(if you prefer not to receive this newsletter any more, send an e-mail to firstname.lastname@example.org )
Berlin, 15 September 2005
Dear friends and DARE members,
Summer is over and I hope you are open for information and exchange after wonderful, relaxing holidays. There are several DARE activities you should know about, especially after a long break between issues of e-DARE.
TALLINN, 18-21 August 2005
Mid-August DARE-members met in Tallinn, hosted by Urmas Uska from our Estonian partner organisation HAKK. We decided whilst in Sofia to organise this meeting and are very pleased that 22 members took up the invitation even though the date was in the middle of holiday season. Thank you all for coming and for supporting with your contributions the process of clarification about DAREs future. The meeting in Tallinn was a break enabling us to look back on what we had expected to and what we have achieved thus far - and to consider how we can find a transparent and efficient way to provide sustainable conditions for the coming years. We are all members of the network because we share a common vision - which is documented in our constitution, our papers and our publication. This is the common ground for all our activities. Nevertheless it became evident that there are different expectations on priorities, on strategies and policies, on activities and outcomes. We had to communicate these differences in order to become and remain a strong, clear, respected and successful network on Democracy and Human Rights Education in Europe.
I summarise below the outcomes of the two days in the beautiful historical rooms of the Tallinn City Council. Silvia Cambiè from Italy facilitated our discussions and helped to find a consensual outline how to go on in future referring to questions of sustainable funding, of common activities and partnership, of visibility and recognition for EDC and HRE.
We worked mostly in small groups - on a common vision for the future of the network, on the demand for common projects among members, on lobbying and outreach.
Amongst GOALS we envisaged:
What has been achieved (REALITY)?
In general: DARE should raise professionalism within EDC and HRE and the profile of these twin fields in Europe. This can be achieved by
A number of proposals completed the discussion:
Members agreed to revisit membership criteria for a new enlargement strategy. The questionnaire we had sent around already had given a clear picture. With a few exceptions all members wanted a controlled growth of the network, with not more than seven new member organisations/institutions per year. They expect from the board an action plan for lobbying and on cooperation with other professional bodies. Last but not least special interest groups should be established to identify important issues of EDC and HRE and work on them.
The meeting in Tallinn was an important step forward in clarifying our wishes, the developments we must undertake, and our limitations. The commitment of DARE members is amazing; but it also has to be seen clearly that in the majority member institutions dont have the human resources to invest more time and energy than they do already. To achieve the optimum with the energies we have will be a real challenge for the future, especially with regard to a new attempt to secure funding for our activities.
SOFIA, 2-5 June 2005
From 2-5 June the annual general assembly and a DARE seminar on issues of intercultural learning and ethnic minorities took place in Sofia, hosted by member institution Partners Bulgaria Foundation. Daniela Kolarova and her staff organised our meeting perfectly. Another European network - NILE, the network on intercultural learning in Europe - had been invited and was introduced by the coordinator, Beate Schmidt-Behlau. Two guests from the European Commission in Brussels also attended the seminar and used the opportunity to establish relations with DARE members and the network.
Participants were able to inform themselves on the theoretical background to the topic as well as on methodological approaches. They got an insight into the problems of mixed populations in Bulgaria. Partners Bulgaria has excellent expertise in the education of ethnic minorities, in particular with the Roma and Turkish population. A Roma journalist gave an interesting lecture on the current situation of his people.
DAREs third General Assembly took place on 2 June 2005. The year just past has been a year of consolidation and of numerous activities, a lot of them over and above what was envisaged in our the work plan. HREA organised the stocktaking conference on Human Rights Education in December 2004 in Soesterberg/ Netherlands. Why DARE? was published in December, just in time to deliver the copies in Soesterberg. This great work was done by working group 1 did and the editor, Agnieszka Paczynska, has to be mentioned especially. A number of activities on the part of DARE and DARE members in their various countries have related to the Council of Europes European Year of Citizenship through Education (EYCE). DARE members attended the EYCE launch conference in Sofia. DARE was a partner in a European conference in Santiago de Compostela. In April 2005 DARE was introduced as an example for European networking in EDC and HRE at a follow-up conference in Warsaw. Another big event will be the conference in Berlin on Networking European Citizenship Education: National Experiences European Challenges. It takes place from 1-4 December 2005 and is organised by DARE, The German Federal Agency for Civic Education (bpb), The European Association of Adult Education (EAEA) and the Austrian Ministry for Education, Science and Culture. DARE also is part of a European study on EDC in Lifelong Learning, coordinated by the Danish University of Education and funded by the European Commission.
