EVARS Training Materialevars.eu/media/1013/training-material-final-draft_jan-2015.pdf · The EVARS Project is supported by The Lifelong Learning Programme 1. Introduction This course

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EVARS Training Material

The EVARS Project is supported by The Lifelong Learning Programme

TABLE OF CONTENTS

1. Introduction .................................................................................................................................................................... 4 1.1 The aim of the EVARS Course Material .................................................................................................................................... 5

1.2 Content of the teaching material ................................................................................................................................................ 5

1.3 Expected results ............................................................................................................................................................................... 5

1.4 The theoretical foundation ........................................................................................................................................................... 6

2. Target group.................................................................................................................................................................... 9

3. Schedule ......................................................................................................................................................................... 10 3.1 Before the course ..................................................................................................................................................................11

3.2 Division of modules ......................................................................................................................................................................11

3.3 Teachers ...................................................................................................................................................................................12

3.4 Learning environment .................................................................................................................................................................12

4. Form of teaching and didactics ................................................................................................................................ 13 4.1 Didactics ...........................................................................................................................................................................................13

4.2 Facilitation .......................................................................................................................................................................................14

5. Module content in module 1-5 ................................................................................................................................. 15

Module 1: What can we cooperate on ............................................................................................................................. 15 Purpose ....................................................................................................................................................................................................15

Target group ...........................................................................................................................................................................................15

Learning objectives ..............................................................................................................................................................................16

Suggested daily program....................................................................................................................................................................17

Qualifications of the teaching staff ..................................................................................................................................................18

The involvement of practitioners ....................................................................................................................................................18

Suggested exercises .............................................................................................................................................................................18

Literature.................................................................................................................................................................................................18

Module 2: Voluntary work with families, children and adolescents ..................................................................... 19 Purpose ....................................................................................................................................................................................................19

Target group ...........................................................................................................................................................................................19


Content .....................................................................................................................................................................................................19






Literature.................................................................................................................................................................................................21

Module 3: Seniors to seniors ............................................................................................................................................. 22 Purpose ....................................................................................................................................................................................................22

Target group ...........................................................................................................................................................................................22


Content .....................................................................................................................................................................................................23





Literature.................................................................................................................................................................................................24

Module 4: Network building.............................................................................................................................................. 25 Purpose ....................................................................................................................................................................................................25

Target group ...........................................................................................................................................................................................25


Content .....................................................................................................................................................................................................25



Involvement of practitioners ............................................................................................................................................................26


Literature.................................................................................................................................................................................................27

Module 5: Wants, rights and obligations as a volunteer ........................................................................................... 27 Purpose ....................................................................................................................................................................................................27

Target group ...........................................................................................................................................................................................27

Learning Objectives .............................................................................................................................................................................27

Content .....................................................................................................................................................................................................28



Involvement of practitioners ............................................................................................................................................................29


Literature.................................................................................................................................................................................................29

Follow-up.................................................................................................................................................................................................29


1. Introduction This course material is included as part of the EVARS1 Project, which aims at strengthening cooperation between senior citizens, people in the civil society and municipal decision-makers for the purpose of developing new welfare models. As a whole group, senior citizens possess a significant resource by contributing to the finding of new ways to involve the population in current welfare challenges. The course material enables participants to approach the task by innovative and creative ways.

One of the challenges within active ageing2 is combating the isolation of senior people through active participation, where active participation in voluntary activities is seen as a mean that could help reduce the isolation of seniors as well as help develop intergenerational solidarities. The older population could provide a significant contribution to the development of “smart growth” and social innovation within the public sector, as their resources could be used to improve e.g. the direct contact to citizens, the intergenerational solidarity, social inclusion and a more personalized contact to children and young people through voluntary work.

In order to exploit, in the most positive way, the potential mobilization and contribution to the society from senior volunteers, it is important to provide the right political and practical local framework, which among other things include; raising awareness towards policy makers and potential volunteers, exploration of new possibilities for collaboration and areas where senior citizens can participate actively, and last but not least, training activities towards the volunteers.

This point of view is supported in the report; “Volunteering by older people in the EU”, which is based on 30 case studies from different EU countries, carried out by the European Foundation for the Improvement of Living and Working Conditions. The partners behind the EVARS project want to address the issue of political awareness of elderly volunteers as a resource for our society and in that connection develop, test and implement a training module in a close collaboration between training organizations, local authorities and senior volunteers.

This training material constitutes a test version of the training activities.

The course material is created under the notion that the material has to fit four countries, each with their own national culture. Furthermore, it has to be suited to multiple local authorities each with their culture and again with a number of individual volunteers. All three levels the national, the municipal and the individual, have their cultural understanding of welfare, cooperation, learning, voluntariness and care. The course material contains this complexity. An attempt to reduce this complexity will result in a simplified and less nuanced course material that is too general thus; no one can identify themselves with the content. Hence, the course material leaves space for each cooperator to think of and integrate different cultural understandings into the course.

1 http://www.evars.eu/

2 As described in the ex-ante evaluation of the decision on the EY 2012


1.1 The aim of the EVARS Course Material The overall purpose of the EVARS Project is to improve the potential of senior volunteers, without professionalizing their role, as an extra and valuable resource in our society, in order to maintain some of the relationship oriented services of the welfare state, which are the areas where local authorities especially make austerity initiatives due to the financial crisis.

The EVARS course material supports the overall goal of the project. The material creates a common understanding between professionals and volunteers in relation to the development of new pathways within central areas of the welfare sector. This includes EVARS’ aim at turning focus towards and investigating the significance of the strategic work with voluntariness carried out by the municipal sector. Moreover, the aim is with a strong focus to qualify seniors to understand and act in the welfare sector within specific fields of subjects and target groups.

The EVARS course material is not indicating that volunteers should replace the responsibilities of professionals; it merely wishes to improve the cooperation, and secure volunteers the necessary knowledge, skills and strengthen their competences in the cooperation.

1.2 Content of the teaching material The teaching material consists of

1. a thorough introduction to the background, didactic and organization of the teaching to be designed by each partner

2. five connected teaching modules described with a daily program, exercises, application of theory, literary suggestions and supplementary background knowledge

3. preparation scheme to the participants in annex 4. follow-up scheme to the participants in annex 5. evaluation scheme to be used after each teaching module in annex 6. Guide to implementation for the local authorities wishing to put focus on the cooperation with

elderly seniors will be conducted during the phase of testing

1.3 Expected results The overall objective of the project and expected results are as follow

1. Exchange good practice from the participating countries within volunteering and training of senior volunteers, and use these experiences to develop a training concept that can support voluntary work.

