Thursday, 22 December 2011

Letter from the Chair

Dear DARE Network members, friends and colleagues,

With the year drawing to an end let me summarise a few of the highlights of 2011:

• The second DARE Spring Academy in April was a huge success. The DARE Spring Academy brought 31 young educators together in the German Harz Mountains. The participants came from Bulgaria, Cyprus, Germany, Italy, the Netherlands, Poland and the United Kingdom, representing various fields of work and interests, all related to youth work, some being teachers, some social workers but also a few students and volunteers active in NGOs working with children and youth. Aim was to broaden their knowledge and human rights and methodology, and to develop skills in human rights education with young people.

• DARE and the Educational Centre Kurt Löwenstein also organised a GRUNDTVIG In-Service Training on the issue of Education Strategies against Right-Wing Extremism and Group-Focused Enmity in Europe in Berlin from 22-28 May, which was very well received by participants.

• Throughout the year DARE was involved in advocacy and policy work to promote EDC and HRE in Europe at various European platforms, including stakeholders meetings organised by the Council of Europe and the European Union. DARE also has been actively promoting the implementation of the Council of Europe Charter on Education for Democratic Citizenship and Human Rights Education.

• At DARE's General Assembly in Warsaw in November seven new members were welcomed: Campus for Peace (Open University Catalunya, Spain), EUROCLIO-The European Association of History Educators, "The Child's Crossroad" (Georgia), Internationaler Bund (Germany), MEDIEL (Belgium), MitOst and EduNet (both Germany). The General Assembly elected a new Board, which will serve for a two-year term. Board members are: Alenka Elena Begant (Centre for Citizenship Education, Slovenia, Treasurer), Frank Elbers (HREA, Netherlands, Chair), Lora Lalova (Partners Bulgaria Foundation), Tanveer Parnez (BEMIS, Scotland, Vice Chair), Gabriella Patriziano (VIS, Italy), and Georg Pirker (AdB, Germany, Secretary). A new membership fee structure was also adopted that will contribute to the medium and long-term financial sustainability of the network.

• Finally, from 1 November-10 December, DARE members participated in the fourth EDC/HRE Action Days, which showcased the many different activities in the field of EDC and HRE in Europe.

After yet another busy and successful year, let me wish you a restful holiday season! I hope to see many of you at DARE events in the next year.

Wishing you wonderful holidays and a successful New Year!

Frank Elbers

Survey on stakeholders consultation and participation in EU policy debates at national level

We would like encourage you to participate in a European NGO Survey to collect your opinion on stakeholders' consultation and participation in EU policy debates at the national level. This survey is being conducted by the European Civil Society Platform on Lifelong Learning (EUCIS-LLL), gathering 25 European networks working in education and training including yours.
Please when participating in the survey indicate "other" european network as ressource point, as DARE is not yet full involvded in EUCIS- LLL..

Background:
EUCIS-LLL is looking into the possibility of setting up consultation forums at the national level in order to enable stakeholders' voice to be heard in the implementation of European policies in Education and Training. We are also considering the possibility of setting up cooperation structures among civil society organisations at the national level on the same model as EUCIS-LLL to support lifelong learning through enhanced cooperation between actors and sectors.

Please fill in the  SURVEY before 30 January 2011: it does not take more than 5 minutes. We expect to use these results as important evidence to defend our common interests. But for this we need a critical mass of responses. We count on your contribution.

For further info please contact Audrey Frith, director at EUCIS-LLL: audrey.frith@eucis-lll.eu

PROJECT: Children's Rights Education for Parent Associations: some ideas and lessons learned



In Flanders (Belgium), schools' parent associations are fairly well structured. Three umbrella organizations offer their member parent associations practical support and training, so that they actively promote quality education and strive for a healthy and safe neighborhood.

As a center of expertise on human rights education, with a particular focus on children's rights education, Vormen has developed a training session for parent associations at the primary school level, whose members want to learn about children's rights at home.

