EmpowerUs Tailored Empowerment Programs

Specifikationer

• Produktnavn: Workshop Co-develop Tailored Empowerment Programs (TEPs)
• Hovedformål: Organize and carry out TEP workshops
• Udviklet af: EmpowerUs
• Varighed: 3 timer

Workshop ‘Co-develop Tailored Empowerment Programs (TEPs) to be tested in Pilots’ – guidelines

Introduction to the workshop

• The main purpose of the guidelines is to provide a thorough description of how to organize and carry out the ‘Co-develop Tailored Empowerment Programs (TEPs) to be tested in Pilots’-workshop (WS2). With this WS2, EmpowerUs aims to:
  • Get all stakeholders on the same page by informing them about the ongoing EmpowerUs project process and provide the results of the Future Scenarios Workshop (WS1);
  • Introduce the concept of the Tailored Empowerment Program (TEP) by explaining its framework and the preliminary catalogue of tools to support the implementation of pilots. TEPs will be co-designed to develop the individual and collective capacity to invent the desired futures in the long term and to create a sustainable pathway for future development for each TCL.
  • Present the pilot option(s) as part of the TEP and discuss the preferred pilot(s), using the deliberation criteria and the sustainability approach (Figure 1), considering that some TCLs (Ireland and Cyprus) will demonstrate only one pilot.
• Hence, WS1 generated a knowledge base about the TCLs’ development, opportunities and challenges, and potential solutions for the future, as viewed by the stakeholders (local perceptions). Based on these insights, the survey among TCL hosts & leads and the governance audit report prepared by the TCLs, a further scientific analysis was conducted by WP2, WP3, WP4, WP5 and WP6, in order to provide the base for WS2 structure. In particular, key challenges and emerging opportunities were identified. From these results and review of literature and other related projects, a draft framework of TEP for the TCLs and pilot options as measures to implement the TEP were jointly developed. The main objective of the TEP is to support the socio-environmental transition towards sustainability; therefore, the use of the sustainability approach is included in the development of both the TEPs and the pilot options. It is very important to adhere to the three dimensions of sustainability: Economy, Environment and Society (Figure 1).
• At WS2, the TEP framework will be presented to key local stakeholders in each TCL and will be co-
  evaluated and co-refined with them. The options for pilots (as potential intervention to address the prioritized challenges) will be co-developed by the TCLs in collaboration with WP2, WP3 and WP4 considering the baseline assessment of local barriers, opportunities and governance arrangements (as stated in workshop 1 reports, D2.1 on governance audit, interviews with the local stakeholders, Q sorts). To support the implementation of the selected pilots and the whole TEPs, WP4 will provide evidence-based outputs in the form of a preliminary catalogue of tools. The focus of WS2 will be to present and discuss pilot options (as potential interventions to address the prioritised challenges) with stakeholders to deliberate which pilot (as part of the TEP) is considered most feasible, desirable and realistic to move their community towards a more resilient and sustainable future. WS2 will provide a basis for later decisions on which pilot option(s) should be implemented during the project lifetime, from January 2024, with an official launch in March 2024, until September 2025, and what empowerment tools and activities can support its/their implementation within the socio-environmental transition.
• The UFZ and NRI teams are responsible for providing the guidelines and structure of the WS2 (in close cooperation with the Academic Leads of each TCL, Table 1a), while the TCL hosts are responsible for organizing the practical aspects of the WS2.

Preparations and organizations before the workshop

Selecting and inviting stakeholders

• It is important to invite the stakeholders that were present in the WS1 (for continuity), but also the stakeholders identified in the stakeholder analysis of each TCL (see D2.1). It is advisable to invite those stakeholders who are most likely to support the implementation of the selected pilot and take ownership of the further implementation of the TEP.
• As already mentioned in the WS1 guidelines, it should be additionally considered that the invited stakeholders represent the coastal community/municipality in terms of age, gender, and occupation, following the principle of leaving no-one behind. A good idea can be to try to find participants from representative organizations you are/will be working with such as local schools (NB: special ethical requirements when including under 18), Non-Governmental Organizations, indigenous people, business representatives, public employees, elderly people, social enterprise, community organisation sectors, etc. (see the stakeholders mapping template in SharePoint under Task 3.1).
• Based on previous experiences, a good number of participants is about 20 people, or a range of 15-30 people. Make sure that you start inviting well ahead.
  • Do not underestimate the amount of time you will spend on selecting stakeholders. It will likely be necessary to “groom” people to prioritize this type of participation. It is a good idea to be prepared with some arguments that can persuade each person to come. They need to know “what’s in it for me”? It is a good idea to make phone calls initially, then send e-mails with detailed information and ask for other names as well.
  • A week or so before the workshop, remind people about the event and send them a program with updated information and where and when the workshop will take place.
• To facilitate a thorough and inclusive discussion of the various pilot options, it is advisable to invite all parties impacted by the implementation of the pilots – both empowered and disempowered – to attend Workshop 2. Additionally, it is vital to identify individuals who have ownership of the pilot implementation and to persuade them to become advocates and
• motivators for a broader implementation of the TEPs in the future. Please, consider that the stakeholder engagement has gone on outside of the workshop and that will go on after workshops 2. In case some people are not be able to attend, but will be vital for the pilot, ensure that they will be engaged seperately.

