NON-FORMAL EDUCATION AS A TOOL FOR DEMOCRATIZATION

Author - Ana NEDELCU (Romania)

Philologist, Expert in European studies

Abstract: The present article aims to present a complex analysis on non-formal education and its
importance in the process of participatory democracy. Every optimal research starts with a self-motivation
statement on why this theme has been chosen. Further on, the article presents a small and comprehensive
historical aspect for a better understanding of the concept. Related to the democratization process, the
content aims to point out a clear connection between democracy and the non- formal educational
approaches, giving concrete examples of methodologies at global level and putting youth as the main actor
inside such system. The impact that this structure has, it can be observed and analysed in the youth
employment frame and the best innovative projects that were created worldwide. As concrete examples, a
chapter of the article inclines towards the European frame, by analysing the most important European youth
mobility program (European Voluntary Service), a structure that represents a model for youth development
throughout non-formal education. The article ends with a study case made at national level, GEYC- Group of
the European Youth for Change Romania, one of the most active and present NGOs with a significant impact
at social level in terms of youth development. The main objective of the present article is to stress on the
idea that the educational patterns have to be changed, as societies to have a better sustainable growth.
Giving examples that are functioning as clear positive statistics for this social need, are ought to be
mentioned. Also, an important and new aspect brought to this article, is the invitation for the reader to make
further documentation on the present analysis, by mentioning `see article` inside the text. There is a
significant importance for the reader to raise interest for the subject by making self-research.
Key-words: non-formal, youth, educational innovation, participatory democracy, mobility, cooperation

1. Introduction
The theme of the present article is focused on the general frame of non-formal education
as a tool for democratization, with its impact on the future - youth engagement,
employability and sustainable development. At the same time, it is worth and useful
mentioning a concrete innovative example at the national level, a study case on the NGO
GEYC- Group of the European Youth for Change an extremely active group that focuses
on the youth engagement at national level, using non-formal approaches as to make the
process lighter and more understandable.
1.1 Motivation
I am an upholder of comparative knowledge. Along the years, I formed myself throughout
non-formal educational approaches in intercultural/multicultural learning environment.
Adding to this personal aspect, the field of non-formal education is being on my keyinterest ever since 2006 when I started to work concretely in this domain, together with a
committed high-school English teacher. This involvement gave me the opportunity to
observe the reality of the educational field, to analyze it and try to do something in
youngsters` benefit. Along the years I managed to work on some innovative
projects/actions that were greatly received and had most impact at local level. The most
valuable ones, as follows
1. Social Theatre (2007) - play reading performance named Chess YES or NO
(personal script) - on the labor migration theme- 2007. The clear purpose of this
action was to point out the reality of those times concerning the labor migration
process, to reveal the situation of the youngsters left home more or less abandoned
by their parents, to give an opportunity to the youngsters to express their feelings
related to their direct situation and to develop their social skills.
2. EYES Christmas Shopping Camp- Responsible Consumption - In November
2011, 30 youngsters from 15 countries met in the city of Ploiesti, Romania for the
EYES (Empowering Youth in a European Society European youth network) one

