opinions and then move to talking in front of bigger groups. The chosen methods will be: non formal learning approaches using simulations, role plays, energizers, reflections/debriefing, case studies/hands on designing.

The basics of our methodologies are active co-operative learning combining experience and theory implementation. This way we will define our methods: learning by games, round-table conference, moderated discussions, learning by doing, plenary sessions, interactive work based on advanced preparations, creative workshops with coaching.
It is sometimes said that in international projects cultural stereotypes might affect the working procedure and the team spirit. The group leaders will prepare the participants in advance for the possible conflicts and will work on that the participants will be tolerant and respectful with each other. The proposed games, workshops and discussions will also serve this purpose as the participants will be able to spend long time with mixed groups. We will also organise cultural evenings where promoters will have the opportunity to show aspects of their country, region and language. This will enhance the acceptance and enforce social inclusion in practice.

We plan activities for enhancing the process of NFL. All activities will be targeted. That means all activities will be organized and structured according to our objectives. Moreover we will focus on the participants’ motivation and interest during the training period. As soon as the project will be approved by the NA we will search and ask for the participants’ learning and practical experiences and needs for self-improvement and so we will plan our daily agenda of NFL accordingly. We also planned not so strict in implementation and timeline activities because we aim to flexibility during learning process and in methods and approaches.

Once upon a time there was a pretty girl called Abigail who lived in a house with her mother. Everyday she would walk across her town, over the only bridge crossing the river to see her boyfriend, Tom. Abi thought Tom was lovely! She would skip and sing on her way to see her boyfriend, and they were very much in love.

Of course Tom also thought Abi was lovely. He too would cross the town and the only bridge across the river to go and see Abi, but he didn’t skip and sing, at least when the other boys were looking he didn’t!

They were so in love and would walk around holding hands to show everyone how much they loved each other. Aww

One night a great storm flooded the river and swept away the bridge, the only bridge so the next morning they could only stand on opposite banks of the river and wave to each other, both very sad that they couldn’t hold hands.

Abigail cried. She cried and cried and cried and wanted to see her Tom, but it would be months before a new bridge would be built, and there was no other way to cross the river. Then after a few days Abigail saw a little rowing boat tied up on the river, and went to speak to the man who owned it.

“Please” Abi begged “Please row me across the river so I can see my Tom”. The man who owned the boat was called Sinbad. Not many people spoke to him, and very little was known about him. Sinbad thought about Abigail’s problem and offered to help. “I will row you across the river” Sinbad said, and Abi smiled, but she was happy to quickly. Sinbad continued “I will row you across the river, if you sleep with me.”

Abigail’s smile turned into a frightful scream and she ran off crying. She couldn’t decide what to do. She wanted to see Tom so badly, but didn’t want to sleep with Sinbad. She felt torn between seeing her boyfriend and cheating on him with Sinbad, and she felt she needed to ask someone for advice, so sat down with mother and explained the whole story.

Abigail’s mother listened to her story and when Abi had finished she looked at her mother, waiting for her advice. “well” her mother started “you need to sort this one out for yourself”. Abigail’s mother offered no advice as she wanted Abi to make the decision for herself.

Abi was now more confused than ever and sat in her park thinking over her options. She decided she wanted to see Tom more than ever… he would know what to do, so she jumped up and went to Sinbad.

1After she slept with him, Sinbad kept his word and took her on his boat across the river. Abi ran as soon as she arrived on shore to Tom. Tears running her face, she banged on his door and he was very shocked to see Abi, and to see that she was so upset. Abi explained everything that happened to her, and when she told Tom she had to sleep with Sinbad to see him, he went crazy.

“WHAT!” he shouted “you cheated on me… with Sinbad!” Abi tried to explain why she did it, but Tom was so angry he slammed the door shut and didn’t want to speak to Abi again.

Abi cried some more, and now was on the wrong side of the river to ask her mother for advice, but she knew where Tom’s best friend, Bob, lived.

