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Newsletter on Human Rights Education
and Education for Democracy
Year 2, issue 2 (11 May 2005)
Published by the DARE project

Table of content

0. New DARE website on line!
1. Letter from the Chair
2. UNESCO Literature Review on “Learning to Live Together” Programming
3. Teaching Politics in South-Eastern Europe - Distance Learning Course with three workshops in Sarajevo
4. Revised draft plan of action for the first phase (2005-2007) of the World Programme for HRE
5. HREA Distance learning course "Introduction to the European System of Human Rights Protection and Promotion"
6. Interesting information
a) Latest Findings from the NFER Citizenship Education Longitudinal Study in England
b) New publication: Teachers, Human Rights and Diversity
c) The Reality Show. A role-playing game exploring the dilemma of democracy
d) International Summer Academy on Human Rights and Human Security “The role of education for democratic citizenship”
e) Conference report
7. Links about human rights education and empowerment


0. New DARE website on line!
See: www.dare-network.org


1. Letter from the chair

"Dear DARE members and sympathisers,

This second newsletter of the year is a little delayed - we hope you noticed this and are curious as to recent events and developments.
This newsletter marks quite a meaningful date. Half-time for the Grundtvig project, which plays an essential part in the development of the DARE network. Without the funding from Grundtvig, the network would not have been able to ensure the continuous work of capacity-building in the working groups; and seminars and conferences free for all of you with the chance to exchange information, experience, methods would not have been possible. The progress report we delivered last December documented the enormous efforts of the last two years of all members to make this network a meaningful and living one.

Half-time also means thinking about our identity and future perspectives. The meeting of both working groups in Berlin in March focused on different aspects of these questions.
Working group 1, whose members had been in charge of our first publication “Why DARE?”, planned a second publication - which will be produced at the end of 2005. By collecting examples of good practice, this second publication will

Geminidas from Lithuania has recently sent all members the latest version of the template for examples of good practice. We invite all of you to update the old version or to introduce new examples of your own. Working group 1 is also strongly in favour of common activities amongst members and recommends a European video project and a DARE training school, exploring status and standards for EDC and HRE trainers in Europe.

Working group 2 focused on ways of capacity-building, with questions of enlargement and sustainability of the network; i.e. they addressed the future of DARE. One option for the future is to apply for a renewal of the Grundtvig funding; which however would have to be prepared already this year. In any case we have to think of ways independent of European funding. Proposals will be made at the next General Assembly, which will take place alongside our next seminar in Sofia. Both working groups had separate sessions, but also met in the plenary to exchange ideas and outcomes, which we find a very productive way of progressing our discussions.

Working group 2 will meet 19/8 – 20/8/2005 (arrival 18/8, departure 21/8/2005) in Tallinn, Estonia, hosted by HAKK. Working group 1 will meet next time in Vilnius, from 15/9 – 18/9/2005, hosted by the Lithuanian Centre for Human Rights.

DARE’s next educational event is the seminar on “Education and diversity: concepts for and with ethnic minorities and migrants” from 2/6 – 4/6/ 2005 (arrival 1/6, departure 5/6/2005) in Sofia, hosted by Partners Foundation Bulgaria. A preparatory group has been set up to, in conjunction with our colleagues from Partners Foundation Bulgaria, finalise details of the programme. The formal invitation should have reached all the DARE members, together with the invitation for our next General Assembly.
Please, keep the dates in mind and in your schedule!

You will surely remember the small questionnaires we sent to you referring to DARE and activities in the context of EYCE, the “European Year of Citizenship Through Education”. Although we‘ve sent a reminder the level of feedback was disappointing. We thank the members who did answer for the time and energy they invested.

Finally, I should mention two activities closely connected with promising perspectives for EDC and HRE:

DARE and its members from the beginning have been involved in various EYCE activities - starting with a statement on European policies in EDC and HRE, and continuing with national activities and participation at European conferences, for instance at the end of April in Warsaw, where our Polish member Agnieszka Paczynska presented DARE.

This shall be enough for this newsletter. I wish you all a sunny spring.

Best regards

Hannelore Chiout, DARE chair, chiout@adbildungsstaetten.de, AdB


1. Conference “Human Rights Education in Europe: Taking Stock and Planning for the Future” (Soesterberg, 3-4 December 2004)

Fifty educators from all over Europe met in Soesterberg (the Netherlands) on 3 and 4 December for the first “public” DARE conference. In addition to many representatives of DARE member organisations, participants included HRE staff from Amnesty International-Netherlands, Amnesty International-Norway, Canadian Human Rights Foundation, Flensburg University, Humboldt University, IDEA, NGO Training and Research Centre-Bilgi University, UNESCO HRE Chair-University of Magdeburg, and the University of Nijmegen. It was an opportunity to discuss achievements and challenges to human rights education (HRE) in Europe over the last decade, share successful approaches and learning models, review regional and Europe-wide HRE policies and strategies to strengthen HRE in Europe. Panel workshops were held around HRE in elementary and secondary schools, HRE in higher education, teacher training and training of trainers, training of professional groups, HRE and youth, and HRE and dramatic expression.

