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T R A I N I N G

B O O K L E T

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Table of Contents

1. Introduction to the Booklet ......................................................................................... 2

2. The Role of Training in EU-VOICE ................................................................................ 3

3. Best Practice Training Activities .................................................................................... 4

3.1 The Meaning of Volunteering.................................................................................. 5

3.1.1 Activities for Large Groups (5 to 10 people) ...................................................... 6

1 Learning Activity: The ideal volunteer ...................................................................................... 6

2 Learning Activity: The meaning of volunteering ...................................................................... 8

3 Learning Activity: The Principles of Volunteering ................................................................. 11

4 Learning Activity: What is volunteering? ............................................................................... 13

5 Learning Activity: Benefits of Volunteering ........................................................................... 14

3.1.2 Activities for Small Groups (3 to 5 people) ...................................................... 16

1 Learning Activity: Research Task ............................................................................................ 16

2 Learning Activity: Volunteer and Organisation Role Play ....................................................... 17

3.2 Seminars on Active European Citizenship ............................................................... 20

3.2.1 Activities for Large Groups (5-10 people) ........................................................ 21

1 Learning Activity: The Ladder of Participation – Part I ........................................................... 21

2 Learning Activity: The Ladder of Participation – Part II .......................................................... 23

3 Learning Activity: Rights and Responsibilities of Volunteers ................................................. 26

3.2.2 Activities for both small and large groups ........................................................ 28

1 Learning Activity: A Ticket to Know You ................................................................................. 28

2 Learning Activity: What do you know about Europe? ............................................................ 30

3 Learning Activity: Better or Worse? ....................................................................................... 32

3.3 Cultural Volunteering Experiences ......................................................................... 34

3.3.1 Activities for Large Groups ............................................................................. 35

1 Learning Activity: Cultural Exchange ...................................................................................... 35

2 Learning Activity: Roles and Tasks .......................................................................................... 36

3 Learning Activity: Interview Role Play .................................................................................... 38

4 Learning Activity: Public Libraries........................................................................................... 39

5 Learning Activity: Who Am I and What can I give to my community? .................................. 40

6 Learning Activity: Cultural Organisations ............................................................................... 41

4. Results of the Training Activities ................................................................................ 42

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1.Introduction to the Booklet

To date it has been well documented that the EU has a key responsibility and role to play in

supporting, developing and coordinating Member States’ actions and policies in actively

supporting the integration of the 20 million non-EU nationals residing legally in the EU. This

has been notably done in a number of ways via policy implementation however a key area of

interest lies within the area of practice including the provision of active citizenship and

volunteering opportunities.

This training booklet has been developed as part of a project called ‘EU-VOICE’. The EU-VOICE

project aims to support the integration of third country nationals (TCN) and to promote

exchanges between TCNs and host-country nationals through a 25-day volunteering

experience in the cultural sector in four EU countries, namely Italy, Greece, Ireland and United

Kingdom. The frame of such volunteering experience is provided by the European Year of

Cultural Heritage which is a good opportunity to reinforce a sense of belonging to a common

European space.

As part of the support structure within the project, volunteers undergo a comprehensive

training pathway that includes workshops to promote volunteering, seminars on active

European citizenship and specific training courses to prepare for the cultural volunteering

experience. This booklet contains a sample of the best practice activities, under the

aforementioned themes, as implemented by project partners in order to promote volunteering

as a method of social inclusion and active citizenship. This booklet is aimed at practitoners,

educators and organisations hoping to use volunteering as a method of engagement and

support to TNCs in their community.

You can find additional information about the EU Voice project through the dedicated website

- www.eu-voice.eu

http://www.eu-voice.eu/

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2. The Role of Training in EU-VOICE

The provision of training to support volunteering has been a key area of interest within this

project. EU-VOICE training prepares prospective volunteers from multicultural backgrounds for

volunteering experiences in participating cultural institutions.

This training was primarily delivered in person and in sessions of different durations – 3 to 8

hours each, however since March 2020 due to Covid 19, whenever possible sessions had to

be adapted to online shorter meetings. Each training was adapted depending on the groups

indivdual needs. Therefore this training manual does not give timings and it is advised that

trainers use the outlines in a way which works for their groups.

Why deliver training prior to volunteering opportunities?

Often times, volunteers are not sure of what to expect from the organisations they will be

volunteering with due to:

o Language barriers

o Cultural differences

o Duration of stay in the host country etc

On the other hand, some organisations may not be equipped to:

o Ensure that organisational culture embraces and promotes diversity

o Provide cross-cultural awareness training to staff, both paid and volunteer

o Understand issues that new and upcoming communities face such as language barriers

and experiences with the wider society

o Be flexible in the management and support of volunteers from multicultural

backgrounds through systems such as ‘mentor’ and ‘buddy systems’

In response to aforementioned challenges, EU-VOICE training adopts and deliver sessions

which cater for the learners needs, such as:

a) Trainers are accessible for participants to ask questions and acquire new skills

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b) Training sessions are based on recognition of prior-learning and are interactive as

opposed to theoretical

c) Buddy system/peer training sessions are encouraged in order to motivate the adult

learners who may be less confident in formal settings

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3. Best Practice Training Activities

3.1 The Meaning of Volunteering

Volunteering has a long standing history as being a key tool for helping citizens to connect

with others in their local communities who may be from entirely different backgrounds.

Volunteering has been proven to provide meaningful ways of grappling with social issues such

as isolation and improving mental health. Workshops promoting volunteering as a method for

social integration and active citizenship have been implemented in the partner countries with

a range of participants as part of EU-VOICE.

The workshop content includes the following topics:

▪ What is the local volunteering sector like?

▪ Reasons for volunteering? Definitions of volunteering; main benefits:

o more active involvement in the neighborhoods and local communities,

o improve one’s own language skills,

o make contacts with other people,

o get closer to the local culture,

o empowerment, greater self-confidence in own skills,

o a first step towards employment and active citizenship;

▪ Volunteering in the frame of the European Year of Cultural Heritage;

▪ Cultural institutions available and their services; main volunteering opportunities in the

cultural sector at local level (according to the cultural institutions that adhered to the

project);

▪ Rights and responsibilities of the volunteer (in line with the European Charter on the

Rights and Responsibilities of Volunteers);

▪ International volunteering opportunities offered by the European Union, such as the

European Solidarity Corps and the EVS initatives;

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3.1.1 Activities for Large Groups (5 to 10 people)

1 Learning Activity: The ideal volunteer

Purpose of the Learning Activity:

To gain a better understanding of the meaning of volunteering and what competences

volunteers develop in their task.

