e-DARE
Newsletter on Human Rights Education
and Education for Democracy

Year 1, issue 6 (28 September 2004)
www.dare-network.org/newsletter
Published by the DARE project

Table of content

1. Working Group 1 meeting in York
2. Icebreakers, part 2
3. “It is better to jaw-jaw than it is to war-war” (Winston Churchill)
4. The IV Summer School on Human Rights in Moscow
5. 14th International Session ‘Human Rights, Democracy, Tolerance’ – Content and Methods of Education
6. New publications on HRE in Croatia
7. COMPASS – now in Dutch: KOMPAS
8. Some links for funding and fundraising by NGOs
9. Who is the EDC coordinator for my country?
Editor

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1. Working Group 1 (*) meeting in York: a short report

DWorking Group 1 convened in York, UK, 2nd-4th September. The agenda was as follows: - making final decisions re the first DARE publication;

As we expected, issues re the publication took up most of the time. If everything goes according to plan, the partners/members will receive in December the brochure - including:

Besides technical aspects such as fonts, titles, colours, photos and layout, we discussed the style of the sections on reasons, expectations and challenges - and decided to keep everything as it was, excepting any instances where the text did not comply with the topic. Such would be the case, for instance, where there was a mere description of a given NGO's activity instead of a brief analysis of why DARE mission was compatible with that NGO's goals. Some texts will hopefully be rewritten - and a native English speaker will check all materials. We believe the diversity of styles is a good thing, illustrating not a reading problem but one of the main principles of DARE philosophy: respect for one’s personal opinion and identity and the responsibility emerging from this.

Some of the WG1 members did a rough editing and the texts are to go to our colleague from Bulgaria, Daniela Kolarova, who is in charge of the publishing. In the meantime, Agnieszka Paczynska from Poland will assemble all components of the publication.

Based on the experience of developing the first publication we are trying to make our work on collecting good practice more efficient. Therefore we elected to develop a very clear template that will be filled in by everybody who wants to offer examples of good practice. We also decided that good practice should cover examples of lessons, training courses targeting various groups, and complex projects derived from the concrete practical experience of DARE network members. We thought feedback from the beneficiaries/recipients of such good practice and the reason for choosing a given example should be added to the template Wim Taelman had sent all of us last autumn. If said example is based on a consistent theory or very specific knowledge, the material should be also put in a separate box as a handout.

With a view to identifying criteria for or basic features of good practice, some of us presented concrete examples of national practice. Thus Margot Brown from UK explained how the political education of the ‘70s has evolved into a three-fold approach nowadays: citizenship education can be a separate subject, an integrated topic or a block taught over a long period. Nevertheless it comprises three types of activities: political literacy, moral and social responsibility-orientated exercises, and community projects. A discussion on the importance of knowing the learning styles of students or trainees and creating activities that address all of them occurred during the process of shaping the good practice template. Assessment was also mentioned as the way to define something like good practice, and we referred to both the products and process. Daniela informed us that her organisation (Partners Bulgaria Foundation) is developing an index of tolerance based on the concrete experience of four multiethnic communities.

Although we made no decision as to the criteria for good practice, we did mention ideas such as consistency of topic, method and goals of the practice in question and the requirement to cover all sectors of education. I suggested setting out the process of collecting good practice - as an invitation to our readers to engage in similar undertakings as well as to try to define “good” at national level through a survey of teachers, trainers, and students (of various ages) involved in HRE and EDC. The main idea was that the process can often be much more resourceful and inspirational for practitioners than the final outcomes are.

Akvile Andruliene from Lithuania volunteered to coordinate the good practice publication.
We believe that over and above the effort to put together these two books, we had to address the search for an identity for the DARE network - and this is why we need so much discussion and analysis before making any decision. Actually it is now - not at the stage when it was first legally registered - that the DARE network is coming to life.

After we had defined “common project” as a proposal developed by some DARE network members and submitted on behalf of DARE, we expressed the necessity to start this process as soon as possible for the sake of DARE's sustainability. Then we produced the following list of topics for possible common projects:

Some of these ideas come from the practical experience of WG1 members - and the list is open and will be discussed in Amsterdam next December.

