Friday, 28 September 2012

NECE - Networking European Citizenship Education: “Participation Now! Citizenship Education and Democracy in Times of Change”, 21-24 November 2012, Córdoba (Spain)

NECE - Networking European Citizenship Education - Conference

“Participation Now! Citizenship Education and Democracy in Times of Change”
21-24 November 2012, Córdoba (Spain)

This year´s NECE Conference will address current phenomena concerning democracy and participation in the face of worldwide processes of change. The developments in the Arab world after the “Arab Spring” in 2011 and the crisis of the EU will be the focus of attention.

Due to the financial crisis the European project is on the one hand experiencing the worst crisis in its history, coming along with a serious loss of trust in the legitimacy of democratic institutions on the national and the European level. On the other hand, via movements, demonstrations, social networks or online campaigns many citizens of Europe express a strong demand for more direct and different participation and more transparency.

In North Africa we observe tremendous changes in countries like Egypt, Tunisia and Libya. Citizens demanding change organised mass protests that swept over borders and started a development that has the potential to sustainably change the whole region. As a consequence, old authoritarian regimes have been overthrown in some countries and a process of transition has started under the critical observation of many citizens.

The aim of the conference is to provide a platform for dialogue and exchange among scientists, practitioners of citizenship and human rights education, governmental and non-governmental institutions from Europe and Arab countries in transition. The participants are supposed to analyse the situation on both sides of the Mediterranean Sea, by focussing on the question of participation, the relationship between citizens and political institutions and concepts of democracy.

Well-known political scientist Claus Leggewie, Director of the German Institute for Advanced Study in the Humanities, and Noha El-Mikawy from the Ford Foundation in Cairo are going to deliver the keynote speeches with reference to these developments. Further speakers are amongst others Benjamin Barber, Nelly Corbel, Ahmed Driss and Fernando Vallespin.

We are looking forward to welcoming you in Córdoba!

The detailed conference programme you can find here.
Conference language is English (without simultaneous translation).

There is no conference fee.
Places are limited!
Registration is now possible at:

If you have any questions, do not hesitate to contact the conference management at:

lab concepts GmbH
on behalf of the Federal Agency for Civic Education, Germany
Phone: +49 (0)228 2498 110
Fax: +49 (0)228 2498 111

Tuesday, 25 September 2012

UNESCO: Consultation on development of Adult Education

To support the follow-up and monitoring at the International level of the Belém Framework for Action, UNESCO and its structures were requested by the 6th International Conference on Adult Education (CONFINTEA VI) “to review and update, by 2012, the Recommendation on the Development of Adult Education adopted in Nairobi (1976).” The 1976 Recommendation represents the key normative instrument on adult education, providing guiding principles and a global approach for promoting and developing adult education in UNESCO Member States. Conscious of the fact that to be successful this revision and update process requires support from key stakeholders and actors in adult learning and education world-wide, including representatives from governments, civil society, research institutions and national, regional and international networks, UIL is organizing an online consultation forum from 24 September to 5 October, 2012.

Through the consultation the review process would benefit from the expertise and experiences of a broader spectrum of individuals and institutions working for the development of adult learning and education.

To participate in this consultation you need to be subscribed to the Google group  You will subsequently receive an e-mail with more background information, including access to relevant documents and all necessary details on this online forum.

We are looking forward to your active participation.
UNESCO Institute for Lifelong Learning

Monday, 24 September 2012

Guidelines on Human Rights Education for Law Enforcement Officials and Secondary School Systems

The OSCE Office for Democratic Institutions and Human Rights (ODIHR) presented two new sets of guidelines on human rights education at the OSCE’s annual Human Dimension Implementation Meeting in Warsaw on 24 September 2012.

The Guidelines on Human Rights Education for Law Enforcement Officials and the Guidelines on Human Rights Education for Secondary School Systems were produced to promote effective human rights education and to support OSCE participating States in the implementation of their human dimension commitments in this area.

(L-r) Snježana Bokulić, the Head of ODIHR’s Human Rights Department, presents ODIHR’s new human rights education guidelines for law enforcement officials and secondary schools, together with Pavel Chacuk, a Human Rights Adviser at ODIHR; Felisa Tibbitts of Human Rights Associates (HREA) and the Carr Center for Human Rights Policy of the Harvard Kennedy School of Government, and Cristina Sganga, Human Rights Trainer and Adviser. Warsaw, 24 September 2012.
“The Guidelines were developed in recognition of the key role law enforcement officials play in safeguarding human rights, as well as the importance of schools in helping young people better understand and defend their rights,” said Snježana Bokulić, the Head of ODIHR’s Human Rights Department.

