100%

HUMAN
21.10-29.10.2017
 Content

Summary of project...............................................................................................................2

Partners..................................................................................................................................3

Workshops.............................................................................................................................4

Energizers..............................................................................................................................7

Evaluations............................................................................................................................8

YOUTHPASS........................................................................................................................9

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Summary of project
Project „100% Human“ wil be held from 01.09.2017 to 31.12.2017. The programme activity will be held from
21.10 to 29.10.2017. The project will have 30 paarticipants from 5 countries (Germany, Lavia, Lithuania,
Slovenia and Croatia). The goal of this project is to show the need to include other opinions, respect human
rights, be tolerant as well as empathical and inclusive.

Planned workshops and modules are pointed to show the participants the importance of fighting against
discrimination, prejudice, racism and xenophobia. Participants will develop transversal skills with underlining
empathy, inclusion and criticismical thinking. Participatink in the project will influence the self-respect and
confidence of all the participants. It will also affect the life of the local community resulting in less extremism,
intolerance, disregarding other peoples opinions and with that, raise the overall quality of life in it.

When the project ends, the participants will be able to use their knowledge and skills gained there to
encourage positive changes in their lives and to enterprenour teamwork, socialization, cooperation and
human rights. Programme activity will be held in the hostel Jadro in Solin, close to Split.

Workshops will be in the rooms of the hostel, Lady Marys island in Solin, Salona, Jadro spring, Broćanac as
well as Split. This way of leading the activity will make sure that the project is visible and involved in the local
community. It will be supported by city Solin, elementary schools of Solin, 4th gymnasium Marko Marulić,
Zvono society and the home for people with difficulties St.Rafael.

This project will enrich the participants with knowledge about human rights, Erasmus+ programme, causes of
prejudice, discrimination, racism, xenophobia and extremism, as well as how to solve them.

They will also get skills such as spokemanship, debating, creating an attitude and questioning other attitudes.
During the project a humanitarian action will be held for the home of St.Rafael and a trip with the „Zvono“
association that will be of great importance in empathy development of the participants and encourage them
to proactive and humanitarian acting in their local communities.

The paricipants will also develop team spirit, cooperation skills and taking initiative during the audio visual
workshops. Furthermore, evaluations will be held that will teach the participants self-evaluation, selfe
assesment and help them to use their gained competences, skills and knowledge.

Each of the partners will when returning to their local community, do 2 workshops, one being humanitarian in
origin and the othr being informational/educative.

All the results will also be integrated in the daily work and activities.

Results of the project will be diseminated by the facebook group

https://www.facebook.com/groups/1274782532565398/?fref=ts

and dropbox
https://www.dropbox.com/sh/77ae9achjo4btsm/AADVKM0PU_cY1D6zrQoEnBUka?dl=0

while the entire project will be followed by the Solinske chronichles, TV Jadran and Radio Sunce.

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 Partners

1. Odred izviđača pomoraca Posejdon, Split-Solin, Croatia

OIP Posejdon from Split has over 150 registered members, namely children and adolescents who carry out
a scout plan and program throughout the whole year in the area of Split, Solin and Dugopolje. The children
are lead by a licensed scout leaders with the supervision of mentors. The program is implemented with
workshops (up to 300 per year), trips (up to 5 per year), bivouacs (4 per year), winter camps, summer camps,
with the goal of informal education for the young.

2. Jugendbildungszentrum Blossin e. V.
Jugendbildungszentrum Blossin eV "(JBZ Blossin) is the Brandenburg Sports Youth educational center, a
venue for young people, a place dedicated to acquiring early skills and knowledge, and has a pedagogically
trained training center with a license to work with young people. Blossin is able to accommodate large groups
of young people (capacity over 300 beds). Blossin aims to offer the best conditions for young people and to
help them in advancing in their own development. Blossin holds that active spirit of learning and wants to
help them develop their abilities as a great people.

