GUIDELINES FOR IMPLEMENTING INVEP 2.

0 TC
The following pages are a summary of the contents and activities carried out during the
Training Course INVEP (INternational Volunteers in Education Projects), Alomartes 2015.
The activities suggested could be used (and it would be interesting to carry out the same
activities) in the local INVEP training courses to be set up by all the national teams since
there will be an evaluation seminar in which a deep evaluation of all the process, including
the TC and the local trainings, will take place (summer 2016) in order to help in the analysis
and improvement of the experience. During the evaluation seminar the implemention of
futures similar projects will be foreseen.
The guidelines are displayed according to the programe set up in the training seminar and
a header will help you in identifying and recognize the dynamics and workshops.

GETTING TO KNOW EACH OTHER

Description
Getting-to-know-you icebreakers (or introduction games) help people become more
acquainted with each other. The results are often humorous, funny and interesting.
Preparation
Chairs to sit down
Time
No more than 15 minutes
Instructions
o Name wheel: With movement
Make a round circle of people standing up and tell them to say their names
one by round to the left (or to the right). Once it is over do like this: first you
say your name, the person next to you right says your name and his or her
name, the following person to the right says the name of the first one, the
second and then his or her name and so on until the last person says
everybodys name.
A second possibility could be to a movement to their names as if it were a kind
of personal sign or personal identification.
o Orange and lemon
Have all the people sat down and facilitator in the middle. Tell them to rise
their right hand and tell this is going to be orange that means, if you point at a
person and say orange this person has to say the name of the person who is
sitting down on his or her right. If the person fails, then he or she ocuppies the
centre position. The aim of the game is to get to know everybodys name and
try to avoid the centre position. In order to make everybody up the person in
the middle can say the basket is moving that means all the fruits are mixed
and everybody has to change their seats. Thats the moment the person in the
middle takes one seat.

Tips: to make it more complicated and funnier, every 2 minutes facilitator stays
in the middle on purpose to add more rules: lemon is left place, watermelon
the person in the middle, strawberry is the person you point at name.

TEAM BUILDING ACTIVITIES

Description
Its a set of activities that seek to learning how to unleash your team's power and potential,
discover new solutions to help people enhance team's effectiveness and cohesiveness and
explore ways to build team motivation and commitment to team objectives and
understanding the role of each team member.

Preparations
For each activity you may need some specific materials (anex) printed out according to the
number of participants.
Line up without speaking according to the following criteria:
o Height
o Name: alphabetical order
o Age: if two people happen to have the same age, encourage them to find to
criteria that tells why one of them is first (month and day of their birthday)
Human bingo
o (attached document)
Make groups according to the following statement:
o Favourite colour
o Favourite food
o Same length of hair
o Same eye colour
o Number of brothers and sister
o Hobby or favourite sport
In groups of 6 people make a human world famous monument or natural wonder (you
can replace them for popular monuments in your city or country)
o Eiffel tower
o The Great Pyramid of Giza
o Taj Majal

o The Iguaz Falls

o Petra
o The Alhambra

WHAT IS VOLUNTEERING?
Description
A brainstorming about the idea to introduce the idea of what a volunteer is, how a volunteer
should be, what you expect a volunteer to be.
Preparation
A long piece of paper. Ask for a volunteer to lay down on the paper sheet. Ask for two more
volunteers to help drawing the shape of the person on the floor. Markers, pencils, crayons
or something to write. A brief brainstorming could be done before starting the first step, ie.
Do you volunteer? Do you know anybody who is a volunteer? What type of things have you
done as a volunteer? After that, start with the first step.
Time
No more than 35 minutes
Instructions
The activity consists of two steps:

How a volunteer person is: Regarless the gender of the person whose shape we
see on the paper, ask the people to stand up, pick up a marker and motivate
then to write down every single word, sentence or even drawing that come up to
their mind when they think of a volunteer person. If they dont know what to write
down, make questions aloud such as: how do you think a volunteer person
should be? What behaviour? What values? What features the person should
have?

Where can a person volunteering?: Whats the scope of volunteering? What kind
of things a volunteer person can do? In what type of activities? Doing what type
of things?

