cherry on the cake Quality Planning of Youth Exchanges TITLE: “Cherry on the cake” – Quality Planning of Youth Exchanges PUBLISHER: Movit, Ljubljana, September 2022 AUTHORS: Snežana Baclija Knoch, Maija Lehto, Carmine Rodi Falanga EDITOR: Carly Walker Dawson EXECUTIVE EDITOR: Maija Lehto PROOFREADING: ATE Globalis d.o.o. GRAPHIC DESIGN: AIKO, Agencija Idej in Kreativnega Oblikovanja ILLUSTRATOR: Špela Gorjan Free e-publication https://www.salto-youth.net/downloads/4-17-4328/cherryonthecake.pdf Kataložni zapis o publikaciji (CIP) pripravili v Narodni in univerzitetni knjižnici v Ljubljani COBISS.SI-ID 119629059 ISBN 978-961-92614-3-9 (PDF) This work is licensed under a Creative Commons Attribution-NonCommercialNoDerivatives 4.0 International License (CC BY-NC-ND 4.0). cherry on the cake Quality Planning of Youth Exchanges 6 Erasmus+ Programme and Youth 32 2.2 Creating a consortium with partners Exchanges 34 2.2.1 Examples of how to find partners for a 7 MOVIT and SALTO South East Europe Resource Youth Exchange Centre 36 2.3 The art of choosing the right partners 38 2.4 Communication with the partners 8 Foreword 39 2.5 Aligning the ideas 10 What is the publication about and how should it 39 2.6 Is the final idea (still) good? be used? 39 2.7 Aim and objectives c 10 Youth Exchanges as a part of (international) 41 2.8 Setting indicators youth work 41 2.9 Reflection on learning 11 Target group 42 2.10 Youthpass: more than just a 11 What is “Cherry on the cake”? certificate o 42 2.10.1 Eight key competences for life-long learning 12 “Crash course” on Youth 43 2.12 Programme of activities Exchanges 46 2.14 External partners and possible co-funding: ntent How can you involve the local community? 16 1. Exploration 51 2.15 How should you communicate with external 17 1.1 What exactly is a Youth Exchange? partners? 18 1.2 Learning by doing: an adventure of a 51 2.16 Formalising the partnerships lifetime 51 2.17 What is a Preparatory visit? 20 1.3 Not school, not leisure time: How does 52 2.18 Finances and budget learning happen in a Youth Exchange? 52 2.19 Application form 21 1.4 Meaningful youth participation: for young 55 2.21 The Application Has Been people, with young people, by young people Submitted! 22 1.5 How to get started? 56 2.22 And what if the application is not successful? ntent 23 1.6 From dreams to doable ideas 25 1.7 Who does what and who takes the lead? 58 3. Preparation 26 1.8 The number of young people and group 59 3.1 When is the right time to start? leaders? o 59 3.2 Partners’ preparation process 26 1.9 Nobody should be left behind: some 60 3.3 Getting the host group ready thoughts on inclusion 61 3.4 The possibilities of digital tools: networking 28 1.10 Overcoming fears – and not just young and learning can start early people have fears c 62 3.5 Venue(s) and logistics 29 1.11 Different views and decision-making 62 3.6 Programme re-check 63 3.7 Incorporating sustainability 30 2. Planning 64 3.8 External stakeholders, co-financing and the 31 2.1 What does Europe have to do with media this? 65 3.9 Welcoming (more) diversity 66 3.10 Practicalities related to the needs of the 83 4.14.2 Dealing with disclosures young people 84 4.15 Closing the group and the process c 66 3.11 Protection, health, and safety of 84 4.16 Evaluation participants 85 4.16.1 Participant evaluation 67 3.11.1 Safeguarding and child protection of 86 4.16.2 Team evaluation underage young people 86 4.16.3 Using the evaluation results o 68 3.11.2 Documentation 68 3.11.3 Data protection 88 5. Follow-up 69 3.11.4 Unexpected things will happen, 89 5.1 Celebrate the success something will go wrong 89 5.2 Return and reintegration of the young ntent 69 3.12 The activity is really happening! people 89 5.3 What was the impact, if it all? 70 4. Implementation 90 5.4 Project results 71 4.1 Managing the travels and arrivals 91 5.5 Creating project outputs 71 4.2 Oh no! What happens in case of 91 5.6 Visibility a no-show? 91 5.7 Plan to communicate the results 71 4.3 Group dynamics 93 5.8 Event focussing on communicating the 72 4.4 Phases of group development results and other follow-up activities 73 4.5 What are the concrete measures to support 93 5.9 Lobbying for policy change group dynamics at this stage? 93 5.10 Contributing to quality in youth work ntent 73 4.5.1 Group-building activities 93 5.11 Projects Results Platform 74 4.5.2 Get to know the young people personally 94 5.12 Another Youth Exchange? and respond to the needs that occur 94 5.13 Closure of the project 75 4.6 Gamification: How to make the activities and 95 5.14 Your own evaluation and experience o team work more interesting? 75 4.7 Document, communicate and be visible 76 4.8 Your Youth Exchange leaves a mark in the c local community 76 4.9 Collect a lot of feedback and do something about it 77 4.10 Reflection of learning and issuing the Youthpass 77 4.11 How much is enough and how much is too much? – “Life begins at the end of your comfort zone” 79 4.12 Intercultural learning 81 4.13 What rules need to be discussed? 82 4.14 Conflict and conflict transformation 82 4.14.1 Zero tolerance Erasmus+ Programme and Youth Exchanges Erasmus+ is the European Union’s programme in the field of education, training, youth and sport in 2021 - 2027. The general objective of the Programme is to support, through lifelong learning, the educational, professional and personal development of people in education, training, youth and sport in Europe and beyond, thereby contributing to sustainable growth, quality jobs and social cohesion, to driving innovation, and to strengthening European identity and active citizenship. In the field of youth, the Programme aims to promote non-formal and informal learning mobility and active participation among young people, as well as cooperation, quality, inclusion, creativity and innovation at the level of organisations and policies in the field of youth. Mobility projects for young people, such as Youth Exchanges, are a part of the Programme’s Key Action 1: Learning Mobility of Individuals. The objective of Youth Exchanges is to engage and empower young people to become active citizens, connect them to the European project as well as to help them acquire and develop competences for life and their professional future. Youth Exchanges also ought to contribute to the transversal priorities of the Erasmus+ Programme, namely: • Inclusion and diversity; • Digital transformation; • Environment and fight against the climate change; • Participation in democratic life, common values and civic engagement. MOVIT and SALTO South East Europe Resource Centre MOVIT has been the Slovenian National Agency for EU programmes in the field of youth, currently Erasmus+ (youth field) and the European Solidarity Corps, since May 1999. In this role, MOVIT is manages decentralised EU budget funds and sup- ports different forms of learning mobility activities in youth work. It also runs activities to promote the development of youth work and non-formal education, in particular activities contributing to strengthening European cooperation in the field of youth. Since 2018, the European Solidarity Corps has extended these fields also to other spheres and actors organising solidarity activities as a means to contribute to strengthening cohesion, solidarity, democracy and citizenship in Europe. Along with its role as a National Agency, MOVIT also serves as an office of Eurodesk, the European Commission’s info service offering EU-related information to young people. In 2002, MOVIT took over as the SALTO South East Europe Resource Centre (SALTO SEE) Resource Centre, which promotes cooperation with the Programmes’ Western Balkan partner countries within the Erasmus+: Youth in Action programme and the European Solidarity Corps, through training and partner-finding activities and various other support measures, tools and resources. SALTO SEE Resource Centre aims to contribute to youth work and youth policy development in the Western Balkan region, in collaboration with other stakeholders and the help of pools of trainers, Quality Label experts and Contact Points located in the Programmes’ partner countries in the region. SALTO SEE Resource Centre is part of the network of SALTO Resource Centres. SALTOs provide re- sources, such as tools and support materials and activities, for youth workers, trainers and other practitioners in the field of youth work to support organisations and National Agencies in the frame of the Erasmus+ programme and the European Solidarity Corps and beyond. 8 foreword The objective of Youth Exchanges is to engage and empower young people to “become active citizens, connect them to the European project and to help them acquire and develop competences for life and their professional future”. Therefore, Youth Exchanges are characterised by a genuine give-and-take: young people’s active participation in their communities and in the wider society is a service for the common good, while their acquisition of important competences is an investment in their own future. A quality Youth Exchange combines both of these elements in a balanced way. In contemporary Europe, young people’s possibilities to realise themselves as citizens and learners have been steadily expanding. The Erasmus+ Programme and its predecessors, having reached an increasing number of young people throughout the years, are a good example of this development. At the same time, however, young people’s lives are increasingly influenced by uncertainty and change. The ways in which young people participate in dem-young people’s growth and development. Connected ocratic life, and the preconditions framing their partic-to the EU Youth Strategy, the European Youth Work ipation, are undergoing change. In addition to having Agenda also aims to strengthen and further develop a chance to participate through conventional deci-youth work practice and policies in Europe. Youth Ex- sion-making processes based on hierarchical struc- changes often take place as a part of regular youth tures of representation, young people in today’s Eu- work, which has an important role in integrating the rope are engaging in a variety of alternative forms of principles and approaches of non-formal learning in participation, such as cause-based civic activism, so-transnational mobility, and thereby seizing its educacial movements or political consumerism campaigns, tional and pedagogical potential. of which many take place, in whole or in part, in transnational and digital spaces. Youth Exchanges are a unique form of transnational learning mobility, since during a significant part of the At a time when possibilities to participate are becom-project, young people are actually not on the move. ing more versatile, the quality of democracy in Eu- Therefore, opportunities for learning extend from the rope is still a growing concern. Young people, who period spent abroad, or with other young people from are better equipped than any generation before to foreign countries, to the very early stages of project make their voice heard, are also hindered by turbu-conception and the last steps of follow-up, which haplent political climates, difficulties faced by institutions pen predominantly at the local level. Yet, as Youth in adapting to changing societal needs and realities, Exchanges connect two or several localities across crumbling social cohesion, as well as growing dis-9 Europe with a common goal, the entire project has a information and ambiguity in the public discourse. It strong European dimension from start to finish. is increasingly important for young people to have a constructively critical outlook on what is going on When young people are involved in a Youth Exchange around them, and to acquire civic, political and social in all phases of the project, it can become a truly trans-competences that correspond to the complexity of formative learning journey for them. The local group contemporary society. leader, who is the main support person in a Youth Ex- Supporting young people’s effective engagement in change and whom this publication also targets, has public life and their motivation to remain active in society a key role in shaping the exchange and guiding the is essential for sustaining democracy in Europe. Conse-young people involved. A group leader is often a quently, fostering youth participation is one of the cor-youth worker or an experienced youth leader, a per- nerstones of the EU Youth Strategy (2019 – 2027) and son representing youth work in one of the many dif-the eleven Youth Goals annexed to it. The Erasmus+ Pro-ferent shapes and forms it manifests itself in Europe. gramme in the field of youth serves as a central mech-Overall, this publication places great emphasis on anism that puts the Youth Strategy into practice. The local youth work and the crucial role of work practi-programme provides young people a variety of oppor- tioners at the local level, as well as their sustainable tunities, such as Youth Exchanges, to demonstrate – and presence in young people’s lives and continuous learn – meaningful youth participation. efforts to support them that go beyond single-issue The EU Youth Strategy and the Erasmus+ Programme projects or other short-term interventions, as the pre-also emphasise the role of youth work in supporting requisite of quality transnational learning mobility. What is the publication Youth Exchanges as a about and how should part of (international) it be used? youth work This publication is designed as a manual to support The premise in this publication is that Youth Exchang-group leaders to plan and deliver quality Youth Ex- es are part of international youth work. What is un- changes within the Erasmus+ Programme 2021–2027. derstood as youth work and how it is organised dif-It aims to offer insight on various quality aspects and fers from one country and context to another. In this practical application of Youth Exchanges, and to pro-publication, youth work is understood as a long-term mote Youth Exchanges as a vital tool for developing process, which offers activities with and for young young people’s competences through meaningful people of a social, cultural, educational or political na-youth participation at the local and European levels. ture. Youth work can take many forms and approach- es, however, the main objective of youth work is to The publication has been structured according to provide opportunities for young people to shape their five chapters, which correspond to the five chrono-own futures. logical phases of a Youth Exchange project: explora- tion (of ideas), planning, preparation, implementation The essential features of youth work are: 10 and finally, follow-up. In order to understand Youth • Young people actively choose to participate – it Exchanges better and navigate through the applica-is optional; tion and the project, it is advisable for the reader to go through all of the chapters before starting, even if • The work takes place where the young people questions, such as how to communicate the project are; results, might seem distant in the beginning. The ap- • The young person and the youth worker or plication form for a Youth Exchange requires that all youth leader are partners in a goal-oriented and aspects of the project are reflected on and planned in planned learning process for the benefit of the advance, although, for the sake of clarity, the applica-young person’s development; tion process is addressed in this publication early on in Chapter 2. After the initial reading, the publication • Young people co-shape the activities in youth can accompany the reader through the journey of a work, which helps them learn how social pro- Youth Exchange as it happens in real-time. cesses work and how they themselves can con- tribute to life in society; Important: All information about Youth Exchanges and the Erasmus+ Programme presented in this • It is inclusive and non-discriminatory; publication should be checked in the valid Pro- • Young people’s protection, health and safety gramme Guide for the relevant year! are ensured. Target group those readers, who represent the partners, who plan to send young people and group leader(s) to an activ- The target group for this publication is any person or ity in another country. group that is thinking of organising a Youth Exchange The reader is provided with many tips and reminders within the Erasmus+ Programme. This can be a youth of how to approach a certain issue or a task. How-worker, activist or volunteer in a youth centre, youth ever, in actual projects, the tasks are meant to be organisation or any non-profit entity working with shared between the leaders, and certain tasks could young people1, or a team consisted of them, or an and should be taken up by the young people alone active member of an informal but organised group of or in cooperation with the leaders. The task division young people interested in Youth Exchanges. in each project is to be decided according to what is Whatever the capacity of the reader, the publication appropriate for that specific project. assumes that, ideally, he or she is already involved in youth work either professionally or voluntarily and therefore directly works with young people on a reg-What is ular, long-term basis. The term group leader, which the reader will be addressed as, refers to an adult (18 “Cherry on the cake”? or older) who joins the young people participating in “Cherry on the cake” is a support measure within a Youth Exchange in order to ensure their effective the Erasmus+ Programme and its predecessor Pro-learning as well as protection and safety. The group 11 grammes developed by MOVIT, the Slovenian Nation- leader also represents the organisation (or an informal al Agency for the Erasmus+ Programme (youth field), group) which is one of the formal partners in the Youth and the SALTO South East Europe Resource Centre. Exchange project. It consists of this publication (and its previous ediThe publication is addressing the reader as a new- tion published in 2015) and a concept for a residen- comer or a beginner in Youth Exchanges, but this tial training course on increasing the quality of Youth does not mean that more experienced group leaders Exchanges, which is delivered annually. The name will not benefit from it. Since the focus is on how to in- “Cherry on the cake” refers to how international Youth crease quality in Youth Exchanges, it does not matter Exchanges are the cherry on the top of existing youth if the reader has already led a Youth Exchange previ-work processes with young people at the local level. ously. There are always things to learn and to improve! Feedback on this edition is welcomed and any feed- The publication is written with a premise that the back should be sent using the contact details outlined Youth Exchange activity is hosted by the reader and at the end of the publication. his or her youth centre, organisation or group. Howev-er, since all partners and groups should participate in all phases of the project and involve their respective local communities, the publication can equally benefit 1 A profit.making entity can be a partner if it is dedicated to corporate social responsibility. »crash course« on Youth Exchanges 12 Specific objectives: Quality elements: • to foster intercultural dialogue • relies on the active involvement of young and learning and feeling of be- people and participating organisations, ing European; who should take an active role in all the stages of the project, enhancing in this • to develop skills and attitudes of way their learning and development expe- young people; rience; • to strengthen European values • involves diverse groups of participants and and breaking down prejudices builds on this diversity; and stereotypes; • is based on clearly identified needs of the • to raise awareness about so- young participants; cially relevant topics and thus stimulate engagement in society • ensures that the non-formal and informal and active participation. learning outcomes of the participants are properly identified and documented; 13 • encourages the participants to reflect on European topics and values. Stages of a project: • planning (define the needs, objec- tives, learning outcomes, activity formats, development of work pro- Eligible participating organisations gramme, schedule of activities etc.); • a non-profit organisation, association, • preparation (practical arrangements, NGO; European Youth NGO; a public set up of agreements with partners, body at local, regional, national level; a linguistic/intercultural/learning- and social enterprise; a profit-making body task-related preparation of partici- active in Corporate Social Responsibility; pants before departure etc.); • an informal group of young people. • implementation of activities; established in an EU Member State or third • follow-up (evaluation of the activities, country associated to the Programme or identification and documentation a third country not associated to the Pro- of the learning outcomes of partici- gramme neighbouring the EU. pants, as well as dissemination and use of the project's outcomes). Who can apply? Where to apply? Any eligible participating organi- To the National Agency of the country sation or group established in an in which the applicant organisation is EU Member State or third country established. associated to the Programme can be the applicant. This organisa- tion applies on behalf of all partic- ipating organisations involved in When to apply? the project. Applicants have to submit their grant applications by the following dates: Number of participating organisations • 11 May at 12:00:00 (midday Brus- sels time) for projects starting Minimum two participating organ- between 1 August and 31 Decem- isations (at least one sending and ber of the same year; at least one receiving organisa- 14 tion) from different countries must • 5 October at 12:00:00 (midday be involved. Brussels time) for projects starting between 1 January and 31 May of the following year. Eligible participants National Agencies may decide to • Young people aged between open an additional round. The Nation- 13 and 30 residents in the al Agencies will inform the applicants countries of their sending about the opening of the additional and receiving organisations; round through their website. • Group leaders and facilitators If an additional round is organised, involved must be at least 18 applicants have to submit their appli- years old. cations by 4 May at 12:00:00 (midday Brussels time), for projects starting between 1 August and 31 December of the same year. Duration of project From 3 to 24 months. Duration of activity From 5 to 21 days, excluding travel days. Venue(s) of the activity Number of participants and composition of national groups The activity must take place in the country of one (or several, in case of • Minimum 16 and maximum 60 partic- itinerant activities) of the organisations ipants per activity (group leaders, fa- participating in the activity. cilitators and accompanying persons not included). In the cases of Youth Exchanges involving only young people with fewer opportunities, the Number of participating minimum number of participants is organisations 10; Minimum two participating organi- • Minimum 4 participants per group 15 sations (at least one sending and at (group leaders, facilitators and ac- least one receiving organisation) from companying persons not included); different countries must be involved. • Minimum two groups of young peo- Activities within EU Member States ple from two different countries; and third countries associated to the Programme: all participating organi- • Each group must have at least one sations must be from an EU Member group leader; State or third country associated to • Maximum two facilitators per activity. the Programme. Activities with third countries not associated to the Programme neigh- bouring the EU: the activity must Other criteria involve at least one participating organisation from an EU Member At least one of the sending organisations State or third country associated to or the receiving organisations in the the Programme and one participating activity must be from the country of the organisation from a third country not National Agency to which the application associated to the Programme neigh- is submitted. bouring the EU. 01 exploration So, future group leader, you want to organise a Youth Exchange! That is fantastic! Wait a second though… 16 1.1 WHAT EXACTLY IS A YOUTH in society as a whole. Therefore, the process should EXCHANGE? be designed and implemented by the young peo- ple themselves, with help and guidance of the group A Youth Exchange is a form of non-formal learning leaders. As many young people and group leaders mobility of young people that happens on the interna-from different backgrounds cooperate in a Youth Ex- tional level. At the core of a Youth Exchange project is change, it also provides a unique opportunity for inter-an activity where two or more groups of young people cultural learning and discovering what it means to be from different countries meet and spend quality time European. Importantly, a Youth Exchange specifically together while participating in activities of their com-targets young people with fewer opportunities and mon interest. The Youth Exchange activity can contain therefore aspires to advance social inclusion. workshops, exercises, debates, role-plays, simula- tions, outdoor activities and much more. Sounds ex- The peak of a Youth Exchange is the time when all citing, right? groups meet for some time, but that is not the whole of it. Youth Exchange refers to the entire process that In a broader sense, a Youth Exchange is a part of in-starts from the drafting the first ideas, continues with ternational youth work. This means that it should pro-concrete planning, preparation, and implementation vide young people a space for experiencing, learning of the project, and it finishes with the follow-up. Many and sharing in an inclusive, safe and encouraging en-phases and activities within a Youth Exchange actually vironment. The process should be goal-oriented and happen locally. ensure both the active participation of young people 17 and adequate leadership from the beginning until the end. Therefore, the first encounter for young people with youth work should not be to give them a plane ticket and send them abroad for an international Youth Exchange activity that they know nothing about. Although definitely not recommended, this too some- times happens. Instead, Youth Exchanges should ac- company an existing youth work process and form a logical step forwards. Think of it as the dessert – something to look forward to after the starters and main course. Every Youth Exchange should reflect the objectives set by the Erasmus+ Programme (check the section titled “Crash Course on Youth Exchanges” at the be- ginning of the publication). However, at the same time, the framework is rather open. Essentially, a Youth Exchange is about the participation of young people, their needs, interests and aspirations to learn, to be civically active and to make changes in their own lives 1.2 LEARNING BY DOING: To capture its essence, a Youth Exchange is like a AN ADVENTURE OF A LIFETIME journey. Are you familiar with the “coming-of-age” stories that characterise many ancient myths and adven- tures of contemporary popular culture? They all have a common model, often called the “Hero’s Journey”. 