week winter camp, culminating on Sunday 27th, when we gathered in the mall of
Ploiesti under the motto Christmas is Free to raise awareness for a problem that
becomes
particularly
felt
during
Christmas
shopping
frenzy
(see
https://www.facebook.com/media/set/?set=a.599483520178596.1073741860.20279
1473181138&type=3).
3. The National Non-formal Education Week (2012-2014) -> during this week a
great variety of actions were implemented such as the movie hour, understanding
international negotiation, social theatre, music and its social role, understanding
physics from a holistic point of view, ecology day or approaches/initiatives in the
life-long learning frame. The week ended as a total success.
4. The Open Days of Virgil Madgearu Economic College Ploiesti (2013-2014).
During this week, we implemented several activities - a recycling workshop (waste
management), creative writing workshop, social entrepreneurship informing
session, dissemination course for the European youth mobility program the
European Voluntary Service (based on personal experience), the best example of
non-formal learning process.
My aim in this article is to give a general frame of the Non-formal Education approaches,
what it is, what`s its role and what kind of impact it has at social level and to democracy.
The article is not constructed only by focusing on the national or European contexts, but it
is meant to give a global overview and worldwide examples of some of the innovative
actions that have been created.
2. Non-Formal Education what is it?
To better comprehend what we are actually dealing with, we have to get aware of the
differences between the three types of education formal, non-formal and informalunderstanding the differences.
a. Formal learning (school/institutions education, purposive) - it takes place in the
institutionalized environment, designed for teaching/training and learning, offered by
qualified teachers/trainers/facilitators. The learning process it is based on external
set of materials, it is usually monitored and assessed, and the outcomes are
recognized by diplomas/certificates.
b. Informal learning - the `daily learning` as it is called, this type of education emerges
from day to day activities (non-purposive), it takes place in the social contexts such
as in the family, at work, during leisure and in the community. It has outcomes, but
these are not immediately acknowledged by the learner, are not certified and not
recognized by official institutions. What we can call `life experience`.
c. Non-formal learning (community and organizations) the `learning by doing`
method, it somehow stands in the middle of the other two, because of its capacity to
combine them harmoniously. It has a purpose but it is voluntary, has its base on the
creative part of the process, it is playful and yet with a very wise and
comprehensive outcome. It takes place in a diverse range of situations and
environments, from school frame to temporally courses/trainings/events, organized
by teachers/facilitators (youth trainers) or volunteers (youth leaders). All the
activities and courses are structured, but not by conventional frames or curriculum
subjects. They usually address specific target groups, but learning outcomes or
achievements are recorded to a development social context. Have you ever learned
by doing and not only by theorizing? That`s a non-forma learning process!

2.1. A short History for a better understanding

Non-formal education became part of the international discourse on education policy in the
late 1960s and early 1970s. It can be seen as related to the concept of lifelong learning.
Malcom Tight (professor at the Lancaster University-UK) suggests that whereas the latter
concepts have to do with the extension of education and learning throughout life, nonformal education is about acknowledging the importance of education, learning and
training which takes place outside recognized educational institutions. According to
Fordham University in 1993 (founded in 1841, Fordham University is the Jesuit University
of New York) suggests that in the 1970s, 4 characteristics came be associated with nonformal education:

Relevance to the needs of disadvantaged groups

Concern with specific categories of person
A focus on clearly defined purposes
Flexibility in organization and methods (see http://infed.org/mobi/what-is-nonformal-education/ and http://www.fordham.edu/discover_fordham/facts_26604.asp)

Jeremy Rifkin (the author of the Empathic Civilization the Race to Global Consciousness
in a World in Crisis and a senior lecturer at the Wharton School`s executive-education
program at the University of Pennsylvania), in his analysis article on the Emphatic
Education The transformation of learning in an interconnected world, talks about the
American frame and the connection between the reform and education by saying the
following
Maybe it`s time to ask the question weather simply becoming economically productive
ought to be the primary mission of American education. Shouldn`t we place at least equal
attention on developing students` innate emphatic drives so that we can prepare the next
generation to think and act as part of a global family in a shared biosphere?...In the 21st
century, hundreds of millions of people will transform their buildings into power plants to
harvest renewable energies on-site, store those energies in the form of hydrogen, and
share electricity with one other across continental grids that act much like the
internetHomo sapiens is giving way to Homo empathicusempathy is the social glue
that allows increasingly individualized and diverse population to forge bonds of solidarity
across broader domains so that society can cohere as a whole. To empathize is to civilize.
Classrooms can become laboratories for preparing young people for biosphere
consciousness. (The Chronicle of Higher Education, June 4, 2010).
According to Rifkin`s statement, the paradigms of education are changed from classical to
contemporary, based on collaborative learning, mindfulness and participation, assets that
foster the critical thinking skills and empathic engagement. This is called non-formal
learning.
3. Education for democracy worldwide Do we need a Reform?
The Reform represents a political, economical, social or cultural transformation of a
present situation, with a limited or structural impact, transformation that is ought to be done
when things have to take their own natural course according to its present times. A reform
is necessary and, at the same time, it comes naturally so as a society to function properly.