Debriefing and evaluation

The two phases should be debriefed and evaluated separately.
1. The first question, how a volunteer is, should draw a general idea of what the
group think of a volunteer person. IN this sense, it is very important to highlight
some of the words and sentences and make the people who wrote them explain to
the rest the meaning of the words. In this moment, ideas of what volunteering is

should arise or be introduced to the audience. Why a person would give his or her
time to do something which is not paid? What kind of rewards volunteers do have?
Where is the difference between volunteering and voluntary work? Among all the
participants and you, as the facilitator, should get a general accepted idea of what
a volunteer person is, that is to say, in what are they going to become when
volunteering.

2. The second question will provide ideas and knowledges about where a volunteer
can spend her time or his time doing what. Suggested scopes could be:
enviroment, social work, children activities, homeless people, drug addicts,
disabled people, online work with organizations, human rights, sport activities,
leisure time activities, international cooperation, etc.
Tips and suggestions
Depending upon the reality of your community and country, the idea of volunteering may
vary. Basically, its well known by all the NGOs that volunteering is different from voluntary
work on the basis that it may be directed and coordinated by organizations and may fulfill a
common objective that will serve for all human beings (for example, when helping homeless
people, we not only help the targeted group but also the rest of the community since this
people may not feel and have the need to commit criminal acts to survive, or when helping
in enviromental issues every single human being will benefit from it).

LEGAL FRAMEWORK
DISPLAY THE LEGAL FRAMEWORK ACCORDING TO YOU NATIONAL LAW.
Description
Introduce the key questions regarding the legal framework in your own community ruling
the volunteering activities.
Preparation
Design a nice presentation which resume the basic points and rules.
Instructions
As volunteers to be interested in education activities with children, after divide them into 45 groups of 5-7 people, invited them to prepare a presentation in which they explain for
kids who do not read or write (imagination to power :D) 4 basic rules regarding the legal
framework we discuss previosly.
Tips and suggestions
According to your national law and local regulation norms concerning the volunteering
activities, if there is any. If not, this activity may be a group work in which they may reflect
on rights and duties of a volunteer. Being like this, we suggested the following schema:

1 group discuss and presents the volunteers right,

1 group discuss and presents the volunteers duties

1 group discuss and presents a list of reasons why people do volunteer (what
are the benefits of being a volunteer, such as being useful, change de world,
learningful experience, chance of getting to know more people, etc)

CONFLICT RESOLUTION I
Description
A set of dymanics to foster and explore communication among people (oral, written and
gesture).in order to work assertive attitude to solving problems.
Preparation
These activities do not need a previous warming up since they are in themselves
dynamics and game-like activities. Half of a A4 sheet needed for each participant and
crayons or markers.
Instructions
The session will go as follows
1. Drawing dictation: make couples of people of the same height and have them sat
down back to back so that they cannot see the others person paper (only by
turning their heads, which is completely forbidden). Situate all the couples in a line
of chairs back to back. Then tell the participants to describe whats the difference
between abstract art and figurative art (concerning painting) so that everybody
understand the concept. Then, ask what are geometrical figures and say examples
of them. Once it is clear, tell them that they are going to make a figurative drawing
in one side of the paper but only using geometrical figures. Give them 3-4 minutes.
Once they are done, begins with one of the rows and tell them they give
instructions to their partners so that they reproduce the same drawing theyve
drawn. Be sure that nobody turns the head until you give the direction and also tell
them not to show their drawings until you say so. Once everyone is finished, take
one of the rows and separate it fours steps from the other row and do the same
with the second row, so that there is a kind of corridor between the couples. Now,
the second row (the ones who dictated their drawings) is going to do the same but
this time, make sure the person who is receiving the directions can only make yesno questions and nothing else. Repeat the same procedure until everybody is
finished. Once its all done, tell them to show the drawings theyve made (many
laughs will appear). Its the time for debriefing.
2. Clay-artist-model: play a game to make 3 teams of the same number of people.
Situate them in 3 different and separate rows all looking at you (who will be
standing in one side of the room). The first group closer to you will be the artist, the