Learning Outcome:

To reflect on the improvement of your strengths and weaknesses when going through a

volunteering experience.

Recommended Resources for Learning Activity:

Materials: flip-chart table and flip-chart papers, A4 papers, pens and markers.

The image can be printed for each group of participants. It could also be drawn on flip-

chart or screened with a projector and shown to participants.

Recommended Instructor Preparation for Learning Activity:

• Get familiar with the instructions

• Prepare the room for working in smaller groups

• Print the handout or prepare a flipchart to show the participants

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Step-by-step Instruction for implementing the Activity:

Introduce the activity so that volunteers understand the meaning of volunteering and its

benefits and how this activity relates to that purpose.

Instructions:

1. Ask participants to think about their personal understanding of the concept of

volunteering and what it means to them.

4. Next ask them to think and write down their strengths and qualities as well as their

weaknesses which they would like to improve during a volunteering placement.

5. After the individual reflection, split the group into small groups of 3 to 5 people and

provide them the handout. Explain that their task is to brainstorm and write down all the

knowledge, skills and attitudes that they think an ideal volunteer should have. The facilitator

can explain that knowledge is the theory that you have in your brain, skills are the things

that you can actually perform, i.e., the outcome of this knowledge and attitudes are the

internal motivations or feelings that drive the actions of people.

6. When the groups are ready, bring them back all in the plenary and ask them to present

and explain their “ideal volunteers” in front of the others. The other groups can ask

questions and clarifications from the presenting groups.

7. Conclude the activity by comparing the “ideal volunteers”, finding common conclusions

and discussing on how volunteers could achieve the ideal competencies through

volunteering experiences in different organisations or institutions.

8. Debrief the activity by asking participants:

- What have you learned from this activity?

- Is your understanding of volunteering different from the others? Why is that so?

- What have you learned by writing down your qualities, strengths and weaknesses?

- What volunteering placement you would chose in order to improve your competences?

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2 Learning Activity: The meaning of volunteering


To raise awareness of the meaning of volunteering in EU through dialogue among

participants before the start of their volunteering experience.

Learning Outcome:

Gain more understanding and awareness of volunteering in a specific EU socio-cultural

context.


- PC and projector, slide presentation

- Laptops or smartphone for the trainees (to make searches, to help translate terms)

- Apps for conceptual maps

- A4 paper, flipchart and whiteboard pens to write keywords or draw conceptual maps


Plan according to the following outline:

– 4 lessons (duration: no more than 2 h each, with the exception of the 3rd meeting

which might take longer according to specific situations; 8 hours in the whole)

1 Exploring volunteering features

2 An insight of volunteering actions

3 Visiting 2 volunteering associations

4 Awareness of volunteering

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Prepare activities that aim to enhance peer-to-peer teamwork, with the trainer as

facilitator/coach. On the 3rd meeting the group should visit 2 cultural organisations where

volunteering is possible to get directly acquainted with their activities.


Let us focus on the 1st of the 4 meetings/lessons, as the first approach is crucial to motivate

trainees and make the training relevant to them:

1st meeting

Introductory, ice-breaking activity, e.g.: provide each participant with a sheet of paper,

ask each to draw a circle on it, then write one’s name in it and rays around it; on each ray

provide personal information such as: I was born in ... zodiac sign, age, siblings, favourite

colour, etc. Ensure the volunteer is comfortable to do so. This aspect should be written. Hang

the pieces of paper on the wall (room customization); a self-introduction will follow; declare

the path outline by sharing the objectives with the trainees.

Step 1

Introduce the theme of the lesson with a very simple set of slides (max 4 lines each):

- Volunteering is a widespread phenomenon both in the country and local area,

- Volunteering involves a good percentage of the population,

- Volunteering involves many organizations,

- Volunteering can happen in all areas of social and cultural life.

Step 2

Prepare in advance a sheet of paper with a keyword connected to volunteering and illustrate

it with some images for the participant.

Split the room in 2 groups and ask them to choose 2 keywords each. Each group will then

brainstorm on the chosen keywords, writing down brainstorming outcomes, then exchange

their words and brainstorming records.

Hang the loose sheets on the walls with the resulting brain storming records, then join words

together helped by the trainees to form a semantic area (use a conceptual design app).

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Step 3

Discuss the “portrait” of the volunteering phenomenon that emerges from the Step 2

activities. Through images, you can arrange the concepts in “families”: resources (territory),

community (people), organization (associations) and areas of participation (policies).

Elicit useful questions to ask when the group will visit the cultural organisations, then end the

meeting with a question: what would I hope to find (an object, a person, etc.) while I go back

home?

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3 Learning Activity: The Principles of Volunteering


To help volunteers understand the principles of volunteering.

Learning Outcome:

Volunteers can explain the meaning of volunteering and its main principles in their own

words.


• Flipchart Sheets

• Whiteboard Marker

• List of the principles of volunteering


Reflect on own principles of volunteering


1. Write Agree and Disagree on two flipchart sheets.

2. Stick Agree to the left side of the room and Disagree to the right side of the room.

3. Ask volunteers to stand in the middle of the room. Explain that you are going to read

out a number of statements about volunteering. Ask if they agree with the statement to

move to the left side of the room and if they disagree move to the right side of the room.

If they neither agree or disagree, they can remain in the middle of the room.

4. Compile a list of statements using some of the principles listed below and some false

statements for example volunteers are paid for volunteering, volunteers can arrive to

volunteer whenever they like etc.

The idea of this exercise is to get the volunteers to think carefully about the statements you

are reading out and decide if they agree with the statement or not.

Don’t focus on wrong answers, instead let the group know the principles of volunteering by

reading the list below. Feel free to add to the list.

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Principles of volunteering

• Volunteering benefits the community and the volunteer

• Volunteer work is unpaid

• Volunteering is always a matter of choice

• Volunteering is a legitimate way in which citizens can participate in the activities of

their community

• Volunteering is a vehicle for individuals or groups to address human, environmental

and social needs

• Volunteering is an activity performed in the not-for-profit sector only

• Volunteering is not a substitute for paid work

• Volunteering respects the rights, dignity and culture of others

• Volunteering promotes human rights and equality

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4 Learning Activity: What is volunteering?


To explore the word ‘volunteer’ in more depth. To ensure participants fully understand the

concept of volunteering and what it entails before they start their volunteering experience,

as they may have a different understanding, or it may mean something different in another

culture.

Learning Outcome:

Explain what volunteering is about in their own words.


