View
218
Download
0
Category
Preview:
Citation preview
8/12/2019 Transformers SIT - EIB (Round 2)
1/57
NEXT STEP? TAKE OVER THE WORLD
C A L A D A D O C A S C O N 8 3 D T O 1 1 0 0 - 1 2 3L I S B O A , P T
I N F O @ P R O J E C T O T R A N S F O R M E R S . O R G
+ 3 5 1 9 1 9 0 2 4 2 5 4
1 1 / 1 0 / 2 0 1 2
TRANSFORMERS PROJECT APPLICATION FOR THE EIBSOCIAL INNOVATION TOURNAMENT (2nd ROUND)
This is the Transformers Project application to the Line B of the Social Innovation Tournament of theEuropean Investment Bank. Here we will present an already implemented idea of social change thatwas put in practice in the streets of Lisbon in 2010 by teens from all backgrounds of life dedicated tosolve the problem of youth inactivity in their community. Today, what we do is not just about ourcommunity anymore; the project grew and is becoming a movement. For most, transformers is just a series of films; we hope that, after getting t o know us, the word transformers for you wontstand anymore for a sequel of films, but to kids that became the freshest agents of social change.
8/12/2019 Transformers SIT - EIB (Round 2)
2/57
TRANSFORMERS | AGENDA
1. PICTURE FROM ONE OF THE T-KIDS OF THE PHOTOGRAPHY GROUP OF TRANSFORMERS PROJECT IN CASA SEIS TAKEN UNDER A WORK TO PORTRAY THE PLACE WHERE THEY LIVE
01 | WHAT WE STAND FOR 02 | WHAT WE OFFER 03 | WHAT WE DID 04 | WHAT WE NEED
INTRODUCTION
TEAMS COMMITMENT
ISSUE ADDRESSED
RELATIVE SIGNIFICANCE
OPPORTUNITY FOR IMPACT
OUR THEORY OF CHANGE
HOW THE CHANGE HAPPENS
KEY ELEMENTS
KEYPERFORMANCEINDICATORS STRATEGY
IMPLEMENTATION PROCESS
REPLICABLITY
SOCIAL ACHIEVEMENTS
SCOPE FOR IMPROVEMENT
ASSESSMENT OF RESOURCES
COST EFFECTIVENESS
PARTNERSHIPS
SUSTAINABILITY
8/12/2019 Transformers SIT - EIB (Round 2)
3/57
01 | WHATWE STAND FOR
8/12/2019 Transformers SIT - EIB (Round 2)
4/57
TRANSFORMERS | WHAT WE STAND FOR TEAMS COMMITMENT
As Anthony Robbins said The o nly limit to your impact is your imagination and
commitment. In Transformers, we are deeply dedicated to our cause because we
have all felt the frustration of wanting to change the world, of desiring to make a
difference, but not knowing how we could do that.
Deep down, Transformers Project is directly connected to our personal struggle to
fight the gap existent between what the young people look for in volunteering
and the forms of volunteering we have access to. Thus, what we do is the result
of our personal experiences since, once upon a time, we all craved for something
more in our lives that made us feel useful and passionate at the same time.
All this makes us very committed to Transformers because what we do, more
than working in a project, is fighting for a cause we care. Only this way we would
be able to launch an entirely volunteer-led movement that in little more than 2
years would reach over 300 kids, 51 mentors and 22 institutions with 37 activities,
in Lisbon and Oporto. This is why we believe that the extent of our commitment
makes us overcome any obstacle we may face due to be just kids.
2. TRANSFORMERS' COORDINATION TEAM IN LISBON
No, we are not a sequel of films but our story sure is worth it. Our roots go back
to 2008 to the time when a break-dance crew that used to practice in the streets
of Palmela started to use break-dance as a way to get across the Hip-Hop
message of Peace, Love, Fun and Unity to kids in their community, by means of
free showcases and dance workshops. The interesting point is that they did notbecame socially active on their own initiative, they just started giving free
workshops because kids from their neighbourhood saw them dancing in the
street and asked for them. In other words, it was their passion for breakdance the
trigger that made them become more engaged and socially active. Break-dance
was not a hobby anymore and it became their super-power.
Today, four years later, the informal outreach undertaking of this break-dance
crew grew into Transformers Project, and it is not just about break-dance
anymore. It is about hundreds of young people from all the fields of the Arts,
Sports and Hip-Hop that are getting together to trigger youth engagement
worldwide by means of a volunteering program that aims to create a generation
of transformers, this is, a generation of people that use what they love to do to
catalyse positive social change.
2. PHOTOGRAPHY GROUP FROM TRANSFORMERS PROJECT
8/12/2019 Transformers SIT - EIB (Round 2)
5/57
TRANSFORMERS | WHAT WE STAND FOR THE PROBLEM BEHIND THE ISSUE
However, often it is said that most of the times, more relevant than the issue
itself is its underlying cause. That is just the way we look upon the disengagement
of our youth: not as an end in itself, but as symptom of a deeper problem waiting
to be met and hunt out. What is the real problem?
For us, most of our youth is disengaged not because we are indifferent or
apathetic to social problems, but rather because most of us have not found yet
their own personal way to make that difference, which constitutes a completely
different problem and requires different solutions.
And this is not a light-minded belief of kids that didnt grow enough, but
something that is grounded in our very own personal experience: most of us
before joining transformers were socially inactive, but it was not because we
didnt care about our society, we do care. It just did not happen because we felt
we were not that important to society. Nowadays, we are engaged precisely
because we realized of how important our engagement is.
Back in the day, at the time when we were giving free break-dance workshops
and showcases around our local community in Palmela we came to realize that
we are actually important to our community. A head of state could have
politically more power, but he could not do what we were doing, because he did
not break-dance and he did not live this dance the way we did. Thus, through
break-dance we were able to promote a kind of social change that made us much
more engaged, because it strictly depended on us.
PRESENTATION OF THE ISSUE
The issue we are committed to tackle is the lack of social engagement of youth
across communities worldwide . In our homeland, Portugal, the statistics are
particularly striking (since here only 10% of our youth is engaged in any kind of
civic, social, political or volunteering group according to a research of IPJ), but we
believe this is a relevant issue for any European country, since even at the
aggregate European level the average of volunteering is only of 24%, according to
recent study on Volunteering of the European Commission.
In practice, this means that at the European level 76% of our youth is yet to be
engaged, corresponding to 46 million people out of the 61 million Europeans aged
between 15 and 24 years old. More than a measure of the relevance of this issue,
this statistic provides a look on the opportunity, scope for action and scalability of
transformers movement and the way of life we represent.
24%
76%
Rate of Volunteering in the EU-27 (2012)
Share of engaged youth
Share of youth yet to beengaged
8/12/2019 Transformers SIT - EIB (Round 2)
6/57
8/12/2019 Transformers SIT - EIB (Round 2)
7/57
02 | WHATWE OFFER
8/12/2019 Transformers SIT - EIB (Round 2)
8/57
TRANSFORMERS | WHAT WE OFFER ASSESSMENT OF THE OPPORTUNITY FOR IMPACT
In short, we just want to give every youth an outlet and mechanism through
which each one of us can express him or herself and transform the community in
a positive, fresh and collaborative way. In this section we try to explain why webelieve there is a real opportunity to solve this problem.
It is pretty straightforward that most of us is eager to learn something we are
passionate about, whatever that is. It is pretty straightforward as well that most
of the times there are people able and willing to teach us more about it
voluntarily. Taken together, we can say that this proves that there is an
opportunity for impact, which will sum up to the challenge of bridging the existing
gap between passionate people that want to learn something and people willing
to teach them voluntarily in order to empower them to become transformers.
People
passionateaboutsomething
Peoplewilling to
teach them
Opportunityfor impact
ROBUSTNESS OF OUR ASSUMPTIONS
But if the idea is that simple why do people not just teach and learn with each other
on their own? In fact, in some cases we do! Within the Hip-Hop movement, which is
one of our major inspirations, it is very usual that people learn graffiti, break-dance,DJing, and MCing (rap), with friends, informally, in the street, with what they have.
And at its essence our idea collapses to do just that.
Our idea is not new, in fact Hip-Hop movement started in 1970s and some of its
roots date back to the 1930s. What is new is to make it go across the borders of the
street culture, to any kind of sport, form of art activity or passion and to use it in
order to empower kids to be agents of positive transformation in their own
communities. We hope one day, just like with Hip-Hop, we are also able to become
a movement, beyond being a project or organization.
3. IN MOTION CREW PRACTICING IN PALMELA
8/12/2019 Transformers SIT - EIB (Round 2)
9/57
TRANSFORMERS | WHAT WE OFFER THE 3 MAINS IMPACTS WE LOOK FOR TO HAVE ON THE T-KIDS
In terms of engagement philosophy, our best example is Jonathan, a t-kid that
became mentor of break-dance after one year of learning how to dance with one
of our mentors. As for skills development our best example is the one of Hugo
Lapa, a t-kid that learned photography and that recenty won a photography
contest promoted by the municipality of Lisbon. Finally, in termos of school
performance we have quite some cases of kids that said in the evaluation of the
activities that learning rap improved ther learnings in Portuguese Language
(writing correctly and with style), learning graffiti made them improve their
grades in the Drawing course at the university, among other examples. In the next
part of this document we will present our theory of change more detailedly and
provide some real life examples. As for the evidence in favour of these impacts,
you will be able to confirm the extent to which we are able to have these impacts
over our t-kids in the results section dedicated specificallly to this topic.
Best indices ofvolunteering andcivic participation
Chain effect of amentors' role
Engagementphilosophy
Improved self-confidence,communication,respect,perseverance andleadership
Skillsdevelopment
Use the link betweenactivities and theschool curriculum toimprove academicperformance
Improvingschoolperformance
OUR THEORY OF CHANGE
Our theory of change resumes to the process of turning teens into transformers.
We have seen previously that 76% of youth in Europe is still among that layer of
kids that are not socially active and we believe we can activate them by turning
them inTo Transformers . In this sense, TF can just be seen as a factory where
youngsters come in as regular persons and get out as transformers, which in turn
bring more kids that will become transformers, in a snowball effect.
After being transformed , It is our intention that these youngsters are able not
only to improve themselves in school and personally, but also that they can
manage to consistently have a positive impact in the community. In Transformers
Project, not only do we teach them something, as we also defy them to change
the surrounding communities. We try to show each one of them that, when you
do something you are passionate about, making the difference is fun.
4. WHAT IS BEHIND OUR THEORY OF CHANGE? PICTURE OF THE T-DAY ON 1O JUNE 2011
8/12/2019 Transformers SIT - EIB (Round 2)
10/57
TRANSFORMERS | WHAT WE OFFER
After choosing the candidates and training them, classes start and each mentor
goes at least once a week to the institution where he or she was placed to teach
and guide the t-kids there for at least 9 months. The goal of these classes is not
just to teach them some moves or skills, but really to create among the kids and
the mentor bonds that are long lasting, in a fresh and informal setting.
Finally, the year culminates with the paybacks in which each t-kid is challenged to
use what he or she has learned to transform his community in an original way.
This payback is firstly done in their community, but the climax where all the t-
kids get together and become transformers happens on the T-Day on June 10.
ApplicationsInstitutions
ApplicationsMentors
ConductingSurveys
SelectMentors
Training Classes Paybacks NewApplications
HOW THE CHANGE HAPPENS
The cycle begins with the opening of applications for institutions. The only
requirement is that they have kids for us to mentor. At this stage any institution
can apply to have activities from TF by completing a short online form. Completedwith a visit for us to get to know the field, this serves as basis for our selection,
according to the number of vacancies. The selection criteria include the specificity
of the youth group they work with and the level of socio-pedagogical support that
can be provided to the mentors, among others. We are currently working with
young people in schools, prisons for underage teens, paediatric hospitals,
residential facilities, special education centres, local authorities and NGOs. In the
2nd stage, follows the opening of applications to mentors in which anyone with
any talent in anything can apply to be a future transformer. There are no age
limits, the only requirements are having a super-power and being available.
After the applications for mentors, a survey is done to the teens of the selected
institutions to know what activities they like the most, and it is based on theirpreferences that we allocate mentors to institutions, taking into account their
skills and competencies assessed through an interview.
But you cannot just turn the mood, so we have a two-week training to teach all
mentors a little more of everything: what we are and why we are Transformers,
how to deal with children and youth, what does it mean to have a super-power,
among others. The training continues throughout the year with meetings every 3
weeks with the whole team.
8/12/2019 Transformers SIT - EIB (Round 2)
11/57
TRANSFORMERS | WHAT WE OFFER REAL PROJECT EXAMPLES
In this part we try to give some concrete examples of activities we had so the
relationship between what we explained above and what happens in reality can
be better established through a description of what we do in the field:
The activity of break-dance in EB Miguel Torga(Elementary School) is taking place since Nov 2010until today and beyond, with approximately 12 t-kids. The mentor is Fbio Pimentel and at the endof their first year their payback was to make ashowcase to collect clothes to send to Kampala,Uganda, where a fellow break-dance crew is at.
The activity ofphotography in ISU (NGO) in Alta deLisboa is taking place since Oct 2011 until todayand beyond, with approximately 9 t-kids. Thementors are Raquel and Joana and at the end oftheir first year their payback was to makephotographic reportages of social events in thecommunity that did not have this kind of support.
The activity of comics drawing in IPO (PaediatricHospital) took place since Nov 2010 until June2012, with approximately 85 t-kids. The mentorswere Miguel, Paulo, Filipe, Rita and Catarina and atthe end of their first year their payback was tomake an exposition of drawings of super-heroes tosensitize people to become marrow bone donors.
REAL PROJECT EXAMPLES
In this part we try to give some concrete examples of activities we had. So the
relationship between what we explained above and what happens in reality can
be better established, through the following examples.
The activity of music production in CEPAO (aprison for underage kids) took place since Nov2010 until Jun 2012, with 20 t-kids. The mentorwas Paulo Cunha and at the end of their first yeartheir payback was to make an album with songsproduced and composed by them to put acrosssome positive messages to their families.
The activity of graffiti in Bairro dos Moinhos daArroja is taking place since Oct 2011 until todayand beyond, with approximately 9 t-kids. Thementor is Filipe Branco and at the end of their firstyear their payback was to make a graffiti in adegraded building of the area where they live toshow that we can make dirty stuff beautiful.
The activity ofcooking in Residncia Joo Incio daLapa (host house) is taking place since Oct 2011until today, and beyond, with approximately 12 t-kids. The mentors are Rosrio and Rita and at theend of their first year their payback was to makecoconut cakes for the T-day, our final event.
8/12/2019 Transformers SIT - EIB (Round 2)
12/57
TRANSFORMERS | WHAT WE OFFER THE KEY ELEMENTS OF OUR THEORY OF CHANGE
In this part we try to define the elements that we believe make our work
innovative and our impact so strong. Transformers Project would not be what it is
without using what we love to do, without the payback, the diversity of kids we
work with and, of course, our mentors.
1 TO DO WHAT WE LOVE
At Transformers Project, each transformer makes the difference doing what he or
she loves to do, and there is no greater incentive for someone to be engaged in
his or her community than to do so through his or her passion.
Reachingeveryone
The key tounlock youthpotential
The principleof giving back
The arts,Sports andHip-Hop
To dowhat we
love
Thepayback
DiversityMentors
2 THE PAYBACK
Each t-kid within the Transformers Project in order to become fully a transformer
has to complete a mission: the payback. Thus, in order to do so, at the end of
each Transformers cycle, the t-kids are challenged to transform their community
using their unique super-power.
There have been tons of paybacks since we started such as using of graffiti to
restore the degraded walls of a public school with positive messages, to use Hip-
Hop dance to recruit marrow bone donors, to use photography to make the
media coverage of charity events and festivals, etc.
3 DIVERSITY
We made our priority to work with every youth and not just youth at-risk. The
reason behind this is that we want to use this project as a platform where kids
that may look so different can create bonds of friendship between them, such
that a young offender can be friends with a kid in a pediatric hospital, a teen thatis visually impaired can be friend of a teen in a difficult neighborhood, etc.
4 THE MENTORS
Using mentors is not a new idea, but it is a critical component of what we do.
What distinguish us is that our mentors work collectively at the crossroads of the
different activities and our relative small age gap between kids and mentors.
8/12/2019 Transformers SIT - EIB (Round 2)
13/57
TRANSFORMERS | WHAT WE OFFER KEY PERFORMANCE INDICATORS
To evaluate the success of our activities, we have defined some key performance
indicators. Our success is defined in terms of progress towards our strategic goals
and our strategic goals concern three important stakeholders: the t-kids (the kids
in our activities), the mentors (those who teach the t-kids) and the institutions
(those who provide the t-kids and in-field support to our mentors and activities).
Thus, for each of these stakeholders we have defined key performance indicators,
because we believe that only with this 360 degrees approach it is possible to
evaluate our social impact fully. The list we define here is not extensive, but it
includes the ones we believe are the most impact-sensitive. For having a look on
the positioning of TF for each of these KPIs please see the results section.
5. PERCUSSION MENTOR AND FOOTBALL T-KID DURING THE T-DAY
In terms of how we measure these KPIs the main evaluation tools we use are the
written session reviews each mentor makes after each session where he or she
reports briefly how each class was, how many t-kids were there, main challenges
and successes and areas of the school curriculum that were indirectly covered
during the classes/ trainings/ jams.
Another tool, and probably the most important one we use to assess our impact,
is the surveys we deliver every year, by the end of the year, to t-kids, mentors and
institutions. Each survey has between 12 to 20 questions and there we make a set
of questions regarding the quality of the mentors, quality of the classes and
paybacks, quality of the organization in coordinating the activities, etc.
# t-kids, # of kids in the paybacks, # of kids thatbecome mentors or socially engaged, # of kidsthat report improvements at school...
KPIs for t-kids
# mentors, # of mentors that never d idvolunteering before, # mentors that keep intouch with the t-kids outside classes...
KPIs formentors
# institutions, # of institutions reportingacademic or personal improvements from the t-kids, # paybacks...
KPIs forinstitutions
8/12/2019 Transformers SIT - EIB (Round 2)
14/57
TRANSFORMERS | WHAT WE OFFER 2 RESOURCES
Our main resource are our volunteers, since we are an entirely youth and
volunteer lead organization. The reason why we are all volunteers goes much
beyond the cheap is good. We are all volunteers because that attitude is at the
roots of our philosophy, since we believe it is everyones right to learn the things
we are passionate about and everyones duty to share that knowledge.
