Silk Road to EVS

S i l k R o a d t o E V S : m a n u a l o n E u r o p e a n V o l u n t a r y S e r v i c e p r o j e c t s w i t h g l o b a l d i m e n s i o n

www.bevolunteer.net! 1

Silk

Roa

d to

EVS

manual on European Voluntary Service projects with global dimension

http://www.bevolunteer.net




This manual has been produced as a result of the ¨Silk Road to EVS¨ project.

This project has been funded with support from the European Commission.

This publication reflects the views only of the author, and the Commission

cannot be held responsible for any use which may be made of the

information contained therein.

If you have any comments regarding the publication, please contact us:

[email protected]

Contributors:

Do Thi Phuc, Giovanna Pignatti, Xu Shanshan,

WANG Xiangyi, Myline Macabuhay, Beatrice

Misa, Misael Joan Francia- Santos, Jolita

Beciene, Jakub Prus, Hanna Darafeichyk, Tea

Stanic, Rior Santos, Iris Caluag, Aga Byrczek,

Tran Thi Hong, Abhijeet Kumar.

Coordination and final edition:

Misael Joan Francia- Santos and Aga Byrczek

Design: Sibisse Candida

Editorial remarks



mailto:[email protected]

mailto:[email protected]

I n d e x

Introduction 4

CHAPTER 1: What is EVS? 5

1. Overview 5

2. The EVS Programme 6

3. Organizing an EVS 7

4. EVS In the Non-Formal Education 13

CHAPTER 2: Learning in EVS 14

1. Understanding Learning 15

2. Who should support the learning in EVS? 16

3. Learning for the Different Actors 17

4. Providing Learning Support 18

5. Global Education as a Tool for Learning 23

6. Learning Zones 27

CHAPTER 3: Intercultural Learning 28

1. Culture and Intercultural Learning 28

2. Job shadowers and their Experiences 29

3. How to Prepare for and Deal with Culture Shock 34

CHAPTER 4: Impact 35

1. Why and how do you measure impact? 35

2. Examples of Impact 38

Learning experinces 40

CHAPTER 5: EVS practicalities 48

1. Recommendations for the EVS preparation phase 48

2. EVS Training circle 52

Information about Silk Roads 58

Information about partners 59

Attachment 1 62

Attachment 2 63

Attachment 3 65







Welcome to the ¨Be Volunteer!¨. This manual is a resource for all the organizations

working in the field of volunteering and especially for those working or willing to

work with the EVS projects with the different world partners.

Our motivation to write this manual comes from the experience that we gained

during the implementation of the long term EVS projects with various countries all across the globe. We have realized that those projects are quite different and require

much more preparation and coordination that projects in the countries where there

is a National Agency or SALTO working.

We have written this manual to have a recompilation of all necessary information the

EVS organization should know to implement an EVS project. It might be a very useful resource for working with the new organization, or the ones with little

experience. We hope that each organization after reading the manual will be much

better prepared for the implementation of EVS.

Introduction





C H A P T E R 1 : W h a t i s E V S ?

1 . Overview The Youth in Action Programme offers young people the chance to make a real difference

in the world—and their own lives—through the European Voluntary Service. The European

Voluntary Service (EVS) was initially launched as a pilot action in 1996, which enabled

young people to volunteer their services to other EU communities. Feedback showed that

the EVS was successful in increasing European mobility, fostering active citizenship,

tackling problems of social cohesion and enabling youth transition towards adulthood [1].

Since then, it has been included in the European Commission’s programme, including the

EVS Community Action Programme (1998-1999), Action 2 of the YOUTH Programme

(2000-2006) and the current Youth in Action Programme (2007-2013) [2].

EVS activities are carried out either individually or in groups. Up to 30 volunteers can now

participate in the same EVS project. Budget is sourced from the European Parliament and

Council, which determines it, and is managed by the Education, Audiovisual and Culture

Executive Agency.





As one of the components of the Youth in

Action Programme, the EVS aims to

develop and promote active citizenship

and mutual understanding among young

people. It provides young people with the

unique chance to express their personal

commitment through unpaid and full-time

voluntary activities in a foreign country

within or outside the EU. In this way, it

seeks to develop solidarity, mutual

understanding and tolerance among

young people, thus contributing to

reinforcing social cohesion in the

European Union and to promoting young

people's active citizenship. Beyond

benefiting local communities, volunteers

also learn new skills and languages, and

discover other cultures. Non-formal

learning principles and practice are

reflected throughout the project.

Open to all young people aged 18 to 30,

EVS sends young volunteers to local

communities where they can develop new

skil ls and improve their personal,

e d u c a t i o n a l a n d p r o f e s s i o n a l

development. Volunteers benefit from

specific trainings throughout the activity

and agree on their expected learning

outcomes, processes and methods in

advance. Participation is free, except for a

possible contribution of a maximum of

10% for travel costs. Board and lodging,

insurance cover and an allowance for the

duration of the project are also be

provided.

The EVS spans a wide range of areas

such as culture, youth, sports, social care,

cultural heritage, arts, civil protection,

environment, development cooperation,

etc. But one thing that binds all of these is

a clear European and intercultural

learning dimension. EVS is a mutually-

beneficial process where everybody gains

from getting to know each other’s culture.

What is EVS?

2 . The EVS Programme





What is EVS?

3 . Organizing an EVS The EVS has certain core values and quality standards which are laid down in the EVS

Charter. The EVS promoter must adhere to all the provisions set out in the Charter.

Promoters decide together—in line with the Charter—how to share tasks and

responsibilities, and the grant for the EVS project.

A successful EVS project requires close cooperation among four key players: the

sending organization (SO), the host organization (HO), the coordinating organization

(CO) and the volunteer. Organizations perform a number of roles such as identifying

volunteering opportunities and developing projects that benefit the local community. They

also recruit and prepare the volunteers, host them, and ensure their needs and the

programme’s objectives are being met through follow-up.

Table 1 on the next page summarizes the rights and responsibilities of each EVS key

player.

In order to protect and uphold these rights and responsibilities, organizations interested

in sending or hosting EVS volunteers or coordinating an EVS project need to be

accredited first. To receive accreditation, organizations submit an “expression of interest”

and once their application is approved, they sign on the EVS Charter and Activity

agreement, if necessary. Accreditation only lasts for three years but can be withdrawn

immediately in cases of non-compliance with the Charter.

REMARK: the accreditation process works only in programme and

neighbouring partner countries. In case of other partner countries

like India, China, Vietnam, Philippines and many more, there is no

database of organizations, and it is a responsibility of coordinating

organization to ensure that the partner from other partner country knows and

respects the EVS Charter and the rights and responsibilities.





Eligibility Criteria for Europe-Asia EVS Cooperation

The promoter is one of the following:

o a non-profit/non-governmental organization;

o a local, regional public body;

o a body active at the European level in the youth field;

o an international governmental organization; or

o a profit-making organization (only when it organizes an event in the area of youth, sports or culture)

The promoter has signed the Preliminary Agreement included in the application form.

The project promoters established in Europe (Programme countries) are accredited.

There are two or more promoters from different countries, of which at least one should be from an EU country. The number of promoters from Asia cannot exceed the number of promoters from Europe.

Volunteers are aged between 18 and 30 years, are legally residents in the country of the Sending Organization (SO) and takes part in only one EVS project.

Number of volunteers in one EVS project is between 1 and 30. The number of volunteers in the project from Asia cannot exceed the number of volunteers from Europe, except when the EVS projects involve only one volunteer coming from Asia to Europe.

The service can take place in Asia and in Europe. The volunteer can carry out his/her service in either region.

The duration of the service is between 2 months and 12 months only.

To qualify as an applicant, the promoter must be legally established in Europe. One of the European promoters assumes the role of Coordinating Organization (CO) and applies to the Executive Agency for the whole project on behalf of all the promoters. A promoter applying to the Executive Agency must have been legally registered for at least one year on the date of the deadline of the submission of their application.

What is EVS?



Table 1: Rights and Responsibilities of EVS Key Players

EVS Key Player Rights Responsibilities Volunteer Before

• Be informed about the Youth in Action Programme and how EVS projects are carried out

• Be informed about the EVS project (tasks to be performed, accommodation, training, support, etc.)

• Access and read the grant application approved by the Executive Agency for the project

• Reques t and be p rov ided w i t h assistance in obtaining a visa, if necessary

• Be informed about the host organization, its activities, living conditions and the tasks he/she is expected to carry out in the organization

Before• Inform the promoters about any

circumstances that may influence his/her capability to carry out certain tasks and any spec ia l needs (especially health-related issues)

• Read, agree on and sign the EVS Agreement (recommended but not mandatory) together with the CO, SO and HO

• Read carefully insurance-related information

• Attend a pre-departure training course

• Inform the SO of any circumstances that may influence his/her suitability for certain EVS projects

• Play an active role in setting up his/her EVS project together with the promoters



What is EVS?



During

• Be informed about the rules and conditions that apply in such a community and which can relate to him/her

• Receive a return ticket between the sending country and the host country, insurance, food (meals or food money should be provided) and local transport

• Access to a monthly or weekly allowance (pocket money) in conditions agreed before

• Be covered throughout the voluntary service period by the obligatory EVS insurance plan set up by the European Commission

• Entitled to 2 consecutive free days per week (unless otherwise mutually agreed between the volunteer and the promoter and stated in the EVS Agreement) and 2 holidays per month

• Vacation periods and weekly rest days have to be agreed between the HO and the volunteer

• Take part in an on-arrival training session and a mid-term evaluation session (if staying beyond 6 months or more)

• Receive appropriate task-related support and guidance to enable him/her to carry out agreed tasks

• Be provided a mentor with whom she/he will have regular meetings throughout the service period

• Contact relevant National Agencies or the Executive Agency asking for any kind of advice or support (on accreditation, insurance, visa support, crisis management, etc.)

• Must not carry out routine tasks normally carried out by paid employees

• Must not carry out high-responsibility tasks alone or unsupervised

• Ask for another mentor should a conflict arise between him/her and his/her current mentor

• To freedom of thought, conscience and religion

• Not to participate in activities likely to harm his/her safety, health or physical, mental, moral or social well-being

• To an explanation concerning the grant received by the organization and the use of this grant for the benefit of the volunteer’s project

• To language training • Not to be coerced into participating in

activities against his/her convictions which were not previously agreed

• To a full-time service occupation, with project activities taking up no less than 30 and not more than 38 hours per week

During

• Respect the rules and organizational structure of the HO and abide by the laws in the host country

• Keep the HO informed of his/her whereabouts during the period of service

• Give the SO regular feedback on his/her experience

• Take good care of the accommodation and equipment that has been provided

• Accept the role of the mentor as the person responsible for his/her well-being and must attend the regular meetings organized by the mentor

• Must not act in any way that could put others or himself/herself at risk of being injured

• Fulfil the terms of the tri-partite agreement and remain in the project for the agreed duration unless there is a good reason for him/her to leave

• Be reliable, including notifying the appropriate persons (tutors, NA) of his/her intention to withdraw from the EVS

• Show willingness to adapt to his/her surroundings and carry out agreed tasks

• Seek guidance when necessary• Attend all activities foreseen by the

programme and events organized by the National Agency (NA) in order to learn, share his/her difficulties and exchange his/her experiences

• Contribute his/her own ideas, creativity and experiences to develop his/her own projects related to the work of the HO





After • Receive a Youthpass certificate attesting

his/her participation in EVS and the experience and skills he/she has acquired during the period of service

• Receive support from his/her SO after the completion of the project

After • Contact the SO on his/her return from

the EVS project • Fill in relevant parts of the project’s

final report form• Evaluate the overall project with the

SO upon his/her return

S e n d i n g Organization (SO)

Before • Devote time, energy and resources to set up an EVS project • Organize and make sure the volunteer participates in the pre-departure training in

the home country • Respect the project details of the EVS Agreement • Prepare with the CO an EVS Info Kit to provide to volunteers

Before • Devote time, energy and resources to set up an EVS project • Organize and make sure the volunteer participates in the pre-departure training in

the home country • Respect the project details of the EVS Agreement • Prepare with the CO an EVS Info Kit to provide to volunteers


During • Keep in contact with the volunteer and the HO/CO During • Keep in contact with the volunteer and the HO/CO


After • Involve volunteers in other activities of the organization as well as to ask

volunteers’ help in preparing other volunteers for future EVS projects • Ensure the volunteer’s participation in the final evaluation of the EVS project

