MASTERPEACE ROMANIA

STORIES OF A UNITED WORLD

Editura Sfântul Ierarh Nicolae

ISBN 978-606-30-2461-0
2019

1
Volume edited by MasterPeace Ro Association presenting international projects and representative partners.

Tehnoredactare: Marius Gabriel Dumitru

MasterPeace Romania- Stories of a united world, Marian Dragomir

Editura Sfântul Ierarh Nicolae

ISBN 978-606-30-2461-0

The information contained in “MasterPeace Romania- Stories of a united world”, and its several complementary guides, is meant
to serve as a comprehensive collection of activities done under different international projects that the authors of this eBook have
participated. Summaries, strategies, tips and tricks are only recommendations by the authors, and reading this eBook does not
guarantee that one's results will exactly mirror our own results. The authors of “MasterPeace Romania- Stories of a united world”
have made all reasonable efforts to provide current and accurate information for the readers of this eBook. The authors will not be
held liable for any unintentional errors or omissions that may be found.
No part of this publication shall be reproduced, transmitted or resold
2 in whole or in part in any form, without the prior written
consent of the authors. All trademarks and registered trademarks appearing in “MasterPeace Romania- Stories of a united world”
are the property of their respective owners.
 Index

MasterPeace Ro Association walk into history p. 4

Masterpeace International p. 13
Be Online, Get in Anti-Discrimination NET p. 16
Bodrum, a new challenge p. 19
„Be Active, Be Inclusive” p. 22
Trainers of spirit p.25
Standing up to oppose escalation of radicalization among youngsters p. 28
The journey of a lifetime p. 32
Universal values p. 35
La Lituanie, mon premier Erasmus+ p. 40
Model UNESCO and UN vision p. 46
Toma N. Socolescu MUN project p. 50
Tunisia - the 6th edition of the International Festival of Volunteering p. 53
Gender+, a mind-opening Youth exchange p. 54
Integrating New Learning Experiences of Training on Migration p. 56
Heavenly Culture, World Peace, Restoration of Light and MasterPeace Ro partership p. 59
Network for European Citizenship and Identity (NECI) p. 63

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 MasterPeace Ro Association walk into history
by Marian Dragomir

Mission: To build peaceful relationships among people of all ages and cultures - from
personal to global - through education, research and action.
Objectives:
 Provide a strong platform, based on research and sound infrastructure, for
educational, community and international activities.
 Liaise and partner with others working for peace.
Masterpeace Ro Association is an association which was founded in January 2016, but its
work began in early August 2015, as the four founding members established MasterPeace Romania
Club as part of MasterPeace International, an organization that advocates peace through artistic
means, workshops etc, being present in more than 50 countries, winner of the Luxembourg peace
Prize for "Outstanding peace organization".

Working with young people enables us to influence their ideas, beliefs and attitudes, which
is essential to achieve the right to be heard, the right to an identity and challenge the causes of

4
poverty and discrimination and to bring about lasting changes, promote volunteerism and create
active citizens of the future.
We started in August 2015 with a series of four workshops on what the term peace means
and how to reach this goal, not only externally, but also inside, because if we don‟t believe in the
importance of peace, then we cannot make the people around us believe in it, too. The project‟s
objectives were sharing strategies, tools and innovations in the field of social responsibility,
reconciliation and solving the problem by promoting peace and human rights. The four workshops
were attended by 80 participants.
The next event was held on September 21, 2015, a call to arms, so to speak, because this is
also the International Peace Day, where young people were invited to create any symbols, drawings
or other artistic creations related to peace. We managed to involve a total of 40 educational
institutions, from within Romania, as well as abroad. In Ploiești the MasterPeace Romania club
members attended the events unfolding in 5 educational institutions ("Toma N Socolescu"
Technical College from Ploiești, Bușteni Sanatorium School, "Elie Radu" Technical College from
Ploiești, Poienarii Apostoli School and Măneciu Ungureni High School). In the County Library "N
Iorga" in Ploiești, two partner associations ("Youth Volunteers Valea Călugărească" and "A drop of
happiness") also drew graffiti with peace signs. The impact was huge: 16 schools in Romania
attended five non-governmental associations, 250 students, 50 teachers and 20 volunteers.

On November 7‟th, 2015 MasterPeace Romania Club received from the Youth Forum of
Romania the Structured Dialogue Romania prize of 2015 as a symbol of the association‟s

5
members' participation in the development of policies proposed by the Youth Forum on the agenda
of the Romanian Ministry of Youth and Sports.
MasterPeace Ro Association held a series of three trainings on "Sustainable Development
Goals" ("SDGs"). The trainers„ learning objectives were: introduction to the
post-2015 agenda origins in 2030; increasing awareness of Sustainable Development Goals and
how they impact Romania; how we can work to reach these sustainable development objectives;
preparations to integrate the SDG‟s into national plans and strategies. This project ended on March
26, 2016 with a workshop in partnership with the "Youth Delegate to the UN" Association, where
David Timiș, Delegate of Youth to the UN of Romania, held a 3-hour training to a total of 30
participants coming from over 6 associations from Ploiești.
MasterPeace Ro Association was present through two volunteers at the International
Festival of Peace in Fez, Morocco, which took place between 8‟th and 17‟th April 2016 and it was
held with the help of the Ministry of Youth from Morocco. The festival was part of the association's
agenda to raise public awareness about peace, enabling people to make peaceful and healthy
decisions for themselves, their families, nations and continent;

We are partnering the NoHate Speech Movement from Romania in calls for action against
anti-semitic hate speech online and offline and propose positive counter-narratives that promote
human rights as a basis for inclusive and tolerant societies. We had five workshops on different
international days commemorating different moments in time.
From November 2016 to present we have started to implement the project School of peace
in 10 schools across Romania, a pilot program unique for Romania, where we involved 100 pupils

6
and 20 teachers. As a starting point, we have started a boot camp in November 2016 for 30 teachers
and pupils involved in the project, training them in project management, peace-building activities
and nonviolent communication. 20 members and volunteers of the association are involved in
trainings and developing the curriculum using outdoor and indoor activities.

Our work with IDP‟s or immigrants was comprised of 3 activities: Global Humanitarian
network from Nigeria visited a Internally Displaced People (IDPs) camp in December 2016, where
most refugees came from a combat region of Nigeria. MasterPeace Ro Association from Romania
has donated several products for the refugees in the IDP's as a first step in helping the people that
are in need and making their voices heard. We have also been able to hold an online training on
Sustainable Development Goals with the members of the Nigerian NGO and take steps in making
connections with the IDP‟s and gather their stories. The second activity was with a partner
organisation, "Action to save children and their rights” from Kampala, Uganda, that is committed to
providing sustainable solutions to the social problems stemming from poverty. Self-development is
crucial to achieving this. By giving young people and women training, skills and trades, we are
giving them power. The power to take control and change their lives forever, and to help others do
the same. The last activity was with the occasion of the World Book Day 2017 by donating books

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and other supplies to a school that is being rebuilt in Somalia. Children have the right to develop,
thus we are working to rebuild educational frameworks for IDP children in Somalia.

We have implemented several workshop in using ICT tools in the teaching experience and
we have used as trainers Mr. Marian Dragomir and Mrs. Maria Horgos, Scientix ambassador. The
scope of the project was teaching pupils from VET high-school to use different platforms and
equipping them with the necessary competences for the new labour market. Marian Dragomir has
coordinated three projects (2015-1-BG01-KA219-014229_2 "Acting 2 Speak English"/ 2016-1-
PL01-KA219-026557 “Water Our Precious Treasure”/ 2016-1-EE01-KA201-017314
“Understanding and Critical Media Literacy”) for “Toma N. Socolescu” Technical College, a VET
high school and thus his experience is extended in holding trainings for teachers and using
nonformal activities with pupils. Maria Horgos has been working in a VET project as trainer for the
ICT techniques and new methods for delivering technical information (European Specialization in
Forming the Future Building Technicians” No. 2015-1-R001-KA102-014245, Erasmus Key 1
project, VET).

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 MasterPeace Ro Association took part in the International Youth Day in 2017. The
activities that took place gathered more then 250 direct participants from Ploiești, Câmpina, Brașov
and Bucharest. We implemented the activities in our partner schools and cultural institution, such as
"I. L. Caragiale" National College, "Spiru Haret" College, "Toma N. Socolescu" Technical College,
"1 Mai" Technical High-School, Șotrile School, ”Constantin Stere” School, "N. Iorga" County
Library. On the 16th of June 2017 Masterpeace Ro Association from Romania held for the second
year The Peace Walk in the city of Ploiești, a unique event in Romania that referrers to the Human
Rights and the need of raising awareness that we are all equal and we need to protect our dignity
and rights. On this day we also celebrated The Day of the African Child. The Peace Walk
gathered more then 80 members and volunteers of MasterPeace Ro Association and hundreds on the
way. Our international partners were MasterPeace International and Heavenly Culture, World
Peace, Restoration of Light Association from South Korea. The event was also sponsored and
supported by PETROTEL - LUKOIL S.A. For one hour we were able to make our voices be heard
on the main boulevard of the city and we tried to present our partners‟ vision of the Values of
Peace.