For 2005 (European Year of Citizenship through Education), we discovered that the situation is quite similar throughout our various countries: either the authorities are well prepared for it but not willing to establish new partnerships with NGOs (e.g. Germany) or they have not yet decided their national strategy (e.g. Romania). Thanks to two of our colleagues who are EDC national coordinators, we found out some news regarding the year. In December 2004 Bulgaria will mark the commencement of the European Year of Citizenship through Education with a conference and later they will translate the Council of Europe’s materials into Bulgarian. Norway is considering sending EDC ambassadors and running EDC pilot schools. Besides these, the Council of Europe will support the translation of the Compass manual and Jump (EDC leaflet) into many local languages and the development and distribution of an EDC kit (prepared by David Kerr). DARE is considering a dedicated day of action (Hannelore Chiout has suggested that all network members should run an activity at the same time) for EYCE 2005.

(*) Working Group 1 is the DARE Grundtvig project working group covering HRE/EDC methodology and concepts.

Corina Leca, CRED (Romania), corinaleca222@hotmail.com

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2. Icebreakers, part 2

Activity 1: Mapping the participants according to country of origin

1. Ask the participants to go and find out where they are placed geographically in relation to other participants.
2. The participants thus form a regional or world map according to the geographical profile of the participants.
3. This exercise allows the participants quickly to get to know the representatives from neighbouring countries and get an overview of the geographical distribution of the participants.
4. Participants unknown to each other must interact with each other and ask each other where they come from in order to find their positions on the "people map".

Activity 2 Grouping participants by birthday

Activity 2 can be used for grouping persons together to perform tasks together - for example activity 3.

1. Participants are asked to find their place in a circle or a line according to their birthdays; but must find their place without speaking to one another. They are only allowed to use their hands and fingers to communicate with the others the month and date they were born.
2. After the participants have found their place each announces his or her birthday
3. Participants are then grouped together according to the month in which they were born.

Activity 3 Mapping cards on global education

1. The group of 2-4 persons sharing the same birth month are given the same set of 9 cards with statements which they are asked to place in a diamond shape 1+2+3+2+1 according to the importance they allot to the various statements.
2. When everyone has agreed two and two [Wim: not clear what this means] groups join together and compare results.
3. The activity leader can then map the different results for everyone to see.

This activity can be done with other statements as well – for example on human rights, political issues etc.

John Christian Christiansen, Norwegian Board of Education, John.Christian.Christiansen@ls.no

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3. “It is better to jaw-jaw than it is to war-war” (Winston Churchill)

ICEWC-Cymru (Council for Education in World Citizenship – Wales) has produced a new edition of its Debating Handbook. It is aimed at students, teachers and others participating in debates, whether within schools, colleges, youth groups, or at a broader competitive level.

Debating is a highly effective means of carrying out citizenship education. Young people are allocated a motion for debate – for example “This House would never talk to terrorists” – and asked to speak as either Proposition or Opposition on it. Through undertaking background research, they learn in detail about issues of global concern; through structuring arguments, they improve their ability to think and plan coherently; and since debating is a team activity, they learn to work creatively as part of a group.

CEWC-Cymru’s Handbook also stresses the difference between debating and the associated activity of public speaking. While both require clear explanation of ideas, and the development of speaking skills to express these confidently, debating adds the extra dimension of ‘thinking on your feet’. If a debater is challenged on the assertion that “terrorists simply do not understand political negotiation”, then s/he must be ready to deliver an immediate response, by explaining the reasoning in more detail.

The Handbook provides comprehensive guidance for organisations that wish to introduce debating as a new activity, and for those that already promote it. At 32 pages, it is an improved version of a well-tested booklet, with information on:

  • how to plan debates effectively as a team
  • how to persuade the audience and adjudicators by using effective style,
    content and strategy
  • how to rebut your opponents’ arguments clearly and accurately
  • how to chair a debate
  • how to adjudicate in a competitive debate
  • how to set up a debating club in your school, college or youth group
  • the technical terms used in debating, such as ‘Floor’, ‘House’ and ‘Point of
    Information’
  • essential web-sites for research and support.

