Street Education

Denmark FINAL REPORT: Street education

Partner 4

By Niels Vestergaard

TABLE OF CONTENT FINAL DANISH REPORT

Overall Conclusions 3 Conclusion: STREET EDUCATION 6 Final conclusion 9 Implementing ELEF at SOSU Østjylland. 12 Final reports of 9 street educational events. 19 Implementing ELEF at SOSU Østjylland. 10 Identification of target groups in Denmark 12

FINAL REPORT STREET EDUCATION: 16

 Street Education Event 1: Vulnerable immigrant groups 17  Street Education Event 2: Festival 20  Street Education Event 3: Facebook 25  Street Education Event 4: Walking the streets 28  Street Education Event 5: Theatre 33  Street Education Event 6: Election 46  Street Education Event 7: Theatre 2 57  Street Education Event 8: Fellow feeling 63  Street Education Event 9: Pupils 67

Overall Conclusion Our learning and experience gain from our participation in the ELEF project.

The summary of our participation in the ELEF project is, that it has been one of the best-timed projects we have been involved in as well as one of the most experiential projects we have been involved in. The rationale behind our involvement in the ELEF project was partly

 that the participation of young people at a 2013 election for municipality and regional authorities and later in 2015 for parliament dropped to a quite surprising low level.  that we had recognized and were determined that we had to work much more systematically for better inclusion of a fairly large number of our students. Not only inclusion into a social fellowship with others, but also inclusion into life as such. It was our recognition, we already knew that we recruit and have many students and especially young students and students with other ethnic and cultural background who felt a little outside most of the time. Who felt it was a bit difficult to see, feel and get a grip of society. Who felt a bit strange and put off from the society in which they live. We knew that too many young people travelling around the Danish youth education system were often the last station before they were included in the statistics showing that about 8% of young people aged 25 to 29 years old have neither education nor employment. Up to 25 years, young people are legal obliged to be either in education or having a job, due to the youth policy.

We were aware that many of the especially young men who did not succeed with us and by not graduating successfully from us, were not given access to the Danish labor market and

 the social opportunities and connection with the Danish communities it provides  the basis of life, a contract of employment and a monthly salary slip provides  the opportunity to build and strengthen their self-esteem and identity We later saw some of them appear in other communities who have the community as declared opponent. Either directly in the center of these fellowships, or as loosely affiliated. However, ELEF has helped to give us a good start to meet and respond the change that was suddenly adopted by the Danish parliament in the overall objectives of Danish vocational education. The Danish vocational education programmes are generally governed by 6 main

objectives, which apply to more than 100 vocational education programmes in Denmark. In the published new legislative text, the main purpose was suddenly 3: 1) contribute to the development of the educator's interest in and ability to actively participate in a democratic society and contribute to their personal development. The Law on Vocational Training LBK No. 271 or 24/03/2017 and again further clarified in the legislative amendment LBK No. 282 of 18/04/2018 Historically, it was quite interesting and a surprise, because when Denmark founded and started our social and health educational programmes in 1990, the educations was presented on the basis of the following diagrams.

Vocational Social and Health Education

Professional Personal competences and skills competences and skills

Learning and Social and civic developing competences competences

It was also written in the law, that the balance of the educational effort should be 50:50 between developing the professional competences and developing the personal competences, defined as Competences for learning and development & social and civic competences. During reforms the following year, particularly the reform of 2001 and after, there came more and more focus on the professional skills on behalf of the personal competences. After 2010, the personal part was more or less eliminated as an independent focus area for education and development. If something was stated in the law or the executive order, it was part of the aims for the different subjects. Therefore, of course, it is interesting that a text like overall aim 3 in the newly reform, suddenly appears as one of the 6 overall objectives for what a vocational education shall bring a student at a vocational education in Denmark in 2017. No matter whether you are becoming an electrician, a bricklayer, a social and health worker or something completely different out of the more than 100 options for a vocational profession.

Conclusion: STREET EDUCATION

We believe that the project has confirmed to a certain state, that Street Education in its pure form, has a limited effect, perspective and future in Denmark. Partly because as we describe in the related evaluation for Street Event no 3, people get annoyed and a bit aggressive when being contacted on the street and on squares in Denmark. Mostly due to the Youth Guaranty, young people up to 25 years are forced by law either to be in education, having a job or implementing a plan leading to formal education or a job. We have no doubt that fun and meaningful street educational events can be initiated at festivals and similar events in Denmark. Even though we totally failed with our attempt to complete Street Educational Event no 2 at the North Side Festival. The challenge is, in relation to ELEF's overall target group and purpose of reaching disadvantaged youth and citizen groups. These groups rarely occur and are present at these events. We don`t intend to take all the credit due to the initiatives we took during the ELEF project period, but it was of course of interest that the following report was published and announced after the election for municipality and regional authorities in November 2017. We bring it as inspiration that efforts targeting young people regarding democracy and active citizenship pays of.

Published May 2018

New young voters vote much more than before The election participation among 18-year- old first-time voters has risen, it excites the election researcher behind the voter

report.

The article

Young people’s municipal election participation rose to new heights last year, when 75.1 percent of young people aged 18 made their lives first cross at the election. (election for municipality and regional authorities)

It is four percentage points more than in 2013 and 17 percentage points more than in municipal and regional elections in 2009.

This is what Berlingske newspaper writes on the basis of a report on the voters at the municipal and regional elections in November last year.

Electoral researcher and professor of political science Kasper Møller Hansen is behind the report. When he saw the percentages among the youngest voters, he could hardly believe his own eyes.

"When I saw these figures, I have to admit I thought ‘It can`t be true, there must be something wrong’", says Kasper Møller Hansen to Berlingske newspaper.

The election participation among young voters between 19 and 29 years went up from a participation in elections of less than 50 percent in 2009 to up to 60 percent in 2017.

In 2009, we shouted alarm. At that time the participation among the youngest was dropping. It looked like we were losing a whole generation democratically.

"Being able to raise the election participation among the youngest voters by 17 percent in just two elections, I think really is very remarkable and impressive”, he says.

Following the elections in 2009, various initiatives were initiated to raise the election participation, including campaigns.

The rise is happy, says the chairman of the Danish Youth Council, Kasper Sand Kjær.

"It testifies of a youth generation that will both take responsibility and want to take part The normalin the votingsociety participationsfor which they arefor aparliament part and for in our Denmark democracy," is normally he says at to a Ritzau. level of 85% to 87%. But we- haveIn 2013 had a majora great national benefit effort from was the put ELEF in place project, to bring focusing the youngsters on developing to the polls. It did not matter in 2017. So it's extra impressive that the voting campaign has managed and sharpening new pedagogical methods, learning measures and testing these to rise, he says. methods and learning measures. Methods and learning initiatives where we put our ownBut youngsters he would like in tothe see stage that tothe go participation out and be of educatedyoung people in relation was even to higher. corresponding young groups and other citizen groups, and focus on the topics that were"There the isfocus still a of gap the between ELEF project.the 22 and 29-year-olds up to the general population. We should have lifted that, because there is also a democratic deficit of young people in There theis no municipal doubt that elections, particular he says. the Theater projects have been a revelation. Not just how to work with topics that have headings like Democracy and Loneliness, but especially what it means and does to our young people when they express themselves about these subjects, but especially how it was received by their peers when they showed their thoughts, reflections in the form of a theater productions. There is no doubt that this experience will be integrated as a

mandatory offer for our students and a mandatory way of working with the concepts of Democracy and Active Citizenship. Although we did not have great success with our attempts to involve electronic tools in the form of our Facebook trial and the involvement of the electronic game we have developed "Who Will Be A Millionaire", we are sure these media should be actively used to "play" both the knowledge and the active position taken in by the young people. ELEF, on the other hand, has shown that our young people do not automatically raise such a challenge without active involvement of the teachers. We will consider this in the future.

We were expected to learn from developing and implementing  7 Street educational events and  Reaching approximately 1.200 target group people related. We have developed and implemented 9 events. Some of them more or less a failure and some of them very successfully. But most of all we have become wiser.

As the table shows we cannot for sure say that we have been in direct contact with 1.200 people. We can document 1.057, but in the best of all worlds we have reached and touched almost 2.000 if we include all the 427 of our students receiving and holding the questionnaire in their hand and the 800 at Risskov Upper Secondary who were invited to take part in the I-phone competition. We cannot tell have many went to look but didn`t want to go for the award of 500 DKK.

FINAL CONCLUSION

Overall, ELEF has been an important journey for the school to come to a position where we have not only been clarified that we have a great educational task of introducing and stimulating our student’s abilities and motivation to be an active citizens in a democracy - because they appreciate being a citizen in a democracy. Our participation in ELEF has also enabled us to develop and test a number of educational initiatives, so looking forward we feel we are well-equipped to follow the purpose of the ELEF project and to fulfill the new main aim 3 of the new Law on Vocational Education i Denmark. All together  We have participated in all partner meetings  We have been inspired by ideas adventured by our partnerships and colleagues and been inspired by talking with our colleagues from partner institutions during the project  The final international seminar took place at our address  We have spent all our budget + a little more

IMPLEMENTING ELEF AT SOSU-ØSTJYLLAND. Immediately after the meeting in Bremen in late January 2017, a Focus/Steering group, with relevant staff members was established. The intention and the task of the group was

 To meet every second month during the project period – with the intention that the group will continue after the end of ELEF project.