2. Create political engagement and support to volunteering through the direct involvement of at least 16 local authorities around Europe

3. Involve the end users through an active trial out phase where elderly volunteers are engaged and receive training

4. Ensure that senior volunteers feel comfortable with voluntary work through the provision of training.

5. Create sustainability through a process oriented and action research oriented approach, coaching the local authorities to see this project and its results as part of an overall set of supportive framework conditions for senior volunteering.

The present teaching material primarily contributes by supporting the result noted in point 4. The individual senior in the project will achieve knowledge and gain competences of taking action as a volunteer by


a) Having appropriate knowledge about current tendencies and challenges within the respective countries’ welfare systems.

b) Knowing of different ways to enter into the cooperation between volunteers and professionals. c) Being able to support network building d) Knowing of relevant legislative, and other formal settings surrounding voluntariness

The professionals and the local authorities will

a) Understand the conditions for cooperation between volunteers and professionals b) Gain knowledge and insights into what either promotes or obstructs the cooperation between

volunteers and professionals c) Be able to contribute to the prevention of conflicts

The teaching material gives a basis for working practically with the municipal strategy of voluntariness.

1.4 The theoretical foundation The course focuses thoroughly on elements that enable the participants to understand and take action within the complexity that characterizes the social field. There are no quick solutions and several different opinions about what might be the correct solution, and as a volunteer you unintentionally step into these conflict-ridden situations.

The general themes are selected in order to 1. Provide the participants with knowledge about central themes within communication, social

inclusion, network building and ethics of voluntariness. 2. Ensure that participants have skills and tools for contributing to the development of solutions

to current welfare challenges 3. Support the participants’ competences for entering into complex cooperative relations and

help prevent conflicts in the cooperative field between citizen-society-system

1.4.1 Communication

As part of the communication, it is central that the recognizing approach is in focus. Recognition rests on a fundamental attitude toward other people building on equality, and includes allowing the other person authority of personal feelings and thoughts (Danish reference3).

According to A. Honneth’s theory and understanding of the term recognition4, there are three spheres: the family sphere, the legal sphere and the solidary sphere. The pivotal point of the family is love. The legal sphere is characterized by self-esteem exemplified by access to welfare rights. In the solidary sphere we are recognized for our individual characteristics with and within social solidarity. With these three spheres, as point of departure for communication in the voluntary contribution, lies a possibility for the citizen to experience himself as a participant and a source of importance.

3 Schibbye, Anne-Lise Løvlie(2002) Relationer et dialektisk perspektiv. Akademisk Forlag

4 See e.g. http://plato.stanford.edu/entries/recognition/

Honneth, Axel (1995a [1992]) Struggle for Recognition: The Moral Grammar of Social

Conflicts, trans. J. Anderson. Cambridge: Polity Press.

http://plato.stanford.edu/entries/recognition/


In the following, Schibbye sets out a theory oriented towards practice. Recognition consists of four elements:

a. To listen – to be open-minded, intense, unprejudiced and attentive, and take in the citizens world of experience and try to match this experience.

b. To understand that the volunteer cognitively and emotionally identifies within a professional boundary.

c. To accept that the citizen’s experience, gives the person an opportunity of feeling that he has the right to the experience, and thereby can change it and make a renunciation of it.

d. To bear out that validity and equality ascribe to the citizen’s experience. The learning of different levels will aspire to a focus on the recognizing approach, as well to the volunteers who during classes learn about meeting the citizen.

1.4.2 Social inclusion

The recognizing understanding is concurrent with EVARS’ understanding of social inclusion. Social inclusion is cf. Bent Madsen (Danish reference, for English reference please see note)5 an expression of the possibilities for participating as a citizen. To be participating constitutes the individual as a citizen. This accounts for the volunteer as well as the citizen. Possibilities of participating is independent of ethnic origin, social background or special needs. This means that the voluntary contribution aims at supporting and strengthening the diversity in communities regardless of status or background. Differentiated expectations of normality in the voluntary contribution, and bringing about conditions for everyone’s participation, is central to the idea of fellow-citizenship and social inclusion.

1.4.3 Network-Building

To strengthen the network of volunteers and to ensure an on-going sharing of knowledge and experience among volunteers in the modules, the process will be inspired by thoughts of creative design. A practice-oriented co-creative method with focus on involving citizens, cooperation on creating solutions and products, and learning during the process. The procedure takes its starting point in a specific problem or challenge, taking in a creative and collaborative process and practice-oriented testing, where innovative suggested solutions are brought into play and developed further in the light of a common basis of knowledge and experience.

Specifically, the modules will build upon the central phases in a design process. Design processes build upon a reciprocal interplay between product and process. Thus, it is guaranteed that numerous purposes in the modules are achieved in the same motion.

By testing the modules in a creative design process, EVARS’ goal of involving senior citizens in innovation and development within welfare is met. In the same way, the voluntary effort and support of more close relations between local authorities and voluntary organizations is strengthened.

Sharing of knowledge and experience takes place through the cooperation in the creative design process, which not only takes place in the internal cooperation between volunteers from the four local authorities, but also transcends in the work between experienced- and new

5 E.g. http://sgo.sagepub.com/content/3/1/2158244012471957

http://sgo.sagepub.com/content/3/1/2158244012471957


volunteers in the four local authorities. This paves a new way for sharing of knowledge and experience

From participants in the network flows, shaped by the formulated descriptions of modules, knowledge into the field of voluntariness and the target group, and works by setting qualified initiatives in motion that

1) Involve more people in the voluntary work and 2) strengthen synergies between the contributions.

Knowledge and experiences are collected through the design process’ phases of sympathizing

and empathizing from both experienced volunteers, and potential future volunteers outside the network. This knowledge is, together with experiences from ongoing initiatives and contributions, the basis for, and qualifies, the recommendations and methodological descriptions carried out by the network during network meetings.

A design process is a circular and iterative process, which runs in five to six steps. Illustrated below6:

1.4.4 Ethics of voluntariness

In the qualification of actions and considerations in voluntariness, there are three central ethical concepts7: obligations, consequences and ideals. These three concepts give an ethically well-founded voluntary contribution. Starting from these three concepts, there will be reflected on ethical problems within voluntariness during the modules. An ethical decision must take all three dimensions into account.