A fundamental resource is also the financial support because it allows is to cover
the transport expenses of our mentors when every week they go to the
institutions where they were placed. Moreover, financial support is also needed
to provide seed funding to our activities, to organize events like the Training
Weekends and organize the T-Day. This support comes mostly from Fundao
EDP, our Maecenas, but we are currently trying to develop fresh ways to come up
with part of the financing on our own (see Sustainability in last section).
STRATEGY
This part is dedicated to explain TF strategy, which we considered to be the way
our activities, resources and objectives are aligned towards our social vision: to
socially engage youth across communities worldwide through what we love to do.
1 ACTIVITIES
By means of our activities, as we described them before, every year a set of kids
becomes transformers, because all of them are challenged at a certain point to
come up with an action to transform their community using the talent they have.
We do not know yet the extent to which they keep engaged in the long-term
because we cannot yet do that type of analysis, but there have been cases of t-
kids that became mentors in their own communities (below you find an article by
of Viso Junior magazine about Jonathan, a t-kid that become a mentor).
8/12/2019 Transformers SIT - EIB (Round 2)
15/57
TRANSFORMERS | WHAT WE OFFER
Thus, over the long-term what we want to scale is not so much our organization,
but our purpose, since we believe that building a big organization goes in theopposite direction of growing a movement, the latter requiring much higher
degree of autonomy, freedom and adaptability than the former.
Last year something interesting happened. We had 2 mentors of the activity of
photography in CASA SEIS leaving the project at the end of the year because they
wanted to move their photography lab location to a challenged neighbourhood in
Lisbon to do what they did with Transformers Project once per week, everyday of
the week. It is true that they left the project, but still this was a success because
they did not left the movement. And we exist for this: to become unnecessary.
6. IN THIS PHOTOGRAPHY WE CAN SEE SLVIA AND DOMINGOS, THE 2 TRANSFORMERS' MENTORSTHAT RUNNED THE ACTIVITY OF PHOTOGRAPHY IN CASA SEIS WITH TRANSFORMERS PROJECT ANDTHEIR T-KIDS, AND THAT NOW CHANGED THEIR LAB LOCATION TO A SOCIAL NEIGHBOURHOOD
OBJECTIVES
OVER THE SHORT-TERM
On the short-term (meaning the current school year of 2012-2013) our goals are
to engage lastingly 50 mentors and 300 t-kids in the project and bring 8 newinstitutions to the project to join the twelve we already had, in the 2 locations
where we already are in place: Lisbon and Oporto.
OVER THE MEDIUM-TERM
On the medium-term (meaning 2 years time) our goal is to expand the project to
another location in Portugal Coimbra where we already have an Association
interested to replicate our model and make sure the three autonomous locations
can work collaboratively with each other.
OVER THE LONG-TERM
Transformers started out as just an idea, it is now a project, but what we aspire to
do is to make of it a movement so maybe one day, not too far from today,
transformers will just be a lifestyle. Over the long-term we hope Transformers
Project is coming close to become a movement: the key elements of our theory of
social impact will be used by other organizations, mentors that left the project
started their own programs in the communities they care with, the t-kids became
mentors and are actively engaged. Over the long-term, we aspire to have 9 in
each 10 young people socially engaged by means of what they love to do.
8/12/2019 Transformers SIT - EIB (Round 2)
16/57
TRANSFORMERS | WHAT WE OFFER SCALING STRATEGY
Now that we know that what we want to scale is not our organization, but our
purpose, how are we going to do about it?
Our scaling plan is following a model close to the AA (Alcoholic Anonymous)movement one, but with a slightly higher degree of integration. In this sense all
about Transformers Project actions and initiatives are open-source (we publish all
the documents on-line) and we support and share material with other
organizations and entrepreneurs wanting to start their own initiatives. Thus, if a
specific organization just looks for specific information regarding our work
procedures, but not wants to replicate the project itself, it will be able to do so.
However, if an organization or another group of kids like ourselves want to
replicate the model elsewhere and take advantage of the network it will also be
possible for them to do so, thereby starting what we call a new chapter. This
new chapters will be to a great extent autonomous since they will have to make
their own fundraising, recruitment of volunteers and coordination of activities. Incommon they have the compromise to stick to the general principles of what we
do, with freedom to test and improve them, and a similar identity.
In parallel, we will constitute a group work made of representatives of each
Transformers Chapter that will work like the Olympic Committee. This group will
have their own funds and will decide each year which Chapter will organize the
Training Weekend and which will organize the T-Day, which will be common.
After deciding which places will host these events, this group work will give
funding to the selected Chapters so they can organize these events. Thus, each
chapter will have a good degree of autonomy, but we will all be part of the same
identifiable network and will work collaboratively work across the year and be
together in common events like the Training Weekends and the T-Day.
Currently, close to half of our budget (10.000 EUR) is spent in these events. Thus,
the main advantage of this strategy is that each chapter will not need to fundraise
to the T-day and training events, and only need to raise funds for the activities
they directly run, making the project easier to replicate. In this sense, there are
economies of scale of scaling Transformers since it is as if the T-day and the
Training Events were like fixed costs.
WorkGroup
LisbonChapter
...
...
OportoChapter
8/12/2019 Transformers SIT - EIB (Round 2)
17/57
TRANSFORMERS | WHAT WE OFFERREPLICABILITY
Now that we got to know Transformers strategy we try to answer the question
on whether or not Transformers Project is easier to replicate. We definitely
believe that our theory of social impact is easy to replicate and in this part we
will try to give some arguments in favor of this.
1 TRANSFERABLE KEY ELEMENTS
Firstly, we believe that to a great extent the key elements of our theory of
social change (to do what we love, paybacks, diversity and mentors) are
transferable and applicable across communities.
The paybacks have a very low degree of specificity because we believe that to
use what you love to make a difference is not that dependent on the context,
you can make a difference everywhere. As for the mentors, we also believe that
any community has people that know something and are willing to share it,
because we all have some kind of super-power. The key elements of diversity
and to do what we love are the ones with higher degrees of specificity because
usually it is easier to find diverse t-kids more in urban areas than in rural ones
(by diversity we mean t-kids from a diverse set of institutions, not just schools)
and to do what we love may depend also on the conditions you have to learn
the activity. You can learn how to dance in the playground for children, but you
cant learn snowboard in Lisbon.
Concluding, we believe that in general our key elements are universally
applicable especially because we believe we can account for the one which has
the highest degree of specificity (diversity) through the Transformers network.
2 EASINESS OF ADOPTION
At last, we believe that Transformers project principles and program can be
easily adopted everywhere because it has relatively low financing needs and its
implementation does not depend on people with skills or levels of education
difficult to find. This project was developed and implemented from the mind
and at the hands of teenagers with little experience, but lots of passion.
8/12/2019 Transformers SIT - EIB (Round 2)
18/57
03 | WHATWE DID
8/12/2019 Transformers SIT - EIB (Round 2)
19/57
TRANSFORMERS | WHAT WE DID
PROGRESS MADE
We started out very informally, but soon we had the opportunity to present this
project at the 2010 Annual Meeting of the World Economic Forum, in Davos.
After coming back from Davos we constituted ourselves as a Juvenile Association
since at the time we started this p roject in August 2010 we were all teens.
PARTNERS
We managed to unite in turn of this project over 30 partners of 4 different
nationalities (Portuguese, British, Italian and American) including private
companies, governmental organizations, Media and NGOs. Our three main
partners are the EDP Foundation (which is our Maecenas), the Global
Changemakers Program of the British Council and Brandimage.
TEAM
Our team is divided between Lisbon and Oporto, in the former we have 8elements in the organization and in the latter we have 5, which for both cases are
distributed among 4 areas and work entirely as volunteers, while studying and
working in part-time or full-time jobs.
Areas
Finance Marketing Activities Advocacy
RESULTS
In these 2 years of operations we managed to get extremely positive results that
give us some insight on the magnitude of social impact that we can have in the
long-run tackling this issue of youth disengagement. This brief analysis of our
results is based on the London Benchmarking Group Model that we have been
using to measure the impact of our project since it stated.
SHORT-TERM RESULTS
Over the course of the last 2 years we managed to mobilize 35 mentors to teach
over 360 kids from 13 different institutions 17 different activities. From these 360
t-kids, around 120 are now with the same mentors within the same activities
since the first year. The 17 activities include: graffiti, photography, musical
production, soccer, swimming, cooking, break-dance, rap, new style Hip-Hop,
cinema, theatre, visual arts, percussion and waste conversion into art. As for the
t-kids, there is a strong gender balance, despite we have slightly more t-boys thant-girls. From the 360, around 70% are between 11 and 16 years old.
Since the project started we offered 1,051 hours and 30 minutes of classes, which
took place at the institutions where these kids are during the school years of
2010-2011 and 2011-2012. As for their origin, 80 come from Pediatric Hospitals,
15 from centers for the visually impaired, 30 from regular schools, 150 from
schools in difficult neighborhoods, 22 from prisons for underage kids and 65 from
NGOs across Lisbon. Next year, we will be in Oporto.
8/12/2019 Transformers SIT - EIB (Round 2)
20/57
TRANSFORMERS | WHAT WE DID
LONG-TERM RESULTS
In terms of long-term results since the project is still recent we are not able to
prove conclusively the robustness of our outcomes. However, there have been
some clues in the surveys we conduct to kids, mentors and institutions every year
that already reveal some of the positive impacts of our work.