 To understand and discuss the issues, challenges and opportunities – raised and provided by the ELEF project. o to discuss and come to a deeper understanding of; why do young people in Denmark lose interest in Democratic process and the model of democracy. o To discuss and understand how we can increase our pedagogical efforts at our school to influence young people’s mindset and approach to democracy and to engage them in matters, tasks, challenges and opportunities in a democratic society.

 To come up with ideas and plans for Street events, we can and will initiate and test during the ELEF project internally and externally.

 To plan the initiated implementation of the IDA part of ELEF in 2018.

 To discuss and ensure the exploitation of the experiences gained during the ELEF project. How these different initiatives should be handled, according to the result and outcome can and will be exploited and be a sustainable part of the daily educational methodologies and overall initiatives at SOSU Østjylland.

The group members:  Teachers o Ditte Liv Rasmussen Teacher (Young students 15 – 20 years) o Arne Tanneberg Teacher (Students 18+)  Ped. Media staff o Thøger Johansen (developer of interactive educational material) o Jan Ramlow  Marketing/info o Lenn Worm Nielsen (operating communication with our students.)  Heads of Educational departments o Kim Fallentin. Head of Educational department o Rene Klitbjerg Andersen  Responsible o Niels Vestergaard Later, when planning the IDA initiatives the group extended with;

 Head of Educational department o Lisbeth Andreasen. Head of Educational department

The group continuously met during the ELEF project period. They met and discussed and developed:

 Ideas within the framework of ELEF and according to the tasks to be solved during the ELEF project.  Mutual reflections about the focus of the ELEF project. The focus & steering group has met regularly as planned during the project every second month. Starting February 2017. Except from the February 2017 meeting, where all attention and time was used to present the project and the intentions and objectives of the ELEF project, it was agreed that the meetings would operate on behalf of a fixed agenda. Having 3 main items at the agenda. 1. What is the next task in terms of the street educational events and what ideas do we have? 2. What was the outcome of the implemented street events and what is the learning outcome of these initiatives? 3. What do we think, what is our reflections about the overall issue of ELEF on behalf of the articles distributed by the project responsible person? From the meeting in December 2017 IDA became a part of the agenda. At this meeting, a plan for implementation of IDA from the beginning of 2018 at SOSU Østjylland was developed.

The working group was and are planned to be carried out by: 1. A set chord of 3,5 hours every other month for o Reading material regarding different aspects of the challenges and issues raised by the ELEF project and distributed front up the regular agreed meetings by responsible Niels Vestergaard. . Extra time spend will not be reported – but have to be paid by SOSU Østjylland o To look up supportive relevant material by themselves 2. A set meeting time of 2,5 hours every other month . Extra time spend will not be reported – but have to be paid by SOSU Østjylland

The overall outcomes of these meeting can be seen as a part of the presentation of the 9 implementations of Street Educational events and our implementation of the IDA part of ELEF.

It became very clear already at the first meeting that we had to put much attention to the target group.

Who is the target group in Denmark? and where is the target group in Denmark?

In the pre-summer we made a short report regarding these questions to our partners and it was uploaded on the ELEF platform. The report stretched out, as we did previously in this final report that young people between age 15 and 25 can only be reached at educational places or at a job, due to the Youth Guarantee We will make a short resume in this final report regarding the identification of the target groups we have been aiming for.

IDENTIFICATION OF PRIMARY TARGET GROUPS IN DENMARK

In relation to the defined target groups in the ELEF project, we would like to start by giving an overview of the situation and position of this target group in Denmark.

The youth guarantee is unfolded in Denmark as a legal requirement for young people. The law states that a young person between 15 and 25 must be either in education or in work, or have a plan that leads them to formal education or work and is about to and working on implementing this plan.

The municipalities are responsibile for the individual youth in this context. This responsibility is operationally located in the established Youth Educational Council Center in the municipalities. (YEC centre). Leaving primary school all young people are registed at the YEC center and all educational providers are forced by low to report to the YEC center if a young person drops out of the individual educational or training program the person

have signed up for and are active. When a young person is announced not active to the YEC center, it is the YEC center’s responsibility to make contact with the young person. The YEC center will then;

 Support the young person to find and restart at another formal education or  Support the young person to get a job or  Make a plan with the young person, that will lead the young person to a restart at an education or a job. The figures show the continuation for the children born in 2002 and graduating primary school in 2018. The figures are more or less identical year by year. You may say that the regulator year by year is the number of youngsters heading for upper secondary schools. It can be 73,1% as in 2018 or 1 or 2% higher or lower. Knowing the percentage every year going for upper secondary, you may say that all other figures adapt to that. Meaning that it almost every year decide the numbers and who will go for vocational education. The percentage at special planned education and other is more or less similar year by year.

Part of primary target group is; The young people who are on a plan leading to education or job is in the table presented earlier (2018) counted as Others at a number of 3.943 people. These young people will typically be at Production Schools or other special activities for learning and personal development as a part of their plan with the YEC center.

The other primary target group is a quite big number - app. 13,1% or 8.426 young people heading for vocational education in Denmark every year and among these our young people and students. We know that 2 important things characterize the young group we recruit as a vocational provider. 1. They are among those who graduated at the lowest level from primary school. The huge majority of our students as an example, manage an average final grade of 2 or 4. A few at a level of 7. Almost none at level 10 or 12.

-3 0 2 4 7 10 12

10% 25% 30% 25% 10%

Most most some rare none

2. We know from the latest research among young people in Denmark (2015) that the number of young people age 15 answering that they feel lonely and isolated is 6,1 % among boys and 10,2% among girls. We know that there is a maximizing effect on these figures among those who will apply for vocational schools, partly because their learning outcome during primary school, being isolated, feeling lonely, probably being bullied didn’t allow them to go for upper secondary. According to our teachers experiences we have at least 3 to 5 (15 to 25%) sitting 1 in every class with what the teachers call Weak connected socially and to society.

We also have a number of young students coming to our school after being going around in the Danish vocational educational system.

 Coming from primary school starting either direct or through the Production schools at a vocational school (for example technical). Dropout and start at the next vocational school (for example business or mercantile). Dropout and start at the next vocational school (for example social and health). Perhaps with a pit stop at production school. We know that we often are the last vocational school option in this chain and we can see if we don`t succeed especially our boys can be watched and recognised in social groups who are opponent to the Danish society. It might sound as if all our students are socially vulnerable students. They are not. We have a lot of strong students. However, perhaps as stated 15 to 20% of our young people are socially vulnerable and in risk of being excluded from being an active citizen in a democracy. Another and important aspect is that many, (about 40% and slowly raising) of our young students have another cultural background than Danish. It doesn’t mean that they are professionally or socially challenged, but many of them come from families and family backgrounds, who are not very familiar with and experienced in raising children to be active citizens in a democracy.

Furthermore, our students are characterized by:

 Being between 16 and 58 years old. The big majority between the age 16 and 25.  90 % girls and 10% boys  We have almost no students whose family have an academic background.  We have almost no students from the areas, where the postal numbers is recognized to be the expensive areas.

To sum up, we don`t have to look for the target group outside our premises. The target group of ELEF is identically to a huge part of our own young people.

Having the student profile we have it was decided at the very first meeting in the steering group, that we would mostly go for developing experiences during the ELEF project focusing on;

- How can we can strengthen our pedagogical efforts and competences in bringing our students in the frontline regarding these main issues of ELEF and then via our students, bring the agenda and objectives of the ELEF project to disadvantaged groups outside our school carried out by our students

We know that the majority of disadvantage people are people who feel excluded from society and from positive social groups or are in risk of being excluded from society and positive social groups in the near future, more or less are all recruited from these 2 groups,

 Others and  A sizeable number of students at vocational education including us.

FINAL REPORT STREET EDUCATION:

Street Education Event 1

Time: Marts 2017

Where/ Place(s): Houses and places for vulnerable people in Copenhagen.

Reached and involved 148 during 5 meetings. external

Reached and involved 20 internal

The aim of our Street education session 1 was to use the opportunity the ELEF project provide us with, to include a new dimension in an ordinary part of our educational program. Bringing our students into a personal meeting with different people at very different social and life positions at very different social institutions and offers.

Street Education Session 1, had two corresponding and related groups of objectives: 1. Personal aims for the individual student: By preparing themselves (our students) to meet with vulnerable people, the intention was to bring our students into a position of reflection about their own

personal position, when it comes to inclusion/exclusion and their approach/responsibility for community and common matters in society. Afterwards, to present themselves and their approach into a group discussion with young fellow class students preparing the interview guidelines – discussions they will like to raise or have with the people using the places and houses in Copenhagen. Guiding sentence to the students;

 What kind of communities, at different levels, are we or can we be part of?  Why is it difficult to be included – integrated – being a part of different sorts of social communities? o What does it take to be included and stay included in social communities at different levels?  How does it feel being excluded?  What consequences might be the case for young people being excluded?

