Monday, 22 May 2017

DARE network: points to be considered when revising the LLL key competences framework.


The DARE network welcomes the EU initiative for the revision of key competences on lifelong learning.

As a network providing expertise from the view of non-formal Human Rights and Democratic Citizenship Education we want to underline some points to be considered in the revision process:
  • The orientation of any learning on key competences has become meanwhile a well- established tool for the design, layout and implementation of any learning processes. Instead of reinventing the wheel we ask for slight and reasonable development of the frames aiming for more coherence among the single competences fields. Our aim should be not to put learning systems and environments under more pressure as they already are. Adult learning and youth work have developed in the recent years a various amount of tools oriented on key competences to train pedagogical staff. Also there are plenty of educational concepts to apply the existing frames of key competences practically into any learning settings with children, youth and adults.
  • The solely economic utilization of learning is a threat to democracy. Instead the transversal character of learning in order to create the conditions for a meaningful living together in our societies needs to be more acknowledged. Therefore the relation of all key competences to Human Rights, to civic and social development be it on the personal level, be it on societal level needs to be better worked out.
  • Civic competences enable for adequate participation, democratic involvement in society and therefore should be of a transversal character, which affects all fields of competence learning. This transversal character of civic competences should be more focused when reframing the LLL- competencies framework.
  • To appropriately learn key competences requires adequate learning environments. Especially for the field of non-formal education - be it in youth work or adult learning - in most EU countries (and beyond) there is a huge gap of systemic and infrastructural back- up, which in the recent years has become bigger: this relates to – initial training of staff, the financial support to organisations providing NFE, the establishment of non-formal education as independent training and learning field which is not primarily oriented on the idea of economic utilization, but asks for a wider impact on democratic and pluralist societies. In line with the revision of key competences framework we ask the EU to put more emphasis on the systemic back-up and reflect upon the need to establish adequate learning pathways and systems. Especially under a lifelong learning perspective the importance of a proper connection between the field of non-formal education and formal, higher and VET education becomes more important and can work only if the different learning educational fields (formal, non-formal, informal) are adequately recognized.
  • Acquiring digital competences should be much more oriented towards their democracy related dimensions: the importance to offer training and experiential learning spaces for critical media use, media literacy and the ability to reflect upon social media in democratic societies has become a core field core field with high relevance for living together in democratic societies. It should be entirely clear that this dimension requires age-adequate learning settings and also should be recognized as being of a transversal character. Especially related to learning with youth and kids we need to emphasize that digital competences are an emerging learning field where the learners have often more skills than the educators.
  • There should be highlighted the need to develop new forms of assessment that fully take into consideration the different approaches and aims of formal, non-formal learning and of informal learning.
  • The competence model clearly should refer to the holistic character of learning with the aim to contribute to the shaping of impact oriented learning processes: Civic Competence is formed in a wide, heterogenic learning space and therefore characterized through an interaction of different learning experiences that have to be connected in a consciously designed learning process. The more these different learning opportunities complement each other the more the learning process becomes efficient and sustainable. Such processes can be designed in formal and non-formal learning environments. They combine group interaction and learning, self-experience, cognitive learning, opportunities for informal learning and reflection and should provide any learner for experiencing democratic self-efficacy.


19.05.2017
Contact:
Georg Pirker,
DARE network secretariate – pirker@adb.de

Wednesday, 17 May 2017

Call for Applications: AAB Summer School on Democracy and Development (Pristina, 14-27 August 2017)


Deadline:  31 May 2017
Open to: students
Venue: 14– 27 August 2017, Pristina, Kosovo

Description

AAB Summer School on Democracy and Development: International Development, Decentralization Conflict Resolution and Post-Conflict Societies – Kosovo and the Balkans is an educational program that provides students enrolled in a university outside of Kosovo and the region with the opportunity to spend two weeks in Kosovo studying and learning about development in practice in a post-conflict area right in the middle of Europe. Participants of the program will also visit three other Balkans countries, Albania (listed no. 4 in the New York Times‘ list of places to go in 2014) and Macedonia. The AAB Summer School on Democracy and Development is modeled after the Balkans Peace Program, which was initiated and run by TBG Foundation between 2012 and 2016.
The program consists of three key components:
  1. one academic course (of 4 ECTS credits) on International Development, Decentralization Politics, Conflict Resolution and Post-Conflict Societies: Kosovo and the Balkans and meetings with government officials in Kosovo;
  2. a tour of historic and tourist sites of Kosovo, Albania, and Macedonia;
  3. cultural immersion  – students will be paired with local students;
  4. publication opportunity – 10 best essays will be published in the international scientific review “Thesis” in autumn edition provided you submit your AAB Summer School paper (essay) in time and as per given guidelines, you may be included in the Thesis 2017 edited book scheduled to be published in the fall of 2017.
AAB Summer School 2017 takes place from 14 to 27 August 2017. Participants will be accommodated in the Pristina area, the largest city in Kosovo, with a population of over 400 000.