Materials and personnel needs

Materials and resources

• Before the actual workshop, the TCL team should address several matters. These include scheduling, booking a suitable venue, preparing the presentations in appropriate language and establishing a knowledge baseline. It is advisable to have more personnel than anticipated to take notes during the workshop and others to oversee refreshments. It is advisable not to rely on the workshops representatives/organizers to take notes, due to the intense efforts and focus required. Remember that this is a crucial outcome from the workshop. It is necessary to provide a detailed account of the process and context, including who participated and the arguments discussed for each pilot option, as well as the challenges, possibilities and visions.
• For the World Café event, you will need several tables. These can be placed in different rooms or corners of one big hall as required.
  • Book a room with a projector (for presentations)
  • A room for group work – depending on your main room and the number of participants
  • Flipcharts/Magic Sheet: both for taking notes (on a tripod) and for hanging on the wall
  • Pens and markers (for writing on flipcharts and markers for all participants to write on sticky notes)
  • GDPR rules & consent forms: depending on TCL rules.
  • A good camera to document the process! Make sure you take a lot of photos.
  • Do not underestimate the importance of coffee and remember to order food.
  • Personnel: You will need several people to take notes during the workshop.
    • Consider using professionals/students for this task, at least the person that will make the main document and coordinate all the notes.
    • You may use some of the participants that you know are up for such tasks to take notes during the discussions – but then they will not be able to participate as much because they will observe and take notes.
    • It is necessary with one person to take notes during the joint group discussions and one for each smaller group. Hence, if there are 20 people attending and 4 small groups made for discussions, you will need 4 people to take notes.
• If you will we go for the poster format that was suggested in WP5 document, you would need large posters of pilot options that will be put on the tables of the world café or alternatively on flip chart at the tables. Please, consider that you may also need sticky notes for recording ideas or let your participants write just on the poster or on paper.
• It’s a good idea to create a folder for every person upon their arrival. Include a list of attendees, contact details, and a schedule with instructions on what they’ll be doing. You can also provide them with sticky notes and a pen in the folder. Maybe you could give out a leaflet with the various pilot options, such as the template.

Tips for creating a good atmosphere

• Make sure to create a pleasant environment when guests arrive. Ensure that a registration sheet is available, either in digital or printed form, to record attendance.
• To establish a background or context for the workshop, ensure everyone has a shared understanding, we propose the following:
  • Provide a brief introduction (including workshop schedule and the EmpowerUs project)
  • Inform the participants of their ethical rights as participants in the project (everyone signs a consent form) and that you will take photos during the workshop (try not to include people’s faces, but the activities), and that people should let you know if they do not want to be photographed.
  • If time permits, it would be good for everyone joining to introduce themselves briefly (30 sec).
  • As discussed in the outset of this report, it is crucial to present the workshop as a deliberative dialogue rather than a debate.

Ground Rules: 

• Think freely and respect each other.
• Multitude of voices – no aim for consensus.
• All voices are equally important.
• This is a learning arena.
• Cite content not people.

Other responsibilities for the facilitators: 

• Be aware of power-relations & take notes on dynamics during discussions.
• Make room for everybody to voice opinion while respecting the wish to remain silent (finding the balance is an art).
• Ensure a good atmosphere.
• Inform that any recording only for internal use.
• Photos: let us know if not ok.
• Informed consent: We need signed consent forms from all.

