About this document

You are holding in your hands one of the results of the project PATHS for SolidarityEconomy and Youth Entrepreneurship in Europe, co-funded by the “Erasmus+”programme of the European Union.PATHS project is a strategic partnership between four European training and youthorganizations and a University, and it is designed to promote cooperation andinnovation in the field of youth social entrepreneurship, with specific focus on Socialand Solidarity Economy (SSE). More information about the project and the partnershipis available on www.pathsineurope.com.

This collection of tools is addressed to facilitators, trainers, teachers, youth workers ormentors of young people who wish to start or learn about social and solidarityentrepreneurship projects.

The 43 training and educational tools provided in this document, are organized in thenine learning areas identified through PATHS curriculum(http://pathsineurope.com/inde x.php/tools/). The activites are not organized in ready-to-go training sessions, as we believe that each facilitator should build a learning pathspecifc for the group of participants, depending on their profile and needs.Therefore, the facilitator can pick up any activities he/she considers useful for thelearning objectives and context of the course, and combine them to create an ad hoceducational path.

We chose to include both formal and non formal educational tools, as these twomethodologies often complement each other and together give the facilitator thefreedom to combine different methods and approaches according to the learning needsof young people and his/her expertise. A suggestion is to use formal education materialseither before (as introduction) or after (as thorough investigation into the topic) of anon formal education activity.

The mapping of existing youth and social entrepreneurship resources at European andnational level (http://pathsineurope.com/index.php/mapping/) is also integrated in thisdocument as a training resource during the activity itself, or for a practicephase/follow-up of the training, or for further study of the topic.

This collection of tools is not intended to be exhaustive and complete! It is a work inprogress that every organisation, group of young people, teacher or youth worker iswelcome to use a starting point to build new projects and resources.

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This collection of tools is addressed to facilitators, trainers, teachers, youth workers or mentors of young

people who wish to start or learn about social and solidarity entrepreneurship projects.

INDEX OF TOOLS

CONTEXT AND SOCIAL UNDERSTANDING..............................................................5

The politico-socio-historical background of the SSE - FE..................................................5

The main concepts and practices of social and solidarity economy - FE.........................6

SSE tackling global problems - FE......................................................................................7

What is the third sector? Our common vision - NFE.........................................................8

What’s in a symbol? - NFE...................................................................................................8

The Solidarity Secret Friend - NFE.....................................................................................9

Problems in the Community - NFE.....................................................................................9

SSE TOOLS AND METHODOLOGIES.......................................................................11

SSE innovations - FE..........................................................................................................11

Timebanking in the community - NFE..............................................................................12

Create your funding strategy - NFE..................................................................................13

Fairtrade Activity "Orange Trading" - NFE......................................................................14

LETS Favours - NFE............................................................................................................15

Setting up a cooperative - FE.............................................................................................16

BUSINESS KNOWLEDGE AND MANAGEMENT.......................................................18

Activity Game of (marketing) thrones - NFE....................................................................18

Activity Business Hunt Game - NFE..................................................................................19

Money Spent - NFE.............................................................................................................20

Mission Model Canvas - NFE.............................................................................................20

Business opportunities - NFE............................................................................................21

Simulating a business research in SSE - NFE...................................................................22

PARTNERSHIPS AND NETWORKS..........................................................................24

The importance of partnerships and networks for SSE - FE...........................................24

Activity Mapping Stakeholders - NFE...............................................................................24

Activity Creating Connections - NFE.................................................................................25

TEAM MANAGEMENT............................................................................................. 26

Make it as a drama - NFE...................................................................................................26

Words salad - NFE..............................................................................................................27

Conflict photos - NFE.........................................................................................................28

PERSONALITY TRAITS DEVELOPMENT.................................................................29

Organism - NFE..................................................................................................................29

Scenario building & role playing - NFE............................................................................29

My personal path - NFE.....................................................................................................30

SOCIAL ENTREPRENEURIAL MINDSET.................................................................32

Social entrepreneurship to change the world - FE..........................................................32

Rowing Together - NFE......................................................................................................32

Rightside Up World - NFE..................................................................................................33

Ripple Effect - NFE.............................................................................................................343

Problem and Solution Tree - NFE.....................................................................................34

Six Hats Exercise - NFE......................................................................................................35

COMMUNICATION..................................................................................................37

CoWise - NFE......................................................................................................................37

Activity Co-operation - NFE...............................................................................................38

PECHA KUCHA - NFE..........................................................................................................38

How tall is Alfred? - NFE...................................................................................................39

PROJECT CYCLE MANAGEMENT............................................................................41

Activity Story telling - NFE................................................................................................41

Activity the Flying Egg (Resource Assessment) - NFE......................................................41

Activity Action planning - NFE..........................................................................................42

Activity Road map - NFE....................................................................................................42

Logframe Activity - NFE....................................................................................................43

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CONTEXT AND SOCIAL UNDERSTANDING

The politico-socio-historical background of the SSE - FE

Aim: To provide an understanding of the emergence and the history of the SSE within itscontexts and historical moments and show how this emergence is linked to major socio-economic trends.The recent emergence of the SSE in Latin America and Europe is contextualized in both itssocio-economic and sociopolitical dimensions.

Duration: 3 hours

Description: This formal session is structured with the presentation, by a lecturer, and thediscussion about the history of the SSE initiatives, and the emergence of some of the mostimportant types of organisations and how they are related to specific historical moments.-The emergence of the social economy-The evolution of the social economy until the XII century-The emergence of the solidarity economy

Documentation: Frank Moulaert and Oana Ailenei, “Social Economy, Third Sector and Solidarity

Relations: A Conceptual Synthesis from History to Present” Urban Studies, Vol. 42, No. 11,2037–2053, October 2005. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.462.7883&rep=rep1&type=pdf

Defourny, Jacques, and Patrick Develtere. 2009. ‘The Social Economy: The Worldwide Making of a Third Sector’. The Worldwide Making of the Social Economy: Innovations andChanges, Leuven: ACCO. https://www.researchgate.net/profile/Jacques_Defourny/publication/240335888_The_Social_Economy_The_Worldwide_Making_of_a_Third_Sector/links/004635249d75a4d765000000.pdf.

Laville, Jean-Louis. 2010. ‘The Solidarity Economy: An International Movement’.Translated by Karen Bennett. RCCS Annual Review. A Selection from the PortugueseJournal Revista Crítica de Ciências Sociais, no. 2 (October), 2010.https://rccsar.revues.org/202?lang=pt

RIPESS, Global Vision for a Social Solidarity Economy: Convergences and Differences inConcepts, Definitions and Frameworks, February 2015 http://www.ripess.org/wp-content/uploads/2015/02/RIPESS_Global-Vision_EN.pdf

Alessandra Azevedo and Leda Gitahy, “The Cooperative Movement, Self-Management,And Competitiveness: The Case Of Mondragón Corporación Cooperativa”, orkingUSA:The Journal of Labor and Society · 1089-7011, Volume 13, pp. 5–29,2010.http://library.uniteddiversity.coop/Cooperatives/Mondragon/1282-Mondragon.032010.pdf

Video: The Story of the Rochdale Pioneers (4’52) https://www.youtube.com/watch?v=DNVzOsZt6ew

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The main concepts and practices of social and solidarity economy - FE

Aim: Providing an understanding of the meanings of SSE, including its common features,principles, and types of organisations as well as to relate this concept with other concepts suchas third sector, social entrepreneurship, social innovation and social enterprise.

Duration: 9 hours

Description: Presentation and discussion of the meanings of the SSE concepts, its politico-socio-historicalbackground and its relation to other concepts. Topics include:-Uses of social and solidarity economy all over the world- Types of SSE organisations (cooperatives, mutual, associations, foundations, social enterprises)- Common features and principles of SSE-Differences between the European and Latin American concepts and experiences- Relation between the concept of SSE and the concepts of third sector, non-profit sector, socialentrepreneurship and social enterprise- Meanings of social enterprises-New frameworks of the SSE-Meanings and practices of SSE in your country Documentation: OIT, “Understanding the social and solidarity economy”, Social and Solidarity Economy: Our

common road towards Decent Work, In support of the Second edition of the Social andSolidarity Economy Academy, 24-28 October 2011, Montreal, Canada, pp. 1-15.http://socialeconomy.itcilo.org/en/files/docs/reader-ssea2011.pdf/at_download/file

Monzón Campos, J. L., and R. Chaves Ávila. The Social Economy in the European Union.International Centre of Research and Information on the Public, Social and CooperativeEconomy, European Economic and Social Committee, 2012. http://www.ciriec.ulg.ac.be/wp-content/uploads/2015/12/EESC_CIRIECReport2012_EN.pdf

Jacques DEFOURNY and Marthe NYSSENS, The EMES Approach of Social Enterprise in aComparative Perspective, EMES Working Papers no. 12/03, 2012.http://emes.net/publications/working-papers/the-emes-approach-of-social-enterprise-in-a-comparative-perspective/

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SSE tackling global problems - FE

Aim: To provide awareness related to the way social and solidarity economy contributes toaddressing major social, economic and environmental problems, including those affectingyoung people.

Duration: 6 hours

Description:This formal session is structured with the presentation, by a lecturer, and the discussion aboutthe role of social and solidarity economy initiatives in tackling some major social problems. Thedocumentation provides evidence of some of these linkages and may be the background for thediscussion along topics such as:- SSE and major global problems- The contributions of SSE to work and rights- The role of SSE for enhancing young people’s employment- SSE and environmental sustainability

One in-class session may be dedicated to read and debate the United Nations Inter-Agency TaskForce on Social and Solidarity Economy position paper.

