Tuesday, 20 June 2017

Learning to Live Together: a Shared Commitment to Democracy

Conference on the Future Citizenship and Human Rights Education in Europe
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).
The event will gather some 300 participants representing governments, education institutions and civil society organisations, to strengthen the implementation of the Council of Europe Charter on Education for Democratic Citizenship and Human Rights.
The Conference, organised in the framework of the Czech Chairmanship of the Committee of Ministers, will be opened by Council of Europe Deputy Secretary General Gabriella Battaini-Dragoni and by Deputy Minister of Education, Youth and Sports of the Czech Republic, Jaroslav Fidrmuc. (Live webcast)
The basis for discussion is the Report on the State of Citizenship and Human Rights Education in Europe compiled from the results of an extensive survey conducted with a wide range of stake-holders, and which highlights the Charter as a reference text and an effective tool in the promotion of human rights and democracy through education.
This review exercise is part of the Organisation's contribution towards the United Nations World Programme for Human Rights Education and the United Nations 2030 Education Agenda.
The event is organised to coincide with the annual Council of Europe HELP (human rights education for legal professionals) conference, to demonstrate the benefits of promoting human rights education.
In his latest report on "State of Democracy, Human Rights and the Rule of Law: Populism – How strong are Europe’s checks and balances?” (2017), Secretary General Thorbjorn Jagland emphasised the importance of education for democracy and human rights in tackling current challenges pointing out that “Education for democracy and human rights is therefore a fundamental component of any measure taken to address discrimination, prejudice and intolerance, thus preventing and combating violence extremism and radicalisation in a sustainable and proactive way”.
In his third Annual Report on the State of Democracy, human rights and the rule of law: a security imperative for Europe (2016), Secretary General Thorbjorn Jagland calls on member States to improve the visibility of citizenship and human rights education in school curricula, by supporting national co-ordination mechanisms and by promoting comprehensive and sustainable national approaches.
In 2017, the Council of Europe is celebrating the 20th anniversary of the Council of Europe project onEducation for Democratic Citizenship and Human Rights Education which led to the Charter, and the 15th anniversary of the Compass Manual on Human Rights Education with Young People, available in more than 40 languages.
Contact Giuseppe Zaffuto, Spokesperson/Media officer, Tel. +33 3 90 21 56 04
Council of Europe Directorate of CommunicationsTel: +33 (0)3 88 41 25 60
Fax:+33 (0)3 88 41 39 11


Wednesday, 14 June 2017

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

08 June 2017
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).
However, concepts related to cultural diversity and tolerance are less likely to be reflected in national education policy (67%), less likely to be mandatory in curricula (68%), and less likely to be mandatory in teacher education (16%). The first of the two groups of concepts related to peace, non-violence, human rights and fundamental freedoms, which have to do with the individual rights and non-contestable ideals, seem to be more widely and easily accepted, while cultural diversity and tolerance, which require proactive efforts to embrace and accept differences, less so.
As is shown below, in all areas - especially in teacher education - concepts related to cultural diversity and tolerance are less like to be reflected, vis-à-vis the other two related groups of concepts.
UNESCO’s support to the global momentum for GCED has advanced the conceptualization and operationalization of GCED, notably with the publication of the GCED Topics and Learning Objectives in eight languages.
UNESCO has received 82 country reports with data from 2016 and data will be available by mid-2017.
As the world moves forward on the implementation of the Education 2030 Agenda, UNESCO is committed to monitoring the progress towards the achievement of Target 4.7, with a focus on Education for Sustainable Development and Global Citizenship. Regular reports, news, analyses, publications and links to data sets produced by UNESCO and its partner provide evidence that indicate how the world is progressing towards the achievement of the Target.

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.
  • The solely economic utilization of learning is a threat to democracy. Instead the transversal character of learning in order to create the conditions for a meaningful living together in our societies needs to be more acknowledged. Therefore the relation of all key competences to Human Rights, to civic and social development be it on the personal level, be it on societal level needs to be better worked out.
  • Civic competences enable for adequate participation, democratic involvement in society and therefore should be of a transversal character, which affects all fields of competence learning. This transversal character of civic competences should be more focused when reframing the LLL- competencies framework.
  • To appropriately learn key competences requires adequate learning environments. Especially for the field of non-formal education - be it in youth work or adult learning - in most EU countries (and beyond) there is a huge gap of systemic and infrastructural back- up, which in the recent years has become bigger: this relates to – initial training of staff, the financial support to organisations providing NFE, the establishment of non-formal education as independent training and learning field which is not primarily oriented on the idea of economic utilization, but asks for a wider impact on democratic and pluralist societies. In line with the revision of key competences framework we ask the EU to put more emphasis on the systemic back-up and reflect upon the need to establish adequate learning pathways and systems. Especially under a lifelong learning perspective the importance of a proper connection between the field of non-formal education and formal, higher and VET education becomes more important and can work only if the different learning educational fields (formal, non-formal, informal) are adequately recognized.
  • Acquiring digital competences should be much more oriented towards their democracy related dimensions: the importance to offer training and experiential learning spaces for critical media use, media literacy and the ability to reflect upon social media in democratic societies has become a core field core field with high relevance for living together in democratic societies. It should be entirely clear that this dimension requires age-adequate learning settings and also should be recognized as being of a transversal character. Especially related to learning with youth and kids we need to emphasize that digital competences are an emerging learning field where the learners have often more skills than the educators.
  • There should be highlighted the need to develop new forms of assessment that fully take into consideration the different approaches and aims of formal, non-formal learning and of informal learning.
  • The competence model clearly should refer to the holistic character of learning with the aim to contribute to the shaping of impact oriented learning processes: Civic Competence is formed in a wide, heterogenic learning space and therefore characterized through an interaction of different learning experiences that have to be connected in a consciously designed learning process. The more these different learning opportunities complement each other the more the learning process becomes efficient and sustainable. Such processes can be designed in formal and non-formal learning environments. They combine group interaction and learning, self-experience, cognitive learning, opportunities for informal learning and reflection and should provide any learner for experiencing democratic self-efficacy.

