Erasmus+ Micro-Enterprise and Social Action … and Social Action international Partnership ......

Erasmus+

Micro-Enterprise and Social Action

international Partnership

(MESAP)

WORK PLANS & ANNEXES

Learning Support Materials

2014-2-UK01-KA205-012139

February 2017

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Table of Contents

Work Plans – merged activity 3

Introduction to Enterprise 3

Developing an Enterprise idea 6

Managing a business and Digital tools 9

Introduction to Social Action and Citizenship 12

Social Action Project skills 15

Scavenger Hunt – team-building skills 18

Guest Speaker – Real Entrepreneur – guidance 20

Mock Dragons Den – sales pitch 22

Digital tools: e-Films to support a Social Action Campaign 24

Annex 1: Belbin self-perception inventory 27

Annex 2: Careers assessment 34

Annex 3: SWOT Analysis 36

Annex 4: Reflections and Evaluation templates 37

Annex 5: Social Action & Citizenship self-assessment 45

Annex 6: Setting up a Business in Turkey – Invest in Turkey 47

Annex 7: Participant Guide – Youth Exchange 53

Annex 8: Health and Safety: Risk Assessment Form 59

Bibliography 61

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Introduction to Enterprise

Workshop brief

Learning aims In introduce the concept of Enterprise Basic enterprise terms To get participants to consider ways to engage further

in their community

Structure:

1. Introductions/Ice breaker 2. Self-Assessment 3. Information on Social Action & Citizenship 4. Team tasks 5. Reflections

Roles:

Facilitator

Introductions/Ice breaker 20 minutes

Facilitator will lead introductions:

What is Erasmus+

Introduce the MESAP programme

Aims of this workshop & what participants will learn

Icebreaker – Wake up

Wake up Icebreaker instructions: Time – 8 minutes Suggested max. participants – 20 Equipment required – Large piece of paper and colourful pens

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Explanation – This activity gives all young people and facilitators the chance to get to know each other especially learn each other’s names using the game Scrabble. Activity: All participants sit in a circle. The facilitator starts by writing his name on the piece of paper. The facilitator then invites a participant who has a letter in their name that is also in their name and tells the group something about them self /name. The participant then write their name – horizontally or vertically, like a scramble board. Each participant write their names, and tells the group something about their name or about themselves.

Work Plan

1. Group shares what they wish to learn from this training

- This can be done by going round in a circle or each participant given a post-it note to write on and to stick it on a piece of paper on an wall. The facilitator is free to decide how best to approach this based on the size of the group.

(5)

2. Outline what is Enterprise & Enterprise skills

- Different types of Enterprises – business status i.e. Self-employed, Partnership, Company.

- Voluntary & Community sector enterprises - Legal responsibilities - Discuss Enterprise

(15)

3. Participants start brainstorming enterprise ideas about what they might want to do.

- Ideas - Why they are interested in this subject - What they will need to do this /resources - When they will do this

5

(20 min)

Reflections 10 minutes

What did everyone learn about Enterprise?

Feedback on the activities

Long term enterprise ideas?

Did participants find the activity useful?

6

Enterprise ideas

Workshop brief

Learning aims Building upon Introduction to Enterprise Developing an Enterprise idea Enterprise Skills & Self-Assessment

Development Action Plan

Structure:

1. Ice breaker 2. Review from last week 3. Enterprise Skills 4. Self-Assessment – Belbin/Career development 5. Developing an idea 6. Market Research 7. Reflections

Roles:

Facilitator




Wake up Icebreaker instructions: Time – 8 minutes Suggested max. participants – 20 Equipment required – Large piece of paper and colourful pens Explanation – This activity gives all young people and facilitators to remind each other on what the group learned in the last activity

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Activity: The facilitator gives out post-it notes and asks each participant to write in 3 words what they now know about Enterprise after last week. Any new participants are invited to write what they wish to learn from the activity. The post-it notes are pasted on the board and the group reviews and discusses.

Work Plan

4. Group reflects on what they learned from the previous week and what they would like to learn more of this week

5. This can be done by going round in a circle or can be linked to the Ice-breaker. (5)

6. Outline what are Enterprise skills

7. What are Enterprise skills 8. Enterprise skills self-assessment: use Belbin questionnaire 9. Career development – complete career assessment 10. Discuss Enterprise

(15)

11. Developing an Enterprise Idea – small group activity

12. Development Action Plan – review and groups complete together

13. Market and Competitor research 14. Piloting an Enterprise 15. Business Planning 16. Individuals or small groups carry out a number of business planning activities

- SWOT Analysis - PEST - BOSTON Matrix

8

(20 min)


What did everyone learn about developing an enterprise idea?

What did everyone learn about business planning



9

Managing a business

Digital tools

Workshop brief

Learning aims Managing a business Financial management guidance Digital tools

This activity may be split into 2 workshops as some of the activities can take a long time to complete – especially in practicing using the digital tools.

Structure:

1. Ice breaker 2. Review from last week 3. Financial Management 4. Digital tools for Enterprise 5. Reflections

Roles:

Facilitator




Wake up Icebreaker instructions: Time – 8 minutes Suggested max. participants – 20 Equipment required – Large piece of paper and colourful pens

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Explanation – This activity gives all young people and facilitators to remind each other on what the group learned in the last activity Activity: The facilitator gives out post-it notes and asks each participant to write in 3 words what they now know about Enterprise after last week. Any new participants are invited to write what they wish to learn from the activity. The post-it notes are pasted on the board and the group reviews and discusses.

Work Plan

17. Group reflects on what they learned from the previous week and what they would like to learn more of this week

18. This can be done by going round in a circle or can be linked to the Ice-breaker. (5)

19. Outline what is Financial Management

20. Bank Accounts 21. Bookkeeping 22. Financial controls and procedures 23. Managing cash flow 24. Profit and loss 25. Balance sheets 26. Debtors and Creditors

(30) – break after 15 minutes for 5 minutes to ensure participants remain engaged.

