Public Achievement Leaders in Action (PALinA)

Denizen Centre for Civic Activism of Svrljig, Serbia and its partner ``G.M. Dimitrov`` of Dunavtsy, Bulgaria have established cooperation to implement the project ``Public Achievement Leaders in Action`` in the cross-border region of Bulgaria and Serbia.

The project was supported byEuropean Unioun and its implementing agencies European Agency for Reconstruction (EAR), Belgrade and Ministry of Regional Development and Public Works of Republic of Bulgaria within Neighbourhood Programme Bulgaria-Serbia.

It most closely addresses two areas of priority of the Programme: education exchanges and training initiatives by encouraging cooperation between people and institutions at both sides of the border through a wide range of innovative teaching and learning actions, and bilateral actions for the joint solution of common social problems by promoting dialogue with civil society organizations and community based groups and thus putting democratic values to work.

It is to be implemented in the period March 2008-March 2009.

The overall objectives of the cross-border action are:
- To encourage grassroots initiatives particularly those that impact the two districts of the region,
- To provide leadership and entrepreneurial training in communities throughout the cross-border region encouraging teachers and young leaders to create working groups that address local problems and develop social responsibilities,
- To increase cooperation and networking between democratic educators, institutions and activists in the cross-border region,
- To change the culture of education in schools and communities of the cross-border region using the PA program, and
-To provide ongoing support for local initiatives through monitoring, site visits and networking.

The main activities of the action are:
1. Preparatory and Planning Meeting (Svrljig); 1 group for 3 days
2. Periodical PA Coaches Meeting (Svrljig and Vidin); 2 groups of 10 participants for 8 days
3. Virtual Cooperation; for 20 PA groups from the region
4. Cross Border PA Coaches Meeting (Svrljig and Vidin); 2 groups for 3 days
5. Workshops for Young PA Leaders (Svrljig and Vidin); 2 groups of 24 participants for 5 days
6. Cross Border PA Groups Fair (Vidin); 120 attendees for 4 days

Since the activities and the concept behind this project is to teach youth how to use entrepreneurial and business skills to solve social problems, it is hoped that as these new, motivated individuals begin working at the grassroots level in their communities that the situation of these communities will improve.


Public Achievement (PA) is the name of a program which in a very practical and natural way makes young people active and helps them to become social entrepreneurs and responsible citizens. In PA people of all ages learn the skills of public life, and discover how, with democracy, ordinary people have the power to do extraordinary things. With the decision to take action and work with others, it is possible to have real, important and lasting impact.

The PA program involves the use of coaches (adult mentors – teachers, university students or simply adults interested in volunteering to work with children and youth) to guide a group of interested youth through a process of problem analysis and resolution. The PA group chooses a problem of importance to them explores its background, causes, possible actions, strategies for its resolution and begins to implement its own plan of action. By working together on this common goal they learn many skills that are necessary in a democratic society. The coaches play the role of facilitator and use the art of questioning to move the students to seek out answers and discover solutions for themselves. The process is more important than the outcome in PA, since the process is transferable to future situations.

youth-camp-knjazevac@googlegroups.com

The Youth Camp Knjazevac group is formed to motivate all the people to actively partipcipate in the social and political events in their community. Our main goal is to connect willing and able people who want to make changes for the better. We are all individuals, but only together we can succeed.

Anybody can view group content
Only members can view group members list
Anyone can join
Members can create and edit pages
Members can upload files
Only members can post
Group email:
youth-camp-knjazevac@googlegroups.com

``Има ли неко овде млад?``

Музичко – сценски перформанс у извођењу аматерског позоришта ТЕАТАР 91 из Алексинца.

Музичка подршка: проф.др Зоран Живадиновић.

Представа је о породици, љубави, насиљу, протекцији и актуелним проблемима.

Организација: „Друштво за развој креативности“ Алексинац, а у циљу израде Националне стратегије за младе Министарства омладине и спорта Републике Србије.