Show video from Volunteering Matters about Volunteering:

https://www.youtube.com/watch?v=hwsgDYm2S2o (Duration: 2:19)

Post-it notes, pens, flipchart paper


Make yourself familiar with the activity (watch the video beforehand)


1. The trainer shows the participants the Volunteering Matters video.

2. Next, the facilitator asks the group to write down in their first language what ‘volunteer’

means. Then, together they explore how ‘volunteering’ is being referred to in other

languages.

3. Once this part is completed, instructor gives the definition of ‘Volunteer’ in English and

explains the different types of volunteering (e.g. supported by a Powerpoint).

4. Participants are encouraged to share their own experiences with volunteering, what they

did in previous volunteering roles and what they hope to get out of this volunteering

experience.

https://www.youtube.com/watch?v=hwsgDYm2S2o

https://www.youtube.com/watch?v=hwsgDYm2S2o

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5 Learning Activity: Benefits of Volunteering


To get volunteers thinking of the benefits of volunteering to them as individuals.

Learning Outcome:

Volunteers can identify how volunteering is beneficial to them.


• Flipchart

• Whiteboard Pens

• Post-it Notes

• Pens


• As above


1. Draw a stickman on a flipchart sheet and hang it up on the wall.

2. Explain to the group that the stickman represents them as a volunteer.

3. Explain to the group that volunteering has many benefits for an individual as well as

many benefits to the organisation.

4. Give each group member a bunch of post-it notes and a pen.

5. Ask them to think of 3 ways in which volunteering benefits them and write each

statement on a separate post-it note.

6. Give them around 10 minutes to write down their thoughts on the post-its and then ask

them to stick their answers on the flipchart which has the drawing of the stickman.

7. Read out each post-it note to the group. Acknowledge each statement.

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The Benefits to You

• Make a difference in your community or to a cause you believe in

• Gain new skills, experience and training

• Build up C.V. – great for particular college applications

• Team experience / Learning to use own initiative

• Opportunity to socialise - Have Fun & meet new people!

• Improves your mental health

• Reduces loneliness and isolation

• Great way to integrate into new communities

Point out that this list is not exhaustive and these are just a few of the benefits of

volunteering. Also acknowledge that what motivates someone to volunteer is unique to the

volunteer, and so what one may deem a personal benefit of volunteering someone else may

not.

Explain that not only does the volunteer benefit from the volunteering experience, the

organisation benefits hugely (give examples using those outlined below):

The Benefits to the Organisation

• Volunteers increase the capacity of the organisation

• Bring enthusiasm and energy

• Bring new ideas and fresh thinking

• Extend influence and impact of organisation in the community

• Bring specific skilled expertise

• Allow organisations to offer additional services and increase their operating

hours

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3.1.2 Activities for Small Groups (3 to 5 people)

1 Learning Activity: Research Task


To explore the different cultural institutions and volunteering roles.

Learning Outcome:

Participants will understand what each volunteering role means and consists of, what a

cultural institution is and where they can volunteer.


Pictures of the various cultural institutions working in partnership with the project, cut outs

of the various volunteering roles available within the signed up institutions; computers and

worksheet.


Prepare all materials, print images, laminate, prepare worksheet.


1. Using the internet, participants find out the following about the cultural institutions they

have chosen to research:

• Where the cultural institution is located + map

• What the cultural institution focuses on

• 3 volunteering roles available at this institution

• What the cultural institution offers to volunteers

2. After completion, participants feed back to the group what they have found.

3. The next part of the activity is to stick the images of each cultural institution around the

room, then each student is given different volunteering roles which they have to place on

the cultural institution where that role exists. During the activity students are encouraged

to work together, engage in conversation of what each role means.

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2 Learning Activity: Volunteer and Organisation Role Play


Gaining a greater understanding in managing volunteer and organisation expections.

Learning Outcome:

Learners will be more aware of both volunteer and organisation expectations and become

better prepared for their future volunteering work.


Create A4 sheet List of sample Volunteer expectations

Expectations of Volunteers

• Trained appropriately

• Managed well

• Appropriate policies & procedures in place

• Clear role description including clear time commitment

• Reimbursement of out-of-pocket expenses

• Recognition and appreciation for a job well done

• Say thank you

• …

Leave some space where the participants can add their specific expactations to the list.

Create A4 sheet list of sample Organisation Expectations

Expectations of Organisations

• Understand and buy into the organisation ethos

• Bring specific skills

• Have tasks done in a particular way, to a certain standard and within certain time

frames

• Punctuality

• See through their time commitment

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• The volunteer adds something by being there

• …

Leave some space where the participants can add what they believe might be expectations

from an organisation recruiting volunteers.


• Flip Chart

• Worksheets for individual / group activity

• Pens / Pencils / Flip chart markers


Role Play

Organise the group into 2 teams:

• Team 1 Volunteer

• Team 2 Organisation

Every team looks at their expectations sheet. Within their groups, they discuss the

expectations of either the volunteer or the organisation and maybe add some expectations

they come up with themselves.

Then, they prepare a presentation for their peers.

The facilitator explains the rules of the discussion and sets a time limit. Each team should

meet and elaborate on their expectations before presentations are made.

Step 1

• Team 1 (Volunteer) asks Team 2 (organisation) to say what they would expect

from them as volunteers, ensure that all answers are listed on the flip chart.

• Team 1 (volunteer) then present to Team 2 (organization) the list of expectations

they have already written on paper and talk about points which they agree or

disagree on.

Step 2

• Team 2 (organisation) now take their turn to make their presentation.

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• Team 2 (Organisation) asks Team 1 (Volunteer) to say what they would expect

from them as an organisation, ensure that all answers are listed on the flip chart.

• Team 2 (Organisation) then present to Team 1 (Volunteer) the list of expectaions

they have already written on paper and talk about points which they agree or

disagree on.

Step 3

The trainer asks the group to:

• Note similarities / differences in the team’s expectations.

• Share what they have learnt from each other’s expectations during the activities.

• Reflect on how the activity can be used to prepare volunteers for their future

volunteering work.

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3.2 Seminars on Active European Citizenship

According to many, the goal of active citizenship is to encourage global citizens to develop a

sense of consciousness of global connection and responsibility. The term active citizenship is

often referred to as “participation in civil society, community and/or political life, characterised

by mutual respect and non-violence and in accordance with human rights and democracy”

(Hoskins et al, 2012: 4).

Seminars promoting Active European Citizenship have been delivered to promote a greater

awareness on European citizenship and values among TCN.