18 Every journey has the same stages. The hero(ine): The hero’s journey is so popular because it well de- • leaves his or her familiar, ordinary environment to scribes experiential learning. In a Youth Exchange, enter an unknown world; young people go on a journey, not only because they • meets new travel companions, who influence his travel to another country at one point of it, but be- or her journey; cause they experience things that likely change them and prompt them to grow. Young people, if allowed • encounters challenges and learns from them; to take an active role, should be the main heroes and • realises the real value of the experience; heroines of the Youth Exchange journey. • returns home transformed. Experiential learning is namely learning through doing, where individuals construct knowledge, acquire skills, and develop attitudes and values from direct experience. It involves critical reflection on the experience, draw-ing on relevant and useful insights, generalising knowledge and then putting the learning into practice. This can be illustrated in Kolb’s Experiential Cycle: 19 Experiential learning is the core of a pedagogical process supporting personal growth, but also developing empathy for understanding other individuals and cultures. When returning from the hero’s journey, young people have likely grown, but so has their world. What used to be boundaries of the great unknown for them are a bit further from home now. 1.3 NOT SCHOOL, NOT jectives and a programme of activi- contexts and environments (a LEISURE TIME: HOW DOES ties, which provides opportunities for Youth Exchange being just one building competences. It also moni- LEARNING HAPPEN IN A example) and it emerges in the tored reflected on and evaluated, interaction between the learner, YOUTH EXCHANGE? no matter that the final learning out- learning group and facilitator. In So, learning in a Youth Exchange comes vary from one young person comparison to formal education does not happen quite like the learn- to another and no standard learning (schools universities…), it is vol- ing process is conventionally under- outcomes can be predefined. When untary, focussed on the learners’ stood. There are no theories, memo- things go wrong or not as planned in needs and does not offer a formal rising, classrooms, exclusive criteria a Youth Exchange, this can be where certification. However, it is also the most impactful learning takes or testing, and it is not compulsory. not the same as informal learning, place, assuming that a proper reflec- Instead, learning happens while which can happen through differ- tion process on what did not go well ent life experiences, but which is getting to know new people and and why is carried out. not planned or structured. cultures, creating something new, communicating, making decisions, This type of learning happens in finding solutions… activities that are part of non-for- mal education. Non-formal educa- What is essential, however, is that the tion happens in a wide variety of 20 process is planned with pre-set ob- The first three levels are false participation, which means that young people are either manipu- lated or their participation is only 1.4 MEANINGFUL YOUTH tokenistic or decorative. From the PARTICIPATION: FOR fourth step on, there are different forms of meaningful participation YOUNG PEOPLE, WITH and being higher on the ladder YOUNG PEOPLE, BY is not always necessarily better. YOUNG PEOPLE One always has to take into con- sideration the situation, context Since you are reading this, you are and capacity of the young peo- probably already motivated to or- ple, and make sure that there is ganise a Youth Exchange. There a balance between the evolving could be many different reasons capacities and increasing respon- for that. Maybe nothing very ex- sibilities. citing has happened in your lo- Therefore, in order to reach a level 21 cal youth centre, organisation or group, and you are looking for of meaningful youth participation something new to boost your ac- in a Youth Exchange, young peo- tivities. Perhaps you just took part ple need to be empowered to take in an inspiring workshop or training responsibility and assume leader- course on the topic and you feel ship positions. If they have already ready to take up the challenge. Or worked with a group of young maybe it is the aspect of profes- people in a youth work setting, the chances are higher that they are sional development that motivates more than ready for the challenge you and your organisation. that a Youth Exchange poses. But These are all valid reasons, but if you involve young people who remember, Youth Exchange was people and now you are you looking are less experienced, a Youth Ex-supposed to be based on the into how you can do it together. change provides many opportuni- needs of its target group, the Meaningful youth participation reties to practice active participation young people. And not only that, quires that any activity is not only with a group leader who can back the young people should take delivered for young people, but also up the decisions taken. Your role the driver’s seat in it, at least from with and by them. A model called the as the leader is crucial here in pro-time to time. Ideally, you actually Ladder of Participation by Roger Hart viding enough learning opportuni-got the idea to organise a Youth helps to illustrate different participaties and challenges without over- Exchange directly from the young tion approaches. whelming them. 1.5 HOW TO GET STARTED? per in life, civic and political apathy in the local community, littering the Even if the first idea to organise a Youth Exchange did not come from young environment, and so on. Very like-people, it is of course also a good start if your youth centre, organisation or ly, similar issues are of concern for group takes the initiative towards them and suggests organising one. You young people elsewhere in Europe might have some ideas already about what issues in the lives of young peo-as well. There are countless glob- ple the Youth Exchange could tackle, but at the same time wonder what it al concerns and transnational civic is that the young people actually need. The first task then is to go and ask and social causes today’s young them! people take to heart, and many The needs-based approach means that, for a Youth Exchange, its organisation concretely manifest themselves at should be based on a real issue identified by a group of young people, pref-the local level. At the same time, erably an issue to which they want to contribute + or make changes. This could the issues do not always have to be take the form of addressing a pressing issue, in the local context, that young based on large-scale societal prob-people would like to raise awareness of, or do something about, such as a lack lems. Young people might, for in-opportunities faced by young people from disadvantaged backgrounds to pros-stance, simply identify the issue that 22 there is not much experience in meeting people from This does not mean that you have to remain passive different countries in their peer group and in their local at this stage. You can inspire and challenge the young community, and they would like to change that. You, as people to express their needs and get involved. a group leader, can guide them to see how an issue like Be mindful to try to build a group which has variety in this can be connected to more general topics such as areas such as gender, ethnicity, and/or socioeconom-fostering tolerance, combatting discrimination and gain-ic background, to name a few. Remember also that ing competences in intercultural dialogue. there are many young people who are not necessar- It is important, however, that the needs take prece- ily so easy to reach, since they are in an excluded, dent, otherwise it could be that a Youth Exchange marginalised or vulnerable position. You might want happens for the sake of a Youth Exchange. This is to make extra efforts in finding and involving these where there is a heightened risk of it becoming simply young people, as they might be the ones who benefit an opportunity for travel and tourism, rather than hav-from the Youth Exchange the most, and the Erasmus+ ing a meaningful educational process and developing Programme also encourages including young people core competences of the young people involved. with fewer opportunities in projects. The topic of inclusion is looked at in more detail later in this chapter. If you already have an active group of young people who you work with closely and regularly at your youth centre, organisation or group, you probably enquire about their needs on a regular basis. However, if your 1.6 FROM DREAMS TO DOABLE IDEAS 23 potential target group for the Youth Exchange is larg-Once you have gathered the group, a good idea is er, there are other solutions to doing a needs analy- to organise a session, where you try to develop the sis. A kind of a “focus group” could be implemented, first ideas on the basis of the identified needs. Young consisting of a selection of young people from a wider people come with their own expectations about the group you are trying to reach. Having got some clues Youth Exchange and shape them according to what from these young people on what their needs and in-you present to them. At this stage, it would be good terests might be, it is easier for you to approach the to give them the basic idea what a Youth Exchange wider target group. If you cannot have a face-to-face is, but there is no need to present all of the details meeting with them in person or online, you could in-at once. Make sure the expectations of everyone are troduce a questionnaire. heard by all – so that you can work to meet them or Whatever your approach is, try to resist the temptation establish why they cannot be met. This way, you sup-to consolidate the idea that the Youth Exchange could port the motivation of the group and establish wheth-address, and especially even to choose the topic and er a participant is really appropriate for the Youth Ex-make a plan before you have involved the young peo- change. ple who will actually take part. By involving them from A theme – how to address the identified needs, for the earliest phases of brainstorming and drafting the example, through artistic expression, civic or commu-ideas, you not only ensure it really corresponds to nity activism, sport activities, can have many starting their needs and interests, but you also have the best points. It might come from the activities young people chance to keep them engaged through the whole take part in their daily lives. Also, young people are process by giving them a feeling of ownership over it. usually very curious about new things; maybe a Youth Exchange could be the doorway transparent from the beginning. While introducing the session, it could be to discover them! Or maybe some good to state that every idea will be welcome, but at the end of the meet-of them have already taken part ing only some will be chosen. It is also possible that you may not always in another Youth Exchange, which agree with the young people on how good or realistic some of the ideas inspired them to work further on a are, but it is important to remain open and supportive towards them. Some specific theme? ideas might seem weak or unrealistic until you start working on them. You can help the young people In some cases, it might be a good idea to limit the thematic area a little develop the idea with creative bit. If your youth centre, organisation or group has a particular core field methods and should not limit them or activity, it may be safer to state this from the beginning, and keep the too much at the initial stage. This brainstorming around that topic. way, you will probably get more ideas from which the group can choose the ones they like. How- ever, to remain credible in the eyes of the group, it is important to make the intentions clear and 24 Especially if you have gathered a group of young peo-1.7 WHO DOES WHAT AND WHO TAKES ple who do not already know each other, they might THE LEAD? not feel secure enough to fully enter into to the process. They might hesitate to express their opinions or It is good to start dividing roles and responsibilities expect a bigger input from you regarding the idea. It in the group right from the beginning. Knowing who is important that you withhold the pressure from tak-does what increases the young people’s motivation ing too much responsibility in such a case, but rather and confidence, promotes the group cohesion and try different ways to get them engaged. It may seem helps different competences to emerge. Also when confusing at first, but a little bit of creative chaos in the dividing tasks, young people should be involved in the decisions, and the decisions should reflect their first meeting is not a necessarily a bad thing. preferences and skills. If a person is passionate about If you know other young people or former group lead-photos and editing for example, why not let them be ers, who have taken part in a Youth Exchange before, in charge of the graphics and communication? May-maybe they would like to come and present their ex- be one day, this person will become a professional perience to inspire your group? If there is nobody in and will always remember his or her first learning your local community who has participated, it could experience that was so gratifying. At the same time, still be a good idea to find and show some videos or be mindful of giving young people space to develop other materials to make the concept more concrete new skills and get involved in tasks that they might for the young people. You can consult your National not have a background for, but have the motivation to 25 Agency or the SALTO Resource Centres for such ma- learn from the start. Also, if the young people ask for terials. more responsibilities and want to take a more leading role, trust them. It might not be easy, but after all, this Once the young people have come to the first ideas will be their journey. and chosen the one that appeals to them the most, you can help them to take the idea to a higher level However, just because young people are at the fore-and assist them in aligning it with the principles and front of running the project, this does not mean that criteria within the Erasmus+ Programme. Needless to there is no role for a group leader. You should take on say that by now, you should have familiarised yourself a supportive mentorship role and recognise that all with what the Erasmus+ Programme says about Youth young people have different strengths, abilities and Exchanges. difficulties, and support them to learn and do as much as they can while taking into consideration their differ-It is also worth reminding the young people that evenent starting points. This could be in directly supporting tually a Youth Exchange will also involve other youth areas on which the young people need more help or groups and so should also be meaningful for them. by identifying training or development opportunities Therefore, they should keep in mind that the idea for young people to develop new skills and increase should also potentially resonate with others who are their knowledge in a certain area, so that they better not present in the session, and that there will be an-manage their responsibilities in the Youth Exchange. It other process to align the chosen idea with the needs could also be that certain tasks in the Youth Exchange and ideas of the future partners. are delegated to the group leader – such as booking travel – at the request of the young people. There are many different factors that need to be con-ed that there are both a male and a female leader per sidered when assessing how much support a group group. It is advisable not to take anything for granted or a specific young person needs. This could be down or to impose any particular approach. It might be good to factors such as age, educational background, prior to leave this question for later when the other partners experience in youth work activities or special needs. get involved. Note also that especially the underage, more inex- perienced or otherwise vulnerable young people will need their work to be monitored and supported 1.9 NOBODY SHOULD BE LEFT BEHIND: throughout the project, but you should still recognise SOME THOUGHTS ON INCLUSION their abilities and support them to learn and do as much as they can themselves, similarly as with any Consider the young people’s backgrounds. In the other young people. end, is there anyone in the group who comes from a disadvantaged background? Inclusion of young peo- In the end, you and your youth centre, organisation or ple with fewer opportunities is one of the priorities of group are still responsible for the bigger group and the Erasmus+ Programme, however, such inclusion the Youth Exchange together with your partners and needs to be handled with care. All necessary mea-other leaders, so do not lose track of what is happensures should be adopted in order to lower the barriers ing, even though you have let the young people carry to participation and therefore encourage inclusion. out the tasks! 26 In order to understand social inclusion, one needs to understand social exclusion first. Social exclusion is 1.8 THE NUMBER OF YOUNG PEOPLE the process of pushing individuals and groups to the margins of society and preventing them from partici- AND GROUP LEADERS? pating fully – as a result of discrimination – over a long Each organisation should send at least four young period of time. Social exclusion distances individuals people, accompanied by at least one leader. If your from employment, education, social and community Youth Exchange will only involve two organisations, networks, and activities, and prevents them from tak-each group will need to send eight participants to ing part in decision-making processes. Put simply, so-reach the minimum threshold of sixteen participants, cial exclusion is the combination of policies, systems, with the exception of Youth Exchanges involving only structures, attitudes and behaviours which result in young people with fewer opportunities, the minimum some individuals being side-lined, left out or left be-number of participants is ten). It is recommended that hind. Youth Exchanges involve at least one more person Talking about social exclusion, it is important to under-than the required minimum. This is to factor in cases stand who the members of our society are that might where there are cancellations before the activity and need additional support and empowerment in order replacements cannot be sought due to a range of facto fully participate. From the perspective of Youth Ex-tors such as a last minute illness or family emergency. changes, there is a focus on young people with few-Even though only one leader per group is required, er opportunities. This means young people who are different countries and youth work cultures may have at a disadvantage compared to their peers because different approaches, for example, it might be expect-they face one or more of the exclusion factors and ob- 27 stacles, which can be, for example, related to health 1.10 OVERCOMING FEARS – AND NOT and disability, belonging to a socially marginalised JUST YOUNG PEOPLE HAVE FEARS or discriminated group, poor school performance or early school leaving, precarious socioeconomic back- In addition to expectations, young people can have grounds, social and interpersonal challenges, resid- hesitations or even fears about taking part in a Youth ing in peripheral, less serviced or problematic areas, Exchange. Many fears derive from facing the unknown. and so on. One young person might never have used a foreign language before; another might not have spent a night Social inclusion is the process of preventing or revers-away from home before. Even if the young people are ing the process of social exclusion by empowering in- more experienced, a Youth Exchange poses a chal- dividuals and groups by the providing opportunities lenge for them. It is normal to have mixed feelings. It is and resources needed to fully participate in society. important that the hesitations and fears are addressed This implies participation in decision-making process-with the young people, so that the chances are higher es and access to fundamental rights, which should that they overcome them and transform them into per-lead to a sense of belonging. While it is believed that sonal victories. Many fears can be eliminated just by the process of inclusion should be focussed on those creating a supporting and encouraging environment. who have been socially excluded, sometimes there are young people who do not fall into any of the cat- A good moment to address fears and look for solu- egories of young people with fewer opportunities but tions is when the group has already formed and the 28 still need additional support in order to be included in young people feel safe in it. Your task as the group the process of a Youth Exchange. Whatever the rea-leader is to make sure that any necessary precautions son, a Youth Exchange should be the place where ev-are taken to ensure everybody’s physical and emo- eryone should feel welcome and a place to celebrate tional wellbeing. A Youth Exchange should challenge difference and diversity. the young people, but you should have their backs! The topic of the protection, health and safety of the young people is addressed in detail in Chapter 3. Depending on the age of the young people, you might also need to face the fears of their parents. For the younger ones, namely the underage, you will need the approval of their parents so that the young people can take part. Sometimes, parents have more fears than the young people, and some of these fears might seem irrational to you. Remember, however, that the parents are responsible of their children and might have concerns for a good reason. You should be open and transparent about the project and its prog- ress right from the beginning and maintain a dialogue with them. You should also encourage the young people to talk to their parents about the Youth Exchange. Finally, you might have some concerns yourself, es- 1.11 DIFFERENT VIEWS AND pecially if this is the first time you are about to take on DECISION-MAKING the responsibility of being a group leader in a Youth Exchange. That is completely normal. Remind yourself Although joint goals and efforts can be really reward-that you are not doing the project by yourself, even ing, they also bring out different and possibly oppos-if at this stage you might be the only leader of your ing views on how to do things. Finding a way that is group and do not have any partners yet. A Youth Ex-acceptable for all requires negotiating between the change is a collaborative project of many groups of views and sometimes making compromises. Learning young people, who all have their group leaders who how to put forwards views and to justify them, but also share the responsibility of the overall project and sup-how to take into account others’ views, is an important port each other. Further on, you can seek support part of the young people’s learning process in a Youth from your peers or colleagues at your youth centre, Exchange. You can support them by ensuring an open, organisation or other leaders, even if an active role fair and transparent decision-making process during is not foreseen for them in the Youth Exchange itself. which everybody is heard. Sometimes, as a group At the later stage, if your project is approved, your leader, you must insist on some solution, as the young National Agency is available to provide support for people might not at this stage know or understand, for any questions or dilemmas related to the project that example, some of the non-negotiable criteria of Youth might emerge. Finally, if any serious situation should Exchanges. (This is a good time for you to tell them come your way, where you feel like you cannot find a and justify your view.) Also, later on, as the project pro-29 solution alone, keep in mind to seek for professional gresses, situations might arise which require fast and help and guidance early enough. effective decision-making, and often the group leader is the right person to make those decisions. Explain this to the young people and highlight that such rights come with responsibilities. However, when facing a disagreement about an issue, where there is no single “right” answer, give the young people some room to come to an agreement without hurrying the decision too much or taking the lead too much. Support them in the process and suggest different methods of de- cision-making: One person may be given the power to make the decision, the group can vote, or a con- sensus can be negotiated. A disagreement might be uncomfortable at times and you might feel like you just want to get it over with as soon as possible, but it is worth taking the time. In the process, young people can learn valuable competences in the area of cooperation, decision-making and democratic processes. 