DARE Network

'Human Rights for everyone? Right! A training course for young Europeans to overcome racism and discrimination against ethnic minorities'

2012-01-20T21:15:00.003+01:00

Human Rights Education (HRE) with young Christians in Europe has always been important for Ecumenical Youth Council in Europe (EYCE). In its work EYCE has always an underlying aspect of HRE – either addressing religious rights, the rights of migrants in Europe, or human rights in relation to economic justice, and finally the rights of young people to express their opinion and be heard.

With this training course EYCE wants to deepen its focus on HRE, especially with regards to the rights of minorities, migrants and other oppressed groups in Europe and beyond, as well as training young people from church backgrounds to address these issues within their contexts. Furthermore, with this event EYCE wants to contribute to the European Action Week Against Racism, which is traditionally taking place around March 21st, the International Day for the Elimination of all Forms of Racial Discrimination.

It will take place in Palermo, Sicily, from 18th – 25th of March 2012.

This training course will offer the participants the following:
- Knowledge about situations of ethnic minorities in Europe.
- Overview of positions in European churches regarding ethnic minorities and racism towards them.
- Analysis of concepts of Human Rights in the light of different ethnic minorities.
- Tools and methods to address racism and discrimination in one’s own context.
- Possibility to develop a common contribution to the European Action Week Against Racism and use in practice what has been learnt.
- Possibility to learn from good practice examples on the local level in Italy.
- Opportunity to meet with young people from different countries and denominations, to share experiences and develop new friendships!

Profile of participants:
This training course is aimed in particular at potential youth leaders and young people (age 18-30) actively engaged in their communities and coming from EYCE’s network.
The participants should be open minded young people, with an initial interest in Human Rights Education with their peers, as well as about raising awareness of the rights of migrants and ethnic minorities. They should be able to act as multipliers in the respective home countries by providing help to their sending organisations/ Churches in addressing the issues of the training course.

Apply now!
For more information please contact EYCE office at applications@eyce.org! The absolutely latest deadline for receiving applications will be 13th of FEBRUARY 2012!

Human Rights Education Film "Just People"

2012-01-06T10:33:00.004+01:00

"Just People: A Quest for Social Souls with Independent Minds" is a 50-min filmic essay exploring the challenges and complexities of being an independent individual while cooperating in a social group. How not to be a bystander, how to dare to stand out from the crowd?

After the Holocaust, postwar generations have asked themselves: What would I have done, living there and then? The film reframes the haunting question and looks for answers in the present rather than in the past: How do I behave today, now and here, in a group, and as an individual? What would you like to be, a just person or just a person?

The film trailer, discussion guide, reviews and promotional material can be downloaded here.

For distribution information or to request a copy of "Just People," please contact info(at)humanityinaction.org.

The film was produced by the human rights education network Humanity in Action in partnership with the Dutch filmmaker Annegriet Wietsma.

Letter from the Chair

2011-12-22T16:29:00.009+01:00

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

2011-12-22T12:29:00.003+01:00

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

2011-12-22T10:38:00.002+01:00

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

2011-12-22T10:35:00.002+01:00

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

2011-12-22T10:31:00.003+01:00

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

2011-12-22T10:22:00.004+01:00

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"

2011-12-22T10:10:00.005+01:00

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)

2011-12-22T10:04:00.003+01:00

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)

UN General Assembly adopts Declaration on Human Rights Education and Training

2011-12-20T00:00:00.001+01:00

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 (as adopted by the Human Rights Council in March 2011)

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

2011-12-19T17:58:00.002+01:00

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

2011-12-19T14:59:00.001+01:00

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

2011-12-19T10:58:00.002+01:00

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

DARE Video 21: David Kerr on Intergenerational Citizenship Education

2011-12-16T14:11:00.006+01:00

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

2011-12-16T14:05:00.004+01:00

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!

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

2011-12-15T10:59:00.001+01:00

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

2011-12-15T10:31:00.000+01:00

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

DARE: EDC/HRE Action Days 2011 - map online

2011-12-12T14:19:00.001+01:00

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

Human Rights Day 2011

2011-12-10T20:48:00.000+01:00

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

2011-12-10T20:46:00.002+01:00

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)

EU: European Commission proposal on ERASMUS for ALL as new programme for Education, training, youth and sport

2011-11-30T16:44:00.007+01:00

Erasmus for All is the new EU programme for education, training, youth and sport proposed by the European Commission on 23 November 2011. This programme would bring together all the current EU and international schemes for education, training, youth and sport, replacing seven existing programmes with one from 2014 - 2020. The new programme for education, training and youth would allocate €19.5 billion (+ 70%) over seven years. The proposal is now under discussion by the Council (27 Member States) and the European Parliament who will take the final decision. http://ec.europa.eu/education/erasmus-for-all/index_en.htm

The most issues around the Erasmus for All programme have already been discussed in the last issue of e-DARE: http://dare-network.blogspot.com/2011/06/european-commission-proposes-new.html. See here especially the so far not solved problem related to the future of youth programme targeted solely on education in a streamlined programme!

The new programme will comprise three main lines of action:

(1) Trans-national learning mobility (65% of the budget foreseen) - as many as 800,000 EU citizens, mainly students, could be helped to be mobile each year.
(2) Co-operation activities between education institutions (25 % of the foreseen budget) and the world of work will be supported to promote the modernisation of education, innovation and entrepreneurship.
(3) Policy support (4% of the foreseen budget) will be provided to gather evidence on the effectiveness of education investments and to help Member States implement effective policies.

The streamlined programme will be facilitated via a single national agency and it is predicted to have reduced administration load compared to the current line of programmes. Instead of currently 6 subprogrammes, with 50 Priorities and 60 actions targeted to the specific needs of the sectors (which is in fact a big plus of the current programme) the new integrated programme will focus on the above 3 main lines of action with cross- sectoral priorities:

Contentwise the basis for the new programme is set on a bunch of pillars. It is designed to support the following initiatives (all of them contain issues relevant for EDC/HRE)

1. the EU 2020 strategy
2. the youth on the move initiative
3. the Education and Training Strategy 2020 (ET 2020)
4. the European key competences for Lifelong Learning
5. the European Youth strategy
and
6. the new European Agenda for Adult learning

HOWEVER

It is important to mention that the forseen increase of the budget on ~70% compared to the current line of programmes exists so far only on the paper and is not confirmed by any Council decision (tba for 2nd half of 2012). Taking into consideration the effects of the current financial crisis on state budgets, it is hard to predict if the proposed budgetary increase will be accepted by a decision of the Council of Ministeres and the EU member states. In the worst case Erasmus for All stays financially on the same level as the current generation of programmes 2007 - 2013, which means for adult eduaction and youth purposes in fact a decrease in the budget compared to the current budget and streamlined towards labour market related skills, with a large focus on learning mobility higher and vocational education.
In an integrated programme there is the risk that "big tankers" (as universities etc.) will be in the position to dominate the whole programme as they have a better and far more competitive infrastructure than small educational providers and especially NGO´s, and thus are in a far better position to be successfull within the new educational programme.

The fact that the current generation of EU-Programmes was tailormade to the specific needs of each educational sector is a criterium of high quality which threatens to get lost in the the new Erasmus for All programme. This risk should be communicated to all relevant stakeholders on the political level.

Shortlist for new Council of Europe Human Rights Commissioner announced

2011-11-25T14:19:00.000+01:00

Strasbourg, 25.11.2011 - The Council of Europe Committee of Ministers has submitted a shortlist of three candidates for the post of Council of Europe Human Rights Commissioner to the Organisation’s Parliamentary Assembly.

The candidates are:
- Pierre-Yves MONETTE (Belgium)
- Nils MUIŽNIEKS (Latvia)
- Frans TIMMERMANS (Netherlands).

The Assembly will elect the new Commissioner during its winter plenary session in Strasbourg (23-28 January 2012).
He will take over from present Commissioner Thomas Hammarberg at the end of his mandate (31 March 2012).

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

16 days of activism to eliminate violence against women

2011-11-24T09:23:00.000+01:00

United Nations Press release
23 November 2011

In August 2011, men and boys aged 18 to 25 were invited by the UNiTE campaign to use their creativity and imagination to create designs that Say NO to violence against women and girls and embody equality and respect.

The T-shirt design competition reached out to young men throughout the world to help end violence against women and girl. Thirty-four regional and global judges have selected the five top designs, one each from Africa, Asia and the Pacific, Europe, Latin America and the Caribbean, and North Africa. The winning entries will be announced on 23 November 2011 in New York.

The UNiTE to End Violence against Women campaign brings together a host of UN agencies and offices to galvanize action to prevent violence against women and girls and aims to raise public awareness and increase political will and resources for preventing and ending violence against women and girls in all parts of the world.

Violence against women happens everywhere and it affects one out of every three women worldwide. Based on country data available, up to 70 per cent of women experience physical or sexual violence in their lifetime.

The 16 days of activism campaign, which runs every year from 25 November – International Day for the Elimination of Violence Against Women – to 10 December – Human Rights Day - calls for the elimination of violence against women and invites everyone to take action against it.

“The 16-day campaign challenges us to focus on ways, measures and means to eliminate all forms of violence against women,” said Rashida Manjoo, UN Special Rapporteur on Violence against Women.

In a recent report, Manjoo highlighted that violence against women occur within the family up to the transnational arena.

Highlighting the importance of prevention, prosecution and punishment of violence against women, as well as the victims’ right to reparations, Manjoo said that States should ensure that the root causes and consequences of violence against women are tackled at all levels of society. “Violence against women is not the root problem,” she stressed, but “it occurs because other forms of discrimination are allowed to flourish.”

A report released this year by the UN Human Rights office provides an overview of good practices aimed at preventing violence against women. Examples include legislative, political and operational measures.

Preventing violence against women – the report states – requires a spectrum of strategies accompanied by political and financial commitments, at all levels of the States and involving a large range of actors and stakeholders.

“Preventing violence from happening in the first place must be central to any strategy to eliminate violence against women,” said UN Human Rights Chief, Navy Pillay.

She explained that “eliminating violence against women necessarily encompasses measures to empower women to stand for their own rights, make decisions on their lives and participate fully in the life of their communities.”

DARE General Assembly adopts sustainability plan, elects new board

2011-11-22T01:41:00.007+01:00

Last Saturday, 19 November, DARE held its annual General Assembly in Warsaw. Seven new member organisations 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).

Finally, members also adopted a new membership fee structure that will contribute to the medium and long-term financial sustainability of the network.

DARE is a Europe-wide network of NGOs and other organisations devoted to raise the profile of Education for Democratic Citizenship (EDC) and Human Rights Education (HRE), promote transcultural and transnational cooperation, and enhance the quality of education within these fields. DARE currently has 55 members in 27 countries reaching over 25,000 educators, trainers and other stakeholders.

2011-11-09T09:56:00.000+01:00

Priorities of the United Kingdom Chairmanship of the Committee of Ministers of the Council of Europe

(7 November 2011 – 14 May 2012)

--------------------------------------------------------------------------------
Priorities and objectives
The United Kingdom is proud to be assuming the Chairmanship of the Committee of Ministers of the Council of Europe from 7 November 2011. As a founder member of the organisation and the first country to ratify the European Convention on Human Rights, the UK takes the responsibility of the Chairmanship, which it last held in 1993, very seriously. We see it as an opportunity for the UK to play a leading role in the vital work of the Council of Europe in promoting human rights, democracy and rule of law across the continent.

The overarching theme of our Chairmanship will be the promotion and protection of human rights. We will have a particular focus on developing practical measures in the following areas:

a. reforming the European Court of Human Rights and strengthening implementation of the European Convention on Human Rights;
b. supporting Secretary General Thorbjørn Jagland’s programme of reform of the Council of Europe as an organisation;
c. strengthening the rule of law;
d. internet governance, including freedom of expression on the internet;
e. combating discrimination on the grounds of sexual orientation and gender identity;
f. streamlining the Council of Europe’s activities in support of local and regional democracy.

In addition to these priorities, the UK Chairmanship will of course work to progress other areas of important Council of Europe business.

A – Reform of the European Court of Human Rights and strengthening implementation of the European Convention on Human Rights
The Court is an essential part of the system for protecting human rights across Europe. But it is struggling with its huge, growing backlog of applications – now 155,000. This is undermining the Court’s efficiency and authority.
Reform is more urgent than ever before: we cannot wait any longer before taking concrete and effective action. The UK will give this issue the highest political importance. The entry into force of Protocol 14 in 2010 had a positive effect but it is insufficient.
We must learn from that and ensure that this time we are sufficiently forward looking and agree effective and enduring solutions. The UK Chairmanship will seek consensus on a package of measures in the following areas, agreed at Interlaken and Izmir:

· a set of efficiency measures, which will enable the Court to focus quickly, efficiently and transparently on the most important cases that require its attention;
· strengthening the implementation of the Convention at national level, to ensure that national courts and authorities are able to assume their primary role in protecting human rights;
· measures to strengthen subsidiarity – new rules or procedures to help ensure that the Court plays a subsidiary role where member states are fulfilling their obligations under the Convention;
· improving the procedures for nominating suitably qualified judges to the Court, and ensuring that the Court's case law is clear and consistent.

The UK will aim for a package of measures to be agreed by means of a Declaration at a Ministerial conference in the UK on reform of the Court. Further details of this conference will be presented in due course. The Declaration will provide the basis of a Decision of the Committee of Ministers to be adopted at its annual meeting on 14 May 2012.

In accordance with the deadline set by the Interlaken declaration, the package should include proposals for reform which require amendment of the Convention. In addition we will aim to provide the Court with political support from the Committee of Ministers for the measures it is already taking to prioritise and better manage its workload, and to provide a wide margin of appreciation to member states’ authorities in its judgments.

In response to the call in the Izmir High level Conference on the future of the European Court of Human Rights to pursue ‘long term strategic reflections on the future role of the court’, the UK will host a conference at Wilton Park on a “2020 Vision for the European Court of Human Rights” on 17-19 November 2011.

B – Supporting Secretary General Thorbjørn Jagland’s programme of reform of the organisation

The UK will actively support Secretary General Thorbjørn Jagland’s programme of reforms of the Council of Europe. We will work towards implementation of measures which will help to deliver more focused, streamlined and effective organisation and a more efficient use of resources.

C – Strengthening the rule of law

The UK chairmanship attaches great importance to strengthening the rule of law in Europe. The UK will host a meeting of the Venice Commission and member state representatives to discuss the recently adopted Venice Commission report on the Rule of Law. The UK chairmanship will present the conclusions of the meeting to the Committee of Ministers, thereby providing an opportunity for their concrete follow up.

D – Internet governance, including freedom of expression on the Internet

The UK strongly supports an open internet, not only in terms of access and content but also freedom of expression. Our Chairmanship will work towards the adoption of the Council of Europe Internet governance strategy by the Committee of Ministers. We will also give impetus to the principles that the Council of Europe has developed to uphold freedom of expression on the internet and provide support to other initiatives, to ensure that all member states live up to their international obligations in this area.

E – Combating discrimination on the grounds of sexual orientation and gender identity

Too many people still suffer outdated prejudices, discrimination and violence because of their sexual orientation or gender identity. The United Kingdom Chairmanship will work to maintain the momentum generated by the Council of Europe recommendation on measures to combat discrimination on grounds of sexual orientation or gender identity1, and will work with the Secretariat on their implementation. We will encourage steps to end acts of violence, criminal sanctions and related human rights violations committed against individuals because of their sexual orientation or gender identity.

F – Streamlining the Council of Europe’s activities in support of local and regional democracy

The UK Chairmanship will work towards a more effective and efficient role for the Council of Europe in supporting local and regional democracy. The UK supports the Council of Europe’s significant programme of activities in this area, including monitoring and sharing of expertise, but wants to see it streamlined and more carefully targeted as a result of the work being led by the Spanish Deputy Prime Minister, Manuel Chaves.

Our aim is to reach agreement on the creation of a Single Programme of Council of Europe activity on local and regional democracy during our Chairmanship. The activities of the numerous actors in the field of local and regional democracy should be streamlined into a single coherent programme of work, overseen by the Committee of Ministers. This will provide greater value for money, and enable a targeted and focussed approach, eliminating the potential for duplication and inefficiency and delivering the outcomes member states want. The Single Programme will have one pooled budget and will be supported by a single unified Secretariat.

Shared priorities of the Ukrainian, United Kingdom and Albanian chairmanships on reform

Reform of the European Court of Human Rights

Ukraine, the United Kingdom and Albania agree that our consecutive Chairmanships of the Committee of Ministers will each continue to support and drive forwards the Interlaken process on the future of the European Court of Human Rights, building on the accomplishments of the Turkish and preceding Chairmanships, including the agreements as set out in the Izmir Declaration.

The Court is an essential part of the system for protecting human rights across Europe. However, there is a clear case for reform to ensure it works as effectively as possible. To ensure the momentum of reform is maintained and any additional issues are identified and addressed as soon as possible, the three Chairmanships will cooperate to ensure timely delivery of the reports required under points 3, 4 and 5 of the Implementation section of the Interlaken Action Plan.

Council of Europe reform

Ukraine, the United Kingdom and Albania agree that our consecutive Chairmanships will each strive to prioritize, with Secretary General Thorbjørn Jagland, the implementation of the ongoing programme of institutional and operational reform of the Council of Europe. It is appropriate that the Committee of Ministers is reviewing and rationalizing the Organisation’s structure, work and budgetary priorities. This will ensure the Organisation is best placed to have maximum impact through its unique pan-European work protecting and promoting human rights, democracy and the rule of law.

Local and regional government

The Ukrainian, UK and Albanian chairmanships in the Committee of Ministers of the Council of Europe will work together to deliver the local and regional government initiatives agreed at the Conference of Ministers for Local and Regional Government in Utrecht in November 2009, following the report by Mrs Mari Kiviniemi. The overall objective is to raise the efficiency of the Council of Europe work on local and regional democracy and good governance, and to ensure it meets the expectations of citizens in the member states.

We look forward to the report on the working arrangements between Governments and the Congress, and on the reviews of Congress’s assessments of local and regional democracy, to be presented by Spanish Deputy Prime Minister, Mr Manuel Chaves, at the Kyiv ministerial conference in November 2011. The three Chairmanships will deliver the agreed outcome to ensure that Council of Europe work on local and regional democracy is more cost effective, visible and has impact, focussing on good governance, effective transfrontier cooperation and delivering the best possible outcomes for citizens in Europe.

Calendar of events

7 November 2011: Meeting of the Committee of Ministers – handover ceremony from Ukraine to the United Kingdom, Strasbourg
17-19 November 2011: Experts’ conference on a 2020 Vision for the European Court of Human Rights. Wilton Park.
March 2012 (date to be confirmed): Meeting of the member states and the Venice Commission on the Rule of Law. Foreign and Commonwealth Office, London.
April 2012 (date and venue to be confirmed): Ministerial meeting on Reform of the European Court of Human Rights.
14 May 2012: Committee of Ministers meeting – handover from United Kingdom to Albania, Strasbourg

1 CM/Rec(2010)5E: Recommendation of the Committee of Ministers to member states on measures to combat discrimination on grounds of sexual orientation or gender identity (Adopted by the Committee of Ministers on 31 March 2010 at the 1081st meeting of the Ministers' Deputies)

new film on History Education: Ich bin

2011-11-09T09:40:00.000+01:00

During the time of Communism, a joke was often heard: "Is it possible to predict the future?" - “Yes, we know precisely what future will bring, our problem is the past, as it never seizes to change!"

During the Second World War, remarkable figures of resistance raised against the totalitarianism of Nazism and Stalinism. They followed their consciousness without compromising.

This film explores how the work of memory is carried out in France, Germany and Russia.

Alexandra, Florian, Roman and Maria take off on a journey destination:

Munich, hometown to Hans and Sophie Scholl, who resisted against Nazism without giving in to their human convictions
Paris, where they meet the survivors of the Vel’ d’Hiv Roundup of 1942 perpetrated by the French police
Vercors, France, nest to the French resistance
Katyn, Russia – the memorial of thousands and thousands of Polish intellectuals killed by the NKVD (Soviet police army).

During the years of 1939 and 1945 obscurities, but also remarkable and extraordinary events were produced in a time, which today has left tracks in the collective idea of how a population has of itself.

This film about an hour long, illustrates the issue of bringing to the surface the events of the past in order to construct European society and confirm our identities, it also brings reflection to the importance of resisting the forces pulling towards destruction of humanity and the importance such attitude can have in our present times.

See the full film in 6 languages: http://www.at-home-in-europe.tv/blog/?page_id=584

MEDIEL, as of 2011 a new DARE member and European production company is bringing to you documentary films that can open and produce new understandings to how we live society today. Our focus is to depict the voices of the past, present and future, with the common denominator of openness – consciousness of our beings in the meeting with the other and ourselves. “Ich Bin” is a follow up to “the Convoy”- a film made in 2009 dealing with the memory of a young extraordinary Dutch woman of Jewish confession, lost in Auschwitz 1943.