6 https://dschool.stanford.edu/groups/k12/wiki/17cff/Steps_in_a_Design_Thinking_Process.html

7 Chenoweth, Lesley & McAulife, Donna (2005). The road to Socialwork human service practice. An introductory text. Publisher Thomson


The ethics of duty (“duty based moral theory”) must always be followed. In this context the rights of the fellow citizen is in focus, when it comes to the relationship between the volunteers and the fellow citizen. The aim of the ethics of impact (“consequentialism” or “consequence based moral theory”) is to promote the best decision for all parties concerned, and thus takes in to consideration both the volunteers and the fellow citizen. The basic tenet of the ethics of impact is care. When is carried out, it is applying to everyone. The focal for the ethics of ideal (“ideal moral theory”) is to act with integrity, care and discernment in the concrete situation in relation to different ethical considerations. The volunteer acts caring and protective, and promotes the fellow citizen’s interests and need. Self-determination includes self-dependence and critical thinking by the volunteer, as well as taking responsibility for choices and actions in a total ethical perspective.

2. Target group The target group of EVARS is senior citizens above 60 years. The target group is characterized by not being connected (in fixed ways) to the labor market. In particularly two of the modules, we recommend that senior citizens and professionals participate together, in order to facilitate, within the learning environment, a common understanding of the roles as a volunteer, and who can take which form of responsibility.

Furthermore, the target group for module one is also leaders in the respective local authorities, thus the ownership of mobilization and education of the primary target group is framed from the beginning of the course, creating a clear ownership and responsibility of the process.

Considerations in relation to the target group of seniors: The individual is often more selective in the choices of what he/she wants to learn about during the mature adulthood8. This is accommodated by EVARS as the entire teaching practice rests on voluntariness and passion. The group of senior citizens in all countries and in all local authorities is a complex and multifarious group that poses’ some challenges in relation to both processes and dimensions of learning. Furthermore, the economic circumstances, which vary across the countries, may influence on the target group. A greater part of the individual group of senior citizens might experience marginalization due to poverty. This creates additional challenges in relation to the organization and the results of the course. As a teacher on the EVARS education it is therefore important that he/she during their planning pay attention to these conditions. The idea that ageing is a universal law of nature where most of the senior citizens are ill, and where the ageing is compared with ageing in a biomedical perspective, has seen change in the last years. According to two Danish researchers, Tine Fristrup and Marianne Eilsø Munksgaard, this is the paradox of age. The paradox of age realizes that the majority of ill people are elders but more senior citizens are in good health. This breaks with the idea that ageing is a universal law of nature where most senior

8 Illeris, K. (2014). Transformative learning and identity. Abingdon: Routledge.


citizens are ill and where becoming older is equal to ageing in a biomedical perspective (Danish reference9)

With the EVARS project, it becomes even clearer that a vast number of senior citizens are healthy, and living a life with renewal, free from participating in the labor market, and having a life full of opportunities. Many of the senior citizens choose to use time as volunteers in their senior-life. Thomas Ziehe10 explains that there has been what he calls a cultural liberation. This means that even old age has been liberated, and that the traditional role perceptions such as retirees and grandparents are no longer adequate for today's elderly and will not be for tomorrow's elderly. This influences both the way we look at social conventions and our capacity for personal development. Both in private and public spaces the traditional conventions and boundaries do no longer control (or define) our lives. The reverse consequence is the uncertainty associated with the increasing subjectifying, individualism and intimization that constantly impose a demand for closeness and meaning in our lives. There is a small group of older people who are not able to create that sense of social complexity. These elderly represent the elderly who are experiencing great challenges in meeting the demands set out by the post-modern society. They do not possess the qualities that make them special. (Danish reference11) They are the ones being excluded from a connection. For example, those in a bad financial position who no longer are working and only have the state pension, they are the ill ones who have lost their role in society. This particular group will experience a lack of recognition in the society and might even experience lack of recognition from their family and friends. The matter that a number of senior citizens are met by professionals and fellow human beings having the expectation that the elder is only weak, and no longer able to contribute with something to other human beings and the welfare society. Another mechanism of exclusion is the challenge that nearly all communication in society today takes place in cyberspace. In relation to this, EVARS does again have legitimacy by also embracing some of the senior citizens who experience great challenges when it comes to inclusion in contexts that are meaningful to them. One milestone of EVARS is to reach and attract seniors who would not otherwise be voluntary and thus participate actively and meaningfully in developing the welfare state.

3. Schedule The course is scheduled so the learning processes are supported partly by choosing different didactic approaches in the classes, and partly in the actual scheduling of the course. The scheduling considers iterative learning process that have a close linkage to practice, and possibility for continuous adaptation according to the participants experiences from practice, and not least the preconditions and demands of the participants. This aspect is supported by the principle of action learning where the participants work with methods and tools in their own practice – in this way there is a strong link between the learning environment in the

9 Fristrup, T. & Munksgaard, M.E. 2009, Alderdommen er ikke hvad den har været i Glasdam, S. & Appel Esbensen, B.( red.) 2009, Gerontologi:

livet som ældre i det moderne samfund, Dansk Sygeplejeråd, [Kbh.].

10 Ziehe, Thomas (1991): Zeitvergleiche: jugend in kulturellen modernisierungen. Juventa

11 Hansen, H.K. 2006, Ældreomsorg i et pædagogisk perspektiv – en Ph.D.-afhandling, Forskerskolen i Livslang Læring, Roskilde


attended classes, and the processes that the volunteers initiates in their activity as volunteers in given contexts. The course is scheduled as a coherent sequence. Thus, the five modules are coherent but the individual local authority can schedule it as separate course days, if there are other course activities in progress for the target group among senior citizens simultaneously, or if they in another sense ensure a foundation for their activity in close collaboration with professionals.

3.1 Prior to the course

We suggest that volunteers prior to the entire course have the opportunity to prepare themselves. Among other things (to be decided by teachers) preparation includes:

- Receiving the course description beforehand - Receiving relevant background material for example readily accessible articles beforehand - Receiving list of participants beforehand

Participants will also receive a form, which they must enter and reflect on their (future) role as a volunteer. For inspiration questions like these can be helpful in order to start and support the learning process: - What experience do I have to volunteer? Indicate in which area, how long and in what context (for an organization or a local authority) - What do you particularly like to learn and know more about? - Is there anything that you particularly looking forward to in becoming a volunteer? - Is there anything that you particularly are concerned by becoming a volunteer? The form is followed by another form which the participants will receive after having been taught by each module. The form is designed to sharpen participants' awareness of how they can use the knowledge they have gained on the course and whether it has made a difference in their practice or way of thinking about their volunteer work. The participants of the course will also receive a form to be completed one week after the course. It shall not be completed until the learning /reflections occur; approximately one week after the course. The form includes questions about

- Did any theme in particular make an impression on you? In what way? - Have elements in the course caused you to do things differently in relation to being a volunteer or

in your impression of being a volunteer? - How has it affected your meeting with the citizen? - How has it affected your meeting with the local authority?