02 30 planning So, group leader, did you gather the young people to- gether, draft a wonderful idea, and overcome all of the fears and disagreements, and everybody is ready and excited? Remember, the Erasmus+ Programme is about Europe. If you want to continue, it is time to reach out… 2.1 WHAT DOES EUROPE What makes Youth Exchanges unique in the world of international youth HAVE TO DO WITH THIS? work is that they have a specific focus on Europe. This goes beyond the fact that Youth Exchanges consist of partners from (primarily) European A good question to ask before countries. In the Erasmus+ Programme, Europe is not just a geographical reaching out to potential partners entity but also a value-based political idea, which should be reflected in is why you need European coop-all projects. eration and funds to deliver the project. If you could reach your Youth Exchange aims at fostering young people’s engagement in soci-goal equally well at the local or ety and active participation, with a specific European dimension to it. This national level, it is worth asking if sounds big, often too big to grasp even, but in the end, it is really about you are on the right track. getting interested and becoming aware of how people, communities and 02 31 societies in Europe are interdependent, how this in-young people in your Youth Exchange come from a terdependency impacts the lives of all Europeans and country outside of the European Union, talking about what can be done with the common matters. them might be confusing or even frustrating for them, since they might feel excluded. There is, however, an-In a Youth Exchange, young people get also a unique other way of looking at the issue. Certainly, the Eras-opportunity to start discovering their European identimus+ Programme promotes the European idea, as ty –what it means to be European. You can stimulate it is articulated in the European Union – there is no this by including the core European values (in the con-way around it. This does not, however, mean that ev- text of the European Union, they are: human dignity, erything that the Programme promotes or stands for, freedom, equality, democracy, rule of law, and human such as the European identity, sense of belonging, rights) and the principles of unity and diversity in your commitment to European values or the value of the activities from the beginning. Again, these are big vast historical legacy and heritage the values derive concepts, but they come to life in small encounters from, are limited only to the context of the European between people. For example, a Youth Exchange, in Union. which people from different backgrounds cooperate, can provoke young people’s prejudices and stereo- types. But with guidance and proper reflection, the 2.2 CREATING A CONSORTIUM WITH Youth Exchange can also work wonders in breaking them, and creating a new feeling of togetherness, PARTNERS 32 new friendships, new common goals, and new collab- The search for potential partners is the point when oration. This already taps into many of the European your local group starts to open up to the outside. values listed above and is exactly what the Erasmus+ Partnership has a very important place in a Youth Programme envisions. Exchange. The group leaders of your partner organ- A more straightforward way to address the European isation(s) and the young people they involve in the dimension in a Youth Exchange is to raise young peo-Youth Exchange are the people with whom you will ple’s awareness of the political, social, cultural and give wings to your initial idea. All together, you form historical heritage of Europe, and how it manifests something called a consortium. In brief, partnership is in their daily lives or through their interests and aspi-the base, the process and the outcome of a Youth Ex- rations. A very concrete example: citizenship of the change. The group’s own interests and needs are to European Union grants young people the freedom of be coupled with the interests and needs of others. It movement with the possibility to choose to live, study, is very important to invest time and energy in finding and work in another EU country. Travelling and experi-suitable partners, and to develop good cooperation encing new places, whether for tourism or something with them. more long-term, is usually very appealing to young people, and in the European Union and particularly in the Schengen area this, has become relatively easy. It is worth mentioning here that many common Euro- pean matters such as the freedom of movement, con- cerns European Union citizens particularly, and if the 33 2.2.1 Examples of how to find partners for a Youth er international projects and could connect you Exchange with organisations relevant in your field of work abroad; There are several ways of going forwards in finding partners for your project. • It is also common to look for partners within lo- cal, national or international networks of organi- • Has your youth centre, organisation or group al- sations operating in a particular field. Maybe your ready been involved in international projects? youth centre, organisation or group is part of a Maybe your existing partners abroad or their local larger network dedicated to some topic (such as partners in the same field could be interested in environmental protection, volunteering or ad- this Youth Exchange?; vancing the rights of ethnic minorities) or are you • Or maybe this is your first international project in the scout movement, youth wing of a political idea. Sometimes you do not have to go far to get party, youth council or part of an international or- ahead. Maybe your trusted local partners have ganisation?; already taken part in Youth Exchanges or oth- 34 • You could take part in a partnership-build- ing seminar which is specifically focussed on finding project partners. The National Agencies responsible for the Erasmus+ Programme in your country organise such activities. You should contact your National Agency to find out more; • There are also other international activities organised by the Erasmus+ National Agen- cies or other actors in the field of youth, which might interest you because they ad- dress the topic relevant for your Youth Ex- change or other fields of work relevant for your youth centre, organisation or group. In such activities, although they would not focus on partner-finding, you could find 35 like-minded people for further cooperation; • The SALTO-YOUTH Resource Centres maintain the OTLAS partner-finding tool, which allows you to match with other or- ganisations, see their descriptions and pre- vious experience, and to contact them im- mediately through the database. And if the organisation knows about OTLAS, chances are they have already been active in the Erasmus+ Programme; • There are numerous social media groups established for finding partners for Erasmus+ projects, but be aware of the risk of not knowing too much about the partners that you can connect with this way; • The Eurodesk network offers information services to young people and actors in the field of youth on European opportunities in You should also consider if the potential partners the education, training and youth fields, and the have experience and competence that are in some involvement of young people in European activ-way complementary to yours and correspond to your ities. expectations. Maybe you are a newcomer in Eras- mus+ but they have a lot of experience and could 2.3 THE ART OF CHOOSING THE RIGHT guide you? Or maybe you are both / all newcomers PARTNERS and share passion and enthusiasm for finding out ev- When you with your group are considering potential erything in the process and getting your first project partners, you should also think carefully about what proposal through? In any case, it is good to reflect on requirements you have for the partnership, and why. what each partner can bring to the project and coop-You might have some initial wishes regarding the eration. countries in which you would like to find partners. Or If you already have experience in Youth Exchanges maybe some organisation you have come across in a and international cooperation in youth work in gen-partnership-finding seminar or database seems good, eral, it is worth considering whether you want to work because they have a lot of experience in the Eras-with existing partners, new partners, or a mixture of mus+ Programme, do numerous local activities, and both. The decision-making around this will depend the group leaders who are active there seem nice. on what the focus, aim, and objectives of your project Such considerations can of course take you forwards, are. Partners you know personally may bring trust and 36 but the most important thing when choosing a partner friendship that strengthen the cooperation and make is whether the organisation and the potential group it more pleasant, and you can avoid a great deal of leaders share your key values and whether they can work with additional adapting. However, meeting new commit to the goal you have set for your Youth Ex-partners will expand your existing network, and bring-change. You do not have to agree on everything in ing new ideas, expertise, and opportunities. If you order to become partners, but it is good to have the cooperate with new partners but which come from basic values aligned, since they might have an impact thematically or otherwise related organisations, you on all levels of the project, even practicalities such might get both benefits. You increase the probabili-as which accommodation and food is chosen, not to ty that the core values match, but you also get some mention issues like how you communicate, where the new input and energy in the cooperation. emphasis is in the programme, what kinds of working A good idea would be to do a little exercise before methods you choose, and so on. How you and your entering any kind of partnership to identify the key el-group present yourselves and the project idea plays ements that your partners should have and see which an important role in connecting with organisations ones best match this. and groups with similar goals. Again, your ideas do not have to be identical. In any case, the final concept A sign of a good partnership at an early stage of the should be made jointly by all partners, but it is import-cooperation is that the communication is reliable, ant that you agree what kind of outcome you would open and sufficiently assertive. Watch out if there are like to have for the project. As in any other partner-too many unexplainable delays with answering mes- ship, no partner is 100% ideal – and it also depends on sages or emails, sending relevant documents, or re-the matching between different partners. specting agreements, or if you feel like the questions you are asking and issues you are bringing up are not being responded to or otherwise addressed. At the same time, remind yourself and your group that you have now moved from your local working context to an international one, and there might be some differences in working cultures, communica- tion styles, concept of time, and so on, which you are just about to start discovering. Do not judge all differences as bad intentions or neglect, but at the same time, respect your principles and limits. Does this sound complicated? It is, because you have just levelled up for the next stage of intercultural learning, reaching out to people and organisations you do not know and who function in an environment that might have a set of rules and customs unknown to you. But do not worry, going international is just a continuation to what you are already encountering in your local environment. It is just that all of the differences and negotiations in your local context are 37 so familiar to you that you do not even notice them anymore. Have faith in yourself, your group, and your potential partners! Intercultural learning is addressed in detail in Chapter 4. Be prepared for searching for partners and finding common ground to be demanding and time-con- suming. However, do not lose hope and patience in the process, if your proposal is rejected because potential partners already have their hands full with work from other projects with other partners. Every existing partnership has been new and freshly es- tablished at one point. You and your group will get there too! Once you have managed to find your partners, make sure that you inform the rejected potential partner in an appropriate manner, and on time, in order to avoid unnecessary costs and misunderstandings. schedule regular meetings going forward. Even if you have one or two partners that are new to Youth Exchanges, it will support them in the process. For your first meeting, you could look at: 2.4 COMMUNICATION • Sharing your ways of working with young people, the scope of the WITH THE PARTNERS partner organisations or groups, and ethics in youth work; It is vital to invest time in getting • Sharing your previous experience of Youth Exchanges; to know your partners – old ones • Discussing the topics, issues or challenges you and your young and new ones alike. One way is people are passionate about; to organise an online meeting where you all get together at the • Talk about your attitudes towards some important things of the start of the Youth Exchange, and project, such as safety, learning, participation, inclusion, diversity or communication. (This does not mean that you need to agree, but at least have a minimum acceptance and understanding of the other points of view); • Discuss what each of you feel comfortable doing in the Youth Exchange, for example in relation to logistics, facilitation of work-38 shops or the social programme. should also pose an appropriate challenge for young people. Exchange ideas that are too simple will pro- Invest in communication as a way of getting to know duce limited ideas for activities. On the other hand, an your partners and establishing clear, open and ef-idea that is too challenging will probably see young ficient lines of communication. This will help to form people give up. When you come to this stage, you can part of your culture as a consortium, and will be based start developing the idea towards a concrete project on your developing knowledge of one another. Check proposal. how your different partners are used to communi- cating, what works well for them – you can start, for example, by asking everyone what they can bring to the consortium. Be aware that different organisations 2.7 AIM AND OBJECTIVES and individuals have different preferred methods of The aim and objectives of your Youth Exchange pro-communication. Try to agree a primary and secondary vide the foundations for the whole project, and once mode of communication, whether it is email, project a general idea is established on the basis of the iden-management programmes, social media, or direct tified needs, defining them should be the next step. contact channels. The aim is “a purpose or intention; a desired out- come”. In essence, what you want to achieve or the overall goal of your Youth Exchange. This you already 2.5 ALIGNING THE IDEAS know by now. 39 What will the Youth Exchange be all about? What is When developing a Youth Exchange idea, it is positive it going to look like? What will you achieve with it? to have a focussed project concept with just one spe-Answering these questions will help you to formalise cific aim. This should be realistic and achievable with-your idea, visualise the project, and put it in a wider in the scope of your Youth Exchange. You can define it setting. When all of the partners agree on the basics, as a general sentence with expressions like: you should start discussing exactly how you can get to your goal. The ideas that you had and that looked • Raise awareness about… similar can turn out not to be so similar with some • Increase participation… scrutiny and discussion. It is also obvious that an idea • Develop competences in the target groups… can be implemented in various ways. Note that these negotiations with your group and partners take time. Objectives are shorter, more specific, quantifiable, and verifiable – these explain how the aim will be 2.6 IS THE FINAL IDEA (STILL) GOOD? achieved. If the aim is the strategic goal (“to win the An idea for a Youth Exchange is good if it is relevant football match”), the objectives are all of the interme-and interesting for the young people, they have a diate steps to achieve it (“to score at least one goal in clear role in it, they will learn from it, and it has a local, the first half”, “to always have the markers in place”, transnational and particularly European dimension it. and so on). You should try to set up a maximum of five A good idea has a clear answer as to why it should objectives. When defining objectives, the acronym be carried out. Remember that the Youth Exchange SMART is often used. A good objective should be: modate a maximum of 35 people, we are setting an objective that cannot be achieved. • Specific: As in the opposite of vague. It is important to define and limit the scope of what you want • Relevant: What is relevant for the project in re-to achieve. “To host three workshops about entre- lation to the aim. If the project is about raising preneurial competence development” is a specif- awareness of how local companies should involve ic objective. “To discuss entrepreneurial learning” young people in their decision-making structures, is not specific. an objective “To have a campaign about the envi- ronmental impact of fossil fuels” might be interest- • Measurable: Numbers and metrics help you to ing but is not relevant to this project. define a good objective and to evaluate if it has been reached or not. “To involve ten young lo- • Timely: Time indicators contribute to defining a cal entrepreneurs in the development of the pro-good objective. “To publish a blog post illustrat- gramme of three workshops” is a measurable ob- ing the young peoples’ learning outcomes every jective. “To have many visitors” is not measurable. third day of the Youth Exchange activity” gives ev- erybody a valuable indication on how to measure • Achievable: A goal that can actually be reached. It if the objective has been reached or if a plan B has to do with resources, experience and knowl- needs to be put into action. edge of the context. “To host 60 young people from ten countries” is specific and measurable, 40 but when the only hostel in our area can accom- Setting an aim or objectives that are not achievable • Number of participants in a set of activities (or % or cannot be measured or do not make sense for the increase); project can cause frustration and decrease motiva- • Number of follow-up projects submitted/imple- tion, as well as making the project appear unsuccess- mented; ful in the evaluation process. On the other hand, you must be careful of setting the bar too low – a project • Number of students in the local school that regis-must have at least a bit of a challenge in it or it will not ter for the organisation’s newsletter; be rewarding. • Number of visits and interactions with each part-Setting an aim and objectives is one of the toughest ner’s websites and platforms; and most time-consuming aspects of a project, and coming up with a strong aim and objectives is a skill These were mainly quantitative indicators. You can that takes years of experience. This is an important also think of qualitative indicators, which often tell part of the process, and if you do not have a clear and more about the actual social impact: strong aim and objectives, it could cause issues down the line. So if you are struggling with the process, why • The extent to which young people developed not try working through it and coming back to it at a new competences during the Youth Exchange; later date or do it as a collaborative activity with your • Level of participation of young people in the group. You can also adapt and update your aim and Youth Exchange; objectives as the planning process goes on, as they 41 • Level of overall satisfaction of the young people should be viewed as a live tool at this stage. at the end of the Youth Exchange; • …and many more. 2.8 SETTING INDICATORS This phase is tightly connected with the aims and This data works best if it matches with the informa-objectives. Young people often have a vision for a tion collected during the needs analysis, and it should positive social change or at least something inspiring represent concrete examples of how to define the de-that will happen at a personal level or in their local sired impact and how to assess the outcomes. dimension. At this stage, it is important to define this There are various ways to measure the impact. This “something” by going back to the needs analysis and topic is addressed in detail in Chapter 5. setting expected goals that can be measured, in other words, indicators. By setting concrete and realistic indicators, you can measure the project outcomes and the project’s success. These are some examples of 2.9 REFLECTION ON LEARNING possible indicators that can be used to measure im- Although learning happens all of the time, it works pact at different levels: better when it is planned. Learning objectives should • Number of local events implemented by the be considered from the very beginning. Questions young people in a set time frame; like “What will the group learn from this?” and “How can we make sure they use this opportunity?” can foster a reflection on the learning process throughout 2.10 YOUTHPASS: MORE THAN JUST A the Youth Exchange. Remember, learning in non-for-CERTIFICATE mal education is participant-centred and flexible. This means that you as a group leader are not expected to Youthpass is a tool that has a double nature – it is be a “teacher”; only a facilitator of a process whose a reflection tool and a recognition certificate at the role is to create opportunities, let the young people same time. It can help you to define the learning strat-make choices, and provide spaces for reflection to egy from the beginning of your planning, and there is capitalise on the experience. even a section about it in the Youth Exchange funding application form. Youthpass can be approached at dif-When setting up a learning plan, it is good to consider ferent intervals during the Youth Exchange. Primarily, it the following: is used at the end of the Youth Exchange activity, but it • It is better not to set strict goals from a top-down can also be used in the earlier phases. approach but rather to let the young people de- Youthpass allows the young people to describe their fine their personal ones; learning experiences and learning achievements, and • Leave space for flexibility and changes; therefore it encourages them to reflect on their learning through the process. It also empowers them to be • Leave enough downtime between activities and in charge of their own learning, since it is based on space in the programme for reflection, evaluation, self-assessment and not on the external assessment. and informal learning; 42 Each Youth Exchange