A reform in education is compulsory! The educational system represents the first and most
important field of activity and development because it`s directly related to the future of a
nation. What do we teach our children? How do we offer optimal knowledge throughout the
methods we use and the materials we bring?
Societies need and they actually have to create the best balance between the three key
factors Reform <-> Education <> Democracy. By doing reform, you change the
educational paradigms adopting non-formal approaches therefore, you increase the profile
of a democratic society.
By integrating non-formal methods to the system, societies are developing the most
important characteristics we all need as an adult citizenship. This powerful concept it can
only have value in a democratic society being directly related to a good functioning of that
society as a whole. A citizen is a member of the society that he\she was born in, and has
certain rights (as they are enlisted in the Universal Declaration of Human Rights) in order
to contribute to the development of his\her native country. Each country has to fulfill its
democratic duties and give equal chances for all its citizens .
A democratic society is the one that offers, first and foremost, freedom of speech and
expression. In its deepest meaning, this means to have the right to get involved and
participate actively in the development of your own society, as any human right implies
some responsibility. A society works as a whole, and all its members have to bring
something good by their spirit of caring, a behavior that leads to a wealthy and healthy
society.
Going back to Rifkin and his empathic education, being a good educated citizen in a
democratic society implies the concept of otherness - you are automatically a member of
a whole, and a whole needs to develop with the help of each of us. A healthy society is the
one that teaches its children how to develop themselves as strong independent
personalities. Education is the most important field that can form responsible members. A
proper governance should be first preoccupied with the excellent functioning of
educational field. Education forms the future citizens; it has a vital role.
A good democratic governance should listen to citizens issues, should sustain projects,
should get involved and ask questions, bring arguments and solutions. And some societies
really achieve all these tasks. This is how citizenship and good governance connect.
For some countries, the educational domain is still focused on a lot of courses
memorization and lack of practice. And, unfortunately, youngsters getting promoted isnt a
priority. Better said, this matter is totally left aside. In a `democratic` country with a
`democratic governance`, youngsters are saying no! when it comes to be helped in
developing own ideas into projects. In this case, the educational field is still a classical
one; new perspectives and programs are slowly developing; old mentalities are still very
strong; newness is very hard to achieve; education isnt yet student-centered; it doesnt
allow creativity and expression; the system is still apart from practice and enjoyable
activities, learning by playing, perspectives in engaging and enabling young people to
participate constructively in this process.
At the practical level, what subjects and skills are actually developing the non-formal
approaches?
-

Oratory/public speaking -> efficient communication and courage to express one`s

ideas
Intercultural dialogue -> tolerance and sociability
Theater and Symbolism -> getting to know the `otherness`

Entrepreneurship and Leadership -> business knowledge and project management

Public Policies-> being an active citizen
Environmental Protection -> taking care of the environment
Sports and Nutrition -> know how to take care of oneself
Arts -> developing creativity and imagination
Sexual education -> develop an adult with physical and mental health
Laboratory work -> practical experiments

These are necessary vital skills for youth, for their future healthy and productive life and
future employment.
According to Rifkin`s approach, see the example of the amazing East London school- The
school with no rules that teaches the unteachable where there are ten rules->
1. There are no rules
2. No detentions
3. No punishments
4. No rewards
5. No uniform (for staff or students)
6. No physical restraint
7. Instead, children are encouraged to empathize
8. Listen to each other
9. Be non-judgmental
10. Respect one another
http://www.theguardian.com/education/2014/sep/26/school-no-rules-teaches-unteachableian-mikardo
3.1. Worldwide best methodologies for non-formal education approaches
a. Finland- a school system based on equality. The Finish educational system has become
a real example for many countries because of their quite fast switch of approaches in
terms of education. Looking closer to its methods, the majority are set to break the rules of
the conventional approach, getting closer and closer to what is called `the contemporary
world in transition`. `The Finnish paradox is that by focusing on the bigger picture for all,
Finland has succeeded at fostering the individual potential of every childWe created a
school system based on equality to make sure we can develop everyones potential. Now
we
can
see
how
well
its
been
working`
(see
more
http://www.theatlantic.com/education/archive/2014/03/finnish-education-chief-we-createda-school-system-based-on-equality/284427/
b. Montessori Education - developed by Italian physician and educator Maria Montessori in
the year 1897, her approach is based on the psychology of human behavior, observations
of children and experimentation with the environment, materials and lessons available to
them. The model functions on two basic principles >
- for children under the age of six, Montessori applies, according to her methodology, the
freedom of movement and choice for the children, as she believes that by acting
spontaneously, development will get optimal.
- children and youngsters to become adults engage in activities of interaction with the
environment as a psychological self development.
Activity, communication, exploration, interaction, manipulation, orientation, exactness,
abstraction, order and self perfection are identified by Montessori to be the human
tendencies that need to act as a tool for development, while education should respond to