The publications offer guidance on developing curricula, enhancing the teaching and learning experience, preparing teachers and trainers, and evaluating the work done.

The Guidelines on Human Rights Education for Law Enforcement Officials are designed for decision-makers, police trainers, university lecturers, as well as for national human rights institutions and non-governmental organizations. The publication stresses that human rights should be an integral part of all training programmes for law enforcement officials, in such areas as investigation and arrest, the use of firearms and force and communication with the public.

The Guidelines on Human Rights Education for Secondary School Systems are intended for relevant programme designers, teachers, policymakers and other stakeholders. The publications are available both online and in print.

Caption with image: (L-r) Snježana Bokulić, the Head of ODIHR’s Human Rights Department, presents ODIHR’s new human rights education guidelines for law enforcement officials and secondary schools, together with Pavel Chacuk, a Human Rights Adviser at ODIHR; Felisa Tibbitts of Human Rights Associates (HREA) and the Carr Center for Human Rights Policy of the Harvard Kennedy School of Government, and Cristina Sganga, Human Rights Trainer and Adviser. Warsaw, 24 September 2012.

European Focus Meeting “The Effects and Challenges of the Economical Crisis on NGO’s", 8/9th Ocober 2012, ROME /IT

Twenty years ago HRE/EDC was something new, developing. In the meantime it has progressed to an important integral part of almost all European intergovernmental organizations and their programmes. Along with that development and support grew the number of INGOs, national NGOs, networks and successful HRE/EDC programmes all over Europe. HRE/EDC became part of formal education policies in all European countries, and – according to the second phase of the UN World HRE Programme - it is making its way into universities and civil servants sector. DARE Network, as the biggest European NGO network in HRE/EDC, is itself an outcome of this process of growth.

The financial and economic crisis has affected the entire EU. Many countries have implemented austerity measures with spending cuts on public health services, unemployment and welfare benefits, social security and housing benefits, legal aid, etc. This has led to an increased burden on civil society organisations: reduced budgets but increased demand for services.

The situation in many countries around Europe is dramatically changing; growing economical crises, deconstruction of the social state and new challenges to existing democracies make HRE/EDC more needed than ever. Will this mean more efforts on the EDC/HRE, more programmes, more funds? The recent development in the sector gives NGOs, from the smallest to the biggest ones, many reasons for concern.

How to survive and continue good practices on HRE/EDC field with less and less grant opportunities? With less and less support from national states? With the fact that HRE/EDC somehow loosing the gained status in educational programmes? Many of these concerns were sensed by DARE Network in the previous year and also reacted upon.

DARE´s European Focus Meeting “The Effects and Challenges of the Economical Crisis on NGO’s” will be held 8-9 October in Rome and aims to not only put the actual above mentioned concerns on the HRE/EDC agenda, but to open the floor for the search of new, alternative ways of financing our activities, for maintaining sustainability of existing good practices, for securing HRE/EDC presence European-wide also in forthcoming challenging years.

Draft Program:

8th oct 2012
Afternoon: Check in at the Hotel Don Bosco Hotel ("Ospizio Salesiano Sacro Cuore, via Marsala 42, Rome", close to Termini Train Station)
6 p.m. evening reception and DARE General Assembly

9th oct 2012
9:00 Keynote inputs: Luisa Brunori (Grameen, Italia ); Carlotta Sami (AI, Italia) tbc
coffee break

10.30 -12 Two parallel groups on national Experiences of NGO´s with financial cutbacks and practical examples on aternatives such as
• Low and no-budget projects
• Funding from non-governmental sources
• Volunteering
• New forms of cooperation with governmental/inter-governmental agencies
• Social enterprise models

12-1p.m. Closing session, recommendations and lunch

For any inputs to the Working groups DARE will reimburse accommodation and travel costs (up to 250 €) for DARE members.
The European Focus Meeting is open to external participants.
All travel directions will be send after registration

For further information please directly contact Georg Pirker: 

Update: current planning on the EU 2014 - 2020 financial framework

The negotiations on the future financial frame for the EU (MFF 2014-2020) go on. There is several developments going on which shall be summarized in this contribution:

Education and training: Erasmus for ALL

Current state of affairs is that MEP DORIS PACK proposed on behalf of the Euopean Parliaments CULT committe a report for a draft statement of the European Parliament on to the planned new generation of educational programms labeled under the EC porposed title "Erasmus for All".

