We planned to do our project with our partners using saray hotel in Edirne prvince between 03.11.2017 and 11.11.2017 with participation of our partners in the meetin room of the hotel.we will implement our project with 30 partisipnats we decide to implement our project with salto youth with our 6 partners in İtaly,Serbia,spain,Grecee,Romania,Turkey we have prepared our program according to non formal education adn informed youth through peer education on healthy living issues.İs about contributing to the citizenship of a European union we will work with methods such as prsentation techniquies through peereducation ,brainstorming,interculturel communication,design techniwues,demonstration techniwues,visiting techniques,living learnin and application techniques.Participant in teh project will brainstorm to design visuals such as poster,t-shirts and falamas ,and they will make the products they design and will put them in the fiesld of project implementation.Participants in the project will meet participants fom cultures and join together to solve problems,design and contribute to Europen Uninon citizanship,which will create European values in our proposal ,without even realizing the goals of the european uninın 2020 As a results of all these appilicaitons the participants will get 2 certificates.The 1 nd will be prepared by the host association and the 2 nd will be the youthpass document which the European Union supports the visibility in the non formal education.İt will be well documented that the particaipnats have the qualifications This will be one of the most important benefits of your project over the long term.Our project is fully aligned with the European Union's young 2010-2018 strategies and supports 2020

Las cuestiones relacionadas con el género desafían el diálogo intercultural de muchas maneras diferentes, a nivel nacional e internacional. La representación y las prácticas en torno al género se originan en las relaciones sociales que incluyen las de clase, religión y origen étnico. Los roles de género deben construirse no como una barrera sino todo lo contrario, deben reconocerse como una categoría que conecta a diferentes miembros de la sociedad, con construcciones, ideas y creencias físicas y mentales específicas. La educación debe trabajar para la comprensión intercultural, abordando los estereotipos tradicionales sobre los roles de hombres y mujeres, y todas las fuentes de prejuicios y discriminación. Obtener la igualdad de género significa obtener un logro completo del potencial de cada individuo y debe ser una parte integral de las sociedades modernas, democráticas e inclusivas.En la Europa actual, el trabajo con los jóvenes enfrenta nuevos desafíos debido a los importantes flujos migratorios: primero, la integración de personas con diferentes antecedentes culturales en la sociedad y, por lo tanto, el fomento de tal integración a través de un proceso capaz de compartir e incluir los valores europeos en las nuevas generaciones. Los temas relacionados con el género a menudo son un tema delicado que se debe enfrentar cuando se trabaja con migrantes, refugiados o personas con diferentes antecedentes culturales. El proyecto “Identit[ies]” tuvo como objetivo desarrollar el entendimiento de los trabajadores / formadores juveniles de la interseccionalidad de las identidades y las relaciones entre género y cultura para incluir y abordar las cuestiones de género de manera eficiente cuando se trabaja con jóvenes en contextos con una dimensión intercultural. Para comprender completamente la identidad de uno, debemos acercarnos a cada elemento de una persona como algo inextricablemente vinculado con los demás. La superposición o intersección de las identidades sociales y personales está fuertemente influenciada por aspectos culturales, y la tradición a veces puede reproducir formas de opresión o discriminación.Durante la cooperación técnica, exploramos junto con los participantes el papel de la cultura en cuestiones relacionadas con el género y el papel de estas en el aprendizaje intercultural. Uno de los propósitos principales de este Curso de Formación fue descubrir cómo las percepciones y roles de género están interrelacionados con nuestra identidad cultural y fomentar su mejor comprensión, así como desarrollar las competencias de los trabajadores juveniles para abordar tales asuntos cuando se trabaja con jóvenes en el marco de la Educación y promoción de los Derechos Humanos. Los Derechos Humanos están en el centro de los valores europeos, la paz y la democracia, y la EDH con los jóvenes tiene un potencial increíble para contribuir al desarrollo de una ciudadanía europea basada en el respeto y la tolerancia, evitando la radicalización y la polarización de los jóvenes con antecedentes multiculturales. Las actividades implementadas dentro del proyecto “Identit[ies]” apuntaron a satisfacer las necesidades de los trabajadores juveniles en cuanto a enfoques, competencias y habilidades para abordar cuestiones de género en situaciones multiculturales y con jóvenes con diferentes antecedentes culturales, para promover una cultura basada en la igualdad y el respeto a la diversidad.