27. What are Digital tools – small group activity – discussions & feedback

28. Introduction to Wavapp - Guidance - small groups/individuals (if enough IT equipment is available)

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29. Introduction to Trello – follow the same structure as section 12. 30. Introduction to Mailchimp – follow the same structure as section 12 31. Introduction to LinkedIn.

(40 min)


What did everyone learn about Financial Management & Digital tools for Enterprise?



12

Introduction to Social Action & Citizenship

Workshop brief

Learning aims In introduce the concept of Citizenship Introduce the concept of Social Action To get participants to consider ways to engage further

in their community

Structure:

1. Introductions/Ice breaker 2. Self-Assessment 3. Information on Social Action & Citizenship 4. Team tasks 5. Reflections

Roles:

Facilitator



What is Erasmus+

Introduce the MESAP programme

Aims of this workshop & what participants will learn


Wake up Icebreaker instructions: Time – 8 minutes Suggested max. participants – 20 Equipment required – A ball

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Explanation – This activity gives all young people and facilitators the chance to get to know each other and to start thinking about Citizenship Activity: All participants stand in a circle. The facilitator throws the ball and ask each young person to introduce themselves and to tell them one thing they know about their role as a Citizen and one thing they wish to get out of this activity.

Work Plan

32. Social Action & Citizenship self-assessment

- Pass self-assessment to participants and ask them to complete individually (5)

33. Outline Rationale of Social Action & Citizenship

- State the purpose of Social Action & Citizenship, following on from the self-assessment is to encourage participants to get more engaged in their local and wider community life.

- Discuss Social Action project (5)

34. Task

- Go through three tasks and give out A3 sheet for participants to contemplate in teams

(15)

35. Participants start brainstorming ideas about what they might want to do.

- Ideas

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- Why they are interested in this subject - What they will need to do this /resources - When they will do this

-Start creating a bibliography/reference page

(20 min)


What did everyone learn about Social Action & Citizenship?

Feedback on their Tasks

Long term project ideas?


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Social Action Project Skills

Workshop brief

Learning aims Conflict resolution

For participants to develop an understanding of social action campaigns and the project cycle involved in creating one

To develop relevant enterprise skills i.e. individuality, creativity & leadership

Duration: 3hrs

Structure:

1. Ice breaker – Learn about the other person

(15 mins)

2. Starter – Impact of social action – Drowning child dilemma

(20 mins)

3. Outlining the project cycle for social action campaigns

(1 hr)

Break – 10 mins

4. Participant social action campaign prep

(45 mins)

5.) Social action campaign presentations

(45 mins)

No of students: unknown

Roles: One facilitator to lead

If available, other staff to prompt group activities

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Ice breaker getting to know each other - 15 mins

1. Pair participants up

- Participants have to find out the name, what they hoped to get out of today, what their doing & one interesting fact about other person and relay to the group

Starter- Drowning child dilemma

1. Outline structure of today’s workshop via PPT

2. Outline drowning child dilemma via PPT

- Elicit responses from participants regarding their own moral stance on the

subject

- Ask participants why we participated in this activity – illuminate reason – being

to remind us of the considerable impact that our actions can have on wider

society

- Segway into definition of social action campaign via PPT

Project cycle for social action projects

1. Outline context of social action project discussed – IAG for asylum seekers and

refugees in China

- Discuss refugee crisis & example of Rwandan genocide and client presenting

mental health issues & welfare concerns

- Show clip of Rwandan Genocide and briefly outline context of crisis

2. Outline project management cycle for social action project

- Project conception and initiation

- Project definition & planning

- Project launch or execution

- Project performance and control

- Project close

Illuminate these project phases with reference to IAG refugee case study project and

via interactive tasks

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Participant social action campaign prep

1. Refresher activity – Mindful Eating Activity

2. Outline social action campaign task – to briefly present a proposal for social action

campaign

- State that assessment criteria for campaign with be based on big lottery funding selection

criteria for grant applications

These proposal will be done in small groups & groups will be assigned by asking each

participant to write a basic area of interest and stick it on the class flip chart which will

have broad categories for different social action projects.

3. Independent work time

Participant social action delivery

1. Groups present their proposal while other observing participants complete peer

feedback sheets scoring the groups attainment of big lottery grant criteria.

-Groups will receive feedback sheets to inform their ideas

2. Close of workshop & signposting participants to use resources, grant & funding

sources & creating contact sheet for networking opportunities.

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Team-building –Scavenger Hunt

Workshop brief

Learning aims Develop team-work skills amongst participants Leadership skills To encourage participants to engage Learn about a new city or their own city Analytical thinking

Structure:

1. Scavenger hunt briefing 2. Assigning teams 3. Scavenger hunt activity 4. Reflections

Roles:

Facilitator & Teams

Scavenger hunt – briefing 20 minutes


Explain what a scavenger hunt is

The objectives and ground rules

Assign teams

Clarify and answer questions

Suggested max. participants – 20-25 Equipment required – A map of London and a list of cryptic clues connected to a particular place in London Explanation – This activity gives all young people and facilitators the chance to get to know each other, work in a team and encourage leadership.

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Activity: Participants are placed into different teams and provided with a list of clues or places in London. They are also given a map of London. Teams must identify a team name. Teams have 3 hours to find each location, to take a group selfie and post it onto the project’s Facebook group. Only teams with all photos’ will have a chance to win.


What did everyone learn through the Scavenger Hunt?



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Guest Speaker - activity

Workshop brief

Learning aims Learn about the experiences of real Entrepreneurs/Social Entrepreneurs

Enterprise awareness Analytical thinking Business ideas & methods

Structure:

6. Introductions 7. Guest speaker 8. Questions and Answers 9. Reflections

Roles:

Facilitator

Guest Speaker 20 minutes


Who the Guest Speaker is

Their achievements

Opportunities for participants and what they could learn

Questions

Suggested max. participants – 15 Equipment required – None Activity: A guest speaker or a visit to an Enterprise or Social Action-themed organisation is arranged.