New HRE Manual: Using Poster Artwork to Promote Discussion on Racism

2011-10-21T13:32:00.002+02:00

Recognising that creativity can be an effective way to promote reflection on human rights issues, the manual uses visual images (posters) to promote interactive discussion and critical thinking amongst young people about racism and discrimination. The manual is entitled "Racism Revealed: A Manual for Educators on Using Poster Artwork to Promote Discussion on Racism" and is available for download on Amnesty International Slovenia's website:
http://poster.amnesty.si/index.php/en/educational-materials/racism-revealed-a-manual-for-educators.

The manual was developed within a project entitled "Ljubljana Poster Festival '11: The Faces of Racism Revealed." The aim of the poster festival is to use posters as a means of promoting positive social change. You can therefore also download any of the posters from the Faces of Racism Revealed exhibition and use them in your work to foster tolerance, understanding and respect for diversity among young people - click on the link below to find out more: http://www.posterfestivalljubljana.org/2011. Amnesty International Slovenia has also been running educational visits of the poster exhibition for school groups, using the posters to promote debate about racism. To find out more about the project please see: poster.amnesty.si.

Global Education Week - 2011 - Semaine de l'éducation à la Citoyenneté Mondiale

2011-10-21T12:35:00.002+02:00

If you care for your planet and if you think your attitude counts for its sustainable development and future, then join the Global Education Week next November 12-20.

You have now more then three weeks to be familiar with Global Education - an education promoting Global citizenship - and join the Global Education Networkers and raise awareness about how we all can make a change for the better!

Act for our planet! Give your voice to the slogan and see what you can do on the North-South Centre Global Education Week webpage.

Things are moving already in Austria, France, Germany, Ireland, Italy, Poland, Spain and United-Kingdom, join!...

Global Education Week 2011 webpage

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Si vous vous sentez concerné par la santé de notre planète et si vous pensez que votre attitude compte pour son développement durable et son avenir, rejoignez la Semaine de l'éducation à la Citoyenneté Mondiale du 12 au 20 novembre prochain.

Il vous reste un peu plus de trois semaines pour en savoir plus et vous familiariser avec l'éducation à la Citoyenneté Mondiale et rejoindre son réseau pour prouver que nous pouvons tous contribuer au changement pour un avenir meilleur!

Agissons pour notre planète! Apportez votre voix au slogan et inspirez-vous à partir de la page web du Centre Nord-Sud consacrée à la Semaine de l'éducation à la Citoyenneté Mondiale.

Les choses bougent déjà en Allemagne, Autriche, Espagne, France, Irlande, Italie, Pologne et au Royaume-Uni, dépêchez-vous ! ...

Semaine de l'éducation à la Citoyenneté Mondiale 2011 site

Letter from the Chair

2011-09-30T02:29:00.002+02:00

Dear Colleagues and Friends,

To make education for democratic citizenship (EDC) and human rights education (HRE) visible in Europe, DARE is currently busy preparing the next edition of EDC/HRE Action Days. DARE traditionally organises the Action Days during the six weeks leading to Human Rights Day (10 December). The Action Days are a powerful tool to communicate the work done in EDC/HRE all over Europe. So don't forget to submit the Action Days 2011 Activity Form. You can do so online.

Next month the DARE e-Academy will be launched. DARE's e-learning platform will offer members and other actors involved in EDC and HRE in Europe many professional development opportunities, including participation in refresher courses on a range of human rights topics. Please look for the announcement in your mailbox in the next weeks to come.

Preparations are also in full gear for DARE's General Assembly, which will take place in Warsaw on 19 November. Main items on the agenda are elections for a new Board and the financial future of DARE. I extend a heartfelt invitation to all members to join us in Warsaw. The General Assembly is preceded by our annual conference, this year co-organised with the Network Citizenship Education (NECE). The conference theme is "Closing the Empowerment Gap through Citizenship Education: How to address educationally disadvantaged groups" and has promising speakers and workshops. More information about the conference can be found in this issue of e-DARE.

Wishing you a splendid Autumn and I look forward to seeing many of you in Warsaw in November,

Frank Elbers

EVENT: GRAMNet Film Series

2011-09-29T20:48:00.002+02:00

GRAMNet Film Series 2011/12

GRAMNet, BEMIS & Glasgow Human Rights Network

We are thrilled to announce the launch of the GRAMNet Film Series for 2011/12 !!

Please download our brochure for screening information: 2011/12 GRAMNet film series brochure.

Our first screening is on Wednesday 12 Oct 2011 at 5.30pm in the Glasgow Centre for Contemporary Arts (CCA) :

Tawona’s Story (2010) in observance of International Day Of Non-Violence & Black History Month

Tawona’s Story is screened free thanks to Director Gameli Tordzro.

The series is organised in partnership between GRAMNet (Glasgow Refugee Asylum and Migration Network) and BEMIS (Black and Ethnic Minorities Infrastructure in Scotland), with the support of the newly established Glasgow Human Rights Network (GHRN). This year we will showcase films and documentaries addressing a whole range of migration-related issues including: journeys and narratives; asylum and immigration bureaucracies; recognition and social justice; deportation and humiliation; separation and reunion.

The ethos underpinning the 2011/12 film series is ‘Think Global, Act Local’, through which we wish to promote active citizenship and human rights education. Screenings are accompanied by forums and Q&A for everyone to share views and thoughts in a friendly and supportive atmosphere. The audience is warmly invited to congregate in the Centre for Contemporary Arts (CCA) Café following each screening to continue our informal discussions.

Screenings are free of charge, open to all & start at 5.30pm Should you wish to reserve a ticket for any of the screenings, please contact the CCA.

For more info, see the GRAMNet Film Series website or BEMIS:

http://www.gla.ac.uk/research/az/gramnet/events/201112filmseries/

www.bemis.org.uk/PDF/gramnet-film-series-2011-2012.pdf

Rami Ousta, BEMIS (UK)

Human Rights Education Guidelines for Secondary School Systems Under Development

2011-09-26T16:19:00.003+02:00

A Human Rights Education Guidelines process is underway for the elaboration of principles of practice in relation to carrying out human rights education (HRE) in secondary schools. Guidelines are also under development for human rights education and training of law enforcement officials, civil servants and human rights activists.

The HRE Guidelines initiative is supported by the OSCE/ODIHR and follows-up on a consultative workshop that took place in Istanbul on 16-17 September 2010 called “Moving Towards HRE Standards”. These guidelines are anticipated to be released in December 2011, when the UN General Assembly is expected to pass the Declaration on Human Rights Education and Training. The Guidelines will be announced on HREA’s Global HRE listserv and posted on the OSCE/ODIHR website.

These HRE Guidelines for Secondary School Systems are being elaborated in consultation both with existing key policy and resource documents promulgated by the UN, regional human rights bodies and other agencies as well as in close consultation with practitioners with long-standing experience in this field.

The Guidelines are organized according to six main areas:

1. Overall Processes and Goals focusing on the Human Rights-Based Approach and how to implement it

2. Core Competencies identifying the key learner outcomes that illustrate the essential capabilities a police recruit has to develop to be able to comply with human rights obligations when performing their duty

3. Curricula developing educational and training programs for all learning activities, formal and non-formal

4. Teaching/Training and Learning Processes ensuring these are learner-centered (relating human rights to trainees’ real-life experience), participatory and inclusive and taking place in a human rights-respecting learning environment.

5. Evaluation of Outcomes using appropriate methods to evaluate educational program results

6. Training, Professional Development and Support warranting that educational personnel receive regular in-service training and support.

Felisa Tibbitts
HREA

Launch of European Partnership on Overcoming Group-Focused Hostility

2011-09-21T14:25:00.008+02:00

Summary:
Six European NGOs have just started networking on the topic:„Adult Education Strategies to Overcome Group-Focused Hostility in Europe”. In the framework of an EU Grundtvig project, the partners will exchange best practices, discuss national particularities of educational strategies to tackle group-focused hostility and identify common all-European approaches.

Read about the background of the term and concept "group-focused hostility"

Throughout 2011-2013, the partners will host a series of expert meetings in Bulgaria, Germany, Hungary, Poland, Spain and Slovenia. If you are interested in contributing to these meetings, please get in touch!

Check the project blog for news and updates

Check the agenda of the launching meeting on Nov 4, 2011, in Berlin

Summary:
The partnership aims at exchanging European adult education strategies to overcome group-focused hostility and right-wing extremist attitudes. Over a period of two years, six partner organisations from six different European countries visit each other and exchange best practices in adult education to work against group-focused hostility and right-wing extremist attitudes (racism, anti-immigrant attitudes, antisemitism, islamophobia, anticiganism, homophobia, etc.).

The partners will reflect about the political, economical and social contexts of group-focused hostility in the respective countries, and about common core elements of devaluating "weak" groups in European societies. Most importantly, elements of successful adult education practices in the field will be identified and the potential for European transfer will be explored.

Results:
The partnership will enable the participating organisations to reflect and transfer best practices as well as to develop a common European perspective on the topic. As a result of the partnership, a success-story booklet presenting transferable educational approaches from all over Europe will be published for further use as a European learning resource in this field.

Project Background:
Negative attitudes towards disadvantaged societal groups in particular, and towards diversity in general, are a barrier to integration and social cohesion. With the Amsterdam Treaty in 1997 the European Union agreed on joint action against prejudice and discrimination towards several target groups.

Since then, a lot of work has been done to collect evidence, monitor certain group-focused hostile "-isms" and provide recommendations for policy makers and practictioners. Still, NGOs delivering non-formal, low-threshold adult education in this field tend to work in isolation, and with limited access to cross-border cooperation. This project will allow the partners to exchange and develop adult education practices focused on reality-based intergroup experiences instead of stereotype-based perceptions.

Partners:
Bulgaria: Minority Studies Society Studii Romani
Germany: Humanity in Action Deutschland e.V.
Hungary: Jachad Jewish Youth Organisation
Poland: Edith Stein Society
Slovenia: Center for Citizenship Education
Spain: Union Romani

The project „Adult Education Strategies to Overcome Group-Focused Hostility in Europe ”, German Project Code.: 2011-1-DE2-GRU06-07815 1, is funded with support from the European Commission.

Launch of European Partnership on Law-Related Education

2011-09-21T13:21:00.015+02:00

Summary:
Seven European NGOs have just started networking on the topic:„Demanding Fundamental Rights: Law-Related Education in Adult Learning”. In the framework of an EU Grundtvig project, the partners will exchange best practices, discuss national particularities of law-related education and identify common all-European approaches

The project aims to increase the legal literacy of adult learners as a core social and civic skill, and improve the quality and accessibility of law-related education.

Throughout 2011-2013, the partners will host a series of expert meetings in Denmark, Germany, Greece, Hungary, Iceland, Poland and the UK. If you are interested in contributing to these meetings, please get in touch!

Check the project blog for news and updates!

See the agenda of the launching meeting on Nov 11, 2011 in Berlin

Background:
Law-related education aims to improve the ability of adult learners to understand and apply elements of law that affect everyday life as well as raising awareness of fundamental rights as core social and civic entitlements. Knowledge of rights and legal issues empowers individuals and communities to participate in the democratic process, get access to public services and demand their fundamental rights. Moreover, law-related education programmes have a strong potential to re-engage adults in education by enabling them to take more control over their lives and their careers.

Recent European research in the field of law-related education and wider access to justice issues has highlighted significant gaps in the ability of Europeans to understand their rights and the processes they can access to gain redress. Low levels of knowledge, skills and confidence in dealing with law-related issues have a disproportionate impact on disadvantaged groups and can result in entrenched social exclusion and increased risk of rights violations and discrimination.

Goals:
The project aims to:
a) increase the "legal literacy" (the knowledge of rights and legal issues) of adult learners as a core social and civic skill, and
b) improve the quality and accessability of our adult education activities in the field of law-related education.
The partners also seek to improve cooperation across the EU to improve the ability of organisations to tackle rights-based cross-border issues which affect the ability of Europeans to participate in democratic processes and become involved in the decisions that affect them.

Partners:
Denmark: Center for Positive Integration
Germany: Humanity in Action Deutschland e.V.
Greece: OLKE Gay and Lesbian Community of Greece
Hungary: NANE Women's Rights Association
Iceland: Icelandic Human Rights Centre
Poland: Helsinki Foundation for Human Rights
UK: Public Legal Education Network, now: Law for Life

The project „Demanding Fundamental Rights: Law-Related Education in Adult Learning”, German Project Code.: 2011-1-DE2-GRU06-07818 1, is funded with support from the European Commission.

From Learner to Educator: Mentoring Success Story Booklet for Download!

2011-09-21T12:39:00.009+02:00

Six European NGOs cooperated 2009-2011 in the Grundtvig partnership project "Mentor Development Programmes: Transforming learners into educators supported by e-communication tools”.

All partner organisations use mentoring programmes as a tool to increase learner participation and sustain the impact of adult education. They exchanged national particularities of mentoring programmes as well as common all-European approaches, and identified successful core elements of the learner-educator transformation which could be transferred and implemented at home. The partners also learned about e-tools to support mentoring programmes and make them more accessible to learners with special needs. These e-tools included online learning platforms, web conferences, blogs, online survey tools etc.

The work progress was accompanied by the compilation of “mentor success stories” showcasing the learner-educator transformation in individual cases. The success stories were written by adult learners actively involved throughout the project lifetime. They will hopefully inspire more learners to become mentors and more adult education organisations to explore the full potential of mentoring programmes.

Click here to read the project report and download the booklet "Transforming Learners into Educators: Mentor Development Success Stories"

Click here to see the project featured in the database "European Shared Treasure"

Click here to read the project blog

Partner Organisations
• Association of Disabled Women ONE.PL
• Passeport Avenir
• Foundation Critical Mass
• Humanity in Action Deutschland e.V.
• Humanity in Action France
• Network Migration in Europe

The project "Mentor Development Programmes: Transforming learners into educators supported by e-communcation tools”, German Project No.: 2009-1-DE2-GRU06-018171, has been funded with support from the European Commission.

ECRI launches guidelines for governments to combat anti-Gypsyism

2011-09-20T10:00:00.001+02:00

Strasbourg, 19.09.2011 – The European Commission against Racism and Intolerance (ECRI) today issued guidelines to the Council of Europe’s 47 member countries to fight a rising tide of anti-Gypsyism and discrimination against Roma.

The guidelines – contained in its thirteenth General Policy Recommendation – call for action to stop the segregation of Roma children at schools and integrate them with pupils from the majority population, to provide access to decent housing that is not segregated, to ensure that Roma are not evicted without notice or opportunity for rehousing, and for steps to be taken to legalise long-standing Roma sites built in breach of town planning regulations

It calls for Roma to have secure access to quality health care and for segregation in hospitals to end, and says discrimination in the health sector must be prosecuted and punished. There should be no obstacles to Roma exercising traditional trades, and Roma should be consulted to find alternatives, for instance through micro-loans or tax breaks. All Roma children should be registered at birth and given identity documents.

Governments should encourage Roma victims of violence and crime – including misconduct by the police - to lodge complaints. The media should avoid inflammatory reporting and all public discourse inciting discrimination, hatred or violence against Roma should be condemned.

The guidelines also urge equal provision in public services such as water, sanitation, electricity, refuse removal and transport for Roma communities concentrated in certain neighbourhoods. It asks governments to ensure freedom of movement legislation does not discriminate against the Roma and that their culture is protected and promoted amongst the majority population.

ECRI is a human rights body of the Council of Europe, composed of independent experts, which monitors problems of racism, discrimination on grounds of ethnic origin, citizenship, colour, religion and language, as well as xenophobia, antisemitism and intolerance, prepares reports and issues recommendations to member States.

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

New ressource: animated video about Human Rights

2011-09-19T14:21:00.004+02:00

As part of a Web 2.0 project for citizenship education, the german non-profit organisation /e-politik.de/ e.V. and edeos.org released an animated video about Human Rights. Currently there are german, english, spanish and french versions- an arabic version and a version with chinese subtitles are coming soon. All clips are accessible on our YouTube channel (www.youtube.com/weareedeos) .The clips are licensed as Creative Commons and can be used, shared and embedded. The clips are perfect information tool that give you in 8.40 minutes a in depth overview about HR, HR mechanisms, and the institutional framework built around HR as well as introduces current discussions and challenges around HR issues. It can be easily used as an e-tool to prepare groups for HR issues, but could also be used in combination with other useful tools like for example DARE´s coming e-Academy.

For more information about the project, please visit: http://edeos.org/en/project_wissenswerte.html
or directly contact the project manager Jan Künzl, Project Manager WissensWerte, Gaudystr. 2
10437 Berlin/Germany, contact@edeos.org

EDC/HRE Action Days 2011 - e-form online

2011-09-19T14:06:00.003+02:00

The EDC/HRE Action Days 2011 are just a few steps ahead! The EDC/HRE Action Days 2011 offer a wonderful opportunity to promote your EDC/HRE work on European level and foster European collaboration in the field of EDC/HRE. You can easily submit your activities via our new developed e-form on: https://humanityinaction.wufoo.com/forms/edchre-action-days-2011-activity-report-form/

Please spread and distribute this call among your national and local partner organisations!
more info: Georg Pirker (pirker@adb.de);

VIS Training for trainers, teachers and educators on human rights education

2011-09-13T15:07:00.003+02:00

50 teachers, educators, trainers from Central Italy Regions will have the opportunity to take part in the "Training for trainers, teachers and educators on human rights education" aimed at promoting an universal culture of human rights, developing the skills and competence of teachers, educators and trainers working with young people and to enable them to act as human rights defenders according to a preventive approach to human rights.

Participants will have the opportunity to reflect upon the central concepts of human rights education though experiential learning approaches

When? 5-6 November 2011/ 25-26 February 2012/ 13-13 May 2012

Where? Rome, Italy

For further information please contact:

Gabriella Patriziano
VIS Human Rights Office

VIS – Volontariato Internazionale per lo Sviluppo

126, via Appia Antica 00179, Rome (Italy)
email: g.patriziano@volint.it

Youth Participation in Human Rights Education as a Means for Enhancing Social Inclusion - Study Session, Budapest, 30 October-6 November 2011)

2011-09-10T15:11:00.002+02:00

CALL FOR APPLICATIONS
Youth Participation in Human Rights Education as a Means for Enhancing Social Inclusion
Study Session
October 30 – November 6, 2011
Budapest, Hungary

INTRODUCTION

The Human RightS Initiative (HRSI) at Central European University (CEU) is pleased to invite you to apply for participation in our Study Session Youth Participation in Human Rights Education as a Means for Enhancing Social Inclusion organized in cooperation with the Council of Europe’s Directorate of Youth and Sports. This is the 5th study session organized by HRSI since its foundation in 1999.

AIMS

The purpose of the study session is to to equip young people with the knowledge and skills necessary to promote human rights through peer education. The study session will focus directly on methodologies of human rights education. An emphasis will be placed on peer learning of/amongst young people, youth participation will be addressed and encouraged. Additionally, there will be a focus on human rights education amongst young people living in social exclusion. The participants will have an opportunity to discuss their organizations and experiences, as well as plans for future cooperation with one another in the field of human rights education with young people.

OBJECTIVES

- Allow participants to recognize what human rights are, and how they can be enjoyed, protected and ensured;
- Provide participants with the means/channels for action that young people can take when human rights are violated and they seek redress;
- Give participants the opportunity to study the methodology behind human rights education and street law(1) through non-formal education;
- Together with the participants, identify potential challenges and locate means to overcome these obstacles for the social inclusion of young people in human rights education;
- Strategize how to augment youth participation particularly focusing on peer learning in human rights education.

(1) Street law is a method of human rights education which makes human rights law more accessible and comprehensible to everyone, primarily youth.

PARTICIPANTS

We are looking for 30 people who:

- age between 21-30 years old;
- are already involved and active in youth work on a local, national or international level to participate in the study session;
- reside in a member state of the Council of Europe.

Priority will be given to participants who

- have experience in the fields of: youth work, human rights education, social inclusion, social work, - intercultural learning and/or cultural diversity;
- are currently active in an organization, program or project in the above fields;
- are committed to multiply the outcomes of the study session in their own work

PRACTICAL INFORMATION

Where: The European Youth Centre Budapest, Hungary.

When: 30 October–6 November 2011 in Budapest (Arrival on October 30th, 2011 and departure on November 6, 2011)

Language: The working language of the study session will be English. At least intermediate level of English is expected.

Deadline for application: SEPTEMBER 20, 2010.

Reimbursement of Participants’ Travel and Visa Costs

Travel expenses (the cheapest route possible only) and visa costs are reimbursed by the Council of Europe, Directorate of Youth and Sport. Participants will be reimbursed on the basis of the least expensive route between their places of residence. In order to be reimbursed, you are requested to present originals of all the receipts/invoices for travel and visa costs as well as all the tickets and boarding passes. Electronic tickets will only be considered as acceptable on proof of payment and on presentation of the boarding pass for the outward journey Reimbursement takes place in Euros at the European Youth Center Budapest. Reimbursement to participants is normally made at the end of a session. The Directorate of Youth and Sport will not reimburse insurance expenses. The participants should be present for the entire session. Participants attending less than 80% of the total duration of the session will not be reimbursed.

