Monday, 31 December 2012

Business and Children's Rights Principles launched in Belgium

On 3 December 2012, the Children’s Rights and Business Principles (‘Principles’) were released in Belgium. The ten Principles were jointly developed by UNICEF, the UN Global Compact and Save the Children. They offer guidance to businesses with regard to their responsibility to respect and support the rights of children. Their global premiere took place in London on 12 March 2012. Step forward The Principles are an important step forward in the area of business and human rights. For the first time, an initiative with regard to corporate social responsibility focuses solely on the rights of the child. Furthermore, in the past the focus has mainly been put on combating child labour and improving the conditions for working children. The Principles on the other hand relate to the overall impact businesses have or can have on the rights of children, not only within the corporation but as members of the wider community. Moreover, they do not only relate to the fact that corporations have a responsibility to respect children’s rights: one of the main ideas of the Principles is that businesses should also actively support the rights of the child. It is important that also the private sector is seen as an actor that can contribute to the implementation of the rights of the child. But: business as usual... The main weakness of the Principles, however, is the lack of an enforcement mechanism. Neither a reporting obligation to an international organisation nor penalties are included. Businesses are therefore expected to voluntarily commit to and respect these Principles. At the launch of the Principles in Belgium, for instance, approximately 70 businesses committed to implementing the Principles, not only within Belgium but also in their foreign branches. States With the traditional human rights in mind, the primary responsibility for the implementation of the rights of the child remains of course with governments. Governments can therefore play a role in implementing these Principles by regulating corporations and by developing the necessary national legislation. The role of States is currently being elaborated by the United Nations Committee on the Rights of the Child that is in the process of developing a General Comment on Child Rights and the Business Sector. This General Comment will offer States Parties guidance with regard to implementing the Convention on the Rights of the Child regarding the business sector. In 2012, increasing attention was given to the issue of business and children’s rights. Different actors are made aware of their responsibility towards the rights of the child with regard to the business sector. The initiatives that have been taken are an important step forward since the Institute for Human Rights and Business has placed “putting children squarely on the business agenda” on the third place of the 2012 Top Ten list of emerging Business and Human Rights Issues.

Friday, 21 December 2012

Here it is: The new COMPASS HRE manual

Revised COMPASS just published

The revised version of "COMPASS - Manual for Human Rights Education with Young People" has recently been published in English language by the Council of Europe.

COMPASS is a practical tool and resource for citizenship and human rights education. It is an essential companion for all those who are curious and interested in making the right to human rights education a reality for everyone.

COMPASS was originally published in 2002 and is now available in more than 30 languages. A version specifically designed for human rights education with children – COMPASITO – enjoys a similar success. This fully revised and updated edition includes new activities and information about human rights issues such as disability and disablism, migration, religion, remembrance, war and terrorism.

COMPASS provides youth leaders, teachers and facilitators of human rights education activities, whether professional or volunteers, with concrete ideas and practical activities to engage, involve and motivate young people in living, learning and acting for human rights. It promotes a comprehensive perspective on human rights education and sees young people as actors for a culture of universal human rights.

For more information on this publication, please contact the European Youth Centre Budapest.

For the downloadable pdf-version please click here.


Wednesday, 19 December 2012

Support for non-violent civil protests in Slovenia!

Since mid November the protests and peaceful demostrations aginst local and national politicians, that have started in Maribor, have spread all over Slovenia. We, the human rights educators
gathered at the Center for Citizenship Education, would like to express our full support for all citizens of Slovenia who are peacefully and with dignity taking part in these protests and are expressing their non-approval of existing politicians.

We share the opinion of the majority of protestors that 20 years ago we had voted for the independent state that would follow the rule od law and democracy and will be based on respect to fundamental human rights and freedms as well as values. That was our hope.

After two decades the picture shows - catastrophy. The period of so called transition, barbaric destruction of national economy, clientelism, nepotism, coruption and other deviations brought us to the same point as twenty years ago; only today the agresors are politicians without any morality who are spreading intolerance and fear among people.

There are many reasons for protests - but we urge all protestors as well as police (and in future maybe also soldiers) to keep the protests nonviolent and peacefull. Dear all in other countries: on 21st December 2012 the new demonstrations are taking place all over Slovenia. Show support to people of Slovenia in their non-violent and democratic spontanius rise agains the corupted system in every democratic and peaceful way you can!

Evidence of the 2nd peaceful uprising in Maribor, held on 26th november 2012, and violently stopped by police on

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

Monday, 17 December 2012

Promoting “Active Citizens”? Confronting educational policies with the views of NGOs

Humanity in Action participated in a research project entitled “Participatory Citizenship Education in Transitional Societies” that aims at a wider understanding about Citizenship Education across Europe, and particularly whether educational policies, curricula and practices emphasise a political culture that values citizens’ active and critical participation.

From this research emerged a journal article titled "Promoting ‘active citizens’? The critical vision of NGOs over citizenship education as an educational priority across Europe" that was published in the International Journal of Progressive Education, Volume 8 Number 3, Oct 2012. The paper confronts educational policies with the views of NGOs in 20 European countries.

Download the journal here – the article starts at p.32

A quote from the summary:
“In the last decades, Citizenship Education (CE) has been at the forefront of both educational Policies and international research regarding curriculum design and impact on knowledge, values and skills. However, not only what citizenship “is”, is diversely conceived by different democratic traditions, but, obviously, CE also involves organisations beyond the walls of schools.
Results suggest that the vision of CE as a priority in educational policy documents is questioned by NGOs that consider schools are too focused on formal democracy and overemphasize respect for rules, values and responsibilities, rather than promoting critical, informed and active citizens. Especially in countries with an authoritarian past, NGOs consider that models of conformism and submission are still dominant, and emphasize the role of CE in promoting a strong civil society.“

NECE Conference report “Participation now! Citizenship Education and Democracy in Times of Change”, 21 - 24 November 2012, Cordoba, Spain

The NECE Conference, this year, took place in the wonderful and historical city of Córdoba, Andalucia, Spain and brought together several scientists, practitioners of citizenship and human rights education, governmental and non-governmental institutions from Europe and Arabic countries in order to promote the exchange and the debate around important key issues of these times as participation, the relationship between citizens and political institutions and the concepts of democracy in the face of worldwide processes of change, focusing on the developments in the Arab world after the “Arab Spring” in 2011 and the crisis of the EU. Also, the Conference aimed at establishing a platform for the future exchange between European and Arab citizenship initiatives.