For further information on the Handbook, contact martinpollard@wcia.org.uk or sheiladavies@wcia.org.uk. Copies are available at a reasonable price that includes postage costs. Alternatively, go to our web-site at www.cewc-cymru.org.uk and find out more about how debating can contribute fully to education for democracy.

Martin Pollard, Education Officer, CEWC-Cymru, Cardiff, Wales, martinpollard@wcia.org.uk

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4. The IV Summer School on Human Rights in Moscow

The IV Summer School on Human Rights was held by the Presidential Human Rights Commission in the Russian Federation (Chairman - Ella Pamfilova), Moscow School of Human Rights – MSHR (Director - Anatoly Azarov), Russian State University for the Humanities (Rector - Irina Karapetianc) on August, 9-20, 2004 in Moscow, Russia.

Applications were accepted from advocates, state bodies and NGOs representatives, human rights activists, and teachers from institutes of higher education providing legal aid for the people of the Russian Federation and the Commonwealth of Independent States. More than 230 applications were received for 25 positions - and so there were nine candidates per position.

In the Program of the School «International and Russian Mechanisms of Protecting Human Rights and Freedoms» there were featured such topics as:
1. Introduction to Human Rights.
2. International and Russian Mechanisms of Protecting Human Rights and Freedoms.

Organisational and information support was provided by different organisations such as UNHCR, Council of Europe, International Committee of the Red Cross, Constitutional Court of the Russian Federation, Ministry of Foreign Affairs of the RF, Moscow Helsinki Group, the Commissioner on Human Rights in the RF, Amnesty International and others. The panel of trainers included both international and Russian experts. Participants took special enter and exit tests so as to evaluate their knowledge. Test results showed a significant increase in their knowledge (from 65% correct answers at the beginning to 89% in the end).
The originality of the MSHR Summer Schools on Human Rights is that - as to lecturers, the scientific and methodological level of problems discussed, quantity of state education institutions taking part in the School, participation from different regions of Russia and other states - there is no other such provision within the territory of the RF.
All expenses - teaching, accommodation, participants' meals and travel and the pack of special literature - were paid for by the organisers of the Summer School. The main funding was provided by the UNHCR and the Netherlands Embassy in Moscow.
Anatoly Azarov PhD, Director of the Moscow School of Human Rights, mshr@mshr.ru

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5. 14th International Session ‘Human Rights, Democracy, Tolerance’ – Content and Methods of Education

The Presidential Human Rights Commission in the Russian Federation, the Moscow School of Human Rights, the Federation of Peace and Conciliation and the Russian State University for the Humanities will hold on December 13–17, 2004 in Moscow the annual International Meeting ‘Human Rights, Democracy, Tolerance’ – Content and Methods of Education under the auspices of UN, UNESCO and Council of Europe recommendations on human rights education.
Those invited to participate include secondary schools teachers, lecturers from the tertiary sector, instructors in social sciences, managers of educational institutions, social workers and NGOs representatives. The object: to give them a grounding in human rights, civic, democracy and peace education.
Famous specialists in the sphere of human rights, law, political science, pedagogy, etc., representing Russian and international organizations, will take part.
The following problems will be discussed:
  • human rights and terrorism: prospects for the future?
  • inter-cultural, inter-ethnic, inter-confessional relations: conflict or dialogue?
  • civic education – for civil society;
  • international initiatives: human rights, citizenship through education, tolerance;
  • human rights, democracy and non-violence education (tasks, content, methods of upbringing and teaching): Russian and foreign experience.
Participants will visit educational institutions in Moscow, government institutions and human rights NGOs so as to become acquainted with their work in these fields.
The working language will be Russian. During formal sessions and (through escorts) free time we shall provide translation into English.
Additional information can be found on a website of the Moscow School of Human Rights: http://www.mshr.ru/engl