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The facilitator should encourage participants to identify their own Guest Speaker/Organisation, to encourage interest and promote initiative amongst the group. The Guest Speaker should be advised on the age group of the participants and to ensure their presentation remains interactive to ensure participation. A questions and answer session, should follow the presentation.


What did everyone learn through the Guest Speaker?



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Mock Dragon’s Den - activity

Workshop brief

Learning aims Learn about the experiences of real Entrepreneurs/Social Entrepreneurs

Team-building skills Communication & Presentation skills Sales skills Enterprise awareness

Analytical thinking Business ideas & methods

Structure:

1. Introductions 2. Participants make their pitch 3. Dragons provide feedback 4. Dragons makes decisions 5. Reflections

Roles:

Facilitator

Participants make their pitch 40 minutes

Facilitator will:

Guidance on how to pitch

Practice pitches

Participants pitch their ideas to dragons

Suggested max. participants – 15 – groups of 2-3 Equipment required – Paper and pens Activity:

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Participants prepare their ideas from previous works and develop a sales pitch. Participants use any materials they wish to prepare their pitch – paper and pens will be essential. Key subjects should include:

- Their idea - Objective and how it is innovative - Proof of demand - Information of costs

Participants pitch their ideas to the Dragons.

Dragons provide feedback 30 minutes

Suggested max. participants – 15 – groups of 2-3 Equipment required – None Activity: Dragons will provide feedback on each Participants’ pitch Feedback will include:

- Viability of their idea - Confirm if it is innovative or not - Assess if they are correct on customer demand - Review their costings

Dragon will state if they will buy into each groups pitch and if so, how much. Participants have to decide to accept or not.


What did everyone learn through the Pitches and the Dragons’ advice?



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Digital tools: using E-Films to run a Social Action Campaign

Operator training

Workshop brief

Learning aims Learn the meaning of filmmaking

Learn the responsibilities of a Camera Operator

Learn the techniques on how to use the Camera

Learn how to use a camera (Canon)

Learn how to frame a shot correctly

Learn how to set up and film

Structure:

1. Introductions into Filmmaking 2. Learn the responsibilities of a Camera Operator 3. Learn the techniques on how to use a Camera 4. Study in depth the techniques of how to use the camera and how to frame a shot

correctly 5. Practical lesson on how to use a set up and film with a Camera

Roles:

Facilitator

Introductions/ 20 minutes


Aims of this workshop

What is the meaning of filmmaking?

What are the responsibilities of a Camera Operator?

Learning how to use a Camera/20 minutes

Camera and Lens

There are different Lens and Cameras so before you start to use a camera you need to know which camera and lens are the best to use depending on the budget you have

Framing a shot

Different types of shots such as long shot, mid shot, 2 shot medium close up, close up and extreme close-up

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How to Set up a Camera 20 minutes

The things you need to know before setting up a camera

The first thing to do when setting up a Camera Check the:

Lens

ISO

Shutter Speed

Aperture

Colour Balance

Focus

Do we need an extra light?

If it is outside and light out no but if it is in low light condition yes, beware of where you are

filming and determine whether you need an extra light to make sure the quality of shot is high

quality.

Practical Task – To set up the camera 30 minutes

Practical Task is to team up into 2 groups and interview a person

This involves framing up the camera correctly

Using the right settings

Filming the person for 5 Minutes each person will get a turn framing the shot and setting up

the camera

Looking back at the footage and coming together to analysis the footage 20 minutes

We shall come together to evaluate the footage each team has captured and see what was

good and what things they can improve on.

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What did everyone learn about filmmaking?

What did everyone learn about using the camera?

Did participants enjoy the session?

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ANNEX 1: Belbin Self Perception Inventory

This version of the Belbin test has been taken from Teambuilding by Alistair Fraser and Suzanne

Neville: The Industrial Society 1993.

To complete each section of this inventory, tick in the far left hand column the one, two or three

sentences most applicable to yourself.

Then in the column on the right, apportion 10 points between those sentences that apply to you:

one of which you feel sums you up well while the other only applies some of the time. In this

instance you could give your first choice seven points and the remaining points to your second

choice. In some instances you might decide that there are two sentences which apply to you

equally – if this is the case, award five points each.

You must allocate all 10 points in each section.

SECTION A

When involved in a project with other people:

Tick if describes

you

Sentence Points

I can be relied upon to see that work that needs to be done is

organised.

I pick up slips and omissions that others fail to notice.

I react strongly when meetings look like losing track of the main

objective.

I produce original suggestions.

I analyse other people’s ideas objectively, for both merits and failings.

I am keen to find out the latest ideas and developments.

I have an aptitude for organising people

I am always ready to support good suggestions that help to resolve a

problem.

SECTION B

In seeking satisfaction through my work:

Tick if describes

you

Points

I like to have a strong influence on decisions.

I feel in my element where work requires a high degree of attention and

concentration.

I am concerned to help colleagues with their problems.

I like to make critical discrimination between alternatives.

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I tend to have a creative approach to problem solving.

I enjoy reconciling different points of view.

I am more interested in practicalities than new ideas.

I particularly enjoy exploring different views and techniques.

SECTION C

When the team is trying to solve a particularly complex problem:

Tick if

describes you

Points

I keep a watching eye on areas where difficulty may arise.

I explore ideas that may have a wider application than in the immediate

tasks.

I like to weigh up and evaluate a range of suggestions thoroughly before

choosing.

I can co-ordinate and use productively other people’s abilities and

talents.

I maintain a steady systematic approach, whatever the pressures.

I am ready to make my personal views known in a forceful way if

necessary.

I am ready to help whenever I can.

SECTION D

In carrying out my day-to-day work:

Tick if describes

you

Points

I am keen to see there is nothing vague about my task and objectives.