and facilitate their free expression. Montessori called her own work a `scientific pedagogy`
(see http://www.montessori.edu)
c. Waldorf Education created by the Austrian philosopher Rudolf Steiner, the founder of
anthroposophy and based on his essay published in 1907 The Education of the Child, the
method is founded on the same patters as Montessori approach - comprehensive
description of the three major phases of childhood and the natural psychological behavior
applied by means of a specific structure.
Waldorf methodology reaches all three complete areas of human development ->
-

the academic part

the practical part
the artistic capacities

Therefore, knowledge, arts, poetry, music and handwork are all integrated into the
children/adults educational curriculum. The aim is not to produce only workbooks and
lessons but also paintings, stage performances and other output that demonstrates their
ability
to
work
across
all
areas
of
the
curriculum
(see
http://www.whywaldorfworks.org/06_Global/index.asp).
d. Freedom Writers Diary: How a Teacher and 150 Teens Used Writing to Change
Themselves and the World Around Them. Written in 1999 by The Freedom Writers,
a group of students from Woodrow Wilson High School in Long Beach, California,
and their teacher Erin Gruwellm, the book represents the basis of the 2007 movie
Freedom Writers. Gruwellm`s approach to education is so innovative and yet so
simple - The Freedom Writers Diary was made up of journals that she told her
students to write in about the troubles of their lives- past, present and future. At the
same time, the name of the book pays an homage to the name of the 1960s civil
rights group Freedom Riders. Gruwellm created the Freedom Writers Foundation
with the mission to empower teachers/educators and students to positively impact
their
own
lives
and
the
world
around
them
(see
http://www.freedomwritersfoundation.org/).
e. Theatre of the Oppressed/Forum Theatre it is a non-formal educational approach,
created by Augusto Boal in the `60s (1931-2009- play-writer and theorist), applied
worldwide, with a strong psychological basis where the individual becomes the
actor of his own life by analyzing the past through the eyes of the present for
inventing the future (Boal, 2004). The objective of this theatrical method is to
discover oneself throughout the anti-model and by reestablishing the dialogue with
the ones around us. In other words, first you need an anti-model. The anti-model is
a scene that shows a central character/protagonist who is oppressed. The scene
needs an antagonist who embodies and maintains the oppression. The antagonist
has a conflict of interests with the protagonist. The scene ends without the
protagonist without achieving what she/he wants. There should be room for
intervention from the spec-actors to change the outcome to a positive one.
(European Commission, 2013).
The method has been applied successfully at global level starting with `normal`
people
to
urban
problematic
youth
and
prisoners.
(see
http://www.theatreoftheoppressed.org/en/index.php?useFlash=0).

4. Education for democracy and youth employability (European Voluntary

Service and Youth Pass impact)
A proper education in respect to democratic values represents the key, the open door for
youth employability. Why? Because the basis for this achievement it`s the interconnection
between the public sectors/institutions education- economy- labor market. And, adding to
these, the importance given for youth projects development, encouraging youth initiatives.
At European level, there is an urgent need to ease young people`s access to the world of
work, and in consequence, for education and employment to set targets and promote
measures to support young people. The Europe 2020 Strategy, for instance, includes a
flagship initiative, `Youth on the move` (European Commission, 2010a), which aims to
reducing youth unemployment rates. (European Union, 2011)
Education for democracy (non-formal education) acts as a live catalyst for major social
aspects that need special attention, inside the integrating and employment process
-

Children in need (orphans, victims of violence, abandon)

