Tuesday, 16 September 2008
Human Rights Training for Adults: What Twenty-Six Evaluation Studies Say About Design, Implementation and Follow-Up
The first issue in HREA's Research in Human Rights Education Papers has appeared. The paper is a comparative study on models of human rights training. "Human Rights Training for Adults: What Twenty-six Evaluation Studies Say About Design, Implementation and Follow-Up" examines trainings for human rights defenders, police officers, government officials and the general public.
Among its main recommendations are: 1) programmes need to more consistently deliver the interactive, experiential and transformative adult education methodologies that they all agree are essential to effective human rights training; 2) programmes need to emphasise comprehensive mechanisms to follow-up with participants after the formal training programme is complete; and 3) programmes should explore how they might carry out reliable and comprehensive research and documentation of their work as the HRE field as a whole lacks solid longitudinal evaluation data on the long-term impact of human rights trainings on participants.
The Research in Human Rights Education Paper Series intends to foster and disseminate research and evaluation in the practice of human rights education, training and learning. Through the Research in Human Rights Education Papers HREA hopes to encourage more research on the impact of human rights education and make the results available to practitioners, to academics and to funders.
Human Rights Training for Adults: What Twenty-Six Evaluation Studies Say About Design, Implementation and Follow-Up (PDF file)
Katharine Teleki, August 2007 (Issue no. 1), 35 pages
We have been involved in human rights education since the beginning of the 1990s. The aim of our work is to transmit knowledge about human rights, multi-cultural understanding and peaceful conflict resolution, in order to create a “human rights culture”. In this way, we wish to encourage people to be involved in society and to meet other groups of people with an open and positive attitude. The objectives of the Norwegian Helsinki Committee’s human rights education are: to transmit knowledge about and understanding of human rights, multi-cultural understanding and peaceful conflict resolution, as well as the institutions that develop, promote and protect these values; to transmit knowledge about the relationship between human rights and the individual person; to create understanding of how the human rights can contribute to improved relations between people, a fairer society, and conditions for individuals to live a full life; to create a meeting place for dialogue between people with different backgrounds.
We arrange Human Rights Schools in regions such as the Balkans, Russia, Norway and other regions. A Human Rights School is a 9 day course in human rights, multi-cultural understanding and peaceful conflict resolution. The main focus of our educational work are the youth, but we also organize schools and courses for teachers, journalists, public administration officials, refugees, policeforce and prison employees and others.
For more information about the Norwegian Helsinki Committee and our work in human rights education www.nhc.no.
Monday, 15 September 2008
You can find all documents related to the call on the FRA Webpage:
If you wish to submit an offer and you have any questions related to the tender procedure, please contact the procurement section via email (email@example.com), fax (+43-1-58030-691) or telephone (+43-1-58030-649). Deadline for dispatching of offers is 17 October 2008.
Sunday, 14 September 2008
On its second working group meeting in York, UK (Sept 12-14), participants from 6 European countries discussed approaches to better teach issues like the EU and globalization in adult education. Some results and best practices will be presented at the DARE conference in Vienna (Nov. 14-16).
Furthermore the group suggested that sustainability issues are integrated into DARE's work. SIG 3 will prepare suggestions for the coming DARE General Assembly in order to raise awareness for issues like sustainable transportation, consumption, event management etc.
Wednesday, 10 September 2008
I hope all of you had a great summer:)
since the summer is over I want to give you a quick reminder of how nice for DARE it was (or, to be more precise, for SIG 2 members:) - hot, sunny, beatiful city of Rome, tasty pasta and...fruitful talks on common projects.
Do you still remember that we discussed an idea of a common project, which would focus on the development of materials for HRE/EDC practitioners, combining it with adiovisual materials/techniques? Are you still interested in that?
The decision was made to explore this field in more detail and develop a common project about it. LCHR, the leading member of this initiative is organising a human rights film festival "Ad Hoc: Inconvenient Films" October 23 -30 in Vilnius. SIG 2 decided that this might be an opportunity for DARE members, who would like to get involved in the development of this common project, to meet and discuss possible activities, contribute as well as gain experience from people who are using human rights film in HRE/EDC.