Keynotes of the Conference included:
-       The crisis of the European project and the transformation in North Africa: Perspectives for democracy and citizenship education
-       Mutual perceptions and narratives in the Mediterranean dialogue and their influence on recent developments
-       1989 - 2012: How to rethink protest and participation in times of transition
-       Power, fear and empathy: Emotions in politics and educational processes

Apart from the theoretical moments of the Conference, participants were offered several parallel forums: on topics of citizenship education, in which brief expert statements provided an overview of the particular topic from a European and a North African perspective and on citizenship education in practice in which practical aspects of citizenship education and good practice projects and transnational models of cooperation were discussed and presented.

DARE Network, as partner of the Conference, was asked to moderate one of the Forum on citizenship education in practices: Intercultural learning on human rights and citizenship education, on Friday 23 November, in which two good practice projects were presented: “Free2Choose”, promoted by the Anne Frank Center (Germany) and the Anne Frank House (the Netherlands) and the “Intercultural Glossary Project”, promoted by Norwegian University of Science and Technology and the European Wergeland Center (Norway).

The Conference gave participants the possibility to have inputs from the real and active protagonists of the transition in the Arab countries, wishing at starting a sustainably change in the whole region. It was very interesting to understand how it is important for them to work hard for establishing democratic governments.

Benjamin Barber, Political Theorist (USA), in his speech, talking about democracy said: In United States half of the population don’t vote, while in order parts of the world people die to exercise their right to vote!” and ”Democracy is an exercise and every culture has to experiment it”.

During the Conference participants had the possibility to watch the documentary film “OUT OF CÓRDOBA”, directed by Jacob Bender, that explores some of the most vexing questions of our time: Is there a “clash of civilizations” between the West and the Islamic world? Are Jews and Muslims eternal enemies, incapable of peaceful coexistence? Does religious faith lead inevitably to xenophobia and violence? The documentary confronts these issues through an exploration of the lives and writings of the two most important thinkers to emerge from medieval Muslim Spain: Averroes the Muslim, and his Jewish counterpart, Rabbi Moses Maimonides.

All the presentation will be available soon on the NECE Conference website

report by Gabriella Patriiziano/ViS Italia

Friday, 14 December 2012

Human Rights and Democracy in Action – Looking Ahead - Conference report

The impact of the Council of Europe Charter on Education for Democratic Citizenship and Human Rights Education, Council of Europe, Strasbourg29-30/11/2012

Roughly 2 years after the adoption of the COE Charter on EDC/HRE the Council of Europe in cooperation with the European Commission and the European Wergeland Centre organized the first review conference on the implementation of the Charter, which was at the same time an entry point for the coming European Year of Citizens 2014.
The conference brought together roughly 200 experts from ministerial level, formal education, intergovernmental organizations, research as well as youth organizations and activists / experts from the field of non-formal EDC/HRE. Thus comprising the wide field of stakeholders involved in the implementation of the charter on all different stages and levels.

As DARE was part of the conference planning group a first impressive result for us was the conference in itself happening and bringing such a variety of different stakeholders together. Personally I have to admit that the mix and involvement of the stakeholders - especially those from the youth and NGO sector - was a huge effort in itself as it offered the opportunity to really exchange views and knowledge the different groups gained so far with the charter on level of their work, if...

Flipping through the different presentations and discussion groups it appeared  that using the term of innovation and best practice really depends on the internal view of the educational sectors. EDC/HRE settings that are new und promising in programs from the formal sector might be out of fashion in non-formal settings, there is also a huge difference between adult and youth education, higher education - and other sectors..  
It would be promising to really foster the cross-sectoral disccussions as they might produce the really interesting results.

Two important reports related to the Charter were presented at the conference: David Kerr´s (DARE member Citizenship Foundation) analyzis of the governmental survey on the Charter gave first impressions on the implementation as reported by governments and the NGO´s survey conducted by the COE Youth department, that explicitly dealt with the NGO´s and youth organizations perspective on the charter.
Wrapping up the governmental report there is two  things I want to highlight: There seems to be a considerable number of states party to the European Cultural Convention that are active at implementing the charter at different levels. AND the promotion of the Charter in certain EDC/HRE areas has been strongest in formal education (primary, lower, and upper secondary) and in vocational education and training - according to the reports from the governmental level.
The biggest concern is that the states suggest for a future review in 2017 to concentrate on the implementation of the charter in the areas where promotion is already strong. This results in the danger of undermining the scope and ambition of the Charter, which treats all fields of education at the same level.

The NGO questionnaire was a bit experimental, as it concentrated also on answering questions to all of the Charters articles which might be a challenge for the level of NGO´s and Youth organizations. Nonetheless the report underlined first of all  the imbalanced promotion of the Charter on the national level, while another – to some surprising – result was that the reception in the non-EU countries seems to be bigger among NGOs than in the EU-countries. For the future it should be discussed if a questionnaire which focuses more on the respective situation of youth and non-formal organisation would allow for a more in depth analysis.

Also it might be worth critically asking if a more independent approach for the national governmental surveys would have produced other quality results, as there seems to be the risk that the reports deliver the answers that are easy accessible for the respective sectors, and naturally the implementation in the formal sector is easier to report for governments. 
To me very interesting and necessary was the several times mentioned need to further much broader involve adult education in EDC/HRE policies and also to concentrate on adult education as highly relevant target in the implementation of the Charter.

Out of the NGO´s perspective the strong focus on formal education in these discussions is still worth a bigger dispute as in the meanwhile there is a lot of research evidence that the results of non formal EDC/HRE are more lasting and better than formal education produces. 
In this regard the presentation of the EURIDYCE survey from the EC was very interesting. In line with the conclusions from the governmental questionnaire it reported that EDC/HRE is all over Europe embedded in the curricula. Critically one could indicate at this point that an average of 2-15 minutes EDC/HRE in a week school is clearly nothing to be proud of… and might not be the lasting experience that gives people the idea that EDC/HRE can really make a difference.
Mr Pierre Mairesse from the European Commission as well underlined the importance of teachers and schools as key agents for EDC/HRE in one of his concluding remarks which was in so far interesting as he he did not mention the EP´s different concept of an future lifelong learning program but was arguing in view of the Commissions ERASMUS FOR ALL proposal for an integrated program , where he saw a lot of space and opportunities  for the purposes of citizenship education...
This two conclusions to me are indicator for danger we currently face in the field of EDC/HRE. There is a tendency to give easy accessible results and answers. But Citizenship Education and Human Rights Education is not a field where you can give easy answers, if your agenda is not just focusing on formal democracy (i.e. emphazising rules, values and responsiblities - which are one side of the coin).   