Disabled young people
Young people questioning their sexual orientation
Young offenders, ex-offenders, at risk of offending or currently in prison
Young ethnic minority women
Urban youth
Young people from rural and geographically isolated areas
Adult learning (lifelong learning for adults with special needs, including all from
above )

Non-formal learning will be essential to successfully equipping young people with the skills
that will increase their employability. Such skills include various work-related, social and
behavioural abilities, which can be broadly grouped as `generic skills` - non-formal
learning approaches are the most effective means of teaching such skills. The challenges
to these approaches are -> correctly identifying the key competences to focus on and
when, validation of learning and acceptance of non-formally obtained qualifications within
hiring process. (European Commission, Salto-Youth Inclusion Resources Centre, 2011)
4.1.

European Voluntary Service and YouthPass importance

Within the EU youth education and mobility program, called Erasmus+, the profile of youth
stands for involvement, direct interaction and multicultural dialogue.
One of the most important programs that Erasmus+ is offering is the European Voluntary
Service
(http://ec.europa.eu/youth/programme/mobility/european-voluntaryservice_en.htm), a frame that gives quite a privilege to young individuals in Europe to learn
and talk about education and travelling and being fully paid (travel, accommodation, food,
insurance and a monthly allowance for the duration of the project, all covered by the
European grant).
The program is offering the chance to each and every young person between 17 and 30
years old to acquire competences and grow as individuals through informal and non-formal
learning. It is carries out a period of full time voluntary service abroad from 2 to 12 months.
EVS is for all young people, including the ones with fewer opportunities that can take a
short term project between 2 weeks to 2 months and extra support will be available in this
case. Volunteers who complete a short term EVS project are eligible to apply again for a
longer placement in certain conditions. But the total duration of both projects cannot
exceed one year (12months).

Objectives of the EVS

-

Promote citizenship, social and needed personal commitment at local, national and
European levels
Engage young people in democratic life
Encourage intercultural dialogue and initiatives
Encourage actions/initiatives that stand for peace, solidarity, cultural diversity,
tolerance and assertiveness and against racism and xenophobia
Develop new skills and acquire new competences for future employment
Develop new tools and measures for youth activities
Encourage a healthy youth policy
Offer a wide platform for young people to interact and get productive on the social
field

The EVS frame is based on a partnership between these 3 actors -> the host project -> the
volunteer -> the sending organization.
All the benefits are consistent and all the learning experience is formally recognized
through a YouthPass (https://www.youthpass.eu/en/youthpass/). This document is part of
the European Commissions strategy to foster the recognition of non-formal education. It
can be very useful for a young individual in either continue with preferable studies,
complete the theoretical studies with the practical part or having better opportunities and
being eligible on the job market (depending on the age).
YouthPass is completed by the volunteer (it represents a reflection on the personal nonformal learning process) accompanied by the tutor/coordinator and is completed all along
the project period. It is not obligatory but it is useful to have it for future employment.
YouthPass is directly linked with the competences the volunteer acquires. There are 8 Key
Competences that should be completed (they gather knowledge to improve, skills to
acquire and positive attitudes to gain)
1.
2.
3.
4.
5.
6.
7.
8.

Communication in mother tongue

Communication in foreign language
Mathematical competence and basic competence in science and technology
Digital competences
Learning to learn
Social and civic competences
Sense of initiative and entrepreneurship
Cultural awareness and expression

The idea is that the volunteer him/herself decides individually which competences they
want to think about, develop and work on during the EVS project (the choice of acquiring
one, two or all of them). They determine the final result.
In conclusion, the EVS is a unique opportunity for young people to grow both personally
and professionally, make friends all over the world, travel and develop sustainable
collective initiatives that can positively impact communities. (see youth policy here
http://eurodesk.eu/edesk/)
4.2.

Why do we need young leaders?