I am not reluctant to emphasise my own point of view in meetings.

I can work with all sorts of people provided that they have got

something worthwhile to contribute.

I make a point of following up interesting ideas and/or people.

I can usually find the argument to refute unsound propositions.

I tend to see patterns where others would see items as unconnected.

Being busy gives me real satisfaction.

I have a quiet interest in getting to know people better.

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SECTION E

If I am suddenly given a difficult task with limited time and unfamiliar people:

Tick if describes

you

Points

I often find my imagination frustrated by working in a group.

I find my personal skill particularly appropriate in achieving agreement.

My feelings seldom interfere with my judgement.

I strive to build up an effective structure.

I can work with people who vary widely in their personal qualities and

outlook.

I feel it is sometimes worth incurring some temporary unpopularity if

one is to succeed in getting one’s views across in a group.

I usually know someone whose specialist knowledge is particularly apt.

I seem to develop a natural sense of urgency.

SECTION F

When suddenly asked to consider a new project:

Tick if describes

you

Points

I start to look around for possible ideas and openings.

I am concerned to finish and perfect current work before I start.

I approach the problem in a carefully analytical way.

I am able to assert myself to get other people involved if necessary.

I am able to take an independent and innovative look at most

situations.

I am happy to take the lead when action is required.

I can respond positively to my colleagues and their initiatives.

I find it hard to give in a job where the goals are not clearly defined.

SECTION G

In contributing to group projects in general:

Tick if describes

you

Points

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I think I have a talent for sorting out the concrete steps that need to be

taken given a broad brief.

My considered judgement may take time but is usually near the mark.

A broad range of personal contacts is important to my style of working.

I have an eye for getting the details right.

I try to make my mark in group meetings.

I can see how ideas and techniques can be used in a new relationships.

I see both sides of a problem and take a decision acceptable to all.

I get on well with others and work hard for the team.

Scoring key for Self-Perception Inventory

Transfer your points allocation from the seven sections of the Self-Perception Inventory to the

appropriate boxes below. The pre-printed numbers in the grid refer to the questions numbers of

each section. For example, if for Section A you scored seven points for question 6 and three

points for question 1, you would allocate them in the columns RI and IMP respectively.

SH CO PL RI ME IMP TW CF

A 3 7 4 6 5 1 8 2

B 1 6 5 8 4 7 3 2

C 7 4 6 2 3 5 8 1

D 2 3 6 4 5 1 8 7

E 6 5 1 7 3 4 2 8

F 6 4 5 1 3 8 7 2

G 5 7 6 3 2 1 8 4

TOTAL

Once you have allocated all your points, total each column. The highest two totals represent your

primary and secondary preferred team roles.

The Belbin Team Roles

The personal skill inventory identifies eight team roles which are described below. There is also

another team role called the Specialist which is not identified in the questionnaire.

Belbin Team Role Characteristics

SHAPER Provides the necessary drive to ensure that the team keeps moving and does not lose focus or momentum.

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Strengths: Challenging, dynamic, thrives on pressure. Has the drive and courage to overcome obstacles.

Allowable weaknesses: Can be prone to provocation, and may sometimes offend people's feelings.

Don't be surprised to find that: They could risk becoming aggressive and bad-humoured in their attempts to get things done.

CO-ORDINATOR Needed to focus on the team's objectives, draw out team members and delegate work appropriately.

Strengths: Mature, confident, identifies talent. Clarifies goals.

Allowable weaknesses: Can be seen as manipulative and might offload their own share of the work.

Don't be surprised to find that: They might over-delegate, leaving themselves little work to do.

PLANT Tends to be highly creative and good at solving problems in unconventional ways.

Strengths: Creative, imaginative, free-thinking, generates ideas and solves difficult problems.

Allowable weaknesses: Might ignore incidentals, and may be too preoccupied to communicate effectively.

Don't be surprised to find that: They could be absent-minded or forgetful.

RESOURCE INVESTIGATOR Uses their inquisitive nature to find ideas to bring back to the team.

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Strengths: Outgoing, enthusiastic. Explores opportunities and develops contacts.

Allowable weaknesses: Might be over-optimistic, and can lose interest once the initial enthusiasm has passed.

Don't be surprised to find that: They might forget to follow up on a lead.

MONITOR EVALUATOR Provides a logical eye, making impartial judgements where required and weighs up the team's options in a dispassionate way.

Strengths: Sober, strategic and discerning. Sees all options and judges accurately.

Allowable weaknesses: Sometimes lacks the drive and ability to inspire others and can be overly critical.

Don't be surprised to find that: They could be slow to come to decisions.

IMPLEMENTOR Needed to plan a workable strategy and carry it out as efficiently as possible.

Strengths: Practical, reliable, efficient. Turns ideas into actions and organises work that needs to be done.

Allowable weaknesses: Can be a bit inflexible and slow to respond to new possibilities.

Don't be surprised to find that: They might be slow to relinquish their plans in favour of positive changes.

COMPLETER FINISHER Most effectively used at the end of tasks to polish and scrutinise the work for errors, subjecting it to the highest standards of quality control.

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Strengths: Painstaking, conscientious, anxious. Searches out errors. Polishes and perfects.

Allowable weaknesses: Can be inclined to worry unduly, and reluctant to delegate.

Don't be surprised to find that: They could be accused of taking their perfectionism to extremes.

TEAM WORKER Helps the team to gel, using their versatility to identify the work required and complete it on behalf of the team.

Strengths: Co-operative, perceptive and diplomatic. Listens and averts friction.

Allowable weaknesses: Can be indecisive in crunch situations and tends to avoid confrontation.

Don't be surprised to find that: They might be hesitant to make unpopular decisions.

SPECIALIST Brings in-depth knowledge of a key area to the team.

Strengths: Single-minded, self-starting and dedicated. They provide specialist knowledge and skills.

