Tuesday, 21 December 2010

Call for applications : Roma Rights Workshop

Humanity in Action France is pleased to invite you to a week-long workshop for EU civil society members : "Five years into the Decade for Roma Inclusion, what do Europeans know about their Roma minorities?"

The workshop will be held in Lyon, France and run from February 27 through March 6, 2011. This program is sponsored by the Gruntvig EU Lifelong Learning Programme.

The workshop will attempt to evaluate the general knowledge about Roma populations in Europe today; provide participants with knowledge on the history and cultures of Roma populations across Europe; and address the diversity of contemporary issues faced by Roma populations across Europe, as well as the divide between the cultural approaches and the social and humanitarian approaches developed to respond to these issues. Finally, the participants will develop an educational tool designed to help European Civil Society gain knowledge on Roma populations and fight prejudices leading to discrimination and exclusion all over the European Union, beyond the countries included in the Decade for Roma Inclusion.

The application deadline is January 10, 2011.

Find out more about the program and apply| Click Here

If you have any questions, please email france@humanityinaction.org.

All the best,

Tara Dickman
Director, HIA France

Monday, 20 December 2010

PAPER: EU Strategy 2020: summary


A European strategy for Smart, Sustainable and Inclusive Growth

Europe faces a moment of transformation. The crisis, which has no precedent in our generation, has wiped out years of economic and social progress and exposed structural weaknesses in Europe’s economy. Two years of crisis have erased twenty years of fiscal consolidation. Moving out of the crisis is the immediate challenge, but the biggest challenge is to escape the reflex to try to return to pre-crisis situation. Europe can face up collectively to the immediate challenge of the recovery and to the long-term challenges, so as to make up for recent losses, regain competitiveness, boost productivity and put the EU on an upward path of prosperity. Europe has many strengths: we can count on the talent and creativity of its people; on its strong values, democratic institutions, consideration for social and territorial cohesion and solidarity, cultural diversity, etc.


But the best chance for Europe to succeed is if it acts collectively – as a Union. Thus, a strategy is needed to come out stronger from the crisis and to turn the EU into a smart, sustainable and inclusive economy. The European Commission, on 3.3.2010, has published the 2020 Strategy, which has three priorities, five measurable targets and seven flagship initiatives to show how Europe can make a decisive contribution.


Europe 2020 sets out a vision of Europe’s social market economy for the 21st century. What is needed is a strategy to turn the EU into a smart, sustainable and inclusive economy delivering high levels of employment, productivity and social cohesion. Thus, it puts forward 3 mutually reinforcing priorities. These priorities are at the heart of Europe 2020, and are an agenda for all Member States.

Smart Growth: developing an economy based on knowledge and innovation.

Sustainable Growth: promoting a more resource efficient, greener and more competitive economy.

Inclusive Growth: fostering a high-employment economy delivering social and territorial cohesion.


The EU needs to define where it wants to be by 2020. To this end, the Commission proposes 5 headline targets. The targets are representative of the 3 priorities; they have been set on the basis of being measurable, capable of reflecting the diversity of Member States situations and based on reliable data. Meeting the targets will be critical to Europe success by 2020:

  • Employment rate: the employment rate of the population aged 20-64 should increase from the current 69% to at least 75%;
  • Research and Development investments: 3% of EU’s GDP should be invested in R&D
  • Energy/Climate change: reduce greenhouse gas emissions by at least 20%; increase the share of renewable energy sources to 20%; and a 20% increase in energy efficiency;
  • Education: Share of early school leavers should be under 10% and at least 40% of younger generation should have completed tertiary education;
  • Reducing poverty: the number of Europeans living below the national poverty lines should be reduced by 25%, lifting over 20 million people out of poverty.


The Commission is putting forward 7 Flagship Initiatives to catalyse progress under each priority theme. These seven flagship initiatives will commit both the EU and the Member States. The European Parliament will be a driving force to mobilize citizens and act as co-legislator in key initiatives.

Innovation Union: It seeks to improve access to finance for research and innovation to ensure innovative ideas can be turned into products and services which create growth and jobs. The aim is to refocus R&D and innovation policy on the challenges facing our society (e.g. climate change, energy and resource efficiency, health and demographic change).

t EU level, the Commission will work to:

  • Complete European Research Area, develop a strategic research agenda focused on challenges facing our society.
  • Improve framework conditions for businesses to innovate (e.g. create single EU patent).
  • Launch ‘European Innovation Partnerships’ between the EU and national levels to speed up the development and deployment of technologies needed to meet challenges identified.
  • Strengthen and further develop the role of EU instruments to support innovation (e.g. structural funds, rural development funds, R&D framework programme).
  • Promote knowledge partnerships and strengthen links between education, business, research and innovation.

Member States will need to:

  • Reform national and regional R&D and innovation systems to foster excellence and specialisation, reinforce cooperation between universities, research and business.
  • Ensure a sufficient supply of science, maths and engineering graduates and focus school curricula on creativity, innovation and entrepreneurship.
  • Prioritise knowledge expenditure.

Youth on the Move: It aims to enhance the performance and international attractiveness of Europe’s higher education institutions and raise the overall quality of all levels of education and training in the EU, by promoting student mobility and trainees’ mobility and improve the employment situation of young people.

At EU level, the Commission will work to:

  • Integrate and enhance EU’s mobility, university and researchers’ programmes (e.g. Erasmus).
  • Step up the modernisation agenda of higher education.
  • Explore ways of promoting entrepreneurship through mobility programmes for young professionals.
  • Promote the recognition of non-formal and informal learning.
  • Launch a Youth employment framework, outlining policies aimed at reducing youth unemployment rates.

Member States will need to:

  • Ensure efficient investment in education and training systems at all levels
  • Improve educational outcomes, addressing each segment within an integrated approach, aimed at reducing early school leaving.
  • Enhance the openness and relevance of education systems by building national qualification frameworks and better gearing learning outcomes towards labour market needs.
  • Improve young people’s entry into the labour market through integrated action covering guidance, counselling and apprenticeships.

