OUTPUT 4.2. TRAINING SESSIONS (for improving access to ...

DRIMDanubeRegionInformationPlatformforEconomicIntegrationofMigrants

OUTPUT4.2.

TRAININGSESSIONS(forimprovingaccesstoinformationformigrants)

2Projectco-fundedbyEuropeanUnionfunds(ERDF,IPA)

TableofContents

1Introduction..... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

2Trainings’targetgroup(s).... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

3Methodology..... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

4ThedetaileddescriptionoftheDanubeCompass..... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17

5Trainingsas”documentedlearninginteractions”ineightpartnercountriesoftheprojectDRIM..... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33

6Evaluationsoftheexecutednationaltrainings..... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54

7Annexes..... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61


1Introduction

The trainings for public institutions are the third output of theprojectDRIMand thefirstmandatoryhorizontaloutputthatpertainsto“documentedlearninginteractions”.Since the cross-cutting element of the Danube Transnational Programme (DTP) isincreased institutional knowledge, a special horizontal indicator that captures theprogressof theprojectwasdevisedbytheProgrammecalled“documented learninginteractions”.Theterm“documented1learninginteractions”isdefinedastheprocessof acquiring/enhancing institutional knowledge in transnational cooperation contextthrough joint work aimed at a practical solution, transfer of know-how, capacitybuilding,exchangeofexperience,peer-reviewsoranyothertypeoflearningprocesses.EachprojectunderDTPisthusexpectedtodevelopthreejointlearninginteractions.

Thefirstdocumentedlearninginteractionwasthusdesignedasthetrainingsessionsforpublicinstitutions,whereatwo-foldobjectivewassetbytheDRIMpartnership:Firstly,toenhance therecognitionof the importance that informationplays in theprocessofintegration among pubic institutions’ employees, and secondly, to introduce DanubeCompass Information platform as a useful tool for increasing capacities of publicinstitutionstoprovideinformationformigrants.

This documented learning interaction consisted of two parts; the first part was the“train-the-trainer” seminar intended for “facilitators” – persons who will furtherimplementthetrainingsintheirinstitutions,andthesecondpartoftheactualtrainingsessionsinthepublicinstitutionsoftheeightpartnercountries.Theaimof“train-the-trainer” seminar was to enhance the necessary skills and capacities of the potentialtrainers/participantsinorderforthemtoorganizeonetrainingcourseonnationallevelineachofthe8participatingcountrieswithaminimumof15participants.

The trainings were carried out in the October and November 2018. In total, 171representativesofpublic institutionsandcivilsocietytookpart inthisprojectactivityacross the partner countries,which exceed the target number by far. In Slovenia, forexample,thetrainingswereincludedinthecurriculumofthenationaltrainingdaysforadministrativeunits of theRepublic of Sloveniaunder the auspicesof theMinistryofpublic administration. There, more than 60 persons underwent training anddemonstration of Danube Compass as well as a hands-on exercise of using DanubeCompass in their dailywork. Across the partnership, the trainings received excellent1“Documented”pertainstophysicalproofsofsuchlearningprocessthatneedstobeavailabletoanyinterestedparty.


evaluationattheend.Despitetheactivitybeingfinalized,thepartnershipiscontinuingtoexecutetrainingsamongpublic institutionsaspartof thepromotionof theDanubeCompasswiththeobjectivetoimprovethedeliveryaswellasaccesstoinformationthatwillbenefitmigrants.

Thisoutputdocumentationisstructuredinthefollowingway.Thefirstpartconsistsofthemethodologyforthetrain-the-trainerandthenationaltrainingswithexamplesandinstructionshowtoexecutethemispresented.Themethodologywaspresentedatthetrain-the-trainer seminar in Szekesfehervar in Hungary in summer 2018 and wasconsiderablyadaptedaccordingtotheparticipants’feedbackatthatevent.Muchmoreemphasis is therefore given to the presentation of the Danube Compass informationplatform itself than initially, which reflects the users’ desire to receive practical andhands-ontrainingthatwillbenefitthemattheirwork.Inordertogetfeedbackandhaveacomparablefeedbackoftheexecutedtrainings,thedetailedinstructionsforpartnerstoperformevaluationsaregiven.Inthesecondpart,thedocumentationonthenationaltrainings is provided for each of the 8 countries. Lastly, the analysis of the differentaspectsoftheeventsisgiven.

While thismandatoryoutput is specific to theDRIMprojectand itsprioroutputs,wehope it nonetheless offers an instructive insight on how to organize and carry outtrainingsinthefieldofinterculturalcommunicationinthepublicinstitutionsaswellastheNGOsectorandcivilsociety.ItisDRIMpartnership’shopethatlessonslearnedandexperiencesgaineddetailedinthisdocumentwillbeausefultoolforupcomingprojectsaimingtoimprovegovernanceintheDanuberegionandbeyond.


2Trainings’targetgroup(s)

2.1“Train-the-trainer”

Thetargetgroupof the“train-the-trainer”courseareexternalstakeholders invitedbythe project partners of the project DRIM. Each project partner will support thestakeholder(s)inordertoorganizethenationaltrainings.

Duringthe“train-the-trainer”course,theparticipantswilldevelopthenecessaryskillsinordertodesignandimplementthenationaltrainings,withthehelpofthefacilitators.The project partners will also support the participants in the organization of thenationaltrainings.

MembersofthegrouparepartnersoftheconsortiumoftheprojectDRIMandexternaltrainersthatwillcarryoutthenationaltrainings.Eachprojectpartnermustorganize1trainingcoursewith15participants(atotalof8nationaltrainingcourseswithatleast15participantseach).

2.2Nationaltrainings

The participants in national trainings are going to be members of local authorities,national authorities, sectorial agencies and interests groups including NGOs. It isrecommendedthattheparticipantscomefromdifferentinstitutions,organizationsandagenciestoensureahighermultipliereffect.Thetrainedexternalstakeholdersinvitedbyeachprojectpartnerwillbemainfacilitatorswiththesupportoftheprojectpartners.Theaimsof thenational trainingsare todisseminateandhelp theparticipantsof thenationaltrainingstotakeadvantageoftheDanubeCompassInformationPlatform.


3Methodology

The design of the workshop is to be proactive, meaning that participants learn thenecessaryskills throughactivities focusedon“learningbydoing”. Italsoresponds tothedemandsemphasisedbyparticipantsduringtheTransnationalWorkingGroupthattookplaceon15thFebruary,2018duringtheProjectManagementMeetinginGraz.Itiscrucialthattheworkshopincludesan interculturalapproachembracingthedifferentprofile of participants and their organizations whilst using the most effective non-formallearningtoolstotransferknow-how.

Techniquesandstrategies:

• Brainstorming• Sharingexperienceandchangingperspectives• Smallworkinggroups• Simulationandroleplay• Learningbydoing• Exercises• Positioning• Groupdiscussion

During “train-the-trainer” sessions, the participants enhanced the necessary skills toimplement the national trainings, short workshops (of about 3 hours) whereparticipantslearntandimprovedtheircapacitiestouseDanubeCompassintheirdailyjobroutine.


3.1Structureoftheworkshop“Train-the-trainer”

Day1

The first session is an introduction to some activities aimed at getting to know eachotherandbreaktheiceamongtheparticipants.Theseactivitiesareimportanttomakethe group feelmore comfortable and the participants can replicate their experiencesduring thenational trainings.Additionally, theparticipants takepart in “Expectations,fears and resources”, activity recommended to be implemented at national trainings.The second part of the session is dedicated to the Danube Compass InformationPlatform, offering a comprehensive introduction to the information platform, itsstructureandlogic.

After a shortbreak, the session2 follows.Theparticipants takepart in twoactivitiesthatareincludedinthismethodology,aimingtohelpthemreflectontheirownlearningprocess while understanding the value of non-formal education tools. Because oflimitedamountoftime,theparticipantswillbeabletotryout3outof5methodologiesproposed. In order to ensure the transfer of know-how, during the final part of thesession, the facilitators will introduce the methods (that have not been directlyintroducedinthesessions)totheparticipantsandwillhavetimetodiscussthemwiththeparticipants.

Day2

The third session on day 2 starts with the activity “World Café” which allows theparticipantstotryathirdmethod(includedinthemethodology).Oncetheparticipantshave finishedwith “World Café”, the participants are presented the plan for nationaltrainings:Atemplatetobefilledindividuallyinordertopreparetheparticipantsforthenationaltrainings.Participantswillcontinuewiththe individualplansforthenationaltrainingsduringthefourthsession.

Facilitatorswillalsoprepareashortpresentationfortheparticipantssummarizingthemostimportantpointstobeconsideredwhenpreparingtheindividualplans(templatecanbefoundinAnnex9.2)).

Thelastsessionofthetrainingisdedicatedtotheevaluationofthe“train-the-trainer”seminarandtothenationalworkshops,whileshowingdifferentmethodsofevaluation.Onthefirstactivity,participantsareaskedtowriteonPost-itstheanswertodifferentquestions about their learning process during the training. Each session should be


accompanied by a reflection of the learning process, in order to ensure theunderstandingofthelogicoftheactivities.

Duringtheexecutionofthetrain-the-trainerseminarparticipantscriticallyapproachedparts of themethodology,which lead to its changes and improvements, bringing theDanubeCompass informationplatformmore into the spotlight of the trainings,whileactivities addressing the intercultural communication are to be used more as anintroductionandaccordingtotheneedanddesignoftheparticulartrainingexercise.

3.2Methodsofnationaltrainings

Thissectionisdividedintothreemainsections.Thefirstoneincludesactivitiestobreaktheiceandgettoknowabitbettertheparticipants.Itisrecommendedthatthenationaltrainings do not last longer than 3 hourswith one 15-20minutes break in between.Duringthefirst45-60minutesofthetraining,thefacilitatorscanimplement2or3oftheproposedactivities in thesection“opening”. It ishighlyrecommendedtodedicate30minutestotheactivity“Expectations,NeedsandResources”inordertounderstandthemotivation andneeds of the participantswhen taking part in theworkshop. Thisactivitywillhelp the facilitatorsunderstand if theactivitiespreparedareadequateorneed to be adapted. After the break, it is recommended to implement one of theactivitiesfromsection6.3.Theactivitiesarequitelonganditisessentialtoofferenoughtimetodiscussanddebatetheoutcomesoftheactivity.Eachactivityonthesection6.3comes with a debriefing, which helps the participants in the training doing somereflectionontheactivity,theirparticipation,theirlessonslearntandthecontent.

Proposedscheduleforthenationaltrainings15minutes Gettoknoweachother30minutes Expectations,fearsandresources15minutes Coffeebreak30minutes Understanding importance of access

toinformationformigrants30minutes PresentationoftheDanubeCompass15minutes Wrap-upandevaluation

Nevertheless, the trainers will have the opportunity to choose themethodology thattheyconsideradequateinordertoreachsuccessfullytheparticipants.


