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WHITE HATS

MIDTERM REPORT JANUARY 2012 JULY 2012

WRITTEN AND PREPARED BY Hamit Levent Evci Project Coordinator

CONTENTS

Executive Summary ................................................................................................................. 3 Project Summary ...................................................................................................................... 4 Project's Aim ve Objectives ......................................................................................... 5 Proje Statistics .............................................................................................................. 6 Project Activities ...................................................................................................................... 7 Project Activities on February .................................................................................... 7 Project Activities on March and April ....................................................................... 7 Project Activities on May and June ............................................................................ 9 Training Programme at School ................................................................................. 10 Closing Festivals ......................................................................................................... 11 Janssen Turkey Employees Participation ........................................................................... 12 Project Team ........................................................................................................................... 12 Reflections in Media ............................................................................................................... 13 Mid-Term Evaluation Report .............................................................................................. 15

WHITE HATS PROJECT MID-TERM REPORT Project Name Project Partners Finance Supporter Project Duration Reporting Duration White Hats Janssen Turkey & Community Volunteers Foundation (TOG) Janssen Turkey 01.02.2012 31.12.2012 01.02.2012 07.06.2012

Executive Summary White Hats Project is a peace project which started in 2007 by Young Community Volunteers and continued with the partnership of Janssen Turkey between December 2009 December 2010 and January 2012 December 2012. In its first year, White Hats was a sustainable project which was developed to prevent violence in society In 2012, it turned to be a peace project with the help of feedbacks received from Monitoring and Evaluation Expert and Community Volunteers youngsters performing the project. It is designed with non-formal education method and the projects target group is primary school students. White Hats Project is also a project that gives priority to social utility. Projects first term which began on January 2012 and ended on June 2012, ended with Closing Festivals held in schools. 5000 people benefited directly or indirectly from the project which was performed in 5 provinces in 7 schools with 1200 students in total. 33 TOG organizations applied to implement the project after the open call was made on February 2012. The project was implemented with 7 TOG organizations out of these 33. 95 Young Community Volunteers volunteered in the project. Before starting to implement the six weeks long programme of the project in the primary schools, we worked to strengthen Community Volunteers youngsters who would implement the project. First, we developed the main project training. 20 Young Community Volunteers participated in a 5 days long training on thematic subjects like Human Rights, Violation of Rights, Discrimination, Living-together, Child Rights and Social Gender Roles ,Working with Children, Communicating with Children, Communication, Conflict and Conflict Resolution. We aimed both improving Young Volunteers and their organizations knowledge about these issues and raising the quality of the 6 weeks long training programme in schools. On April 2012, education programme in schools was started to be performed with primary school children at 4-5-6. and 7. grade. During 6 weeks, Young Volunteers and students

worked on what we need to do in order to reach peace, injustice, discrimination, social gender equality, ideal world and communication for an ideal world. Outputs of the 6 weeks were exhibited in Closing Festivals. There were also dance shows, music concerts, face and fabric painting activities, group games etc.. In all provinces, festivals ended with big peace signs formed by children and Young Community Volunteers. Project co-ordinator reported all processes of the project. Moreover, monitoring and evaluation expert of the project analysed the first term processes of the project. Analysis and Evaluations of the project can be found in the second part of this report. The project news took place in 50 different social networks in total. An interview with Fortuna Turkey was made on June and it was published in August issue of the magazine. Now; a team of experts on box games, is designing a peace game for the project in order to use in the second term. We will start to promote the box game which is being designed with Boat Game-Training-Meeting Team with Player Trainings which will be held on October 2012. Project Summary Application Areas: Bandrma (Balkesir), Erzurum, Izmir, Kilis and Trabzon TOG Organizations Implementing the Project: Balkesir University Bandrma Community Volunteers, Atatrk University Community Volunteers, Izmir University Community Volunteers, Ege University Community Volunteers, Dokuz Eylul University Community Volunteers, Yedi Aralk University Community Volunteers and Karadeniz University Community Volunteers Project Implemented Primary Schools: Ticaret Borsas lkretim Okulu ( Balkesir Bandrma ) Ticaret Odas lkretim Okulu ( Balkesir Bandrma ) Yavuz Selim lkretim Yatl Blge Okulu ( Erzurum ) Evin Leblebiciolu lkretim Okulu ( zmir ) Trk Birlii lkretim Okulu ( zmir ) Osman Altnta lkretim Okulu ( Trabzon ) Target Group: The children in the project implemented primary schools on 4., 5., 6. and 7. grades ( age between 11-14 The Young People at the TOG Youth Organizations in the universities.
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The Main Aim of the White Hats Project is: To increase childrens sensitivity by raising their awareness about living a life without violence, to provide peace, to build and develop social relationships on the basis of love, respect, confidence, tolerance and cooperation. The Objectives of the White Hats Project are: To inform students about peace; To support students transform their living environment into a more peaceful one; To make students notice the other children around them and their rights; To increase students sensitivity about avoiding discrimination by informing them about social gender inequality and discrimination; To enable students to think over notions like rights, living-together, confidence and intention; To enable students to experience together with young volunteers that living-together is only possible through rights-based approaches; To help children become aware of the fact that to live in another world is possible and the ones who will contribute to this are the children themselves; To make students gain the ability to communicate by use of language of peace; To help students develop consciousness of respect for differences; To contribute to students social improvement; To design a thematic box game about Social Peace and make it widespread;

Furthermore, White Hats Project aims; To draw attention to the problem of perceiving violence as a means of communication; To inoculate sense of volunteering to primary school children by introducing it; To raise childrens awareness about their social rights; To develop volunteers relationship with the children they communicate during project and the society; and To support volunteers self-development with the trainings they take while applying the project.

Expected Outcomes: By means of the events that will be performed within White Hats Project, it is planned To reach 2000 children in 5 schools in 5 provinces; To give 120 hours training in total to the children in 5 schools at the end of a programme which consists 2 hours training each week (these trainings will be given both in the first and second term and in each term trainings will last 6 weeks);

To have children in 20 schools play Box Game with young volunteers and to reach 1875 children in 20 provinces through the medium of Box Game; To have at least 5 news about the project published in local or national media; To increase 5 Community Volunteers organizations capacity about child rights, working with children and peace education; To have at least 100 Young Community Volunteers involving in a social responsibility project.

Projects First 5 Months: Province 5 Provinces Bandrma School name 7 Schools Ticaret Borsas lkretim Okulu & Ticaret Borsas lkretim Okulu Amount of Student ( 1117 ) 155 Children (5 classes in total) 10 Young Community Volunteers Amount of Team ( 85+10)

80 Children Erzurum Yavuz Selim Yatl Blge Okulu (4 classes in total) 13 Young Community Volunteers

zmir

Evin Leblebiciolu lkretim Okulu & Trk Birlii lkretim Okulu Nihat Baolu lkretim Okulu

330 Children (13 classes in total) 25 Young Community Volunteers

320 Children Kilis (12 classes in total) 21 Community Volunteers

232 Children Trabzon Osman Altnba lkretim Okulu (8 classes in total) 16 Community Volunteers Youngsters

Project Events February 2012: Events to Introduce the Project: 1) Participating to the Youth Council (of TOG ): A White Hats stand was set at the 19th Youth Council which is the biggest sharing field of Community Volunteers Foundation and was held between 2-5 February in Gaziantep. The Project was introduced to the other TOG organizations attended the Council. 2) An Open Call to the Provinces for the Project: The project was announced via collective communication groups and social networks that are used by Community Volunteers Foundation. 3) Pointing the Provinces: Out of 33 applications, Bandrma (Balkesir), Erzurum, Izmir, Kilis and Trabzon were pointed to implement the Project at the end of an evaluation according to project criterias. 4) Building Up the Project Team: A team was built up to carry out the Monitoring and Evaluation works and project trainings. 1 man and 3 women trainers took part in project training. Project training was developed by a team of 7 people including Projects Department Manager, Project Coordinator and Monitoring and Evaluation experts. March April 2012: 1) Project Training Preparation Meetings: 5 preparation meetings was made for project training. 2) Project Training: It was implemented between 14 18 March at Family Hotel in Silivri, Istanbul. 20 Community Volunteers youngsters from 5 different provinces participated in the training. During 5 days long training, sessions on thematic subjects like human rights, violation of rights, discrimination, living-together, child rights and social gender together with working with children, communication with children, communication, conflict and conflict resolution were held.