"From the experiences of HREYN members in various projects during the last year has emerged the intent to reflect upon human rights education methodologies in order to meet today's HRE challenges. Such analysis is necessary as a basis on which a process of broadening methodologies, methods and techniques could begin. With Europe heading towards a more multicultural society, facing great social transformations, highlight the fundamental role of human rights in today society is still central and urgent. This project aims at enriching the professional tool-box of the HRE and allow trainers to improve their competences in managing and leading the learning process of participants when tackling the complex topic of human rights. Proposed training's main goal is to offer an opportunity to reflect on existing professional competences and experiment new techniques focused on the emotional, cognitive and physical dimensions of the learning process, which could enforce the human rights education's practices.This training moves from a holistic framework in order to offer to its 25 participants involved in human rights promotion, education and youth work the opportunity to develop from a critical discerning of their own professional approach an understanding of the latest methods and experiences in tackling social issues through artistic means (eg. drama based techniques) which could be used in HRE.The training will combine activities belonging to the non-formal education frame and the ""experience - feel- reflect"" learning approach (COMPASS) with drama based tecniques. Name games, individual reflections, walks outdoor, small group workshop, group dynimic analysis, simulation exercises, reflection groups, relaxing techniques, discussions in plenary, improvisation games and role games will be used in order to develop participants’ attitudes, skills and competences in HRE and promote - within a holistic approach to the learning process - a reflection upon nowadays methodological challenges and possible new educational sythesis in human rights education. Considering the social and cultural transformations the European Union is facing and how the latest humanitarian crisis have strikingly influenced the public and private dimensions of european citizens, the role of human rights education in promoting tolerant attitude and respect is crucial: a revision of existing practices and a broadening of the educational horizons, through the inclusión of new methods and techniques, would enable an improvement of the human right education fundamental impact."

"Independent youth association is planing an seven days multilateral youth exchange named ""Be Active"", that will start on 11th of May and end on 11th of October 2015. Main activities will take place from 10th till 17th of August 2015 in Croatia, city of Lepoglava. This project will involve four countries - Croatia, Spain, Italy and Poland. From each organization there will be 4 participants aged between 18 and 25 and their leader, with no age limit. So, the project will be consisted by 16 participants and 4 team leaders from 4 countries. The topic of the project is about how to improve our skills with volunteering and increase our chances to be employed with that, mostly in the field of ecology and taking care of our environment. We want to connect the problem of youth unemployment with volunteering and ecology and to promote the importance of volunteering, especially at this time when is really difficult to find a job.We will achieve our aims through some workshops, outdoor activities, quiz, sharing practice of good examples, games, role playing, debates, etc."

This project arises in the context of several meetings organized by the Spanish NA about the current situation faced by many mentors of EVS when having to deal with emotionally complex situations that the volunteers bring to the mentoring sessions was analyzed and that without adequate preparation can make quite difficult the work of the mentor, the support s/he can provide to the volunteers and the general climate in the work environment where the EVS project develops. This lsituation can be extrapolated to the European level where dozens of tutors SVE face identical situations in working with volunteers , hence with our partners we have raised the need to conduct a training that results in an improvement of the skills of EVS mentors and hence their employability and better opportunities for a job as youth workers or EVS mentors. In this course, 25 participants with a professional profile (volunteer or paid ) in the field of Youth, performing duties as mentors of EVS or at least planning to do so in the near future. We speak of people aged between 25 and 40 years old , male and female. The activities carried out were influenced by experiential and work methodology based on the principles of Non-Formal Education. In this sense the working methods used were from individual presentations of participants to working groups, discussions, exercises, meditation or introspection, development techniques of empathic and emotional communication and active listening on the part of mentors, sessions on helping relationship but also on Erasmus + Programme, Youthpass or competence of learning to learn and emotional competence.The expected results of the project are the improvement of professional skills and employability of participants through the development of skills in the following participants:1) First, the EMOTIONAL COMPETENCE : This competence involves improving self-esteem and motivation to work in supporting young European volunteers and to learn to recognize your own emotions and be able to capture the mood of the volunteer / s they work helping the positive management of these emotions and do the job more stable tutor from an emotional point of view and more effective.2) LANGUAGE COMPETENCE : Participants improved and empowered their language skills through the development and practice of English. The course is taught in English.3) SOCIAL AND CULTURAL COMPETENCE : The group of participants is in itself a melting pot of different cultures and nationalities that we used to deepen aspects of intercultural learning. The dynamics and methodology of the course involved carrying out a range of activities that facilitated interaction and exchange of experiences among participants, promoting empathy between them and the joy of the implicit cultural diversity in the group.4) LEARNING TO LEARN COMPETECE : Participants learnt to intervene with European volunteers from a standpoint of facilitating learning, identifying the volunteer's learning style, devising itineraries for self-directed learning where they can accompany the volunteer in their own learning process.5 ) AND COMPETENCE TO COOPERATE AND MAKE INTERNATIONAL PROJECTS : learn about the new Erasmus + Program on Youthpass and aspects of quality of youth projects at international level, so that they are capable and competent to develop new projects from their home institutions, supporting and strengthening the capacity of their organizations to get involved in European projects. The impact on participants was very noticeable because they were strengthened in the way they face emotional situations with their volunteers, being able to discern between their own emotional responses as mentors and what actually happens to the volunteer. Participants acquired the ability to respond empathically to the needs of their volunteers, in a healthy, consistent and non-judgmental manner .