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 On World Refugee Day, 20 June 2017, we celebrated the courage of refugees. We
honoured those who help them stay safe. We thought of solutions to their plight. MasterPeace Ro
organised a workshop with the help of Zonta Club Ploiești. We used the event to forge a
collaboration with MasterPeace Turkey that took to the streets of Turkey and interviewed several
refugees. Their answers made for a great presentation of what it is to be a refugee. Yazan Rustom:
"I'm feeling like a homeless person in a different country because I still didn't get used to living
here. If there will be a chance to rebuild my home, I'd surely want to go back to my country."
MasterPeace Ro‟s activity Empowering Women was held on the 8th of March 2017 at the
"Nicolae Iorga" County Library of Ploiești with the participation of a group of feminist activists
from Ploiești. The activity marked The Action Day Countering Sexist Hate Speech and took
notice of the SDGs as ways of combating sexist talk across Prahova county, having in mind
different examples of discrimination offered by the members of the group. The activity was also
marked by a global live link with Global Sisterhood organization that created a powerful connection
across the globe (http://women.unify.org/)

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 In August 2017 we were welcomed to the United Nations Global Compact. It is the
world's largest organization, with nearly 12,000 business and non-business participants in 140
countries. As a participant, MasterPeace Ro committed to support the Ten Principles of the UN
Global Compact with respect to human rights, labour, environment and anti-corruption, advance
these principles within our sphere of influence and make a clear statement of this commitment to
the general public, take part in the activities of the UN Global Compact according to our type of
organization, communicate every two years the UN Global Compact on our engagement in its
activities and our efforts to support the ten principles.
MasterPeaceRo, in collaboration with HWPL (Heavenly Culture, World Peace, Restoration
of Light) and IPYG (International Peace Youth Group), organised the 2019 Peace Education
Conference, which was held in Bucharest on the Febryary 4‟th, 2019. The event gathered more
than 500 youth and guests that rejoiced the company of several speakers, including a memorable
speech from Chairman Man Hee Lee himself, in which he spoke about the power of youth, the
importance of peacekeeping and also of spreading the Peace Education throughout the world. In
May of 2019 we also held another Peace Walk, which generated an even stronger response from
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the local community, several civilian groups expressing their desire to be a part of this activity
through sports, like cycling.

Erasmus Plus Projects of the NGO:

1. Erasmus+, KA105 - Youth mobility, Intercultural Dialogue through Creative Writing: Power of
Stories, 2016-3-TR01-KA105-036474, 2016.
2. Erasmus+, KA105 - Youth mobility, R.E.C.I.P.E.S, 2018-1-CY02-KA105-0011932018.
3. Erasmus+, KA105 - Youth mobility, Empowering Youth workers for Supporting Diversity,
2018-1-CY02-KA105-001196, 2018.
4. Erasmus+, KA105 - Youth mobility, Gender+, 2018-1-DE04-KA105-016370, 2018.
5. Erasmus+, KA105 - Youth mobility, Laboratory of Games for 6. Erasmus+, KA105 - Youth
mobility, Supporting Youthwork, 2018-3-CY02-KA105-0013772018.
7. Erasmus+, KA105 - Youth mobility, BALKAN MÜZİKLERİNİ SEVİYORUZ, 2018-3-TR01-
KA105-061334

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 Masterpeace International

Maria Sakarias
info@masterpeace.org

MasterPeace is a multi-award-winning global grassroots non-profit and non-governmental

peace movement, currently existing in more than 40 countries around the world. The global
movement was launched in 2011 with the aim to mobilize people around the world to use their
talent and energy for building peace and togetherness. Through music, sports, art and dialogue,
MasterPeace helps to lead the way to a more sustainable world with less conflict.
The impact of MasterPeace is realized through the positive activities and projects of local
MasterPeace Clubs – the on-the-ground arms of MasterPeace. These Clubs are big or small groups
of people, who simply share the vision of building a more sustainable world by using creative and
innovative tools. The leaders of the Clubs are inspiring social entrepreneurs, volunteers, bloggers,
journalists, media professionals, musicians, teachers and otherwise active citizens, who connect and
support each other on their quest for action. Each MasterPeace Club is empowering more and more
individuals to become actively involved in peace-building on the local level.

Our shared VISION: there are 7 billion talents and not 7 billion issues
Our shared MISSION: mobilize, inspire and connect talents for a sustainable future with
less conflict
Our shared CORE VALUES: positivity, impartiality, co-creation and “walk the talk”

Every project and/or event by MasterPeace matches one of our three main building blocks or
“transformation steps”: (1) mobilize and inspire by using the energy and inspiration of music, art
and play („soft power‟), (2) facilitate dialogue to bring opposites together, (3) create perspective

through bootcamps, e-learning and social entrepreneurship.

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 All our projects/events are also aligned with the UN‟s Sustainable Development Goals with
a main focus on Quality Education (4), Gender Equality (5), Sustainable Cities & Communities (11)
and Peace & Justice (16), depending on their priority and relevance in the local context.

In this way, MasterPeace is a unique grassroots movement creating local impact with global
effect. The clubs are in charge. They decide which projects they want to run as long as they align
with MasterPeace‟s vision, mission and core values. The clubs are the local experts. MasterPeace
Foundation supports them, not with money, but by sharing knowledge, creating funding
opportunities and by regularly organizing global events, campaigns, and trainings. Bringing the
clubs together so that they can exchange experiences and collaborate.

For example: every year, on the 21st of September, we celebrate the International Day of
Peace (IDP) to strengthen the ideals of peace, both within and among all nations and peoples. By
mobilizing our partner countries to use arts, music and sports, we support dialogues on topics as
justice and peace.

Our PASSION STATEMENTS:

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At the moment, there are 56 MasterPeace Clubs in 41 countries:

We believe in the power of actions, no matter how big, and offer freedom for each active
group of changemakers to create the projects, programs and actions they believe can make a
change. Our Clubs don‟t join to be a part of an organization, they join to co-create. With positive
energy as fuel and SDGs as goals, MasterPeace keeps encouraging active involvement of thousands
of young people in creating a more sustainable world for everyone.

15
 Be Online, Get in Anti-Discrimination NET
by Silvia Gunia

„Be Online, Get in Anti-discrimination NET‟ was a KA105 Youth Mobility - youth
exchange which took place between 15 and 23‟rd of April 2019 in Silivri, Turkey, an Erasmus
project that connected 6 partners with strong interests in the areas covered by this project – media
literacy, fighting discrimination and hate speech, empowering young people to take active role in
creating a more socially inclusive society.
This project involved 36 participants which came from the following countries: Bulgaria,
Macedonia, Romania, Greece, Italy and Turkey.
The specific objectives were:
- To explore offline learning in order to better understand learning online;
- To compare the concepts of offline and online education;
- To explore the concept of non-formal education as an online tool;
- To discover a variety of new and traditional methodologies that work online;
- To develop learning objectives for an e-learning course;
- To develop an e-learning module/course in the context of the Erasmus + Programme.
MasterPeace Ro Association, in collaboration with Erasmus, sent six participants from
Romania: Silvia Gunia, group leader, teacher at Technological High-School „Toma Socolescu” in
Ploiești; Aida Cărămidaru, 12th grade student at „Alexandru Grigorescu” National College in
Câmpina; Sorin Tănase and Alexandru Toader, students at „Virgil Madgearu” Economical High-
School in Ploiești; Ovidiu Bădoiu, teacher at „Brâncoveanu Vodă” Theoretical
High-School in Urlati and a law student from “Valahia University‟, Târgoviste, Andreea Lisita. The
activities were conducted by two coordinators Aleksandra Lyutskanova and Yunus Emre Ҫakmak.
Each ativity was interactive, usually in mixed groups so that the participants could bond and
share things about their countries in order to create cultural closeness. One of the most common
methods employed those days was the use of team building. Brainstorming was also very important,
the mixed groups worked on different subjects and everybody came up with ideas, which was
important because we all expressed ourselves in a free way. Communication is the key in team
buildings because we had a common language, English, to work together. Dancing, energizers,
working, laughing, sharing and cultural nights lifted the spirit, created a lovely atmosphere and
contributed to know each other‟s world better.
Every day the activities challenged the participants in coming up with new ideas about how
to fight against any kind of discrimination, a plague, which even in our modern 21st century still

16
has an ugly way of showing up in all types of societies. We came up with a site, a logo, a slogan,
international and national campaigns sustained by suport groups of the No Hate Speech Movement.
All these were shared on Instagram, Facebook and other media sources as a means of creating
awareness about the consequences of discriminaion, how much can someone be hurt by the hate
words of the others or their bulling.
The entire period the participants used their digital competences, their cultural awareness
and expression, their sense of initiative and entrepreneurship, their mathematical competences and
science knowledge, but most importantly, they shared ideas, got involved in the most serious, but
relaxed way, they practiced their English and their social and civic competences, they learned how
to use Canva in their work, how to take photos professionaly, how to write articles and so on.
The Romanian team got involved enthusiastically in all the activities, made friends, learned
interesting and new things in a non-formal way.
MasterPeace Ro Association offered me and these young students the opportunity to
evolve and break boundaries in our way of thinking and also surpassing the traditional way of
learning which was an important breakthrough.