Documentation (versions in other languages are available in the websites):

ILO, “A Position Paper by the United Nations Inter-Agency Task Force on Socialand Solidarity Economy (TFSSE)”, Social and Solidarity Economy: Towards Inclusive andSustainable Development, Social and Solidarity Economy Academy, 28th July – 1st August2014, Campinas, Brazil, 189-219.http://www.ilo.org/empent/Eventsandmeetings/WCMS_237666/lang--en/index.htm

ILO, Contributions of the SSE to the ILO Decent Work Agenda, Social andSolidarity Economy: Our common road towards Decent Work, In support of the Secondedition of the Social and Solidarity Economy Academy, 24-28 October 2011, Montreal,Canada, pp. 77-88. http://socialeconomy.itcilo.org/en/files/docs/reader-ssea2011.pdf/at_download/file

ILO, Social and Solidarity Economy: An Opportunity to Enhance YouthEmployment, Social and Solidarity Economy Academy, Agadir, 8-12 April, 2013,http://socialeconomy.itcilo.org/en/readers

ILO, “Social and solidarity economy and green jobs – the quest for environmentalsustainability”, Social and Solidarity Economy: Our common road towards Decent Work ,In support of the Second edition of the Social and Solidarity Economy Academy, 24-28October 2011, Montreal, Canada, pp. 125-132.http://socialeconomy.itcilo.org/en/files/docs/reader-ssea2011.pdf/at_download/file

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What is the third sector? Our common vision - NFE

DURATION: 45-50min

AIM: To develop a common vision (definition) of the "Third sector"

RESOURCES: Flipchart paper, markers. (Optional – aromatherapy)

GROUP SIZE: 9 to 30

DESCRIPTION:

The trainer starts with a funny energizer to bring the participants to a creative mood. An additional option is to apply an Aromatherapy method in order to stimulate their concentrationfor 15min. The participants will then split into 4 groups and the material brought to them. The participants get the task to find a definition (common vision) about what is the "third sector". The trainer will give them some inputs (present them firstly some very basic information about the topic –NGO, Social economy, volunteerism).

After 25 min of work in groups, group 1 and 3 and 2 and 4 will mingle. They will then worktogether to find a common definition from their work in the subgroups. After 10 minutes ofwork, both groups will present in plenary their common visions and altogether try to concludewith a final definition of what it is the third sector. The definition will be written on a flip chartpaper and put on the wall.

What’s in a symbol? - NFE

DURATION: 45-50min

AIM: To promote critical awareness about the knowledge participants have on SSE and increase their knowledge on SSE initiatives

RESOURCES: Computers and access to internet, Paper, Pens, prepared pictures of logos

GROUP SIZE: 5 to 30

DESCRIPTION:

1) Show a number of images of logos and symbols both of for-profit companies and SSEinitiatives in the mapping database.

2) Ask participants to make two lists of symbols of for-profit companies and of SSE initiatives

3) Ask participants to present their lists and discuss if logos and symbols are correctly listed

4) Ask participants to choose a logo or symbol of the SSE list and write down a description ofthe initiative by consulting the websites

5) Ask participants to develop a story taking place in that SSE initiative

6) Participants will present the stories

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The Solidarity Secret Friend - NFE

DURATION: Good for projects/activities that last more than one day

AIM: To promote critical awareness about the knowledge participants have on SSE locally andraise awareness for the importance of critical consumption.

RESOURCES: A gift bought beforehand

GROUP SIZE: 5 to 30

DESCRIPTION:

Each person will bring a present to give to another person anonymously. This present musthave been made in the context of SSE. After the exchange of presents each person explainswhere he/she bought the present and why. The organizer promotes a discussion on criticalconsumption

Problems in the Community - NFE

DURATION: Half to full day

AIM: Work with local community and identify social problems in the area, collectinginformation to help develop social initiative ideas and respond to real social needs.

RESOURCES: Paper, pens, clipboard, tape, recorder

GROUP SIZE: 5 to 30

DESCRIPTION:

Phase 1: Interviewing in the communityTime: 2hMaterial: A4 paper, pens, recorderAsk individual members to write a list of people related to the topic and in front of each namewhy they want to talk to them and what they will learn by talking to them. Divide the group inpairs and ask each pair to select one person they would like to interview and 5 questions theywill pose to that person. The pair roleplay the interview to see if the questions make sense andif additional questions are needed. Afterwards each pair will roleplay the questions to theentire group which will react. Each pair will be tasked to go out to do the interviews and takegood notes both of the answers and of their thoughts. Distribute the roles of whom makes theinterview and whom takes notes. The interview should have initial questions to understand theperson’s life, values, and habits. Takes notes not only of what the person says but also about thecontext.Variation: the teams may instead interview people and organizations that are trying to addresssocial problems in the context of those topics.Variation: there are also other in-depth qualitative methods which may help to know thecontext better, such as observation or shadowing. The use of these methods also depends on theamount of contextual knowledge the group already has.

Phase 2: Discovering problems (looking for patterns)Time: 90 minMaterial: A4 paper, pens, tape

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Ask each person to write and post their notes on the interviews and thoughts. Spend 15 minutesreading through everyone’s notes. Discuss what people think are the most importanttopics/themes derived from the interviews (poverty, transportation…). Each topic should bewritten on a separate sheet of paper and posted on the wall.Distribute the topics by teams of at least 2 members and ask the teams to write through a storyor a quote from the interviews the ideas that best express their topic and write them in thetopic sheet.Review collectively the information on each topic sheet and ask if there is anything learnedfrom the interviews which should be added.

Phase 3: Defining the social problemTime: 1 hourMaterial: A4 paper, pens, tapeDivide the group in into three person teams and ask each team to write down in a piece ofpaper the social problems associated to the topics they identified. Ask the teams to present theproblems to the group (through a drawing, a play or a skit) and the group to guess the problem.

Variation: instead of a single project, the group can be divided in teams to carry on differentprojects and, therefore, deal with different problems.

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SSE TOOLS AND METHODOLOGIES

SSE innovations - FE

Aim: To provide, through a formal education methodology, an understanding of some of themost relevant SSE conceptual and practical innovations and their relation to its context andhow they offer the possibility to conceive alternatives and alternative social relations, oftenemerging as a self-protective reaction of communities to problems generated by globalizedfinancialized and monetized economies, global chains of production and consumption,environmental destruction and resources depletion and unemployment and precarization.

Duration: 18 hours (3 hours dedicated to each topic)

Description: Presentation by lecturer and discussion of the following topics.- Ethical consumption- Solidarity finance- Community currencies- Solidarity-Based Cooperation Networks- The Transition movement- Workers self-management

The discussion may be enhanced with the previous reading of texts specific to the differenttopics. You may also use the country case studies from the Paths webpage for in-class readingand discussion.

Documentation: Euclides Mance, Solidarity Economy, December 2011,

http://solidarius.com.br/mance/biblioteca/solidarity_economy.pdf Euclides André Mance, Solidarity-Based Cooperation Networks, IFiL, Curitiba, 11/2002,

http://www.solidarius.com.br/mance/ Rocío Nogales, Marguerite Mendell, Working Paper Solidarity Finance, International

Forum on Social and Solidarity Economy, FIESS 2011. http://www.socioeco.org/bdf_fiche-document-442_en.html

Ben Brangwyn and Rob Hopkins, Transition Initiatives Primer- becoming a TransitionTown, City, District, Village, Community or even Island, 2011.https://www.transitionnetwork.org/resources/transition-primer

Anne Tallontire, Erdenechimeg Rentsendorj and Mick Blowfield, Ethical Consumers AndEthical Trade: A Review Of Current Literature, Social and Economic DevelopmentDepartment, NRI, Policy Series 12, 2001.http://www.nri.org/projects/publications/policyseries/PolicySeriesNo12.pdf

NEF, People Powered Money: Designing, developing & delivering community currencies,New Economics Foundation, 2015.http://www.neweconomics.org/page/-/publications/ppm__digital.pdf

Marcelo Vieta, The stream of self-determination and autogestión: Prefiguring alternativeeconomic realities, Ephemera, volume 14(4), 781-809, 2014.http://www.ephemerajournal.org/contribution/stream-self-determination-and-autogesti%C3%B3n-prefiguring-alternative-economic-realities

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Timebanking in the community - NFE

AIM: At first many people do not appreciate that they have skills that will be of value to others, and it is often difficult to imagine our life and the functioning of our community if money did not exist. This simple simulation allows participants to understand how timebanking can connect people in a community, how many services and goods can be provided without the need for money, and it gives a short introduction to timebanking methodology.

DURATION: 60 minutes

GROUP SIZE: Large group, minimum 15 people.

RESOURCES: Skills and needs questionnaire (http://goo.gl/InVwyY), one printed version of pages 1 and 3 for each participant; one A4 paper and a pen for each participant; two flipcharts with marker.Search the words "Time Bank" in PATHS Mapping website, to see examples of timebanking in all the participating countries.

DESCRIPTION:

Start with a brainstorming asking the following question "what is the first thing that comes toyour mind when you think of a society without money?". Record few responses (preferably justwords) on the flipchart. Then ask the next question "for what do I need money nowadays?".Write the answers on another flipchart.

Give one paper and a pen to each participant and ask them to write down individually the skillsand experience which they could offer to the rest of the group and those that they may need intheir everyday life (at home, at work, studies etc). Allow 3 minutes time and ask how manythings they have noted down. Some participants may have very few. At this point, don't askwhat they have written. Give one questionnaire to each person and ask them to fill it up. If theyhave new ideas, they can add them to the previous paper. Allow 3 minutes for this task.

Invite participants to walk across the room and find those people who can benefit from theirskills/experiences, and those people who can cover their own needs. If the group is big, explainthat they can only give or receive one service from the same person. They should write thename of this person close to the service they will provide/receive. After 5 minutes, ask people togather in a circle and distribute the 1-time-credits according to the number of services eachparticipant was able to provide to another person.