Before getting across some of the already identified long-term impacts it is
important to note that despite this idea started out as a project, we want to scale
it (as we already did in Oporto) so it can become a movement of different people
and different organizations that use this formula coming from the streets to
engage youth across their communities. Thus, what we really want to scale is our
purpose more than our organization, such that one day with or without
transformers more young people use what they love to do to make a difference,
more than a hobby, to be engaged became a lifestyle.
ProjectMovement
Way of life
1 AFTER MOVING ON T-KIDS TEND TO BE MORE SOCIALLY ACTIVE AND
BECOME FUTURE MENTORS
On the basis of the surveys we conducted for the last 2 years, over 80% of the t-
kids we have worked with admit they would like to be mentors in the future. Up
to today, there were already 3 t-kids that become mentors within our outside
transformers and over 70% of them made some kind of payback to their
community.
2 THE PEOPLE THAT BECAME MENTORS WERE NOT SOCIALLY ENGAGED
BEFORE AND TEND TO INCREASE THEIR ENGAGEMENT LEVELS FROM THEN ON
Around 90% of the 35 mentors that have been part of Transformers Project until
today were not socially engaged before. The amazing fact about this statistic is
that it reveals that these young people were not inactive because they were
indifferent, and shows the line of potential engagement we have ahead. Besides,
there have been some cases of mentors that left out the project in order to
implement their own mentoring programs in their communities.
3 T-KIDS AFTER PARTICIPATING IN THE PROJECT WILL TEND TO BE MORE IN
TOUCH WITH KIDS FROM DIFFERENT COMMUNITIES AND REALITIES
Over 50% of our t-kids admitted they made new friends from different
institutions. We expect these friendships to endure in the future.
8/12/2019 Transformers SIT - EIB (Round 2)
21/57
TRANSFORMERS | WHAT WE DIDSCOPE FOR IMPROVEMENT
We believe that in the last 2 years of operations we managed to get extremely
positive results in terms of our ability to tackle this issue of youth disengagement.
However, even though the project is growing and striving, there are definitelysome challenged and room for enhancement.
1 NUMBER OF PAYBACKS
Last year, we increased the number of kids, institutions and mentors, but the
number of paybacks remained the same as in the previous year. This constituted
a problem because it is one of our key elements and we were not able last year to
clearly communicate the message to mentors and t-kids about what the payback
really is. For instance, a theatre showcase in the community just by itself is not a
payback; a payback is something the kids and mentors do to give back to the
community using their talent with a tangible social impact. In the case of theatre
kids, what they did was to use the showcase to collect clothes to send to a fellow
break-dance crew in Uganda, as already stated before.
2 QUALITY OF THE TRAINING
Other aspect we aim to improve is the quality of the training we provide to the
mentors since they assessed the training to be around 3.8 (in a scale of 5). It
seems like we are not still able to completely prepare them to the realities they
face, especially when some of them had never did volunteering before or, despite
talented, had never taught kids what they do.
3 STRENGHT OF THE LINK WITH THE SCHOOL CURRICULUM
Finally, another area we seek to improve is our ability to influence kids
school performance through our activities. As we can see from the graph
below, the t-kids do recognize they learned lots of new things, but that
did not help them much to have better grades at school. We are still
trying to find out how we can solve this specific problem.
There are other areas with room for improvement, namely in terms of
our ability to engage the parents of the t-kids, something, which has been
difficult up to this point and mentors assiduity to the meetings every
three weeks, that is very high in the beginning and in the end, but usually
lower at half way, something we are trying to fix this year.
012345
Q13 - I learned a lot of newthings
Q14 - I improved my grade on atleast one subject due to being
involved in this activity
BETTER STUDENTS?
8/12/2019 Transformers SIT - EIB (Round 2)
22/57
TRANSFORMERS | WHAT WE NEED
04 | WHATWE NEED
8/12/2019 Transformers SIT - EIB (Round 2)
23/57
TRANSFORMERS | ASSESSMENT OFRESOURCESASSESSMENT OF THE RESOURCES NEEDED
In this part we try to give an insight on the resources are needed to implement a
Transformers Project Chapter. Firstly we will speak of non-financial resources and
then we will speak of the financial resources, where we will try to illustrate where
we spend our money on average.
At this stage, please bear in mind our long-term growth strategy of creating a
Transformers network made up of autonomous and collaborating chapters, in
parallel with the dissemination of the idea worldwide.
1 NON FINANCIAL RESOURCES
Among the non-financial resources the most important resource is, of course, the
people, in our case, our volunteers. Transformers Project is an entirely volunteer-
led movement and it is our goal that it remains just like that. To start a new
chapter it would be good to start with at least a group of 10 mentors, which need
to be really well chosen. They cannot see volunteering as something we do whenwe feel like, but something that is at least just as serious as any paid job.
As for the places where we run the activities we are not very demanding either.
The activities do not take place at a central place, it is our mentors that go to the
institutions to teach the activities in a space that is provided by each institution for
that activity. Most of the times the space we have is not the ideal one, but it is the
one we have. That is why we transform classrooms into music studios, murals into
canvas and gyms into dance studios.
1 FINANCIAL RESOURCES
The financial resources are definitely an important component for our project,
however, taking into account some experiences we had when we were short offunds, we came to believe that there might be a chance that if by any chance we
were out of all the funds, at least some activities would still run, just because the
mentors are so much engaged. Anyway, the financial resources are so important
because they allow us to reimburse the mentors for their travel expenses, to
provide seed funding to each activity and to organize the Training and the T-Day.
Our annual budget, now that we have 37 activities, 51 mentors, 22 institutions and
350 t-kids is approximately 25.000 EUR distributed as follows:
10% 5%
22%
25%
10%
17%
11%
Transformers Costs
Admninistrative
Personnel
Classes and activities
T-day
Marketing
Training
Internationalizations
8/12/2019 Transformers SIT - EIB (Round 2)
24/57
TRANSFORMERS | COSTEFFECTIVENESS COST EFFECTIVENESS
Now we come to the essential point: is Transformers cost effective in face of the
impact we have at the grass-roots level in our t-kids, mentors and institutions?
We believe so, doing some raw mathematics, if we divide our annual budget of lastyear (19.707,32 EUR) by the total number of the t-kids we worked with back then
(234) we can conclude that for Transformers Project, on average, providing each t-
kid the opportunity for him to learn what he loves, for 9 months, every week, with
all the materials and including going to events like the T-Day and championships
costs us 84 EUR on average. It is important to note that for each activity these
values change a lot because for some activities there are little expenditures while
for others, like graffiti it is very expensive to keep them running.
However, if instead of using our annual budget (which includes all the
expenditures we had) we only use the expenditures we had directly with the
activities, this is, excluding T-Day and Training for the mentors (which was of
7.772,37 EUR) the cost for each t-kid is about 33 EUR, which is a much more
accurate estimate of the real cost of providing the activities.
We say that the 33 EUR estimate is the more accurate one, because in the long-
term each Transformers Chapter will not need to finance the T-Day or Training
Events because those will be common to the different chapters and will have their
own funds coming from the Transformers Olympic Committee we spoke about
earlier, thus reducing financing needs to each T-Chapter.
This way, each T-Chapter will only have to be concerned only with providing
transport subsidies so the mentors so they can go to the institutions to give their
trainings, classes or jams and to provide seed funding for the activities, to cover forneeds in terms of materials, taking the t-kids to championships, etc.
All this financing needs are currently being met by means of private sponsorships
and government grants, but we are currently trying to develop our own sources of
revenues this year as a way to reduce our dependency on the availability of grants
or sponsorships, become more sustainable and develop the ability to provide seed
funding to future chapters joining the Transformers Movement (see next page).
Financing NeedsTransformers Olyimpic
Committee
T-Day Training
T-Chapters
Transportand Activities
8/12/2019 Transformers SIT - EIB (Round 2)
25/57
TRANSFORMERS | PARTNERSHIPS WHY PARTNERSHIPS?
Another point we wanted to make in this application is that we adopted a model of
collective social impact, in which we try not to do for ourselves everything we need
to do in order to make Transformers Project successful, but the things in which we
believe we can specialize and be really good at, namely coordinating activities,
training and motivate mentors and providing a strategic framework, and the ones
nobody can do for ourselves (e.g. being transparent with the funds).
Then, in the same way other institutions use what Transformers is good at that
they cannot do as well (managing volunteers, finding activities, train and place
mentors), in Transformers we try to work collaboratively with other institutions so
they can help us with what they are good at: the institutions where he held the
activities know better the field than us, so a good part of the responsibility to
support the mentors is their own; the same applies for instance to Brandimage,
our partner that made our logo, website, flyers, posters, t-shirts, etc. which is
much better than us in terms of design and find here an opportunity to increase
their levels of corporate social responsibility in an original way.
We believe that this way, working closely and collaboratively with other
organizations we can achieve what no organization by itself, be it us, the
government, an NGO or private firm, could achieve.
OUR PARTNERS
8/12/2019 Transformers SIT - EIB (Round 2)
26/57
TRANSFORMERS | SUSTAINABILITY ARE WE FINANCIALLY SUSTAINABLE?