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18
 Bodrum, a new challenge
by Baroian Sergiu

Known in ancient times as Halicarnas (Halikarnassos), the city of Bodrum has earned its
celebrity by being the hometown of the Greek historian Herodotus and also the place where the
Mausoleum of Halicarnas is one of the seven wonders of the ancient world. This is the city where
the Romanian team of 4 students and a teacher participated in an international program for 6 days.
It all started in February with a phone call from the leader of the MasterPeace RO
organization, Marian Dragomir. Marian proposed a new international project, this time I was going
to be team leader for the first time, so I accepted, it was a new challenge for me.
The first step was done, the team leader was found, we were going to determine which
students will attend, of course, Marian would have to deal with the students‟ selection. The first
meeting with them took place in an informal setting, they came with parents and set out the details.
After discussions with our Turkish colleagues, represented by Sinem Bakkaloglu, we decided to
leave earlier, so that our students would have a chance to get accustomed with the new location,
Bodrum.
The whole
team gathered in
the morning of May
6‟th at the “Henry
Coandă”
International
Airport. After a
flight of about an
hour we landed at
Istanbul airport
where we took an
internal flight to
Bodrum. The
Turkish team
waited for us at the
city bus station
with the four
Turkish families, where Romanian students would stay in the next few days and I was led by Sinem

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at the hotel. The hotel is set right on the big beach, from the room you can go straight to the beach.
The evening ended with a dinner held in the city together, enjoying specific Turkish dishes, each of
the students having dinner with the host family. This was the first day in Turkey.
The next day I was taken to Sinem from the hotel and I went to the private high school
Bodrum Kdleje,
where the
activities were
going to take
place. I was
pleasantly
surprised to see
that it is located on
a hill outside the
city, the
surrounding area
being very
beautiful. After a
high-school tour
where I saw
everything I could
see and a
discussion with
the Romanian pupils, I decided to return to the city and visit it. The Romanian pupils with their
hosts participated throughout the day at the courses. Bodrum is a city located on the Mediterranean
Sea and it is full of history. From here you can take the ferry in the morning and visit some Greek
islands or rent a sailboat and admire the sea, the castle that guarded the sea entrance to the city, the
islands and the Turkish coast which is superb.
The third day was the most important, marking the beginning of the project‟s activities and
for which our students had prepared. Meanwhile, the Romanian team increased by the coming from
Istanbul of the head of the organization, Mr. Marian Dragomir, and colleague Adrian Ion. At 9
o'clock everyone was present at the high-school, ready for action; after the opening ceremony and
the album pictures we were informed that the students would enter a contest, each in a separate
section and we would had 3 free days. The day continued as best we could, together with our two

20
colleagues, visiting an open-air Greek theater and the mausoleum of Halicarnas, two superb
historical objectives.
The fourth day was relaxing for us and intense for the students, as the second section of the
competition took place. Our students were up and we admired the city and decided to visit a Greek
island by renting a boat just for us 3.
The closing ceremony and award ceremony took place on day 5. Marian and Adrian held a
speech alongside Turkish personalities and awarded the symbolic awards, a diploma for 1st, 2nd
and 3rd place. The Romanian team got a well-deserved 3‟rd place. Everything ended with a dinner
on the beach and setting the schedule the next day when we were going to Romania.
Day 6 was the hardest, we had to say goodbye to our Turkish hosts, we took some pictures
of the farewell and, thinking that we will go back to Bodrum, we embarked on the coach that took
us to the airport in Bodrum, where we went to Istanbul and then Otopeni.
In this activity, the whole Romanian team learned new things and tied friendships that they
hope to last a great deal.

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 „Be Active, Be Inclusive”
by Jeni Șendroiu

I am going to present my experience from an ERASMUS+ project where I attended as a

representative of MasterPeace RO. This experience changed my life in a better way, I realized that
communication with different types of people can help me evolve, improve my English skills and
my worldview could change all at once.
I took part in a project in Cyprus between 16‟th and 25‟th of May 2019. The name of the
project was „Be active, Be Inclusive”. There were participants from different countries like Cyprus,
Georgia, Turkey, Serbia, Armenia, Romania, Belarus and Spain. They arranged our transportation
from Larnaca to Paralimni and back with hired buses. There were two meeting points to pick us up.
It was the first time when we first met and it felt amazing.
After a while, we arrived at some small houses of 3 rooms. We were all accommodated
together and that counted very much because we could tie up close friendships with all of them.
This was the place where we learned about different culturies, habits and traditions.
The first day was an amazing experience because there were no differences between my age
and theirs. I felt very well in their company and I felt so much empathy there. We had an
icebreaking activity of the course where we all found out interesting things about each others.
In the second day, we had a groupwork for presentations on Erasmus Plus. We all talked
about intercultural settings. We had activites with an expert Trainer on S.Inclusion/I.L. In the
evening, we socialised and hanged out. The third day was funny because we had games from our
culture. We also learned about traditions and it was funny. We also had a joint products‟ time. At
21:00, the intercultural evening started. In the fourth day, we had outdoor activities with tasks and
the whole group reflected and shared experiences and presented materials and photos. This night
was different because we had a movie night. The fifth day was also funny because we had games
for all, we even created some inclusive games. We had a time to reflect on what we improved today
and in the evening we had some free time. In the sixth day, we explored the area. We presented the
experiences and together we prepared the activity for locals. In the evening, we went to a coffe shop
and talk about our living. In the seventh day, we implemented activities with the locals and
watched videos. We had time for reflection also.
On the last day with the whole group, we finalized the movie and our joint products. We had
the evaluation. In the evening we had the farewell dinner and the youthpass ceremony. After that,

22
we had a big party with all of us and the atmosphere was pleasant. Then there was the final day,
when we all went to the airport and left, but with much fulfillment in our hearts.
This experience led me to understand the fact that you could be included in a group even if
you are older. I am very excited that I was able to take part in this project because al off the
nonformal activities that I learned there improved my teaching skills and after that I felt very close
to my students. I could repet a project like this anytime.

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24
 Trainers of spirit
by Veronica Huțanu

In January 2019, MasterPeace Association from Romania took part in the Mobility of
Youthworkers Training Course, being represented by three participants: Veronica Huțanu, Adina
Călin and Irina Catrinescu. The project “Empowering Youthworkers for Supporting Diversity” was
funded by Erasmus+ under the Key Action 1 Mobility of Youthworkers and it was implemented
from 18‟th to 28‟th of January 2019 in Larnaca, Cyprus. Training of Trainers #Tot2019tc was
organized by Neci EU and the youthworkers were trained on the art of Debriefing, SumUp and
Report preparation, Evaluation methods and tools, NGO Fair and Project Development.
During and throughout this project 8 partners, with 26 participants from Cyprus, Greece,
Estonia, Turkey, Italy, Romania, Bulgaria and Spain aimed to assist, inspire and train youthworkers
to become more competent in their work, develop themselves as youth trainers and support their
peers and youths on respecting diversity. The team of trainers provided tools and practices through
NFL methods and an experiential visit to a refugee camp. By developing youth trainers one can
enable youth workers to facilitate more effectively in inclusive and diverse settings, especially
nowadays that societies are becoming multiethnic due to migration movement.
As a participant at this course, I can say that overall it was one of the best project I have
attended. With its structure it guided me through a deep learning and experiential process that
helped me develop my competences as a trainer in youth work. The sessions were led by very
experienced trainers (Renos Georgiou and Nora Stefanova) and the profile of the participants was
well qualified, by allowing the group to effectively reach its goals and needs, both on the individual,
as well as the group level. Every aspect of the project – trainers, organising team, activities, planned
objectives – was carefully taken into consideration to deliver high quality contents. Within this
context, I could get much more knowledge and develop many important skills. By discussing data
and frameworks related to youthwork and trainer polls, for instance, I improved my critical thinking
and my ability to critically analyse, scan and select information. Being challenged to plan our own
workshops in small groups, we could enhance our teamwork skills, as well as the time management
to organise the session in a time-based way, and our capacity to take initiative, which helped each
of us to shape a more complex set of leadership and communication skills. Also, by going through
different key competences in a non-dogmatic way, I could improve my creative thinking and
deepen my cultural expression. Moreover, by delving into a multicultural environment, where
diversity was always present with different backgrounds, cultures and opinions, it was possible for

25
me to get a broader view of European society, strengthening my social and civic competences and
also going through problem solving in different situations. Finally, I can definitely say that I
improved my ability to recognize my learning needs and better assess those of the people around
me, organizing and planning a complete learning experience towards the achievement of specific
objectives.

Refering to the training course content, one of the most interesting and impressive activities
during this course was the day when we visited the refugee camp. The day started with the concept
of empowerment as putting you in control of making changes and behaving in a different way,
working with self-awareness and self-improvement, thinking of yourself and learning from
experience. On this day the participants chose their learning buddies (people with whom they were
to reflect upon their learning process). This process continued by doing “My river of learning”
activity: everybody had to draw on their own experience by drawing and sharing their own
moments in life, challenges, key events and influencial people. After that, we went to the refugee
camp. Participants had the chance to see the living conditions of refugees and to talk with some of
them. The appointed manager of the camp gave the participants information about the daily routine
and opportunities in the refugee camp. The impressions after this visit were very strong, but
educational. After this experience the participants had the chance to share their emotions with the

26
others and to analyze the needs of the refugees. Based on these needs, participants had divided
themself into groups and started to create educational activities (using NFL methods).
Another activity started with SMART goals. The participants tested SMART on themselves
and later they used them as a method to prepare and finalize their own training session working in
teams. To close the topic of educational activities and teamwork, the participants had a chance to
make a debriefing, firstly in their groups and after in groups with one representative from each
group.
“Networking in Real Life” was the next step. This day we focused on reports, evaluation, NGO
networking and developing concepts into projects. We continued with another topic, “Personal
Branding”, about knowing your potential, things that needs to be further developed, how to
differentiate yourself from the others by creating a personal branding. Each participant had the time
and the opportunity to reflect upon himself as a professional trainer, having the chance to write
down his/her own C.V. and also to reflect using „Wheel of life”, by thinking about areas that need
to be improved and which actions can be taken for improvement in the next couple of months. This
helps to visualise the areas of improvement and to see which are the concrete steps that can be
implemented to improve at least one. Furthermore, the personal branding topic was presented and
each participant had the opportunity to create and discuss his personal branding as a trainer.
Every day we closed our activities with very interesting reflections with our learning buddies
and reflection in two bigger groups. And during the first evenings, the day was ended with
inercultural evening.

I think this kind of course is a great chance because I collected informations from each
participant. This is one of the places you leave with such a tremendous spiritual treasure, as well as

27
lots of invaluable knowledge. The training was more than creative and innovative. I felt provoked,
pushed to the limit and, in the same time, spiritually enriched.

Standing up to oppose escalation of radicalization among youngsters

by Andreass Borugă

The overall goal of the Youth Exchange „Standing up to oppose escalation of radicalization
among youngsters‟ was to develop capacities of youth organizations to prevent the radicalization of
youth by delivering quality youth activities and raising awareness on the issue of youth radicalism.
This project was realized in the Yalova region, Turkey, between February 15th and February 23rd
2018, with participants coming from Romania, Turkey, Bulgaria, Macedonia, Italy and Greece.
The Romanian team was involved in this by MasterPeace Romania and consisted of group
leader Andreass Borugă, English teacher at “Ion Luca Caragiale” National College in Ploiești,
Prahova county and five 11th grade students of the same school: Rebecca Avram, Denisa Avram,
Teodor Mistodie, Alin Danciu and Radu Aricișteanu, all of whom were eighteen years old.