3. SOCIALAS INOVACIJAS CENTRS

Social innovation centre (SIC) has been established in 2010. The legislative form - non-governmental
organisation. There are volunteers - professionals co-working to facilitate positive social change at national
and international.
SIC is dedicated to solve social challenges, raise social innovation knowledge and social welfare in Latvia as
well as facilitate and promote the best practices, knowledge and gained experience at the international level.

4. CSOD
CSOD is a center that prepares programmes for primary and secondary school, activities in nature during the
working days. Average number of participants a year is 3600. CSOD has organized over 19 international
projects and youth exchanges. With plentiful experience in creating and participating in projects, CSOD
makes a great organisation to work with and cooperate with them due to their high level of involvement, great
skills with youngsters and experience.

5. Atviras Siauliu rajono jaunimo centras

A completely open youth centre with focus on activities and creativity, a place where youth can come, hang
out, play games, spend some quality time and make new friends. The organisation itself promotes
development of universal competences amongst the youngsters as well as some social and civic issues and
awareness regarding them. The organisation has participated in plentiful projects troughout the years and
have racked up some serious experience on them.

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 Workshops Performance methodology:
-The participants meet all together outside and partake in pre-
organized games
ICEBREAKERS -Games support teamwork and cooperation
-Subliminal bonding and interaction.
-Getting to know
Aim: Helping the participants to meet each other and get on positive and
well. negative sides
about others
Method: games, socialization, interaction, similarities

Competence: social and cultural competences, bonding,

creative thinking

Material: paper tie, colors, pens

EU Values and Erasmus+ and EVS

Performance methodology:
Before the start, the big paper is drawn to look like a person, and the same is cut as the
Aim: introducing the participants to the EU number of parts of groups. Then the participants divide into national groups and have a 25 -
Values 30 min time to write in your clip EU values for which they consider to be important.

Method: work in a team, reasoning, When the time is up, you make a semi-circle
presentation centered flip chart or bigger hammer-paper. Each
national group presents its clip and explain its value.
Competence: teamwork, presentation Members upon completion of the presentation each
skills, research, reasoning group take the clip and paste on a flip chart. After
presentation the flip chart of pasted clips made the
Material: character in which they registered many EU values.
- Flip chart paper
- Flip chart and colours, The last question is featuring what the highest value
- Hammer paper, glue of all the listed values is? Using methodical
conclusioning.

Thinking Module

Aim: : Think about future projects, solving problems in local communities.

Method: teamwork, brainstorming, presentation.

Competence: teamwork, presentation skills, research, reasoning

Material:
- Flip chart and colours

Method:
Participants divided into mixed groups have 60 minutes to create a mental map of ideas for new projects. The method involves mental maps
visually defining project ideas. On paper the system of related parts that may be in the form of a flower, sun, clouds, wood, etc., presenting the
scroll of the main idea, the project, which is to be achieved at the local community level, the level partners and participants, topics, workshops,
games, leisure, the organization and the like. These template mental maps in the later stage are used for programming activities of this project
and completing the application form

International evening/Gastro-cultural evening

Aim: learning about other cultures

Competence: Communication skills,

presentation skills, learning about cultures
and traditions

Performance methodology:
International evening is a fun educational evening where each national team presents
their country to the other participants. Usually before the presentations there is an
international dinner. Participants bring their national food for others to try.

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 Workshops
Audio Visual Workshop
Trip to Salona

The participants at the beginning of the project divided into groups Aim: Introducing participants to the culture of Salona and its
according to their own wishes. So they form groups to create: historical relevance, picking Olives with the Vukas family
leaflet, promo video, power point presentation, booklet and photo
groups. These groups meet regularly every day but have Method: Day trip
designated workshops every few days
Methodology: Participants from the hosting country are taking
other participants on a trip to the city, There they are shown all
the cultural significances, historical values, special places and
relevant sites, as well as being taught some historical facts and
Creating a facebook profile events that are relevant to the visited area. We also went uphill
and helped with picking olives in the Vukas family including
ourselves in the local community more.
Goal: Self-presentation, visibility

Method: Creating a page with various materials

Competences: enterprenuership, presentation skills, creativity

Materials: Hammer paper, magazines, office utilities, colourful

paper

Time: 90 minutes

Methodology: All participants are granted office utilities, a

hammer paper of their choice and magazines and they have to
craft a page of their “profile” that will represent them on their
envelopes and with which they will show some of their interests
and present themselves to others.

