This is one of result of Rights for Young project, which was founded by Erasmus+ program. Contains the most important aspect of the project, activities and some facts about youth rights.

1. RIGHTS FOR
YOUNG
This project was funded by the European Union through the Erasmus+ Programme.
This publication reflects only the views of the author and the funder cannot be held
responsible for any use which may be made of the information contained therein.

2. Description of project
• One of the the objectives proposed of the association when
establishment was to promote human rights among young people.
Thus one of the first activities of the association has been organizing
information campaigns on human rights among young people. In 2013,
the campaign’s promotion of human rights led to the organization of a
symposium entitled "The young Romanian, a European citizen" and
attended high school students. In this symposium, the organizers
(association members) found that young people do not have basic
knowledge about human rights, do not know what to do when these
rights are violated. For how many more young people have access to
information on human rights association volunteers searching new ways
to promote, both nationally and internationally.
• Thus was born the project which aims to collect groups of young
people of different nationalities, who during the eight days to acquire
the necessary knowledge in the most important human rights and the
following exchange activities to achieve a brochure (printed and
electronic) containing information about the project conducted and
information on human rights and how they can defend their rights. This
brochure we want to provide young people, NGOs and local authorities
to increase access at dates to youth. Therefore, this project is a
multilateral youth exchange, under the Erasmus + programme. Youth
will participate in activities that are based on non-formal and informal
learning approaches such as discussion, presentation, creativity
stimulating games, role playing, knowledge games, intended to make
young people acquire various skills communication, teamwork,
creativity and knowledge of human rights.

3. • To achieve these results, the project promoters have established the
following main objectives of the project:
• Increased information about human rights among the 24 young
people, aged between 18 and 25 years, coming from Romania, Latvia,
Turkey and Poland over a period of eight days;
• Making brochure entitled "Rights for young" which will include
information on Erasmus Plus, project in progress and most important
information on basic human rights, within two months of completion of
exchange activity in language English;
• After the main activity, promoters will work on a brochure entituled
"Rights for young" which will contain details of the Erasmus+, details
of partner organizations and details of human rights. This brochure will
be behind the organization of the workshop to be attended by
representatives of the target group in order to increase the level of
information on human rights.

4. • Erasmus+ is the EU Programme in the fields of education, training,
youth and sport for the period 2014-2020. Education, training, youth and
sport can make a major contribution to help tackle socio-economic
changes, the key challenges that Europe will be facing until the end of
the decade and to support the implementation of the Europe 2020
strategy for growth, jobs, social equity and inclusion.
• The Erasmus+ Programme is designed to support Programme
Countries' efforts to efficiently use the potential of Europe’s human
talent and social capital, while confirming the principle of lifelong
learning by linking support to formal, non-formal and informal learning
throughout the education, training and youth fields. The Programme also
enhances the opportunities for cooperation and mobility with Partner
Countries, notably in the fields of higher education and youth.
• The Erasmus+ Programme shall contribute to the achievement of:
• the objectives of the Europe 2020 Strategy, including the headline
education target
• the objectives of the strategic framework for European cooperation in
education and training (ET 2020), including the corresponding
benchmarks
• the sustainable development of Partner Countries in the field of higher
education
• the overall objectives of the renewed framework for European
cooperation in the youth field (2010-2018)
• the objective of developing the European dimension in sport, in
particular grassroots sport, in line with the EU work plan for sport
• the promotion of European values in accordance with Article 2 of the
Treaty on the European Union
Erasmus+
Description

5. The association Melente – Pivas & Fiii is a non-governmental
organization, from Bucharest Romania. Was founded in 2011 and the
purpose of our organization is to achieve educational projects, cultural and
social which involve young people, providing them with professional and
personal development. We give special attention in educating and training
young people for the integration and adaptation in the society. We propose
projects that meet the real needs of today’s youth and volunteers. We are
always looking for creative ideas.
The purpose of the association Melente - Pivas & Fiii is the development of
specific programs for children, youth and adults through their direct involvement
and volunteers, in:
• education: by promoting best practice in education; modernizing attitudes and
mentalities in relation to education; improving educational techniques,
developing communication ability and freedom of expression of youth and
volunteers
• social: development of projects for disabled and disadvantaged categories
• culture and art: by promoting and developing culture in a responsible and
constructive manner;
• sport: promoting sports among young;
• tourism-entertainment: thematic tourism development by combining methods
of learning through entertainment;
• ecology: environmental protection and pollution mitigation;
• economic: development of entrepreneurial activities in order to attract funds to
run in good conditions the annually projects by the association;