Around the world, countries are being challenged with this crisis of youth unemployment
and Europe confronts a huge situation in this particular area. Why is youth disposed of the
rights for growth? If we take a closer look, we could observe that the countries with an

optimal educational system have the best results for youth labour market only because
they focus on a sustainable future. They envision the future of nations.
Why do we need young leaders and active youth communities?
Because youth is probably the first resource societies are wasting and in order to
change this, young people need to take their future in hands.
Because young people are the best observers, seing the Global crisis as not only
economic, but also social, political, environmental, educational and of identity.
Because young people consider that social and ecological issues are the keys to
understand the present and the future to build. Science and technologies have to be
considered in this respect, but they have to relate more to people, to citizens
becoming part of development.
Because young people refuse to continue being spectators of their time, but rather
persue in being actors, part of the decision-making process and actions that affect
their lives and societies as wholes.
Because young people have understood that change can only happen collectively.
Therefore, along with becoming a leader/actor/accomplished citizen, naturally
comes the dialogue with other individuals, organizations, networks a dialogue
that needs to be actively sustained and supported.
Related to these main social characteristics/needs, the contemporary leader that the
system is creating is key to `sustainable frame` the contemporary leader becomes a
social entrepreneur the future man/human being.
How do we form a young individual to achieve such profile ? Follow next chapter !
5. Education for democracy and innovative sustainable development
Based on the approaches we have mentioned before, in the classroom, the easiest and
most concrete method we can apply is brainstorming. In his book from 1953- Applied
Imagination, Alex Faickney Osborn (advertising executive at BBDO worldwide and the
author of the creativity technique called brainstorming), describes it as follows - a list of
ideas spontaneously gathered by an individual or a group of people, that works as a
conclusion/solution for a specific problem. Osborn thinks that this creative technique works
more efficiently for a group as each individual is unique and he/she comes with personal
baggage/ideas/mentalities/experiences/opinions/views.
Another classroom work method that non-formal education follows and it`s demonstrated
to be effective, is simulation. Why do we need simulation? Simply because when we put
theory into practice, we are really learning, the process of integrating knowledge is upfront,
is visible, is lived by its simulators and it creates the abilities and the skills for life itself.
Children practically understand better the theory and they know what to do with it at a
certain point, they use it concretely in their adult life.
Non-formal education brings life into learning, brings development and sustainability.
Innovative projects are implemented through this method- interaction, dialogue and
commitment. Youth of today are becoming the leaders of tomorrowwhere everyone can
become a leader and make the necessary change at his/her time.
Myles Munroe (Becoming A Leader, Everyone Can Do It ~ author and president of the
International Leadership Training Institute) offers you the following definition of a leaderLeaders are ordinary people who accept or are placed under extraordinary circumstances
that bring forth their latent potential, producing a character that inspires the confidence and
trust of others. Therefore, a leader is mostly a visionary creative thinker, a change maker

and an avant-garde persona, ready to transmit the optimal educational approaches to

future generations. Considering this aspect, generation by generation are able to achieve
the proper development for healthy societies.
Nowadays, when we talk about leadership among young people, we automatically relate to
leadership through the eyes of sustainable initiatives. Sustainability is thinking about the
next generations` wealth. And the future has to have its basis on social entrepreneurs.
Here are the features of a social entrepreneur/leader

The contemporary stamp of the present global transition times is now shifted
towards sustainability and conscious consumption.
This is contemporary business, a new economical model.
At global level, more and more already existing businesses are shifting their pattern
to the new sustainable one that is contributing to societies` optimal development
and are acting more in favor of a social impact rather than on making profit.
Therefore, unlike traditional business entrepreneurs, social entrepreneurs primarily
seek to generate a social value to their societies and a long-term change.
A social entrepreneur is a conscious citizen that recognizes a social issues and
provides new innovative ideas and solutions to deal with that issue.
A social entrepreneur sees opportunities that others are blind at and, throughout
their visionary thinking, they improve systems, they invent, develop and disseminate
new methods and approaches that are creating social values.
A social entrepreneur is a determined, committed and persuasive individual that is
following his dream by directly taking care of himself, his environment and clearly
his people and future generations.
A social entrepreneur aims to produce a considerably measurable social impact.
A social entrepreneur develops paths to wisdom in the social context, by both acting
for the marginalized and disadvantaged categories and encouraging creativity and
visionary thinking by seeing and `attacking` the full potential of a society.
Simply said, a social entrepreneur/leader/enterprise seeks to serve a communitys
interest more than maximizing the profit.
A social enterprise can develop in all social sectors ~ education, environment, arts
and culture, disadvantage people etc. by contributing to social employment,
cohesion and inequalities` reduction.
A social entrepreneur is a change maker, a LEADER.
Social entrepreneurs identify resources where people only see problems. They view
the villagers as the solution, not the passive beneficiary. They begin with the
assumption of competence and unleash resources in the communities they're
serving. ~ David Bornstein, author of How to Change the World: Social
Entrepreneurs and the Power of New Ideas.