We discovered that - after a short, fun ice-breaker, preferably acknowledging names - simply asking participants to make a drawing of what they enjoy the most doing as a family, works perfectly as an introductory activity. After categorizing the finished drawings and setting up an exhibition, it is really easy and natural to explain the link to specific children's rights (eg. the right not to be separated from their parents, the right to play (together at the playground), the right to food (sitting at the dinner table),...). Children's rights illustrations can be integrated in the exhibition, while clarifying the rights' contents and relevance to the family, and asking if participants can come up with other children's rights. It is easily followed by an explanation of the concept (and perhaps some historical background) of children's rights. In our experience, this activity sets the right mood, introduces participants to children's rights as a concept and their holistic nature, and convinces them of the relevance and importance of children's rights to daily life (more in particular family relations).

Another effective activity - especially for participants who enjoy having discussions - is the sticker version of the classical "statement game". A couple of statements are printed out as posters, with 3 or 4 possible options each (the last option being "I have another solution"), and stuck to various walls. Participants are asked to individually read each statement and indicate what they think about the proposed options. They can do this by glueing a green sticker ("This option is the best"), a red sticker ("I would never do this"), or a small post-it note with their own solution on each statement poster. The clear, visual result proved to be a big help to the following group discussion regarding the statements. Statements we've tested included situations such as a child nagging to get fancy stuff like their classmates, and your child's teacher thinking your child is underperforming so that you should be more involved with her/his homework. We found that statements give the most inspired discussions when they touch upon the division of tasks between school, parents and children themselves.

For parent associations that are interested in organizing children's rights activities at their schools, several follow-up activities can be added. Ending a training session with a brainstorm (in small groups) on possible activities, and thereby sending everybody home with concrete ideas for action, is also very much appreciated by this particular target group.

For more information, please contact Fiona Ang, vormen vzw (Belgium).

PROJECT: Lawyers in Schools



The successful employee volunteering programme, Lawyers in Schools run by the Citizenship Foundation is currently being trialled in Bucharest, Romania. Lawyers in Schools, places practicing and trainee lawyers into the classroom to work with young people to develop their awareness and understanding of the law.

Increasing international law firms are centralising their corporate responsibility programmes and working to encourage their offices in other countries outside of the UK & US to expand the community work that they do. As Lawyers in Schools has been such a successful model for law firms to carry out community work and deliver public legal education to young people. CMS Cameron McKenna an, international law firm participating in the programme in the UK, have been trialling the programme with the school Grupul Scolar Harnaj.  The students have just finished the Learning About the Law unit and will then be undertaking, Youth Justice and Police Powers.

For more information on the programme you can contact Fiona Whittenbury.

Ruxandra Ratiu, International Projects Manager at Citizenship Foundation (UK)

PROJECT: Make the link - Climate exChange



This European Union funded climate change project run in partnership with Plan offices and Partners Bulgaria is now in its second year, with over 200 schools involved across the UK, Netherlands, Bulgaria, Senegal, Kenya and Malawi. Students are joining in sharing learning on the website platform that was created for the project and we are at the moment developing and recruiting schools for our second set of residentials taking place in spring 2012 to training young people on organising and delivering campaigns on climate change in their local areas involving decision makers, like MEPs.
More information on how the project progresses can be found here.

Ruxandra Ratiu, International Projects Manager at Citizenship Foundation (UK)

MEMBERS' NEWS: David Kerr joins the Citizenship Foundation as Director of Educational Programmes



The Citizenship Foundation (CF) are delighted to welcome David Kerr as our new Director of Educational Programmes. David has a strong track record in citizenship education at UK, European and international level and has long been familiar with our work.
‘I am keen to strengthen the educational programmes,' says David, 'and ensure that the Foundation continues to be at the cutting edge of developments in practice and policy. In a rapidly changing world the need for high quality citizenship education, both in and beyond the UK, is greater than ever.'

Prior to joining CF David worked as a senior research officer and then Research Director at the National Foundation for Educational Research (NFER). He was seconded as Professional Officer to the Citizenship Advisory Group (the 'Crick Group') and then as citizenship consultant to the DfES (now Department for Education (DfE)).

David was Research Director of the groundbreaking Citizenship Education Longitudinal Study (CELS) and is Co-Director of the IEA's International Civic and Citizenship Education Study (ICCS), which involves 38 countries worldwide. David is the UK representative for the Council of Europe's Education for Democratic Citizenship and Human Rights Education Project (EDC/HRE).