The form is brought to the next course day so the participants have their reflections as part of the group exercises etc. Please look in the annexes for examples of these forms.

3.2 Division of modules The course is divided by modules, and comprises of five modules.


We suggest that the individual modules are organized locally so they suit the volunteers’ and local authorities’ additional activities. During the test phase in 2014-2015 which is taking place in four partnering countries of EVARS, the modules are conducted within a period of four months. In this way it is possible for the participants to practice knowledge and skills from the course.

3.3 Teachers

Learning objectives are stated for every module together with specific demands to the teacher’s knowledge and qualifications. To exemplify, this might be in terms of insight in dementia, experience as a volunteer or other more specific requirements. General requirements for teachers comprise: - Experience with communicating the target group of senior citizens. - Experience with cooperation between local authorities and volunteers/ civil society. - Insight in the current welfare challenges and new ways to approach these.

3.4 Learning environment Definition of a learning environment (learning room): a safety net resting on relations that opens up for curiosity in an inclusive and spacious community12. To teach and create a learning environment which has to transform into a practice-oriented community requires a physical learning environment, which allows for dialogue and masters to support reflection and knowledge sharing. Consequently, the learning room must have a size which is balanced with the number of participants and suits individual demands like accessibility for wheel chairs, possibility for tele-loop system, projector and other technical equipment which can be seen and heard by everyone. Besides the fact that the learning room has a physical function, it also includes the mental and social perspective. It is important that within the learning environment there exists a foundation where learning takes place. This means that there is a level of confidence inviting volunteers to ask questions and show their wonder. The safety net is of both psychological and emotional character and consists of confidence and respect. Those teaching and facilitating the course are responsible for establishing a good learning environment. Establishment of this learning target requires considerations in relation to:

1) Start up

2) Time, where the time spend on making relations in the startup phase pays well back

3) Establishing relations with common experiences. The target for establishing relations is to open up

for the common wondering and questioning, and to make room for reflections.

4) Learning – in focus all the time

5) Maintenance of the relation throughout the entire education.

Maintenance of the relation is strengthened through network building. Furthermore, it is important that there is room for participants to network. Building networks is part of the course’s overall structure, as the participants are motivated to share and make their knowledge and experiences accessible outside the

12

Darsøe, L.: Innovationspædagogik, Samfundslitteratur, 2011 and Darsøe, L. (2012). Innovation Competency: an essential organizationel asset. I: S.

Høyrup, M. Bonnafous-Boucher, C. Hasse, M. Lotz & K. Møller (Eds.), Employee-driven innovation: a new approach (pp. 108-126). Palgrave Mac-Millan. (her har jeg en internet adresse på artiklen jeg sætter ind)


physical learning environment. This requires confidence in the relation and a concrete contact among the participants if this has to succeed, and knowledge will be shared outside the attended classes.

4. Form of teaching and didactics The course material applies a dynamic view on learning. The concrete teaching and training activities support change on the individual level, as well as on group and organizational levels. Starting from the learning theories of Hiim and Hippe13 and Bateson14 different forms of action learning and iterative learning processes are initiated. Thus, there is a large degree of application of the presented knowledge, methods and tools. Learning is understood contextually and as taking place in social practice, where practical implementation is a central element. Practical implementation and training in the course both take place in the classroom and where it is possible for the participant to do practical exercises. A learning circle consists of the following elements, and make the foundation for the overall didactic approach. Points of departure is:

4.1 Didactics The didactic model of relations is used as the theoretical basis in the current theoretical paradigm where the rational, and things’ effect on each other, has a great significance in the way of understanding processes of change and learning. Learning takes place through experience, understanding and action in the different contexts the individual enters into. The didactic model will be used exemplary in the different stages of the modules as a practical tool, when participants need to facilitate activities with new groups of citizens or wish to take part in new collaborations etc.

13 See e.g. http://www.actionresearch.gr/AR/ActionResearch_Vol1/Issue01_04_p19-30.pdf

14 E.g. Gregory Bateson: Steps to an ecology of mind. The University of Chicago Press. 2000

http://www.actionresearch.gr/AR/ActionResearch_Vol1/Issue01_04_p19-30.pdf


The didactic model of relations will be used to ensure that all the essential factors of learning and development are considered in the preparations as far as to the teaching of classes and the later follow-up on this. The six elements of the model are all connected and it is not possible to affect one of the areas without it having an effect on the remaining five elements. The model thereby emphasizes a basis in systems theory, and make the participants aware that they take part in, and are affected by, many interconnected factors.

4.2 Facilitation Classes will be a mix between short presentations on theory, concepts and tools and training activities based on the presentations. Throughout the process, participants will reflect upon their own work and the new knowledge presented to them. Teaching is planned in accordance with the learning pyramid, to ensure the best possible outcome.


The teaching includes work on case studies. Either the cases are retrieved from the participants or they are fictive cases described in the course. The theoretical foundation is retrieved from a systematic narrative standpoint. The narrative method is used in order to document practices in a reflective and subjective way. The narrative documentation in a social perspective aims at maintaining the ambiguities in the narrators’ social construction of reality. When working with real life cases the goal is that the work fosters reflection and thereby becomes the basis for development and qualification of the voluntary social work. In the work with case studies, real-life stories, reflection questions and minor role-plays, teaching and learning processes will be facilitated and implemented through training in the different possibilities within language and communication, where language is the most important and active tool. Communication training through exercises and dialogue is thus part of the course.

5. Module content in module 1-5 In the following, each module is described according to the following frame:

1. purpose 2. target group 3. learning objectives 4. content 5. suggested exercises 6. daily program 7. qualifications of the teaching staff 8. the involvement of practitioners 9. literature

This structure ensures an aligned framework and one single approach to the meeting between citizen, volunteer and local authority across of local authorities, countries and different participant premises. Furthermore, we suggest that the course organizer initiates and facilitates the possibility for participants to meet in between classes in network- and learning groups.

Module 1: What can we cooperate on

Purpose The purpose of module 1 is to frame the course and create a common understanding of the voluntary work and the cooperation in the local authorities. Communication and cooperation is the focal point of module 1.