The panel discussions, workshops and various small group and plenary discussions made clear how much has been achieved over the past ten years - in the areas of curricular frameworks, materials and text development, training models, the expanding number of human rights programmes (undergraduate and graduate) at European universities, and greater awareness of HRE amongst both educators and policy makers as well as the general public. Despite the growth and success of HRE, however, the national and local context and conditions that human rights educators work in continue to vary tremendously across Europe.

Some of the main recommendations by conference participants for included:

  • strengthening coordination of activities in the field of HRE (and EDC)
  • lobbying for and monitoring of (at both European and national level) implementation of existing HRE commitments, policies and regulatory frameworks
  • focusing more resources on training professional groups (e.g. police)
  • fostering the establishment of European pre-service teacher training initiatives dedicated to HRE.

The proceedings of the conference will form the basis for a short publication about HRE in Europe during the UN Decade (1995-2004), which will appear in 2005.

Frank Elbers, HREA, e-mail: frank@hrea.nl


2. UNESCO Literature Review on “Learning to Live Together” Programming

Human Rights Education Associates (HREA) has completed a literature review for UNESCO’s International Bureau of Education on the impact of classroom-based programming related to their theme “Learning to Live Together,” which includes human rights education.

One of the outcomes of the literature review was the identification of specific areas of social and emotional learning that can be used as a framework for understanding the impact of such programming. The areas identified were:

Relationship competence/connectedness
Reduced social distance
Support for democratic values
Social responsibility and civic participation
Pro-social behaviour (general)
Pro-social behaviour (reduction in violence)

Good practices were found across the programming researched. These findings were divided into three general categories: teaching methodology, the learning environment and teacher qualities.

Methodology of teaching. A review of the research found that cooperative learning produced outcomes equal or superior to those from other learning structures. Research also suggests that the same can be said for programmes promoting “helping” behaviour and self-directed learning.

Learning environment. Student interaction and active participation in discussion has been shown to help bring about various outcomes in a broad range of studies. Also, when teachers structure conversations that allow students to express opinions, hear divergent perspectives, and respectfully consider alternative explanations, they are teaching basic skills in coping with conflict as well as a tolerance for diversity and a respect for democratic values.

Teacher qualities. Although it may seem self-evident, a curriculum is only as powerful as the teacher using it. A well-designed learning program in the hands of a well-trained, skilled and motivated educator is much more likely to achieve its stated goals than a curriculum implemented where any of these elements are missing.
What was striking was the lack of studies related to the field of human rights education. There remains an imperative to research and evaluate such programming in order to understand the relationship between specific HRE efforts and impacts on learners.

Please visit the HREA website in order to view the complete literature review. http://www.hrea.org/erc/Library/display.php?doc_id=2465&category_id=4&category_type=3&group=

Felisa Tibbitts, HREA, ftibbitts@hrea.org


3. Teaching Politics in South-Eastern Europe: Distance Learning Course with three workshops in Sarajevo

(Note from the editor: allthough the deadline for applications has already passed we like to inform you about this initiative)

Who we are
The D@dalos project implements regional programmes in the area of civic and peace education in South-Eastern Europe. Since 1998, we have been working together with schools, local NGOs, education ministries and international organisations such as the Council of Europe and UNESCO

We combine our civic education work with new media, especially internet (www.dadalos.org) and e-mail.

What we offer
From April until September 2005, we offer a distance learning course (in German). The main aims are to deal with democracy, political parties and the European Union - as well as to get acquainted with tasks, contents and methods of education for democratic citizenship (EDC). In addition, cross-cutting key qualifications such as presentation skills are taught. Participants acquire basic knowledge and skills in the field of EDC and learn how to teach politics in formal and non-formal education. Thereby they take part in developing a democratic political culture in South-Eastern Europe. Information and a detailed report on the course in 2003 are available on www.dadalos.org/EDC

The course consists of three two-day workshops in Sarajevo and two ten-week distance learning phases facilitated via e-mail. It is held by Prof. Dr Wolfgang Schumann (University of Tübingen/Germany) and Ragnar Mueller (director of Agora-Wissen).

7th-8th May 2005: 1st workshop in Sarajevo
9th May – 13th July 2005: online-phase I
14th July 2005: 2nd workshop in Sarajevo
16th July – 21st September 2005: online-phase II
22nd-23rd September: 3rd workshop in Sarajevo.

After the course, there will be follow-up mentoring and activities for individuals and for the group.