28
 The project‟s objectives, as stated in the project manifesto, were as follows:
 To strengthten the competencies of CSO‟s representatives and capacities of their
organizations to address youth radicalism through activities targeting young people and to
engage young people in awareness raising activities on youth radicalism;
 To increase awareness of the partner organizations‟ communities on youth radicalization
through dissemination activities, training and debate;
 To support creating links, networks among involved CSOs, CSOs coming from the
countries of partner‟s organizations, institutions and individuals (youth workers, youth
leaders, trainings) interested in youth radicalization.
The elements of innovation were included into the project on recommendations of group
leaders involved in drafting the agenda of Youth Exchange, because one priority of Erasmus+ for
2017 will be to put emphasis on preventing violent radicalization of young people. It focused on the
issue of how to prevent and counter youth radicalization through innovative local and technological
solutions.
As of 15th of February youngsters from various countries were engaged in tasks revolving
around the development of understanding causes and effects of youth radicalization. Brainstorming
and the creation of specific strategies were introduced in order to tackle and combat the problems of
radical behaviours.
The general objectives of the project were based on the help of volunteers to explore and
showcase ideas and construct creative activities that can be implemented in the home countries of
the participants. The effect of the intended engagement was a direct respond to the lack of
intercultural contact. Creation of valuable material and practical capacities of youngsters for further
reflection on the topic of radicalization was the multiplying outcome of the understandings gained
throughout the experience.
Day 1: This day was dedicated to breaking the ice and bringing the participants together.
That way a more fruitful environment was created. The participants got to know each other and
created trust among each other. There were fun games involving name learning, spaghetti towers
and team dances.
Day 2: We started with great excitement, tackling the topic of radicalization. First we got
down and described the key terms related to the topic such as discrimination, hate speech,
stereotypes etc. We moved on to creating short sketches depicting radicalization. Lots of emotions
surfaced during the acts showing the real feelings and opinions of everyone involved. Finally,
national groups presented the situation in their own country, giving recent examples of radicalism.

29
 Day 3 provoked everyone to deeply analyse the causes and effects of radicalism. We used
an interesting technique called a “problem tree”, trying to figure out the “whys” and “whats”. We
realized that sometimes all it takes to understand something is to spend some focused time on it.
Day 4 was the most effective and interesting day; it started with terrorism cases which
taught us how to distinguish it from other types of violence. That sparked a heated discussion and
was a good warm up for what came next. The next activity was “theatre of the oppressed”. Each
group acted out a problem. Then they acted it out a second time where the audience was given the
power to interfere and find a solution. The participants showed great creativity and acting skills.

Day 5: On this day we went on a trip to Yalova. We visited a paper museum, botanical
gardens, Ataturk‟s residence and a Turkish bath hamam. Everything was a great way to experience
Turkey. All in all, we came back more aware that diversity can bring us closer.

Day 6 was dedicated to finalising the project; each country planned a campaign to further
raise awareness in their own communities. Some of the proposals were multicultural workshops,

30
school presentations and online activism. To balance work and fun, the organizers gave the
participants the opportunity to explore the other cultures. The second and third night exploded with
intercultural cuisine, dances and music, every team showing the others some essential aspects of
their culture. This allowed us to furthermore realize that, even though our cultural background was
different, there are many similarities between our cultures.
All in all, this project was an amazing experience. We discovered that, even though there are
many differences between our countries, our way of living, our customs and traditions and
ourselves as individuals, there are still many things that can bring us together and allow us to bridge
the cultural and religious gaps. To my mind, taking part in such a project is a great opportunity for
students to expand their cultural horizons, learn about other countries and evolve as individuals, not
to mention being a great means of developing their language and social skills.

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 The journey of a lifetime
by Andrei Ioniță

MasterPeace Romania is an ideea that materialized at the end of 2015. This association was
a response to the youth‟s narrow perspectives when it came to voluntary work and social
involvement. We felt that each founding member can contribute with their expertise and show by
personal example how important it is to be proactive in your city. We started our activity by giving
counseling, trainings, facilitate Erasmus projects.
A great experience that I want to share with you is the 7th Global MasterPeace Bootcamp. A
mindblowing incursion held in Medellin, Colombia. The perfect place to meet up with other
MasterPeace leaders to discuss future plans, the impact of our activities and learn more from each
other. Around 40 countries‟ representatives joined and together had a daily itinerary of workshops,
trainings that where vital in developing international cooperation skills and of course unraveling the
city‟s history and beauty, but also learning about the violent past that wasn‟t that far from us (just
20-30 years ago) and how the city managed to turn itself around and transformed into a peaceful,
youth-focused city.
I was amazed by the stories that the local activists, benefactors and volunteers presented us
every day. It was a challenge for everyone to change a mindset so focused on crime and turned it
into an educational one, pro peace, pro spiritual and mental developement. The time and money
invested into this masterplan really paid off. The youth started to return to schools, get jobs, and
follow their dreams.
One of the most important moments of the Bootcamp was exploring the neighborhoods. The
whole MasterPeace team took a bus and visited some of the most iconic projects that MasterPeace
Medellín supports. Casa Loma was the first to visit; it‟s a program made by the youth for the
comunity. They offer a house dedicated for promoting and strengthening of culture, art and sports.
The next place we visited was Comuna 13; it is the area around the „Escaleras Electricas”. It was
considered one of the most violent neighborhoods, but now it‟s one of the most colorful I have ever
seen. Everywhere you looked there were endless escalators, huge graffiti that presented
nature-inspired murals and tiny cramped houses. Arriving at the highest point of the area we found
a beautiful esplanade that gave us a bird's-eye view of the whole city and everything looked like a
strange symbiosis between the forest and the red bricks of the buildings. Breathtaking!

32
 Later on we arrived at the most
inspiring part of the trip: the award-
winning Union Latina, one of the
projects supported by MasterPeace
Medellín. It is an academy of dance
which breaks the social stereotypes
through dance and expression of the
body. The dance group brings together
kids and adults from all age groups and
backgrounds, especially from the most
vulnerable ones. Extremely talented
people presented us some great dance representations.
By the end of the bootcamp there was a moment of reflection in which we all agreed that
this experience was a „Rollercoaster of Emotions” that will not be forgotten. Everyone shared their
lessons and takeaway messages, and most importantly, thanked MasterPeace Medellín for making it
possible to share such unforgettable moments.

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34
 Universal values
by Corina Cristescu

This school year (2018-2019) I have had the honor to join an international peace educators‟
group by following a curriculum in progress. The activity plan presented in this guide is the 3rd of
10, having as main topics peace and harmony in human society. It was conceived as a follow-up of
some training courses with a group of students willing to become facilitators in empowering their
fellow teenagers with international values such as: peace, tolerance, partnership, respect, care,
harmony.

The body of the activity was created by Marian Dragomir, leader of MasterPeace Ro and
was adapted and coordinated by myself, according to previous and future planned activities, the
specifics of a formal English lesson, as well as of a non-formal activity.
4 fluently speaking students, age16, were involved as facilitators during this activities:
Gabriela Cătălina Dumitru, David Mihai, Andrei Anghel and Vlad Panait.
Topic: About peace and harmony
Grade: 10th, Tourism specialisation
Duration: 45 min
Number of students: 28

General Competences:

35
- personal development: to understand that nature cannot be replicated in the human hierarchical
society based on commerce and needs; to present what are the causes of why there is no harmony
and peace in today‟s society and why there was harmony in the primitive age.
- to develop the students‟ knowledge of vocabulary and grammatical structures in mankind‟s
history.
- to develop all the skills asked when teaching/ learning a foreingn language.
- to present oral/ written arguments and ideas on the topic.

Specific Competences:
a. to discover that there is a limit to the order created by humanity
b. to analyse what are the causes of lack of harmony in the human society
c. to complete the list with a suitable form of the word from the factsheet
d. to practise the role-play task
e. to present some social behaviours specific to different ages

Resources:
Teaching aids: flipchart, papers, a video https://www.youtube.com/watch?v=jjk01XwsT8U
Teaching techniques: explanation, conversation, independent work, role-play, videos.

Interaction: S-S (pairwork), T-Ss, T-S, S-T

Possible drawbacks:
1. Video receiver doesn‟t work.
2. Students are too fast or too slow in solving the tasks.

STAGES

Warm up: Teacher: introduces the guests – 5 min.

Icebreaking activity: Circle, Square, Triangle, or Z – Facilitator 1
On a writing surface, the facilitator draws the following:
Z

Cătălina asks each participant to draw one of these shapes on their paper. She tells them to
pick whatever shape appeals to them the most and best represents them. Facilitator 1 provides

36
markers so that these shapes can clearly be seen. After everyone has completed marking their shape,
F1 asks some participants to explain why they chose a certain shape. After their explanations, the
facilitator concludes that, according to psychological research:
a) those who marked their cards with a Z are the most intelligent in the group;
b) those who marked their cards with a triangle are the most creative in the group;
c) those who marked their cards with a square are the most ambitious in the group and will make it
to the top;
d) those who marked their cards with a circle are the “party animals” in the group!
Teacher explains that this activity is designed to help participants learn more about one
another and to see how the harmony of the group can be disturbed by different choices (the
selections of the symbols).

Students are asked to write down 2-3 causes mentioned in the video for human conflicts
during ages, https://www.youtube.com/watch?v=jjk01XwsT8U. Vlad writes them down.