Allowable weaknesses: Tends to contribute on a narrow front and can dwell on the technicalities.

Don't be surprised to find that: They overload you with information.

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ANNEX 2: Careers Assessment

Taken from Mindtools - www.mindtools.com/rs/CareerChoice. MESAP would recommend using

the link, rather than the below version, as the original version will add up the scores

automatically.

http://www.mindtools.com/rs/CareerChoice

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ANNEX 3 – SWOT ANALYSIS

STRENGHTS WEAKNESSES

OPPORTUNITIES

THREATS

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ANNEX 4: Reflections & Evaluation templates

Template 1:

Daily Review activity

Training course name: XXXXXXX

Activity: Each day the facilitator carries out two daily Reflection sessions:

Morning – Overview of the day before Afternoon – Reflections on the day

Morning – Overview of the day before

Format: Light discussion

Facilitator: Should encourage participants to give their thoughts and opinions and encourage

each member to speak, if they like to! The facilitator also should take note of thoughts for future

reference.

Afternoon – Reflection on the day

Format: Group work and feedback

Facilitator: break participants into two groups (try and avoid Country groups to ensure people

mix).

In the room, put flipchart sheets of paper on the walls, with the following headings:

Knowledge and Skills Understanding of Enterprise and Social Action Digital tools Future teaching International

Give each participant 6-7 post-it notes.

Each group, should discuss the following questions:

1. What has been good about today? 2. Which session has increased you knowledge about Enterprise and Social Action? 3. Which tools and activities do you think you will teach in your own country? 4. Which activities have increased your knowledge of how International Enterprise works in

other countries?

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After the discussion, each participant should write one Word or Sentence for each Heading to

represent their experiences during the day and post it on the board.

Facilitators then, bringing the group back together, goes over the post-it notes for each Heading

and ask for feedback from the whole group on the Headings and Questions.

Facilitator should take photos of the final flipchart paper for reference.

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Template 2:

END OF YOUTH EXCHANGE REVIEW

Name: ......................................................................................................................................

Congratulations on completing your youth exchange.

Your feedback is valuable, so please let us have comments on your learning experience below:

What Next?

Would you like to progress to? Set up an Enterprise or Social Action project. If so what would you

like to do?

Would you like some advice and guidance about future learning and related development needs?

Yes [ ] No [ ]

What have you liked most about the youth exchange?

What have you liked least?

What changes or improvements could be made when running this youth exchange again?

Youth Officer Signature……………………………………………Date …………………

Young Person Signature ............................................................... Date .......................

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Template 3:

Training course name: Enterprising the Youth Sector

1. How useful did you find this training overall? (1 = not useful, 10 = very useful)

1 2 3 4 5 6 7 8 9 10

. 2. To what extent do you agree with the following statements?

Strongly

disagree Disagree Agree

Strongly

agree

a. This course has increased my knowledge, skills and confidence in the topic covered.

b. After attending the course, I am better able to:

Take into account how Enterprises and Social Action projects develop

Be able to use the knowledge, tools and techniques in working with young people

Develop an action plan of how to implement learning from the course in your organisation

3. How would you rate the trainer(s) overall? (1 = very poor, 10 = excellent)

1 2 3 4 5 6 7 8 9 10

4. What was the best thing about this course?

5. How could this course be improved?

6. How likely is it that you would recommend this course to a colleague? (1 = not likely, 10 = very likely)

1 2 3 4 5 6 7 8 9 10

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7. What additional knowledge / skills do you need to achieve your goals at work?

8. May we use your comments in our marketing material?

No Yes

Name

______________________________________ Organisation

______________________________________

[You don’t have to give this but it helps us greatly if you do, in case there is anything we need to follow up with

you.]

Thank you for your feedback!

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Template 4:

Youth Exchange course name: MESAP Digitising Enterprise – Bulgaria 2016

1. How useful did you find this youth exchange overall? (1 = not useful, 10 = very useful)

1 2 3 4 5 6 7 8 9 10

. 2. To what extent do you agree with the following statements?

Strongly

disagree Disagree Agree

Strongly

agree

c. This activity has increased my knowledge, skills and confidence in the topic covered.

d. After attending the activity, I am better able to:

I understand more about Enterprise & Social Action

I have learned about different cultures and people

I have developed new Digital skills

3. How would you rate the trainer(s) overall? (1 = very poor, 10 = excellent)

1 2 3 4 5 6 7 8 9 10

4. What was the best thing about this Youth Exchange?

5. How could the week be improved?

6. How likely is it that you would recommend a Youth Exchange to a friend? (1 = not likely, 10 = very

likely)

1 2 3 4 5 6 7 8 9 10

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7. What additional knowledge / skills do you need to achieve your career and personal goals?

8. How would you rate the Accommodation and Training room during the week? (1 = not good, 10 = very

good)

1 2 3 4 5 6 7 8 9 10

9. May we use your comments in our marketing material?

No Yes

Name

______________________________________ Country/Organisation

______________________________________

[You don’t have to give this but it helps us greatly if you do, in case there is anything we need to follow up with

you.]

Thank you for your feedback!

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Template 5:

Transnational Reflections

Feedback Form

Each number indicates:

1 – Not at all 2 – To a point 3 - Reasonable 4 - Very

A. Overall a useful meeting

1 2 3 4

B. Information has been clarified, and I am now ready to start delivering areas of our organisation’s responsibility

1 2 3 4

C. All information was clear and useful

1 2 3 4

D. All my questions were answered clearly

1 2 3 4

E. I understand the Financial breakdown and the financial processes

1 2 3 4

F. I understand how to use Trello and adequate training was provided

1 2 3 4

G. I understand each section of the project and can explain it to my colleagues in my organisation

1 2 3 4

H. I understand our organisation’s role within the project

1 2 3 4

Please provide further feedback here

45

ANNEX 5: Social Action & Citizenship self-assessment

Social Action & Citizenship self-assessment

How active a citizen are you?