He brings to CF his current activity as a long-term consultant to the major new three year European Commission/Council of Europe Education for Democratic Citizenship and Human Rights Education Project (DCHRE) in Turkey and also as co-investigator of an EC study on Active/Participatory Citizenship.

David is keen to strengthen links between CF and European organisations and build new cross-country partnerships and projects. He can be contacted here.

Ruxandra Ratiu, International Projects Manager at Citizenship Foundation (UK)

PAPER: Learning Point "Public perception of A8 migrants"


Learning Point

Public perception of A8 migrants: the discourse of the media and its impacts
What is this Learning Point about?

This learning point is about how the press’ portrayals of A8 migrants impact on our perceptions of them. It was written by Jan Semotam from BEMIS (Empowering Scotland’s Ethnic and Cultural Minority Communities) and develops from a research paper written by the author during the Collaborative Dissertations project established through a partnership with GRAMNet (Glasgow Refugee, Asylum and Migrant Network). By A8 countries we mean the eight countries from the former ‘Eastern Bloc’ that joined the European Union (EU) in 2004. These countries – Czech Republic, Slovakia, Poland, Hungary, Slovenia, Estonia, Latvia and Lithuania - have been grouped together as the ‘Accession Eight’ or ‘A8’.

The paper was created from a combination of theoretical and empirical research. It involved three interconnected stages. First, a library-based analysis of academic literature on the media, their operation, role in our society and potential impacts on public perceptions. Second, an analysis of five newspapers (Scottish tabloid - Daily Record, Scottish edition of a free newspaper - Metro, Scottish broadsheet– The Herald, national broadsheet– the Guardian and Scottish edition of a national tabloid - the Scottish Sun) that together have a majority share of the Scottish market. And thirdly, interviews and focus groups were carried out (24 respondents) to look at the audience’s general awareness of the A8 countries and nationals, preferences of newspapers, reasons behind their choices and the ways these newspapers influence their perceptions of A8 migrants in Scotland.

This learning point provides a summary of the main theoretical issues found in academic literature and key findings from the empirical stages of the research. It also offers a list of recommendations both for future research and for ways forward in dealing with the issues connected with media impact on public perceptions.

What are the important issues?

-How does the press portray A8 migrants in Scotland?
-What is the impact of the portrayal on the audience’s perceptions of the A8 nationals in Scotland?
-How does the portrayal impact the social processes of integration and inclusion?
-How much does the Scottish audience know about the A8 countries, their peoples and cultures?
-What can we do to influence the ways in which the A8 migrants are portrayed in the media?
-How can we involve the migrants themselves and various migrant bodies in this process?

What do we know already?

Following their 01 May 2004 EU accession, over half a million A8 nationals have come to the UK. This makes it one of the most important social phenomena in recent years.
The Polish are now the largest migrant group in the UK.
Scottish population is ageing and decreasing and the Scottish Government has been actively encouraging migrants to come to Scotland.

Research on media impact is not conclusive but raises important issues:
1. For a large number of people, mass media provide the best – and only – easily accessible approximation of ever-changing political, economic and social realities.
2. Most academics agree that media do not influence what we think but what we think about.
3. Audiences are active because they can interpret messages in their own way and use the media as a tool to help them make sense of current events.
4. Media compete for influence directly with other social factors such as friends, family, colleagues, class and education.
5. Media tend to focus inordinate attention on the more bizarre and unusual elements of minority communities, such as youth gangs, illegal immigration, or interracial violence.

What have we learned?

Although mostly positive, the coverage of the five newspapers cannot be called ‘balanced’ as it did not offer a viewpoint of the A8 minority. The analysis showed that:
-Only very few articles offered the ‘A8 viewpoint’ by looking at everyday lives of the migrants in Scotland.
-Crime-related features received the largest share of the press coverage (42%) which potentially shows the A8 group as prone to be involved in criminality.
-Second largest issue covered was that of jobs and employment (21%). Vast majority of articles showed the A8 migrants as hardworking people who come to Scotland to find better lives and fill in the country’s employment gap.
-There does not seem to be an openly negative campaign in the press against the A8 migrants. Most coverage was considered either positive (39%) or neutral (34%). Only the Sun sensationalised the group through the ‘flood of migrants taking British jobs’ rhetoric.