White Hats Project Training Programme (14-18 March 2012-Silivri, stanbul) 14 March 2012 Wednesday 09:30 11:00 11:00 11:30 11:30 13:00 13:00 14:30 14:30 16:00 16:00 16:30 16:30 18:30 19:00 20:30
-Opening

15 March 2012 Thursday -Program Introduction -Expectations/FearsAre We Wrong?

16 March 2012 Friday State of the World

17 March 2012 Saturday Project Partner and TOG CEO Visit

18 March 2012 Sunday

Water Way!

Break Whats Happening in Life -CoctailState of the World Thematic Workshops Today is the Child day We Talk, But In Which Tongue! Technical Briefing about the Project

Lunch Welcoming I Named him/her Deniz The Ideal World Evaluation and Conclusion

Tom and Jerry!

Break White Road! How to Achieve Peace? Is the Child Wrong? Daily Evaluation Daily Evaluation Dinner -Presentation Techniques -Non-formal Education Techniques Daily Evaluation

See you in the Field!

20:30 22:00

-Preliminary

Test Acquintance Flying Carpet

TOG Principles

Disco Disco Partizani!

3) Local Transference: Project teams transferred their information to their project teams when they got back to their locals. 4) :Local Workshops: 6 weeks long workshops in primary schools and one day long local workshops which focuses on attitudes towards children were performed in all project provinces. Sequence No 1 2 3 4 5 Workshop Date 31.03.2012 07.04.2012 08.04.2012 14.04.2012 21.04.2012 Province the Workshop performed Kilis Izmir Trabzon Bandrma (Balkesir) Erzurum
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5) Pointing Schools: Project teams pointed the schools to perform the projectwith the support of Directorates of Education.. Central office supported the local project teams about permissions. 6) Updating Training Programme: The 6 weeks long works in schools were revised taking the feedbacks from the earlier terms and application time into account. 7) Updating the Volunteer Manual: Earlier Volunteer Manual was made much more functional with the help of feedbacks and was supplied to projects volunteers. 100 Volunteer Manual was printed in total. 8) Printing Visual Materials: Buffs for the project's volunteers and white hats for the children in the project were printed. 150 buffs and 1500 white hats were printed in total. May -Haziran June 2012: 1) Performing the Training Programme in Schools: The project started at schools in all provinces on Monday, 16 April. Visual works obtained at the end of 6 weeks long project were exhibited in End of Term Festivals.

Training Programme Week by Week: Trainings which will be offered to children within the project are as seen below: Acquaintance and Adaptation Events: Children will learn about unknown sides of each other and volunteers will get to know the children before beginning other events. This stage will contribute to the learning environment. Team Work Exercise: This exercise will help form Classroom Rules in the next stage. Confidence Exercises: These are the exercises during which the children will learn to trust their volunteer sisters/brothers and themselves. These will contribute to a confident learning environment. Introduction of the Programme: This is the part which tells briefly about the activities we will perform with children during 6 weeks and is also the part which informs children that this project will be performed together during 6 weeks. There is a kind of agreement which is intended to make it easy to work with children during this 6 weeks project and is filled by children again with their own rules, ideas. Brainstorming about Peace: An event during which the children will talk about their definition of "What is Peace?" Notion of Inequality - Collage Work: An event during which the children will make collages and talk about notion of inequality Social Gender - A competition: An event during which the children will be able to talk about social gender roles and their affects as if they are in a competition Discrimination - Summer Camp: An event during which children will be able to talk about discrimination We're Drawing the Ideal World: An event which lets children draw anything that comes to their mind when said Ideal World We're Preparing "How to Behave" Brochure: An event which lets children think about how we have to behave in order to live in a world we would like Communication for Peace: An event during which children will be able to talk about what we should pay attention to while communicating as to live in a more peaceful world Our Promise Letters to Ourselves: Children will write letters which contains the promises they make to themselves about their responsibilities they should be aware of for a more peaceful world, they will write it to themselves and be the only ones to read it.

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An example content of the 6 weeks programme planned to be offered in schools within the project is as below:
Acquaintance Meeting Acquaintance-Adaptation Events Team Work Exercises Confidence Exercises Introduction of the Programme We're Preparing Our Agreement State of the World: Brainstorming about Peace Notion of Inequality - Collage Work Finish and Evaluation State of the World - Thematic Workshops: Social Gender - A competition Discrimination - Summer Camp Finish and Evaluation Ideal World: We're Drawing the Ideal World We're Preparing "How to Behave" Brochure Finish and Evaluation Peace-breaking Behaviours: 5. Week Communication for Peace Promise Letters to Ourselves Finish and Evaluation 5 Weeks Repetition Reminding Presentation Behaviour Change Exercise 6. Week Finding Slogan and Drawing Symbol Red Chair Festival Arrangements

1. Week

2. Week

3. Week

4. Week

Closing Festivals When the 6 weeks long programme was finished, an Closing Festival was held. Sequence No 1 2 3 4 5 Festival Date 31.05.2012 01.06.2012 01.06.2012 04.06.2012 21.04.2012 Province and School where the Festival held Erzurum - Yavuz Selim Yatl Blge Okulu Kilis - Nihat Baolu lkretim Okulu Trabzon Osman Altnta lkretim Okulu Bandrma (Balkesir) Ticaret Odas lkretim Okulu Erzurum Yavuz Selim Yatl lkretim Blge Okulu
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Janssen Turkey Employees Participation Janssen Turkey employees participated in the project. Janssen Turkey employees participated in the project as seen below: Taking part in project training Taking part in Closing Festivals 7 employees from Janssen Turkey took part in Closing Festivals. Project Team Hamit Levent Evci, Project Coordinator He is responsible for the project coordination. He is also responsible for the project activities, coordination of the project teams that perform the project in their local areas, budgeting and monitoring, projects reporting and its sustainability. Uur Elhan, Monitoring and Evaluation Expert He is responsible for monitoring and evaluating the projects effects. Jlide Erdoan, Head of Projects Department She works with projectcoordinator and is responsible for the sustainability of the project.

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Alper Serdar, Merve Seda evik, zge Snmez and Zeynep Baaran, Trainers They are responsible for designing the main training of the project and implementing it. Reflections in Media White Hats Project took place on several national and local mass media resources including printed and online media. (10 printed media and 50 websites) Websites: http://www.haberciniz.biz/beyaz-sapkalar-projesi-1484503h.htm http://www.erzurumhabergazetesi.com/33569-beyaz-sapkalar-ile-barisa-dogru http://www.bandirmamanset.com/haber/beyaz-sapkalar-projesi--11967.html http://www.doguturk.com/guncel/beyaz-sapkalar-ile-barisa-dogru-h3641.html http://www.gercekbandirma.com/guncel/326-jannsen-turkiye-ve-tog-un-ortak-etkinligi-beyazsapkalar-projesi-4-mayista.html http://www.medyaerzurum.com/haber/2-beyaz-sapkalar-ile-barisa-dogru http://www.erzurumgazetesi.com.tr/haber/Siddete-beyaz-sapkali-tepki/64260 http://www.haberler.com/erzurum-da-beyaz-sapkalar-ile-barisa-dogru-projesi-3670939haberi/ http://www.beyazgazete.com/haber/%202012/5/31/erzurum-da-beyaz-sapkalar-ile-barisadogru-projesi-1231886.html http://www.kastamonudanhaber.com/erzurum/--beyaz-sapkalar--ile-barisa-dogru-h53052.html http://yurthaber.mynet.com/detay/balikesir-haberleri/beyaz-sapkalar-projesi/259633 http://www.haberler.com/balikesir/gundemi/beyaz-sapkalar-projesi.htm http://www.erzurumgundem.com/beyaz-sapkalar-ile-barisa-dogru/HaberDetay/1038 http://www.sondakika.com/haber/haber-beyaz-sapkalar-ile-barisa-dogru-3670960/ http://www.kiliskentgazetesi.page.tl/ http://www.haberler.com/beyaz-sapkalar-projesi-3683124-haberi/ http://www.haber3.com/beyaz-sapkalar-ile-barisa-dogru-1362212h.htm http://www.medya73.com/nazilli-belediyespor-satranc-takimi-il-ikincisi-oldu-haberi955629.html http://www.beyazgazete.com/haber/2012/5/31/beyaz-sapkalar-ile-barisa-dogru-1231772.html http://www.pirsushaber.com/beyaz-sapkalar-ile-barisa-dogru-388509n.html http://www.gazeteguncel.com/haber-Beyaz-Sapka-Ile-Barisa-Dogru-28915/ http://www.haberyurdum.com/beyaz-sapkalar-ile-barisa-dogru-123587n/ http://www.formedya.com/21181_Beyaz-Sapkalar-Ile-Barisa-Dogru.html http://www.haberfx.net/beyaz-sapkalar-ile-barisa-dogru-haberi-514376/ http://www.haber50.com/beyaz-sapkalar-ile-barisa-dogru-808795h.htm http://www.haber01.com/-h230891.html http://haberpan.com/haber/beyaz-sapkalar-ile-barisa-dogru http://www.milletinsesi.com.tr/haber/erzurum-1/beyaz-sapkalar-ile-barisa-dogru http://www.fezahaber.com/beyaz-sapkalar-ile-barisa-dogru-137935n.html http://www.nevsehirgazete.com/HD184595_-beyaz-sapkalar--ile-barisa-dogru.html http://www.iha.com.tr/%E2%80%9Cbeyaz-sapkalar%E2%80%9D-ile-barisa-dogru20120531AW000737-erzurum-haberi http://www.medya73.com/beyaz-sapkalar-ile-barisa-dogru-haberi-962573.html http://www.haberfx.net/beyaz-sapkalar-ile-barisa-dogru-haberi-521029/ http://www.haberler.com/beyaz-sapkalar-ile-barisa-dogru-3691853-haberi/ http://www.haberciniz.biz/beyaz-sapkalar-ile-barisa-dogru-1489496h.htm http://www.kilispostasi.com/haber/beyaz-sapkalar-ile-barisa-dogru.html
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http://www.haberler.com/beyaz-sapkalar-ile-barisa-dogru-3691853-haberi/ http://www.haberx.com/beyaz_sapkalar_ile_barisa_dogru%2817,n,10998641,189%29.aspx http://www.haberizci.com/kilis/-beyaz-sapkalar-ile-barisa-dogru--h14283.html http://www.sondakika.com/haber/haber-beyaz-sapkalar-ile-barisa-dogru-3691853/ http://www.haberyurdum.com/beyaz-sapkalar-ile-barisa-dogru-130500n/ http://www.beyazgazete.com/haber/%202012/5/31/beyaz-sapkalar-ile-barisa-dogru1231772.html http://www.anayurtgazetesi.com/default.asp?page=haber&id=405479