Answer the questions below by circling Yes/No (Y/N) or not applicable (n/a)

Now give yourself one Active Citizenship point for each ‘Yes’.

My total Active Citizenship score is

46

Original activity taking from www.teachitcitizenship.co.uk 2014

http://www.teachitcitizenship.co.uk/

47

ANNEX 6: Setting up a Business in Turkey

Taken from Invest in Turkey website

http://www.invest.gov.tr/en-

US/investmentguide/investorsguide/Pages/EstablishingABusinessInTR.aspx

Overview

Turkey’s FDI Law is based on the principle of equal treatment, allowing international investors to

have the same rights and liabilities as local investors.

The conditions for setting up a business and share transfer are the same as those applied to

local investors. International investors may establish any form of company set out in the Turkish

Commercial Code (TCC), which offers a corporate governance approach that meets international

standards, fosters private equity and public offering activities, creates transparency in managing

operations, and aligns the Turkish business environment with EU legislation as well as with the

EU accession process.

Company Types under TCC and Alternative Forms

There are corporate and non-corporate forms for companies under the TCC, which states that

companies may be established under the following types:

a. Corporate forms

Joint Stock Company (JSC)

Limited Liability Company (LLC)

Cooperative Company

Although some financial thresholds (i.e., minimum capital) and organs differ from each other, the

procedure to be followed for establishing a JSC or an LLC are the same.

b. Non-corporate forms

Collective Company

Commandite Company

Although companies may be established according to these five different types, JSC and LLC

are the most common types chosen both in the global economy and Turkey.

In addition to these types of companies, branches and liaison offices may also be considered as

two further alternatives when setting up a business in Turkey. However, branches and liaison

offices are not considered to be legal entities.

Establishing a Company

http://www.invest.gov.tr/en-US/investmentguide/investorsguide/Pages/EstablishingABusinessInTR.aspx


48

When establishing a company in Turkey, one needs to adhere to the following rules and

regulations:

c. Submit the memorandum and articles of association online at MERSIS

Pursuant to the Trade Registry Regulation, trade registration transactions must be fulfilled

through MERSIS (Central Registry Record System).

MERSIS is a central information system for carrying out commercial registry processes and

storing commercial registry data electronically on a regular basis. A unique number is given to

legal entities that are actively involved in business. Online establishment of new companies is

possible on MERSIS, and already-established companies may operate through the system after

the transfer of their records.

d. Execute and notarize company documents

The following documents are required for registry application at the relevant Trade Registry

Office:

Notarized articles of association (four copies, one original)

In case the foreign partner is a real person, the required documents are:

o For each real person shareholder, two copies of their passports

In case the foreign partner is a legal entity, the required documents are:

o The Certificate of Activity of the legal entity designated as the shareholder issued by the

relevant authority in the investor’s country. The certificate must bear information regarding the

current status and signatories of the company.

o Resolution(s) of competent corporate organ of legal entity shareholder(s) authorizing the

establishment; if there will be any specific condition for the prospective company to be

incorporated (name of the company, field of activity, etc.) it must be stated in the resolution for

the sake of clarity.

o In case a legal entity is going to be appointed as a member in the board of directors of the

prospective company to be incorporated, the name of the real person who will act in the name

of the legal entity and the legal entity board member’s appointment must be stated within the

same or with a separate resolution for the sake of clarity.

o If the process is going to be followed by proxy, a notarized copy of a power of attorney

authorizing the attorneys who will follow up the application before the competent Trade Registry

Office and other official authorities in order to proceed with the application (where applicable).

Notarized signature declarations (two copies)

Notarized identity cards of the company managers (one copy)

It should be noted that, except the first item above, all the necessary documents that will be

issued and executed outside Turkey must be notarized and apostilled or alternatively ratified by

the Turkish consulate where they are issued. The original executed, notarized, and apostilled

documents must be officially translated and notarized by a Turkish notary.

e. Obtain potential tax identity number

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A potential tax identity number for the company, non-Turkish shareholders, and non-Turkish

board members of the company, must be obtained from the relevant tax office. This potential tax

identity number is necessary for opening a bank account in order to deposit the capital of the

company to be incorporated.

The documents required by the tax office are as follows:

Petition requesting registration

Notarized articles of association (one original)

Copy of the tenancy contract showing the registered address for the company

If the process is going to be followed by proxy, a power of attorney must be issued specifically

showing the authority to act on behalf of the company before the tax authority in order to obtain

a tax identity number or potential tax identity number

f. Deposit a percentage of capital to the account of the Competition Authority

Original of bank receipt (from Halk Bank, Ankara corporate branch) indicating that the 0.04

percent of the capital has been deposited to the account of the Competition Authority at the

Central Bank of the Republic of Turkey (CBRT) or a public bank, or the EFT receipt signed and

stamped “collected” (account no: 80000011 - IBAN no: TR40 0001 2009 4520 0080 0000 11),

which shows an amount equal to 0.04 percent of the company’s capital has been paid to the

account of the Competition Authority.

g. Deposit at least 25 percent of the startup capital in a bank and obtain proof thereof

25 percent of the share capital must be paid in prior to the new company registration. The

remaining 75 percent of the subscribed share capital must be paid within two years. Alternatively,

the capital may be fully paid prior to registration.

h. Apply for registration at the Trade Registry Office

Pursuant to gathering the following documents, founders may apply for registration:

Petition requesting registration

Four copies of incorporation notification form

Four copies of the notarized articles of association (one original)

Bank deposit receipt with respect to the payment made to the bank account of the Competition

Authority (0.04 percent of the company's share capital)

For each person authorized to represent the founders of the limited liability company, two

copies of the signature declarations

Founders' declaration (one original)

Chamber of Commerce registration form (two different forms for two different shareholder

types: real person shareholder or legal entity shareholder)

The written statement of non-shareholder members of board of directors that states

acknowledgement of this duty

50

Bank certificate of the paid-in minimum capital deposit (at least 25 percent of subscribed

capital). If there will be any capital contribution in kind:

o The expert report regarding the capital in kind

o The statement of the relevant registry indicating there is no limitation on that capital in kind

o The document indicating the annotations have been done to relevant registries regarding the

capital in kind

o The written agreements between founders, other persons, and the founding company

regarding the foundation of the company

Following completion of the registration phase before the Trade Registry Office, the Trade

Registry Office notifies the relevant tax office and the Social Security Institution ex-officio

regarding the incorporation of the company. The Trade Registry Office arranges for an

announcement in the Commercial Registry Gazette within approximately 10 days of the company

registration. A tax registration certificate must be obtained from the local tax office soon after the

Trade Registry Office notifies the local tax office.

