1. Peace Training
International Youth Leadership Academy
1/20/2015
Gaziantep, Turkey
December 19 – 21, 2014
Supported by UNICEF and Habitat Center for Governance and Development
2. 2
Content
Aims and Objectives......................................................................................................................................3
Participants ...................................................................................................................................................4
Profile of the Participants .........................................................................................................................4
Methodology.................................................................................................................................................5
Program.........................................................................................................................................................6
Day 1 .........................................................................................................................................................7
Day 2 .........................................................................................................................................................8
Day 3 .......................................................................................................................................................10
Analysis for Obstacle 1 – Communication/Language .........................................................................12
Analysis for Obstacle 2 – Syrians Unaware of Rights/Laws in Turkey.................................................13
Analysis for Obstacle 3 – Turkey’s Domestic Politics..........................................................................13
Analysis for Obstacle 4 – Work Opportunities....................................................................................13
General Challenges in the Training.............................................................................................................14
Training Findings.........................................................................................................................................16
Evaluation ...................................................................................................................................................17
Conclusion – Going Forward.......................................................................................................................22
Annexes
3. 3
Aims and Objectives
The central mission of the peace training was to humbly serve as a first step forward in the long-
term goal of improving the social relationships amongst the Syria-originated and Turkey-
originated communities within Gaziantep. The aim was absolutely not to resolve any conflicts,
but rather to create a common ground for young people from both side to take initiative in
peacebuilding between two societies living in Turkey and this was repeatedly stated to training
participants. Understanding that the path of transformation is long and that for some Syrians this
training was their first time interacting with Turkish youth, the training’s aim was to allow a
space where the youth can begin the process of understanding and respecting each other, and
building relationships. In other words, the project ascribes to the “Healthy Relationships and
Connections” theory of change as laid out by the peacebuilding organization Search for Common
Ground. The more specific objectives presented during the training were the following:
Create a space where youth in Gaziantep can openly voice what they and also
listen to what others are living through
Allow participants to express and, in turn, listen to different perspectives
Characterize the situations at hand and discuss conflicts
Discuss possible conflict resolution options and the support needed for this
Establish communication
4. 4
Participants
The training was attended by 30 youth of mixed sex from Turkey and Syria, all residing in
Gaziantep. Ages ranged from 16 years at the youngest to 30 years at the oldest, and the majority
was comprised of university students. In addition, one participant, herself an Iraqi refugee, was
an employee of ASAM, which is a Turkish civil society organization that provides psychological
as well as integration support for asylum-seekers and migrants. One Turkish participant was a
member of the Youth and Culture House (Gençlik ve Kültür Evi of GAP Project), a volunteer
group that works with youth in Turkey, and several Syrian participants were members of VEFA
Group, a Syrian volunteer group in Gaziantep made up of men and women, youth 20 years and
up.
Training staff consisted of Elif Kalan as the Facilitator; Nilgun Çavuşoğlu as a co-facilitator and
representing UNICEF; Assistant Facilitators Osman Allaz, Aslan Allaz, Fatma Arslan, Atakan
Avci, Selman Erkan, Ayca K. Guralp, and Ismail Noyan; and translators.
Profile of the Participants
Representation
6 Youth Council
4 Youth NGO
7 Individual
4 Youth Center
3 Youth Culture
House
3 ASAM, CARE
Recent Education
18 High school
7 2 years-uni
5 Undergraduate
Employment
11 fulltime
employee
3 part-time
employee
13 student
2 unemployed
How did you learn
about this training?
1 - website
8 - Facebook
19 - friends
Please see Annex 4 to see the full participants’ list.
5. 5
Methodology
The entire training was designed and conducted from start to end with a methodology rooted in
peace and conflict theory. Based upon John Paul Lederach’s concepts1
, a mix of prescriptive and
elicitive training models were utilized to both instruct the participants on the peace field’s
academic definitions of peace, conflict, and violence (prescriptive) as well as to draw forth the
perspectives and unique experiences of youth living in Gaziantep (elicitive). In addition,
Benjamin Broome’s model of “structured dialogue” was relied upon on Day 3 to discuss the
specific issues in Gaziantep and possible steps to alleviate the conditions.
1
John Paul Lederach, Preparing for Peace: Conflict Transformation Across Cultures
6. 6
Program
The two-and-a-half day program consisted of a mix of presentations by the Facilitator, games to
allow active participation and to illustrate certain points, small-group activities, group
presentations, and open discussions.