3.2.1Opening

Thereareseveralactivitiesthatarerecommendedtobeimplementedatthebeginningof the workshop in order to break the ice and get to know each other. It is veryimportanttounderstandtheneedsoftheparticipantsandtheirmotivationtotakepartin theworkshop,which iswhy themain activity should be “Expectations, Needs andResources”. Inorder to choose theadequateactivity for the “get toknoweachother”part, it is important tohaveaclearprofileof theparticipantsandtoknowif theyareacquaintedornot,aswellas,whichinstitutionorpublicauthorityisrepresented.Thesefactswillhelptodevelopmoretailoredactivitiesinordertotakeadvantageofthetimeofthenationaltraining.

Examplesoftheactivities(thefacilitatorchoosesoneaccordingtotheprofileandneedsoftheparticipants:

Activity1:ThethreeliesObjectives Thisactivityhelpstheparticipantstogettoknoweachotherbetter,

throughdiscoveringbothcommonanduniqueinterestsandexperiencesanditreinforcesthegrouptobegintofeelmorecomfortabletalkingandlisteningwithoneanother.

Time 20-30minutesGroupsize ThisactivitycanbedonewithagroupofanysizeMaterial Papers,pensandcello-tapeDescription Thefacilitatoraskstheparticipantstowriteonapieceofpaperthree

sentencesaboutthemselves:twoofthesesentencesaretrueandoneisfalse.Theparticipantsneedtohangthepaperwithcello-tapeontheirbacks.Asktheparticipantstowalkaroundtheroom,discussingwithoneanotherwhichsentencesistrueandwhichisfalseandtheywillmarkthesentencethattheythinkisfalse.

Debriefing Participantswillexplainshortlywhichoneisfalseandwhichoneisnotandcompareitwiththesentencesthatgotmore“marks”asfalse.

Activity2:HumanbingoObjectives Thisactivityisaverystrongice-breakerthatreinforcesthe

communicationamongtheparticipantsononehand;andhelpsthemtogettoknoweachotherbetterontheother.Italsohelpstolearnthenamesoftheparticipants.

Time 20-30minutesGroupsize ThisactivitycanbedonewithagroupofanysizeMaterial “Humanbingo”andpens.


Description Ice-breakeractivitytogettoknowtheparticipantsandtheirnames.Participantsarehandeda“Bingo”.Participantsareaskedtofindsomeoneinthegroupthatmatcheswiththesentencesinthe“Bingo”byasking“areyousomeonewho…?“.Participantsneedtowriteonenameperbox(Seetemplatebyannexes9.4).Thefirstpersontocompletethetasksays“Bingo”andtheactivitywillbeover.

Debriefing Facilitatorasksthepersonwhosaid“Bingo”tosaythenamesheorshewroteinordertoprovethatitwascorrectlyfulfilled.

Activity3:QuestionnaireonowncultureObjectives Thisquestionnaireaimstohelptheparticipantsreflectontheirown

knowledge,stereotypesandbeliefsTime 20-30minutesGroupsize ThisactivitycanbedonewithagroupofanysizeMaterial Questionnaireonownculture,pensDescription Theaimofthisquestionnaireistohelptheparticipantsreflectontheir

ownexperienceandintroducethemtothetopicrelevanttotheworkshop.Theparticipantsaregiventhequestionnaireandtheyhave15-20minutestoanswerthequestions.Aftertheparticipantshaveanswered,thefacilitatordividestheparticipantsinsmallgroupssotheycancomparetheanswersgiveninthequestionnaire.

Debriefing Afterfewminutesofcomparinganswers,facilitatorswillaskarepresentativeofeachgroupabouttheoutcomesofthecomparisons.

Activity4:Expectations,NeedsandResourcesObjectives Thisactivityiscrucialtounderstandthemotivationandneedsofthe

participants.Throughthecollectionsofpost-its,facilitatorscanunderstandbettertheindividualandgroupneedsandadapttheactivitiesaccordingly.

Time 20-30minutesGroupsize ThisactivitycanbedonewithagroupofanysizeMaterial Post-Its,pensDescription Eachparticipantgets3PostItnotes.Everyparticipantwritestheir

expectations,needsandresourcesonthem,andthentheyaregluedonto3differentflip-charts.Attheendoftheworkshop,participantsreadtheirPost-Itsagainandtakethemwiththemiftheycametrue.

Debriefing Thefacilitatorswillgothroughthedifferentexpectations,needsandresourcesandwillhangthemonaflip-chartonthewallforeverybodytoseethem.Attheendofthetraining,thefacilitatorswillgothroughthemagainandwillcheckiftheywerefulfilledornot.


Activity5:TheconnectionObjectives Thisactivityhelpstheparticipantstogettoknoweachotherbetterand

feelmorecomfortablewithoneanother.Time 45minutesGroupsize Upto30participantsMaterial Severalflipcharts,pens,markers,Post-Its,papercoloursDescription Facilitatorswritethenameofeachparticipantonapieceofpaper.

Thesepapersarehangedontheflipchart.Theflip-chartmustbebigenoughtoleavespacebetweenthenames.Participantsaregivenmarkersandpensandareaskedtowalkaroundtheroomuntilsaidotherwise.Whenfacilitatorssay“Stop”participantsfindapartnertotalkto.Theyhave2minutestofindasomethingtheyhaveincommon(e.g.abook/movietheyliked,physicalaspect,placetheyhavevisited,etc.).Oncetheyhavefoundit,participantsneedtodrawalineconnectingbothofthemandwritewhattheyhaveincommon.Participantsneedtomakesuretheyspeakwithsomebodydifferenteverytime.Bytheendoftheactivity,eachparticipantwillbe“connected”tooneanother.

Debriefing Nodebriefingneeded.

Activity6:ThemapObjectives Thisactivityhelpstheparticipantstogettoknoweachotherbetterand

feelmorecomfortablewithoneanother.Time 30minutesGroupsize NolimitMaterial NomaterialDescription Thefacilitatorsgiveaseriesofinstructionstotheparticipants,who

needtofollowandfulfilthemwithoutspeaking.Imagineyouareamap.Pleaselocateyourselfaccordingwhereyoucomefrom.Makealineaccordingyourbirthday(fromJanuarytoDecember)JobpositionColouroftheeyesAge

Debriefing Nodebriefingneeded.


3.2.2Methodsforunderstandingtheroleofinformationintheprocessofintegration

The following methods have been selected according to previous experience on thetopic,aswellasconsideringtheirpossibilitiesoftransferabilityandadaptation.Inordertoimplementcorrectlytheactivities,itisnecessarythatthefacilitatorsofthenationaltrainings manage their time efficiently and dedicate enough time to the followingactivities.Eachofthefollowingtableshasthedescriptionoftheactivityaswellassomesuggestionsforimplementation.

Examplesofthemethods(thefacilitatorchoosesoneortwoiftimepermits):

Method1:IAgree/IdisagreeObjectives This activity helps to raise awareness among the participants to

understand the importance of access to information. Additionally, italso reinforces dialogue and debate and learning from each other’sopinions.

Time 45-60minutesGroupsize Maximumof50participantsMaterial Twopapers:ononeiswritten“Iagree”andontheother“Idisagree”.Setting Facilitatorsdividetheroomintwosides,inonesidetheputthepaper

“Iagree”;ontheothersidetheyputthepaper“Idisagree”.In order to facilitate the activity, it is recommended to divide to thesideswithapieceofropeorthreat.

Description Facilitators asked the participants to stand and listen carefully to thefollowingstatements.Facilitatorreadsoutloudastatementandaskstheparticipantstostandonaright/leftsideoftheroomiftheyagreeordisagree.Afterashorttimeto lettheparticipantsreflectonthestatementsandmove to the side of the room; facilitator asks the participants toelaborate a bit on the reason why they choose to stand on one oranotherside.Inthisactivity,facilitatorscangivegeneralstatementsonthesituationof migrants in the country, or use it to give information that can befoundonDanubeCompass.

Exampleofstatements

When implementing this activity, the facilitators can choose twodifferentkindsofstatements:general,whichwillincludecontroversialstatements on the topic and; specific onDanube Compass,whichwillhelptheparticipantstorealizetheutilityoftheinformationplatformbyquestioningtheirownknowledge.Generalstatements:Migrantshaveenoughaccesstoinformation.


Information on the webpage should be translated to differentlanguages.Integrationofmigrantshappenswhentheyfindajob.SpecifictothetopicDanubeCompass:(for Austria) My country of origin does not have double taxationagreement with Austria, which means I need to pay taxes in bothcountries.(forCroatia)IneedtoliveinCroatiaforatleast10yearsbeforeaskingforcitizenship.(forGermany)Idon’tneedtoconvertmydrivinglicencesinGermanyifIamfromaEuropeancountry.(forSlovakia)SchoolmealsareforfreeinSlovakia.

Debriefing Thedebriefingofthisactivitywilldependontheimplementationoftheactivityitself.Thefacilitatorwillseeiftheparticipantshavebeenabletodiscussthedifferentstatementsornot.Somequestionsto facilitatethedebriefing:

• Wasitdifficulttochoosesides?Why?• Did you change the opinion after listening somebody’s

argumentation?Why?• Howdidyoufeelwhenyouhadtochoosebetweensoopposite

statements?

Method2:GroupworkObjectives Theactivityaimstofosterdiscussionanddebate,aswellastoobtain

deeperknowledgeontheproposedtopics.Time 60minutesGroupsize Upto50participantsMaterial Flip-charts,pens,Post-ItsSetting Tablesindifferentpartsoftherooms.Description Thefacilitatorswritedifferentconceptsonflip-chart,suchas“economic

integration”, “access to information”, “human rights with regard toinformation” or “diversity”, “equal rights” and hang the flip-charts onthewalloftheroom.Participants are asked to write a short definition of each of thoseconceptsinaPost-Itandhangitinthepertinentflip-chart.Once all participants havewritten their definitions, facilitators createrandomsmallgroups(asmanygroupsasflip-charts).Theparticipants thenhave20minutes to read all the informationonthePost-Itsandagreeona“final”definition.Once all the groups have agreed on a definition per flip-chart, onememberofeachgroupwillreadoutloudthedefinitionandtherestoftheparticipantswillassessitandgivefeedback.


Debriefing It is possible that not all the participants agree on the proposeddefinitions and that they have different perspectives on them. It isimportant tocalculatesometime fordebateanddiscussionaftereachgrouphasreachedthedefinition.