Contents include an overview of the following main aspects:

▪ What is Europe?

▪ How do students’ perception and expectations fit with the reality?

▪ What do we mean by European Citizenship rights and responsibilities?

▪ Culture and Values (including gender issues, freedom of speech)

▪ Access to basic services (healthcare, education, labour market, etc.)

▪ Voting and democratic institutions/understanding our structures

▪ Community engagement and volunteering

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3.2.1 Activities for Large Groups (5-10 people)

1 Learning Activity: The Ladder of Participation – Part I


To give the opportunity to participants reflect on the meaning of youth participation and

discuss ways of increasing their own participation in the local community.

Learning Outcome:

Discuss with peers about the topic of youth participation and increasing participation in their

own community.


• Handout: “The Ladder of Participation” by Roger Hart

(https://higherlogicdownload.s3.amazonaws.com/ASTC/00e37246-8bd9-481f-

900c-ad9d6b6b3393/UploadedImages/Ladder_of_Participation_1.pdf ).

• Large sheet of paper, marker pen and scissors

• Post-its or small pieces of paper to be taped on a wall

• A wall


Make copies of the handout, one per small group

Step-by-step Instructions for implementing the Activity:

What is the ladder of participation? (45 minutes)

1. Ask participants what they understand by the term “youth participation”.

2. Hand out the diagram of the ladder of participation and explain that this is one model

for thinking about different ways of participating. Briefly discuss the 8 different levels.

3. Divide the group into 8 small groups. Allocate one level of participation to each group

and ask them to prepare a short 2-3-minute role play to illustrate the level they have been

allocated.

https://higherlogicdownload.s3.amazonaws.com/ASTC/00e37246-8bd9-481f-900c-ad9d6b6b3393/UploadedImages/Ladder_of_Participation_1.pdf


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4. When the groups are ready, invite them to present their role plays in turn. Allow

questions or time for comments between the different role plays if participants want.

Debriefing and evaluation

• Did the activity help you think more clearly about the ways you participate in different

areas of your life? What surprised you most?

• Does it matter whether young people participate actively or not? Why?

• What do they think are reasons for high and low participation?

• Would participants in the group like to be able to participate at a higher “rung” than they

do at the moment? If so, in which areas? What are the reasons for doing so, and what are

the reasons against?

Ideas for action

Get the group to draw up a list of things in their local community that they would like to

change. Then ask them to identify one or two items on this list where they believe they

may be able to have an impact, and to explore how their voice could be heard or how they

could influence change in some other way. Then encourage them to pursue these ideas in

action!

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2 Learning Activity: The Ladder of Participation – Part II


To give the opportunity to participants reflect on the meaning of youth participation and

discuss ways of increasing their own participation in the local community.

Learning Outcome:

Reflect about youth participation in the community and barriers and enablers for their

improving their own.


• Handout: “The Ladder of Participation” by Roger Hart

(https://higherlogicdownload.s3.amazonaws.com/ASTC/00e37246-8bd9-481f-

900c-ad9d6b6b3393/UploadedImages/Ladder_of_Participation_1.pdf ).

• Large sheet of paper, marker pen and scissors

• Post-its or small pieces of paper to be taped on a wall

• A wall


• Make copies of the handout, one per small group

• Make 6 signs: obstacles, control, no control, enabling factors, control, no control


Part 1. (See previous learning activity)

Part 2.

1. Ask participants to work individually for 5 minutes, trying to find examples in their own

lives for as many of the 8 levels of youth participation as they can. Tell them to think about

what they do in all aspects of their lives: at home, school, clubs, work and with family and

friends.



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2. Then invite participants to share their examples in small groups of 4-5 people. While

discussing the examples, ask participants to come up with ideas for obstacles (things that

stop them from moving up the ladder) and enabling factors (things that help them to move

up the ladder). They should write each idea on a separate “post-it”.

3. While the groups are discussing, stick the prepared headings “obstacles” and “enabling

factors” on the wall about 2 meters apart. Then bring the groups into plenary and ask them

to stick their papers on the wall under the headings.

4. Review the two lists with the participants. Ask for clarification about any ambiguous

statements and try to resolve any disagreements between participants about the positioning

of the statements.

5. Now put the “control” and “no control” headings up on the wall under the first headings

and ask participants to sort each list into two sub-lists according to whether the statements

are about things that they have (or could have) control over, or whether the statements

refer to external factors that are out of their control.

6. Finally review the positions of the papers in the four lists. Then go on to the evaluation

and debriefing.

Debriefing and evaluation

• Did the activity help you think more clearly about the ways you participate in different

areas of your life? What surprised you most?

• Do you think that youth participation in general is high or low – in your school, club, and

community? What are the reasons?

• Does it matter whether young people participate actively or not? Why?

• Do they regard low participation as a result mostly of internal (psychological) factors, or

mostly as a result of external factors?

• How do people feel when they are able to participate in a genuine sense – in other words,

when their participation is not just tokenistic?

• Would participants in the group like to be able to participate at a higher “rung” than they

do at the moment? If so, in which areas? What are the reasons for doing so, and what are

the reasons against?

Tips for facilitators

In part 2, encourage participants to come up with as many different ways of participating

as possible. For ideas, consult the background information on Citizenship and Participation.

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When you introduce the ladder of participation, make it clear that the model is not

meant to suggest that being at the “highest” level is always the best thing. In

different situations and depending on people’s expertise, time availability or level of interest

it may be most appropriate to participate for example, as a consultant or as a

representative. There is nothing inherently “wrong” with being merely consulted (or even

being merely informed) in certain situations. However, the bottom three rungs of

manipulation, decoration and tokenism are not acceptable and cannot be considered as

“participation” because involvement and contribution are minimal or non-existent. You

should stress this point and be sure that no-one is in any doubt about it.

When the group tries to think about enabling factors and obstacles, help them to put as

many statements as possible under the “control” category. You may want to give a

few examples or remind them that the “obstacles” may be psychological as well as physical

or structural. In the discussions, encourage participants to find ways around things

that appear to be obstacles, for example, if they suggest that “an authority (teachers or

board of governors in a club or college) won’t let us”, find out if they have tried asking!

If they say, “We don’t think we can do it”, ask how they could prove that they could do it!

If they say “It would only make my parents / the teachers / the local authority angry”, see

if they can find other ways of putting the question so that the person or people referred to

would react differently.

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3 Learning Activity: Rights and Responsibilities of Volunteers


The purpose of this activity is to focus on the rights and responsibilities of volunteers.