Presentation of Human rights declaration

Goal: Teach the participants about the human rights delaration

Method: presentation

Competences: self-awareness, tolerance, presentation skills

Time: 90 mins

Methodology: Participants are shown the presentation about

human rights and are interactively included in it.

Explanation of Xenophobia, discrimination, racism and prejudice

Goal: Expanding sights about xenophobia, discrimination, racism and prejudice Methodology:
Participants are seated in a room/open area in which they
Method: interactive group explanation are taught about xenophobia, discrimination, racism and
prejudice. It is done in a form of an open conversation where
Competences: reasoning, tolerance, awareness, initiative any participant can add value to the discussion and
participate in it as an active listener.
Time: 150 minutes

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 Workshops
Split challenge

Aim: Introducing participants to the culture of Split and its historical relevance

Method: Challenge, team game

Methodology: Participants from the hosting country are taking other participants on a trip to
the city, There they are shown all the cultural significances, historical values, special places
and relevant sites, as well as being taught some historical facts and events that are relevant
to the visited area.

Making the movies

Goal: creation of a video-spot for Rag'n Bone Man –Human song

Method: team-based filming and production

Competences: presentation skills, teamwork, creativity

Time: 180 mins

Methodology: Participants have to visualize and create a video based on the “Human” song
and wrap it up within 3 hours.

Organisation Zvono for children with intelectual difficulties, Sports, Games, Broćanac

Goal: Interaction with the members of “Zvono” and participants of the

project and their bonding

Method: Games and workshops in nature in Bročanac

Competences: teamwork, tolerance, creativity, awareness, inclusion

Time: Day trip

Methodology: Games, workshops, hanging-out, exchanging

experiences

Step Forward
Speakers Corner
Goal: make the participants more aware of their environment, other
Goal: Promoting public speech, people and themselves
learning how to speak freely,
active listener Method: Narrated workshop

Method: Public speech Competences: awareness,

utilization inclusion, expression of
opinion
Competences: tolerance,
creativity, self awareness, Materials: premade leaflets
inclusion, promotion, active speech
Time: 90mins
Materials: topics, roles
Methodology: Participants are assigned roles and they then form a
Time: 210min line (roles are to be kept secret). The narrator then asks a set of
questions and if the answer is affirmative, the participant steps forward
Methodology: People are split into 2 teams: speakers and and if its negative, the participant keeps standing still (every
listeners. Earlier, some topics are chosen and speakers prepare to participants answers for themselves in the spirit of the role they got and
talk about them. The listeners get roles of some kind that are meant do accordingly). After the game is over, debriefing phase begins.
to influence the way they participate in the monologue/discussion dn
in the way they show their opinion. The workshop is concluded after
all speakers are finished and is wrapped up with a de-briefing.
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 Workshops

MISSION Z

Interactive games as means to learning stem from the principles of non-formal

Competences: empathy, solidarity, education, and aim to encourage a deeper reflection around the topic at hand.
inclusion, tolerance, realising the idea, We, in the project group “Borderline Boardgames”, experience this method as
very effective.
Goal: conflict resolution - We stage a simulation of the world to which we wish to bring the participants in,
to great (to create?) effect, explains Joakim Arnøy, project manager of the
Norwegian coordinating organisation, Narviksenteret.

- Even though it is a game, the enthusiasm, anger, frustration and attitudes we

observe among the participants are often real. The range of emotions that is
lured out of the participants are the key to the learning. Most of them understand
that some of their actions towards another nation go too far, but it is mainly when
you realise it on an emotional level that such learning really takes a hold, Arnøy
says.