2. Professional aims. And of course the professional part

 Students can apply knowledge about the meaning of cultural perceptions and categorize to initiate pedagogical activities that support cultural diversity.  The student can reflect on the importance of their own culture and values in the meeting with the educational target group.  The student can apply a broad understanding of the cultural concept of ethnicity, gender, social background, physical and mental impairment in the educational work.  Students can take the initiative to support the lifelong learning and living conditions of the educational target group through knowledge, understanding and insight into the cultural background as a resource.  The student can apply knowledge about recognizing methods to support the educational goals and perspectives of the educational target group.  And in this case the most important: That they are able to establish contact and communicate professionally with vulnerable people about these matters.

Plan for street education session 1: 20 students prepare themselves to meet with people in different life positions at different social hotspots in Copenhagen and to set up the plan for the visits during a 1-week program and plan how to evaluate their outcomes of these meetings by the following plan.

Friday Preparation 1:

One day of discussions of important issues and subjects.

Monday Preparation 2:

One day of preparing questions individually and in groups for the visits.

Tuesday 4 days of travel to Copenhagen, visiting different social places/houses in groups to meet with different people on the edge of Wednesday society and social relations. Thursday

Friday

Monday 11.00: Handing over the written answers of the tasks to teachers

13.30: Feedback from teachers by categories: passed – not passed

The preparation was as follow:

 One day of classroom and group discussions on behalf of the articles o “Two way of raising children meetings” by Ahmet Mehir & The article “who`s child is it” by Spæt Henriksen 2002, focusing on increasing the students understanding of the following 2 primary areas:

. How our understanding and mind-set towards many aspects of life (including attitude to social communities/relations at different levels and different kinds) is created by the way we are raised and . What impact this developed understanding and mind-set have to our competences to be integrated and included in societies based on traditions and values different from the ones we are raised by.  Day 2 o Discussion in groups to agree which social hotspots the different groups will like to visit – beyond the obligatory visits for all. o Prepare questions and subjects of conversation with the users of these social hotspots. Expectation: The questions and conversations at the hotspots, will ensure for a moment that all the involved people (the people at the hotspots and our students) will pay attention/reflect about many and different important issues and subjects according to the overall aim of ELEF. As a minimum, they will discuss the following questions:

 The importance of being a part of something,  What does it take to be a part of something?  Why is it difficult – what are the challenges in being included and become a part of ordinary social communities in Denmark?  What is the risk of not being a part of ordinary social communities in Denmark?

Street Education Event 2

Time: 9th–11th of June 2017

Where/ Place(s): NorthSide Festival Aarhus.

Reached and involved 0 external

Reached and involved 4 internal

The second initiative of Street Education was to test an idea of how we potentially could engage people in groups, as most people take parts in the festival as groups. The Norhtside Festival engage approximately 50.000 mostly young people aged 15 to 30 years every year. The intention was to make people engage themselves and discuss in the small social groups they arrived in – and before they had too much beer to talk and discuss on behalf of 2 pieces of information related to the focus of the ELEF project. Issue 1: The decreasing interest in taking part of democracy among Danish youth and Issue 2: The increasing number of young people in Denmark feeling and being lonely at the age of 15-25 years. It was agreed that 3 university students would carry out the event. The university students were planned to hand out small A3 handouts and try to get into a small talk of reflections at the entrance, about the 2 pieces of information at the handout. And at the end announce and point out that the group now had a chance to reduce the costs of the consume at the festival – due to the fact that they by a talk/discussion and production of innovative ideas could win either

 2 x 500 DKK (70 euro) or  2 x 200 DKK (25 euro) for more beers and a better party at the festival. The aim of this initiative was: a. To plant 2 pieces of information among the participants, hopefully for some personal reflections right now and later on and in addition, b. To stimulate and engage people (the groups) to have a small discussion within their groups, regarding these issues to provide a quick and final suggestion to win the 500 DKK. The idea was: That the group enthusiasm for winning 200 or 500 DKK would make them sit for a short while and talk and think and provide an answer. The easy questions were asked only for documentation for the project of how many people would in fact read the handouts. If people didn`t want to spend time answering the “difficult ones” they might go for the 200 DKK only using 10 seconds.

The planned process: The handouts. Size A5 were printed on both sides in 2 x 300

examples and it was agreed that the students would stay at the entrance Thursday: 1st day of the festival and Friday. It would give people app. 1 to 2 days to text message their answer. The deadline for sending a proposal for one of the 2 big questions or just to send the answer of the small question was set with a

 Deadline of answering Saturday 16.00 o`clock We would then use the time between 16.00-19.00 to check the answers and Identify the winners. The winners would be contacted by text message and asked to go to a specific area of the festival at 20.00 Saturday evening to receive their awards and to be photographed or even video recorded receiving this big paycheck and their amount in cash.

HANDOUT 1.

TEXT translation page 1 to the left (500 DKK) SPEAK UP AND WIN 500 DKK AT THE NORTHSIDE FESTIVAL Danish youth are among Europe's least politically interested: • Only 12 % of Danish youth can see themselves in politics in their adult lives. • By comparison, 29 % of Sweden's young people dream of getting a political career. • Among all European youth, only the Hungarian and Maltese youth are less politically interested than the Danish youth.

Declining political interest among Danish youth can, according to electoral scientists, be seen as a sort of distrust statement to the "self-driving" democracy.

Write in a text message to 25 16 38 21 with your answer, How can we strengthen the political participation of Danish youth?

Write exactly what you think, but write a maximum of 10 lines no later than Saturday at 16.00. The winner will be contacted by phone and the paycheck will be handed over at the entrance at 20.00 Saturday evening.

TEXT translation page 2 to the left (200 DKK)

SPEAK UP AND WIN 500 DKK AT THE NORTHSIDE FESTIVAL

Win 200 DKK by sending the reply On the following questions by text message to the number 25163821.

How many young Danes dream of a life in politics?

Message your answer no later than Saturday at 16.00

The winner will be contacted by phone and the paycheck will be handed over at the entrance at 20.00 Saturday evening..

HANDOUT 2.

TEXT translation page 1 to the left (500 DKK)

SPEAK UP AND WIN 500 DKK AT THE NORTHSIDE FESTIVAL

More than 10 % - approx. 64,000 Danish youth aged 15 to 25 years are single shows the latest study.  What could be done to reduce that number?  What could you do to make young people become lonely and isolated youngsters? Write a text message to 25 16 38 21 with your answer, one of the 2 questions.

Write exactly what you think, but write a maximum of 10 lines no later than Saturday at 16.00

The winner will be contacted by phone and the paycheck will be handed over at the entrance at 20.00 Saturday evening..

Translation page 2

SPEAK UP AND WIN 500 DKK AT THE NORTHSIDE FESTIVAL

Win 200 DKK by sending the reply On the following questions by text message to the number 25163821.

How many young Danes are lonely? Message your answer no later than Saturday at 16.00

The winner will be contacted by phone and the paycheck will be handed over at the entrance at 20.00 Saturday evening.

RESULT: Total Failure. To the university students big surprise they were denied to stay and establish contact and handout the questionnaires at the festival area. For many years, the outside area of the festival have been a “free zone”, where a lot of activities normally take place. But this year it had changed – and we should have applied month ahead and have paid for a stall or place to work from.

Evaluation: The learning outcome is of course don`t believe you know – even though you know how it used to be. Check all options for obstacles. Nevertheless, it was decided to rethink the initiative. Rethink is the overall headline of Aarhus being the European Cultural capital in 2017 and we agreed to go for an event at the shopping street of Aarhus City.

Street Education Event 3

Time: 5th of 2017

Where/ Place(s): Facebook

Reached and involved 0 external

Reached and involved 2 internal

Overall, we believe that the “Street Education” concept is based on the approach; that we have to go there, where the young people are and where the primary target group of the ELEF particularly are. Many of them are on the internet now a day. We know from talking with our own vulnerable young people that they are much less out on the streets during day times than previous generations were. We have a young man, who like many others starts very early in the school time to ask if they might be allowed to leave earlier today. It is a general question from many every day. Direct asking – why – what they are going to do – if they were allowed to leave earlier. The answer is nothing – except from going home to the computer or the sofa to sleep because they have been sitting up late last night at the computer. “Sometimes, I don’t ho out until the evening to meet someone in the streets – most times we don`t do anything –

sometimes, we do bad things”

This initiative was based to test an idea whether it might be possible to meet and start a facebook group where the same concept regarding the same 2 issues as developed for the North Side Festival could initiate and motivated to establish an ongoing discussion and by that innovating new good ideas among young people and us. We/us is the ELEF focus and steering group at our school. Having someone answering the questions providing a response the winners will of course be awarded. This first step was not meant to be the important part of this initiative. Having established contact with young people responding the questions, the intention was/are to compliment them all for their contribution. Then we would ask them/invite them/encourage them to become a part of a dialogue group. A dialogue group where these issues will be discussed on a broader and deeper level between them as representatives of the target group and us as professionals, aiming for good solutions. Hopefully to achieve that some of these respondents might become active and facilitators in different ways – but always by their own choice. In our overall plan this initiative was planned to be tested later, but having the failure at the NorthSide Festival it was decided to make an easy try front up holiday period in Denmark.

A facebook for ELEF was established and the two same questions from the North Side Festival was presented with a deadline.

We bought pop ups at a very small scale – as a test in areas of 100.000 people. Result: No response.