Method3:LanguagebarrierObjectives This activity aims to raise awareness about discrimination that

migrantsandrefugees feelwhenundergoingsomeprocedures. Italsoreinforces the intercultural communication skills of the participantsandtheirempathytowardsmigrantsandrefugees.

Time 60minutesGroupsize Max.30participantsMaterial JobapplicationsandpensSetting Theroomneedstobearrangedinawaythatfacilitatorscansitbehind

adeskandroleplaytheformalityofajobapplication.Description Thisactivityisrecommendedtobedoneafterthebreak.

Participantsarrivebuttheyarenotgreetedbyanyoneoracknowledgedtheirpresence.Facilitatorsdonotsayanythingaboutwhat isgoingtohappen.Aftera fewminutes thescheduledstart timeand facilitatorshandoutthe copies of the "Application for asylum" and the pens, one to eachparticipant.Facilitators tell participants that theyhave5minutes to complete theform,butdonotsayanythingelse.Ignoreallquestionsandprotests.Ifyou have to communicate, speak another language (or a made-uplanguage)andusegestures.Keepallcommunicationtoaminimum.Theonly job of the facilitators is to hand out the forms and collect themagain.Facilitators greet any latecomers curtly (for example, "You are late.Takethisformandfillitin.Youhaveonlygotafewminuteslefttodoit.").When five minutes are up, facilitators collect the forms withoutsmilingormakinganypersonalcontact.Facilitatorscallarandomnamefromthecompletedformsandtellthatpersontocomeforward.Theylookattheformandmakeupsomethingabouthowtheyhavefilledintheform,forinstance,"Youdidn'tanswerquestion 8" or "I see you answered "no" to question 6. Applicationdismissed”.Facilitatorstellthepersontogoaway.Itisimportantnottoenterintoanydiscussion.Gostraightontocallthenextpersontocomeforward.Facilitators repeat this process several times. It is not necessary toreviewall the applications, only continue for as long asnecessary fortheparticipantstounderstandwhatishappening.


Finally break out of your role and invite participants to discusswhathappened.The activity is relatively easy to implement. Themost crucial point isfor the facilitators to “stay strong” and show no empathy or will tounderstandtheparticipants.There is a template for the jobapplication in theAnnexes9.4. It is inCreolelanguage.Creolearelanguagesthathavecomeintoexistenceasa result of two peoples, who have no common language, trying tocommunicate with each other. The result is a mixture. For example,Jamaican Creole features largely English words with dialectpronunciation superimposed on West African grammar. There areseveral Creole languages, for instance, in Haiti and The DominicanRepublic,and insomePacificand IndianOcean islandssuchasPapuaNew Guinea and The Seychelles. The reason Creole is used in thisexerciseisbecauserelativelyfewEuropeanswillknowit.

Debriefing Thedebriefingisveryimportantinthisactivity,becauseitenablestheparticipants to reflect on their own activity and past experiences.Facilitators should start by asking people how they felt during theactivity and thenmoveon todiscusswhathappened,what theyhavelearnedandthelinkswithhumanrights.Somedebriefingquestions:

• Howdidyoufellwhenfillingoutanunintelligibleform?• Howrealisticwasthesimulation?• Havesomeofyoubeeninasituationwhereyoucouldnotspeak

thelanguageandwereconfrontedbyanofficial,forinstance,apoliceofficeroraticket-controller?Howdiditfeel?

• Whatcanbedonetoimprovethesesituations?


Method4:RolePlay(amigrantseekinginformationvis-à-visthepublicinstitutionclerk)

Objectives TheactivityaimstoofferanoverviewoftheusefulnessoftheDanubeCompass by “learning by doing”, as well as intending to help theparticipantsfillthemigrantsshoes’.

Time 60minutesGroupsize Upto15participantsMaterial Rolesaccordingtotheexamplesinthecontentpart6.2.Description Youprinttheexamplesinpart6.2.andgivethemtoparticipants.

Peopleactintheroleofthepersondescribed.Afterashortactingsceneofaround2minutespeoplechangerolesandperspectives.

Debriefing Itisimportanttodebriefandreflectontheprocess.Whatwaslearnedbytakingovertherole?Whatweretherequirementsoftheperson?Oftentakingoveraroleofanotherpersonmakespeoplereflectupontheirownactions.


4ThedetaileddescriptionoftheDanubeCompass

Thissectionprovidesadetailedinsightintothecontentpartandtechnicalcapabilitiesoftheinformationplatform.Thefacilitatorshoulduseconsiderabletimeforthispartasitgivesparticipantsthein-depthunderstandingoftheDanubeCompassasavaluabletoolattheireverydaywork.Thepresentationcanbemixedwithon-handsexercisesofusingtheDanubeCompassorthesepracticalexercisescanbeexecutedattheendofthepresentation.

4.1SectionsofDanubeCompass

The Danube Compass is a compendium of eight country-specific collections ofinformationcontainingdiversemigrantintegration-relatedinformationundersixmaincategories:work,arrivalandstay,education,learninglocallanguage,everydaylifeandhealth. The information is accessible by computer or mobile phone:www.danubecompass.org.

DanubeCompasstransnational informationplatformisoneofthemainoutputsoftheprojectDRIM. This tool provides information on different aspects ofwork and life ineight countries of the Danube region: Austria, Croatia, Czech Republic, Hungary,Germany,Serbia,SloveniaandSlovakia.TheDanubeCompassisaninnovativewaythataims to enhance the capacities of public authorities for creating and enabling anenvironmentforeconomicintegrationofmigrantsinthewiderDanuberegion.ThroughDanubeCompass,publicauthoritieswillbeabletocommunicatetheircountryspecificlabourmarketrelatedinformationwithmigrantsinanefficientway.Yetmigrantswillbeabletofindthenecessaryinformationaboutthedifferentcountries’labourmarketsandlearnaboutrelatedcountryspecificities(e.g.workinsurance,healthsystem,workqualifications,educationalpossibilitiesetc.).Atthesametime,employeesinthepublicsectorandsectoralagencies,aswellasmembersandvolunteersfromNGOs,willgetaknowledge-sharing mechanism as they will be able to link directly with up-to dateinformation on immigration and labour markets’ rules and regulations within theDanuberegion.

TheDanubeCompasswasconceivedasa transnational tool, a fact that reinforces theanswertotheneedoftrustworthycross-borderinformationwithintheDanuberegion.Thisregionhashistoricallyhadstrongflowsofintraregionalmigration.Thereforeandconsidering the era of information, a multilingual platform that connects theinformation across the Danube Region is essential to facilitate the cross bordermovement and the consequent (economic) integration of migrants. The collection of


informationof theeightcountrieswill foster the information flowandwillenable thecapacitiesofthepublicauthoritiesononehand;andwillenhancetheunderstandingofthewelcomingcountrybythemigrantsontheother.

The following description of the 6 main categories within the Danube Compass isaccompanied with “case studies” or applicable examples of the usefulness of theinformationplatform.TheexamplesareillustratedthroughtheAustrianversionoftheDanube Compass, but this general information can be found in each country version.Theexampleshelptounderstandthatapplicabilityandthelogicofthetool.

Arrival and stay: This is one of the main sections of Danube Compass because itincludescrucialinformationforapersonwhenarrivingtoanewcountry.Thissectiondescribesdifferentproceduresthatareessentialtoobtaintoregularizethestatusofamigrant in each country. Each category within “Arrival and stay” describes differentprocedure attempting to fulfil the need of different profile of migrants coming to acountry.Thus,itispossibletofindinformationforpeoplewhoareplanningtostayinacountryforashortperiodof time,butalso informationforthosewhoareplanningtostay longer. In this section, information on the most important documents that onemightneedduringthedifferentprocessesofregistrationandthedifferentpossibilitiesofrecognitionofpersonaldocumentsistobefound.

Example:RegistrationofaddressWho AnErasmusstudentwhowillliveinAustriafor9monthsWhat She/heneedstoregisterhis/heraddressWhere can theinformation befound in theDanubeCompass?

Oneof thefirst thingsthatneedtobedonewhenmovingtoanothercountryistheregistrationofaddress.Thisinformationcanbefound:ArrivalandStay>RegistrationofAddress>Registrationofaddresshttp://at.danubecompass.org/archives/situation_category/registration-of-address?listThe registration of an address is compulsory in Austria, even if thestayistemporary.Additionally,citizensfromEU/EEAcountriesneedtodoanadditionalregistrationcertificate.Ifthisisnotdone,citizenswillbefined.Inordertoavoid,thisproblem,itispossibletofindthemostimportantinformationonregistrationofanaddress(includingalinkontheformstobefilledinandsubmitted)throughthelinkabove.

Work:Thesectionofworkisdividedintothreemaincategories:Employment,businessandtaxes.Eachcategoryincludesthemostimportantinformationrelatedtothetopic.


Thesection“Employment”includesinformationonsearchingforajob,asawellasthedifferentrightsthataworkerhasineachcountryoftheDanubeCompass.Itisfocusedon offering the most important information regarding how to obtain a job, whichproceduresmustoneundergoaswellasofferingawiderangeofpossibilitiestolookforajobineachcountry.Italsoneedstoberemarkedthattherightsoftheworkersandtheinstitutionsthatensurethatthosearebeingrespectedaredescribed.

The section “Business” follows the different processes about planning, setting up,runningabusinessandclosingitdown.Thedifferentcategoriesincludedinthissectionintendtoofferthenecessaryinformation,aswellastheessentialcontactsfortheusersoftheinformationplatformtoimplementtheirownbusinessinthewelcomingcountry.

Thelastsectionis“Taxes”,whichgivesacompleteoverviewofthetaxationproceduresin each country. In this section, there is also the category “Support services formigrants”,whichcollectsinterestinglinks,contactsandprojectsdirectlyrelatedtothemaintopic.

Example:RegulatedprofessionsWho Apersonwhohasworkedasafloristfor8yearsinhis/herhome

country.What He/she wants to know what he/she needs to do in order to

developthisprofessioninAustria.Where is theinformation foundin the DanubeCompass?

Theinformationisavailableunder:Work > Employment > Regulated Professions > Regulatedprofessionshttp://at.danubecompass.org/archives/situations/regulated-professionsAustria is very strictwith the regulatedprofessionsandoften isnot possible towork if the proficiency on the job is not proved.The article of “Regulated professions” basically summarizes theprocedures to be followed in order to recognized a profession,and it offers a comprehensive overview of the regulatedprofessions inAustria andwhich institution is competent of therecognitionprocess.Theinformationdisplayedonthelinkoffersanoverviewoftheprocessandthemaincontact.