Target group The target group of the module is senior citizens +60 who have not previously worked as volunteers or who are about to enter into a new type of volunteer work. Furthermore, the module targets employees in the local authorities in charge of contact with the newly recruited elderly volunteers. Finally, the module is framed by relevant management in the given local authorities.


Learning objectives In this section, the overall goals of participation are described. The participants will gain knowledge and understanding of:

Perspectives on the collaboration between local authorities and volunteers The significance of communication in the cooperation with a) local authorities and other

organizations and b) citizens receiving volunteer help Challenges and possibilities within the work as a volunteer in the local authorities

The participants will take active part in dialogues on the challenges and possibilities in the cooperation with a) local authorities and other organizations and b) citizens receiving volunteer help. With dialogue as a toll participants will gain qualifications enabling them to take part in the collaboration between citizen, local authority and volunteer.

Content

CONTENT ACTIVITIES APPLIED THEORY ETC. Introduction and

presentation of participants

Basis of values of the 4

local authorities and their intention of working with volunteers

How the 4 local authorities organize the cooperation with volunteers

The mutual communication between the volunteers and local authorities

Appropriate communication

Dealing with and preventing conflicts in the cooperation

Achieving an intercultural understanding

1. Alignment of expectations and contact-creating process exercises for Module 1. All participants stand on the floor and walk up to someone they do not know. They introduce themselves and tell why they are present today. This pair then walks up to another pair they do not know and introduce each other (may continue). Go back to tables and drink coffee. Here participants introduce themselves and share their expectations of the day and the course in general. This is put into a collective document. Exercise 1.

Local authorities present their basis of values, intention behind cooperation with volunteers and organization of the cooperation.

Casework: Each table picks a chairman, a referent and someone who makes sure everyone around the table has coffee and water at hand. Based on 3 case studies, groups discuss the possibilities and challenges of the cooperation. Focus on cooperation, communication and conflict management.

Presentation: Definition of theoretical

Each country will gather relevant literature and references to fit their modules. Each local authority hands in one to two case studies suitable for the theme. Including Local authorities’ websites DaneAge Association EVARS The National Council for Volunteering Denmark Something about: Communication, cooperation, conflict management. Find suggestions under “Literature”


terms: communication, cooperation, conflict management, intercultural understanding

Work around tables on challenges and opportunities experienced in the cooperation between local authorities and citizens. Volunteers work at separate tables (use chairman and referent). Evaluation from each table of volunteers (approx. 7 tables of volunteers and approx. 5 minutes per table).

Evaluation of terms Evaluation of today’s work Evaluation document is handed out to participants. The document should be brought to the next class.

Suggested daily program The day is structured in order to ensure interaction between presentations, training/exercises and reflection.

9:00 AM Introduction by the course organizer. Presentation of today’s program and purpose of the day. Including Coffee

9:45 AM Local authorities present their basis of values, intention of cooperating with volunteers and organization of the cooperation. Four local authorities/seven minutes

10:15 AM Break 10:35 AM Presentation of case study and groups 10:45 AM Casework across local authorities and senior citizens. Main terms are communication,

conflict management and cooperation 11:15 AM Joint evaluation 11:45 AM Lunch 12:30 PM Presentation: The terms communication, cooperation, conflict management and

intercultural understanding are defined and deployed in the context 1:30 PM Group work: What are the challenges and possibilities within the cooperation between

local authorities and citizens? Volunteers and employees in local authorities work separately. Including break.

2:00 PM Evaluating with the volunteer participants and evaluation of the day 2:30 PM End of today’s program


Qualifications of the teaching staff To teach the first module of the course you need a certain insight and experience with creating learning processes across professions and organizational affiliations. You need specific knowledge on

1. communication theories 2. conflict management 3. cooperation across sectors

The involvement of practitioners Professionals from the local authorities will participate and present the practical angle on the themes of the day in this first module. Examples in case studies will be examples contributed by the professionals.

Suggested exercises Cf. Darsøe on educational innovation, which accounts for the importance of taking time to establish the learning space. The groups must distribute the different roles between them to ensure that everyone takes part in creating the framework and in order to create a sense of ownership of the group process. It is within the small groups the most important reflections occur. The final group exercise gives the volunteers the possibility to express their reflections on the cooperation. It is important that they are the final part of the program. Throughout all the modules we have seen a strong emphasis on the active participation of the volunteers. This is in recognition of opening up for mutual learning and in order to create ownership and motivation within the modules. After each module a document with reflective questions aimed at evaluating the day is handed out.

Literature – for the Danish speaking teachers

Darsøe, L.: Innovationspædagogik, Samfundslitteratur, 2011 (background literature for the entire course) Article - communication and conflict management. Social Services http://www.socialstyrelsen.dk/omsorgogmagt/konflikthandtering/kommunikation-og-konflikthandtering

Background literature - articles about volunteering http://www.frivillighed.dk/Webnodes/da/Web/Public/Publikationer/Artikler+fra+bladet+Frivillig

About the management dimensions of conflict management and what conflicts may also be an expression of http://www.frivillighed.dk/Webnodes/da/Web/Public/Publikationer/Blogs/Ledelse+i+frivillige+sociale+organisationer/Konfliktl%F8sning+som+ledelsesv%E6rkt%F8j+i+frivilligt+soc+(48466)

About elders with an non-Danish ethnic background http://shop.aeldreforum.dk/collections/pleje-omsorg/products/etniske-minoriteter

Furthermore, each local authority’s internal rules, basis of values and other material about the municipals’ cooperation with volunteers and relevant strategies.

http://www.socialstyrelsen.dk/omsorgogmagt/konflikthandtering/kommunikation-og-konflikthandtering

http://www.socialstyrelsen.dk/omsorgogmagt/konflikthandtering/kommunikation-og-konflikthandtering

http://www.frivillighed.dk/Webnodes/da/Web/Public/Publikationer/Artikler+fra+bladet+Frivillig

http://www.frivillighed.dk/Webnodes/da/Web/Public/Publikationer/Blogs/Ledelse+i+frivillige+sociale+organisationer/Konfliktl%F8sning+som+ledelsesv%E6rkt%F8j+i+frivilligt+soc+(48466)

http://www.frivillighed.dk/Webnodes/da/Web/Public/Publikationer/Blogs/Ledelse+i+frivillige+sociale+organisationer/Konfliktl%F8sning+som+ledelsesv%E6rkt%F8j+i+frivilligt+soc+(48466)

http://shop.aeldreforum.dk/collections/pleje-omsorg/products/etniske-minoriteter


Module 2: Voluntary work with families, children and adolescents

Purpose The purpose of module 2 is to give the target group insight into the development of children and young people with a child-youth perspective. Furthermore, it aims at providing an understanding of the general living conditions of children, young people and families and provide knowledge on the meeting with children and young people in institutions.