37
Revealing the content
Activity 1 – The social groups
Role-play: facilitator 3. David divides the participants in groups of 4: primitive age, feudal
age, modern society, present-day society and gives each group a short description of what they
should present in front of the others:
Group No. 1 is a tribe with a tribe leader, the members are worshipping gods and the
hierarchy is “god, than man”. People live their lives trying to take care of and cultivate the land,
considering all things growing on the earth to be a gift from the heavens.
Group No. 2 is in the feudal age, where everybody is loyal to the king and he feels
gratitude towards his parents because he is king because of his family. The hierarchy is “king, than
servant”, “parent, than child”. Great importance is placed on individual freedom, freely expressed
individuality depending on one‟s own hobbies and preferences.
Group No. 3 is in the modern age where there is a leader and everybody lives according to
common standards, and they respect social norms according to the organisation that they are living
and working in.
Group No. 4 in the present days where society is based on reason. The leader is just
following norms and everybody is an individual with inclinations toward consumerism. The present
day contains approx. 2,000 mixed ethnicities and cultures, 5,000 languages and about 4,200
religions.
1
Group No. 5 – the Greek and Roman age may be made of the guests, if any.

1
I must confess I had a group of guests made up of 4 teachers of Romanian, English, French languages and Economics,
and it was extremely motivating for my students.

38
 Feedback: from each group one participant will have to present their idea and put an
emphasis on the harmony of the time that they represented, how the social norms and rules are
disruptive of peace among the participants.
The teacher/facilitator lists the answers on the flipchart under the heading: “What are the
main reasons for peace to be broken between people in the different ages presented?”
Time: 15 min
Activity 2 – The traffic light
Facilitator 4, Andrei, divides the participants into groups of 4. He asks in secret each group
to rank the colours of the traffic light, green, red and yellow, in accordance to their own will, thus
red can represent pass, don‟t pass or you might pass. Then each member of the other groups will
visited his/her neighbours and, of course, cross some streets. It might be that none of the
participants will survive because one of the other groups might have given the no pass code to one
of the colour.
This activity presented the importance of setting up clear rules for surviving in any parts of
the world. Thus, red means don’t pass in the entire world. The discussion focused on the fact that as
the world has set up red for no pass and everybody respects it to keep themselves alive, humanity
may set up some rules to live in harmony with the same goal: keeping us alive.
Follow up - The participants are asked to think of the values that war can stand for, if any.
Their ideas are written on the whiteboard/ flipchart by the teacher – 3 min.
Closure: Teacher evaluates the students answers and ends the activity – 2 min.

2
As a follow-up and a recognition of my students and my activities for the Peace Education, HWPL NGO offered
”Virgil Madgearu” Economic College of Ploiești a special book for the school library. The book is a guide of good
practices in promoting Peace Education all over the world.

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 La Lituanie, mon premier Erasmus+
Violeta Mihai

Je m‟appelle Violeta Mihai et je suis professeur de langue et littérature roumaine - langue et

littérature italienne, eduqueé en Roumanie à la fin du XX-ème siècle, dans des villes abondantes en
culture comme Iasi, Bucarest et Ploiesti, le lieu de mon travail depuis 1990.
Je travaille près d‟une ONG, MasterPeace Romania, à côté des collègues et des élèves, dans
un ancien Collège National de la ville de Ploiesti, qui ait le nom d‟un écrivain roumain du Réalisme
du fin de XIX-ème siècle, Ion Luca Caragiale, et d‟habitude, j‟aime développer des activités qui ont
des bases formelles avec mes élèves. En commençant des années 2014-2015, nous avons développé
un projet Erasmus +, key Action 2, Le formel rencontre le non formel: coopération intersectorielle
dans le domaine de l'éducation, et j‟ai été dans l‟équipe qui a participé au projet. De ce moment là,
j‟ai été capable de mieux comprendre ce que signifie le rôle de l‟enseignement non-formel dans la
création des méthodes d‟étudier pour mes élèves. De plus, j‟ai participé à côté des membres de cette
ONG locale à différentes activités ou, en tant que guide, j‟ai du utiliser des méthodes non-formelles
en vue de délivrer des compétences nécessaires pour ce projet.
J‟ai aimé participer dans ce projet parce-que je veux m‟instruire mieux dans l‟éducation
non-formelle, d‟enseigner des nouvelles techniques pour être capable d‟utiliser des méthodes utiles
en le Key Action 2 programme que nous allons délivrer l‟année scolaire suivante. En outre,
j‟aimerais voir comment je pourrais intégrer les méthodes dans mon cours de littérature ou de
linguistique, dont quelques élèves ont la capacité d‟utiliser dans leurs activités de volontariat.
D‟ailleurs, ce cours m‟a offert l‟opportunité et l‟aide de perfectionner mes habilités
linguistiques (l‟anglais, l‟italien, le français) et l‟opportunité de travailler dans un contexte
international et culturel spécial et très utile et de me faire de nouveaux amis, ainsi que de projeter
avec eux de nouvelles activités sur la plateforme d‟un nouveau Key Action 2 projet. L'activité de
formation a eu lieu à Daugirdiškės, en Lituanie. Pendant le TC, nous avons travaillé avec 28
participants de Lituanie, Croatie, Macédoine, Pologne, Italie, Roumanie et Lettonie. Les
participants étaient des animateurs de jeunesse, des membres d'ONG, des enseignants et des
éducateurs du secteur de l'éducation non formelle.
Les méthodes de travail sur les sujets principaux étaient les suivantes: présentations
interactives (sur papier, film, dessin, questions-réponses, PowerPoint, etc.), discussions de groupe,
simulations, tâches créatives individuelles et en groupe, présentations des

40
participants, espace ouvert, travail en petits groupes internationaux, pièces de théâtre, réflexion et
métaréflexion, action réelle (préparation et animation d'ateliers pour le
groupe). Lors de la conception et de la mise en œuvre du programme, les principes fondamentaux
de l'éducation non formelle ont été appliqués pour assurer une inclusion maximale des participants,
l'apprentissage en groupe, l'apprentissage par l'expérience, etc. L'objectif du
projet a été de créer une plate-forme où les éducateurs formels et non formels se rencontrent et
discutent d'une éventuelle coopération, créant ainsi des bases communes.
Le projet a eu les objectifs suivants: d‟analyser les cadres d‟éducation formelle et non
formelle, ainsi que les possibilités (ainsi que les avantages et les inconvénients) d‟une
coopération; de développer la compréhension des principes méthodologiques de l'éducation non
formelle et des principes de coopération intersectorielle; d‟encourager les participants à utiliser des
méthodes et des outils d'éducation non formelle dans le cadre de l'éducation formelle; d‟ améliorer
les compétences des participants pour planifier, organiser et évaluer des ateliers d'éducation non
formelle; de développer la compréhension de l'importance de la réflexion dans les activités
éducatives et donner aux participants la capacité de guider le processus de réflexion des jeunes:
concevoir des questions de réflexion et mener le processus; d‟améliorer les compétences des
participants pour ajuster, adapter et créer de nouvelles méthodes basées sur la méthodologie de
l'éducation non formelle; de créer un espace pour le développement de futurs projets Erasmus + et
de garantir la qualité des projets en développant une compréhension commune des critères de
qualité des projets Jeunes: éducation non formelle; d‟encourager une approche intégrée et holistique
de l'éducation; de créer un manuel sur l‟utilisation des méthodes d‟éducation non formelle dans des
contextes formels.
Pour moi, à la première participation dans un Erasmus+, les formateurs ont fait la leçon avec
les principes d'apprentissage non formel: connaissances théoriques sur l'éducation formelle, non
formelle et informelle, les méthodes d'éducation non formelle, l‟éducation à la valeur (méthodes,
réflexion), les réalités de l'éducation en Europe, système d'éducation à différents pays; les étapes de
l'organisation de l'atelier; l‟atelier de conception; comment préparer un bon atelier; la préparation
des ateliers; comment mener une réflexion, les formulaires d'évaluation et de réflexion et de
nombreuses activités pratiques.
J'ai travaillé sur cette formation pendant 8 jours, 15-22.08.2015, en tant qu'entraîneur à
temps plein, travail en groupe, coopération entre les participants et j‟ai amélioré mes compétences
de prise de parole en public, de réflexion et de travail en groupe; le système de valeurs dans ma
vie; la gestion de crise. J‟ai compris que, pour apprendre, nous devons toujours coopérer et utiliser

41
diverses techniques et qu‟il est nécessaire constamment d‟améliorer mes compétences en utilisant
de bons exemples donnés par d'autres et bien plus encore.
L'activité de formation a eu lieu à Daugirdiškės, Lituanie, et a été organisée par «Jaunimo
epicentras», dont les formateurs ont été Justina Garbauskaite-Jakimovska, PhD en philosophie, et
Nerijus Miginis, copropriétaire et expert principal de l'Institut de recherché et d‟analyse de
politiques de la jeunesse, qui parle couramment l‟anglais et le russe. Ils ont présenté en détail l'un
des plus pertinents (pour ma part) projets de collaboration entre les jeunes européens de notre siècle,
où j‟ai appris ce que signifie une activité, un jeu, comme l‟activité avec la corde ou le jeu pour faire
un monstre. Je chercherai d‟utiliser et d‟appliquer dans mon lycée toutes les choses apprises et
toutes les informations nécessaires pour en faire des supports pour mes élèves dans leurs futurs
projets Erasmus +.
Avant de participer à ce projet, j‟ai connu très peu de cette république du Nord de l‟Europe,
un État balte, à côté de l‟Estonie et de la Lettonie. Je n‟ai pas su pourquoi la Lituanie, État balte, est
le pays de l'Union européenne qui ait des très grands gisements d‟ambre et qu‟elle ait seulement
5.000.000 habitants. L‟histoire de ce pays commence tout simplement comme un État chrétien, qui
a crée la première école documentée en 1387 dans la cathédrale de Vilnius. Mais la noblesse oblige
et le nouvel Institut de recherche et d'analyse des politiques publiques de la jeunesse contribue à
l'élaboration de politiques publiques et responsabilise divers acteurs sur le terrain européen. Ses
principaux domaines d‟activité sont: la recherche qualitative, l‟analyse des politiques, consultations,
amélioration des performances opérationnelles, formations publiques et à la demande, mise en
réseau et coopération internationale, soutien à la coopération intersectorielle et intégration de la
participation dans divers domaines politiques.
L‟éducation non formelle des enfants est une partie importante du système éducatif
lituanien. C‟est une activité utile qui aide à acquérir des compétences, à devenir une personnalité
consciente, capable de résoudre leurs problèmes de manière responsable et créative, d‟agir
activement dans la société et de s‟adapter à un environnement en mutation. Comme l'éducation
formelle, l'éducation non formelle a ses propres objectifs, caractéristiques organisationnelles,
méthodes et formes d'activité.
L'objectif principal du cours de 15-22.08.2015 est de familiariser les participants avec les
compétences acquises par le biais de l'éducation non formelle, les méthodes et les orientations de
l'éducation non formelle et les principes. Les participants essayeront les méthodes d‟éducation non
formelle pendant les cours pratiques, chercheront des solutions pour intégrer ces méthodes à leurs
activités et apprendront des méthodes d‟éducation non traditionnelles (actives).