A Digital Agenda for Europe: It aims to deliver sustainable economic and social benefits from a Digital Single Market based on fast internet, with broadband access for all by 2013.

At EU level, the Commission will work to:

  • Provide a stable legal framework that stimulates investments in an open and competitive high speed internet infrastructure.
  • Develop an efficient spectrum policy.
  • Facilitate the use of the EU’s structural funds in pursuit of this agenda.
  • Create a true single market for online content and services.
  • Reform the research and innovation funds and increase support in the field of ICT to reinforce Europe’s technology strength.
  • Promote internet access and take up by all EU citizens.

Member States will need to:

  • Draw up operational high speed internet strategies, and target public funding on areas not fully served by private investments.
  • Establish a legal framework for co-ordinating public works to reduce costs of network rollout.
  • Promote deployment and use of modern accessible online services.

Resource Efficient Europe: It aims to support the shift toward a resource efficient and low-carbon economy which is efficient in the way it uses its resources. It also aims to decouple economic growth from resource and energy use, enhance competitiveness and promote greater energy security.

At EU level, the Commission will work to:

  • Mobilise EU financial instruments to pull together public and private funding.
  • Enhance a framework for the use of market-based instruments (emissions, trading, state-aid framework).
  • Present proposals to modernise and decarbonise the transport sector thereby contributing to increased competitiveness.
  • Accelerate the implementation of strategic projects with high European added value to address critical bottlenecks.
  • Complete the internal energy market and implement the strategic energy technologies plan, prioritising the promotion of renewable source of energy in the single market.
  • Present an initiative to upgrade Europe’s networks.
  • Adopt and implement a revised Energy Efficiency Action Plan.
  • Establish a vision of structural and technological changes required to move to a low carbon, resource efficient and climate resilient economy by 2050.

Member States will need to:

  • Phase out environmentally harmful subsidies, limiting exceptions to people with social needs.
  • Deploy market-based instruments such as fiscal incentives and procurement to adapt production and consumption methods
  • Develop smart, upgraded and fully interconnected transport and energy infrastructure and make full use of ICT.
  • Ensure a coordinated implementation of infrastructure projects that critically contribute to the effectiveness of the overall EU transport system.
  • Focus on the urban dimension of transport where much of the congestion and emission are generated.
  • Use regulation, building performance standard and market-based instruments to reduce energy and resource use and use structural funds to invest in energy efficiency in public buildings and in more efficient recycling.
  • Incentivise energy saving instruments.

An Industrial Policy for the Globalisation Era: Improve business environment, support development of strong and sustainable industrial base.

At EU level, the Commission will work to:

  • Establish industrial policy creating the best environment to maintain and develop a strong, competitive and diversified industrial base in Europe.
  • Develop a horizontal approach to industrial policy combining different policy instruments (e.g. "smart" regulation, modernised public procurement, competition rules and standard setting.
  • Improve the business environment, especially for SMEs, including through reducing the transaction costs of doing business in Europe, the promotion of clusters and improving affordable access to finance.
  • Promote the restructuring of sectors in difficulty towards future orientated activities.
  • Promote technologies and production methods to reduce natural resources use.
  • Ensure that transport and logistics networks enable industry throughout the Union to have effective access to the Single Market and beyond.
  • Enhance the competitiveness of the European Tourism sector.
  • Review regulations to support the transition of service and manufacturing sectors to greater resource efficiency, including more effective recycling; to improve the way in which European standard setting works to leverage European and international standards for the long-term competitiveness of European industry.
  • Renew the EU strategy to promote Corporate Social Responsibility as a key element in ensuring long term employee and consumer trust.

Member States will need to:

  • Improve the business environment to support innovation incentives.
  • Improve the conditions for enforcing intellectual property.
  • Reduce administrative burden on companies and improve the quality of business legislation.
  • Work closely with stakeholders in different sectors (business, trade unions, academics, NGOs) to identify bottlenecks and develop a shared analysis on how to maintain a strong industrial and knowledge base and put the EU in a position to lead global sustainable development.

An Agenda for New Skills and Jobs: The aim is to create conditions for modernising labour markets with a view to raising employment levels and ensuring the sustainability of our social models. Empowering people through acquisition of new skills to enable current and future workforce to adapt to new conditions and potential career shifts, reduce unemployment and raise labour productivity.

At EU level, the Commission will work to:

  • Define and implement ways to better manage economic transactions and to fight unemployment and raise activity rates.
  • Adapt legislative framework to evolving work patterns and new risks for health and safety at work.
  • Facilitate and promote intra-EU labour mobility and better match labour supply with demand with appropriate financial funds and to promote a forward-looking and comprehensive labour migration policy which would respond in a flexible way to the priorities and needs of labour markets.
  • Strengthen capacity of social partners and make full use of the problem solving potential of social dialogue at all levels and to promote strengthened cooperation between labour market institutions.
  • Give a strong impetus to the strategic framework for cooperation in education and training involving all stakeholders. Implementation of lifelong learning principles including through flexible learning pathways between different education and training sectors and levels and by reinforcing the attractiveness of vocational education and training. Social partners at EU level; should be consulted in view of developing an initiative of their own in this area.
  • Ensure that the competences required to engage in further learning and the labour market are acquired and recognised throughout general, vocational, higher and adult education and to develop a common language and operational tool for education/training and work.

Member States will need to:

  • Implement national pathways to reduce labour market segmentation and facilitate transitions as well as facilitating the reconciliation of work and family life.
  • Review and regularly monitor the efficiency of tax and benefit systems so to make work pay with a particular focus on the low skilled, whilst removing measures that discourage self-employment.
  • Promote new forms of work-life balance and active aging policies and to increase gender equality.
  • Promote and monitor the effective implementation of social dialogue outcomes.
  • Give a strong impetus to the European Qualifications Framework, through the establishment of national qualification frameworks.
  • Ensure that the competences required to engage in further learning and the labour market are acquired and recognised throughout general, vocation, higher and adult education, including non formal and informal learning.
  • Develop partnerships between the worlds of education/training and work, in particular by involving social partners in the planning of education and training provision.