second one the clay and the third one the model. Tell the model group to compose
a photo or scene (sculpture one, for example), and tell the clay group not to turn
their heads to the model group. When the model is ready, tell the artist to
reproduce the same photo they see at the bottom of the room with the clay group.
To do so, they cannot move forward or back to see the whole scene and cannot
touch any of the clay group. When it is done, tell the clay group to turn the head to
check they reproduce the same scene (clap your hands, well done). Then, change
position and tell them to do the same as before (composing a photo/scene). But
this time, the artist group can move but not use words, that is to say, they are not
allowed to speak to communicate with the clay group. The last rotation develops
the same pattern but the artist hold their hands in the back, that is to say, they
cannot use their hands to communicate with the clay. Once it is over, its time for
debriefing.(see debriefing and evaluation)
3. Make your own movie: Ask the people to situate in one end of the room. Then
ask for 8 volunteers and invite them to go out of the room. The rest of group
staying inside will be the audience which is watching a movie, but they cannot
speak since the actors will not hear to the say (in reality). Then ask for one
volunteer to come into the room and tell him or her to reproduce a certain moment
of a movie as if we press pause in a dvd set and the movie stops playing and the
image freezes. Once the volunteer finds the position, go out and let another
volunteer to get into the room. Repeat the procedure but this time, tell him or tell
her to have a look at the person standing over there and invite him or her to make
the movie he o she thinks is going on but (very important) without saying anything.
Invite the person to complete the scene so that it makes sense for him or for her.
Repeat the same with each one of the people outside the room. When the whole
scene is done, tell everybody not to move and turn to the audience to forget about
everything and describe what they see as if they have just come into the room.
Amazing new versions of the same movie will appear. After 3 o 4 versions, tell the
very last person to join the scene to get out of the movie and explain what he or
she saw and what he or she was in the scene. Reapeat the same procedure with
each one of them until you finish with the first volunteer who will tell everybdoy the
real first scene what was on stage. Have them all together sat down and start
debriefing (see debriefing and evaluation)
Debriefing and evaluation

1. Drawing dictation: show them or tell them about the communcation theory chart
which describe the concept of NOISES in the communication proccess.
a. Explain how oral communication is not that easy since sizes, up and down,
figures and colours do not mean the same for everybody eventhough they
are suppoused to be standars concepts.
b. Compare the drawings and try to find the ones that are more similar and
ask them if they felt comfortable with not being able to see the person they
were talking too (back to back version) and not being able to answer any
other thing but yes/no.
c. Try to make them think about how difficult should communication and life
should be with inmigrant people who do not speak the national language.
How they should feel? Do you think they left their country for pleasure or
maybe because they were pushed to do it? How does it feel for a boy or a
girl whose parents are in such bad situation they have to run away from
their homes and left friends, family, schools behind?
d. Try to make them think about their own personal situation and ask them if
they have had troubles and fights with friends, family and other people just
because of misunderstandings: just because I said triangle and the other
person thought it was square
2. Clay-model-Artis: ask the group what type of activity was the game. They will say
communication, feelings, body language, conflict resolution. The game fits them
all. Ask the people if they feel all comfortable with the limitations if there were any.
Lets go deeper:
a. Artist can speak but not move: ask them if they could see the photo as a
whole. Ask them for small details, like the position of somebodys foot,
hand, head, hair Small details that make the difference, small details
that depending upon the situation in life could lead to a huge conflict
between people or even put life into risk (imagine the scene of a hospital
and the doctors do not have the whole scene and place the needle were it
should not be)
b. Artist cannot speak: they could use hands. This time the human touch was
a key question. How does it feel for a person to be handle by another one?
How does it feel for people who are afraid of physical touch? Where does
the gender stereotypes lie if it is a boy who is touching a girl or the other

way round? Body contact is a key question for communication for many
people, some feel uncomfortable and some other need it.
c. Artist cannot use their hands: oral communication, not as easy as we think.
Some people are unable to communicate if they have no hands to express
themselves. How does it feel for disabled people who lacks voice, hearing,
free body movement?
d. Regarding the conflict resolution issue: discuss who leads the composing,
if there was a tasks division before going directly to the clay. There are
people who likes to lead movements and are very self confident in
communication and there are others who are that like. How does it feel for
a person who feels he or she does not belong to the team that is
modelling? Useless? (pay attention to the faces if the situation happens.
Very expressive).
3. Make your own movie: Begin by asking if any of the participants have been going
through the situation that certain thing is happeing but you do not know the
preivous scenes. The game depicts real life since you never get the whole picture
of a situation and moreover, depending upon the point of view you can see
something going on or another completely different situation. As a conclusion, the
game show the people that there is not a unique truth, there is not just one version
of the same movie (the same situation in life) but as many as people involved in it.