She went around to Bob’s house and explained everything to him. Bob let her into his house and gave her a nice cup of tea to try and help things. As Abi explained what had happened today, Bob was disgusted with how Tom had acted. So disgusted in fact that he went around to Tom’s house and beat him up for treating Abi so badly.

Then Bob left with Abigail.

And this is where our story ends.

Aims of the tool

When mixing with people from different cultures we should be aware that all their actions, values and attitudes are not necessarily defined by their culture. With this exercise you can show how similar people think differently, how they have different moral values and different ways of seeing reality.

Description of the tool

Abigail’s Tale is a story that shows how people view the world from different perspectives, have different values and reach different conclusions out of the same information.

1. Give them a printed version of the story or tell the story (maybe drawing the characters on a flip chart).
2. Give them 3′ to establish the guilty parties from the guiltiest to the less guilty.
3. (Optional) Split them in pairs and give them 5′ to make the list (guiltiest to less guilty).
4. Put them in groups of 5 with the same goal (a common list).
5. Do a group discussion
6. Debrief

During the training, the following sessions took place:

22.11.2021

 WHOM WOULD YOU LIKE TO LIVE WITH? -After trainer told the story of the Miller house, participants received list of “possible tenants” and had to chose 5 tenants. Debriefing: why did you decide them? Method to overcome prejudices and stereotypes Trainer V2020.

 NEWSPAPER THEATER Making theater inspired by a real story on discrimination on cultural diversity background using TEAM WORK; Script-writing. Identification of key moments. Sequence of scenes. Allocation of roles and work on them. Each group played its story. Participant voted a story as a script for SOCIAL THEATER. Trainer from BASD &ADI.

SOCIAL THEATER Trainer presented Social theater methodology The group awarded in the previous session perfumed their piece of theater in front of the others which became their spect-actors. At a certain moment they become actors; they have the possibility to change all the characters, except the oppressor, changing attitudes towards the oppressor and towards the problem. Method – to develop cultural competences/attitudes towards cultural diversity Trainer BASD & ADI

STATUE THEATER The trainer explained how to perform STATUE THEATER- the 1st stage, actors used their bodies – as statues – for the visual representation of a particular negative situation; 2nd stage, spectators became actors and changed the negative image into a positive one; using their bodies the actors created images, group statues expressing aspects of HATRED, MALICE, PURISM, RACISM Spectators, using their bodies, intervened as actors and changed the negative image into positive image of intolerance elimination. Method used to develop competences in participatory arts for a culture of tolerance Trainer BASD & ADI

 The Games of Emotions – how to protect against emotional manipulations Trainer ADI

23.11.2021

 PREJUDICIAL INTOLERANCE ROLE PLAY 1. – The Meeting – the participants split in 2 teams organized as a film crew – film writer, director, actors; A script was presented regarding an attack on a young boy supposed to be gay Roles: 1 Dean and professors 2 LGBT representatives 1 RefugeesRepresentative 1 local Catholic Church representative 1 local Orthodox Church representative 1 local Islamic Religious representative

ROLE PLAY 2- The 2 teams presented the performance each other;

ROLE PLAY 3– Debriefing: what solutions, what the best behavior is in that circumstance.

Using STORYTELLING they narrated their experiences in similar situation and how such action

should be taken. Method discussion about the limits of the tolerance, the relationship among

different cultural minorities Trainer TEKMED

STENCIL GRAFFITI Trainer presented the importance of this art using spray-paint to advance fundamental values, but also to enhance artistic expression. A form of participatory culture, stencil graffiti serves civic engagement purposes. The participants created posters against intolerance. Method used to promote Respect for Cultural Diversity. Trainer ADI.