A social security number for the company must be obtained from the relevant Social Security

Institution. For the employees, a separate application has to be made following the registration of

the company with the Social Security Institution.

i. Certify the legal books by a notary public

The founders must certify legal books the day they register the company with the Trade Registry

Office. The notary public must notify the tax office about the commercial book certification.

Journal

Ledger

Inventory book

Share ledger

Manager's meeting minutes book

General assembly meeting minutes book

j. Follow up with the tax office on the Trade Registry Office’s company establishment

notification

The Trade Registry Office notifies the tax office and the Social Security Institution of the

company’s incorporation. A tax officer comes to the company headquarters to prepare a

determination report. There must be at least one authorized signature in the determination report.

Trade Registry Officers send the company establishment form, which includes the tax number

notification, to the tax office.

Issuance of signature circular: After the company has been registered before the Trade

Registry the signatories of the company must issue a signature circular.

Branch Office

No shareholder

51

Not an independent legal entity. Its duration is limited to the duration of the parent company

No capital requirement, however, it would be wise to allocate a budget for the operations of a

branch office

A branch office may be incorporated only for the same purposes as those of the parent

company

Repatriation of branch profit is allowed. The branch profit transferred to the headquarters is

subject to dividend withholding tax at a rate of 15 percent, which may be reduced by Double

Taxation Prevention Treaties

Getting registered at the Trade Registry Office

An application with the following documents must be submitted to the relevant Trade Registry

Office for the registration of a branch:

Petition (must be signed either by an authorized signatory under the company seal or by proxy;

if signed by the latter, then the original or the notarized copy of the power of attorney must be

attached to the petition)

The resolution of the competent organ of the parent company to open a branch

A certified original copy of the parent company’s articles of association

Certificate of Activity of the parent company or any equivalent documentation that sets forth

registration and current status of the parent company

A power of attorney granted by the parent company in favor of its resident representative,

assigning full representation and accountability

Five copies of the Establishment Declaration Form (the related fields must be filled and signed

by the authorized person)

Two copies of the power of attorney stating the representative in Turkey

If the branch representative is a Turkish national, a notarized copy of his/her ID card. If not, a

notarized copy of the authorized representative’s passport translated into Turkish

Two copies of the signature declarations of the branch representative under the branch title

A letter of commitment (signed by authorized person)

A Chamber Registry Declaration Form Statement to be obtained from the Trade Registry Office

(including photographs of the branch representatives)

It should be noted that all the necessary documents that will be issued and executed outside

Turkey must be notarized and apostilled or alternatively ratified by the Turkish consulate where

they are issued. The original executed, notarized, and apostilled documents must be officially

translated and notarized by a Turkish notary.

Liaison Office

Main activity is to conduct market research and feasibility studies and to oversee investment

opportunities in the Turkish market on behalf of the parent company

Not allowed to carry out any commercial activity

Required to obtain permit from the Ministry of Economy, General Directorate of Incentive

Implementation and Foreign Investment

The condition of being operational for at least one year might be sought for permit

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The initial permit is issued for three years and can be extended depending on the activities in

the past three years and the future plans of the parent company

Applications of international investors to establish liaison offices to operate in sectors that are

subject to special legislation, such as money and capital markets, and insurance, etc., are

assessed by the relevant authorities

Permit from Ministry of Economy

The documents required by the Ministry of Economy for establishing a liaison office in Turkey are

as follows:

Application form

The Letter of Commitment indicating the liaison office’s field of activity, a written statement that

the liaison office will not carry out commercial activities, and the authorization document of the

parent company official who signed the letter

The Certificate of Activity of the parent company

Activity report or balance sheet and income statement of the parent company

The certificate of authority issued in the name of the person/persons who is/are appointed to

carry out the operations of the liaison office

The power of attorney in case another person will carry out the establishment transactions of

the liaison office

It should be noted that all the necessary documents issued and executed outside Turkey must be

notarized and apostilled or alternatively ratified by the Turkish consulate where they are issued.

The original executed, notarized and apostilled documents must be officially translated and

notarized by a Turkish notary.

53

ANNEX 7: Participant Guide – Youth Exchange

Erasmus+

Participant Guide

What to expect during a Youth

Exchange abroad

Micro-Enterprise & Social Action

international Programme

Bulgaria

6th September 2016 – 12th September 2016

54

Contents – ADAPTED FOR PUBLICATION

The Project 3

Flight details 3

What to bring with you 4

What you will learn during the week 4

Timetable 4

Accommodation 5

European Insurance Health Card 6

Money and Expenses 7

55

The Project: Micro-Enterprise & Social Action international Programme

MESAP brings together partners from Western Europe (Asfar), Eastern Europe

(NAMBA) & the Middle East (Cukurova Universitesi Adana Meslek Yuksekokulu) to

develop youth enterprise training, digital skills, while promoting social action & civic

responsibility to develop 15 young people over a period of 24 months.

MESAP's 3 Partners, based in the UK; Bulgaria; and Turkey, will work together to

share Youth work best practice, develop youth professionals skills, attitudes towards

Enterprise & Self-employment and develop a training programme to address youth

unemployment, through which to support young people and promote their Enterprise

Skills, Digital Skills & Social Action ideas, offering an alternative to traditional modes

of employment.