WIN AS MUCH AS YOU CAN

Description
A game to explore how sub-groups in a larger team can balance their desire to win more
as a sub-group with their desire to win as a team and also to reflect on how cooperation
and competition might affect multiparty negotiations
Preparation
At least 8 people to play and enough copies of the sheet to play.
Instructions

Ask participants to form groups of eight, then ask the members of each group to
form four teams of two (teams A, B, C and D). If the total number of participants
is not a multiple of eight, create a few teams of three within the groups. Allow
each group of eight to sit around the same table.

Tell the participants what the goal of the game is: Your goal is to win all you
can. Participants will probably press you for more information (What are we
winning? Whom are we playing against? Who wins, the teams of two, or the
group of eight as a whole? etc.). Just repeat Your goal is to win all you can,
and patiently resist any pressure from participants.

Explain the rules of the game:

* The game is played in ten rounds
* Each team of two has a vote: Y or X. Each team should vote visually (team
members cross their arms to form a Y or an X)
* Each team will be given time to discuss how to vote in each round: 90 seconds
for the first round, and 30 seconds for all other rounds
* Within each group, teams may not talk to each other.

Explain the scoring system:

* A teams score in each round is determined by how the whole group votes.
* Specifically: * If all teams (A, B, C and D) vote Y, each team will get +1 and the
group will get +4 as a result.
* If all teams vote X, each team will get -1 and the group will get -4 as a result.
* If the votes within the group are mixed, each team that votes Y gets -2 and
each team that votes X gets +2. The groups result is calculated as the sum of
the four teams votes

*The stakes multiply in the 5th (multiplied by 3) 8th (multiplied by 5) and 10th
rounds (multiplied by 10).
Attached document in the DVD (game sheet)
Debriefing
The following questions are only suggestions. You can omit, supplement and change
them as you see fit.

How do you feel about this game?

How do you feel about your teams performance?

How do you feel about the other teams in your group?

How do you feel about the groups performance and results?

How did you feel about the fact that your goal wasnt that clear?

What happened during the game?

What was your teams strategy at the beginning of the game?

How did your strategy change during the game?

Why did your strategy change?

What happened during the last three rounds?

Who, in your opinion, was most cooperative?

Who was most competitive?

Who won?

What have you learned from this game?

What enables the teams of two to cooperate for the benefit of the group of eight?

What role does trust play in this game?

How should all teams in a group vote to get the best possible score?

How should all teams vote to get the worst possible score?

How does this game relate to the real world?

When do we see sub-groups in a larger team (or organisation or community)

competing with one another to the detriment of everyone?

When do we see the opposite cooperation that maximises the larger teams
gain?

In the real world, what is needed if sub-groups are to cooperate for the benefit of
the larger group?

How does this game relate to multiparty negotiations?

How do cooperation and competition affect multiparty negotiations?

What if instead of scores you were to play with real money?

What if you had 20 or 30 rounds, instead of 10?

How would you behave differently if you were to play this game a second time?

What suggestions would you give to someone who is going to play this game for
the first time?

What changes would you apply to your real life/work based on what you have
learned from this activity?

THE KEY TO SUCCESS: OPEN DEBATE

Description
Debating activity to explore different team work strategies to reach agreement and to talk
about where the success of an activity relies on.
Preparation
. A flipchart where the following words will be written in capital letters:
CREATIVITY, ADVERTISING, FUN, SECURITY AND LOGISTICS
The activity as a whole should not last more than 25 minutes. Normally they will not reach
consensus but there should stop at a time to start the debriefing.
Instructions
Participants are addressed in an individual level to set the words written on the flipchart in
a hierarchical order according to the importance of each element in order to get success
when setting up activities with children. Explain carefully the meaning of each words so
that it is clear for everybody and give them no more than 3 minutes to organize the order.
After that, make couples of people and tell them they have to set another list out of the
two they have. Once the list is done, join another two people to do the same. Repeat the
proccess of joining groups until you have only two big teams with two list. It is the moment
to find a common list out of the only two list left.
Tips and suggestions
As this is meant to be a solve problem activity since the people involved have to explain
their reasons to organise the elements upon their criteria, try to set together two different
lists every time you a new team is composed. By doing this you will see how differently
people change their opinions, minds and criteria or become even more stabborn :D.
Time is a key question in this activity since there are people who could stand discussing
issues for ages, but it is not the point because in this sense, time is a very important
element as well in getting success: by no means to have something prepared is always
better than have nothing.
As a facilitator, if the debating stops for a moment, try to add questions and give examples
of situations that could make people change their mind of asses their criteria.