Financially-wise, we almost entirely depend on private sponsorships (our
Maecenas Fundao EDP covers 74% of our financing needs) and on Government
Grants (Global Changemakers Program of the British Council and IPDJ cover 20% of
our financing needs). In terms of financial sustainability, we believe we are
sustainable in the sense that our sponsors want to keep financially supporting
Transformers, but we also believe we need to develop our own sources of revenue
to become more self-sustainable in the medium-term.
7. SELLING THE MUSIC ALBUMS MADE BY OUR T-KIDS AND MENTORS IS ONE OF THE POSSIBILITIESTO INCREASE OUR OWN SOURCES OF REVENUE
THE PATH TO BECOME MORE SELF-SUSTAINABLE
We have been thinking in some ways to increase our self-sustainability and here
will present the ideas that are more likely to be implemented soon:
1 TRANSFORMERS FESTIVAL
In Portugal, during the summer, in the period that follows the T-DAY there are
usually many Music Festivals. Taking this into account, our idea wwas to make this
year, instead of a T-DAY, a T-FESTIVAL with several activities, with some music
bands from outside the project that could somehow bring in some inspiration to
the t-kids to keep chasing their passion. This festival would be free to the t-kids
and transformers volunteers a nd respective families, but the general public which
would go the T-FESTIVAL not only to see Transformers but also the other music
bands would have to pay, and by doing so it will support the movement.
This Festival would have is own identity and would try to bring in artists and
athletes that are transformers (make the difference using what they love), even
though they are not t-kids or mentors.
2 TRANSFORMERS MERCHANDISING
Another idea we are working on is to sell some materials we have been producing
so far, namely CDs (see picture on the right) and personalize on demand, by means
of manual arts and graffiti, the t-shirts, sweats and kicks of people wanting to add
more flavour to their clothes. We hope you can be one of our future customers!
8/12/2019 Transformers SIT - EIB (Round 2)
27/57
TRANSFORMERS | CONTACT US
JOO RAFAEL BRITES JOANA FILIPA COSTA
TEL +351 96 875 08 37 TEL +351 91 902 42 54
EMAIL joaobrites@projectotransformers.org EMAIL joanacosta@projectotransformers.org
Go and check our video:
http://vimeo.com/34234351
To know more about Transformers Project visit:
http://www.projectotransformers.org/
http://www.youtube.com/user/projectotransformers
http://www.facebook.com/projectotransformers
mailto:joaobrites@projectotransformers.orgmailto:joaobrites@projectotransformers.orgmailto:joaobrites@projectotransformers.orgmailto:joanacosta@projectotransformers.orgmailto:joanacosta@projectotransformers.orgmailto:joanacosta@projectotransformers.orghttp://vimeo.com/34234351http://vimeo.com/34234351http://www.projectotransformers.org/http://www.projectotransformers.org/http://www.youtube.com/user/projectotransformershttp://www.youtube.com/user/projectotransformershttp://www.facebook.com/projectotransformershttp://www.facebook.com/projectotransformershttp://www.facebook.com/projectotransformershttp://www.youtube.com/user/projectotransformershttp://www.projectotransformers.org/http://vimeo.com/34234351mailto:joanacosta@projectotransformers.orgmailto:joaobrites@projectotransformers.org8/12/2019 Transformers SIT - EIB (Round 2)
28/57
8/12/2019 Transformers SIT - EIB (Round 2)
29/57
TRANSFORMERS | CVS OF THE TEAM
CARLOSAMADIS Marketing Coordinator in the Oporto Team
DIOGOSILVA Finance and Sustainability Coordinator in the Lisbon Team
HARRIETSMITH Co-founder, activities Coordinator in the Lisbon Team
INSMURTEIRA Activities Coordinator in the Lisbon Team
JOANACOSTA Activities Coordinator in the Lisbon Team (Co-author of the application)
JOOBRITES Co-founder, Finance and Sustainability Coordinator in the Lisbon Team (Co-author of the application)
MARIANAJACINTO Marketing Coordinator in the Lisbon Team
RAFAELALOPES Finance and Sustainability Coordinator in the Oporto Team
RBENROCHA Activities Coordinator in the OPorto Team
TIAGODANTAS Marketing Coordinator in the Lisbon Team
TIAGOPINTO Activities Coordinator in the Oporto Team
8/12/2019 Transformers SIT - EIB (Round 2)
30/57
Europass
Curriculum Vitae
Personal information
First name(s) / Surname(s) Carlos Amadis Address Rua Diogo Co,38, 4440-599 Valongo/Porto (Portugal)
Mobile 915892985
E-mail(s) carlosamadisrm@gmail.com
Nationality Portuguese
Date of birth 11/04/1984
Gender Male
Work experience
Dates 09/05/2004 - 17/02/2007
Occupation or position held Security
Main activities and responsibilities Control internal security circuits on private spaces.
Name and address of employer Charon SAPorto (Portugal)
Type of business or sector Private Security
Dates 11/05/2007 - 13/04/2008
Occupation or position held ComunicatorMain activities and responsibilities Making the bridge between our clients and the company.
Name and address of employer Portugal TelecomPorto (Portugal)
Type of business or sector Information and communication
Dates 01/11/2011 - 01/11/2012
Occupation or position held Coordenator
Main activities and responsibilities Coordenate the volunteers and the comunnity center.
Name and address of employer Federao Acadmica do Porto (FAP no Bairro)Porto (Portugal)
Dates 13/04/2012
Occupation or position held Organization
Main activities and responsibilities responsable for the organization of the project and its image.
Name and address of employer Associao Juvenil TransformersPorto (Portugal)
Type of business or sector Human health and social work activities
Education and training
Dates 10/09/2009 - 16/06/2012
Level in national or internationalclassification
ISCED 5
8/12/2019 Transformers SIT - EIB (Round 2)
31/57
Personal skills andcompetences
Mother tongue(s) Portuguese
Other language(s)
Self-assessment Understanding Speaking W r i t i n g
European level (*) Listening Reading Spoken interaction Spoken production
English C1 Proficient user C2 Proficient user C1 Proficient user C1 Proficient user C2 Proficient user
French B1 Independent user B2 Independent user B1 Independent user B1 Independent user B2 Independent user(*) Common European Framework of Reference (CEF) level
Social skills and competences Natural leader. Good group cooperation.
Technical skills and competences Creative, delivered and good communicator
Driving licence(s) B
http://europass.cedefop.europa.eu/LanguageSelfAssessmentGrid/enhttp://europass.cedefop.europa.eu/LanguageSelfAssessmentGrid/enhttp://europass.cedefop.europa.eu/LanguageSelfAssessmentGrid/enhttp://europass.cedefop.europa.eu/LanguageSelfAssessmentGrid/en8/12/2019 Transformers SIT - EIB (Round 2)
32/57
Diogo Alves Nunes da SilvaPortuguese, Single, born 11/06/1992Rua Rio Pequeno, Casal do Regueiro, n 42590-287 Sabugos Sobral de Monte Agrao LisboaTelephone: +351 91 249 02 09 E-mail: d_silva_11@hotmail.com
MAIN EDUCATION
Undergraduated Course (1 st Cicle) in Economics09/2010 06/2013 NOVA School of Business and Economics - Lisbon, PortugalCurrent average: 14,00/20,00
Scientific-Humanistic Course of Sciences and TecnologiesEscola Secundria Vitorino Nemsio (12th grade) Lisboa, Portugal -, Externato Joo Alberto Faria (10th and 11 th grade) Arruda dos Vinhos, PortugalFinal average: 18,30/20,00
3rd Cicle of the Basic EducationExternato Joo Alberto Faria (7th until 9th grade) Arruda dos Vinhos, Portugal
2nd Cicle of the Basic Education Externato Joo Alberto Faria (6th grade) Arruda dos Vinhos, Portugal -, Escola Bsica de 2 e 3 Ciclo da Costa deCaparica (5 ano) Almada, Portugal
1st Cicle of the Basic Education Externato Ferno Mendes Pinto (2 nd until 4th grade) Lisboa, Portugal -, Escola Bsica EB1 da Costa de Caparica(1st ano) Almada, Portugal
PROFESSIONAL EXPERIENCE
Event manager05/2012 now - Visi Vici Produtores de SonhosTarefas: organize and build the scenario in events such as weddings, birthday parties; support as a hoster duringthe event
Model2/2012 now - Mega Models International
Tasks: figurar in commercials from Vodafone, for instance; catlwalking Extra in soap operas and TV commercials
14/10/2011 and 07/10/2011 Valente Produes; 30/09/2011 2/10/2011 Produtora Crowd; 23/06/2011 Produtora Molotov (TV and advertising producers)Tasks: figure in commercials from Optimus, TMN and MacDonalds or soap operas as Rosa Fogo or Maternidade
Co-founder, Finance and Partnerships Manager08/2011 now Frozen Wear (surf wear company) - www.frozenwear.net Task: Decide investments to do and opportunities to take; search for financing; stablish partnerships (ModelingSpecial Factory Agency, Montecampo, Anyway shop, Visual shop, WorldSketching Tour)
Communication Manager08/10/2010 01/2012 AIESEC, International Economic and Commercial Sciences Association(largest studentrun organization in the world)
mailto:d_silva_11@hotmail.commailto:d_silva_11@hotmail.commailto:d_silva_11@hotmail.comhttp://www.frozenwear.net/http://www.frozenwear.net/http://www.frozenwear.net/http://www.frozenwear.net/mailto:d_silva_11@hotmail.com8/12/2019 Transformers SIT - EIB (Round 2)
33/57
Tasks: produce a monthly newsletter for more than 100 members; d esign merchandising; plan eventscommunication
Human Resources Manager08/10/2010 now AIESEC Tasks: Organize a Local Committee Meeting; Interview candidates; promote AIESEC in the recruitments; monitor5 members of different areas, create individual development plans and manage goals and motivations; presentsessions (AIESEC brand management, how to represent Portugal abroad, manage cultural shock, ice-breakers,among others) in conferences