A new board was elected at the General Assembly in Sofia. One of the founders, Wim Taelman from the Belgium member VORMEN, did not run for the board this time. Also John Christiansen, Norway, one of DAREs founders and a member of the outgoing board, did not run another time as he has had to change his areas of work. Wim will remain active with the newsletter and retains his membership in working group 2. We have to thank both of them for their commitment, for all they invested in the promotion and establishment of the network.
The new board has six members:
1. Hannelore Chiout, Arbeitskreis deutscher Bildungsstätten (AdB), Germany, chair;
2. Margot Brown, Centre for Global Education (CGE), UK, secretary of board;
3. Daniela Kolarova, Partners Bulgaria Foundation, Bulgaria, network development;
4. Maja Uzelac, Mali Korak-Centre for Culture of Peace and Non-Violence, Croatia, vice-chair, training;
5. Frank Elbers, Human Rights Education Associates (HREA), Netherlands, communication;
6. Richard Wassell, Centre for Europe (CfE), UK, treasurer.
All board members thank members for the confidence shown in them!
Finally I should like to draw your attention again to the development of education policies at European level. As many of you know, the third generation of European programmes for adult education is to be approved. The next stage of the Grundtvig programme is planned to cover 2007-2013. For the first time Grundtvig is an independent programme, this being a first step in establishing a counterbalance to the predominance of vocational training.
Grundtvig belongs to the context of the European policy on Lifelong Learning. EDC and HRE should be identified as integral parts of lifelong learning, contributing with professional concepts, activities and networking to the two main goals of Grundtvig:
Functioning networks are considered an essential support in achieving these European goals. Continuity is accepted as a necessary prerequisite. The growing recognition of adult education on the European level is a challenge to strive for the recognition of EDC and HRE as a crosscutting task for adult education in the context of lifelong learning. DARE has been invited to contribute to two workshops - Competences for democratic citizenship and how to develop them and Quality development and quality assurance in education for citizenship at an international conference on Quality of Education for Citizenship, taking place 22/23 September 2005 in Berlin. Unfortunately there has been no feedback from members, but DARE does seem to be gaining in recognition and each member has the opportunity to get involved and benefit from events such as this conference. Anyway we must observe these developments carefully and include them in our work and discussions.
Grundtvig may be studied more closely under
FORTHCOMING DARE EVENTS
You will get a separate letter referring to the pre-proposal for Grundtvig 4. Our last application included 13 members as participating organisations in the Grundtvig project.
Best wishes and kind regards
On 14 July 2005, by resolution 59/113B, the General Assembly adopted by consensus the revised Plan of Action for the first phase (2005-2007) of the World Programme for Human Rights Education (2005-ongoing); you may remember that such first phase is focussing on the integration of human rights education within the primary and secondary school systems. The full text of the resolution in English, French and Spanish is below, and the Plan of Action is available in all UN languages on the website of the Office of the High Commissioner for Human Rights (OHCHR) at http://www.ohchr.org/english/issues/education/training/programme.htm
This is an important step for all of us. As you may know, the Plan of Action proposes a comprehensive implementation strategy for the national level. The main responsibility for implementation rests with the Ministry of Education in each country, which should assign or strengthen a relevant department or unit responsible for coordinating the elaboration, implementation and monitoring of the national implementation strategy, in close collaboration with all relevant actors. Member states are also encouraged to identify and support a resource centre for collecting and disseminating initiatives and information (good practice from diverse contexts and countries, educational materials, events) on human rights education at the national level.
The adoption of the Plan of Action provides all of us with a further opportunity to encourage national implementation of human rights education and with a platform for cooperation based on internationally agreed standards and principles. According to the Plan of Action, human rights education in the school system not only includes the integration into the curriculum and textbooks of human rights issues but also involves the educational processes and the environment within which education takes place.
OHCHR and UNESCO are taking steps to disseminate the Plan of Action and will assist states to implement it; we will keep you informed of relevant developments.