We will try again because we still believe in the idea. Next time with a more facebook friendly design and we intend to head for two directions.

 The public way as the first attempt o Having organized a larger scale of pop ups on national level. o Having organized a lot of people to “like it” and pass it on to others.  The school way o Based on an approach that due to our own social position aren’t even close to knowing the most important youngsters to reach – but some of our young students might know these youngster. o We are probably not even close to the most anti-democratic parts of youth, but some of our students, due to their own position in social life and due to their addresses, are likely to be closer to youngster who more a less are excluded. Therefore, we will make a “closed” school competition where we will encourage our students to take part in the competition – but also to inform youngsters in their surroundings to take part and potentially win 500 DKK.

Writing the final report in September 2018, we still believe it is a good idea. Looking in the mirror we got stressed by the failure at North Side Festival and felt that we had to do something. Looking back, it was very stupid to believe we could reach and activate people in the change from June to July and only give them a small number of days to react.

Street Education Event 4

Time: 30th of August 2017

Where/ Place(s): Aarhus City Shopping street

Reached and involved 300 external

Reached and involved 4 internal

WE TRY AGAIN

The initiative was implemented the 30th of [Fang læserens August at the Cultural city Festival of opmærksomhed med et citat Aarhus. The festival has been going on with fra dokumentet, eller brug international events for more than 40 years denne plads til at fremhæve and gathers people from all over the world. nogle nøglepunkter. Du kan So, being European Cultural Capital 2017 trække dette tekstfelt til does not cause this particularly week – even andre steder på siden.] though there are of course some mutual benefit.

4 students from the University, Emilie Rønnebech Wortmann, Klaus Junget,

Elisabeth Buhl Sørensen & Birgit Marie Østerby went to the shopping street and squares in the center of Aarhus between 12.00 and 17.30 to hand out 300 A5 pieces of papers presenting the same information and questions as planned for the North Side Festival.

Front up we designed T-shirts with happy colors and a happy message to make sure the students were well dressed in white T-shirts and were more visible and stood out as groups from other who were at the area with similar missions. The message on the front of the T-shirt said: It is about Common/community ELEF An EU project

And the back of the T-shirt said “Win 500 DKK Ask me how”

It was agreed that the university students should try 2 approaches: It was agreed that the university students should try to establish a conversation, handing over the A5 documents to people, about the two pieces of information given at the papers and finally encourage people either to answer, express their ideas

 to a Dictaphone the students brought or  to give their answers directly to the students – then they would write the ideas/suggestions or  or answer by text message to the phone number presented on the paper. It was also agreed that the students should try 2 models –

 take initiative and establish contact  Stand still and let people come ask how to win the 500 DKK

Experiences/Evaluation: As the photos shows, it rained. And of course, the rain had a negative impact on the event. But the students said that: In general, people get a little annoyed by being stopped and contacted by people who want them “to do something”. Some even became semi-aggressive. An event or initiative like this has to be understood into a major discussion, that had been going on in Denmark for some years. A discussion about “street sale”. Going from one end of the shopping street to the other, or if you are at one of our squares you will probably be contacted by 2, 3 or 4 people who want to sell you something. Anything from

 Electricity or  Phone subscription or  Car services or  Web-shops or  You name it… So, even if you have a good cause or a good message – only by sending a text message writing “10%” you have to go through this pre-irritation and people looking repellent at you the minute they observe that you are heading towards them – having something in your hand. The irritation among people are so big, that it probably will end up in a legislation which will ban all kind of sale/contact in open area in Denmark – or at least it will be much more restricted in the future.

What might be more of interest – that causing and developing this negative emotion in people is not in general the best start for a longer conversation about important issues of the society?

Nevertheless, the students managed

 To hand over all 300 papers  To have a little dialog, with a few probably 1:4. Most people grabbed the paper and moved on quickly.  No one wanted to stand still and stay for so long, that they could provide their answer or ideas to the Dictaphone  Moreover, no one wanted to stay for so long that they could fill out the questionnaire handed over to us by the coordinator.

What we can tell for sure is;

 That 300 people have received a handout with the following information o That young Danish people seem to lose interest in the democratic process and seems to be less and less concerned about being a part of a democracy and that they seem to value it less and less.

o That an increasing number of young people (more than 10%) feel very lonely and feel excluded from common communities and by that enter into a risk group taking many fatal decisions. We cannot guaranty that they have read it, but we can in most cases say; that the students managed to inform people about, what was written on the handouts.

We received 8 responses. All answering the question of loneliness. The winner is identified but live quite a long distance form Aarhus and it is agreed that next time they will be in Aarhus the award will be handed over. We believe the winners are a couple. If we should repeat this form of event, we think

 We should change from contacting people to have a table or little “shop” letting people of interest come to us.  We will cancel if it’s raining. But moreover, the students counted very few young people – most in the last hours of the 5 hours they were at the street. It might be caused by the rain – but more reasonable is that young people are engaged in these hours elsewhere as we have described in another report about state of art in Denmark.

Street Education Event 5

Time: November 2017: Reached: 228

Time: 23rd of October to 1st of November 2017:

Where/ Place(s): 2 production schools

Reached and involved 210 external

Reached and involved 18 internal

DEMOCRACY THEATER

Young people have attitudes and opinions about democracy and attitudes and opinions about other young people's approach to democracy

This street Education/session 5 reached totally:

 The direct involved youngsters 18  The youth audience at dress rehearsal 40  The youth audience of the School in Skanderborg 70  The youth audience at Aarhus Production School 100 Youngsters reached in total 228 42% of young people in the age group know that they will vote in the election for municipality and regional boards November 21 – 58% either know they will not – or perhaps they will.

Youth in the profile group develop and write a theatre play on their own reflections, attitude and understanding of the words: active citizenship – community and democracy – and present their play for groups of young people with the same profile.

A group of our own young students were asked to participate in this Street Education Event 5, and had the following task and challenge: Produce a theater play problematizing: Youth and Democracy.

 18 of our young people signed up for participation out of 32 asked.

It was planned and arranged as follow.

The script used was by teacher Arne Tanneberg – informing and motivating our youth students to get involved, to motivate the youngsters to participate and to sign up.

Democracy - a theater elective Just a quick query - what is democracy?

Could it be freedom, friendship, freedom of expression, something about meatballs, picking bogeys from one’s nose in a public space, all types of marriages, the law, bans, soup, religion, majority, minorities, what is it?

We are going to do a theater performance - about our view of democracy

- your view of democracy. It is supported by the EU We will show it to other young people Turbo Theater: We start from scratch Monday morning and Friday at 12.15 we hold the dress rehearsal. Then there are 3 - 4 performances around Monday, Tuesday and Wednesday of the following week. Thøger, Tove, Erik and I are involved so that you can figure out that there will be both a play with media, pictures, music and theater. Period 8.15 to 13.45 each day. The performance will not be a proscenium theater, but a "scene" on the floor. We make the framework - The work processes and the dramaturgy - and you fill them out with: attitudes, own lives, writings, rhythms, statements and actions. You can also play real theater if you want to. Best of all, you will be able to use all the processes to work with children and creative processes. You will get a lot of child-friendly tools. So, let me end by saying that some of you will be a bit provoked along the way. See you ...... and you'll hear from us a little bit in week 42

Thøger, Tove, Erik and Arne 34

First step. All students signed up for street education 1, were asked to fill out this Tip. Coupon – to give their first expression about democracy and issues related to democracy and community matters.

From the result of all answers

 the teachers partly organized a group discussion – o Why do the result look like this? o What does the result mean? – o What does it tell about you as a group that the result look like this?  The teachers brought in other aspects of democracy such as

o The constitutional rights such as . Freedom of speech. . Freedom of religious belief . And more o Obligations . To vote – is that an obligation . Respect to whom? . What kind of obligations do we have as youth in a democracy? From the group discussion – some students, who expressed themselves very clearly (positively or negatively) about the different topics and issues, were asked to express themselves more deeply. All the expressions, conclusions, disagreements and agreements presented and stated by the young students were collected /flip over /wallpaper– and from this collection, a storytelling was developed only based on the expressions – statements of the youngsters and transformed, exercised into a theatre play of 35 minutes.

Exercise at our own school.

There is no manuscript – but the “manuscript” becomes what the youngsters feel is right and good to express and organized in way, so everyone will have something to say during the play. The minimum was – one youth having one sentence. How difficult it was to her and how much it meant to have the obligation to say something – to have the right to express herself in a larger group. Taking this young individual into consideration – it tells how far there might be from her position and her self-understanding, her self-confidence, self-worth to become an active citizen in a democracy – to dare to take a stand and have an opinion about something and vote in public elections. To feel responsible for the democracy and big society and community.

Friday: The dress rehearsal was performed in front of 40 of our youngest students (16 – 20 years old) on Friday. Monday.