Learning Outcome:

Volunteers can clearly identify their rights and responsibilities as a volunteer as outlined in

the ‘European Charter on the Rights & Responsibilities of Volunteers’


• Flipchart

• Whiteboard Pens

• Laptop

• Projector

• PowerPoint Slides containing rights and responsibilities of a volunteer


As above.


1. Split the group into 2: Group A & Group B.

2. Give each group a Flipchart Page and pen.

3. Ask Group A to write down what they think is their rights as a volunteer.

4. Ask Group B to write down what they think is the responsibilities of a volunteer.

5. Allow 15minutes for the group to compile a list. Ask one member from each group to

feedback the list compiled on behalf of the group.

6. After the participant has given feedback ask the other team would they add any

additional information to the other groups feedback.

7. Present the rights of a volunteer (stated below) on a PowerPint Slide to the group.

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Explain that according to the ‘European Charter on the Rights & Responsibilities of

Volunteers’:

• you are entitled with the status of the volunteer

• you are entitled to be treated according to existing norms, principles and standards

you can always ask about your rights and responsibilities

• you have the right to participate in the decision-making process regarding your

volunteering activity

• you have the right to have the contribution, skills and competencies gained through

the volunteering activities recognised by formal educational and professional

structures and institutions

• you are entitled to flexibility of working time and educational activities in order to

undertake volunteering activities

Then move on to the responsibilities of a volunteer and again present the responsibilities of

a volunteer (as stated below) explaining that according to the ‘European Charter on the

Rights & Responsibilities of Volunteers’. Volunteers are responsible for:

• respecting the rule of law and non-discrimination throughout your voluntary activity

• respecting the integrity, mission, objectives and values of the cultural institution

• respecting the commitments that are made with the volunteering provider regarding

the amount of time and effort

• have a responsibility to participate in training offered that is relevant to your

volunteering role and related to the skills needed to carry out the agreed tasks

• cooperating with other volunteers within the organisation, if needs be respecting the

confidentiality of organisational information, in particular regarding legal affairs and

concerning personal data of members, staff and beneficiaries of voluntary activities.

28

3.2.2 Activities for both small and large groups

1 Learning Activity: A Ticket to Know You


To encourage people to talk and reflect in pairs about the experiences that shape their own

personal cultural identity, building community and starting conversations.

Learning Outcome:

Volunteers share cultural differences and similarities and build a mutual respect for each

other’s beliefs and values.


• Pens

• Colorful tickets, three different colors, (or small pieces of paper).

• Each person gets a set of colored tickets, one of each color.

In other words, if you have 30 people, you’ll need 30 yellow, 30 red, and 30 blue tickets,

set up in sets of 3 (one yellow, one red, and one blue) so that they can easily be distributed

to each person.


As above.


1.Pass out the ticket packets and invite participants to put their name on each of the three

tickets. Start by letting everyone know that you are going to do a ‘ticket exchange.’

They will begin by exchanging the red ticket.

You could say: Pick someone you don’t know very well. Talk to this person for a few minutes

about the question that I give you. Make sure you have time for each of you to talk. After

talking about one question, I’ll ask you to find a different person, exchange a different ticket,

and answer a different question.

29

Possible Questions: (It’s important to start with questions that are familiar and not very

stressful to answer):

1. What was your favourite childhood food?

2. Something special to your family….

3. Talk with someone about where you grew up and how that shaped who you are.

4. Share a challenging situation you later realised was arising from a cultural difference

(for example, a misunderstanding relating to differences in technology use such as

when it’s ok to take personal phone calls in work)

5. The first time you realized that the way your family does something is different than

how others do something.

6. A realization that a disagreement has arisen because of differences in

communication styles or word usage.

Volunteers can complete the activity in pairs or groups to encourage the sharing of

knowledge and/or similarities in experience. Use basic English and pictures to cover all

language levels in the training room. Make the quiz as interactive as possible, with 3

different rounds to cover the different types of learning styles. Point out the purpose of the

quiz is to give the volunteers the opportunity to share lived experience of different

languages, cultures and backgrounds. Prizes for everyone for taking part works well.

30

2 Learning Activity: What do you know about Europe?


Help to introduce the concept of Europe as a functioning entity in which the learners are

going to live and work and to provide some basic knowledge about the EU.

Learning Outcome:

Learners can explain in their own words what both Europe and the EU are.


Visual clues to explain key concepts:

• Map of Europe

• Landmark photographs


This activity should present key concepts about Europe in an easy to understand format

suitable for non-native language speakers and to encourage the learners to think, discuss

and make decisions about the implications of these concepts, as well as of the reality of

living in Europe.

Large concepts should be conveyed through pictures, stories, key words rather than by

reams of text and should avoid the need to do much reading/writing.

Step 3 and 4 of the session are aimed at helping participants to understand their aspirations

and how realistic they are about their new life. Also to compare to things from home and

what difficulties adapting to change might bring.

Language shouldn’t be a barrier so the trainer should encourage participants to express

themselves both using pictures, drawings and photos.

31


1. Show the class 10 famous European Landmarks (e.g. Eiffel Tower, Colloseum,

Brandenburg Gate, Big Ben etc.) and ask the learners to say which country they are in. Ask

them to point to the country on a map of Europe you show on screen.

2. Ask learners to complete individually a "What do you know about Europe" quiz worksheet

- we advise you to choose or create one which will be a mixture of multiple choice and

true/false answers, not to rely on much writing.

3. Afterwards, with the whole group of participants, check participants’ answers and

discuss them together with the group.

4. Take notes of what students are saying and capture it in a word cloud:

https://www.wordclouds.com/

https://www.wordclouds.com/

32

3 Learning Activity: Better or Worse?


To help introduce the concept of Europe as a functioning entity in which the learners are

going to live and work and to provide some basic knowledge.

Learning Outcome:

Learners reflect about how living in Europe is different than their home country.


Post it notes with faces


This activity should present key concepts about Europe in an easy to understand format

suitable for non-native language speakers and to encourage the learners to think, discuss

and make decisions about the implications of these concepts, as well as of the reality of

living in Europe.


1. On 2 sheets of flip chart paper on a table or on walls write a heading on each one either

Health or Education. Each sheet is divided into two columns. One column is headed new

country; one column is headed home country.

2. Ask what they want from the health service in their new country. How does that differ

from where they come from?

3. Ask what they expect from education services in their new country for them or their

families. How does that differ from where they are from?

4. Start a discussion on each topic and encourage the learners to be aspirational about

what they expect. This is a good way of understanding how realistic they are about their

new life, and where they have expectations which cannot be met. Capture their

expectations and the situation back home on the flip charts.