An overview of the program agenda2
is seen below:
Day 1
∙Getting to Know Each Other
∙The UGLA Project, Goals, and Expectations
Day 2
∙Identity and Perceptions
∙Prejudices and Separation (Empathy)
∙Peace, Violence, and Conflict
∙Human Rights and Needs
Day 3
∙Analyzing the Gaziantep Situation
∙What Can I Do?
∙General Evaluation
2
See the dteailed program as Annex 3
7. 7
Day 1 began with some words of welcome, statements of purpose for the training, along with
some very positive words by the facilitator, co-facilitator, the Syrian Assistant Facilitators
(Osman and Aslan Allaz) and the UNICEF representative. The elicitive rather than purely
prescriptive nature of the training was made clear from the beginning by stating that the training
is for everyone to learn from each other and collaborate together, and that the more information
they shared, the more they would achieve. This was followed by establishing ground rules with
everyone’s participation, followed by two games meant for participants to get acquainted. For all
games, participants were reminded that if they felt uncomfortable touching others or any other
actions demanded by the participants, this would be respected and they were not obligated to do
so.
After allowing a space for everyone to become more familiar with one another, the Facilitator
introduced the International Youth Leadership Academy (IYLA) along with its principles of
standing against any form of division/disunity and embracing diversity, and its goal of
connecting people. Two short YouTube videos made by past IYLA participants were also shown
to demonstrate the hopes and ambitions of other youth around the world. After the training’s
goals were explained and before completion of the first day, participants were invited to write
down and hang up what they expected to get out of the training. Expectations included bringing
out the commonalities amongst everyone, working together, and breaking down prejudices.
8. 8
Day 2 got underway with the Facilitator reviewing together with the group their expectations as
well as their feedback on the training, expressed the previous day. Participants were reminded
that they are always encouraged to go to training staff with any concerns. After the day’s agenda
was gone over, the Facilitator dove into the training’s first content of discussing identity.
Participants were then instructed to create a map of their identities on one sheet of paper by using
words and drawings to characterize themselves, after which, participants were left to walk
around the conference room sharing their identities with each other. When they reconvened as a
group, participants remarked how though they had many differences, they also shared many
things in common, such as enjoying music, loving peace, and liking to helping each other. After
the exercise, the Facilitator led the group in discussing the topic of our perceptions, prejudices,
and divisions. To illustrate our prejudices the Facilitator led the group in an exercise of
constructing a portrait of a German man, where youth offer what comes to mind when they think
of a German man. Participants mentioned rich, blue eyes, blond, likes beer, disciplined, racist,
wears sandals, and Hitler; but when they were informed that the German man was actually
German-Turkish soccer player Mesut Ozil, participants could see their stereotypes of German
men did not all hold true. This opened a discussion of the prejudices/stereotypes held and
experienced by the youth themselves, which led to laughs (“People from Gaziantep love garlic.”)
as well as frustrations (“Syrians are thieves.”). Participants discussed how they could rid
themselves of identity constructions which obstruct relationship-building, and one young man
stressed that rather than trying to change the world we should work to change ourselves, then we
can be an example to others. Before ending the discussion the Facilitator stated that this training
9. 9
is partly meant to create awareness of our prejudices so that we can remove the separations
amongst us, as individuals and as communities.
“The Step Game”
For the next exercise, each participant was given a character role indicated on a piece of paper;
characters included a company owner, a migrant, and a blind, jobless man, and each role had two
copies, one in Arabic, one in Turkish. Everyone stood in a line at one end of the conference room
and with their characters in mind they were instructed to take one step forward every time they
could respond ‘yes’ to a declaration given by the Facilitator; statements included “I have no
financial troubles,” “I am not worried the police will arrest me,” or “I can love whomever I
want.” After several declarations some individuals had reached the opposite end of the room
while some had not taken a single step forward. When opened up for discussion one young
woman who did not move said she felt like she did not exist. One interesting observation was
that some pairs who had the exact same role ended up with a large distance apart from one
another; participants attributed to this difference on our different perspectives – while one
perceived an obstacle, another did not see one and stepped forward. One person also pointed out
that one condition can be an obstacle in one country while not in another since it can depend
upon the amount of freedom or development of a society. At the end of the discussion the
Facilitator saved the last words to explain how we are born into conditions, such as familial or
societal, that put us at uneven footings with others; and there will always be people in more
fortunate or less fortunate positions, but we can make an effort to place everyone at the same
footing with the same opportunities.