Learning local language:Thissectionisacompendiumofthemainresourcesofferedbystateandnon-governmentalorganizationsinordertohelpnewcomerstolearnthelocallanguage.Informationondifferentprogramsandprojectthathavespecifictargetgroups(e.g.children,women)isincluded.Eachlinguisticprojectorprogramoffersthe


contactwiththeorganizationthatimplementsit.Additionally,informationonthemainexamsonlocallanguageisoffered,aswellasinformation,suchascontactsordatesofthe exams. The information included in this section is crucial in order to help theintegrationprocessofanewcomer.

Example:LanguagecoursesforchildrenWho ABritishfamilymovedtoAustriaWhat TheirchildrenareinschoolagebuttheydonotspeakGerman.

TheywouldliketoknowwhichsupportsareavailableinorderforthechildrentolearnGermanandintegratefasterinschool

Where is theinformation found intheDanubeCompass?

A comprehensive list of language courses for children can befoundat:Learning Local Language > Language Courses For Children >Listoflanguagecoursesforchildrenhttp://at.danubecompass.org/archives/situations/list-of-language-courses-for-childrenThroughtheinformationstatedinthisarticle,theywillbeableto find themain contact in each Austrian region in order fortheir children to receive additional German classes. Althoughmunicipalities have also competences in this topic, thiswebpage offers initial information to know where to startsearchingforlinguisticsupport.

Education: this section intends to offer an overviewof the education system in eachcountry,starting frompreschooland finishingat tertiaryeducation. It isreallycrucialformigrants tounderstandhow itworks ineachcountryandspecially tounderstandthoseprocedures theyneed to undergo in order to enrol to specific course or obtainrecognitionoftheircertificates.Educationisaverybroadfieldandeachcountryhasitsown specificities, hence the importance of having the section of “Education”. It isdivided in 8 main categories, starting with preschool, following with primary andsecondary education, then tertiary and finally adult education. It also includes veryimportantinformationsuchastherecognitionofcertificates.

Example:RecognitionofcertificatesWho AchemistfromMoroccoWhat He/shewouldliketoworkinherfieldbuthe/sheneedshis/her

studiesrecognizedWhere is the MaininformationonthetopiccanbefoundonDanubeCompass


informationfound in theDanubeCompass?

under:Education > Nostrification/recognition of Education andQualifications>Nostrification/recognitionofeducation

http://at.danubecompass.org/archives/situations/nostrification-recognition-of-education

Therecognitionofcertificatesisoneofthemostsensibleissues.Ineachcountrytheprocessisdifferent.Throughtheinformationofferedinthisarticle,he/shewillbeabletofindwheresheneedsto go in order to recognize the diploma, as well as finding thecontacts to obtain more information from the responsibleauthority.Inthisspecificexample,he/shewillbeabletoreceivetheinformationinhis/hermothertongue.

Everyday life: This is a very heterogeneous category that includes information on avarietyoftopicsinordertohelpmigrantsunderstanddifferentcrucialpointsthatwillimprove their capacity of integration on the new-coming society. This category isdividedinto6maincategories:

“Housing” which includes information on renting, as well as buying, describing thedifferentproceduresandofferingcontactpoints.

“Socialsupport”isabroadcategorythatincludesinformationaboutthedifferentkindof financial and non-financial support offered by the state, the regions or themunicipalities of each country. Users can find also themain contact point aswell asemergencynumbers, legal aid or psychosocial support. “Driving and transport” is thecategory dedicated to describe the procedures to obtain a driving license or, to get anewone.

Example:DrivinglicenceWho A30yearsoldpersonfromAustraliaWhat He/shewouldliketovalidatethedrivinglicenseWhere is theinformation found intheDanubeCompass?

Thisinformationisdisplayedat:Everyday Life > Driving And Transport > InternationalDrivingLicence>Validityofforeigndrivinglicencehttp://at.danubecompass.org/archives/situations/validity-of-foreign-driving-licence

Visiting this article, he/shewill understandwhatneeds tobedone,whichdocumentshe/sheneedsandwhereshe/he


can do all the process in order to obtain a valid drivinglicense. In this case, if she/he does not speak German, itwouldbepossibletofindtheinformationinEnglish.Attheendof thearticle, there is alsomain contactdata inorderfor this person to contact directly with the responsibleauthority.

Health: This is anothermain category,which includes information on the healthcaresystemofeachcountry,butalsokeyinformationlikeemergencynumbers,interpretersor patients‘ rights. The section also informs about private healthcare system in thecountryandoffersnumerouscontacts.

Example:InterpretersWho A third-countrynational thatneedsan interpreter tovisit the

doctorWhat ShecannotspeakneitherGermanorEnglishbutsheneeds to

visitadoctorinthehospitaltogetherregularmedicationWhere is theinformation found intheDanubeCompass?

Health>Interpreters>Listofdifferentserviceshttp://at.danubecompass.org/archives/situations/list-of-different-servicesTheaccesstointerpretersiscrucialinordertoensurethatthedoctor and patients can communicate. Therefore, there aredifferentorganizationsthatofferinterpretingservicesinordertoensurethatthepersoniscorrectlyattendedinthehospital.The webpage offers an overview of the main interpretingservices.

TheDanubeCompassiswrittenin5languages(locallanguage,Englishand3additionallanguages),facilitatingthecommunicationwiththemigrantgroupsinthecountry.

InordertoadequatelytransmittheusefulnessoftheDanubeCompass,itiscrucialthatthe facilitatorsof thenational trainingsareacquaintedwith the informationplatform.Theplatformisintuitiveanduser-friendlyanditshouldnotbechallengingtouseforapersonfamiliarwithnewtechnologiesandtheInternet.Itisalsorecommendedthatthefacilitators in the national trainings prepare a short presentation on the DanubeCompassexplainingthemaincategoriesandmainusabilityfeatures.


4.2Technicalfeatures

In order to take advantage of all the opportunities that Danube Compass offers, it isimportant to also see the few technical features that increase theuser-friendliness ofthetool.

It is important to mention that the address of the information platform(www.danubecompass.org) has geolocation. This feature allows the system to knowwhere theuser is anddirects thewebpage to the appropriatenational versionof theDanubeCompass.Inthecase,theuserisnotinoneofthe8countriesthatareincludedinDanubeCompass,theywillfindageneralwebpagethatwillallowtheusertochoosewhichnationalversionhe/shewouldliketovisit.

TheinformationcontentinDanubeCompassisorganizedunder6maincategories.Eachcategoryisalsosystematizedintosub-sections,meaningthatonceweopenoneofthesixmaincategories,aselectionofrelatedtopicsisshowninaformof listontherightsightofthepage,aswecanseeinFigure1.Whenopeningthemaincategory“Health”,multipleoptionsrelatedtothistopicareoffered.

Figure1


Onceweclickinoneofthelisttopics,anotherlistwillappear,thistimeinthecentreofthepage,aswecanseeinfigure2.

Figure2

Fromthelistthatisshowninthecentreofthewebpage,wecanthenhaveaccesstothespecific article. All the articles follow a similar logic, answering the questions “what”,“who”,“how”,“where”,“when”,“goodtoknow”and“attention.Wecanseeanexampleofentryinfigure3.


Figure3

TheDanubeCompassincludesmultiplefeaturesinordertoensuretheuser-friendlinessof the tool,making thenavigationas intuitiveaspossible.Nevertheless, thereare fewfeaturesthatmustbetakenintoaccountwhenusingtheplatform.Inthefigure4,therearemarkedwithredessentialtechnicalfeaturesthatwillimprovetheexperienceintheDanubeCompass.TheaccesstotheversionoftheDanubeCompassinothercountriescanbefoundinnumber1.


Innumber2,therearethedifferentlanguagesthatDanubeCompasscanbefoundin.Itis important to remember that the languageswill vary according to the country. Forexample,inAustriantheDanubeCompasswillbefoundinGerman,English,SerbianandTurkish; while in Germany the selected languages are German, English, Romanian,BulgarianandFrench.Anotherremarkregardingthe languagesandtranslationisthattheusercanchangethelanguageofthearticlewithoutleavingthepageorgoingbackto“Home” because the info-platform offers the article in the selected language.Additionally, it isalsopossible togoback tomainwebpageor “home”byclicking theDanubeCompassgraphicimage,asmarkedinredinnumber3

TheDanubeCompassalsohasasearchengineinordertoimproveitsuser-friendliness.Thesearchengineisfoundinnumber4anditsserviceisprovidedbyGoogle,whichitimplies that the results using the content of Danube Compass are shown after a fewGoogleAds.

Figure4

Number 5 shows the exact location of the article within Danube Compass, whichsimplifiesthenavigationbyenablingthechangeofsectionwithouthavingtoreturntothe main page. Another key technical feature is number 6, which enables thedisseminationandsharingofthearticle.Iftheuserwantstosendthearticleperemail,

1 2

7

4

5

6

3


he/she needs to click the first icon. If he/she wants to share the article in Twitter,FacebookorGoogle+,theuseronlyneedstoclickthesecondicon.ThethirdiconallowstheusertodownloadthearticleinPDFversion.Additionally,itispossibletodownloadtheentirechaptersinPDFversionandinthedifferentlanguages.ThesethreeiconscanbefoundinalltheversionsoftheDanubeCompass,enablingthesharing,downloadingandprintingintheotherlanguages.Thenumber7referstothe“InstitutionsDirectory”,which isa sectionof theDanubeCompasswhere thereare listed thedifferent crucialinstitutions that appear in some articles of the Danube Compass. Thatway, the userdoes not need to look for the specific article again, but he/she can find the contactinformationoftheinstitutioninthisdirectory.

Figure5

In the figure5,additional featurescanbe found. Inorder toensure thequalityof theinformation,aboxhasbeenaddedatthebottomofthepage. Inthisbox,theusercanseewhenwasdonethelastupdateofthatspecificarticle,andadditionallyhe/shecanreportanytechnicalorcontentproblem.Thisissenttoanemailoftheorganizationthattakescareof theDanubeCompassonnational level. Innumber3, themost importantinformationabouttheprojectDanubeRegionInformationforEconomicIntegrationofMigrants (DRIM) in the frame of which the Danube Compass was developed can befound.

These technical features included in Danube Compass are aimed to improve thenavigation’s experience of the users, especially to facilitate the communication andinformationflowbetweenthedifferenttargetgroups(users).

1

2

3


4.3Additionalactivities

Iftimeallows,thispartofthetrainingscanalsobeconcludedbyadditionalgroupactivitiesinordertomaketrainingmoredynamicandinterestingfortheparticipants.

Method1:QuestionnaireObjectives TheactivityaimstoofferanoverviewoftheusefulnessoftheDanube

Compass by “learning by doing”, as well as intends to help theparticipantsfillthemigrantsshoes’.

Time 30minutesGroupsize Upto60participantsMaterial Questionnairewith5(ormoredependingontargetgroupandtime)

questionsthatcanbeansweredusingDanubeCompass.Computer/mobilephoneswithaccesstointernet.

