News

Some days ago, we visited a school in Eliseni and the town hall of Secuieni, bringing a variety of activities and materials with us. We organized workshops for children, teenagers (from first to eighth grade), and adults. For our group, the workshop process began earlier with the planning, writing, and organization of the activities we wanted to offer to the participants.

Our main activity focused on upcycling. After showing a short introductory video on the topic and discussing how waste materials can be transformed into something new and useful, we moved on to the practical part.

The participants worked in small groups to design and create a game from scratch, such as a basketball court, using only the recyclable materials we had brought with us, including cardboard boxes, plastic bottles, markers, and colored paper. Alongside this main activity, we played games and dedicated our attention to the participants, ensuring that they felt appreciated, valued, and supported throughout the process.

During the evaluation session at the Yellow House, we concluded that we had successfully engaged many participants and sparked interest and curiosity about sustainability in some of them.

At one point, Mate joined the conversation and said something we will not forget: “We, ATA, are the opportunity these children have.” This idea completely changed the way we viewed the workshops and the project as a whole.

Our main goal was not simply to involve participants in activities. Our most important objective was to be there. Simply being present meant showing them new perspectives and possibilities they may not have known existed. These workshops are not about us or our performance in the classroom. They are about the participants, for the participants, and created together with the participants, regardless of who facilitates them.

Therefore, our primary objective is to be present and active. That day, we made them laugh, run, create, and explore. Not every participant became fully involved, but every one of them witnessed and experienced a workshop based on non-formal education.

We still have room to improve as educators, and we are aware of that. However, we were there, and we shared that experience with them. We believe that this is what truly matters.

News

Before starting the project, I was motivated by the idea of contributing to an initiative that creates opportunities for young people in Transylvania, especially those from disadvantaged backgrounds. The Green Growth project focuses on developing non-formal educational workshops for young students and adults, with a strong emphasis on sustainability and green development.

During the project, we visited different schools and had the opportunity to engage with students from the same region but with diverse life experiences and backgrounds.

What I did not fully anticipate was what I would discover once I arrived.

The idea of community-based education has always resonated with me. I believe that meaningful learning happens when it is connected to real places, real people, and, most importantly, real needs. The Green Growth workshops were designed not only to teach sustainability concepts but also to encourage young people in Transylvania to think creatively about their environment and their future. In many schools, we worked with disadvantaged students who had never encountered these topics before and might not have had the opportunity to learn about them otherwise.

I also wanted to move beyond the role of an observer. I had previously worked alongside vulnerable communities, and each experience left me with the same realization: proximity matters, but it is not enough. I wanted to contribute to something tangible, and this project gave me that opportunity.

What struck me most was not the lack of resources that many children experienced, as I had expected that to some extent. Instead, it was the quiet details of everyday life that I had not imagined. Several children had cuts on their fingers from chopping wood at home. One child told me, almost casually, that for his birthday he had received a glass of water and a piece of chocolate. Others were being raised by older siblings because their parents had left for seasonal work and returned only when they could.

These were not stories of exceptional hardship for them. They were simply part of daily life. Yet every group we worked with was full of creativity. Every child possessed a natural imagination that they poured into their creations during the workshops. That was what made the experience both joyful and heartbreaking: knowing that not all of them regularly have access to spaces where they can freely express themselves and create. For some, this workshop may have been one of the few occasions when someone sat beside them and said, “Your ideas matter.”

Seeing the children happy and fully engaged in the activities helped me understand the true value of community-based projects. Such initiatives meet people where they are. They do not expect disadvantaged communities to come to resources; instead, they bring resources directly to them. They build upon the strengths that already exist within local communities: creativity, resilience, and knowledge. Workshops like these offer children a valuable opportunity to feel included, to be seen, and to participate in activities that spark curiosity and encourage new ideas.

There were moments that were emotionally difficult to process. Witnessing the gap between what these children deserve and the circumstances in which many of them are growing up was challenging. Yet I also left with something unexpected: hope.

The same children who faced significant hardships were remarkably curious, imaginative, and eager to learn. Their potential was never the issue; access to opportunities was. This realization reinforced my belief that inequality is not only about material deprivation but also about unequal access to spaces where creativity, critical thinking, and personal development can flourish. It reminded me how important it is to create environments that allow every child to explore their abilities and imagine a future beyond the limitations imposed by their circumstances.

I hope that my contribution, however small and temporary, added something meaningful to the experience of those students. I hope they enjoyed the workshops and found them interesting, but most importantly, I hope the activities sparked their curiosity to explore new topics, such as sustainability, more deeply. I hope they felt, even for a brief moment, that someone showed up for them and valued their ideas beyond the classroom.

What I am taking away from this experience is harder to summarize. I gained a deeper understanding of what it means to work with communities rather than simply for them. I was reminded that some of the most important skills are the ability to listen, to be present, and to allow people to surprise us with their imagination and insights.

My goal was never to present a single correct solution to issues such as recycling. Instead, I wanted to show that every new idea has value and that meaningful change happens when people grow together. The image of a room full of children, some living in very difficult conditions, creating something together with enthusiasm and joy, is one that will stay with me for a very long time.

News

As part of our Short-Term European Solidarity Corps (ESC) volunteering project within ATA Green Growth, our team organized four environmental education workshops for children from the local school in Atid/Etéd. The workshops aimed to promote sustainability, environmental awareness, and responsible everyday practices through interactive learning.

The workshops were the result of several days of preparation. As ESC volunteers, we worked closely together to design educational games and activities focused on ecology, recycling, waste reduction, and environmental protection. Significant effort also went into preparing the materials, with cutting, crafting, and assembling done by hand to create an engaging and hands-on learning experience for the children.

One memorable aspect of the preparation process was witnessing Miriam’s exceptional paper-cutting skills, which brought creativity and precision to many of the materials used during the activities.

The success of the workshops was also supported by the diverse strengths within the volunteer team. Alexis

 demonstrated strong leadership skills, helping coordinate activities and ensuring smooth implementation across all sessions. Lillian contributed greatly through his charisma and positive energy, quickly building a strong connection with the children and encouraging their active participation. Jakub showed consistent dedication and reliability, support

ing both the preparation phase and the workshops themselves, and contributing significantly to the overall success of the project.

During the workshops, the children actively participated in games, discussions, and team challenges designed to encourage learning through experience. The activities allowed them to explore environmental topics in an accessible and engaging way, while also encouraging reflection on how everyday choices can contribute to a more sustainable future.

Beyond the educational component, the events created a space for meaningful interaction between ESC volunteers and the children, fostering collaboration, curiosity, and exchange of ideas. The positive atmosphere throughout all sessions made the experience both impactful and rewarding.

Although a great deal of preparation took place behind the scenes, seeing the children engaged, curious, and motivated to learn made all the effort worthwhile. We hope these workshops inspired them to continue exploring environmental topics and to take small but meaningful steps toward protecting the environment in their daily lives.