DARE had heavy obejections on the program design proposed the European Commission and published a statement in March 2012.
The report drafted by MEP Pack builds upon the doubts that where formulated by most of civil organisations throughout the last year. It introduces a new label for the program (YES), contains a separate chapter for youth, emphgsizing the importance of participatory and citizenship approaches in the new youth chapter. Furthermore the report takes into account the importance of seperate branding and correspondoing funding schemes as established in the current liflong learning program.
Other than the EC proposal the report introduces around 68 specific objectives for each of the program subprograms, wich take into account the special needs of the different learning sectors.
 The report does not aks for a specific budget within the new program, but rather asks for a sound and secured allocation of % of the new budget, which allows guaranteeing the maintainance of sectoral approaches (Higher Education, Vocational Education , Adult Education, Youth)

Unfortunately the report does not continue the - by many NGO´s desperately demanded - financial support scheme of European networks, umbrella organisations etc. The only exception is being made for YOUTH NGOS. DARE did not get such support since its founding nevertheless we take this support for utmost important as it is for many the only access to sound information form and communication with the decision making policy levels in the EU.
The assumption that good policy work on EU level can be done based on projects funded work is highly unrealistic. Especially as in Brussels NGO´s have to compete with a huge network of lobbyists and well supported by the economy.
Therefore it is of high importance that you communicate and discuss to/with your national MEPS and governments the concerns in regard to the infrastructural support schemes for eurpopean umbrella organisations.

Future of ESF (European Social Fund)

In October the EU member states will agree aboout the ESF budget for teh next seven years.
The ESF funds are distributed usually via local, regional and federal state offices and allow for co-funding of large activities on any issues related to national development policy.

For educational NGO´s it is important to realize that most of state /regional action programs are co- and sometimes fully finaced via ESF means. It needs to be ensured that there is adequate funding for social inclusion, the fight against poverty, access to employment and public services, the fight against discrimination, and the promotion of equal opportunities for all. Also civil society organisations should be recognised as full partners in the preparation, implementation, monitoring and evaluation of the programmes supported through this funding.

These ESF funds, the Cohesion Funds, are the main source of public funding both at national, regional and local level for social and economic development. Therefore it is crucial to ensure that the decision-makers do not argue for less money or a weaker framework for the funds than proposed by the Commission. In particular there is a group of seven member states (Austria, the Czech Republic, Germany, Finland, the Netherlands, Sweden and the UK) who are arguing that the Commission’s proposal should be reduced from €376 billion (over 7 years) to €276 billion.   Currently ther is a stalemate between countries that want to substantially reduce the ESF contributions (the discussion is around 100 billion € (2014-2020) which is more than a quarter less than to the proposal suggsetd by the EC Member states are sharply divided. After bilateral meetings with each member state and after the GAC meeting of August 30, the Cypriot Presidency concluded that “it is inevitable that the total level of expenditure proposed by the Commission will have to be adjusted downwards”.

For the period 2014-2020, the European Commission has proposed an overall amount of 376 billion € for economic, social and territorial cohesion.

The group of seven member states (Austria, the Czech Republic, Germany, Finland, the Netherlands, Sweden and the UK) argues that the Commission’s proposal should be slimmed down by at least €100 billion, because it is significantly in excess of what is needed for a stabilization of the European budget.

The final decision for these funds lies with the member states and that is why we are calling on our members and their national members to work with us to influence the outcomes of these negotiations.

The financial and economic crisis has affected the entire EU. Many countries have implemented austerity measures with spending cuts on public health services, unemployment and welfare benefits, social security and housing benefits, legal aid, etc. This has led to an increased burden on civil society organisations: reduced budgets but increased demand for services. This is also the reason why DARE puts the topic on its agenda at the European Focus Meeting 2012 on 9th October in Rome/Italy.

Documentary film 'A Path to Dignity: The Power of Human Rights Education'

A Path to Dignity: The Power of Human Rights Education
Last week the documentary film A Path to Dignity was launched at a side-event at the UN Human Rights Council in Geneva. A Path to Dignity: The Power of Human Rights Education is a 28-minute movie that presents three stories illustrating the impact of human rights education respectively on school children in India, law enforcement agencies in Australia and women victims of violence in Turkey. It is intended as a tool to raise awareness about the positive role that human rights education can play in realising human rights.
From Tamil Nadu, in Southern India, Maria Soosai Selvaraj, National Programme Coordinator for the Institute of Human Rights Education says that "each child can make a change through practising human rights values." In addition to learning about the Indian Constitution, the children develop an understanding of the rights of the child, and the principles of non-discrimination and equality, and how these apply to their daily lives.