After • Involve volunteers in other activities of the organization as well as to ask

volunteers’ help in preparing other volunteers for future EVS projects • Ensure the volunteer’s participation in the final evaluation of the EVS project

H o s t i n g Organization (HO)

Before• Devote a great deal of time, energy and resources to set up an EVS project • Provide assistance to volunteers in obtaining a visa, if necessary • Take care of practical arrangements in order to support and guide the volunteer

from the moment of his/her arrival in the host country

Before• Devote a great deal of time, energy and resources to set up an EVS project • Provide assistance to volunteers in obtaining a visa, if necessary • Take care of practical arrangements in order to support and guide the volunteer

from the moment of his/her arrival in the host country


During • Expect that the volunteer will show a similar level of respect for and trust in their

commitment to develop activities in their local community • Respecting the project details as set out in the EVS Agreement • Ensure that the volunteer can live in a safe and clean accommodation and can eat

sufficient and healthy food • Provide language training (formal or informal), free of charge, for the volunteer; the

duration of which will depend on the needs of the volunteer, his/her project tasks and the resources available to the organization

• Appoint the mentor, who must not be the volunteer’s supervisor or be otherwise directly involved in the volunteer’s daily activities

• Ensure the volunteer’s active participation and organize on-arrival and mid-term trainings

• Provide volunteers with personal, task-oriented and language support • Implements activities during the EVS project

During • Expect that the volunteer will show a similar level of respect for and trust in their

commitment to develop activities in their local community • Respecting the project details as set out in the EVS Agreement • Ensure that the volunteer can live in a safe and clean accommodation and can eat

sufficient and healthy food • Provide language training (formal or informal), free of charge, for the volunteer; the

duration of which will depend on the needs of the volunteer, his/her project tasks and the resources available to the organization

• Appoint the mentor, who must not be the volunteer’s supervisor or be otherwise directly involved in the volunteer’s daily activities

• Ensure the volunteer’s active participation and organize on-arrival and mid-term trainings

• Provide volunteers with personal, task-oriented and language support • Implements activities during the EVS project


After Prepare the final report for the project with the volunteer After Prepare the final report for the project with the volunteer

Coordinating Organization (CO)

Before • Ask for other promoters and volunteer any information and/or details that are

needed for preparing the application • Devote a great deal of time, energy and resources to set up an EVS project • Distribute EVS grants according to the signed Activity agreement

Before • Ask for other promoters and volunteer any information and/or details that are

needed for preparing the application • Devote a great deal of time, energy and resources to set up an EVS project • Distribute EVS grants according to the signed Activity agreement





During • Regularly check the situation with the SO and HO • Respect the project details as set out in the EVS Agreement • Coordinate the project in cooperation with SO and HO

During • Regularly check the situation with the SO and HO • Respect the project details as set out in the EVS Agreement • Coordinate the project in cooperation with SO and HO After• Ask HO, SO and volunteer for any information needed to the final report to the

Executive Agency • Complete and issue Youthpass certificate for the volunteers

After• Ask HO, SO and volunteer for any information needed to the final report to the

Executive Agency • Complete and issue Youthpass certificate for the volunteers







What is EVS?

4 . EVS In the Non-Formal Educat ion

In this manual we have referred to the Non-Formal Learning many times, but it is necessary to look a bit deeper

what this term mean. It is even more important because Youth in Action Programme, it is an European instrument to support the Non-Formal Learning and a high-quality non-formal learning dimension is a key-aspect of all projects supported.

Definitions from Programme Guide:

Non-formal learning refers to the learning which takes place outside formal educational curriculum. Non-formal learning activities involve people on a voluntary basis and are carefully planned, to foster the participants' p e r s o n a l , s o c i a l a n d p r o f e s s i o n a l development.

Informal learning refers to the learning in daily life activities, in work, family, leisure, etc. It is mainly learning by doing. In the youth sector, informal learning takes place in youth and leisure initiatives, in peer group and voluntary activities etc.

The importance of NFL is growing together with the changes in understanding of learning. What must be emphasized is that young people all over the world needs education that not only provides them with knowledge, but

supports the personal development of young people, promote the sense of initiative, create the motivation for learning, offers the possibility to acquire the competences necessary in the areas of relations with other people, social life, on the labour market, and much more. Even in this manual we mentioned the importance of Intercultural Learning and Global Education, and those activities are passed on the same principles as NFL. European Parliament with the resolution of 12 May 2011 on Youth on the Move: - a framework for improving Europe's education and training systems[3] emphasised the importance of non-formal and informal learning and education and voluntary work for the development of young people; and stressed that the skills gained not only offer young people opportunities in terms of their entry into the world of work, but also enable them to be actively involved in society and to take responsibility for their lives. NFL helps to create a social environment in which every young person is able to realise his or her potential and aspirations;Moreover the NFL is usually characterized by a participative and learner-centred approach, carried out on a voluntary basis and is therefore closely linked to young people's needs, aspirations and interests.





C H A P T E R 2 : L e a r n i n g i n E V S

The EVS Charter[1] is a document that lays down several EVS principles that actors have to abide with. One of these principles is the promotion of “non-formal educational and intercultural learning dimension, through a clear definition of a learning plan for the volunteer”. This chapter focuses on the practical aspects of the EVS project; that is, the support of the learning process of volunteers as guided by the Charter.

Learning in the EVS is one of the two main dimensions of the program and should be treated with special attention. It takes into consideration the fact that volunteers might still be attached to the formal education system and therefore, might not readily understand or appreciate taking responsibility for their own learning, and the structured guidance and support that are needed for this to happen. In this case, support must focus on the planning, monitoring and evaluation of the whole learning process to ensure good results. Moreover, the learning support might help volunteers to get different perspectives and think out of the box. By simply offering space for reflection, and guidance with some questions, volunteers might be able to transfer their experiences into learning. For instance, during the project, volunteers will encounter situations wherein they might learn something from an ordinary or mundane activity. Going to the grocery to buy food, for example, is a “normal” daily activity, but with proper evaluation, even with the most basic situations, volunteers will realize that they have picked up a thing or two from that experience.





Learning in EVS

1 . Understanding Learning But hold on. Before we delve deeper into the process, we have to settle this first – what is learning?

How do we define it? Is it determined by the “journey” of acquiring knowledge, or by the knowledge itself that was acquired? Is it measured by a change in behaviour or attitude, or by some other standard? Pretty hard to tell, isn’t it? If you don’t have an answer yet, rest assured that it’s alright. Until now, not much is spoken of the true nature of learning, and in this aspect, even academics have varying answers to the same question.

LEARNINGLEARNING

As a product As a process

Learning is the end product of some process –an

outcome. It is measurable either by additional

knowledge, or understanding knowledge.

It can be recognized or seen, and therefore

manifests as change.

Learning is a process that brings change through

experience. A learner can be aware of his/her current

task but not be aware of a learning process, or

learning by facilitation through formal education.

(Rogers, 2003).

There are two divergent ways of looking at it. One school of thought believes that learning is a product; others think it’s more of a process[2]. Regardless, it is clear that

learning brings about change, whether consciously or unconsciously, and either from acquired knowledge or experience derived from acquiring knowledge. Essentially, that change in behaviour is “demonstrated by people implementing knowledge, skills, or practices derived from education”[3].

Figure 1 shows how learning has been discussed so far.

Figure 1: The Nature of Learning





An EVS project involves many actors, and each of them can provide learning support. The first and most obvious person to do so is the mentor, who usually is the closest person to the volunteer, has personal contact and knows what is happening in the project. But even sending organizations (SO), coordinating organizations (CO) and hosting organizations (HO) have a hand in the learning process of a volunteer. The good thing about it is, it’s a two-way process – not only do they contribute to a volunteer’s learning; they also learn a couple of things for themselves, too.

There might be instances when a mentor will not be able to fully support the volunteer, perhaps due to the lack of experience or high cultural differences, among other reasons. While this does not necessarily mean that the mentor should not try, support from other actors should also be readily available to fill in

the gap. The support SO and CO give can even start with sharing the tools for learning, creating space online for reflection or exchange of experiences among various volunteers, and some evaluation activities. So it really goes a long way, and can vary from time to time.

Learning in EVS

2 . Who should support the learning in EVS?





Learning in EVS

3 . Learning for the Dif ferent Actors For the different actors in this project – the sending organization (SO), coordinating

organization (CO) and hosting organization (HO) – learning has become a two-way

process. While each actor ensured that volunteers would learn from the activities that

were prepared for them, there had been lessons for each actor along the way. For

instance, the HO developed a keener sense of project cycle management to make sure

that the activities push through smoothly, while volunteers learned from practising what

was taught to them for better appreciation of these lessons.

HOs realized that the learning process should be suitable to the volunteers’ needs,

objectives and capacities. They learned to take into consideration the appropriate

methods, and to balance the needs of the volunteers with the real situations. Learning

opportunities were done through “learning zones” which volunteers may enter into at

different stages of the EVS project. However, while experiential learning should stretch

and challenge volunteers, this should not always lead to crisis and panic. Furthermore,

HOs realized that communication among the SO, HO, local partners and volunteers are

essential. Miscommunication has happened mostly due to language and cultural

differences, and as such, communication should be clear and easily understood. They

also learned to be more patient and tolerant of the volunteers’ different habits, culture,

behaviour and attitudes.

Volunteers seemed to have preferred a practical approach of learning, seeing it as more

productive, meaningful and fulfilling. Their experiences have had led to some personal

realizations and learning, such as learning how to deal with mistakes and new challenges,

adjusting to different situations, and remaining motivated to ensure success. Some

volunteers reported having developed finer observation and analytical skills.





Learning in EVS

4 . Providing Learning Support 4.1. Mentors and What They Do

A mentor is an independent person who provides support to the volunteer(s) during the program. He/she primarily focuses on helping the volunteer adapt to their new environment and assists them in monitoring their progress with the EVS project in

general[4]. Mentors have four primary areas of interventions that they employ to perform their role. They (1) establish a relationship with the EVS volunteer; (2) help the EVS volunteer develop or begin to develop life skills; (3) assist the volunteer; and (4) increase the volunteer’s ability to interact with people from various backgrounds[5].

WHAT MENTORS DOWHAT MENTORS DOWHAT MENTORS DOWHAT MENTORS DOEstablish a positive, personal relationship with the volunteer

• Estab l i sh mutua l trust and respect

• May be unique to

each specific match

• Main ta in regu la r i n t e r a c t i o n a n d consistent support

• Make the experience enjoyable and fun

Help the volunteer to develop or begin to develop life skills

• W o r k w i t h t h e v o l u n t e e r t o accomplish specific program goals

• Instal the framework f o r d e v e l o p i n g b r o a d e r l i f e -management skills ( e . g . d e c i s i o n -making, goal-getting, conflict resolution, money management, etc.)

Assist the volunteer in obtaining additional resources

• Provide awareness o f c o m m u n i t y , e d u c a t i o n a l a n d economic resources available, and how to a c c e s s t h e s e resources

I n c r e a s e t h e volunteer’s ability to interact with people f r o m v a r i o u s backgrounds (cultural, racial, socio-economic, etc.)

• Respect and explore differences among people from various backgrounds without promoting one group over another

• I n t r o d u c e t h e volunteer to different environments

• Discuss differences i n b e h a v i o u r , attitude, and style of dress

4.2 Tools for Mentoring and Learning Support

So, time to move to practice. The list of possible tools is truly unlimited, and each one of them can be modified or adjusted to cater to specific needs. But the list below can serve as guidelines that you can start with. Tools have been generally classified into Planning, Monitoring, Reflection and Evaluation, and Feedback for better understanding of its different aspects.



Learning in EVS

4.2.1. Planning of learning

One thing that sets informal learning apart from non-formal learning is that it happens all the time because it is unstructured and unplanned. Non-formal learning must be planned. The learning objectives should be set up and the learner should be able to decide how she or he wants to learn. Planning the EVS projects can be quite a challenge since the activities can last up to 12 months, and priorities and objectives for the learners can change over time. Therefore, the tools for planning should focus on setting up short-term objectives, as well as tools to remind the learner of his or her first expectations from the activities.

Examples of tools

- Personal Development Plan – It is a tool developed during the learning-to-learn project that focuses on planning the learning process of a volunteer in a short-term basis. Monthly development plans have been recommended, which are further analyzed by a tutor or kept for the volunteer. After a month, the volunteer (with his/her mentor) should revise the plan and assess if the objectives were reached[7].