Examples from Printed Media:

Moreover; projects announcement by TOG is made via www.tog.org.tr by publishing regular news about the projects main activities. Projects announcement is also done in http://tog.org.tr/beyaz-sapkalar_191. On Facebook, the young volunteers most used social network, projects up-to-date announcements were shared by its followers on https://www.facebook.com/BeyazSapkalar .

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WHITE HATS
MIDTERM EVALUATION REPORT
JANUARY 2012 - JULY 2012

Uur Elhan
White Hats Project Monitoring & Evaluation Expert

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Contents
INTRODUCTION ..................................................................................................................................... 18 PROJECT TRAINING ................................................................................................................................ 19 Objective ........................................................................................................................................... 19 Aims ................................................................................................................................................... 19 The Framework of the Training ......................................................................................................... 20 Training Pre-Tests and Post-Tests ................................................................................................. 21 The Training Evaluation Form........................................................................................................ 21 Daily Assessment Meetings ........................................................................................................... 21 Daily Team Meetings ..................................................................................................................... 22 Training Evaluation Meetings ........................................................................................................ 22 Findings ............................................................................................................................................. 22 WORKSHOPS.......................................................................................................................................... 28 Worksop Evaluation Process ............................................................................................................. 28 Findings ............................................................................................................................................. 29 FIELD VISITS ........................................................................................................................................... 32 Focus Group Meetings ...................................................................................................................... 32 Volunteers Sustainable Project Experience.................................................................................. 33 Reasons for Volunteers Involvement to the White Hats Project ................................................. 33 Workshops..................................................................................................................................... 34 Project Training ............................................................................................................................. 35 Communication Between Organizations Implementing the White Hats Project ......................... 36 Volunteers Expectations from the White Hats Project ................................................................ 37 OUTCOMES ............................................................................................................................................ 38 Project Training Outcomes ................................................................................................................ 38 The Outcomes of Workshops ............................................................................................................ 42 RECOMMENDATIONS ............................................................................................................................ 45 ANNEXES................................................................................................................................................ 49

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INTRODUCTION
The White Hats Projects Monitoring & Evaluation (M & E) process implemented with the partnership of Jannsen and Community Volunteers Foundation (TOG) is designed for determining to what extent the project has achieved its objectives and whether the project activities were conducted in line with the project aims. It has an active structure that covers the whole project using several methods and instruments. The M & E process is divided into two periods within the context of the White Hats Project. The first period aims at examining activities that were conducted between January 2012, the start date of the project, and June 2012, whereas the second period aims at examining these activities, as well as the general process that spans from the start of the project to its end. The first of these two periods are reported as the Midterm Evaluation Report and the second one as the Final Report. The White Hats Project Midterm Evaluation Report is prepared to evaluate the effect of activities that are held between January 2012 and June 2012. In this context, the Midterm Evaluation Report covers Project Training, Workshops and Field Visits. The instruments used by the M & E process to evaluate the effects of these activities are explained in detail for each activity later on in this report.

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PROJECT TRAINING
Objective
The White Hats Projects Project Training aims at discussing childrens rights, peace and culture of coexistence and creating awareness on these issues. The aim of the Project Training is to create awareness among volunteers who will carry out the workshops on childrens rights, peace, culture of coexistence, gender and discrimination, as well as, to increase their skills for presentation techniques, facilitation, non-formal learning and working with children.

Aims
In line with this objective, the aims of the Project Training are defined as such: To inform about attributes of human rights To promote an understanding of the concepts related to human rights and associate these issues To form connections between the White Hats project and human rights To create an understanding of sources of discrimination To create an understanding of sources of opportunity gaps To create an understanding of the meaning of the concept of gender To share knowledge about the notion of sex To promote an understanding of concepts related to gender roles and facilitate the discussion of these issues To promote learning and discussions about notions of coexistence and peace To promote an understanding about why the world we live in is not peaceful To discuss ways to create a peaceful world To understand how to go beyond problems that constitute an obstacle to a peaceful world To promote an understanding about which need brought about the appearance of childrens rights To share knowledge on the four principles of childrens rights To promote an understanding of the relation between childrens rights and human rights
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To share knowledge on the relation between childrens rights and actions targeting children

To share knowledge on the concept of injustice To have an understanding of how injustice arises in every part of daily life To have an understanding of the importance of human behaviors in establishing communication

To have an understanding of the importance of communication in order to establish a peaceful world

To share knowledge about the Principles of Community Volunteers Foundation To share knowledge about the meaning of the notion of conflict To have an understanding of how conflicts arise between different actors in a project To share knowledge about phases of conflict To share knowledge about how to solve a conflict To share knowledge about issues to pay attention to while working with children To share knowledge about how to manage a class To develop communication skills To share knowledge about non-formal learning, facilitation and presentation techniques

To develop an approach based on non-formal learning to be used in workshops To share knowledge about how to sustain an ideal environment for learning during workshops

To share knowledge about how to share knowledge with volunteers who did not participate to the Project Training

To inform about the necessary tools for sharing knowledge To inform about the working of the White Hats Project

The Framework of the Training


Being held only once, the White Hats Projects Project Training was organized between 14 and 18 March 2012 as a four-day event in Selimpaa, Istanbul. It was designed and implemented by 4 trainers (three female and one male) who have experience in education, civil society, volunteerism, human rights, childrens rights, coexistence, non-formal learning
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and experiential learning. The Project Team was also present in the training and provided the necessary logistical support. The Trainers Team and the Project Team were part of a preparatory process, which was held two days prior to the training at the training venue. The Monitoring & Evaluation Expert monitored the whole process, from the first to the last meeting. 20 participants, 4 from each 5 TOG organizations in different cities, participated to the training. Of the 20 participants, 75% were women and 25% were men. Their average age is 20.9. The youngest participant is 18 years old, whereas the oldest is 23.