Georg Pirker,
DARE network secretariate – pirker@adb.de

Wednesday, 17 May 2017

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

Deadline:  31 May 2017
Open to: students
Venue: 14– 27 August 2017, Pristina, Kosovo


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:
  1. 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;
  2. a tour of historic and tourist sites of Kosovo, Albania, and Macedonia;
  3. cultural immersion  – students will be paired with local students;
  4. 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.
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.


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.


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.


To be considered for a place on the AAB Summer School 2017, please fill out and submit the following Online Application. Please make sure you have the following documents ready in either PDF or DOC format so that you can upload them here and submit them with your application as required:
  • Your CV / Resume;
  • A Cover Letter explaining your interest in the program and/or the area / field of study;
  • Copy of your college / university transcript (only if you are requesting financial support). Unofficial transcripts issued to the student are acceptable;
  • Certificate of Enrolment / student status (only if you are not submitting a transcript).
In order to apply, register HERE.
If you have any questions, please contact with Mr. Liridon Bajrami via email: summerschool@aab-edu.net.

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.
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.
Profile of Participants:
It is expected that the Study Session will bring together the youth workers, youth leaders, and representatives of NGOs or other structures from 20 countries. Participants are expected to be:
– actively working with young people, mixed ability groups and aware of youth work realities,
– be resident of one of the country – the member state of the Council of Europe or from Central Asia (Kazakhstan, Tajikistan, Turkmenistan);
– motivated and able to take part in the full duration of the activity and to share previous experience;
– willing to promote and implement HRE with mixed ability groups ;
– aged 18 – 30 years (with some exceptions);
– are in a position to contribute to the development of the Network and initiate partnerships for follow up actions;
– able to communicate independently in Russian and/or English;
Inclusion principles will be applied when selecting participants in the study session, i.e. it will be attended by participants with and without disabilities.
Participants are expected to provide a contribution to the Study Session from their personal experience and knowledge of the topic and provide input to the construction of the follow up.
The invited participants should be available for the full duration of the Study Session, i.e. arrive on Sunday 10th September before 19.00 and depart on Sunday 17th September.
Available downloads:
Application deadline: June 4
Training overview: http://trainings.salto-youth.net/6505
This Seminar / Conference is for 21 participants from KAZAKHSTAN, Russian Federation, TAJIKISTAN, TURKMENISTAN, Eastern Partnership countries , Erasmus+: Youth in Action Programme countries , Western Balkan countries  and recommended for Youth workers, Youth leaders, Project managers, Representatives of NGOs and other structures
Working language(s): English and Russian
Organizer: International network “Participation for All” (NGO/Others)
“The „Participation for All” is an International network of youth organisations and NGOs working with young people, youth workers and professionals. The network was created as a result of a long term cooperation project between different organisation from Europe and Central Asia and is dedicated to participation and inclusion of young people with fewer opportunities, particularly with physical disabilities, by means of non-formal education. The aim of the network is to 1. promote active citizenship, 2. foster the development of active civil society and 3. increase participation of young people, particularly those with fewer opportunities, marginalised and minority groups in public life.
Co-organizer(s):  Youth Department of the Council of Europe (NGO/Others)
Contact for questions: Natalja Gudakovska
Phone: +371 29452445
Travel expenses and visa costs are reimbursed upon presentation of the relevant receipts, according to the rules of the Council of Europe. Only the participants who attend the entire study session may be reimbursed.
Board and lodging will be provided and paid for by the Council of Europe at the European Youth Centre in Budapest.
The European Youth Centre Budapest aims to secure full accessibility and the best possible support to all selected participants to enable them to fully participate in the meeting.
IMPORTANT! Please provide in the application form clear and detailed information regarding your needs so the organisers can secure accessibility of the activity for you.
An enrollment fee of 50 Euros is payable by each participant. This amount will be deducted from the amount to be reimbursed for travel expenses. For participants with travel costs lower than 50 Euros, the difference needs to be paid to the organisers of the study session at the EYCB during the study session.

Tuesday, 25 April 2017

New policy guide on education about the Holocaust and preventing genocide

25.04.2017 - Education Sector

UNESCO publishes policy guide on education about the Holocaust and preventing genocide

© Mémorial de la Shoah

UNESCO ‘s policy guide on Education about the Holocaust and preventing genocide 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.