One of the main and important recommendations to non-formal NGO providers is to remain independent providers of EDC/HRE even if the current situation is difficult in a lot of countries. Non-formal education is able to make the difference in EDC/HRE, it is able to change the paradigms of learning and is the only field of education that has proven its capacity to successfully train and promote critical informed and active democratic citizenship. One  should not easily give up the standing independent and non-formal Education for Democratic Citizenship and Human Rights has gained so far.

Taking into regard the rather strict focus on formal education the intergovernmental and state level currently has, there is a huge need to even stronger argue for non-formal EDC/HRE.

The DARE network was honoured to be a partner in the organising group of the conference and we hope we did contribute from our side relevant aspects. The cooperation with the COE bodies and their accepatnce of NGO´s as partners is in itself a practice and role model for good implementation of the Charter.

As always when it comes to reviewing there is more concentration on the critical issues, but it should be mentioned that this is the question of the perspective: is the cup half-full or half-empty after the  first two years of the Charter?

The conference report by Audray Asler, will be available end of January, there is a conference website with all presentations, reports, speeches on

EU 2014-2020 current state of affairs on the future of lifelong learning

On 26/27 November the European Parliaments Education and Culture Committee adopted  after discussing not less than 841 amendment requests - a recommendation for the parliament decision on a successor of the Lifelong learning Program called “YES Europe” (Youth Education Sport). MEP DORIS PACK and the members of the CULT committee have done indeed a great job  with this recommendation!

Other than the European Commissions recommendation for a new integrated and streamlined program Erasmus for All, the CULT committee suggests a program that is built precisely on the good results of the current Lifelong Learning Program. YES Europe includes streams for Higher Education, Vocational Training, School, Adult Education, and continues the brand names of the current LLP: Erasmus, Leonardo, Comenius and Grundtvig. A separate chapter is reserved for youth and most important the institutional funding for European Umbrella organizations is being continued. The suggestion in this regards is really taking into account the needs of civil society organizations, (this giving some hope that Brussels is not yet totally lost to the neo-liberal lobbies).

Out of a EDC/HRE perspective there is still the fear that lifelong learning will  lose its connection to non-formal Citizenship Education and Human Rights Education.

Still the European commission seems not to be very open to the suggested changes, especially when it comes to the continuation of structural supports for civil society organizations. It is at this stage hardly to comprehend why the EC with its suggestion for future programs blocks the involvement of civil society. Thus especially as recent studies such as “The Future of European Democracy” (Claudio Franzius and Ulrich Preuß, Heinrich Böll Foundation, 2012) suggest the broad and structural involvement of civil society organizations in decision making processes in order to cope with the democratic deficits of the EU.

The recommendation of the CULT comittee is  late but still at the right time. The process of the negotiations on the future EU budget 2014-2020 is stuck due to different perspectives the member states have on the new budget.

In beginning of 2013 the member states will have to agree upon the Councils proposal, then the Troika negotiations between Council, EC and EP will follow. Here EC, Council and EP have to agree upon a solution. However there are controversial positions. While the Council and the EP seem to be in line with the EP´s suggestion on the LLL program, the EP and the EC share the view of an increased budget for the new Multiannual Finacial Frame 2014-2020. Ms Pack asked the EP for a negotiation mandate on the follow up of the LLP in this process. 
There is also time pressure: the longer the negotiation processes take, the less time will be left for a decent operational preparation of the new program lines starting on from January first 2014.

Still there is nothing secured! For the work on the national level NGO´s should continue to argue on level of their ministries for the  program suggestion, in order not to risk to lose the efforts made so far in the coming horse-trading  around the new EU budget.

Wednesday, 12 December 2012

Funding for Erasmus 2013 secured

Current and future Erasmus students can be reassured: Member States and the European Parliament have averted a funding crisis which threatened the popular exchange scheme after a last-ditch agreement which has enabled the EU to plug a shortfall in the 2012 budget and remove uncertainty about funding for 2013. Thanks to the agreement, the Commission will be able to provide around 280 000 Erasmus student grants in the 2013-2014 academic year.
The agreement also avoids problems for the other schemes run under the Lifelong Learning Programme (Leonardo for apprentices, Comenius for schools, Grundtvig for adult education), which enable young people and teaching staff to broaden their skills and career prospects through study or training in a foreign country. The budget deal also lifts uncertainty surrounding the Marie Curie Actions which support the international mobility of researchers.
The agreement, formally approved today by the European Parliament after a green light from Member States last week, wipes out a €180 million deficit in the 2012 budget for the Lifelong Learning Programme; the shortfall caffecting Erasmus amounted top around €90 million out of this total.
The agreement means that the Commission can now transfer necessary funds to the national agencies which are responsible for running Erasmus in the Member States. The agencies will then release funds to beneficiaries of the programme, including the home universities and colleges which pay the monthly grants to students.
The Council and the European Parliament have also reached an agreement on the 2013 EU budget which means around €500 million for Erasmus €1 015 million for the Lifelong Learning Programme as a whole. Erasmus accounts for more than 40% of the Lifelong Learning programme budget. Nearly 90% of the Erasmus budget is invested in student and staff mobility.

from the EC  EAC newsletter

Tuesday, 11 December 2012

VOICE - the new HRE manual

"VOICE. Key competencies for citizenship education."
This is the title of the new HRE/EDC manual, published in English, Estonian, German, Slovenian and Turkish language, introducing key competencies oriented problem based learning into active citizenship education.

The manual is a result of two year Comenius multilateral project partnership. The project's consortium was composed of educational experts and practitioners from nine different institutions from Austria, Estonia, Germany, Slovenia and Turkey.

The manual itself is designed on basis of the Needs Analyses done in the participating partner countries in April and May 2011, and was tested on secondary schools as well as voccational levels of formal education in respected countries.

The VOICE manual is a toolkit which supports teachers and other professional educators in promoting students’ key competences for active citizenship and lifelong learning. Through competence-oriented learning and active learning it aims to develop young peoples’ learning-to-learn skills as well as their social and civic competences.