Eligibility

In order to be considered eligible to apply, you must fulfill all of the following criteria:
  • be a currently enrolled student in good standing (at the undergrad or  grad level) at a recognized institution in your home country or professionals in the field of law, political sciences, public administration, sociology;
  • be at least 18 years old;
  • possess a valid passport for travel to Kosovo and the area;
  • possess valid health insurance for the duration of your stay in Kosovo and the region.

Costs

679, 00 EUR per person. The student shall pay the bank transfer fees.Included: program costs, accommodation in dormitory or hostel, all program activities, tours, accommodation and meals while on program tours. Not included: transportation costs from your country of origin to Kosovo.

Application

To be considered for a place on the AAB Summer School 2017, please fill out and submit the following Online Application. Please make sure you have the following documents ready in either PDF or DOC format so that you can upload them here and submit them with your application as required:
  • Your CV / Resume;
  • A Cover Letter explaining your interest in the program and/or the area / field of study;
  • Copy of your college / university transcript (only if you are requesting financial support). Unofficial transcripts issued to the student are acceptable;
  • Certificate of Enrolment / student status (only if you are not submitting a transcript).
In order to apply, register HERE.
If you have any questions, please contact with Mr. Liridon Bajrami via email: summerschool@aab-edu.net.

Wednesday, 10 May 2017

Study Session “Inclusion for all through Human Rights Education” (Budapest, 10-17 September 2017)

Study Session “Inclusion for all through Human Rights Education”

Seminar / Conference
10-17 September 2017 | European Youth Centre Budapest, Hungary
The International network “Participation for All” working in Europe and Asia in cooperation and with financial support of the Youth Department of the Council of Europe (www.coe.int/youth) has decided to organise the study session “Inclusion for all through Human Rights Education” to give the opportunity for participants to exchange their experiences of non-formal education and youth work practices in participants countries. During the session participants will gain knowledge on human rights education practices in the field of social inclusion and participation of young people with disabilities, and mixed ability approach (inclusive approach). International and Interregional cooperation for more effective action on either governmental and non-governmental levels in this area will be initiated and developed.
Aim:
The main aim of this study session is to promote human rights education as an effective tool for social inclusion of young people with the particular focus on young people with disabilities.
Profile of Participants:
It is expected that the Study Session will bring together the youth workers, youth leaders, and representatives of NGOs or other structures from 20 countries. Participants are expected to be:
– actively working with young people, mixed ability groups and aware of youth work realities,
– be resident of one of the country – the member state of the Council of Europe or from Central Asia (Kazakhstan, Tajikistan, Turkmenistan);
– motivated and able to take part in the full duration of the activity and to share previous experience;
– willing to promote and implement HRE with mixed ability groups ;
– aged 18 – 30 years (with some exceptions);
– are in a position to contribute to the development of the Network and initiate partnerships for follow up actions;
– able to communicate independently in Russian and/or English;
Inclusion principles will be applied when selecting participants in the study session, i.e. it will be attended by participants with and without disabilities.
Participants are expected to provide a contribution to the Study Session from their personal experience and knowledge of the topic and provide input to the construction of the follow up.
The invited participants should be available for the full duration of the Study Session, i.e. arrive on Sunday 10th September before 19.00 and depart on Sunday 17th September.
Available downloads:
Application deadline: June 4
Training overview: http://trainings.salto-youth.net/6505
This Seminar / Conference is for 21 participants from KAZAKHSTAN, Russian Federation, TAJIKISTAN, TURKMENISTAN, Eastern Partnership countries , Erasmus+: Youth in Action Programme countries , Western Balkan countries  and recommended for Youth workers, Youth leaders, Project managers, Representatives of NGOs and other structures
Working language(s): English and Russian
Organizer: International network “Participation for All” (NGO/Others)
“The „Participation for All” is an International network of youth organisations and NGOs working with young people, youth workers and professionals. The network was created as a result of a long term cooperation project between different organisation from Europe and Central Asia and is dedicated to participation and inclusion of young people with fewer opportunities, particularly with physical disabilities, by means of non-formal education. The aim of the network is to 1. promote active citizenship, 2. foster the development of active civil society and 3. increase participation of young people, particularly those with fewer opportunities, marginalised and minority groups in public life.
Co-organizer(s):  Youth Department of the Council of Europe (NGO/Others)
Contact for questions: Natalja Gudakovska
Phone: +371 29452445
Costs
Travel expenses and visa costs are reimbursed upon presentation of the relevant receipts, according to the rules of the Council of Europe. Only the participants who attend the entire study session may be reimbursed.
Board and lodging will be provided and paid for by the Council of Europe at the European Youth Centre in Budapest.
The European Youth Centre Budapest aims to secure full accessibility and the best possible support to all selected participants to enable them to fully participate in the meeting.
IMPORTANT! Please provide in the application form clear and detailed information regarding your needs so the organisers can secure accessibility of the activity for you.
An enrollment fee of 50 Euros is payable by each participant. This amount will be deducted from the amount to be reimbursed for travel expenses. For participants with travel costs lower than 50 Euros, the difference needs to be paid to the organisers of the study session at the EYCB during the study session.