 Debriefing and evaluation

A key question in this activity is what do we call success in setting up activities with
children?. Maybe if participants draw the question first and try to answer to it, the solution
could be closer. Most of the times, the participants concentrate their efforts in explaining
their reasons and be successful in their list competition than in listening and considering
other possibilities. In this sense, it would be important to highlight the different ingredients
that are also on stage when working with children: the children, the parents, the
teachers/youth workers, the volunteers and many more people involved in a project. By
having these in mind we could easily understand that there are as many different
concepts and ideas of the meaning of success (taken as meeting the expectations of
participants) as people involved in the project.
Apart from that, you can state that there is no perfect order, there is no a magic receipt
that guarantees the success but the presence of each one of the elements. If any of them
is not present, is forgotten or not taken into account there would be more possibilities for
failure than success.
It is very important to congratulate them for all the discussion process and the way they do
since they are to be volunteers with their expectations as well and this is a training to
make them aware of their role in the whole project as well.

SCHOOL FOR PEACE, SCHOOL FOR WAR: GENDER ISSUES

Description
Boal's techniques use theatre as means of promoting social and political change. In the
Theatre of the Oppressed, the audience becomes active, such that as "spect-actors" they
explore, show, analyse and transform the reality in which they are living. By means of this
tehcnique, we are to explore the genre stereotypes and behaviours.
Preparation
In order to make the drama activity a profitable one and to prepare a proper participation
atmosphere, it is advisable to present some warming up activities where participants
explore their gestures, expressions, feelings. Once it is done, make the groups to
introduce the central drama activity.
Instructions
Explain that the activity will involve a short role-play, performed by some of the
participants. Those not taking part should observe how the conflict shown in the role-play
develops and what role each actor has in the conflict. They should also make a note of the
different emotions they see displayed by the actors. Read out the scenario to the group
and invite the actors to start the role-play. At intervals, call out a change of gender: drama,
soap opera, mystery or others of your choice. The role play should continue until the
players reach agreement or until you feel that the main objectives have been reached.
Thank the four actors and bring the group back for the debriefing and evaluation.
Debriefing and evaluation
Begin by asking the four actors to come out of their roles and reflect on the process:

How do you feel about how the role-play went?

Was it difficult to play the role you had been allocated?

Do you feel happy with the way you did it?

Questions for the whole group:

Did you find the scenario realistic?

Could such a disagreement happen in your family or social environment?

which emotions did you identify among the characters?

Which of these were more helpful and which least helpful for reaching a peaceful
solution?

Do you think that the various emotions people display (or even the emotions they
experience) depend on their cultural background?

How do you explain Ayas attitude during the conflict? Do you think that she was
right to stay out of the argument?

Do you think that in general it is more important to reach agreement or to reach

the right outcome? What are the dangers in pursuing either of these?

can you think of decisions you have been involved in, where you have taken a
role similar to any of the characters in this scenario? Which role was closest to
your position?

Is the conflict a real one? Are there other typical generational conflicts in the
Euro-Mediterranean society where you live?

Can you draw any lessons from the role-play on how to behave in a conflict?

Do you think these lessons would be applicable to other situations and cultures?

Tips and suggestions

The activity is based on Augusto Boals Theatre of the Oppressed, which is intended for
both actors and non-actors. You should make sure, however, that your group is
comfortable about working in this way and that the actors in particular will not be uneasy
about role-playing the scenario in front of their peers.
You may want to ask for volunteers for the four roles or identify people you know will be
comfortable playing them. Give the actors a few minutes after receiving their roles to
prepare themselves and use the time to explain the task to the rest of the group. This
may also be an opportunity to encourage them to support those who have volunteered
to take on the roles.

Do not allow the performance to go on for too long: change the genre if the pace
is slowing or if you feel that the actors are going round in circles. Make sure to
leave at least 30 minutes for the debriefing and evaluation, since these provide
the important learning opportunities

Depending on the volunteer actors and on the way the play is going, you may not
want to introduce a change of genre, but rather let the play go on so as to exploit
fully the development of the plot.