First public show – took place in front of 70 young students at the basic intro educational program at the SOSU school in Skanderborg. Second public show – took place in front of 100 young students at The School of Practical Production Aarhus. The response from the audience was very similar. The target group at f.ex. Aarhus Production School is young people not in formal education but implementing their personal plan to enter either formal education or a job. Out of the 100 youngsters at Aarhus Production School. Only one had to leave – could not be a part of the session (the 35 minutes) 1. The rest 99 out of 100 were sitting silent, concentrating, listening for all 35 minutes. and as soon it finished 2. 10 – 15 immediately physically gave the thumb up signal and 3. Some were shouting. “We need more if this kind” – “It was great” Moreover, exactly the same reaction “we need to do more of this kind” was the response from the teachers at the different schools who watched the play. The reaction on Friday and Monday was very similar to the one described here. Evaluating the Response/feedback Response 2 and 3 might be youth kindness to other amateur youth actors. But response 1 is remarkable. Normally the profile of these young people – placed at these pre-prepare educational programs can`t sit and listen for 35 minutes.

At the vocational school in Skanderborg the audience reached a number of 70 young students

 Huge applause at the end of the performance from the audience  10 of the young audience members immediately gave thumbs up.  Both places “more like this” was shouted by both youth and teachers.

The response from the teachers was quite similar from the 2 places. That this event was a “Wake up call” and something to think about when it comes to their work with young people regarding the issue; democracy and active citizenship. Some said that this was a good appetizer – for the coming discussion with the politicians coming to these schools. (the events took place before the election for municipality and regional authorities.

Day 1

Day 2

Day 3

Day 4

Day 5

Final day – ready for dress rehearsal and performances

Keeping in mind that according to a recent national study only 42% of young people aged 18 to 25 know for sure that they will vote in the coming election for municipality and regional boards in Denmark on the 21st of November. It is of course of interest who the 58% and how they are categorized and might be profiled. But we know for sure that the overall majority of our young students have profiles like the 58% and that a majority of the youth audiences also have profiles like the 58%. We can`t tell how many of the youth audience have been clearer about the importance of democracy and values of strong communities, taking personal responsibility of democracy, being an active citizens ship - and feel obliged to vote. What we can say is from the reaction that building up a group of young people to identify the values – to be very clear about the values and then let these youngsters present, in their own language,

 to other youngster in same community position, –  having the same “excluded profile and feelings of not being really a part of this big community, of these elections which other people take part in and vote in”  You can`t tell these young people that democracy is important. (Facebook is important).  You can`t teach these young people that democracy is important. (been tried several times)  You can`t reach them through commercials – newspapers – tv news (they don`t read, they don`t see the news)  You might reach them this way.

What we for sure can tell is that,

 Most of them are still angry – but less are now  Most of them still don`t think it matters – but more do now  Most of them still don`t believe in the system – but more do now

 Most of them still don`t feel they are a part of the municipality – region – but more do now  And so on Moreover, we are sure that those 18 youngsters/actors will vote on the 21st – because they think it is more important now than before. In this first version of the report – we have decided to bring the evaluation from the participating youth in Street Education Session 5 un-edited and in a non- proofread translation. We think the evaluations not only present what these young people state about this specific session – but in general also tell how far away some of our youngsters are from feeling a part of a democracy – feeling a part of society The reason why we only have 13 evaluations out of the 18 participating students, is that day one after this program, the students returned to their normal pattern of sick leave/attendance – no attendance as before this program took place. During these 7 days working with theater and democracy – they were all present every day. We asked all our students to make a written evaluation of the process, by answering these questions. At student 1 we present the questions to be answered and after only what they tell.

Student Evaluation 1. What has happened with you during this week 2. During which occasions/times in the project where you challenged most? 3. How have you experienced your influence during the project? 4. What would you like to express to the team behind this project? 5. How do you think the group/team has developed during this project? 6. Have you come to know someone better through this project? 7. You have learned some working methods during the week. Explain which of them you will use in the future with children? 8. In which way can you imagine working with a similar project with children and what age group? 9. Point out a couple of things you will do differently? 10. Have you changed your view/learned something more about democracy by participating in this project?

Student Evaluation 1

11. What has happen with you during this week a. Noting special b. More cooperative and patience 12. In which occasions/times in the project where you challenge most?

a. Mostly my patience was challenged 13. How has you experienced your influence during the project. a. People listen to me, and also to my ideas 14. What will you like to express to the team of this project a. ? 15. How do you think the group/team has developed during this project a. More and better cooperation b. Mere inter-communication between group members 16. Are you come to know someone better through this project. a. Yes, Kathrine, Daniel and Annesofie, who all comes from the other class. 17. You have learned some working methods during the week. Tell which of them you will use in the future with children. a. Divide tasks into smaller bits and to work together in groups. 18. In which way can you imagine working with a similar project with children and what age group a. Calm and quiet, no stress, it means more time for exercise and a clear “message. Include the children in the entire process and listen to their ideas. 19. Point out a couple of things – you will do differently? a. More time for exercise/rehearsal – I think it went on to fast/quick. Make sure the message is clear from the very beginning – no other 20. Have you changed your view/learned something more about democracy participating in this project. a. I have learn a little more about what it implies.

Student Evaluation 2

 There has been a lot of happening. Among other things, I've gotten better to stand on stage and keep calm. The longer time it went, the better I became. more calm, safe and felt more and more security. I started enjoying it instead of being pissed nervously.  I was most challenged when I had to say something and I had everybody's eyes aimed at me.  I felt a part of the community. We were addicted to each other and had greater responsibility.  Good work. I really could feel that there was a cohesion. we helped each other and got respect for each other. That's the reason I felt safe and dared to stand on stage.  We have become much better at working together, helping each other and respecting each other.  Yes I am.  I have learned, among other things, "ice breaker" exercises that I can use with the kids.  I can use it in kindergarten with the oldest children and in SFO. You can have a small project about an adventure, for example  Yes I have. I have, at least, reflected on democracy.

Student Evaluation 3

 I've had it so cool. Nice to start from scratch.  Personally, I also think I've developed. o Turned in front of an audience o Speak loudly and clearly o work with someone I have not worked with before  Remember replicas  One of the first days when we quickly collaborated with others - even to find a little piece.  The role of politician. Have the feeling of power.  That I could not even fix the small details 100%

 At first I did not fully believe it and just followed. As we got replicas, I felt much more responsible for making the project as good as possible. I think I have had a very good influence.Seems we have developed to take teachers more serious and better focus. It may be a little and it could be seen in the last performance. We all speak better together and I have come closer to the others from the second class.  Yes, pretty much.  Oggi Oggi - All heating exercises. Could use a list - can not remember them all. Volapyk play  Something less scale of course. You can do everything between heaven and earth. most kindergarten and SFO( care offer after ordinary primary school)  Cool to have been a part of it. We did it.  It is been beyond all my expectations.  Thank you everyone.  I think we have developed to take teachers more serious and better focus. It may be a little and it could be seen in the last performance. We all speak better together and I have come closer to the others from the second class.  Yes, pretty much.  Oggi Oggi - All heating exercises. Could use a list - can not remember them all. Volapyk play  Something less scale of course. You can do everything between heaven and earth. most kindergarten and SFO ( care offer after ordinary primary school)  Not really, it was cool and it was also necessary for the teachers to have great control and control. Democracy is very complex and one can not satisfy everyone.

Student Evaluation 4

 I have become a little more patient.  It was often hard to keep my thoughts back when I felt things were not planned. For example, when we changed the play just before the general test because you could not agree.  We have been given the right to decide in relation to the replies and so on. Otherwise nothing.  Strongly gone ANYTHING.  Positive - More open, and not shy. Is that the same?  Yes.  Eriks heating that solves and helps one to find himself.  Same way. Find a topic and use it for learning for kindergarten and adults  Better planning and cooperation  No Student Evaluation 5

 More aware of my own limits, better cooperation with more people.  When I had to open my mouth and say something.  Relatively real  Good, would like to do it again even though it is cross-border.  Really good, better communication between each other.  yes.  how important the overall result will be one's concentration  Some kind of weekends  Stand out more, be more confident.  Not really - but it has been exciting to work with.

Student Evaluation 6

I suffer from dysleksia/word blind if it can´t be read or understood.

 I have become more confident of standing in front of many people  When I had to say the one sentence I had. Especially because I had trouble remembering it and saying it clearly.  Coming with ideas, moving music and sound  That it went well and that they did, so I got a better experience than I had expected.  We are more familiar with each other and get to know each other better.  Yes, those of the second class and those of my own class, I've come in better.  It takes time to learn things. And to keep the belief that things can be done well. (kindergarten 5 -6 years)  I will probably do a project where the children will make a product in groups, where they will show it to the others and tell them about it.  Do not know - but most probably the timeframe  Not really. Does not go much into democracy and social studies. but it has been exciting to hear what others think and think.

Student Evaluation 7

Dysleksia/Wordblind - sorry

 Has grown with the task  With the replies. To remember them  Invited with ideas  "How did we do that?"  We have grown with the task  yes those from the second class  That it takes time, but believe it can be done.  Possibly Hat Theater middle group 4 - 5 years.  I do not think maybe the time frame  I do not have no. because I do not listen to what the others say when I play.

Student Evaluation 8

 Greater understanding of democracy.  As there was an appearance in front of the whole school  Good cooperation and sharing  We must be more clear in our opinions.  More open to each other.  People from the paralel class  Oggi, please give your children a go.  theater show for parents and children from 4 to 6 years old.  Have had more replies  Yes - you need to go into depth to get a better understanding of the individual parties.