100% human humanitarian action for the home of Sv. Rafael DNA 4 min

Goal: Helping the home of St.Rafael by charity Goal: to awaken the image of ourselves and
others and how we as humans are all very similar
Method: Charity humanitarian action in the local
cummunity Method: short movie about testind of DNA group
of diferent people
Competences: teamwork, tolerance, creativity,
awareness, inclusion Competences: tolerance, empathy, appreciation,
friendship
Time: 210mins Time: 60 min

Methodology: Humanitarian stand, teamwork and Methodology: watching video clip, critical
selling, iclusion in the local community reflection, self-evaluation

MOLECULE GAME QUICK RECOGNITION

Energizers
Narrator explains what molecules are and what Players are split into 2 teams
FREAK OUT atoms are. Each player represents an atom and then put behind a big
and the narrator gives them a certain curtain. Each team then lines a
Freak out is a game where the temperature to which they move in according single player behind the curtain
participants form a circle and then say a speeds. The narrator interrupts the movement and the curtain is dropped. The
word which makes the other participants by saying something like “favourite drink”, and player to first call the name of the
do something predefined (clockwork the players then form molecules according to opposite player wins and the
order of speaking). The predefined what they like the most with other players. The losing player switches sides.
actions can be anything the leaders game helps with getting to know each other.
agree on with one exception, when a
player says „freak out“, everyone starts
spinning their hands and the order of
people in the circle has to be shuffled.
This promotes hanging out with different
people and entices better relations
amongst participants.

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 Energizers
STICKY FINGERS SECRET FRIEND

Players form a circle. One of the players starts by touching another At the beginning of the project, all participants have a random
player(of his choice) somewhere on his body and keeping his “straw-draw” where they get a name of another participant from
hand(or whatever) to that spot. The player that has been touched the project. It is imperative that they keep the name a secret and
then proceeds to do the same to the next person, and so on, and so act stealthy on the manner. Goal of the game is to do nice little
on until all players are connected in some way. things and show signs of attention to your secret friend (getting
them things, doing little secret favours and so on). At the end of the
project, every participant gets to meet their secret friend in a grand
revelation in-front of all the other participants.
TOILET PAPER GAME
SUPER CHICKEN
A story is told about the need to assess how much paper an
individual will need for the rest of the day (and then they take some).
Each player starts from “egg” and advances to super chicken (egg-
The true goal of the game is that depending on the number of toilet
chick-chicken-super chicken) by playing rock-paper-scissors with
paper sheets taken, every participant has to say a number of things
other players of the same level. On a win , a player progresses and
about them (to introduce themselves).
on a lose the player keeps their current rank.

Evaluations
Target evaluation: A target similar to the darts target is created on a big paper - “pie slices” of the target resemble different parts of the project
such as leadership, activities, free time, food, etc. - the biggest points are on the outside circle, which means good, and lowest on the inside,
which means bad. Participants place stickers or they put dots in different colours (each country has different colour) on each slice. After that the
project team discusses about how they can change things if something is not ok.
Happiness matrix: it is a table of participants' feeling during the project. At the end of each day, every participant colours their part in the
calendar depending how they felt each day. Participants create the legend (which colour represents which feeling). Goal of this evaluation to
see if the participants feel good on the project.