6. • EUfemia is an association for social promotion
in the cultural field, promoted by a group of
young people committed to supporting the
process of European integration, established in
January 2010.
• Thanks to tools like life-long learning, non-
formal education, intercultural dialogue,
exchanges and networking, our association aims
to develop active citizenship educational
programs in a European context, especially in
the fields of Youth, Equal opportunities and
Social Inclusion.
SHAFT is a non-profit and non-governmental
organization. The range of our work was and still
the area of Kars, to develop cultural and
educational means which is lead to promote the
well-being of our community by serving children
and children with special needs, empower youth
and women's development in the areas of Kars.
Other mission is to promote and encourage an
interest in the history, traditions, arts, crafts,
language, and culture of Kars and of those of
Azerbaijanis descent within Kars and
surrounding areas. Our vision is to have an
integrated, self-sufficient, supportive, group of
Azerbaijanis and associated people interested in
sharing these cultural values.

7. Express Yourself
Organization priorities are to create
partnerships between youth
organizations. Usual activities at first are
to break language barriers between
different countries. Training courses
about volunteering, and different types of
discussions to understand each other’s
objectives and priorities. When people
have their opinion and when they
understand each other, we can build a
partnership between youth organisations.
It`s a good formal education.

8. Day 1
This day it was focus to knowledge of participants. For that the
young people participated in team-building activities.
”I learned how we can work and comunicat together with other
people which are foreign for me” – Anil, Turkey
”I learned new non-formal education method” – Emi, România
”I learned how to stay with other guys of foreign countries and to
play in a group without competition” – Jlenia, Italy

9. Day 2
Act is out - Through this drama activity participants present their
perceptions of the general concept of human rights;
Fighters for rights - This activity uses information cards to stimulate
interest in human rights heroes. The issues to be discussed include: political
repression, human rights activists in the twentieth century, the struggle for
rights in various countries;
Education for all? - In this activity participants have to locate and match
pairs of cards as they think out about the inequalities of educational
provision world-wide and how to achieve “Education for All”;
On the ladder - This activity involves role play and discussion. Participants
reflect on the meaning of youth participation and discuss ways of
increasing their own participation in the local community;
”I learnt that we have to take more care about the poor people that can not
go to the school. We should help them to do that” – Iosif, Romania
”I learnt some specific things about human and children rights and also
turkish traditions” – Kristiana, Latvia
”I learnt about human rights and about the work done by UNESCO to
promote education for all without compromising on quality. Also I learnt
about lifelong education” – Govind, Italy

10. Day 3
Language barrier - This is a simulation of the difficulties that refugees face
when applying for asylum. Issues raised include: the frustrations and
emotional factors refugees have to face, overcoming the language barrie,
discrimination during the application procedure;
Path to Equality-land - This activity involves small group work, imagination,
and drawing to explore issues of gender equality and discrimination against
women;
Ashique’s story - This is a discussion activity. The starting point is a case
study of a child labourer. Participants go on to explore aspects of child labour,
the causes and how to end it;
Children’s rights - This activity uses diamond ranking to promote discussion
about the Convention on the Rights of the Child (CRC), including:
fundamental human rights and the special rights of the child under the CRC,
duties and responsibilities under the Convention, how to claim the rights.
”Today I learnt how we can stop the child labour” – Arturs, Latvia
”I liked videos and stories about human children and poor countries. We are
blessed and we can change help the poor children” – Jlenia, Italy
”I learnt what is child labour and the importance of education” – Nicola,
Italy

11. Day 4
Flower power - At the end of this activity you will have a wall of flowers
that represents the diversity of the group. This is a creative activity that
leads into a discussion about human rights in general: what they are, why
they exist and how we should protect them;
Soon to be outdated - In this activity people discuss how beliefs develop,
how they are reinforced and how and why they change over time;
Do we have alternatives? - This is a role-play activity that addresses
issues of interpersonal violence, bullying;
Domestic affairs - Participants discuss case studies to analyse the causes
of, and ways to prevent different types of domestic violence.
”Today I learnt what means bullying and how can I stop this” –
Alexandru, România
”I learnt new stuff about bullying. I liked the trip around the town” –
Oskar, Latvia
”I like this trainer and his team. They listened peoples opinions and
created a city quest. Flexibility it was good. Thank you” – Didzis, Latvia

