In present Europe, many of the employees, educators involved in international educational activities become facilitators / trainers working on very "sensitive" topics, very often lacking the knowledge / awareness of the complexity of this type of process. For this reason, these activities may gain called "real social change", with very effective results results (during the respective plan and facilitation), or on the other hand can easily lead (the inefficiency of implementation, and planning) to the negative effects of misunderstandings , conflicts or even creating new prejudices and stereotypes. In relation to the above, our long-term project will be based on the development / production workers, educators awareness of the concept of culture and its dimensions, approaches used in the field of non-formal education, problem solving / conflict resolution in the context of intercultural and develop competencies in facilitating the learning process (facilitation ) activity based on a methodology taken from non-formal education. Organizations that create projects in the European dimension very often entrust the training process to people who are not prepared for this activity, did not participate in trainings for trainers, or they can not properly choose the methodology for the group they work with. Our training guarantees development of these competences and prevention of the above-mentioned phenomenon, both in partner organizations, employees themselves, educators and in local communities. The training will provide a dual educational dimension. First, it would deeply understand the specifics and relevance of culture, its directions, approaches and intercultural complexity of the environment (as well as the challenges posed by it: misunderstandings, conflicts, "false debate", voltages). Secondly, to provide participants with the tools with which they could work with the above issue, through in-depth understanding of the logic of non-formal education, the significance of group dynamics, a variety of approaches in the field of leadership, attitudes zgłębieniu mediation work in an intercultural environment. MAIN OBJECTIVES: - Creating a portfolio with a record of social inclusion methods, with particular emphasis on the notions of: discrimination, stereotypes, intercultural learning and exclusion, based on a combination of theatrical, drama and IT tools -Changing methods based on social inclusion through elements of formal education and its non-formal equivalent - Raising awareness of educators, employees regarding the specificity and complexity of the facilitation process during intercultural meetings and trainings - Strengthening the competences of employees and educators in the context of planning and implementation of effective educational activities at the international level -Expression of various dimensions of culture and how they are connected with intercultural learning -Testing and quality evaluation of developed tools on various excluded groups OBJECTIVES: -Improved and expanding the range of high-quality learning opportunities tailored to the individual needs of adults with low skills or qualifications, in order to improve digital skills and key competencies or to acquire higher qualifications, including certification of skills acquired in an informal and non-formal learning. - Facilitate access to skills improvement paths by providing opportunities to recognize and analyze skills and learning opportunities tailored to individual needs, as well as by validating skills acquired through non-formal and informal learning. -Increasing demand and participation through effective activation, guidance and motivation strategies that encourage adults with low skills or qualifications to develop and improve digital literacy skills and non-verbal communication / skills to acquire further qualifications. -Expanding and developing the competences of educators, especially in the field of effective teaching of low skill or skillful adults, including through effective use of ICT and non-verbal communication. - Working out mechanisms to monitor the effectiveness of adult learning strategies or to track and monitor the progress of adult learners. The project is co-created by three partner organizations from Poland, Bulgaria and Slovakia. It is a long-term, 24-month activity aimed at equipping at least 63 educators with social inclusion tools based on theater, drama and IT.
The context of the project was a very clear need to work on the exploration and in-depth understanding of approaches used in non-formal education, mainly based on experimental learning in an international and intercultural context. The project assumed the enrichment of the possibilities of facilitating, creating, implementing, reflecting and evaluating educational activities as part of increasing the awareness of youth workers, educators, youth, on the aspect of "sensitivity" and the importance of adapting and developing educational programs that are effective and safe for participants, mainly based on activities and tools of non-verbal communication (theater, improvisation, drama) and their transformation and adaptation of the form of communication for target groups using IT tools. In the project, which consisted of 3 organizations from Poland, Bulgaria and Slovakia, 3 mobilities and 3 international meetings were carried out. Impact: -Possibility of intercultural facilitation and increased awareness and skills in the field of: giving and receiving feedback, debriefing, using the Kolb and Joplin cycles in the design, implementation, reflection and evaluation of educational activities (91% of participants) -Creating workshops and educational activities using theatrical, pantomimic, clown methods, puppet theater, improvisation, drama and their effective application in the work of a youth worker (87%) -Increase in knowledge and competences within the scope of the possibility of using, operating and creating on-line educational activities using tools based on open licenses (85%) -Increase in the level of digital competences (84%) -Exchange of inclusion-based methods through elements of formal education and its non-formal equivalent (82%) -Expand and develop educators' competences, especially in the field of effective teaching of people and target groups of young people with low skills and / or skills qualifications, including through the effective use of ICT and non-verbal communication. (81%) -Increasing awareness of the opportunities offered by European programs among target groups (73%), with particular emphasis on Erasmus +, Europe for Citizens, Erasmus for Young Entrepreneurs, ceepus, esn, etc. Activities (3 LTT, 3 TM) C1, the first of the activities took place in Poland. Together with partners and participants, we decided to "divide" the activity into two phases. In the first one, we focused on developing skills and competences in the field of drama techniques, the possibility of adapting work "from the body" to both individual and group values. C2, the second activity took place in Slovakia. The mobility was designed and implemented as an opportunity to adapt the educational offer in the field of theater techniques and their "re-framings" to the structures of knowledge transfer. During the mobility, we worked on the use of space, stage, acting, mimic behavior and the game of mime improvisations. C3, which has been implemented in Bulgaria (Vidin). The mobility included 3 days based on theatrical, improvisational and clown techniques, which were a very important element of "complementing" the process of increasing knowledge and competences in the field of adapting the educational offer, in terms of the overall specificity of techniques in the field of non-verbal communication based on various theatrical activities. In addition, the second "part" of the mobility was dedicated to adapting IT tools within the scope of final tutorial presentations, the possibility of implementing on-line theatrical activity, adapting the "me as an educator" presentation, clarifying tools and theories in the project publication and the possibility of disseminating results and work in local conditions through e-learning. Project participants - educators, youth workers, teachers, most of whom came from communities at risk of social exclusion. 21 participants took part in each of the mobility, 2 representatives in each of the TMs from each partner. The groups were the same as those specified in the grant application. The results: https://docs.google.com/document/d/1h8LfNfdWvihMiVkhp78PL8xXutbdhKMr4EP8MgvhuDc/edit?usp=sharing https://drive.google.com/drive/folders/1AdDt6HD2aEhk3LZfdf9CoFbHH7kqCoM9?usp=sharing https://drive.google.com/drive/folders/1NX8yrjtoKw1l-Ns8F55YLl0-6YCdmOzu?usp=sharing https://drive.google.com/drive/folders/11fS-baxyA3s_XQVdIc9c3TckNQ9nTc9d?usp=sharing www.reeducateme.pl https://www.facebook.com/Re-Educate-Me-118804636529144 https://www.youtube.com/watch?v=nzyHHG9JnsM&list=PLkU63YXTaYqaU9ubbxZUUhw6TPFMWxR0d https://www.youtube.com/watch?v=gBcERKc4ARk&list=PLkU63YXTaYqYJr0ze-E2ikY66_IewOfQ1 https://www.reeducateme.pl/m%C3%B3j-projekt https://www.salto-youth.net/tools/toolbox/tool/reeducateme.2936/