Once identity, prejudices, and what divides us was discussed together, the Facilitator moved on
to define the concepts of peace, conflict and violence. The definitions of “negative peace” and
“positive peace” were shared; the differences between direct, cultural and structural violence
were explained, and more importantly, conflict was defined as a natural, unavoidable aspect of
life that can lead to peace or violence. This sparked a group conversation about violence since
many of the Syrian youth had witnessed great direct violence in Syria with their loved ones being
killed in front of them. A few Syrians wished to state that Syrians are “peaceful people” but that
the regime drove them to violence. They expressed the need to save the next generation of youth
from witnessing violence in society and in the family; otherwise they will internalize and learn
the same violent methods.
The final subjects of the day to discuss were human rights and basic needs. After everyone was
divided into five groups, participants were asked to rank their basic needs in order of importance,
first individually, then together as a group. In the very end, each small group presented its list to
the larger group, and the results were discussed. Education was an important item on every
single group’s list, and homeland was a frequently mentioned need on many Syrians’ personal
lists. Although money is not itself a need, the priority of money was a sensitive, heavily
debated issue; while some said money is a top need (one Turkish participant said a man in
10. 10
Turkey has no honor if he has no money), others argued that non-tangibles are more important in
life. One Syrian participant expressed shock that her Turkish compatriots possessed the same
needs as she and other Syrians, though she felt Syrians were more in need. Another Syrian youth
believed that humans’ needs changed with war. Afterwards, the Facilitator shared Abraham
Maslow’s hierarchy of needs alongside peace theorist John Burton’s claims that violent conflict
is caused by the neglection of human needs, of which identity and self-esteem are of equal
importance to food and shelter. Finally, two short videos are shared, one in which the birth of
human rights is historically explained and another comical one which illustrates that even
monkeys understand when they are being treated unfairly.
Day 3 started in a similar fashion to Day 2 with the Facilitator going over the participants’
feedback from the day before to show that their thoughts have been taken seriously. Then it was
immediately off to work with the training’s most important part: analyzing living conditions in
Gaziantep. The day was devoted to understanding the conflicts youth faced, what could be
done about it, and what their roles were in the transformation.
11. 11
On the third and final day of training, participants were invited to examine their own personal
situations living in Gaziantep. Firstly, each participant was asked to individually respond to the
question “What are the greatest obstacles you face living in Gaziantep?” to which they were
told to write down three items. Next, each participant chose the one main obstacle to hang on the
conf
eren
ce
roo
m
wall,
and
the
obst
acles
we
were
left
with
were
the
follo
wing
12. 12
:
Using the method of “structured dialogue” participants then individually voted for three
obstacles on the wall which resonated most with their lives. In the end, after counting up
everyone’s votes, participants indicated that the top four most pressing obstacles they faced were
(in order of importance):
1) Communication/Language (20 votes)
2) Syrians not knowing their rights/laws in Turkey (13 votes)
3) Turkey’s domestic politics (12 votes)
4) Work opportunities (9 votes)
The conference room was arranged so that four separate round tables formed a station for each of
the four obstacles. A fifth station was also added for youth to discuss the remaining obstacles
voted on. Participants spent the remainder of the training moving around the conference room to
different tables in three separate rounds, each round dedicated to discussing in small groups three
different questions. The three questions, in order asked, were:
“What are the causes underlying the obstacle?”
“What are your suggestions to resolve the issue?”
“What is your role in the obstacle’s resolution and what kind of support do you need/with whom
do you need to work?”.
Analysis for Obstacle 1 – Communication/Language
Youth stated that a couple reasons for communication problems were that Syrians and Turkish
citizens had little contact and that Syrians were not able to learn the Turkish language for various
different reasons like they expected to return home soon or because of expensive
transportation to course locations. As possible solutions to the obstacle of communication,
youth mentioned having courses at the universities, promoting the courses and locations more,
increasing contact between Syrians and Turkish citizens, as well as offering translators at official
institutions. For more concrete ideas forward were i) to form a Turkish-Speaking Club and
expand Turkish language courses across the city. A representative from Gaziantep’s Youth and
Culture House (GAP) already offered to start the Turkish-speaking club, and a member of the
Syrian youth club VEFA also offered ii) to organize weekly language courses. Youth also
expressed a desire iii) to use Gaziantep’s Public Education Center for meetings.