Description ThefacilitatorsgivethequestionnairetotheparticipantsandtheyareaskedtoanswerthequestionsusingDanubeCompass.Itisimportanttosetupatime.

Variations Thisactivitycanbeimplementedindifferentwaysdependingonthetargetgroup,thefacilitatorsandthetime.

- ApresentationonDanubeCompasstechnicalfeaturescanbedone,beforeoraftertheparticipantstriedtoanswerthequestionnaire.

- Foramoreinformalsettings,theparticipantscanbeaskedtoansweralargenumberofquestionsinaveryshorttime,inordertoemphasizetheimportanceofcommunicationandinformationflow.

Reflection Oncetheactivityisover,itisimportanttoreflectontheprocess.Some

usefulquestionstoopenupthereflection:• HowdidyoufeelusingDC?• CanyouuseDCinyourdailyjob?• WhichpartsoftheDanubeCompassareinterestingforyou?

Method2:WorldCaféObjectives Themainobjectiveofthisactivity,itistohelptheparticipantsdiscuss

aboutacertaintopicthatisinterestingforthem,aswellasgivingthemthechancetoread/listentootheropinionsonthetopic.Itisnotsoimportantthatthegroupreachesonemainopinion,butthattheyexchangeandlearnfromoneanother.


Time 60minutesGroupsize Upto60participantsMaterial Flip-chartswiththequestionswritten,markers,colouredpaper,pensSetting Facilitators organize different “tables” with one flip-chart with one

questiononit.Thereshouldalsobefourtosixchairsateachtable,aswellaspost-it,colouredpaper,pensandmarkers.

Description TheWorldCafémethodologyisasimple,effective,andflexible formatforhostinglargegroupdialogue.WorldCafécanbemodifiedtomeetawidevarietyofneeds.Specificsofcontext,numbers,purpose,location,and other circumstances are factored into each events uniqueinvitation, design, and question choice, but the following fivecomponentscomprisethebasicmodel:WelcomeandIntroduction:Thehostbeginswithawarmwelcomeandan introduction to the World Café process, setting the context andputtingparticipantsatease.Small Group Rounds: The process begins with the first 10 minutesroundsofconversationforthesmallgroupseatedaroundatable.Attheendofthe10minutes,eachmemberofthegroupmovestoadifferentnew table. They may or may not choose to leave one person as the“table host” for the next round, who welcomes the next group andbriefly introduces them to the topic and explainedwhat happened inthepreviousround.Questions:eachroundisprefacedwithaquestionspeciallycraftedforthe specific contextanddesiredpurposeof theWorldCafé.The samequestions can be used formore than one round, or they can be builtuponeachothertofocustheconversationorguideitsdirection.Harvest:Afterthesmallgroups(and/orinbetweenrounds,asneeded),individuals are invited to share insights or other results from theirconversations with the rest of the large group. These results arereflected visually in a variety of ways, most often using graphicrecordinginthefrontoftheroom.

Exampleofquestions

HowcanIusetheDanubeCompassinmyjob?Which tools/resources do I have that can complement the DanubeCompass?WhocanbeinterestedintheDanubeCompass?WhichadditionalinformationcouldbeimplementedintheDC?Whatisinterestingaboutnationaldifferences?WhichpartsoftheDanubeCompassareinterestingforme?Whichstakeholderscanbeincluded?

Debriefing Onceallthegroupshavebeenthroughallthequestions,facilitatorswilltake the flip-charts and hang itwhere all participants can read them.One volunteer will stand up and summarize the outcomes of the


conversations and explain the procedure followed to reach theoutcomes.In the case a debate appears during presentation, the participantsshouldhavefewminutestodiscussthestatementsmadeandreply.

4.4Techniquesofevaluationanddocumentation

4.4.1Guidelinesforevaluation

The evaluation is an essential part of any kind of training or workshop. It allowsassessing all the aspects and features of the activity and it helps formulating orproposingimprovementsforthenexttimethesameactivityneedstobeimplemented.Theevaluationhelpstoassesstheoutcomes,resultsandimpactfromtheactivity.

Theevaluationoccursaftertheactivityanditcanbedoneasagrouporindividually.Itisveryimportanttoallowtheparticipantstoreflectonthequestionsandanswerthemtruthfully. The evaluation needs to be collected to be consecutively analysed by theorganizersorfacilitators.

Oneofthemostusedmethodsofevaluationisaskingforfeedbackfromparticipants.Ithelps to understand the weakness and strengths of the activities. There are severalmethodsthatcanbeusedtoaskforfeedback:

• Visualmethods:Thesemethodshelptheparticipantstogivetheirfeedbackinamore dynamic way. It is important to offer the participants the possibility toexpress theiropinion inanoralway tomake theevaluationmorecomplete. Inthiscase,itisimportantthatoneofthefacilitatorstakenotesofthecommentsorstatementsdoneorally.Thefacilitatorscanchoosedifferentmethodstoorganizethefeedback:

o Pizza:facilitatorsdrawabigcircle(thepizza).Pizzaisdividedinto“slices”and each slice has a topic (e.g. locations, materials, time, developmentetc.).Participantsneedtodrawadotaccordingtotheiropinion.Ifthedotisfurtherontheinsidetheopinionisbetterthanontheoutside.

o Goodweather,badweather:Facilitatorstelltheparticipantstodrawhowtheyfeltduringthetrainingwithclouds,rain,sun,rainbow….

o Emoticons:facilitatorsdrawdifferentemoticons(happiness,sadness,so-so,anger)onflip-chartandputthemonthefloor.Participantsareaskedtogototheflip-chartthatbestrepresentstheirfeelings.


• Oral feedback: It ispossible tocombinevisualmethodsofevaluationwithoralmethods.Itisimportanttocombinethiskindoffeedbackwiththewrittentype,considering that there is no time to ask each participant, and they might notwant to share their opinion in front of the group. This kind of feedback isdynamic but itmight exclude parts of the participantswho do notwant to orcannot share their opinion in front of the group.One of the facilitators shouldtakenotesofthecommentsorstatementsfromtheparticipants.

• Written feedback: A very effective way of obtaining feedback from theparticipants is to ask them to fulfil a short questionnaire. The questionnaireshould always offer some space on self-reflection of the participant, but alsospace for them to develop their argumentation regarding the training. Thequestionnairesshouldbeanonymous.Theadvantageofthewrittenfeedbackisthat it is possible to revise it afterwards in order to draw conclusions andproduceareport.Theanonymityofferstheparticipantstobehonestaboutthedifferentquestions.

Depending on the target group and time management, facilitators can choose toimplementonemethodor combinedifferent ones. Considering the frameworkwithinwhich the trainings are implemented, project partners had to collect writtenevaluationandusethetemplateofevaluationaddedintheAnnexes.

Reflectingontheownlearningoutcometheparticipantshavetheopportunitytorealizewhattheyhavelearnedduringthetraining,workshoporactivity.Intheannexes(10.3)you can find a template of evaluation questionnaire.When asking the participants toanswer the questionnaire, it is important to help them remember that there are notright or wrong answers, because the learning process and the outcomes differ frompersontoperson.

Besidesthefeedbackoftheparticipants,itisimportanttoalsodoanevaluationsessionwith the facilitators/organizers in order to analyse the feedback received but also toassesstheir implicationontheactivity,“Expectations,NeedsandResources”.Theself-reflectionwillhelptheimplementationoftheactivity.Duringtheself-evaluationsession,itisimportanttoanalysethefollowingaspects:

• Lessonslearnt?• Whatcanbeimproved?• Whichactivity/part/sessionwassuccessful?Whichdidnotworkasexpected?• Mainoutcomesandimpactoftheworkshop?Dotheymeetmyexpectations?


4.4.2Documentationonthenationaltrainings

In order to proper document the national trainings (i.e. to perform the “documentedlearninginteraction”),eachpartnercollectsthefollowingdocumentstobeincludedasdeliverableofthetrainingcourse:

• Attendancelist• Programme/agenda• Evaluationsheetsfromtheparticipants• Photos• Producethesummaryofthenationaltrainings

Itiscrucialthatwecollecttheevaluationsheetsoftheparticipants.Thetemplateofevaluationcanbefoundintheannexes.AsperstatedintheApplicationFormtotheproject,thenationaltrainingshouldhavehaveatleast15participantspertrainingwithatotalof120participants.Therefore,atleast120evaluationsheetshadtobecollected,althoughthenumberofpeopletrainedsurpassedthetargetvalue.Thedocumentationincludesalsoasummarywithmainfeedbacks/outputsofthetraining.Atemplateofthesummarycanbefoundinannexes.Thedocumentationshouldalsobesupplementedwithaudioorvisualrecordings.


5Trainingsas”documentedlearninginteractions”ineightpartnercountriesoftheprojectDRIM

5.1SummaryofthenationaltraininginAustria

SummaryofthenationaltrainingDateandlocation

17/10/2018.Keplerstraße82,8020Graz.FacilitiesofCaritasAcademy

Trainer(s)/Facilitators(s)

MartaRibasRomeuSabrinaSchifrer

Organization Gain&SustainTargetgroup(howmanyparticipants,institutiontheyrepresent;e.g.publicauthority,etc.)

Numberofparticipants

Institutiontheyrepresent

22 WorkersinCaritasAcademyBildungskoordinatorInnen(communityleaderscooperatingwithCaritasandtheCityofGraz)StudentsoftheGermancoursesofferedbyCaritas

Descriptionoftheactivitiesimplemented

Informalevent.TherewasapresentationoftheDanubeCompassaswellasitsmainfeatures.Participantscouldnavigatethroughtheirmobilephones.Smallgroupworkwhereparticipantsdiscussedaboutaccesstoinformationformigrants,theavailableresources,theirneedtohaveitindifferentlanguages,thedifficultiestheyhadwhenarrivedtoAustria,etc.Theparticipantswerequitesatisfiedwiththeactivityandverycuriousaboutthefutureoftheproject,speciallytheDanubeCompass.

Feedbackandevaluationoftheparticipants(pleasecounthowmanyofthedifferentanswersyoucollectedfromtheparticipants)

Verysatisfied

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Satisfied Partlysatisfied

Notatallsatisfied

Question1 17 2 3 0 0








TOTAL 118 14 18 4 076.6% 9.1% 11.7% 2.6%

Totalsatisfactionrate

97.4%

Othercommentsfromtheparticipants(addatleast5valuablecommentsfromtheparticipants)

• Theysuggestedthatthetrainingshouldbeimplementedinacomputerroom,sotheycantryouttheDanubeCompassbecauseitismorecomfortablethanusingthephone.

• Theyalsosuggestedrepeatingthiskindoftraininginotherlanguages(e.g.Arabic)forthosecommunityleaderswhoarenotthatfluentinGerman.