Project Leader15/03/2011 25/06/2011 AIESEC Tasks: Direct a team of 6 people with the goal of organizing an AIESEC international summer camp for the firsttime in Portugal; last responsible for the realization of all tasks (project planning, budgets, profile of traineewanted, partnerships and divulgation)
Finance Manager in a Project15/03/2011 25/06/2011 AIESECTasks: Budget all necessary; monitor budget execution; manage spendings and earnings through billing; calculatefinal balance sheet and income statement; work as operational during a weekend in a conference (from cookingto helping with the sessions logistics)
Summer Camps Staff11/07/2011 12/08/2011 e 28/06/2010 17/07/2010 Associao PranimaFormation: Intensive Course of Summer Camps Monitor (Santo Anto do Tojal, 5/04/2010 10/04/2010)(recognized by IPJ Portuguese youth institute)Tasks: Plan activities and logistics; responsible for a team during the summer camp (5-7 children and young men);cheer with theatres, games, shouts, cheers, musics and/or whatever is planned
Call Center Operator
23/02/2011 11/07/2011 PT ContactTasks: Phone and receive phone calls with the goal to monitor the technicians work (asks for information frommany departments, help in the field and dealing with the client are some examples)
Maths Tutor02/2009 05/2009Tasks: help with study material and aditional explanations
Archeologist Assistant06/07/2009 17/07/2009 Camra Municipal de Sobral de Monte Agrao (city council)Tasks: field work in chasing and filter historically important pieces in a finding (dig layers and surrounding terrain)
Fire Watcher07/2007 07/2007 Camra Municipal de Arruda dos Vinhos (city council)
ADITIONAL EDUCATION
International exchanges of young men from social neighbourhoods all over Europe - European PlayworkersAssociation (Lisbon/Gis (POR) in 08/2007, Malaga/Marbella (SPA) in 09/2008, Lisbon/Alcoutim (POR) in 08/2009,Hamburg/Kiel (GER) in 08/2010), Derry (NI UK) in 05/2012
Tasks: Criate clothes from recicled material and catwalk in street actions; prepare and present workshops abouteducation; participate in debates and games; LEARN
Human Resources Trainings (interviews and group dynamics):STAR Method (Situation, Task, Action, Result) AIESEC Portugal (Universidade de Aveiro, 16/09/2011)
8/12/2019 Transformers SIT - EIB (Round 2)
34/57
BEI Method (Behavioral Events Interview) - People and Values (Instituto Superior de Economia e Gesto,02/2011)Team Bulding Teacher AIESEC Lisboa Nova (NOVA School of Business and Economics, 12/2011)
Artistic education:Photography Beginners Course - Clube de Fotografia dos Servios Sociais da Caixa Geral de Depsitos (Lisboa,08/2008)Cinema Mini-course O Primeiro Olhar (First Look) - Associao Cultural Amigos de Lumire in the space ofCCB (Lisboa, 10/2007)Theatre Beginners Course - Museu do Traje (Lisboa, 06/2004)
Speaker:Through Projecto Transformers
Portugal Youth to Business Forum (Lisboa, 04/2012)Professionss Week of Liceu Cames (Lisboa, 02/2012) IB World Student Conference (Segvia Spain, 1-7/07/2012) tasks: being a key note speaker as youthentrepreneur and facilitatior to help the young people building their own social project
ASSOCIATIVISM AND VOLUNTEERSHIP
Volunteer in SAL 2012 (Surf At Lisbon Film Festival) (14/06/2012 18/06/2012)Tasks: Post all news on facebook, count all audiences votes, s et and dismantle the scenario, help in whateverneeded
Activity Coordinator in Associao Projecto Transformers (www.projectotransformers.org ) (22/10/2011 now)Tasks: monitor 3 activities (Musical Production, Drums and Drama) in 3 institutions (social inclusion centre, youthprison centre and a basic school), making the bridge between who teaches (mentors) and the institutions werewe have the weekly sessions; prepare meetings (from 3 to 3 weeks) betweend coordinatiors and mentors; meettwice a week with the other coordinators to prepare future activities and solutions for problems found; to sumup, create the conditions for the youth to transform society making what they know better
Member of the Youth Committe in a Presidential Campaign (09/2010 02/2011)Tasks: create and organize campaign events; follow the campaign on the streets; colaborate in airtimes; contactand mobilize volunteers; create and direct shouts; help with all the logistics necessary
Member of the National Boy Scouts Corps , Agrupamento 272 (Sobral de Monte Agrao, 06/1999 - 12/2010)History: I had the pleasure to go through all the places available form Secretary or Cook, to Sub-Guide, Guideand Group Guide (lead an entire section) and to be in all the sections - Lobitos (6-10 years old), Exploradores(10-14), Pioneiros (14-18) and Caminheiros (18 until you are a Chief)
Federate athlete in the Portuguese Athletics Federation (2003-2010) Member of ASPEA Portuguese Environmentalism Association (2008-2009)
Tasks: organize and eco circuit in Monsanto (Lisbons Park), dinamize and ecological day with children fromBenfica (Lisbon); participate in international environmentalism contests
Member of the Journalism Club in EJAF (Arruda dos Vinhos, 03/2004 08/2009)Tasks: write articles for each term about recommended books or travels (ex: travel to New York with all thegroup, in which we have visited NBC, Magnum Photos and New Yorker, for instance)
Environmental Volunteership Camp of Serra da Lous (03/2008)Tasks:learn planting methods; cook to the group; make the recognition of existing species in the rea; create
nests to birds; clear the surrounding forest
http://www.projectotransformers.org/http://www.projectotransformers.org/http://www.projectotransformers.org/http://www.projectotransformers.org/8/12/2019 Transformers SIT - EIB (Round 2)
35/57
AWARDS
Do Something Portugal 2011 Award Awards given to individuals and their projects both Eco-Estilistas andProjecto Transformers won this award through the candidacies of Bruno Baptista and Joo Brites(http://www.dosomething.pt/pt/programas/premios-do-something/vencedores/ )
Honorable Mention in a contest Darwin e a Origem das Espcies (Darwin and the Origin of Species),
developed by Gulbenkian Foundation in 2008
LANGUAGES
Portugus Mother Language English Fluent (final grade of 20/20 at this course in the High School)
TOEFL Exam (Test Of English as a Foreign Language) with the mark of 638/675 94,5% (NOVA School of Businessand Economics, 09/2010)
English Summer Course (Kingswood Hall, Surrey, 08/07/2007 21/07/2007) Spanish fluent orally and reading, less fluent when writing German basic level (despite of the mark of 5/5 at this course in the 3 years of the 2 nd Cicle)
ADITIONAL INFO
Weekly blogger at Standards and People, P! (standardsandpeople.wordpress.com) 07/2011 until now andbefore in Falamos Depois (falamosdepois.blogspot.com)
Published a text in ONFIRE surf magazine, n 42, from November/December 2009 Soul Surfer since ever, Surfer since 2009
http://www.dosomething.pt/pt/programas/premios-do-something/vencedores/http://www.dosomething.pt/pt/programas/premios-do-something/vencedores/http://www.dosomething.pt/pt/programas/premios-do-something/vencedores/http://www.dosomething.pt/pt/programas/premios-do-something/vencedores/8/12/2019 Transformers SIT - EIB (Round 2)
36/57
EuropassCurriculum Vitae
Personal information
First name / Surnames Harriet Larcher de Brito Smith Address Rua David Melgueiro, 28. 1400-090 Lisboa. PORTUGAL
Mobile +351 917 453 107
E-mails harrietsmith@projectotransformers.org; harrietlbsmith@gmail.com
Nationality Portuguese and South African
Date of birth 21-07-89
Gender Female
Work experience
Dates March 2012 to present
Occupation or position held Hostess
Main activities and responsibilities Various functions at congresses and client company events such as giving support in the auditoriumsand to the speakers; entry control and seating.
Name of employer Btrust
Type of business or sector Marketing and event planning
Dates September 2011 to present
Occupation or position held Hostess and product promoter
Main activities and responsibilities Various functions at national and international congresses (similar to the above company); productpublicity.
Name of employer Spring Events
Type of business or sector Event planning
Dates October 2011, May 2012, July 2012
Occupation or position held TranslatorMain activities and responsibilities Translation of childrens and teenagers scientific manuals.
Name of employer Science4you
Type of business or sector Scientific toys and training.
Dates September 2010 to July 2011
Occupation or position held Salesman
Main activities and responsibilities Part-time/ occasional salesman at a childrens clothing shop.
Name of employer Maria Gorda
Type of business or sector Childrens Clothing
Dates October 2009 until June 2010
Occupation or position held Salesman
mailto:harrietsmith@projectotransformers.orgmailto:harrietlbsmith@gmail.commailto:harrietlbsmith@gmail.commailto:harrietsmith@projectotransformers.org8/12/2019 Transformers SIT - EIB (Round 2)
37/57
Main activities and responsibilities Part-time salesman in the aquatic sport section; stock control. I had company training in sales, productdisplay, fire emergency control and aquatic sport monitor at Decathlons aquatic sport brandsheadquarters in France. I was offered an permanent position in the company with the opportunity ofcareer advancement but turned it down because of my studies.
