During the project, an inclusive society was created in which we increased physical inactivity, decreased tobacco and alcohol consumption, and reduced excessive alcohol consumption. We tried new diets that included more healthy foods. In doing so, we did our best to create a healthy balance among project participants. Each participant promoted these values on their personal social media channels to set a good example as a member of the organisation and personal identity. A good example is that everyone wants to be healthy and that people in the real world care about the lives of others, which is more important than a person's personal success.
During the project, an inclusive society was created in which we increased physical inactivity, decreased tobacco and alcohol consumption, and reduced excessive alcohol consumption. We tried new diets that included more healthy foods. All the while, we did our best to create a healthy balance among the project participants. Each participant promoted these values on their personal social media channels to set a good example as a member of the organisation and personal identity. A good example is that everyone wants to be healthy and that people in the real world pay attention to the lives of others, which is more important than a person's personal success.
This project effected our organisation daily routines:
- We do move more while using bicycles or walking to the office and back.
- During our activities we do choose more healthy snacks and more healthy food.
- During our work we make more breaks to avoid stress in our daily work.
There are several strategies and energizers that may be employed at school or while having fun with pals. We discussed many fascinating subjects, such as COVID and how it affected people's life in various nations. With each other, we could compare notes and exchange stories.
On Instagram stories, we posted pictures and videos from this project. We would want to share more information with our friends about the project's activities, our extracurricular activities, and the lessons we learned from it.
Our organisation shared experience with other organisations in these methods:
1. We learned new knowledge and teamwork games. Game names and icebreakers are ideal for removing communication barriers and helping participants get to know one another better. The participants will collaborate in diverse teams and we used these practises here back home in youth work.
2. During the project we used team-building exercises: Human bingo and Mission Impossible are two exercises that foster a sense of unity among young people. Youth worked together in international teams and get to know one another better, this method is now in use in our daily work.
As a result, the following project goals were attained:
a) Participants gained skills in human rights education and the methodology of human libraries;
b) Participants gained knowledge of the process of realizing a human library as a means of addressing stereotypes, prejudices, and fighting discrimination;
c) Participants helped create a socially inclusive society by organizing a "human library" during the youth exchange;
d) Participants raised awareness of the process of realizing a human library as a way of addressing stereotypes, prejudices.
In this project, we learned more about hate speech, discrimination, and social exclusion. We also gained knowledge of tools and activities that can be used to raise young people's awareness of these issues. We also learned about human libraries and developed skills that will be useful in the future, such as the job-search process and looking for mobility opportunities.
During project activities, non-formal education methodologies were used, providing opportunities for experiential learning and practical exercises. Throughout the entire project, several creative workshops featuring both individual and group work were used, along with interactive presentations, candid talks, role plays, and numerous more workshops. This information will be applied by our organization in future work with adolescents.
For this project gather 60 participants from 6 countries with multiple cultural, religious and social differences, which contributes to the multicultural spirit of the project. Active Life project raised awareness among young people about dance as a recreational activity in their lives, with an emphasis on its positive impact for a healthier lifestyle. Interactive non-formal education methods in a multicultural context, as well as practical activities (fitness, Zumba, dancehall, traditional dances, etc.),
These objectives and experiences were reached:
1) We raised awareness of the advantages of dancing as a form of physical recreation for the 60 young participants and the 12-month development of competencies through active participation in the project's planning, execution, and monitoring.
2) We participated with 60 young people in 5 real-world dance education events (fitness, during the dancehall competition, Zumba, traditional dance, and contemporary dance).
3) We got education together with 60 youth from the project partners' six communities about the both the significance of dancing as a physical activity and the risks of 6 neighborhood events planned by the young participants with assistance from partner companies. Additionally, the Erasmus+ program will be highlighted at each event.
All this experiences will be used in the future camps and non formal activities with youth.
The project's goal was to encourage young people's civic involvement and active citizenship so they could support socially viable societies. The youth exchange is highly participative and was designed to meet the unique requirements of the participants and partner organizations. Diversity, such as that found among the participants, was viewed as a resource for the sharing and transfer of skills, and the project's intercultural component received special consideration. The majority of the youth exchange was provided through practical workshops that the participants carried out in a learning-by-doing manner, utilizing the complete toolkit of non-formal education and experiential learning. There were just a few frontal lectures.
The participants in the project's self-confidence and young people's capacity for motivation. In order to encourage and guide participants as they tackle difficulties that promote their personal, professional, and organizational growth, the facilitators took care to create a secure and encouraging learning environment. The learning takes place both on individual basis as well as through synergetic team dynamics, all the while focused on the participants’ requirements. Transversal focus is placed on important supporting processes such as learning-to-learn, feedback, (self-)reflection, and self-directed learning.
Our organization uses the youth exchange's learnings in ways that are applicable, transferrable, and sustainable, such as by developing thorough documentation and offering templates for customized development and action plans at all levels. Our methodology's consistent and ongoing use of self-reflection tools allows participants to recognize their strengths, have a deeper understanding of the learning outcomes, and be inspired to develop further techniques related to the project issue.