Tuesday, 25 April 2017

New policy guide on education about the Holocaust and preventing genocide


25.04.2017 - Education Sector

UNESCO publishes policy guide on education about the Holocaust and preventing genocide

© Mémorial de la Shoah

UNESCO ‘s policy guide on Education about the Holocaust and preventing genocide provides effective responses and a wealth of recommendations for education stakeholders who wish to engage in or to reinforce this education.


The publication will serve as a resource for policy-makers, curriculum developers, textbooks writers and publishers, and teacher educators. It suggests key learning objectives for education about the Holocaust, as well as topics and activities aligned with educational frameworks relevant to Global Citizenship Education, a priority of the 2030 Education Agenda and a pillar of the Sustainable Development Goal 4 on Education.

The policy guide shows how education about the Holocaust, and more broadly genocide and mass atrocities, can meet some of the world's educational policy priorities. It also provides policy-makers with rationales to teach about the history of genocides in a variety of contexts. The policy guide identifies key areas of implementation: curricula, textbooks, professional development, classroom practices, cooperation with museums, memorials and the civil society, adult education, and commemorative activities.

The new publication builds on the expertise of many Holocaust and genocide related organizations, including the United States Holocaust Memorial Museum. It contains various links to historical and educational resources relating to several cases of genocides and mass atrocities and explains how they can be taught. The guide focuses primarily on the history of the genocide of the Jewish people by Nazi Germany and its collaborators. Some principles and policies outlined are applicable to other cases of genocide and mass atrocities.

Examining difficult pasts such as the Holocaust has a powerful impact on young people because it helps learners identify the roots of prejudice and enhance their critical thinking against racism, antisemitism and all forms of prejudice. It allows them to navigate moral dilemmas of the past as well as of the present, and reflect on their role as citizens to protect and uphold human rights.

As people commemorate Yom HaShoah, UNESCO encourages programmes that strengthen a culture of prevention and foster understanding of the causes and consequences of the Holocaust and how genocide can happen.

Tuesday, 11 April 2017

FRA expresses concern over threats to civil society and freedom of education in the EU

The European Union Agency for Fundamental Rights (FRA) emphasises the vital role of civil society and academic freedom in bolstering our democracies, and affirms the Agency’s commitment to protecting civil society throughout the EU.
The EU is a space in which researchers, scientific knowledge and technology circulate freely. Article 13 of the Charter of Fundamental Rights of the European Union, which was approved by the leaders of all EU Member States in 2000, reflects national and international standards by explicitly stating that the arts and scientific research must be free from constraints.
“Hungary’s new law threatening the existence of a number of widely respected universities is a matter of great concern to everyone working in the field of human rights,” said FRA Director Michael O’Flaherty. “Human rights, the rule of law and democracy are the core values on which the EU was founded, and none of them are possible without a flourishing and vibrant civil society.”
Academia is a key component of civil society, which also comprises churches, religious and belief groups, trade unions, employers’ organisations, social and professional organisations, and of course NGOs.
From its close cooperation with these organisations, the Fundamental Rights Agency knows that their work is becoming more difficult, not just in one or a few Member States, but across the EU. FRA is currently examining the prevailing and changing conditions for the work of civil society, and has found that the regulatory environment in particular can impose serious restrictions on the capacity of civil society organisations to operate freely. Difficulties in accessing funding are growing, while opportunities to contribute to decision-making processes are diminishing. In some places there has even been harassment and violent attacks of human rights defenders.
In addition to this research, the results of which will be published later this year, FRA is in the process of relaunching the Fundamental Rights Platform, a forum that seeks to develop a protective space within which civil society organisations can continue to work, wherever they operate in the EU.