For the debriefing, you might ask:

What did you observe in the first part of the exercise? Was it difficult to identify skillsyou could offer or services you might need? Why? Anything you want to share with thegroup?

How many needs could you cover in the second part? How many times could you offeryour skills and experiences?

How many names did you write on your papers? To visualize the interconnections thattimebanking creates in a community, you can invite people to stand up and have somebody contact with all those whose name is written on their papers. A human net will becreated, with some people being in contact with many participants and having difficultieskeeping all those contacts, while some others with just one or two people. This

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visualization can feed further the discussion on the values of timebanking (see rule 5below).

Did you discover anything new about the people in the group? What?

For how many of these services do you use money in real life? For which services youdon't? What do you think would work better (with or without money) and why?

At the end of this debriefing, give some information about the functioning of timebanking (seehttp://www.timebanking.org.uk/how_time_banking_works.asp for a simple and clearoverview). Basic rules are:

1. Everyone can chip in what they can, when they can and be valued for the contributionsthey make.

2. Everyone’s skills are valued equally - one hour always equals one time credit.

3. Everyone agrees to both give and to receive help, to earn and to spend their time credits.

4. A record is kept of all the time credits earned and spent, ideally on computer using the‘Time Online’ system.

5. Everyone is encouraged to spend their time credits to allow others the chance to make adifference and feel needed.

Don't forget to inform participants that timebanks exist in many communities across Europe,and invite them to learn more about good practices of timebanking from PATHS Mapping.

Create your funding strategy - NFE

AIM: Trigger young people's creativity to identify diversified sources of funding and support for their projects and initiatives. Invite young people to think out of the box and explore all possible means, thinking collectively and not on individual terms.

DURATION: 90 minutes

RESOURCES: Project description (see an example in the annex) printed out for each group.One flipchart and a marker for each group.Each group should have a laptop or android with internet access, to use PATHS mapping website during the activity.Search the word "Fund" in PATHS Mapping website. Tick categories "General Resources" and "Financial Resources".

GROUP SIZE: Minimum 6 participants, divided in two groups.

DESCRIPTION: (steps to follow from preparation to debriefing/evaluation of the activity)Each group chooses a project description (see example in the annex), the one that is closest tothe real life of participants. If the participants already have their own project, either fromprevious activities or from real life examples, they can use that instead of the provideddescription. The first task is to write on the flipchart a list of what the project needs: human

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resources, expertise, materials, infrastructure, etc. It is important to think not only about thestart of the project but also its sustainability over time. Give 15 minutes time for this.After all groups have completed this task, they can pass to the next one: identify those needsthat can be covered without using money (for example, resources available within the team,timebanking, resources available in the community, tool libraries, etc.). Participants can getinspired by real examples in their life and community. Everything should be written on theflipchart. Give 10 minutes time for this task.Allow 5 minutes time for groups to feedback each other: each group receives the projectdescription and the flipchart of another group and notes down comments and suggestions.Then each group gets its own flipchart back.The last part of the activity consists of finalizing the funding strategy by looking for donors andsources of funding. Remind participants that a sustainable SSE project is able to balance alldifferent sources in order not to be dependent on a single funder or funding logic! The groupscan take into consideration public grants, crowd funding, market revenue from the projectitself, fundraising events etc. In order to identify specific funding sources, participants areinvited to use PATHS mapping website (Search the word "Fund" under categories "GeneralResources" and "Financial Resources"). The aim is to devise a funding strategy that covers boththe start up and the continuation of the project. For each chosen funding source, the groupshould identify: conditions to meet in order to receive the funds, duration of the funding,follow-up after the funding. Give 30 minutes for this task.Then each group has 3 minutes to present its project, needs, non-monetary resources andfunding strategy to the other participants, and to receive feedback.At the end of the presentations, gather all participants in a circle for the debriefing. Questionsyou can ask:

- How did you feel during the exercise?- What was difficult and what was easy? Why?- How was the group work?- What have you discovered or learnt during the activity?- Is there anything you (as an individual or as a group!) would like or need to learn better?

What? How do you intend to do it?

Annex - Example of SSE project description We would like to run a "cultural cafe" cooperative that will allow us to make a living out of it.The cafe, apart from serving fair trade coffee and tea, homemade sweets and sandwiches withmaterials from local organic producers, will also provide a library service (clients can choose abook from the shelves and borrow it for one month). We also plan to organize cultural events inthe cafe cooperative: book and poetry readings, presentations of new editions by local authors,acoustic concerts, exhibitions of young artists (paintings, sculptures, photographs). An idea isalso to organize practical workshops by local producers and artisans on how to makehandcrafts and basic living goods. We aim at becoming a dynamic reference point, a meetingand connecting place for local artists, university students, local artisans and producers.

Fairtrade Activity "Orange Trading" - NFEAIM: This activity has been developed by TradeCraft for Schools(http://www.traidcraftschools.co.uk/school-about-traidcraft-schools). The aim is for players tounderstand some of the pressures facing poor farmers in the developing world; that manyfactors are completely out of their hands and that it is still possible to be poor even if you workvery hard. The activity leads naturally on to introducing the concept of fair trade and how thismakes a difference to producers.

DURATION: 60 minutes

RESOURCES: You will need to print out the game pack from this linkhttp://www.traidcraftschools.co.uk/media/aaa8d308-2b49-46be-a226-e329037beda5

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GROUP SIZE: Between 11 and 30 participants, plus the trainer.

DESCRIPTION:The game is set in a rural area of Imaginique (an imaginary country) where families groworanges for export.• 1 or 2 members of the group should be market traders.• 1 member of the group should be the cost-of-living collector.• 1 member of the group should be the money-lender.• The rest of the group should be split equally into 3 or more ‘farming families’.

The aim is for each ‘farming family’ to sell enough oranges to pay the cost of living, send theirchildren to school and cover costs of any illnesses.There is a cost-of-living collector who goes round the families each week collecting a setamount, which covers the costs of their food and other basic needs. There is also a money-lender, who may be used if families wish.Oranges must be presented in piles of four to the market trader who will pay families the goingrate for them. How much s/he pays for them may vary. Fewer than four oranges cannot beaccepted at any one time. If the quality of oranges is not good enough they will not be acceptedor only a minimal amount will be paid for them.Unforeseen circumstances may occur throughout the game and these must be factored intofamilies’ decision-making process. If children are at school then they are unable to participatein orange growing. They may go to the market, however. It isalso possible to buy extra ‘tools’ at the market. The costs of these may be obtained at themarket.

Each ‘family’ is provided with:• an orange template,• a black pen,• 2 orange colouring implements,• a pair of scissors• a pile of paper (not too large).

For the rules that participants must receive from the trainer, and suggested questions for thedebriefing, consult the full activity at http://goo.gl/G86xUk

LETS Favours - NFEAIM: To provide awareness and support on how to set up and use a Local Exchange TradingSystem as a means to strengthen communities while contributing to the protection of theenvironment. This activity is inspired by and adapted from by James Taris, LETS-linkup, web:http://www.lets-linkup.com.

DESCRIPTION: This activity consists of a clear and brief explanation of the main stepssuggested to set up a LETS. The facilitator should support the group of young people to gothrough these steps and set up a real LETS until the end of the course.

1-LETS PhilosophyThink of LETS points as `favours' rather than `money'. This will help build a community-minded spirit within the group, and place a friendlier tone on each trade.

2-Your OfferingsOnly offer 3 kinds of goods and services:

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a-things you love doing.b-skills you want to learn, improve or perfect.c-items you don't want or need (often excess goods).So whenever you get a call from a member you'll try your hardest to help them out. There'snothing more frustrating than contacting members who don't want to (or can't) provide thegoods and services they've listed on their List of Offerings.

3-Your WantsDivide your wants into 2 categories:a-NECESSITIES - these are your basic living needs such as mortgage/rent, phone, gas, electricity,petrol, food, clothes, and so forth. Determine to keep any income you earn for your necessities,and see if any of them (such as food and clothing) can be obtained through LETS.b-LUXURIES - these are the extras you can live without (or usually end up doing yourself), butwould improve your living conditions if you had them (or could get someone else to do themfor you). Things like lawn mowing, gardening, painting, house repairs, car repairs, massage,computer tuition, musical instrument lessons, gifts, books, etc.Go through your LETS Directory and check off all the goods and services which:i/ you'd like to have, but don't, because you either can't afford them or can't justify spendingyour cash on them.ii/ you currently do yourself, but don't enjoy doing (this can also free up your time to help othermembers by doing things you really enjoy).

4-TradingThere's 3 things to keep in mind when it comes to trading.a-Help new members make their first trade. Preferably the minute they join! Or as soon aspossible afterwards. New members find it hard to contact members for trades because they'reoften afraid of being rejected. You can help them overcome this hurdle by bringing them incontact with a member you know will help them out. After that, they'll usually be fine on theirown.b-Identify new members as `givers' or `receivers'. Some members need to get something fromthe group before they're confident that the system works. Others need to earn credits beforethey get the same confidence. Either trade is fine, but the new member will feel happier tradingin the role he's currently most comfortable with.c-Meet as many members as possible as soon as possible. You'll find members more willing todo favours for people they know, rather than for strangers. And the best way to meet groupmembers is by attending the monthly LETS Events.There are 3 types of LETS Events:-LETS Get Togethers - This is purely a social event, where members and their families meet forbreakfast, lunch or dinner.-LETS Trading Days - Members can exchange goods and socialise as well. But it's notcompulsory to bring anything. As with any trading, you need buyers as well as sellers.- LETS Project Days - These are 'working bees' which are organized for a specific task. This caneither be for the benefit of your LETS group or a LETS member, and all participants earn LETSpoints for their time.