European Platform against Poverty: The aim is to ensure economic, social and territorial cohesion, combating poverty and social exclusion so as to raise awareness and recognise the fundamental rights of people experiencing poverty and social exclusion, enabling them to live in dignity and take an active part in society.

At EU level, the Commission will work to:

  • Transform the open method of coordination on social exclusion and social protection into a platform for cooperation, peer-review and exchange of good practice, and into an instrument to foster commitment by public and private sector to reduce social exclusion, and take concrete action, including through targeted support from structural funds, notably the ESF.
  • Design and implement programmes to promote social innovation for the most vulnerable, in particular by providing innovative education, training and employment opportunities for deprived communities, to fight discrimination, and to develop a new agenda for migrants’ integration to enable them to take full advantage of their potential.
  • Undertake an assessment of the adequacy and sustainability of social protection and pension systems, and identify ways to ensure better access to health care systems.

Member States will need to:

  • Promote shared collective and individual responsibility in combating poverty and social exclusion.
  • Define and implement measures addressing the specific circumstances of groups at particular risk (e.g. one parent families, elderly, women, minorities, Roma, disabled and homeless.
  • Fully deploy their social security and pension systems to ensure adequate income support and access to health care.

There is no doubt that the equality agenda has an important dimension and deserves special attention in the overarching priorities of Europe 2020. As part of BEMIS’ strategy to raise awareness, we wish to circulate this document among all relevant stakeholders in Scotland; we encourage voluntary organizations and equality groups to take on board – within their strategic plan for the years to come – Europe 2020’s main priorities and areas of concern; NGOs play a key role in fostering and facilitating the Europe 2020 priorities. It is vital that the Third Sector in Scotland embraces the 3 priorities, the 5 targets and the 7 flagship initiatives of the Strategy.

We believe that this document will be valuable to you,


Please Note: This document is a summary of the
Europe 2020 – A European strategy for smart, sustainable and inclusive growth,
published by the European Commission on 03.03.2010.

Tanveer Parnez, BEMIS

Friday, 17 December 2010

PROJECT: Children's Rights Education for Law Enforcement Officals: vormen's lessons learned

Since the end of 2008, vormen has been funded by the Flemish government to act as trainers in children's rights education for law enforcement officials. Our 8-hour training session has been heavily amended throughout time, with results that are now satisfactory to both our participants and ourselves. We would like to share with you the main obstacles we had to overcome.

1. Getting police officers to enroll

From the beginning, we've been working closely together with the different provincial police academies, that are responsible for most in-service trainings provided to police officers. This at least gave us the chance to have our sessions programmed. After some experiments with program descriptions, we decided to phrase our project as "dealing with minors", as this most effectively encourages officers to enroll in our session. In our experience, this formulation works well provided that the announcement of the session also mentions that participants will take a look at the legal framework applicable to "minors" from a children's rights perspective. Emphasis on children's rights was not succesful in attracting participants; emphasis on the legal framework or "dealing with" raised wrong expectations. We are not communication specialists, nor do we find the domestic legal rules the most important aspect of our sessions.

2. Grasping regional fundamental differences in their approach to minors

It soon became clear that every police academy had its own approach to education on "dealing with minors". Some emphasize the legal framework applicable to minors, which turns out civil servants who do things by the book but not necessarily feel how or why to do this. Others work on the attitudinal or cultural dimension, which results in police officers who tend to be kind and patient but are not sure about what they are legally obliged to do. As the coursework of student police officers, analyzed by us in preparation of the sessions, is not substantially different, nor do police academies seem to be aware of their different approaches, we only found out about these differences by actually doing the training sessions at the different police academies and adapting our session programs accordingly.

3. Convincing police officers of our expertise as an external organization

The main obstacle that we have to overcome at the start of each session, is the - understandable - scepsis participants have towards a trainer who has never been on the field. So, much more than with any other target group, we try to team up with a like-minded police officer from the province at issue, ideally both a teacher and still active in the field, to train groups. In our experience, this police officer will not do any actual substantial work beforehand or even during the session, but just his (or - though unfortunately still not very likely - her) mere presence is enough to take away all distrust.

Furthermore it is absolutely vital to take the time in the morning to explain in detail our participatory approach to developing our materials (i.e. how and where we got our knowledge and "tips and tricks"):

  • We organized a "listening round" of almost half a year, cruising the country, absorbing the atmosphere, openly and quietly listening to minors who had been in contact with the police (as victims or suspects), police officers (working in urban and rural contexts, big and small entities, specialized and generalistic units, from various divisions such as traffic, community policing, reception, intervention,...), and other police trainers.

  • We are supported by a feedback group consisting of children, police officers and police academy officials, that consistently gives their take on any materials we've developed.

  • We teach this session with one of their fellow police officers who is still active in the field and who is also an experienced teacher. So even if he is not there for a particular session, we stress that normally we do it together.

  • We constantly adapt the contents and methods of all activities in accordance with feedback given during and after each session.

4. Finding the ideal program for every group

Testing out different activities in different settings, in the course of time we've developed a modular system that covers a whole spectrum of issues on "police and minors". We're always prepared to give any module at a given session, choosing in accordance with the expectations mentioned by participants at the start of the session. We've also prepared a "light version" of all modules, so that we can discuss their essence without going into too much detail.

The modules are:

  • introduction

    • presentation: we, the participants and their expectations, the program

    • situations game: we read out loud a certain situation (case or statement)(eg. "in tiny village X, the police keeps a blog to fill the gap between law enforcement and the police: can they mention a stealing boy's initials and very short home street?"), participants indicate individually if they think it's correct or not - whereby we link every situation to children's rights and a further module of the program of the day

    • numbers game: in pairs, participants need to combine 6 percentages with 6 descriptions of population groups (eg. "minors who have committed a crime") - they almost never get everything right because there's generally a very negative attitude towards young people in society

  • the legal framework: handcuffing, deprivation of liberty, police custody,...

    • starting with a world cafe, whereby all participants can familiarize themselves with each other in small, constantly changing groups, and exchange their practices regarding a certain topic

    • followed by a run-down of every topic, outlining what the law exactly says, and adding an international children's rights perspective: every rule can be interpreted in a children's rights respecting way

  • update on youth protection law (as relevant for law enforcement)

    • based on a case-study and constantly asking for examples from participants' own professional lives

  • what is a "minor"?

    • child development basics, with a special emphasis of teenagers' brain development

    • followed by the notion that realizing children's rights offers the best chance of a child's development"?

  • dealing with minors: some tips and tricks

    • starting with a low-level roleplay, whereby all participants play teenagers (this is the only sure way to really get to empathy) in group "hanging out" or "loitering" in the streets, and we play different "types" of police

    • followed by an always animated discussion on how to deal with minors

  • prejudice (based on gender, ethnicity, religion,...)

    • very sensitive topic, with often defensive reactions

    • we explain how certain ways of thinking are normal, human reflexes (eg. generalizing), but how it already helps if we are aware of these reflexes and try to keep those in mind when reacting

    • we always end with a funny sketch filmed in the Netherlands, apparently necessary to break tension and move on

  • the child as a victim

    • case-study: a child witness of domestic violence, with a filmed testimony by a young man

    • tips and tricks to keep in mind during interventions

  • the child as an offender

    • filmed testimony of teenager who's committed a lot of criminal acts, including toward the police, but now that he's no longer just locked up in some institution but instead gets therapy and can go to school again is firmly determined to stop

    • referring to the child's development and all protective and risk factors influencing this, we reiterate that "to explain does not equal to approve" but that it's really hard, if born without any framework, to just create this framework oneself

The written evaluation forms and verbal and non-verbal reactions throughout the sessions make clear that we do reach our participants and make them rethink their attitudes toward young people. Underlying all our activities are the - often not explicitly stated - very basic thoughts that also minors are human beings just like all of us, and that everybody, especially police officers, have the power to be a force for the good in young people's lives.

Fiona Ang, vormen vzw

PROJECT: Educating Children and Young People in a Changing Climate (Make the Link – Climate exChange)

Partners: Plan International UK (Leading organization), Citizenship Foundation UK, Stichting Plan Nederland, Partners Bulgaria Foundation

Location: UK, the Netherlands, Bulgaria, Senegal, Kenya and Malawi

Duration: January 2010 – December 2012

Overall objectives of the project are:

To increase public awareness of the links between climate change, poverty and child rights and secure public support for EU policy on climate change issues

To increase actions at individual, school, community, local and national level that reduce contributions to green house gases.

Specific objective:

To develop meaningful interaction between young people in carbon-consuming EU countries and young people in vulnerable African countries, generating learning and action in support of climate change mitigation and adaptation at the local and global level.

The project will influence 36,000 young people aged 11-19 in schools and youth groups in UK, The Netherlands, Bulgaria, Senegal, Kenya and Malawi; 369 teachers/youth workers from participating schools; local and national level decision-makers in target countries; members of the European Parliament (MEPs) in the home communities of the participating schools.

Wider beneficiaries: parents, families, peer groups beyond school, local communities.

The foreseen actions are:

Production of teaching tools and learning materials; training of teachers/youth workers; cycle of climate change learning with young people in schools and after school clubs; learning and exchanges between young people via multi-language interactive web platform; climate change actions in schools and communities; advocacy training for young people to become change agents; advocacy actions on climate change with decision-makers and MEPs. Media engagement with young people.

Estimated results are:

36,000 young people are well informed about climate change and empowered to become local change agents 2)

369 teachers and youth workers have increased competence to sustain curriculum and extra-curricular work on climate change in schools and promote cross-cultural understanding 3)

An effective platform developed for linking young people in Europe and Africa to learn and exchange experiences on reducing climate change and poverty 4)

Young people take action in their schools and communities to raise public awareness and support for policy on climate change and poverty reduction.

Petya Dimitrova

Partners Bulgaria Foundation

E: p.dimitrova@partnersbg.org

W: http://www.partnersbg.org/

PROJECT: Child Trafficking Response Programme Phase III: 2009 – 2011

Every year, thousands of juveniles and minors from Southeast Europe are trafficked and involved in different forms of exploitation, begging and committing pocket-picking thefts. Bulgaria remains a country of origin and transit and to a lesser extent a country of destination. This calls for implementation of activities which address needs related to provision of supportive environment, education and policy improvement.

This is the main focus of Child Trafficking Response Programme (CTRP) which is managed by a regional team based at Save the Children, Albania. Seven countries in South East Europe participate in this initiative: Albania, Bosnia-Herzegovina, Bulgaria, Kosovo, Montenegro, Romania and Serbia. In Bulgaria, the programme is implemented by Partners Bulgaria Foundation (PBF) and Animus Association Foundation (AAF) in collaboration with local actors.

The focus of PBF's work is both on preventive interventions for children at risk and on advocacy to fill existing institutional gaps aimed at improving child protection policy.

Partners Bulgaria Foundation is engaged in a wide range of activities to prevent child trafficking and unsafe migration of children:
  • Direct support to children at risk through further development of the drop-in centre in Kjustendil, including elaboration of a comprehensive programme for children at risk based on child rights approach.

  • Capacity building for professionals directly working with children based on 3-module training programme, aiming at providing information on key issues of trafficking and positive changes in attitudes, perceptions and ways of working concerning children.

  • Peer to peer sessions delivered by trained adolescent volunteers to children at risk and awareness-raising sessions to wider groups of local children to support community participation of children/adolescents.

  • Monitoring and documentation of changes in the lives of targeted children through regular interaction and consultation.

  • Support to policy, advocacy and legislative reform for protection of the rights of trafficked children and children at-risk, by fostering closer links with national and local policy institutions and making children a priority among State authorities.

Lora Lalova

Partners Bulgaria Foundation

E: lora@partnersbg.org

W: http://www.partnersbg.org/

OSCE/ODIHR launches major project to support domestic war crimes trials in the former Yugoslavia

BELGRADE, 28 September 2010 -- The OSCE Office for Democratic Institutions and Human Rights (ODIHR) today officially launched a major regional project aimed at strengthening the capacity of judiciaries to handle war crimes cases.

The four-million euro War Crimes Justice Project is funded by the European Union and carried out in partnership with the International Criminal Tribunal for the former Yugoslavia (ICTY) and the United Nations Interregional Crime and Justice Research Institute, as well as OSCE field operations in Belgrade, Podgorica, Pristina, Sarajevo, Skopje, and Zagreb.

"This project is a key element in the transfer of responsibility for war crimes cases from the ICTY to national judiciaries. It is essentially about national ownership and capacity building - also in the context of European integration," said Ambassador Janez Lenarcic, ODIHR's Director.

Judge Patrick Robinson, President of the ICTY, added: "Capacity building of the national jurisdictions in the former Yugoslavia is crucial for achieving justice, peace and the rule of law. We will keep working together with our partners in the region and elsewhere to help that process."

The project focuses on transferring knowledge and materials from the Tribunal to legal professionals in national jurisdictions. The purpose is to address identified gaps in the professional capacities of practitioners and their resources in a manner that is both sustainable and appropriate in the local legal context.

The launch was followed by a meeting of ICTY judges with their colleagues from national jurisdictions handling war crimes cases to discuss common concerns and exchange views. Such peer-to-peer meetings form a key component of the project.

A wide range of other regional and national activities designed to facilitate the professional development of legal professionals working on war crimes cases, including defence lawyers, are planned throughout the project. Additional project activities include transcribing ICTY proceedings into local languages and translating the Tribunal's Appeals Chamber Case Law Research Tool for use by regional justice actors.

The War Crimes Justice Project will also develop, in co-operation with national judicial training institutions, curricula on international criminal and humanitarian law and a manual for defence lawyers, as well as various research and analysis tools. In addition, the project funds support staff in domestic judicial institutions to bolster capacity in areas such as prosecutorial analysis and legal research.

OSCE Press release

* OSCE Office for Democratic Institutions and Human Rights
* Public Affairs Unit
* Aleje Ujazdowskie 19
* 00-557 Warsaw
* Poland
* Tel: +48 22 520 06 00
* Fax: +48 22 520 06 05

NEWS: Update on the World Programme for Human Rights Education

Dear colleagues,

The Office of the United Nations High Commissioner for Human Rights would like to inform you of two recent developments related to the World Programme for Human Rights Education (2005-ongoing).

As you may recall, the Human Rights Council decided in resolution 12/4 that the second phase (2010-2014) of the World Programme would focus on higher education, teachers and educators, civil servants, law enforcement officials and the military, while human rights education in the school system should also continue to be implemented. As mandated, OHCHR developed in consultation with UNESCO and other actors, a "Draft plan of action for the second phase (2010-2014) of the World Programme for Human Rights Education" (document A/HRC/15/28). The new plan of action provides practical guidance to governments and other stakeholders on implementing human rights education and training for the aforementioned target sectors. The document is available in the six official languages of the United Nations at http://www2.ohchr.org/english/issues/education/training/secondphase.htm.
On 30 September 2010, the Human Rights Council adopted this plan of action by its resolution 15/11.

In addition, we would like to draw your attention to the "Final evaluation of the implementation of the first phase of the World Programme for Human Rights Education - Report of the United Nations Inter-Agency Coordinating Committee on Human Rights Education in the School System, as submitted by the Office of the High Commissioner for Human Rights" that is mainly based on national evaluation reports submitted by governments, as mandated by the Human Rights Council. This report is now before the 65th session of the United Nations General Assembly in accordance with Human Rights Council resolution 12/4. The report (document A/65/322) is available on OHCHR website, where the national evaluation reports received by OHCHR can also be accessed (http://www2.ohchr.org/english/issues/education/training/evaluationWPHRE.htm).

With kind regards,

Methodology, Education and Training Section
Office of the United Nations High Commissioner for Human Rights

PUBLICATION: Living in Diversity - Lesson Plans for Secondary Schools

This handbook was produced in the framework of the pilot project "Intercultural and interfaith dialogue through education", part of the Council of Europe-European Commission joint programme "Fostering a culture of human rights in South Caucasus and Ukraine" (2006-2009).

The Council of Europe is strongly committed to the promotion of an cultural perspective in education and has played a major role, not only in the development and promotion of a coherent theoretical reference framework in this field, but also in the development of methodological guidelines and in the production of educational resources that can be used in teaching and training in both formal and non-formal education. The content of this handbook is based on the proposals for educational activities that were developed by the teachers and trainers from Armenia, Azerbaijan, Georgia and Ukraine who took part in the project. The activities presented here cover a range of topics associated with intercultural education that correspond to some of the key elements and competences that the Council of Europe considers to be fundamental for intercultural education.

The handbook should be seen as a tool for teachers of different subjects who want to integrate an intercultural dimension in their practice. It can also act as a useful resource for teacher trainers in this field.

Author(s) :
ISBN : 978-92-871-6754-5
Format : 16 x 24
No. of pages : 151
Price : 13 €/ 26 $
+ 10% postage

To place an order directly http://book.coe.int/sysmodules/RBS_page/admin/redirect.php?id=36&lang=EN&produit_aliasid=2553

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

CALL FOR INPUT: Forum on draft right to education indicators

The Right to Education Project has drafted more than 200 rights-based indicators for measuring the fulfilment of the State's obligation to ensure the right to education, as expressed in international human rights law.

These draft indicators are now the subject of testing and refinement. The Right to Education Project invites you to look at all of them and join our online Forum to reflect on their possible use, as well as to share your experiences and ideas.

Their aim is to push for greater accountability and define standards for how education must look. They can be used to support litigation on ESC rights, by advocating for the availability of good disaggregated data to inform the judiciary process. It is possible to create 'packages' around a theme, such as gender or disability, or have a focus on the financing of education.