There is a lack of general knowledge about the A8 among the Scottish audience.
-Only a third of the respondents could name all A8 countries that joined the EU in 2004. The rest were struggling with the question, with only four naming Hungary and only two Lithuania.
-Looking at the interview and focus group results, it seems that a majority of the Scottish population has little or no awareness of the diversity among the A8 and tends to treat the community as a homogenous one.
-Most common answer to a question asking what the participants knew about the A8 countries included references to their Communist past and major economic and/or social problems. Nobody mentioned any concrete examples of the countries’ culture, events, things like music, art, food and drinks or personalities.

The interviews showed that a majority of participants did not see the A8 nationals in Scotland as ‘problem people’ and instead praised the benefits they are bringing to the Scottish society.
-Most respondents suggested that the media coverage of ethnic minorities was not balanced and favoured the ‘white’ majority.
-Press coverage of the A8 migrants was seen as negative by a majority.
-A majority of respondents found the perceived negative press coverage in direct contrast to their personal experiences with the A8 migrants.

What Next?

Two main issues are of an importance here; first, the ‘pigeonholing’ of A8 migrants by the media and second, the lack of knowledge and awareness about them among the population. They create a situation where there is a gap in understanding between peoples which complicates the process of the migrant group integrating into the society as well as the society’s inclusion of this minority.

The challenge is to try and find a way of effectively making people aware of the need for a balanced, wider coverage of the A8 minority (and consequently, of minorities in general). By people, we mean the media industry, the policy makers as well as the minority groups themselves. There seems to be a need for cooperation that would lead to the theme being examined from different viewpoints and a wider variety of issues reported on by the media. Ideally, this would mean an increased understanding between people easing the social processes of integration and inclusion.

BEMIS is currently working on generating a forum where representatives of the media industry, policymakers, and minority groups can debate these issues and work constructively towards a creation of a charter that does not only recommend what could or should be done but also outlines who is responsible for the set of undertakings agreed on in the course of the forum.

For further information: please contact BEMIS @0141 548 8047, or email Tanveer Parnez

CALL FOR APPLICATIONS: “Play Your Part – Active Participation in Civil Society” (25-31 March 2012 in Weimar; 17-21 September in Brussels)

EVENT: “Play Your Part – Active Participation in Civil Society”
A Seminar Series to Strengthen Civil Participation in Europe (25-31 March 2012 in Weimar; 17-21 September in Brussels)

The seminar series organised by MitOst association and its partners offers new opportunities for an intensive experience exchange, networking, developing and implementing activity plans, and learning more about EU-funding programmes. The focus is on three main thematic fields: youth empowerment, active citizenship and diversity work.

Dates and places:
25th-31st March 2012 – Introductory seminar in Weimar
17th-21st September 2012 – Reflecting seminar in Brussels

In between, there is a field phase to implement outcomes from the first seminar.
Invited to apply are people above the age of 18 from EU countries, Albania, Croatia and Macedonia who have experience in the field of youth empowerment, active citizenship or diversity work. Online application is until 10th January 2012.

More information you find here.

Peter Wittschorek, MitOst (Germany)

Tuesday, 20 December 2011

UN General Assembly adopts Declaration on Human Rights Education and Training


New York, 19 December 2011 -- This morning, the United Nations General Assembly in New York adopted the Declaration on Human Rights Education and Training. This landmark document recognises the right of every one of the planet's seven billion people to have access to human rights education, a lifelong process involving all ages, all parts of society, and every kind of education, formal and informal.

The Declaration specifies not simply what one should learn about human rights, but also how ("through human rights, which includes learning and teaching in a way that respects the rights of both educators and learners") and also why ("for human rights, which includes empowering persons to enjoy and exercise their rights and to respect and uphold the rights of others").

The adoption of this new Declaration also offers educators and policy makers an occasion to reassess national policies and priorities in the light of international standards. If as the Declaration states, "human rights education and training is essential for the promotion of universal respect for and observance of all human rights and fundamental freedoms for all," then human rights education is not only the entitlement of every human being, but also a necessity for responsible global citizenship.