Other preparations

• Make sure you prepare a presentation in your local language using a template provided in the WS2 folder. It should include a brief introduction to the EmpowerUs project, a sustainability graph with three dimensions, main results /challenges and solutions proposed at the WS1, the TEP framework, a preliminary catalogue of empowerment tools, pilot options, and deliberation criteria (based on the information in the appendixes). Also clarify who from the EmpowerUs team will also participate and how. You may book a translator to participate in the WS2 if needed.

Executing the Workshop 2

• In this section we will describe the methodology and tools to be used for each section of the workshop 2 in concordance with the proposed structure of the workshop (see Table 1b below)

Table 1b. Structure for WS2 as part of developing the TEPs (and important remarques on organizational issues)

Timeline 3 h ex.	Aktivitet	Vigtige bemærkninger
15 minutter	Welcome noteIntroductory note (brief introduction of the EmpowerUs project, structure of the WS2: goals & expected outcomes)	Der henvises til afsnit 3.2TCLs, please be concise here so we can devote enough time to discuss pilot options and revisit the TEPs in subsequent steps
15 minutter	Tour de table/brief introduction of every participant	Der henvises til afsnit 3.2If time permits, allow everyone joining to introduce themselves briefly (30 sec); please be careful to keep it short so you can devote enough time to discuss pilot options, and revisit the TEPs in subsequent steps.
20 minutter	Brief presentation of the TEP framework & preliminary catalogue of tools, incl. the main results from WS1, governance reports, Eklipse EWG and UFZ activities	Der henvises til afsnit 3.3Maybe challenges and proposed solutions (as results of the WS1) can be highlighted already at the beginning – Introductory note. Thus, we can focus on the TEP framework
10 minutter	Spørgsmål og svar	Please, refer to the section 3.3
20 minutter	Coffee break

Varighed	Agenda Item	Detaljer / Bemærkninger
60 minutter	Presentation on pilot options	Focus on green-light pilots as part of the TEP (sustainability pathway). Refer to section 3.4. Consider moving red-light pilots to a “parking space” – not funded via the action fund but could be included in TEP later.
60 minutter	Discussion in break-out groups	Possible format: World Café. Continue focus on pilot options and sustainability pathway. Refer to section 3.4.
30 minutter	Deliberation over pilot options	WP5 approach. Refer to section 3.4. Discussion to select/agree on pilot options.
30 minutter	Wrap-up / Timeline / Next steps	Summarize discussions, confirm timeline, and gather suggestions. Refer to sections 3.5–3.6.

Forberedelser inden start

Get the venue ready before the stakeholders show up.

• Arrange the room in a practical manner (see section 2.3, material and resources); Have your presentation ready;
• Put together a folder for each participant with sticky notes, pens, EmpowerUs factsheet, the WS2 program, One pager with the TEP framework, and the pilot options; Check you have coffee and registration forms prepared,
• Ensure that each person knows their role and that you have clarified who will serve as the table facilitators and as note-takers.

Welcome to the TCL event 

• Make a nice, positive and including welcome. NRI/UFZ representative/TCL Host/TCL Academic Lead will give an introductory note by presenting the EmpowerUs project, 3 dimensions of sustainability (please, refer to Figure 1 and the related text in the section 1 of this guidelines), the structure of the WS2, its goals and expected outcomes.) – 15 min.
• Brief tour de table/ introduction of every participant. – 15 min Overall: 30 min

TEP framework and preliminary catalogue of tools 

1. Provide the main outcomes/ results from WS1 and governance report on identified challenges and proposed solutions in your TCL aligned with the scientific evidence (see section 3.3.1 and Appendixes 1 – 6 for detailed content) – 5 min
2. Briefly present the TEP framework & preliminary catalogue of tools (UFZ & NRI representative & AL can support) (see Appendix 7 and Powerpoint presentation Template in “…” in sharepoint) 15 min
3. Open up for a short discussion/reflection on the TEP framework and take notes. – 10 min

Overall: 20 min + 10 min Q&A 

• Main outcomes/ results from WS1 and governance report aligned with scientific evidence report
• Please, note that every TCL will demonstrate the challenges and solutions along with the scientific evidence related to only their TCL. Section 3.3.1 just provides an overview of the situation among all the TCLs.
• Please note that the baseline analysis based on the results from the WS1, survey among the TCLs’ hosts and leads and governance audit report.
• Overview of challenges identified and solutions proposed to address the challenges The challenges, identified within the WS1 and governance audit report, combined with the results of the survey among the TCLs’ leads and hosts, were divided into four following groups:
  • Økonomisk
  • Miljømæssige
  • Governance and regulation
  • Socio-cultural
• During the brainstorms on the WS1 several solutions were suggested. Solutions proposed by the stakeholders of WS1 and mentioned in the governance audit report were also grouped following the same approach as for challenges. These solutions may serve as a part of the pilot options proposed by each TCL.