NAME: Day 1 Day 2 Day 3

Iva
Marko
Red-Green evaluation: Each participant gets a red and a green Post It note. The participants write bad thoughts about the project on the red
Post It note and good thoughts on the green note anonymously and the project team tries to fix the bad things about the project and continue
the good things.
Hopes, Fears and Goals: Each participant gets 3 Post It notes(1 is for goals, 1 for hopes, and 1 for fears). Everyone write their hopes, fears and
goals on them, and then they are glued onto 3 different papers. At the end of the project the papers are read again and the participants'
thoughts are evaluated. Participants need to circle their Post It if something on it came true. Goal of this evaluation is to see if they reached
their goals.
Personal diary: Every day the project team asks a few questions about the workshops which were held that day and participants answer them.
Because of the home hospitality system the questions are posted on Facebook, on the project group. This evaluation helps them remember all
the workshops and they can fill their Youthpass easier.
Inbound - Outbound questionnaire: At the beginning of the project everyone fills out a questionnaire. They fill out the same one at the end of the
project - the results are compared to see what everyone have learned during the project. This evaluation is also posted on Facebook and
participants fill it online. Research results can be seen on https://www.dropbox.com/home/Posejdon_EU/
Mirror evaluation: It is held at the end of the project. Each participant has a piece of paper with their name on their back. Every participant
should write a good message in other people's envelopes. After they are done writing, leader from each country takes the envelopes. The
leader is supposed to give the envelopes to participants when they enter their country. Mirror evaluation is a good way to make memories of the
project.

CONCLUSION
With this action-evaluation research we have tracked some general changes that had occurred with the participants as an effect of participating
in the programme activity. The research was designed as a quasi-experimental study with two main research phases; (1) entrance phase –
survey method used at the very first day of the programme activity and (2) exit phase – survey method used at the very last day of the
programme activity. The variables were grouped in four thematic groups; (1) general motivation and information, (2) soft skills, (3) democracy
and its principles and (4) self-actualization. Within all groups of variables, different dimension were measured (knowledge, familiarity,
agreements with attitudes, associations and similar). Generally the significance of change was tested with a series of statistical tests, such as t-
test for paired samples.
The changes that have occurred in the youth due to participation in this project are statistically and otherwise significant. Namely, young people
have become more motivated and informed (in their own self-assessment) about and in regard to the topic and the content of the project. The
assessment of knowledge about transversal skills has also increased considerably, as well
as the assessment of the importance of owning and working on one's own skills-set and the recognition of special social skills. Input data shows
high general awareness of democracy, civil society and the European Union as key concepts, which is why there are no significant changes in
that sense, but specific knowledge, motivation for community participation, internalization of basic democratic principles, and change of focus
from democracy as a system of freedom to democracy as a system of equality system shows significant changes in the statistical and content
sense. Namely, the strongest changes in youth are related to the degree of internalisation of the principle of solidarity and equality, which is
entirely in line with the objectives of the project. In addition, self-assessment for self-actualization has grown significantly. Therefore, it must be
concluded that the 100% Human Program project activity has certainly created the environment and surandings within which participants could
learn, internalize target values and gain collective motivation for further action.
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8
 YOUTHPASS
Youthpass: Youthpass is a certificate written by the participants themselves. It contains competences that they have
learned on a project.

There are eight key competences:

1) Communication in the mother tongue
2) Communication in foreign languages
3) Mathematical competence and basic competences in
science and technology
4) Digital competence
5) Learning to learn
6) Social and civic competences
7) Sense of initiative and entrepreneurship
8) Cultural awareness and expression

At the start of the project activity, a workshop about the Youthpass was carried out. Its purpose was to determine how
many people were already familiar with it and to explain how it works to the ones who didn't have any experience. This
was done with a flipchart that had all of the competences listed with exemple questions written for each one. Each
participant received a notebook that he or she used as a personal diary during the project. In the project Facebook group
and outside of it, at predefined times every day, questions were asked every day to help the participants recognize their
newly acquired skills. These questions were, for example: How well are you introduced to refugees? Have you ever met a
refugee? What is the difference between a refugee and an immigrant? What did you do today that helped improve your
transverzal skills? Also, participants had more experienced mentors who were always available if they had difficulties with
anything . They would write the answers to the set questions in their personal diaries. All of which then they copied to the
Excel sheet at the end of the project.

100%
HUMAN 21.10-29.10.2017

Design by: Mario Barić

B. Sc. in graphics technologies E-mail: [email protected]