VOICE follows an interdisciplinary and integrated approach. The manual has been designed for teachers and educators of all subjects as a flexible, practice-oriented and user-friendly tool providing a set of options for activities. The modules and worksheets can be selected or adapted according to the given conditions in classroom (time-frame, student’s needs and competences, thematic priorities etc.).

The material is suitable for students between the ages of 14 and 18 and can be flexibly adapted according to your students’ differing levels of knowledge and competence.

More on the VOICE project nad manual on VOICE official project's website.

VOICE manual promotional workshops in Slovenia will be offered in 2013 by Center for Citieznship Education.

Friday, 7 December 2012

Publish your human rights story in THE MAG!

The MaG” is an online magazine covering human rights issues from around the world. You will find mainly articles, but also photos and videos about women’s rights, freedom of movement, freedom of expression, global politics and also topics covering arts and cultural life from all around the world.

Volunteers wanted!
If there is something interesting going on in your country related to human rights, or if you are visiting a place and want to let the world know about a human rights issue you’ve just learned about, then you are more than welcome to publish your article on The MaG.

Please send an email with the subject “volunteer article for The MaG” to info (at)
“The MaG” is a product of Global Eyes Production.

Thursday, 29 November 2012

European Wergeland Centre: 4th Summer Academy - Democracy at School

Residential seminar: 6-14 July 2013, Sulejówek/Warsaw, Poland
Deadline to apply: 18 January 2013

A short overview - What is the Summer Academy: Democracy at School?
The EWC is calling for participants for the 4th Summer Academy: Democracy at School, which will take place 6-14 July 2013 in Poland. The Summer Academy offers a regional training to education professionals and local community actors from Eastern Europe and the Caucasus region.
The Academy will strengthen the capacities of participants to implement and promote the principles and practices of human rights and citizenship education in schools and local communities. Based on a whole school approach to EDC/ HRE, it adresses issues such as democratic school governance, teaching and learning activites, classroom climate and partnership with the local community.

The training aims to initiate and strengthen cooperation between the participating countries by facilitating exchange of experiences and good practices.

Council of Europe Key Manuals:
•Democratic School Governance
•How all teachers can support EDC and HRE

The Summer Academy is composed of the following phases:
•Online preparatory phase: April to June 2013
•Residential seminar: 6-14 July 2013
•Online follow-up phase and implementation of local projects: September 2013 to April 2014

During the training, participants will develop a local EDC/ HRE project adressing specific challenges faced in their school and/ or local community. They are expected to be implemented during the school year 2013/2014.
The regional training is jointly organized by the Council of Europe (CoE), Polish Ministry of National Education (MEN), Centre for Education Development, Poland (ORE) and The European Wergeland Centre (EWC).

Who can apply?
Teams of three; two representatives from the same school, including the school head and a teacher, together with a representative of 1) a parents’ association or 2) a local NGO that cooperates with the school/ plans to do so or 3) an in-service teacher training institution supporting the school.

Participants from the following countries: Belarus, Ukraine, Moldova, Georgia, Azerbaijan, Armenia (the Eastern Partnership Programme), Poland, Russia

Working languages? ENGLISH, RUSSIAN, with simultaneous translation.

How to apply?
Fill out the team application form in English or Russian, and send it back to the contacts listed in the form by 18 January 2013.
get the form here:

Please read the general description and the application form for more information.
The Summer Academy: Democracy at School is based on the EWC Training Model

Do you have any questions and/ or need further information?
Please contact Ms. Caroline Gebara:

Friday, 23 November 2012

Video Economic and Social Rights

The German non-profit / e.V. and edeos- digital education just released the next animated video clip within the series “Focus Human Rights”.

It can be viewed on Youtube as well:

The clip focusses on the second dimension of the Human Rights System, the Economic, Social and Cultural Rights. Additionally, it explains women's rights and shows how NGOs in the Human Rights sector -like Amnesty International- work.

The clips are licensed as Creative Commons. They can be used and distributed for free, for example as educational material, on social media channels or embedded on websites and blogs. If you like our work, please help us spread the clips online.

So far, besides of the new clip, the series consists of:
- An overview clip:
- A clip about the Political and Civil Rights of the first Dimension as well as Human Rights Violations and the History of Human Rights:

A clip about the Collective Rights of the Third Dimension, about the Evolution of the Human Rights System and its biggest Problems is coming soon.

More information about the project:

If you would like to stay in touch for further videos, subscribe to:

more info:

Jan Künzl
edeos- digital education

Gaudystr. 2
10437 Berlin/Germany
Tel: 030/ 231 300 75
Mob: 0176/ 207 906 28

Thursday, 22 November 2012

Apply for Humanity in Action Fellowships!

Humanity in Action Fellowships

Program Dates:
June 1 to June 30, 2013

Amsterdam, Berlin, Copenhagen, Lyon and Warsaw

Students and recent graduates from universities in Bosnia and Herzegovina, Denmark, France, Germany, the Netherlands, Poland, Turkey, Ukraine and the United States

Intensive and demanding, the Humanity in Action Fellowship brings together international groups of university students and recent graduates to explore national histories of discrimination and resistance, as well as examples of issues affecting different minority groups today.

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 highlight different models of action to remedy injustice.

The objective of the Humanity in Action 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 to some of today's most challenging issues can be considered and discussed. The programs are also intended to instill a responsibility among Humanity in Action Fellows to recognize and address the need to protect minorities and promote human rights—in their own communities and around the world.

More information and application forms here

Monday, 19 November 2012

Call for Participants for Long-Term Training Course for Youth Workers on Access to Social Rights for Young People (2013-2014)


Long-Term Training Course for Youth Workers on Access to Social Rights for Young People (2013-2014)
Residential seminar: 11 – 21 March 2013, Strasbourg
Project development and learning: April 2013 – June 2014
Evaluation seminar: 2014 (dates t.b.c.)

Deadline to apply: 20 December 2012

The Youth Department is launching Enter! a Long-Term Training Course (LTTC) for youth workers on access to social rights for all young people, as a complementary training offering youth workers who undertake activities with young people that experience disadvantage the opportunity:
* to gain insights into how the European level and engagement with policy actors can support their efforts to empower young people, and, *
to promote access to social rights for young people, in an effort of overcoming the disadvantage young people face due to exclusion, violence and discrimination.

The LTTC will develop the competences of 30 youth workers, in developing and implementing responses, projects and partnernships in support of youth-led efforts to overcome discrimination, exclusion and violence, in a European perspective.