42
 Le cours est dirigé par Justina Garbauskaite –Jakimovska et Nerijus Miginis - responsable
de l'éducation non formelle et de la formation à la politique de la jeunesse, membre de l'Association
pour l'éducation non formelle, master en éducation, politique et administration de l'éducation. Le
conférencier organise des séminaires pour des organisations gouvernementales et non
gouvernementales en Lituanie et à l'étranger (Commission Européenne, Programme des Nations
Unies pour le développement, Ministère letton de l'éducation, Ministère géorgien de la justice,
Gouvernement suédois, etc.).
Son histoire dans le domaine de la jeunesse a débuté après avoir travaillé dans un centre de
jeunesse à Vilnius en tant qu'animateur de jeunesse et gestionnaire de projet. Après avoir mis en
œuvre des projets d‟échange de jeunes et travaillé directement avec les jeunes, il a ensuite travaillé
comme formateur et expert dans le domaine de la jeunesse. Ces jours-ci, Nerijus est impliqué dans
la formation des jeunes, le travail de jeunesse et le développement de la politique de la jeunesse et
la recherche en Lituanie et à l'étranger.
Aujourd'hui, je cherche les endroits les plus beaux et intéressants de la Lituanie sur une des
Google Maps, mais, à ce moment là, mes collègues de ce pays m‟ont attendue, avec mes collègues
Marian Dragomir, Maria Dobrescu et Marina Mihai, sur l‟aéroport de Vilnius, là ou les équipes
européennes de l‟Italie, de la Lettonie, de l‟Estonie, de la Macédoine, de la Pologne et de la
Roumanie étaient censées de se trouver ensemble dans ce matin d‟août 2015, en cherchant la ville
de Daugirdiškės, le centre de travail avec les jeunes, à côté de la ville de Trakaj, espace historique et
culturel important pour la Lituanie contemporaine.
Tout d'abord, je dois dire que le niveau d'éducation non formelle des adultes ou, en d'autres
termes - apprentissage tout au long de la vie - est assez faible, ou l'un des plus bas de la moyenne de
l'UE. Bien qu‟il semble que le réseau de possibilités d‟apprentissage soit développé, nous
remarquons toutefois que nous manquons d‟autres opportunités qui pourraient aider l‟éducation non
formelle à être plus accessible, par exemple - l‟apprentissage à distance. Les données du
département de statistique sont faites publiques. Du point de vue historique, l‟éducation non
formelle des adultes a beaucoup évolué. Ce n'est que récemment qu'il a commencé à attirer
davantage l'attention, car la Roumanie est devenue l'État membre de l'UE. Peut-être plus d‟attention
a été accordée à l‟éducation formelle, les écoles after school et l‟éducation non formelle ont été plus
fréquemment appliquées aux enfants. Finalement, le fossé entre ces deux est apparu. Bien sûr, le
manque de moyens financiers a également joué un rôle important et tous ces facteurs ont conduit à
l‟effondrement du système. Nous disposons actuellement de fonds européens, de concours, de
projets et de la prochaine période de vie, déjà prévue.

43
 J‟attends le nouveau projet Erasmus+, j‟espère non formel, parce que l‟Europe se
transforme, en changeant les frontières et les caractères, les moyens et les modèles éducationnels.

44
45
 Model UNESCO and UN vision
by Adrian Ion

In August 2018 I have participated at a workshop named “Development Sector & Workshop
on Model United Nations (MUN)” held in New York, USA. The activities took place in a day-long
interactive program, which was divided into two segments. The 1st part of the program focused on
the rising interest of the youth in the United Nations and its development agencies such as UNDP,
UNICEF, UNV etc and the 2nd part of the program was on the significance of Model United
Nations, where the participants learned about diplomacy, international relations, as well as how they
can develop deeper understanding into current world issues and foreign policies.

The main aim was to provide the basic concept of MUN with a practical experience in
multidimensional diplomacy and to develop the written, verbal, interpersonal and organizational
skills necessary in the diplomatic process. Special training session on the pros and cons of MUN
have been offered by members of the UN employees.
From the first simulation of the League of Nations at Harvard (1927), to the first simulations
of the work of the United Nations (1953), the Model UN has been the focus of hundreds of
thousands of students all over the world. In the early stages of its development, mostly reserved for

46
a small number of Western countries, the Model UN has started to gradually spread both
horizontally (to other countries) and vertically (to different levels of the education system). Europe
has been a host to some of the most prominent MUN conferences in the world, and has been
developing its MUN scene for several decades now (since 1968). From the beginning of the 21st
century, MUNs have spread not only throughout Europe and become more connected (both
horizontally and vertically), but have also become popular in Asia, South America, Africa and
Australia.

The Model UN program provides high school and college students the opportunity to
engage in global politics through simulations that emulate various processes of the United Nations.
The overarching purpose of the program is to have students navigate UN procedures while
encouraging international cooperation to “resolve problems that affect countries all over the world.”
(United Nations Foundation, 2013).
During simulations, students represent a particular country in different multilateral bodies,
such as the Security Council and the Human Rights Council. Their task is to propose resolutions
and solve the world‟s most profound political issues through diplomacy. The resolutions created
often deal with human rights abuse, armed conflict, poverty, hunger, and immigration. Students

47
explicitly act on the behalf of their assigned country, which means they are required to put forth
proposals and votes that are realistic to their country‟s politics and history.

This workshop lead MasterPeace Ro Association to take part in October 2018 at Model
UNESCO in Buenos Aires Argentina, in March 2019 in Model United Nations in Bodrum, Turkey
and to organise Model UNESCO in April 2019 in Ploiești, Romania.
On an emotional level, Model UN is a motivational experience. It‟s fun to pretend being a
world leader solving the world‟s most important problems in 48 hours or less. Model UN activates
students‟ imagination and creativity – activities that students are naturally inclined to do. Students
enjoy exploring new places, sharing common experiences with teammates and friends and making
new friends with smart and interesting students from other schools – which includes the best and the
brightest from other countries.
I believe that in the classroom students learn from their teacher, at conferences students
learn from each other, but the conference does not replace the classroom – the conference
complements the classroom. Students have to internalize what they learn in class and deliver that
information through speeches, case studies and resolutions.

48
 The role of the teacher in Model UN is to guide this “student-led” learning by ensuring
quality information (e.g. proper research, position papers) and giving students the tools to teach one
another (e.g. public speaking, resolution writing).

49
 Toma N. Socolescu MUN project
by Stefan-Sergiu Cristescu

Model United Nations, also known as Model

UN or MUN, is an extra-curricular activity in
which students typically roleplay delegates to
the United Nations and simulate UN
committees. This activity takes place at MUN
conferences, which are usually organized by a
high school or college MUN club. At the end of
most conferences, outstanding delegates in
each committee are recognized and given an
award certificate; the best delegate in each
committee, however, receives a gavel.
Thousands of middle school, high school and
college students across the country and around
the world participate in Model United Nations,
which involves substantial researching, public
speaking, debating and writing skills, as well as
critical thinking, teamwork and leadership abilities.
My first time when I attended an UNESCO project was in October 2018 in Buenos Aires,
Argentina. In March 2019 I attended my first Model Unesco project in Bodrum, Turkey and in
April I attended my second Model Unesco project in Ploiești, Romania. I have also attended 4
Erasmus+ projects, 1 in the UK and 3 more in Cyprus.
In my opinion, the international projects are the best experiences ever. First, you go in a
foreign country. Here you meet new cultures, new people and can make new friends. Second, you
can develop your skills, your abilities and you can exercise your public speaking. Last, but not least,
you are going to get your best memories ever.
I remember that two months ago, when I performed as the president of the social science
committee in the Toma N. Socolescu Project, I was very excited to repeat the experience again.
Although I have often participated in international projects, I had little emotions. When I came to
the school there were many people in front of the entrance, talking in foreign languages. That vibe
was so cool. Immediately after that I found my team and we entered. We went to the opening
ceremony hall. Because I was the president of a committee, I had to prepare myself. At the opening

50
ceremony of the project each president had to introduce himself or herself. After the opening
ceremony we had a coffee break, but all of us were trying to make some new friends. When the bell
rang, we entered the classrooms. Here was the starting moment of the debates. I started the debate
with a game called “Getting to know each other”. All the participants had to write their names and
one
quali
ty
that
descr
ibed
them
on
the
white
board. After the ice breaking game we started reading the articles. Every delegate of each country
had to present its speech about the topic. At the end of the speech, other delegates could ask a
question to the reader about the speech. After all the delegates read the speeches, we had a coffee
break. Before the voting moment, when each country can send 1, 2, or 3 points to another country
for qualifying in the final debate, I made an energizer: each delegate had to pass the little ball to
another delegate saying his/her name. It was very funny. The long-awaited moment of voting came
and we had three winners qualified in the final debate which was two days later. In the end I can say
that I enjoyed every moment of the project, and I will never refuse a chance like that. Best
memories ever!