12. Day 5
I want to work - This activity uses role-play to explore issues about the right
to employment for people with disabilities;
Different wages - This is a simulation that confronts people with the realities
of the labour market. It addresses issues of: different wages for the same
job, discrimination in the workplace, policies of low pay for young workers;
Visit of Mihai Sturzu, parliamentary and the initiator of volunteering law in
Romania – he spoke with the participants about the life cycle of a law: from
idea to the implementation;
All equal – all different - This is a short quiz, provocative enough to be
interesting in itself but also the basis for an effective group discussion;
3 Things - This activity uses discussion and diamond ranking to help people
understand what it is like to suddenly flee one’s home.
”I learnt that we have to find new solutions to facilitate the integration of
people with disabilities in society. It was very interesting to play the role of
person with disability who was applying for a job and analized the dificuties
that people with disabilities face it” – Nicola, Italy
”I learnt more about volunteers and voluntiering and some aspects about
right to work” – Mariana, România
”I liked the visit from gouverment and the sesion of Mihai Sturzu” –
Kristiana, Latvia

13. Day 6
Electioneering - This is a discussion-based activity that addresses: rights
and responsibilities connected with democracy, democratic discussion;
Chahal v. UK - A simulation, a mini-trial that looks at a real case that came
before the European Court of Human Rights;
Change your glasses - This is a very simple outdoor exercise in wich
participants go out and explore the locality through someone else’s eyes;
Can I come in? - This is a role-play about a group of refugees trying to
escape to another country. It addresses: the plight of refugees, the social and
economic arguments for giving and denying asylum.
”I learnt how to speak with the people about human rights and how can I
find new solutions for people with problems” – Jlenia, Italy
”I learnt the people have different opinions and points of view about human
rights. I liked to make videos about human rights. It was pretty interesting.
Also I enjoyed working into groups” – Nadina, Latvia
”I learnt about European Human Rights Convention” – Gamze, Turkey

14. Day 7
Visit the Bran castle or Bucegi Mountains: participants had free
time and the had the oportunity to visit these tourist attractions;
Where do you stand? - In this discussion activity people literally
stand up for their opinions;
Take a step forward - We are all equal, but some are more equal
than others. In this activity participants take on roles and move
forward depending on their chances and opportunities in life.
”Our trip to Brasov gave us the chance to relax after previous
days activities” – Artur, Latvia
”I liked the Romanian Mountains” – Amit, Italy
Day 8
This day was focused to evaluation of the project and the auto-
evaluation of participants.

15. Nelson Mandela: ”I have fought
against white domination, and I have
fought against black domination. I
have cherished the ideal of a dem-
ocratic and free society in which all
persons live together in harmony and
with equal opportunities. It is an ideal
to live for and to achieve. But if needs
be, it is an ideal for which I am
prepared to die.” Born in a village
near Umtata, and was elected
President of the Republic of South
Africa in the first democratic elections
in that country at the age of 76. Up to
that point – and beyond – his/her life
was devoted to the fight against
apartheid, the racist system used by
the former white government to
suppress the majority black
population. S/he suffered various
forms of repression: was banned from
meetings, forced to go into hiding, and
was finally arrested, and sentenced to
life imprisonment at the age of 44.
S/he spent the next 28 years of his/her
life behind bars, away from his/her
family and children.
Martin Luther King: “I have a dream
that one day this nation will rise up and
live out the true meaning of its creed:
“We hold these truths to be self-
evident: that all men are created equal.”
I have a dream that my four children
will one day live in a nation where they
will not be judged by the colour of their
skin but by the content of their
character.” Born in Atlanta, Georgia, in
1929, when the law required blacks to
occupy special seats in buses, theatres
and cinemas, and to drink from
separate water fountains from whites.
When s/he was 28, co-founded an
organisation of black churches that
encouraged non-violent marches,
demonstrations and boycotts against
racial segregation. The organisation
participated in a protest in
Birmingham, Alabama, at which
hundreds of singing school children
filled the streets in support. The police
were ordered in with attack dogs and
firemen with high-pressure hoses. S/he
was arrested and jailed.