5-Helping With LETS Group AdministrationAsk to help your LETS Group with a role you're interested in. They're always in need of help,and will treat you like royalty. This is an excellent way to:a-get your account into credit by earning LETS points.b-learn more about your LETS system and how it works.c-develop your skills (I learnt desktop publishing and web design with the help of LETS!)d-meet more members, more quickly, therefore increasing your opportunities for trading.

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Setting up a cooperative - FEAim: To provide an idea of the steps which are necessary to create a cooperative. Through theresearch, learning and discussion along this activity, students will gain familiarity will theprocedures which go from idea generation through legal registration.

DURATION: 20 hours

DOCUMENTATION: These are eight steps to set up a cooperative adapted from CooperativeSergio Antonio Generation (Portugal). In most countries there are bodies providing technicaladvice for setting up cooperatives. Please check these national bodies in the Path Website.

Further training resource: Co-opoly Board Game In Co-opoly: The Game of Cooperatives, players start a cooperative (a democratic business or organization). In order to survive as individuals and to strive for the success of their co-op, players make tough choices regarding big and small challenges while putting their teamwork tothe test. This is an exciting game of skill and solidarity, where everyone wins – or everybody loses. (Not a free resource - needs to be purchased): http://store.toolboxfored.org/co-opoly-the-game-of-co-operatives/ https://www.youtube.com/watch?v=TFM-0tj02J4

PROCESS:The International Co-operative Alliance-ICA defines: "The co-operative is an autonomousassociation of persons voluntarily united to meet their common economic, social, and culturalneeds and aspirations through a jointly owned and democratically-controlled enterprise (http: //ica.coop/es/node/10584)Step 1Discuss with a group which are common needs shared by the participants and how the group isable to answer to those needs with a solution which can have the form of a cooperative.Step 2Contact the agency in your country responsible for supporting the setting up of cooperatives togather information on the requirements to set up a cooperative, namely, the minimum numberof members, share of capital needed (goods or money) and the steps needed to register thecooperative once it is constituted.Step 3Identify the objectives of the cooperative and the type of cooperative to implement (it may be aworkers coop or a consumers coop). Identify which skills and knowledge are needed to get thebest performance of the cooperative, those that exist among the group and those that don’t.Step 4Elaborate the business plan of the cooperative (activities, recipients, financial sustainability, thestrengths and weaknesses to boost the project, and opportunities and threats). It’s advisablethat you can plan short and medium term and that you plan a sustainable business.Step 5Chose the cooperative branch (social, education, consumption, etc or multisectoral). There areusually several cooperative branches in your country. Depending on the cooperative activity, itshould be framed in one of the branches.Step 6Go through the values and principles of cooperatives and discuss each with the members. Allmembers must meet and share the basic principles of cooperativism.Step 7Elect the cooperatives governing bodies (general assembly, management and supervisoryboard) among the members of the group. Both the responsibilities and roles of each governingbody should be written down in the cooperative statutes so they are clear to all the members.

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Step 8Constitute the general assembly in two steps: 1) get a certificate from the business registry; 2)hold a meeting of the founding members. After the founding meeting, the Board shall prepare arecord with all the elements, including the approval of the statutes and operating regulations.All this documentation should then be used to register the cooperative in the public bodies,open bank account, etc.

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BUSINESS KNOWLEDGE AND MANAGEMENT

Activity Game of (marketing) thrones - NFE

AIM: In this activity participants will define the marketing strategy for implementing newproduct from an existing brand.

To make them understand the process and importance of marketing To gain team work skills To learn how to efficiently coordinate decision making process To develop leadership skills

DURATION:120 minutes

RESOURCES: Pens, Paper, One copy of the template of marketing strategy per group.

DESCRIPTION: Imagine you have a new product and one of the most important things is to create a goodmarketing strategy. This is how to proceed step by step:You are divided in groups of 4 people. One of you chooses the topic randomly.

1. Choose a leader of your group.2. The leader distributes tasks according to the topic (choose 3 sections from the template

given)3. Work on your tasks, discuss them within the group. You have 15 minutes to prepare the

marketing strategy.4. Prepare the presentation. Mind you have only 3 minutes to present your strategy.5. Present your marketing strategy.

Based on the marketing strategy template, we will evaluate specified sections with points 1-10.- How did you choose your leader? - Was it easy to agree on the marketing strategy?- Was everyone involved?- Do you think your product could be successful?- Do you think it is important to develop a marketing strategy

Marketing Plan TemplateSection 1: Executive SummaryComplete your Executive Summary last, and, as the name implies, this section merelysummarizes each of the other sections of your marketing plan.Your Executive Summary will be helpful in giving yourself and other constituents (e.g.,employees, advisors, etc.) an overview of your plan.Section 2: Target CustomersThis section describes the customers you are targeting. It defines their demographic profile(e.g., age, gender), psychographic profile (e.g., their interests) and their precise wants and needsas they relate to the products and/or services you offer. Being able to more clearly identify yourtarget customers will help you both pinpoint your advertising (and get a higher return oninvestment) and better “speak the language” of prospective customers.Section 3: Unique Selling Proposition (USP)Having a strong unique selling proposition (USP) is of critical importance as it distinguishesyour company from competitors. The hallmark of several great companies is their USP. Forexample, FedEx’s USP of “When it absolutely, positively has to be there overnight” is well-known and resonates strongly with customers who desire reliability and quick delivery.Section 4: Pricing & Positioning StrategyYour pricing and positioning strategy must be aligned. For example, if you want your companyto be known as the premier brand in your industry, having too low a price might dissuade

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customers from purchasing. In this section of your marketing plan, detail the positioning youdesire and how your pricing will support it.Section 5: Distribution PlanYour distribution plan details how customers will buy from you. For example, will customerspurchase directly from you on your website? Will they buy from distributors or other retailers?And so on.Think through different ways in which you might be able to reach customers and documentthem in this section of your marketing plan.Section 6: Promotions StrategyThe promotions section is one of the most important sections of your marketing plan anddetails how you will reach new customers.There are numerous promotional tactics, suchas television ads, trade show marketing, pressreleases, online advertising, and event marketing.In this section of your marketing plan, consider each of these alternatives and decide whichones will most effectively allow you to reach your target customers.Section 7: Online Marketing StrategyLike it or not, most customers go online these days to find and/or review new products and/orservices to purchase. As such, having the right online marketing strategy can help you securenew customers and gain competitive advantage. The four key components to your onlinemarketing strategy are as follows:Keyword Strategy: identify what keywords you would like to optimize your website for.Search Engine Optimization Strategy: document updates you will make to your website so itshows up more prominently for your top keywords.Paid Online Advertising Strategy: write down the online advertising programs will you use toreach target customers.Social Media Strategy: document how you will use social media websites to attract customers.

Activity Business Hunt Game - NFEAIM: To increase knowledge of enterpreneurship, business, and learning how to select usefulinformation.

RESOURCES: Cardboard, scissors, markers, sticking tapes, coloured paper, formsabout the documents needed

DURATION: from 30 min until 2 hours

GROUP SIZE: at least 3 participants. The group is divided into teams; each team can have up to5 members.

DESCRIPTION: As a suggestion develop the activity outdoor if the weather allows or indoor in alarge room. Each team is is provided with the form which guided them to move from one placeto another, on the forms is written what is the next step, or next office, which is like a structure,and then they should go from one place to another to get the right information and to gatherthe right documents which are needed to open their own company or business, on each pointlike information office (e.g. tax office, chamber of commerce, bank, local company, nationalregistration office) they should ask about information, which are provided by the other players,and they should go through the process, like in the real life opening business, just in thesimulation of the game.

Instructions: Partcipants/teams have to move from one office to another to finish their business papers inorder to open their own company, and in the end, they get one document which is-Congratulation you have opened your own company! The first who will finish the process ofgathering the papers/documents is the participant/group who wins.Debriefing:

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After all the teams/participants finish their chalenge, they should discuss with the whole groupof participants how the process was and whether they think it was easy or difficult to open abusiness and if there were any obstacles. Advice for the leader: Be clear with the instructions, about what should they do, and give support for the team/players

Money Spent - NFE

AIM: Learn about finance management and financial responsibility in an organization thanksto this simulation game.

DURATION: 40-50 minutes

RESOURCES: Printed materials (papers) Flipchart paper, markers.

DESCRIPTION: Reflection about Law and Financial tools background of each Country. Groupsof 6 - 7 people from the same nation are asked to plan and manage the budget in their NGO fora one-year project (can be invented). They get cards with necessary costs and a fixed budgetthey’ve got from donations. They also need to plan sources for the extra costs and a short planto get them.

Mission Model Canvas - NFEAIM: The mission model canvas is an adaptation of the business model canvas to missiondriven projects and organisations developed by Alexander Osterwalder and Steve Blank(http://steveblank.com/2016/02/23/the-mission-model-canvas-an-adapted-business-model-canvas-for-mission-driven-organizations/). It is oriented towards organizations whose primarygoal is not to earn money, but to fulfill a mission. Here is the proposed adapted version.

RESOURCES: computers and internet, copies of the canvas, pens, tape

DURATION: 2 hours

DESCRIPTION: Distribute it among the different groups and ask them to fill the spaces of the model. Post the information all on the wall and build a single canvas from the contributions of the different groups. Check if all the activities and tasks and the necessary resources are identified. Some research may be needed to identify costs.

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Business opportunities - NFE

AIM: With this activity you will practice presentation and communication skills, analytical andcreative thinking, assertiveness.To make young people think about other people needs and come up with business ideas that solvepeople's problems and needs.