Three initial guiding questions have been devised for your consideration. We encourage you to be as practical and as succinct as possible in your responses. Read more: http://www.right-to-education.org/ .

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

NEWS: Asma Jahangir wins UNESCO/Bilbao Prize for the Promotion of a Culture of Human Rights

16 November 2010 -- UNESCO’s Director-General, Irina Bokova, has nominated Asma Jahangir from Pakistan as laureate of the 2010 UNESCO/Bilbao Prize for the Promotion of a Culture of Human Rights. Asma Jahangir was selected by the Prize's International Jury in recognition of her exceptional and courageous contribution to building a universal culture of human rights. The Director-General will award the Prize - the monetary award of US$25,000, the diploma and the bronze trophy by Toshimi Ishii, at the ceremony that will take place in the presence of the Mayor of Bilbao Iñaki Azkuna on Human Rights Day - 10 December - in Bilbao, Spain.

Awarding of the UNESCO/Bilbao Prize to Asma Jahangir recognizes her excellent record as a human rights defender, notably the outstanding work she has carried out as a renowned lawyer and advocate of the Supreme Court of Pakistan particularly for the rights of religious minorities, women and children. On a national level, Asma Jahangir is President of the Supreme Court Bar Association of Pakistan. She is the founding member of the Human Rights Commission of Pakistan and has served as its Secretary-General and Chairperson. She is also founding member of the Women’s Action Forum. Asma Jahangir's work extends internationally through her roles as the United Nations Special Rapporteur on Freedom of Religion or Belief, and the United Nations Special Rapporteur on Extrajudicial, Summary or Arbitrary Executions. The announcement of the award of the Prize to Asma Jahangir on 16 November - International Day for Tolerance - honours her commitment and important contribution to fostering interreligious and intercultural dialogue, tolerance, mutual understanding and cooperation for peace. Asma Jahangir is a determined advocate of using education as a means to eliminate the root causes of intolerance and discrimination.

UNESCO’s Director-General has also decided to award three Honourable Mentions to four non-governmental organizations in recognition of the importance of the contribution of civil society to building a universal culture of human rights: Corporation Villa Grimaldi Peace Park (Corporación Parque por la Paz Villa Grimaldi) (Chile); Foundation for a Culture of Peace (Fundación Cultura de Paz) (Spain); and a joint mention to “France Land of Asylum” (France terre d’asile) & International Federation Music Hope (Fédération internationale Musique Espérance).

The biennial UNESCO/Bilbao Prize for the Promotion of a Culture of Human Rights was established in 2008 thanks to a generous endowment from the City of Bilbao and enlarges the scope of the UNESCO Prize for Human Rights Education (1978-2006). The Prize rewards the outstanding contributions made by organizations and individuals to the cause of human rights through the means of education and research. The Prize serves to raising awareness of human rights, particularly among decision-makers and the general public.

French human rights advocate Stéphane Hessel is the first laureate of the UNESCO/Bilbao Prize, awarded two years ago in Paris. Laureates of the UNESCO Prize for Human Rights Education include: the Centre for Human Rights at the University of Pretoria in South Africa; Vitit Muntarbhorn, human rights expert from Thailand; Academia Mexicana de Derechos Humanos in Mexico; City of Nuremberg in Germany; Arab Institute of Human Rights in Tunisia; and Václav Havel, former President of the Czech Republic.

UNESCO Press release

PUBLICATION: Understanding the Holocaust through human rights education: FRA Handbook for teachers

To mark this year's anniversary of "the night of the broken glass", the European Union Agency for Fundamental Rights (FRA) publishes a handbook for teachers: Excursion to the past - teaching for the future. The handbook emphasises the link between teaching about the Holocaust and other Nazi crimes, and teaching about human rights and democracy. Teachers and guides of memorial sites or museums are key to ensuring that the connection is recognised between Holocaust and human rights education. However, there is a lack of human rights training available for both groups. The FRA thus encourages national governments to better integrate education on the Holocaust and human rights into their school curricula to reflect the significance of human rights in both the history and the future of the EU.

FRA Director Morten Kjaerum: "There is a significant lack of material available for teachers highlighting the link between the Holocaust and events like the "the night of the broken glass" with human rights. Most school curricula do not include specific studies on the Holocaust and human rights. Testimonies of Holocaust survivors will soon become voices of the past; teachers need new tools for transmitting the lessons learned by past generations. This handbook equips teachers with ways of showing the possible consequences for our future when failing to respect human rights nowadays."

Students and teachers ask for link to the present

"It is not enough to listen to a witness who is over 80 years old if you do not connect his/her experience to the present time, if you do not recognise there is still a deficit in human rights today." (Teacher, Italy)

"Visits to memorial sites can provide a broader understanding of what human rights are. They help you to understand how important it is to create a world with room for everyone." (Student, Denmark)

Toolkit on Holocaust and human rights education

The handbook for teachers Excursion to the past - teaching for the future is part of a FRA project on Holocaust education and human rights education. As part of this project, the EU-Agency for Fundamental Rights will also issue an online toolkit on Holocaust and human rights education for teachers, as well as an overview of what memorial sites do in relation to Holocaust and human rights education. The Agency will also further the development of an EU network for teachers, staff at memorial sites and museums, human rights educators and young people.

The FRA Handbook Excursion to the past-teaching for the future is available online.

For further information, please contact the FRA media team:
Email: media@fra.europa.eu
Phone: +43 1 58 030 - 642

PUBLICATION: Raising Human Rights Awareness Among City Administration Employees: Human Rights Report of the City of Graz (Austria)

The 2009 Human Rights Report OF THE City of Graz/Austria is the third report presented by the Human Rights Advisory Council of the City of Graz (Menschenrechtsbeirat der Stadt Graz) on the city’s human rights situation. The preparation of this report has been entrusted to a working group composed of seven members of the above Advisory Council and of the European Training and Research Centre for Human Rights and Democracy (ETC GRAZ), which acts as the Council’s coordination office. The report sets out with, and is based on, the declaration on human rights adopted by the City of Graz in 2001, by which the city commits itself, inter alia, to pursuing a human rights policy based on relevant information and deficits identified in the implementation of human rights.