Main Challenges & solutions domains

• The main challenges and solutions domains were summarized to understand the similarities of the current situation in each TCL and synthesize the main pressures they are facing (to be found in Appendixes 1 to 6).
• Three main challenges were extracted: outmigration (typical for Ireland and Norway), pressure in eco-systems (Finland, Spain) and disconnection from coastal environment (Bulgaria, Cyprus).
• For the latter two TCLs the governance characteristics also need to be mentioned – centralized decisions and imbalance among stakeholder power abilities.
• Several solution domains were suggested:
  • To address the outmigration: Social enterprise (business) development and promotion of habitation in community
  • To address pressure on fisheries and environment: management and multiuse management, Fishery management
  • To address the disconnection from coastal environment: community engagement of different types.
• By making these generalizations, it becomes possible to derive the Implicit vision for transition toward sustainability.
• In the case of Ireland and Norway, these visions are closely tied to addressing demographic challenges and promoting environmentally responsible development. In Finland, the primary vision centers around preserving fisheries as a key economic sector. Meanwhile, for Spain, Bulgaria, and Cyprus, the critical vision is to  enhance environmentally responsible co-usage of natural water resources, whether it be lakes or the sea.

TEP framework & preliminary catalogue of tools

• Please, highlight that one of the goals of EmpowerUs is to co-create specific, Tailored Empowerment Programs (TEPs) that encompass a portfolio of empowerment tools, including social innovations and nature-based solutions (NBS). As defined in the Glossary, TEP (also called as adaptive transformation mechanism) is a combination/portfolio of the selected / extracted empowerment tools for the communities that are tailored to the context of each TCL (e.g. through capacity building & co-creation). TEPs are aimed to support a socio-ecological transition and increase resilience, business opportunities and well-being of coastal communities. EmpowerUs will co-create TEPs for each TCL through facilitating capacity building, by developing skills and tailored education materials, improving coastal communities’ understanding of barriers and enablers of change, and strengthening democratic processes and resources (Figure 2).
• EmpowerUs will adopt a multi-actor co-creation approach for each TCL to empower coastal communities to act for change (i.e., transformation through co-creation of coastal resilience).
• Nb. The definition of Co-creation within EmpowerUs can be found in the glossary and its elements are explained in the project factsheet.
• Figure 3 can support you in explaining of how we developed a TEP framework. As a starting point, we referred to the main project outcome to be achieved namely co-creating sustainability transformation mechanisms for empowerment of coastal communities. Empowerment is the process through which actors gain the capacity to mobilise resources and institutions to achieve a goal. This process of ‘gaining capacity’ is unpacked along three dimensions: (1) access to resources and institutions, (2) strategies to mobilise them and (3) the willingness to do so” (see reference in the glossary). To support each of the empowerment dimensions, the project will deliver a plenty of empowerment tools (see definition in the glossary) defined as global success stories /solutions (including NBS) but also instruments and set of instructions for performing specific actions to support the socio-ecological transition. The tools will be produced in form of a Catalogue / EmpowerUs Toolbox (see definition in the glossary) which will provide a generic data and knowledge base. We will select and tailor the tools, to support the implementation of the pilot co-designed with the local communities as part of the TEP.
• The TEP co-development process consists of six steps (Figure 4). We started from the review of the literature and related projects on coastal resilience and sustainable development to realize the set of approaches for sustainability pathway related to the context of TCLs. Also, a survey among the TCLs leads and hosts provided a baseline information (step 1). During Workshop 1 we identified challenges and possible solutions as viewed by local stakeholders (the overview/main results are provided in Appendix and will be shown at the Workshop 2) (step 2). Based on these results and considering the scientific evidence, several pilot options to address the identified challenges and integrate the proposed solutions were developed to be discussed during the WS2 (step 3). To support the implementation of the pilot, number of most suitable empowerment tools will be selected from the preliminary Empowerment catalogue of tools (step 4) to be demonstrated at the WS2. As already mentioned, those pilot options which will be evaluated as the red-light ones, will be however included in the TEP as potential solutions for the future (long-term outcomes) (step 5). TEP will be refined and adapted based on the outcomes from WS2 as well as throughout the whole process of pilot co-creation and implementation process (step 6).

