Monday, 31 July 2017

STEPS - Survival Toolkit for EDC in Postfactual Societies - first project workshop

Is Youth Work in Europe challenged by populist movements, by post-truth and by radicalisation?


The first meeting of the STEPS project took place from 08-11.June 2017 at the youth educational centre wannseeForum, Berlin.
26 youth workers who are actively working on EDC/HRE with young people in 16 countries met in order to develop a common frame and understanding of what we name as populist challenge to EDC/HRE.
All over Europe we face the rise of so- called populist/national movements who promote a view on the world which can be characterized as white- supremacy, racist- ideology driven and is heavily contesting any views on society which build on a positive vision of inclusive, diverse, peaceful and HR embracing societies in Europe.
In some countries these ideas are already governmental reality: the comrades Orban, Kaczyński and their adepts actively undermining any ideas and work that develop pluralist based view on society with a EU that is rather helpless in counteracting, in a lot of countries with parties and movements already in power positions on the regional and local levels.


These anti-democratic views are not only a political phenomenon but also are promoted by vital parts of people in our societies as a whole, thus heavily challenge  democratic decision finding.
What are the societal manifestations of these developments, what are the reasons behind, how does social media influence these developments, are the challenges we face in 16 countries in Europe comparable at all, do they have any things in common or are there points of differences? Are the keywords of populism, post-factualism, radicalisation the right indicators to look for to develop means or are they just symbolising developments that have caused a lack of trust in our societies and forms of decision making in different fields? Are we capably as educators and do we have the expertise and capacity to work out adequate educational concepts if eg. the EUC defines in its recommendation youth work as sector to counteract these phenomena or is this just a vademecum?
What means do we identify to work from a perspective on non-formal EDC/HRE with young people on these challenges?
A lot of questions to lead interesting debates, but also a lot of challenges not to get confused and to define concrete STEPS that lead us through this ambitious project.
What expertise do we already have in our organisations and what do we lack in order to better tackle the issue?

Friday, 14 July 2017

Competendo - open tools for facilitators at DARE general assembly

During the DARE general assembly the Open Source platform COMPETENDO presented their tools for facilitators. Competendo is committed to education for the development of key competencies with a focus on civic competencies. Competendo connects and empowers facilitators of different backgrounds and in diverse fields of education. COMPETENDO is partnering with DARE.



 

Thursday, 13 July 2017

Conference “Speak up Step up” - European youth work empowering young people’s democratic values & active citizenship

JUGEND für Europa in cooperation with SALTO SEE and Erasmus+ Youth in Action National Agencies, invites you to a European conference that will consider the practice, impact and future role of Erasmus+ Youth in Action in promoting democratic values and attitudes and active citizenship among young people in Europe. The aim of the conference is to reinforce the role and impact of Erasmus+ Youth in Action in the promotion of active citizenship and common European values including pluralism, non-discrimination, tolerance, justice, solidarity and equality, in view of the aims of the Erasmus+ Youth in Action programme and those expressed in the Paris Declaration.

Date and Place: 16.-18. October 2017 in Berlin

The conference will welcome up to 100 participants from all over Europe. More information and application you’ll find on the SALTO webpage.

Wednesday, 5 July 2017

The DARE network welcomes two new member organisations

At its General Assembly on 8th June 2017 in  Berlin the members of the DARE network accepted two new member organisations as full members:

Romania: Gutenberg Association - Organisation of German speaking Students: a student organisation from Cluj -Napoca that is conducting various EDC activities with young people: www.gutenberg.ro

Estonia: Society for Estonian Civics Teachers - a teachers association aiming at the development of awareness for the importance of knowledge and skills in civic education: www.yhiskonnaopetajad.eu

Both new members bring to the network valuable experience and background from the fields of youth initiativs and/or  teacher training and as such help strenghtening the scope and capacity of the DARE network.

DARE and the DARE members look forward to a fruitful cooperation and collaboration.