participant will be issued with • Everything, even mistakes and apparent failures, a Youthpass certificate that will be printed and pre-can be great learning opportunities. pared by the coordinators, which can be distributed Recognising learning, even if unplanned and emerg- at the end of the Youth Exchange activity or sent by ing, is vital within non-formal education journeys. Al-post afterwards. though non-formal education is not officially certified or externally assessed, recognition of achievements and the learning of the young people is an important 2.10.1 moment and it can impact their self-esteem and confi- Eight key competences for life-long learning dence. Participants are entitled to receive a Youthpass in all Erasmus+ projects, but parallel to that, there are The competence-based model of learning is a type of also other recognition tools – such as offering digital learning that results in change related to a concrete badges and integrating gamification within your Youth experience. A competence is seen as the ability to act Exchange – that can support the recognition of learnin a specific way in specific life situations, professional ing. or general, and this ability is grounded by a required set of knowledge, skills, and attitude. In the European Union eight key competences for life-long learn- ing have been identified and Youthpass is based on these competences. The key competences are trans- ferable and can be used in different situations. Many of them overlap and interlock. The eight key competences are helpful in translating 2.12 PROGRAMME OF ACTIVITIES the learning that takes place in Youth Exchanges in A first draft of the programme can consist of the main order to make it transferable to young people’s lives features of the activities, and does not need to in-outside of the Youth Exchange. This is very helpful, clude the description of each specific method. Make because sometimes the hardest part of facilitating sure that: learning is to help people realise what they have learned and how they can use it outside of the Youth • The activities correspond to the aims and objec- Exchange framework. These competences are the tives of the project; bridge that links their experiences and learning out- • It is clearly in line with the Erasmus+ objectives comes gained to other spheres of their life, such as in and priorities; their studies, employment or even conversations with their extended family about the experience. • It has internal coherence (what designers call ‘the red thread’: a logical order that connects all The eight key competences are: of the activities and makes sure the programme • Multilingual competence; flows from A to B to C). • Personal, social and learning to learn competence; A full description of the programme of activities has to • Citizenship competence; be included in the application form. The programme 43 submitted with the application will probably not be the • Entrepreneurship competence; final version that the young people and group leaders • Cultural awareness and expression will experience, but it is the one the evaluators will competence; read and (hopefully) see as worthy of support. Keep • Digital competence; this in mind when moving to a final version of the programme. If changes are made (and in non-formal ed- • Mathematical competence and competence in ucation, they are expected to be made based on the science, technology and engineering; ongoing reflection and evaluation of the process), it is • Literacy competence. good practice to explain why. There needs to be enough time dedicated to each ac- tivity and all of the necessary breaks, meals and free time need to be incorporated. Timetables are often approached by first defining the activities related to the basic needs (sleep, meals and rest). In the same manner, you then schedule the process-related activ- ities (arrivals, departures, socialising, concluding, reflection and evaluation processes, etc.). In all of this, you should not forget that the young people need informal time for good group dynamics to develop. The rest of the content is arranged in terms of what should come first and what should follow, so that the they are partially organised and partially informal programme of activities all in all makes sense. evening events in which each group presents some elements of their country or local environ- There are a few tried and tested “Youth Exchange ment, whether food, drink, clothing, music and/ classics” that are almost guaranteed to take place or a performance. A word of warning: very often, during a programme. These should be kept up-to- intercultural evenings end up reinforcing stereo- date with fresh approaches and methods, but as they types instead of breaking them down if they focus are have proven to be valuable for the group process too much on the myth of a unified national culture during a non-formal educational journey, you might and the stereotypical expressions of it. There is want to consider them. nothing wrong with a nice party, but be mindful • Getting to know each other activities – this is about opening a space for critically reflecting on both to break the ice and build up group dynam- the concept of culture and how it is expressed. ics, and to get comfortable with the venue. Make Instead of presenting the mainstream national tra- sure to include some name games and break the ditions, you could encourage the young people barriers by setting an informal, playful atmosphere to reflect on the personal, local or, for example, and letting everybody know that they can relax European dimensions of culture they identify with and be themselves in the group. However, too and why they identify with them. Another con- many games and too much “silliness” grows old cern over the “traditional intercultural evening” is 44 fast. Encourage the young people to explore the that often a lot of alcohol and food unknown to venue and its surroundings a bit too. This could the young people is brought and served, which be something like a mini treasure hunt! There are can lead into problems. Underage young people many possibilities, from the old classics (you may might drink illegally, or young adults could drink want to consult more senior youth workers to find too much. Also there might be allergies which out more) to more hi-tech ones that require smart- have been taken into account by the group lead- phones and GPS locations; ers in the meals planned in advance but which • Energisers – these are short games of two to ten might cause problems here. That is why, Intercul-minutes that can bring a quick boost of energy tural evenings should be planed and supervised to the group, and are meant to be energetic, fun- by group leaders; ny, inclusive, and can incorporate creative arts, • Community event – this can be an important sports activities, games, and so on. Energisers programme element and the idea is to make the can be controversial, with some people loving Youth Exchange relevant to local community in- them and some hating them. Remember that, for stead of just having an event to show that some- example, being in physical contact with another thing happened. To do so, involve the community person has a different meaning from one person at the earliest stage possible, decide together to another; some might find it inappropriate and what kind of event is in the best interest of every- uncomfortable. Emphasise that energisers are body or would suit the place better. For example, voluntary and young people can always opt out; this could be a school event where children and • Intercultural evening – often, the practice is that young people can learn something unique on the topic of the Youth Exchange through non-formal education. Or you could organise a theatre play especially if it is self-organised by the young peo- in a retirement home, come up with a fun day of ple. If they ask for more fun and free time, listen sporty activities in a local kindergarten, or clean to the group’s needs, but it is important to make up a local beach as a part of the Youth Exchange. it clear that you are running an educational pro- More about involving the local community comes gramme funded by public money with some ob- later in this chapter; jectives to achieve. One day off is appropriate for • Reflection groups – It is good to reserve enough a one-week programme where you can organise time in the programme every day for reflection, a sightseeing trip, arrange an outdoor activity where the young people are split into smaller like a hike or bike ride, or give the young people groups. It can be beneficial to keep these groups downtime; the same throughout the Youth Exchange, so that • Closing ceremony and farewell party – this is a trust dynamic can be built up to create a safe where you can close the Youth Exchange, and space. This allows people to express tension in a healthy setting and collect opinions and feedback celebrate the bonds that have been made. Part for the leaders about the programme; of this can be having a session where the young people share memories, stories or compliments, • Free time – there is no specific indicator for the followed by a social evening suitable for the group number of workshops or amount of free time that and the atmosphere of the Youth Exchange. there should be in the programme; the right mix is 45 down to you and your team. An important part of Additionally, there should be other sessions which re-a Youth Exchange is learning informally from each flect on your specific aim and objectives for the Youth other, and this happens in the free time sessions, Exchange. At a later stage, you should develop approaches and 2.14 EXTERNAL PARTNERS AND tools to reach some of the objectives. For example, a POSSIBLE CO-FUNDING: HOW CAN YOU generic ‘Getting to Know Each Other’ activity, 1 hour INVOLVE THE LOCAL COMMUNITY? and half on the first day, can be further developed: Do not forget: The Erasmus+ Programme is a politi- • 09.00 – 09.15: first group activity: 2 different name cal tool, a mechanism to put European policies into games will be played. practice, funded by public money and aiming for pub- • 09.15 – 09.30: sharing in couples: ‘What are you lic benefit. It cannot exist in a vacuum. The communi-bringing with you? And what do you want to take ties in which you live, the decision-makers at various from this experience?’ levels and the business and media world need to be • 09.30 – 10.30: walk in the woods around the area, involved and informed. There may be several other getting to know each other and the place. Sever-stakeholders in your Youth Exchange outside of the al questions will be asked to facilitate the group project consortium and each has their role in the proj-building, and a few ice-breaking games will be ect. played. Examples of some of the different local actors that • 10.30 – … you could consider involving in your Youth Exchange as external partners: 46 • Local government, municipalities; It is good to detail the programme keeping realistic timing for each activity in mind. While it is not neces- • Other non-governmental and civil society organ- sary to describe every single name game or energiser, isations; some examples can be given. Make sure to describe • Local businesses and cooperatives; the main “blocks” of your programme, especially if • Schools and universities; you are using definitions from sources or disciplines that may seem too technical to a first reader. For ex- • Digital and print media. ample, if you are planning sessions based on “World café” or “Theatre of the Oppressed’, it is a good idea to include a short description of these methods, pos-When considering external partners, you should think sibly with a few links for further reading. about how their involvement links to the purpose and goal of the project, and what their meaningful role in it If your Youth Exchange project is composed of more could be. External partners just for the sake of having than one activity, for example; a Preparatory visit and them will not enhance a project. There are different an activity with all of the groups of young people, each ways external organisations could support your Youth should be described separately and have its own spe-Exchange and get some valuable input back. For ex- cific programme. ample, decision-makers could be reached regarding certain policies or topics relevant for the young people in your local community for which the Youth Ex- change participants could share their vision and key messages. Or a local civil society organisation could 47 hold a workshop for the young people in the Youth Ex- to cover the gap between the grant and what will be change on a particular topic that they focus on, and in the total expenses of the project. Sometimes the gap return the young people could help the organisation is covered by the participants’ contributions, but this by distributing flyers about their activities or volun-is not necessarily the best solution, since it makes teering for the cause they are trying to advance. Con-participation conditional on having sufficient funds, sider give and take – what can you give a stakeholder and therefore puts some of the young people at a dis-in exchange for what they give you? advantage. Also, by simplifying this stage, the young Do not forget also that in addition to the great learn-people would miss a big learning opportunity. If you ing goals you want to achieve, a Youth Exchange nevertheless need participants’ contributions, make requires practical arrangements. Soon will come the participation cost-free for those who really need it or time to consider how you will organise the accommo-set up a sliding scale. dation and food for the group, where the venues for the activities will be, what materials you will need, and Seeking for co-funding is a process where you have a whether you will need local transport or not. Youth chance to establish relations with different stakehold-Exchange is primarily funded by the Erasmus+ Pro- ers. You must accept the expectations or framework gramme, and although there is no official requirement of those providing the funds, but this cannot compro-for co-funding, the grant will not cover 100 percent of mise the framework set in the Erasmus+ Programme the costs. You will therefore need to find other means or the aim and objectives of your specific project. 48 Some examples of getting co-funding or support what you can give back to it. It will be easier to in-kind for your project: get support if the project concerns a topic or a field supported by the city, or, for example, if you • You could organise different types of fundraisers, are cooperating with a group from a twin town. It for example selling your hand-made products or is also helpful to present to the local authorities organising street performances. Be creative with how the local community will benefit from host- your young people; ing young people from another country, if you • You can approach businesses for discounts, do- are hosting the Youth Exchange, or how the local nations or sponsorship, like, for example, nego- young people can contribute to the community tiating a group discount with a restaurant, or ap- when they return from another country; proaching a local shop that is about to have an • At the national or international level, you can ap-end-of-season clearance sale. Maybe they would ply for funding within programmes for internation- be interested in donating something in exchange al cooperation of young people (other than Eras- for publicity; mus+, to avoid double funding). Funding can also • You could look for donations and sponsorships or be obtained from different national or internation- try crowdfunding such as ‘Kickstarter’ if you are al foundations. innovating something in the project; • You could request sponsorship in-kind benefits. 49 The municipality could help with the transport or provide a meeting space. A local school could let you use the gym (during the summer when the school is closed) and organise it into dorms. As the public sector functions differently from the private sector, you need to think differently about There are also other reasons to involve the local on. For visibility and to broaden the impact of your community than how they can support your Youth Ex-future project, you definitely want all of the media cov-change in cash or in kind. By involving it, you enable erage you can get. its citizens beyond the group of participating young As part of the Youth Exchange, you will also work with people to witness the European experience and ben-different people who are not your project partners. efit from it. As was mentioned at the beginning of this These could be, for example, the young peoples’ subchapter, the Erasmus+ Programme runs with pub- parents, your co-workers and other youth work-relat- lic money, which means taxes. In other words, you ed networks, the owner of the venue where the ac-might get the funding, but the local community as “the tivity will take place, a web designer, the town mayor, people” has paid for it. The best thing you can do to and so on. These are still stakeholders in the project, return the favour is to do something for the common although they do not directly take part in its imple-good. Many Youth Exchanges include a community mentation. They can help you in the implementation event, which is addressed later in this chapter. of the project or hold you back, so it is important Digital and print media could support the visibility and to establish good relationships and communication improve the impact of your project, and these rela-with them early on. tionships should be fostered early on in the Youth Exchange process rather than just leaving it until later 50 2.15 HOW SHOULD YOU COMMUNICATE ry message to everybody – nobody likes that. Use a WITH EXTERNAL PARTNERS? personal approach, and your local stakeholders will appreciate it much more; Often, public engagement is considered something that you do at the end when you have achieved all of Who will communicate with them, how and when? your goals and want to tell the world about it. It is better, however, to approach it as a strategic resource, which will enhance your impact all of the way through 2.16 FORMALISING THE PARTNERSHIPS your project. In any case, if you want to involve other Once the Youth Exchange partners and all of the other stakeholders, you need to explain to them what you stakeholders are chosen, it is a good idea to develop are doing and why. This is why you need to think about a partnership agreement. This should be a document strategic communication right from the start, even be- – a contract is probably not necessary for a Youth Ex-fore the project is approved. Public engagement can change, but it is your choice – which describes all of also be an exciting role that can be taken on by young the activities and responsibilities, task division, cost people interested in communication and the media. division and payment plan, common strategies (for ex- Examples of questions that will help you get started: ample, for fundraising or communication), deadlines, key milestones, and so on. Who are your potential stakeholders, and why would you want them involved? Think also about why they 51 would potentially get involved. What is in it for them? 2.17 WHAT IS A PREPARATORY VISIT? Be realistic and humble, and remember that these stakeholders are not there to serve your Youth Ex- A preparatory visit can be applied for in the funding change. They have their own agendas, interests and application for a Youth Exchange. It provides an op-their own stakeholders to respond to. If you manage portunity to bring together the partner organisations to communicate the added value and the mutual ben- (either one leader per group, or a leader and partici-efits your Youth Exchange could bring, the chances pant per group) prior the Youth Exchange activity, so are you will get further; they can meet in person to ensure quality planning. In the case of Youth Exchanges activities with young What are the key messages about the Youth Exchange people with fewer opportunities, the preparatory visit that you would like to communicate to them? (This is should enable the participants to ensure that the spea good time to check if the key messages have be- cific needs can be catered for. Preparatory visits take come clear to you already, or if you still need to work place in the country of one of the receiving organisa-on them); tions before the start of the Youth Exchange activity. How should you contact them? The local news agen- The visit gives the partners an opportunity to get to cy will probably respond well even to an informal know each other, get to know the venue, agree on Facebook message. The municipality or school will policies and a code of conduct and discuss logisti-need to be addressed by phone or with an official in- cal aspects. As part of ensuring a healthy and safe troduction email. For the local senior group or cultural environment, the preparatory visit provides space to association, maybe a visit in person would work best. share specific obstacles that your young people are Do not be lazy and just spam the same introducto-facing or might face, and to come up with ways to overcome them. This could be something related to and travel distance, “individual support” based on the their reduced mobility or a health condition prevent-number of participants, including leaders, facilitators ing them from participating in certain activities, or a life and accompanying persons and “inclusion support” experience –a young person may be a refugee or has based on the number of young people with fewer op-suffered abuse at home – that could make them more portunities. Exceptional costs based on real costs can sensitive to certain issues. be included for special-needs support and to include young people with fewer opportunities. The Preparatory visit can also be a platform to de- velop and shape the programme, and to allocate responsibilities and work out how to communicate 2.19 APPLICATION FORM going forward. It is not a compulsory part of a Youth Exchange – and may not always be granted – but it A friendly reminder: In case you are wondering wheth-can be a useful tool to help you prepare. The prepara-er it is time to stop reading after this subchapter, apply tory visit should in the country of one of the receiving for the grant, then continue reading until the selection organisations, and a good idea is if it takes place in results are out, it is not. The rest of the publication or near the venue of the Youth Exchange, to facilitate contains a lot of content needs to be reflected in the the planning process. A Preparatory visit can also be a application, even if it will only be organised in the proj-test run for a Youth Exchange – you can see the areas ect later on. that still need to be worked on, prepared, and agreed 52 You will need to apply for the Youth Exchange through on through the Preparatory visit planning and delivery. an online application form. The application form can be developed by the young people, with or without support of the group leader, or alternatively, by the 2.18 FINANCES AND BUDGET group leaders with significant contributions by the As was mentioned before, a grant offered for a Youth young people. In ideal conditions, it is the young Exchange is not intended to cover 100% of the costs, people who are in charge of the application process. although there is no formal co-funding requirement. However, this part of the process can seem intimi-Different ways of seeking co-funding were presented, dating, and therefore it is a good idea that the young but remember that Youth Exchanges are not allowed people, if they are writing it, do not see the application to make a profit for the partner organisations. Bud-and all of its questions for the first time at this stage. geting and financial management is a vital part of the Before you begin, you will need to make sure your project, to make sure that the partner responsible for organisation has created an online profile related to the grant (coordinating organisation) does not make a the Erasmus+ Programme that is verified by their Na-significant overspend or underspend. tional Agency. Multiple people can access the e-form, The funding offered by the Erasmus+ Programme for so an application can easily be completed collabora-Youth Exchanges is largely based on unit costs – i.e., tively. It could be a good idea to divide the writing a fixed amount. The budget is divided into “organisa-process into smaller, more easily manageable parts. tional support” based on the number of young people, This is also a very good way to share the workload “travel” based on the number of participants includ- between the young people and group leaders within ing leaders, facilitators and accompanying persons the partnership. While this approach can be effective, do not forget at the end to put all of the different bits Applications are to be submitted to the National Agen-together. It can be useful to appoint one person who cy of the applicant country. In most cases, if the Youth is responsible for coordinating the application writing Exchange is hosted in your country, you apply. How-process (contributors, tasks, internal deadlines), and ever, sometimes, for example if you are based in a in the end giving the application a cohesive voice. A third country, your partner might apply on behalf of the good application is coherent and shows cross-refer-consortium. Your application can always be written in ences between sections: aims stem from the needs the language of the country where you are applying analysis, the working methods respond to the objec- (for example; if the project is submitted in Greece, you tives, and so on. Reserve enough time for finalising can write in Greek). Sometimes, other languages are the application. It will make a big difference. allowed, such as English, French, and German. Check with the specific National Agency to which you are The application form has many automatic functions applying. that assist the process. The system will guide you with a series of questions and you will not be able to Finally, when you are applying for funding for a Youth submit the application until all of the information has Exchange, remember that someone else (with limited been completed. There are character counts for each time and a tight deadline) will have to read and evalu-question, so you can keep on top of the character limate your application. Your goal is to write as clearly as its. It is important to complete the form in good time possible, with the most relevant information in each to allow for any incomplete information to be finished section described in detail. It is important not to make and to account for extra time in case of issues with the any assumptions about what prior experience or in-53 online system. The form has an auto-save function but formation the reader will have or know. Why not ask it is always a good idea to save an offline copy in case someone who has not been involved in the project of system issues – there is nothing more frustrating development process to read and give feedback on than losing content you have worked hard on writing. the final application to make sure everything is clear to someone outside of the project? Many useful tips are available here2 and you can get familiar with mod-The budget is automatic once you add the informa- el application forms here3. tion about the different organisations and number of participants – just make sure to do a final check to make sure you have not missed something or added an extra zero! The human element (meaning you) still matters in deciding if and how to apply for exceptional costs, since it is based on real costs. Keep your esti-mates realistic and provide short and clear explana- tions for each item. The Programme Guide specifies which costs are eligible and which are not. 2 https://www.leargas.ie/blog/erasmus-application-tips/ 3 https://ec.europa.eu/programmes/erasmus-plus/resources/documents/applicants/forms_en Examples of what to consider before the deadline: sion deadline. There are certain rules as to when your project can start relative to the submission • There are two application deadlines every year. deadline. Check them before applying in the Pro- At the time of this publication (2022), they are in gramme Guide; February and October. It is important to check the latest version of the Programme Guide for the • Keep in mind that the project is not the same as most up-to-date information; the activity, which means that your project can last for six months even if you will only have the • If it is your first application, give yourself at least activity for one week. After the beginning of the a month, preferable 90 days, to plan your proj- project, plan from one to two months for the com- ect and write the application. You will face many munication, organisation, and logistical aspects challenges – you really don’t need time pressure before the first face-to-face activity. This time will on top of them. After the first time, things will get be necessary consolidate the groups of partici-easier; pants, book the travel tickets and define all of the • Finding new partners can be challenging, and it logistic details. You will also receive the contract will require more than sending a few documents from the National Agency, sign it, and you can just before the deadline. Plan ahead. Finding then receive the first instalment of the grant. You partners should be your first step in the process should be aware you cannot make any payments (60–90 days before the deadline); for the Youth Exchange until the project start date, 54 • When the deadline is approaching, everybody otherwise the payments will be ineligible; gets very busy! Some people will find it hard to • With this information in mind, it means that the answer last minute emails, read drafts, and re- activity can usually safely start from five months spond. Again, plan ahead; from the submission deadline, although this time • The first programme draft should be ready around could be longer. You will have to submit a report 14 days (or more) before the deadline. This should two months after the project finish date. The fin- leave enough time for all of the partners involved ish date is also the end of the project, which can to be ready with their contributions; include evaluation and communication of results, not simply the end of the activity. • Try to keep the last three to five days before the deadline for harmonisation and proof-reading of • A Youth Exchange is not over until it’s over. What the application – and to allow for any glitches in happens after the Youth Exchange is an integral the online system to be resolved. part of the whole project. So, if you want your application to be approved, you need to ensure that you plan how to share the results. Allow Examples of what to consider regarding the timeline yourselves up to six months after the residential from the deadline to the Youth Exchange: activity is finished to complete the sharing of the results, the financial obligations (collect the travel • Plan for your Youth Exchange project (not the documents, do the reimbursements, and so on), Youth Exchange activity where the groups meet) and to write the final report. to start at least three months after the submis- 55 2.21 THE APPLICATION HAS BEEN whatever you do, avoid generating costs, since they SUBMITTED! cannot be included in your project yet, even if it gets approved later on. It usually takes two to three months to get the project results, but the time can be shorter or longer depend-Examples of how to make the most of the time in ing on the National Agency, the number of applica- between: tions, and the specific deadline. Often, the evening • It is good to reflect the process so far and rec-after a deadline is a time to relax and celebrate. But ognise the learning outcomes and other achieve-as soon as the post-party haze settles, you may be left ments with the young people, especially if you set with the realisation that you have at least eight weeks mid-term goals; to wait before knowing if your application was suc- cessful. Could this time be used productively for the • Do not leave your young people alone waiting. benefit of the Youth Exchange? Note, however, that if They are probably even more impatient than you your project is approved you will receive a contract are to get the results and start the action. Do from the National Agency, which you will need to sign something useful and goal-oriented with them in before the project can formally start and before you order to sustain the group cohesion and the feel- receive the first instalment of the grant. Therefore, ing of common commitment; • Start some preparation work. Maybe make that 2.22 AND WHAT IF THE APPLICATION IS phone call to the venue manager that you did not NOT SUCCESSFUL? have time to do while writing the application, fur- ther plan the sightseeing tour, or learn more about Not all applications will be granted, and this can hap-methods used in non-formal learning settings; pen for a number of reasons. Remember that the application process works on a points-based sys- • Practice makes perfect. If you are planning a work- tem, and even if you get a good score, your result shop that you have never tried before, this could is dependent on the other applications. It could be be a good opportunity to rehearse it or even test that your National Agency has fewer funds for a giv-it with some other youth groups. Involve the local en deadline compared to another, or there may be youth group, the feedback will be invaluable; a higher number of applications than usual. In some • Keep in touch with all of the partners and stake- cases, your project may be added to a reserve list if holders. Send an email to the partners, just to say not immediately granted. You always have the option hi from time to time, and if you involved other local to re-submit if you, your group, and your partners wish partners, get in touch with them too. Just like with to – just make sure to give yourself enough time if the young people, it is good to keep up the good re-submitting an application for the next deadline. spirit around the project together while waiting; Nobody can deny that it is a big disappointment, how- • Make a plan B! Being optimistic is important, and if ever, sometimes things simply do not work out. There 56 you did well in your preparation, the chances are is big learning potential in rejection, and it is an op-good that the project will be approved. But what if portunity for reflection and development. When you it is not? Use this time to think about a “what next” tell your group that the project was not successful, ex-scenario. Apply again? A few useful suggestions plain that there can be many reasons for it. Try to avoid regarding that are included in the following sub-telling the young people about the results in a manner that would make them feel like they have personally chapter; failed. It can be useful to hold an evaluation meeting • Finally, if the application is accepted, congratula- with the group. This is much better than a mere phone tions! The countdown for the wonderful activity call, or a text or chat message. It is important to of-starts here. fer them space to express how they feel, which could be disappointment, a sense of failure, anger or other negative emotions. Once the young people have had a chance to let off steam, bring their attention to the positive side of how much progress they have made, which will by no means go to waste. Feedback is the base to proceed further. The evalu- ating committee of the National Agency will send you detailed feedback about the application, underlining the critical aspects. This can be a valuable basis for improvement. If you want more detailed feedback, feel free to contact your National Agency directly and ask. Or, in some cases, you can even orga- nise a meeting in person. Then read and discuss the notes with your group. What do you take on board? What can be done to address the points raised in the feedback? Try to review each item, give it some thought, and break it down into small, concrete actions to improve the project, in case you decide to apply again with the same idea. You also need to inform your partners. Write an email to all of them and let them know about the results and at the same time thanking them for the cooperation and the hard work. If they want to know why the project was rejected, brief them on the reasons. If you are thinking about applying again, ask for their opinion. Some may still be on board, others may have other plans: in this case, do not take it personal, and be ready to move on. That is why a wider network of partners has advan- tages. Go back to the partner search phase and 57 work to bring your consortium back to full power. You may decide not to re-apply, or you can look at other ways to implement the idea either in its entirety or in a scaled-back way. Project partners could decide to use their own funds, alternative funding could be sought, and/or the project could be supported through community fundraising ef- forts. Make sure that any alternative plans are dis- cussed collaboratively with other partners and the young people involved. 03 preparation So, group leader, your Youth Exchange has been approved! What should you do next? It is time to get back to work! 58 3.1 WHEN IS THE RIGHT TIME TO START? speed with the preparations. Or you may decide that you are unable to replace them and you run the Youth Basically, immediately. Depending on the duration of Exchange with a smaller number of young people, or your project, and especially how soon the Youth Ex-you invite other partner organisations to bring addi- change activity will take place, your time to prepare tional participants. All of the options require approval may be limited. Did you apply for a Preparatory visit? from your National Agency. If you did, and it was granted, you can leave many details about the activity to be discussed and finalised Once the partners and groups have been consolidat-there. Otherwise, you must rely on communicating ed, you should gather the following information: with your partners through other means. In any case, • names, ages and contact information for all of the there is still quite a lot to do. participants, including leaders. You might want to create a form (something simple, like a free Goo- gle form) so all of the information is collected in 3.2 PARTNERS’ PREPARATION PROCESS one place and shared with everybody. Note how- Inform your partners immediately of the selection ever that you should treat the data according to results, so that everybody involved can put the next the GDPR regulations; steps into their agendas. Reconfirm the basic ele- • for young people under the age of 18, a paren- ments: dates, place, group size, and what type of tal consent form (prepared in advance), must be preparation is necessary for the group leaders and signed, scanned and pre-sent to you; 59 the young people. Although young people should be involved from the beginning, the details of the partic- • for each participant, proof of health insurance, or ipants do not have to be disclosed at the application a certificate of personal liability. Do not take risks stage, and it might be that there have been chang-and do not encourage others to do so. Better safe es in the group composition or some partners might than sorry; have a practice of forming the group only after the • travel information. Before collecting this, give as project has been approved. In any case, it is good to many details to your partners as possible – where give your partners enough time to build or consoli- to travel to and the local connections they need date their group, book tickets, organise insurance, to know about – and be specific. Do not assume have preparatory meetings with the groups, finalise that people will have the same understanding of their contributions to the programme, and work out even simple sentences like “the activity will begin what to bring with them –and to communicate all of on…”. Specify the expected date and time of the this to you on time. Shared checklists with tasks and expected arrival and departure to and from the deadlines can be helpful to keep everyone on the venue (or airport / railway / bus station) before- same page and to support the preparatory work. hand. Even if the partners’ groups arrive directly If you have a partner who drops out of the process to the venue, it is useful for you to know when and after the application is granted, you have two main how they arrive in the country to follow up pos- options. If there is enough time and the other part- sible delays or other unexpected circumstances ners agree, you can search for a replacement. You that might occur related to the travel; will have to make additional effort to bring them up to • any needs for additional support or special needs related to basic survival and convenience, con- • Being the contact person with the venue you will cerning, for example, dietary restrictions, mobility, stay in; or medications. You do not want to learn about • Taking care of the arrangements regarding food; these things while the residential activity is already going on; • Being the “logistics specialist” – looking after shopping, materials and all of the practical needs • any needs related to the programme, such as like local transportation, free-time activities, etc; additional space, materials or equipment that the leaders or young people might have in order to • Taking care of the public relations and communi- deliver their contributions; cation; • set a first deadline. You will be very happy to re- • Technical planning of the Youthpass process (and ceive all of the information before…! Of course, later issuing the certificates); later you may need to give more time, but dead- • Coming up with inspiring energisers and warm-up lines help people to prioritise tasks and to keep games. their agendas in order; • important: will their groups include young people with fewer opportunities or coming from a back- These are just few selected examples of the kinds ground that requires specific attention? Ask for all of tasks young people might be interested in taking 60 of the leaders to be informed – confidentially, of up at this stage. The full detailed check list and task course – in due time about any such situation. It division depends on what needs to be done in your can really make a difference for the preparation specific project. of your project. And what about the dropouts and late-comers? As was mentioned earlier, the ideal scenario is to have the groups complete from the beginning or at the 3.3 GETTING THE HOST GROUP READY latest by the beginning of the preparation phase. But Your group (in case you are hosting the Youth Ex-sometimes we live in a less-than-ideal world. If some-change activity) should be the first to be complete as one drops out and has to be replaced, and someone there are many tasks that are to be done where the joins the group at a later stage, it is important to re-activity will take place. This is a good time to compile open the process of task distribution. Make the new a new list of upcoming tasks, and make another task young people feel welcome, and include them in the division, so everybody is up to date with what to do responsibilities for the preparation. This step may be and what to look after. very important to raise their motivation to take part in and find meaningful something that they so far had no Examples of preparation tasks that can be distribut-influence or ownership over. ed among your group of young people: If somebody drops out of the group, avoid creating • Keeping in touch with the other young people, or- a culture of judging and blaming, and do not allow ganising the travel information and collecting the talking behind people’s backs. If some tasks were details; not completed and are pending, have a meeting to manage the situation and – if possible – share the are feeling ambitious, you could set up an interactive responsibilities among the other members. In the next and engaging e-learning course in order to facilitate meeting, try to discuss what happened, and what may learning by using a free e-learning programme such have led the members to quit the group in order to try as Moodle or Canvas. The SALTO Resource Centres and avoid it in the future. offer the beneficiaries of the Erasmus+ Programme in the field of youth to establish a course in a Moo- dle-based HOP-platform. Or alternatively, you could 3.4 THE POSSIBILITIES OF DIGITAL create tasks and challenges via programmes or ap- TOOLS: NETWORKING AND LEARNING plications such as ActionBound or Kahoot, or use so- CAN START EARLY cial media to introduce some interesting questions or spark a discussion among the participants. The add-In addition to facilitating networking and communi- ed value is that you will also boost the digital com- cation digital tools can be incorporated in a Youth petence of the young people which is in accordance Exchange in order to maximise the opportunities for with the Erasmus+ priorities. learning before, during, and after the Youth Exchange activity. In order to emphasise the long-term perspec-When considering which platform or online tools to tive of learning you could introduce a number of digi-use, be aware of data protection (check the subchap- tal tools that can keep young people engaged. If you ter Protection, health and safety of participants in 61 Chapter 4). It is also advisable not to have all commu-This is the time to confirm that the meeting venue(s) nication between the group leaders and young peo-are appropriate, organise the food with consideration ple on the same platform. Sometimes, some sensitive of the participants’ dietary requirements, and organise information needs to be shared among the leaders, the schedule of arrivals and departures, and pick-ups for example about the backgrounds or special needs if required. There are different ways to handle arrivals. of some young people, so it is important to have sep- Will you ask each group to organise their own local arate channels for that. You have already established transport and meet you directly at the venue? Or will some communication channels in the previous phases you organise a pick-up for all of the groups at once, for of the project, and maybe it is wise to keep that sep-example by renting a bus? The decision will have an arate from the socialising, networking, group-building effect on the travel budget too – in the first case, each space. Integrated platforms that can link to file sharing group manages their travel costs separately, while in platforms can be useful for the project and task-relat-the second, you can pay for the bus and divide the ed communication, and can accompany formal com- cost by the number of participants. Check also that munication via email or other means. the venues are suitable. Which meeting rooms can be used and when? Are there enough showers and toilets, hot water, common spaces for socialising, and 3.5 VENUE(S) AND LOGISTICS nature in the vicinity? What is the condition of the sleeping quarters? When is the payment due? You 62 You may have already considered accommodation should send out logistical information to all young during the exploration or planning phases. A com-people and leaders as well as a draft programme. mon solution is to rent a hostel or budget hotel, but These documents can be shared with parents and there are other options too. Like mentioned before, guardians too, if needed. This is also the time to fi-a school gym can be reorganised into dorms, or you nalise what equipment and materials are needed to could camp in tents or you could organise home stays. deliver the programme effectively. There is a selection of quality youth centres across Europe as part of a programme of the youth depart- ment of the Council of Europe – check them out if you want to stay at a youth centre that has approved 3.6 PROGRAMME RE-CHECK quality status. If places are booked or too expensive, Go through the programme as you planned it in the be creative and use your contacts in the local commu-project planning phase and see if there have been nity. Once the accommodation is confirmed, the room any changes that require action from your side. The allocations should be organised in cooperation with timetable and programme should not be set in stone the leaders and the young peoples’ preferences. This and should be open to change and adaptation. could be divided by gender or age or other criteria. It Things evolve quite quickly in the Youth Exchange is, however, maybe not the best to divide the partici-activity and non-formal learning setting in general. If pants in their country groups, since in the residential one session proves too tiring, if the weather is bad for activity, it is important that the groups mix as much as outdoor activities or if the group is exhausted, there is possible to foster contacts with young people from nothing wrong with rescheduling the activities for one other countries. or two hours, or just giving everyone some time to re- lax and regain strength. As long as the decision-making affairs and want to do more. As part of the Erasmus+ Pro-is shared and the reasons for changes are communicat- gramme Youth Exchanges should promote sustainability ed in a transparent way, everybody will have the feeling and increase the young peoples’ understanding on the that the process is in good hands. Take the possibilities topic. This could be done by raising the issue among the for changes into consideration also when planning the young people as well as by incorporating practices that logistics around the programme. reduce or compensate for the inevitable environmen- tal footprint caused by mobility activities. A good idea in the upcoming Youth Exchange activity would be, for 3.7 INCORPORATING SUSTAINABILITY example, to favour recycling, eco-friendly materials and sustainable means of transport, and avoid excessive use Environmental awareness and concern over climate of water and electricity, printing, plastic, and disposable change have risen rapidly in recent years. Many young tableware, to name a few ways. people are especially worried about the current state of 63 3.8 EXTERNAL STAKEHOLDERS, A simple press release should contain: CO-FINANCING AND THE MEDIA • All of the essential information: The financial plan was already prepared, and when “The Youth Association Unicorns Together, estab-the project is approved, it should be clear how much lished in 2015, is hosting for the second time a Euro-money will be provided. You can now start making pean Youth Exchange in the town of XYZ, from the 18th concrete arrangements for getting the additional to the 25th of June, 2022. 