Participation fee

The participation fee for the study session is 50 EUR per person. This amount will be deducted from the amount reimbursed from the travel expenses.

Accommodation and meals

Accommodation and meals are provided by the European Youth Centre at the expenses of the Directorate of Youth and Sport, Council of Europe.

For more information on how to apply see http://hrsi.ceu.hu/study-session

Call for proposals for the Human Rights in Education Symposium, Strasbourg, 24-25 November 2011

2011-09-10T15:07:00.001+02:00

The Symposium "Human Rights in Education" will be organised by the Directorate of Education and Languages in cooperation with the Division of Communication of the European Court of Human Rights, on 24-25 November 2011 in Strasbourg.

You are invited to carefully read the information about the Symposium and forward it to any persons/institutions you know of and who might be interested in submitting a session proposal to the Symposium. The announcement for submitting proposals and case studies for the themes of the symposium we are planning to organise is now on line on the following adress:

http://explorehumanrights.coe.int/thematic-discussion/?lang=en

Apply for Workshop on 1989 Regime Changes (Berlin, Feb 5-11, 2012) !

2011-08-09T18:41:00.003+02:00

EUTRA: European Transitions from Dictatorship to Democracy in the late 1980's

Location: Berlin
Applications due : October 31, 2011
Program dates: February 5 - 11, 2012

This workshop will focus on the 1989 regime changes in Europe and other political transitions of the late 80's, and is open to all applicants with a permanent residency in one of the EU member states, plus Norway, Switzerland, Liechtenstein and Turkey.

The workshop consists of field trips, discussions with eyewitnesses and experts, and a simulation game centered around a fictitious country in the throes of political upheaval and regime change.

Thanks to support from the EU Program "Grundtvig" for Adult Education, costs for accommodation and group meals during the workshop will be covered. Travel costs will be reimbursed up to €250.

Preference will be given to applicants with:

* a basic understanding of and a strong interest in the regime changes in Central and Eastern European countries in the late 1980's;
* first-hand experience with these types of transitions;
* previous experience in educational activities or community projects exploring these issues;
* an outline of an individual follow-up activity making use of the workshop results in the applicants´ home community, be it the workplace, a volunteer group or other.

For more information and the online application form, click here.

Call for Applications for the Fourth Round of the Women’s Human Rights Training Institute (WHRTI), 2011-2013

2011-08-03T12:50:00.002+02:00

Dear colleagues,

Here you will find the announcement for the Women's Human Rights Training Institute (WHRTI), 2011-2013.

This is an initiative of Bulgarian Gender Research Foundation (BGRF), Network of East-West Women (NEWW) and Center for Reproductive Rights (CRR).
The training will take place in Bulgaria (2011-2013) in four sessions and is for young lawyers from Central and Eastern European and the Newly Independent States (CEE/NIS). University degree in Law and good command of English are compulsory.

The completed WHRTI application form and all supporting documents (see the application form for details) must be sent to the Bulgarian Gender Research Foundation (BGRF) to the following e-mail address: office@bgrf.org

or, by mail to:

Bulgarian Gender Research Foundation
P.O.Box 938
1000 Sofia
Bulgaria

Please disseminate widely in order to have more candidates to apply.

Best regards,

BGRF WHRTI team
Bulgarian Gender Research Foundation
5, Evlogi i Hristo Georgievi blv.
Sofia 1142, Bulgaria
Telf / fax : +359 2 963 53 57
www.bgrf.org
www.institute.bgrf.org

Call for Proposals: Challenging and Changing Negative Attitudes toward Roma

2011-08-03T12:14:00.000+02:00

Call for Proposals: Challenging and Changing Negative Attitudes toward Roma
http://www.romadecade.org/cfp_negative_attitudes_2011

The Open Society Roma Initiatives announce a call for proposals for projects that aim to challenge and change negative attitudes toward the Roma population in Bulgaria, the Czech Republic, Hungary, Italy, Romania, Serbia and Slovakia.

This call for proposals is open to NGOs in Bulgaria, the Czech Republic, Hungary, Italy, Romania, Serbia and Slovakia. It is also open to other organizations in these countries (marketing firms, advertising agencies, media, think tanks, sports associations, etc.), if they apply in partnership with Roma NGOs.

Application deadline: August 10, 2011

__________
Follow the Decade of Roma Inclusion on Facebook: www.facebook.com/RomaDecade

Andy Haupert
Information Officer
Open Society Roma Initiatives
& OSI-Budapest Executive Office
Oktober 6. u. 12.
H-1051 Budapest, Hungary
tel. +361-882-3222
fax. +361-882-3106
www.soros.org/initiatives/roma | www.romadecade.org

DARE Video 18: History and Human Rights Education in Europe and the US

2011-07-06T15:37:00.005+02:00

Second DARE Spring Academy a success

2011-06-30T16:42:00.001+02:00

From 4-11 April, 31 young educators met in the German Harz Mountains for the second DARE Spring Academy. 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.

During the Spring Academy a great variety of aspects and methods concerning human rights education were presented and discussed. In addition to the units and workshops at International House Sonnenberg, the whole group also spent a day in the city of Braunschweig, meeting representatives of six different NGOs such as Amnesty International and the Society of Threatened Peoples. Thus the multipliers had a chance to learn first hand about social projects of active organisations linked to the field of human rights.

The second DARE Spring Academy was organised by International House Sonnenberg in collaboration with DARE members Active Citizenship Foundation, HREA and Partners Bulgaria. Everyone involved was very excited about the Spring Academy and the opportunity to gain new perspectives, methods and ideas linked to the topic.

Letter from the Chair

2011-06-30T16:21:00.007+02:00

Dear Colleagues and Friends,

It has been a busy Spring for DARE and DARE members. The second DARE Spring Academy was a resounding success. Thirty multipliers in youth work from Bulgaria, Cyprus, Germany, Hungary, Italy, Malta, the Netherlands, Poland and the United Kingdom participated in "Human Rights CREATIVE" in Sonnenberg (Germany) from 4-11 April. 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. More details on both events can be found in this e-newsletter.

Some of you may know that the European Commission yesterday published a new proposed Multiannual Financial Framework for 2014-2020, which sets the parameters for all EU programmes and the entire EU budget. At this moment it is not quite clear how this will effect EDC and HRE in Europe. The DARE Board will use this summer to closely study the Multiannual Financial Framework 2014-2020 to see how DARE's activities can fit in the framework. The Board will meet in person in Brussels on 1-2 September to discuss DARE's strategic plan for the coming years. This Summer, DARE will also launch its e-learning platform, which offers professional development opportunities for members and other actors involved in EDC and HRE in Europe.

We will keep you informed via e-DARE and the DARE website about other upcoming events organised by DARE and DARE members. If you haven't already done so, please mark your calendar: DARE's General Assembly will take place in Warsaw on 19 November during our annual conference, this year co-organised with NECE. You can also read more about this in the current issue of e-DARE.

Wishing you a wonderful summer,

Frank Elbers

European Commission proposes new multiannual financial framework for 2014-2020

2011-06-30T13:58:00.016+02:00

On 29th June 2011 the European Commission published its proposal for the next Multiannual Financial Framework (MFF) of the EU: A Budget for Europe 2020. It is the financial basis for the period 2014-2020 and sets the frame for the follow up structure of all current EU programmes as well as the entire EU budget.
As expected the EC -driven by the current financial situation - proposed a streamlined budget focussed close on the Europe 2020 strategy.

For Education for Democratic Citizenship and Human Rights Education there are several upcoming changes and challenges:

First of all the EC proposes under the Heading 1 "Smart and inclusive Growth" a new structure of an overarching educationa programme named Education in Europe including the - until now separated - Youth In Action programme and Erasmus Mundus programme as well as the current Lifelong Learning Programme. "The Europe 2020 headline targets on incresing tertiary education and reducing early school leaving will not be reached without a stronger investment in human capital. [...] Therefore, the commission proposes to rationalise and simplify the current structure by proposing a single, integrated programme on education, training and youth. The focus will be on developing the skills and mobility of human capital. [...] The application and the monitoring and evaluation of projects will be simplified, including through the management of projects by national agencies." [Communication EC: A Budget for Europe 2020, COM(2011) 500 final, p.18.]
The Commission proposes a budget of 15.2 billion in the areas of EAT 2014-2020 which is ~5.x billion € more than in the current LLP, YiA and Erasmus Mundus Programmes spent 2007-2013. So far so good.

According to the EC communication to the Parliament (A Budget for Europe 2020 - Part II policy fiches) the new programme will focus on:
* providing targeted transnational learning opportunities;
* matching skills and labour market demand in order to boost the employability, entrepreneurial spirit and participation of young people;
* volunteering as well as non-formal and informal learning; and
* supporting widespread reforms and the modernisation of education and training systems throughout Europe and beyond.

Concretely, the programme will comprise three main lines of action:
(1) Trans-national learning mobility - as many as 800,000 EU citizens, mainly students, could be helped to be mobile each year.
(2) Co-operation activities between education institutions and the world of work will be supported to promote the modernisation of education, innovation and entrepreneurship.
(3) Policy support will be provided to gather evidence on the effectiveness of education investments and to help Member States implement effective policies.

There are many problems related to this proposal: the merger into an integrated programme may cause difficulties for the European cooperation in the field of youth. Future European Councils on Youth and meetings of youth ministers may not take place anymore if the youth field is just summarised and reduced to the educational aspects. Further the common implementation of the recently adopted European strategy for the Youth is at risk.
For the work of EDC/HRE the proposed integrated programme may be in so far complicated as the current Youth in Action programme is clearly targeted on Citizenship and HR issues and the current proposal of the EC is not mentioning these aims explicitely. In contrary the Communication explicitely marks out that the aim is to boost in the future integrated programme especially the area of initial vocational education in order to tackle youth uneployment. This is in regard to the enormous youth unemployment rates among EU member states ok, but should not be built by throwing away the importance of learning and participating in civil society!

The current Grundvig program (as well as all other current LLP-programme lines) will stay merged in the future integrated programme. However the communication does not loose a word about the future shape of Adult Education, but at least mentions the importance of adult education. In this regard the communique says only: "there is scope to increase EU support for all levels of formal education and training (school, higher, vocational, adult) as well as informal and non-formal education and training activities." [ibid. p.17]. There needs to be done a lot of work in order not to marginalise the current GRUNDTVIG programme which made a clear and valuable contribution for purposes of Citizenship and Human Rights Education.

The only part of the Education program that currently seems to adress EDC/HRE issues is the new Sport sub-programme "tackling transnational threats that are specific to sport such as doping, violence, racism and intolerance, or issues relating to the integrity of competitions and sportspersons" [A Budget for Europe 2020 - Part II policy fiches, p. 30]

The growth of the budget foreseen for Education in Europe is around 50% compared to the current LLP + Youth, +Erasmus Mundus. This is in general good news!

Never the less the next months will show how the structure of the future Education programme will look like in detail and in how far the issues of citizenship and HR will be maintained. It seems highly important for NGO´s devoted to EDC/HRE to use all channels possible to communicate to the decision making leves to keep in the programme a strong focus on Citizenship and HR issues as important elements of future Human Capital in the EU. This proposed Education for Europe programme clearly needs a civil society component aside!

Thesecond future programme relevant for EDC/HRE is summarised under the Heading 3 of the proposed Budget "Security and Citizenship". It contains among others the issues of Rights and Citizenship and Europe for Citizens. While the overall budget for Security and Citizenship is increasing on almost 40% from 10.270 billion € to 18.535 billion €, the budget to be spent for the Europe for Citizens programme faces in fact a decrease from 215 million € to 203 Million €. This is a severe cut, as the current Europe for Citizens Programme is already overrun by proposals. Again NGO´s should link up with the Members of the European Parliament as natural ally in the negotiations on the Multiannual Financial Framework.

A third pillar where citizenship education and non formal learning might be of importance is the European Social Fund (84 billion € or 25 percent of the allocated budget proposed. The ESF is managed on the national/regional level and according to the proposal "the European Social Fund (ESF) will
provide funding for structural actions for economic, social and territorial cohesion. Funding will be concentrated on the key priorities of the Europe 2020 strategy, in particular through four 'investment windows':

employment promotion;
investment in skills, education and lifelong learning;
social inclusion and the fight against poverty; and
enhancing institutional capacity and efficient public administration.

Perspective
The detailed breakdown of the MFF contentwise and financially will be negotiated by the EC´s Directorates General as well as with the European Parliament. Therefore it is recommended to have a close look at the coming proposals as well as to come up with ideas re EDC/HRE to the EP contacts as well as to the respective DG´s of the European commission. Especially in the situation of this giant financial crisis the EU is asked to come up with ideas and content that give a future perspective for a vital and supportive civil society embracing further European integration.

Freely spoken out of an EDC/HRE perspective this proposal looks at first glance contentwise like a step back compared to the programmes generation 2007-2013. It is hard to predict at this time what the planned actions will exactly look like, but it seems to be reasonable that the existing structure of shaped sub-programmes will be somehow maintained. Especially given the fact that the budget for the proposed programme is substantially increased there might be hope for the issues affecting civil society and non-formal learning in both the adult and the youth field. But there needs to be a lot of work done to keep these issues on the agenda. Therefore it will be most interesting to get a better idea about the detailed structure in November when the proposals for the program lines are being communicated.

Get all documents on: http://ec.europa.eu/budget/reform/index_en.htm

DARE EDC/HRE Action Days 2011

2011-06-30T11:50:00.001+02:00

DARE prepares for the next EDC/HRE Action Days 2011!

To make Education for Democratic Citizenship and Human Rights Education visible in Europe DARE is currently preparing the next series of EDC/HRE action days.

EDC/HRE is inclusive and work with all people! The scope of EDC/HRE applied work with diverse target groups is thus expansive and unending. Whether it is with adult learners or youth, target groups that have specific needs, multipliers, teachers and children seniors, both in formal educational settings or within the wide field of non-formal education; EDC/HRE Action Days are instrumental to communicate the work being done on the ground.

DARE organizes the Action Days every year during the weeks leading to Human Rights Day (Dec. 10th) They are a powerful tool to communicate the work done in EDC/HRE all over Europe.

Each year DARE collects interesting and relevant initiatives from the field of EDC/HRE work from the local to the European level and presents them on an interactive map. An index on the map as well as a detailed explanation sheet on each activity provides to in depth information and gives an overview on the variety of educationbal activities and approaches happening in EDC/HRE. Furthermore it may help interested people to identify an activity taking place in their country where they could participate.

The EDC/HRE Action days 2011 are going to happen from 1st November 2011 until 10th December 2011.

The call will be launched in September 2011.

For more information contact Georg Pirker via pirker@adb.de

CALL FOR PAPERS: Trans-nationalization of Educational Policy Making, 10-12 Feb 2012, University of Nottingham (UK)

2011-06-30T11:08:00.008+02:00

[Click twice to enlarge]

Georg Pirker, AdB (Germany)

PAPER: Human Rights Education: Theory and Practices

2011-06-30T10:53:00.002+02:00

The World Conference on Human Rights considers Human Rights Education, training and public information essential for the promotion and achievement of stable and harmonious relations among communities and for fostering mutual understanding, tolerance and peace. (VIENNA DECLARATION AND
PROGRAMME OF ACTION, part II. D, par 78)

A notion brought about in the early nineties, and which found firmer grounds through a potent promotion by the United Nations Human Rights Council at the start of the twenty first century, Human Rights Education represents the ultimate goal – and at once – the first step of a society toward social justice.

Human rights provide a ‘transformational response to local struggles against oppression’; “it is now about 60 years since the adoption of the Universal Declaration of Human Rights by the United Nations General Assembly. With the destructive forces of the two world wars behind us, complemented by the demise (legally speaking) of the evils of slavery about 120 years earlier, and the new winds of decolonization sweeping many parts of the globe, all societies should presumably have been more informed about the need for a stable and just world”. Shultz addresses the urgency to act while millions of people are still being persecuted, tortured and killed, and whose fundamental citizens rights have been taken away. “These sites of struggle … lead us to understand the need for a universal approach to human rights. Where some people argue that human rights are particular, necessarily differing according to group and context, we take as a key position that, at many sites, efforts to universalize rights have been the outcome of oppression and the struggle for liberation. … The potential for human rights as a common vision of human dignity to be the catalyst for change is significant”. To achieve significant change in expanding social inclusion, fighting discrimination, and acting upon injustice, human rights values have to be instilled in the minds and cultures of people. Education plays a crucial role in this, and it should not be underestimated: it represents a milestone toward a common vision of human dignity. While education is in itself a human right, Human Rights Education is about “the provision and development of awareness about fundamental rights, freedoms and responsibilities”.

Defining Human Rights Education and Democratic Citizenship

UNESCO, which has a longstanding commitment to promoting Human Rights Education, broadly defines it as “the learning and practice of human rights”. The United Nation Commission on Human Rights (UNCHR) defines it as follows: “Human rights education is a long-term and lifelong process by which all people at all levels of development and in all strata of society learn respect for the dignity of others and the means and methods of ensuring that respect in all societies …it significantly contributes to promoting equality and sustainable development, preventing conflict and human rights violations and enhancing participation and democratic processes, with a view to developing societies in which all human rights are valued and respected”. The UNCHR clearly identifies the crucial relation between Human Rights Education (HRE) and equality, sustainable development, and prevention of conflict. The key role played by education in the development of societies is here coupled with core human rights values and global citizenship ethic. This call to citizenship is more plainly spelled out by Amnesty International’s definition of HRE, whereby, rather than being only “the development of respect’ for human rights”, it aims to “empower students to defend and claim their rights, which has more of an activist element to it”. The following extract from Amnesty International brings to the fore even more evidently the element of active citizenship and its connection to HRE: "Human rights education is a deliberate, participatory practice aimed at empowering individuals, groups and communities […] Its goal is to build a culture of respect for and action in the defense and promotion of human rights for all. … Human rights education can also play a vital role in building social structures that support participatory democracies and the resolution of conflict, and can provide a common understanding of how to address political and social differences equitably and celebrate cultural diversity."

While the significance of Human Rights Education is widely acknowledged, democratic active citizenship is theorized as a vehicle for teaching and learning HRE. This view proposes an alternative vision of citizenship, global and cosmopolitan, where its content and practice are underpinned by human rights principles. Since the early nineties, both nation states and international organizations (among which UNESCO, the Council of Europe, etc) have demonstrated a considerable interest in education for democratic citizenship and its link with HRE; however, there has never been a clear distinction between the two. There seems to be a general assumption that they cover similar grounds in providing children and learners in general with a human rights background, but this is a limited and superficial view. Further, “programmes of EDC [Education for Democratic Citizenship] and HRE may differ considerably in the ways in which they characterise the relationship between the individual and the nation-state”. The difference between these terms is defined as follows: “One key difference between HRE programmes and citizenship education is that effective human rights education necessarily requires learners to be made aware of the need to hold government to account. Governments are responsible for securing our human rights”. It is important to strike a balance of responsibilities: in fact, while stressing emphasis on the responsibilities that individuals owe to each other, it is vital to acknowledge the obligations that governments have towards their citizens.

Hence, whilst Human Rights Education (HRE) provides a larger framework which brings attention to the responsibilities of nation states towards those under their jurisdiction, Education of Democratic Citizenship (EDC) focuses on horizontal ties (responsibilities among individuals) and calls upon an ethical understanding of civic society. EDC - also defined as global, cosmopolitan, and active - is directly concerned with social justice, it is based on rights, responsibility and action. An active and global citizen is someone who is aware of the wider world, who respects the values of diversity, is outrage by social injustice, is willing the make the world a more equitable and sustainable place, and who participates to the community at global and local level. Both HRE and EDC are necessary and complement each other in: fostering a culture of human rights and developing a language of human rights among societies. As human life experiences perpetual global social inequalities and injustice and diminished citizenship, EDC and HRE are vital tenets to be upheld.
The Encyclopaedia of Peace Education (2008) also offers a clear explanation of the concept of HRE as “an international movement to promote awareness about the rights accorded by the Universal Declaration of Human Rights (UDHR) and related human rights conventions, and the procedures that exist for the redress of violations of these rights”. This definition calls upon both horizontal ties as well as governmental and supranational responsibilities. Indeed, as the UN Office of the High Commissioner for Human Rights declares, HRE entails “training, dissemination and information efforts aimed at the building of a universal culture of human rights through the imparting of knowledge and skills and the molding of attitudes directed to: the strengthening of respect for human rights and fundamental freedoms”. HRE, according to UNHRC, is a “lifelong learning’ process for individuals” and for all sectors of society. Again, it becomes apparent from this definition, that HRE, whilst aimed at fostering a universal culture of human rights, it is also aimed at “the enabling of all persons to participate effectively in a free society”, thus emphasising the principle of active citizenship.

UNESCO states that HRE has been defined by the United Nations General Assembly as training and information aimed at building a universal culture of human rights through the sharing of knowledge, imparting of skills and moulding of attitudes directed to:
1. The strengthening of respect for human rights and fundamental freedoms;
2. The full development of the human personality and the sense of its dignity;
3. The promotion of understanding, tolerance, gender equality and friendship among all nations, indigenous peoples and racial, national , ethnic, religious and linguistic groups;
4. The enabling of all persons to participate effectively in a free and democratic society governed by the rule of law;
5. The building and maintenance of peace;
6. The promotion of people-centred sustainable development and social justice.

Further, HRE encompasses:
- Knowledge and skills: learning about human rights and mechanisms for their protection, as well as acquiring skills to apply them in daily life;
- Values, attitudes and behaviour: developing values and reinforcing attitudes and behaviour which uphold human rights;
- Action: taking action to defend and promote human rights.

A History of Human Rights Education

“The modern shift toward more global conceptions of human society and away from nationally-centred ones has led to an important shift in conceptions of the individual and of individual rights”. There is in fact a growing emphasis on the individual as a member of a global society rather than as a national citizen; thus the current weight of Human Rights Education seems to be a resulting consequence of this shift: “Human rights education, […] reflects both this developing emphasis on world citizenship and the strong assumption of personal commitment required for global citizenship”. The concept of Human Rights Education is increasingly being promoted by world organizations and professional associations, and is being advanced on a global scale; its rise and expansion are a result of several factors: (1) globalization and the actualities and perceptions of global, cultural, political and economic interdependence; (2) the expansion of organisation and discourse devoted to human rights, over and above standards of citizenship; and (3) the worldwide expansion of education at all levels”. Human Rights Education, its promotion, expansion, implementation and actualization, signify a world organized around individual development. As UNESCO states it, HRE “allows people to participate in their communities and society in a constructive and respectful way for themselves and others, It aims to deliver outcomes such as personal and social growth, the respectful conduct of citizens toward each other and the provision of opportunities for learners to develop critical thinking and life skills”.

The Universal Declaration of Human Rights, 1948, promotes Human Rights Education for the first time: “Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial and social groups, and shall further the activities of the United Nations for the maintenance of piece”. Whilst making a more implicit reference to HRE, the Universal Declaration of Human Rights represents a seed corn in the rather lush field of International conventions, obligations, resolutions, treaties, commitments and reports promulgated by the UNHRC, Human Rights Council, the UNESCO, the Council of Europe, among others. This is to say that Human Rights Education has a longstanding history and a legitimate place in the sphere of international instruments. The Vienna Declaration and Programme Action, paragraph 32 of its summary declaration, affirmed the importance of “incorporating the subject of human rights education programmes and calls upon States to do so”, paragraph 81 recommends that “Member States develop specific programmes and strategies for ensuring the widest human rights education”. The sixth EFA goal of the Dakar Framework for Action (2000) aims at “improving all aspects of the quality of education and ensuring excellence so that recognised and measurable learning outcomes are achieved by all, especially in literacy, numeracy and essential life skills”. To date, the latest international instrument for HRE derives from the Human Rights Council with a resolution calling for the ‘Promotion of Human rights Education and Learning’. In this most recent resolution, the Council: "Recalling General Assembly resolutions 43/128 of 8 December 1988, by which the Assembly launched the World Public Information Campaign on Human Rights, 59/113 A of 10 December 2004, 59/113 B of 14 July 2005 and 60/251 of 15 March 2006, in which the Assembly decided, inter alia, that the Council should promote human rights education and learning, and Commission on Human Rights resolution 2005/61 of 20 April 2005 and Subcommission for the Promotion and Protection of Human Rights resolution 2006/19 of 24 August 2006, on the World Programme for Human Rights Education, structured in consecutive phases, "reaffirms that States are duty-bound, […] to ensure that education is aimed at strengthening the respect of human rights and fundamental freedoms."

Human Rights Education and Human Rights Learning

The General Assembly 62/171 (20 March 2008):

Welcoming the adoption by the Human Rights Council on 28 September 2007 of resolution 6/9 entitled “Development of public information activities in the field of human rights, including the World Public Information Campaign on Human Rights”, resolution 6/10 entitled “United Nations declaration on human rights education and training”, and resolution 6/24 entitled “World Programme for Human Rights Education [...]

Convinced also that human rights learning should contribute to the fulfilment of
the Universal Declaration of Human Rights as a way of life for people everywhere,

1. Decides that the year commencing on 10 December 2008 shall be proclaimed the International Year of Human Rights Learning, to be devoted to activities undertaken to broaden and deepen human rights learning … bearing in mind the duty of the State, regardless of the political, economic and cultural system, to promote and protect all human rights and fundamental freedoms …;

2. Calls upon Member States to intensify their efforts, throughout the Year and beyond, to promote human rights learning and education at the local, national and international levels, and encourages cooperation at all levels and with all relevant stakeholders to this end.

This resolution marks an important phase in the development of HRE as it sanctifies Human Rights Learning as a crucial instrument to take forward the Assembly’s previous resolutions. Since then, the terms Human Rights Education and Human Rights Learning go hand in hand and are often used interchangeably. This seems reasonable if not unproblematic; however, both concepts have been extensively addressed by Betty A. Readon in a public speech (15 April 2009). Delivered for the UNESCO Chair for Peace Education Master Conference, Readon’s lecture focuses on a distinct definition of the two terms. She argues that “Human rights learning, at its core, is the cultivation of ethical reflection and assessment for the exercise of social responsibility”. Further, "while education is too often the ingestion of lifeless subject matter through narrowly prescribed procedures, true learning is an organic, vibrant process through which we develop our human identities and social capacities. It cannot be bestowed. It must be generated. Human rights learning is a generative process. Education may plant seeds, but it is learning that cultivates the fruit of human and social potential. Learning is as essential to becoming fully human as breathing is to being alive. It is as essential as clean water and adequate food to a healthy society."

This view bestows HRE with a holistic dimension: it identifies the ways in which HRE can cultivate transformative thinking. Thus, Human Rights Learning, goes beyond HRE: whilst the latter features in the curricula, the former is a new way of conceiving teaching and learning. Human Rights Learning is the process whereby HRE can be achieved: it is a progressive awakening of individuals to the multiple forms of violence which plague human existence and civil society. The goal of Human Rights Learning is "the conscientization of the privileged to their implication in and responsibility for this systemic and structural violence, advocated above as the pedagogy of the privileged. The complement to that goal is the awakening of the vulnerable, not only to awareness of the structural foundations of their oppression but, also and especially, to consciousness of themselves as the subjects of rights they may claim on the basis of universal human dignity, the core principle and foundation of all realms of human rights."

The extract above represents a prime example of how education – and the actual process of learning in this case – can be a means toward a just world. Indeed, “conscientization of the privileged” implies a process of sensitization of those who are advantaged. By flagging up the crucial relation between the privileges of some and the oppression of others, human rights learning cultivates ethical reflection and fosters the exercise of social responsibility. Political action and awareness of civic responsibility are required to overcome structural vulnerability and violence. Thus, the transformative politics and thinking inherent in HRE are to be achieved through - what has been defined as - Human Rights Learning and Democratic Active Citizenship.

Human rights Education can instil a vision of a just world, of ethical relations among individuals and communities, essential to overcome violence and balance the power structures. It builds a culture of respect for diversity and equality, it is vital in the transmission of core values of social justice and human dignity.

Implementing Human Rights Education

The plethora of international resolutions and recommendations promulgated by the UNHRC and Council of Europe, provide clear instructions about the way in which the international community should implement HRE at national level. The Encyclopaedia of Peace Education (2008) claims that, “in 2005, with the conclusion of the United Nations Decade for Human Rights Education, the office of the UN high commissioner for human rights launched an ongoing and more focused Plan of Action World Program for Human Rights Education which promises to elicit improved cooperation from governments, as well as cross-cutting support from UN bodies”. Indeed, the UNESCO official website states that “the World Programme recognises the need to ensure that human rights education remains a priority in the international community and provides a framework for promoting and implementing HRE beyond the decade. The World Programme began on 1 January 2005 and is structured in consecutive phases”.

A Collaborative project between the UN Special Rapporteur on the Right to Education and UNESCO Asia and Pacific Regional Bureau for Education realized a Manual on Rights-Based Education: Global Human Rights Requirements Made Simple; the author, Katarina Tomasevski, offers an accessible toolkit for governments. Governmental legal obligations under the various international treaties “can be summarized according to the following four-fold schema: to make education available, accessible, acceptable and adaptable. […] These show how rights-based education can be put into operation”. The four As are further explicated as follows:

“Availability: That primary education is to be free and compulsory […] The core principle underpinning this assertion is that there is a close correlation between low levels of education and poverty, both individual and societal.”

“Accessibility: In terms of access to education, the Dakar Framework for Action emphasizes the elimination of all forms of discrimination, and prioritizes the excluded, vulnerable, marginalized and/or disadvantaged children.”

“Acceptability: […] The obligation for developing indicators of quality and enforcing standards falls on the governments, with assistance available from regional and international bodies and NGOs. Acceptable standards of education are essential for achieving equality of access and elimination of discrimination in schools.”

“Adaptability: Another result of infusing education with a human rights perspective is that school systems must necessarily adapt to the various needs of individual students, […] International human rights treaties very carefully lay out the means by which states can develop strategies to work towards these ends”.

HRE not only can be integrated to existing school curricula (as part of civic education), but it can also be found in arts programmes, non-formal clubs and special events occurring in school settings. However, more can be said about the incorporation of HRE in both formal and non-formal educational frameworks of a nation. Indeed HRE can be integrated within a wide range of educational settings, such as training programmes for professionals (NHS, police, prisons, etc.), as part of community developments programmes; further, it can be integrated among training practices of public bodies, policy departments and service providers; among the civic society and in campaigns aimed at raising public awareness. Thus, it can be inferred that HRE does not only imply adding a subject on school curricula, but it entails a larger and more significant change in formal and non-formal education practices and approaches.

“The United Nations systems as well as other multilateral organisations are urged to increase considerably the resources allocated to programmes aiming at the establishment and strengthening of national legislation, national institutions and related infrastructures which uphold the rule of law and democracy, electoral assistance, human rights awareness through training, teaching and education, popular participation and civil society”. States are called upon to increase attention to HRE for the constructive role it plays in the promotion and protection of human rights. As the Economic and Social Council affirms in the 25 May 2005 General Assembly: "Through human rights learning communities can better equip themselves to evolve strategies for development which are sensitive to human rights. It is the deficit in human rights learning that creates a gap between what is professed and what is practiced."

States’ duties to implement HRE (and learning) and the striving toward a more inclusive society can be summarized as follows: “When human rights-based work is framed as efforts to universalize respect for human dignity, it provides an alternative way to link local, national, and global efforts but also takes human rights into areas formerly involving only state actors. […] A human rights framework provides a tool to make this shift inclusive of those who are marginalised and excluded from the social, political, and economic rewards of participating in society. Human rights, then, becomes a means to extend individual and social agency”.
There are structures available to support Member states in the implementation of HRE and in its cultivation; indeed, the Office of the United Nations High Commission for Human Rights and The UNESCO have devised a World Programme for Human Rights Education (First Phase) by putting together a Plan of Action (2006); this consists of a 57 pages booklet which includes an explanatory introduction on the significance of HRE, its definition and its values, along with a thorough list of stages for its implementation. Whilst not being the sole instrument available to Nations for the implementation of HRE, the Plan of Action can be defined as an approachable and easy to use source. It envisages Human Rights Education as promoting a holistic, rights-based approach; it also identifies five key components for success:

1. Educational policies. Understood as statements of commitment on the part of a Government, educational policies … should explicitly promote a rights-based approach to education.

2. Policy implementation. To be effective, policies need a consistent implementation strategy, […] Such a strategy should take into account the multiplicity of stakeholders at both the national level (e.g., ministry of education, teacher training institutions, research bodies, non-governmental organizations) and the local level. …

3. The learning environment. Human rights education strives towards an environment where human rights are practiced and lived in the daily life […]

4. Teaching and learning. Introducing or improving human rights education
requires a holistic approach to teaching and learning that reflects human
rights values. […]

5. Education and professional development of school personnel. Education and professional development must foster educators’ knowledge about, commitment to and motivation for human rights. […]

The Plan of Action encourages Member States to undertake as minimum action during the first phase (2005-2007) of the World Programme the following:

(a) An analysis of the current situation of human rights education in the school system (stage 1);
(b) Setting of priorities and the development of the national implementation strategy (stage 2);
(c) The initial implementation of planned activities.

In addition, The United Nations ensure a significant support to Member States in the national implementation strategies which goes beyond formal educational settings, to reach the broader civic life. There exists a support mechanism provided by international cooperation form the United Nations system and other international and regional intergovernmental organizations, organizations of ministers of education, non-governmental organizations and financial institutions. The support provided ranges from assistance in the elaboration, implementation and monitoring of the implementation strategy; the facilitation of information-sharing at all levels and the dissemination of good practice; to encouraging the development of human rights education networks and, finally, by supporting training and research, two key stages to the nurturing and the successful adoption of HRE. The close collaboration of these parties is crucial to maximize resources and maintain coherence.

Human Rights Education: the Role of NGOs

The UNESCO and UNHRC’s directions for implementation are quite clear about ‘Who should be involved?’ in the process of implementing HRE. The main actors identified besides educational policy units, are “teachers training institutions, national human rights institutions, teachers’ associations, non-governmental organizations, parents’ and students’ associations, and so on”. Similarly, the UNHRC identifies, in addition to the statutory governmental bodies responsible for education, “national human rights institutions, teachers’ associations, non-governmental organizations, parents’ and students’ associations”. This is an important aspect of the recommendation as it legitimizes the involvement of other actors and fosters a more participatory role of the community and the broader civic society in implementing and adopting HRE. Whilst encouraging a bottom-up approach (as it were), it also allows for other bodies to somehow monitor the policy development initiated by ministries of education.

NGOs and HRE

The role of non-governmental organization is crucial for the development of HRE; in fact more forcefully than the direction prescribed by the Plan of Action, the UN General Assembly 62/171 (20 March 2008) acknowledges that "non-governmental organizations play an important role at the national, regional and international levels in the promotion and protection of human rights through education and learning."

Along the same lines, the UN General Assembly A/RES/63/173 (20 March 2009) acknowledges that "civil society, academia, the private sector, where appropriate, and parliamentarians can play an important role at the national, regional and international levels in the promotion and protection of human rights, including in the development of ways and means to promote and implement learning about human rights as a way of life at the community level."

The above can be considered as recommendations for governments and civic society to approach, foster and develop a rights-based culture. These international resolutions are not isolated, but figure among a plethora of similar instruments. That is to say that the development of HRE is not simply a series of policies to be implemented, but a significant change in the way (formal and non formal) education, teaching and learning are to be approached.

Amnesty International – the biggest and most trusted voluntary organisation in the world – has launched a series of initiatives to foster the development of HRE at supranational level and to provide guidance and support in its most immediate implementation. Among its activities, we can single out the following: The Rights Education Action Programme (REAP), a 10 year-long international human rights education initiative led by Amnesty International Norway; Human Rights Education Network, a global human rights education network comprised of over 120 members carrying out human rights education in over 70 countries; Human Rights Friendly Schools Project, a project to promote a culture of human rights in schools through supporting school communities to integrate human rights values and principles into key areas of school life, and to demonstrate the global impact of a human rights friendly schools approach.

The case of Scotland

Scottish Government, Education Department

A most recent enquiry carried out in several Member States by the Office of the High Commissioner for Human Rights offers specific and useful insights into the Scottish situation. The OHCHR sent out a questionnaire to be completed by Governments; the survey was aimed at assessing the progress of implementation of HRE in several countries. The Scottish Government responded to this questionnaire on date 14 April 2010. Whilst an official reply by the Office of the High Commissioner for Human Rights is not yet available, it becomes apparent from the Scottish Government’s completed response that the HRE agenda has still a way to go here in Scotland.
The Scottish Government states in the questionnaire that “Human Rights Education is part of citizen education which is identified as an important cross- curricular theme within Curriculum for Excellence, the new curriculum in Scotland”. This seems a promising position, however, given the abundance of guidelines and timelines provided internationally to implement HRE, this status quo appears far behind the scheduled plan. Further, question 33 of the questionnaire, which more explicitly aims at investigating actual progress and compliance of governments to the World Programme, asks to “indicate any actions undertaken by your country to ensure that the World Programme is known amongst (1) education official, (2) teachers, (3) young people.” In answering this question, the Scottish Government plainly states that: “in implementing the new curriculum and highlighting the importance of responsible citizenship there has not been an explicit focus on the World Programme”. On a similar note are questions 14 and 15 of the questionnaire which refer to provisions in the Plan of Action (2006): “state whether guidelines exist for writing or revising textbooks that reflect human rights principles?; Have textbooks been prepared according to these guidelines?”. Both these questions have been answered with ‘N/A’. Though it might highlight a mere lack of information in this respect, it might also be a symptom of a broader deficiency in addressing HRE as per international regulations.

The policy measures proposed by the 2006 Plan of Action are clear about the fact that national curriculum should be designed “specifically for human rights education, setting out concepts and goals, teaching and learning objectives and approaches’; and that ‘the status of human rights education [should be defined] within the curriculum, according to the school level, and possibly as obligatory or optional, subject-based and/or cross-curricular (whereby human rights are included in all curriculum subjects)”. There is more work to be done before HRE can fully acquire a status on national curricula, despite the fact that a number of recommendations and policies seem to be aiming at the development of HRE in formal educational settings within the Scottish context. Further, the holistic approach – so much invoked by international recommendations and scholarly literature – entails far more than the provisions initiated to date.

Formal Education

Human Rights Education in Scotland is vigorously heralded and supported by Amnesty International. Amnesty produces a range of human rights education resources, linked to the Curriculum for Excellence, to help teachers in Scotland bring human rights into the classroom. For instance, Amnesty’s new Human Rights and Curriculum For Excellence leaflet provides details of all Primary and Secondary classroom resources that have been tailored to the new Curriculum for Excellence in Scotland. These resources are suitable for teaching under Health & Wellbeing, Expressive Arts, Religious & Moral Education and Social Sciences, and focus on a range of issues, including China, child soldiers, modern slavery and poverty. Many are also suitable for teaching across subjects. Amnesty has also provided a free cross-curricular training day on teaching human rights; and, in collaboration with the Scottish Human Rights Commission and others, is planning to host new human rights training events for Scottish teachers, to better equip them to teach human rights issues in the classroom, a key requirement of the Curriculum for Excellence.

Still in the sphere of formal education, Learning and Teaching Scotland (LTS) also promotes a rights-based approach and provides significant support to educational units for teaching human rights and active citizenship. Drawing from the valuable resource and tool-kit centre of the UN, LTS offers a wide range of downloadable material to teach human rights topic in schools.

Oxfam is committed to Global Citizenship. The ‘Oxfam in Scotland Manifesto’ (2007) states that Education for Global Citizenship to “give children and young people the opportunity to develop critical thinking about complex global issues in schools. The aim is to … help children make informed choices as to how they exercise their own rights and their responsibilities to others”. Further, Oxfam Scotland and ‘Roars not Whispers’ are organising an Active Global Citizenship conference for young people to learn more about global poverty and the human impacts of climate change.

The UN Association of the UK (UNA-UK) is the UK's leading source of independent information and analysis on the United Nations, and a UK-wide grassroots movement. UNA-UK has played a leading role in strengthening the citizenship curriculum; in 2008, the year the Universal Declaration of Human Rights turned 60, UNA-UK sent every secondary school in the UK its 'UDHR60' human rights teaching handbook. This year, UNA-UK works in collaboration with the UK National Commission for UNESCO to develop a teaching pack on the UN.

Non-Formal Education

Concerning non-formal educational settings, The International Development Education Association of Scotland (IDEAS) is to be included in the picture. IDEAS is a network of organisations and individuals involved in Development Education and Education for Global Citizenship across Scotland, at both school and community levels. “By raising awareness of global concerns and illustrating the potential for change, the IDEAS network aims to influence those in all sectors of formal and informal education and life long learning including teachers, policy makers, youth and adult education workers and a range of voluntary and statutory organisations”. IDEAS work in local community settings delivering and supporting education for global citizenship. It offers a range of services, such as: projects and workshops with community groups, community led courses and initiatives, workshops for youth groups, training for community educators, youth workers, students and voluntary sector staff.

The Scottish Human Rights Commission promotes and protects the human rights of everyone in Scotland; it promotes awareness and understanding of human rights among public, private and voluntary groups. The SHRC is currently working to increase awareness, recognition and respect for human rights, and make them more relevant and easier to apply in everyday life. Indeed, the Commission is developing training tools to support public, private and voluntary bodies who want to integrate human rights into their work.

Addressing the Gaps

Whilst the above aimed at presenting the case of Scotland in relation to Human Rights Education and Learning, it offered a brief overview of activities and actors present in Scotland. However, it cannot be considered as an exhaustive outline of statutory and non-statutory agencies involved with HRE, rather a starting point to take HRE further.

It is apparent that there exists a reasonable range of actors involved with HRE and EDC in formal learning. The Scottish Government Education Department, while addressing HRE and EDC at policy level, seems to fall short in relation to the international arena. In addition, LTS and Oxfam Scotland, though providing an excellent support to schools and other educational establishments, focus mainly on formal education and address more significantly the aspect of citizenship education, rather than the broader and more inclusive HRE. Amnesty’s important work at level of formal education has achieved tremendous targets, yet again, its main focus is formal education. Amnesty international has accomplished significant results in terms of HRE in non-formal educational settings at international level, and developed valuable materials for good practice; however, such programmes have not occurred or involved Scotland. While UNESCO and UNA-UK provide a valid support for schools to both teachers and pupils, once more, they mainly address education in formal contexts. IDEAS’ commitment to providing training to the communities is to be acknowledged as a main actor which engages with non formal educational settings; however, it must be noted, that its focus is principally global citizenship. SHRC’s plans to develop training seem to address Human Rights more broadly. Indeed the human rights based approach which the Commission invokes should emphasise the importance of the empowerment and participation of people affected by decisions to claim their rights, and the accountability of those responsible for human rights.

As result, it can be observed that HRE in non formal settings is significantly overlooked: there is no statutory or non-statutory agency, or NGO which is committed to fostering and promoting HRE in non-formal educational settings. There exist no provisions which at present offer training programmes for professionals, community developments programmes, training practices for public bodies, policy departments and service providers. Further, there is a significant lack in nurturing HRE and EDC among the wider civic society.

BEMIS: Finding Ways Forward

The brief mapping of the Scottish context provides clear indications that more work can be done in relation to Human Rights Education. Scotland finds itself in an excellent position to foster Human Rights Education forward. A small country characterized by cultural and ethnic diversity, with a thriving third sector, and extremely positive achievements in terms of equality is well equipped for this innovative approach. The Equality Act 2010 marks a new era for equality and diversity, now more than ever, a holistic approach to human rights is needed. The equality act has laid the foundations for a cultural shift in conceiving equality and diversity. Thus, this is an opportunity to be seized. Further, the recent Scottish elections represent yet another turning point for Scotland. The new parliament could embrace the concept of Human Rights Education and embed it in its approach to governance. A Human Rights based approach constitutes the essence of social inclusion, participation and equality.

BEMIS has recognized the crucial importance of Human Rights Education and has embedded it in its approach to equality, in its activities at both community and strategic levels. BEMIS is part of the European network DARE, (Democracy and
Human Rights Education in Europe) – among others – and is key within DARE as
member of its Board. Thanks to its involvement at European level, BEMIS is aware
of the ways in which HRE is being approached and fostered internationally. BEMIS is
dedicated to promoting HRE at multiple levels. It has initiated dialogues with
UNESCO (at Scottish level as well as at Headquarters) in order to take further – on
Scottish grounds – UNESCO’s commitment to support and advance Human Rights
Education internationally. Further, BEMIS seeks to engage with educational units,
policy departments, statutory governmental bodies and other NGOs to foster HRE in
Scotland.

In addition, to date has already initiated, realized and promoted a number of
activities concerning HRE across Scotland. BEMIS’s close links with Glasgow
University’s interdisciplinary network GRAMnet (Glasgow Refugee, Asylum and
Migration Network), have allowed a number of collaborative research activities and
projects. Among these, is an initiative vis-à-vis Human Rights Education: BEMIS and
GRAMNet have joined forces to launch a series of films within 2010-11 pertaining to
social justice and equality. Each film marks an important international observance and
is introduced to the audience by an expert scholar in the field. From local to global
productions, the film series brings to the heart of Glasgow a space where the
community can engage with significant issues pertaining to human rights. This
initiative seeks to develop a language of equality in Scotland by adopting the visual
arts as a means to engage with the community and nurturing core values of dignity
and respect for diversity. This film series has had incredible success throughout the season and attracted a diverse audience. The series 2011-2012 is already under way with an even more exiting programme and a closer focus on localism.

In recognizing the importance of collaboration and multi-agency approach, BEMIS has taken a lead in organizing a national conference on Human Rights Education in partnership with a number of national and international stakeholders (UNESCO, UNICEF, AMNESTY-Scotland, Scottish Refugee Council, Global Learning Project, Learning and Teaching Scotland). This conference, which will be held on 27th of October 2011 in Glasgow City Chambers, represents an opportunity to officially inaugurate Human Rights Education in Scotland. Open to members of the third and public sector, civic societies, educators, this event seeks to offer a broad presentation of Human Rights Education and its multifarious applicability in diverse contexts: formal and informal education, public services, etc. The joining of forces that BEMIS has initiated is a clear sign of the necessity and urgency to properly address Human Rights Education. The EU strategy 2020 clearly sets out the aim of deploying a Human Rights based approach, an this is a good time for Scotland to keep up with Europe’s developments.

BEMIS is thoroughly committed to developing, promoting and progressing a culture of diversity, and to fostering an inclusive society in a multicultural Scotland. BEMIS acknowledges the tremendous significance that HRE plays in building a more equal society and in instilling core values of diversity and human dignity. The Scottish scene features a number of actors involved in promoting and fostering HRE and EDC, however, there exists a lack of cohesion and coherence in the approach; further, there are gaps in the ways HRE and EDC are being addressed; aspects of HRE are not being fostered in the civil society in an effective and inclusive manner.
BEMIS wishes to outline the following recommendations:

The Scottish Government focuses mainly on formal Education in relation to HRE. BEMIS, as well as other NGOs, can support and pair the government’s efforts toward a more holistic approach to HRE and EDC, such as promoting non-formal education.
- A more coordinated approach to HRE and EDC in Scotland
- Rationalize and allocate areas of intervention within the Scottish context, to optimize the promotion of HRE at all levels and in all settings.
- Engage more significantly with European actors in relation to HRE to ensure that Scotland plays a key role in the promotion of a Human Rights Culture.

All the above require a commitment to HRE and a striving toward a more inclusive, more equal, multicultural Scotland. “The economic crisis is a human rights crisis involving large-scale structural violence against the vulnerable, a consequence of the ethical failures of the powerful and the privileged who support them”45. As the ethical failures of societies impact the current crisis – whereby the economic downfall is simply a symptom of a greater collapse of our human rights ethos – Human Rights Education can pave the way toward global justice. Scotland can accomplish a more Inclusive Growth, as the EU Strategy 2020 invokes, by reinvigorating a human rights ethos. Human Rights Education – if vigorously fostered – brings about a cultural shift in approaching equality and social justice, and restores a much needed culture of ethics.

BEMIS has the capacity to support Scotland in its progress toward an
inclusive society by pairing the government’s efforts with training and raising
awareness activities on the significance, values and potentials of HRE. Member States
are indeed demanded to “Recognize, accredit and support NGOs and other sectors of
civil society carrying out training activities in human rights education”. BEMIS
believes that only a significant and robust cooperation between Scottish NGOs, civil
society and other statutory governmental agencies can allow for a successful
implementation and promotion of HRE in Scotland.

This is a call for civic society, for Scottish government, public and third sector to reconsider understandings of Human Rights Education and to embrace its values. We invite the broader civic society and stakeholders to consider HRE and its links to social justice, equality, and inclusiveness. Thus, we elicit comments, responses, criticisms and views on this concept and its applications. HRE is a process and we wish to engage with it in a long-term perspective.

If you want to know more about this, if you wish to be involved more actively with HRE in Scotland, if you want to share your thoughts, please write to us and/or check out our Facebook page under ‘Human Rights Education An Active Citizenship in Scotland’. We look forward to hearing from you!

REFERENCES

Amnesty International, Human Rights Education
http://www-secure.amnesty.org/en/human-rights-education (accessed August 2010).

Bajaj, Monisha (ed). Encyclopaedia of Peace Education. Charlotte, North Carolina: InformationAge Publishing, Inc., 2008.

Gearon, Liam. The Human Rights Handbook a global perspective for education. Trentham Books: Stoke on Trent, 2003.

Gerber, Paula. From Convention to Classroom: The Long Road to Human Rights Education, Measuring States’ Compliance with International Law Obligations Mandating Human Rights Education. VDM Verlag Muller, 2008.

UNESCO, Promotion of Human Rights Education Human Rights Education
http://www.unescobkk.org/education/appeal/programme-themes/education-and-human-rights/human-rights-education/ (accessed August 2010).

UNESCO, General Principles for Implementing Human Rights Education
http://www.unescobkk.org/education/appeal/programme-themes/education-and-human-rights/human-rights-education/general-prinsiples-for-implementation/ (accessed August 2010).

Osler, Audrey and Starkey, Hugh. Teachers and Human Rights Education. Trentham Books: Stoke on Trent, 2010.

Plan of Action. World Programme for Human Rights Education. New York/Geneva: UNESCO, 2006.

Ramirez, Francisco O. David Suarez and John W. Meyer; ‘The Worldwide Rise of Human Rights Education’; School Knowledge in Comparative and Historical Perspective CERC Studies in Comparative Education; 2007; Volume 18:2.

Readon, Betty. ‘Human Rights Learning: Pedagogies and Politics of Peace’. Paper based on a lecture delivered for the UNESCO Chair for Peace Education Master Conference at the University of Puerto Rico, April 15, 2009. (accessed online August 2010).

Shultz, Lynette. Educating for Human Rights and Global Citizenship; Edited by Ali A. Abdi and Lynette Shultz. State University of New York Press: New York, 2008.

Tomasevski, Katarina. Manual on Rights-Based Education: Global Human Rights Requirements Made Simple. Bangkok: UNESCO Asia and Pacific Regional Bureau for Education, 2004).

International Instruments: Resolutions and Reports: General Assembly, Human Rights Council, Commission on Human Rights and Sub-Commission for the Promotion and Protection of Human Rights.

Economic and Social Council E/2005/NGO/21; 25 May 2005.

UN General Assembly 62/171; 20 March 2008 (International Year of Human Rights Learning).

UN General Assembly A/59/525; 25 October 2004.

UN General Assembly A/HRC/RES/12/4*; 4 December 2009 (World Programme for Human Rights Education).

UN General Assembly A/RES/63/173; 20 March 2009.

World Programme for Human Rights Education, Commission on Human Rights resolution 2005/61; 20 April 2005.

World Programme for Human Rights Education, General Assembly resolution 59/113B; 14 July 2005.

World Programme for Human Rights Education, General Assembly resolution 59/113; 10 December 2004.

World Programme for Human Rights Education, Human Rights Council resolution 12/4; 1 October 2009.

World Programme for Human Rights Education, Human Rights Council resolution 10/3; 25 March 2009.

World Programme for Human Rights Education, Human Rights Council report A/HRC/9/4; 24 July 2008.

World Programme for Human Rights Education, Human Rights Council resolution 6/24; 28 September 2007.

World Programme for Human Rights Education, Human Rights Council report A/HRC/4/85; 30 January 2007.

World Programme for Human Rights Education, report to the Commission on Human Rights E/CN.4/2006/90; 27 February 2006.

World Programme for Human Rights Education, Sub-Commission for the Promotion and Protection of Human Rights resolution 2006/19; 24 August 2006.

World Programme for Human Rights Education, Sub-Commission for the Promotion and Protection of Human Rights resolution 2005/26; 11 August 2005.

Tanveer Parnez, BEMIS (Scotland)

CONFERENCE: Draft Programme BEMIS Conference 27 October 2011 (Glasgow)

2011-06-30T10:50:00.003+02:00

09:00 Registration (with coffee and tea, biscuits)

09:30 Opening of the day by the Glasgow City Council’s Lord Provost

09.45 Welcome by Organizers

10:00 Opening Address (by a Politician)

10:15 Morning Session: Chaired by……
Panel of Keynote Speakers
1. Linda King (UNESCO)
2. Prof. Maitles (UWS)

11:00 Coffee Break

11:25 Themed Discussion groups (parallel sessions):
1. Curriculum for Excellence (LTS)
2. Human Rights Education and Civic Society (BEMIS + Amnesty)
3. Global Citizenship (GLP)
4. Citizenship and Refugees (SRC)
5. UNCHC and Curriculum for Excellence (SCCYP)

12:35 Networking lunch + Market Place

14:00 Afternoon Session: Chaired by…..
1. Keynote Speaker Phil Denning (HMIE) KEYNOTE
2. Brief Talks by:
Go Givers
Retrospective School Awards

14:45 Workshops:
1. LTS
2. SRC
3. BEMIS+Amnesty
4. SCCYP
5. GLP

15.45 Feedback session: the Future of a Charter

16:15 Closing Remarks

PROJECT: VOICE. Developing citizens - Paths to core competencies through a problem-based learning project in civic education (2)

2011-06-30T10:43:00.001+02:00

See also http://dare-network.blogspot.com/2011/06/project-voice-developing-citizens-paths.html.

Raise your voice and get active! This is the message which is conveyed by the title of VOICE, a Comenius multilateral project funded by the European Commission.

Lifelong learning and civic competencies are essential for each individual in modern, knowledge-based, democratic societies. As dispositions of learning-to-learn skills and active citizenship shape up in childhood and adolescence, schools can make a significant contribution to the enhancement of social and civic competencies as well as to learning-to-learn skills. The VOICE project aims to address this issue by developing problem-based learning materials for secondary school pupils and a teacher training course on skills and background knowledge for implementation of competence-oriented civic education.

VOICE has already started in January 2011 and will last two years’ time. Educational experts and practitioners from different institutions from Austria, Estonia, Germany, Slovenia and Turkey are collaborating in the VOICE project in order to contribute to improving educational practice in civic education.

Project outcomes

The project's consortium, formed by educational experts and practitioners from nine different institutions from Austria, Estonia, Germany, Slovenia and Turkey, develops

- problem-based learning modules for secondary school classes with on the topics Democracy, Europe, Human Rights and migration AND with focus on enhancement of social, civic and learning-to-learn competencies;

- a teacher trainings course featuring necessary skills and background knowledge for implementing competence-oriented civic education.

We will keep you updated on project events and outcomes.

More information on http://www.voice-comenius.org/

Elisabeth Turek, polis – Centre for Citizenship Education, Austria (partner of the VOICE project)

PROJECT: VOICE. Developing citizens - Paths to core competencies through a problem-based learning project in civic education

2011-06-30T10:40:00.003+02:00

The Center for Citizenship Education in Slovenia is taking part in VOICE, a Comenius multilateral project funded by the European Commission.

See also http://dare-network.blogspot.com/2011/06/project-voice-developing-citizens-paths_30.html.

The project started in January 2011 and will last two years’ time. Educational experts and practitioners from different institutions from Austria, Estonia, Germany, Slovenia and Turkey are working together in order to contribute to improving educational practice in civic education.

Lifelong learning and civic competencies are essential for each individual in modern, knowledge-based, democratic societies. As dispositions of learning-to-learn skills and active citizenship shape up in childhood and adolescence, schools can make a significant contribution to the enhancement of social and civic competencies as well as to learning-to-learn skills.

All eight key competencies are listed in the “Recommendation of the European Parliament and of the Council of 18th December 2006 on key competences for lifelong learning”. Among others (e.g. digital competence, cultural awareness and expression, sense of initiative and entrepreneurship) learning-to-learn skills and social and civic competences are fundamental to equip individuals to participate actively in civic society.

The VOICE project aims to address this issue by developing problem-based learning materials for secondary school pupils and a teacher training course on skills and background knowledge for implementation of competence-oriented civic education.
The expected project outcomes are (a) problem-based learning modules for secondary school classes with on the topics Democracy, Europe, Human Rights and migration and with focus on enhancement of social, civic and learning-to-learn competencies, and (b) a teacher training course featuring necessary skills and background knowledge for implementing competence-oriented civic education. The course will be announced via COMENIUS database.

More information about the VOICE project and involved partners on http://www.voice-comenius.org/voice, in Slovenian on http://www.eip-cdv.si/voice

Elena A. Begant (Program Director), Center for Citizenship Education (30 Robiceva Str, SI-2341 Limbus, phone +386 246 11 585)(Slovenia)

PROJECT: “Go Lightly” – youths reduce their carbon footprint

2011-06-30T10:22:00.002+02:00

The “Make the Link – Climate exChange” project, funded by the EC, is focused on: raising awareness among youths on climate change and its impact at local, national and global level; on how climate change affects poverty and children rights; on encouraging active citizenship and youth participation; on exchanging experience and ideas among students from the UK, the Netherlands, Bulgaria, Kenya, Malawi and Senegal.

Two tools have been developed to support the efforts of the project’s team: Learning resources (http://www.mtl-cec.org/educators/learning-resources.html) and web-platform (www.mtl-cec.org). In addition, teachers had an opportunity to receive qualified training on the usage of the materials.

At this moment, 33 schools in Bulgaria have signed a MoU to work on the project in Bulgaria and 92 teachers attended the trainings and now teach their students on climate change in their classes or eco-clubs.

The Youth Climate Network was established. Its members organized and carried out a campaign “Save Today to Have Tomorrow” whose main purpose was to make students aware of the importance of saving resources and to promote separate waste collection. 30 schools participated the event; and to assure sustainability, they received 3-coloured bins. Also, within the campaign, a poster-competition took place, and with the assistance of National Eco-parliament the winners were awarded.

Moreover, 2 grants schemes are available for the participating schools: so called Small grants (5 grants are awarded) and Active citizenship grants (3 grants are awarded). Within running their AC grant, Geo Milev Highschool in Varna developed and organized a campaign on reusable bags. They prepared by themselves textile bags and disseminated them in large supermarkets in Varna, while giving the information for the importance of taking action to reduce our domestic carbon emissions.

Petya Dimitrova, Partners Bulgaria Foundation (Bulgaria)

PUBLICATION: Manual on Human Rights Education for Active Citizenship in Angola

2011-06-30T10:10:00.003+02:00

The Manual “Do Direito e...Do Esquerdo! Promoção de uma cultura dos direitos humanos para uma cidadania activa e participativa em Angola”, was developed in the framework of the Project “Promoção de uma cultura dos direitos humanos para una cidadania activa e participativa em Angola”,(Promotion of a human rights culture for active citizenship in Angola) implemented by VIS - Volontariato Internazionale per lo Sviluppo (International Volunteers for Development) and Salesians of Don Bosco and was sponsored by the European Project 2008 “EIDHR - EUROPEAN INSTRUMENT FOR DEMOCRACY AND HUMAN RIGHTS”.

This Project endorsed the wider objective of:
strengthening civil society through the promotion of the active participation and individual and social commitment contributing to empower people, especially young people, to play leading roles in their own development and in the development of their communities fighting social exclusion and creating a strong base for their meaningful participation at local and national levels.

The Project promoted the establishment of a Committee on Human Rights, composed of young people, that promoted an educational strategy in Human Rights in several areas: Primary and Secondary schools, vocational training centers, youth groups, associations, media, etc. as well as the creation of an information center for documentation, training and preparation of teaching materials for the promotion of Human Rights Education in different settings through the use of media (e.g. Radio space; a blog on Human Rights: http://mundodedireitos.blogspot.com/ )

One of the main goals of the Project was the elaboration of a Manual on Human Rights Education “Do Direito e...Do Esquerdo! Promoção de uma cultura dos direitos humanos para uma cidadania activa e participativa em Angola”, an educational and training tool for people who are active in education (both formal and non formal) as educators, trainers, teachers, young leaders, human rights promoters, young people (peer to peer education) and who are, for various reasons, interested in Human Rights based participatory education. The main objective of the Manual is to promote Human Rights Education, Education to Democratic Citizenship, Social Justice and Solidarity.

The Manual is available in Portuguese. For further information please contact:

Gabriella Patriziano, VIS Human Rights Office (VIS – Volontariato Internazionale per lo Sviluppo 126, via Appia Antica 00179, Rome)(Italy)

Human Rights Education through Dilemma Simulations

2011-06-27T12:58:00.015+02:00

Humanity in Action (HIA) has developed innovative simulations on human rights dilemmas for use in adult education.

The topics of the simulations are:
- Business Ethics in a Globalized Economy
- Human Rights, National Security, and Preventive Detention

Simulation games are an innovative educational tool linking human rights education with political and history education. Simulating human rights dilemmas provides a playful way of learning and understanding the complex political dynamics behind them. Participants assume the roles of different interest groups, explore driving forces and historical backgrounds of a conflict, and strive for an acceptable compromise in negotiations. A simulation is an abstraction which inevitably involves simplification. The focus lies on exposing mechanisms of political decision making.

The simulations manuals (scenario, background information, role cards, guidelines for facilitators) can be downloaded for free at the “Teaching Tools” section of the HIA website.

The simulation development was supported by the Foundation Remembrance, Responsibility and Future and the German Federal Foreign Office.

DARE Video 19: Bridging the Past and the Future: Holocaust Education and Human Rights Education

2011-06-27T12:31:00.014+02:00

The 2011 International Conference of Humanity in Action "Towards More Just Societies: Learning From History" (Berlin, June 30 - July 3, 2011) focused on innovative educational approaches at the intersection of history education, holocaust education and human rights education in Europe and the US. The conference applied HIA’s innovative educational model: international, intergenerational and interdisciplinary.

A panel discussion explored past and present challenges at the intersection of Human Rights Education and Holocaust Education.
Panelists were:
- Dr. Judith S. Goldstein (Executive Director, Humanity in Action)
- Dr. Rainer Huhle (Nuremberg Center for Human Rights)
- Ralf Oberndörfer (Founder of HISTOX)

Click below for an interview with Sabine Krüger (Research and Education Specialist, Foundation “Remembrance, Responsibility and Future”) who moderated the panel.

Check the DARE Video Library for an interview with Dr. Judith Goldstein (HIA) on the close ties between history education and human rights education, the main differences between human rights education in Europe and the United States, and the consequences of human rights being developed as a “secular religion”.

Check the related results of the recent study “Discover the Past for the Future: A study on the role of historical sites and museums in Holocaust education and human rights education in the EU” of the European Union Fundamental Rights Agency (FRA). The study offers a comparative analysis of the role of commemoration sites, original sites and historical museums in Holocaust education and Human Rights education in all the Member States of the EU.

PUBLICATION: Manual on Human Rights Education in Angola

2011-06-23T15:14:00.001+02:00

PUBLICATION: “Do Direito e...Do Esquerdo! Promoção de uma cultura dos direitos humanos para uma cidadania activa e participativa em Angola”, Manual on Human Rights Education for Active Citizenship in Angola

The Manual “Do Direito e...Do Esquerdo! Promoção de uma cultura dos direitos humanos para uma cidadania activa e participativa em Angola”, was developed in the framework of the Project “Promoção de uma cultura dos direitos humanos para una cidadania activa e participativa em Angola”,(Promotion of a human rights culture for active citizenship in Angola) implemented by VIS - Volontariato Internazionale per lo Sviluppo (International Volunteers for Development) and Salesians of Don Bosco and was sponsored by the European Project 2008 “EIDHR - EUROPEAN INSTRUMENT FOR DEMOCRACY AND HUMAN RIGHTS”.

This Project endorsed the wider objective of:

· strengthening civil society through the promotion of the active participation and individual and social commitment

· contributing to empower people, especially young people, to play leading roles in their own development and in the development of their communities

· fighting social exclusion and creating a strong base for their meaningful participation at local and national levels.

The Project promoted the establishment of a Committee on Human Rights, composed of young people, that promoted an educational strategy in Human Rights in several areas: Primary and Secondary schools, vocational training centers, youth groups, associations, media, etc. as well as the creation of an information center for documentation, training and preparation of teaching materials for the promotion of Human Rights Education in different settings through the use of media (e.g. Radio space; a blog on Human Rights: http://mundodedireitos.blogspot.com/ )

One of the main goals of the Project was the elaboration of a Manual on Human Rights Education “Do Direito e...Do Esquerdo! Promoção de uma cultura dos direitos humanos para uma cidadania activa e participativa em Angola”, an educational and training tool for people who are active in education (both formal and non formal) as educators, trainers, teachers, young leaders, human rights promoters, young people (peer to peer education) and who are, for various reasons, interested in Human Rights based participatory education. The main objective of the Manual is to promote Human Rights Education, Education to Democratic Citizenship, Social Justice and Solidarity.

The Manual is available in Portuguese. For further information please contact:

Gabriella Patriziano
VIS Human Rights Office

VIS – Volontariato Internazionale per lo Sviluppo

126, via Appia Antica 00179, Rome (Italy)
email: g.patriziano@volint.it

New publication: The 2009 Lisbon Forum - Creating a Culture of Human Rights through Education

2011-06-22T11:12:00.001+02:00

The 2009 Lisbon Forum - Creating a Culture of Human Rights through Education

The report of the 2009 Lisbon Forum is now available. The Lisbon Forum is a platform for dialogue and for sharing experiences, expertise and good practices between Europe and the other continents, especially the Middle East, Africa and the countries on the south side of the Mediterranean.

http://www.coe.int/t/dg4/nscentre/Resources/Publications/The_2009LisbonForum_net.pdf

---------

Le Forum de Lisbonne 2009 - Créer une culture des Droits de l’homme atravers l’éducation (en anglais uniquement)

Le Forum de Lisbonne est une plate-forme de dialogue, de partage d’expériences, d’expertise et de bonnes pratiques, entre l’Europe et les autres continents - en particulier les régions voisines que sont la rive sud de la Méditerranée, le Moyen-Orient et l’Afrique.

http://www.coe.int/t/dg4/nscentre/Resources/Publications/The_2009LisbonForum_net.pdf

EUROCLIO Annual Conference: Looking at History from Different Lenses

2011-06-17T02:03:00.002+02:00

Turkey, Antalya, 1-7 April 2012:
Looking at History from Different Lenses,
EUROCLIO Annual Conference in cooperation with Turkish History Teachers Association

Come and join a multi-facetted event and contribute to shaping the face of contemporary history education. Learn, inspire, share, develop and listen with 200 peers and experts. Use this chance to see education from manifold perspectives and profit from taking part in this multinational event. Offer your own workshop, highlight your own teaching material, listen and participate. Our Annual Conference is a unique professional training open to history, citizenship and social studies educators from Europe and beyond.

More information available at
http://euroclio.eu/new/index.php/2012-antalya-turkey

Special Issue of the Journal Educational Research just published

2011-06-14T16:41:00.001+02:00

"Intercultural, Citizenship and Human Rights Education: The Challenges of Implementation for Policy, Practice and Research": http://www.informahttp://www.blogger.com/img/blank.gifworld.com/smpp/title~db=all~content=g937574986

Conference “Closing the empowerment gap through citizenship education: How to address educationally disadvantaged groups”, 17-19 November 2011, Warsaw (Poland)

2011-05-31T11:10:00.000+02:00

NECE - Networking European Citizenship Education

“Closing the empowerment gap through citizenship education: How to address educationally disadvantaged groups”, 17 - 19 November 2011, Warsaw (Poland)
Location: Fabryka Trzciny Art Centre, ul. Otwocka 14, 03-759 Warsaw (www.fabrykatrzciny.pl)

This year's NECE conference focuses on the complex changes regarding civic participation in Europe and its effects on socially disadvantaged groups. On the one hand citizens tend to refrain from traditional political participation, which is reflected by decreasing turnout rates in elections and a general disenchantment with politics. On the other hand a rising number of new ways of getting involved in politics and society i.e. using new media have emerged and gained importance.

However, these new forms of political involvement are to a large extent determined by the access to education, by income and skills. Groups with no access to these resources remain widely excluded from participation in civil society and political processes. Socially disadvantaged groups with poor educational opportunities suffer from a conspicuous ‘empowerment gap’.

By bringing together multipliers in the fields of citizenship and cultural education, youth and social workers, NGO representatives and experts from a wide range of academic disciplines this conference seeks to discuss the role of citizenship education in this context. Is citizenship education the suitable tool that could contribute to close the empowerment gap? Conference contributions will include theoretical and practical approaches from all over Europe. In schools and out-of-school or informal learning environments will be taken into consideration.

The current conference programme is available at the NECE website http://www.nece.eu/
The conference language is English (without translation).

There is a participation fee: participation in the whole conference € 50,-; reduced fee for students € 25,-; daily guests € 20,-.
Since the number of conference participants is limited, we ask you to register as soon as possible at: http://conf.lab-concepts.de/nece
The organisers will not cover accommodation and travel costs!

For more information on accommodation and travel arrangements in Warsaw, please visit the NECE website: http://www.nece.eu/. Here you may also find further information about the NECE initiative promoted by the Federal Agency for Civic Education (Germany).

If you have any questions, please do not hesitate to contact the conference management at:
lab concepts GmbH
Agathe Dziuk
Phone: +49 (0)228 2498 114/ Fax: +49 (0)228 2498 111
nece-warsaw@lab-concepts.de

Teacher education for change - The theory behind the Council of Europe Pestalozzi Programme (Pestalozzi series n°1)

2011-05-26T16:01:00.002+02:00

Teacher education for change - The theory behind the Council of Europe Pestalozzi Programme (Pestalozzi series n°1) (24/05/2011)

What is the main role for teachers today? Why is the Council of Europe dealing with education, and teacher education in particular? How is educational thinking guided by visions of a future society desirable for all? How, in the midst of a fierce battle for curriculum time, can education for human rights, democracy and mutual understanding be embedded in the existing curricula? What are the values underlying our educational visions? The aim of this publication is to offer a few answers to these and many other questions. Above all, its purpose is to contribute to the ongoing debate, more necessary than ever, on the role of teachers and teacher education in the broader context of teaching and learning for a sustainable democratic society.


Author(s) :		Josef Huber & Pascale Mompoint-Gaillard (editors)
ISBN :		978-92-871-7020-0
Format :		16 x 24
No. of pages :		151
Price :		39 €/ 78 $
		+ 10% postage

To place an order directly http://book.coe.int/sysmodules/RBS_page/admin/redirect.php?id=36&lang=EN&produit_aliasid=2619

Evaluating Human Rights Training Activities: A Handbook for Human Rights Educators

2011-05-10T10:03:00.001+02:00

EQUITAS-The International Centre for Human Rights Education and the Office of the United Nations High Commissioner for Human Rights (OHCHR) have jointly published "Evaluating Human Rights Training Activities: A Handbook for Human Rights Educators". The Handbook aims at strengthening the evaluation of human rights education/training (HRE) activities with a view to increasing their impact. It highlights relevant research and practice in educational evaluation and contains step-by-step guidance, including examples of tools and techniques, to integrate evaluation throughout the entire HRE process including design, delivery and follow-up. The Handbook is organized as follows:

Part 1 - Evaluating HRE: exploring the basics
It reviews the goals, content and process of HRE. Key concepts of educational evaluation are then introduced, as well as two models of educational evaluation that can guide human rights educators in incorporating evaluation into their HRE work.

Part 2 - Evaluating HRE: a step-by-step process
It outlines a five-step process for evaluating human rights training sessions for adult learners. This process, which includes training needs assessment, defining results, formative evaluation, end-of-training summative evaluation and impact and transfer evaluations, directly links the design of evaluation with the different phases of a training design cycle. Data analysis methods and techniques as well as different means of communicating results are also addressed.

Part 3 - Particular evaluation concerns
It looks at a number of important issues and questions that human rights educators will need to deal with when evaluating HRE activities and also provides some useful strategies for addressing them. Issues include the role of gender in evaluation, the effects of culture and language, evaluation of evaluations, and finding time and resources for evaluation.

Part 4 - Tools and techniques for evaluation in HRE
It presents a broad collection of practical tools and techniques, which can be easily adapted to suit particular needs, for the different types of evaluation - from training needs assessment to evaluating transfer and impact.

Part 5 - Useful resources for HRE evaluation
It contains a variety of resources consulted in the development of this Handbook, including print and electronic materials, and a list of relevant websites.

The Handbook, available in English, can be downloaded from the OHCHR website at the address:
http://www.ohchr.org/EN/PublicationsResources/Pages/TrainingEducation.aspx (last item, at the bottom)
and from the EQUITAS website at the address: http://equitas.org/resources/human-rights-defenders-and-educators/evaluation/

It will be made available in Spanish (September 2011) and French (December 2011) at the same addresses.

source: hr-education list: Elena Ippoliti, OHCHR and Vincenza Nazzari, EQUITAS

Workshop Results: “European Transitions from Dictatorship to Democracy in the late 1980’s”

2011-04-28T11:27:00.007+02:00

Humannity in Action Germany hosted a Workshop in early March entitled “EUTRA - European Transitions from Dictatorship to Democracy in the late 1980’s.”

Supported by the European Union Lifelong Learning Program "Grundtvig" the workshop brought together thirteen EU residents with different national and educational backgrounds. The age diversity contributed significantly to intellectual content of the workshop. Some participants had directly experienced political transformation in Eastern Europe. Others came of age after their country of origin had undergone major changes, but brought memories from their childhood and family stories.

The workshop included lectures, site visits, discussions and testimonies by eyewitnesses and culminated in a simulation game centered around a fictitious country in the throes of political upheaval and regime change. The simulation asks dominant interest groups and stakeholders to come together to negotiate a course of action that is acceptable to all.

The simulation manual is available for download and further use at the Humanity in Action Simulation Library.

European Union Fundamental Rights Agency: Hot Topics at 4th Fundamental Rights Platform Meeting

2011-04-18T14:53:00.019+02:00

The 4th annual meeting of the Fundamental Rights Platform (FRP) of the European Union Fundamental Rights Agency (FRA) on April 14-15 in Vienna brought together around 180 civil society representatives from across the EU and over 30 FRA experts.

Key themes of the meeting included:
- Access to Justice: How civil society organisations can help victims to claim their rights;
- Participation: The role of civil society organisations in the implementation of the UN Convention on the Rights of Persons with Disabilities (CRPD);
- Co-operation between the FRA and FRP.

Ilze Brand-Kehris, Chair of the FRA Management Board, emphasized the
importance of dialogue between the FRA and the platform participants (instead of "parallel monologues") and introduced a long-term strategy of developing indicators for fundamental rights compliance.

At a "Talking Table" on Human Rights Education, Aydan Iyigüngör, FRA Human Rights Education Coordinator, suggested to promote the integration of explicit references to human rights education and training into European Commisssion funding programmes - in cooperation with the FRP participants and other HRE stakeholders.

Apart from plenary discussions, participants were offered 30 min slots to present ideas, projects or issues that are important to them, and to discuss these with the other participants and the FRA staff. This led in many cases to very controversial sessions on conflicting fundamental rights. FRP participants recommended to pay closer attention to conflicting rights in the future work of the FRA.

Several DARE member organisations among the participants of the Fundamental Rights Platform took this opportunity to catch up on recent developments in Democracy and Human Rights Education and share the results of the most recent DARE project "Democracy and Human Rights Education in Adult Learning".

DARE member Humanity in Action presented recently developed Human Rights Dilemma Simulations as an innovative tool to link human rights education with history learning and civic education. The simulations are available for download at www.humanityinaction.org/germany/simulationmanuals.

DARE members Chrysis Michaelidis (left, European Social Forum Cyprus),
Anne Stalfort (Humanity in Action Germany),
and Gabriella Patriziano (Volontariato Internazionale per Sviluppo)
present the DARE GRUNDTVIG project report "Democracy and Human Rights Education in Adult Learning".

Course: Global Citizens Development Education Theory & Practice for Adult Basic Skills/Literacy Educators

2011-04-18T11:57:00.000+02:00

Course: Global Citizens Development Education Theory & Practice for Adult Basic Skills/Literacy Educators - A training course for adult education tutors/course coordinators
http://ec.europa.eu/education/trainingdatabase/index.cfm?fuseaction=DisplayCourse&cid=28540. This training course has been approved and is included in the Comenius - Grundtvig Training Database, reference number IE-2011-211-002

Join with an international group of professionals and peers to enhance your skills and improve your capacity to assist your students to learn in an environment that encourages active citizenship. Development Education (DE) methodologies will be introduced by an expert team and participants will be facilitated to explore how to integrate DE approaches and resources into their work.

DATES: two sessions of this course will be held, you may register for either session. Session 1: 05/09/2011 - 09/90/2011 or Session 2: 12/09/2011 - 16/09/2011
COURSE COST: A grant is available under the EU Grundtvig Inservice programme to cover travel & accommodation expenses and fees for this course.

Detailed information on how to apply is available from your national agency.
Find you National Agency here: http://ec.europa.eu/education/lifelong-learning-programme/doc1208_en.htm . Deadline for submission of applications is APRIL 29!!

If you are interested in participating in an international Grundtvig in-service training course, don’t miss this opportunity! And please forward this message to any colleagues you think might also be interested in participating.

FURTHER INFORMATION: contact Mary McGillicuddy by email: coordinator@kade.ie - or telephone +353 66 718 1358.

Contact/Organiser:
Mary McGillicuddy
KADE - Kerry Action for Development Education - IRLAND
11 Denny Street, Tralee, Co. Kerry, Ireland

+353 66 718 1358 info@kade.ie www.kade.ie

Funding Programme TEACHING HUMAN RIGHTS 2011 - Call for Applications

2011-04-11T09:34:00.000+02:00

DEADLINE: 31 AUGUST 2011

Content and Objectives of the Programme

The Universal Declaration of Human Rights in 1948 was a fundamental response to historical injustice, and in particular to the crimes of the National Socialists and World War II. The protection and enforcement of human rights is and will remain an important task. With the funding programme “Teaching Human Rights”, the Foundation is undertaking a long-term and active commitment to forging thematic links between human rights education and history learning. Through the examination of the history of National Socialism, the Holocaust and the Second World War, it is highlighting important contemporary approaches.

The history of human rights teaches us above all that these rights always were and indeed still are in danger. At the same time it also shows us how individuals, organisations, institutions and states have successfully fought to ensure that these rights are observed.

Human rights education aims to foster a culture of human rights that empowers people and organisations to observe, protect and assert human rights. It takes the form of preventive and action-oriented educational work. Today it is vitally important to develop educational offerings that strengthen active commitment to human rights by promoting knowledge and skills, and by making clear that: internationally anchored human rights are indispensable in view of the history of conflict and violence in the 20th century, especially World War II and the Holocaust; human rights have been successfully championed in processes dealing with specific experiences of injustice; courageous individuals from all over the world, NGOs and social movements have taken up the struggle for human rights and can encourage other people to stand up for human rights as well; even today, human rights do not apply equally for all human beings, and this calls for special engagement.

The Foundation would also like this Funding Programme to steer historical learning more in the direction of human rights issues. Projects are to focus on individual human rights, their legal protection and the corresponding historical contexts.

What can be funded?

National and international projects, for example: the design and implementation of education projects for young people and multipliers, for special target groups such as pupils at lower-intermediate secondary schools or vocational schools, and adult education courses for police officers, soldiers, public authority staff or journalists; the development of corresponding teaching materials, products or project days; innovative, original and adventurous project ideas which are sustainable and product or process-oriented.

Country-specific human rights issues and the particular historical contexts in the respective countries are to be taken into account. The majority of funded projects should make a connection to history of National Socialism. Nonetheless, some projects may address other relevant historical topics from the 20th century. Applications must make clear the need for and necessity of the project, concrete project activities, learning processes and methodical-didactic approaches. Projects that contribute to fighting anti-Semitism are particularly welcome. All projects are required to maintain high standards of quality. In 2011/2012, projects in Germany can only be funded in exceptional cases. The project results must be presented in an international context. Project examples can be found online under funded projects.

Who is eligible for funding?

Experienced educational institutions in the fields of history and/or human rights education from the following countries can apply for funding: Poland, Czech Republic, Russia, Ukraine, Belarus, Lithuania, Latvia, Estonia, Israel and Germany. Applicants must already operate in the field of historical learning or human rights education and be interested in long-term expansion of their regular education programmes. They are to support the educational work out of their own resources and must have solid experience in the field of history or human rights education. Furthermore, they are to make use of the project results, including after the completion of the project, integrate them in their educational work and make them available to other educational service providers. National as well as international projects are eligible for funding.

What will not be funded?

Academic research or publications
Expert conferences or symposia
International youth exchanges
Educational trips

Amount of funding

It is planned to make EUR 350,000 available in 2011 in order to fund 8-10 projects. Support will be provided for personnel and non-personnel costs. Applicants are expected to furnish appropriate funding of their own and to seek funding from third parties. The duration of the project may exceed one year.

Application and Deadlines

Applications may be submitted until 31 August 2011. The application form can be downloaded from the Internet at http://www.stiftung-evz.de/ (Funding programme “Teaching Human Rights”). Applications may be submitted by email (with scanned signature).

The applications will be submitted in October 2011 to an independent expert jury for comparative assessment. On the basis of the jury recommendations, representatives of the selected projects will be invited to attend a project workshop in Berlin from 28/11 – 01/12/2011. Then the indicated candidates are to revise and resubmit their application, which must bear an original and legally binding signature, to the Foundation together with the necessary documentation on the legal status of the organisation. The Board of Directors of the Foundation will decide which projects will be funded. Projects will be able to commence at the beginning of 2012 or thereafter.

The EWC Statement Series – first issue is available now!

2011-04-09T18:37:00.002+02:00

This is the first issue of the EWC Statement Series, a collection of expert statements, which have been regularly published since the beginning of 2010, on the EWC homepage. Scholars and other education professionals have been invited to publish their views on current research and scholarly debates in the field of Education for Human Rights (HRE), Democratic Citizenship (EDC) and Intercultural Understanding (ICE).

With this statement series, the EWC wants to make the results of theoretical debates and empirical studies available for non-academics and invite them to actively make use of them. Facilitating access to research is an important part of the EWCs mandate and mirrored in several of our activities.

The EWC Statement Series challenges notions of excellence and expertise as reserved to a small elite and linked to highly ritualized and restricted rules of access. It opts for the dynamic and transparent nature of knowledge development by inviting experts - not in order to come up with compressed versions of research findings but with a description of relevant academic positions reflecting ongoing debates and developments in the field of EDC, HRE, ICE.

The contributions in this series show the relevance of theoretical and empirical input for the development within the field which links policy making, societal change, the professional development of educators, and the way in which future generations will be prepared to live together as equals in open and diverse societies. We wish for these statements to give educators impulses for the reflection and development of their own professional practice.

Download the EWC Statement Series, First Issue 2011

Dictatorships of the 20th Century and their Representations in Schoolbooks: Symposion in Berlin, May 26-28

2011-04-08T12:21:00.003+02:00

International experts in the field of school education, historians and other interested educators from European countries are invited to a symposium to discuss changes in perceptions of dictatorships of the 20th century and their representations in schoolbooks. The reflections of the dictatorships have become apparent over the last two decades and found their way into school curricula and educational supplies for students. In this respect the year 1989 is viewed as a turning point in shaping perceptions about the 20th century dictatorships and their representations, which the symposium aims to discuss.

The symposium presents an excellent opportunity for an international group of 60 teachers and facilitators from historical societies and unions, publishers of schoolbooks and representatives of institutions dealing with historical and political education, as well as other pedagogues and researchers (particularly those concerned with schoolbook studies) and individual members of communities to explore the issue in a practical and comprehensive way.

The symposium will take place from May 26, 2011 to May 28, 2011 in Berlin and Teltow, Germany. It is supported by the Foundation “Remembrance, Responsibility and Future” and the Federal Foundation for the Reappraisal of the SED Dictatorship.

At the symposium simultaneous interpretation will be provided in both English and German. To learn more, please find enclosed the current programme or visit our website www.mitost.org/symposium_1989

We're looking forward to your applications until April 17, 2011.

Contact:
Patricia Krolik
krolik(at)mitost.org

Publication for Download: Human Rights and History.

2011-03-29T12:20:00.002+02:00

The publication "Human Rights and History.A Challenge for Education" focuses on the debates surrounding the historical development of human rights after 1945. The authors examine a number of specific human rights, including the prohibition of discrimination, freedom of opinion, the right to asylum and the prohibition of slavery and forced labor, to consider how different historical experiences and legal traditions shaped their formulation. Through the examples of Latin America and the former Soviet Union, they explore the connections between human rights movements and human rights education. Finally, they address current challenges in human rights education to elucidate the role of historical experience in education.

This publication of the German Foundation Remembrance, Responsibility and Future was published in March 2010, and is available for download in German and English.

Letter from the Chair

2011-03-28T13:26:00.009+02:00

Dear Colleagues and Friends,

Spring has come! It brought the UN Declaration on Human Rights Education and Training, which was just adopted by the Human Rights Council on 24 March and is expected to be adopted by the UN General Assembly in December. With the Declaration we, educators and activists, have another international instrument that emphasises the importance of education about and for democracy, active citizenship and human rights. It commits governments to making more resources available and support NGO's like DARE and it members in their work.

With Spring also come new DARE activities. Next week the second DARE Spring Academy will take place in Sonnenberg (Germany). Thirty multipliers in youth work from Bulgaria, Cyprus, Germany, Hungary, Italy, Malta, the Netherlands, Poland and the United Kingdom will participate in "Human Rights CREATIVE". From 22-28 May DARE and the Educational Centre Kurt Löwenstein organise a GRUNDTVIG In-Service Training on the issue of Education Strategies against Right-Wing Extremism and Group- Focused Enmity in Europe.

We will keep you informed via e-DARE and the DARE website about other upcoming events organised by DARE and DARE members. But please, already mark your calendar: DARE's General Assembly will take place in Warsaw on 19 November.

Warmest wishes,

Frank Elbers

OPINION: Changing society without revolution

2011-03-25T02:09:00.002+01:00

In times of revolutions in North Africa we can truly understand why the United Nations and Council of Europe encourage states to strengthen education in human rights and democratic citizenship. The schools are social arenas where values are being formed. In the long run, education in human rights will lead to positive developments. Norwegian authorities should strengthen such education in Norway, but also be more active on the international arena.

During the last decades there has been a lot of focus on the potential of human rights education in order to promote respect for human dignity, human rights and democracy. The World Programme for human rights education and the corresponding Plan of Action have been developed by the United Nations. A Declaration of Human Rights Education will, most probably, be adopted during the next session of the General Assembly. Council of Europe launched Charter on Education for Democratic Citizenship and Human Rights Education last year. The Charter urges European states to strengthen such education in the school systems, but also in the society as such.

To teach human rights to young people is the best guarantee for the development of peaceful and democratic societies. The core values of human rights, namely human dignity, equality and the non-discrimination principle, encourage people to reflect, participate, be tolerant and respect others. The international human rights system has been built up step by step after the World War II. This system is far from being perfect, but still it has made a huge progress since the Universal Declaration of Human Rights was adopted in 1948. Legally binding human rights conventions have been adopted and following-up mechanisms have been established. More and more states support the system. The system in Europe with the European Convention of human rights and fundamental freedoms as its framework, is the most advanced regional system. It protects 800 million people in 47 member-states of the Council of Europe. In case a state is found guilty in the European Court of Human Rights, it is obliged to change its judicial praxis and harmonise its own legislation according to the Court’s judgement. The system works slowly but surely, in order to develop a common legal standard without any revolutions. This concrete impact of the international human rights, explains its growing support in the world community.

So, what is the situation in Norwegian schools? Do youngsters learn about the human rights values, their historical heritage, and the capabilities of the national and international protection mechanisms? Do they discuss human rights’ challenges and how the system can be improved? Does the way the teaching is carried out encourage participation and democratic understanding?

In spite of the existence of the international and Norwegian guidelines about human rights as a fundamental element in the educational system, one cannot say that enough has been done to bring it into reality. Even if important steps have been taken, as for example, the initiation of the new subject “Politics and human rights” in high schools in 2007, there is still a gap between political declarations and the reality. Surveys show that human rights education is present in schools, but the teaching is too often fragmented and sporadic. Much still depends on the engagement and will of the single teacher. There is also a lack of possibilities for teachers to take relevant education, and many lack both theoretical and methodological competence. The Human Rights Academy’s experiences confirm this. During the autumn 2010, we conducted human rights courses in three big cities in Norway: Oslo; Tromsø and Trondheim. Participants were teachers in civics at high school level, including those teaching “Politics and human rights”.

We found that around 75 per cent of teachers neither had formal education nor had attended courses in human rights. 40 per cent said that it is difficult to teach human rights, while 20 per cent were unsure or did not answer. On the other hand, all of them communicated that it is important indeed that pupils learn about human rights because “such knowledge creates positive attitudes and tolerance, combats discrimination, leads to active citizenship and democratic understanding”.

It seems to be a paradox that Norwegian educational authorities urge schools to teach human rights without ensuring that the teachers have sufficient knowledge. Is it expected that a teacher automatically is able to teach human rights if he or she has a degree in social sciences? Keeping in mind the ethical, philosophical, historical, political and judicial aspects of human rights, such an expectation would be a mistake. It is therefore due time for the authorities to make a more solid attempt to strengthen such learning in Norway. National actors, like The National Institution of Human Rights, should also join in. Creation of more courses in human rights, integration of the subject into teacher education and quality assurance of the school textbooks should be first priorities. The experiences of the non-governmental organisations working with human rights education should also be included as a resource. These organisations have often developed good teaching methods by working in the field, whether it has been in conflict areas, suppressive regimes or modern multicultural cities.

Norway should also give more attention to the cooperation on human rights education on an international level. The recent events in North Africa illustrate the necessity of good educational programmes, which provide people with awareness of democracy and human rights. Our experiences show that human rights education can be a good tool for cooperation with more undemocratic states. Human rights education’s preventive character and long-term perspective makes it uncontroversial.

Revolutions are sometimes difficult to avoid. Still, we have to do everything we can to change societies in a more gentle way. We support Confucius’s 2500 years old saying that education is a preferable way for spiritual refinement of people and for political reforms.

Evgenyia Khoroltseva and Lillian Hjorth
Menneskerettighetsakademiet/Human Rights Academy (Oslo)

Evgenia Khoroltseva
Project manager
Menneskerettighetsakademiet/
Human Rights Academy

Blindernveien 5, 0361 Oslo
Norway
tel: (+47) 22 59 40 56
fax: (+47) 22 59 40 51
mob: (+47) 9761705

PUBLICATION: Youth-related Risks and Dangers

2011-03-25T02:05:00.000+01:00

The manual was produced in the framework of the third phase of Child Trafficking Response Programme (CTRP) in South East Europe, which is managed by Save the Children in Albania.

The main objective of “Youth-related Risks and Dangers” is to provide training guidelines incorporating the peer education method and suggest a variety of exercises covering nine issue-based themes for peer leaders to organise and conduct peer-to-peer sessions. It should also be seen as a tool to complement youth activities within a programme for prevention of some of the risks experienced by adolescents. The peer education method is presented as an effective and age-adapted way to provide information and guidance on issues that concern adolescents’ lives (ex. sexuality, substance use, violence, safe migration, etc) within an informal education setting, whose main driving force is the open dialogue between equals.

“Youth-related Risks and Dangers” was elaborated with the active participation and contribution of the young people who have been volunteers in the programme for more than three years. Thus, the authors ensured that the content of the manual is not only relevant, but also interesting and useful to the young people who will use it to organise and conduct peer-to-peer or information sessions. The manual could also be used by teachers and other school professionals who want to involve young people’s participation in academic and extracurricular activities. “Youth-related Risks and Dangers” is available in English and Bulgarian.

In the last phase of the CTRP, Partners Bulgaria Foundation focused its activities not only on direct work with children at risk and peer leaders, but also on building the capacity of professionals with child protection mandate. This component led to the elaboration of a 3-module training programme, including valuable training materials: “Child Rights, Trafficking and Safe Migration”, “Methodology for Identification of Children Potential Victims of Human Trafficking” and “Positive Approaches towards Primary Prevention of Child Abuse”.

Lora Lalova
Partners Bulgaria Foundation

CALL FOR APPLICATIONS: 8th International Human Rights Forum Lucerne (IHRF) 'Human Rights and Migration' (Lucerne, 24-25 May 2011)

2011-03-25T00:18:00.002+01:00

8th International Human Rights Forum Lucerne (IHRF) “Human Rights and Migration”

Registration: www.ihrf.ch

What are the global status and the chances and challenges of migration from a human rights perspective? Which direction would a future global migration policy pursue? What is the understanding of the terms “migrant”, “refugee” or “illegal immigrants” and what are the consequences of these concepts? Does the European migration policy enhance the implementation of human rights? How can educational systems and schools benefit from migration? How can they meet the needs of persons with a migration background?

The 8th International Human Rights Forum Lucerne (IHRF) “Human Rights and Migration” of the Centre of Human Rights Education (ZMRB), University of Teacher Education Central Switzerland Lucerne (PHZ Lucerne) will take place on May 24/25 2011 in the Swiss Museum for Transport, Lucerne.

Confirmed speakers (among others):

*Hans Ambuehl *Secretary General of the Swiss Conference of Cantonal Ministers of Education (EDK)

*His Royal Highness Prince Constantijn of the Netherlands* Chairman of the Board of The Hague Process on Refugees* *and Migration

*K. P. Fritzsche *Otto von Guericke-University Magdeburg

*Muhammad Ibrahim *University of Dhaka

*Aydan Iyigüngoer *Human Rights Education Coordinator, European Union Agency
for Fundamental Rights (FRA)

*Walter Kaelin *University of Berne

*Sabine Krueger **Foundation “Remembrance, Responsibility and Future” (EVZ)*
**

*Ivan Levy *CEO of The Body Shop Switzerland

*Anja Mihr *University of Utrecht

*Tanya Norton *Association for the Prevention of Torture (APT)

*Annedore Prengel *University of Potsdam

*Jeffrey Sachs *Director of The Earth Institute, Columbia University,
Special Advisor to UN Secretary General Ban Ki-moon

*Adriano Silvestri *European Union Agency for Fundamental Rights (FRA)

*Connie de la Vega *University of San Francisco

*Natasha Walter *Founder of “Women for Refugee Women”

*Lene Wendland *Office of the UN-High Commissioner for Human Rights

*Jean Zermatten *Children’s Rights Institute Sion; Vice-President of UN Committee on the Rights of the Child

*Simone Zurbuchen *University of Fribourg

During the 8th IHRF 2011, French star pianist Hélène Grimaud and the Human Rights Orchestra will give a benefit concert for on May 24th 2011 in the Culture and Convention Center Lucerne (KKL). The aims of the IHRF Concert Classic are to enhance public awareness of human rights and support concrete human rights projects. The proceeds of the symphonic benefit concert will be donated to *Médecins Sans Frontières (MSF). *

CHF 190.- (incl. Coffee Break) (Students: CHF 50.-); CHF 310.- (incl. Coffee Break and Official Dinner) (Students: CHF 170.-)

Registration: www.ihrf.ch

CALL FOR APPLICATIONS: Training Session on the UPR (Geneva, 30 September-6 October 2011)

2011-03-25T00:15:00.002+01:00

CIFEDHOP will be holding, in Geneva, from September 30th to October 6th 2011, its 6th international training Session on the UN Human Rights Council Universal Periodic Review (UPR) for educational and civil society organisations. This meeting will gather social activists, teachers' trainers and researchers around the world.
Presentation, Program and Enrolment Form on line: http://www.cifedhop.org/En/Training/International/UPR/6th/6th.htm

CIFEDHOP

MATERIALS: Promoting Rights in Schools: providing quality public education resource pack

2011-03-25T00:13:00.002+01:00

The Right to Education Project and ActionAid has launched the Promoting Rights in Schools: providing quality public education (PRS) resource pack. Aimed at actively engaging parents, children, teachers, unions, communities and local civil society organisations in collectively monitoring and improving the quality of public education, PRS offers a set of practical tools that can be used as a basis for mobilisation, advocacy and campaigning.

It is a charter of 10 rights and a participatory methodology for using this charter; it is a series of education- and rights-based indicators organised in a survey format to enable users to capture information in a systematic manner; finally it is a compilation of the key international human rights references.

Soft copies (PDF), in both English and French, are available at:

www.actionaid.org and www.right-to-education.org/node/1374

Regards,

Peter Hyll-Larsen
Right to Education Project Coordinator / www.right-to-education.org / ActionAid International
- "everyone has the right to education" (UDHR 1948)

PUBLICATION: 'Human Rights Education, Reflections on Theory and Practice'

2011-03-25T00:09:00.001+01:00

Friends,

Human Rights Education, Reflections on Theory and Practice, Fionnuala Waldron and Brian Ruane (Editors)

This new book on human rights education has just been published by Liffey Press, Dublin. Edited by Fionnuala Waldron and Brian Ruane, of the Centre for Human Rights and Citizenship Education, St. Patrick's College, Dublin, the book includes contributions from prominent theorists in human rights and citizenship education, teacher educators, subject specialists and primary school teachers. The book is divided into three broad thematic sections. The first theme addresses the role of human rights teaching in citizenship education and in education for sustainable development. The second theme focuses on the rights of children in education and the concept of voice. The third theme locates human rights education in curriculum design and practice.

Contents

Fionnuala Waldron - Introduction
Hugh Starkey - The Universal Declaration of Human Rights and Education for Cosmopolitan Citizenship
James A Banks - Human Rights, Diversity and Citizenship Education
Peter Kirschlaeger - Human Rights Education for a Sustainable Future
Anita Prunty - Implementing Children's Rights: Considering the views of children in the Individual Education Plan (IEP)
Paula Murphy - Between celebration and crisis: The role of drama in human rights education
Susan Pike - Children's rights and local communities
Brian Ruane et al - Irish teachers' understandings of and dispositions towards human rights and human rights education
Colum Kenny - Human Rights and Journalism Education
Fintan McCutcheon - Initiatives as actions: A practice perspective on human rights and citizenship education

The book is available on www.amazon.com or enquiries can be made to Brian Ruane.

Best wishes,

Brian Ruane
Centre for Human Rights and Citizenship Education
St. Patrick's College
Drumcondra
Dublin
Brian.ruane@spd.dcu.ie

MATERIALS: Human Rights factsheets - Rights and freedoms in practice: teaching resources

2011-03-25T00:04:00.003+01:00

These worksheets are a dynamic resource to help teachers foster an awareness of human rights among their pupils. The “theory” section describes, in simplified terms, the Convention and the way the European Court of Human Rights operates. It also explains what the Council of Europe does.

Nine activity sheets, each one focusing on a particular article of the Convention, are designed to get pupils thinking about the rights that must be guaranteed in a democratic society.

The “practical” section suggests various human-rights-related analysis, research and discussion exercises and activities. The various simplified “case studies” are designed to enable pupils to become familiar with legal issues and to understand how the Court operates. The teaching resources contained in this pack will enable young people, helped by their teachers, to be in a better position to acquire practical knowledge of human rights and fundamental freedoms in Europe.

Format : A4, 32 pages

Feel free to download the factsheets in English (PDF), in French or in German.
To request permission to reproduce the factsheets free of charge in a newsletter, blog, website or any other media, please send an email to publishing@coe.int

European Convention on Human Rights News on Facebook

Council of Europe Publishing
Palais de l'Europe, 67075 Strasbourg Cedex, France
E-mail : publishing@coe.int
Visit our site : http://book.coe.int

MATERIALS: European pack for visiting Auschwitz-Birkenau Memorial and Museum - Guidelines for teachers and educators

2011-03-24T23:38:00.001+01:00

Taking groups of students to the Auschwitz-Birkenau Memorial and Museum is a heavy responsibility, but it is a major contribution to citizenship if it fosters understanding of what Auschwitz stands for, particularly when the last survivors are at the end of their lives. It comes with certain risks, however. This pack is designed for teachers wishing to organise student visits to authentic places of remembrance, and for the guides, academics and others who work every day with young people at Auschwitz. There is nothing magical about visiting an authentic place of remembrance, and it calls for a carefully thought-out approach. To avoid the risk of inappropriate reactions or the failure to benefit from a large investment in travel and accommodation, considerable preparation and discussion is necessary before the visit and serious reflection afterwards. Teachers must prepare students for a form of learning they may never have met before. This pack offers insights into the complexities of human behaviour so that students can have a better understanding of what it means to be a citizen. How are they concerned by what happened at Auschwitz? Is the unprecedented process of exclusion that was practised in the Holocaust still going on in Europe today? In what sense is it different from present-day racism and anti-Semitism? The young people who visit Auschwitz in the next few years will be witnesses of the last witnesses, links in the chain of memory. Their generation will be the last to hear the survivors speaking on the spot. The Council of Europe, the Polish Ministry of Education and the Auschwitz-Birkenau Memorial and Museum are jointly sponsoring this project aimed at preventing crimes against humanity through Holocaust remembrance teaching.

Author(s) : A.Bialecka, K.Oleksy, F.Regard and P.Trojanski (editors)
ISBN : 978-92-871-6794-1
Format : 16 x 24
No. of pages : 281
Price : 25 €/ 50 $
+ 10% postage

To place an order directly http://book.coe.int/sysmodules/RBS_page/admin/redirect.php?id=36&lang=EN&produit_aliasid=2582

Council of Europe Publishing
Palais de l'Europe, 67075 Strasbourg Cedex, France
E-mail : publishing@coe.int
Visit our site : http://book.coe.int
Tel. : +33 (0)3 88 41 25 81
Fax : +33 (0)3 88 41 39 10

EU FRA: First Comprehensive Guide to European Non-discrimination Law Launched

2011-03-22T14:26:00.001+01:00

The first comprehensive guide to European non-discrimination law was launched by the European Union Agency for Fundamental Rights (FRA) and the European Court of Human Rights in Strasbourg today, 21 March, the International Day for the Elimination of Racial Discrimination.

The Handbook on European Non-Discrimination Law, published jointly by the Fundamental Rights Agency and the European Court of Human Rights, is the first comprehensive guide to European non-discrimination law. It is based on the case law of the European Court of Human Rights and the European Court of Justice. It covers: the context and background to European non-discrimination law (including the UN human rights treaties), discrimination categories and defences, the scope of the law (including who is protected) and the grounds protected, such as sex, disability, age, race and nationality.

The handbook is aimed at legal practitioners at national and European level, including judges, prosecutors, lawyers, law-enforcement officials, and others involved in giving legal advice, such as national human rights institutions, equality bodies and legal advice centres, to whom it will be distributed.

It can also be consulted on-line or downloaded (see http://www.fra.europa.eu/) and there is an accompanying CD-Rom dealing with the relevant legislation, specialist literature, case studies and case-law summaries.

It is already available in English, French and German. Versions in Bulgarian, Czech, Hungarian, Italian, Romanian, Spanish, Greek and Polish will follow shortly and the material will eventually be available in almost all EU languages as well as Croatian.

DARE Training: Education Strategies against Right-Wing Extremism and Group- Focused Enmity in Europe, 22-28.05.2011, Werftpfuhl/Berlin

2011-03-22T12:52:00.000+01:00

From 22-28 May 2011 DARE and the Educational Centre Kurt Löwenstein organise a GRUNDTVIG In-Service Training on the issue of Education Strategies against Right-Wing Extremism and Group- Focused Enmity in Europe.

This training course aims first at gathering information on the issue of Right Wing Extremism and Group-Focused Enmity in Europe, with a special regard to the political situation in each country. It further introduces current research findings in order to develop a common European perspective on the theme. Third the training aims at developing and exchanging educational strategies from the NGO level of the participants to combat Group Focussed Enmity and Right Wing Extremist Attitudes.

The methodology of the Training is based on diverse approaches: plenary sessions with expert inputs, working groups focussed on a sub-thematic level, site-specific visits to introduce good practice, method trainings and group reflection processes as well as informal educational activities to foster intercultural learning and individual matchmaking processes.

Target Audience/Participants: Educational staff, trainers, educational guides, staff in adult education

When? 22 - 28.05.2011
Where? Educational Center Kurt Löwenstein, Werftpfuhl/Berlin (Germany)

DEADLINE for registration: 15/4/2011

Contact person:

Tim Scholz

Educational officer
Education Centre Kurt Loewenstein (a member of AdB)
Freienwalder Alle 8-10
16356 Werftpfuhl
Tel: +49-(0)33398-899918
Fax:+49-(0)33398-899913
t.scholz@kurt-loewenstein.de
http://www.kurt-loewenstein.de/

EU: Results of the Action plan on adult learning discussed in Budapest

2011-03-22T12:15:00.001+01:00

Experts from the world of adult education discussed the results of the recently completed EU Adult Learning Action Plan at a conference in Budapest, 7-9 March. The DARE network was invited by the European Comission to give an input on Active Citizenship and social cohesion for a future EU program in adult learning. Georg Pirker quoted the recent results from ICCS and CRELL studies and argued for advanced reseach and reporting instruments in regard to Citizenship Education in any future European program on adult learning. Further he underlined the importance of an overaching strategy and commitment for citizenship education in adult learning as a core filed of lifelong learning in Europe, which is not subordinated to solely economic goals. Citizenship education should be at the core of education and trainig strategies therefore the European Commission should link up with the existing frames set out by the Council of Europe in its European Charter for Education for Democratic Citizenship and Human Rights Education as well as on the UN Draft Declaration for Human Rights Edcuation and Training. In regard to the EU 2020 strategy citizenship education should be more emphasized as a key for creating the fundament for inclusive growth.

"Generally the conference underlined the need for adult learning, more than ever before, to contribute to smart, sustainable and inclusive growth in Europe, as part of its economic recovery, and in response to its ageing, multicultural and constantly changing societies. Participants agreed that future priorities should concentrate on enabling adults cope with change and transitions in their lives and jobs. One of the main issues highlighted was how to achieve efficient expansion of the sector at a time of economic austerity.

"This is a conference which is the result of three years of very hard work on a topic that is striking for its importance," the European Commission's Deputy Director-General for Education and Culture, Xavier Prats Monné told the more than 250 participants from over 35 countries, who attended the conference along with partners from the United Nations, the Council of Europe, OECD and EU Institutions.

The purpose of the conference - accompanied by the publication of a Commission paper summarising the outcomes of the EU's action plan on adult learning - was to take stock of results achieved over the past three years of European co-operation in the field of adult learning and to use lessons and experiences learned to formulate better and more effective strategies for the future.

Despite progress, reforms, innovations in many countries and regions, the hard fact remains that the population of adult non-learners is 50 million more than it was 10 years ago. Achieving key competences, including adequate literacy, numeracy and digital skills, is still a problem among a third of the workforce.

Adult learning experts and civil society organisations joined with social partners and representatives from public authorities across Europe in underlining the central importance of adult learning in tackling the Union's skills deficits and building a cohesive and pluralist society. As keynote speaker Ms Maria João Rodrigues, Special Advisor to the EU Presidencies and to the European Commission, put it, "Adult learning is a central task for the 21st century - vital to enabling people to make the most of their lives and jobs and therefore an essential element in the Union's EU2020 Strategy for smart, sustainable and inclusive growth."
Participants at the conference acknowledged the success of the Adult learning Action Plan (2008-2010) in promoting the adult learning agenda in all EU countries. They gave evidence of the value of having a common reference with agreed milestones and intensive debate as an instrument for supporting policy-making and a European forum for promoting exchange of innovative ideas in the field.

The conference has given a strong impetus to the Commission's work in the field of adult learning. The orientations developed at the conference will help shape a new Adult Learning Action Plan to be launched later this year in the framework of the Education and Training 2020 strategy to support the development of a strong and responsive adult learning sector in Europe."

(qouted text used partially from EU conference press release).

Click here for more information abouth the conference.

A Europe of Active Citizens - Active Citizenship Foundation and DARE launch conference report

2011-03-22T11:55:00.001+01:00

We are happy to announce that the Europe of Active Citizens conference summary report is ready. The report can be reached through the following link:

http://dare-network.eu/downloads/budapest_documentation/A_Europe_of_Active_Citizens_conference_Summary_Report.pdf

We hope that the report will be useful in your future work and lobbying activities.

Furthermore, we would like to remind you, that the informal meeting of EU ministers of education will take place on the next week, on 28 and 29th March, with the theme of education for active citizenship. (See: http://www.eu2011.hu/event/informal-meeting-ministers-responsible-education). We will disseminate the conference report in this meeting. If there will be any public information available about the meeting outcomes, we will let you know. This event anyway will provide a good cause to all of us to follow-up with the decision-makers regarding this issue at the national as well as the EU level, so we would encourage ourselves to do so.

Hammarberg: Effective national agencies are needed to prevent discrimination

2011-03-22T10:13:00.002+01:00

Strasbourg, 21/03/11 – “Discrimination is a major problem in Europe today. Eradicating it would make our continent a much better place to live. National structures for promoting equality are key actors in this endeavour. They should be supported by political leaders,” said today the Council of Europe Commissioner for Human Rights, Thomas Hammarberg, in releasing an Opinion on such institutions.

“These structures contribute to effectively protecting people against discrimination both in the job market and in the public sphere. They also promote a culture of rights within society and concretely address issues of discrimination and inequality.”

The Commissioner’s Opinion builds on a broad range of international instruments that establish rights in relation to non-discrimination, require member states to set up national structures for promoting equality and set standards for these bodies.

Through an analysis of the legislative framework and practice in member states, as well as specific recommendations, this Opinion aims to assist member states in enacting equal treatment legislation, establishing independent and effective equality bodies and enabling these structures to discharge their functions in an independent and effective way.

“Political leaders must support these bodies and promote their establishment were they do not exist. This is all the more necessary in times of economic crisis: State responses to the crisis should in no way slacken efforts to eradicate discrimination.”

21 March - International Day for the Elimination of Racial Discrimination

2011-03-19T11:49:00.003+01:00

21 March 2011 -- On this day in 1960, police opened fire and killed 69 people peacefully demonstrating against apartheid "pass laws" in the township of Sharpeville, South Africa. The notorious passbooks were a repressive tool to control the movements of black South Africans. The United Nations General Assembly subsequently declared 21 March to be the International Day for the Elimination of Racial Discrimination and called on the international community not only to commemorate that tragedy, but also to work together to combat racism and discrimination wherever they exist.

Racial and ethnic discrimination occur on a daily basis, hindering progress for millions of people around the world. Racism and intolerance can take various forms − from denying individuals the basic principles of equality to fuelling ethnic hatred that may lead to genocide − all of which can destroy lives and fracture communities.

Further information and learning materials >>

COE: Inter-institutional Meeting Launches a Contact Group on Citizenship and Human Rights Education

2011-03-17T09:30:00.002+01:00

On 14 March 2011, the Council of Europe invited representatives of international institutions and civil society organisations to discuss strategies to assist member States with the national implementation of regional and international texts on citizenship and human rights education. This fifth inter-institutional meeting launched an Inter-institutional Contact Group on Citizenship and Human Rights Education. The main objective of the contact group is to ensure systematic and sustainable coordination of inter-governmental initiatives in this field.

The contact group – which currently includes the OHCHR, UNESCO, OSCE/ODIHR, European Commission, EU FRA and the Council of Europe - agreed on a number of concrete initiatives, including 1) the mapping of relevant programmes, 2) development of a joint calendar of international events, and 3) a joint publication on key international texts. International civil society organisations – such as Human Rights Education Associates, DARE- Democracy and Human Rights Education in Europe, European Union of Students, and International Association for the Evaluation of Educational Achievement - will provide feedback and advice to the institutions through regular meetings and on-line platform.

Working documents:

* List of participants
* Agenda

Call for European Web 2.0 Projects: Deadline March 20

2011-03-16T10:25:00.003+01:00

The NECE - Networking European Citizenship Education - initiative promoted by the German Federal Agency for Civic Education is starting a European-wide call for good practice projects in the field of Web 2.0 to be presented at the NECE Workshop in Brno (Czech Republic). Detailed information concerning the background, aims and entry conditions you may find at the NECE Website www.nece.eu

Submission deadline is 20 March 2011.
Participation is on invitation only.

The workshop takes place from 7-9 April 2011 in Brno (Czech Republic) and is organised by the Federal Agency for Civic Education and the Czech Center of Civic Education at the University Brno, supported by the Robert Bosch Stiftung and the ERSTE Foundation.

Contact (on behalf of the German Federal Agency for Civic Education)
Anita Baschant
lab concepts - Laboratory for Conception and Realisation for Politics, Education and Culture GmbH
E-Mail: baschant@lab-concepts.de
Web: www.lab-concepts.de

8 March 2011 – International Women's Day

2011-03-07T20:21:00.002+01:00

Council of Europe: A decade to end inequality

Strasbourg, 07.03.2011 - “We must use the second decade of the 21^st century to make equality between men and women a reality,” said Secretary General Thorbjørn Jagland of the Council of Europe. “Equality in professional and political life is essential to equality and respect in the private sphere.” Highlighting three key areas of concern, the Secretary General stressed the need for equal pay for work of equal value; for increased political participation of women; and for ending once and for all violence against women.

“Every effort must be made to ensure equal remuneration. Difference in pay between men and women for work of equal value cannot be justified. The basic fabric of our societies is supported by professional activity. Inequality is unjust and something we can no longer accept,” Jagland said.

A Council of Europe study shows that between 2005 and 2008 the percentage of elected women in single or lower houses in Europe rose from 21.8 % to only 23.7 %. “Given the importance of political life in defining the priorities and direction of our societies, we need to hear the voices and opinions of women. Women must have an equal presence in politics,” the Secretary General insisted.

Jagland also called governments to give their full backing to the Council of Europe's future Convention on preventing and combating violence against women and domestic violence. This will be the first legally binding text which establishes the principle that violence against women and domestic violence constitutes a violation of human rights and that it should not be regarded as a private matter. The Convention, which should soon be opened for signature, provides governments with the tools to combat violence through a combination of prevention, protection, prosecution and integrated policies.

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

Learn more about the 100th anniversary of International Women's Day, 8 March 2011

Integrating immigrants: New Study ranks countries in Europe, including on citizenship and political participation, anti-discrimination

2011-03-01T21:09:00.001+01:00

28 February 2011 -- A new study published today by the British Council and the Migration Policy Group shows that great disparities exist in how Europe is integrating its 20 million immigrants legally residing in the region.

The Migrant Integration Policy Index (MIPEX: www.mipex.eu) contrasts and compares integration policies across 31 countries in Europe and North America. Results show that while change is happening at a very slow pace, there are still many obstacles to how immigrants live, work and participate in our societies.

The study benchmarks whether governments grant equal rights, responsibilities, and opportunities for all residents – international standards that have been agreed upon by EU Member States.2 These high standards are critical as successful integration helps create more competitive and cohesive societies.3 The major findings in this study include:

Political Participation / Citizenship

* Generally, migrants are still discouraged from becoming politically active or gaining full citizenship, although the trend in reforming countries is to open voting rights, dual nationality and birthright citizenship (e.g. Portugal, Greece, Luxembourg).

Education

* Policies are generally failing to address the needs of a new generation of diverse students with few schools required to help teachers, migrant students, and parents address migrants’ specific needs. However there are several countries that are leading in this area (e.g. the Nordic countries, USA and Canada).

Labour Mobility

* Most countries guarantee equal and secure rights to work for reunited families and long-term residents. However they are asked to fulfil more requirements that many nationals could not (income, age limits, tests without support to pass).
* Nearly all countries guarantee legal migrants equal working conditions and access to unions once they begin working. But nearly half exclude migrant workers, who pay full taxes, from parts of the social security system.

Anti-discrimination

* Anti-discrimination laws are being strengthened in many countries (e.g. Sweden and the UK) although very few have strong policies and bodies to promote equality in society.

Overall, countries tend to score around 50 on the MIPEX 100-point scale and since the second edition of MIPEX have only increased 1 point on average. Most countries are creating as many opportunities as obstacles for immigrants to become equal members of society.

“With the third phase of MIPEX research we aim to provide reliable information to governments, civic institutions and the wider public to compare migrant integration policies across countries and over time. This will encourage more informed discussion on best practice and enable better future policies “
Rosemary Hilhorst OBE, Regional Director EU Europe, British Council

“Over the years the MIPEX continues to be a valuable tool for mapping and assessing existing integration policies in the European Union. I am pleased to support this initiative […] it is worthwhile to note that many Member States generally perform better in terms of migrant integration policies in those areas where Union law exists.”
Cecilia Malmström, European Commissioner for Home Affairs

For further information on the study or to interview Rosemary Hilhorst, Regional Director EU Europe, British Council please contact David Sorrentino on +32 (0) 2 554 0465. For more about MIPEX and to use the online tool: www.mipex.eu

The European Wergeland Centre - Newsletter #20/February 2011

2011-02-24T19:45:00.002+01:00

1. News from the EWC

Reimagining Democratic Societies: A New Era of Personal and Social

Responsibilities?

Conference on the responsibility of higher

education for democracy and social cohesion "Reimagining

Democratic Societies: A New Era of Personal and Social

Responsibilities?" is the theme for the upcoming international

conference that will take place in Oslo; 27-29 June.

This conference is part of the cooperation between different partners; the

Council of Europe, the US Steering Committee of the International

Consortium for higher Education, Civic Responsibility and Democracy; the

University of Oslo and the European Wergeland Centre, committed to

promoting democracy, human rights and the rule of law as well as social

cohesion and intercultural dialogue, and their belief in the key role of

education in furthering these goals.

100-150 higher education leaders and representatives of public authorities

from the United States and Europe with some participants also from other

parts of the world as well ! as from NGOs are expected to take part in

this conference.

2. Capacity Building

Educators' Consultations

To encourage dialogue among researchers and practitioners, the EWC

annually organizes seminars and workshops for teacher trainers, teachers

and other educators from Europe and beyond.

In 2011, the Educators' Consultations will focus on the findings of the

IEA International Civic and Citizenship Education Study (ICCS). The EWC

regards the findings of the study, which was published in autumn 2010,

extremely interesting with regard to basic! challenges of EDC in

schools. The study will be the initial point for discussions with

teachers and teacher trainers in different European countries: Austria,

Bulgaria, Poland, Germany and others.

Last chance for this year's Summer Academy: Democracy at School

The deadline for applications to participate in the Summer Academy 2011 in

Poland expires on 25th February. There is great interest to take part in

this event, and a selection of participants will be made shortly. The

Summer Academy 2011 will take place in Warsaw, 9-16 July. It is a joint

cooperation between the Polish Ministry of National Education, Centre for

Education Development in Poland, Council of Europe and EWC.

Online Community of Practice

In cooperation with the Council of Europe's Pestalozzi Programme, the EWC

is developing an online Community of Practice for education professionals

in the field of education for democratic citizenship, human rights and

intercultural understanding. An international group of experts from the

CoE Pestalozzi Programme Network of Trainers is currently testing the

pilot version of the site in cooperation with the EWC. The Community of

Practice is scheduled for implementation in late 2011.

3. Research and Development

Evaluation of Transversal Attitudes, Skills and Knowledge

In 2011 and 2012, a working group constituted by the Pestalozzi Programme

and the EWC will work on the development ! of a tool kit for the

evaluation of transversal attitudes, skills and knowledge (TASK). The

intended outcome of the working process is a resource giving teacher

trainers and teachers the opportunity to tailor-make their own methodology

in order to measure learning outcomes related to "soft skills" in learning

processes in the field of democratic citizenship, human rights and

intercultural understanding.

4. Useful Resources

EWC's online library offers free access to resources in the field of

education for democratic citizenship, human rights and intercultural

understanding. Stay up to date on teaching materials, books, surveys and

conference reports.

View the ICCS European Report; Civic knowledge, attitudes and engagement

among lower-secondary students in 24 European countries

Do you have a publication you think should be available in the EWC

library, please send it to: n.bagley@theewc.org

5. EWC calendar and events

February 9: The EWC Director, Ana Perona, gave a presentation of the

Centre at the CoE Committee of Ministers meeting.

February 15: A delegation from the Norwegian Ministry of Education and

Research (Department of Policy Analysis, Lifelong Learning and

International Affairs) visited the EWC to be updated on current and future

activities.

March 14: The Fifth Inter-Institutional Meeting organized by the Council

of Europe on "Strategies for the Implementation of Regional and

International Texts on Citizenship and Human Rights Education"

(Strasbourg)

March 29 - April 1: EWC's R&D coordinator, Dr Claudia Lenz, will

participate in a jury in the Academy of Central European Schools (aces).

The programme aims at supporting the establishment of a Central European

network of schools. In 2010, the aces invited teachers and students to

submit partnership project proposals on the topic "Create your solutions!

Dealing with conflicts in schools and our surroundings". The winners of

the contest will be decided at a meeting in Prague at the end of April.

March 30 - April 1: The EWC has been invited by the Association of Local

Democracy Agencies to join the international conference "Regional

partnership for intercultural exchange in the Balkans" in Mostar/Bosnia

Herzegovina. The conference will give an overview of activities

implemented over the past two years and provide space for interaction and

debate on key concepts related to democratic participation and good local

governance.

The European Wergeland Centre, Stensberggt 25, NO-0170 Oslo, Norway

P:+47 21 01 45 00 | F:+47 21 01 45 01 | www.theewc.org | post@theewc.org

2011 Call for Study sessions with the EYC

2011-02-24T12:11:00.000+01:00

Hereby we would like to inform you that the process for applications for activities to be held in cooperation with the European Youth Centre is now open. These activities concern, in majority, study sessions in the centre’s programmes. Study sessions may last from 4 to 8 eight working days and bring together between 20 to 40 participants. Double study sessions may bring together up to 70 participants. In addition to study sessions, international/European youth organisations and networks may also apply for symposia or for “special projects”.

The programme of activities of 2012 will be the first to be run according to the work priorities of the youth sector of the Council of Europe as defined by the Agenda 2020, adopted by the Conference of Youth Ministers in October 2008. According to this, the priorities for 2010-2012 are the following:

Human rights and democracy: youth policy and youth work promoting the core values of the Council of Europe
- Living together in diverse societies: youth policy and youth work promoting intercultural dialogue
- Social inclusion of young people
- Policy approaches and instruments benefiting young people and children

The full details of the sub-themes in each priority can be consulted here: www.coe.int/t/dg4/youth/Coe_youth/Priorities_2010_fr.asp

Study sessions applications are welcome for the first three priorities.

For the Council of Europe, the programme of study sessions represents an important way of associating young people to the mission of the Council of Europe in relation to youth policy. They are also a concrete means of support to youth organisations and networks, notably by covering the costs of the activity and providing professional educational support.
Youth organisations and networks intending to apply for a study session for the first semester of 2012 should fill in send their application by April 1 to eyc.studysessions@coe.int . The activities proposed should contribute to the thematic priorities above-mentioned while preserving the independence and autonomy of the youth organisations applying. An application is also appended to this message.

get the forms and criteria etc here: http://www.coe.int/t/dg4/youth/Training/Study_sessions/default_en.asp
Should you have any questions about study sessions, symposia or “special projects”, please address them to: youth@coe.int

Centre Européen de la Jeunesse
30, rue Pierre de Coubertin
F - 67000 Strasbourg
Fon: +33 3 88 41 22 94
Mail: vincenza.quattrone@coe.int
Web: www.coe.int/youth

Please note that Study sessions are run in cooperation with international non-governmental youth organisations. Any queries about those activities must be addressed to these organisations.

http://www.coe.int/t/dg4/youth/Training/Study_sessions/default_en.asp