59/113B. World Programme for Human Rights Education
The General Assembly,
Recalling the relevant resolutions adopted by the General Assembly and the Commission on Human Rights concerning the United Nations Decade for Human Rights Education, 19952004,
Convinced that human rights education is a long-term and lifelong process through which everyone learns tolerance and respect for the dignity of others and the means and methods of ensuring that respect in all societies,
Believing that human rights education is essential to the realisation of human rights and fundamental freedoms and contributes significantly to promoting equality, preventing conflict and human rights violations and enhancing participation and democratic processes, with a view to developing societies in which all human beings are valued and respected,
Welcoming the proclamation by the General Assembly on 10 December 2004 of the World Programme for Human Rights Education, structured in consecutive phases, which began on 1 January 2005,
113th plenary meeting, 14 July 2005
3. Meeting Islam
AdB were invited to an evaluation meeting 12-13 September on Meeting Islam. Three AdB centres of youth education in different German regions, with alongside them one educational centre in the new democracies, began three years ago a train the trainers project for staff members of the organisation in order to qualify them in educating young people from a Muslim background. Three million Muslims live in Germany. The Turkish community is the biggest community of immigrants in the country. But for decades there have been only occasional attempts to get in touch with Muslim communities.
Religious questions are becoming more and more important in an intercultural context. This project explicitly took into consideration the religious dimension in concepts of intercultural learning. The project has featured information on fundamental principles of Islam as well as on the religious and philosophical principles of Western secular culture, the influence of religion on culture, meetings with Muslim representatives and groups, development of adequate methods and reflection on educational practice. In different regions the new concepts have been tested with different target groups. An Islamforum Ostdeutschland has been established.
At the evaluation meeting at Vlotho/Westfalen this project was projected to a broader public - and participants were invited to discuss the outcomes in an open space environment. Important topics of the meeting included Human Rights Education in Islam and modern concepts of Muslim thinking. A CD has been produced with a collection of relevant material on intercultural youth education with mixed groups. Information: email@example.com
4. Minority Leadership Institute - a network for cooperation and partnership
Partners Bulgaria Foundation (PBF) is an independently governed local non-governmental organization (NGO) registered under the laws of Bulgaria, a member of the international network of Partners for Democratic Change, and a founding member of DARE. Our mission is to support the process of democratic change taking place in Bulgaria, and to collaborate with institutions, non-governmental organizations and specialists to develop the institutional capabilities necessary to promote the development of civil society.
Since 2000, PBF has been implementing the USAID-financed Interethnic Interaction Program. Initially the programme was to assist Roma communities in three multiethnic towns with the purpose of improving the economic, social, and educational opportunities and ethnic relations.
The programme started in the towns of Lom, Vidin and Kyustendil and contributed to the integration of Roma into society in the fields of education, employment, social support, health services, protection of ethnic specifics and Roma culture in Bulgaria, Roma presence in the media, equal participation of Roma women. The programme is in full accord with the requirements of the Framework Programme for Integration of the Roma into Bulgarian Society which, as the only existing official document on these issues, plays the role of a national strategy.
PBF and its local collaborators have been widely recognised as key agents in facilitating inter-ethnic integration and in improvement of inter-ethnic communication through the process of inter-sectoral cooperation.
After successful application of the activities in the above mentioned towns, in 2003 PBF replicated the Programme in four new locations Asenovgrad, Dupnitsa, Samokov and Targovishte; and in 2004 (and ongoing) in a further six new locations Aytos, Devin, Isperih, Kardjali, Momchilgrad and Razgrad. These locations were selected in order to include in the program not only representatives of the Roma minority but also the Muslim community. The experience and good practices from the previous stages of programme implementation are used in the programme activities in the new towns, allowing PBF to develop an approach for working with Muslim communities in addition to the established practices vis-à-vis the Roma minority.
Within the Interethnic Interaction program, Leadership Institutes for Minority Leaders (LI) were established in each of the towns. The main goal of the LI is to enhance the capacity of the minority leaders for working with the community for local development.
The Leadership Institute is a two-year capacity building training programme and consists of a series of nine intensive training modules. The training programme is designed to give participants the leadership, management, and networking skills to organise and advocate more effectively on behalf of their communities and to cooperate with the majority community in pursuit of their goals. The Institute does not only develop the skills of participants; it results in a network of minority leaders.
Each session is interactive, using such techniques as role play, simulations, interviews. The training utilises an applied methodology; all activities being based on real-life scenarios from the participants' own lives. For example, a workshop on organizing a press conference is based on participants' real situations rather than on a generic case study. Thus, the participants emerge from training knowing the content as well as the methodology for holding such an event.