In the state of Victoria, Australia, a human rights project monitors all aspects of policing and educates Victoria Police employees on human rights. "Human rights training forms part of our foundation training programme now," explains Charlie Allen, an inspector. "Recruits marching into the academy or going into the academy for their training phase do initial education in human rights."

In Turkey, the human rights education programme for women consists of weekly workshops. Women learn about their human rights and the laws that protect these rights. Mujcan Guneri, a human rights trainer, says that "the women they reached through this training programme, who have come to realize their value as individuals, have all taken steps forward. They begin to see the next step. They engage more with people and take better advantage of the opportunities offered by the state." "Some go back to school. Some return to work life," she adds.

A key message in the documentary film is that "one person can make a difference" in solving problems in society. Human rights education can transform people’s lives, empowering individuals on a path to dignity and bring about positive change in their respective communities and societies. In this sense, human rights education plays a fundamental role in ensuring equality and equal opportunities, combating discrimination and preventing human rights violations.

A Path to Dignity is available in Arabic, Chinese, English, French, Japanese, Russian and Spanish and be can be viewed online at The film is also available on DVD.
The documentary film was produced jointly by Human Rights Education Associates (HREA), Soka Gakkai International (SGI) and the Office of the United Nations High Commissioner for Human Rights (OHCHR) and was directed by filmmaker Ellen Bruno.

Thursday, 20 September 2012

DARE talk with African Delegation: successfull strategies to raise awareness for EDC/HRE among children and young people

A mixed delegation with 16 representatives from Malawi, Ghana, Kenia, Namibia, Simbabwe, Nigeria, Botswana, Liberia, Angola, South-Sudan and Tansania visited DARE to explore the and discuss the experience of successfull educational strategies/programs on childrens rights in Europe. Georg Pirker introduced various concepts and workshops done by several DARE members from all over Europe. The participants -  among the, top-level  Lawyers, NGO-Representatives, judges, members of HR Commissions and journalists - enjoyed a fruitful discussion and showed special in the experience mutual cooperation of formal and non-formal education in order to create lasting success.
The two hours meeting was much to short to in-debth discuss all of the questions and topics arising during the meeting; nevertheless DARE is extremely pleased to be selected as partner by the German foreign office to host such a delegation.

Call For Participants : “Facing the Unknown…“ - A Radio Workshop on Being a Stranger, Dresden 25/11-2/12 2012

The participation is open to any adult person who is a national of or permanently residing (or registered as refugee or asylum-seeker) in one of the Programme countries, namely: the 27 Member States of the
European Union, Iceland, Liechtenstein, Norway, Switzerland (EFTA-EEA countries), Croatia and
Turkey (candidate countries).
We invite people with interest in a multinational week on radio and the topic of being a stranger. No preknowledge of radio recired.
Dates: november 25th through december 2nd, 2012
Seminar language: English

Project executing organisation: Brücke/Most-Stiftung, Dresden/Germany (

Participation costs: None.
Travel expenses, accommodation and board will be covered by the funding of the Lifelong Learning Programme. (Grundtvig Workshop)

Accomodation: single rooms


The main activity during the programme will be to jointly face the topic of being a stranger and feeling different from the majority. On the basis of this idea we will create a radio show picking up interview sequences, own concepts and experiences around the topic.
The multinational group will explore a strange and unknown city, we will collect details that help us to better grip the phenomenon. The participants are free to work on all aspects of this topic, which can be understood in a political as well as in an individual and/or intercultural way.
At the same time we will not only focus on what it is like to be a stranger but we want to also try to see,
when and how structures and feelings of being a stranger disappear and what appears instead…
In cooperation with trainers of the independent local radio station ColoRadio we will work in small
radio studios to prepare a radio show, which will be broadcasted.

Application Form:
If you are interested in taking part in the workshop, please, send the application form by
email or fax. Send the form also to the National Agency of Livelong Learning in Germany
( and to the National Agency in your country.