The Training Process and Instruments


In order the evaluate the Project Training as a whole and in detail, all the processes that span from the designing process of the training to the team evaluation meeting held at the end of the training were included in the training evaluation plan. These steps include PreTest and Post-Tests, training evaluation forms, daily assessment meetings held with the participants, daily team meetings and the training evaluation meeting held with trainers and the project team after the training. Training Pre-Tests and Post-Tests Training Pre-Test and Post-Test are Likert-type forms (see Annex-1) that are used by participants in order to give scores on a scale of 1 to 5 to a questionnaire of 65 items. The form is prepared in order to track every alteration concerning each item, as well as each participant. It also allows for a general assessment of the participants as a group. The Training Evaluation Form The Training Evaluation Form is a form filled in by participants at the end of the training and with which they can assess meetings, technicalities, trainers, as well as the groups and their own participation to the training process (see Annex-2). Feedbacks on the Training Evaluation Form are assessed qualitatively and quantitatively. Daily Assessment Meetings A one-day Daily Assessment Meeting was held with all participants as one group at the end of each day throughout the training. These meetings are prepared for participants to share their thoughts, reflections and feedbacks concerning the sessions held throughout the day
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and the course of the day in general. Another function of these meetings is to allow the Trainer Team to make necessary changes in the program or the used methods in line with the trainings goals as a response to the needs, demands and problems expressed by the participants. The Monitoring-Evaluation Expert was also present in these sessions and assessed it accordingly. Daily Team Meetings Daily Team Meetings are held on the evening of training days by the Trainer Team with the participation of the Monitoring-Evaluation Expert and allow for a re-evaluation of the days sessions and the next days schedule by the team. Training Evaluation Meetings The Training Evaluation Meeting is held right after the end of the training with the participation of the Training Team and the Monitoring-Evaluation Expert enables a general evaluation of the training. In the meeting, the Trainer Team gives feedback about the training schedule, technical conditions and their performance and ensures the sharing of ideas about the whole process following the training.

Findings
In the findings section, findings that are gathered from the Training Pre-Test and Post Tests and the Training Evaluation Form are presented. In Graphic 1, participants scores from the Training Pro-Test and Post-Tests filled in at the beginning and end of the program are demonstrated. When the Project Training is evaluated as a whole according to the Wilcoxon Matched Pairs Signed Ranks Test results, it is seen that a significant learning has been achieved in line with the project aims. (Asymp. Sig. (2-tailed) = 0,0001, p < 0,05).

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Graphic 1: Participants Pre-Test and Post-Test Mean Scores

In Graphic 2 the mean scores given before and after the training for each item prepared in line with the learning targets are presented.
Grafik 2: Pre-Test and Post-Test Mean Scores Based on Items

In Graphic 1, a significant difference was found in every article except the number 20 acccording to the Wilcoxon results.
Graphic 1: Training Pre-Test, Post-Tests Items
No 1 2 3 Items I know about the attributes of human rights I know the sources of discrimination I know the meaning of the notion of gender Pre-Test 3,15 3,40 3,65 PostTest 4,60 4,60 4,60 p values 0,0004 0,0004 0,0006

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4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50

I know what to pay attention to while communicating with children I can discuss the relation of coexistence and peace I know about the components of communication I know what conflict means I know the difference between formal and non-formal education methods I know what it means to convey information I have enough knowledge about every step of the White Hats Project I know the meaning of the principles of Community Volunteers Foundation I know what needs brought about childrens rights I can discuss the notion of peace Gender roles hinder peace by creating inequalities I know how to take action in order to create a peaceful world I know the importance of individuals behaviors in establishing communication I can relate concepts about human rights to each other I know what it means to come from a different social/cultural background in a society I know the meaning of the concept of sex I can easily transfer knowledge about an issue that I know to a group of children I know why the world that we live in is not peaceful I know what it takes to form effective communication I know which actors may have a conflict in a project I know the attributes of the non-formal education method I know how to convey information I know how to work at the White Hats Project I can convey the principles of Community Volunteers Foundation I know the four main principles of childrens rights I know how peace can exist Discrimination based on gender roles prevents peace by creating inequality I know what it means to respect differences I know about the importance of individuals approach in creating communication I know about the relation between the White Hats Project and human rights I know about the reasons behind opportunity gaps in the society I can discuss notions about gender roles I know what it means to manage a class I know how to achieve a peaceful world I know how to use communication methods I am aware of what can come out during a conflict I know which tools to use in order to prepare an effective presentation I am able to convey information I can associate the notion of childrens rights with the notion of human rights I know about situations which set an obstacle to peace I know the meaning of the notion of peace I am aware of what I can contribute to achieve peace I can easily communicate with marginal members of the society I know what I can do to create a peaceful world I can distinguish between different roles that individuals have in their interpersonal communications I know about different phases of conflict I know what to pay attenton to for an effective group management

3,95 3,63 3,65 3,50 3,50 4,00 2,65 3,80 3,50 3,90 3,40 3,75 4,25 3,30 3,70 3,90 4,35 4,00 3,80 2,90 3,35 3,35 2,90 3,45 1,90 3,05 3,60 4,10 4,10 3,30 3,40 3,40 3,25 3,60 3,40 3,30 3,45 3,70 3,40 3,50 3,55 3,55 4,00 3,45 3,75 2,45 3,15

4,60 4,70 4,85 4,75 4,80 4,75 4,60 4,80 4,55 4,65 4,65 4,60 4,85 4,25 4,60 4,70 4,75 4,55 4,70 4,65 4,75 4,70 4,80 4,80 4,65 4,35 4,70 4,75 4,80 4,70 4,60 4,55 4,85 4,50 4,70 4,70 4,75 4,90 4,60 4,70 4,60 4,50 4,70 4,70 4,60 4,50 4,60

0,0196 0,0021 0,0019 0,0003 0,0003 0,0032 0,0002 0,0002 0,0007 0,0171 0,0018 0,0013 0,0117 0,0078 0,0021 0,0015 0,1035 0,0347 0,0017 0,0001 0,0005 0,0003 0,0002 0,0002 0,0001 0,0004 0,0029 0,0077 0,0021 0,0005 0,0009 0,0014 0,0005 0,0021 0,0003 0,0002 0,0008 0,0008 0,0012 0,0007 0,0079 0,0118 0,0415 0,0003 0,0077 0,0002 0,0007

24

I know what kind of tools are necessary in order to convey information I know about the relation between childrens rights and actions 52 targeting children 53 I know the meaning of the notion of injustice 54 Establishing positive communications leads to a peaceful world I know how to go beyond obstacles that stand in the way of a 55 peaceful world 56 I know how a conflict arises 57 I can conduct a just moderation/ facilitation 58 I am aware that people face injustice in every part of their daily life 59 We can achieve a peaceful world by living a good life together 60 I know how to use my voice to make an effective presentation 61 I can work as a facilitator 62 I know how to resolve a conflict I know how to use the available space effectively while making a 63 presentation 64 I intentionally or unintentionally do injustice I know how to use my body in order to make an effective 65 presentation The mean difference is significant at the 0,05 level 51

3,15 2,85 3,45 4,10 3,40 2,90 3,40 4,05 4,05 3,65 3,60 3,15 3,35 3,10 3,55

4,80 4,60 4,70 4,75 4,70 4,65 4,80 4,90 4,85 4,70 4,70 4,60 4,85 4,15 4,70

0,0005 0,0001 0,0003 0,0185 0,0005 0,0002 0,0005 0,0032 0,0015 0,0158 0,0022 0,0003 0,0003 0,0109 0,0061

In Graphic 3, pre-test and post-test mean values of items prepared in line with the goals of the training are shown based on each session.
Grafik 3: Pre-test and Post-test mean values based on each session

In Graph 4, the perceived level of learning of the 20 people participated to the training are shown according to the data gathered from the Training Evaluation Form. The mean value of learning is 4.61 out of 5. The lowest level of learning is 3.48 and the highest is 5.00.

25

Graph 4: Perceived Levels of Learning

In Graphic 5, the perceived level of learning are shown based on training sessions. Mean scores of the perceived level of learning based on sessions varies from 4.10 to 4.85.
Graphic 5: Perceived Levels of Learning Based on Sessions

26

In Graphic 6, scores given by the participants considering the Technical Conditions of the training are presented. According to the participants, the mean score of Technical Conditions is 4.25. This proves that Technical Conditions of the training were well in the eyes of the participants.
Graphic 6: Technical Conditions

27

WORKSHOPS
Workshops are comprised of a 6-week program facilitated by volunteers who have participated to the Project Training. Right after the training, volunteers conveyed information to other volunteers in the White Hats Project about the training and the project and following that, they formed teams together with volunteers who will take part in workshops. The program of these 6-week workshops is the same for each of the 5 TOG organizations that take part in the project and its themes are as follows: Team Work Peace Injustice Gender Discrimination Communication for Peace

Worksop Evaluation Process


As part of the M & E process, Workshop Pre-Tests and Post-Tests were prepared in order to assess the impact of Workshops on students who participated to the project. Participating students filled in these forms at the beginning of the first week of Workshops and at the end of the last week with the help of volunteers. 1117 students and 85 volunteers participated to the Workshops. Among those forms, 405 of them, which were suitable for evaluation, were selected. 210 of these Workshop Pre-Tests and Post-Tests were evaluated. Workshop PreTest and Post-Test Form is a Likert-type form prepared in line with the goals of workshops and comprising of 25 items (see Annex -3). The profile of 210 Workshop Pre-Tests and Post-Tests that were part of the evaluation are as follows:

Table 2: The profile Workshop Pre-Tests and Post-Tests that were evaluated

TRABZON
Man 5. Grade 6. Grade 7. Grade 11 7 16 34 Woman 10 6 20 36 Man 10 13 14 37

ZMR
Woman 13 10 10 33 Man 15 15 5 35

KLS
Woman 11 19 5 35

TOTAL
70 70 70

TOTAL

70

70

70

210

In these evaluated forms, the distribution of gender is 106 men and 104 women. The youngest age is 10 and the oldest is 14, the average age is 12.19. Most of the Pre-Tests and Post-Tests that were supposed to come from Bandrma and zmir organizations were missing, and those which arrived were not included in the evaluation since the Post-Tests were missing. Recommendations concerning this will be mentioned in the Recommendations section.