- Letter to Myself – This is a tool for reflection of learning expectations, and is mainly used to remember the first learning objectives. The volunteer is asked to reflect on him/herself after the project, and writes a letter addressed to him/her presenting the outcome of reflection. The letter is then opened in the middle of the project to trigger further reflection. It should work as a reminder for the volunteers about their first thoughts, but it also does not mean that objectives cannot change. Volunteers must be able to decide by themselves what their own letters mean for themselves. This is recommended for pre-departure training.

- Group Sharing – Groups can be very powerful in supporting the learning of a volunteer, and are recommended to stimulate sharing. It can be done on the spot during the activity, together with the mentor, but also via online with volunteers from other activities when set up by the SO or CO. For instance, Facebook surveys can be used so that each member of the group can add their own inputs on what they would like to learn, or get inspiration from others. However, this is just a supporting tool and will need follow-up.

Learning in EVS





4.2.2. Monitoring of learning

Learning requires monitoring to ensure that volunteers have indeed learned from the activity. Monitoring their learning is especially important for the final certificate, the Youthpass. At the end of the project, the certificate describes what volunteers have learned so it is essential to have some documentation of the process.

There are many ways to collect information for the Youthpass, or to simply be aware of what the learning was. Below are some examples:

Examples of tools

- Learning Diaries -- A tool that helps extract the learning from each task the volunteers will undertake. It may be (1) a form with various questions; or (2) a diary that volunteers can write or paint on. Learning diaries seek to evaluate the project’s implementation of specific tasks, and analyze the different aspects of learning during that process[8].

- Blog – The online diary, this can be personal or can be shared. It details the volunteer’s experiences. The organization can also put up a blog and post different stories from the volunteers.

- Mails to Friends and Family – Many times, there is a lot of interesting information relayed in the e-mails that volunteers send. It is recommended to save these and read them at the end of the project.

- Social Networks – For volunteers who are active on social networking sites, utilizing these sites might be a good tool. By the end of their activities, volunteers can reflect on what they were doing and they were feeling during the project by going over their social activities on these sites (e.g. status updates, notes/entries, etc.)

- Books for Learning – Organizations can choose to prepare books for volunteers where they can take down notes of each day or week. It can be done in the form of a calendar, divided by different activities. Some pages with additional questions for proper reflection/evaluation may also be added.

- Photos – These are tools that are not time consuming, and something that everyone usually has. By the end of the project, reviewing photos might be very helpful in bringing all the memories back, and in preparing the volunteer for the final evaluation.

- Photo Reflection – Volunteers are asked to choose a photo from the previous month (or activity, depending on what is being evaluated) that presents their most memorable/challenging moment experience. This tool can also be used by the SO and CO in evaluating online.

Learning in EVS





4.2.3. Reflection and evaluation

Learning happens always, but not always we realize what we are learning. Therefore creating the space for reflection and evaluation is just as important an element that a mentor should think of. The mentor is the main actor responsible for the volunteer’s well-being, and thus must ensure that during the learning process, the volunteer is able to reflect and evaluate his/her experiences. This can still be done online by the CO and SO.

However, before choosing the right tool, it is worthwhile to think about who should participate in each activity. There are a few possibilities that can be considered (Figure 2).

Examples of tools

- Reflection with Pictures – Any set of pictures can be interpreted by volunteers to reflect on the elements of their project and learning. They choose pictures that represent their opinions and describe how the picture is connected with the evaluated element.

- Group reflection through Metaphor of Nature – Volunteers are asked to think about an element of nature that best represents their state of mind and explain why.

- Guided Interview – The facilitator or mentor chooses a few topics to evaluate and asks questions from different angles to lead the interview and see different aspects of the evaluated issue.

- Learning to Learn Toolbox[9] -- These are tools on learning from the handbook that help volunteers discover the different aspects of learning, how they learn and how learning leads to competence.

- Guided Reflection – Volunteers are asked to close their eyes while background music is being played. The facilitator then guides the reflection by asking some questions to reflect on, or to make some comments on. He/she should not speak a lot and should give volunteers time, space and silence for further reflection.

Learning in EVS



Figure 2: Activities and their purposes



- Drawing the Project (or some of the elements) – Volunteers are asked to draw themselves in the project or some other aspect, then share it with the group.

4.2.3. Feedback[10]

Feedback is a tool that is used in many life and professional situations, including EVS. It helps all the actors to get different perspectives of things, and aids in improving co-working and personal learning. In order to benefit from feedback, it should be done right and a few rules should be followe:

helps all the actors to get different perspectives of things, and aids in improving co-working and personal learning. In order to benefit from feedback, it should be done right and a few rules should be followed:

Feedback is given only when the receiver wants it.

Feedback always includes two aspects: what went well and what can be improved

Feedback reflects only the aspects that can be changed. (For instance, saying “you have a very high voice and it is not easy to listen to you” is not feedback because the element being evaluated cannot be changed.)

TIP!

When giving feedback, be specific and talk about what has been personally observed. Give feedback in ‘I-messages’, give examples and do not judge.

When receiving feedback, listen. Do not explain yourself, or comment. Later on, you will get to decide what you want to do with it. You can choose to accept the feedback, adopt it, and take some elements you think are useful. Or you can also choose to reject it. It’s always up to you!





Learning in EVS

5 . Global Educat ion as a Tool for Learning Globalization has opened the doors for opportunities around the world. It has connected the East and the West, and bridged the divide in landlocked and archipelagic countries. But it has also posed fundamental challenges for education in every country. Opening the doors to new knowledge has introduced cultures and traditions different from what we have been accustomed to, and raises the question of what our individual roles are in a bigger, multi-cultural society.

Herein the importance of a global education lies. Education helps people recognize their role and individual and collective responsibilities as active members of this global community. Global education “arises from the fact that contemporary people live and interact in an increasingly globalized world”[11]. This highlights the need for learners to have the opportunity and competencies to reflect and share their points of view and role within a global society, as well as to understand and discuss complex relationships of common social, ecological, political and economic issues. The whole point of this is to derive new ways of thinking and acting.

International documents such as the Universal Declaration of Human Rights (UDHR) have called for, if not actively supported, the development of the concept of global education. For instance, the UDHR recognizes that “[education] shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace”[12]. It has also been cited as critical in “promoting sustainable development and improving the capacity of the people to address environment and development issues” and should “further appropriate intellectual and emotional development of the individual”[13].





Learning in EVS

THE OBJECTIVES OF GLOBAL EDUCATION

Develop learning communities in which learners and educators are encouraged to work cooperatively on global issues;

Stimulate and motivate learners and educators to approach global issues through innovative teaching and pedagogy;

Challenge formal and non-formal education programmes and practices;

Accept otherness and interdependency and create conditions for others to express themselves and build behaviour of solidarity

Help learners develop alternatives when taking personal or public life decisions and reflect on the consequences of their choices; and

Promote participation in action – that is, invite educators and learners to act dynamically for a more just and equal world for all.

Global education is about implementing the vision required to move a model of partnership between peoples, cultures and religions at micro and macro levels. It therefore heavily emphasizes transformative learning that involves a deep, structural shift or a radical change in the basic premises of thoughts, feelings and actions of an individual[14].

Transformative learning has three main stages:

An analysis of the present world situation

A vision of what alternatives to dominant models might look like; and

A process of change towards responsible global citizenship

First of all, global education has to be in-sync with the realities of the world. This means that it should be based on the reality, context and needs of the learning group; the local society; and the global society.

This requires clearing all the concepts that will be dealt with and using a wide variety of resources adapted to the different capacities, characteristics of the learning group[15] and related learning styles. We can’t emphasize enough how important it is that the objectives and the different steps of the activity have to be clear and understandable to everyone to ensure their participation and understanding of the realities of the world.





Learning in EVS

Furthermore, discussing fundamental concepts, such as justice, equity and human rights, will require methods that lead to critical thinking and analysis. This means that it may be necessary to conduct research, activities based on investigation, study, explorations and enquiries. At the same time, it is just as important to nuance the content of learning to peoples’ lives, real situations and

human experiences to raise the learners’ awareness of these issues.

TIP!

A dialogue between all players involved is important in facilitating the building of a collective knowledge and common understanding of the world.

To translate ignorance and indifference to action is a result of a learning process that seeks to develop critical empowerment and foster the learner’s capacity to participate in a collective decision-making process and actions for transformation at the local level.

Theoretical knowledge has to be connected with social realities of the past and present. It is only in doing so that the learner understands the fundamental principles of the historical process and realize how and why humanity has arrived at complex present situations at the local and global level and to develop positive visions of the future.

EVS as a Tool for Global Education

For us, global education is a reaction to the permanently changing world and the high level of dependencies it creates. Globalization has indeed made our lives interconnected and interdependent, and this tendency is increasing. We need global education for two specific reasons: to fight global, borderless problems and to create a global society that shares similar

values based on solidary, equality, cooperation, inclusion, justice and non-violence.

But in what way has the EVS been used to forward global education and its objectives?

The EVS has various components, one of which is the emphasis on non-formal learning.

Let's say you've just been accepted as a volunteer for an EVS project. The first thing that you have to understand is that as much as possible, you may be pushed out of your comfort zone. Learning requires understanding the very roots of your beliefs, actions and principles, and these are much cause for reflection. But more than that, it also calls for accepting divergent views and realizing that in a culturally relative society, no belief or thought is more valid than another. As an EVS volunteer, you will be subject to workshops and seminars, then to individual and group activities that will challenge what you already know and make you come out more enlightened of what's truly going on. You will encounter individuals from different cultures, all of whom have their own ways of looking at the world.





Learning in EVS



So the questions are, how will you deal and interact with them, and will there be a radical change in perspective after?

A mentor will be assigned to you to guide you throughout the whole process. He/she will be responsible for addressing your needs and will ensure that you can adapt to new situations. Using various learning tools that are appropriate to the situation, you will be given time and space to reflect on the activities that you will undertake. For example, you may have to reflect on what you learned from planting organic food and eating what you planted. Aside from learning the benefits of organic agriculture, you would have to consider why (or why not) people prefer to do this, or how difficult it is lately to access healthier food.

Trainings and seminars will also be made available to you. This is to ensure that you will be accustomed to your new environment, and will cover a myriad of topics that were identified to best help you. Group activities will make sure that you will interact with other people, learn from them as they learn from you and form a sense of kinship with them. Essentially this means that you will be encountering people who may be radically different from you and will be with them for a period of time. Hence, there is a need to appreciate your own individualities as soon as possible.

By the end of the EVS, during the evaluation period, you will once again go over your experiences during the project. You may realize that some beliefs you once held have now been influenced by what you have personally experienced in the EVS – and that’s alright. There will be beliefs and actions that are still intact after, and that’s also just as okay. But what will be clear is that without knowing it, you h a v e l e a r n e d a b o u t o t h e r c u l t u r e s , acclimatizing in new environments, and appreciating different perspectives. More importantly, you will see that through that kinship you’ve formed, you will also care about the people you’ve met and realize that there are things that you can do not only in your local community but in the global society as well.



Learning in EVS

6 . Learning ZonesThe methodology and methods that are chosen for volunteers should serve to create learning opportunities for them. One way of thinking of the learning opportunities is to look at ‘learning zones’ that volunteers might enter during the project. Learning zones indicate the degrees of personal challenge that the context of learning may create for learners. We have identified these learning zones as: comfort zone, stretching zone, crisis zone and panic zone.

In the comfort zone, no specific challenges are encountered. It may be a new experience and new knowledge may be received; but personal values, convictions and perceptions remain relatively untouched. Learning is comfortable.

The learner then enters the stretching zone when he or she will reflect about others’ and his/her own perceptions, attitudes or behaviour. In the stretching zone, questions are raised and changes in perception, attitude or behaviour are possible. Learners can also become uncertain and vulnerable. It is possible that particularly sensitive points will be touched, and convictions and perceptions will be weakened. Therefore, a high tolerance for ambiguity is called for. If the stretching goes too far, learners might get into the crisis zone.

This model suggests that the program is most effective if volunteers reach the stretching zone, and possibly—even the crisis zone—at certain moments during the project. However, we need to keep in mind that while experiential learning should stretch and challenge volunteers, crises should remain an exception and should not induce panic. The HO needs to be able to support volunteers during moments of personal challenge[16]. In essence, don’t open something you can’t close!





C H A P T E R 3 : I n t e r c u l t u r a l L e a r n i n g [1]

1 . Culture and Intercultural Learning

Science defines culture in many ways but one particular definition says culture consists of the “symbolic, ideational, and intangible aspects of human societies. It is the values, symbols, interpretations, and perspectives that distinguish one people from another”[2]. Culture essentially consists of the beliefs, behaviors, objects and other characteristics common to the members of a particular group or society. Thus, it includes many societal aspects, such as language, customs, values, norms, mores, rules, tools, technologies, products, organizations, and institutions[3].