DURATION: 2 hours and a half

RESOURCES: Printed materials (papers), pens

DESCRIPTION: Divide participants into groups of max: 3 people per group. Give each group one map and 3-5questionnaires. The groups are supposed to go to the city and talk to people about their needs.What services they lack in the city? What products can’t they find? What problems do theyhave? The map is help - participants should ask different target groups (seniors, students etc.)and ask about different areas (culture, education...). Once they collect at least 10 answers frompeople, they have time to prepare a solution(s) to these problems in forms of businessopportunity. They should come up with a product or service for this city. For example: 8 out of10 answers are about lack of cultural events in the city. Participants might come up with idea ofa new club or festival. After they come up with solutions and their new business ideas, theyshould create a presentation (on flipchart paper) about what they found out, what theirsolution is and present the business (how will it make money solving this particular problem?).You can involve local mayor/politician and local businesses who might want to show up for thepresentation. The participants will give them some interesting ideas.

Target groups:Area/infrastructure:Problem:

Solution:

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Simulating a business research in SSE - NFE

AIM: The aim of the tool is to deliver knowledge and understanding about Business Researchand its steps in the context of Social Entrepreneurship. Also to present the purpose, importanceand basic methods of Business Research.

RESOURCES: printed stories, papers, pens, fabrics,

DURATION: 2 hours

DESCRIPTION: Interactive tool to creatively present the idea of Business Research and its steps in the contextof Social Entrepreneurship. By using art and historical references participants understand thepurposes and idea of Business Research.Step by step tool description:1. Participants are divided into 3 groups. Each group receives a printed story. The task is to

read and present the story in 5 minutes by using any type of art method they choose(theatre, illustration, puppets, poetry etc.) so that the other groups can understand it. Thestories are previously prepared to demonstrate steps of the Business Research by using realhistorical events. Suggested stories are below. You may choose other stories that you seeappropriate to the context of the training. For example, these stories were selected to reflecta European story (previous civilizations in Europe (Spain); famous Columbus story), MEDAstory (old Arabic civilization) and a current global story (contemporary research; inspiringresearch).

2. After presenting the stories, the trainer starts group discussion (debriefing) to analysecommon points in all three stories (trying to identify the steps of research processembedded in each story). By using guided questions the trainer focuses the thinking ofparticipants on the different stages that are common in all stories (the Steps). Group alsodiscusses importance of each step for achieving final result in the stories.Suggestions for questions to highlight during the debriefing:

- What was the “problem” they were trying to solve for each story?- Was there any previous work they tried to rely on to solve the “problem”; any

previous knowledge?- For each story, what were they trying to find (purpose of research)?- What steps did they take to achieve their purpose?- Describe the process and any data collected/ findings?- Were there any interpretations for their findings?- Did they share their findings? How?

3. Then the trainer gives a presentation to reinforce the information previously discussed.After concluding all needed stages that have to be implemented in each story to achieve theresult theory of the Business Research purpose, importance, basic methods and steps arepresented by the trainer.

4. Conclusion of the debriefing and presentation: After theory presentation participants areasked to make connections between it and the conclusion would be that conductingresearch is a prerequisite for establishing social entrepreneurship.

Stories available to download here: https://www.salto-youth.net/tools/toolbox/tool/steps-of-business-research.1489/

Business Research:Definition:Business Research is a systematic, objective collection and analysis of data about aparticular environment, target market, or competition.Purpose:

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The purpose of business research is to better understand the subject matter.Importance:

Identify business problems and opportunities

Better understand business and its environment

Develop business strategies and actions to provide a competitive edge andrefine and evaluate them

Facilitate efficient expenditure of funds

Monitor business performance

The Five Basic Methods of Business Research

1. Surveys; one-on-one interviews; Telephone surveys; Mail surveys; Onlinesurveys

2. Focus Groups

3. Personal Interviews

4. Observation

5. Field Trials

Steps in the Business Research:

1. Identification of Research Problem

2. Literature Review

3. Specifying the purpose of research

4. Determine specific research questions or hypotheses

5. Data Collection

6. Analyzing and interpreting the data

7. Reporting and evaluating research

8. Communicating the research findings and recommendations

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PARTNERSHIPS AND NETWORKS

The importance of partnerships and networks for SSE -FE

Aim: To raise awareness of partnership working and networking and how they arefundamental for the sustainability and impact of the social and solidarity economy initiatives.To inform on the existing national and international networks relevant to SSE.

Duration: 3 hours

Description:

This activity will take place in a formal training framework with a lecturer introducing thetopic, collective reading and discussion of a text, and group work on the Paths Website foridentification of the national and international SSE networks. Afterwards, through group workthe participants will explore the website of a selected network and identify the activities andresources contained in the website.

The second part of the session may take place in an in-class session equipped with computers orthrough homework.

Documentation

ILO, “Building the SSE through partnerships and networking”, Social and SolidarityEconomy: Our common road towards Decent Work, In support of the Second edition of theSocial and Solidarity Economy Academy, 24-28 October 2011, Montreal, Canada, pp. 53-76. http://socialeconomy.itcilo.org/en/files/docs/reader-ssea2011.pdf/at_download/file

Activity Mapping Stakeholders - NFE

AIM: To assist in developing partnerships and identify networks and persons related to theproject.

DURATION: 45 min

RESOURCES: A3 paper, pens, tape

GROUP SIZE: large

DESCRIPTION:

The trainer will: Ask the teams to draw a circle in the centre of the page that contains the people or groups

that are reached by your project; Add a second ring of people or groups who are directly related to the people to be reached

by the project (family, public services…) and Add a third ring of people/organisations related to the problem. These can include both the

supporters and the sceptics or even the opponents. Ask the teams to post their sheets on the wall and compare. Write a single circle on a new sheet of paper. Place this sheet on the wall so the team can use it later to complete it as it gets more

information.

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Activity Creating Connections - NFE

AIM: To assist in developing partnerships and identify networks and persons related to theproject. The exercise is composed of two phases.

PHASE 1 - Rings of connection

DURATION: 1 hourRESOURCES: A4 paper, pens, tapeGROUP SIZE: large

DESCRIPTION Give a sheet to each team and ask them to draw three concentric circles. At the centre theyshould write the names of the team. In the next ring, they should write down the names offriends or family members that could help them answer the question. The last ring includes thename of people in the community that can help answer the questions. Mark the people theywill talk to and the questions they expect to be answered. Display all rings in the wall anddiscuss with the group to see if there are still questions and repeat the procedure if so. Find ifthere are people in common for different answers. Go out to interview these people. Whencontacting these experts give them an idea of what you want to know.Members of the team will talk to the identified people and complete the problem tree.Variation: this exercise can also be done for materials (documents) and meeting places

PHASE 2 – Co-creation brainstorm session

DURATION: 3 hoursRESOURCES: A4 paper, pens, tapeGROUP SIZE: largeDESCRIPTION Identify whom you want in your Co-Creation Session and send the invitations. It may be thepeople interviewed, representatives of a particular group or people from organizations dealingwith the problems. The brainstorm will take place mixing the participants with the guests inseveral groups.Organize a brainstorm session about possible solutions to the problem(s) in a way that makeeveryone feel like they can say the idea on their mind and allow others to build on it. Bring asmany ideas as possible, no matter how crazy or impossible they seem.Ask them to write down in pieces of paper ideas of solutions, providing a title for each idea andput them on the wall. Ask the group to Cluster similar ideas.Organize the group in teams of 3 people and distribute them random ideas asking them to comeup with one idea which combines two (mash up) and post them also on the wall.Reorganize the teams of three people and ask them to select one interesting idea from the wall(an idea that makes them think of at least two other related ideas). Each team will answer thefollowing question for each idea: What problem is this idea solving?; Who could use this idea?;Where will this idea be used?; When can this idea be used?; How can we make this idea better?;What do you need to make it real?At the end, each team place their top three ideas on the wall with the answers to the questions.

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TEAM MANAGEMENT

Make it as a drama - NFE

AIM: This activity is about group dynamics in youth organisations: to identify possible obstacles and prevent them.

DURATION: 1 hour and 30 minutes

RESOURCES: At least 2 rooms, papers and pens.

GROUP SIZE: Between 10 and 30 people.

DESCRIPTION: The biggest obstacles experienced in an organization usually depends on relations and workingmethods.People will be divided into 3 groups. In every group, people have to reflect individually aboutthe biggest obstacles they experienced in their organization regarding relations or workingmethods, and write it down. They can afterwards share what they wrote on the paper withintheir group. Finally, each group chooses one story as the most representative. They startworking on an improvised role-play in which they have to transpose the story they choose onstage as a drama of a maximum of 5 minutes. The other group observes the play. Thereafter, the trainer asks some questions, first to the observers and then to the acting group:

- What was the obstacle?- Was it about relations or working methods?- Were there some solutions?- What, in your opinion, blocked the solution process?

At the end of the role play, all the groups together participate in a collective debriefing wherethe trainer invites participant to think about their own reality, and if they have learnt orobserved something that might be useful to them.

Example of group dynamics plays:1. The problem is the BossThe play starts with an employee that goes to complain about the boss for not receiving hersalary and the backlog. The boss stays behind a desk in a very superb way. The boss says (in areally not empathic way) that for this month it is not possible to pay the salary for everybodyand rapidly other employees come to complain about the same problem, getting more andmore angry. Finally the boss says that he will pay the half of the salary for everybody for thecurrent month but will not pay the money backlog; and he will cut half of his salary too.The employees ask if it is true or not and he ensures them saying yes.

2. The problem is the lack of motivationA participant tells a story about the opening of a new youth organization, the moment wherethe founders are really motivated and committed in follow the aims and values of theirorganization. With the activities they involve other people who believe in the objectives of theorganization or who are simply fascinated by them. They start doing meetings and develop

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several ideas, everybody takes the responsibility for something and they finish the meetinghappy of the work and the decisions made together. One day they arrange a meeting but thistime 2 members of the organization come with an idea and impose it.The rest of the members are obviously not happy with this, argument that it is not their ideaand nobody asked their opinion. So they leave and the two remain alone in the room.