51
 Tunisia - the 6th edition of the International Festival of Volunteering
by Maria Dobrescu

From the 26th of December 2018 to the 3rd of January 2019, MasterPeace Tunisia
organised the 6th edition of the International Festival of Volunteering. During the event,
participants from 15 countries joined hands with locals from three communities near Monastir
(Zaghouan, Ouardanine and Bembla) to demonstrate the value of volunteering and create more
pleasant public spaces for everyone. From MasterPeace Ro Association took part Maria Dobrescu
and Violeta Mihai.
The main goals of the festival were:
- exposing the participants to new cultures, perceptions and ways of thinking,
- exchanging experiences and life stories among the participants,
- promoting the message of nonviolence and peace at an international level,
- creating a culture of tolerance and solidarity in Tunisia,
- achieving sustainable development in both economic and social aspects.
The festival was organised with the more general purpose of fighting against the
polarization and marginalization of different groups in the society, and to bring about togetherness
and belonging through the act of volunteering.
The festival carried out more than 60 hours of work. The participants (volunteers) managed
to create artwork and make changes to the city environment that will remain in place for generations
to see; as examples, they put up a statue of Peace in Bembla, planted 80+ trees and painted 50+
metres of Walls of Connection. The impact of the festival was really very important and the local
inhabitants feel satisfied as well, Also, the reception by the media was totally positive.
On a more personal note I can sau that it was a great honor to be a part of this amazing
festival for the second time. I really learned a lot during the festival in Tunisia. I am so thankful for
the hospitality we received from the local communities we visited and I am grateful for the hard
work Bechir, Fatiha and MasterPeace Monastir did to make this possible. I hope to be a part of the
next edition as well.

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53
 Gender+, a mind-opening Youth exchange
by Marius Dumitru

It is a well-known fact that sexual tolerance

is a controversial subject in today‟s modern society;
some claim that the male-female duality is the only
one that should exist, whereas others, whose
numbers are growing, consider that man can identify
itself through a variety of sexual elements.
Accepting and especially understanding those that
declare themselves as members of the LGBTQI+ is
a difficult thing to do for many, that‟s why youth
exchanges like GENDER+, which took place in
December 2018 in Velbert, Germany and was
organized by JuBuK, are extremely useful and
welcomed. This exchange was targeted at youth
workers or trainers and aimed to promote gender-
based equality and the prevention of gender-based
violence. Participants came from 13 countries,
Romania, Denmark, Italy, Holland, Russia, Georgia,
Ukraine, Lebanon, Albania, Morocco, Spain,
Germany and the Czech Republic, all of them being
members of international NGOs such as MasterPeace RO, Danish Youth Team, Act for Society,
Libertas etc.
The program was based on educational activities and non-formal methodologies, for
example experimental learning, workshops, groupwork, role-playing, simulations etc, wishing to
promote values such as human rights, active tolerance, respect for human dignity, peaceful solving
of conflicts. Key concepts connected with gender, sexuality, gender-based toleranc and sex types
have been analised, focusing on raising awareness on the local initiative‟s importance and on the
necessity of implementing a policy of gender-based tolerance amongst young people.
The objectives of the project were as follows:
a. observing the way in which social customs related to gender differ according to the
social context, education and culture;

54
 b. encouraging the understanding of gender-related aspects which the participants knew
little or nothing of;
c. identifying the challenges that young people meet related to gender equality;
d. sharing methods, strategies and points of view which favour the approach of the
gender equality problem while working with young people;
e. examining the different ways in which gender-based violence manifests itself;
f. educating the participants so as they become aware of the importance of this subject
during their with young people and, as a result, getting them more actively involved in preventing
gender-based violence and discrimination.
As a result of this project, the participants have developed their competencies related to
sexuality, gender differencies and social tolerance, have received a more profound understanding of
the problematic effects of rigidity in defining notions related to sexuality and gender and will be
able to successfully apply what they‟ve learned in their work with young people. The project was
conceived as an element which can contribute to the development of positive social changes
amongst youngsters and to the decrease of the gender-based discrimination.

55
 INLET

Integrating New Learning Experiences of Training on Migration

Loredana Frangulea

MasterPeace Ro Association had the opportunity to participate to a project that had the
main topic the refugee crisis which EU is facing and also the high percentage of violent
extremism which is bringing to stigmatisation of migrants.The training course was held in
Modra,Slovakia on 6-13 September 2017 and there were 28 participants from 8 countries:
Slovakia, Hungary, Italy, Croatia, Turkey, Lithuania, Greece and Romania.One of these
participants was Loredana Frangulea, a representative of the NGO MasterPeace Ro.
The aim of this project was to train youth workers and educators with innovatives tools, to
foster their reflection and to let them gain knowledge and skills on the topic of migration. By this
aim of the project, they were turned into ambassadors of human rights protection and enabled them
to develop new activities in their communities at local and international level.
The important objectives of the project were: to share best practices and innovation in
youth workers practices and action for migration issue; to reflect on violent extremism and
understand that is a cause rather than a consequence of migration; to support youth workers
debate on undestanding the theoretical framework of migration trends, the internationl effects, and
the dimensions of it and mobility; to enhance skills of youth workers and youth leaders on how
to prevent negative effects of migration in society and to discover more about the push and pull
factors of migration; to get acquainted on European policies towards migration and mobility
and local realities in participating countries and learning good practicies, promoting European
cooperation between youth organisations and also involving youth with immigrant backgrounds in
activies held by organisations; to create new intiatives in the field of migration and mobility for
young people within the framework of the Erasmus + Programme.
As a mark of the training there were used non formal and interactive methodologies in
order to facilitate youth learning and evolution because the young people are the ones who are

56
most influenced by media and other influencers which are bringing them to negative attitudes and
mindset concerning refugees integration and migration.So these methods were designed to rise
awareness especially to youth population and to determin it to pay attention and think objectively
to this European and worldwide problem.
The purpose of the project was also to make the young people to turn the negative
way of thinking into an active and participative mood because doing that there will benefit not
only young human beings but their communities and the rest of the population too.

57
58
 Heavenly Culture, World Peace, Restoration of Light and MasterPeace Ro
partership

Man Hee Lee C Chairman of IPYG

Who are we?
With peace and respect for life as its core values, HWPL transcends culture, religion,
ideology, and other boundaries to achieve peaceful harmony in the global society.
HWPL is committed to bringing world peace and cessation of war through the establishment of an
enforceable law compatible with the Declaration of Peace and Cessation of War(DPCW) and the
World Alliance of Religions‟ Peace(WARP) offices.
Women and youth involved with HWPL‟s peace initiatives play a significant role in both
peace building and conflict resolution in their respective communities as active proponents of
peace.
Since its foundation in 2013, HWPL has grown exponentially in terms of both supporters
and influence worldwide. With peace as its core value, HWPL has operated a number of campaigns
and events across the globe to unite individuals from all sectors and levels within society. Within
only a few short years, HWPL has partnered with citizens and organizations from over a hundred
countries in order to advocate peace on an international scale, particularly through the advocacy
campaigns for an international law based on the Declaration of Peace and Cessation of
War(DPCW). Through the hosting of annual events, such as the World Alliance of Religion‟
Peace(WARP) Summit and the Peace Walks commemorating the Declaration of World Peace,
HWPL continues to gather additional support from individuals, civil society actors, national leaders,
religious leaders, and others under the common goal of a world free of war and conflict. As more
people are being awakened to this era of peace, the light of peace has continually brightened and
spread like the first glimmers of dawn transforming into the full light of day. When the world unites
with a single heart for peace under the values of heavenly culture that transcend divisive boundaries
between communities, the flower of peace will soon bloom and peace will be left as a legacy to
future generations.
Peace initiatives & projects
Law for Peace
Our essential objectives for achieving peace are manifested in the Declaration of Peace and
Cessation of War(DPCW), which aims to eradicate the structural causes of violent conflicts.
Legislate Peace Campaign

59
The Legislate Peace Campaign is a global peace advocacy campaign for HWPL‟s Law for Peace
Initiative.
Women & Youth Empowerment
Women and youth who unite together as one to voice their right to continue to carry out
substantial coordinated activities in actualization of HWPL‟s peace initiatives
Peace Walk
Since 2013, in major cities around the world, peace walks and campaigns to spread a
sustainable culture of peace occur every year with various themes and programs.
Alliance of Religions
HWPL‟s interfaith peace communication solely promotes the alliance of religions through
discussions based on scriptures to prevent conflicts caused by misunderstandings.
Peace Education
117 schools voluntarily became HWPL Peace Academies and agreed to design programs
and courses to enhance the peacemaking capacities of students in all grades.

The status of today‟s world can be traced back to the two tragic world wars of the last
century and their devastating aftermath, from which the United Nations was founded to respond to
the atrocities of conflict and loss of human dignity. Since then, many international agreements and
declarations have been developed as mechanisms to secure peace, designating human rights and a
world free of wars as core values of our contemporary times.
Nevertheless, additional challenges such as national and religious conflicts, cultural bias and
ethnic hatred have hindered the movement of peace, and these elements of division have made it
60
even harder to effectively cope with the new phenomenon of recent global conflicts. At the very
core of this issue are the recurrent conflicts in which scores of innocent civilians have to pay the
price.