Culture is in everything that we do and believe. It defines us. We create it and it also creates us. Look around you. Look at the objects you see. Think about who made those things. Who invented those? Who bought them and did they bargain for the price? What language did they speak? How did they behave? This time, look at yourself—how you sit, how you look. What type of hair do you have? What kind of clothes do you wear? Would you ever consider doing the opposite of what you’re doing now?

Oftentimes, these are questions we forge to ask especially because we’re immersed in our own cultures. The things we do and believe in are just natural. Normal. But only because we don’t know how other cultures look like, how they work. With the emergence of globalization, however, some day these different cultures will merge—and they have.

Ryszard Kapuscinski, a famous Polish writer, wrote: “and that one must learn about them, because there are other worlds, there are other cultures, are mirrors in which we can see ourselves, thanks to which we understand ourselves better - before that we cannot define our own identity until having confronted that od others, as comparison”.





Intercultural Learning

2 . Job shadowers and their Experiences A job shadower essentially finds out the following:

The aims of the HO

Projects that are usually implemented

Volunteering activities; and

The working methodology of the HO (including daily functioning of the organization and volunteers management)

To do this, he/she should interview or be in contact with the volunteers hosted by the organization to gather information about their experience, difficulties, learning process and other relevant information,; provide support or share expertise with the HO; or get support and experience from the HO that can be useful in his/her own organization.

2.1. Personal Experience of a Job Shadower

Tomas Sileika was sent by Kultūros centras “In Actio”, a Lithuanian organization, to Vietnam for 16 days. Hosted by SJ Vietnam, the hosting organization, Tomas participated in various trainings for local volunteers, visited and had meetings that advanced his understanding of Vietnamese culture and lifestyle such as a fisher village, met with local volunteers from Europe, worked with young people at the camp to prepare a show for disabled children, and cooperated in the construction of bamboo fences for the local community, among other things.

He was tasked to be immersed in the voluntary practice in the host country; be introduced to local cultural and communication features and SJ Vietnam; familiarize with local volunteers particularly in trainings; evaluate predictable living costs, standards, housing and shifts for volunteers from Europe; and share practice, knowledge and providences.

General impression

The people from SJ Vietnam were very friendly, hospital and attentive despite their busy schedules and numerous tasks. They were diligent and assiduous, and always seemed to be genuinely interested in learning about other cultures and countries.






There were some instances when newcomers seemed very selfish when a socialist country such as Vietnam was not supposed to encourage or feature ‘self-interest’. Furthermore, the transition from communism to a ‘free market’ doctrine was very clear. There are some similarities between Vietnam’s transition and the experiences of Baltic countries. The growing inequality, disjuncture and deprivation would inevitably provoke new problems and volunteers would then be useful in reducing them.

The hosting organization

There are some similarities and notable differences between the HO and SO, which are important to understand especially because the political, social and economical circumstances influence these organizations. SJ Vietnam had a good relationship with the government and the public, and as a growing organization it has begun to build a good portfolio and relationship with foreign partners.

Country, culture and challenges

Vietnam is a beautiful country of friendly and diligent people. Its culture is rich and interesting for anyone who has an interest in discovering new things, and language-wise, much is said in a few words. There were some challenges, however. For instance, summer in Vietnam (especially in the north) seemed to be a difficult experience for people from the northern part of Europe who are accustomed to colder temperatures. Cuisine could be interesting—something that a volunteer should be open-minded about; while traffic and road safety could be a bit crazy. Vaccination is necessary as there seemed to be a divergent attitude towards hygiene and ecology. Some familiarity with the political system is also needed.

Vietnamese cuisine is delicious. There are many kinds of dishes that should be tried. Volunteers should be ready for local people who will ask them to try to eat exotic food, such as dogs, cats, frogs, or mice. The government hospitals can be trusted but are often overloaded with people. Western clinics, private clinics and specialists in Hanoi are present but can be expensive. But medicine can be bought from the local pharmacy without prescriptions. Volunteers should also remember to cross the road slowly and with caution to prevent accidents.





Tomas’ thoughts on Mentoring, Global Education, Volunteer Selection and other things

Q: What does mentoring mean for your hosting organization? How do they carry it out? To what aspects do they pay special attention? A: I think the hosting organization made everything very well. It seems that in the future it will even be better. But there are some aspects that need special attention. First, it is very important to understand differences between cultures, communication, attitudes of expression, hygiene and settlement. Every person from Europe in Vietnam needs some acclimatization stage and preparation.

Q: How does the organization approach ‘Global Education’ work on a practical level? What is their purpose? What are the most recurrent themes? A: SJ Vietnam is an international youth NGO that promotes values of solidarity, peace and tolerance through youth citizenship projects to improve society during and after the period of volunteerism. It arranges a lot of trainings for young people to share these ideas. By developing international volunteering, SJ Vietnam aims to:

o Work towards a society of justice, peace and solidarity o Break cultural misunderstandings between people and nations o Improve local and global environment, provide informal education, help reduce

poverty and strengthen human rights; and o Encourage young people to actively participate in the society in which they live.





Q: What happens in case of conflicts among volunteers? What is the usual procedure, if there iso ne? What happens when the conflict is between the volunteer and the host organization? What preventive measures were undertaken by the host? A: I didn’t see any conflicts at the time of my visit in Vietnam. But we had a talk about that. In case there will be one, solutions had been recommended for reducing and eliminating a conflict between volunteer and host organization. Sending organization should periodically communicate with volunteer. There is big possibility to get a culture shock. It is also useful to learn more about Vietnam’s culture.

Q: How is the selection procedure? Who is involved in it? What criteria does the organization follow during selection? What information/documents are required?A: The project involves active people who wish to be leaders in the work camps and other activities. Previous experience in voluntary work is an advantage and a good command of the English language is important (basic Vietnamese is an asset). Other traits include: good communication skills, independent, can adapt to different working and living environments; open-minded; hardworking and patient; self-motivated; and can handle challenging situations. Basically, the activities of the hosting organization are organized with volunteers and are essentially work camps (renovation, masonry, carpentry, joinery, teaching, children’s activities, environment protection, painting, art performance, etc.) and long-term projects (local development). Through a network of international partners, “SJ Vietnam” offers chances for Vietnamese volunteers to join work camps and LTV projects abroad. “SJ Vietnam” is the only sending organization in Vietnam. In 2009, SJ Vietnam started to host “EVS” volunteers. There are some Vietnamese documents required which is administrated by “SJ Vietnam” as host organization. Long-term volunteers live and work like local people. Some people need some preparation for that, like other information about Vietnam nature, climate, culture and communication.

Q: How is the preparation phase structured? What are the aims? Who delivers such preparation and what methods are used? What supporting tools are used?A: “SJ Vietnam” selects volunteers from young people through a few stages. First step is to fill in the form. Later “SJ Vietnam” organizes training courses, seminars, sometimes interviews, for newcomers. “SJ Vietnam” organizes workshops, seminars, conferences and training for its members or for active volunteer members of a partner organization abroad. These training sessions provide knowledge to young volunteers about conflict management, leadership, intercultural learning and volunteering skills, sexual health, etc. Long-term projects (from 1 to 12 months) are organized in Ha Noi, Hai Duong, Nam Dinh in a range of positions including website management, office work, teaching, environmental and social work to support sustainable development. For “SJ Vietnam” now it is possibility to expand the work area in the south of Vietnam. Through these actions, SJ Vietnam aims to promote: The voluntary participation of all, particularly young people and those in social disadvantaged situations, in local, national and international life; Local development that takes into consideration the needs of the individual, the environment and the Cultural Heritages into consideration; The breakdown of barriers between generations, cultures and nations; A concrete construction of peace; “SJ Vietnam” mobilizes young people themselves to bring the values of tolerance and respects for all human beings without any political or ideological cleavage. The management of the organization and all its activities are open to all young people without any discrimination: “SJ Vietnam” selects its volunteers only based on their motivations and skills. For each activity, national or international, it tries to manage in lowest cost possibility so that it is accessible to everybody. Basically for preparing volunteers they are using the same methods and support tools like in Europe.






A: Smiling is very important in Vietnam but kissing or hugging new friends, especially girls, is ill-advised. Be prepared to be flooded with questions about your personal life (your relationship status, weight, age, family and salary). The young people are tolerant in Vietnam and gender equality is okay. The problem is visible among senior people at rural part of the country.

Q: What rules must a volunteer respect in order to do not put him/herself or other people in danger? What basic codes of behavior and communication should be respected by the volunteer?A: There are lots and lots of motorbikes in Vietnam, especially in the two biggest cities. Crossing a road may seem difficult in the beginning but just from first sight. The sellers always try to get a lot of money from you so you need to bargain! Sometimes the seller gives you a price that is ten times bigger than you should actually pay. If you have Vietnamese friends you can ask if you can give money for them and they can buy product for you because foreigners have to always pay more than Vietnamese. Show interest in Vietnamese culture, stay calm and respect other people. Vietnamese people smile all the time, even when haggling, arguing or asking for money. There are sensitive topics such as religion, politics and war which shouldn’t be spoken about in public. Table manners: Learn to use chopsticks! After eating clean up the dishes. We should cover knees and shoulders when you visit Buddhist temples.

Q: What expressions, words or sentences of the local language should the volunteer get acquainted with before arriving to the country? Please write the words or describe the situation in English.A:

Hello: Xin chào

Hey, you! (only to call girls): Em ơi / chị ơi

Hey, you! (only to call men): Anh ơi

Thank you: Cám ơn

Good bye: Tạm biệt

Sorry or Excuse me: Xin lỗi

My name is Tomas / I’m Tomas: Tôi tên là Tômas

How much is this?: Cái này giá bao nhiêu?

I decided to buy this one: Tôi mua cái này

Drop me at Long Bien Station! (use in taxi or bus): Cho tôi xuống bến xe Long Biên!

Please show me the way to…: Làm ơn chỉ cho tôi đường đến..."

Where do you go?: Anh đi đâu đấy?

Beef noodle soup: Phở bò

Chicken noodle soup: Phở g






3 . How to Prepare for and Deal with Culture Shock Culture shock is caused by the stress of being in a new culture. It is a normal part of adjusting to new food, customs, language, people and activities, and therefore is no cause of shame. In fact, there are a number of ways to deal with it. The figure on the next page details some things to do to deal with it.

10 Ways to Deal with Culture Shock(Lifted from ‘How to Deal with Culture Shock’ by University of Tennessee)

1. Be aware of the symptoms. You are most likely experiencing culture shock if you

experience the following:

Irritability

Headaches or stomach aches

Overly concerned with health

Easily tired

Loneliness

Hopelessness

Distrust of hosts

Withdrawal from people and activities

Painful homesickness; or

Lowered work performance

2. Identify the situations which confuse or irritate you the most in your new country.

3. Identify what you miss the most which was enjoyable in your home country and look for ways to meet these desires or replace these with something new.

4. Develop friendships with natives of your new country and from people from your own country.

5. Talk to people from your country about your stresses and ask how they have dealt with the same situation.

6. Continue improving your language proficiency.

7. Have a sense of humor. Allow yourself to see the humor in misunderstandings or embarrassments.

8. Find a place where you feel comfortable and spend time there.

9. Maintain regular life patterns.

10. Re-examine your own values and outlook in life.





C H A P T E R 4 : I m p a c t

1 . Why and how do you measure impact? Impact measurement is about “articulating, evidencing and measuring outcomes, and being able to relate the outcomes of the project to the higher level outcomes of other stakeholders. It is also about enabling an organization to better understand what key stakeholders want from the service or project, and how best these outcomes might be achieved through improvement or re-design”.

Measuring impact helps improve the credibility of the organization and encourage people to believe what they say. It also serves to inspire other volunteers, encourage the organization to improve its programs help in making an even greater difference[1].

There are consequences to the actions we make. We create change in something else, and that is inevitable. But to understand the impact of an EVS project, we have to understand the difference it makes to the people and communities that were affected by it. Without tools to help us, it is nigh impossible to truly see the extent by which the project has affected the actors involved, society and global issues. For instance, a volunteer may report changes in belief or understanding after the project but how that happened and whether it was because of the project itself still has to be determined. It also helps to know if the community that benefited from the EVS project improved and that its improvement is attributed to the work that the volunteers rendered.

1.2. Measuring the Impacts [2]

The first thing you have to do is to identify the changes to be measured. At this stage, you have to define your organization’s values, aims and objectives. Values guide every undertaking of the organization. Essentially it is the internal guidance system (or your “conscience”). Aims and objectives, on the other hand, describe what the organization will do to meet its project’s goals. Aims go into more detail and start to specify the changes that the project or service will bring to the stakeholders, while objectives are the measurable activities that must be carried out to meet the aims.

After the values, aims and objectives have been well-defined, you will be ready to begin your measurement of the impacts. Start off by answering the following questions:

What is the change? – Take each aim and decide what you are looking for. What will illustrate the change? Might it be that young people will feel more hopeful about their future? Imagine the stakeholders before the project then imagine them afterwards, how would they be different?

Who will you ask? – Decide who is best placed to notice the change in the stakeholders.





Impact

What question will you ask? – Decide on your indicators (or the things that will show the change you want). Having a set of indicators or questions might make it easier to implement but it can limit your freedom in setting your own indicators on top of those that were prescribed.

How do you measure the actual change? – This is where you start determining what tools you’re going to use to measure the change. In some instances, it may be necessary to devise a scale that measures the change and have the participants answer the questions using the same scale. But there are other tools that can fit different situations.





Impact

Tools to Measure Impact

The biggest challenge is always determining the actual change, and to help us along, some tools have already been devised to be used in certain scenarios. A few tools you can use are listed below:

Volunteering Impact Assessment Toolkit –The toolkit includes a written guide, which provides step-by-step instructions for conducting an impact assessment, questionnaires which can be used with volunteers, staff, and other actors for basic and in-depth assessments, and other methods or tools of engaging with stakeholders.

Logic Models –A simple form maps the relationship between inputs, outputs and outcomes as a flow diagram. A more developed one incorporates short-term, medium term and long term outcomes and the relationships between them, and highlights the interventions necessary to deliver these outcomes.

Theory of Change –The process generates a visual map of the relationships between the interventions, outcomes and long-term outcomes; and articulates all the assumptions about how interventions will generate the desired outcomes. It involves 5 stages:

Identifying desired long term outcomes, and articulating assumptions associated with each;

Using ‘backwards mapping’ technique to understand the pathway of change;

Developing indicators for outcomes so that progress toward long-term outcomes can be measured;

Identifying interventions or activities required to deliver the identified outcomes; and

Writing a narrative account of the ‘theory of change’





Impact

2 . Examples of Impact First in order to present some of the examples of the positive impact, it is good to mention that the impact can be both – positive and negative, and the aim of each project should be to promote positive, and try to avoid the negative impact. Moreover it is good to know the difference between impact and outcome, that quite often those terms can me confused. Outcome it is the immediate, direct consequences of something, in our case of the EVS activity, and impact it is a long term outcome. Therefore if in the end of the project the volunteer is pro-active with high level of initiative, but after coming back home he changed and becomes passive, as it was before, that means the outcome wasn´t long term and the project didn´t have that much of impact on the volunteer.

As the impact is a long-term outcome, that might mean that many times we will not be aware of if. For example volunteers during their activity are responsible for planting trees. Obviously trees needs a lot of time to grow, we can assume the impact they might bring, but it is a long term process. The same thing happens with the human behaviors. Because volunteers are interacting with many people on their way and sharing many ideas, by the way they behave, they might influence the people on their way without knowing it. We should be aware of it, and always try to be an example, because no-one knows what kind of impact it will bring.





Impact

On volunteers – many of them in the final evaluation or after coming back home are saying that EVS was for them the life changing experience, and indeed it is like this. There are no statistics about it (yet!), but from the experience in working in the field I can say that the numbers of volunteers how made after the project significant change in their lives is huge (like changes in the field of study, discover what they want to do in their life, change country where they are living, falling in love and having children with someone from the project etc.). Other field of impact is the personal development of volunteers; usually they become more aware about the nature, with more self-esteem, with more social competencies.

On the host organization – each volunteer is a learning opportunity and can lead to the grow; many times hosting of the volunteers brings as well positive image of the organization, thanks to the activities s/he is doing there is more visibility in the local media and among the local community.

On the local community – many times this impact is not visible, but what happens very often thanks to EVS volunteers the community is opening for the foreigners, undoing some stereotypes, moreover the labour of volunteers many times bring positive impact, even in changes of those people life.

On global level – in this category we can put all the changes that occur in the area of global education, for example increased awareness about the environment, global identity, awareness of the global issues or friendships.







Common Weal feels humbled to host EVS volunteers and expresses its deep felt gra:tude for the opportunity. We count on numerous remarkable achievements in terms of learning, competence and experiment of perspec:ves. It lent us o ppo r t un i t y t o e nhan ce c u l t u r a l competence, cross-‐cultural skills and communica:on styles and func:ons. The volunteers brought new perspec:ves and varied life experiences that added nothing bu t s t reng th to add res s i n te rna l environment in the organiza:on. Bihar is one of the most impoverished states in term of access to basic needs like health and educa:on. Volunteering in this state is both challenging and rewarding but our EVS volunteers were smart enough to learn demographic characteris:cs, aFtudinal and behavioral aspects of the cross communi:es in des:tute. They rather acted like crea:ve agents building bridges between the project they were a part of and community. They easily iden:fied stakeholders within the school and community and this led us to improve delivery system. We truly learned organizing skills and that influenced organiza:onal culture and its prac:ces. We realized that we should have rigorously trained our staff to respond to cultural sensi:vity and diversity strategy before the project but since this was our first project and it enabled us to learn skills of diversity management and apprecia:on. It was a capacity building opportunity for a grass roots organiza:on like us in term of coordina:ng volunteers from diverse cultures. We thank crea:ve tolerance and aFtude of sharing in non judgmental way of volunteers that yielded to increasing staff knowledge and understanding of cultural inclusive references, sensi:vi:es and how to work together effec:vely. Indians are very rich in ideas but lack planning and

organiza:onal ingredients so despite having awesome ideas they do translate it into success. But EVS volunteers complemented our ideas with their planning and organiza:onal skills. They deserve our apprecia:on and applause. We have now envisioned cultural ac:on plan that is dissemina:on of learning from EVS volunteers infused with collabora:ve spirit.EVS in this impoverished state sowed the seeds of crea:vity with mul:cultural dynamics and crea:vity. Our volunteers organized many informal, non-‐exclusive, cross-‐cultural sharing of experiences and wisdom with local youth and demonstrated environment of crea:ve expression, autonomy, and apprecia:on of cross cultures encouraging young people to bring their best forward, to see the world with new eyes that can perceive the richness of different points of view and different cultures all over the world. Our local vo lunteers and s taff learnt event management skills and organiza:on.

Common Weal

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e ve ryday a c t i v i t i e s i s a b i g experience and learning process for all staff of hosting organization. The most learning time is intercultural and/or interreligious learning. From our volunteers from Arab countries we learned a lot about Islam and about it’s traditions. It was hard to work with volunteers during Ramadan, as they didn’t eat or drink, b u t t a l k i n g w i t h t h em a n d understanding the process helped a lot for a l l o f us . By host ing organization we learned to be patient and tolerant because of volunteers different habits, way of working or attitude.“

Kulturos centras “In Actio”

For us, hosting EVS volunteer is a 2-‐way learning process, not only volunteers come to learn but it is also an eye-‐opening opportunity for the hosting organization. In term of project management, hosting EVS volunteers require many tasks to be done and followed its instructions so that we have to keep our eyes on it. In addition, ensuring communication process among sending organization, hosting organization, local partners and volunteers is also a learning point. During the project, miscommunication can happen somehow (due to language and culture differences) and sometimes, it became trouble. So that, we have to be sure that everything should be clear and understandable. Another precious experience for us is how to balance between the needs of the volunteers and the real situation and vice versa, our requirements for the volunteers and their abilities. If the volunteers want to work with children, it can be a mistake if we place them in a museum to work with minority people. If a volunteer couple wants to work together in the same project which requires only 1 volunteer, it can be a trouble for the local host. We acknowledge that in any case, it is a learning process for the volunteers but it should be a suitable and proper one rather than push them into different situations and Qind the solutions. Especially, working with many volunteers from different backgrounds and cultures is a big chance for all the organization, internat ional and local volunteers understand more about each others. The difference somehow is the bridge that connects the different people together.

SJ Vietnam





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We have learnt that every person, no matter his/her skills, age, origin or language spoken, can give a valuable help to our organisation, as long as from all parts there is genuine motivation to cooperate and overcome difQiculties. We have learnt (and always learning!) how to better support young people coming from socially disadvantaged background, and that a constant effort must be done in creating the right environment for these young people to contribute to our activities and at the same time grow and learn. If the right volunteering and living environment is created, everyone gives and takes something precious.EVS volunteers can often be the bridge between the organizers and the local young people. Volunteers are usually eager to meet local people, speak the language, get to know the typical habits: they often have a special motivation and enthusiasm to spend time with their peers from the hosting country, and can help to bring new young people closer to our organisation's activities.

Citizens in action

One of the learning moments important for the organization happened not long ago, during the Qinal evaluation of the EVS project of a volunteer. While reQlecting about what were the difQicult moments of the project and things that the organization could do better, the volunteer expressed that she needed more feedback about her work and not only the appreciation we were giving to her while she was performing her tasks. In that way, she said, she couldn’t learn and improve since we didn’t give her feed back. At this moment our attitude towards the work of our volunteers changed. We realised that is really important that every activity that we perform together with volunteers, we need to close it with evaluation and feedback session/meeting, it’s not enough to express gratitude towards the motivation and willingness of the volunteer, but it’s crucial for the motivation of him/her to reward him/her with a good feedback in order to learn and improve. ( before this moment we tried to implement this, but most of the times gave priority to other urgent things and simply didn’t have time to do it!)Secondly, I would say in general, that we learn a lot from the attitude and different points of view and experiences that the volunteers bring to the organisation. The same activity can be really different for each volunteer who will confront it from a different angle, motivation, style, …So we have to be carefull and pay attention to all details that each volunteer needs for a good and comfortable atmosphere of work. Meaning that some need more attention than others, some are really independent, etc. For good collaboration the organization has to make a step back and think about these needs, expectations, motivations, ..which is the basis for learning.

Cazalla Intercultural





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RS“During my EVS project I realised I am a learn-by-doing person. I believe that practice instead of theoretical approach is more productive and fulfilling for the person who is learning.Now I feel more confortable when dealing with new challenges and more motivated to learn and I do not fear to fail or to do something wrong because now I know that is part of the process. I feel more open and motivated to experiment things that at the beginning may seem hard for me. With motivation, effort and practice I succeed.”

Ana Garcia Portuguese volunteer in Lithuania

“The main result that I got and improved is the power of observation and analysis… The main motivation that was initiating me to keep going in doing, learning, solving my problems and dealing with obstacles is how to reflex all the results on my future after EVS in order to get better opportunities and chances basing on all what I got and learned.”

Amjad Nasrallah Palestinian volunteer in Lithuania

“Volunteering in Romania was like a challenge for me, not only because of the country where I haven’t been to and I barely knew about, but also new challenge related to the project. However, in the end of everything I can truly reveal – volunteer experience changed my attitude to different things 180 degrees. I got the opportunity to get into huge variety of activities, which made me appreciate things much more than I did before. I got the opportunity to do mistakes and learn from them, to discover brand new things about myself that I didn’t even know before. So for many reasons volunteering in Romania changed my life, I’m sure this experience is going to open a lot of doors in my future.”

Vaida Svobunaite Lithuanian volunteer in Romania.





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EVS experience with local people from Lorca, immigrants from all over the world, work with beautiful and cheerful children and youth with different backgrounds, new cultures, new languages, totally new environment, different daily routine, positive and friendly Spanish, challenges, freedom to create, adventures and new friendships changed my life forever. I felt like a person who can make something, change situation and give the best to find solution. This feeling is priceless!Play with children, make handcrafts, teach them English, learn Spanish with them, sing, dance, swim, speak and laugh enriched my time in Lorca. They truly inspired me!The best thing is that I could see the results of my work. Through work with youth in Lorca I started to be more tolerant, open-minded, patient, happy and more inspired. EVS gave me the opportunity to meet myself, to push limits and to change my point of view.I enjoyed true essence of EVS life as it should be – no worries, no pressure, no strings.. Just absolute freedom!

Aida Sehic, Bosnian volunteer in Spain





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RSIn my experience so far in India, after several months I have learnt many different skills.How to set up a ruined place, fix it and paint it with my bare hands. I learnt a bit on how to deal with children in class, and I have empowered some other skills that I already had.But for me the most important part of all my learning has to do with the challenges that living with such a different culture have meant. I have learnt to surrender, to leave my dreams behind because of the adversities suffered. I have learnt how to ignore everybody else just to make every single day of my life acceptable. I came to realize that there are many things I would fight for, but when there are people in higher power positions and you don’t have the proper support, you will be facing a very tough situation. Specially, if they have such a power that in certain points your well-being belongs to them.I have also learnt to try to deal with situations in the most positive way, I read an article while I am here, in which it was explained that instead of focusing on the negative things of problems, it is better to just try to solve them. I don’t know how far I can do it on a certain situation but I learnt about it. In the same line, I learnt to focus on my dreams, and my desires, which I can really know easily which they are, and that I should focus my energy on achieving them. I learnt this last thing speaking with a good friend I made while I was in Rishikesh.Furthermore, a very important thing is I have learnt more than I knew of the Spanish and Indian cultures. Especially in the most underlying things that determines their behavior. I learnt how sad is to see that, in so many moments in life, people are so guided by their prejudice or other people’s comments that don’t even spend one single minute in getting to know a different person or reality.All of these have enriched me as a person, made me more mature and aware of the world I live in. I have learnt some techniques, some practical things, but I would say that, definitely, the biggest learning is of myself and society.

a volunteer Louise Carpentier from France. She spent 9 month in Wroclaw working with disabled people...

1. If you learned a new language= better English and Polish is on the way, still basic but enough to communicate :)2. If you got new skills= PATIENCE!!!! At work, at home...i had to learn this skill, i was absolutely at the opposite and it changed a lot here!3. If it helped you identify your goals for the future= absolutely! I studied business and for a couple of years Ii knew that I didn´t like it, not even able to work in it, but had no concrete idea about jobs. Now I cannot imagine working out of social work (especially with disabled people). I am staying in Poland for a while, months or years...now looking for a job.





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RS I am very happy to participate in EVS. It was a turning point in my life, I have grown as a person.I learned a lot about Indian culture, traditions, lifestyle, cooking, etc.. Now I understand things that were unknown before, as the protocol of the wedding, the incineration of the dead and the education system, these things were curious for me and now I have great knowledge of them.I have learned new things: Yoga, meditation, dance Katac and language Hindi. I have also improved my English and my teaching ability with children from other cultures, this is something that I am proud. I've learned some things from masonry, painting and restoration renovating school classrooms.I have learned to be more tolerant of the opinions of others, to live with people of other cultures and to give before receiving. I've learned to put the needs of others before my own. Now I feel more understanding and supportive of my surroundings.Finally, I have improved my general knowledge about the world, opening my mind and understanding others better.My best memory in India is taught in school. The children did not know English and I did not know Hindi, the difficulty to communicate was great, but the desire to do so was greater, so that positions closer, they looked for the English words they needed me, cooperating in groups, learning from each other, and I invented thousand different ways to teach communication: drawing on the board, linking words, gestures, etc.. It was so much fun and laughed a lot seeing children doing things. Classes were developing more dynamic, interactive and fun. The content was not important, the important thing was fun learning to communicate without speaking the same language.

Josefina Hernández, Spanish volunteer in Bodh Gaya, India





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I was a little Vietnamese girl. But I'm growing up a lot both my physic and spirit

after the EVS.

I'm Hang. I was a long term volunteer in France for 11 months. My EVS has already finished. I came back home few days ago. For me, there is one word to say about my project: AWESOME. Definitely I've learned so much from that (before, during, and after it).

Before the project, I had to prepare for my passport, visa.. It was so stressful for the one who has never made it. Moreover, I had to search lot of information about the country I went, such as transportation, weather; the people I stayed with (nationality, age...); the project I joined (place, purpose.). It's so nice experience for

me. Because on the way to plan, to carry on I discover more and more.

The first day when I arrived, I got lost in Paris. I could not meet my “picker” and I found the way to go to my delegation by myself - my first discovery. I learned that I could not get lost because I could read every sign in the airport and train the station.

During my EVS, it was my first time to stay and work with around 10 people from 7 different countries. It was really collective life - a small world. Blissful, upset, angry, exited, regretful.. Many kinds of feelings I had. For me, the most awesome moment was when we shared. Either happiness or sorrow, we could get over everything. Af ter all I understand that every fighting starts from misunderstanding - “Hamburger lesson“. Moreover, I got that I could travel all around the world without moving! Besides, I learned so much from manual work such as using hammer, shovel; making concrete; painting; and animating work camp.

It is 3 days since I came back home. It's so strange for me. It is like nothing finishes. Tomorrow I will wake up and continue my work camp with all of my friends. The world become smaller and smaller because now I know that someone else is waiting for me in France, Germany, Mexico, Czech Republic, Korea.. It's my brother, my sister, my “second” home!Hang Le Thi Thuy

HOSTING ORGANIZATION & COUNTRY: SJ France, FRANCE



C H A P T E R 5 : E V S p r a c t i c a l i t i e s

1 . Recommendations for the EVS preparat ion phaseHO = hosting organisationSO = sending organisation

CO = coordinating organisationAA = activity agreement

vol = volunteerAXA = EVS insurance

Youthpass = official certificate of the European commission for EVS volunteers

In this CHAPTER you will find some best practicies regaring many practical aspects of the EVS with the Europe-Asia dimenssion. Most of the texts are sets of recommendations or operational procedures that we have developed to use with our Europe-Asia projects, but they might be helpfull in any EVS.

A) SELECTION PROCEDURE STEP BY STEP

HO sends the call to SO, together with the application form and a video or photos of the working and living place. The call should contain detailed information, for the volunteer to get a clear understanding of the hosting context and specific requirements.

SO spreads the document and collects application forms of the candidates

SO meets the candidates in person and makes a pre-selection, based on the following criteria:

Volunteer must have specific personal or professional interest related to the theme of the hosting project

Once back in his/her country, volunteer must be willing to committ in spreading information about his/her experience and make use of his learning possibly within the SO activities.

Volunteer must be show interest in the project by gathering information about the hosting country and start some preparation work on his/her own.

Volunteer is preferably already active in the SO.

SO sends the application forms of the pre-selected candidates to HO

HO makes final selection based on:

the application forms and CVs received by SO

skype interviews with the candidates

opinion by the SO





EVS practicalities

B) ONCE THE PROJECT IS APPROVED AND THE VOLUNTEER IS SELECTED

HO sends the Activity Agreement to SO and volunteer.

Once everyone agrees, SO, HO (+ CO, if it exists) and volunteer sign the agreement.

HO sends Infopack and preparatory information to SO and volunteer, that will be used during the pre-departure training.

SO and HO cooperate to enrol the volunteer in AXA and issue the visa

Recommendations for the HO: prepare communication cards for the arrival travel (cards that the vol must print, with prepared sentences in the local language like "Where is the train station?" "How much does it cost?"); send a phone SIM card of the hosting country to the volunteer in case his/her mobile does not work at arrival; send maps, more videos and photos, etc.

Recommendations for the SO: involve the volunteer in the preparation by asking him/her to search for information about the hosting place, the activities of the HO etc.

Recommendations for both orgs: to guarantee a good flow of communication between the orgs and that the SO passes to the volunteer all information received by HO.

C) GETTING A VISA

The most important aspect of smooth acquiring of visas is proper planning. Please allow for at least two months in advance for visa preparations.

Sending organization must obtain costs related to visa and insurance, as well as available visa options (3 months, 6 months, etc.) for input in the project.

Sending organization must gather data about visa requirements and timetables related to specific embassy. They should also gather data about supplementary documents that might need to be prepared.

Host organization must create letter of invitation. Please include background of your organization and EVS.

It is recommended that host organization contacts the embassy in sending country to inform them that their partners are applying. It is also recommended that you get a letter of support from the European Commission to apply for the whole duration of the visa[1].





Prepare booked ticket for presentation to embassy.

Host organization must also inform volunteers if they need to bring any documents for subsequent application of residence permit (e.g. medical certificate, police clearance, etc.)

Please be organized when you are planning visa application. Sometimes when you overlook documents, they create a “train” of delays in obtaining other documents or permits. Please see Sample Visa Application Checklist[2] for some idea on how to organize requirements.

D) REGISTERING WITH LOCAL AUTHORITIES

Host organization must see to it that the volunteer undergoes required registration with local authorities and bureaus.

E) INSURANCE

Please start this process about 3 weeks before applying for visa. This is because the company will mail the original documents that you will need for visa application. Please also note that some visa offices require OTHER accredited insurance providers (e.g. Blue Cross, in the case of the Philippines), and AXA will not be valid for the purpose of application. Please check with embassy about these details.

F) APPLYING ONLINE WITH AXA

You may apply for insurance online[3]. AXA is the accredited insurance provider of the EVS programme.

Before the sending oragnization applies for insurance online, please ask for the following details from the project coordinator:

- AXA code

- Project code

- Project title

- Host organization contact details

Normally the enrolment of the EVS volunteers to the AXA insurance plan is a responsibility of the SO. However, if the SO is from ¨other partner country¨, it happens that the coordinating organization overtakes the role for the application for AXA insurance. This should be discussed between organziations, and if the SO will take over the responsibility, CO should help in the process of registration for the new organizations and first enrolment[4].







EVS Practicalities

G) RECOMMENDED TIMELINE OF ASIA-EUROPE VOLUNTEER PREPARATION

SO= Sending organiza-onHO= Host organiza-on

FOUR MONTHS BEFORE DEPARTURE

Finalize project details and financial matters

SO / HO

Start researching on visa matters

SO

THREE MONTHS BEFORE DEPARTURE

Apply for insurance SO

TWO MONTHS BEFORE DEPARTURE

Apply for visa SO

ONE MONTH BEFORE DEPARTURE

Host organization must send info-pack

HO

ONE MONTH TO TWO W E E K S B E F O R E DEPARTURE

Pre-departure training SO

Host organization must send practical information on picking up

HO





EVS Practicalities

2 . EVS Training circle

EVS training and evaluation[5] is one of the key features of EVS. It is implemented to provide the guidance for young volunteers through a non-formal learning process before, during and after their period of service abroad.

EVS training circle is composed of the pre-departure preparation, that is a responsibility of the Sending Organization, and On-Arrival training, Mid-Term evaluation, Annual Event that it is organized by National Agencies or SALTO (with the exeption of other partner countries). Since there is still no system in Asia for the implementation of the EVS

training circle we have developed some recommendations and suggestions.

A) TOOLS FOR TRAINING

Trainers and facilitators should choose the most suitable methods according to the needs and size of the group. Useful tool resources can be downloaded at:

http://youth-partnership-eu.coe.int/youth-partnership/publications/T-kits/T_kits

http://www.salto-youth.net/rc/see/resources/seepublications/hopscotchevs/

http://www.learning2learn.eu/images/docs/l2l_handbook_for_facilitators.pdf

















EVS Practicalities

B) PRE-DEPARTURE TRAINING/PREPARATION

The pre-departure training should take place 1 month to 2 weeks before departure. SO can arrange the training depending on the local context: either have several meetings with the volunteer in one month, or cover all the topics in a few-days training.

The topics to be dealt with are:

What is EVS, role of each actor involved, what is Youth in Action Programme (use Chapter 1 of the manual as a reference)

Background information about the hosting environment, culture, safety rules etc. based on the infopack provided by HO. Volunteer should become aware of the difficulties that he/she may face.

Expectations about the EVS experience, also in terms of learning (good practice: write a letter to yourself to be opened at the mid term evaluation) + introduction about the Youthpass.

Conflict prevention, crisis management and communication

Global education in the EVS project

Practical arrangements (accommodation, working hours, food and pocket money, etc.): going through the Activity Agreement and the Infopack to make sure that the volunteer is aware of all details.

Last minute practical arrangements: what to bring, travel and pick-up information, contact person from HO.

SO and HO must cooperate in order to provide the volunteer with clear logistic information in the infopack, and if necessary to add more information.

SO will share the results of the pre-departure and recommendations with HO.



EVS Practicalities

ON-ARRIVAL TRAINING

Asian volunteers going to Europe participate in the trainings organised by the National Agencies. For European volunteers going to Asia, there are three possible scenarios:

The volunteer starts the project alone in the hosting organisation.

The volunteer starts the project together with other volunteers from different countries.

A group of volunteers from the same country starts the project together in the same hosting organisation.

Situations 2 and 3 appear to be the most common, so the following recommendations mainly apply to groups of volunteers starting the project together. The on-arrival training should take place within the first month. It should last a minimum of 4 days. The content:

Introduction of the EVS actors in the specific hosting project: the role of the project coordinator, of the mentor and the people that the volunteer will be in contact with.

HO history, mission, activities

Team building activities for the group of volunteers.

Explanation about the financial management of the EVS project (transparency), based on the AA.

Info on the host country social, political situation and key aspects of the host culture.

Models of behaviour and communication in the hosting country.

Intercultural learning and Communication skills (for the vols towards the hosting country but also within an international group of volunteers that will live and work together).

Conflict prevention and crisis management (to make it clear: whom to talk to in case of problems)

Personal goals in EVS and learning plan (based on the results of the pre-departure)

Important safety issues



In case if there is no experienced evs trainer in the hosting contry, e suggest to have a group of at least 6 vols hosted in the same hosting organisations, either from one or different countries. In this way, there will be enough money to cover the costs for one EU trainer travelling to the country and one trainer from the hosting org. The local Asian trainer would gain experience to develop trainings in the future alone in the hosting org, also for only one volunteer being hosted at a time.The EU trainer would be possibly the person who delivered the pre-departure to the volunteers.





EVS Practicalities

D) MID-TERM EVALUATION

Asian volunteers in EU participate in the evaluation organized by the National Agencies. The following applies to EU vols in Asia.

It will be done with the volunteers, the hosting org and the mentor(s). It's a chance for all actors to speak out about their problems, and to find shared solutions through an action plan. It is recommended that the facilitator is external to the hosting organisation, a local person with facilitation skills. If needed in specific situation, and if there is a budget available, a facilitator/trainer from EU could facilitate the evaluation. At the beginning of collaboration, such interaction would enhance the links and cooperation between the organizations.

Content

PART 1: Work in separate groups (volunteers, coordinator and host org, mentor(s))

Expectations about the midterm evaluation from all groups

Review of the process: what happened since the beginning until now.

Identifying problems, positive aspects, issues to be improved etc. in the different areas (intercultural learning, project management and practical issues, conflict resolution, communication).

PART 2: Work together

Share challenges faced and get to a shared action plan for improvement.

Recognition of vols' learning achievements (by host and mentor) and host org's + mentor 's pos i t i ve prac t ices (by the volunteers).

For the volunteer: open the letter to yourself and write a new one for the final evaluation back in Europe.

Information about the Youthpass, by the mentor and/or coordinator.





EVS Practicalities

E) YOUTHPASS

The mentor is the one helping the volunteer to record his/her learning process and achievements along the entire project, as a preparation to write down the content of the Youthpass certificate. The mentor has at his/her disposal a variety of tools (see Chapter "Learning in EVS").

Mentors of Asian HO are recommended to take part in the On-arrival trainings as observers in order to learn about the Youthpass and the competencies.

After the volunteer writes his/her Youthpass, with the help of the mentor, the HO will issue the certificate by first registering on the webpage www.youthpass.eu.

F) FINAL EVALUATION - Part I (in the HO)

It is done just before the end of the project by the coordinator together with the volunteer, the mentor, the supervisor and the other people that the volunteer worked with in the local community.

HO has separate meetings with the different actors and asks for suggestions for improvement.

HO has a specific evaluation moment with the volunteer. It can be in the form of a talk, or a written

one, depending on the context and how the coordinator AND volunteer feel more comfortable with.

The volunteer can also help HO updating and improving the infopack for the

future volunteers, or help to better structure the hosting project.

G) FINAL EVALUATION - Part II (in the SO)

HO passes the results of the evaluation to SO (written evaluation, feedback, suggestions for

follow-up...), also through skype meetings.

After the volunteer is back to his/her country, there is an informal meeting with SO to keep

evaluating the experience and deciding on the follow-up to keep being involved:

- the volunteer may present the experience to local youth

- the volunteer may write an article/post (for SO, HO or network's blog, for local media etc.) about the impact of this experience on his/her own learning AND on the local community.

Share results of the evaluations with all the partners involved, to improve

the cooperation by learning from each other!



http://www.youthpass.eu

http://www.youthpass.eu



EVS Practicalities

PRACTICES OF COMMUNICATION CHANNELS BETWEEN HO, SO, CO &

VOL. GIVE US GOOD EXAMPLES FOR GOOD PRACTICES FOR MANUAL

✓ Buddy (local vol. = close friend) - the buddy can be a very good channel of

communication between volunteer and the hosting organization

✓ Suggestion & complaint box for the vol. in HO

✓ Facebook group for communication between EVS vol. to exchange experience,

learning > HO, SO, CO can monitor their wellbeing (posting pics, videos,

articles) and volunteers in different countries can support themselves

✓ Individual meetings on Skype

✓ Where internet connection is not available, provide vol. with cell phones for

emergencies

✓ To think in advance how to maintain dialogue when there is a conflict, discuss

this topic with partners and volunteers

✓ Daily/weekly diary that vol. writes

✓ Transparent communication between all parts involved

✓ Communication strategy should be outlined in agreement (How? How often?)

✓ Questionnaire to be filled in by the end of month – feedback for SO and HO

✓ Schedule regular Skype / online / meetings with all the actors





Information about Silk Roads

Silk Road to EVS was a project developed in the framework of the Youth in

Action to increase youth participation in European Voluntary Service with Asia-

Europe dimension which will serve as an entry point to address global

environment challenge, climate change, poverty alleviation, and marginalization. Furthermore; by sharing best practices, strengthening their capacity on

volunteer management, networking, and stronger bonds among organizations

was developed.

The project activities were divided into 5 phases:

1.Networking Seminar “Impact of EVS on sustainable development” implemented in Hanoi, Vietnam

2.Job Shadowing - implemented in all participating countries

3.Training Course on Volunteer Management and Global Education –

implemented in Lorca, Spain

4.Local Events for Youth - implemented in all participating countries

5.Online Phase – that consisted of the development of www.bevolunteer.net

web page.







Information about parners

Spain - Cazalla-Intercultural –

Project leader

Cazalla Intercultural is a local NGO located in Lorca (Murcia), in the South East of Spain. It was founded in 1994 and since then we have developed many activities in the field of youth work.

In the last four years work we have moved from leisure youth activities to social and integrations ones. Indeed we’re now quite involved in the social field related to young immigrants and disadvantaged youngsters and in this sense we are working in these issues organizing educational activities like language courses for young immigrants and some support classes for immigrant children. In fact, we have had some experience in this field for the last three years and we have developed some training courses and workshops about Intercultural Learning and Multicultural Societies – at a local level – as a tool to face these social integration problems.

We are working in the 3 main fields:

Voluntary Service – we are working as the EVS sending, hosting and coordinating organization, working on the quality in the EVS projects and fostering the cooperation with other partner countries of the world.

International Cooperation in the field of youth – we are very much involved in the promotion of the youth exchanges and offering the youngsters from our local community their first international and intercultural experience. Moreover we focus on exchange of experiences, networking and implementing the training courses in the fields of expertise of Cazalla – Human Rights and HRE, ICL, Gender Based Violence, participation, and quality of youth work.

Local youth work – that is composed of the youth information centre, and the local project wi th the aim to foster the par t ic ipat ion of the young people, integration of migrants into the local society and f i gh t i ngs aga ins t rac i sm and discrimination.

www.cazalla-intercultural.org



http://www.cazalla-intercultural.org

http://www.cazalla-intercultural.org



Philippines - YSDA The Youth for Sustainable Development

Assembly (YSDA) took pride for having almost 1 5 l o n g y e a r s o f experience in youth and

d e v e l o p m e n t w o r k . Y S D A h a s b e e n a n i n s t r u m e n t a l i n t h e creation of the Asia-

Europe Youth Network for Sustainable Development (AEYNSD) with the support of

A s i a - E u r o p e F o u n d a t i o n . Y S D A implemented several local based projects which are mainly run by volunteers and were able to establish two Youth Training Centers. YSDA is one of the pioneer member representing young people in the Philippine Association of Volunteer Efforts (PAVE) the only institution in the Philippines advocating in professionalizing volunteerism efforts. PAVE is an active member of International Association of Volunteer Efforts (IAVE).

http://www.ysdaph.net/

Vietnam - SJ Vietnam

Solidarités Jeunesses Vietnam (SJ Vietnam) is an international youth NGO (Non-Governmental Organization) that promotes values of solidarity, peace and tolerance through youth citizenship projects to improve society during and after the voluntarism. It was set up in 2004 by international and Vietnamese volunteers with the coordination of Mr Pierre De Hanscutter and Miss Do Thi Phuc. SJ Vietnam is managed by and for young volunteers with the support of UNDP Vietnam at the beginning. SJ Vietnam is an

independent Vietnamese branch of SJ France, a full member of CCVIS (UNESCO) and NVDA, a partner of YAP and Alliance. SJ Vietnam is an independent, non-political and non-religious organization open to everybody without any distinction of nationality, race, philosophy, financial resource, education or sex. In 2009, SJ Vietnam officially hosted 500 international volunteers and counted 3256 local members aged between 15 and 35 years old. In 2012, SJ Vietnam was awarded Top ten Most Outstanding Volunteer Organizations in V i e t n a m a n d b e c a m e t h e u n i q u e international volunteer organization in Vietnam get this award.



http://www.ysdaph.net

http://www.ysdaph.net



Lithuania - Culture

Center “In Actio”

Culture center “In Actio” was founded in May 2006 and it is non-government, non-po l i t i ca l , non- re l ig ious o rgan iza t i on based in

Lithuania. Our organization focuses on the involvement and initiatives of young people to social life. “In Actio” target group is all young and active people, e s p e c i a l l y w i t h l e s s opportunities.

The key object is to develop a responsibility, initiative and m o t i v a t i o n o f y o u n g , creative and active people in

L i t huan ia , t o p romo te Human Rights through social and art projects, s t imu la te in te rna t iona l cooperation. Other our tasks are with help of international p r o j e c t s t o p r o m o t e intercultural learning, better understanding and respect for human rights.

http://www.in-action.eu/en/

P o l a n d - S e m p e r

Avanti

Semper Avanti is a regional organisation that focuses on international work with young

peop le , i nc lud ing you th exchanges volunteer service, youth initiatives, international internships and civil education.

T h e m a i n a i m s o f t h e association are:

to promote international co-operation and understanding among young people from different countries and cultures

to provide young people with t he oppo r tun i t y t o ga in

international experience for personal and professional development

to encourage involvement of young people in cultural events

to promote Poland and Lower Silesia in Europe

http://semperavanti.org/







Attachment 1PERSONAL DEVELOPMENT PLAN [1]

The idea of the Personal Development Plan is to offer the space for the volunteers to look at their voluntary service in a critical and constructive way, and motivate them to undertake actions for improvement. This should be a permanent process, regularly revised and based on the personal development and the context.

1. What are the objectives that I want to set up for the next few months?

Have in mind:

! My work: my team, my organization, my practice

! My competencies: my knowledge, my skills, my attitudes

2. Considering the obstacles I might face, what strategies can I use to reach these objectives?

3. What are the concrete actions I want to undertake? And when?

4. How, with whom, on what kind of resources and support can I count on?

5. What kind of support would I like to have from my mentor? How and how often would I like to communicate with your mentor?





Attachment 2LEARNING DIARY FOR VOLUNTEERS[2]

TYPE OF ACTIVITY: Dear Volunteer,

Please try to respond to the following questions in the way as you would write a diary. You can start taking down notes during the activity you are implementing, or after you finish the concrete activity.

Look for a quiet and relaxing place to reflect with your diary, and don´t forget to take a few minutes to think before start writing.

Dear Volunteer,

Please try to respond to the following questions in the way as you would write a diary. You can start taking down notes during the activity you are implementing, or after you finish the concrete activity.

Look for a quiet and relaxing place to reflect with your diary, and don´t forget to take a few minutes to think before start writing.

What I learned in terms of practical skills, knowledge and /or understanding:

… and how I have learnt it:

How my attitudes has changed (e.g. my curiosity, interest, motivation and / or engagement):

… and what caused it? How it happened:

What I have discovered about myself as a learner and, more specifically, on my individual ways of learning: … and how I discovered it:

What have I learnt about our group and about me learning in the group?

… and how I have learnt it?





Comments and observations about:

1. Which competence you think you have developed/improved during the implementation of this activity, in relation to knowledge, skills and attitudes?