• Give“Hand-outs”:offermorematerialspecificallyabouttheDanubeCompass

• Theatmospherewasverygoodandparticipantsfeltverycomfortabletoaskquestions.

(Self)-Evaluation(addatleast5valuablecommentsonwhatcouldbeimproved,lessonslearnt,highlights,etc.)

• Languageneedstobeadequatetotargetgroup(partofthegroupwerenotthatfluentinGermanandtheyhadsomeissuesfollowingthecontent)

• UsingaroomwithcomputerscouldbeagoodideatolettheparticipantsdiscoverbythemselvestheDanubeCompass.

• Preparesomematerial(notonlyflyers)thattheycantakewiththem.

• Theexplanationswereaimedtothisspecifictargetgroup(someofthemweremigrants)andithelpedtoreachtheobjectivesofthetraining.


5.2SummaryofthenationaltraininginCroatia

SummaryofthenationaltrainingDateandlocation 21November2018-KinoEuropa,dvoranaMüllerTrainer(s)/Facilitators(s)

SaraKekuš/CPSstaff

Organization CentreforPeaceStudiesTargetgroup(howmanyparticipants,institutiontheyrepresent;e.g.publicauthority,etc.)

Numberofparticipants Institutiontheyrepresent23(4ofthemCPSstaffwhichwasexcludedfromtheevaluation–sowecount19evaluations)

CityofZagreb,EducationAgency,FacultyofPhilosophy,CentralStateOfficeforCroatsAbroad,MinistryofInterior,MinistryofDemography,Family,YouthandSocialPolicy,HealthCentreZagreb,CroatianChamberofEconomy,AssociationforPsychologicalAssistance,RehabilitationCentreforStressandTrauma,CentreforMissingandAbusedChildren,AssociationMi,AreYouSyrious,WelcomeInitiative

Descriptionofthe IntroductionandpresentationoftheDC,themainactivity(active


activitiesimplemented

participationanddiscussion),andadditionalquestionsandevaluation.


Verysatisfied

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Satisfied

Partlysatisfied

Notatallsatisfied

Question1 11 8 - - -

Question2 10 7 2 - -






TOTAL 92 36 5

69.2% 27.1% 3.7%


100%


- Ihopetosharethepracticethroughwork,sharingofthepageanditscontent.Thisprojectisgreat!

- Ilikehowsimpleandintuitivethetoolis.- Ihopetoadjustasimilarwebtoolthatwedevelopwithinour

organisation.- Ireallyliketheinformationthatshowsthelastdateofediting.

TheCompassseemseasytouse,nottoomuchinformation,nottoolittle,itisgreatthatithasGooglemapslocation,becauseitisreallyusedamongmigrants.

- Thetrainerwaswellprepared,thepresentationwasveryinterestingandinformative.IthinkthattheCompasswillbeusefultovolunteers,refugeesandinstitutionsdealingwithintegration.

- Ilikedtheeffortandenergyputintoanattempttohelpthosewhodesperatelyneedatoollikethisone.

- Therewereconcretequestions,commentsandsuggestionsthatemergedduringthetraining,theycouldbefurtherimproved.

- Ihopethatinstitutionswillrecognizetheusefulnessofthistoolandintegrateitintheirwork.


- Veryusefulconceptthatwillbeofusetoeveryone,institutions,organisations,foreignersandCroatiancitizens.

- Everythingwasverydetailedandwellexplained.


- Toensurethatthemostimportantinstitutionsattendsuchtrainings(asalsocommentedinoneevaluationsheet

- ToprovideseparatetrainingforinstitutionsandNGOs- IbelieveImanagedwellalltheunexpectedquestionsandthat

theparticipantsweresatisfiedwiththeoveralltraining,IbelieveIwaswellpreparedandopenedtowardsparticipants

CentreforPeaceStudiesorganizedanationaltrainingforinstitutionsandNGOson21November 2018, in Zagreb. The training gathered 23 participants from relevantinstitutionsandNGOs.However,wecollected19evaluationsheets,asCPSstaffdidnotparticipateintheevaluation.

Thetrainingwascomposedofanintroductoryspeech(10min)andpresentationoftheDanubeCompass(15min).Then,themainactivity(65min)includedinformationaboutthepossibilitiesandadvantagesoftheDC,andtheactiveparticipationofparticipants.The participants were actively engaged in realising the importance of the DanubeCompassthroughgroupwork.Theywereprovidedwithquestionsthatamigrantcouldask them and were asked to find an answer by using the DC and then discussing ittogether.Thelast30minuteswereopenforquestionsandevaluationofthetraining.

TheoralevaluationwasextremelysatisfyingasthepresentrepresentativesofinstitutionsandorganizationacknowledgedtheusefulnessandbroadnessoftheDC,aswellasitsqualitycoverageofallintegrationspheres.TheyrecognizedtheDanubeCompassasthefirstvastandcompleteintegrationplatformformigrantsinCroatia,butalsoasagreattoolforCroatiansreturningtotheirhomelandofforCroatiancitizenslivinginsomeofthepartnercountries.


5.3SummaryofthenationaltraininginCzechia

SummaryofthenationaltrainingDateandlocation 5thDecember2018,Prague,VineyardHousePrague12Trainer(s)/Facilitators(s)

LadislavMarek,JosefMiškovský

Organization SPFGroupTargetgroup(howmanyparticipants,institutiontheyrepresent;e.g.publicauthority,etc.)

Numberofparticipants Institutiontheyrepresent152politicians,3NGOmembers,2Countypublicauthorities,8localpublicauthorities

IntegrationcentreofPragueIntegrationcentreÚstínadLabemCityhallofPragueCityhallsofPrague3,Prague5,Prague12,Prague13,Prague14andPragueLibuš


Introductionofparticipants,introductionoftheDRIMproject,detailedpresentationoftheDanubeCompass,practicalworksingroups,discussion.

Feedbackandevaluationoftheparticipants(please

Verysatisfied

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Notatallsatisfied


counthowmanyofthedifferentanswersyoucollectedfromtheparticipants)

Question1 8 7 0 0 0


Question3 8 6 1 0 0



Question6 7 4 4 0 0


Total 70 28 7 0 0

66.7% 26.7% 6.6% 0 0


100%


• TheDCisusefulalsoforpracticeworkofthepublicauthoritiesandcanpartiallyreplacetheirinformation’splatforms.

• ThepublicauthoritiesalsocanhelpwiththemarketingoftheDC,especiallybecauseSPFGroupisbusinesscompanywhichmaybeproblemofthedistrustforsomemembersofthetargetgroups.

• Touseexistingplatforms(especiallyontheintegrationfield)forpresentationoftheDC.

• Generally,alotofpositivefeedbacks.(Self)-Evaluation(addatleast5valuablecommentsonwhatcouldbeimproved,lessonslearnt,highlights,etc.)

AllparticipantsdeclaredthatDCwillhelpthemintheirpracticaldailywork.Someofthemalsosaid“…pleasecontinue,theDCwillreallyhelpus…”


5.4SummaryofthenationaltraininginGermany

SummaryofthenationaltrainingDateandlocation 13thNovember2018,

DepartmentofLaborandEconomicDevelopment,CityofMunichTrainer(s)/Facilitators(s)

Marie-LieSteiner,HripsimeHovhannisyanAntjeKohlrusch,MagdalenaZiolek-Skrzypczak

Organization DepartmentofLaborandEconomicDevelopment,CityofMunichTargetgroup(howmanyparticipants,institutiontheyrepresent;e.g.publicauthority,etc.)

Numberofparticipants Institutiontheyrepresent44invited17registered(2excusedduetoemergencyatworkandsickness)

DepartmentsfromtheCityofMunich,ChamberofTrade,tradeunionproject,governmentalandnon-governmentalorganizations.


First, after a shortwelcome the trainers and facilitators started anintroductoryroundwithapinboardofover30expressionsrelatedto theDanubeCompass and theDRIMProject (see thepicture). Inadditiontoapersonalintroduction(name,organizationandfieldof


work) the participants expressed their own expectations of thetrainingandpicked twoor threewords from thepinboard,whichreflected their priority or most common issues they face in theirdaily work. After the presentation of the DRIM Project, the mostimportant features of the Danube Compass were shown. After ashort break the participants divided themselves into 4 groups todiscussthreequestionsconcerningtheDC:1)WhichinternetinformationplatformsdoIuseandhow?2)HowcanIusetheDCinpractice?3)Whichbodiesandtargetgroupscouldbe interestedinusingtheDC?The results of vivid discussion in groups were presented by eachgroup to the audience and summarized by the trainers andfacilitators. At the end each participant filled out the evaluationsheetandsaidaviewwordsinafinalroundabouttheirperceptionsandvalueoftheworkshopfortheirdailywork.


Verysatisfied

Morethansatisfied


Notatallsatisfied

Question1 8 3 4 0 0

Question2 8 1 5 0 0

Question3 6 7 2 0 0

Question4 9 4 2 0 0

Question5 8 4 2 0 0

Question6 4 5 5 1 0

Question7 9 4 2 0 0

Total: 52 28 22 1 0

50.5% 27.2% 21.4% 0.9%


99.1%


1. Interestinggroupworkandpresentations2. Goodexchangewithotherparticipants3. Theworkshopwasusefulfornewsourcesofinformationin

counselling4. Participantsnotedi.e.:• Ilikemostnetworkingstructureoftheworkshop.• IlikemosttheexchangeaboutDCapplication.


• IwishwehadhadmoretimetoexploretheCompassbetter.• Intheinvitationitshouldhavebeenrecommendedtohavea

lookattheCompassbeforehand.• Ithoughtthatthemainfocusoftheworkshopwouldbeput

ontheintroductionintotheapplicationoftheCompass.• IwillrecommendusingtheDCinmydailywork,tomywork

colleagues.• IwilltakecareofthepresenceofourserviceintheCompass.• IwillrecommendtheDCtothetargetgroup.


• Participant’snumberwasverygoodtohavefruitfuldiscussions.

• Therewasaverycooperativeatmosphereduringtheworkshop.

• AllparticipantsshowedtobetrulyinterestedintheDanubeCompass.

• Timeframe:ItwouldhavebeenbettertospendmoretimeonthepracticalapplicationoftheCompass.

• IntroductionwiththeexpressionsrelatedtotheDCwasagoodicebreaker,whichallowedustoseemanypointswesharedincommon.

• Theobjectivesofthetrainingmighthavebeendefinedmoreprecisely

• Itwouldhavebeenbetterifallparticipantshadstudiedthecompassbefore.

• Thedivisionofrolesandtasksamongthetrainersandfacilitatorscouldhavebeenbetterintroducedtotheaudience.