In this regard, what we must consider is that the international society needs a comprehensive
legal approach that guides citizens‟ daily lives, regardless of their nationalities, ethnicities, and
religions, in accordance with the promotion of peace. The invention of a legal framework to secure
peace at both national and international levels in the form of an international agreement (law) will
pave the way for developing peace processes in our world.
These essential objectives of HWPL are manifested in the Declaration of Peace and
Cessation of War (DPCW) drafted by the HWPL International Law Peace Committee, which is
comprised of prominent international law experts from 15 different countries, and proclaimed on 14
March, 2016 in the form of a Preamble, 10 articles and 38 clauses.
Despite the many differences that exist between individuals, we should all live in harmony
in the global village; however, war and conflict currently threaten the lives and safety of all. In
order to end war and inherit everlasting peace in the future, we must teach the values necessary for
a new era of peace rather than the old ideology that has been stained by war.
HWPL Peace Education‟s vision is to enlighten students and cultivate talented individuals
with the values and spirit of peace, who can then play a pioneering role in spreading the culture of
peace. This education provides a fundamental understanding of the basic principles that human
61
beings must observe for peace to be created. Through the discovery and internalization of these
peace values the inner selves of students and their ability to live together in harmony with others in
their own community, and even the world, is properly nurtured.
HWPL and MasterPeace Ro
On May 14 2019, Heavenly Culture, World Peace, Restoration of Light (HWPL) and the
International Peace Youth Group (IPYG) hosted a conference with the theme: “Youth, Let‟s Voice
Out” in the National Library of Romania. With the cooperation of MasterPeace, a youth peace
organization, many peace-loving youths gathered.
Jeni Sendroiu, a founding member of MasterPeace Romania, stated “HWPL, current and
former heads of state, legal experts, and heads of the organization (MasterPeace Romania) raised a
voice together to support the DPCW. Starting from today‟s event, it is time for Romanian youths to
raise their voices for a better world, a world of peace and justice”
Mr. Dragomir Marian, President of Master Peace, said “My belief, which made me work
with HWPL and its peace education curriculum, is that education in personality, skill, value, and
attitude is important for social, economic, and political development in any country. This role is
well articulated in the „Sustainable Development Goals (SDGs)‟ No. 4 which emphasizes a quality
education for all to promote lifelong learning.

62
 Network for European Citizenship and Identity (NECI)
by Renos Georgiou

NECI is a non profit, non-governmental organization. We have a team of 92 registered

members at local level and our main aim is to work and contribute locally and internationally in
coluntary base in various fields. More specifically, our contribution depends on our members and
volunteers from different backgrounds who aim to collaborate to assist on:
(a) reducing the discrimination and marginalization;
(b) becoming aware of our common European Identity through multiple activities which are based
on seminars, workshops, study visits, job shadowing, volunteering, youth exchange etc;
(c) improving competences and skills of youngsters and adults;
(d) feeling and experiencing all opportunities we are entitled to as EU citizens.

Thus, we aim to create a powerful group/team of citizens of Europe from different cultural
backgrounds and educational and financial levels who share the same vision, equal and decent
opportunities for lifelong learning, for health and for enjoying a healthy, diverse environment. As
an association, we organize several social events such as volunteer job in shelters, support refugees
in camps, clean public places, blood donations, activities with other NGOs, volunteering in public

63
hospitals, organize educational seminars and trainings for different groups of society (teachers,
educators, adults, youths, children, special education).
Our members also participate in several Youth in Action, Grundtvig, Comenius, KA1 and
KA2 trainings abroad. We cooperate with local NGOs and institutions, such as University of
Nicosia and Intercollege of Larnaca, Cyprus, public schools, Ministry of Education and Culture etc
and deliver lectures in universities abroad, such as in University of Macerata, Italy. We also
prepared and implemented projects of YiA on Social Inclusion, Employability, Healthy Lifestyle
and under E+ KA1 on gender, on Entrepreneurship, key competences development, media literacy
etc.

Recently we were invited to deliver training courses and summer camps abroad on topics of
EU priorities (we came in Romania invited by local institutions and public schools from Slatina,
Brașov, Hunedoara, Satu Mare, but we also went in Italy, in the Formia Municipality and in
Bulgaria, in the Nadejda Municipality of Sofia).
NECI has inspired and motivated other young europeans to proceed with registration into
NECI branches which share common aims and objectives abroad. In 2014 we were announced of
the opening of NECI Malta, NECI Armenia, NECI Romania, in 2015 the opening of NECI Turkey,
NECI Italia, in 2016 the opening of NECI Spain and NECI Greece and in 2017 the opening of
NECI Portugal and NECI Bulgaria. Our team of trainers have followed ToTs and consist of a
quality team of trainers with vast experience in designing and delivering new tools and sessions on
64
various subjects. Recently, one of them was invited by NA Cy to design and deliver the TCA
SOAP2 2015, and the TCA: SATESI 2017 due to his experience and expertise in the topic of social
inclusion and healthy lifestyle.

We have written, designed and delivered many local and european projects in the field of
social and educational inclusion, key competences development, intercultural education, healthy
lifestyle/sports, media, gender issues, entrepreneurship and employability. Based on this experience
and long involvement into the youthfield we consider that it's time to share these skills, attitudes
and knowledge with other people who are also involved in the youthfield. We have acquired
methods and ideas on how to empower youthworkers in order to understand and respect diversity
and also how to work efficiently on this subjects.
During the last 3 years we have started developing our members‟ competences on how to
design and deliver sessions on non-formal learning at local level, but also we support them on short
sessions at international meetings. We also created various tools in the youth field (which contain
non-formal games, simulations, role-plays etc and many of them are widely shared in lifelong
learning community, ex SALTO Toolbox). We can provide them upon request.
Our project managers and main trainers are always on call for empowering and training
youthworkers further as facilitators and trainers. Within our network we have trained new trainers
65
and facilitators that are either cooperating with us or have already started their own NGOs (if it's
necessary, we‟ll gladly provide names and details upon request).
We also consider ourselves as innovators in the sense that we are the first Cypriot NGO,
which influences to a huge extent people around Europe and in other regional countries, since we
managed in a short amount of time to open affiliated or branch organizations which share the same
objectives and policies as we do. So we believe that we have the key to positively influence
participants to turn themselves into active trainers, facilitators, support staff and in other words
active youth workers for a more inclusive society.
Capacity of NECI to coordinate and run the project is as follows:
a) organizational: NECI has already run, coordinated and implemented locally and
internationally (as advisory body and partner) between 35-40 projects (Comenius, KA1 Youth, KA1
Educations staff, KA2). We have 92 members in Cyprus and around EU and Armenia other 450 (as
members from NECI affiliated NGOs which are established in other countries) All these members
have several qualifications, experience, needs and interests which enhance any project we run at any
time it is needed. We never fail on running successfully any of our projects because our members
and volunteers support it as they should. An example of this success is the onsite control we had
from National Agency Cyprus Youth during the project 2016-3-CY02-KA105-000858. The report
from the National Agency showed fluency and success of NECI Cy to run the project. In any case,
we can be dedicated to the project implementation and same time to the fields of our NGO
objectives which are youthfield, adult learning and social welfare (examples of this in our website:
http://necieu.wixsite.com/neci/activities).

b) financial: NECI as an NGO has low resources and budget, but we still have the capacity to
support unexpected expenses that may come during our activities and projects. An example of this
capacity was in 2014, when we successfully ran two projects under E+KA1 (000130 and 000134)
without the grant from National Agency Cyprus. The grant arrived later than it should have due to
delays from EU.

66
 NECI trainers and project managers have attended trainings and courses (both at academic
and at a non-formal level) related to social inclusion, entrepreneurship, employability, active
citizenship, healthy lifestyle and gender roles. Moreover, they have acquired competences on how
to approach the issue of supporting the development of youngsters and adults‟ skills and attitude.
Some of the members of our organization are:
a. Inga Protuc is the vice executive director of NECI CY and a non-formal trainer.
b. Christos Skari is a youthworker and a mechanical engineer. He has been a member
of NECI since 2012 and facilitated more than 8 projects during all phases. He has joined 8 TCs
abroad in the topic of capacity and competences development.
c. Stamatis Andreou is a youthworker and graduated MBA, but also with social
studies. He takes part in our NGO‟s activities 3 times a week and has joined 9 TC abroad on the
topic of coaching and peer learning so far. His main interest is to work with youths in NEET.
d. Renos Georgiou has been a non-formal trainer since 2004 and formal educator since
1999. He has worked with international trainers from ISCA, from Council of Europe and SALTO
Pool of Trainers. He has also attended courses on educational and developmental psychology, on
nationalism and ethnicity, graduated MA in educational and social inclusion, MA in special
education, he is also certified in personal coaching. He has designed and implemented international
projects under Socrates Comenius under the Mult Part Action, some of them were awarded by E.C
and presented in Brussels for their innovative input. Moreover, he has designed and implemented
more than 43 international projects under YiA, funded by NA CY and other EU NAs. Recently, he
has applied and implemented KA1 projects in EU and in local NA, while at the same time he trains
other member of our organization to become project managers and active leaders. Overall, he is
experienced in NFL for social inclusion, healthy lifestyle and key competences. He has been an NF
trainer for the last 13 years and has cooperated with many other organizations abroad. He has
recently prepared and delivered trainings on social inclusion, conflict management and self-
development in several European countries (Bulgaria-Vratsa March 2015, Italy-Formia April 2015,
Romania-Hunedoara April 2015, Bulgaria-Bansko July 2015, Greece-Zakynthos October 2015,
TCA NA Cyprus- Kakopetria November 2015, Cyprus- Larnaca March 2016, Romania-Bușteni
July 2016, Romania-Hunedoara August 2016, Turkey-Smyrne August 2016, Italy-Formia August
2016,
Turkey-Kayseri July 2017). He has also been appointed as one of the partners/cotrainers in Network
for European Citizenship and Identity of Malta, Cyprus, Romania, Armenia, Spain, Turkey, Greece
and Italy because of his experience in delivering and planning trainings on professional

67
development and social inclusion. He has also been appointed by NA Cyprus as one the the two
trainers at the TCA for October 2017.

68