Student Evaluation 9

 Became more relaxed in being at the center. Were more open to other people.  On the stage  Has a lot of influence  Ease  Good work  Strongly - that we made it.  The small groups that were in the beginning have been solved to a large one.  Yes  Being able to fend off a story  eye, eye, eye  Big children / SFO  Same way  Multiple breaks  No

Student Evaluation 10

• I have gained a better insight into the theater / music composing the world. • When I first met Monday and was thrown into it all • I think that I played the game an "important" role when I was a student for the music • Otherwise, Tove was there. • That they have been incredibly creative and inspiring. • I think the group has become more confident during the show. • I knew everyone quite well, but some have started talking more. • Erik has an incredible person to know and although he can sound hard, he has been very caring. • Erik's warming before the showstart. • Theater is a great fun and exciting way to work with. I will take it to SFO. • I would be meeting last week despite illness. • Both teachers and students have shown consideration • I have refreshed my knowledge of democracy Student Evaluation 11

 It has given me courage, energy, vitality, self-confidence.  Since I had to live in the role.  Good, energetic – silly  Cool, cool, cool  Pisse hammering cool  Good group same team.  The others from the second class and a good team  Energy - Oggy Oggy  Team activities  Spontaneous theater  Drums  Stomp  Give more of myself  Be more serious  Learn replies faster  Let me tear it up.  Nuanced democratic view  Participate in raising others to do it for you.

Student Evaluation 12

 Has moved my limits  More courage to jump into things.  To act for others  We all had some co-determination and helped with music and sound.  Really nice done  There are several who got more courage to move their limits and just jump into things  Yes, it's hard to avoid when helping each other and working together on the cross.  Just that the kids help create something and influence  The elders in the kindergarten could do it about a story they have read  Nothing  No

Street Education Event 6

Time: 10th of November to 21st of November 2017:

Where/ Place(s): SOSU Aarhus – Risskov Upper Secondary

Reached internal 427

involved internal 76

This 5th initiative was partly inspired by the election for regional and municipality public boards on the 21th of November 2017

The aim was to make our students and particularly our young students aware of the election, make them take part and vote.

This event is multiple event in one – bringing more initiatives into action at the same time.

Questionnaires for all

As stated before, the questionnaire was the one developed and distributed by the coordinator of the ELEF project earlier in the project including 10 questions of our own interest. The questionnaire was given to all our students that were at school during the last week up to the election on the 21st of November. The questionnaire was designed as an 8 pages A3 brochure. The questions where on each side, supported with comments and statements regarding community and being a part of a democracy by people familiar to young people. Trying to motivate them at least to move on during the 12 pages.

Headlines

The little man says:

"It says that you must remember that there are municipal elections on the 21st of November"

The little hidden man say: “If you do not vote, you should not break the rules. I will definitely vote. No doubt." Says Walid known as 'the cracker'.

The little man says:

"it is also written in the newspaper, that if I think

something should be changed within the children's area or in elder care - then I will have to go and vote at the election for the council of the municipal.

The little man says:

"You have to consider, that if you do not vote, the strange man sitting in the bus and mumbling to himself’s voice will be heard more in the municipality than yours." Sebastian Dorset. Comedian.

The little man says:

"You have to be happy not indefferent. You become happy if you take responsibility and invest something of yourself. So invest a little of your time and your vote in the community. " Rasmus Bjerg.

Actor.

The little man says: If you think, there should be more apartments for young

people; you have to vote in the municipality election

The little man says: "It is important to vote in order to prevent those in power from taking their power for granted. I have considered whether Allan Simonsen in 'Wild Dance' is a hidden advertisement to get people to vote in the municipal elections. Suddenly it becomes obvious to people at

home on the couch that their voice can change something. " HuskMitNavn Artist.

The little man says:

The little man says: Yes, and at the same time agree that it is good The good thing is, that we can disagree that we can disagree

The extra questions we put into the questionnaire – and the translation of these questions

The brochure was copied and divided into 19 boxes (19 = the number of classes at school these days) the number of students registered to be in the 19 classes was 427. Beforehand, all the teachers who were to start at the class the morning one week before the day of election were informed that there would be a brown box standing in the classroom on the 15th of November when they arrive to start this particularly morning.

The teachers were in same way informed, that there would be a letter in the box to be read aloud to the class. (translated into English)

And to be read aloud in the classrooms on the 15th of November

The questionnaire was, as you might read from the letter to the class, launched as a competition. A class competition – to try to stimulate a common approach to the task and to win something together – and do something together. Having a free dinner. The class who had the highest response percentage according to the number of students registered in the class during the answering period – would win a common- class- lunch for all students in the class. An individual competition. Among all answers – there will be a draw and identified a winner of 200 DKK. RESPONSE

We received 77 answers out of 404 potential respondents in the period up to the 21st of November – or 19,06 % of the potential answers.

LEARNING

 Remarkable that a class of young people can`t manage to organize themselves, that not one person in the classroom takes the lead and organizes all in the class to go for a common dinner. It might show us something about the “social strength and power” of establishing, taking the initiative to including social arrangements and initiatives” in the classes among our students. Even after a long time in the same class this is the case. More than 75% of the youngsters graduating primary schools at the age of 15/16 go for upper secondary high schools in Denmark. Perhaps the 75% includes all the social entrepreneurs from primary schools – and there are none left among the last app. 20% going for vocational schools, divided into 2 groups of 40 – 50% of ethnical Danish background and 40 – 50% of foreign background. Much higher than the general balance in society of 90%/10%

 Remarkable that some teachers don`t respond by bringing the class into a position where they answer.

 Remarkable that a few teachers don`t seem to have followed the encouragement to introduce the box to the students.

AT THE SAME TIME AS THE QUESTIONAIRE Going for smartphones We developed a questionnaire to be answered by the youth using their telephones/smartphones. The questionnaires consisted of these sorts of questions – A) Strict questions about their knowledge when it comes to fundamental issues regarding the coming election for boards of the 95 municipalities and 5 regional authorities in Denmark on the 21st of November. B) Reminders and encouragements for them to go and vote on the 21st of November. The questionnaire was launched as stated on the poster – that there will be a winner of 200 DKK – for the one who answered most correctly or by a draw if more were equal.

We made posters (60cm x 100) to pin up at our own school and at a neighbouring upper secondary high school. Risskov Gymnasium.

 600 youngsters/students at our school  800 youngsters/students at Risskov Upper Secondary school.

We made smaller posters A3 to pin up in all class rooms

In addition, the competition was announced via our school’s internal communication system to all students

ELECTRONIC GAMING.

At the same time as the questionnaire in paper was handed out in all classes – an electronic version was launched. As a start we developed a model of gaming – based on a more traditional homepage design and construction.

Welcome.

Games with focus on knowledge and values about News strong communities and Presentation of support of these the ELEF project. values through

active citizenship.

Entering the homepage – the students/youth had the opportunity to choose between four areas of questions.

Democracy Small Big Fake

communitie Communities news. s/ exclusion Making a choice between these 4 opportunities – the person will have to choose between 2 types of games –

 The world-wide well-known game from television “Who wants to be a millionaire” – answering 18 questions – 1 by 1 as long as you answer correctly and out if you fail one answer.  A shooting game – where the question appears 1 by one – and the person have to shoot the right answer out of 8 options – moving around on the screen. We changed shortly before launch – because we believed it “was too difficult” to sign up to be active on the homepage and developed a reduced electronic version to work on I-phone and I-pads.

Municipality- and regional council’s elections 2017.

What do you know about the election for municipality and regional councils 2017. Answer the following questions and be a part of a draw to win 200 DKK

1. Who wins if you don`t vote in the election for the municipality and regional councils?

 Those I agree with.  Those I don’t agree with.  Nobody wins  Everyone wins

All the 13 questions – was followed by four options/suggestions for answering -

1. Who wins if you don`t vote in the election for the municipality and regional councils.? 2. If you believe there should be more cultural offers for young people, you should go for rallies and ask for a promise from those who run for what council? 3. What do you own together with all the rest of us in the community named municipality? 4. Can a party – who will have more votes at the coming election, end up having less candidates in the city council than they had after the last election. 5. If you want to have influence on how the majority of the money you pay in tax is used, which election should you then take part in? 6. Where does the municipality have the responsibility for the quality of education and everyday school day? 7. By the way – what does the word “municipality” mean? 8. How many municipalities are there in Denmark? 9. If you think the budget for hospitals – should be used differently – which election should you take part in? 10. Which date, do you have to remember to go and vote for the councils of the municipality and regional boards. 11. How many personal votes – in the entire Denmark – received the person, who got the fewest votes – and still won a seat in the municipality council. 12. How many personal votes received the person in Aarhus Municipality, who got the fewest votes – and still won a seat in the municipality council. 13. How old does a person have to be – to have the right to vote?

During the almost 14 days the ”competition” was running – 18 decided to answer and go for the award or 1,3% of the potential students at the 2 schools.