• ConsideringMunich’sdiverseinformationinfrastructureonmigrationandintegrationtheworkshopsucceededinreachingouttoasignificantnumberoforganizationsandinstitutionsinthecity.


5.5SummaryofthenationaltraininginHungary

SummaryofthenationaltrainingDateandlocation 15.10.2018.,Szeged,HungaryTrainer(s)/Facilitators(s)

AnettKovácsandBalázsMahler

Organization Central-TransdanubianRegionalInnovationAgencyTargetgroup(howmanyparticipants,institutiontheyrepresent;e.g.publicauthority,etc.)

Numberofparticipants Institutiontheyrepresent15 GovernmentOfficeofCsongrádCounty

EmploymentAgencyformigration,LocalGovernmentofSzegedNGO’s


A)MethodologyofWorldCaféwiththreetopics:1. Migrantsemploymentpossibilities2. Thehelpofmigrantsinownwork3. The governmental and non-governmental services to

migrants,theplacesofhelp)Theactivitiesgoalwastodiscussaboutthemainproblems.B)IntroductionofDanubeCompass(frontal,ppt)C)GroupWorkuseofDanubeCompassThe activities goal was that the participant used thewww.danubecompass.org in a definite topic.We figured out threesituations, and participants in groups need to use the platform tohelp.D)Evaluation(questionnaireanddiscuss)


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Satisfied

Partlysatisfied

Notatallsatisfied

Question1 6 6

Question2 7 4 1

Question3 9 3

Question4 10 2

Question5 12

Question6 9 3

Question7 11 1

Total: 64 19 1

76.2% 22.6% 1.2%



100%


•“Thenewinformation”•“practicality”•“efficiency”•“realisticexcercises,commonbuilding”•“IlikeDRIMverymuch,soI’mhappytoknowtheplatform.Agroupworkwasgreat!”•“Theusingofplatformthroughfiguredexamples.”•“Thepracticalpresentation.Itwasveryeasytoknowtheplatformthroughexamples.”


•“Theplatformdoesnotalwaysshowsomeofthesolutiononsometopics”•“Thenationalsessionwasveryshort;itcouldbe1-3dayslong.”•“Thestartofthenationalsessionwasnotsogood(afternoon),someofparticipantsweretired.”•“Showmorestatistics.”•“Moreexamples.”


5.6SummaryofthenationaltraininginSerbia

SummaryofthenationaltrainingDateandlocation HumanRightsHouseBelgrade,

4KnezaMilosaStreet,11000Belgrade,Serbia12/7/2018at10AM


VelimirPetrovicMarijaMaljan

Organization LawyersCommitteeforHumanRights–YUCOM

Targetgroup(howmanyparticipants,institutiontheyrepresent;e.g.publicauthority,etc.)

Numberofparticipants Institutiontheyrepresent16participants Publicauthority,

Schooldirector,Migrants,Internationalorganisation,Civilsocietyorganisations,


Thiseventwasapartofdiscussiondedicatedtoanintegrationof a migrants regarding education. First activity was anintroduction of participants and introduction of Facilitators.As amodel for enabling this integration, andhelpful tool forproviding basic information about everyday life, facilitatorshave presented Danube Compass. All six categories werebriefly explained with an example of each subcategory.Facilitators presented methodology for developing Info tooland problems and lessons that we have learned from theprocessofdevelopingtransnationalmultilingual toolDanubeCompass. Facilitators also explained how the content wasadapted to accommodate real problems. Simplifiednarrativeand plain language were also important methods thatparticipantswereinterestedin.Specialfocuswasdedicatedtoeducation category since the participants have specialknowledgeandexperienceregardingeducationpolicies.At the end, participants discussed some aspects of theplatformandfilledinevaluationsheets.


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Partlysatisfied

Notatallsatisfied


Question2 7 7 2 0 0

Question3 9 6 1 0 0




Question6 6 3 7 0 0

Question7 5 5 6 0 0

TOTAL 62 30 20 0 0

55.4% 26.8% 17.8%


100%


1. Goodwork;2. Excellentplatform;3. Itisaniceprojectthatwillsurebeuseful;4. Thisisareallygoodinitiative;5. Platformmustbemorepublicizedtomakesurethat

thegeneralpublichasaccesstoit;(Self)-Evaluation(addatleast5valuablecommentsonwhatcouldbeimproved,lessonslearnt,highlights,etc.)

1.Training(presentation)needstoengagemorepeoplewithdifferentprofessionsthatworkwithmigrantsinSerbia;2.Weshouldcheckwhichmigrantgrouphasparticulardifficultiesinaccessinginformationandadaptpresentation;3.Involvedecisionmakersinusabilitytest; 4.PresentationshouldconsiderexercisesfromtheperspectiveofidealsituationwhentheproblemhasbeensolvedwithDanubeCompasshelp.5.Despiteplainlanguage,somelegalterminologyshouldbemoresimplified.


5.7SummaryofthenationaltraininginSlovenia

SummaryofthenationaltrainingDateandlocation 25October2018,

Tacen,Rocenska56,ŠmartnopriLjubljani,SloveniaTrainer(s)/Facilitators(s)

BlankaRihter,NinaMarin

Organization EmploymentServiceofSloveniaTargetgroup(howmanyparticipants,institutiontheyrepresent;e.g.publicauthority,etc.)

Numberofparticipants Institutiontheyrepresent66

AdministrativeunitsofRepublicodSlovenia(LOCALPUBLICAUTHORITY)


PresentationofDanubeCompassinformationplatformwithpracticaltask(fillinworksheet),discussion,evaluationoftheuserexperience.


Verysatisfied

Morethansatisfied

Satisfied

Partlysatisfied

Notatallsatisfied

Question1 13 5 12 1 0


Question3 12 5 13 0 0

Question4 12 4 13 2 0



Question7 12 10 8 1 0

TOTAL 93 44 72 6

43.3% 20.4% 33.5% 2.8%


97.2%

Othercommentsfromtheparticipants(add

Usefultool,becauseyoucanswitchfromonelanguagetoanother.Wholepresentationwaswellperformed.


atleast5valuablecommentsfromtheparticipants)

Veryusefultool–willbeusedinourwork.Usefulinformationforourwork.Likedthepracticalpartofthepresentation(useoftheplatform).Usefuluser-friendlycontent.


Minor technical issues (slowWi-Fi), sosomeparticipantsworked inpairsorsmallgroups.Big group and limited timing, therefore methodology was adjusted(no“gettoknoweachother”and“expectations,fearsandresources”part).We found adjustedmethodology also useful andproductive –mainmessagewassentandtheparticipantsexpressedmotivationtousetheplatformintheirwork.


5.8SummaryofthenationaltraininginSlovakia

SummaryofthenationaltrainingDateandlocation Oct122018

V.ColloquiumofAssociationofInformationCentersNitra,hotelMikado


SandraKatrincová,GalyaTotevaTerzieva

Organization InstituteofEthnologyandSocialAnthropologyofSlovakAcademyofSciences


Numberofparticipants Institutiontheyrepresent27 Companiesassociatedunder

AssociationofInformationCentersofSlovakia(AICeS)–variouslegalandphysicalpersonsactiveinthefieldofinformationandtourism.


PresentationoftheDC,showingitsuseandpossiblepracticaldailyuseattheInformationCenters.


Verysatisfied

Morethansatisfied


Notatallsatisfied


Question2 13 13 1 - -

Question3 12 5 10 - -

Question4 9 9 8 - -




Total 100 48 40

53.2% 25.5% 21.3%



100%


Greatidea/project,simpleandpractical,newimportantinformationonhowtoprovideinformation,practicalformydailyworkattheInformationCenter,allinonespot,wellpreparedpresenters,advantageousformigrants,practicalexamplesbeingshown.


Therewerenosuggestionsforimprovement.


6Evaluationsoftheexecutednationaltrainings

6.1Evaluationofthenationaltrainings

Inordertomonitortheeffectivenessofthenationaltrainings,thefacilitatorscollectedevaluationquestionnaires(therewasauniquequestionnaireforall8nationaltrainingsthatcanbefoundinD4.4.1Methodologyfor»Train-the-trainer«andnationaltrainings)where participants could anonymously give feedback on the different aspects of theactivity.Thequestionnaireenabledtheconsortiumtounderstandiftheobjectivesoftheactivityhadbeenreachedandonwhichlevel.Italsohelpedtolearnfromtheexperienceandtoorganizeasimilarworkshopabitdifferentbasedonpreviousexperiences.

EVALUATION

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1. Whatisyouropiniononthetraining?

2. Weretheobjectivesofthetrainingwelldefined?

3. Wasthetopicofthetraininginterestingtoyou?

4. Wasthecontentofthetrainingeasytofollow?

5. Wasthetrainerwellprepared?

6. Didyoulearnsomethingnew?

7. Werethemeetingroom,thefacilitiesandthematerialadequateand/orhelpful?

8. Whatdidyoulikethemostofthetraining?

9. Whataspectsofthetrainingcouldbeimproved?

10. Howdoyouhopetochangeyourpracticeasaresultofthistraining?

11. Othercomments


There were collected a total of 157 evaluation questionnaires. The evaluations wereaimedto improve the learningprocess fromboth theparticipantsandthe facilitators.Throughashortwrittenassessment,theorganizersandfacilitatorscouldlearnfromtheexperienceandself-reflectonthejobdone.

Thequestions1to7oftheevaluationwereaimedtoquantifydifferentsubjectsrelatedtothenationaltraining,suchasiftheobjectivesofthetrainingwerecompleteoriftheywere overall satisfied with the event. Additionally the questions 8 to 11 offered theopportunitytoelaborateontheirevaluationandgiveamoredetailedfeedback.

After implementation of the national training, each project partner had to collect theoutputsoftheevaluationsandtransferthemtothe“Summaryofthenationaltraining”(template can be found on D 4.4.1Methodology for »Train-the-trainer« and nationaltrainings).

SummaryofthenationaltrainingDateandlocation Trainer(s)/Facilitators(s)

Organization Targetgroup(howmanyparticipants,institutiontheyrepresent;e.g.publicauthority,etc.)

Numberofparticipants Institutiontheyrepresent



Verysatisfied

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Question1

Question2

Question3

Question4

Question5


Question6

Question7

TOTAL




Thistemplateaimedtocollectthemostimportantinformationofthenationaltraining,inordertoprocesstheoutputsinanorganizedmanner(the8summariescanbefoundinthisdocument),enablingtheorganizersandfacilitatorstolearnfromtheexperienceandimprovetheirskillsforfutureoccasions.Themainhighlightsandfeedbackfromtheevaluationswillbepresentedinsection3.