28 young people coming funding. Possibilities for co-funding and donors have from Albania, Finland, Ireland, Italy and Romania will already been addressed in Chapter 2, so you can now spend one exciting week together, discussing and start the communication, negotiations and fundraising working on the topic of wellbeing and how to make as you planned. our communities healthier.” When the Youth Exchange activity, is approaching, let • A little extra: everybody else in your local community know as well! “Youth Exchange has been co-funded through the Eu-You can maximise the impact of the communication by ropean Erasmus+ Programme which since 1994, and getting in touch with local news outlets – newspapers has provided opportunities to study and learn abroad (both in paper form and digital), news agencies, web-to more than 3 million young people.” sites, radio and TV stations and so on. Make a list of them. Do not sabotage your own communication plan • A call to action: 64 by thinking “oh, they will never be interested in us”. “The project will include an event open to everybody You cannot know, until you try. Your job is to send the on the afternoon of the 23rd of June. Our group will news out, theirs is to be interested. have a picnic in the local park. There will be music, Write a simple, good quality press release. If you do food and drinks, so feel free to come along and we not know how, you can find a lot of good examples will be happy to share the results of our work with online4. The common elements that have to be there you!” are the famous 5 Ws (who-what-when-where-why) Send your press release to everybody on your list. Un-and the H (how). Nothing more! There is no need to less you live in a very busy city where a lot of events explain the whole history of the European Union. are happening all of the time, there is a very good chance that you will be noticed. A European youth event does not happen every day, after all. Mention also that you would like to be informed when the re- lease will be published. Monitor the media. Check the responses and collect everything. Not only will it look good and make everybody feel proud of their work, you will need it for the final report – this is evidence that you are doing a good job. 4 For example, here: https://expresswriters.com/writing-a-press-release-sample/ Do not neglect your own organ- additional needs that come from a disadvantaged background. Everyone isation’s and partners’ organisa-has needs related to their individual backgrounds and identities. There-tions’ social media platforms. Es- fore, it is important to maintain an open and frank discussion about these pecially if the organisations have needs, and encourage a positive dialogue. been established for some time The upcoming Youth exchange activity will pose a new challenge in facing and have a good network, this will diversity as a big group of people from different backgrounds will come bring a lot of visibility to your proj-together to spend literally 24 hours a day together. Diversity will not occur ect. If you do not have a strong only because there are many nationalities in the room. It encompasses social media presence, hosting differences in terms of a range of issues: political views, music that young a European project is a great op-people listen to, and the football clubs they support, to name a few. portunity to start. You may need a Facebook page, a Twitter ac- Respecting diversity means making room for a pluralism of views, opin-count, and an Instagram account ions, and attitudes. Youth Exchange, and especially the activity in all its to send out waves. And maybe intensity, is a place where a lot of diversity comes together. While ac-think about setting up a free blog knowledging the challenges that it can bring, an environment should be with Wordpress or Medium, to created that encourages learning and growing from it. Important aspects publish daily project updates. on intercultural learning are addressed in Chapter 4. Since the Erasmus+ is supported with European Union funds, make 65 sure you think about promoting the visibility of the program and the EU5. 3.9 WELCOMING (MORE) DIVERSITY In Chapter 1, diversity was men- tioned in relation to incorporating young people with fewer oppor- tunities in the Youth Exchange. However, creating an inclusive environment should not be some- thing that is considered only when a participant or leader identifies 5 Read more about visual identity and logos here: https://eacea.ec.europa.eu/about-eacea/ visual-identity_en. 3.10 PRACTICALITIES RELATED TO THE health conditions, disability, mental illness, issues NEEDS OF THE YOUNG PEOPLE related to sexual orientation, or political situations of the participants’ countries can be really challenging The key to being responsive to young people’s needs to work with. Many of these areas require long and is prior preparation and the ability to be able to adapt. very specific training to become familiar with them. Make sure you know who is coming and what are the Share your concerns with the other group leaders and needs. Challenges often come when people have not possibly involve the young people– or their parent or disclosed their needs, which can happen for many guardian – in the conversation. You can also consult reasons – and this is when solutions tend to be reac-professionals or organisations with specific expertise. tive rather than proactive. Collect information in advance about the young peo- ple (and needless to say, treat it in a confidential way), 3.11 PROTECTION, HEALTH, AND SAFETY their background, lifestyles, and related needs that OF PARTICIPANTS should be considered. You can also talk to the other leaders for more information that the young people The protection, health, and safety of the participants might not find relevant to mention. is an important feature of the Erasmus+ Programme. This means physical, and also emotional safety. Most It can be helpful to have a number of options on the of the time, the focus is on the former – securing the registration form with tick boxes for special needs (for 66 venue for the Youth Exchange activity, making sure example: dietary needs, quiet space, step-free ac- everyone has the compulsory health insurance, taking cess, single-gender room), and a space for open text. into account all of the dietary arrangements, and so This helps the young people to think about different on. Nonetheless, emotional safety is just as important. needs, and makes it clear that inclusion has been con-Travelling abroad, being away from home, meeting a sidered at an appropriate time, rather than as an after-lot of new people from different countries, communi- thought. You should also make sure to give options cating in a foreign language being in a new environ-for participants to share their pronouns (a substitute ment or potentially discussing sensitive topics can be for a noun that denotes someone’s gender – for ex-an equally stressful experience and, if not supported ample: she/her/hers, he/him/his, they/them/their, zie/ properly, can cause very damaging results. The ap- zim/zir). proach to protection, health, and safety should be Check carefully with the venue and the catering, treated as a holistic issue. The best way to address share with them the relevant specific needs of your this is to ensure that all of the aspects of a quality group. Make sure that the special dietary needs and Youth Exchange are thought through, an appropriate requirements been shared and understood well. Do risk assessment is performed, and procedures are in not take anything for granted: words like “vegetarian”, place that will minimise the potential risks and ensure “lactose intolerant”, and “gluten free” can mean very effective responses when needed. different things to different people. Illustration 18: Diversity A risk assessment it a vital tool to make you aware of, Illustration 18: Diversity If your team of group leaders does not have experi- and to monitor, potential risks, assigned by likelihood ence with a specific issue, be honest about it and pro- (very unlikely to very likely) and impact (negligible to vide an open space for dialogue. For example, many severe impact). This should include practical aspects such as issues with travelling, and pastoral or emo- 3.11.1 Safeguarding and child protection of underage tional issues such as dealing with homesickness and 67 young people culture clash. Actions should be identified to lower All people under the age of 18 are classified as minors the likelihood and/or impact of certain risks, outlining in the context of youth work, including in Youth Ex-possible ways of dealing with situations in advance. changes. Even if you empower young people under While checking the venue, you should also assess the 18 to be active decision-makers in their lives and give possible risks in the locality – such as a lake near-them responsibility, in the eyes of the law, they are by, insects, strong sun, a lot of traffic, and access to still children. This means that consent and permission bars – and decide how to deal with them by setting is required from a parent or guardian, and the group out clear emergency procedures. You also need to leader holds loco parentis for the young person – in check where the nearest medical facility is in case of other words, they are legally responsible. Leaders an emergency and ensure there is a first aid kit, as must take responsibility for the care, welfare and safe-well as at least a couple of people able to provide first ty needs of all minors in their care at all times. aid, among the group leaders. It is important to agree on common strategies in the consortium – areas of difference in different coun- Depending on the country, the approach to the pro- tries need to be taken into account regarding terms tection, health, and safety of young people varies. of policies and procedures. You need to make sure Some countries have clear guidelines and policies that all of the partners are aware of their national including background checks for those working with laws, that you share them and then agree on a com-young people. In other countries, there is no such clear mon strategy. legislation. There is some specific legislation when it comes to taking young people out of the country in Copies of all of these should be brought in hard and some cases. National laws and policies might be the digital copy to the Youth Exchange activity. The main most relevant for the host country, however some of ones are: the rules apply regardless of where the activity takes • A European Health Insurance Card (for those who place. In addition to national legislation, there are are from countries that have one) and compre-some policies that are applicable at the level of youth hensive travel and medical insurance that covers: work practice at an organisational level. For example, some organisations have a no-alcohol policy. • Travel insurance (including damage for loss of luggage); When it comes to the age of consent, and the legal drinking age, for example, it can be a difficult matter • Third party liability (including, wherever ap- on a Youth Exchange activity, as the legal limits may propriate, professional indemnity or insur-be different in the country of origin and the country ance for responsibility); of the activity. In these situations, it is advisable to • Accident and serious illness (including per- take the highest age considering both restrictions. manent or temporary incapacity); This would mean in practice that if a group of young Illustration 19: Safety people comes from a country where the legal drinking • Death (including repatriation in case of proj- age is 18, but the Youth Exchange activity takes place ects carried out abroad); in a country where the age is 16, the higher age – 18 68 • Prior authorisation of participation from a parent – would be implemented for that group. The same ap- or guardian for young people under 18; plies for the age of consent. In the Youth Exchange activity, you may have agreed on a specific policy about • Health form; alcohol consumption for all ages. It is worth consider- • Tickets; ing the impact on possible minors if alcohol is permitted for those legally allowed to drink alcohol. • Copies of participants’ identity cards or passports; It is good practice for the protection of both sides • Emergency contact details. that a leader should never be alone with an under- age young person. At all times, they should be close enough to another adult to be within sight and hear- 3.11.3 Data protection ing range. If circumstances require that they should Youth Exchanges are bound by the EU’s General Data be alone with a young person, they should ensure Protection Regulation (GDPR), which was introduced that another adult has agreed to this course of action, in 2018. This comprehensive legislation means that knows what they are doing, and how long it will last. personal data should only be used for the reason it has been given, and data must be erased once it no 3.11.2 Documentation longer has a function. This is especially true of sensitive data, which includes dietary and health informa- Paperwork might be a boring part of any project but tion as well as information about religious beliefs and there are certain things that are really important in sexual identity. The coordinating organisation and order to ensure a safe and protective environment. leaders should only ask for information that is neces- sary for the Youth Exchange activity, and it should only • Is everything set with the accommodation? When be shared, with the permission of the individual, with did you last visit the place or check in with the those who need it. Participants’ contact information manager over the phone? Maybe something has should not be shared with other participants without changed. It is better to avoid last minute surprises; permission. Make sure you prepare photo and video • Is the food going to be there? Are the instruc-consent documents, so the young people can decide tions about special dietary needs really under- for themselves if they are comfortable with having stood? A meeting in person to check all of the their visual presence used online and in communica- little details could be the best idea, since food is a tions. These must be signed by a parent or guardian really sensitive issue, and any allergies can have for minors under the age of 18 years old. serious consequences; • Is there anyone who has some medical issues? 3.11.4 Unexpected things will happen, something will Do you have a first aid kit? What will the proce- go wrong dure be in the case of an accident? Make sure you studied the health condition of the partici- Even in the best planned project, some things will go pants in case you need to act fast. Do you have wrong – a group can fail to find all of the members their emergency contacts that you can reach if or a person falls sick at the last minute. Despite your something happens?; best efforts and preparation, there is nothing you can • Have all of the materials been bought? (not only 69 do to avoid these situations. However, if you did your the materials directly related to the programme, preparation carefully, the chances are that you have a but also the stationary, toilet paper, soap, cookies solution at hand on how to respond and avoid further and tea bags – whatever you may need). damage to the people involved or to the project. Once the basic survival of the group is guaranteed, at least you know that everybody will be warm and fed. It 3.12 THE ACTIVITY IS REALLY is then time to move forward on your list of priorities: HAPPENING! • Is the programme really “ready-ready”? Is every session prepared? Also check with the partners If you have your checklists, this is the time to really on the state of their contributions; use them. • Is everything ready for the local community A few last-minute things to double-check are: events? Double-check all of the details; • Have you got the details of the participants’ ar- • Have the press releases been sent out? Is the infor- rivals? Did you check that the information is clear mation present on each partner’s website and social and understandable for you, and do you really platforms? Is anybody monitoring the coverage?; know when they are coming and to where? Did you agree about the transport? Did you agree • Double- and triple-check the arrivals and travel about the meeting point? Does everyone know information. Is everybody accounted for? how to get there?; That’s it, you are ready to go! notia04So, group leader, here we are! It is time for the best part 70 of the project! Let’s get down to it! lement imp 4.1 MANAGING THE TRAVELS AND only unfortunate, but it might also have practical impli-ARRIVALS cations on the project and the budget. The travel to the residential activity starts the most ad-You may want to contact your National Agency, pro- venturous part of the Youth Exchange for the young vide a full explanation and check what to do. As long people from your partners’ groups arriving in your as there is the minimum number of young people and group leaders for the Youth Exchange to be eligible it country and local environment. For some of the young is still manageable. If the numbers drop below, either people, it might be the first time they have travelled that specific group is out (not eligible to be covered by abroad. One of the main points during the travel is the the grant) or the whole Youth Exchange is cancelled. safety of everyone. This makes public transportation This is why it is better if groups are designed with at 04 the most appropriate choice. It reduces travel costs, least one more young person than the minimum re-and most of the responsibility for safety is entrusted to quirement, and a group leader has a backup. This the transfer companies, which have the appropriately way, should something happen, the overall project will trained staff and appropriate insurance. Handling the not be at risk. travel, namely planning the route, buying the tickets, packing, getting to the station or airport on time, going through the administrative and safety procedures, 4.3 GROUP DYNAMICS dealing with possible delays, motion sickness or fear of flying, and arriving in a completely new and un-Group development and dynamics are important 71 known place can be tiring and stressful for the young throughout the Youth Exchange. There are several people next to being exciting, and they might need a group processes going on throughout the Youth Ex-little time to settle on arrival. It is better not to start the change, and these processes will run simultaneously. programme too early or too intensively. On the other Your group, which is the host group, started to form hand, this is the moment the young people have been and learn about each other when the first ideas were waiting for. Waiting for too long for the programme to put on the table. This group hopefully resolved any start would make you lose the moment, where the entensions and formed a bond and a good level of co- thusiasm is at its peak. As a general rule, it would be operation while they were preparing for the Youth Ex-wise to wait with activities or decisions that affect ev-change activity. Having been through this process will eryone until all of the groups have arrived. allow your group to work with other groups more easi- ly. After the activity, they will continue to work together and will gradually dissolve after the conclusion of the project and the sharing of the results. 4.2 OH NO! WHAT HAPPENS IN CASE OF A NO-SHOW? Parallel to this process, similar group processes are taking place in the other group(s), but since the prepa-Even in the best planned project, last minute changes ration process was different for them, and maybe can happen. A partner can fail to gather an agreed shorter if your partners recruited the young people at number of young people or a person falls ill or has a later stage, it might be that different dynamics have other unforeseen problems that prevent him or her developed between them, or maybe the group has from attending the Youth Exchange activity. This is not not had a chance to develop at all. It might, however, happen that once the Youth Exchange activity starts, 4.4 PHASES OF GROUP DEVELOPMENT the young people from the same country might seek Non-formal learning relies very much on the group, support from each other in the beginning, and even which is one of its main sources. One thing to take those groups that were not particularly cohesive, start into consideration is the stages of group develop-turning inwards. Although this is normal, it is import-ment. This applies from the beginning, but special atant to gently direct the young people to open up to tention should be given to it in the Youth Exchange the wider group. There is also the group of leaders activity when different groups from different countries which is in charge of the Youth Exchange, and you come together. All of the group processes will be representing the hosting partner have a key role in more strongly expressed when the time is so inten-that group. sively spent together and outside of everyone’s usual circles and activities. 