Глумци:
Милош Паовић,
Срђан Стојадиновић,
Бојан Цветковић и
Душан Јовановић.

Café Incognito Сврљиг
Петак, 29. фебруар 2008.

Почетак: 21h

Youth Camp

January 14-19, 2008

48 young community leaders from the cross-border region between Bulgaria and Serbia participated in the Youth Camp. The camp took place from January 14-19, 2008 at Knjazevac, Serbia.

The participants arrived at Knjazevac on Monday, January 14. After registered, we began introducing them to the six-day program and participants were given the chance to introduce themselves, in order to foster the communication and bring them closer to the others. This point is very important, because of the upcoming workshops that included active discussion and team work. The chosen participants were aged 15-25, so they took the first introducing steps easily, as they had similar interests and were accepted by the others at the very beginning.

First two days’ sessions were run by Danijela Gavrilović, a PhD of Sociology at University of Niš, Serbia. The first session was “The Crisis of Values in the World”. She was talking about values, defining them from the aspect of different people and nationalities all over the world. Everybody understood the role of values in today’s world and established their own list of values so that was discussed thoroughly afterwards. Every individual valued different things and then compared them with the others. Why the values are so important and need to be respected was one of the questions. Participants were free to explain and give examples on the questions. After they said that it was very important to them that somebody listened and accepted their opinion and attitude. The other session, “What do you consider valuable; what do I consider valuable” left more space for discussion with provided explanations and examples by the trainer.

The next day sessions began with „The Identities“. What is the Identity of an individual, a social group, or a nation? What social roles does everybody have? What is the difference between the identities among Bulgarian and Serbian participants? They were mostly giving similar answers (especially the peer groups). After that, we had a long session on the Balkans and European Identity. The participants were given a chance to recognize the similarities and/or differences. Living in the same region in Europe, they agreed on many things. The very important workshop was establishing identity among Youth with following question – Who Am I? So, they had a clear view regarding their position in society and relationships. All the participants were given some stories to read during the break which were to be discussed at the beginning of the next session. The stories were about the identities of different nations in the world, their position; borders and boundaries, imaginative and the real ones. They analyzed and gave their impressions on them. It was interesting to notice and listen to different explanations. Again, opposite attitudes were accepted by the others. As a final workshop of the day, giving the resume of lessons, Universal Values and Open Identities explained again the main points of that day’s topics.

The third day on the camp covered Youth Initiatives in local Communities, when the participants had the opportunity to make presentations of their organizations explaining the main objectives and activities they took part in. There were five presentations: Voluntary Center Nis, ``Be a Part of the Team`` of Secondary School ``D. T. DRAGOS`` of Svrljig, Creative Group ``MEDA``, NGO ``InterCOOLt`` of Knjazevac and the ``Creative Dialogue``, a project of Denizen Center and CPE Prizren, Kosovo supported by the Initiative Foundation of Youth Initiative for Human Rights, Belgrade and Mr. Charles Merrill JR, Boston USA .
The second part was provided for the mapping of problems in local communities. The participants were divided according to the communities they live in. After mapping numerous problems, they made group presentations.
The presentations showed that all of the participants are discouraged by the current situation at the both sides of the borders, as they live in the poorest regions of the countries. They realize that a lot needs to be done to improve various areas of life. They are desperate for opportunities to DO something. They are desperate for new partnerships, experiences, opportunities to learn from colleagues’ in-country and abroad, for materials, and for some hope that things will get better. This action responds to these needs and is therefore highly relevant.