Name of employer Decathlon Amadora
Type of business or sector Sports gear
Dates June to August 2008
Occupation or position held Diving school internMain activities and responsibilities I assisted the diving instructor with all the preparation behind taking the clients diving and assisted in
the actual classes in the swimming pool, sea and classroom. I also worked as a salesman at thediving shop and gave client support. I worked in exchange for diving courses.
Name of employer Escola de Mergulho de Lisboa
Type of business or sector Recreational diving
Education
Dates By 2013
Title of qualification awarded Undergraduate degree in Biology
Principal subjects covered Cellular Biology, Zoology, Botany, Biological Anthropology, Biochemistry, Animal Physiology, PlantPhysiology, Genetics and Molecular Biology, Biostatistics, Conservation Biology, Microbiology,Evolution, Ecology
Name and type of organisation Lisbon University, Science Faculty
Level in international classification Bachelor of Science (BSc) / Level 5 (ISCED)
Dates 2008
Title of qualification awarded High School Degree in Science and Technology (16/20 final average)
Principal subjects covered Maths, Biology, Geology, Chemistry ,Physics, Portuguese, Philosophy
Name and type of organisation Escola Secundria do Restelo
Level in international classification High School Diploma / Level 3 (ISCED)
Dates 2007
Title of qualification awarded South African 11th grade ( finished with Meritorious Achievement)
Principal subjects/occupational skillscovered
Geography, Maths, English, Life Sciences, Physical EducationPart of the swimming and water polo school teams.
Name and type of organisation Durban Girls' High School (South Africa)
Volunteering ExperienceDates July 2010 to present
Name of entity Associao Juvenil Transformers
Occupation or position held Direction and organization teamMain activities and responsibilities I am one of the co-founders of the Transformers Project and I am part of the direction of the
association. My main function is activity coordinator although I perform other tasks pertaining to theorganization. Transformers is a youth initiative aimed at empowering young people with an art or asport that they can later use to improve their community.
Dates March 2012 to present
Name of entity Comisso de Proteco de Crianas e Jovens em Risco de Lisboa-centro
Occupation or position held Member of the extended Commission for the Protection of Youth at Risk (through Transformers)
Main activities and responsibilities I am a part of the Police work group in which we are currently developing a project that is aimed atpreventing or ending situations that negatively affect young people's development. This is
accomplished through prevention and intervention actions in schools, night entertainment places andin the street.
Dates 2007
Name of entity Umhlanga Hospital, South Africa
8/12/2019 Transformers SIT - EIB (Round 2)
38/57
Occupation or position held Occasional volunteer
Main activities and responsibilities Assisting the nurses in their tasks in the paediatric and post-operative wings.
Other activities and trainingDates 1997 to 2007
Description Competitive swimmer having been several times national champion and having beat several agegroup national records both individually and in club and national teams, some of which I still hold.Female captain of the Portuguese team for the event Multinations. I took part in several internationalcompetitions in representation of Portugal including the European Youth Olympic Festival (2003) andthe European Junior Championships (2004). Currently I am a recreational swimmer.
Name and type of organisation Clube de Futebol Os Belenenses
Dates 2008 until present
Description Recreational diver having various PADI (Professional Association of Diving Instructors) courses:
Open Water Diver, Advanced Open Water Diver, Enriched Air Diver, Rescue Diver
Name and type of organisation Escola de Mergulho de Lisboa
Dates 2010
DescriptionName and type of organisation Local skipper license.Instituto Porturio e dos Transportes Martimos
Dates 2009
Description Basic life support course.
Name and type of organisation Associao de Formao em Tcnicas de Proteco e Socorros
Personal skills andcompetencesMother tongues Portuguese and English
Other languagesSelf-assessment Understanding Speaking WritingEuropean level (*) Listening Reading Spoken interaction Spoken production
French A1 Basic User A2 Basic User A1 Basic user A1 Basic user A1 Basic User
Spanish A2 Basic User A2 Basic User A2 Basic User A2 Basic User A1 Basic User(*) Common European Framework of Reference for Languages
Social skills and competences I am a good communicator and mediator and am able to accept different view points to my own. I ama calm person yet I can be quite an enthusiast. Mostly I am a tolerant person that can adapt todifferent situations and people.
Organisational skills andcompetences
Through my work at Transformers I have developed my organizational skills tremendously because Iam a part of the organization team and therefore have functions of coordination, of people andactivities, planning, scheduling, among other. Coordinating my studies, work, Transformers and sportleads me to plan my time carefully.
http://europass.cedefop.europa.eu/LanguageSelfAssessmentGrid/enhttp://europass.cedefop.europa.eu/LanguageSelfAssessmentGrid/enhttp://europass.cedefop.europa.eu/LanguageSelfAssessmentGrid/enhttp://europass.cedefop.europa.eu/LanguageSelfAssessmentGrid/en8/12/2019 Transformers SIT - EIB (Round 2)
39/57
Europass
Curriculum Vitae
Personal information
First name(s) / Surname(s) Ins Alexandra de Oliveira Murteira Address(es) Rua Lagoa da Palha, n16,
2955-047 Pinhal Novo - PORTUGAL
Telephone(s) (00 351) 919251490
E-mail in.murteira@gmail.com and inesmurteira@projectotransformers.org
Nationality Portuguese
Date of birth 29th of August 1990
Gender Female
Work experience
Dates 2010-2012
Main activities and responsibilities Ive been working as a volunteer at Transformers Project, being vice-president in Transformers Youth Association.
Im in charge of activities coordination, interviews and selection of volunteers, preparation andorganization of the training weekends to the team and team meetings, to keep in contact with ourinstitutional partners (schools, NGOs, governmental departments, ), to give support to activitiesdirectly with the kids, to present the project in public events and to search for partnerships.
Transformers Youth Association Transformers Project website: www.projectotransformers.org/site/
Education and training
Dates By September 2012
Title of qualification awarded Currently in the 1st year of masters of Social and Organizational Psychology
Principal subjects/occupational skillscovered
Projects conception and evaluation, personal and academic competences development, professionalcompetences development, social and organizational diagnosis and intervention, statistics,
investigation methods in psychology, psychology applied to work, human resources psychology,organizational psychology and social psychology applied to the environment.
Name and type of organisationproviding education and training ISCTE University Institute of Lisbon
Dates June 2012
Title of qualification awarded Undergraduate degree in Psychological Sciences
Principal subjects/occupational skillscovered
Cognitive Psychology, Psychopathology, Methods of Investigation in Psychology, Psychometric,Grieving Process, Differential Psychology, Education for health and wellbeing, HumanCommunication, Social Psychology, Developmental Psychology, Psychophysiology, Neurosciences,Environmental Psychology
Name and type of organisation
providing education and trainingUniversity of Lisbon, Faculty of Psychology
Level in national or internationalclassification 5 (ISCED)
Dates June 2009
mailto:in.murteira@gmail.commailto:in.murteira@gmail.commailto:inesmurteira@projectotransformers.orgmailto:inesmurteira@projectotransformers.orgmailto:inesmurteira@projectotransformers.orgmailto:inesmurteira@projectotransformers.orgmailto:in.murteira@gmail.com8/12/2019 Transformers SIT - EIB (Round 2)
40/57
Title of qualification awarded 1st year of undergraduate degree in Biology
Principal subjects/occupational skillscovered Chemistry, Mathematics, Zoology, Botany and Physics
Name and type of organisationproviding education and training Technical University of Lisbon, School of Agronomy (ISA)
Level in national or internationalclassification 5 (ISCED)
DatesJune 2008
Title of qualification awarded High School Degree in Sciences and Technology
Principal subjects/occupational skillscovered
Biology, Geology, Chemistry, Mathematics, Philosophy, Portuguese, English
Name and type of organisationproviding education and training
Escola Secundria de Pinhal Novo
Level in national or internationalclassification
3 (ISCED)
Personal skills andcompetences
Mother tongue(s) Portuguese
Other language(s)
Self-assessment Understanding Speaking WritingEuropean level (*) Listening Reading Spoken interaction Spoken production
English B2 Independent user B2 Independent user B2 Independent user B1 Independent user B2 Independent user
Spanish B1 Independent user B1 Independent user B1 Independent user A2 Basic user A1 Basic user
Arabic A1 Basic user A1 Basic user A1 Basic user A1 Basic user A1 Basic user(*) Common European Framework of Reference for Languages
Social skills and competencesWhat competences?
I consider myself a versatile person, with team spirit, dynamism and persistence. I take as essentialother peoples opinions dealing to the most varied subjects, and I like to put all the different ideastogether.
Regarding organizationcompetences, Ive been developing my management competences related tomaterial, time and people resources. Ive also been working on team meetings orientation andorganization capacities, as also my competences about searching and establishing institutional andstrategic partnerships.
Where have I been developing this competences?