72 Five different stages of group or team development Sometimes it happens that the group just does not can be identified: seem to connect, and the energy is low when the group is supposed to perform. Luckily, this is very rare • Forming: The first bonds are being formed, but in Youth Exchanges. On the other hand, if the group the participants are still polite and not engaging works well together, it is pure magic, and the “Perform-with each other on a deeper level; ing” phase is characterised by strong energy, motiva- • Storming: The participants start getting more action and commitment. When such an activity comes to quainted with each other, alliances start to form, an end and the young people are sad to be leaving tensions, disagreements and clashes occur; the next day, it is tough, but you should still complete • Norming: The participants slowly learn to interact your programme. The “Adjourning” phase might make with each other, establish some ground rules, and them more emotional in the moment, but it will help learn how to approach conflicts constructively them move on in a healthier and happier way. and find their position/role; The chance for successful group development and • Performing: The group has a common vision, a dynamics in a Youth Exchange activity of course also common goal, they approach each other assert-depend on how well the project as a whole has been ively and are at the height at their performance; handled so far. Many issues that were brought up in relation to the topics of inclusion, diversity, protection, • Adjourning: The moment when it comes time health, and safety of the participants in particular influ-to say goodbye, for the group to separate in a 73 ence how everyone feels about him or herself and the healthy way and the participants continue on their others. Also, if young people have frustrations about own way. the programme, accommodation, food, logistics or how the leaders handle all of these, it takes its toll. A well planned and managed framework that young Bearing this in mind, you should invest in creating people find meaningful for them builds their energy constructive group dynamics for optimal learning for what they came for: meeting, connecting, getting throughout the Youth Exchange with a specific em-to know each other, and learning together. phasis on the Youth Exchange activity, and support the different group processes in all of the phases. The “Forming” phase requires that the emphasis is on ac- tivities that are aimed at getting to know and getting 4.5 WHAT ARE THE CONCRETE comfortable with others. Even the “Storming” phase, MEASURES TO SUPPORT GROUP which sounds like something to just get over with as DYNAMICS AT THIS STAGE? soon as possible, allows the group to work through 4.5.1 Group-building activities tensions and stop being polite and superficial –and learn valuable lessons. You might, however, want to As you remember from Chapter 2, group-building ac-check if this is really happening, and if not, help the tivities are usually held in Youth Exchange activities. group to move forwards to the “Norming” phase by Group-building activities are playful, mostly warm-re-establishing the ground rules, reviewing the task ly welcomed by the young people, and even more division, and engaging in group-building activities. importantly, usually do their job. You probably have planned some in the programme already, but once 4.5.2 Get to know the young people personally and you meet and get to know the group at the latest, you respond to the needs that occur should reconsider the following aspects: It might be a good idea to get to know each of the Do you suggest group-building activities with physi- young people, not only your group, individually, so cal activity or contact? In that case, what are the lim-you can gain their trust, and understand what they itations to participation in different activities? Do you might need to fully participate in the process and feel have a person with reduced mobility or who is visu-comfortable. This might give you an idea how to bring ally impaired or hard of hearing? Do you have young the group together, so the ones who find it more diffi-people who, for whatever reason (religious, cultural or cult to integrate into the group will have their chance. other) should not engage in physical contact?; If you already know the group and that there might be Do all of the group-building activities gather the whole some power dynamics that would influence the partic-group at once? Some people (or a lot of them) might ipation of everyone, you might want to empower the find it challenging to immediately start working in a more reserved ones first, before creating the dynam-large group of 20–30 or even 40 participants. As rule ics in the rest of the group. of thumb, you can start with tasks and challenges in Also, take a note that the young people in your own smaller groups and then slowly increase the number. group might have different roles and needs here than If possible, it is great to finish with an activity in the in the smaller group which was preparing for the Youth 74 whole group, since ultimately that is the safety net you Exchange activity. They might be for example less would like to have for the young people; outspoken or assertive in the bigger group, and you People learn in different ways6, engage with each should pay attention to why. Maybe they feel insecure other in different ways, and develop relationships in speaking in a foreign language or they are shy among different ways. Therefore, the tasks given and the ac-people they do not know? On the other hand, some of tivities for group-building should reflect this and have them might feel empowered by the role as one of the a variety of different types; hosts or because the preparation went so well, and feel like in this composition of young people, they can There are a lot examples of team-building activities be given a voice that they have not had before. available, you just need to know where to find them. One example is the SALTO Toolbox7; 6 Ibid 7 https://www.salto-youth.net/tools/toolbox/ 4.6 GAMIFICATION: HOW TO MAKE THE It’s not always easy to decide what incentives will work ACTIVITIES AND TEAM WORK MORE better with which group. For example, gamers invest a INTERESTING? lot of time to unlock “achievements” in games. These impart absolutely no advantage in the game but rep- Most people like playing games, and they are a big resent the players’ mastery. And that is enough to mo-part of contemporary youth culture. Gamification is tivate them. the creation of an immersive narrative, and introduc- es game thinking in non-game contexts to encourage participants in problem-solving, and to increase their 4.7 DOCUMENT, COMMUNICATE AND BE contributions. This can create engagement, and em- VISIBLE pathy, and make an experience more interactive and fun. To create an immersive structure, you need to be Now, it is the most important time to document what creative. There are many tips from the game design is happening and spread the news! Make sure some-world that can help to make this part of the experi- body in the group is in charge of daily communication. ence more fun, interactive, and engaging. To increase Ensure they are linking with media and social media. the impact, the spirit of immersion should also be It can be useful to have an experienced leader in the maintained coherently. team to take over this, since at this stage, it is a very time-consuming and young people are now busy with You could also introduce levels of voluntary challenge other things. Take and share pictures, get the young and reward them. This is a very important tip in gamifi-75 people to write short stories, update the blog, which cation8. Everybody appreciates challenges in a game, you might have running for the duration of the project. though not so much in real life sometimes. Research9 shows that the main difference is this: in a game, peo-Send out regular updates (3–4 times a day on social ple choose to be challenged. You could agree on dif- media platforms such as Facebook and Instagram, ferent levels of participation. The task is the same for even more on Twitter) and try to reach as many peo-everybody, but for those who want, they can bring in ple as possible. Send around three press releases to an extra challenge, and of course, an extra reward. the local news outlets: one at the beginning, one in This approach allows the tasks to be done by all, ad-the middle, and one after the end of the activity. Es-ditional stimulation and motivation for those who want pecially the community event, if you have one, could it, and a chance for those who find it awkward or un-be interesting to the local media, since it connects the interesting to opt out without seeming uncooperative. Youth Exchange with the local context in the most tangible way. Rewards can be extrinsic, such as gifts or bonuses (“if we reach our goal, we will go on a canoe trip”), Take care, however, that before you share, for exam-or intrinsic, which are more based on values and rec- ple, photos, that you have the young people’s (or their ognition (such as a badge, or the ‘Wizard’ title), and guardian’s if they are underage) consent in writing. sometimes a mix of both. 8 “the application of game elements and digital game design techniques to non-game problems, such as business and social impact challenges”. https://www.coursera.org/learn/gamification 9 “A Theory of Fun for Game Design”, by R. Koster, 2013. 4.8 YOUR YOUTH EXCHANGE LEAVES A 4.9 COLLECT A LOT OF FEEDBACK AND MARK IN THE LOCAL COMMUNITY DO SOMETHING ABOUT IT You are now very visible to the local community, just Feedback is an invaluable element of non-formal ed-by being there, especially if the activity is hosted in ucation programmes as it allows the participants to re-a small town or village. A Youth Exchange activity al-flect on their experiences, and provides the basis for ways leaves a mark on the local environment. Part of adaptations to the programme to make it relevant to the mark can be planned, such as restoring a walking their needs and wants. In order to use feedback effec-path, painting walls, preparing a local festival, or other tively, you must be able to be flexible and adaptable activities that make up the community event(s), but a during the residential activity. lot is happening through everyday encounters of the In the residential activity, having reflection groups is foreign young people and leaders with the locals at a core tool for getting and using feedback. These the venue, in the public spaces, shops, coffee bars, groups should meet regularly, usually daily, to reflect restaurants… The impact of these encounters is often on the day’s programme – this could be independent-neglected in project documents, but they still leave a ly or with a leaders’ support. The feedback from the deep mark on the people. reflection groups should be input into daily team A local community hosting Youth Exchange activities meetings between the leaders. Leave enough time on a regular basis gets used to multinational groups for debriefing and reflection after every activity, ev-76 of young people appearing for short periods of time. ery day. Create safe spaces and smaller groups. This Shops and bars adapt to the needs of the groups, and allows people to express tension in a healthier way; interaction with the local environment during the ac-sometimes people just need to blow off some steam. tivity becomes less of a challenge. Other local youth You may also want to consider inviting some group organisations can also learn from and get inspired members to provide their feedback directly to the by Youth Exchanges. It will also be a valuable expe-team meetings to emphasise that their voice is being rience for the other national groups to get a feel for heard. It is useful to give updates to the young people your locality, and experience in the everyday life in on what adaptations have been made in light of their some other place in Europe. Visiting the main tourist feedback, and if changes cannot be made, explain attractions abroad in a capital city is one kind of expe-why to make it clear and transparent. This will en- rience abroad, and definitely valuable, but interacting hance the participant-led element of the activity and with the locals provides a completely different kind of empower the young people to share their thoughts insight into the place. and ideas, putting participation into practice. Be happy and proud of your joint efforts. Your local environment is most likely very proud of you too. You are the ones getting some European things done! 4.10 REFLECTION OF LEARNING AND that has happened so far, to reflect on the learn- ISSUING THE YOUTHPASS ing experience; As first mentioned in Chapter 2, reflection and evalua- • Give it a good amount of time at the end of the tion are among the key steps of learning. That is why activity, on the last day. It is a great way to review they are such an essential part of Youth Exchanges. the whole programme, and to assess the learning As, in practice, most often evaluations are designed achievements – including emerging unplanned only as a basic gathering of information from among ones. the participants, this lacks a more thorough insight Issuing the actual certificate (printed on paper, with into the processes that took place during the activity. signatures) can be done right there, or it can be filled During a residential activity, in addition to the daily im-in, scanned or printed and sent later, after the end of pressions in the reflection groups, it is good to reflect the entire Youth Exchange project. It is a choice, some on and evaluate the learning experiences and the out-prefer to fill it in a week or so after the end because comes. This could be done in the reflection groups, then they are better able to reflect on the experience. and part of it could and should be done individually. It is important to recognise the results and elements of learning that relate to the general objectives for Youth 4.11 HOW MUCH IS ENOUGH AND HOW Exchanges in the Erasmus+ Programme as well as the MUCH IS TOO MUCH? – “LIFE BEGINS AT objectives of your specific Youth Exchange. Many dif- THE END OF YOUR COMFORT ZONE” 77 ferent methods are available for evaluation, and by using evaluation questions, you can guide the eval- Learning can be fun, exciting and rewarding, but the uation in the direction you wish to know more about. process naturally involves challenges. In a Youth Ex- change activity, young people’s learning process in- During the Youth Exchange activity, Youthpass and the tensifies, when every day brings something new at a key competence framework, which were described in fast pace. As has been said many times, it is important Chapter 2, also become really handy. Throughout and that young people face challenges, but the process especially in the end, the young people should be en-must be monitored and controlled by the leaders, so couraged to review everything they have learnt, and that the burden does not grow too big. with the help of you and the other leaders, take it to the next level by putting the learning outcomes into Learning can be illustrated through zones, where a the key competence framework. An ideal scenario is: learner enters at different times. The zones indicate the degrees of personal challenge that a specific • You introduce the Youthpass at the beginning of experience creates. This differs from one person to the Youth Exchange activity, since some young another. In the” comfort zone”, no major challenges people might not have heard about it so far. It are encountered, although it might offer a new expe-is also good to remind everybody right from the rience and new knowledge. Personal values, percep-start what a Youth Exchange is and what its pur- tions and convictions remain relatively untouched. In pose is; the “stretching zone”, questions are being raised and • Then, re-introduce it in the middle to give people there are opportunities for changing perceptions, atti-the opportunity to take a look back at everything tudes or behaviours. It is the place that can be reached through challenging activities and/or where people zone” and the “panic zone”, and the consequences of put their preconceptions and worldviews to the test. entering the “panic zone” are serious. When people By overcoming these anxious feelings, reshaping ex-panic, they block, the only thing they have in mind is isting perceptions and integrating new experiences, to run back to their “comfort zone”, and learning be-young people are broadening their “comfort zone”. comes impossible. At this stage, the young people That is, new experiences that have been reflected might undergo emotional processes that cannot be on and processed do not belong in the “stretching contained and dealt with in the programme. zone” anymore, but become something where they Your task is to try to encourage the young people to feel comfortable and safe. In other words, the young enter the “stretching zone” while trying to keep them people have learnt something. away from the crisis, and especially the “panic zone”. If the stretching goes too far, the young people might But in case a young person slips there, it is important get into the “crisis zone”, and it is in this zone that they that you and the rest of the leaders address the situ-are vulnerable. One also learns from anxiety and crisis, ation effectively, and restore the participant’s safety and it can be a valuable learning experience when its and comfort as soon as possible. energy is channelled constructively and only happens occasionally. There is a thin line between the “crisis 78 4.12 INTERCULTURAL LEARNING and commonalities in the group are derived from the participants’ nationalities. Encourage the young peo- Intercultural learning or learning from diversity is not ple also to expand their perspectives in this regard. only an essential process in Youth Exchanges, but also a topic that should be addressed directly by the pro-In order to facilitate intercultural learning in a Youth gramme and activities. As described in Chapter 2. In Exchange (in all of its phases), below are some top-brief, intercultural learning is often misunderstood and ics that should be included: simplified. Here, intercultural learning is approached • Identity: before meeting the topic of intercultural as follows: diversity, young people should be able to reflect • Every (young) person comes with their own set on who they are and what makes them the way of behaviours, beliefs, values and worldviews, or they are. Youth Exchanges have enormous poten- some would say with their own culture; tial for young people to learn about themselves, and this should be utilised as much as possible. • Learning from diversity is a long-term process of Young people can define parts of their identity increasing one’s intercultural sensitivity, through questioning inherent behaviours, values and be- when finding similarities with some people and/or liefs; differences with others; • It is based on interaction with other people from • Perception of others: our identity and values, and different backgrounds and with different be-the worldviews we derive from them, influence 79 haviours, beliefs, values and worldviews; the way we perceive reality and the people we meet. At the same time, some perceptions of oth- • It does not happen automatically in every interac- ers are based on generalisations we are exposed tion, but it requires personal engagement, reflec- to through different mechanisms in the society, tion and critical thinking; such as family, school, religion, the media, and • It is primarily learning about oneself. our peers. Young people will inevitably come with a set of stereotypes and prejudices, and when in In every Youth Exchange, you should facilitate the pro-an unknown environment and surrounded by dif- cess of learning from diversity and not expect that it ferent people, they might be activated strongly. will happen on its own in the Youth Exchange activity. That is only natural as generalisations help them Although the most concrete opportunities for it are navigate the complex realities around them, and there since all of the young people and leaders are they are simply part of our coping mechanisms. It together. Some things will happen on their own, be- is the role of the group leaders to challenge and cause there is so much diversity and so many things deconstruct these generalisations and assump- to explore that certain insights, reflections and even tions; changes are bound to happen. That said, a much more significant process of learning from diversity will • Empathy and celebrating difference: this should take place if you create an environment for it, as well be at the centre of your work with the young peo-as organised opportunities for interaction. The import-ple, as essential aspects of embracing and learn- ant thing is that you should try to avoid basing any re-ing from diversity. Whenever possible, you should lated activities on the assumption that the diversities encourage young people to enter into interaction beyond the surface exchanges of how they eat shock. While clashes can happen between two (or in Romania, how the houses look in London or more) people, they can also happen between a how beautiful the countryside is in Albania. Each person and the behaviours they observe in a dif- interaction that engages the heart and not just ferent environment – even without any direct en- the brain is likely to result in more meaningful gagement with other people. If there are a lot of insights. The essential thing here is to question differences compared to their own life, this might things, and try to think about things from others’ lead to a lot of frictions and even strong resistance. perspectives; Be prepared for culture shock or a strong reaction • Culture shock: some of these cultural clashes to difference, and be ready to work through this could be so intense that they could cause culture together with the young people; 80 • Diversity clashes: culture is sometimes meta- so they must be followed regardless of what kind of phorically presented as an iceberg. To take it one group you are working with. Other rules may be nego-step further, each person can be represented by tiable, for example, that the Youth Exchange activity is an iceberg, with their specific behaviours, beliefs, alcohol free, so no one will drink, or only one person values, and thought patterns under the surface, speaks at a time. The rules that are up for discussion which goes much deeper than what you can must nonetheless be in line with the important fea-observe from what is presented on the surface. tures of the Programme, as this improves the environ-Certain behaviours are considered odd or difficult ment for young people’s learning. These rules can be on the surface, because the underlying reasons formalised by group agreement. for those behaviours beneath the surface are not By coming to group agreement together, the young apparent. This is natural and normal, but the el-people and leaders can set down clear expectations ements below the surface need to be gradually about what behaviour is and is not acceptable, and exposed during a Youth Exchange to enhance it can be used as an accountability tool throughout empathy and understanding of others. the project. You can ask questions and discuss how a group can work together, what rules should be agreed and how to behave towards one another to 4.13 WHAT RULES NEED TO BE create the group agreement. The group agreement DISCUSSED? can be used as a live document and updated through- out the project lifespan. You should have a set of lines 81 In an environment where young people are chal- lenged, there needs to be rules and agreements. about what is not acceptable in any situation, and However, everyone should take part when defining what behaviours will have a zero-tolerance response the rules, since this creates a common space. If the (see more about this in the next subchapter). It can leaders set the rules on their own, they have much also outline how to deal with conflict situations in a more work in implementing them, and at the same way that the group agrees. time, the group misses out on a chance for active par-Among other things, this will help those who are chal-ticipation and a learning opportunity for strengthen- lenged by ambiguity, by the unknown. For a lot of ing the democratic process of reaching agreements. people, obscurity leads to anxiety, and anxiety is not a Once the rules are set, they apply equally to all, the very safe place to be. Since there will be a lot of am-young people and the leaders. By following the same biguity in every Youth Exchange activity and project rules, the leaders serve as an example to their groups. coming from meeting diversity in all possible shapes Rules can always be divided into two groups: the and forms, you can remove it at least related to oper-non-negotiable ones, and the ones that are up for ational and technical things. Discussing what happens discussion. Some rules are related to laws, for exam-when and why, and who will take care of it. In the end, ple, a smoking ban in closed public spaces, and no it is that simple. alcohol for minors, or rules of organisations, for example, the house rules of the venue might envisage cleaning one’s own table after meals or that the rooms must be vacated by 10 a.m. on the day of departure, 4.14 CONFLICT AND CONFLICT and it will make the group feel safer knowing that the TRANSFORMATION space is held in firm hands. No matter if planning and preparation had been done In case of interpersonal conflicts, it is the role of the perfectly, and all of the rules have been agreed on group leaders to support a mediation process. This and clarified, there is still a chance that misunder-might not just involve the young people, but could standings and disagreements will arise. Conflict can happen between leaders too. By letting everyone ex-be seen as a threat or an opportunity. In its essence, press their feelings and interpretations of a situation conflict is an opposition or absence of agreement separately, it may be possible to bring together the between two or more parties, and is a way to solve conflicting parties to share their feelings and discuss social contradictions. Conflict is inevitable, an every-a common solution. In some cases, it may be best for day social phenomenon, and a natural part of human this to be led by the group leaders, and in other cas-interaction and a group process, as individuals have es, it may be better for those leading the mediation differing opinions, clashing needs, and divergent con-process to have some distance from the individuals cerns. Despite conflict, we still manage to successfully involved. live and work with each other most of the time. What Discuss delicate and personal matters in private, and is not inevitable is when conflict turns into violence. treat sensitive issues with confidence where appropri-Violence is not only physical, but can be emotional, ate. Although the programme is important in the Youth 82 psychological, verbal, or sexual. You should expect Exchange activity, people should always come first. conflict in a Youth Exchange activity and embrace is So if it makes sense to pause or adapt the programme as an opportunity, but at the same time, it is the group to allow the group to deal with a conflict situation, then leaders’ task to ensure that conflict does not turn into this is okay. violence. Finally, to ease the tension, take time for breaks, pref-It is important to allow human emotions to come to erably outside. Even in winter, even if the weather is the surface. The most important tool to work out why bad and some people may complain, take opportu-a certain set of behaviour is happening is to active- nities to go out. A short energiser, a short walk, or ly listen and be open to understanding where these just one hour outside at the warmest time of the day. behaviours are coming from. Do not judge, blame or There are many physical and mental health benefits shun people for difficult behaviour, and challenge the that come from not sitting in a room and talking all day. behaviour rather than the individual. Being in a Youth Exchange activity in a foreign country can be an over-whelming experience for many people, and can bring 4.14.1 Zero tolerance to surface issues or problems that may be happening in wider life. It is important to deal with issues and In a Youth Exchange, it is recommended to take an conflicts when they happen without creating unnec-educational approach to difficult or challenging be- essary