13. 13
Analysis for Obstacle 2 – Syrians Unaware of Rights/Laws in Turkey
Underlying reasons which youth mentioned for the problematic issue of Syrians remaining in
the dark about their rights in Turkey were their unclear legal status (guest, refugee, asylum-
seeker?) in the country, language barrier, and lack of information provided by both the Turkish
government and the local opposition Syrian government headquartered in Gaziantep. One Syrian
participant said websites existed (i.e. Turkpress, Dubara) which had Arabic translations of
Turkish laws, but it was clear that many Syrians were not aware of them. Suggested solutions to
address the obstacle were making public announcements on TV which informed Syrians of laws,
i) creating a YouTube channel to share information, and ii) pressing the government to give
Syrians identification cards. When speaking about their own roles in the matter, both Syrian
and Turkish university law students suggested iii) they organize a volunteer group and a
young graphic designer in the group offered to design a brochure which would explain laws
in Arabic.
Analysis for Obstacle 3 – Turkey’s Domestic Politics
Several participants found Turkey’s domestic politics an obstacle in their lives for the reasons
that it turned a humanitarian issue into a political issue, it incited Turkish citizens against Syrians
due to internal political loyalties, and Turkish residents saw themselves as competing against
Syrians for governmental assistance. Suggestions to resolve the conflict included i) stopping
misinformation spread by media and ii) transforming the Syrians into an organized
community with a voice. Youth expressed a need for the local government to work with civil
organizations to iii) devise campaigns that increase connections between Syrians and
Turkish citizens (i.e. exchanging cards and gifts) and organize events that allow Turkish
citizens to understand the plight and suffering of Syrians (i.e. photograph exhibitions).
Analysis for Obstacle 4 – Work Opportunities
Work opportunities are another major obstacle for which reasons youth stated were the language
barrier, an ignorance of Turkish work laws, inability to get work permits, child labor, prejudices
of Turkish employers, and lack of jobs for skilled workers. Possible resolutions offered by youth
are i) more support for learning Turkish, ii) recognizing Syrian certification, and iii)
assisting the underage who cannot work. Participants said that the government should assume
its role of helping Syrians receive work permits and that they need support being connected to
jobs and finding courses which offer job training.
14. 14
General Challenges in the Training
The largest challenge faced during the training was communication. Almost no Turkish citizen
spoke Arabic, very few Syrian citizens spoke Turkish and even then only a small amount, and
very few people in the group also spoke English. When the Facilitator addressed the group as a
whole, translation headset systems and professional translators removed the communication gap
with little problem. However, during separate group activities or whenever participants worked
in pairs, communication between Syrian and Turkish citizens presented an obstacle. Although it
did not eliminate the problem completely, the staff tried to remedy this by having the two
translators personally attend to small groups as much as they could and by also arranging groups
to have at least one Syrian who spoke Turkish. Communication/language issues is an
overarching problem for Syrians (as will be discussed later), so with more language support in
the city for Syrians, this will hopefully be less of a problem in future trainings.
A second challenge was that some participants came to the training already knowing other
participants, which made participants who did not know anyone beforehand feel lonely and
excluded. After receiving feedback on this matter, as a remedy a greater effort was made to
frequently mix the participants during the group and pair activities. It is observed that each day,
participants from separate communities had been closer to each other.
16. 16
Training Findings
During the entire duration of the training participants were invited to share their personal
thoughts and meanings attached to the three central concepts of peace, conflict and violence by
posting them to papers on a wall, using a different color post for each of the days. A striking
observation is that the most common way to define all three concepts was in relation to
understanding; peace was equated with understanding, and conflict and violence were defined as
a lack of understanding. Another common way Syrians defined conflict and violence was to
equate them with sectarianism.
Please see Annex 1 for the entire collection of thoughts.
For more details please see Annex 2.
17. 17
Evaluation
Participants took pre and post tests. Facilitation team conducted these tests in order to measure
the impact of training content as well as to hear feedback from the participants regarding to the
quality of training, trainers and facilitators, and training environment.
Here are the results:
0.0
0.5
1.0
1.5
2.0
2.5
3.0
3.5
4.0
4.5
5.0
Youth in Peace Education
pre-test post-test
18. 18
Based on this result, it can be argued that knowledge of participants on conflict, conflict analysis,
conflict resolution, discrimination, peace, violence and human rights has increased. However, it
is seen that there is a slightly less increase in realizing and naming the conflicts and existing
prejudices in the society. We can assume that participants are already aware the current situation
in Gaziantep.
