Ceder romania


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Ceder romania

  1. 1. Regional Centre for Sustainable Rural Development Constantza, Romania+4.0241-522012Ceder@canals.ro www.agrofarm.lx.ro
  2. 2. • 1. About us• 2. Mentoring - our approach• 3. Two projects• 4. Research regarding mentoring• 5. Womentor meeting in Constantza – main results
  3. 3. Constantza Region Danube Delta Ukraine• 800,000 inhabitants TULCEA COUNTY• Main tourist area Black Sea• Danube Delta CONSTANTZA COUNTY Cernavoda Castelu natural reservation Medgidia Constantza• Main port infrastructure City• Agriculture area• Main City: Constantza Bulgaria 350,000 inhabitants 2,500 years of history
  4. 4. Constantza – the old town
  5. 5. The rural landscape
  6. 6. The Danube Delta
  7. 7. Trophaeum Traiani2,500 years of history
  8. 8. INFO AGRO CONSULT CASTELU consortium of different TEHNICAL CENTRAS legal bodies SCHOOL NGO RESOURCE FOR CENTRE AGRICULTURThe EVolunteeringDepartment
  9. 9. Target groups• Young people and adults in rural communities• Representatives in the central and local governments and their agencies• Professionals in schools and rural businesses
  10. 10. Current Education Programs• Training programs for farmers• Training program for employees in the rural administration institutions• Training program in order to develop the entrepreneurial behavior of the rural youth• Training program for the youth associations in order to improve their capacity to manage the volunteer human resource• Education program for volunteers in order to provide peer to peer mentoring programs to youngsters in the rural communities
  11. 11. Actual focus• Implementing an education model for local / community development that includes mentoring as education method• Use of mentoring for educating volunteers as reliable local / community development workers• 95% of our volunteers are girls
  12. 12. OUR APPROACH ABOUT MENTORING• Mentoring is based on the idea that young people are supported by caring, concerned adults, they are more likely to overcome difficulties and achieve their goals.• Mentoring programmes can be a positive tool to enhance the development of young people.• A DEFINITION OF THE MENTOR/ MENTEE RELATIONSHIP:“Mentoring is a structured, trusting and sustained relationship between a young person and an adult, in which the adult provides the young person with support, guidance and assistance.”
  13. 13. A MENTOR IS SOMEONE WHO:• Listens and attends to what Mentee is saying• Guides Mentees to examine options and consequences (there are 4 communication skills used by us)• Supports Mentees to set goals and stick to them• Is involved in a structured helping relationship with a mentee• Help the mentee to solve his problems
  14. 14. Stages of a mentoring relationship• Stage 1 The mentor and the mentee become acquainted and informally clarify their common interests, shared values, and future goals and dreams. In this stage, there may be a lack of communication, or difficulty in communicating. Mentees may be reluctant to trust mentors, and may attempt to manipulate them.• Stage 2 The mentor and mentee communicate initial expectations and agree upon some common procedures and expectations as a starting point. In the less likely event that the two individuals may not be compatible, the pair is able to part on a friendly basis. In stage 2, there will be more listening, sharing, and confiding in one another. Values will be compared, and personal concerns will be expressed.
  15. 15. Stages of a mentoring relationship• Stage 1 The mentor and the mentee become acquainted and informally clarify their common interests, shared values, and future goals and dreams. In this stage, there may be a lack of communication, or difficulty in communicating. Mentees may be reluctant to trust mentors, and may attempt to manipulate them.• Stage 2 The mentor and mentee communicate initial expectations and agree upon some common procedures and expectations as a starting point. In the less likely event that the two individuals may not be compatible, the pair is able to part on a friendly basis. In stage 2, there will be more listening, sharing, and confiding in one another. Values will be compared, and personal concerns will be expressed.
  16. 16. • Our projects in mentoring consist in a personal development programme with a 3 parts structure:1. Group Counselling sessions for developing self-conscience and self- confidence (important elements of auto valorisation), using modern techniques (active listening, reflection of emotions, reflection of the content from the client speech, types of questions in a good interview) and problem solving methods that will be applied in solving situations from their own lives.2. A training regarding social/ forum theatre techniques that valorise each one’s personality in order to develop their resources, their potential. During the project each child will be helped in developing his abilities by a mentor volunteer.3. Individual working/ “counselling” sessions between mentor volunteers and abandoned children in order to valorise their free time. In all 3 stages we used mentors volunteers who were trained in mentoring techniques, methods and skills, in order to support the abandoned children in a personal relationship (one to one).
  17. 17. • The most important questions of mentors during their mentoring relationships were:1. Why do we respond to some messages and not others?2. Why we are open to some people and not others?3. Why are we comfortable in some situations and not others?
  18. 18. Two experiences regarding our work with girls“Spect-actorsfor non-discrimination”Volunteers promotethe women status/rightsin the family (they fight againstviolence, discrimination in thesociety).