Findings
Graphic 7 presents mean scores given before and after the Workshops for each item prepared in line with the goals of the Workshops. According to the results of the PairedSample T-Test applied on the mean scores from the forms, significant learning has been achieved when workshops are evaluated as a whole. (t(209) = -10,191, p = 0,0000).

Graphic 7: Mean scores for Pre-Test and Post-Test Based on Items

(Items, Preliminary Item Average, Last Item Average) In Table 3, a significant difference is found in all other items except items 3, 8, 11, 18 and 25 according to the T-Test results.
Table 3: Workshop Pre-Test- Post-Test Forms Form Items
No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 Items Team work is necessary in order to achieve a peaceful world I know about the meaning of the notion of peace I know about the meaning of the notion of injustice Girls help their mothers and boys help their fathers We can create a peaceful world if we work together I know that individuals behaviors are important in communication I know about sources of discrimination A person can lead a peaceful life alone without the company of others I can discuss the notion of peace with my friends I know that people face injustice in their daily lives Female students work harder than male students I know what I have to do in order to achieve a peaceful world Building positive communication leads to a peaceful world I know about the meaning of the notion of discrimination Team work is necessary to prepare a festival I know about situations that hinder peace I can intentionally or unintentionally be unfair to someone else Teaching is more suitable profession for women I know what should be in a peaceful world I can prevent a negative discussion around me by using communication methods I can easily communicate with those who are different than me in the society I know what we are going to do as part of the White Hats project I know the meaning of gender Discrimination results in inequality that hinders peace Male students are more rebellious compared to female students Pre-test 4,09 4,24 4,54 2,97 4,38 4,21 3,63 2,61 3,84 4,16 3,65 3,96 4,20 4,16 4,36 3,92 3,27 3,38 4,00 3,64 3,63 2,82 3,05 4,19 2,89 Posttest 4,56 4,55 4,59 3,40 4,53 4,44 4,26 2,82 4,13 4,44 3,57 4,38 4,52 4,46 4,56 4,14 3,69 3,20 4,34 4,06 4,08 4,28 4,14 4,39 2,96 p values 0,0000 0,0005 0,3721 0,0031 0,0298 0,0088 0,0000 0,0864 0,0118 0,0037 0,4875 0,0000 0,0002 0,0034 0,0266 0,0310 0,0006 0,1175 0,0020 0,0000 0,0001 0,0000 0,0000 0,0306 0,5297

Significance level is taken as p < 0,05.

In Graphic 8, theme-based Pre-Test and Post-Test mean scores of items prepared in line with the goals of Workshops are demonstrated.
Graphic 8: Pre-Test and Post-Test mean scores based on themes

FIELD VISITS
After the Project Training, the Monitoring-Evaluation Expert has visited 5 TOG organizations that implement the White Hats project in order to monitor the operation of the project. During these visits, focus group meetings were held in order to learn about volunteers knowledge, reflections and thoughts about the projects operation.

Focus Group Meetings


Focus group meetings were held separately with volunteers who participated to the Project Training, as well as with volunteers who did not participate, both coming from organizations that implement the project. The aim of focus group meetings is to assess the impact of the Project Training, as well as to learn about the perception of volunteers who did not participate to the training. The profile of the focus group meetings held with volunteers from 5 TOG organizations are as such:
Table 4: The profile of Focus Group Meetings with Volunteers

Those with Project Training


Woman Kilis
(28.04.2012)

Those without Project Training


Woman 2 1 4 4 1 12 Man 3 5 1 1 3 13

TOTAL
8 9 9 9 7

Man 1 2 1 1 5

2 1 3 3 3 12

Erzurum
(05.05.2012)

Bandrma
(13.05.2012)

zmir
(20.05.2012)

Trabzon
(26.05.2012)

TOTAL

42

The gender distribution of volunteers who participated to focus group meetings is 24 women and 18 men. When volunteers who did and did not participated to the Project Training are considered, among them 17 people joined the training, whereas 25 people did not.

Results gathered from focus group meetings are shown below in detail: Volunteers Sustainable Project Experience Of 42 volunteers who participated to focus group meetings, 15 had previous experiences gained under the roof of TOG Association. These 15 volunteers took part in a sustainable project before and already have experience in project implementation. The gender distribution of these volunteers, who participated to focus group meetings and had experience by being part of a project before, is 7 women and 8 men. All of experienced volunteers who were part of the White Hats Project benefit from their experiences in this project as well and support their teammates who had their first experience. In every step, from conducting meetings to find the schools for project implementation to building communication with children, this experience is seen as a gain for the smooth implementation of the project. Reasons for Volunteers Involvement to the White Hats Project The reasons for volunteers involvement to the White Hats project include a large array of expectations from an interest to the project topic to personal development. On the other hand, when these reasons are considered as a whole, the fact that the project topic is peace constitutes an important motive for the participation of a large number of volunteers. According to the results that came out of focus group meetings, the reasons behind volunteers participation to the White Hats Project can be listed as such: Because of the need for such a project to establish peace Because of the need for discussing reasons behind violence and peace To promote understanding and peaceful coexistence among children Because of the projects theme which is peace Because the project has the necessary qualities to offer children a different point of view Because children are prone to violence because of their environment and families Because the project is child-centered To gain experience in working with children To promote personal development in the field of social responsibility Because it is fun to work with children

Workshops Since focus groups meetings are held consecutively on 5 weekends, meetings conducted with each organization coincided with a different week of workshops. This has contributed to the meetings when workshops different themes are considered. First, despite some small defects, volunteers are generally content with the workshops. The theme of the project and working with children are issues that volunteers can relate to in the first place. Volunteers think that they have had a good experience and contributed to peace. On the other hand, they also say that there were some deficiencies and problems in the workshops. The one that stands out the most is about the relations between male and female students during the workshops which is the case for each of the 5 TOG organizations. Volunteers say that male and female students do not even want to sit next to each other during studies, they get into groups and this situation makes their work harder. From the perspective of these 5 TOG organizations (Bandrma, Kilis, Erzurum, Trabzon, zmir) this problem is not about the projects operation, but seen as a general problem. Moreover, when the average age of the students are considered (the average age is 12.19, see p.16), the stage that they are in might have a role in this situation. Another problem that have arisen during workshops can be discussed in relation to this situation. These are about problems that volunteers have faced concerning class management and about works that they conducted on gender. Volunteers stated that in order to go beyond these problems, they asked for support from teachers, but teachers and the school management in general were not helpful enough. Moreover, the duration of the workshops also posed a problem while volunteers were trying to solve these problems. The fact that the designed sessions did not coincide with class hours and school managements refusal to provide extra hours also posed a problem. Despite all these, volunteers have transformed these sessions and made them compatible with class hours. Another problem that the volunteers have faced was that two official holidays (23 April and 1st of May) coincided with workshop days, which in return has interrupted the relations that they have built with students. Volunteers recommendations concerning these aforementioned problems and the project in general will be mentioned in the RECOMMENDATIONS section of this report. In the face of these problems, volunteers think that the Volunteer Guidebook that had been disturbed was helpful for the better implementation of workshops. The Volunteer

Guidebook contains information about what to introduce in each week of the workshops, some alternative methods and supportive information concerning communication with children. Volunteers are happy about the process and say that working with children have improved both the children and themselves alike when workshops are considered in general. Project Training In focus group meetings, meetings were held with the volunteers about the Project Training and the effect of the training on workshops has been measured. Out of 85 volunteers who took part in the White Hats Project, 20 volunteers 4 from each organization- participated to the Project Training. The other 65 volunteers acquired knowledge about the topics of the training through Information Sharing done by 20 volunteers who participated to the training. This process allows for dividing volunteers into two groups as the ones who participated to the Project Training and those who did not. Naturally, there are volunteers who did not participate to the training yet have similar experience from before. This prevented having a gap between those who participated to the training and those who did not. Furthermore, frequent field visits made by the Project Coordinator and his interaction with the volunteers has benefited this process. On the other hand, it is also observed that volunteers who had 4 busy days in the Project Training and those who did not participate had different needs as well. Volunteers who were unable to participate to the Project Training stated that they would have been more experienced and able to overcome most of the problems that had faced if they had participated to the training. In addition to that, they also added that they felt passive compared to other volunteers concerning the project implementation, and those who participated took more responsibilities. On the other hand, they also state that this did not prevent them from being active in the workshops. They underline that having information about a 4-day training through the help of other volunteers has resulted in some deficiencies. Volunteers who did not participate to the Project Training said that it was more significant to have direct knowledge about issues of gender and discrimination rather than having it through their peers.