Anatoly Azarov PhD, Director of the Moscow School of Human Rights, mshr@mshr.ru

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6. New publications on HRE in Croatia

IFrom September 2003 to June 2004 the Research and Training Centre for Human Rights of the University of Zagreb Faculty of Philosophy and FFPress published two teachers' manuals in human rights education. Printing of the manuals was supported by the Ministry of Foreign Affairs of the Kingdom of Netherlands and the Ministry of Science, Education and Sport of the Republic of Croatia, as well as through cooperation with the Human Rights Education Associates (HREA).

Living and Learning Rights: Education for human rights in the system of preschool education is written by D. Males, M. Milanovic and I. Stricevic.as a practical guide for pre-school teachers and other relevant professionals, as well as for parents with a view to facilitating pre-school children's learning in self-awareness, rights and responsibilities, equality and justice in the context of a democratic and culturally plural society. It contains materials that were originally prepared for pre-school teacher training seminars on the implementation of the Croatian National Human Rights Education Programme.

The content of the manual is presented in four parts. The first part deals with international and national standards for the protection and promotion of the rights of the child, in particular as per the principles of the Convention of the Rights of the Child. Special attention is given to the child's right to family and to the rights of parents, as well as to the rights of the child in the context of pre-school education within the Republic of Croatia. The second and the third part are focused on the protection of the rights of the child in pre-school institution as defined by the National Human Rights Education Programme. The last chapter targets the issues of pre-school teacher in-service training in relation to the child's exercising and learning his or her rights.

Teaching Rights and Freedoms: Elementary school teachers' manual – with class activities is written by V. Spajic-Vrkas, I. Stricevic, D. Males and M. Matijevic. The first draft of the manual was prepared in the project on Peace and Human Rights for Croatian Primary Schools carried out from 1997-1999 under the auspices of UNESCO, the Netherlands Government and the Government of the Republic of Croatia. It combines theoretical and practical approaches to learning human rights in elementary schools.
The first part is an introduction to human rights and to education for human rights. It covers topics such as: What are human rights? Theoretical sources of human rights; International human rights systems; Main features and divisions of human rights; The right to education and the exercise of human rights; Education for human rights; Education for human rights in Croatia.
The second part contains the Primary School Human Rights Education Programme, divided into five main areas: Discovering the Self: Learning for self-awareness and self-respect; Knowing the Other: Learning for understanding and respecting differences; Living in a democratic dommunity: Learning for democratic citizenship; Building and strengthening peace: learning for peaceful conflict resolution; and Preserving the wholeness of the world: Learning for a global perspective.
Each area is accompanied by information on objectives, methods and evaluation strategies and at the end of the Programme there is a specially prepared Instrument for self-evaluation and quality assurance in human rights education, as well as a simplified version of some international and national human rights instruments.

Both manuals are expected to be extensively used as resource materials at national and local teacher training seminars as well as in pre-service teacher training. The Centre will seek assistance in launching a new project aiming at monitoring and evaluating their use in practice in the context of implementing the National Human Rights Education Programme.

Vedrana Spajic-Vrkas, director, Research and Training Centre for Human Rights and Democratic Citizenship, Faculty of Philosophy, University of Zagreb (Croatia), vedrana.spajic-vrkas@zg.htnet.hr

Wim Taelman, VORMEN vzw (Belgian Flemish Organisation for Human Rights Education), wim.taelman@vormen.org
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7. COMPASS - now in Dutch: KOMPAS

‘KOMPAS, een handleiding voor mensenrechteneducatie met jongeren’, is the Dutch translation of COMPASS, a manual of over 400 pages on human rights education for young people published by the Council of Europe. Its translation has been supported by the Belgian Federal Administration for Foreign Affairs, by the Evens Foundation, by Triodos Fund and by JINT (Flemish coordination body for international youth work). More information on: www.vormen.org/Kompas (in Dutch!).

Unfortunately, as we are a poor organisation, we can’t offer free copies...