Additionally, the following part was to introduce participants to the field of Conflict Resolution; it aims to help participants develop a basic understanding of communication, conflict and conflict resolution process and to develop skills to engage more effectively with each other, with personnel from other organizations, and with local communities. The workshop was not intended to teach participants how to engage directly or to intervene in the large and complex issues, rather the objectives of the workshops are:
To increase participants` understanding of the general principles and explanations of conflict and its management;
To increase participants` ability to communicate effectively and work in groups;
To provide participants with a better awareness of their own skills in conflict management.
To offer participants an opportunity to practice some of these skills through small groups exercises and discussions.
To increase participants` understanding of culture and cultural differences and how they may influence conflict and conflict resolution processes.
Overall, the session aimed to introduce the ways in which participants can call on conflict resolution related communication skills to adopt a problem-solving approach to their roles and responsibilities.
The following topics were addressed:
Active listening
Reflective listening debate
Verbal and Non-verbal communication tools
Re-framing and Non-blaming language
Effective speaking
Understanding conflict and Conflict Resolution
Personal Conflict Management Styles
Facilitating Group Process
Questioning
Facilitation Role Play
Mediation Skills
Mediation Role Play
The Youth Camp was organized as a set of workshops, and various social activities. In addition to educational part of the camp, there were informal presentation sessions of the two courtiers and the participants’ native towns and schools. The ones who wanted to introduce their activities and engagement in NGOs or other informal civic groups were free to participate in this part, too. In that way, we had mostly Power Point presentations explaining different topics, interests and places, regarding the life and problems of youth from both sides of the border.

VILLAGE PROGRAM

What better way to teach the important skills of democracy than to have the children design their own miniature community? When problems arise in the village, students are encouraged to form a government. They learn to listen, how to argue effectively, to think as a group, and how to vote. They also learn what it is like to live with the consequences of bad decisions.

TEACHERS` TRAINING WORKSHOP

From June 2-9, 2007 twenty-four teachers form the cross-border regions of Bulgaria and Serbia participated in the VILLAGE workshop to prepare them to run this after school program with students between the ages of 10-15 years old.
VILLAGE is a project which in a very concrete and real way teaches self-government, social responsibility and common fund management.

The program involves:

Introduction to the VILLAGE program
Basic rules of the program
Physically building a village of their dreams on a scale of 1 to 25
Group decision making skills
Development and planning techniques
Budgeting and financial management of community funds
Self-government and responsibility
Small-business development and its role in rural communities
Closing festival and program evaluation

The workshop was run by MTO consultants Alicja Derkowska and Julie Boudraux. Participating teachers experienced first-hand the entire process just as their students aged would during the after-school or summer camp implementation.
The primary school teachers were incredibly involved and thoroughly enjoyed themselves. In a mere 8 days we managed to build a village on a scale 1:25, choose its government and leadership system, open a bank and store with building materials, hold a call for tenders for public works in adherence with EU regulations, as well as to start private enterprises such as hotels, restaurants, cafes, an art gallery, and health clinic. Unfortunately there wasn’t enough time to actually ``live in`` and enjoy the village as much time was devoted to the methodology and the practical side of running program with children.

At the workshop’s conclusion teachers received all materials necessary to immediately begin the program in their communities. At the conclusion of the workshop, the participants made a list of necessary steps to run a program and a list of things to remember so that they can easily continue the program in their schools and communities as the new school year stats in the autumn.
At the end of workshop, certificates were awarded at a ceremony attended by local communities’ representatives, schools` principals and colleagues of the participants.
In an ever-changing world, the Village Program was designed to empower children in grades with the ability to adapt as well as influence the communities around them in a proactive way. It teaches them that they have the ability to effect what is going on around them by encouraging them to use many different and creative skills in the process of problem solving.

To achieve this, the students create miniature villages, starting with „peeps”, miniature people to represent themselves in the miniature world. In order to achieve a common goal, the students naturally find themselves faced with many of the same problems they may find in the real world as adults. With only a loose framework (and minimal or no decision-making) provided by the teachers, students are encouraged to come up with solutions that enable the community as a whole to survive.

SKILLS

Mathematics: The children must create a 1:25 scale village, requiring a working knowledge of geometry. They must also divide the land appropriately among its mini-citizens, and between the public and private sectors. Many aspects of urban planning are considered, including how to estimate property value, the need for traffic lights, public transportation, and telephones. Bank accounts must be maintained at the mini-banks, salaries negotiated, and building materials ordered and paid for.