Volunteers who participated to the Project Training, as well as the ones who did not, have similar observations on this. According to the first group, it is hard to summarize a 4-day training in a couple of hours considering both the atmosphere in the training, as well as the motivation of other volunteers. When the evaluation results of the Project Training are examined (see p. 7) it seems evident that a significant difference arises concerning earning experiences. Even though a quarter of volunteers in the project participated to the Project Training, the fact that other volunteers in the project had similar experiences under the roof of TOG Association seems to have affected the participating volunteers to share their knowledge in line with the project expectations. Communication Between Organizations Implementing the White Hats Project An online communication platform has been built to facilitate communication among organizations that implement the White Hats Project. On this platform, volunteers share their experiences, thoughts, reflections and questions with the others. As an issue which stood out in the focus group discussions, the communication between 5 TOG organizations implementing the White Hats Project can be characterized in two different ways. Although most of the volunteers who use the online communication platform are the ones who participated to the training, those who did not use the platform as well. In addition to this, each organization has its own internal communication network. Yet, based on the feedbacks of the volunteers, it is possible to suggest that those who use the online communication platform, therefore those who interact with other volunteers from the other organizations are mostly the ones who participated to the Project training. When asked about why they do or do not use this communication platform frequently, similar answers were given by every organization. Although with the same aim, they are part of a project, it can be argued that they do not prefer to have intense communication, since they do not know each other. This shows that the structure of the training is perceived as national by the participating volunteers and as local by the ones who did not participate. Even though, all the volunteers acknowledge that the White Hats Project is a national project, when organizations are considered, this is only true for some of the volunteers. Volunteers think that this situation is caused by some volunteers lack of participation to the training. Actually, this statement seems accurate enough. Since, the only activity that can promote

interaction among volunteers is the Project Training. On the other hand, those who participated have an intense communication and solidarity among them. In the light of these considerations, it can be stated that there are two different models of communication between organizations. Although this does not cause any problems for the functioning of the project, it limits the communication among volunteers. Volunteers Expectations from the White Hats Project At the end of the focus meetings, volunteers were asked about their expectations from the White Hats Project and what they would like to learn. Volunteers conveyed their expectations as follows: We work with children. Were going to become parents as well in the future. In a way, we learn how to communicate with children. One does not have to be a teacher to communicate with children. I even think that this project can family life as well. We want to support children by communicating with them to help solve their problems. I think that the White Hats Project increases our self-confidence I think that the project is useful in developing our speaking skills for communication We also learn from children, this is the only way to sustain peace I want children to be able to question the injustices that they face When children know what injustice is, they will have an effect on governing mechanisms I expect to change our approach towards children Because they (children) have a different point of view, I want to learn from them I want to learn how to communicate with children I want this generation to be better equipped

OUTCOMES
The main activities of the White Hats Project between January 2012 and July 2012, Project Training and Workshops, have successfully and fully achieved its pre-defined goals (see Project Training Findings p.7 and Workshops Findings p.15). Analysis results confirm and demonstrate the success in achieving these goals. It is beneficial to evaluate project outcomes in detail for understanding the transformation that occurred in participating volunteers and students. Such detail will also be helpful for similar projects and the White Hats Project if implemented again.

Project Training Outcomes


Participants gained awareness on human rights and its attributes, and were able to form significant connections between the White Hats project and human rights. While conceptual and broad topics such as human rights might be challenging for training participants when using experiential learning techniques, it can also have an enriching role depending on training structure. Here, the non-formal structure of the training is also of importance. Participants gained significant knowledge on Coexistence through the training and were successful in associating it with Peace. Participants had a holistic approach to understand barriers to a peaceful world and how to go beyond them in discussions by linking them to their personal experiences. In particular, they all agreed on the idea that one should start from his/her own life when discussing the ways to overcome the obstacles to peace. Participants gained awareness on the importance of coexistence for achieving peace. On Conflict and Conflict Resolution, participants gained knowledge on the phases and potential actors of conflicts, and tried to associate it with the White Hats Project process. Furthermore, they went through a significant transformation on issues related to potential events that may arise in a conflict and how to resolve them. Experiences gained from this session are crucial for the success of the implementation phase of the project. Problem-free communication throughout the focus group interviews between volunteer participants, volunteers and students, and volunteers and the project staff is another positive reflection of the transformations achieved.

During the whole session, the fact that participants expressed their own prejudices and questions made their experience on discrimination much more meaningful. Since, they made a connection between institutional discrimination and discriminatory acts of individuals, this gave them an opportunity to gain awareness about the White Hats Project as well as their daily lives. Another topic that has led to a positive transformation was Communication, leading to a significant transformation in participants in relation to elements of communication and their role in interpersonal relations. This change has shown its effect during the implementation of the project and had a positive influence on the solidarity between volunteers. On the other hand, the fact that the project is structured in a way that only includes a limited number of volunteers has led to a slowing down of the transformation process and emergence of two types of communication. (see Communication Between Organizations Implementing the White Hats Project p.25) Participants acquired some knowledge and opinions about Gender. Especially, they formed connections between the meaning of gender and sex, and gender roles and discussed how they can put this knowledge into practice during project implementation. Moreover, they were able to associate notions of gender and discrimination. On the other hand, one of the most difficult topics of these workshops was the issue of gender (see Workshop Pre-Test, Post-Test Forms, articles 11, 18 and 25, p.17) Naturally, there might be other external factors that prevent experience and awareness gained from the training to be reflected in workshops. When the age of students and the developmental stage that they are in are considered, volunteers awareness about gender may not be enough (see Focus Group Meetings Workshops p.20). An issue like gender, which has a deep effect on society, cannot be solely explained by the training of volunteers, other supportive mechanisms should be employed for the improvement of project implementation. Participants gained further information about TOF Associations Principles. Since participants are already part of social awareness projects as volunteers in TOG Association, they have prior knowledge about TOG Associations Principles. Yet, they increased their knowledge in this session.

The Children Rights session is one of the sessions that increased learning levels of the participants the most. The participants have gained particular information regarding the four basic principles of children rights and the source of the need for children rights. Furthermore, when the reasons for participants to attend to the White Hats project are examined, their statements regarding the children indicate that the participants have motivation for this topic (pls. see Reasons for Participants to Participate to the White Hats Project, p.21). Together with this, the participants gained awareness on addressing children rights and human rights together by drawing a connection between the two in this session. Moreover, the participants learned about and developed ideas on establishing a connection between children rights and works targeting children. The participants also acquired information on Working with Children. Participants learned issues regarding class management, communication with children and conveying information to children. However, when the project training is evaluated with regard to presenting a well-known topic to children, a difference can be seen compared to other topics. When the Training Pre-Tests and Post-Tests are examined, the change regarding this topic on item 20 is not significant according to the Wilcoxon Test analysis (see Table 1: Training Pre-Tests and Post-Tests Form Item 20, p. 9). While trying to understand the reasons behind this situation, a partial answer can be obtained based on the MonitoringEvaluation Expert's observations and notes from the project training. Working with Children session has a significantly different compared to other sessions of the project training. This stems from the fact that the said session is the only one with a formal structure. What we mean by a formal method is that it has a structure in which the sessions instructor is in an active position and the participants, who have a more passive role, are not allowed to become part of an experience involving the topic. This kind of learning methods, which have similarities with the teacher-centered structure of the formal educational system, are less effective in such trainings since they do not enable participants to learn by experience. The participants also gained technical information regarding the courses and implementation of the White Hats project. This is the session that was the most effective in increasing the level of learning during the whole training. Its technical and clear nature has a role in creating this impact.