Another result displays the evaluation of the participants on training:
We can see that training team should work on the content of the training abit more. Together with this
duration of training can be increased. Participants generally liked about the venue and logistics of the
training.
0.0
0.5
1.0
1.5
2.0
2.5
3.0
Training, Trainer(s) and Environment
19. 19
What did they say?
Question #24: What was the most useful information for you? What was the most
important session for you to be supported?
Mutual solutions should be found out between Syrian and Turkish people.
Turkish people are not aware of heartbreaking facts in Syria. They are not aware of the extent of
destruction. We have not come here as tourists.
Thanks for your efforts. I hope we will find a solution.
Reaching an understanding of the concept of peace in Syrian and Turkish communities.
Understanding the solutions, finding proper questions in terms of problems and attaining positive
thinking.
Strengthening interpersonal communication. Ignoring disputes and focusing on common
grounds.
Explaining the concepts of peace and conflict.
Questions that can reveal the problem.
Everybody has already known the information provided, but it was good to know what other
people think.
Thanks for your efforts in identifying the reasons of the problems, finding solutions and
identifying the parties that cause these problems.
Understanding and being aware of human rights.
The most important thing is to sustain communication with Turkish brothers and sisters,
exchange information and make new friends.
Fully explaining the concept of peace. Meeting new Turkish friends.
The information was awesome. Our thoughts have been clarified.
The best part of the training was identifying the problems and trying to find solutions.
Empowering the friendship between Syrian and Turkish people is significant.
Mutual discussion, listening what other people say and sharing my opinions.
Integration of Syrian and Turkish youth.
20. 20
To me, the primary aspect of the training that I also support is the socio-cultural solution.
Solution process and problem analysis, human rights.
To me, it was important to be with Syrian young people.
Introduction
It was highly useful for raising awareness.
Conflict
Additional Comments:
I hope we will keep in touch and these kinds of trainings will constantly be provided between
Syrian and Turkish people. Thank you.
It was absolutely effective. For me, it will not finish with having this training. I believe I will
achieve many things with Gaziantep Center for Youth and Culture.
I hope we will develop a mutual solution.
I want these trainings that bring our Syrian and Turkish friends together continue in the future.
Increasing the number of participants and finding solutions to the problems in overpopulated
zones.
Thanks everyone. I want the communication between Turkish and Syrian people continue in
order to finish what we have started.
Thanks for your efforts. Peace is a universal issue. Everything is possible with the energy of our
youth.
Disseminating these kinds of activities. Enhancing the trainings for peace.
Thanks for your efforts. To me the most important thing is to learn the language and how to get
along with each other. We have a lot to teach each other.
I wish the training period were more than 3 days.
It was very good to organize training activity between Turkish and Syrian people. I hope the
trainings are repeated.
I hope the team continues to work for achieving the objectives. I hope this training becomes a
start-up of a beneficial project between Turkish and Syrian people.
21. 21
Enhancing information to be provided to the participants. It will be great to maintain the
communication between Turkish and Syrian people.
It was a pretty successful training, thank you.
I wish a mechanism such as an executive council would be established in Gaziantep. And I am
ready to actively participate in this mechanism.
If you have a dream and we wish this dream to come true, we should not give up and proceed
fearlessly without any break.
22. 22
Conclusion – Going Forward
“The true measure of valid human interactions is the capacity of those involved to alleviate
human sufferings and improve the human condition,” says Dr. Francis S. Nicol, a Professor of
Practice in the School of Education at Argosy University. During the two-and-a-half day peace
training in Gaziantep, Turkey, the suffering of Syrians or Turkish youth may not have been lifted
in a noticeable way, but with expanded support invested in the directions indicated by the
participants during the training, then suffering will likely transform to a more peaceful
coexistence. Youth in Gaziantep are currently living in a period of conflict and change, but
conflict can be a beautiful aspect of life that brings forth progress if handled with an
understanding of peacebuilding.
Just as Facilitator Elif Kalan stated on the final day, this training is important because as an
organized group assembled for a common goal, we can discuss matters and find strength
together. A frequent suggestion of the training’s participants was the need for Syrians to organize
amongst themselves in order to address the obstacles they face in Gaziantep, meaning many feel
vulnerable and they have unmet needs. One notices from participants’ feedback regarding their
lives’ obstacles that each obstacle has a negative influence upon the others. For example, the
language obstacle only adds difficulty or is one of the causes to the obstacle of finding work and
the obstacle of knowing Turkey’s laws, or the obstacle of domestic political squabbles is itself an
obstacle to Syrians finding jobs. And the prevalence of prejudices and generalizations especially
is a huge hindrance to any form of harmonious integration of Syrian and Turkish communities.