- Im member of the organization team ofTransformers Project (since 2010), a volunteeringproject which intends to empower youth from the most varied social frames to be social activethrough the talents we help them to discover and to develop;
- Ive became member of theBritish Council - Global Changemakers network, being selected totake part on the Euro-Africa Youth Summit in Brussels (June 2012), representing TransformersProject and the Portuguese youth (www.global-changemakers.net/);
- Through Transformers, Im a member ofCPCJ of the central region of Lisbon , a governmentalorganism which works on children and youth safety and protection;
- I was a member of thePedagogic Council of the Psychology Colleague of the University ofLisbon during my last year of the undergraduation (2011-2012), representing the students towork on the way to a better subjects organization and organizing some pedagogic events likelectures.
- I participated at the portuguese projectLATITUDE60! to the International Polar Year (2007),which allowed me to go on a scientific expedition to the Antarctic continent with students from allover the world.
http://europass.cedefop.europa.eu/LanguageSelfAssessmentGrid/enhttp://europass.cedefop.europa.eu/LanguageSelfAssessmentGrid/en8/12/2019 Transformers SIT - EIB (Round 2)
41/57
Try to learn as much as possible about all the different subjects and to go on experiences which canshow me different perspectives of society, is a way of live and a way of think that I consider essentialto develop the creativity and different perspectives that I try to apply in everything I do.
Driving licence Category B
8/12/2019 Transformers SIT - EIB (Round 2)
42/57
8/12/2019 Transformers SIT - EIB (Round 2)
43/57
Europass
Curriculum Vitae
Personal informationFirst name(s) / Surname(s) Joo Rafael Marques Tuna Ribeiro BRITES
Address(es) Rua Eugnio de Andrade Lote 28, 2950-352 Palmela, Portugal
Mobile 00 351 96 875 08 37
E-mail joaobrites@projectotransformers.org or joao.rafa.brites@gmail.com
Nationality Portuguese
Date of birth 11-11-1990
Desired employment /Occupational field
Program Manager of Dream On Project in Portugal
Work experience
Dates September 2009
Occupation or position held Trainee
Main activities and responsibilities Design and plan of start-up strategy
Name and address of employer STAR PROFILE (www.star-profile.pt)Type of business or sector Human Resources
Education and training
Dates September 2008/ June 2012
Title of qualification awarded Undergraduate Degree in Management and Economics (grade average: 15,4/20)
Principal subjects/occupationalskills
Macroeconomics, Microeconomics, Statistics, Econometrics, Calculus, OrganizationalBehaviour, Finance, Management Accounting, Financial Accounting, Information Systems,Law, History
Name and type of organisation
providing education and training
Nova School of Business and Economics, Lisbon
Level in national or internationalclassification
ISCED 5
Dates September 2005/ June 2008Title of qualification awarded High School Degree in Socioeconomics Sciences - final grade: 18/20
Principal subjects/occupationalskills
Economics, Mathematics, Geography, ICT, Project Management, Philosophy, Portugueseand English
Name and type of organisationproviding education and training
Escola Secundria do Restelo
Level in national or internationalclassification
ISCED 4
Awards and achievementsDates November 19th 2011
Title Prmio Embaixador Do Something
mailto:joaobrites@projectotransformers.orgmailto:joaobrites@projectotransformers.orgmailto:joao.rafa.brites@gmail.commailto:joao.rafa.brites@gmail.commailto:joao.rafa.brites@gmail.commailto:joao.rafa.brites@gmail.commailto:joaobrites@projectotransformers.org8/12/2019 Transformers SIT - EIB (Round 2)
44/57
Why For the contribution to inspire youth to step out and do something for their communities
Dates November 18th 2011
Title UNYSIS Award
Why For being the best student of the course of Information Systems at NOVA (2010-2011)Dates June 24th 2009
Title Winner of a National Contest of the Jornal i
Why For having uploaded to their website one of the selected best ideas to change Portugal
Dates September 2005/ September 2006Title Clube Futebol Os Belenenses Award
Why For being national swimming champion in the group races of Belenenses
Volunteering ExperienceDates From January 2010 onwards
Title President and co-founder of the Transformers Project (www.projectotransformers.org )
Description Transformers Project is an entirely youth-led initiative that is mobilizing mentors from thefields of the Arts, Sports and Hip-Hop to give every youth an outlet and an original andpersonal way for them to make a positive difference in their communities.
Dates From March 2006 onwardsTitle In Motion crew outreach break-dance project
Description Together with my crew, we have been giving free breakdance workshops and showcases topromote social causes and give challenged young people in our community an outlet
Dates September 2007 June 2008
Title Organization of Secundria do Restelos Cross Country Race Pelo Desporto
Description I was one of the main organizers of this race which got together over 320 students in 4races and which had the goal of promoting healthy habits among the school community
International ExperienceDates 23-27 November 2011
Title Keynote speaker at the General Assembly of the Red Cross (Geneve, Switzerland)
Description My speech concerned the use of Arts, Sports & Hip-Hop to promote peace & non-violenceDates 10-16 October 2011
Title Participation in the We Free Day at San Patrignano (Rimini and Bologna, Italy)
Description Crew performances at event that promotes Hip-Hop as mean to combat drug addiction
Dates 13-24 July 2011Title Asian Youth Summit of the Global Changemakers Program (New Delhi, India)
Description I was peer facilitator and facilitated a session about Project Management
Dates 16-23 June 2011
Title Participant in the Ashoka Changemakers Week (Paris, France)Description Meeting with social entrepreneurs all around the world
Dates 1-5 December 2010
Title Participant and speaker at the Global Social Innovators Forum (GSIF) 2010 (Singapore)
Dates 7-10 October 2010Title Participation in the We Free Day at San Patrignano (Rimini, Italy)
Description Crew performances at event that promotes Hip-Hop as mean to combat drug addiction
Dates From March 28 to April 8t 2010
Title Participation in the Peace of Art Project (Bulawayo, Zimbabwe)
Description As a break-dancer, I facilitated workshops in Bulawayo to inspire the kids there to danceDates From January 22nd to February 1st 2010
Title Participation in the Annual Meeting of the World Economic Forum (in Davos, Switzerland)
http://www.projectotransformers.org/http://www.projectotransformers.org/http://www.projectotransformers.org/http://www.projectotransformers.org/8/12/2019 Transformers SIT - EIB (Round 2)
45/57
Description I was one of the 6 British Council Global Changemakers that went to Davos to representworld youth and the changemakers community, with speaking roles in 29 of its sessions
Dates 15-21 Nov 2009
Title Participation in the 4th Global Youth Summit of the GCM Program (London, UK)
Description This was mainly a week of international exchange and development of leadership potential
Dates From April 25 to the 1st May 2009
Title Participation in the Model of European Union at the Euro Parliament (Strasbourg, France)
Description I played the role of MEP writing/ voting/ discussing 2 proposals about elections & pollutionDates 20-28 October 2008
Title Portuguese representative in the project Youth & the Knowledge -based Society (France)
Description Writing recommendations to the European Parliament about the Knowledge-based society
Other ActivitiesDates From 1995 to 2007
Title Swimmer in the Sport Algs e Dafundo and Clube Futebol Os Belenenses Description As competitive swimmer I developed my self-discipline/ understanding of fighting for goals
Dates From 2007 onwards
Title bboy (break-dancer) in the In Motion CrewSkills As a b-boy I developed my self-esteem, became able to better express myself and learned
we can solve our conflicts dancing, without physical contact and no guns.Dates Since April 2012
Title Speaker in 12 different conferences around Portugal
Description TEDxYouth Porto, Ignite LX-Factory, Aco Social no sculo XXI na Gulbenkian, etc.
Personal skills andcompetences
Mother tongue(s) Portuguese Other language(s) English, Spanish, Arabic
Self-assessment Understanding Speaking WritingEuropean level (*) Listening Reading Spoken interaction Spoken production
English C1 C1 C1 C1 C1
Spanish A2 A2 A1 A1 A1
Arabic A1 A1 A1 A1 A1(*) Common European Framework of Reference for Languages
Social skills and competences Ability to communicate with people from different countries of origin.
Organisational skills andcompetences
Team work, leadership, public speaking, management
Technical skills andcompetences
Analytical skills acquired through the courses of statistics and econometrics at university andesign thinking.
Computer skills andcompetences
Good command of Microsoft Office tools (Word, Excel, PowerPoint, Outlook,Access), Internet Explorer, Google Chrome and Google Analytics.
Artistic skills and competences Improvisation, creative writing, free style, break-dancing skills acquired practicing with
friends since the age of 16.
http://europass.cedefop.europa.eu/LanguageSelfAssessmentGrid/enhttp://europass.cedefop.europa.eu/LanguageSelfAssessmentGrid/enhttp://europass.cedefop.europa.eu/LanguageSelfAssessmentGrid/enhttp://europass.cedefop.europa.eu/LanguageSelfAssessmentGrid/en8/12/2019 Transformers SIT - EIB (Round 2)
46/57
Europass
Curriculum Vitae
Personal information
First name(s) / Surname(s) Mariana das Neves Jacinto Address(es) Rua das Hortncias, n 7, 2910-034, Setbal, Portugal
Mobiles (+351) 913625968(+351) 963025977
E-mail Mariananaves.jacinto@hotmail.com
Nationality Portuguese
Date of birth 11-11-1993
Gender Female
Work experienceDate
Occupation or position held
Entity
2011/2012
Member of External Communication
AIESEC in ISCTE-IUL
DateOccupation or position held
Entity
2011/2012
Vice-President of The Audit Committee
NAMI (AssociationofMarketing StudentsofISCTE-IUL)
DateOccupation or position held
Entity
2012/(Current)
Connect P
Recommended