Tuesday, 20 June 2017

Learning to Live Together: a Shared Commitment to Democracy

Conference on the Future Citizenship and Human Rights Education in Europe

http://bit.ly/2sKcPFt
Strasbourg, 19.06.2017 - How to integrate migrants and refugees successfully? How to prevent violent radicalisation without creating a climate of mistrust, suspicion and discrimination? How can education address the growing divide between the elites and the ordinary people?

In order to reply to these questions, the Council of Europe will provide a platform for discussion to highlight how Democratic Citizenship and Human Rights Education help to fight discrimination, intolerance and extremism. These major challenges will be addressed at the international conference, Learning to Live Together: a Shared Commitment to Democracy (Palais de l'Europe, 20-22 June; Programme - hashtag: #CoE_Charter4All).


Wednesday, 14 June 2017

UNESCO: More efforts are needed to mainstream values like tolerance and the appreciation of cultural diversity within National Education Policies

(c) UNESCO
An analysis of different themes and concepts associated with Global Citizenship Education (GCED) reveals that within the main topics associated with GCED, appreciation of cultural diversity and tolerance are less likely to be reflected in national education policies, curriculum and teacher education.

UNESCO commissioned an analysis of the country reports to the fourth and fifth consultations on the implementation of the Recommendation concerning Education for International Understanding, Cooperation and Peace and Education relating to Human Rights and Fundamental Freedoms (1974) in light of Target 4.7 of the Sustainable Development Goal on Education. The analysis included 57 reports from 2012. These series of key findings are presented ahead of the forthcoming data from 2016.

The analysis of country reports from 2012, found that concepts related to human rights and fundamental freedoms, and peace and non-violence are broadly included in the national education policies (88%), curriculum (86% and 72% respectively) and in teacher education (54% and 16% respectively).

Monday, 22 May 2017

DARE network: points to be considered when revising the LLL key competences framework.

The DARE network welcomes the EU initiative for the revision of key competences on lifelong learning. As a network providing expertise from the view of non-formal Human Rights and Democratic Citizenship Education we want to underline some points to be considered in the revision process:
  • The orientation of any learning on key competences has become meanwhile a well- established tool for the design, layout and implementation of any learning processes. Instead of reinventing the wheel we ask for slight and reasonable development of the frames aiming for more coherence among the single competences fields. Our aim should be not to put learning systems and environments under more pressure as they already are. Adult learning and youth work have developed in the recent years a various amount of tools oriented on key competences to train pedagogical staff. Also there are plenty of educational concepts to apply the existing frames of key competences practically into any learning settings with children, youth and adults.

Wednesday, 17 May 2017

Call for Applications: AAB Summer School on Democracy and Development (Pristina, 14-27 August 2017)

AAB Summer School on Democracy and Development: International Development, Decentralization Conflict Resolution and Post-Conflict Societies – Kosovo and the Balkans is an educational program that provides students enrolled in a university outside of Kosovo and the region with the opportunity to spend two weeks in Kosovo studying and learning about development in practice in a post-conflict area right in the middle of Europe. Participants of the program will also visit three other Balkans countries, Albania (listed no. 4 in the New York Times‘ list of places to go in 2014) and Macedonia. The AAB Summer School on Democracy and Development is modeled after the Balkans Peace Program, which was initiated and run by TBG Foundation between 2012 and 2016.

The program consists of three key components:

  • one academic course (of 4 ECTS credits) on International Development, Decentralization Politics, Conflict Resolution and Post-Conflict Societies: Kosovo and the Balkans and meetings with government officials in Kosovo;
  • a tour of historic and tourist sites of Kosovo, Albania, and Macedonia;
  • cultural immersion – students will be paired with local students;
  • publication opportunity – 10 best essays will be published in the international scientific review “Thesis” in autumn edition provided you submit your AAB Summer School paper (essay) in time and as per given guidelines, you may be included in the Thesis 2017 edited book scheduled to be published in the fall of 2017.

Conditions

AAB Summer School 2017 takes place from 14 to 27 August 2017. Participants will be accommodated in the Pristina area, the largest city in Kosovo, with a population of over 400 000.