Sustainability is present in each and every field of activity

- Economy (includes every social domain)
- Environment -> environmental and economic considerations are complementary,
like two sides of the same coin. Greening the economy reduces environmental
costs through more efficient use of resources, while new environmentally friendly
technologies and techniques create employment, give a boost to the economy and
strengthen the competitiveness of European industry (European Commission,
2013).
- Education Child/adults/lifelong learning education (Learning World is a series of
weekly TV programs on education developed in the framework of a partnership
between WISE and Euronews. It broadcasts 16 times a week to all continents in 13

languages. Most programs revolve around 3 stories of 2-3 minutes each, and
highlight education issues from around that globe that surprise, inform and entertain
(see http://www.wise-qatar.org/learning-world and the `Green School from Bali`
herehttps://www.youtube.com/watch?v=h0erd_jUWfw&index=1&list=PLDPidX4eUx
7eqVPj9BCDoXCvx7rYqp7PQ)
Agriculture, Apiculture, Fishing
Food and Nutrition (healthy lifestyle)
Fashion (eco-fashion)
Tourism (eco-tourism)
Transportation
Medical Care (alternatives methods)
Energy (renewable resources)
Architecture (self sustained buildings)
Arts (artistic engagement)
Psychology (a new approach to human behavior)
Labor market (green jobs)
Consumption (anti hyper-consumption)

The future societies` frame is based on non-formal learning, active citizens and
sustainability.
6. Study case at national level GEYC Group of the European Youth for
Change- Non-formal education for democracy, best practices and social
impact
Founded in 2010 by a small group of young people/leaders, GEYC was created for youth
by youth peer-to-peer education and mass communication supported by leaders - with
the mission to encourage young people at national level to make a change inside their
communities throughout non-formal education methods and a wide variety of Social Media
as a tool for development. GEYC (http://www.geyc.ro) is a member of Advisory Council on
Youth of the Ministry of Youth and Sport (Romanian Government).
Scope-> empowering young people to create a positive change in their community
Objectives->

supporting education at local, national and international level;

promoting social networks and new media technologies for personal and
professional youth development at local, national and international level;
defending human rights in general, especially of young people at local, national and
international level;
stimulating individual and organizational social responsibility at local, national and
international level;
encouraging entrepreneurship at local, national and international level;
developing educational programs especially for young people at local, national and
international level;

Fields of action->
- Education;
- Social media;
- Human rights protection;
- Corporate social responsibility;
- Entrepreneurship;

Activities->
GEYC Community - gathering Romanian young people that are getting information
and opportunities and support GEYC's activities;
2. GEYC Facebook page aims to be an informative portal for young people providing
valuable content in the following fields: news, education, entrepreneurship,
responsibility, human rights, Romanian culture and civilization, Culture and
intercultural dialogue and entertainment.
3. GEYC Resources center which offers a variety of online free instruments to help
individuals and organizations in their work towards social change, it offers a series
of examples of good practices among organizations at national, European and
International levels, it stimulates online constructive communication between young
people by promoting social media a positive tool and place to learn not to waste
valuable time. It includes ->
1.

- Educational projects (seminars, conferences, training, summer schools);

- Intercultural projects (youth exchanges, study visits, networking events);
- Research projects;
- Challenges;
- Raising awareness campaigns;

GEYC Learning Center gathers all learning opportunities offered by GEYC and its
partners.
5. GEYC online Education Champs - the Champs Team, a group of young people
from different countries who aim to empower young people to change their
communities and countries, by offering them access and knowledge to free online
educational tools.
4.