16. Mahatma Gandhi: “Non-violence
is the greatest force at the disposal
of mankind. It is mightier than the
mightiest weapon of destruction
devised by the ingenuity of man.”
Born in 1869, to Hindu parents
who lived in Gujarat, when India
was still held by force in the
British Empire. S/he led the
struggle for Independence, never
straying from his/her firm belief in
non-violent protest and religious
tolerance, despite being arrested
and imprisoned on several
occasions. When Indians acted
violently against one another, or
against the British Raj, s/he fasted
until the violence ended. S/he led a
241 mile march across India, and
persuaded followers to accept the
brutality of the police and soldiers
without retaliation. S/he spent a
total of 2338 days in jail in a life
tirelessly devoted to peace.
Daw Aung San Suu Kyi: “We’re not
trying to destroy or annihilate the
military regime; they are always
threatening to annihilate us but ... the
purpose of our movement is to create a
society that offers security to all our
people, including the military.” Born in
1945, in Burma, s/he was the child of
the assassinated national hero in the
struggle for independence from
colonial rule. Became a popular leader
of the struggle for democracy against a
cruel military regime and was nearly
assassinated by an army unit ordered to
aim their rifles at him/her. Was placed
under house arrest for 6 years without
being charged with any crime, and was
effectively cut off from the outside
world. Even when released, the
government prevented him/her from
seeing his/her dying spouse. In 1991
he/she was awarded the Nobel Peace
Prize. On 13 November 2010 s/he was
released from house arrest.
Source: Compass – Manual for human rights education with young people (2012 edition), written by: Patricia
Brander, Laure De Witte, Nazila Ghanea, Rui Gomes, Ellie Keen, Anastasia Nikitina, Justina Pinkeviciute

17. Human rights are rights inherent to all human beings, whatever our nationality,
place of residence, sex, national or ethnic origin, color, language or any other
status.
Which is the legal framework?
Universal Declaration of Human Rights (1948);
International Covenant on civil and political rights (1966);
International Covenant on economic, social and cultural rights (1966);
Convention on the elimination of discrimination against women (1979);
Convention on the rights of the Child (1989).
Which are the main issues of human rights?
Domestic jurisdiction;
Reservations to treaties;
Different concept of rights among states;

18. Here are some of them:
Right to work:
Everyone has right to work, to free choice of employment, to just and
favorable conditions of work and to protection against unemployment;
Everyone, without any discrimination, has the right to equal pay for equal
work;
Everyone who works has the right to just and favorable remuneration
ensuring for himself and his family an existence worthy of human dignity,
and supplemented, if necessary, by other means of social protection;
Everyone has the right to form and to join trade unions for the protection
of his interests;
Childs rights – child labour:
The term “child labour” is often defined as work that deprived children of
their childhood, their potential and their diginity, and that’s harmful for
their physical and mental development;
It refers to work that: is mentally, physically, socially or morally dangerous
and harmful to children and interferes with their schooling by depriving
them of the opportunity to attend school or obliging them to leave school
prematurely.
Causes of child labour:
Poverty;
Large families;
No legal rights to children;
Children are cheap labour;
Easy to control;

19. Who is responsible for child labour? - Over populated countries with
large amounts of people that live below the poverty line and lack of schools
are considered the primary cause of child labour it is not uncommon to see
parents of large families, force their children to engage as laboures to earn
money for their family’s sake.
Which is the legal framework? - Convention on the rights of the child
(1989). Here are some articles from CRC:
ART. 1 - For the purposes of the present Convention, a child means every
human being below the age of eighteen years unless under the law
applicable to the child, majority is attained earlier;
ART. 2 - Non Discrimination;
ART. 3 - Best Interest of the Child;
ART. 6 - Right to life;
ART. 12 - Right to be heard.
Right to education:
Everyone has right to work, to free choice of employment, to just and
favorable conditions of work and to protection against unemployment;
Everyone, without any discrimination, has the right to equal pay for equal
work.
Everyone who works has the right to just and favorable remuneration
ensuring for himself and his family an existence worthy of human dignity
,and supplemented, if necessary, by other means of social protection;
Everyone has the right to form and to join trade unions for the protection of
his interests;
The goal is to empower the child by developing his or her skills, learning
and other capacities, human dignity, self esteem and self confidence. The
child’s right to education is not only a matter of access but also of content.

20. Which is the legal framework?
International Covenant on civil and political rights (1966);
International Covenant on economics, social and cultural rights (1966);
Convention on the rights of the Child (1989);
More human rights: right to belief, right to freedom, safety, right to vote,
healthy, environment, migration.
Who protect these rights? – Here are few of international organizations
and NGOs which fight for the human rights:
• United nations;
• Amnesty international;
• European court of justice;
• Green peace;
• Oxfam.

21. Our duty to raise awareness about human
tights and spread knowledge among the
society.

22. This project was funded by the European Union through the Erasmus+
Programme. This publication reflects only the views of the author and the
funder cannot be held responsible for any use which may be made of the
informationcontainedtherein.
Contact
• Address: Avenue Ferdinand number 5 A, Sector 2, Bucharest,
Romania.
• E-mail address: asociatiamelente@gmail.com
• Site: http://melentepivas.org/
• Telephone: 021.2521.485 and 0722529908