  19. 19. Volunteers promote the human beeing and the women rightsNational campaign of a NGO network from 14Romanian cities and towns that promote the humanrights through the forum theatre• Expected results: 140 schools all around Romania (14 schools in Constantza rural area)• 3300 teenagers are aware about the need for non- discriminatory behaviors• 700 adults (local government representatives, teachers and parents) are prepared to act as a support factor for social initiative
  20. 20. Forum theatreas the oppressed theatre• “The Oppressed Theatre” developed by Augusto Boal is meant at helping the oppressed people to communicate with the community.• The word “oppression” is used for describing the state of a person who has lost the right of expressing him selves.• The method allows the community (including both, oppressed and oppressor) to get actively involved in finding (negotiating eventually) solutions to their own problems related to discrimination and intolerance.
  21. 21. The importance of the forum theatrein the fight against discrimination• Social Theatre is a communication environment that allowed the interaction between the oppressed young girls/ women, and the oppressor in the family, in the comunity they live• The method allowed the oppressed young girls/ women to express their problems (through the volunteer actor)• The method put the other in the public (students, teachers, parents and so on), in the position of listening first• Having the possibility to stop the play in any moment, the forum theatre allowed the audience the opportunity to change the situation through their own solutions to the problems• Moreover, the forum theatre is supposing the use of the common language that is very important for the effectiveness and efficiency of any consultation process
  22. 22. The most important feed-back and resultsThe most important conclusion and solutions proposed:• 80% of the interventions from the audience proposed a change at a verbal level, at the conceptual level, but less changes regarding behaviors or attitudes• The general trend was to teach the oppressor what he has to do, to speak a lot about ethics, without doing something themselves in order to make the oppressor to change.• One of the practical solution proposed was to include in the school curricula, non-formal education programs that may help students to be tolerant and supportive to the other• Another solution was to develop educational programs for developing women life skills they can use against violence and discrimination in the family
  23. 23. What our volunteers are doing?“I know what I can, now Ican try”Volunteers trained as MENTORS helpchildren and teenagers, especially theyoung girls, in orphanages in order todevelop their life skills
  24. 24. Ongoing project supported by the National Youth Agency Our volunteers help children and teenagers in orphanagesContext• Children from orphanages are affected by a severe affective privation• They lack the opportunities of having extended relationships with an adult, relationships in which the institutionalized child may identify a modelThis all leads to:• An introvert or depressive behavior• Abandoning the hope of getting someone’s affection or sympathy• They believe they are worthless
  25. 25. Our volunteers help children and teenagers in orphanagesThe aim of the project is to support 15 children, mostly girls, aged 12 to 17, from 3 orphanages in order to:• Develop their self-evaluation skills• Identify their own weaknesses and strengths, and resources as well• Self valorization of their own life skills• Developing their self-confidence, self-image and self- esteem
  26. 26. Our volunteers help children and teenagers in orphanagesActivities:• Group Counseling sessions in order to develop self-awareness and self- confidence that are important for self-valorizationTechniques used:• Active listening• Reflection of emotions• Reflection of the content• Problem solving methods that will be applied to in order to solve problems they are currently facing in their day by day life
  27. 27. Our volunteers help children and teenagers in orphanagesActivities:• Training course in order to learn the SOCIAL/ FORUM THEATRE as an opportunity for children to valorize their personality and resources• Peer to peer program through which each child is supported by a VOLUNTEER MENTOR in order to develop his/her abilities• The volunteer and the child plan and organize together free time activities
  28. 28. In this project, the roles of the mentor are:- teach young people how to relate well to all kinds of people andhelp young people strengthen their communication skills.- help improve a young persons self-esteem. - provide support for young person trying new behaviors .- help young people set goals and start taking steps to realizethem.- help the young people with homework and improve theiracademic skills. “All mentors have the same goal in common: to support young people to realise their goals, to develop decision making skills and reach their full potential.”