Text of the UN Declaration on Human Rights Education and Training PDF file (as adopted by the Human Rights Council in March 2011)

Monday, 19 December 2011

EU: Proposal for new Europe for Citizens Programme 2014-2020

The Proposal for a COUNCIL REGULATION establishing for the period 2014-2020 under the new multiannual finacial framework the new "Europe for Citizens" - programme is out:

Get the DOCUMENT here: http://www.europolitics.info/pdf/gratuit_en/305710-en.pdf


The general objective of the future programme will be to "strengthen remembrance and enhance capacity for civic participation at the Union level". To this, the programme would contribute by developing citizens' organisations' capacity to engage citizens in the democratic life of the Union. The specific objectives proposed would comprise:

– Stimulate debate, reflection and cooperation on remembrance, Union integration and history;
– Develop citizens' understanding and capacity to participate in the Union policy making process and develop opportunities for solidarity, societal engagement and volunteering at Union level.

A budget of EUR 229 million for the period 2014-2020 is proposed to be allocated for the "Europe for Citizens" programme. (Source EC)

"The financial crisis has made Europe more important than ever before for the daily lives of citizens and for public debate. It is therefore more important than ever to support projects that allow citizens and civil society at large to become involved in EU affairs,” said Viviane Reding, the EU Commissioner for Justice, Fundamental Rights and Citizenship. "The ‘European for Citizens’ programme only has a small budget, but can help thousands of small projects, notably at local and regional level, that are very relevant for civil society organisations that are engaged in transnational projects and a dialogue across borders. The new Programme should stimulate civil society debate about the EU as well as concrete projects which take place close to citizens, such as town twinning.” (source; http://europa.eu/rapid/pressReleasesAction.do?reference=IP/11/1538&format=HTML&aged=0&language=EN&guiLanguage=en)


Compared to the current Europe for Citizens- Programme (2007-2013) the new relaunched programme faces a financial decrease of MINUS 41 million €!




Call for Applications - Humanity in Action Fellowship Programs 2012

Students and recent graduates from (or with residency in) Germany, Bosnia-Herzegovina, Poland, Ukraine, France, Denmark and The Netherlands are invited!

HIA is an international educational organization that engages, inspires, and continuously develops a network of students, young professionals, and established leaders committed to promoting human rights—in their own communities and around the world.

Humanity in Action (HIA) fellowship programs will take place for five weeks in the summer of 2012 in Amsterdam, Berlin, Copenhagen, Paris, and Warsaw.
Amsterdam/Berlin/Paris/Copenhagen programs: June 1 – July 1, 2012
Warsaw program: June 25 – July 22, 2012

The 3rd International HIA Conference (June 28 – July 1, 2012) is integrated into all the five programs. This conference brings together all 110 participants of the programs and the HIA alumni networks.

Each program is highly interdisciplinary, and features daily lectures and discussions with renowned academics, journalists, politicians, and activists, as well as site visits to government agencies, non-profit and community organizations, museums, and memorials. The programs seek to bridge the gap between theory and practice and highlight different models of action to remedy injustice.

The objective of the HIA fellowship is to facilitate a collective exploration of the social and political roots of discrimination, as well as to provide a forum where potential solutions can be considered and discussed. The programs are also intended to instill a responsibility among HIA Fellows to recognize and address the need to protect minorities and promote human rights—in their own communities and around the world.

Please visit the HIA website for detailed information.

We are looking forward to your application!

For further questions, please contact:
Ms Antje Scheidler, Humanity in Action – a.scheidler(at)humanityinaction.org

COE: CALL FOR EXPRESSIONS OF INTEREST - National HR Training Courses

NATIONAL AND REGIONAL TRAINING COURSES IN HUMAN RIGHTS EDUCATION WITH YOUNG PEOPLE

Supporting the Development of Human Rights Education with Children and Young People, through Non-Formal Learning and Youth Work

DEADLINE 15th January 2012!
Full call here: http://act4hre.coe.int/eng/Learning/Training-courses/National-courses/National-and-Regional-Training-Courses-2011-CALL-FOR-EXPRESSION-OF-INTEREST


The 2012 programme of national training courses in human rights education
The Youth Department of the Council of Europe can provide institutional, educational and financial support to such courses in 2012. The organisation and running of the courses is possible only through the initiative of national and regional institutions, organisations and public services interested in introducing and developing human rights education in non-formal and formal educational settings. They are the effective course organisers.
The Council of Europe welcomes expressions of interest for further training courses in 2012 following the criteria and procedures outlined below.