Eligibility

In order to be considered eligible to apply, you must fulfill all of the following criteria:
  • be a currently enrolled student in good standing (at the undergrad or grad level) at a recognized institution in your home country or professionals in the field of law, political sciences, public administration, sociology;
  • be at least 18 years old;
  • possess a valid passport for travel to Kosovo and the area;
  • possess valid health insurance for the duration of your stay in Kosovo and the region.

Costs

679, 00 EUR per person. The student shall pay the bank transfer fees.Included: program costs, accommodation in dormitory or hostel, all program activities, tours, accommodation and meals while on program tours. Not included: transportation costs from your country of origin to Kosovo.
Application

Wednesday, 10 May 2017

Study Session “Inclusion for all through Human Rights Education” (Budapest, 10-17 September 2017)

Seminar / Conference

10-17 September 2017, European Youth Centre Budapest, Hungary

The International network “Participation for All” working in Europe and Asia in cooperation and with financial support of the Youth Department of the Council of Europe (www.coe.int/youth) has decided to organise the study session “Inclusion for all through Human Rights Education” to give the opportunity for participants to exchange their experiences of non-formal education and youth work practices in participants countries. During the session participants will gain knowledge on human rights education practices in the field of social inclusion and participation of young people with disabilities, and mixed ability approach (inclusive approach). International and Interregional cooperation for more effective action on either governmental and non-governmental levels in this area will be initiated and developed.

Aim:
The main aim of this study session is to promote human rights education as an effective tool for social inclusion of young people with the particular focus on young people with disabilities.

Tuesday, 25 April 2017

New policy guide on education about the Holocaust and preventing genocide

UNESCO publishes policy guide on education about the Holocaust and preventing genocide. The policyguide provides effective responses and a wealth of recommendations for education stakeholders who wish to engage in or to reinforce this education.

The publication will serve as a resource for policy-makers, curriculum developers, textbooks writers and publishers, and teacher educators. It suggests key learning objectives for education about the Holocaust, as well as topics and activities aligned with educational frameworks relevant to Global Citizenship Education, a priority of the 2030 Education Agenda and a pillar of the Sustainable Development Goal 4 on Education.

The policy guide shows how education about the Holocaust, and more broadly genocide and mass atrocities, can meet some of the world's educational policy priorities. It also provides policy-makers with rationales to teach about the history of genocides in a variety of contexts. The policy guide identifies key areas of implementation: curricula, textbooks, professional development, classroom practices, cooperation with museums, memorials and the civil society, adult education, and commemorative activities.

The new publication builds on the expertise of many Holocaust and genocide related organizations, including the United States Holocaust Memorial Museum. It contains various links to historical and educational resources relating to several cases of genocides and mass atrocities and explains how they can be taught. The guide focuses primarily on the history of the genocide of the Jewish people by Nazi Germany and its collaborators. Some principles and policies outlined are applicable to other cases of genocide and mass atrocities.

Examining difficult pasts such as the Holocaust has a powerful impact on young people because it helps learners identify the roots of prejudice and enhance their critical thinking against racism, antisemitism and all forms of prejudice. It allows them to navigate moral dilemmas of the past as well as of the present, and reflect on their role as citizens to protect and uphold human rights.

As people commemorate Yom HaShoah, UNESCO encourages programmes that strengthen a culture of prevention and foster understanding of the causes and consequences of the Holocaust and how genocide can happen.
Download the publication

Tuesday, 11 April 2017

FRA expresses concern over threats to civil society and freedom of education in the EU