Target group The target group of the course is senior citizens +60, who have taken part in module 1 or have similar knowledge, qualifications and skills.

Learning objectives In this section the overall objective of participation is described

The participants will gain knowledge and understanding of:

Development of children and adolescents

Communication and motivation within voluntary work with children, adolescents and families

Intercultural cooperation

Living conditions in a modern family

Voluntary work within institutions and schools as well as the institutional framing of voluntary work

Participants in the course will take active part in dialogue on challenges and opportunities when working with social inclusion and will thereby gain qualifications enabling them to take part in cooperation with different players within the theme.

Content CONTENT ACTIVITIES APPLIED THEORY

Communication and motivation in the voluntary work with children and adolescents

Development of children and adolescents, Child/youth perspective and learning. Social inclusion, what does it mean in the work with children, adolescents and families.

Conditions for families. Intercultural cooperation. The voluntary cooperation with

schools and institutions. The overall framework of the

institutional cooperation.

Startup at tables (check in) where everyone introduces themselves and share what has happened since last time. Chairman, referent and care person are chosen in the groups. After 15 minutes, the groups should report if they are ready to begin.

Presentation: Societal perspective on life of a family and a child. Including view of the child today and in the past and the new pedagogy

Group discussions: Personal childhood and upbringing compared to modern day

Each country will gather relevant literature and references to fit their modules.


Presentation: Social inclusion and what it means to the work with children and adolescents. Communication as a tool to create social inclusion. Cognitive development of children and adolescents.

Presentation 2: Perspectives on voluntary work with children, adolescents or/and families. Alternatively, examples of instances where the establishment of cooperation between volunteers and professionals, promoting the well-being of children and adolescents is particularly successful are presented.

Group debate: How can the local authorities benefit from the volunteer; their work with children, adolescents and families.

Groups present the possibilities and challenges of their proposal for debate in plenum. Presentation: Overall framework of the institutional cooperation

Finish up at the tables (check out): reflection - what have I learned?

Brief evaluation from the tables focusing on possible dilemmas. End of today’s program. Evaluation document is handed out.

Suggested daily program

9:00 AM Welcome, introduction of today’s program 9:05 AM Introductions around the tables 9:30 AM Presentation: Societal perspective on life of a family and a child. View of the child and the new pedagogy 10:00 AM Group discussions: Personal childhood and upbringing compared to modern day 10:30 AM Break 11:00 AM Presentation: Social inclusion when working with children and adolescents.

Communication and recognition as tools to create social inclusion


11:30 AM Presentation 2: Perspectives on voluntary work with children, adolescents or/and families

12:00 Lunch 12:30 PM Group debate: Possibilities within voluntary work with children, adolescents and

families 1:00 PM Groups do brief presentations (4 minutes) on their findings 1:30 PM Break 1:45 PM Presentation: Overall framework within the institutional cooperation 2:15 PM Brief evaluation of groups and dilemmas. Check out. Participants are asked to write

“What have I learned today?” on post-its. Evaluation document is handed out. 2:30 PM End of today’s program

Qualifications of the teaching staff

To teach the second module of the course, you need a certain insight and experience with creating learning processes across different areas of interest and qualifications. You need specific knowledge on:

Living conditions of children, adolescents and families in a postmodern context The term social inclusion in relation to children, adolescents and families The framework of the lives of children and adolescents in institutions - primarily schools and

day care services

The involvement of practitioners Two volunteers with experience within the theme children, adolescents and families will participate in the module. The volunteers come from the participating local authorities.

Suggested exercises Participants are asked to sit in groups of five from different local authorities. It is a challenge to work with someone you do not know beforehand, but at the same time it gives you the freedom to speak openly. It is important to allow time to “check in” at the outset of the exercise. This ensures that all participants of the group speak and interact with the other group members. As the group reports to the rest of the class through their chairman, a sense of community is established. There are many topics on the agenda of this day of the course. There are four presentation at a 30-minute duration. The first group discussion about the participants’ personal upbringing ensures that participants become conscious of their own position and set of values. This is significant when the participants themselves need to work with the personal opinion present among children, adolescents and families today. Practices help illustrate what the work with children, adolescents and families may be like. Experienced volunteers will talk about their work in the area. The group debate about opportunities within the field of work should bring out new perspectives to enrich the voluntary work. The day ends with group check out as the groups write possible dilemmas of voluntary work on post-its.


Examples of successful cooperation between volunteers and senior citizens http://www.kl.dk/Aktuelle-temaer/Samskabelse/Frivillige-aldre-er-bonus-i-bornehaver-og-skoler-/

http://www.kl.dk/Aktuelle-temaer/Samskabelse/Frivillige-aldre-er-bonus-i-bornehaver-og-skoler-/


Legislation on day care services etc.: https://www.retsinformation.dk/Forms/r0710.aspx?id=158274

Legislation on public primary schools: https://www.retsinformation.dk/forms/r0710.aspx?id=163970 Kousholt, D.: Børnefællesskaber og familieliv : Børns hverdagsliv på tværs af daginstitution og hjem Dansk Psykologisk forlag, 2011

Kristoffersen, Mogens Nygaard m.fl.: Daginstitutioners betydning for børns udvikling. SFI, 2014

Tidsskriftet Social Forskning, 2008:3, Danske 11-årige har det godt. Opvækstvilkår i det senmoderne samfund. Anbragte børn – diagnose børn. http://www.sfi.dk/social_forskning_20083-4821.aspx

Module 3: Seniors to seniors

Purpose The purpose of module 3 is to provide the target group with an insight into and understanding of the living conditions of senior citizens, particularly focusing on loneliness and loss/grief. Furthermore, it aims at providing a basic knowledge of dementia and the framework of working with senior citizens with a perspective on volunteering.

Target group The target group of the course is senior citizens +60, who have participated in Module 1 and 2 or have comparable knowledge, qualifications and skills.