Eligible applicants and priority criteria
Applications are welcome from non-governmental youth organisations and/or other nongovernmental and governmental organisations and institutions involved in human rights education.

Priority will be given to applications that:
  • Are organised in co-operation between two or more partner organisations;
  • Are being held in countries where newly published translations of COMPASS can be introduced to key multipliers (e.g. trainers, youth leaders involved in programme implementation and/or policy development)
  • Are being held in countries where no national training course in human rights education has been organised in the past five years;
  • Foster co-operation between the non-formal and formal educational sectors
  • Are being held in the Russian Federation and are involving a variety of national and regional partners
Objectives and format of the courses
All the training courses must aim at training key multipliers (youth leaders, trainers, youth workers, teachers, teachers’ trainers) in developing human rights education activities with and for young people. The programme should be based on the methodologies and approaches present in Compass and seek to develop participants competences in HRE.
Participants must come from a diversity of organisations and institutions concerned with human rights education and youth work; they should be committed to carry out further activities and projects in human rights education with young people.
  • The organisers should pay particular attention at reaching and involving the social and cultural diversity in society, including various minorities and frequently discriminated groups in society.
  • The organisers should strive to recruit a group with equal representation of both sexes
  • The duration of the course, the number and profile of the participants should be consistent with the programme and the specific objectives of the course.
  • The courses should be held for a minimum of 15 and maximum of 40 participants, and last for a minimum of 4 days.
Applying organisations should be in the position to fulfil ALL criteria, objectives and expectations listed above. Organisations wishing to organise human rights education activities with a different profile, are requested to examine (before applying) on whether a grant through the European Youth Foundation (category D, pilot projects) would fit the proposed project better For more information, please refer to the website:http://www.eyf.coe.int/fej/

Selection procedure and deadlines
All expressions of interest must be sent to the Youth Department using the appended Form for expressions of interest by email before 15 January 2012 to dys.nrtc@coe.int.
Partners will be informed about the decisions regarding their projects by 5 February 2012. For further information or questions, please contact:
Anca Ruxandra Pandea
Educational Advisor
Anca-ruxandra.pandea@coe.int

Source: COE



Friday, 16 December 2011

DARE Video 21: David Kerr on Intergenerational Citizenship Education

At the 2011 NECE Conference (Nov 17-19, Warsaw), David Kerr, Director of Educational Programmes at the Citizenship Foundation (UK) pointed out the need for intergenerational citizenship education responding to the challenges of an ageing population.
He also stressed the enormous potential of linking formal and non-formal citizenship education: “Citizenship is one of the areas where you can really link what is learned in classrooms to what goes on outside. (…) It is not an either-or: You need the learning bit and the living bit and they both need to reflect on each other.”

Click below for the full interview:



The NECE conference: "Closing the empowement gap - how to adress educationally disadvantaged groups" was organised by the German Federal Agency for Civic Education, the Polish Center for Citizenship Education, the Austrian Ministry for Education and Culture, ProDemos (NL), the Czech Center for Citizenship Education, the Institute of Public Affairs (PL) and the DARE network. The conference brought together around 200 experts from all over Europe and the world to explore the issue of citizenship education based on the needs of educationally disadvantaged groups.

Check the DARE video library!

DARE Video 20: Benjamin Barber on Risks of Citizenship Education Becoming Irrelevant

At the 2011 NECE Conference (Nov 17-19, Warsaw), Benjamin Barber´s keynote speech highlighted current challenges for citizenship education. He stated that citizenship education runs the risk to become irrelevant in respect to how the world is governed today.
According to Mr Barber, citizenship education faces three challenges:

1. The democratic deficit: Democratic societies have become less egalitarian, the gap between rich and poor is widening. Politicians have become an instrument of banks, merely executing decisions made by banks, no matter what the citizens have voted for. As a result, citizens don´t believe in democracy any more. The crisis of democracy is not that people don’t vote, but that they vote and think it does not matter anyway.