Compared to other communities, the city of Graz fulfils its commitment to the deliberate, judicious protection of human rights. As evidenced by non-discriminatory clauses in Graz’ rules and regulations on public subsidies, or in the general terms and conditions of municipal procurement contracts, for example, human rights standards are enforced and observed based on the Graz declaration of human rights. Moreover, it is worth noting that the city tends to provide further protection and shows a certain willingness to implement subsidiary measures where federal or state (provincial) law have established restrictive standards. In this regard, the city of Graz ten-point programme against racism might serve as a case in point. Special effort is also made in relation to social security, education and youth. A considerable number of best-practice cases in the human rights areas covered by the report shows that most citizens of Graz form part of a committed, human-rights-oriented civil society, including its organizations and institutions. This notwithstanding, both the city and society are called upon to broaden and deepen their human rights awareness.

For the full-text report (in German) or an abstract (in English) please see http://www.etc-graz.at/typo3/index.php?id=16

Barbara Schmiedl, Europäisches Trainings- und Forschungszentrum für Menschenrechte und Demokratie

MATERIALS: "Migration on Tour": New Exhibition and Internet Module

In close cooperation with teachers and students the Democracy Center Vienna has developed the travelling exhibition “Migration on Tour”. The exhibition is dealing with different aspects of migration patterns in Europe – both currently and historically – and focuses on Austria as a country of migration. Although the main target group of the exhibition are students, it is also addressing the wider public.

The exhibition has been opened in fall and from now onwards can be seen in schools and public institutions all over Austria. At the beginning of the exhibition the students who were involved in the project share insights into their families’ migration histories. The individual migration stories represent altogether general migration trends in Austria – the students’ parents came to Austria to escape the wars in former Yugoslavia, to seek a job, or because parts of their families already lived in the country. Apart from exploring the developments in Austria, the exhibition also examines European and global phenomena of migration and informs about legal developments and circumstances. For the internet module, which accompanies the exhibition, students developed an interactive migration quiz.

Furthermore, a “tool kit” for using the exhibition in school lessons has been developed. Thus, “Migration on Tour” aims to offer new approaches to intercultural learning and strives to strengthen inclusive teaching. Teaching materials and further background knowledge are available on the internet platform: www.migrationontour.at.

The travelling exhibition has been realized together with our project partner “Minorities Initiative” (Vienna) and was funded by the Austrian Federal Ministry of Science and Research within the initiative “Sparkling Science: Science Linking with School, School Linking with Science”.

Project Director: Gertraud Diendorfer

Elisabeth Röhrlich, Democracy Center Vienna (Demokratiezentrum Wien)






ACTION: 20 November. World Day of Prayer and Action for Children and Youth

Each year, on November the 20th, the “World Children’s Day” and the anniversary of the UN Convention on the rights of the child (CRC) are celebrated.

Since 2008, November the 20th is also the “World Day of Prayer and Action for Children and Youth” aiming at involving people and groups from all religious and secular backgrounds to recommit themselves to working together to achieve internationally agreed goals for children such as the Millennium Development Goals. The initiative was undertaken by the Global Network of Religions for Children (GNRC), with the support of Arigatou International, a Japanese and international interfaith-based NGO committed to foster through interreligious dialogue and cooperation the respect, protection and fulfillment of the fundamental rights of all children, “without discrimination of any kind, irrespective of the child`s or his or her parent`s or legal guardian`s race, colour, sex, language, religion, political or other opinion, national, ethnic or social origin, property, disability, birth or other status” (art.2 CRC).

The World Day of Prayer and Action for Children is a day of solidarity among religious and secular organizations united by their common aspiration and shared vision of a world in which all our children will grow up to their full human potential, with their rights to safety, security, integrity and dignity honored in all societies. It could potentially make an enormous difference in the lives of children, and would send a powerful signal to the whole world that religions can be a unifying force for promoting the rights and wellbeing of children.

To accompany the prayers, one or two common but specific, tangible and measurable actions for the survival, development and protection of children will be carried out, nation-wide or region-wide, in all places of worship or in their vicinity. Depending on local circumstances, such prayers and action may be held by particular religious denominations, as well as by interfaith groups, as appropriate

Salesian Congregation join this initiative through a letter by the Rector Mayor, Fr Pascual Chávez, that invited all Salesian Communities in the World to join on November the 20th the Global Network of Religions for Children for the World Day of Prayer and Action for Children and Youth.

Only if the religious leaders and we all will join our efforts, we will be able to respond adequately to the dramatic and massive violations in any part of the world of human dignity and fundamental rights of children, especially the poorest and most vulnerable. Let’s join together on November the 20th and in each Salesian Community, celebrate this prayer for and with the Children and Youth of the world, that all religions and diverse faith communities can be a driving force for the promotion of fundamental rights of children sending a powerful message of vision and commitment to the governments and people of the world”.

For further information:

Global Network of Religions for Children (GNRC)

ANS - Info Salesian Agency

Carola Carazzone, VIS - Volontariato Internazionale per lo Sviluppo

ACTION: Ringing the Bells of Europe in Support of Human Rights

Every year, on December the 10th, is celebrated the “International Human Rights Day”, established by the United Nations in memory of the signing of the “Universal Declaration of Human Rights” in Paris in 1948. The document with only 30 articles, according to Navi Pillay, UN High Commissioner for Human Rights – “has had an impact on the human race more significant than any other document in modern history.”

Ringing the Bells of Europe in support of Human Rights” is an idea of the “Group of bell-ringers of Arrone (Umbria, Italy)” aimed at spreading a culture of “All Human Rights for Everyone” and the messages and the topics which the United Nations proposes each year for reflection on those people mentioned in the Declaration. The topic for 2010 is discrimination.