Writing: Both creative and practical writing skills are utilized. Each child must write a description of their ``peep``, giving it a personality and a history. More practical forms of writing are required for record keeping and drawing up contracts, agreements, and laws.

Art: In addition to creating their ``peep``, which includes sewing clothes for them; each student designs and creates their own home, including landscaping if they want it. The children create the whole town and every building in it, such as parks and business districts.

Technical skills: The students learn how to safely operate various tools such as saws, hammers and glue-guns.

Other skills: Of course, every group of students exhibits a unique set of dynamics, and therefore each project has a different outcome. Teachers may also decide to adapt the Village program to a particular subject, like history or science.

TEACHERS’ THOUGHTS ON THEIR ROLE IN THE VILLAGE PROGRAM

The teacher should create an atmosphere in which students don’t treat the teacher like a teacher, but as a partner who can help build the city.
To act as a role-model.
To listen to and provide answers to the children.
The teacher must keep an eye open for the ‘invisible’ lessons, for the children.
To keep an eye on the security of the children.
The teacher must try to do everything with rules.
To give the children new information which they can use.
The teacher must be a good observer.
The teacher must be very flexible.
He has to listen to his students.
The teacher needs to respect the ideas of his pupils.
He provides information.


TEACHERS’ THOUGHTS ON THE MOST IMPORTANT LESSONS GAINED BY CHILDREN IN THE PROGRAM

They learn how to spend money wisely.
To learn how to specify what is needed.
They learn how to make decisions as a group.
To think logically.
It helps to develop an understanding of laws and responsibilities.
It provides knowledge of democracy.
It gives children the chance to put their theoretical knowledge to practice.
You learn manual skills.
You learn that private interests must take into account the public interests.
They learn how to convince/promote their ideas to other people.
You learn how to think abstractly.
You develop a respect for yours and other people’s work.
They learn to compromise.
To know how to make laws, a constitution and regulations.
You learn how to organize local people.
They learn to listen to each other.
They learn how to discipline themselves.
They learn the relationship between private and public property.


ADDITIONAL TEACHER COMMENTS

``I am very pleased with the manner of realizing this program. Most important is the fact that the presentation of problems and in particular the solving of them is the responsibility of the students``.

``We had the opportunity to experience how to apply mathematics in practice. Through a lively discussion we learned to make decisions, as well as to listen to others. These are very important things, which children should possess``.

``This is an extremely absorbing activity that leads you to the next stages. Problems come up to Village inhabitants because you aren’t just building your own house but living a complete life``.

``The majority of us don’t know parliamentary procedure, and I think it’s something everyone should become acquainted with``.

``I discovered that this game has had an effect on my thinking in real life. I’ve come to see that people, between themselves, can write a contract, agree to it and then live up to it. Or that a group of people can pick their own leader and write a contract that spells out what the leader can do and what the group can do``.

COMMENTS FROM PARTICIPATING CHILDREN

I liked building houses and making money. I also liked the mini-fair.
I like my peep. I like building Village and painting. It’s hard to cut windows and to put the house together.
It was difficult to count the area to scale.
I leaned that it is difficult to make a house.
I learned a lot of things. I learned how to make a small house with furniture.
I understand how hard life is when you have no money, how hard it is to earn money.
I improved my English.
It is hard to build houses out of wood. Maybe we should use something else.
Village must be longer.
I liked Village because it was fun. If I do something and I am not interested in it, or it isn’t fun, I usually don’t enjoy it.
I learned how to work with other people. I love Village.

All of the teachers and children who have been able to experience the construction of a Village would agree that the Program is a useful learning tool, sometimes in unexpected or intangible ways. Not only do the children and teachers learn the technical aspects of constructing a small-scale town; they also learn a new way of working together as equals in a society where everyone’s opinion counts.