When you discuss the emotions that participants have identified, tell them that the
actors were asked to represent attitudes of:

Competition (Nadia)

Co-operation (Mariam)

Submission (Afram)

Avoidance (Ava)

Participants will almost certainly identify co-operation as the most useful in reaching a
resolution, but you may want to explore examples of conflict where they feel that cooperation is not appropriate: for example, where co-operation may mean sacrificing
certain principles.
If you have a large group, you can run the role-play simultaneously in two or three
small groups and then bring the groups together at the end to debrief and compare
outcomes. You can also bring in new actors when you introduce each genre: this
gives more people the opportunity to take part in the role-play and will help to change
the dynamics.
Ava: You are a nurse and you understand very well
all the difficulties of working in that profession. You
cannot see anything particularly advantageous
about Mariam going into the nursing profession, but
you do not intend to take sides in this argument. You
think that the decision is nothing to do with you: it
concerns Mariam and her parents. You believe that
Mariam should be able to decide what she thinks is
best for her, but you do not think it is your place to
say that at this time.

Nadia: You are convinced that your daughter will be

unhappy all her life if she tries to pursue a career in
acting. It is a profession where finding work is difficult
and uncertain, and it offers no financial security. You
cannot accept that she will go to drama school, although
you can see it is what she has decided she wants to do.
You see this as a mistaken decision and you know she
will regret it later on. Although she is angry with you now
for not supporting her decision, you will not support her
decision and you believe she will be thankful when she
understands the situation better. You know it will be
better for her own happiness and security.

Afram: You love your granddaughter very much but

you are surprised and disappointed by her decision
to study drama. You know she is very talented and
could be successful in various fields, and you will try
to persuade her to study something more
appropriate. You believe that drama is not useful,
and nor does it have a good reputation for young
women. You would much rather that Mariam found
something more respectable, more worthwhile and
more suited to her abilities. However, you do not
want to push Mariam into doing something she is not
interested in or happy to do. You may in the end be
prepared to accept her position if she is really
determined that she cannot do anything else.

Mariam: You have been thinking about this decision for

many months now but have not spoken about it before
with your family. You know that what you want to do is to
study drama and become a professional actress. You are
very determined that this is what you will do: you do not
intend to be pressured by your family into going into
something you are not interested in. You know there is
no point in studying anything else as a back-up option,
because this will be expensive and time-consuming and
will only make it less easy for you to do what you believe
you are best suited to doing. You will not alter your
decision to study drama but you do want the support of
your family, so you will try to explain your decision as
well as you can and try to make them see your point of
view.

Scenario
The scene is a family get-together, the first for several months. Dinner has just started, when Grandfather Afram
turns to his 15-year-old granddaughter, Mariam, and asks her what she is planning to study at college. Mariam
has not told her family that what she intends to do is to go to drama school. Her parents have always expected her
to go into the nursing profession, like her aunt Ava. She decides that now is the time to tell them about her plans.
In addition to Mariam, Afram and Ava, Mariams mother, Nadia, is also at the dinner table.

BOAT BUILDING
Description
Making paper boats is wholesome management game or management exercise. This
game can be used in sessions on many topics like strategy management, quality
management, leadership, communication, motivation, team building, team work and time
management etc. The game simulates an organizational environment where ultimately
you have to provide boats that meet two only conditions: floating and being decorated
. Preparation
Two sheet of newspaper, scissors and crayons, marker or similar to decorate. Use a
game to make 3 groups of people before starting the activity.
Instructions
Once you have the 3 groups sat down on the floor, tell them the objective of the game: to
build as many boats as possible. In order to do this, the boats must fulfilled only 2
conditions: to float and to be decorated. Ask the participants if they have questions.
Normally there are no more than 2 questions and most of the people start to talk about
strategies, who knows how to and things like that. Make sure that everybody understand
the rules and the aim of the gain and start the game which is going to last for 10 minutes.
When time is up, tell them to stand up and start the checking proccess to see if all the
boats built really match the conditions. To do it, the owners of the boats cannot say
anything but listen to the other ones. Tell the other 2 teams to check if there is any boat
that do not match the conditions, whether it be the floating one or the decorative one.
Encourage them to take it off if they think that the boats do not match the boats. The other
team is going to start complaining but it is not their turn to say anything. Doing the same
with the other two teams left, keep all the dismissed boats so that at the end of the whole
proccess you are to ask how many valid boats there are and how many dismissed boat
there are.
Tips and suggestions
The number of possible boats constructed or built could be calculate according to the
following rule:
Number of people participating x minutes playing x 2