The participants have acquired information and skills during the Presentation Techniques session designed for enabling workshops implementation in line with expectations, as well as supporting volunteers in this respect. They have learned about the differences between formal and non-formal training methods and the characteristics of the non-formal method. Along with that, they gained skills regarding the use of voice, body and space to make a better presentation. Furthermore, by getting information on the equipment necessary for a good group management and fair moderation, participants acquired skills for facilitation. The training had a positive response from the participants in terms of Technical Conditions. Transportation, accommodation, meals, physical circumstances of the training location (sound, heat, light, etc.) and the information provided by the project team prior to the training were found more than sufficient by participants (see Graphic 6: Technical Conditions, p.14) It may also be helpful to examine the answers given to open-ended questions in the Training Evaluation Form to evaluate the project training as a whole. When asked about their contribution to the training, participants state that everybody was excited, sincere and respectful of each other. Also, the participants stressed that they have been arguing not only during sessions but afterwards as well, and learned a lot during this whole process. Moreover, participants added that different points of view and constructive criticisms helped them improve themselves. Opinions of the participants on the instructors may be examined from a different angle. The participants found the instructors sincere, kind and with a positive attitude in their attitudes towards them. Also the instructors were found more experienced, successful and competent with regard to the topic when compared to participants. Moreover, the participants received the instructors positively since they engaged all the students, answered all the questions and did their best. The only negative feedback on the instructors was about their lack of employing energizers during the meetings compared to participants. Nevertheless, instructors had participants overall positive reception. Following the training, participant expectation was also examined by looking at these openended questions. The participants especially pointed out communication issues regarding

the time following the training. They stated that they needed to be in touch with the training and project team when they needed support or encountered problems during the implementation of the project. Another expectation expressed by the participants was their wish to have a enough number of volunteers to carry out the project. When the project implementation is assessed, it is seen that these two expectations have been met.

The Outcomes of Workshops


When these 6-week workshops carried out by volunteers together with children are evaluated as a whole, a significant learning has been achieved in workshops according to the Paired Sample T-Test results. (see Graphic 7: Pro-Test, Post-Test mean scores based on items, p.17) In order to better understand the change that has led to this significant learning and see its strengths and weaknesses, a more thorough examination is necessary. For this reason, a thematic evaluation of the workshops in consideration with their goals will be beneficial for the next stages of the White Hats Project and the design of similar projects. In the Discrimination session, which is part of workshops that were held with children, children were informed about the meaning of the concept of discrimination and its sources. Moreover, children have gained an understanding on discrimination as an obstacle to peace, creating inequality in the society. In the Peace and Injustice session, students received information about the meaning of the notion of peace and gained awareness about situations that hinder peace. They made selfcriticisms concerning discrimination in daily life based on their own personal experiences and developed ideas on the issue to discuss with others. On the other hand, no significant change in students understanding about the meaning of injustice has been observed according to the T-Test results (see Table 3: Workshop Pre-Tests, Post-Tests Form Items, Item no. 3, p. 17) As an explanation to this situation, the volunteers gave feedbacks which underlined the abstract nature of the concept for students. On the other hand, the Peace and Injustice session has created a significant change for students when evaluated as a whole. Ideally, students gained an understanding about the importance of teamwork to establish a peaceful world and they also realized the significance of teamwork in relation to the project by getting knowledge about how to prepare a feast together. Although, no significant

change is observed according to the results of the T-Test applied only to one item about teamwork (see Table 3: Workshop Pro-Test, Post-Tests Form Items, Item number 8 p.17), students went through a holistic positive transformation about teamwork. Students also formed an opinion about the role of communication in achieving a peaceful world and the importance of individuals behaviors in establishing positive communication. Moreover, students were informed about how to use communication methods in order to prevent a negative situation. In the Ideal World session, students gained awareness about how a peaceful world must be and learned about the importance of working together in order to create such an atmosphere. Furthermore, students also learned about the relation between an ideal world and teamwork. When evaluating workshops, one of the sessions that need the most attention is the Gender session. In 3 of 5 items prepared in order to determine whether this session was carried out in line with its goals, 3 of them showed no significant change according to the T-test results (see Table 3: Workshop Pro-Tests, Post-Tests Form Items, Item number 11,18 and 25, p.17) During focus group meetings, volunteers also stated that the topic of gender was difficult for students (see Focus Group Meetings Workshops, p.22) It will be helpful to remember these items in order to better understand this case: Item 11: Female students work harder than male students Item 18: Teaching is a more suitable profession for women Item 25: Male students a more rebellious compared to female students An important point not to miss while evaluating these three articles is as follows: Such opinions are not only seen in a student group with an age average of 12.19, but also seen in the general society. It is highly probable that students hear such clichs in school, in their families or in other areas of socialization. Hoping to resolve such widespread and discriminatory prejudices in a two-hour class would be to expect the impossible. On the other hand, when this session is assessed together with other sessions, it becomes apparent that themes such as discrimination and injustice are closely related to gender. It requires a

long process to become aware of such widespread prejudices not only for children, but also for adults. Moreover, similar cases might be observed not only in the White Hats Project, but also in other projects as well. One lesson that can be taken is that more supportive activities on gender might be added with the help of a variety of tools and methods, and some project activities can be designed in a way that gives prominence to issues of gender. When the workshops that are conducted for six weeks in the White Hats Project are assessed as a whole, a significant change has been observed in children in line with the goals of the workshops.

RECOMMENDATIONS
This section will be examined in two parts based on both the feedbacks obtained by the Monitoring-Evaluation Expert from the volunteers during the focus group meetings and the comments of the Monitoring-Evaluation Expert on the M&A process and analyses. The recommendatons of the volunteers of the White Hats project regarding the whole project are as follows: Since the intervals of the class hours and workshop hours do not coincide with, the workshop hours may be rearranged Workshops should not be carried out on Fridays since it may lead to a lack of motivation for the students During the workshops, students want to be placed in groups of their choice; therefore different groups should be formed in order to improve their communication amongst themselves We can organize a feast together with all the organizations implementing the White Hats project Having more energizers during these workshops may increase childrens attention span Students may lose their attention to the subject when the notion of peace is discussed; therefore such sessions requires more attention A sole method should not be applied to different classes (i.e. 5 th, 6th and 7th grades), as a matter of fact even different themes should be in place for different levels The duration of these 6-week workshops may be extended by including other sessions Topics such as violence, anger management, sexual health, reproductive health may also be included in the workshops; this way, the issue of gender can be discussed more easily

Alternative methods should be identified for workshops The current ages of the target group (students) should be taken into consideration For workshops, one male and one female volunteer should be present in the meetings held in classrooms, since it is important for the children to work with volunteers of both sexes

Alternative methods and more energizers may be included in the Volunteer Guidebook and visual supports can be used

This project may be successful when carried out with high school students as well The Project Team may obtain a single permission on behalf of all the organizations while booking schools

The topic of Working With Children may be covered more during the project training All the volunteers should be invited to the trainings when the project is implemented for the second time

Not only experienced volunteers, but also new volunteers should participate to the project trainings

In our evaluation of the White Hats project in this Midterm Report, the data and analysis results indicate that the White Hats project appears to be an effective project both for volunteers and students. However, the project also includes certain parts that are open to improvement. Especially, the gender topic included in the workshops is a topic that needs revision and restructuring. Yet, working with students with an average age of 12.19 and working within a limited time on a challenging topic such as gender reduce the anticipated effect. Not only for students, but also for volunteers and various sections of the society as well, learning about gender is a process. In order to make such an understanding possible, it will be helpful to realize studies that are solely focusing on gender or include the topic of gender to the

studies that will be carried out. Thereby, it will be more likely to make the targeted change visible. In projects conducted with children, works that are carried out to facilitate young volunteers understanding of childrens perspectives should be given weight, just like in the case of the topic of gender. As an example, when topics such as discrimination, human rights, teamwork etc., are presented, the significance of such topics for children should be examined in consideration of their perspective and an appropriate program should be applied in this respect. Such an approach will enable a more effective learning process both for children and volunteers. Generally experiential learning methodologies are used while designing the educational programs of the projects conducted with young people. This is an appropriate approach for an effective learning process. However, such methodology should play a more central role when certain educational themes are thought. Although those who go through the learning process under formal education methods believe that they learn thanks to an intense sharing of information, the knowledge that they believe to have gaines disappears in a short period of time. In order to make this learning process more effective, a person should make a connection between the information he/she has been given and his/her own personal experience; thus he/she should also experience such a process. Therefore, presenting all the methods used in the educational program in a non-formal structure can make learning more permanent. When topics such as Peace and Injustice, which may be too abstract for children, are presented, methods should be varied and alternatives should be created while taking into consideration the abovementioned recommendatons. As the dates of workshops are planned although activity dates may change depending on the official permissions when working with different schools under the national education system administrative and national holidays, as well as special holidays and each school program should be taken into account. While certain trainings aimed at improving the skills of volunteers are designed, it is crucial to include all the participating volunteers to this process. The experience gained from the