33

Better, Worse, Strange game

5. On 5 flip chart paper sheets on the walls or on tables write up the following headings

(2 per sheet) with plenty of space for post it notes:

Climate; Food; People; Language; Transport; Shops; Cars; Houses; Police; Jobs

6. Give the learners a selection of post it notes some with happy faces drawn on them,

some with sad faces and some with faces with question marks on them. Ask learners to

think about the 10 subjects and whether they think they are better in the new country,

worse in the new country or very strange that they don’t understand. Learners put post it

notes against each topic accordingly. Smiley face for better, sad face for worse, face with

question mark for strange or not understanding.

7. To conclude this activity, discuss their answers in the whole group.

34

3.3 Cultural Volunteering Experiences

Training courses to prepare participants for their cultural volunteering experiencing have also

been facilitated by the project partners. Whilst each training has had a special focus on the

cultural institution where participants carried out their volunteering, across all partner

organisations, these training courses were organised after the matching of volunteers with

the institution and the typical content of the training courses included:

- TCN’s and local culture and history in the frame of the European Year of Cultural

Heritage;

- Vocational language (used in the respective cultural institution);

- Administrative issues (insurance, agreement, certificate, expenses, travel

arrangements);

- Definition of role, tasks and responsibilities of participants, work schedule;

- Basic communication issues to deal with the visitors of the respective cultural institution

- Simulations of typical workplace scenarios;

- Delivery of EU-VOICE Toolkit for Volunteers (developed in WP3);

- Visits to the cultural institution where they will accomplish the Cultural Volunteering

Experience (in small groups).

35

3.3.1 Activities for Large Groups

1 Learning Activity: Cultural Exchange


This purpose of this activity is to get volunteers to share something from their culture.

Learning Outcome:

Volunteers learn different cultural beliefs and values as a result of culture sharing.


• Volunteering role descriptions

• Flipchart



As above


1. Write the word ‘My Culture’ on a Flipchart and hang it up on the wall.

2. Give each individual a Post-it note and ask them to write a statement about their culture

on the Post-it note and stick it on the flipchart sheet.

3. Read out each statement and ask the group who they think the statement belongs to.

Once the writer has been identified ask them to tell the group a little bit more information

about what they have written.

4. Go through all the post-it notes and allow each participant to talk about their statement.

36

2 Learning Activity: Roles and Tasks


To get volunteers to explore volunteering opportunities and identify tasks associated with

those opportunities.

Learning Outcome:

Volunteers can identify specific tasks, responsibilities associated with different volunteer

roles.


• Volunteering role descriptions

• Flipchart



As above


1. Print out three volunteer opportunity recruitment advertisements.

2. Split the group into 3 smaller groups.

3. Give each group a volunteer advertisement and Flipchart sheet and ask them to develop

a role description for the volunteer role being advertised.

Tell them the role description should include the following headings:

• The Volunteer Opportunity Name

• The task involved in the volunteer opportunity

• The skills required to carry out the role

• The level of commitment required

• What supports they can expect to receive from the organisation

37

Project a sample volunteer role description up onto the board so they can use this as a

guide. Allow 30-45minutes for them to create their role description.

4. Get each group to go through their volunteer role description and hang it up for the

other to see.

5. After each group gives their feedback compare their role descriptions to similar ones

they developed to see if there is any important information missing.

This exercise is good for getting the group to think about what is expected of them as a

volunteer and what the organisation expects from them in return. Also, it gets them thinking

about the tasks involved with their volunteer role and the importance of commitment.

38

3 Learning Activity: Interview Role Play


To prepare volunteers for the volunteering interview they will attend at the chosen cultural

institution prior to beginning their volunteering experience.

Learning Outcome:

Volunteers will understand key terms that cultural institutions may use during an interview,

learn new vocabulary, develop their listening and communication skills and increase their

confidence.


The trainer will prepare an interview sheet to allow the volunteers to practice their

speaking and listening skills. An example can be found on

https://esol.britishcouncil.org/sites/default/files/A_Job_interview_lesson_plan.pdf

Although this format is for a job interview it can be adapted for a volunteering role.


As above


1. Hand each volunteer a worksheet, arrange the group into pairs or threes, each volunteer

will take it in turns to be the ‘interviewer’ and ‘interviewee’, volunteers will use the worksheet

to practice an interview, volunteers are encouraged to take notes as they practice.

https://esol.britishcouncil.org/sites/default/files/A_Job_interview_lesson_plan.pdf

39

4 Learning Activity: Public Libraries


To present cultural institutions and, in particular, what libraries may offer to both volunteers

and users. It is to get to know more about their social role and their purpose.

Learning Outcome:

Recognise the social role of culture as a mean of social and cultural inclusion.


Gather several pictures / photos on different types of cultural institutions (museums,

libraries, etc.), in order to show how varied art and culture are and that they all speak

different languages, each one with its objectives and different communication "habits"


Flip charts, pre-quizzes, post-quizzes, worksheets, internet access


1. Show photos of the cultural institutions where volunteers could perform their activities,

explain their mission and nature, describe the paid staff and the activities/services already

available in the institution.

2. Next, the trainer provides each participant with some post-its and asks them to write

down in which of the cultural institutions they have just seen, they would love to participate

and what they would like to do.

3. Then, the trainer asks them to place the post-it on a flip chart.

4. The trainer then discusses each post-it one by one. Are they realistic? Why (not)?

5. Create a grid and insert the volunteers' proposals. Identify the realistic ones and their

possible variations and identify those that can present critical issues and analyze them with

the group.

This activity will help to descend from the "ideal" plan to the "practical" and realistic plan.

40

5 Learning Activity: Who Am I and What Can I Give to My Community?


To encourage Participants to view themselves as valuable members of their new community

Learning Outcome:

Participants will acknowledge their roles, tasks and responsibilities and become effective

team players during their Volunteer placement.


“The Twenty Statement Test” Worksheet

Pens / Pencils


Encourage participants to begin thinking about themselves. You can conduct this exercise

to be more of a conversation, or learners can write down their statements in the worksheet.


The Twenty Statements Test

You can see one thing from a million of angles. A flower is seen differently from a

bird’s view than from a human’s, from an ant’s, a bee’s, or an elephant’s

perspective. Ask the trainees to answer the question ‘Who am I?’ in 20 different

ways. It helps to become aware of one’s various roles and to improve one’s self-image.