The objectives of the course are:
* To introduce participants to socio-educational project development, management, implementation and evaluation (especially focusing on evidence based needs analysis);
* To support participants in developing youth-led socio-educational projects (aiming to overcome youth disadvantage determined by discrimination, exclusion and violence), based on human rights education and with a clear policy advocacy dimension;
* To develop participants’ understanding and knowledge of the human rights framework and the policy fields that are relevant to the situation of the young people with whom they work;
* To develop participants’ competence and confidence for engaging with decision-makers and other actors in the youth and social policy fields for improving access to social rights for young people;
* To introduce participants to relevant European (and related national) mechanisms and instruments for supporting young people to overcome disadvantage determined by discrimination, exclusion and violence;
* To contribute to the social and education recognition of youth work and non-formal education for social rights in participants’ realities and at European level.

The LTTC is composed of four phases, which participants need to follow:

Preparatory phase January – March 2013

This phase will include preparatory activities for the course. Participants will get to know each other and develop an analysis of social rights related policies in their realities.

First residential seminar

12 – 21 March 2013, European Youth Centre Strasbourg The residential seminar is an essential element of the course, allowing for participants to improve their competences on the key course curriculum elements and to kick of their projects, by reviewing and developing their project idea.

Project development phase and ongoing learning

April 2013 – September 2014 During this phase, participants will implement local youth-led projects in cooperation with local authorities and civil society.

Evaluation residential seminar

September 2014, dates to be confirmed During this evaluation seminar, participants will evaluate their learning and the impact of their projects for the young people which were involved in their project. The seminar will also include training elements in order to consolidate participants’ competences development.

During the training course, each participant is expected to develop a local youth-led project based on active participation of young people and addressing specific challenges that young people face in their access to social rights, and as a consequences of the negative effects of discrimination, violence and exclusion. Projects provide the practical basis for learning about how to promote the social rights of young people and how best to use youth research for youth policy action. They should be implemented in co-operation with local or regional authorities.

What for?
Throughout the course and as a result of its educational process, participants will:
* Improve their core competences in the areas related to the course curriculum;
* Follow a full cycle of intercultural learning, from needs assessment to evaluation of learning;
* Receive institutional and educational support to develop projects with young people, as well as increased visibility for their youth work activities;
* Exchange practices with other youth workers from different contexts and network among participants, for instance in international projects on access to social rights for young people;
* Develop their organisations’ capacity on the topic of improving access to social rights for young people;
* Establish or develop a dialogue and partnerships with local and regional authorities and with civil society organisations;
* Receive social and educational recognition for their involvement in the training course;
* Improve their competences in using European programmes for youth work and tools at the local level.

What profile of participants?

Candidates must be youth or social workers, working directly with young people, and
o they carry out their activities in a non-governmental entity (for example, a youth organisation, a human rights organisation, an organisation working on specific social rights or with specific target groups etc.) or in a local authority (for example, local community centres, youth centres, information office of a Municipality, school communities, etc.),
o they have experience in projects tackling exclusion, discrimination and violence affecting young people,
o they are either professionals or volunteers.

All participants must also:
* have the motivation and capacity to develop projects for and with young people on access to social rights;
* have an interest to work in partnerships with local authorities on enhancing dialogue for improving access of young people to social rights;
* have a specific target group of young people they will be working with throughout the LTTC;
* are motivated to learn and to develop their professional and personal competences;
* intend to remain active in their organisation/institution for the next 2 years and multiply their learning in their organisation/institution and community;
* be aged 18-35, with exceptions possible;
* be resident in one of the countries of the European Cultural Convention of the Council of Europe;
* be able to work in English or French (tbc);
* be available for full participation in all four phases of the course.

The candidates must be supported by their organisation for the whole duration of the course.
It is a requirement for the selection that candidates’ organisations have developed or are in a position to develop partnerships with local and regional authorities/civil society for the enhancement of social inclusion of young people.

How to apply?
All candidates must apply online, completing the application form through this link:

Before applying, each candidate should prepare:
* a support letter from their organisation, stating the support offered to the participant throughout the course, and
* a social analysis and an outline of the project idea that the candidate intends to develop during the project development phase, which should specify the role of local authorities and civil society organisations in the project. The project outline is important to illustrate what the applicant has in mind and the social context within which the project is placed. The possible acceptance of an applicant does not imply, for the Council of Europe, automatic support or acceptance of the project. Participants will, as part of their learning process, look for funding sources for their projects themselves.

The letters of support for the candidate should explain the need and the value for the sending organisation or authority and for the candidate to attend this course. If an organisation wishes to propose more than one candidate, the order of priority should be clearly indicated and justification for the priority list should be provided. Applicants without recommendation letter will not be accepted.

All candidates must apply online and send their recommendation letters by 20 December 2012, at midnight Central European Time. Support letters have to be uploaded on the platform or sent separately by e-mail to by the same deadline.

A group of preselected participants will be announced by the mid-January 2013. Only candidates who will be able to provide after the preselection and before the seminar a generic support letter from local or regional authorities (or other relevant governmental agencies and institutions working on the local level), and respectively for preselected candidates working for public institutions a letter of agreement from civil society organisations, will be invited to the course.

The selection will be done respecting the candidates’ organisations’ priorities, but also ensuring a balance between sexes, geographical regions, different types of experiences, backgrounds and organisations, institutions or projects. A waiting list may be drawn up.

Financial conditions
Meals and accommodation for the residential seminars will be provided and paid for by the Council of Europe.
Travel costs for the seminars will be fully reimbursed according to the Council of Europe rules.
An enrolment fee of 60 Euros is payable by each participant. This amount will be deducted from the amount to be reimbursed for travel expenses or paid during the residential seminar. The Council of Europe will not reimburse any fees related to the usage of Internet during the course.

Further information and contact Jackie Lubelli, email:

Thursday, 15 November 2012

Apply for Fellowship Program: "Group-Focused Hostility - Its Roots and Its Consequences"

Program Dates: June 1-26, 2013
Application deadline: Feb 17, 2013
Location: Berlin
Target Group: students and recent graduates from Germany, the United States, Poland, Ukraine and Bosnia-Herzegovina

The Fellowship Program: "Group-Focused Hostility - Its Roots and Its Consequences" focuses on historical and contemporary human rights dilemmas in Germany.
Against the background of World War II and the Holocaust, the program deals with questions of history and remembrance,identity and diversity in Germany. Starting with current forms of group-focused hostility (such as anti-Semitism, anti-Muslim sentiments, right-wing extremism) or general human rights issues (such as human trafficking and labor exploitation), the participants will reflect on the historical roots and the current impact in society. Participants are expected to collectively engage in field research, conduct interviews and write a journalistic essay. In a second step, participants are requested to come up with ideas and suggestions how these issues could be tackled in various educational settings.