White Hats project indicates that, skills of the participating and non-participating volunteers to the project trainings vary in terms of having control over the workshops and communication, which in return reduces the targeted effect. This is because the project training is the only activity in which volunteers can interact and communicate with each other in the White Hats project. Although the structure of the project does not allow otherwise, other areas may be opened up in order for volunteers to act together. All the materials that will help the project Monitoring-Evaluation process to become complete and productive, and are used for understanding the effects of the project in other words, the evaluation, as well as the Pre-Tests and Post-Tests - should be filled in and completed as much as possible. The range and diversity of the received data should also help the effects of the project to be more valid and observable. Accordingly, establishing communication with the ones who will complete the forms is essential. In the White Hats project, the fact that two organizations sent missing data had an adverse effect on the monitoring-evaluation process, especially concerning the comparison of organizations. For such projects, such forms should be filled in under the supervision of the project team.

ANNEXES
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Annex 1: Training Pre-Tests and Post-Tests

WHITE HATS PROJECT PROJECT TRAINING EVALUATION FORM 14-18 MARCH 2012, SELMPAA
This form is prepared to evaluate the training and understand to what extent the training was successful in reaching its goals. Your participation will help us to improve the training. Thanks for your sincere input. You do not have to write down your name.

Training Date ______________ Age: __________ Gender: _____________ Please score each item from 1 to 5 and sign the box below the score you chose. 1. I have no idea/I can never do this/I totally disagree 2. I have limited knowledge/I can do little/I slightly disagree 3. I know/ I can do it /I slightly agree 4. I have good knowledge/ I can do it well /I agree 5. I have complete knowledge /I can do it perfectly /I completely agree

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I know about the attributes of human rights I know the sources of discrimination I know the meaning of the notion of gender I know what to pay attention to while communicating with children I can discuss the relation of coexistence and peace I know about the components of communication I know what conflict means I know the difference between formal and non-formal education methods I know what it means to convey information I have enough knowledge about every step of the White Hats Project I know the meaning of the principles of Community Volunteers Foundation I know what needs brought about childrens rights I can discuss the notion of peace Gender roles hinder peace by creating inequalities I know how to take action in order to create a peaceful world I know the importance of individuals behaviors in establishing communication I can relate concepts about human rights to each other I know what it means to come from a different social/cultural background in a society I know the meaning of the concept of sex I can easily transfer knowledge about an issue that I know to a group of children I know why the world that we live in is not peaceful I know what it takes to form effective communication I know which actors may have a conflict in a project I know the attributes of the non-formal education method I know how to convey information I know how to work at the White Hats Project I can convey the principles of Community Volunteers Foundation I know the four main principles of childrens rights I know how peace can exist Discrimination based on gender roles prevents peace by creating inequality I know what it means to respect differences I know about the importance of individuals approach in creating communication I know about the relation between the White Hats Project and human rights I know about the reasons behind opportunity gaps in the society I can discuss notions about gender roles I know what it means to manage a class I know how to achieve a peaceful world I know how to use communication methods I am aware of what can come out during a conflict I know which tools to use in order to prepare an effective presentation I am able to convey information I can associate the notion of childrens rights with the notion of human rights I know about situations which set an obstacle to peace I know the meaning of the notion of peace I am aware of what I can contribute to achieve peace

46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65

I can easily communicate with marginal members of the society I know what I can do to create a peaceful world I can distinguish between different roles that individuals have in their interpersonal communications I know about different phases of conflict I know what to pay attenton to for an effective group management I know what kind of tools are necessary in order to convey information I know about the relation between childrens rights and actions targeting children I know the meaning of the notion of injustice Establishing positive communications leads to a peaceful world I know how to go beyond obstacles that stand in the way of a peaceful world I know how a conflict arises I can conduct a just moderation/ facilitation I am aware that people face injustice in every part of their daily life We can achieve a peaceful world by living a good life together I know how to use my voice to make an effective presentation I can work as a facilitator I know how to resolve a conflict I know how to use the available space effectively while making a presentation I intentionally or unintentionally do injustice I know how to use my body in order to make an effective presentation

Annex 2: Training Evaluation Form

WHITE HATS PROJECT PROJECT TRAINING TRAINING EVALUATION FORM 14-18 MARCH 2012, SELMPAA
This form is prepared to evaluate the training and understand to what extent the training was successful in reaching its goals. Your participation will help us to improve the training. Thanks for your sincere input. You do not have to write down your name.

Training Date ______________ Age: __________ Gender: _____________ Please score each item from 1 to 5 and sign the box below the score you chose. 1. I have no idea/I can never do this/I totally disagree 2. I have limited knowledge/I can do little/I slightly disagree 3. I know/ I can do it /I slightly agree 4. I have good knowledge/ I can do it well /I agree 5. I have complete knowledge /I can do it perfectly /I completely agree

Game of Names (Acroctic),


Flying Carpet Program Introduction Expectations - Fears (Spacecrafts - Meteorites) Are We Wrong? (Human Rights Concepts) Cocktail (Discrimination) I Named Him/Her Deniz (Gender) White Road (Coexistence and Peace) Is the Child Wrong? (Childrens Rights) 1st Day Evaluation State of the World (Peace and Injustice) State of the World: Discrimination (Summer Camp) State of the World: Gender (Competition) The Ideal World: A Peaceful World (Painting and Brochure Preparation) How to Achieve Peace? (Communication for Peace) How to Achieve Peace? (Letter to Yourself) 2nd Day Evaluation TOG Principles Project Partner Presentation (Janssen) Today is the Child Day (Working with Children) We Talk, But In Which Tongue! (Communication with Children) Communication (Feedback, you-language/I-language, suggestions, good timing) Tom and Jerry (Conflict and Conflict Resolution) Presentation Techniques and Non-formal Education 3rd Day Evaluation Water Way (Sharing Knowledge) Technical Briefing about the Project Evaluation and Conclusion Do you have any other comments about the sessions?

2. Technical Conditions 1 The information given prior to the training was enough Meals were tasty Physical Conditions of the Training Hall (sound, lighting, heat etc.) were satisfactory Transportation Accommodation 2 3 4 5

3. Please evaluate the groups and your contribution to the training.

Groups contribution

My contribution

4. Your views about Trainers

5. Following the training, do you have any expectations from volunteers, trainers and the White Hats Project team whom youve worked with? You can write down your needs and suggestions.

6. Do you have other comments to make about the training and its afterwards?

Thanks for your contribution!

Annex 3: Workshop Pre-Test and Post-Test

WHITE HATS PROJECT WORKSHOPS EVALUATION FORM


This form is prepared to evaluate workshops and understand to what extent the workshops were successful in reaching their goals. Your participation will help us to improve the training. Thanks for your sincere input. You do not have to write down your name.

Name of the School: ____________________________________ Class: ___________ School Number: ___________ Age: ________ Gender: ___________ Please score each item from 1 to 5 and sign the box below the score you chose. 1. I have no idea/I can never do this/I totally disagree 2. I have limited knowledge/I can do little/I slightly disagree 3. I know/ I can do it /I slightly agree 4. I have good knowledge/ I can do it well /I agree 5. I have complete knowledge /I can do it perfectly /I completely agree

1 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
Team work is necessary in order to achieve a peaceful world I know about the meaning of the notion of peace I know about the meaning of the notion of injustice Girls help their mothers and boys help their fathers We can create a peaceful world if we work together I know that individuals behaviors are important in communication I know about sources of discrimination A person can lead a peaceful life alone without the company of others I can discuss the notion of peace with my friends I know that people face injustice in their daily lives Female students work harder than male students I know what I have to do in order to achieve a peaceful world Building positive communication leads to a peaceful world I know about the meaning of the notion of discrimination Team work is necessary to prepare a festival I know about situations that hinder peace I can intentionally or unintentionally unfair to someone else Teaching is more suitable profession for women I know what should be in a peaceful world I can prevent a negative discussion around me by using communication methods I can easily communicate with those who are different than me in the society I know what we are going to do as part of the White Hats project I know the meaning of gender Discrimination results in inequality that hinders peace Male students are more rebellious compared to female students

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