As to recognize the importance and the impact GEYC has at national level, the group
disposes of an impressive series of partners->
- European institutions among which the European Commission, European
Parliament, Erasmus+ or Europe for Citizens program.
- Networks among which Grand Coalition for Digital Jobs, Salto Youth or AMSED (fr.
Association Migration Solidarit et changes pour le Dveloppement).
- Public Authorities among which Bucharest City Hall, Gijon City Hall Spain or
Romanian European Institute.
- Entreprises such as BRD Groupe Socit Gnrale.
- A large list of NGOs from around the world.
- Media among which Romania Radio 3Net or Europe Direct.
- Educational institutions among which Institute of Research on Information System,
Bucharest Students` Cultural House and a series of Colleges from different cities in
Romania.
Projects->
GEYC is present everywhere at national level, in many European countries and beyond
those borders with projects that are making a huge difference from the social point of view.
From->
1. programs, projects and campaigns such as European Digital Youth Summit, No
Hate Speech movement or SMYLE- Social Media & Youth
-Learning for
Employment

2. supported activities among which Shaping Europe 2020- Socio-Economic

Research, Imagine Leadership or Romanian HR School
3. past
projects
organized
at
national
and
European
levels
(http://www.geyc.ro/p/projects.html)
4. to current projects such as PRISMAProjects: Resources, Insights and
Management - a Social Media Approach or SMARTER- Social Media Academy:
Raising Teen Employability Resources
The SMARTER project is by far the most valuable project and with the strongest impact
at national level.
Funded by the European Commission, SMARTER was an intensive 9 days training course
for 34 participants from 14 countries (Romania, France, Italy, Spain, Netherlands,
Germany, Poland, Cyprus, Malta, Greece, Croatia, Lithuania, Iceland and Turkey) and 16
organizations (NGOs, bodies active at European level, informal groups).
The project took place in Bucharest, Romania from 22th to 31st of August 2014. The
project aimed to empower the participants to implement employability projects at local
level by using social media tools.
Project objectives->
1. Enabling participants to use social media tools for the communication, promotion and
management of their projects aiming to raise employment of young people;
2. Stimulating participants to share their personal and professional practices in using social
media in youth work through teamwork and networking;
3. Raising the employability of the participants through improving social media skills and
through personal branding;
4. Promoting the European cooperation in the youth field by the use of social media;
Methodology->
The training was based on non-formal education (icebreakers, games, teambuilding
games, energizers, working in intercultural subgroups, intercultural evening, debates, eworkshop, international cafe, living library, brainstorming, case-studies).
Inside the project, GEYC released the SMARTER Campaign between April and October
2014 with the mission to encourage Romanian youth between 13-30 to use social media
instruments for obtaining a desired job. GEYC invited national and local partners to get
involved, a call that brought together schools, colleges, universities, NGOs, public
institutions and groups that are strongly involved in working with youth around the country.
Each and every entity was asked to organize an event inside the SMARTER frame, as to
engage youth in positive usage of social media tools.
A next step was the dissemination of the project which led to participating at EDYS
European Digital Youth Summit and creating a free e-book on how to use wisely the social
media tools for organizations, how to organize better their social media presence -Social
networks management policies - free e-book prepared by GEYC that includes international
best practices, a policy methodology template and GEYC example (see
http://www.geyc.ro/2014/04/smarter.html).
At the present moment, GEYC is the most active and present NGO at national level. Each
month several members are spread everywhere around Europe for trainings and events.
Mission accomplished by/from GEYC!

7. Conclusion
Education is the key to development for each and every nation. Without education, there is
no future and no future generations who can act like active citizens. Non-formal education
is meant to shift the patterns of classical learning system into contemporary one, based on
practice and integrative knowledge. It also develops the participatory democracy process,
the way a nation can become free and well structured by means of a healthy community
throughout the interaction between the main three social actors -> citizens
public/governmental institutions non-profit entities.
We close the article with some significant quotes ->
-

Nature inspires creativity in a child by demanding visualization and the full use of
the senses. Richard Louv ~ Last child in the woods

...if we teach today as we taught yesterday, we rob our children of tomorrow. John
Dewey
The aim of education is to replace an empty mind with an open one. Malcom Forbes
Do not restrict a child`s education according to your own knowledge, because
he/she was born in a different era. Rabindranath Tagore

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