The European Union Agency for Fundamental Rights (FRA) emphasises the vital role of civil society and academic freedom in bolstering our democracies, and affirms the Agency’s commitment to protecting civil society throughout the EU.
The EU is a space in which researchers, scientific knowledge and technology circulate freely. Article 13 of the Charter of Fundamental Rights of the European Union, which was approved by the leaders of all EU Member States in 2000, reflects national and international standards by explicitly stating that the arts and scientific research must be free from constraints.
“Hungary’s new law threatening the existence of a number of widely respected universities is a matter of great concern to everyone working in the field of human rights,” said FRA Director Michael O’Flaherty. “Human rights, the rule of law and democracy are the core values on which the EU was founded, and none of them are possible without a flourishing and vibrant civil society.”
Academia is a key component of civil society, which also comprises churches, religious and belief groups, trade unions, employers’ organisations, social and professional organisations, and of course NGOs.
From its close cooperation with these organisations, the Fundamental Rights Agency knows that their work is becoming more difficult, not just in one or a few Member States, but across the EU. FRA is currently examining the prevailing and changing conditions for the work of civil society, and has found that the regulatory environment in particular can impose serious restrictions on the capacity of civil society organisations to operate freely. Difficulties in accessing funding are growing, while opportunities to contribute to decision-making processes are diminishing. In some places there has even been harassment and violent attacks of human rights defenders.
In addition to this research, the results of which will be published later this year, FRA is in the process of relaunching the Fundamental Rights Platform, a forum that seeks to develop a protective space within which civil society organisations can continue to work, wherever they operate in the EU.

source: European Union Agency for Fundamental Rights

Thursday, 6 April 2017

Learning to Live Together Conference: Call for Participants

The Youth Department of the Council of Europe seeks to select up to 70 participants to represent the children, youth and civil society sectors in this conference that aims to discuss the Conclusions of the Report on the State of Citizenship and Human Rights Education in Europe, to share experiences and lessons learnt and to propose recommendations for future action. The participants will propose strategic goals for the next five years to promote citizenship and human rights education, both within the countries and in the European and global context. About 300 participants are expected at this event, including representatives of governments, education professionals and civil society organisations. The conclusions of the conference will also inform the Council of Europe Programme of Activities in the Education and Youth sectors in 2018-9 and beyond.
Training workshops for the representatives of the youth, children and civil society sector will take place on 19 and 22 June to further update on the latest developments in the field and to enhance their advocacy competences in relation to the Council of Europe Charter on Education for Democratic Citizenship and Human Rights Education.
Further information  in English  in French
All interested candidates should apply by 12 April 2017, 13:00 CET on http://youthapplications.coe.int

Wednesday, 5 April 2017

The future of Europe is Learning Europe! Statement from the Lifelong Learning Platform

 
The future of Europe is a Learning Europe!
BRUSSELS - 5 April 2017 - The Lifelong Learning Platform, European Civil Society for Education, together with its members, welcomes the European Commission's promise to look more thoroughly at the social dimension of Europe such as expressed in the White paper on the Future of Europe. However, we are also concerned about the fact that it lacks an analysis of what really brings Europeans together and what drives the European identity among its citizens. As the Brexit begins, we are convinced that education and lifelong learning are precisely what will protect our unity.

Last week, UK Prime Minister Theresa May’s letter to President Tusk set a milestone in EU history. Only days later, we celebrated the 60th anniversary of the Treaty of Rome, during which civil society organisations, including the LLLP, called on leaders of Europe to show "vision and courage to set Europe on the path to a sustainable future which realises the rights of all people and respects planetary boundaries" through an open letter The Europe we want: Just, Sustainable, Democratic and Inclusive.
On 1 March 2017, the European Commission published its White Paper on the Future of Europe. While it does underline the need for skills and lifelong learning, there is little attention when it comes to the next steps and concrete commitments in this regard. The Lifelong Learning Platform, European Civil Society for Education, together with its members, is happy that the European Commission is going to look more thoroughly at the social dimension of Europe, but we are also concerned of the fact that it lacks an analysis of what really brings Europeans together and what drives the European identity among its citizens. As the Brexit begins, we are convinced that education and lifelong learning are precisely what will protect our unity.
Three key strands of actions are crucial in our view to bring Europeans together: Europeans want to
Meet & exchange: Mobility in order to learn and to exchange ideas and experiences is key to create understanding and ownership of the European Union. Erasmus+ is the flagship programme of the European Union and one of the most successful European programmes that has created intercultural learning, lasting European friendships and a strong European identity for all those participating. LLLP believes that a there is a need to further enlarge the accessibility to Erasmus+ to increase participation. We propose to consider how (young) people from disadvantaged backgrounds could also participate in Erasmus+ and especially also how to include adults or older people, i.e. groups that are currently least convinced about the European project.
Participate & shape: ‘Brussels’ is very far away from most Europeans. Additionally, national politicians and media tend to blame ‘Brussels’ for everything unpopular while claiming all things positive for themselves even if the origin is ‘Brussels’. LLLP therefore proposes to bring the EU closer to the European citizen and to provide the possibility to participate. It is extremely short-sighted that the ‘Europe for Citizens’ programme has so few resources, so we suggest a considerable increase in funds for this programme as well as more opportunities for citizens to get involved.
Share & innovate: In Lifelong Learning, but also youth, culture, sports and research (as well as other areas) cooperation between people, institutions, SMEs etc. has led to an enormous transfer of innovation across Europe. Whether it is in small-scale strategic partnerships in Erasmus+, ESF and Horizon 2020 or in other exchange and cooperation programmes, this is where Europe can make enormous progress. The European Union has the real possibility to foster cooperation and innovation across Europe. It also has the opportunity to nurture areas where there is little commercial interest and therefore little outside financing available. LLLP therefore proposes a renewed effort to support exchange and innovation across Europe.
Finally, LLLP believes that learning is the future of Europe – learning for innovation, learning for our future jobs, but also learning from and with each other, learning for our personal development and learning to foster our values of solidarity, peace and democracy.