We suggest a SIG 2 meeting date could be October 24-27. I am afraid this is the only date which we can offer if the meeting should be combined with the film festival. If a number of DARE members is interested in that, LCHR could do the following things:
- arrange a meeting programme;
- invite external experts working with films/audiovisual arts/video activism that could share their experience with us and give some food for thought;
- prepare a project draft.
That is why now I need your support ASAP. Please, can you send me an e-mail answering the following questions:
- Are you still interested in this initiative?
- Will you be able to participate in the meeting October 24-27?
- Would you like to contribute to the meeting and how (do you have experience, do you want to share it, bring some materials etc.)?
- Which of the project ideas that we discussed in Rome do you prefer:
- Preparation of a tool kit for HRE/EDC practitioners and multipliers, where pre-selected films on various HR aspects and topics could be listed, providing additional information on how to use these films as well where to obtain them etc.
- Development of new methods on how to use audiovisual materials in HRE/EDC, combine them with other tools, etc.
- Sharing experience among DARE members, who use human rights film in their practical work.
Human rights film festival "Ad Hoc: Inconvenient Films"
Lietuvos zmogaus teisiu centras (LZTC)/Lithuanian Centre for Human Rights (LCHR)
A. Smetonos g. 2/11,
Tel.: +370 5 262 88 58
Fax.: +370 5 262 89 60Web.:
Mob.: +370 605 12624
Tuesday, 9 September 2008
Description of the project
Tolerance education in multicultural society (TEMS) is a framework training programme for student-teachers, in-service-training teachers and all others who work in NGOs, particularly with minorities, immigrants, asylum seekers. It prepares them to work with children in a multicultural environment giving them knowledge and experience of minority cultures presented in the CR, particularly Romany. It is a multidisciplinary programme whose major innovation is to bring together themes (HRE and Education for Citizenship among them) which are rarely touched upon in teachers training . TEMS is a mix of cognitive and participative teaching methods aimed at changing teachers' and students' attitudes, making them more open-minded and tolerant.
Teacher training is often reduced to learning about various teaching methods and aspects on teacher attitudes towards pupils are neglected. In societies which until recently were monocultural and where minority issues were not discussed, this leads to teachers having difficulties to face and react to increasing cultural differences among pupils. E.g. the significant minority - the Romany, who have a different attitude towards learning than the Czechs, require particular attention. The common way – to put these children in so called “special schools” - leads to isolation and stigmatisation. Unfortunately, only those teachers who were teaching in the special schools were prepared how to teach children with difficulties and how to reach special ethnic groups as Romany.
At the same time, there are other “new” forms of racist behaviour in
H-P HREC has more than ten years of experience with education for human rights, tolerance and democratic citizenship. There are about seven text books on this topic (latest from the year 2008) which are available as background teaching material. Particularly, basic forms for education of Roma minority are currently developed. To be able to share our positive experience with other, we need to cooperate with partners who have similar experiences e.g. with education of children from “Arabic (Islamic) world”. However, future project must be realized in common language for all partners. We propose English.
The major objective of TEMS is to develop methods, skills and knowledge which would enable the successful development of a multicultural society. These goals can be:
- increasing the quality of teachers training,
- increasing the legal and civil consciousness of students on subjects of human, children and minority rights,
- promoting the tolerant cohabitation of different cultures,
- developing participants' interest in active citizenship,
- enabling the participants to run human rights or/and democratic education courses in their own settings.
The programme is realized in the form of a multidisciplinary course. It combines subjects as history, psychology, pedagogy, sociology and politics in addressing topics such as:
- intercultural dialogue,
- how to work with minorities,
- the possibility of inter-religious dialogue, etc.
The course combines cognitive and participative methods, giving factual information, but also using debates, games and simulations. TEMS is rather a course how to teach in a multicultural environment. H-P HREC uses for the course its experiences with the 120 lessons course practiced as the “good practice” for Romany pedagogical assistants. The basic recognition on which the programme is based :
TEMS consist in the elucidation and explanation of characteristics and attitudes, to support human rights through the cultivation and interpersonal relations. The decisive educational tool is a cleat and simple approach which is acceptable and understandable by children of different ages and cultural backgrounds.