3. The problem is the coldThere are 6 people and they are glad when their organization receives in a ceremony a buildingfrom the municipality, to use as the association’s headquarters. But to reach this building, youmust go to up a mountain through hard streets to walk in and inside the building it is so coldthat, step by step, people start going away, one by one. And at the end there is nobody anymore.

Words salad - NFE

AIM: To promotes efficient teamwork, to be more competitive with the other teams whilst at the same time learning from the other teams' mistakes or good practices. To improve communication skills, time management and leadership, to overcome language barrier and to encourage creativity, while increasing knowledge about ecology and sustainable development.

RESOURCES: Papers, scissors, pens, bowl, timer, scoreboard.

DURATION: 60 minutes.

GROUP SIZE: More or less 20 people

DESCRIPTION: With this activity, participants get to describe terms and concepts related to ecology and youthentrepreneurship while having fun. It also helps being more tolerant with the other teammembers if there is any kind of miscommunication, which might lead to failure.

1. Split the group in three or four smaller groups of even numbers2. The smaller groups form a circle round a table or on the floor3. Participants sitting opposite each other are team mates4. The trainers write some cards with words related to ecology and entrepreneurship (e.g.

solar panel, tree, start up, innovative, sustainability etc.) and put in a bowl in the centre of the table

5. Each participant gets 1 minute to pick words from the bowl and describe it to his/her team mate. This is done in three rounds (using the same words each round):1st round : Describe with words but without using the word2nd round : Describe using only ONE word3rd round : Describe without using words (mime, use of props etc)

Points system: Winning team is the one with most guessed words. If a word is taking too long orthe other person is not getting it, you can pick a different card. The round finishes when the bowl is empty.

For the debriefing you can ask questions such as:- Have you enjoyed the activity?

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- Do you think that after this activity you have a better understanding of ecology linked to youth entrepreneurship?

- What were the biggest difficulties you felt during the different rounds?- Do you think that you can use this activity in a real life situation? For example?

Conflict photos - NFE

AIM: To discuss the interpretation of conflicts, promoting dialogue, start a group reflection about possible conflict resolutions techniques, to experience situations through theatre

RESOURCES: photos, posters, pictures, slides showing situations of conflict.

DURATION: One to two hours

GROUP SIZE: At least 10 participants

DESCRIPTION:

It is to seek solutions when a specific conflict arises. This is not to reach a concrete solution accepted by the group, although this can be also achieved in some cases. It triggers dialogue starting from pictures, posters, pictures, slides etc. showing situations of conflict. The group is divided into teams of 3-5 participants. The trainer shows the picture of a conflict. Each group will discuss for a while and then represent it to the others through a very short theatrical play, also showing possible solutions that the people involved in the conflict could apply. Then the group will present a reasoned solution. Each group can focus on one of the actors involved in the conflict.

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PERSONALITY TRAITS DEVELOPMENT

Organism - NFE

AIM: This activity teaches interaction with others, and helps participants to discover their ownuniqueness and individual place in the group. Participants work together to ‘create’ a livingorganism.

DURATION: 1.30 – 2 hours approximately

RESOURCES: No resources are needed for this activity

GROUP SIZE: Approximately 6-12 persons are most suited for the group formation of this activity

DESCRIPTION:

The trainer can specify that the “ORGANISM” is to be a human, or leave the decision to thegroup – they may prefer a plant or animal. Participants have a moment to reflect on what partof the body they feel they are at that moment. Creating the body should start spontaneously –one of the participants assumes a pose characterizing the chosen body-part’s function, thenexplains to the others what’s happening.

For example: – I am the right ear. I hear everything that is happening around me. Sometimes Ihear too much. The next volunteer finds a place for themselves in an appropriate positionrelative to the ear and introduces himself: – I am the left hand. Nothing ever works out for me, Ialways spoil everything, I’m good for nothing.

The next people take their positions, trying to respect the proportions and shape of the createdbody. When everyone has their place, the operator asks everyone, in a single sentence, orperhaps a single word, to describe how they feel.

The second stage of the game is to create a body in the same way, but this time using a differentcriterion – instead of selecting those parts of the body which they think they are, participantsselect those which they would like to be. This exercise has a valuable cognitive component – ithelps participants identify, define and reveal the emotions (positive and negative) associatedwith being in a group. This applies also to the broader context of social functioning in differentsituations and contexts (in a family environment, at work).

The technique can be applied at all stages of the group process, though its function andmeaning will change depending on the development of the group at the moment ofintroduction.

Scenario building & role playing - NFE

AIM: The aim of the activity is for the group to build and act on a scenario while using role playing and experimenting on characters with personality traits they would like to develop.

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DURATION: 1.5 hours

RESOURCES: During the building of the scenario, the participants should sit in chairs forming acircle. When they have agreed on the scenario, they need to move to a clear space, where they can enact upon their scenario. They can borrow objects from the physical surrounding of the place (room, hall etc) and “name” what kind of things they will be representing in the setting. Otherwise, they can bring along “objects” that can help them create the setting for the scenario to take place.

GROUP SIZE: Approximately 4-12 persons are most suited for the group formation of this activity

DESCRIPTION:

Discuss in the group a scenario that reflects a common theme of the group or let the membersdecide individually what they would like to place and discuss the possibility of synthesizing of astory. The participants are free to choose the roles that they would like to play in the story andgive a description of the character to the group beforehand. This can be very useful andchallenging for someone to see how it is to be like to be in the shoes of an imaginativecharacter, who posseses different skills, abilities, weaknesses and traits altogether. More thanthat, this will happen in an interactive way, for all the participants who will take place in theconstructed scenario. It is important to confirm that everyone understands the scenario bygoing over it again before playing it.Guidance to the facilitator.Start the game and let it go long enough to unfold the discussed scenario (generally at least 15to 20 minutes). If an ending has been agreed upon, let the scenario finish, otherwise stop thescenario, return to the initial sitting positions and let the participants speak of their experiencesby asking the following questions:

What happened? What did you do? What you did not do? Why? How did you feel inside your role? What were your options? What could have been done differently? What did you learn? Did the scenario finish as you expected? Why yes/not?

The real learning comes from the discussion, the reactions and reflections during this phase sodo dedicate enough time to the sharing of this experience.

Notes to the facilitator: Ask people if they have physical limitations and in such case give them,or let them choose roles that protect them. Create a safe “word” that people can use when theywant to stop the role-playing action. Create a closing word or sound that the coordinator willuse to stop or freeze the game. Out off the group members, a number of them can sit andobserve, as spectators to the play, if they don’t want, or they are not ready to participate justyet. Their feedback from their perspective is very important since they see things from a verydifferent angle to the participants present to the ‘act’.

My personal path - NFE

AIM: The main aim of this activity is to enhance self-awareness by receiving feedback aboutoneself from other group members. This exercise is recommended for use at the end of thetraining phase and it is a tool to reflect about one self and personal path in a group, through anexpressive medium (drawing, collage) while at the same time receiving feedback from othermembers of the group.

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DURATION: 1.30 - 2hours approximately

RESOURCES: Markers, crayons, oil pastels in various colors may be needed to differentiatesome items, to emphasize others, to give a particular emotional character, reflect meaningful,or anything else

GROUP SIZE: Approximately 6-12 persons are most suited for the group formation of this activity

DESCRIPTION:

The facilitator asks each member to paint a path symbolizing the progress of the team (or theprogress of personal development within the team), from the beginning until today.Participants can add drawings, symbols or words that reflect the moments they haveexperienced during their development. As everyone tries to focus on the most importantmoments to their participation, they draw their internalized account of the group process andthe personal path that they have followed through.

The facilitator asks from the participants to also imagine and draw the path that will followafter the current phase has been completed and project on the future.Participants share what they have learned so far, which aspects of their personality skills theywant to further develop and examine possible ways of making this happen.

By imagining the path they will lead, participants make a future projection (psychodramatechnique) on how they imagine themselves after the new experience and new knowledge thatthey have acquired. The future projection helps members make their goals more specific andreflect on their progressive roles and their meaning. Additionally, by sharing their reflectionswith the rest of the group, they receive feedback on how the other participants see them, whichhelps them become more self-aware. An estimate of 20-30 minutes seems to be enough time topaint the personal paths and future paths accordingly.

Everyone exhibits his work in front of the whole team and one after another the participantsbegin talking about their drawings, receive and answer on questions posed. Approximately 1hour may be needed for the exposure and sharing of all personal paths, alwaysdepending on the number of participants.

Note: At the end of the exercise, all members can cooperate in creating a collective painting ofcollage, reflecting their participation in the group that they can all later comment on each otherexpression.

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SOCIAL ENTREPRENEURIAL MINDSET

Social entrepreneurship to change the world - FE

Aim: To familiarize participants with some of the frameworks, experiences and individualsdescribed as social entrepreneurs. Social entrepreneurship may be associated to the roles ofindividuals starting projects which aim at tackling social problems and oriented to socialchange.

Duration: 3 hours

Description: Screening and debate on the movie “Who cares?” (93 min), produced by Mara Mourão. Itfeatures social entrepreneurs around the world. Its goal is is to inspire people around theworld, especially young people from ages 14 years-old up, to learn more about, become excitedby and want to be engaged in the social entrepreneurship.

The debate about the movie may focus the individual stories of the social entrepreneurs, thesocial problems they are addressing and the solutions they found.The movie was originally recorded in portuguese or with portuguese subtitles and it can bebought for download in Itunes (https://itunes.apple.com/gw/movie/who-cares/id815109710)

The screening of the movie in a private place (home, schools, clubs) for nonprofit purposes isfree and does not require permission. Public exhibition in a movie theater or any other publicspace needs to be authorised by the distributor (http://mamofilmes.com.br/br/en/index/).