Learning objectives In this section the overall objective of participation is described:

Participants will obtain knowledge and understanding of:

Living conditions of senior citizens and different perspectives on life as a senior citizen

Vulnerability of seniors: loneliness, loss, mobility and dementia

Who are the vulnerable seniors

Framework of voluntary work

Working with seniors to seniors - peers to peers and motivation in the job. Including the difficult conversation

Participants will take active part in dialogues on challenges and possibilities within voluntary work with senior citizens. Through reflection the course themes will be clarified and participants will obtain qualifications enabling them to take active part in the cooperation with different players within the main theme.

https://www.retsinformation.dk/Forms/r0710.aspx?id=158274

https://www.retsinformation.dk/forms/r0710.aspx?id=163970

http://www.sfi.dk/social_forskning_20083-4821.aspx



Living conditions of seniors, loneliness, loss and mobility, dementia.

Vulnerability of senior

citizens.

Different perspectives

on the lives of seniors.

Motivation within the

work.

Framework of the

volunteer work with elders

Startup at tables (check in) where participants share what has happened since last time. Chairman, referent and care person are chosen in the groups. After 15 minutes the groups should report if they are ready to begin.

Presentation: Different perspectives on senior citizens and living conditions.

Group work: Each group creates a profile of a senior citizen who is regarded to benefit from voluntary work.

Presentation of group work in plenum.

Presentation: Loneliness among seniors

Presentation: Dementia

Group debate: Groups consider the challenges and opportunities within voluntary work with their profiles of a senior citizen

Joint evaluation guided by the responsible for education. Focus on the theme of the module.

Check out in groups Evaluation document is handed out


Suggested daily program 9:00 AM Welcome, presentation of today’s program 9:05 AM Check in at tables and coffee 9:20 AM Presentation: Different perspectives on senior citizens and living conditions 10:00 AM Group work: Create a profile of a senior citizen who is regarded to benefit

from voluntary work. The group structures break 11:00 AM Groups briefly present their senior citizen profile 11:30 AM Presentation: loneliness among senior citizens 12:00 Lunch 12:30 PM Presentation: Dementia 1:00 PM Group work: Consider the challenges and opportunities within voluntary

work with the group profiles of a senior citizen 1:30 PM Break


1:45 PM Joint evaluation of group work 2:15 PM Brief evaluation in groups, “What have I learned today”. Check out 2:30 PM End of today’s program. Evaluation document is handed out

Qualifications of the teaching staff To teach the third module of the course you need a certain insight into and experience with creating learning processes across different areas of interest and qualifications. You need specific knowledge on:

Living conditions of senior citizens Dementia Loneliness and ways of reducing loneliness Loss and grief among senior citizens

The involvement of practitioners Consider involving relatives or practitioners who are familiar with communication with seniors with dementia.

Suggested exercises In the group work, the participants will be allowed to use different and more creative means of profiling their senior citizen (drawing, painting and storytelling). The verbal description of the creative product will often result in a sense of reflection leading to a greater understanding of the topic - in this case the lives of senior citizens (Cf. Darsøe, 2011)

Literature – for the Danish speaking teachers DaneAge Association provides short texts and film http://www.aeldresagen.dk/temaer/sider/ensomhed-har-mange-former.aspx

Web articles can be downloaded on http://www.egv.dk/ensomhed/ensomhed.aspx Among others articles about loneliness during old age http://www.egv.dk/media/85751/10633.pdf. Among others articles about loneliness during old age. Loneliness can be spotted and helped, By Christiane Swane AgeForum (Social Services) has published a string of inspiring material, eg. http://shop.aeldreforum.dk/collections/frivilligt-arbejde/products/aeldre-og-den-frie-frivillighed

Alder og Alderdom, Psykologisk set tidsskrift nr. 95 2014 Frydenlund

Banke, N.S.N. 2009, Ældre menneskers status i det moderne samfund i Glasdam, S. & Appel Esbensen, B.(red.) 2009, Gerontologi: livet som ældre i det moderne samfund, Dansk Sygeplejeråd, [Kbh.] Chapters in the book can be used as background literature for the module

Christensen, R.N. 2011, At prikke med kærlighed – omsorgsbesøg i en isoleret alderdom, EGV, København

http://www.aeldresagen.dk/temaer/sider/ensomhed-har-mange-former.aspx

http://www.egv.dk/ensomhed/ensomhed.aspx

http://www.egv.dk/media/85751/10633.pdf

http://shop.aeldreforum.dk/collections/frivilligt-arbejde/products/aeldre-og-den-frie-frivillighed


Fleischer, E. & Jessen, G. 2008, Eksistentielle samtaler med ældre mennesker: vanskelige samtaler og tunge emner, Suicidologi, årg.13, nr. 2

Module 4: Network building

Purpose The purpose of the day is to give participants the qualifications to support network building among different groups of citizens in different contexts.

Target group The target group of the course is senior citizens +60, who have participated in Module 1-3 or have comparable knowledge, qualifications and skills.

Learning objectives In this section the overall goal of participation is described.

Participants will gain knowledge and understanding of:

The importance of networks

Creating network groups in e.g. housing areas, among seniors, young people and children

Motivating vulnerable seniors to become volunteers or to join network groups on voluntarism

How are meetings held

Methods and tools to help people engage in different contexts

Participants will take active part in dialogues on challenges and possibilities within networking. Through practical exercises the participants will learn to facilitate and support network building.


Creating network groups in e.g. housing areas, among seniors, young people and children

Methods and tools to use in

network building with different target groups in different situations like

Startup at tables (check in) where participants share what has happened since last time. Chairman, referent and careperson are chosen in the groups. After 15 minutes the groups should report if they are ready to begin.

Presentation: Volunteer organization about

creating different network groups



meetings and activities

Group debate: Where do you see problems in

network creation in voluntary work? Presentation: Methods and motivation e.g. through the “empowerment” approach

Group work: Groups describe the process of creating network groups based on a specific situation/case.

Joint evaluation guided by the responsible for education. Focus on methods and motivation in network creation. Check out in groups

Evaluation document is handed out

Suggested daily program 9:00 AM Welcome, presentation of today’s program 9:05 AM Check-in at tables 9:20 AM Presentation: Volunteer organization about the creation and preservation of different

network Groups 10:30 AM Break 11:00 AM Group debate: Where do you see problems in network building in voluntary work 11:30 AM Presentation: Methods and motivation, e.g. through the “empowerment” approach 12:15 PM Lunch 1:00 PM Group work: How to create network groups. Focus on methods and motivation 1:30 PM Presentation of the groups’ networks. 2:20 PM Check out in groups 2:30 PM End of today’s program. Evaluation document is handed out and groups are

encouraged to schedule network meetings

Qualifications of the teaching staff To teach the second module of the course, you need a certain insight and experience with creating learning processes across different areas of interests and qualifications. You need specific knowledge on

Methods in network building among different target groups Recruitment of senior volunteers

Involvement of practitioners A volunteer organization will do a presentation on creating network groups in different contexts. Participants will be allowed and encouraged to ask questions about the theme with a basis in their own qualifications and context.