Preliminary catalogue of tools.

• Having in mind that EmpowerUs also will focus on barriers (i.e., institutional, financial, technical, cultural, etc.) for TEPs and analyse how to overcome such barriers (T3.2, T4.2), a plenty of empowerment tools and social innovations have to be identified and applied. They will be included in the catalogue of empowerment tools to support the pilot implementation. Such tools can include those to raise stakeholders’ awareness, enhancing their capacities and empowering them. Moreover, EmpowerUs is aimed at changing regulations, policies and standards, thus supporting a more effective uptake of NBS and social innovations on the European and national level (Figure 5-6). The advantage for the users of the sea is that the project results (transformation through a tailored empowerment program and pilot) will target the needs, challenges and opportunities of the coastal communities as co-creation is at the core of the project. EmpowerUs will go beyond solutions we currently know, and we will lean on past projects for the future; the empowerment toolbox, the tailored empowerment program and pilots will all entail social innovation and (hybrid) nature-based solutions.
• The local Academic Leads will be responsible for collecting data (WP2, WP3, WP4 and WP6) in their respective coastal region and for workshops 1 and 2 in collaboration with WP 2, 3 and 4 leaders. All TCLs will have access to the empowerment toolbox designed by WP4 and Eklipse Expert working group in cooperation with the TCLs, creating empowerment tools for sustainable coastal development.
• TEPs will be codesigned for all TCLs. The TEPs is based on the challenges and possibilities co-identified (social innovation, nature-based solutions or hybrids) that will result in six context-based and self-sustaining pilots that are tested out within the TCLs. The testing, failures and successes from each TCL will be assessed and evaluated by WP5 and will synthesise the information as a transformation mechanism that can be replicated and upscaled.

Short discussion/reflection on the TEP framework and take notes. – 10 min

• In case the participants didn’t ask their own questions, you can start discussion by asking the following ones:
  • Do you have any questions about the TEP framework and its content?
  • Are the steps within the TEP co-development process clear for you?
  • Would you suggest any additional empowerment tools based on your experience?
• Break: 20-30 minutes

Presentation and discussion of the pilot options

• Short presentation on the pilot option(s) as part of the TEP – 20 min
• General discussion in break-out groups (world cafe?) – 40 min

Short description of the pilot options – 20 min

• The aim is now to provide the local stakeholders with the pilot option(s) as possible solutions to the previously defined challenges. You can find the infographics in Appendixes 1-6 for each TCL (WP4&WP6 are now finalizing these, to be added soon).

General discussion on pilot(s) in break out groups (world café) – 40 min

Suggested approach for organizing discussions and deliberations over the pilot options (WP5 approach).

• Step 1: Start with a pilot per table (Cyprus and Ireland, you can adapt this to your Master Plan formulations) and have the participants divided over the tables
  • E.g., 3 pilots = 3 tables = 3 groups = 3 facilitators = 3 observers = 3 note takers focusing on the questions
  • Set a facilitator at each table who stays with the pilot; set an observer (different to the facilitators staying with the pilot), whose task is to observe and note the discussions and pay attention to issues of who’s included, who gets to speak, who is listened to as the group moves along.
• Step 2: Have the groups discuss the pilot option (elaborating the ideas further) – see the Suggested questions for discussion proposed by WP4 and approach to Discussion on deliberation over the pilot options suggested by WP5 below.
  • They can make suggested additions or subtractions or suggest implementation needs on sticky notes (or similar)
  • Observer (or facilitator) takes note of what and how participants argue for or against pilots/aspects of pilots (see criteria above, i.e., priority, consensus, disagreement, apathy)
• Step 3: Rotate! Groups move to the next pilot table
  • Facilitators starts by summarizing where things stand and then starts discussion process
  • As done previously, participants suggest additions, edits, etc to the pilot
  • Observer continues to pay attention to how the group behaves.
  • Repeat as necessary (i.e., twice for three tables)
• Step 4: Complete the rotation and groups are back where they began
  • Facilitator summarizes where things stand (might need a break)
  • ALTERNATIVE: Stakeholders ‘rediscover’ their initial table and report back to the room on how they thought the idea had evolved

Suggested questions for discussion on the pilot(s) regarding their contribution / value for socio-ecological transition (approach from WP4). 

