The project is based on an innovative double learning approach which leads to double change! The participants are youth workers who learn to work for change by participating in the programme through workshops, from resource persons and their peers and in practice. At the same time, the participants work for change with marginalised and disadvantaged young people, who themselves learn and change whilst becoming actors for change. The eye-to-eye communication (resource people in the programme- professionals as participants - volunteers and young people) is underpinned by a participatory, asset based approach leading to empowerment which lifts up personal human dignity. Integrity of learning and learning to build up the integrity of personality go hand by hand. Learning, practice and spirituality are closely linked as the learning processes are close to everyday life and work. At the same time, learning and understanding gained throughout this learning and working process will be crucial for further research and developmental activities in the field. interdiac programmes integrate practice/action, learning and research. The added value of this project is that through an international process we can achieve innovative conceptual and practice based learning and produce working material which can be easily adjusted to other contexts, educational institutions and other organizations in the field. The materials will be transferrable to settings of formal and non-formal learning. The blended learning methodology ensures that the programme will be learner centred and rooted in diverse contexts. The recruiting of resource persons from diverse contexts of interdiac partner organisations and University partners will also ensure the relevance of the programme internationally. The contextuality will also be underpinned by reflective practice and the related co-learning through the 8 Mobility Exchange programme. 9 partner countries will participate in this project. The dissemination strategy will involve people and institutions in Europe and worldwide, as the applicant has strategic partnerships with worldwide umbrella organization, LWF. Authentic stories of the transformed young people as well as of participants and their organizations will be the best witness, ensuring a continuing life for the fruits of this project and at same time issuing an encouraging invitation to ‘Make Change Yourselves’.
In relation to people: the slogan of Interdiac is that people are "the main important resource". This has literally come true in the life of the project and with regard to the following: (a) A steering group was formed as a management team, a team of experts and other staff needed to develop the conceptual material and the functioning of the learning programme. This is a group of experts with multidisciplinary backgrounds, including educators, youth workers, diaconal and social workers, researchers and local and international volunteers. b) A genuine friendship has developed between some of the participants that has gone beyond the scope of this project and continues beyond the project on a personal level (meeting and communicating with each other). As a result of the relationships built during the life cycle of the project, informal networks have been created at local, national and international level, which has great potential to continue after the project. 2. In relation to processes: (a) Drawing on the research findings and evaluated experiences from previous learning processes and programmes, a curriculum was developed and implemented by a team of experts from all nine partner organisations and further co-created with the participants the operational plan, the portfolio design and their pedagogical resources and approaches as detailed in the "IO". The results of the interim and final evaluation of the programme, which will inform the development of this and future programmes (Intellectual Outcomes detailed in the Intellectual Outcomes section). 3. In relation to competences: (a) A profile of competences and related knowledge and skills is developed that has supported the personal and professional/professional development of participants with regard to the learning objectives as defined in the curriculum, and which can be used to refine or redefine the professional profile of those working with marginalised young people. b) A deeper understanding of the competences needed to support reflective practice-related learning and participatory approaches to processes in a dual learning process involving disadvantaged young people and professional staff. c) A deeper understanding of approaches, competencies and methods that support openness, trust building and processes of empowerment and transformation of individuals, communities and societies. This will include competencies in advocating for change, claiming rights and strengthening the case for changing young people's own situation needs. 4. In relation to tangible outcomes - IO: (a) Intellectual Outcomes as a result of the collective and participatory work of an international team of experts, students and young people are detailed in the Intellectual Outcomes section. These outputs are: - Curriculum Curriculum - The operational plan of the learning programme - Participant Handbook and Learning Trainer's Guide - Canva online platform for sharing and storing materials - Active use of the Event Diary & Learning Journal and will provide a basis for resources and peer learning. - Video and guidance on how to actively use the new Event Diary & Learning Journal (to integrate into your daily life). - Tutorial on creating a portfolio that is embedded into the learning process and used live during work processes. - A book of participant stories were created in the form of, written stories - A set of recommendations integrating insights from different national contexts. 5. In the context of motivation to share the experiences gained during the project and also to ensure dissemination of the experiences and results of the joint work: (a) Hopes and dreams became reality through the given trust and embodied skills of empowerment & openness, respect for difference and willingness to learn through the diversity of gifts and talents of the participants and the team. b) Tangible results have been made available on the interdiac website for open access by all, and for use by other individuals and institutions outside of the project partner organization. The project envisages strengthening and deepening existing partnerships and establishing new contacts through formal and informal means. This includes this wider network of people and organisations that will have tangible and intangible results at their disposal according to their interests and expectations. "Word of mouth" promotion of the results and their potential applications becomes more convincing through the authentic experience of all participants, whose internalized experience of the reciprocity of learning and support is the basis for initiating and implementing change at personal, organizational and systemic levels.
Working with marginalised youth is a key priority area for Interdiac. This area was defined by partner organisations as part of a consultation process to identify a strategy to support the development of staff and volunteers involved in diaconal work with vulnerable youth. Since 2010, 6 seminars with/for youth workers have been implemented, creating a space for mutual sharing in different national contexts and realities of working with young people, acquiring new competences and thus strengthening them ("empowerment"). As a result of the joint efforts of 15 organisations from 13 different countries, the following publications were published in English: 1. "Make Change Yourself!"; 2. "Ethical orientation on Social Work and Work with Young People"; 3. "Working with Young People - reports from seven initiatives". All publications are available on the interdiac website and also in the online space: https://www.online-space.eu/pedagogy-in-diaconal-practice-with-people-and-groups. The 2018 conference in Kiev with 50 participants was a confirmation of the priority area and also an invitation for new partners to join the initiative. The needs were defined taking into account the analysis of the socio-political context, the working and living environment of individuals and organizations, the training needs of youth workers and social workers through the lens of the profile of the young people they work with and their needs with regard to new phenomena of the time, such as digitalization, or the specific social situation in the country and in the process of project implementation, the epidemiological situation & its consequences and the conflict in Ukraine . The results of the research, as presented in the document "Working with young people - reports from seven initiatives", highlighted the intention of the project implementation in terms of building individual capacities, creating "resources" and thus developing organizations, active participation of young people, which organically emerged and developed with the "flow" of the learning process of the program participants in tandem with young people. And last but not least, making recommendations for individual change through the process and thus subsequent change in the community and society. The need to promote a different approach to youth worker learning and to advocate for systemic change with respect to 'attentive listening' & 'empowerment' & 'participation' approaches is both complementary and essential for the long term and sustainable development of organisations and communities working with young people. The need to involve young people from the early stages of any youth initiative should become the norm for adherence to the principle of WITH US, not ABOUT US, WITHOUT US. Thanks to the so-called double learning method, i.e. a method where not only the youth worker but also the young people themselves are part of the whole process of learning and change, it was possible to initiate and implement mini-projects in which young people were the main actors. In this way, young people have been transformed from passive participants in the activities into an active part of the change. Young people with specific life stories can take on and experience the role of an active player who can bring about change in their environment and become empowered through the elements of non-formal learning: 'learning by doing'.