Youth Exchange description

The Youth Exchange, brings young participants from each Country together to learn

about different countries, peer young people and to learn how digital technology can

be used to benefit their Enterprises. The activity will involve Digital Skills training,

International Enterprise & Partnerships; Global Business; Cross Cultural Awareness;

Language Skills.

Flight details

Your flight details are:

6th September 2016

London – Sofia

Departure:

Arrival:

12th September 2016

Sofia – London

Departure:

Arrival:

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What to bring with you

Asfar’s team recommends participants to bring comfortable casual clothes to wear

throughout the week and to remember, to bring clothes suitable for all weathers.

Key items include:

Jeans

T-shirts

Coat or a Rain coat

Jumper/Sweaters

Trainers/comfortable shoes

Hat, gloves and scarf

Umbrella

The extras:

Towel

Rucksack

Spending money (see Money & Expenses)

Hair dryer

Shampoo and Shower gel

Dressing gown

Medicines, don’t forget to bring all of your medicines for the week. Although, partner

countries’ have pharmacies, for specialist medicines you will need a prescription

form a doctor. This can be very expensive abroad. So bring your medicines from

home.

What you will learn during the week

Erasmus+ Micro-Enterprise & Social Action international programme, key themes

include:

Awareness

Cultural awareness especially about UK; Turkey; Bulgaria

EU and EU Citizenship

Skills

Digital skills

Life and Work skills

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Enterprise skills

Cultural skills i.e. language skills

Creative skills (Film-making)

Conflict Resolution skills

Timetable

Accommodation

Participants will be staying at “Slavyanska beseda” hotel based in City centre of Sofia. It is in

"Slavianska" str. No 3. The hotel is situated in a prime downtown location on Rakovski Street,

one of Sofia’s fuzziest, most popular and busiest streets and it’s known as Sofia’s “Broadway

Street”. It’s surrounded by Ministries, government offices, exhibition halls, banks, museums,

shops, boutiques, independent theaters, restaurants, bars and its a few meters away from the

Bulgarian Parliament, the President’s Palace, the National Opera house, the National Theater,

the Bulgaria Concert Hall, the Alexandar Nevski Cathedral, the Russian Church, the NDK

(National Palace of Culture) and the most – popular pedestrian shopping street “Vitosha”, the

National Sport Stadium at a 10 min walk. All other touristic attractions, museums, art galleries etc

are at walking distance. Getting here:

•Trolley: № 9 Street. “Rakovska” 3 min. Walk from the hotel; № 1, 2, 5, 8 Boulevard. “Vasil

Levski” № 4, 11 station “Sofia University” 5 min. Walk from the hotel.

•Bus Taxis: № 5, 16, 17, 27, 29, 35, 48 ul. “Gurko” 5 min. Walk from the hotel.

•Tram: № 10, 12, 18 from Central Station and Central Bus Station Square stop. “Slaveykov” 4

min. Walk from the hotel; № 20, 22, 23 bul. “Dondukov” (stop “National Opera”) 7 min. Walk from

the hotel.

•Metro (station “Serdika” or “Sofia University St. Kliment Ohridski” – 5 minutes walk and

relationship with the 2 metro lines

•Buses: № 9, 94, 84 stop boulevard “Vasil Levski” – 5 minutes walk to the hotel – direct

connection to and from the Airport; № 280 306 station “Sofia University” 6 min. Walk from the

hotel

The group will stay in single rooms. There are bathrooms and toilets on each room.

http://slavyanska.com/en/whats-up-sofia/

http://slavyanska.com/en/whats-up-sofia/

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European Health Insurance Card

If you go to any EU country, you should get a European Health Insurance Card (EHIC).

Applicants will need their National Insurance number to hand. The EHIC is free of charge and

entitles you to reduced-cost, sometimes free, medical treatment that becomes necessary while

you're in a European Economic Area (EEA) country. The EEA consists of the European Union

(EU) countries plus Iceland, Liechtenstein and Norway.

This is for EU citizens, plus Iceland, Liechtenstein and Norway. The EHIC will only be

accepted in EEA countries or in Iceland, Leichtenstein or Norway.

http://slavyanska.com/assets/map.jpg

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Annex 8: Health and Safety – Risk Assessment form

Health & Safety Checklist

Location/Accommodation/Training facilities

Date

Please complete the below Health & Safety Checklist

Key Health & Safety considerations Yes/No

The accommodation meets legal Health & Safety standards

Rooms are clean and are a safe place to stay for young people

Have you reviewed the property for any potential Risk (Fire; Chemical; Water etc.)

Is there a fire alarm in each room and public area participants may stay in?

Are there suitable and in working order firefighting equipment and facilities in each room and/or public area participants may stay in meeting legal requirements?

Are there clearly marked Fire exits?

Risk Assessments If you do identify any potential risk, please identify these risks in the below Risk Assessment:

Programme/Activity Hazard Action required

Responsible Target Date

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Assessment & Action Plan prepared by

Date

Next Assessment due

Assessor’s signature

Approved by:

Money and Expenses

As an Erasmus+ programme, a lot of the expenses and costs are covered by the EU.

However, Asfar will confirm with you if key areas will not be covered, during the run

up to the youth exchange trip.

Asfar recommends that you bring with you £15-£20 per day for spending money to

cover other costs. At a minimum, Asfar recommends £5 per day.

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Bibliography

Belbin Test - Alistair Fraser and Suzanne Neville: The Industrial Society - 1993 Careers Assessment – Mindtools – Link – 2015 Social Action & Citizenship assessment - www.teachitcitizenship.co.uk – 2014 Turkey – Business extract – Invest Turkey – Link - 2017

http://www.mindtools.com/rs/CareerChoice

http://www.teachitcitizenship.co.uk/


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