Wim Taelman, VORMEN vzw (Belgian Flemish Organisation for Human Rights Education), wim.taelman@vormen.org

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8. Some links on funding and fundraising for NGO’s in HRE and EDC

http://www.coe.int/T/e/Cultural_Co-peration/education/E.D.C/If_you_are_looking_for_finding/ : a webpage on the EDC website of the Council of Europe, with an overview of funding opportunities.

http://www.aedif.if.ua/ngo_res.jsp?lang=eng: a collection of informational resources for Ukrainian NGOs on facilitating NGO initiatives through funding: much information on fundraising for NGOs, and other interesting material.

http://www.fundersonline.org/ : a web tool helping to find possible funders

http://www.ngomanager.org/dcd/4_Managing_Finances/Fundraising/ : a webpage with links to various resources about fund-raising for NGOs (writing funding applications,…)

http://www.grantproposal.com/ : a site devoted to providing free resources for both advanced grant-writing consultants and inexperienced non-profit staff

http://www.balkanidea.org/manuals/index.asp : website of BINET, a Virtual Office for Youth NGOs, with links to various resources about, among others, grant proposal writing and fundraising.

http://www.ngo.at/fund.htm : Das Fundraising-Center von The World of NGOs ist ein virtuelles Zentrum zur Förderung von Dienstleistungen im Fundraising und Sponsoring. Es bietet Unterstützung und Information [Wim - was this to be left in German? Herewith in English] The fund-raising centre of The World of NGOs is a virtual centre for promoting fund-raising and sponsorship services. It provides guidance and information.

http://www.hrea.org/erc/Library/display.php?doc_id=386&category_id=23&category_type=3&group= Human Rights Education Resource book, published by HREA, with a chapter on funding for HRE. Available on-line and in pdf-format

http://www.grantstation.com/grantstation/index.asp : "Securing private grant dollars is an integral part of a healthy funding strategy for any nonprofit. Although there are thousands of grant opportunities and billions of grant dollars, finding the right funder can be a difficult and time-consuming process. GrantStation provides all the tools and resources you need to be a successful grantseeker - all in one place" (most of the information and services for members only)

http://www.grantstation.com/grantstation/Public/Funding_Strategies_px/funding_basics.asp : webpage about the basics in funding

http://europa.eu.int/comm/education/programmes/socrates/socrates_en.html : start page for the EU Socrates funding programme

http://europa.eu.int/comm/enlargement/pas/phare/index.htm : start page for the Phare programme, which applies to the accession and candidate countries from Central and Eastern Europe, and principally involves institution-building measures (with accompanying iInvestment) as well as measures designed to promote economic and social cohesion

http://www.kbs-frb.be/code/page.cfm?id_Page=156 : webpage of the King Baudouin Foundation (Belgium) with their European and international projects

Wim Taelman, VORMEN vzw (Belgian Flemish Organisation for Human Rights Education), wim.taelman@vormen.org

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9. Who is the EDC coordinator for my country?

Well, just have a look at http://www.coe.int/T/E/Cultural_Co-operation/education/E.D.C/Coordinators_corner/090_liste.asp

Contact them for information on plans for the 2005 European Year of Citizenship through Education within your country (if you didn't do this yet...).

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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).

The DARE project is an initiative of the network DARE vzw, Democracy and Human Rights Education in Europe, and is distributed to the project partners, the DARE members and to interested third persons, organisations and institutions.

Editor Wim Taelman.
Address:
DARE, c/o VORMEN vzw
Lange Gasthuisstraat 29
B-2000 Antwerp (Belgium)

Contributions for this newsletter can be sent to: wim.taelman@vormen.org

DARE correspondence address (project and network):

Hannelore CHIOUT
DARE network chairperson
AdB
Mühlendamm 3
D-10178 Berlin, Germany
Tel.: 00-49-30-400 401 17
Fax: 00-49-30-400 401 22
E-mail: chiout@adbildungsstaetten.de
Url: www.dare-network.org
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