2. What would you change in the implementation of this activity that would help you in acquiring competence?

3. Can you share and comment some of the most important reflexions youʼve made while filling in your learning diary?

Comments and observations about:

1. Which competence you think you have developed/improved during the implementation of this activity, in relation to knowledge, skills and attitudes?

2. What would you change in the implementation of this activity that would help you in acquiring competence?

3. Can you share and comment some of the most important reflexions youʼve made while filling in your learning diary?

Space for comments and observations: Is there anything you would like to add?Space for comments and observations: Is there anything you would like to add?





Attachment 3EVS volunteer assessment tool

The assessment tool should be filled out by the volunteer just before leaving the project, and just after the return. Having the form filled out twice will help evaluate the impact that the EVS project brought to the volunteer´s learning.

Dear volunteer, this is the assessment tool, that we would like to ask you to fill out. Please read the following sentences and try to evaluate to which extent the sentence reflect your current situation/stage. Try to be honest with yourself. This assessment tool will serve us to understand the impact of EVS on volunteers. No one is going to judge you based on your results. So have fun with the form and in your EVS project!

COMMUNICATION Please read the following sentences and try to evaluate to which extent the sentence reflect your current situation/stage. Try to be honest with yourself.

I feel I can communicate in English with others (understand and be understood) *

no, not at all

1 2 3 4 5 6 7 8 9 10 yes, totally

no, not at all

yes, totally

I feel I can initiate, sustain and conclude conversations in English *

no, not at all

1 2 3 4 5 6 7 8 9 10 yes, totally

no, not at all

yes, totally

I feel I can communicate in language of hosting country with others (understand and be understood) *

no, not at all

1 2 3 4 5 6 7 8 9 10 yes, totally

no, not at all

yes, totally





I feel I can initiate, sustain and conclude conversations in language of hosting country *

no, not at all

1 2 3 4 5 6 7 8 9 10 yes, totally

no, not at all

yes, totally

I feel I can communicate with people even if we don´t speak a common language *

no, not at all

1 2 3 4 5 6 7 8 9 10 yes, totally

no, not at all

yes, totally

SOCIAL, CIVIC AND INTERCULTURAL COMPETENCE

Please read the following sentences and try to evaluate to which extent the sentence reflect your current situation/stage. Try to be honest with yourself.

I feel I can understand people coming from different cultures *

no, not at all

1 2 3 4 5 6 7 8 9 10 yes, totally

no, not at all

yes, totally

I feel I can express and understand different viewpoints, I accept that someone with different opinion can be as well right *

no, not at all

1 2 3 4 5 6 7 8 9 10 yes, totally

no, not at all

yes, totally





I feel I can value diversity and respect others, to overcome prejudices and to compromise *

no, not at all

1 2 3 4 5 6 7 8 9 10 yes, totally

no, not at all

yes, totally

I feel I am able to deal with people from all kinds of different backgrounds * deal with = talk to, work with, spend time etc.

no, not at all

1 2 3 4 5 6 7 8 9 10 yes, totally

no, not at all

yes, totally

I feel I am aware of what is happening in my village, city, country, Europe and the world *

no, not at all

1 2 3 4 5 6 7 8 9 10 yes, totally

no, not at all

yes, totally

I feel I am participating actively in the life of my commnity *

no, not at all

1 2 3 4 5 6 7 8 9 10 yes, totally

no, not at all

yes, totally

I feel I am aware of what is happening in my village, city, country, Europe and the world *

no, not at all

1 2 3 4 5 6 7 8 9 10 yes, totally

no, not at all

yes, totally





SENSE OF INITIATIVE

I feel I am able to work both individually and in teams *

no, not at all

1 2 3 4 5 6 7 8 9 10 yes, totally

no, not at all

yes, totally

I feel I am able to identify my own strengths and weaknesses *

no, not at all

1 2 3 4 5 6 7 8 9 10 yes, totally

no, not at all

yes, totally

I feel I have creative attitude characterized by initiative, pro-activity, independence and innovation *

no, not at all

1 2 3 4 5 6 7 8 9 10 yes, totally

no, not at all

yes, totally

I feel I am motivated and determinate to meet objectives *

no, not at all

1 2 3 4 5 6 7 8 9 10 yes, totally

no, not at all

yes, totally

I feel I dare to take a risk to achieve something *

no, not at all

1 2 3 4 5 6 7 8 9 10 yes, totally

no, not at all

yes, totally





I feel I am able to turn ideas into practicies *

no, not at all

1 2 3 4 5 6 7 8 9 10 yes, totally

no, not at all

yes, totally

PERSONAL DEVELOPMENT

I feel I can cope with stress and frustration and to express it in a constructive way *

no, not at all

1 2 3 4 5 6 7 8 9 10 yes, totally

no, not at all

yes, totally

I feel I know of how to maintain my personal and social well-being *

no, not at all

1 2 3 4 5 6 7 8 9 10 yes, totally

no, not at all

yes, totally

I feel I am self confident *

no, not at all

1 2 3 4 5 6 7 8 9 10 yes, totally

no, not at all

yes, totally





I feel I know how to organise my own learning *

no, not at all

1 2 3 4 5 6 7 8 9 10 yes, totally

no, not at all

yes, totally

I feel I am able to deal with learning obstacles * f.ex. no learning support, learning is not structured for you

no, not at all

1 2 3 4 5 6 7 8 9 10 yes, totally

no, not at all

yes, totally

I feel I am responsible for my own learning *

no, not at all

1 2 3 4 5 6 7 8 9 10 yes, totally

no, not at all

yes, totally

I feel I able to evaluate/assess the outcomes of my learning *

no, not at all

1 2 3 4 5 6 7 8 9 10 yes, totally

no, not at all

yes, totally





GLOBAL EDUCATION/AWARENESS

I feel I know what kind of global problems there are in the world *

no, not at all

1 2 3 4 5 6 7 8 9 10 yes, totally

no, not at all

yes, totally

I feel I am aware of the global problems, and how they (might) influence my life *

no, not at all

1 2 3 4 5 6 7 8 9 10 yes, totally

no, not at all

yes, totally

I feel I understand my own responsibility towards the global problems *

no, not at all

1 2 3 4 5 6 7 8 9 10 yes, totally

no, not at all

yes, totally

I am overtaking some actions to support the fight against global problems, and have a responsible lifestyle *

no, not at all

1 2 3 4 5 6 7 8 9 10 yes, totally

no, not at all

yes, totally





notesChapter 1[1] SALTO-Youth South East Europe Resource Centre. (n.d.). Hopscotch to Quality in EVS. [2]-do- [3]http://www.europarl.europa.eu/sides/getDoc.do?type=TA&reference=P7-TA-2011-0230&language=EN

Chapter 2[1]http://eacea.ec.europa.eu/youth/library/documents/evs/EVS_Charter.pdf [2]Smith, M.K., (2003), ʻLearning theoryʼ, the encyclopaedia of informal education. Retrieved from www.infed.org/biblio/b-learn.htm [3]University of Missouri St. Louis., (n.d.). ʻDestination 2: What is Learning?ʼ. Retrieved from http://www.umsl.edu/services/ctl/DEID/destination2adultlearning/2blearning.html[4]http://www.leargas.ie/media/HandsOn_EVS_Mentoring.pdf [5] http://www.evspedia.ro/wiki/roles-of-mentor [6]-do- [7]See Attachment 1 [8]See Attachment 2[9] http://www.learning2learn.eu/images/docs/l2l_handbook_for_facilitators.pdf [10] http://w3.tue.nl/fileadmin/stu/ID_s_ME/Feedback_rules.pdf [11] http://www.coe.int/t/dg4/nscentre/ge/GE-Guidelines/GEguidelines-web.pdf [12] Article 26, Universal Declaration of Human Rights http://www.un.org/en/documents/udhr/ [13] Chapter 36, Agenda 21 [14] UNESCO, General Conference, Paris, 19 November 1974 [15] Global Education Guidelines Working Group & North-South Centre of the Council of Europe, (2010), Global Education Guidelines [16]Characteristics may include but not be limited to age, language, knowledge, cultural background and physical capacities [17]T-Kit on Training Essentials, p.67

Chapter 3[1] Intercultural Learning in European youth Work: Which way forward? - http://www.coe.int/t/dg4/youth/Source/Resources/Publications/2010_ICL_in_European_Youth_Work_en.pdf[2] Banks, J.A., Banks, & McGee, C. A. (1989). Multicultural education. Needham Heights, MA: Allyn & Bacon[4] http://www.cliffsnotes.com/study_guide/Culture-and-Society-Defined.topicArticleId-26957,articleId-26848.html



http://www.europarl.europa.eu/sides/getDoc.do?type=TA&reference=P7-TA-2011-0230&language=EN

http://www.europarl.europa.eu/sides/getDoc.do?type=TA&reference=P7-TA-2011-0230&language=EN

http://eacea.ec.europa.eu/youth/library/documents/evs/EVS_Charter.pdf

http://eacea.ec.europa.eu/youth/library/documents/evs/EVS_Charter.pdf

http://www.infed.org/biblio/b-learn.htm

http://www.infed.org/biblio/b-learn.htm

http://www.umsl.edu/services/ctl/DEID/destination2adultlearning/2blearning.html




http://www.leargas.ie/media/HandsOn_EVS_Mentoring.pdf

http://www.leargas.ie/media/HandsOn_EVS_Mentoring.pdf

http://www.evspedia.ro/wiki/roles-of-mentor

http://www.evspedia.ro/wiki/roles-of-mentor



http://w3.tue.nl/fileadmin/stu/ID_s_ME/Feedback_rules.pdf

http://w3.tue.nl/fileadmin/stu/ID_s_ME/Feedback_rules.pdf

http://www.coe.int/t/dg4/nscentre/ge/GE-Guidelines/GEguidelines-web.pdf

http://www.coe.int/t/dg4/nscentre/ge/GE-Guidelines/GEguidelines-web.pdf

http://www.un.org/en/documents/udhr/

http://www.un.org/en/documents/udhr/

http://www.coe.int/t/dg4/youth/Source/Resources/Publications/2010_ICL_in_European_Youth_Work_en.pdf




http://www.cliffsnotes.com/study_guide/Culture-and-Society-Defined.topicArticleId-26957,articleId-26848.html






Chapter 4[1] Social Impact Scotland http://www.socialimpactscotland.org.uk/third-sector/why-measure-social-impact-.aspx [2] Meldrum, Read & Harrison, (n.d.). A Guide to Measuring Social Impact. http://www.illuminateict.org.uk/sites/www.illuminateict.org.uk/files/a_guide_to_measuring_social_impact_v2.pdf

Chapter 5[1]The procedure of the visa support of European Comission and the visa support letter form, you can find here http://eacea.ec.europa.eu/youth/programme/action2_en.php#visa [2]Mark Visa application checklinst and other documents you can find here: http://www.bevolunteer.net/usefull-documents-evs-preparation [3] at http://global.msh-intl.com/index.php?option=com_content&view=article&id=52&Itemid=160&lang=en[4] A practical guide to On-line enrolment http://www.ebav3.com/UPDATED_PRACTICAL_GUIDE_12th_APRIL_2012.pdf [5] The texts are based on the document ¨ EVS Volunteer Training: Guidelines and Minimum Quality Standards¨ http://ec.europa.eu/youth/youth-in-action-programme/doc/actions/european_voluntary_service/evs_vol_training_minimum_standards.pdf

Attachment 1[1] Adaptation of the activity Personal Development and Learning Plan (PDLP) from ¨Learning to Learn in practice¨ Handbook for facilitators, by Paul Kloosterman and Mark E.Taylor

Attachment 2[2] Adaptation of the activity The Learning Journal from ¨Learning to Learn in practice¨ Handbook for facilitators, by Paul Kloosterman and Mark E.Taylor



http://www.socialimpactscotland.org.uk/third-sector/why-measure-social-impact-.aspx




http://www.illuminateict.org.uk/sites/www.illuminateict.org.uk/files/a_guide_to_measuring_social_impact_v2.pdf




http://eacea.ec.europa.eu/youth/programme/action2_en.php#visa

http://eacea.ec.europa.eu/youth/programme/action2_en.php#visa

http://www.bevolunteer.net/usefull-documents-evs-preparation




http://global.msh-intl.com/index.php?option=com_content&view=article&id=52&Itemid=160&lang=en




http://www.ebav3.com/UPDATED_PRACTICAL_GUIDE_12th_APRIL_2012.pdf




http://ec.europa.eu/youth/youth-in-action-programme/doc/actions/european_voluntary_service/evs_vol_training_minimum_standards.pdf






Documents

Silk Road to EVS