As one Syrian participant stated, the most important thing for Syrians is to integrate into Turkish
society.
A Facebook group has been created, and everyone who participated in the training has been
invited to share and remain active. The online tool is meant to keep the connections between the
participants alive, and participants have already used it to meet. During the training Nilgun
Çavuşoğlu from UNICEF expressed the expectation that participants continue to be a part of the
network and even be future trainers. The effort which began in December 2014 in Gaziantep was
only just a small step and, therefore, should enlarge and spread, and youth should realize that
they are powerful change agents who can transform conflict into peace.
In an increasingly globalized world, it is indisputable that war in one country affects the entire
region. Syria’s war has led to more than one million Syrians seeking refuge in Turkey. Naturally,
this huge wave of people has repercussions for Turkish citizens as well, and history has often
shown that violent conflict can erupt if social problems are left to simmer too long, so an active
and sustained effort must be made to harmoniously integrate Syrians into Turkish society,
including youth.
23. PEACE CONFLICT VIOLENCE
Not tolerance, RESPECT / Eachpersonis unique! / All
childrenshould smile
Those who start conflict are lyingintheir homes!!! Individuals and societytryingto impose their owntruths /
Those who want war should be thrownina boilingpot
(violently)
Understanding/ Right to choose one's religion/ Love /
Respectingothers
War / Difference / Lack ofunderstanding Fighting/ Intolerance and segration/ Violence ingeneralin
Syria has increased so much, whichhas a negative effect on
socialviolence; this has a negative effect onwomenand
children, and now there is no deterrent
A livingenvironment without anytype ofviolence / Peace at
home, peace inthe world / Humanity's future / Peace is
required for society's tranquility/ Universalpeace / Turkeyand
Syria hand inhand for PEACE / Inorder for world peace, we
must first start withourselves; for peace inTurkeyeveryone
livinginthis countrymust take action
Since individuals possess different ideas conflict arises between
them/ Armed or unarmed conflict? / Most ofthe time peoples'
basic needs start conflicts
As a womanexperiencingverbalviolence makes me
uncomfortable / Educationis necessary/ It is naturalfor each
individualinTurkeyto come across violence
Intelligence / Islam/ Knowledge and understandingofothers /
Justice and understanding/ Peace without justice can't be / The
brain/ Our religionurges us to peace / Understanding/ The
respect ofrights / The word whichhumanbeings move away
from/ To live a decent life ina safe communityina tolerant
countryina world respectingprivacy
Syria / Inhumane / No result / Sectarianism/ Eventhe law of
the jungle does not include conflict / A dispute betweentwo
persons or two groups
The shortest wayto destruction/ Violence onfour levels:
Domestic, societal, state, global/ Violence does not mean
power / Ignoringthe other / Stupidity/ Sectarianism/
Extremism/ The coward's option/ The other face /
Disregardingrights / The animalityofhumanbeings
Conviviality Politics / Disrespect for the other opinion Violence cancome froma word and it canbe more hurtful
thana bullet / Sometimes difference leads to violence
End ofthe war / Respect and understanding/ The freedomof
detainees / Returningto the homeland
Sectarianism/ Tyrants / Lack ofunderstanding/ Devastation/
Discrimination
Coercion/ Collapse / Dailyaction/ The Middle East / Beating
/ Sectarianism
DAY1
DAY2
DAY3
Annex 1 - PERSONAL PERCEPTIONS
25. 25
Annex 3: Program of the Training
Day 1/
Sep 23
Day 2/
Sep 24
Day 3/
Sep 25
Session I Arrivals Identity and Perceptions
Conflict and Analysis and
Situation Analysis in
Gaziantep
Break Coffee break Coffee break
Session II Meeting with the team
Prejudice and Discrimination
(Empathy)
Conflict and Analysis and
Situation Analysis in
Gaziantep
Break Lunch Lunch Lunch
Session III Getting to know each other Peace, Violence, Conflict
What should I do? and
Future Plan
Break Coffee break Coffee break Coffee break
Session IV
IYLA Project Presentation
Expectation and Opportunities
Human Rights and Needs
General Evaluation
Feedback Time Daily Reflection
Break Dinner Dinner Farewell Dinner