You may tell them “It is not easy, since we are not used to thinking about ourselves so

much, but be just curious. Think out of the box and look at yourself from different

perspectives”. Let it begin:

1. I am…

2. I am… and so on, until each trainee has listed 20 statements.

You may suggest to the trainees to think about roles they want to add in the future,

something new or something they used to have in the past…

41

6 Learning Activity: Cultural Organisations


To support volunteers with identifying cultural organisations and give them a better

understanding of the services they provide.

Learning Outcome:

Learners will have an understanding of some of the cultural institutions they will carry out

their cultural volunteering experience.


• Print outs of both cultural and non-cultural institutions from your country

• Flipchart

• Flipchart Markers


As above


1.The facilitator should lay out pictures of different cultural and non-cultural organisations

from their country.

2. Ask each volunteer to select 2 images that they think are cultural organisations. Once

everyone has selected 2 images go around the group and ask each participant the follow

questions.

a. What cultural organisation does the image they have chosen represent?

b. Why do they think the image they have chosen is a cultural organisation?

3. After the volunteer has given feedback, thank them and explain to the group whether

the image they selected represented a cultural organisation or not.

4. Give a brief outline on all images selected as this will help volunteers to identify all types

of organisations in their locality.

42

4. Results of the Training Activities

Below is a brief summary from all project partners who implemented this training within their

communities with TNCs involved in the project. The findings were as follows:

Key skills developed through the training:

Most project partners reported that the following skills were developed as a result of the

training:

➢ Relational and communicational skills;

➢ New Language and cultural adaptation skills;

➢ Technical/IT & computer skills;

➢ Soft skills (working in groups, time keeping, presentation and public speaking).

Challenges faced:

Challenges faced by trainers were reported as follows:

➢ Poor transportation;

➢ Complaints about long training duration;

➢ Motivating adult learner with low levels of literacy;

➢ Lack of intercultural awareness;

➢ Teamwork/rapour building.

Ways the challenges were overcomed:

Challenges were overcome in the following ways:

➢ Adaptation to on-site training;

➢ Reduced training hours;

➢ Provision of free transportation to training and volunteering locations;

➢ Ensure translators attend all training sessions;

➢ User friendly training format (peer support/buddy system, more interactive and less

theoretical sessions).

43

Lessons learned:

➢ A 40 hour long training is not practicable, shorter interactive session proved more

sucessful;

➢ Trainers should farmiliarize themselves with the culture and background of the

participants;

➢ Childcare should be arranged to encouage female participation.

Positive impact achieved for the volunteers

➢ Participants improved their communicational skills and made contacts outside their

usual circles;

➢ Overall, the volunteers had a unique opportunity to get out of their comfort zone, learn

new skills, and also to meet people that otherwise would not have the opportunity to

do;

➢ Training gave participants access to services, participation in their local community

and opportunity to develop new relationships;

➢ Some of the volunteers expressed interest to keep volunteering in the organisations

they were matched with.

Organisation

➢ The organisations involved reported that it was a great learning experience, especially

for the staff members and volunteers who were in direct contact with the TCNs;

➢ Some of the organisations expressed interest in keeping volunteers in the

organisations they were matched with;

➢ Organisations developed good intercultural awareness and connection with new

communities.

44

Summary of findings from partner organisations:

Each partner organisations were asked to share feedback regarding their specific contexual

findings. These findings aim to support further practice in this area.

CESVOT (IT)

Key skills developed by volunteers through the training activities implemented

Main key skills developed by trainees:

- Make clear to themselves and to others their motivation to take part in the activities, their

main interests and the roles they were keener to play;

- Team work in general and mostly for the specific purposes of the activity. Working in team

implied improving soft skills such as punctuality, cooperation, coordination with others,

attentive participation to common activities, general relational and communicational skills (not

just verbal ones) for self-expression and response to others;

- Improve their language skills in Italian and specifically the vocabulary which is useful in the

activities they were taking part in;

- Learning or improving specific technical skills concerning the volunteering activities the

participants were involved in.

Challenges faced and overcome (how?)

The biggest challenge was the transfer of volunteers from their places to the premises of both

the training and the volunteering activities. To overcome this obstacle CESVOT both provided

public transport tickets (when public transport was available in suitable timetables and trails)

and agreed with the host association a dedicated transport when public transport would not

be possible because of unfit timetables. Another problem is represented by the sta tus of the

participant migrants, who are not residents but either refugees or asylum seekers. They are

provided lodging by the public authorities who might move them with very short notice for

own organisational reasons, so interrupting any experience which might be on the going. This

is a hard problem to face, and can be partly overcome by concentrating activities in a short

lapse of time, which is not always possible. Some rigidity in the regulation of EU projects also

made somehow difficult to adapt the project to the real situations we found on the field. A big

challenge is represented by the exceptional situation created by the COVID-19 emergency,

which stopped all activities with volunteers or candidate volunteers, and as for Italy could not

be overcome by using online tools.

45

Any thoughts on how to deliver training as a result of COVID-19

CESVOT and Co&So have considered implementing online training as since the first days of

Marh 2020 there are restrictions due to COVID-19, so it is forbidden to have face-to-face

courses. Unfortunately online courses are not feasible to most volunteers as they require digital

devices (possibly a PC or a laptop) at home, that not all participants have, a good Internet

connection which can be also a problem especially outside towns, and good Italian language

skills to be able to follow the lessons and actively participate. We are most likely to have again

face-to-face training sessions once the pandemy restrictions will be over.

Lessons learned – how did the training evolve across the iterations (things to avoid

and sharing of experience)

A 40-hour long training course to be organised for a group before the start of the volunteering

activity as designed in the original project proposal revealed to be too long and engaging for

most people when tested in reality. Volunteers appear to better keep their motivation when

plunged in the heat of some activity, so it would probably work better to have just a shorter

introductory meeting then make the training part of the volunteering activity itself, under the

shape of job shadowing mixed with short interactive lessons (1-2 hours at the time) when

participants are already in action. An active training is always to be preferred, also to overcome

linguistic obstacles.

Positive impact achieved for the volunteer and the organisations

Participants feel they are more involved both in a group which is made by the volunteers and

the organisers they built the activity with, and of a local community in general. They improved

their communicational skills and made contacts outside their usual circles; they practice

something they like and where they can learn or improve skills that may be useful also for a

future job. Some of them mentioned that such activities are useful to know each other better

beyond stereotypes – they referred to the way residents might see migrants and viceversa.

Cultural organisations were happy with the experience so far, as such activities provided the

organisations and their staff or active, long term volunteers a wider human and professional

knowledge and understanding, as well as new ideas about possible activities and services.