 INVISIBLE THEATER Invisible theater as a form of theater played in the community without others knowing that it’s actually a play with a precise subject in order to create a debate among the members of the community ; the participants wrote a screenplay on diversity issue –intolerance, discrimination- and staged it. They played in the street Methods to acquire cultural competences enhancing attitudes/ valuing what other cultures/ subcultures offer Trainers from BASD BG &ADI-RO

FLASH-MOB – preparation & rehearsal In a new approach, inviting general public to an activity for respecting diversity Method for raising cultural awareness Trainer TEKMED

 24.11.2021

PHOTO-VOICE WORKSHOP Using TEAM WORKING, VISUAL METHODS and STORYTELLING the participants made photos using photo camera of different areas and everyday people who face problems and spoke with them to discover their problems. They printed them making an exhibition at Teachers’ House Participants using Storytelling told the stories of the characters presented in photos during exhibition Method to promote tolerance Trainer TOKAT EVALUATION Questionnaires ADDED VALUE -providing strategies, using non-formal methods of participative arts

FROM THE ICEBERG OF THE CULTURE TO CULTURAL DIVERSITY:  Using STRUCTURED DISCUSSION and VISUAL METHODS, participants discussed  about:   What is culture? What does culture mean to you? What are its elements? Hand-outs with the model of the Iceberg of Culture were  handed to participants and a video materials regarding the visible and invisible elements of a culture. Participants discussed about the invisible elements of their own cultures as well as about the elements of different culture minorities we are working with (diversity refers to differences between cultures, but at the same time between groups and people within the same culture). Method to increase understanding of cultural diversity. Trainer ADI

 PENTANQUE Participants together with young volunteers from V2020 played  “ Petanque” Method used to develop equal relationship among young people with different backgrounds and stimulate social inclusion through sports. Trainer from V2020 YOGA

23.08.2023

ABIGALE The trainer  read the story of Abigale; the participants will rank each character to establish the guilty parties from the guiltiest to the less guilty ( Abigale, Tom, Sinbad, Bob and the mother ) according to their behaviour. After the participants have done their ranking they will get together in five groups to discuss about how they perceive the behaviour of the characters. The task of the teams is to come up with a common list. Debriefing  focused  on the grounds used by people for their ranking, how could they decide what is a good or bad behaviour? The method is used for intercultural learning, to make people to understand what we have in common and what make us different due to different cultures and also, if their attitudes are necessarily defined by their culture Trainer V2020

MAIL ART WITH MESSAGES AGAINST INTOLERANCE. The trainer presented  to the participants mail art, a form of participatory culture that supports the free circulation of alternative ideas. The trainer made  the distinction between the classical form of mail art and the form it has nowadays, in the digital era. Participants will be taught introductory elements related to the materials and techniques necessary to create classical mail art (postcards, envelopes, paint, glue, coloured and/or handmade paper, photographs) and digital mail art (this can be obtained either by photographing and turning into digital images the classical mail art created previously, either by directly creating new digital images – capturing digital photographs, completing digital paintings etc.). Method used to stand against intolerance through art Trainer ADI

 24.08.2023

 NON-FORMAL EDUCATION WORKSHOPS:

(INE)QUALITY STREET Participants  received  “role” cards with different profiles such as “ you are 17 year –old immigrant”, “you are 17 year-old in a prison for juveniles”, “ you are 18 year-old with special learning needs”, “you are 26 year old and doing post-graduate research on embryology”, “22 year-old young man without a job”, You are 17 and a single mum” “you are 20 year-old lesbian” etc. Each participant will have 3 candies and in front of them a basket with candies. The trainer will ask questions such as: “Do you think you’ll progress in life without being discriminated against?”, “Do you think you have a good chance of becoming a member of parliament in the future?”, “Do you feel alright talking openly about your sexuality?”etc. If the answer is YES, that participant will take one more candy, if is NO will put a candy in the basket. Debriefing – about a real equality of the individual chances of social promotion Method used to develop empathy and understanding of diversity Trainer V2020

 FANZINES Using non-formal methods such as INTERACTIVE LECTURE and VISUAL METHODS, the trainer will present the concept of ‘fanzine’ – publication produced by fans of a particular phenomenon. Fanzine’s articles, interviews, reportages etc., are not written in a conventional media format, and do not follow the traditional media style. However, fanzines cover a wide spectrum of ideas and they also can be used to create and distribute content combating hate speech, racism, intolerance etc. Participants Have been  asked to design a small fanzine on Cultural Diversity and no hate speech. Trainer from ADI