Embracing Diversity training takes up the entire second year of the programme in the municipalities. This second stage of training, comprising twenty modules, is delivered to representatives of institutions, civil organisations and local communities, who determine the topics for the training courses themselves. This programme includes topics such as organisation-building and strengthening, introduction to human rights and work in a multi-ethnic environment, methods for lobbying and cooperation in solving common problems etc.
The LI initiative stimulates citizens participation and promotes a working mechanism for development and implementation of local policies through:
More information on the Leadership Institute and the Interethnic Integration programme, as well as our other activities, is available at our web-site http://www.partnersbg.org.
If you have further questions or are in any other way interested in our activities, do not hesitate to contact us:
Stefan Stoyanov / Programme Manager, Interethnic Integration [firstname.lastname@example.org] (re the Programme)
or Daniela Kolarova / PBF Director [email@example.com] (re other issues).
5. Peace for Europe Europe for Peace: Remembrance and Future Foundation (Fonds Erinnerung und Zukunft) international competition for schools and youth education.
Youth groups and schools with partners in Eastern Europe or Israel have until 15 October 2005 the opportunity to apply for funding of their common projects through the Peace for Europe Europe for Peace competition. This competition has been established in memory of the 60th anniversary of the end of World War II.
This year young people shall look at the question:
Who have been the men and women who have committed their lives with courage and without hesitation to peace in Europe and in the world, having in mind their experiences with World War II and dictatorship
Partners are asked to find out, what people contributed to peace in public life or in their private neighbourhood. What kinds of biography lie behind their commitment? What kind of experiences and convictions stimulated their commitment to peace? Have their ideals and goals a meaning nowadays and for us?
In pursuing these projects, young people will meet the persons they want to describe -or should try to speak with friends or companions who can talk about them. This stimulates a process of developing questions, discussions with contemporary witnesses and reflection of knowledge, experiences and insights.
Project partners from Germany, Middle and Eastern Europe, Israel (bi- or multilateral).
Participants should not be younger than 14 or older than 23.
Travel expenses, accommodation and overhead costs can be funded.
Project groups/partners may apply with a draft of the project until 15 October 2005. A jury will select the best from amongst the project ideas submitted - and will ask them to apply with a full proposal. There will be support and consultation. Approved projects can be carried out between February and December 2006. For further information see under:
Project management: Ulrike Daniel firstname.lastname@example.org
6. Youth Act: Project Outline
Youth Act summary
Youth Act supports groups of young people who want to achieve change in their school, youth club or community. Through training to develop their campaigning skills, the programme fosters participants personal development, social understanding and political empowerment.
Already successful in the US, run by the charity Street Law, the Citizenship Foundation has adapted Youth Act to a UK context. With funding from Bridge House Trust, Carnegie Trust, Deutsche Bank (and the European Commission in 2004), we are piloting the programme in London, with the ultimate aspiration of developing a national framework. Youth Act is also running in Stoke-on-Trent and we aim to roll it out nationally and internationally.
Training and Support
11-18 year olds in participating boroughs are invited to identify a local issue that they want to tackle. Working in groups with an adult supporter (who may be a youth worker, teacher, parent, police officer etc.), participants follow an intensive skills training programme to enable and support their campaigns for change. The skills include communication, campaigning, advocacy, fundraising, group work, working with the media and influencing decision-makers.
A residential weekend is a vital part of the Youth Act programme. It is designed to boost the young peoples projects and to provide an opportunity for the groups to meet each other socially. They feel it gives them a chance to make significant progress with their campaigns, while developing their own confidence and commitment.
Young peoples achievements
Participants have chosen to campaign on a wide range of issues from gun crime and mobile phone theft to school bullying. Examples of young peoples successes so far include:
Youth Act helped me to be more aware of the things I could do for the community. Nathan,13
It has meant that I have been able to make a change about something I feel strongly about. Yasemin, 15
It has meant to me that small people do have powers and sometimes grown-ups dont realise, but we small people do!!! Zak, 14
It was one of the best experiences of my life. Yvonne, 15
Youth Act has changed who I am. Jarrell, 14
Such work is needed now more than ever and the fact that the Youth Act! pilot has succeeded in enabling young people to engage in political action in their communities demonstrates that this is This is a scheme that warrants attention and resources. The statistical and qualitative data arising from this evaluation proves that the programme does have a marked effect on young peoples confidence and motivation to participate. The programme has the potential to be adapted to the needs of local situations and has great transferability. (3 Consultancy, independent evaluation)
What is active citizenship?
