Activity

This page is about my most important and most recent activities.

 

multiverze (2013)

Team building & street art

multiverze
multiverze
MULTIVERZE is a team building group, which is based on active participation in fine art creation. Muliverze provides feedback and deep reflection for its participants, they may gain deeper self-awareness, enabling them to become more effective team members or leaders. We believe, creative art programmes are more and different to other team-building trainings.

OUR MISSION IS
– juxtapose team building and creative art working
– help participants in better self-knowledge
– provide feedback for each participants about group dynamic

OUR VISION IS
– training programmes will be most effective way of team building
– to help leaders to build their team on-the-job by recognize their
role and their deeper personality
– make cities more attractive by product of our team building participants

1 perspective is not sufficient (2009)

A social investment programme

1 perspecitve is unsufficient
1 perspecitve is unsufficient
Based on the active participation of a Central-European city with a population of 60,000, we worked out a Code of Ethics against discrimination. The programme included a wide range of organisations working side by side in the framework of partnership from business companies, and schools, through religious, non-profit and health organisations, to cultural and social services and the local government.

Our approach was new in the region as it was based on the interest of all stakeholders. We did not take into account any ethical considerations. We asked them to imagine the future: would they like a 6-year-old Roma child today to grow into an employable adult who actively participates in local society? Or would they prefer to sustain ethnical discrimination in the education system which produces unemployment and higher crime rates in the city? This program was based on traditional values: this city was known for its long tradition of respect, ethnical heterogeneity, and the participants were known for their openness.

Guerrilla marketing tools motivated participants: we placed stickers up in various places of the city at night to put the message of the programme across: “1 perspective is not sufficient”. A stop-motion animation movie helped foster engagement too. The Code of Ethics was translated into five languages. Two ombudsmen also participated in the ceremonial ratification of the Code.

Comparative analysis on Roman public education (2005)

vienna
vienna
With my team we conducted a Comparative analysis on Roman public education. The resulting report covered 25 European member states. We successfully demonstrated that ethnic discrimination in education did not correlate with the proportion of minority, but law-abiding of society.

International Visitorship Program on NGOs (2005)

new york
new york
In June 2005, being one of the participants in a thirty-day International Visitorship Program on NGOs, I had the opportunity to build relationships with several great organisations in Washington, New York, and San Diego. The program was organised by the State Department of the United States and had a profound effect on my professional life. Instead of fundraising, my interest was now turned to strategic planning and social investment.

University-entry preparatory course (1997–2003)

In cooperation with the Alliance of Social Professionals we launched a preparatory course programme in 1995. After two years the Kurt Lewin Foundation became the sole coordinator of the project, and has been successfully running the free course designed to help Hungarian Roma students to win entry into universities.

preparatory school
preparatory school
Students studied social politics, social psychology, history and mathematics classes on every Saturday from 10.00 a.m. till 4.00 p.m. The teaching material comprises the compulsory readings for the entry-exam of the above subjects. Students prepared for the lessons at home in their free time. The classes were primarily designed to facilitate and check understanding with regular written exams in each subject. Not only did we wish to convey knowledge, but also encouraged understanding and creative thinking, the expression of ideas, the development of discussion and debating skills.In the closing sessions of the course, the students had the opportunity to complete mock exams, which were corrected by the team. Preparation for the oral exam was also supplemented by a mock oral-exam whereby similar conditions and circumstances were created to produce the psychological stress the students were likely to experience in the real exam.

The preparatory course also have given students a helping hand in getting the course books, notes, and even in covering their travel expenses.

The educators of the preparatory courses worked in teams, which regularly hold meetings. These meetings dealed with organisational issues, the progress, problems of the students and their status within their own group. This work method enables teachers to get a complete and comprehensive picture of the situation and circumstances of their students and helps manage the occasional problems and conflicts.

 

Introduction into the Culture of Hungarian Gypsies (1995-1996)

The Introduction into the Culture of Hungarian Gypsies interacitve CD-ROM was completed in 1996. The launch of the CD received strong repercussions from the press. The objective of this interactive educational tool was to dispel or prevent the formation of prejudice against the Roma.

We are convinced that the objective presentation of the group concerned can eventually lead to tangible results in the field of preventing prejudice. The interactive CD-ROM of 1996 proved an appropriate tool to present the culture of Roma people.

roma cd-rom
roma cd-rom

We have always believed that the culture of Roma people in Hungary is not an isolated phenomenon, but rather an integrated part of universal human culture.

Not only did the structure of the mass of information comprising of texts, sounds, pictures and motion pictures allow the reader to gain a deep insight into the materials presented, but in many instances one could get an insight into a particular phenomenon through a number of different interpretations and comments. Thus, the users learnt that a social phenomenon, a particular ethnic group could be presented in numerous alternative ways.