2. New media: The digital media have changed the field of education - and citizenship education has failed to respond to it. 95 % of websites are commercial, citizens are addressed as consumers. The social media are anti-civic media – it is almost impossible to have a democratic experience on facebook. Facebook is about people like you, things you linke, more people like you and more things like the things you like. You never need to encounter anyone or anything fundamentally different. Amazon will never recommend a book you should read in order to widen your horizon, it will never put you out of the comfort zone. Mr Barber concluded therefore, that social media are teaching the wrong civic lessons. Citizenship education needs to explore the democratic potentials social media might have and create platforms where you can meet people and ideas different from yourself.

3. Interdependence: Nothing really happens in one country only. Disease, crime and climate do not respect national borders, nor can we control the global mobility of people (migration) and of money. If citizens buy into the nation state ideology, cooperation between nations gets harder. Citizenship Education needs to take citizenship out of the nation state box and go global – instead of being a civic faith in one nation only.

Click below for a film clip of the speech:


Mr Barber is a political theorist, Professor of Civil Society at the University of Maryland (US) and director of the Interdependence Movement and the NGO "CivWorld".

The NECE conference: "Closing the empowement gap - how to adress educationally disadvantaged groups" was organised by the German Federal Agency for Civic Education, the Polish Center for Citizenship Education, the Austrian Ministry for Education and Culture, ProDemos (NL), the Czech Center for Citizenship Education, the Institute of Public Affairs (PL) and the DARE network. The conference brought together around 200 experts from all over Europe and the world to explore the issue of citizenship education based on the needs of educationally disadvantaged groups.

Check the full DARE video library!

Thursday, 15 December 2011

Conference: Closing the empowerment gap - how to adress educationally disadvantaged groups - documentation online

The conference : "Closing the empowement gap - how to adress educationally disadvantaged groups", co-organised by the german Federal Agency for Civic Edcuation (BpB),  Polish Center for Citizenship Education, the Austrian Ministry for Education and Culture, ProDemos (NL), the Czech Center fro Citizenship Education,  Institute of public affairs (PL) and the DARE network brought together around 200 experts from all over Europe and the world to intensively discuss the issue of citizenship education adressing and working with educationally disadvantaged groups.

Three main debates where guiding the whole conference:
*  state driven (school) curricula for Citizenship education vs global challenges citizenship education should give an answer to
* the new social media and citizenship education
* capitalistic economy and markets driving state and transnational policy vs democratic participation of societies in the current financial crisis

DARE members widely participated as experts and moderators in workshops and contributed to facilitate policy panels with experts from the COE, the ODIHR and the EU.

A multimedia conference documentation can be viewed on the blog: http://blog.nece.eu/

On behalf of the DARE network we wanted to thank participants for their much appreciated inputs and expertise as well as to the organising partners for the smooth running of the conference in the superb venue at Fabryka Trcziny in Warsaw.
Policy recommendations arising from the panels will be discussed in the DARE board and published beginning of next year.



EU: Renewed European Agenda for Adult Learning 2012 - 2014

On 17th November 2011 the Council of the European Union adopted a renewed European Agenda for Adult learning 2012-2014. Initially planned as follow up on the current agenda for Adult learning and targeted on the Education and Training Strategy  ET 2020 the renewed Agenda is already focussing on the EU 2020 strategy and therefore can be seen as a EU longer term vision for adult learning.

"Adult learning can make a significant contribution to Europe 2020, and its goals of reducing early leaving from education and training to below 10% and ensuring that at least 40% of young adults complete tertiary or equivalent education. Particular attention is paid to the high number of low-skilled Europeans targeted in Europe 2020, starting with literacy, numeracy and second chance measures. The priorities set out for 2012-14 focus on advancing the agenda at national, regional and local level.
The EU vision for adult learning systems in 2020 is characterised by increased demand for access to high quality learning opportunities at any time in life and an enhanced role for local authorities, employers, social partners, civil society and cultural organisations." (see EC EAT website)

The new Agenda emphasises:

•autonomy of the learner but also responsibility for his/her learning pathway and outcomes;
•learning later in life to promote active, autonomous and healthy ageing among seniors and using their knowledge and experience for the benefit of society;
•greater access to higher education for adults;
•developing new skills necessary for active participation in modern society;
•solidarity between different age groups, between cultures and people of all backgrounds;
designation of national coordinators to facilitate cooperation with the European Commission and effective liaison with multiple stakeholders in each country.