drama. If something violates the group agree- haviours. In some situations, where the young peo- ment or is discriminatory, it is important to address it ple are endangered or threatened by certain be-immediately. Whoever is in a leader position receives haviours, there must be a zero-tolerance approach. the power from the group to intervene in such cases, In cases where the safety of the young people is at 83 risk, we have to set very clear limits. The consequenc-The zero-tolerance approach is enacted in order to es of zero-tolerance behaviours must be agreed by create and sustain a safe space for all the young peo-the group leaders in advance, and may include be- ple and group leaders alike. ing sent home, involving a parent or guardian and/or involving the authorities. These areas must be well communicated before and at the start of an activity so 4.14.2 Dealing with disclosures that everyone is aware of the consequences of such A disclosure is when a young person shares with a behaviour. This may include: sexual assault, physical peer or a leader about an instance of abuse that is assault, sustained and unreflected verbal abuse and happening, has happened, or is at risk of happening. gestures (for example homophobic, sexist or racist Youth Exchanges are an environment that involves a language), bringing drugs to the activity, threatening lot of self-reflection and sharing. Add to the mix that the life of another participant, grooming (when an it is intensive Youth Exchange activity paired with the adult tries to get close to a child in order to form a creation of a safe space, and this provides an envi-relationship), and sex with children under the age of ronment where a young person may feel comfortable consent, or sex between a leader and a young per-and safe enough to share personal experiences of son. While everyone hopes these situations would not abuse that require escalation. happen on a Youth Exchange activity, it must be rec- ognised that these behaviours take place in a society. If a young person discloses that they have been that suits your style and the project. The activities for harmed, are being harmed, or are at risk of harm – the conclusion serve to recognise and celebrate the this can be through behaviour as well as words – you successes of the time together, and to recognise the must first and foremost listen to the young person. good practices that could be repeated in other activ-You must explain to them that you cannot keep what ities with other groups in the future. If the activity was they tell you a secret, as it may need to be escalat-not successful, go through it together with the group, ed, but that you will support them in the process. It is and encourage them to translate the lessons learnt to not your role to question or interrogate, but to listen other projects. to the young person. You may want to repeat what The young people also need a chance to say good-the young person has shared with you back to them bye to each other properly, and to get a sense of clo-to clarify and/or make sure you have understood the sure, which is an important part of learning and helps content. them to move on. It is also important to remind the If the young person is at immediate risk, you will need young people that the Youth Exchange project is not to involve the authorities. If the young person is not at over yet, and motivate them to continue their work immediate risk, you should involve the leader of the with the evaluation and sharing of the project results young person’s group, if appropriate, as well as the in their home setting. person responsible for safeguarding within the send- If the group wants to, have a farewell party the last 84 ing organisation, to work out the next steps to protect evening. Make sure to check with the group, to find the young person and deal with the disclosure. out what it is that they really want. Maybe a big celebration can even happen on any other night, some- time mid-week, and the group may want the last night 4.15 CLOSING THE GROUP AND THE quieter with a softer atmosphere where people can PROCESS have a few last chats with their new friends. The end of the Youth Exchange activity does not have to mean friendships are over and the young people 4.16 EVALUATION are never going to see each other again. But it does mean that the activity has come to an end, and most Evaluation is the collection of information and the likely the group in this number and composition will analysis of the given information as part of a project not come together again. The best way to signify this in order to evaluate the achievement of the aim, objectives and indicators of a project, and to review the is to plan a proper closure for the group process. outcomes and outputs. An evaluation is a process It is important to make sure in this period that the through a series of actions. An evaluation does not group can finish its mission, close any open issues, take place as a one-off activity at the end of a Youth and direct its energy into an invitation to new activi-Exchange project, but as a culmination of information ties. Close all of the processes you started (whatever gathered throughout the process. Since the Youth Ex-they are: reflection groups, learning goals or inten- change activity is in one way the most important part tions, clean-up groups) and leave nothing unfinished. of the Youth Exchange project, it is important to carry Have a nice “closing ceremony” for the big group out a proper evaluation at the end of it, too. There are three main elements of evaluation to fo- naire. An evaluation should provide you with quanti- cus on in the Youth Exchage activity, the logistics, the tative data (numbers and defining finite things or giv-educational programme, and the group. The logistics ing a rating: ‘on a scale from 1 to 10’) and qualitative includes the venue, communication and information data (attributes or properties: ‘What was your most provided. The programme can be evaluated in terms valuable learning achievement during the activity?’). of the programme blocks, learning outcomes, activi- Quantitative and qualitative data are both important, ties, methods and quality of facilitation. Regarding the as they describe different aspects of the project. group, you can evaluate the atmosphere, the support from the facilitators and group leaders, the involve- ment of the young people, and the diversity of them. 4.16.1 Participant evaluation The best way to evaluate an activity based on non-for-There is value in doing a mid-term evaluation with mal education is to use a mix of interactive methods the young people, around the half way mark of the with other, more “classical” tools such as a question-Youth Exchange activity. Keep it short and simple, in 85 this way, it will provide valuable information to you on 4.16.3 Using the evaluation results how the project is going and what, if anything, might Make sure that all notes from team meetings, feed-need to be addressed. It will also remind the young back sessions, and evaluation sessions are taken and people that they are involved in a learning process, saved in a shared place. This will not only help with re-and that their individual and group experiences are porting, but will provide data for future Youth Exchang-being supported. Make sure to ask the young people es and provide evidence in case any issues arise af-about their interpretation of how well the objectives ter the Youth Exchange activity. It will also provide a were achieved at the end of the project. foundation for identifying any additional actions that need to happen, whether providing support for an in-4.16.2 Team evaluation dividual participant upon returning home, or re-writing sessions that were changed for future use. Evaluation It is very important that all of the organisers and group should not take place for evaluation’s sake. The out-leaders find the time to meet and discuss the Youth comes should be utilised for the future in order to be Exchange throughout, either in person on online, in a meaningful. final evaluation meeting after the activity, as well as at intervals during the project. Notes from daily leaders’ meetings should support the final team evaluation in the Youth Exchange activity. Questions for a final team 86 evaluation could include: • Did we achieve the project’s objectives? • How was our teamwork and communication? • What worked really well? • What was not so great? • What would we do differently next time? • What will our next steps be? 87 88 05 follow-up So, group leader, congratulations, it is over now! Or is it? 5.1 CELEBRATE THE SUCCESS 5.3 WHAT WAS THE IMPACT, IF IT ALL? Once the activity is over, you probably need a day or To know which steps to take, it is important to reflect two to catch up on sleep, spend time with your family on what has been done so far, and what it has led into. and friends, maybe go for a jog, or binge your favou- Impact in youth work is the effect that the activities rite TV series, and reply to all those pending emails carried out and their results have on people, practic-and messages that you did not find the time to look at es, organisations and systems. Put simply, the funda-during the hectic Youth Exchange activity. mental change that happens as a result of an activity. Youth Exchanges are a tool for positive social change, But once the dust settles, it is time to consider what to and a better vision of the future. To have a strategic do next. Because, remember, although the Youth Ex-approach to impact in Youth Exchanges means to change activity is over, the overall project is not over keep an eye on the bigger picture, to remember why yet. There is still a lot to do. Youth Exchanges can really make a difference in the But before that, it is good to celebrate. Celebrating lives of so many young people and on the communi-does not have to mean that you need to throw anoth- ties around them. er party, although you certainly can. Take a step back, Impact can be defined in terms of time – short-term, reflect on what you all achieved, and be proud of it. mid-term and long-term: Success, enthusiasm, commitment, and delivering the best possible results should not be taken for granted. • Short-term impact describes more immediate 89 changes, for example in a participant’s everyday life or involvement, or in the actions of an organ- 5.2 RETURN AND REINTEGRATION OF isation; THE YOUNG PEOPLE • Mid-term impact takes place after some months, and reflects more structural change, such as the 05 Despite being a short-term mobility activity, the ex- development of some competence, or a new periences young people have in a Youth Exchange partnership being developed; activity are so strong that some of them struggle emo-tionally and need support to go back to their every- • Long-term impact is about sustainable change, and takes place after a long time, and it pertains follow-up day lives. The best way you can facilitate a safe and rewarding return is by supporting their reintegration. to more general levels such as personal develop- ment, or societal change. Good follow-up is essential in this process! Not only does it help the young people stay connected to the It can also be defined in terms of beneficiaries – Youth Exchange, but it also keeps them engaged and young people, organisations, local communities, hopefully motivated to continue with participation and a wider systemic level. All of the stakeholders in the local community, and also in future Youth Ex-involved in the project will receive some kind of pos-change projects. Remember that the young people itive impact from it. with fewer opportunities may need additional tailored It can be challenging to demonstrate impact effec-support to be reintegrated into their regular environtively. This is why indicators are set at the start of the ment. project planning, to accompany the aim and objec- 90 tives, as outlined in Chapter 2. To assess the impact, 5.4 PROJECT RESULTS data can be collected with qualitative and quantitative Project results are achievements of a Youth Exchange, methods. A questionnaire or a poll is an easy tool that can be sent out three to six months after the Youth and the type of result will vary depending on the type Exchange. Another solution can include organising a of project. Results can be classified as either outputs focus group at a similar time period after the Youth or outcomes. Outputs are visible and tangible results Exchange. or products and as such can be quantified. Some examples of outputs in Youth Exchanges are: street In order to measure mid- and long-term impact, the events, photos and videos, online platforms, new ta-organisers can produce new questionnaires and tools bletop games, and reports. specifically designed to assess the impact after sev- eral months or years, or use other qualitative or quan-Outcomes are more abstract and intangible. They titative methods such as focus group interviews or can be understood as an added value, and are usu-surveys. During the planned project span, the short- ally difficult to quantify. This does not make them any term impact will start to take place immediately, and less important than outputs. For example, they can will have to be measured and documented, while the be: increased awareness about a topic, new methods medium-term and long-term will come after the proj-and approaches, more openness towards diversity, or ect end. It is important to schedule reminders to do more readiness to support young people and youth the longer-term impact measurement even after the organisations and networks. They can be achieved project has closed. by the young people, partners or other stakeholders involved in the Youth Exchange project. • Infographics: Piktochart; There are different ways to communicate the proj- • Design work: Canva. ect results: Be careful when using photos from the Internet or • Communicating (circulating, spreading) informa-those taken by some of the participants in the project. tion about the project results to all relevant stake- Make sure that all photographs involving the young holders; people have been approved by the individual, and that photos found online have been released into the • Exploitation (benefitting, using) the outcomes public domain under a Creative Commons License (or and project results, and making sure that they are you could end up with a hefty copyright fine). not only useful to the project partners, but also in the wider community. Communication and exploitation can help the out- 5.6 VISIBILITY comes and outputs of the Youth Exchange go that extra mile, to achieve even more, to reach out to even more There are certain things that need to be done as part people, and to spread the message even further. It can of your contractual obligations when receiving the fi-also be a tool to recognise the efforts and participation nancial support for your Youth Exchange project within of the young people in the project, and to publicly cel-Erasmus+. They are mainly connected to the visibility, ebrate the success of the project. Youth Exchanges are which states that beneficiaries must clearly acknowl-91 also great opportunities to build the positive reputation edge the European Union’s support in all communica-of your organisation. Do not forget to involve the young tions or publications related to the project. This must people and partners in these actions! be done according to the provisions included in the grant agreement. 5.5 CREATING PROJECT OUTPUTS 5.7 PLAN TO COMMUNICATE THE As for the project outputs, you can start to make vid-RESULTS eos, and you do not have to have any professional equipment in order to do that. Nowadays, cameras in It is important not to try to do anything and everything smartphones are often enough to capture great mem-in your communication and activities. As with the rest ories and resources, and there is also lots of free ed-of the project, it is important to think about impact, tar-iting software. The following free tools are suggested get groups, and what you can do realistically with the to create promotional materials and outputs that are resources you have. Together with your partners and attractive and professional: the young people, you should put together a plan that can be delivered together: • Video editing: YouTube, iMovie for iOS, Powerdi-rector for Android; • Documentation of project results – this will be much easier if you make sure that you are track- • Photo compiling: PicMonkey, Fotor, Powtoon; ing, capturing and recording the process of the • E-newsletters: Mailchimp; development and implementation of the out- come. This will allow you to communicate the re- ciaries, directed at your target audience(s), and sults even to those who could not witness, see utilise your Youth Exchange project outcomes; or play them in person. Regarding outcomes that • Consider the appropriate communication chan-are intangible, such a process is of even greater nels – such as the Project Results platform, web-importance; sites, face-to-face activities, social media, and • Choose your target groups – decide who you public events; want to target, think about how easy or difficult • Create a budget and resources plan, and distri-they are to reach and how much impact it will bution of tasks. have to reach them; • Define activities and key messages – what kind of activities you would like to do that are going towards the aim, bringing change to the benefi- 92 5.8 EVENT FOCUSSING ON 5.9 LOBBYING FOR POLICY CHANGE COMMUNICATING THE RESULTS AND With the results of a Youth Exchange, you can put pres-OTHER FOLLOW-UP ACTIVITIES sure on the local decision-makers to make changes in An event could be organised after the Youth Exchange the areas that are important for you and the young is over to promote its results to a wider audience; it is people you are working with. At a very general lev-recommended as a quality element. It is a great ap- el, by showcasing the good results, you can lobby for proach for increasing the impact at the local level for more space for the participation of young people in each partner organisation – the best time for it is a decision-making processes. Remember that policy couple of weeks after the end of the residential activ-and decision-making happens at all levels of your so- ity. It can also help the young people by giving them ciety, so why not start with your local council or mu-something to focus on in the aftermath of the interna-nicipality? tional experience. All things aside, it will be another great opportunity for the members of each group to meet again at another local action. A lot of pictures 5.10 CONTRIBUTING TO QUALITY IN will be taken and shared with everybody else, which YOUTH WORK will animate the conversation once again. And if you In the case that you have some tangible outputs from organise something with educational content, the lo-your Youth Exchange, some new tools or methods cal communities will benefit from it. designed by the young people, by sharing them and 93 Some examples of follow-up activities are: making sure that they are being exploited, you are • Simple presentation about the Youth Exchange; directly influencing change and contributing to qual- ity in the youth field. In addition, you can create new • Photo exhibition from the Youth Exchange; partnerships, at the local, national and/or international • Performances developed during the Youth levels. Exchange, but now done for the local community; 5.11 PROJECTS RESULTS PLATFORM • Street actions on the topic of the Youth Exchange. There is a Project Results Platform managed by the European Commission where Erasmus+ projects are showcased. It was established to offer a compre- hensive overview of projects funded under the pro- grammes, and highlights good practice examples and success stories. The platform also makes available products, deliverables and intellectual outputs, which are the result of the projects. It also provides a search feature based on particular fields. 5.12 ANOTHER YOUTH EXCHANGE? 5.13 CLOSURE OF THE PROJECT Some important questions for the team of leaders to The final report with supporting documentation is pre-ask themselves are whether or not they want to work pared by the applicant in cooperation with the part-together again, and if there is another set of needs ners when the project is done. Each partner can take that came up during the Youth Exchange to warrant part in writing the report, or they can each write a part a follow-up activity or a different type of project. It is of the answer from their perspective. The applicant is worth considering first of all what the needs analysis responsible for bringing the text to its final form. Be-and the potential aim and objectives of a follow-up ac-fore the report is filed, it should be sent to the partners tivity would be, then whether the same partners would for them to review. be involved and how the process would work. Essen- It is important to thank everyone involved in the proj-tially, going back to the exploration stage and starting ect, and everyone who supported the project. With the cycle again. While follow-up Youth Exchanges are some, you might have already agreed to do a pre-generally seen with favour by the project evaluators, sentation of the results for them, with others, at least remember that funders are always looking for innova-a thank-you letter should be sent. If you wish to build tive projects and results, rather than a Youth Exchange relationships further, you can thank them in person simply for the sake of a Youth Exchange. In the possi-and give them a present to show your appreciation. ble new application based on the results of this proj-The most appropriate presents are related to the ect, you need to show how you could make progress. 94 Youth Exchange, such as project results, a T-shirt of the Youth Exchange, and so on. If you prepare a presentation of the Youth Exchange, you should invite all concerned to show them the achievements and outcomes. Enthusiastic young people are most likely to get to people, so they should do the talking. Encour- age the youth group to also talk about the informal activities. If needed, the group leader can be present to represent the entire organisation. 5.14 YOUR OWN EVALUATION AND These, again, are the elements of the “Hero’s Jour- EXPERIENCE ney” mentioned in the beginning. As was said, ev- ery adventure ever made, written or told, follows this And finally, after all of the dust has settled, the cele-structure, more or less. This model can help a lot to brations are over, and agreements have been made, it evaluate your personal experience, and to help you is a time for a moment of personal reflection for your-see things from a fresh and interesting perspective. self – the group leader who is reading this book. Like the young people you worked with through the Use your favourite evaluation method and take one Youth Exchange, you also left familiar territory, en-step back from all of the hectic activities in which you countered challenges, met new (and possibly strange) have been immersed since the very beginning of the people, and had an ordeal. project design. It must have been a fantastic journey. And now, it is done. You gained something, you lost Try to review the whole process: something. You are still the same person, yet some- • Can you remember how it started, and when? thing has changed. And as you walk back home, thinking “Would I do it again?”, you think that this is • What were the first challenges you had to over- exactly the stuff of legends. Well done! come? • Did you have a “mentor”, such as a more expe- rienced colleague or a good friend, in your own personal adventure? Who was that person, and 95 what did you learn? If not, did you ask for sup- port when it was needed? Did you receive it? • Review all of the interesting people you met along the way. What were their qualities that im- pressed you the most? What did you learn from each and every one of them? • Are you happy about the role you had in the process? And your performance? • Is there anything you would definitely change for the next time? • Was there a moment when you thought “this is going to be a disaster”? • What did you learn from the experience? • How are you going to apply the learning? • What was the hardest part of saying goodbye? • Would you do it all over again? With something (or somebody) different? MOVIT This publication was made possible with the SALTO South East Europe Resource Centre support of the European Commission and the Office of the Republic of Slovenia for Youth. National Agency of the EU Programmes The information and views expressed in this Erasmus+: Youth in Action publication are those of the author(s) and do not necessarily reflect the views of the European and European Solidarity Corps Commission or the Office of the Republic of Dunajska cesta 5 Slovenia for Youth. The European Commission, the Office of the Republic of Slovenia for Youth 1000 Ljubljana and the Slovenian National Agency cannot be Phone: +386 (0) 1 430 47 47 held responsible for the use which may be made of the information contained therein. www.movit.si; info@movit.si www.salto-youth.net/see; see@salto-youth.net