• Which of these pilot options is mostly in line with your vision of a desirable sustainable future?
  • Which of these pilots will (help) re-direct the Blue Economy to support a thriving coastal community/society and environment?
• Which of these pilot options has more potential to address the prioritized challenges?
• Which of these pilot options has more potential to address all three dimensions of sustainability (social, economic and environmental)?
• Why do you think so?
• Do you have any other ideas to be added to the demonstrated pilot(s)?
• What stakeholders will benefit from the proposed pilot(s) and who else must be involved and why?
• Will the pilot(s) in your view be acceptable by the community?
• What are the local barriers and opportunities for the pilot implementation?
• Can you imagine that the certain pilot option can solve the challenges in a way that is in line with your values/your wellbeing/sustainability transition?
• What resources does the community hold that we could build on? What is lacking?
• Proposed framework for listening across the discussions and deliberations among stakeholders; What TCLs should note
  • Priority: Where are WS participants setting their priorities? What do they keep coming back to and advocating for? What kind of argumentation are they using? (Please note that this could be regarding a particular pilot option or components of pilots.)
  • Consensus, Agreement, Unanimity: Track agreement among stakeholders: who agrees with whom? Please note whether stakeholders are working to find consensus amongst themselves. Are there issues where the participants are in complete or unanimous agreement?
  • Conflict, Disagreement: Track disagreement among stakeholders: who disagrees with whom? Which interests or SH groups disagree? Please note where there seem to be intractable differences…would you characterize it as a difference in values, world view, understanding of the information?
  • Apathy: Are there pilots that are just ‘cold’ or don’t stir much interest? Do you get a sense that SH have given up? (e.g., thinking the pilot is not realistic, or unnecessary having adapted to the “new normal”)? Did people get exhausted by choice?
• WP5 can collect these observations from TCLs (Academic Lead and Host) in post-WS2 interviews like we did for WS1, but you might ask members of the WS2 team to jot observations/keep notes on these issues. The more thorough and systematic we can be, the richer the material for D5.2 and other WP5 outputs.
• Suggested Method or approach of deliberation in WS2
  • Each TCL can choose/alter these formats to fit their purpose and resources. We just ask that you document (i.e., describe, explain the choices) how it was done, likely in the WS2 report or to the WP5 contact in the reflection interview. We present the suggestions of how to run the Deliberation portion of WS2 after the TCLs have gone through introductions, pilot overviews, and earlier parts of the meeting agenda.
  • As we discussed and agreed at the GA (and on the SC meeting on 19 September 2023), WS2 is NOT about reaching a decision in the WS room, but rather discussing and deliberating on pilot options and plans. We have agreed on this premise to protect the ‘neutrality’ of the TCL Host and their future standing in the community. In addition, certain parameters of the project need to be met to greenlight the final pilot choice, which might need to be double checked after WS2. We do not want to walk back a decision or announcement from the WS2 because we cannot deliver.

Summary and plenary discussion

Within the next 30 min reflect on the following aspects:

• Discuss the results: What do the stakeholders read out of this? What is significant, does something stick out? What does this indicate? Any clear messages? What did you learn?
• What was surprising?
• What are the most important messages of the day?

Next steps and goodbye

Last 10 min of the workshop can be devoted to:

• Summarizing the workshop.
• Explaining what you will do with the data; that we will make TEPs and a pilot. Highlight that we will make something practical and real with our EmpowerUs funds.

NB: MUST SET THE STAGE FOR ISSUES IN LINE WITH EMPOWERUS: a) must be sustainable and in line with Green Deal; b) limitations are time (3-year project) and funding (50 000 Euros). All red-light pilot options will be a part of the TEP (will not be lost) – explain how.

• Funded by the European Union under the Horizon Europe Program, Grant No. 101059957 (Empowers). Views and opinions expressed are however those of the authors) only and do not necessarily reflect those of the European Union or Research Executive Agency (REA. Neither the European Union nor the granting authority can be held responsible for them.
• UK participants in EmpowerUs are supported by UKRI Grant No. 10040189 (QUB).

Ofte stillede spørgsmål

Q: How long is the workshop?

A: The workshop duration is 3 hours.

Q: How many participants are recommended for the workshop?

A: It is recommended to have 15-30 participants for the workshop.

Dokumenter/ressourcer

EmpowerUs Tailored Empowerment Programs [pdfBrugervejledning Tailored Empowerment Programs, Empowerment Programs, Programs

Referencer

• Brugermanual