Rowing Together - NFE

AIM: To elaborate on a theme, to exercise reasoning and arguing, to promote a cooperationspirit & to promote socialization

DURATION: 30 minutes to 2 hours

RESOURCES: A4 sheets and pens

GROUP SIZE: 9 to 30

DESCRIPTION:

1) A set of themes should be prepared in advance related to the contents of the lecture anddocumentation

2) Divide the group in small teams and distribute the members in circle. Each member of thegroup should have one number (1, 2, 3...);

3) All members with number 1 are given one theme, the number 2 another theme, and soforth

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4) Each group member should write down is theme in a blank sheet along with his own nameand his number in the group

5) At the same time all members start writing in the sheet about the theme that is writtenthere: After some minutes upon the animator sign, the sheet is passed on to the groupmember on the right who is supposed to keep writing on what his colleague as startedbefore.

6) The dynamic goes on until the sheet returns to the initial person

7) All the equal numbers persons join in a group and synthesize what was written in theirsheets about the proposed theme

8) The conclusions are presented to all and a discussion follows with possibilities toagree/disagree or add more ideas to the themes

Rightside Up World - NFE

AIM: To become familiar with SSE principles and practices and connect them to globalproblems. Participants will collaborate to write a poem affirming visions of a better futurebased on ESS charters.

DURATION: 1 to 2 hours

RESOURCES: Copies of SSE charters and documentsCopies of “View of Dusk at the End of the Century” from Eduardo Galeano’s book Upside DownSheets of paperPens

GROUP SIZE: 4 to 20

DESCRIPTION:

1. Tell participants you would like to share with them an excerpt from the book UpsideDown by Eduardo Galeano. Ask if anyone is familiar with the book or writer and what theyknow about it or the author. Briefly explain that Eduardo Galeano is a Uruguayan author whowas greatly impacted by the political turmoil during the 20th Century military regimes in LatinAmerica and was forced into exile in Spain and Argentina. In his non-fiction book Upside Down,Galeano explores themes such as modern education systems, racism, sexism, poverty,economics, work and societal fear and asks the reader to rethink the contradictions of societyand reconsider the understandings many people hold, which, in turn, informs the way suchpeople view things.2. Distribute copies of “View of Dusk at the End of the Century” and read aloud.3. Briefly discuss whether they agree with Galeano's vision. Do they agree? Disagree? Howdoes the writing make them feel? Does it leave them feeling hopeless? Is there anything theylike about it? Although it is a strong piece of writing, it is bleak look at the world. If it is notmentioned in the discussion, tell participants that people can also be motivated to action byaffirming visions of a better future than the one they're experiencing now.4. Put participants in pairs. Tell them they are going to write with their partner what thefuture should look like rather than focusing purely on the negatives.5. Explain they can use “View of Dusk” as a model. If it hasn't been done in the discussion,point out words Galeano chooses, “Poisoned” “No” “Despair”. Their task is to use positive,

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affirming words. Notice as well how comparisons are set up. Participants could also write incomparisons, but the result should be positive. Remember it's the world we would all like tosee.6. Tell participants to use SSE Charters to generate ideas. Give a brief explanation andallow a few minutes to discuss and clarify. Provide your own example: “No factories, butforests. No evictions, just admissions...” Remind participants to be creative. They could evenwrite a poem focusing on only one issue and expand on it.Participants should post their poems on their blogs with images and present them to the rest ofthe group. Also, have them share on other social media if they have accounts. If you're workingwith a group with no computer access, have pairs write their poem on A4 paper and addimages before sharing. If you do a museum walk, why not give participants small sicker (stars,smiley faces, etc...) and have them place a sticker on lines of the poems they like!

Debriefing and evaluationStart a discussion about the activity in general. Did they find if difficult? Was using the model helpful? Can it really influence change or promote a future we want to see? How?

Ripple Effect - NFE

AIM: To promote problem solving and entrepreneurial thinking – using the skills & knowledgeof the group

DURATION: 1 hour

RESOURCES: Paper, pens

GROUP SIZE: 9 to 30

DESCRIPTION:

Divide the group into teams of three people and ask each team to write an issue they would liketo tackle. Then draw a circle in the centre of the page that contains the names of the groupmembers. Have each team write around the first circle the effect they’d like to have on closefriends or family. Draw a larger circle around these names and label it ‘individuals’.

Write the effects the team would like to have on their community around the individual’s circle.Draw a larger circle around these newly added affects and label it ‘community.’ Continue theexercise for the effects the team wants to have on their country and world.

Ask everybody to post their Ripple Effects on the wall and talk about their similarities anddifferences. Choose a circle to focus on and the effects you’d like to see. Write these on a cleansheet of paper with when you’d like to see this happen. Place this sheet on the wall so the teamcan use it later.

Problem and Solution Tree - NFE

AIM: To promote problem solving and entrepreneurial thinking

DURATION: 2 hours

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RESOURCES: A4 paper, pens, tape, flipchart

GROUP SIZE: 5 to 30

DESCRIPTION:

Prepare two flipcharts with trees drawn on them. Introduce participants with the tool bystarting with a problem tree. Explain that in the core there is ‘the problem’ we want to address,the roots represent the causes of the problem while the branches represent the consequences.Ask participants to make their problem tree in teams of three people and give them 5-10minutes for this. They can use other problems in the wall if they find they are related to theirproblem.After that take the second flipchart and tell participants that it’s ‘solution tree’. Explain thatthey should transfer their problem tree into solution tree in a way that: problem becomessolution; causes become objectives and/or activities and consequences becomeresults/outcomes.When they finish you can ask them to share with the rest of the group.

Six Hats Exercise - NFE

AIM: To promote problem solving and creative thinking – to generate new ideas. This exerciseis designed to help people take roles and focus on one particular aspect or feeling of an idea.

DURATION: 1 to 2 hours

RESOURCES: A4 paper, 6 coloured hats or items (red, black, white, blue, yellow & green)

GROUP SIZE: 6 to 30 (must be multiples of 6)

DESCRIPTION:

This is a group activity with the aim of helping people to structure and organise their thinkingby focusing.

Divide people into groups of six. You should have prepared coloured items, or hats,corresponding to the colours in this exercise and place them on the table. After that make theparticipants choose one. Do not tell the participants in advance what the colours represent.

After this you will give them a topic or problem that you want them to think about and makethem adopt the position corresponding to the colour they have picked up. For instance, you cangive them a problems such as “would it be possible for your company to organise car pool fortheir employees?”. The participants will then debate on the topic but have to stick to the rolethey have been assigned to. After 5-10 minutes make the participants change the hats.Alternatively at this point you can have a brief summary session of the discussion beforemaking them change hats.

NOTE! The Blue hat represents Process, and the person wearing this hat will function as theconductor of the conversation. Their job is to make sure all aspects are covered and that theconversation keeps moving forward.

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WHITE

Objective. Your job is to think about the topicobjectively, and not mix emotions in with yourthinking. You will only focus on information and facts.You are neutral in your emotions.

RED

Intuition. Your task is to focus on the gut reaction andinitial impressions; what comes to your mind and notanalyse the topic too much.

BLACK

Negativity. You will focus on the negative aspects of the topic. Why something may not workand why it is a bad idea. You will adopt a pessimistic stand toward the topic.

YELLOW

Positivity. Contrary to the black hat, you will only focus on the positive and good sides of thetopic. Your job is not to criticise your own ideas but to simply voice them out and let the othersgive their points of view.

GREEN

Creativity. Your task is to come up with creative solutions and think outside the box. IT is vitalthat you do not get stuck on the most obvious solutions but get more whimsical and voice outeven ideas that sound completely crazy.

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COMMUNICATION

CoWise - NFE

AIM: Role-playing/simulation game in which participants develop their skills in negotiation,team work and team building, and improve their understanding of human rights anddemocratic values in the society.

Duration: 90 minutes

RESOURCES: flip charts and marker pens, paper and pens, duct tape

GROUP SIZE: 4 groups of 6-7 people each

DESCRIPTION:

1. Divide participants into four equal groups (mixed groups of different nationalities andgender): citizens, media, NGO's, government (divide the space in the room into four parts, drawborders with the duct tape).

2. Task no1: each group defines internally their goals and their general mission, then presentthem to the other group in any way they prefer.

3. Task no2: each group defines what they want to achieve through negotiation with othergroups

4. Allow 3 rounds of negotiation of maximum 10 minutes each. After each successfulnegotiation the line between the two negotiating parties is removed.

During the debriefing in plenary, each group talks about what they experienced during thenegotiations with other groups and evaluates their work. The facilitator can also give sometime for each group to evaluate their work internally, before sharing in plenary. Then the othergroups can also ask questions and enrich the discussion. Suggested questions for the final partof the debriefing:

- How did you feel during this exercise?

- Have you been able to achieve mutual agreement on all the points of your program?

- How did the negotiations go, did you have any difficulties during the communicationwith the other parties? If yes, what were they?

- What have you learnt or understood about democratic processes and human rights?

- How does this relate to your real life?

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Activity Co-operation - NFE

AIM: To see the importance of teamwork; see social labels that we attach and the judgments;observe the behaviour of individuals to form groups; working in uncertainty.

DURATION: Depends on the objectives, this game can last 15-20min.

RESOURCES: Stickers of different colors, depending on the groups we want to do.

GROUP SIZE: From 10 to 25 people

DESCRIPTION:

This is an exercise about co-operation; which gives the opportunity to reflect upon the reasons to get together and/or put labels on the others.

The trainer asks for seven volunteers (the number may vary according to the group are lifted,the goal, etc.) The rest of the group has to observe in silence. The volunteers must close theireyes. They place a sticker on their back of two or three different colours. One of them does nothave a sticker but is led to believe that she has one.