Active citizenship can be defined as citizens taking opportunities to become actively and democratically involved in defining and tackling the problems of their communities and improving their quality of life.
Many people have problems or feel inhibited from participating actively in society. You may have found ways of motivating them or you may have developed activities enabling them:
This list is not exhaustive. You may consider other examples (of active citizenship) in the light of the criteria outlined above.
What do we expect?
A special prize will be awarded for an outstanding out-of-Europe project on Active Citizenship for a Democratic Society.
Entries must be received by Monday 3rd October 2005, at:
EAEA main office, to the attention of Ms Ellinor Haase, Rue Liedts 27, B-1030 Bruxelles
Tel. + 32 2 513 52 05; fax + 32 2 513 57 34; e-mail: email@example.com
Send your project description together with the completed form to the EAEA. You may submit a description of your project in one of the following languages: English, French, German, and Spanish.
What do we offer?
More info: www.eaea.org/news.php?k=5758
The seminar will offer participants the opportunity to:
The event will be interactive and participatory with an emphasis on sharing examples of good practice from the participants own contexts. It will build on the British Council international seminar held in March 2003: Language teaching and citizenship in international contexts
b. Research network on children's rights: call for papers
International Interdisciplinary Conference on Children's Rights
An appraisal of the Children's Rights Convention. Theory meets practice
Ghent, Belgium, 18-19 May 2006
The Belgian IAP research network on children's rights invites you to participate in an international conference on children's rights to be held in Ghent, Belgium on 18-19 May 2006.
In 2006, more than fifteen years will have passed since the UN Convention on the Rights of the Child came into force. Since then, many child-related studies in several scientific fields made an attempt to interpret and clarify the meaning and scope of the Convention. Meanwhile, also fieldworkers tried to use the Convention as a tool for securing rights to children.
The conference aims at evaluating the progress and achievements of the Convention, and at exploring the challenges ahead in realising children's rights. It will in particular do so by creating an open forum where academics can meet and exchange views with other professionals, dealing with children's rights in a more practical way.
Major sub-themes of the conference include:
c. Thematic training session: European funding: Human rights, development cooperation, external relations
Next session: Thursday 17 and Friday 18 November 2005, Brussels
(and Thursday 24 and Friday 25 November 2005 in French)
This training session is organized further to many requests received from associations, NGOs, institutes and social organisations.
Who should attend?
Thematic training modules are for participants who already have a basic knowledge or preliminary experience of European funding or who have attended previous ID's training sessions.
After that day you will know:
This session will alternate presentations, exchanges and workshops, guided by two experienced trainers and practitioners.
Officials from the European Commission, National Agencies, Technical Assistance Bureaux will explain the most relevant programmes.
More information: http://www.idseurope.org/en/new07.en.htm
The European Commission has adopted the proposal1 on 6th of April 2005 for a new programme Citizens for Europe 2007 - 2013.
This programme will take over the current programme coming to an end in 2006. It is a contribution to addressing a major challenge of the European Union, namely how to bridge the gap between citizens and the European Union.
This new programme will provide the Union with instruments to promote active European citizenship, put citizens in the centre and offers them the opportunity to fully assume their responsibility as European citizens. It responds to the need to improve their participation in the construction of Europe and will encourage cooperation between citizens and their organisations form different countries in order to meet, act together and develop their own ideas in a European environment which goes beyond a national vision, respecting their diversity.
These intercultural exchanges will contribute to improving the mutual knowledge of the culture and history of the European peoples. It will bring our common heritage to the fore and strengthen the basis for our common future. Mutual understanding, solidarity and the feeling of belonging to Europe are indeed the building blocks for the involvement of citizens and are reflected by the three different programmes actions:
Action I Active citizens for Europe involves citizens directly, either through activities linked to town-twinning or through other kinds of citizens projects.
Action II Active civil society for Europe is targeted to Europe-wide civil society organisations, receiving either structural support on the basis of their work programme or support to trans-national projects.
Action III Together for Europe supports high visibility events, studies and information tools, addressing the widest possible audience across frontiers and making Europe more tangible for its citizens.
||This newsletter is edited by the DARE project, 'Democracy and Human Rights Education in Adult Learning', which receives funding from the European Community (Socrates programme, Grundtvig action).|
Contributions for this newsletter can be sent to: firstname.lastname@example.org
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