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."