Not impressive. Quite surprising, as 500 DKK is a substantial amount for our young people if we calculated it as percentage of the monthly pay. An8% salary increase - in max 5 min. Having both the students from Risskov Upper Secondary and our own students – we can say that the target group represents both the “strong youth” and the at- risk youth – and still only 18 chose to test themselves in a strict democratic – election related questionnaire. We can`t tell how many visited the page. How many looked through the questions and decided that they couldn`t answer too many of the questions – and thereby decided not to answer - because they didn`t believe they had a chance to win. Taking into account how many young people who like to game – take part in lotto’s and so on – where the winning chance more or less is due to luck or no luck – it is thought-provoking – that going for 500 DKK based on their knowledge about easy basic knowledge regarding democracy don`t motivate them. We can see that 6 of them answered in a very short period of a few minutes, which might indicate – that it was a group who went through all the questions as a group. It could indicate that advertising initiatives like this – should not go for “you as individuals” but for “you as a group”. We think it is a signal of

 how difficult it is to “draw or push” young people to establish a minimum of interest for policy- election- democracy –  or how “strange” a game regarding these basic democratic issues are to our young people. They are not able to answer – on what might be considered as easy questions – regarding fundamental issues about being a citizen in a democracy.

We believed we should reach some of the unreachable youngsters when it comes to the topic of ELEF project – where they are: On the net – on Facebook – on their Iphones. And we still do – even though these initiatives hardly can be categorized as a success.

Street Education Event 7 Time: April 2018: Reached: 156

Time: 6th of April to 16th of April 2018:

Where/ Place(s): Hørning Production School

Reached and involved 108 external

Reached and involved 48 internal

Due to the successful experience from street event 5, using student innovated theater as the method, it was decided to give it another go. The common understanding was still that we work on a process line when it comes to encouraging everyone to take part in democracy and active citizenship. The period for the activity was set to be Friday the 6/4 to Monday the 16/4. 48 students volunteered to take part in this initiative. We consider that in itself a success as we had 18 for the first event. This huge number of young students who would like to take part, both forced and allowed the teachers to rethink and think bigger than they did for the first event. Having 48 young people it was clear that they had to be split up – and it provided the opportunity for working with the theme from different perspectives. Therefore, it was decided to have a) A digital approach to the theme b) A musical approach to the theme c) A dance approach to the theme d) A theatrical approach to the theme (definition at the end of report.)

It was not possible to begin interviewing 48 people on the first day as we did last time. So, all the youngsters who would like to participate were asked to fill out a questionnaire, before beginning to develop the event. During the process the different groups were asked to specify some answers or to elaborate on them during the process.

14 sharp questions about loneliness

1. I last felt lonely when ....

2. Short-time loneliness is a living condition, but long-lasting loneliness is harmful, what do you think?

3. How can there be a difference between different forms of loneliness?

4. What is the difference between loneliness and solitude?

5. Does loneliness threaten democracy?

6. Can you still feel lonely, even if you get 400 likes on your weekend experiences?

7. Can you feel lonely even if you are outgoing and social?

8. Solitude is a lack of self-esteem, what do you think?

9. If you're lonely it's like being a superhero who has run out of steam. What do you think about that sentence?

10. Is loneliness caused by no one knowing who you are?

11. Is it your own fault that you are lonely?

12. Has something happened with our way of accessing others now, when we only write SMS?

13. Is loneliness a taboo - how?

14. Why are there more young lonely people than old?

As explected the feedback from the questionnaires was very varied. Some answered only a few of the questions. The questions were split on 2 a4 pages – meaning that question 14 ended up alone on the last page – no one answered this question. It might tal something about our students. It was quite remarkable how many didn`t answer question no 5. Loneliness might be something only considered as an internal affair targeting the individual person, not something that begins externally because of the exclusion of somebody.

1. I last felt lonely when .... I rarely feel lonely, but if I had to put a finger on when I last felt lonely it was probably while my dad was admitted to be operated because I did not feel I understood how I felt.

2. Short-lived loneliness is a living condition, but long-lasting loneliness is harmful, what do you think? I think all people are going to feel lonely in short periods, but if you're lonely for a while, it's definitely something that needs to be taken care of, so it's not going to be a harmful thing.

3. How can there be a difference between different forms of loneliness? When you think about it, you may well have been feeling lonely at different times. For example, you can easily feel lonely even if you are surrounded by people who love you.

4. What is the difference between loneliness and solitude? Loneliness is not something you choose. Loneliness is a feeling of standing alone. Solitude is an option, that is something one chooses and the whole difference is that one thing is chosen, one is not.

5. Does loneliness threaten democracy? No answer

6. Can you still feel lonely even if you get 400 likes on your weekend experiences? Since nothing is easier than setting up the perfect life on social media. So even if you post bold pictures and get many likes you can still be lonely.

7. Can you feel lonely, even if you are outgoing and social? I think so, if you f.ex. in one way or another differ from those you are dealing with, and they are not understandable, I think that you may feel lonely.

8. Solitude is a lack of self-esteem, what do you think? I think it's very different what the reason for loneliness is.

9. If you're lonely it's like being a superhero who has run out of steam. What do you think about that sentence? I think that sounds very appropriate

10. Is loneliness caused by no one knowing who you are? Not necessarily, you can easily have lots of friends and still feel lonely.

11. Is it your own fault that you are lonely? No, it's not a feeling you choose

12. Has something happened with our way of accessing others now, when we only write SMS? Yes

13. Is loneliness a taboo - how? Yes - it's incredibly hard to talk loudly if you're lonely Why are there more young lonely people than old?No answer

STARTING THE PRODUCTION.

All the students were encouraged to sign up for one of the for 4 approaches.

e) A digital approach to the theme. f) A musical approach to the theme g) A dance approach to the theme h) A theatrical approach to the theme (definition at the end of report.) (read appendix 3) Based on the answers from the students we decided and lined up for the students, that the theme loneliness could be worked on from different perspectives and students in the different workgroups had to decide which perspective they would like to work from.

This approach was partly decided based on the contribution from VENTILEN (NGO doing a speech at the IDA track in February 2018) VENTILEN is an NGO working with exclusion and loneliness among young people.

We agreed on using more or less 7 days for implementing this street educational event and the plan ended up like presented on the next page.

Friday 6.4 Monday 9.4 Tuesday 10.4 Wednesday 11.4 Thursday 11.4 Friday 13.4 Monday16.4

Warming up Warming up Warming up Warming up Warming up Warming up Warming up

Briefing on the plan Briefing- Briefing- Briefing-adjustment Briefing-adjustment Briefing-adjustment. Briefing-adjustment for the week adjustment adjustment

Presentation of the 2 hours group 2 hours group 2 hours group work We put the Final rehearsal Performance at the music, the dramatic work work performance together Line school/Hadsten and the digital At Sosu Aarhus Production School

Lunch Lunch Lunch Lunch Lunch Lunch Lunch

Shared work Shared work Shared work Shared work Shared work Shared work Shared work

Work Work Work We are putting the We are putting the “Pictures of the day” “Pictures of the day” demonstration: demonstration: demonstration: pieces together pieces together and What will you show act it all out. us today? What have “Pictures of the day” we gotten out of it? “Pictures of the “Pictures of the day” day” “Pictures of the day”

Educators Educators Educators Educators Educators Educators Educators

Tove, Nille, Arne and Arne, Tove Arne, Nille and Arne, Nille and Tove Arne, Tove Arne, Nille and Tove Arne, Nille and Tove Thøger Tove

Thøger some parts of the day

As planned the performance was presented at Hørning-Skanderborg Production School to 108 students, and the response was very much the same as at the first presentation of the DEMOCRACY theater play in November 2017. This tool of using theater is, to us, an amazing experience when it comes to put focus on different aspects related to democracy and active citizenship. It will without any question become an integrated part of our annual circle at SoSu-Østjylland.

It was planned by the digital group that they would livestream the event –but it didn`t manage to do it successfully on the day at Skanderborg – Hørning Production School.

Street Education Event 8 April-May 2018

Time: 5th of June 2018: Preparation week 22 2018

Where/ Place(s): 5th grade at Gladsaxe primary school

Reached and involved 25 external

Reached and involved 18 internal

DEMOCRACY AND LONELINESS.

The task set for a group of our students was to develop a program aiming at very young pupils at primary school. It was decided to go for 5th grade. Many of our students can remember the social atmosphere, what took place when it comes to these social relations:

 Both being a victim and the bully in the higher grades at school.  The fight to stay included – avoiding being excluded.  Aiming to be the popular and chosen one and so on.

The aim of this event was to make our students reflect on whether these mechanisms also exist among themselves as they prepared an event for young pupils in 5th grade. This initiative was very much inspired by what our Hungarian partner does as a NGO. The teachers identified a class teacher at Gladsaxe primary school who would like to take part in this initiative with her 5th grade class.

It was agreed to do the event on the 5th of June.

Name of initiative. Students from SoSu Østjylland and 5th grade at Gladsaxe School work on loneliness (relationship and community) in connection with a major EU project on democracy and active citizenship. The students had to develop a day of activities focusing on all aspects of this initiative. Loneliness (including bullying, building up relationships, relationship competence, being part of a community, fellow-feeling and mental health). The students were given almost 5 days for preparation, identifying activities and preparation for these activities.

The various activities had to be planned so that the different learning styles come into play during the program. It was planned by the students that the pupils in 5th grade and our students should be divided into smaller groups to feel more safe and secure. In these groups they planned to hold conversations, to work with body language and expressions, associations etc. In addition, there should also be activities where we are all together.

The planned and implemented program became like presented.