Nowadays the Secretary General of the United Nations has said, “No country is immune from discrimination. […] It can appear in the form of institutionalised racism, of ethnic conflict, episodes of intolerance and rejection, or as the denial of other peoples’ identity.” “Discrimination,” – he continued – “affects vulnerable individuals and groups: the disabled, women and girls, the poor, migrants, minorities , and in general anyone who is perceived to be different. These people are often excluded from taking part in the economic, social, political and cultural life of their own communities. The prejudice which condemns and excludes them can be exploited by extremists. In some countries we are witnessing the appearance of a new policy of xenophobia”.

This year, 62 after the signing of the “Universal Declaration of Human Rights” is also the 51st anniversary of the “Declaration of the Rights of the Child” and the 21st of the “International Convention on the Rights of Children and Adolescents ” and the 20th anniversary of the “International Convention on the Rights of migrant workers and their families.”

At 8 p.m. ((GMT+1) on December the 10th, the ancient and prestigious bell-tower of the church of Saint John the Baptist in Arrone, launched the "voice" of the bells of others communities in Italy and Europe that, through the sound of their bronzes, reinforced their adherence to the principles contained in the Universal Declaration of Human Rights and the fighting against discrimination.

The President of the Italian Republic, Giorgio Napolitano, has conferred a special medal on the project.

The “Group of bell-ringers of Arrone” is member of the Comitato per la Promozione e Protezione dei Diritti Umani (http://comitatodirittiumani.ning.com/) an umbrella organization, a network of Italian NGOs active in the field of human rights, created in January 2002 in order to advocate at different levels and with different stakeholders for the establishment of a National Independent Human Rights Institution in Italy.

For further information: www.campanariarrone.it

Carola Carazzone, VIS - Volontariato Internazionale per lo Sviluppo, Spokeperson of Comitato Promozione e Protezione Diritti Umani (Italy)

PUBLICATION: Safe Internet. Teacher's Book. Published by Partners Bulgaria Foundation, 2010

Nowadays children spend much more time in front of computers than before. They use the huge potential of the Internet mainly for entertainment and new acquaintances rather than for training. Parents and experts worldwide are concerned about some negative trends. Anonymity in chats brings great threat to children of falling with unscrupulous persons, who use fake identity. Children may come across paedophiles or get involved in porn production.

Children are a particularly vulnerable group in their effort to explore their sexuality, their desire for independence out of the parental control.

One of the key issues in safe internet training is related to the school curriculum and the participation of school and community in this process.

Based on this PBF team developed Safe Internet Teacher’s Book. Its thematic modules are intended for Informational Technologies classes from 5th to 7th grade in elementary schools, which implement state policy for taking measures for students’ safety.


Lora Lalova, Partners Bulgaria Foundation (Bulgaria)

Thursday, 16 December 2010

Apply for International Academy “Remembrance and Human Rights”, Berlin, 20-25 March 2011

The 3rd International Academy “Remembrance and Human Rights” will take place in Berlin from March 20-25, 2011. The Academy is a cooperation of the Foundation "Remembrance, Responsibility and Future" and the European Union Agency for Fundamental Rights.

Goals of the Academy:
The goals of the academy are to demonstrate and discuss possibilities for the connection of historical education with human rights education, to further qualify participants for the development of corresponding project ideas and to examine different national perspectives on the remembrance of National Socialism (effects and consequences) as well as human rights violations (past and present).

Target group:
The academy is primarily targeted at project managers and educators in the named fields from Europe and Israel. Applicants from Central and Eastern Europe are particularly welcome. The total number of participants is limited to 20. The working language is English.

A 250 Euro programme fee includes room and board. For international participants it is possible to waive the programme fee, as well as to grant a travel allowance.

Information and Application:
Foundation "Remembrance, Responsibility and Future"
International Academy – Remembrance and Human Rights
Imke Leicht
Lindenstraße 20–25, 10969 Berlin, Germany
Tel.: +49 (0) 30/ 25 92 97-0
Email: leicht(at)stiftung-evz.de

The application form can be downloaded here.

Application Deadline: January 10, 2011

Wednesday, 15 December 2010

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

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
The full course description you can find here

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
skype: timklh

"Your commitment - participate actively in society”, 20-26.3.2011, European Youth Encounters Centre (D)

Workshop for strengthening civic engagement in Europe "Your commitment - participate actively in society”.
The workshop runs from 20 to 26 March 2011 at Europäische Jugendbildungs- und Jugendbegegnungsstätte in Weimar (Germany) and the working language is German.

This workshop offers the opportunity to
* have an intensive exchange with actors and other active people of the civil society,
* learn more about the implementation of ideas and projects in regional and international context,
* educate oneself in different topics of civic education and participation, and themes like diversity and tolerance in the international youth work
* develop project ideas,
* identify further potential for personal and institutional commitment,
* find future partners,
* learn more about EU-funds opportunity.

participants are people, who
* are either interested in social (citizenship) involvement and looking for opportunities to realize their ideas
* ar are already active or are working on projects or organizations of the civil society
* and want to expand their commitment and competence.

Organizers of the workshop are: Antikomplex (CZ), European Youth Education and Meeting Cebtre in Weimar (DE), International Elias Canetti Society (BG), MitOst e.V. Association for Language and Cultural Exchange in Central, Eastern and Southeastern Europe ( DE), Südwind Niederösterreich Süd (AT)
find here the link to the call for participation http://www.mitost.org/dein_engagement.html

"With the support of the “Europe for citizens” 2007-2013 of the European Union"

Ivelina Kovanlashka
project leader
"Dein Engagement - Gesellschaft aktiv mitgestalten"
Werkstatt zur Stärkung des bürgerschaftlichen Engagements in Europa
MitOst e.V.
Profilbereich Bürgerschaftliche Bildung und Partizipation

Alt-Moabit 90
10559 Berlin
Telefon: +49 30 315174 70
Telefax: +49 30 315174 71
Skype: ivelina.kovanlashka.thk
E-Mail: kovanlashka(at)mitost.org
E-Mail: ivelina.kovanlashka(at)theodor-heuss-kolleg.de