Contact person: Klaudia Schümann, head of the educational division, Brücke/Most-Stiftung
tel.: 0049 (0)351 – 43314 114
fax: 0049 (0)351 – 43314 133
Reinhold-Becker-Straße 5
01277 Dresden/GER

Friday, 14 September 2012

NEW manual on antiziganism

Berlin based educational youth centre Kaubstraße has published a manualon the theme of antiziganism. This handbook is one of the first existing in depth manuals on this topic and has been developed for pedagogues, socialworkers, educational and remembrance centres, for higher education and also for use in school contexts.
It offers methods for both formal and non-formal educational work on antiziganism and helps on discovering the history af Sinti and Roma in Europe for educational work.

The pedagocical approach focuses on educational worek with the different aspects of antiziganism.
The manuals first part collects information on historical and current existing antiziganism in Europe with a strong focus on germany; it further explores detailed the structure and functioning of antigypsie- resentiments.
The second part of the manual contains 26 thematic suggestions for exercises for groups plus additional exercises recommended by the authors. There is a padagocical introduction to each of the  methodical parts.

The book contains a dvd, with all text, pictures and filmmaterials for further use in seminars and workshops
The modules developed focus on everiday life experience and perceptions of young people, and allow for use in different contexts and with differnet motivated and interested groups of young people. the contain interactoiv discussion and positioning exercises, critical perception of antiziganistic behaviour in media communication based on Sources from TV and newspaper, film and music work, role plays, cardgames ending up in city bound methods.

So far the manual is unfortunately only available in German, the foundation EVZ (rememberance, responsibility and future) that generously supported the production of this manual could do a great job by offering other language versions!

get the manual at,2,393,7.html
handbook and dvd
ISBN: 978-3-89771-521-9
144 pages: 19.80 Euro
year: 2012

Tuesday, 11 September 2012


wait for the call.....CLICK ON THE LOGO

fill and submit the 2012 Action Days Form here !!!

European Commission recommendation for a council recommendation on the validation of non-formal and informal learning

The European Commission assesses that European countries are increasingly emphasising the need to recognise the full range of an individual’s knowledge, skills and competences – those acquired not only at school, university or other education and training institutions, but also outside the formal system.

According to the EC this requires new approaches to validate such learning experiences (i.e. identify, document, assess and/or certify), making them usable for further studies or advancement in work. Helping people in this way could also make a contribution to smart, sustainable and inclusive growth.

This is why the Commission has on 5.9.2012 made a proposal for a Council Recommendation inviting EU governments to establish validation systems by 2015, linked to the European Qualifications Framework, including the possibility to obtain a full or partial qualification on the basis of non-formal or informal learning.

Important for the NGOS dealing with EDC/HRE is that according to the EC draft recommendation "Member States should, with a view to offering to all citizens26 the opportunity to prove what they have learned outside school and to use it for their career and further learning:
(4) Ensure the involvement of relevant stakeholders such as employers, trade unions, chambers of industry, commerce and skilled crafts, national entities involved in the process of recognition of professional qualifications, employment services, youth organisations, youth workers, education and training providers as well as civil society organisations, in the development and implementation of the components and mechanisms referred to in points 2 and 3, together with providing incentives:

– to employers, youth organisations and civil society organisations to promote and facilitate the identification and documentation of learning outcomes acquired at work or in voluntary activities, using relevant tools
(in particular the tools developed under the Europass framework);

– to education and training providers to facilitate access to formal education and training on the basis of learning outcomes acquired in nonformal and informal settings and, if appropriate, award exemptions
and/or credits for relevant learning outcomes acquired in non-formal and informal settings;     The European Commission should: " (1) Support Member States and stakeholders by: [...] – Facilitating effective peer-learning and exchange of experiences and good practices;
– Regularly updating the European Guidelines for validating non-formal and informal learning summarised in Annex II."
(4) Assess and evaluate, in cooperation with the Member States and after consulting the stakeholders concerned, the action taken in response to this Recommendation, and report to the Council by 31 July 2017on the experience gained and implications for the future, including if necessary the possible
review and revision of this Recommendation."  
(Source COM(2012) 485 final 2012/0234 (NLE))  

It is difficult to draw at this time a conclusion on the effect the EC recommendation will have; It is important that the discussion in EDC/HRE on validation of non-formal and informal learning is being led and that especially non-formal educational providers are clear they can show the effect of their work.    

Find here the EC´s draft proposal for a council recommendation om the validation of non-formal and informal learning.

Find more underlying materials on validation on website of teh European Commission: