top of page
  • NECI EU
  • NECI EU

Workshop: Conflict and War – A Youth Perspective

As part of the seminar "Conflict and War: A Lesson from the Present for a Safe Future", each partner organization delivered an interactive workshop focused on how conflict, war, and migration affect young people in their respective countries. Using non-formal learning methods such as experiential activities, discussions, and group reflections, participants explored current challenges, shared good practices, and proposed inclusive solutions.

The workshops aimed to strengthen youth workers' capacity to promote social inclusion, understand intercultural dynamics, and support refugee and minority youth. Each session encouraged open dialogue, creativity, and collaboration across cultures.

IMG_7207_edited.png

POLAND

IMG_7331.JPG
IMG_7351.JPG
IMG_7361.JPG

Title: Refugees and Migration in Poland – Human Stories, Real Challenges

Facilitator: Adam Gardian

Country: Poland

Date: 09.05.2025

Duration: 80 minutes

Target Group: Erasmus+ seminar participants (13 people)

Methodology: Non-formal education – role play, experiential learning, guided reflection

1. Workshop Objectives

To introduce participants to the refugee and asylum situation in Poland.

To engage participants emotionally and critically with real-life migration dilemmas.

To encourage empathy, reflection, and transferable thinking for local action.

2. Description of Activities

Introductory Presentation (15–20 min)

Participants received an overview of Poland’s migration landscape, with a focus on the

Ukrainian refugee response, the Belarusian border crisis, and the asylum challenges faced

by non-European migrants. Visuals and data were presented to show contrasts in treatment

and integration.

3. Simulation: “Crossing the Border” (30–35 min)

Participants were divided into two groups:

10 “migrants,” each receiving a unique backstory card

3 “border guards,” each given a role-based instruction card (legalist, humanitarian,

pragmatist)

Migrants presented their asylum cases; border guards questioned and made decisions about

entry.

The simulation brought out ethical dilemmas, emotional reactions, and power dynamics.

4. Group Reflection and Debrief (15–20 min)

We held a structured discussion exploring participants’ feelings and observations.

Key questions included:

Who was let in and why?

What role did empathy, power, and perception play?

How does this reflect real-life policy and social response?

5. Evaluation (3–5 min)

Each participant filled out an anonymous written evaluation sheet reflecting on their learning

experience.Materials Used:

● Printed backstory cards (10)

● Printed role cards for border guards (3)

● Simulation instruction handout

● Evaluation forms

● Projector for visual slides

Presenter Reflection

This workshop was a powerful experience for both me and the participants. I observed a

deep emotional and ethical engagement with the topic. The role-play allowed participants to

understand migration not only through facts but through empathy and human connection.

Some participants expressed shock at the disparity in outcomes and recognized their own

biases. The group discussion was rich and respectful, and several people mentioned

wanting to replicate this activity in their own local contexts.

JORDAN

9ad71f10-4961-4ce8-9ce6-a9f80b446930_edited.jpg
db3852ec-f06a-43e9-b1b9-d55faae2d71d_edited.jpg
31f51b71-32c5-4a3d-a388-0c6f266e6fc5_edited.jpg

UKRAINE

IMG_7653.JPG
IMG_7662.JPG
IMG_7649.JPG

NORTH MACEDONIA

IMG_7323.jpg
IMG_7312.jpg
IMG_7323.jpg

Workshop: Two Truths and One Lie – Macedonian War and Conflict Edition

This interactive session used the popular “Two Truths and One Lie” format to help participants explore key facts and misconceptions about the 2001 conflict in North Macedonia, its impact on society, and interethnic relations. Participants were split into small groups and given two minutes per set to discuss and identify the false statement.

Set 1

  1. The 2001 conflict in North Macedonia lasted less than one year.

  2. The Ohrid Framework Agreement created a federal government system. (Lie)

  3. Ethnic Albanians gained more rights after the peace agreement.

Set 2

  1. There was no violence at all during the breakup of Yugoslavia in North Macedonia. (Lie)

  2. Ethnic divisions in education still exist today.

  3. North Macedonia changed its name to resolve a conflict with Greece.

Set 3

  1. Youth are often included in political decision-making in North Macedonia. (Lie)

  2. Some schools in North Macedonia are still separated by ethnicity.

  3. The Regional Youth Cooperation Office promotes peace among young people in the Balkans.

Set 4

  1. The 2001 conflict was between ethnic Macedonians and ethnic Albanians.

  2. The EU brokered the peace deal that ended the conflict. (Lie)

  3. Many young people today know very little about the 2001 conflict.

Set 5

  1. The capital city, Skopje, was heavily damaged during the 2001 conflict. (Lie)

  2. The Ohrid Agreement promoted multiethnic cooperation.

  3. Interethnic tensions still affect politics and media narratives today.

Group Activity: Building Solutions Together

Following the game, each group participated in a 15-minute brainstorming session to discuss practical ways to support peacebuilding and inclusion. They were asked to respond to the following goals:

  • Understand the historical and social roots of conflict in North Macedonia

  • Explore how youth are affected by conflict (directly or indirectly)

  • Encourage dialogue between youth of different ethnic backgrounds

  • Promote critical thinking, empathy, and peaceful activism

Groups then shared their ideas with the rest of the participants, fostering reflection, dialogue, and a collaborative spirit toward sustainable peace and youth engagement.

ALBANIA

PHOTO-2025-05-11-11-10-51.jpg
8d952b27-2cee-4857-bfe1-7f527f7c9215_edited.jpg
PHOTO-2025-05-11-11-10-52.jpg

ROMANIA

R3.JPG
R2.JPG
RO.JPG
R4.JPG

ARMENIA

IMG_7407.JPG
IMG_7392.JPG
IMG_7398.JPG

Empowering Refugee Youth: Skills, Rights, and Cultural Identity for Active Participation in Society

 

 Target Group

Refugees and displaced youth aged 18–28, currently residing in the host country and seeking opportunities for integration, employment, and self-development.

Methodology

The program will be delivered through non-formal education activities, using interactive, participatory, and learner-centered methods. These include workshops, roleplays, group discussions, simulations, and creative tasks that promote active engagement, peer learning, and practical skill-building.

Objective: Through these workshops, we aim to empower young refugees to become confident, self-reliant contributors to their new communities—by recognizing their skills, knowing their rights, and transforming their cultural identity into opportunities for personal and social growth.

 

Activity 1: Build Your Path – Writing a CV, Cover Letter & Job Interview Skills

Objective: Empower participants with tools and techniques to apply for jobs, write effective CVs and cover letters, and succeed in interviews.

�� Steps:

  • Icebreaker: “Dream Job Café” (20 mins)

    • Small group discussion: “What is your dream job? (write it on the wall)”

  • Workshop: “What is a CV and Cover Letter?” (20 mins)

    • Group brainstorm: What do you think employers look for?

    • Short presentation with visual examples of CVs and cover letters.

  • Activity: “My First CV” (45 mins)

    • Step-by-step guidance in pairs to write a CV, what to include in the CV, skills that the HR would be interested about. Pic only the related skills which will support your application.

  • Roleplay: “Mock Interviews” (40 mins)

    • Set up “interview corners” and take turns being interviewer/interviewee.

    • Interviewers give feedback and tips.

 

 

Activity 2: Know Your Rights – Refugee Rights as Employees

Objective: Make participants aware of their rights and responsibilities as employees in the host country, boosting their confidence to engage in the labor market.

�� Steps:

  • Energizer: “Right or Wrong?” Game (10 mins)

    • Read statements like “I can be paid less than locals” / “I can refuse unsafe work” – participants move to “Agree” or “Disagree” corners.

  • Mini Workshop: “Basic Labor Rights” (10 mins)

    • Focus on key rights (equal pay, contracts, sick leave, safety, non-discrimination).

    • Use real-life examples or short sketches acted by volunteers.

  • Group Work: “Know the Law” (10 mins)

    • Small groups receive cards with common employment scenarios (e.g. “I was asked to work 60 hours this week without a break.”).

    • Groups decide: is it legal? What can you do?

 

 

Activity 3: Cultural Power – Turn Your Uniqueness into Opportunities

Objective: Help participants recognize the value of their cultural background and how it can be an asset in earning income or starting a small business. Be Your Boss

�� Steps:

  • Warm-up: “Cultural Show & Tell” (10 mins)

    • Each participant brings or describes something unique from their culture (food, clothes, music, story, tradition, art, language, lessons, handmade items). 

  • Workshop: “From Idea to Action” (45 mins)

    • In pairs, participants build their own business idea:

      • What will I offer?

      • Who will buy it?

      • What do I need to start?

  • Market Simulation: “Cultural Marketplace” (30 mins)

    • Each group “sells” their idea at a mock market – present their product or service to the others.

CYPRUS

IMG_7678.JPG
IMG_7687.JPG
bottom of page