  29. 29. No. of organizations 0 1 2 3 4 5 6 7 8 9 10 lac we ac k of k inf for or m ma al tio an n low d se inf l 64.3% fe or ma ste em l ed lac uc k ea at of nd io n ma ne g 50% te at ria l me ive se lac a f k ns im of an ag qu df e al 50% if ic ina at nc ion ial an re d so pr ur o ce fes s sio 35.7% nalac l in k te of g ra inv tio ol ve n m 35.7% en dis t in cr th im ee ina co tio n Main problems and needs of girls and young women no m ic 21.4% life an d po l itic s 21.4% fa m ily vi o len ce 7.1% pe rs o n tra fic k ing 7.1%
  30. 30. Situation of mentoring Organizations classification according to the activity profile 16 100% 14 12 78,6%No. of organizations 10 57,1% 8 35.7% 28.6% 6 14.3% 28.6% 28.6% 4 21.4% 2 7.1% 0 total no. of social services w omen right international volunteering / economic and health care training / other public religion organizations promotion cooperation philantropy social education services development
  31. 31. Situation of mentoring Girls and young women fromthe total no. of the organizations beneficiaries 75%-100% 10%-25% 14% 21% 25%-50% 14% 50%-75% 51%
  32. 32. No. of organizations to t al no .o fo la rg 0 2 4 6 8 10 12 14 16 ck an of iz fin at an io ns c ia la lr es 100% ck of ou qu rc es al la if ie ck la d ck m 57.1% of ed of en uc su to pp rs la at o ck io rt of n p 28.6%la pr er ck th og so e r nn of in am m vo s e l ot lv fo iv w em rm at ea 21.4% io n k to en en fo pr to r om fp rin g pa ot ub rti io lic ci n au pa of 21.4% tin m th g en or iti in to es ed r in uc g at pr io og 21.4% n/ ra tra m la in s la ck in ck of g of tra pr 14.3% a la in og or ra ga ck er s m ni of fo s za in rm tio te 14.3% na rs en ls ec to to rin tr a ria g te lc gy oo th pe 14.3% at Problems and needs of the organizations providing mentoring services ra in tio cl ud n es m 14.3% en to rin g 7.1%
  33. 33. No. of organizations 0 2 4 6 8 10 12 14 16 total no. of organizations equality 100% promoting girls 71.4% and young 28.6% women developing theentrepreneurship 28.6% personal development for 85.7%social integration by the providing organizations Principles and values promoted personal development for professional 64.3% integration Situation of mentoring social change 7.1%
  34. 34. No. of organizations 10 12 14 16 0 2 4 6 8 Total no. oforganizations 100% Training Psycological councelling 92.9% 92.9% Assistance / Consulting 71.4% Supervising 50% Methods and tools Mentoring 64.3% the organizations are applying to Coaching Situation of mentoring 42.9% Informationdissemination 21.4%
  35. 35. No. of organizations P sy co lo g ic al co C u ou nc n e lli ce l li ng ng (pF a 0 2 4 6 8 10 12 14 16 an erm d so T ily o pr na ta pl of la l dn V es evni ol n 100% un si el g on op te er al m in or en 64.3% g ie t) /P nt 50% at hi io la n H nt ro E e 42.9% py E qu alt h du D a 50% ca om l it y ca t io r es , g e n/ E ti c en tr du 42.9% vi de women ai c ni at ol r ng io en n 35.7% se , t ce rv i ra P i c ni 28.6%In er es ng te so rn ns su at A B Cu pp 21.4% i o d O us ltu t ra ly na o rg in ra ff i l r pt i an es l ki 21.4% eg on iz s tra ng ul of ati m d at i on an itio a n 21.4% i o ns n tit al m ge s re ut m ga i o an e 21.4% rd na ag nt Training topics for girls and young in liz em g e 21.4% th d c en e h t w ild om re 21.4% en n r ig 14.3% hs 7.1%
  36. 36. Situation of mentoring Mentors in the organizations Have specialized mentors 21% Dont have specialized mentors 79%
  37. 37. Situation of mentoring How the mentors are trained? The organization doesnt have training programs for mentors at all 14% The organization The organization has internal is contracting training programs individual trainers (internal trainers) 14% for mentoring 51% The organization is contracting out specialized training organization 21%
  38. 38. Who is providing mentoring for girls and youn womenA very few information on this topicTwo examples:• CEDER – The Volunteering Centre• Vodafone company
  39. 39. Seminar results The mentors network• Why do we need a mentors network?• for information dissemination• promoting mentoring and mentors• defining and promotion of the concepts• promoting standards for mentoring• to facilitate the exchange of models of good practices• to facilitate the communication among mentors• to participate in public policies elaboration• for mentoring grants
  40. 40. Seminar results The mentors network• Methods for networking• producing publications and materials• meetings, seminars, conferences, workshops• website• researches, studies• representing mentors at Brussels• case studies• models of good practice
  41. 41. Seminar results The mentors network• Resources• accessing grants for mentoring projects/ programs• fees/ contributions from specialized mentors• tariffs for some services and products• human resources• logistic resources for the network
  42. 42. Participants expectations from the mentoring network• Accessing financing programs in order to support mentoring programs• Developping programs in order to support integration of girls and young women• Promoting cooperation in the mentoring field• Supporting the national mentoring programs in order to be efficient at the national level• Providing training for mentoring• Information dissemination• Transparency• Involvement, seriousness of all the members• Improving communication among the network members• Increasing sustainability of the mentoring programs• Promoting mentoring in communities
  43. 43. CONCLUSIONS• The girls and young women main needs and problems in Roumania are related to social values and beliefs, like the traditional status/ role of the women in the society and in the family- the man is the had of the family and the women has to obey the man and she has to take care of the house and of their children also, she is not capable to be a leader. The career girls or young women are not appreciated, because it doesn’t fit with the social stereotype.• The most of the participants at the seminar don’t know the meaning of mentoring concept, the mentoring method and process, but they make confusions between mentoring and some of the instruments used in mentoring process, as councelling, training, assistance. They understand the mentoring concept as „role- model” but they don’t know how they can train specialised mentors for their organizations.• The organizations dont’t have internal specialized mentors and they don’t have informations regarding training opportunities for mentoring. In Roumania the mentoring concept is very new and it is used as practice and service mainly in the business sector. Only a few organizations in Roumania are using mentoring services in educational and social field. The participants at the seminar consider that mentoring can be used successfully in their work with girls and young women.