MOLKKY Participants and young people played  and learn a new type of sport game to stimulate social inclusion through sport Trainers V2020 EVALUATION:

 Evaluation- questionnaires ADDED VALUE – providing strategies for the application of sports and applied arts techniques in education as a tool against intolerance

During the training, the following sessions took place:

2.05.2022:

 BUILDING A CULTURE OF DIVERSITY 1st part

VISUAL METHODS, INTERACTIVE PRESENTATION, INTERACTIVE LECTURE and STRUCTURED DISCUSSION were used. The trainer presented different cases of human rights violation related to cultural diversity groups; using video displaying, the trainer invited the participants to a structure discussion related to them. An interactive presentation about the universality, inalienably and interdependence of human rights followed. The participants received handouts with UDHR. Using interactive presentation, the trainer introduced the main category of human rights – the civil, political, social, and cultural ones – and further explore them in relation with – racism, intolerance, discrimination toward different cultural minority groups

 2nd part The Iceberg of Culture was presented and participants discussed about visible and invisible levels of it Using BRAINSTORMING and a flip chart the trainer and participants found out what are the cultural competencies necessary to be developed: CULTURAL AWARENESS ( developing the understanding of the differences between themselves and people from other cultures, subcultures or other backgrounds); ATTITUDES (to enable participants to examine their values and beliefs about cultural differences, valuing what other cultures/subcultures offer); KNOWLEDGE ( discussion on the topic Mainstream Culture and Subcultures) Trainer V2020 TOLERANCE AND CULTURAL DIVERSITY STORYBOARD – 4 ISLANDS- the participants formed 4 teams, each team representing an island, created by them following some instructions. 2 islands were evacuated due to flood. The inhabitants had to find place on the two other islands. They had to negotiate with each other. A discussion about integration process, future conflicts, their bases and peaceful solution followed. During debriefing the participants found examples form daily life for this situation focusing on questions such as: Why so difficult the integration? Need you give up your culture? Trainer ADI

SOCIODRAMA As a means of creatively working with some of the very difficult inter-group and intercultural dilemmas. Method – help participants to improve capacity, participants find themselves able to create new and workable solutions to what were old or intractable dilemmas Participants used role play, using a real-life experience of one of the group members. The comments after the first interaction were examples of a sociodramatic technique called doubling, which dramatically expresses what the main players may have thought but did not say Trainer WASLA

 3.05.2022

THEATER OF THE OPPRESSSD BY AUGUSO BOAL Using INTERACTIVE LECTURE, trainer presented some of the forms of Boal Theater: using the knowledge of participants they discussed about forum theater, invisible, statue, newspaper, social theater and how can be used in order to develop a culture of diversity Trainer ADI & BASD FORUM THEATER Methodology: Trainer presented the methodology; Trainer divided the actors/participants in 2 groups; each group had as tasks: Preparation part: Preparation of a short piece of theater on a situation of oppression related to discrimination, intolerance towards cultural diversity, stereotypes and as characters – oppressor, oppressed, their allies, neutral characters and a joker Theater part: Each group played their piece of theater in front of the other group which became their spect-actors. Forum part: The play was resumed and the audience becomes active: the spect-actors became actors: they had the possibility to change all the characters, except the oppressor to underline that in everyday reality oppression will not simply disappear but could be removed by changing attitudes towards the oppressor and towards the problem Trainers ADI & BASD

4.05.2022

 LIVING LIBRARY Place – the main street of Sofia. The role of librarians was played by two of the participants who invited passers-by to become “readers” The event was realized through cooperation and strong communication Titles of the books: German, Romanian, BME, Bulgarian, Catholic, Muslim, Orthodox, gay, rocker, Roma, migrant. Expected results – books belonging to diversity who were victims of intolerance, discrimination and exclusion gave to the readers a life lesson about respect and tolerance.

 EVALUATION: Evaluation questionnaire ADDED VALUE -providing strategies, using non-formal methods of participative arts in a new approach to respect diversity