Find more information and the application form here!

If you have further questions please contact Ms Antje Scheidler: a.scheidler(at)]

Wednesday, 14 November 2012

Promoting Child Participation Through Strengthening the Role of Student Councils at School, Municipal, Regional and National Level

The UN Convention on the Rights of the Child sets the frame for promoting and ensuring the active involvement of children and young people. The participatory model of interaction and cooperation has advantages for children, adults and policy makers. Children learn directly how democracy works and have an opportunity to internalize democratic principles. They develop a sense of importance and strengthen their self-confidence by being informed, consulted and considered in matters concerning their lives. Child participation can strengthen and stimulate the intergenerational dialogue. From policy making perspective participation of children in (child-related) policy-making helps formulate adequate policies, reflecting the target group’s needs, interests and opinion.  Empowering children to share their views, to form and defend their positions and to work collectively forms the backbone of a healthy, democratic society.

From November 2012 Partners Bulgaria Foundation (PBF) is starting an initiative for promoting child participation through strengthening the role of student councils at school, municipal, regional and national level in collaboration with UNICEF Bulgaria and the State Agency for Child Protection. It aims at developing an enabling environment and operational framework for child participation. The main assumption is that if policies together with complementary structures and procedures for child participation are in place at school, community, regional and national level, then children will have better access to decision making around issues that affect their lives. Thus an open and supportive social, political and cultural environment will facilitate children and young people’s development towards responsible citizenship.

Through creating or sustaining existing children’s councils at school, municipality, regional and national level, PBF aims to increase capacities of children and adults to effectively use these mechanisms for child participation. PBF’s experts will elaborate a Guidance for Promoting Child Participation which will outline an operational framework and principles that underpin the policy and programmatic implications of seeking to increase the participation of children and young people at different levels. The guidance will include a description of the 4-level CP mechanism and will set up the minimum standards for child participation at all levels. Using the elaborated mechanism PBF will pilot and support 23 children councils - 3 regional councils, 6 municipal councils and 14 school councils and will facilitate the institutionalization of children councils at school, municipality, regional and national level. Regular meetings with key stakeholders, representing selected schools, municipalities and regions will be organized for providing presentations, explaining child participation mechanism, how it works and what the steps for its implementation are. Within the initiative PBF will provide capacity building for more than 60 practitioners working with children focused on applying the child participation approach and to support children’s, as well as capacity building for 400 children by holding trainings sessions, built with interactive activities and child-friendly approach, including methods like peer-to-peer education.

PBF’s team will work for a period of 12 months to draw on the expertise of all partners involved including civil society organizations, schools and local communities, and will develop and harness knowledge and expertise in the field of child participation to ensure that children and all stakeholders can access internationally and locally-derived analysis and practical guidance in order to facilitate better participation of children.

Tuesday, 13 November 2012

The Online Alternative to the idea of a common European History Textbook - 26 November 2012, European Parliament, Brussels

For its 20 year anniversary and the launch of Historiana, the online alternative to the idea of a common European history textbook, DARE Member EUROCLIO, the European Association of History Educators, invites you to a celebratory event at the European Parliament in Brussels

History Education and 21st Century Competences-Based Learning

An event hosted by MEP Sandra Kalniete, EPP, Latvia

Monday 26 November 2012 Room 6Q1, Jozsef Antall Building

17.00 – 18.30 ; Followed by a Cocktail Reception

Please register before 19/11 by sending an e-mail to the following address:

EUROCLIO, 1992-2012: celebrating 20 years of work for history education in Europe

An initiative within EUCIS-LLL Lifelong Learning Week

Friday, 9 November 2012

EDC/HRE Action Days 2012 map online

EDC/HRE Action Days 2012 auf einer größeren Karte anzeigen

Online map for the EDC/HRE Action Days 2012. To Add Your activity simply fill the e-Form and your activities will be automatically displayed.

UNDEF seventh round of funding CFP

UNDEF opens its annual window for project proposals for its Seventh Round of Funding on 15 November 2012, following the green light given by the UNDEF Advisory Board on 1 November (pictured). Project proposals may be submitted on-line between 15 November and 31December at Only on-line proposals in either English or French will be accepted

Applicants can find guidelines, lessons learned, and examples of previous application forms here. Those who plan to submit a proposal are strongly encouraged to visit this page as soon as possible to familiarize themselves with what is required.

UNDEF supports projects that strengthen the voice of civil society, promote human rights, and encourage the participation of all groups in democratic processes. It is the only UN entity that has the word “democracy” in its name; the only UN body with the primary purpose of supporting democracy through empowering civil society; and one of the youngest entities in the UN system. UNDEF projects exist in developing countries, in societies in transition and in challenging environments, and are in six main areas: Community development; rule of law and human rights; tools for democratization; youth; empowering women; and media.

Thursday, 8 November 2012

NEW EUROCLIO - Report on History and Citizenship Education in the Middle East and North Africa

A new Special Report (Issue 7) entitled "History and Citizenship Education in the Middle East and North Africa" has been published by EUROCLIO, within the Mediterranean Dialogues programme which focusses on the promotion of responsible and innovative history education in North Africa and the Middle East and is supported by the Open Society Foundations Education Support Programme and the Anna Lindh Foundation.

As part of this programme EUROCLIO brought together 20 history and citizenship educators from Egypt, Israel, Jordan, Lebanon, Morocco, Palestine, Turkey, and Tunisia in a seminar “Responsible and Innovative History and Citizenship Education in North Africa and the Middle East - Stock Taking and Ways Ahead” on 4 April 2012 in Antalya, Turkey, during the 19th EUROCLIO Annual Professional Training and Development Conference "Looking at History through a Variety of Lenses". At this event the participants shared experiences, voiced their needs, and identified what in their view should and can happen in order to implement the change, so often talked about. This report focuses on the seminar proceedings and the recommendations made during this event.