Suggested exercises The presentation by the volunteer organization will have a practical angle. They will talk about the creation and maintenance of network groups within volunteer work. The group work is to create a network group in one of the following contexts: disadvantaged seniors, adolescents in large residential areas, young families with a single parent, refugees living in asylums. Consider if the presentation of network groups resemble workshops.

Homework for the final module In between the final two modules, the participants are encouraged to meet and help each other form a plan for future volunteer work, preferably in cooperation with local authorities.

Literature – for the Danish speaking teachers Jensen, J.J.: Pædagogen som social netværksarbejder. Århus. Academica, 2009

Guldager, J. og Skytte,M.(red):Socialt arbejde teorier og perspektiver. København, Akademisk forlag, 2013

Module 5: Wants, rights and obligations as a volunteer

Purpose The purpose of Module 5 is to give the participants an insight into the formal framework of volunteer work in a local authority context. Furthermore, it focuses on what helps motivate volunteer work and provides knowledge on some of the dilemmas the participants are bound to meet in their work as volunteers. Finally, it rounds up the entire course and brings volunteers and professionals from the local authorities together.

Target group The target group of the course is senior citizens +60, who have participated in Module 1-4 or have comparable knowledge, qualifications and skills. Furthermore, we recommend that the group is extended to include the professionals who took part in Module 1 of the course.

Learning Objectives In this section the overall goal of participation is described.

Participants will gain knowledge and understanding of:

Conditions of the volunteer in social work

Motivation as a volunteer worker

Dilemmas concerning wants, rights and duty in voluntary work

Ethics - is there an obligation within voluntary work


Participants will take active part in dialogues on challenges and possibilities (with a judicial and ethical perspective) within volunteer work. In the dialogue participants will reflect on their own experiences and thoughts. Participants thereby become qualified to understand their role as a volunteer in a societal perspective as well as in specific organizational contexts.


Conditions of the volunteer in society and in different contexts in the voluntary social work

Dilemmas concerning

wanting to, having the right to and the duty to do tasks in volunteer work

Challenges and

opportunities in volunteer work with a judicial and ethical perspective

Motivation as a voluntary

worker

Initiatives that make volunteering in social work more rewarding

Startup at tables (check in) where participants share what has happened since last time. Chairman, referent and careperson are chosen in the groups. After 15 minutes the groups should report if they are ready to begin.

Group debate: Where do participants find the

biggest challenges concerning the judicial and

ethical perspective of volunteer social work? Presentation by central/national organization e.g. The National Volunteer Center. Discussion of ethical and judicial conditions and dilemmas within voluntary work.

Group debate: Discuss the initiatives that

make volunteer work more rewarding. Initiatives from local authorities and organizations.

Presentation of group posters

Check out and post-its are put up End of today’s program


Suggested daily program 9:00 AM Welcome, presentation of today’s program 9:05 AM Presentations at tables 9:20 AM Group debate: Where do participants find the biggest challenges concerning the judicial

and ethical perspective of volunteer social work. Use post-its 10:00 AM Break 10:15 AM Presentation by central/national organization eg. The National Volunteer Center.

Discussion of terms and conditions and dilemmas based on the group debate. 11:45 AM Lunch 12:30 PM Group process: Discuss the initiatives that make volunteer work more rewarding.

Initiatives from local authorities or organizations. The groups should write their suggestions on posters and put them up.

1:15 PM Celebratory end of course. Coffee and welcome to representatives from the local authorities

1:30 PM Exhibition of posters


2:15 PM All participants contribute with post-its describing what they have learned. Check out 3:00 PM End of today’s program. Evaluation document is handed out

Qualifications of the teaching staff

To teach the final module of the course, you need a certain insight and experience with creating learning processes across different areas of interest and qualifications. Furthermore, you must possess knowledge about the facilitation of cooperation across different professions and organizations. You need specific knowledge on

Legal provisions Ethics of volunteer work Motivation in volunteer work

Involvement of practitioners The National Volunteer Centre in Denmark

Suggested exercises Participants engage actively in this module. They will write down their reflections on challenges and ideas to enrich volunteer work on a poster. This is an important part of the final evaluation of the course and as part of the plan for cooperation with the local authorities. Representatives from the local authorities will participate from 1:15 PM and take part in the exhibition of the posters.


Articles on possibilities and rights: http://www.frivillighed.dk/Webnodes/da/Web/Public/Publikationer/Artikler+om+frivilligt+arbejde Banks, S.: Ethics and values in social work. Series: Practical social work, Publisher Palgrave, 2001

Social Services: Résumé. Identifying opportunities and challenges related to the increasing involvement of volunteers in care centers in three local authorities, 2014 http://shop.socialstyrelsen.dk/products/resume-afdaekning-af-frivillige-pa-plejecentre

Follow-up In order to help the continued support, commitment and learning among volunteers and professionals, it is important that the ones responsible for recruiting, organizing and teaching the volunteers set the framework for follow-up on activities and teaching. Furthermore, they should ensure continuous monitoring of how the volunteers are thriving and given the means to further develop the cooperation between professionals and citizens. We suggest that a strategy to maintain and strengthen the skills of the volunteers (and professionals in the cooperation) is set before local authorities even decide to recruit volunteers. Network supportive activities and other activities that help promote the feeling of meaningfulness and attachment to a certain task are likewise important.

http://www.frivillighed.dk/Webnodes/da/Web/Public/Publikationer/Artikler+om+frivilligt+arbejde

http://shop.socialstyrelsen.dk/products/resume-afdaekning-af-frivillige-pa-plejecentre


Inspiration for these activities and initiatives can be found here:

In Denmark: Local authority of Nyborg

http://www.nyborg.dk/Borger/SocialHandicap/Frivillig/SadanSamarbejderVi Local authority of Holbæk (insert link) KL’s website on co-creation and volunteerism: http://www.kl.dk/Aktuelle-

temaer/Samskabelse/

In addition, use the EVARS guide to implementation for inspiration on follow-up

http://www.kl.dk/Aktuelle-temaer/Samskabelse/

http://www.kl.dk/Aktuelle-temaer/Samskabelse/

Documents

EVARS Training Materialevars.eu/media/1013/training-material-final-draft_jan-2015.pdf · The EVARS Project is supported by The Lifelong Learning Programme 1. Introduction This course