After the implementation of the activity, the facilitators were also asked to undergothroughaself-reflectionactivityinordertoevaluatethenationaltrainings,itsobstacles,highlightsandotherissuesthatmighthaveappeared.Allthisinformationwascollectedin the “Summary of the national training” that each project partner submitted toGain&Sustain. The main highlights collected in the eight Summaries of the nationaltrainingarepresentedinthisdocumentbelow.


6.2Resultsoftheevaluationquestionnaire

This section is an overview of the feedback received from the participants in the 8national trainings. Therewere a total of 171 participants in 8 national trainings, and157ofthosecompletedtheevaluationquestionnaire.Notallquestionnaireswerefullycompleted.Regardlessofthat,thosequestionnaireswerestillcountedintheevaluation.The first 7 question of the evaluation formwere formulated to obtain a quantitativeanswer in order to estimate the satisfaction rate of the overall participants. Thequestions 8 to 11 allowed the participant to elaborate their feedback andrecommendations.

6.2.1Feedbackofquestions1to7

Aswecanseeinthetablebelow,theimplementationofthenationaltrainingswasquitesuccessful. The first question “What is your opinion on the training?” was aimed toobtainageneraloverviewofthenationaltrainings.The56.7%oftheparticipantsstatedtobe“verysatisfied”withthenationaltraining,24.8%saidtobe“morethansatisfied”anda17.8%indicatedtobe“satisfied”.Only1participantstatedtobe“partlysatisfied”withthenationaltrainings.

Thequestions two to six aimed toobtain feedbackon specific aspectsof thenationaltrainings,suchaspreparationofthefacilitator(s),objectivesofthenationaltrainingormethodologyusedduring the training. Theparticipants generally considered that thetrainingwaswelldefinedandorganized.Theyalso found the topic interesting,whichindicatesthattheselectionoftargetgroupbythehostorganizationwasdonecarefullyand strategically. The most positive result is given in question 5, when participantswereaskedabout thepreparationof the trainerwhichconfirms thatprojectpartnersand facilitatorsplannedcarefully theactivity, aswell as the contentof theworkshop.Theover50%participantsstatedtobe“verysatisfied”inallthequestions,andbetweena13%and30%statedtobe“morethansatisfied”.

Theanswersof thequestionnaire indicate that the8national trainingswerecarefullyprepared, organized and implemented, taking into account different factors, such astargetgroup,setupandenvironment.Overall,thepositivefeedbacksindicatethattherewascarefulpreparationandimplementationofthenationaltrainings.Thetargetgroupwas appropriately selected according to the topic and themethodology used by eachprojectpartnerwasadequatetothetargetgroup.


Resultsoftheevaluationscollectedinthe8nationaltrainings

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1.Whatisyouropiniononthetraining?

89 39 28 1

56.7% 24,8% 17,8% 0,7%

2.Weretheobjectivesofthetrainingwelldefined?

84 47 23 1

54.1% 30,1% 14.8% 0,7%

3.Wasthetopicofthetraininginterestingtoyou?

89 36 30 1

57% 23.1% 19.2% 0,7%

4.Wasthecontentofthetrainingeasytofollow?

93 32 28 3

59.7% 20.5% 17.9% 1.9%

5.Wasthetrainerwellprepared?

115 21 19 1

73.7% 13.5% 12.1% 0,7%

6.Didyoulearnsomethingnew?

90 33 32 2

57.3% 21% 20.4% 1.3%

7.Werethemeetingroom,thefacilitiesandthematerialadequateand/orhelpful?

90 40 25 2

57.3% 25.5% 15.9% 1.3%

TOTAL 651 247 185 11 Satisfactionrate 59.6% 22.6% 16.8% 1% Totalsatisfactionrate 99%

6.2.2Feedbackofquestions8to11

Theparticipantsinthenationaltrainingshadtheopportunitytooffertheirfeedbacktothehost organization. Therewas a verypositive feedback from theparticipants,whofoundtheactivityveryusefulfortheirdailywork.Ingeneral,theparticipantswereverysatisfiedwith the presentation of the Danube Compass,which found very useful andwelldeveloped.Theyperceivedthenational trainingasanopportunity to learnabouttheDanubeCompassworks,butalsoasausefulexchangeofexperiencesandchallenges.Given the variety of organizations and institutions invited in each training, theyparticipantsalsousedtheopportunitytonetwork..Theparticipantsalsomentionedin


several feedbacks that they felt very comfortable doing the activity and enjoyed theexchangeofopinions.

Theparticipantsoffereddifferentfeedbacksconsideringtheirownparticipationinthetrainingaswellas their intereston the topic.Someof themost interestingcommentsthatshouldbeconsideredwhenorganizingsimilaractivitiesare:

• Toorganize the activity in a computer room, so it ismore comfortable for theparticipantstonavigatethroughtheDanubeCompass

• Toprovideseparatetrainingtothedifferenttargetgroups(e.g.publicinstitution,NGOs)

• ToadvisetheparticipantstonavigatethroughDanubeCompassbeforeattendingthenationaltraining,inordertofacilitatetheparticipantstheirinteractions.

• ToofferenoughtimetoexploreDanubeCompass• Toensurethatthemostimportantinstitutionsattendthesekindsoftrainings.

Theparticipantswereingeneralverysatisfiedwithboththecontentandtheformofthetraining.InseveralcasestheysuggestedtheywillbeusingtheDanubeCompassatworkand/orwillrecommendworkingcolleaguesandclients.Overall,therewasageneralsatisfactionandtheimpactonthespecifictargetgroupwashigh.Itisexpectedtheywillalsoactasmultipliersamongtheirnetworks.


6.3Self-evaluations

Each project partner organized the national training in a slightly different manner,hence the self-evaluations process are also diverse. In general, the facilitators andorganizersweresatisfiedwiththeoutcomesofthetraining,aswellaswiththefeedbackof the participants. During the self-evaluations, project partners have considereddifferentissuesthatcameupduringthenationaltrainingsandhowtheycouldresolvetheminthefuture.Mainconsiderationsare:

• Taking into account the number of the participants in order to obtain fruitfuldialogue.

• Providingseparatetrainingaccordingtotargetgroup,whichwillenablethemtogodeeperoncertainaspectsofthetraining.

• Preparingsomematerial(e.g.hand-outs)to facilitatethecomprehensionof thetopicpresented.

• Having a comfortable and cooperative atmosphere helped the participants tocontributemoreactively.

• Preparing the presentation in advance and thinking about some questions theparticipantsmayhaveonthetopic(inthiscasetheDanubeCompass).

• Itisimportanttopresenttheteamsoffacilitatorsandtheirrolesintheactivityandintheproject.

• Ensuringtherearenotechnicalproblems.• UsingspecificexampleoftheDanubeCompasshelpstheparticipantsunderstand

bettertheaimofthetool.• Itisimportanttoconsiderthelanguageandtheformatthatisgoingtobeusedin

ordertoensureitisadequatetothetargetgroup.• Itiscrucialtoadequatethetimetothetopic,aswellastheschedule.

Ingeneral,bothparticipantsand facilitatorswere satisfiedwith thedevelopmentandimplementationofthenationaltraining.


7Annexes

7.1Preparationforthenationaltraining

The participants of the “train-the-trainer” will have the opportunity to work on thisdocumentduringthesessions,countingwiththesupportofthefacilitatorsandprojectpartnersinordertosuccessfullyorganizetheactivities.

Preparationforthenationaltraining1) WhendoIwanttodothetraining?

2) Whoismytargetgroup?

3) WhichpartoftheDCwillIemphasize?

4) WhichmethodsdoIwanttouse?

5) WhatdebriefingwillIuse?

6) Structureofthetraining?


7.2TemplateSummaryofthetraining

Thissummaryhastobesubmittedtooffice@gainandsustain.euafterimplementationofthetraining.

SummaryofthenationaltrainingDateandlocation


Organization


Numberofparticipants Institutiontheyrepresent



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Question1

Question2

Question3

Question4

Questio


n5

Question6

Question7



7.3Templateevaluation

The evaluation is crucial in order to collect systematically the feedback from theparticipants. In the first part of the evaluation, the answers are gathered in aquantitativewayinordertodrawgeneralfeedback.Inthesecondpart,theparticipantsare encouraged to elaborate a bit their answer in order to obtain specificrecommendations/suggestions/feedback.

PleaserememberthattheevaluationmustbeprintedwiththeDRIMlogoontherighttopsideofthedocumentandwiththeinformationonfundingatthebottom.

EVALUATION**TheinformationprovidedinthisevaluationisanonymousandthedatawillbeprocessedaccordingtotheGDPRlaw.TheinformationprovidedwillonlybeusedintheframeoftheprojectDRIM. Very

satisfiedMorethansatisfied


Notatallsatisfied

12. Whatisyouropiniononthetraining?

13. Weretheobjectivesofthe


trainingwelldefined?

14. Wasthetopicofthetraininginterestingtoyou?

15. Wasthecontentofthetrainingeasytofollow?

16. Wasthetrainerwellprepared?

17. Didyoulearnsomethingnew?

18. Werethemeetingroom,thefacilitiesandthematerialadequateand/orhelpful?

19. Whatdidyoulikethemostofthetraining?

20. Whataspectsofthetrainingcouldbeimproved?

21. Howdoyouhopetochangeyourpracticeasaresultofthistraining?

22. Othercomments


7.4OpeningActivity2:TemplateHumanBingo

“HUMANBINGO”Findsomebodywho…

…likesgoingtothecinema

…likescooking

…hastravelledtoanotherEuropeancountry

…hasparentsor

grandparentswhowereborninanothercountry

…readsanewspaperregularly

…hasbeeninSouthAmerica

…haspets …likesfootball

…practicesyogaregularly

…hasworkedwithchildren

…canplayamusical

instrument

…likestakingpictures

…islefthanded

…thatspeaks4languagesor

more

…thathaslivedinanothercountry


7.5OpeningActivity3:Template:Questionnaireonownculture

1. Pleasedescribewhatitmeansforyoutheword“culture”.

2. Couldyoudescribeyourselfinmaximum10words?

3. Choose4typicalvaluesthatyourelatetoyourculture.

4. Describeshortly3typicalritualsinyourculture

5. Writedown4“heroesorheroines”fromyourculture

6. Writedown5stereotypesthatcouldberelatedtoyourownculture.


7.6Method4Template:Applicationforasylum

ApplicationforasylumAppellido

Primernombre

Fechadenacimiento

Pais,ciudadderesidencia

Ougenyenfanmineetazini?

6.Kisayoyepouwou

7.Kipapyeimagrasyonfanmiouyogenyenisit?

8.Eskeouansent?

9.Eskeougenavoka?

10.Oujamalnahokenjyman

OUTPUT 4.2. TRAINING SESSIONS (for improving access to ...

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