The report can be downloaded in PDF format: Issue 7 (2012) History and Citizenship Education in the North Africa and the Middle East

EUROCLIO European Association of History Teachers

Laan van Meerdervoort 70
2517AN The Hague
The Netherlands

Wednesday, 7 November 2012

EU-Call for Proposals LLP 2013: Bank Guarantees

At the DARE GA 2011 several members indicated they have difficulties in receiving tha bank guarantees required for the applications under the Lifelong Learning Call for Proposals.
The DARe board asked the European Commission in a letter for advise how to handle this problem.
The Head of the Grundtvig Unit Ms Dana Carmen Bachmann, replied to our questions as follows:

"A bank guarantee may be requested in case the applicant organisation cannot demonstrate that it has the financial capacity and financial stability to carry out the proposed project. [...]"
Organisations that have already undertaken "as an applicant several projects in the LLP [...] may agree that an applicant ortganisation representing a whole partnership must have stable and sufficient sources of funding necessary for maintaining their activity throughout the period during which the proposed project is to be carried out and above all for its co-funding. [..] In so far an organisation receives more than half of its annual revenue from public sources (other than EU funds) it is considered as a public body and is then normally exempted from a financial capacity check.[...]"

Organizations that  lack this pre-requirements are accordingly welcome as partners in centralised projects and therefore are not excluded from European cooperation. Any organisation active in non-formal education is always welcome to participate in a project or network as members of a given partnership, as long as one organisation which has the necessary financial capacity to undertak ethe project or to comply with the bank guarantee requirement takes over the role of the applicant organisation.

The current LLP Call for 2013 further indicates that
"3. Financial guarantees are no longer requested for grants lower than or equal to 60.000 €."

EU: MFF 2014-2020 current state of affairs

The European Parliaments CULT Committee discussed the amendments made to MEP Doris Pack report suggested by EP colleagues for the new ERASMUS FOR ALL program.

The CULT Commitee suggests a new name for the program: "YES Europe" which stands for Youth, Education, Sport. Important is that there is a separate chapter for youth included, as well as a separate budget line.Also there is suggested to have a continuation of the already existing brand names for the education sub-programmes in order to have the different educational sectros balanced. Further the CULT committee agrees to suggest a minimum allocation of funding (between 84-90%) as well as the need for each sub-program for adequate support.
The CUlT commitee agrees with the increased budget as suggested by the European commission, and sees the biggest obstacle by the current debate among th emember states to substantially cut the EU budget for 2014-2020. In this regard the EP and EC are on the same side.
Also the committee gave a clear message to the Cyprus presidency representative, that money savings in the new EU budget should be made elswhere but not in the future lifelong learning programmes.

On 26-27 November 2012 the European Parliament will have the plenary debate on the budget. The negotiations between EP, EC and Council are in process.

At this stage it is rather vague how Adult Education will finally be shaped, there is a tendency to concentrate the program on the activities that have the potential to generate systemic impact. However this systemic impact is defined, it might be a mix of large scale projects with european innovation potential as well as a sustaining of the Learning Partnerships at the national level.

Still the involvement of broad representation and support of European Civil Society Organisations remains rather vague in the suggestions, which is worrying. Especially for non- formal Adult Learning it is difficult to compete with the large educational providers such as higher education and VAT. Given the fact that the European treaties aim for a lively democracy there is an evident need for a sound involvement of civil society organisations in the political process of the EU. In current times the democratic project of the EU is under heavy pressure: there should be a consensus that the involvement of civil society organisations is a public good and means something different than economical lobbyism.

Tuesday, 6 November 2012

Online Learning Center for Migration and Human Rights

The Learning Center, newly founded by Network Migration in Europe, provides online services for school teachers and for extra-curricular teaching to explore different approaches to dealing with refugees and migrants in 20th and 21st century Europe.

The Learning Center aims to introduce issues of migrant and refugee protection to politics and history courses while promoting innovative teaching methods for student-centered learning. It provides elaborate learning modules for group work, which are adjustable to the teacher's particular curricular objectives and the students' level of secondary education. The Online Learning Center can be accessed via:

Who do we address?
The Learning Center for Migration and Human Rights is a tool for teachers, trainees and instructors and can be used in schools, universities and other educational institutions.

What do we offer?
Learning Center Workshops in English and German -our introductory workshops will train you to successfully use and navigate the online learning tool.

Resources for Teaching in English and German
You will be provided with extensive teaching materials including copy templates to be used in class. In addition, we offer advice on how to best structure teaching units and implement new project ideas.

The teaching materials focus on two key topics:

Topic 1: Who is a migrant – who is a refugee?
What are the central terms and theoretical concepts that inform our understanding of who is a migrant and who is a refugee?The legal, ethical, and sociological foundations and implications of migration will be addressed and discussed with the help of interactive teaching techniques.

Topic 2: Are refugees considered unwelcome in Europe?
Human rights protection in the past and the present -can refugees and migrants be protected by human rights law? Different approaches to dealing with refugees, from the 1930s until today, will be analyzed and the developments of international human rights protection will be critically reflected.

EDC/HRE Action Days 2012

DARE organizes the EDC/HRE Action DAYS 2012
Submit your activities by 15 November 2012 via the online-form and lobby for Education for Democratic Citizenship and Human Rights Education on the European Level!
CLICK HERE for the online-form

Lifelong Learning Week 2012

"The aim of Lifelong Learning Week, organised for the first time in 2011 by EUCIS-LLL, is to raise awareness on the social dimension of education and training, as the important factor to reach the headline targets of Europe 2020 in this field. With this year edition, we would like to tackle topics such as active inclusion, social innovation, equity and social cohesion in all forms of education and training, with the intention of putting an emphasis on the development of peoples’ skills and competences, as prerequisite to enable full participation in society in its civic, social and economic dimensions."

more infos on the Lifelong Learning week you can find here:

Friday, 2 November 2012

New book: "Activating Human Rights and Peace"

An interesting read for all of us who work in the field of HRE (Human Rights Education):

Goh Bee Chen, Baden Offord and Rob Garbutt (eds.), Activating Human Rights and Peace: Theories, Practices and Contexts, Ashgate, June 2012.

A book review by Kristen Perry can be found on EUROPP: "Human rights needs to be recognised as more than a buzz phrase, it is grounded in our everyday experiences".