(2: it is the number of boats a person can draw in a paper and decorate it in 1 minute. As
not everybody draw in the same speed, we take not the maximum but the closer to the
minimum so that the debriefing and evaluation that everybody is useful eventhough we do
no have all the same skills and selfconfidence in doing things apart from being abled and
not disabled)
IN order to explore peoples reaction to the beating down phase (rejection of boats), there
can be 2 different rounds: first round take only the boats that do not float and in the
second round those boats that are not decorated. As facilitator, write down every single
thing that catch your attention.
Debriefing and evaluation
The game focuses on the concept of team work and is meant to explore how the groups
organise the tasks and the rules.
It is interesting to pay attention to the following aspects so that you can make a reflection
on their choices and decisions:
o

who leads how to do it?

Who says whats a boat and whats to be decorated?

everybody is useful and nobody is useless

Feelings: being useful vs. useless

if the boat sinks, everybody sinks, if a project fails, everybody fails.

Metaphors: World is a boat: everybody counts

divided in groups doesnt mean to compit.

Who sets the valid rule, who says whats a human being and what is not,
who says who is the winner and the loser according to what rule?

How does it feel for other parts of the world to have been beaten up,
robbed and left in despair at their own? How does it feel to try the best
and be beaten by someone else who does not belong?

FINAL COMMENTS AND SUGGESTIONS: LOCAL COURSE IMPLEMENTATION

Now you have a lot of resources and attitudes to carry out a local training to foster
volunteering in education projects in your local community. Keep in mind the following tips
and questions

2-3 local courses: september - november 2015

o Venue: do you have in your own organization?
o Local contacts: schools, youth centres, other places?
o How are you going to advertise, motivate and gather young people?

Volunteer action after the courses: december 2015 - january 2016

o How is guaranteed the volunteering action when at home?
o Evaluation after the volunteering period: how?
o Selection of 6 people to participate in Youth Exchange 2016 among the
people who has participated in the local training and has carried out a
volunteering action in your organization or another local organization whith
whom you have arranged the volunteering action.

EVS in Mlaga (June-September 2016)

o 1-2 candidates to go on EVS in Mlaga to participate in a project with children
(summer camps)
o By february, there should be done the selection of these two candidates (per
country).
o These persons may not attend the youth exchange in Italy, so far we extend
the possibilities to participate in the overall project to more young people in
your local community.

Core of the training course (basic elements)

o Concept of volunteer
o Legal framework
o What makes the difference when working with children
o Types of volunteering actions (what a volunteer can do, in general terms
according to the type of activity)

o Social skills

Communication dynamics

Team work assesment (boat building-win as much as you can)

Friendship hands (positive assesment and attitude makes the

difference)

The size of the groups is desirable to be between 10 minimum and 25 maximum in order to
make the attitudes and reflections more easy to explore and the message more easy to
spread over.

Here are some suggestions for follow-up and dissemination of your project results:

Give recognition to the learning and personal development of the young people who
took part in your activity. Give them a certificate or a letter of recommendation.

Think about organising a follow-up project after your first experience. Consciously
involve some of the participants of the first project in setting up a second project, and
try to make the new project better than the first one. Find out if there is other learning
possibility that you could continue with after the project, for example: learning a
language, continuing international contacts and friendships, interest in a topic.

Offer guidance and training to those who want to become more active in your
organisation.

Get the local press involved and make the headlines with your international project
so that people talk about it for a while. You can link up to that success with positive PR
work and future projects.

Think about thanking people (authorities, funders, families) for their contributions
and keep up the new contacts established.

Make your work sustainable and share your experiences within your own organisation
and with other organisations (each project is a huge learning experience and you can
learn from positive and negative features).

Enjoy your time!!!

Share the best and the worst because joys when shared are double and sorrows when
shared are half of them.
Comments, ideas, suggestions, doubts:
cecilia@asociaciontrans.org
INVEP 2.0 (facebook group)