46

USB (GR)

Key skills developed by volunteers through the training activities implemented?

The volunteers had the opportunity, most of them for the first time, to come in contact with

no formal education, exploring a new way of learning, breaking in several cases the

stereotypes they had about education for adult learners. In addition, volunteers acquired soft

skills (working in a group, time management, presentation, talking in public, etc.) that will be

useful both in their volunteering experience, but also to other aspects of life. Volunteers also

had the opportunity to learn about Greek culture and common patterns of behavior in social

events followed by Greeks.

Challenges faced and overcome (how?)

Most of the volunteers did not have any previous experience with non-formal education which

in many cases led people not to take some activities seriously, to consider them derogatory or

for children. In addition, a lot of volunteers did not understand the aim of the training - for a

lot of them, who were not planning to stay in Greece long term, their occupation to the project

seemed like a time-filler. In both cases, the trainers had an open and honest conversation with

the participants, and through group building activities, made the volunteers feel comfortable

enough in order to share their thoughts. From that point on, the trainers could speak to the

volunteers who had doubts privately and address their concerns. Also, since some of the

volunteers were from different countries/regions, sometimes in conflict with each other, some

of the participants were expressing racist jokes about their peers. This issue was resolved also

in a similar manner with the previous ones. Last but not least, the percentage of women

involved in the training and volunteering activities was very low, something that unfortunately

went unresolved.



To give special weight to the dynamics of the group, it is essential in order to have a successful,

conflict-free, and without drop-outs training. The trainer must study the countries the

participants are coming from, learn if the participants know each other previously, and be

prepared that misunderstandings will occur. The trainer should use group building activities

based on non-formal education and they have to be ready to listen, understand, receive

feedback and, speak openly, and honestly with the participants. It is also possible that τhere

47

will be prejudices and stereotypes, both for the countries of origin of the rest of the group and

for the country where they currently live. Thus, the trainer must be prepared to tangle them

and even resolve conflicts.


The volunteers overall had a unique opportunity to get out of their comfort zone, learn new

skills, and also to meet people that otherwise would not have the opportunity to do. Almost

all other them reported that it was great for them to interact with locals and to have the

opportunity to learn about great culture and everyday life. Some of the volunteers expressed

interest to keep volunteering in the organisations they were matched with. For the

organisations, it was difficult in the beginning, since there is not formal recognition of

volunteering in Greece. Yet, most of the organisations involved reported that it was great

experience for them as well, and a great learning experience, especially for the

workers/members/volunteers who were in direct contact with the TCNs.


From our experience in other projects, it is not sustainable to have online training sessions

with the TCNs we are working with.

Volunteering Matters (UK)

Key skills developed by volunteers through the training activities implemented

The key skills that the volunteers have gained from the training are teamwork and increased

confidence to communicate openly with others, sharing experiences and opinions. This was

achieved through activities in pairs/small groups and presentations. Increased understanding

of IT/Computer skills, where to find information related to the cultural institution they are

going to volunteer such as volunteer roles, contact numbers, address.

Challenges faces and overcome (how?)

Challenges faced during the training was the duration of training. Initially, consisting of a 4

days training – this proved difficult for the participants to be able to attend all sessions due to

personal circumstances and commitments. This was addressed by condensing the training to

a one-day training, which proved more popular with the volunteers.

48



As above, duration of training adjusted to meet volunteers needs, meant volunteers are able

to commit to a one-day training as easier to arrange childcare, move appointments and ensure

translator is able to attend training. Keep to a user-friendly format, lots of images, simple

language, interactive with lots of opportunities to interact with others.


Impact the project has so far had on volunteers: confidence, independence, sharing cultural

values and beliefs, self-worth, accessing services and participating in the local community,

skills development, employability, sense of belonging, new friends, personal development,

transition on to employment/education, language learning. Impact for organizations:

knowledge and awareness of difference cultures, connect the organisation with their

community, Innovation in the organisation’s services, Language skills that allow the

organisation to open to other users


Training can be delivered via Zoom, accessible for those with internet access, ability to do

group activities/discussions, quizzes, share documents on screen. For those without internet

access they are able to join the zoom meeting by dialling local number, however, will only be

able to listen to audio – training materials can be sent via post instead of email to those without

internet access.

Meath Partnership (IE)

Key skills developed by volunteers through the training activities implemented?

Through the training, participants evolved from self doubt, language difficulties, low levels of

literacy/computer skills, to individuals who could work in teams, ask questions/contribute in

class, make presentations in class and plan/coordinate events.

Challenges faces and overcome (how?)

In practice, long training hours did not prove successful. A decision was reached at the

participants request, on the first day of training, to reduce the training time to 2 hours with 3

short coffee breaks in between.

49

In addition to the above, managing the group dynamics proved challenging since participants

are from diverse cultural, religious and language backgrounds. A few examples of the these

challenges were, adaptation of male/female sitting arrangement, non-verbal and intercultural

communication awareness training. These challenges were resolved through effective use of

class activities such as, role play, case study and controll dialogue to ensure individual

wellbeing in the group. This made individuals within the group felt involved, comfortable,

recognised and valued.

Also, it was difficult to orgarnise transportaton to training and volunteering locations because

most participants are accommodated in direct provision centres with little or no access to

public transportation. To deal with this, trainings were delivered at the participants’ residence

and volunteering opportunities were arranged within their local communities.



➢ Be flexible with time and location of training

➢ Keep the training sessions informal, practical and non-theoretical

➢ Promote mutual respect for individuals

➢ Develop and maintain group as a collective unit


Most participants are Refugees and Asylum seekers who are living in direct provision centres

commonly located in remote areas of the state where services are either limited or non-

exsistent and contact with the wider society is reduced. The training brought together groups

of individuals who are socially isolated, giving them an opportunity to share their stories,

experiences and learn from each other. Within a short space of time, participants developed

a sense of belonging and a drive to work in teams to achieve common goals.

Participating organisations noted that it was a good learning curve for them, Particularly the

experience of cultural interaction and exchange between staff and volunteers. They also

expressed interest in opening up more volunteering positions and opportunities.


COVID-19 has made online training popular, but most participants reside at locations where

internet connectivity is poor, therefore making online training very difficult.

The project has been funded with support of the European Commission. This communication reflects the viewsonly of the author, and the European Commission cannot be held responsible which may be made of the

information contained therein.

Co-funded by Asylum, Migration and Integration Fund of the European Union Grant nr. 821612-EU-VOICE-AMIF-2017-AG-INTE

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