On the paper there seem to be at least some entry points for EDC purposes, we strongly encourage DARE members to first follow up with their national ministries/authorities who the designated coordinators for adult learning will be and second to establish links with these coordinators. Especially in regard to the coming new generation of EU programmes the national coordinators might be the relevant persons to push forward the EC´s commotment to participation citizenship and solidarity as important learning field in any future educational programm affecting Adult education.

Get the full text of the council resolution on: http://register.consilium.europa.eu/pdf/en/11/st16/st16743.en11.pdf

Monday, 12 December 2011

DARE: EDC/HRE Action Days 2011 - map online


Get an impression of Education for Democratic Citizenship and Human Rights Education with DARE´s EDC/HRE Action Days map 2011!
Democratic Citizenship and Human Righrs are basic condition and still burning educational issues with high relevance for the future of a prospering, sustainable and democratic Europe!





Democracy and Human Rights cannot be taken for granted - even not in nowadays Europe! The Action Days give you an selection of ongoing work being undertaken by various NGO´s and Higher edcuation institutions from countries in Central-/North-/South- and East of Europe!
By clicking on the markers more information on the activities will be displayed.


Show EDC/HRE Action Days 2011 on a bigger map

Saturday, 10 December 2011

Human Rights Day 2011

Council of Europe Secretary General condemns persistent discrimination against lesbian, gay, bisexual and transgender population in many parts of Europe

Strasbourg, 09.12.2011 -- Council of Europe Secretary General Thorbjørn Jagland today warned that lesbian, gay, bisexual and transgender (LGBT) Europeans continue to face discrimination in many parts of the continent.

“Homosexuality has been decriminalised all over Europe, but prejudice and hypocrisy still exist towards LGBT persons in Europe. Recently, discriminatory laws have been proposed or even adopted, in member states such as in Lithuania, Ukraine and in some regions of the Russian Federation. This is a violation of basic human rights and a set back to the progress we have achieved in promoting and protecting human dignity,” he said.

“European governments as well as political and moral leaders know that the European Convention on Human Rights does not allow for persecution on the grounds of sexual identity. My message on this year’s International Human Rights Day is to always remember this, and to bear in mind that human rights are for all or they are for none.”

Council of Europe Directorate of Communication
Tel: +33 (0)3 88 41 25 60
Fax:+33 (0)3 88 41 39 11

Human Rights Day - 10 December 2011


10 December 2011 -- On this day in 1948, the United Nations General Assembly adopted the Universal Declaration of Human Rights, which has become a universal standard for defending and promoting human rights. Every year on 10 December, Human Rights Day marks the adoption of the Universal Declaration. It is celebrated around the globe that "All human beings are born with equal and inalienable rights and fundamental freedoms".

This year thousands of people decided the time had come to claim their rights. They took to the streets and demanded change. Many found their voices using the internet and instant messaging to inform, inspire and mobilise supporters to seek their basic human rights.

Social media helped activists organise peaceful protest movements in cities across the globe—in Tunis, in Cairo, in Madrid, in New York, and in cities and towns across the globe—at times in the face of violent repression.

It has been a year like no other for human rights. Human rights activism has never been more topical or more vital. And through the transforming power of social media, ordinary people have become human rights activists.

Human rights belong equally to each of us and bind us together as a global community with the same ideals and values. As a global community we all share a day in common: Human Rights Day on 10 December, when we remember the creation 63 years ago of the Universal Declaration of Human Rights.

On Human Rights Day 2011 we pay tribute to all human rights defenders and ask you to get involved in the global human rights movement.

Source: Office of the UN High Commissioner for Human Rights (OHCHR)