 Little pieces of theatre about loneliness and not being seen. (4 students:)

 Exercise with body language. Students and 5 classes together. o "Hi my name is ... o I like (show with body) and o I do not like…."  Students initiates a Kahoot about [Fang læserens loneliness (PA students distribute opmærksomhed med et citat between the children and help and fra dokumentet, eller brug speak in relation to the answers) denne plads til at fremhæve nogle nøglepunkter. Du kan  Walk between each other - think of trække dette tekstfelt til someone you want to go close to, but andre steder på siden.] there must always be 1 person between you and the chosen one.

Join in groups of safety (about 6 people, half our students and half pupils).

 Association card - choose a card (with a picture) for you to say something about being lonely or feeling alone o Explain why you chose this card - and what you think when you think of loneliness. First, just listen to each other and then talk about what the others' made you think.  Make, in the groups of safety, a statue that shows / expresses something that the group has talked about in relation to loneliness  Make a little play/theatre based on your talk about the association cards (remember what you watch at the start of today.)

 Cold play music - Run in groups and freeze the movement (one person runs the belt and freezes the movement and the others follow one by one) - then then we do the following themes (Police, friends, shy, fear, joy, ready for battle, escape loneliness, community, democracy, etc.)

 Massage in circles (guided at the start) – where the inner circle is sitting on chairs and the outer circle massages for 1 minute and then moves clockwise to the next one to massage for 1 minute etc, - Children and students are mixed.

 Brush massage. Same as before just using brushes.

- guess and funny faces - write a feeling or state of mind on a paper/note (sad, jealousy, raging, in love, silly, sad, funny, astonished, curious)

 Theater sports 'so the hat fits'. Based on sentences or stories children have experienced about loneliness or fellowship or belonging or what makes a class good, the day I got a new friend, etc. (our students are actors and the pupils talk in smaller groups about experiences and choose the story to be acted out as theatre by the students)

 Kispus (old sports play – catch each other)

- Paint to music (music like classical which provides a mood) paint a la Asger Jorn (well-known Danish abstract artist – making funny figures).

“Draw with the pencil and then look for little creatures that can illustrate something about loneliness or community”

- Thanks for today

It became a great meeting for both our students and the 5th grade pupils. It was quite remarkable how often the small ones and the bigger ones could share experiences about the issues set for the day. It is a good way of reflecting for our students, because they are now so far away from these feelings that you build up during primary school and your younger years, and which still are a part of our students’ approach to social engagement – both positive and negative.

Street Education Event 9

Time: 11th and 12th of June 2018:

Where/ Place(s): Aarhus Production school

Reached and involved 25 external

Reached and involved 26 internal

PROJECT FELLOW- FEELING

Purpose: The purpose of these days is to create a meeting between young people, of which some is at “the edge”, in which the young people are responsible for creating a“ “common reciprocal relationship & a sense of fellow feeling” and connect to each other.

Aim of the event. The aim of the project is to create a model of social inclusion for all. The project

will inspire both groups to take responsibility for being co-creators of a good social life for themselves and for others. The project is based on how engaging in new social communities can promote the desire and motivation for learning. Preparation: GF2 team 3 began to reflect on the project's content and performance in March. Teacher Sara Jonasson Tuff contacted Lotte Ladefoged at Aarhus Production School to present the idea and to establish a working relationship to work on the idea. Lotte Ladefoged identified a relevant class to participate at Aarhus Production School.

The young people at Aarhus Production School are immigrants aged 16-23 and are part of the Integration Act. Many of them only act and live in ethnical groups, without much preference or contact to the Danish community or Danes – except the production school for the time being.

Several of the students have language challenges, and some of the young people suffer from PTSD, but mostly they have a great desire and willingness to develop themselves and become more skilled and competent.

The idea for the project was to support the young people from both groups in planning a day as hosts at their own school. The students at Aarhus Production School should prepare half a day and our students should plan and prepare a whole day.

The young people from Aarhus production school’s task is to plan how they will present their school, what they are doing and who they are and finally come up with an idea for a common activity and plan how they will implement their plans for this half day.

Day 1: The. 11/6

Two recipient classes at Aarhus Production school invite Sosu Østjylland's GF2 team 3 to visit them at Aarhus Production School.

For our students the final program for day one came to look like this.

11.00: GF2 team 3 eats from home due to Ramadan 12.00: GF2 team 3 takes the bus to Aarhus Production School 12:30 to 14:00 Both groups of young people meet and is split up in smaller mixed groups. Then there is a tour of the workshops. The day ends with a common activity.

It might look like a short program, but it was quite a big challenge for the young people at the production school to plan and handle as hosts.

For our students the task was to plan a whole day.

The GF2 team 3 (our young people) shall plan and implement a whole day from 9.00 to 13.30. A day of focusing on establishing personal contact & relationships with their guests by doing different, planned collaborative exercises and activities.

There shall be a focus on how communication can be less verbal and on how good cooperation and doing something together can create good contact and build up a fellow-feeling of being a part of a social community.

It was agreed that GF2 team 3 should spend a total of 5 full days on the project, and therefore the project is part of the education program in which special subjects are covered. The students from GF2 team 3 are aged 17-30. Most of them around age 20 to 22.

This GF2 are a mature class with many ideas for making youth-communities and youth environments in southeastern Jutland. They have developed the idea for this project “Fellow-Feeling".

Our students planned and prepared the equipment for day 2 with the following content:

Activities: Each activity is planned to have a duration of 30 minutes, after which you move on to the next

Day 2: 9.00: welcome at the soccer field in Sosu Østjylland.

9:30 to 12:00: Activities and cooperation exercises

 Cooperative skiing  Treasure hunt  Drawing Station: The group must draw their understanding of the others’ home country. Then there was a dialogue about expectations, experiences, and surprises.  Football in inflatable suit / human table football:

12.00-12.45: Shared lunch and talks

12.45-13.15: Joint activity

 Stomp: Bartas organizes this activity

 Stomp is a music style where you play music on various drums and things from everyday life. There may be tools such as wall bays, drilling machines and car parts, and the range of possibilities will continue!

At 13.15 – 14.00: Evaluation and thanks for today.

Evaluation:

As many have trouble reading and writing, it was decided to do a verbal evaluation with the young people from Aarhus Produktion School and let our young people perform the evaluation.

Etienne and the group handling football How was the day?

They replied that they all had a good day and it was cool to come to know and be offered an insight into how we do it at the SOSU school and what education is going on

Drawing activity What did our activity do? Did it develop competencies?

“A whole lot. It reinforced our understanding of each other. It also helped linguistic challenges and strengthened the fellow feeling. It also strengthened the fine motor control when drawing. They also gathered new knowledge and learned new things about Denmark, such as cultural understanding, and we learned about the countries from which they come. We also showed empathy (said by Laura) by taking into account that it was Ramadan. We were all integrated and included.”

Strengthens self-esteem and self-esteem? “We think that when we admit they got their drawings (gave them praise) and then they were allowed to show what they are able to. We were all together in the center and felt that we all are special and are all able to take part in joint activities”.

Evaluation 1) what challenges have you faced? 2) How has the day been for you? 3) Have you been welcomed?

4) Have we been good at explaining? Have we [Fang læserens been good at helping? opmærksomhed med et citat fra dokumentet, eller brug “Overall, things went well, but some felt that denne plads til at fremhæve the football game was a bit of a challenge and nogle nøglepunkter. Du kan someone else was bored a bit and challenged trække dette tekstfelt til andre steder på siden.] by what Bartas was doing. Then some found that language was a little difficult. Other than that, it went well”.

• “Everyone said it had been a good and funny day. You could look and watch some of them smiling and laughing”.

• “In case that was the feedback from all the guests. We also think we welcomed them”.

• “It was the feedback from most. It went well overall”.

Treasure hunt group Evaluation: 1. Have you enjoyed yourself? 2. How has it been to cooperate with many people? 3. Have you learned something new today? 4. What has been fun in the treasure hunt?

1. “Yes”, 2. “Okay, get to know each other and we've just played many different games”, 3. “To draw rope, turn game x 3, jumping rope” 4. “Turnover (Football, Music)”

1. “It has been a good day, it has been instructive to cooperate with other unknown people about activities that you have developed and planned by yourself. It has been fun to see how the activity works in practice and whether there should be some adjustments in the future.” 2. “It has been exciting to see how I and we as a host can influence the mood and motivation of the guests”. 3. “Yes, how to motivate people to do the activities as a group, e.g. There were two persons who were not interested in trying to skip rope, but after a pep talk and appreciation all were included”.

4. “It has been fun to be with them. We got them to read written tasks out loud and join to solve the tasks, for all activities”.

Stomp group: Evaluation: Question 1. How has the day been for you and why has it been like that?

 “Good because we have cooperated and made new friends. Fun day because we have learned many new things”.

Question 2. How has it been to cooperate with so many new people?

 “Nice, but also a little strange at first, but it became better a little later. Generally very good at working together”.

Question 3. What has been a challenge for you?

 “Learn to stomp. It took some time. It was also a challenge for some to make the drawings - figuring out what they think. (they should guess what it was the other groups had drawn about their home country).

Question 4. How can you improve an activity for the next time?

 “To plan the breaks better so that no confusion occurs”.