source: European Union Agency for Fundamental Rights

Thursday, 6 April 2017

Learning to Live Together Conference: Call for Participants

The Youth Department of the Council of Europe seeks to select up to 70 participants to represent the children, youth and civil society sectors in this conference that aims to discuss the Conclusions of the Report on the State of Citizenship and Human Rights Education in Europe, to share experiences and lessons learnt and to propose recommendations for future action. The participants will propose strategic goals for the next five years to promote citizenship and human rights education, both within the countries and in the European and global context. About 300 participants are expected at this event, including representatives of governments, education professionals and civil society organisations. The conclusions of the conference will also inform the Council of Europe Programme of Activities in the Education and Youth sectors in 2018-9 and beyond.
Training workshops for the representatives of the youth, children and civil society sector will take place on 19 and 22 June to further update on the latest developments in the field and to enhance their advocacy competences in relation to the Council of Europe Charter on Education for Democratic Citizenship and Human Rights Education.
Further information  in English  in French
All interested candidates should apply by 12 April 2017, 13:00 CET on http://youthapplications.coe.int

Wednesday, 5 April 2017

The future of Europe is Learning Europe! Statement from the Lifelong Learning Platform

 
The future of Europe is a Learning Europe!
BRUSSELS - 5 April 2017 - The Lifelong Learning Platform, European Civil Society for Education, together with its members, welcomes the European Commission's promise to look more thoroughly at the social dimension of Europe such as expressed in the White paper on the Future of Europe. However, we are also concerned about the fact that it lacks an analysis of what really brings Europeans together and what drives the European identity among its citizens. As the Brexit begins, we are convinced that education and lifelong learning are precisely what will protect our unity.

Last week, UK Prime Minister Theresa May’s letter to President Tusk set a milestone in EU history. Only days later, we celebrated the 60th anniversary of the Treaty of Rome, during which civil society organisations, including the LLLP, called on leaders of Europe to show "vision and courage to set Europe on the path to a sustainable future which realises the rights of all people and respects planetary boundaries" through an open letter The Europe we want: Just, Sustainable, Democratic and Inclusive.
On 1 March 2017, the European Commission published its White Paper on the Future of Europe. While it does underline the need for skills and lifelong learning, there is little attention when it comes to the next steps and concrete commitments in this regard. The Lifelong Learning Platform, European Civil Society for Education, together with its members, is happy that the European Commission is going to look more thoroughly at the social dimension of Europe, but we are also concerned of the fact that it lacks an analysis of what really brings Europeans together and what drives the European identity among its citizens. As the Brexit begins, we are convinced that education and lifelong learning are precisely what will protect our unity.
Three key strands of actions are crucial in our view to bring Europeans together: Europeans want to
Meet & exchange: Mobility in order to learn and to exchange ideas and experiences is key to create understanding and ownership of the European Union. Erasmus+ is the flagship programme of the European Union and one of the most successful European programmes that has created intercultural learning, lasting European friendships and a strong European identity for all those participating. LLLP believes that a there is a need to further enlarge the accessibility to Erasmus+ to increase participation. We propose to consider how (young) people from disadvantaged backgrounds could also participate in Erasmus+ and especially also how to include adults or older people, i.e. groups that are currently least convinced about the European project.
Participate & shape: ‘Brussels’ is very far away from most Europeans. Additionally, national politicians and media tend to blame ‘Brussels’ for everything unpopular while claiming all things positive for themselves even if the origin is ‘Brussels’. LLLP therefore proposes to bring the EU closer to the European citizen and to provide the possibility to participate. It is extremely short-sighted that the ‘Europe for Citizens’ programme has so few resources, so we suggest a considerable increase in funds for this programme as well as more opportunities for citizens to get involved.
Share & innovate: In Lifelong Learning, but also youth, culture, sports and research (as well as other areas) cooperation between people, institutions, SMEs etc. has led to an enormous transfer of innovation across Europe. Whether it is in small-scale strategic partnerships in Erasmus+, ESF and Horizon 2020 or in other exchange and cooperation programmes, this is where Europe can make enormous progress. The European Union has the real possibility to foster cooperation and innovation across Europe. It also has the opportunity to nurture areas where there is little commercial interest and therefore little outside financing available. LLLP therefore proposes a renewed effort to support exchange and innovation across Europe.
Finally, LLLP believes that learning is the future of Europe – learning for innovation, learning for our future jobs, but also learning from and with each other, learning for our personal development and learning to foster our values of solidarity, peace and democracy.

Contact: policy@lllplatform.eu / +32 289 32 515
Notes to the Editor: The Lifelong Learning Platform gathers 40 European networks working in education and training. Together, they cover all sectors of education and training including networks for secondary and higher education, vocational education and training, adult education and popular education; networks for students, school heads, parents, HRD professionals, teachers and trainers. Established in 2005, LLL-P promotes a vision of lifelong learning based on equity, social cohesion, active citizenship and personal development. The platform works as a space for knowledge exchange between its member networks and uses their expertise to discuss and feed in EU policy-making, making sure that European citizens have their voice heard. In that sense LLL-P contributes to a better understanding and dialogue between the grassroots level and European institutions.