Contact: policy@lllplatform.eu / +32 289 32 515
Notes to the Editor: The Lifelong Learning Platform gathers 40 European networks working in education and training. Together, they cover all sectors of education and training including networks for secondary and higher education, vocational education and training, adult education and popular education; networks for students, school heads, parents, HRD professionals, teachers and trainers. Established in 2005, LLL-P promotes a vision of lifelong learning based on equity, social cohesion, active citizenship and personal development. The platform works as a space for knowledge exchange between its member networks and uses their expertise to discuss and feed in EU policy-making, making sure that European citizens have their voice heard. In that sense LLL-P contributes to a better understanding and dialogue between the grassroots level and European institutions.

Friday, 24 March 2017

How can we “Learn to live together”?

How can we “Learn to live together”? Upcoming Council of Europe conference on Education for Democratic Citizenship and Human Rights Education

Thursday, 23 March 2017

Learning Democracy with Children Aged 8-12: Handbook for Educators - a new publication in the DARE Blue Lines Series


DARE has published a new publication in the DARE Blue Lines series: "ENGAGE- learning democracy with children aged 8-12" (VOL II) is a handbook for educators which introduces and recommends a set of 11 different methods clustered in 3 dimensions for democracy learning with children aged 8 to 12 years.

Each method is introduced in the broader context of educational policies, of possible curricular entries and learning methodologies.
Given the fact that EDC in the different countries in Europe is more or less a term with a broad variety of applications it is clear that the suggested methods ask for adaptation and contextualisation.  
In each method chapter there are provided further links to existing interesting and relevant EDC- practices from the 6 partner countries .

Background:
ENGAGE is a project devoted to analyse the situation of EDC with children aged 8-12 in 6 european countries (AT, FR, ESP, PL, UK, GER, BE). It looks deeply into formal and non-formal educational settings and tries to identify interesting initiatives and practices, but also looks in to gaps and barriers to establish the conditions for better citizenship education.

Two products have been developed: 
a) ENGAGE - learning democracy with children aged 8-12 (VOL I): a comparative country study with key findings and policy recommendations
b) ENGAGE - learning democracy with children aged 8-12 (VOL II);  handbook for educators, introducing 11 methods on 3 dimensions of democracy learning with kids aged 8-12.

The methods introduced in the handbook have been developed adaptated and  tested in the 6 partner countries (AT, FR, ESP, PL, UK, GER, BE) with the aim to get a view on quality education for democratic citizenship from the aspect of testing a standardised practice. Surprisingly the key findings of the testing of methods correspond with the findings of the ENGAGE country studies conducted in the project  2014-2015 - one and the same materials have been broadly tested in formal and non-formal educational settings with children aged 8-12 in six countries.

All documents and publications are free for use and can be found from http://www.engage-edc.eu.