From the year 2009, the programme should be developed in three substantial phases:
1. As starting point, the project describes and summarizes specific phenomena of racism in EU countries, addressing e.g. Anti-Romany, Anti-Muslims, etc. (Anti-Semitic, Anti-Slavic) forms, racism as well as colonial racism. This will not only include dimensions of social assumption but also dimensions of (biographical) experience. The next analytical step will be to work on the specifications of existing interventions critisizing racism, primarly in pedagogical fields. Subsequently, we will look at social representations of racism and their causes with education professionals.
2. Individual partners will design concepts and materials for didactical practice and find (exchange) the common ground for all. Two core methods will be used: comparative studies and didactical reconstruction. The comparative method will help to identify the common ground for all involved countries - and then to add specific 'tools' for each country. The concept of didactical reconstruction will help to develop the concepts. Specific tools of TEMS education for each country will be shared via on-line workshops of students.
3. Strong emphasis will be on producing contextual (European) material, taking into account also variations of educational praxis. Materials of the 'general knowledge' and 'personal perspective' of educational professionals will not become an obstacle for implementation but rather contribute to the success.
Time table of the project
Project period: January 2009 - December 2011.
HP HREC applied for granting from the ESF, 3. Social integration and equal opportunities for the proposed project for a period of 36 month. (Deadline for application is October 2008.)
We will be happy to find a partner (or co-operator), particularly experienced with education of children from Islamic minority. The budged of the project will differ according to the possible partnership, but professional expenses of the partner should be fully covered. The programme would be regularly monitored what is the way how to feed results, new ideas and other feedback into the course content.
Expected outcomes of the project
1. Edition of an textbook on education against social exclusion (in English)
2. Organization of educational courses on education against social exclusion.
3. 20 secondary schools participating in this project (at least one educator from each school participating in the proposed courses).
4. Two online monitoring workshops of students from participating schools.
For further information please contact: HUMANITAS-PROFES – Human Rights Education
Ms Alena Kroupova: firstname.lastname@example.org
Thursday, 4 September 2008
Thank you for your understanding and patience,
Event description: this project is aimed to empower and train young people, active within your local and partner organizations, to develop local actions and associative strategies based on participation, intercultural education and human rights from an European perspective and be active in youth democracy development and decision-making.
- to reflect on the expression and relevance of issues such as democracy, youth participation, youth policy development, non-formal education, human rights, intercultural learning to youth work;
- to promote the principles of democratic youth participation at local, regional and national level;
- to reflect upon the role and function of each civil society actor (young people, NGOs, public authorities - on local, regional and national levels) and to foster their cooperation;
- to initiate innovative local youth actions based on local needs analysis;
- to motivate and enable participants to act as multipliers, sharing their acquired competencies and experiences;
- to create a space for sharing good practices of local youth work from all over Europe;
- to promote non-formal education, peer education and life long learning process;
to cooperate in a network with other participants strengthening the local organizations to contribute in building the civil society.
- First phase: introductory seminar - "Youth participation and local impact - international research implementation".
- Second phase: implementation of local youth actions: presenting the youth participation and non-formal learning, decision-making process in the 8-15 schools. Concrete projects ideas will be worked our on the basis of analyses of local needs prepared by participants during first phase.
- Third phase: implementation of national competition for the schools - the winners will attend the five-day International Summer Camp in Lithuania, consisting NATO simulation, etc.
- Fourth phase: "Only with your voice" International Summer Camp: August 20-25, 2009 - evaluation meeting
Location: Local Communities, Lithuania
Target group: the project will target youth from the disadvantaged backgrounds (rural areas, less access to international and intercultural learning, etc.); there is no age limit for the participants. If they are younger than 18 years old, a group leader is required. There is no background or experience requirement, but it is desirable to have a group leader well experienced in youth active participation activities.
Working language: English
Price: Activities, board and lodging are provided by the hosting organization. 70% of travel expenses to the International Summer Camp will be reimbursed.
Organiser: SARETAS GLOBAL YOUTH NETWORK
http://www.saretas.org/ (available after September 20)