The trainer need to instruct the participants that they cannot speak when they open their eyes and then ask them to group according to the same colour sticker.

Debriefing: The trainer asks the observers what they have observed. Then the volunteers what they have noticed. Normally, they are still grouped by colour, leaving isolated the person who carries no coloured sticker. In some cases, there are those who choose not to stay in a group and change for a different colour, others welcome the person without a sticker. They talk about how they have formed groups, if someone has led, if not anyone has felt comfortable.

PECHA KUCHA - NFE

AIMS: This exercise allows groups to be exposed to the ideas of various presenters; limits thetime and maintains the level of care, while maintaining interest through very fast and concisepresentations.

DURATION: 6'40 for each participant

RESOURCES: A subgroup notebook, projector and screen, internet. It can be done manually,using a flipchart, in which case a person should change every 20 seconds to present the idea.Materials needed in this case, a flip chart, 20 sheets A3 or larger size by sub-group flipchart,markers of different colours, magazines and review of the thematic work.

GROUP SIZE: large

DESCRIPTION:

The participants choose 20 pictures to explain the project. For each picture, each participant isdedicating a description of 20 sec.

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The participants should work through thematic slogans on topics such as the social economy inmy city, or the social integration of people, or impact the social and solidarity economy in theglobal economy.

The group is divided into subgroups of 3 to 6 people. Each subgroup can either choose its ownsubject or ask to get one from the trainer (choice reinforces appropriation and thereforeenables dedication and can establish an initial search phase according to topics on the subjectand allow time to warm up the sub-group discussion).

Each sub-group has a laptop with Wi-Fi. Each group needs to define a timeslot for research andidea design project for a 30 to 60 minutes presentation (depending on the number of people, thecomplexity of the issue and the resource availability) for which they can get informationthrough the internet or the newspapers. After this preparatory work, the group needs todevelop the 20 sheets.

The Coordinator needs to support concrete form to ideas, and facilitate the balance betweenideas and future presentation times.

He or she then gives 30 to 45 minutes to develop the presentation composed of 20 slides andless, but not more. He or she will indicate that all participants must take part in thepresentation and should take 5 minutes to define the presentation’s scenario.

When in these final five minutes, the Coordinator will assign the "slide transition" in 20 secondsfor all slides in Power Point. It will also keep files on each machine to avoid last minutesurprises.

It then proceeds to the presentation, The Coordinator will seek to grant the floor to thosemembers of the group who had not spoken or who have participated less than others.

He or she may ask the other subgroups to prepare three questions on the subject to enableexchange and discussion.

How tall is Alfred? - NFE

AIM: to enable efficient communication within a project or in an organisation.

DURATION: around 30-40 minutes (10 min explanation and answering to questions; 12 min exercise; 10-15 minutes debriefing)

GROUP SIZE: large; 14 people per subgroup

RESOURCES: Faxes – sheets of paper with a fact, blank faxes, paper, scissors, flipchart

DESCRIPTION:

The participants are divided in groups of the same size, A, B, C etc, not more than 14 people pergroup. The participants sit in a circle on chairs, turning their backs to each other. On eachchair, there is a name per person, which is composed of the name of the group and a number(eg. A5, B3, C10). In the middle of the circle there is a postman, who is delivering the faxes. Eachparticipant gets one or two faxes with information (the postman distributes the 14 faxesstarting from A1 until they are all distributed within the group) on it and an unlimited numberof blank faxes, where she or he can write down the information.

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The exercise of exchanging faxes lasts only 12 minutes in absolute silence. During that time, theparticipants can exchanges as many faxes as they need, putting on the front the informationthey want to share and at the back of the fax their name as sender (Eg.A1) to the intendedgroup participant (Eg.A8) as receiver. Information on the faxes to be distributed per subgroup:Paul is 10 cm taller than SheilaSheila is 3 cm less than BrendaBrenda is as tall as Robert isRobert is 174 cmRobert is 4 cm taller than MikeMike is 4 cm shorter than BrendaBrenda is 10 cm higher than CalogenoCalogeno is 1 cm higher than MarioPaul is 18 cm higher than MarioAlfred is 1 cm less than PaulGwendoline is 1 cm less tall than SheilaPatty is 2 cm more high than BrendaJenny is 13 cm less high than PaulMario is 5 cm less tall than Jenny

Once someone finds out the right information, he or she will write it down for the postman.On a flipchart, the trainer needs to put the number of faxes each group has exchanged and an approximate size for Alfred. The winner is the group that has guessed how tall Alfred is (181 cm).

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PROJECT CYCLE MANAGEMENT

Activity Story telling - NFE

AIM: to find out the needs for a project in a local community and develop different points ofview on this need.

DURATION: 2,5 hours

RESOURCES: A4 paper, pens, tape

GROUP SIZE: large; subgroups of 2-3 people

DESCRIPTION:Split the group into teams of two or three people. Each team select an idea they want to workwith. Use 10 minutes to prepare the story by answering the following questions: What the idea is? Who the idea is for? How it will change the community? Why it will help the community? When it will happen? Where it will be used?Each team should spend 20 minutes writing a paragraph telling the story of the idea. They canpretend to be journalists, the town preacher, the mayor… Start by explaining why the idea is sogood and give it a title. Teams share their stories and post them on the wall. All the group talkabout each story identifying what stand out and what can be improved.Variations: Multiple teams can work on the same idea or different ideas at the same time;variations of this activity also exist though making a comic or a movie.

Activity the Flying Egg (Resource Assessment) - NFEAIM: To make best use of resources (human and material)

DURATION: 30-45 minutes

RESOURCES: A4 paper, pens, tape

GROUP SIZE: up to 40 participants subdivided in subgroups of the same size

DESCRIPTION:

Divided in groups, you have 30 minutes to build a device that can make your egg fly. Your flyingmachine will take off from a specific position indicated by the trainer:Your task as a group is to build a device that:

1. Will prevent the egg from smashing2. Will put the egg in condition to fly really3. Will be built only with the material given to you

While working, remember that:4. You can’t speak (in any language!!).5. You have exactly 30 minutes (a team member will tell you when to stop).

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6. It is necessary for all the group to participate in the process7. You have to bring back in plenary the material you won’t have used8. Before the end of your working time you have to present an official flight plan to the

trainer, drawing the trajectory from the starting point to the floorA jury of experts in “egg-ology” will evaluate your work based on the following criteria:

Egg’s integrity – up to 5 points Coherence with the flight plan – up to 2 points Real interaction with the air – up to 3 points Optimisation of the use of resources (materials, time...) – up to 3 points Aesthetic factor – up to 2 points

Questions to participants:Are you satisfied? Unsatisfied? Why?Are the project and the device different? In what do they differ? Why?What communication difficulties did you encounter? How did you cope with those?Are you satisfied about the way you used materials and time available for building the device?Why?Did you manage to co-operate to the realisation of the project?How do you evaluate your contribution in the group?What do you think of the verdict of the jury?What do you think of your group work, in comparison to the one made by the others?Which is, in your opinion the link between this activity and the work we will do in next days?

Activity Action planning - NFE

AIM: to prepare for action and plan it as accurately as possible

DURATION: 2 hours

RESOURCES: A4 paper, pens, tape

GROUP SIZE: large

DESCRIPTION: Gather your group around a sheet of paper. Ask everyone to write on the sheet the activitiesand tasks that are necessary to put in place the ideas and achieve the goals of the project.Have the group look at all the activities and identify which are similar and can be groupedtogether. Give these similar tasks a simple name. Write these task names on separate sheets ofpaper to form a committee for each.

Ask people to write their initials in the sheet of the committee they want to join.Ask the committee members to write down the responsibilities, challenges and goals theyshould tackle and the specific activities and tasks to reach their group’s goals. Identifymilestones for each task. Then have each team post and share their plan.

Activity Road map - NFE

AIM: To prepare for action and develop a road map for a project

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DURATION: 1 hour

RESOURCES: A4 paper, pens, tape

GROUP SIZE: large

DESCRIPTION: Place a large calendar on the wall and ask all the teams to place their milestones (final andinterim milestones) on the calendar. Include the beginning of the activities and tasks.

Discuss with the whole group the different milestones and whether there are coherencebetween the dependencies or conflicting dates and durations and adjust accordingly.Gant charts may be used.

Logframe Activity - NFE

AIM: To help identify the activities of the project and plan the evaluation.

DURATION: 2 hours

RESOURCES: A4 paper, pens, tape

GROUP SIZE: large

DESCRIPTION:

The project manager need to fill in the table as accurately as possible, answering the followingquestions.

Narrative Summary Indicators ofachievement

Means ofverification

Important risksand assumptions

GoalWhat are the wider objectives, which the activity will help to achieve?

What are the quantitative measures or qualitative judgments whether these broad objectives have been achieved

What sources of information exist or can be provided to allow the goal to be measured?

What external factorsare necessary to sustain the objectives in the long run?

PurposeWhat are the intended immediate effects of the project? What are the benefits, to whom? What improvements or changes will the programme or project bring about? The essential motivation for undertaking the project

What are the quantitative measures or qualitative judgements by which achievement of the purpose can be judged?

What sources of information exist or can be provided to allow the achievement of thepurpose to be measured?

What external factorsare necessary if the purpose is to contribute to the achievement of the goal?

OutputsWhat outputs (deliverables)are to be produced in orderto achieve the purpose?

What kind and quality of outputs and by whenwill they be produced?

What are the sources of information to verify the achievement of theoutputs?

What are the factors not in the control of the project, which areliable to restrict the outputs achieving thepurpose?

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ActivitiesWhat activities must be achieved to accomplish the outputs?

What kind and quality of activities and by when will they be produced?

What are the sources of information to verify the achievement of theactivities?

What factors will restrict the activities from creating the outputs?

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