Here's the abstract of the review:
"Activating Human Rights and Peace is an enlightening collection of well thought through cases aimed at academics and students of human rights, political science, law and justice, peace and conflict studies and sociology. It argues that we need to appreciate that cultivating a human rights and peace consciousness is choice-less: there is a moral imperative to engender and sustain an ethical praxis that is motivated by a concern and commitment for how we live with each other. Kristen Perrin notes that each chapter gives a glimpse into the diverse range of ideas encompassing contemporary human rights issues."

Tuesday, 30 October 2012

TEDx Talk: Why Democracy Matters

In this interesting talk, British MP Rory Stewart deals with approaches to rebuild democracy, starting with recognizing why democracy is important:

Monday, 29 October 2012

Nasrin Sotoudeh and Jafar Panahi – winners of the 2012 Sakharov Prize

Left: Jafar PANAHI and Nasrin SATOUDEH - Sakharov Prize Winner 2012 © European Union 2012 EP and © Handout/afp/ European Union 2012 EP

26-10-2012 - Two Iranian activists, lawyer Nasrin Sotoudeh and film director Jafar Panahi, are this year's joint winners of the European Parliament Sakharov Prize for Freedom of Thought. They were chosen by president Martin Schulz and political group leaders on Friday 26 October.

"The award of the Sakharov Prize for Freedom of Thought to the Iranians Nasrin Sotoudeh and Jafar Panahi is a message of solidarity and recognition to a woman and a man who have not been bowed by fear and intimidation and who have decided to put the fate of their country before their own. I sincerely hope they will be able to come in person to Strasbourg to the European Parliament to collect their prize in December," said president Schulz, announcing the winner after the meeting.

President Schulz will award the prize at a formal sitting of Parliament during the December plenary session, in Strasbourg.

Nasrin Sotoudeh

Nasrin Sotoudeh, born in 1963, is an Iranian lawyer and human rights advocate. She has represented opposition activists imprisoned following Iran's disputed June 2009 presidential elections, juveniles facing the death penalty, women and prisoners of conscience. She was arrested in September 2010 on charges of spreading propaganda and conspiring to harm state security and has been held in solitary confinement.

Sotoudeh has two children. She recently started a hunger strike in protest against the state's harassment of her family.

Jafar Panahi

Jafar Panahi, born in 1960, is an Iranian film director, screenwriter and film editor. He first achieved international recognition with his film The White Balloon that won the Caméra d'Or at the 1995 Cannes Film Festival. His films often focus on the hardships faced by children, the impoverished and women in Iran.

Mr Panahi was arrested in March 2010 and later sentenced to six years in jail and a 20-year ban on directing any movies or leaving the country. His latest film "This Is Not a Film" was smuggled from Iran to the 2011 Cannes Film Festival on a USB stick hidden inside a cake.

Sotoudeh and Panahi were nominated by the Socialists and Democrats, Liberals and Democrats and Greens/European Free Alliance groups as well as by José Ignacio Salafranca, Elmar Brok and 11 other MEPs.

The two other finalists were Ales Bialiatski and Pussy Riot


The Sakharov Prize for Freedom of Thought, named in honour of the Soviet physicist and political dissident Andrei Sakharov, has been awarded by the European Parliament every year since 1988 to individuals or organisations that have made an important contribution to the fight for human rights or democracy. The prize is accompanied by an award of €50,000.

Press release European Parliament

Friday, 26 October 2012

Concord: Gender- and HRBA- Trainers wanted

CONCORD is seeking to engage two people to organise and facilitate training sessions on gender and HRBA for our staff. The terms of reference for this consultancy are attached. I kindly request you disseminate them among your expert contacts.

HRBA Trainer:

Gender Trainer:

Should you request further information, do not hesitate in contacting
Ms Julieta González
Policy Officer HRBA/Gender/EU-ACP Relations
CONCORD/Open Forum for CSO Development Effectiveness /
10 square Ambiorix - B-1000 Belgium
Tel: +32/2/743 87 99 /Fax: +32/2/732 19 34

CONCORD is the European NGO confederation for Relief and Development. Its 27 national associations, 18 international networks and 2 associate member represent 1,800 NGOs which are supported by millions of citizens across Europe. CONCORD leads reflection and political actions and regularly engages in dialogue with the European institutions and other civil society organisations. At global level, CONCORD is actively involved in the Open Forum for CSO Development effectiveness, the Beyond 2015 campaign, BetterAid and the International Forum of NGO platforms.

Thursday, 25 October 2012

Vacancy: International Human Rights Education Project Coordinator at Amnesty International (London)

Amnesty International's Human Rights Education Team is seeking an International Human Rights Education Project Coordinator for our Education for Human Dignity project. Please see below for information about the role. The position is a fixed term contract starting immediately to 31 May 2013 and is based in London, UK.  
Closing date is 7 November 2012.

About the role:
As a valued member of the Human Rights Education Team, you will oversee the final stages of Amnesty International’s Education for Human Dignity project and ensure its adequate closure, in particular working with internal partners and external donors to ensure that the project is coordinated, implemented, reported on and evaluated within the agreed timeline and resources.

The Education for Human Dignity Project aims to raise awareness, inform debate and enable action in order to tackle human rights abuses that drive and deepen poverty. Through human rights education and participatory approaches, young people and those that work with them (including teachers, youth workers and multipliers) have an increased understanding of the relationship between poverty and human rights, and will be equipped and empowered to take action and call for human rights solutions to poverty.

About you:

You will have demonstrated experience in human rights education project management, planning, implementation, monitoring and evaluation. Your experience will include managing externally-funded projects (ideally by EuropeAid), with proven skills in reporting to external donors and partners, financial management, problem identification, stakeholder engagement, and evaluation.  You will have knowledge of monitoring and evaluating of projects related to human rights, human rights education or other education for social change, as well as an understanding of and practical experience in using human rights education methodology to deliver human rights education projects. You will also have experience in drafting substantial external and internal reports and briefings, including reports based on results based management and theory of change frameworks, as well as experience in monitoring and overseeing large complex multi-currency budgets.

About us:
Our aim is simple: an end to human rights abuses. Independent, international and influential, we campaign for justice, freedom and truth wherever they’re denied. Already our network of over three million members and supporters is making a difference in 150 countries. And whether we’re conducting human rights education or applying pressure through powerful research or direct lobbying, mass demonstrations or online campaigning, we’re all inspired by hope for a better world. One where human rights are respected and protected by everyone, everywhere.

For further information on this and all of our other vacancies, and to apply online please visit quoting reference SDCP/HRE/PC1.

Please note that we will only accept submissions through the website and completed on an Amnesty International application form.