Requirements for participation: high motivation for being trained as a multiplier - fluency in German (spoken and written) – basic skills in using the internet and e-mail/ access to an internet connection – minimum age: 18years – maximum number of participants: 23.
The course is designed for (future) multipliers from schools, universities or NGOs in Bosnia-Herzegovina, Croatia, Serbia-Montenegro, Kosovo, Albania and Macedonia. We expect the participants to be highly motivated and interested in the subject. For the application, the applicant needs to have his/her own ideas or visions how to make use of the knowledge s/he will acquire and how to disseminate it. Therefore, it would be desirable if s/he belongs to an institution or organisation. A certificate will be given to the participants who have successfully fulfilled all conditions.

All costs for travel, accommodation, food and visa for the three workshops will be covered.

Please apply via e-mail to Nihad.Mesic@dadalos.org attaching the following documents-Curriculum vitae in German - Essay on motivation and ideas how to disseminate and use the acquired knowledge (1page). Deadline: April 15th, 2005

This program is funded by the German government (Stability Pact for Southeast Europe).

Nihad Mesic U.G. D@dalos, Sarajevo: Aleja Lipa 57, 71000 Sarajevo
Phone: +387(0)33441268 Fax: +387(0)33715601 Cellphones:+387(0)61379838
E-Mail: Nihad.Mesic@dadalos.org Internet: www.dadalos.org
Report about the course in 2003: www.dadalos.org/EDC


4.Revised draft plan of action for the first phase (2005-2007) of the World Programme for HRE

We would like to inform you that the revised (and final) draft plan of action for the first phase (2005-2007) of the World Programme for Human Rights Education has just been published as UN Document A/59/525/Rev.1 and is available in the six United Nations languages from: http://www.ohchr.org/english/issues/education/training/programme.htm

You may remember that, on 10th December 2004, under resolution 59/113, the General Assembly proclaimed the World Programme for Human Rights Education, noting with appreciation the draft plan of action (A/59/525) for its first phase (2005-2007) which focuses on primary and secondary school systems, and inviting states to submit comments thereon to the Office of the United Nations High Commissioner for Human Rights (OHCHR) with a view to its early adoption.

Accordingly, in December 2004 OHCHR sent correspondence to all governments seeking comments on the draft plan of action by 31 January 2005. OHCHR and UNESCO then revised the plan of action in the light of the comments received by 11 February 2005 from Australia, Austria, Azerbaijan, Greece, Germany, Japan, Sweden and Turkey.

We will keep you informed of official steps towards the adoption of this revised draft plan of action.


Elena Ippoliti (OHCHR)
Myriam Karela (UNESCO)


5. HREA Distance learning course "Introduction to the European System of Human Rights Protection and Promotion"

21 September - 13 December 2005
Instructor: Dr. Gerd Oberleitner (University of Graz/London School of Economics)

This distance learning course provides participants with practical guidance on how to protect human rights through the European human rights system, and specifically the institutions and treaties of the Council of Europe.
Participants will be introduced to the main European human rights conventions and jurisprudence, primarily as developed through the European Court of Human Rights. The course addresses European human rights standards as they apply to civil and political rights, economic, social and cultural rights, and the rights of minorities. Case studies on the freedom of expression, homosexuality, violence against women, protection of the mentally ill, prisoners' rights, and the rights of refugees and internally displaced persons, will deepen participants' understanding of European human rights standards and machinery. The course is primarily intended for advanced (under)graduate students of (international) law or social and political sciences, civic education and history teachers, and NGO staff members from Council of Europe member states. Participants should have a good written command of English (the course language is English), have high competence and comfort with computer and Internet use, and have regular access to e-mail and the Internet.

Deadline for applications: 1 July 2005
Further information and application forms can be downloaded from: http://www.hrea.org/courses/9E.html
Frank Elbers, felbers@hrea.org, Human Rights Education Associates


6. Interesting information

a) Latest Findings from the NFER Citizenship Education Longitudinal Study in England

The latest report from the Citizenship Education Longitudinal Study in England is available now. Entitled Listening to Young People: Citizenship Education in England, it focuses on the attitudes and experiences of citizenship and citizenship education, in schools and communities, of a sample of 6 400 young people aged 13 to 18. The findings progress thinking and understanding as to how young people develop citizenship dimensions - and raise a number of issues that require further investigation.

More details about the Study and Report are available from the NFER website and Department for Education and Skills websites:


2001004 - Taking Post-16 Citizenship Forward: Learning from the Post-16 Citizenship Development Projects
914820014 - Citizenship Education Longitudinal Study: Second Cross-Sectional Survey 2004. Listening to Young People: Citizenship Education in England

b) New publication: Teachers, Human Rights and Diversity

Centre for Citizenship and Human Rights Education (CCHRE) announces its latest publication -Teachers, Human Rights and Diversity: educating citizens in multicultural democracies. Edited by Audrey Osler, Director of CCHRE. Published by Trentham Books, March 2005.

The publication can be ordered directly on-line from its website www.leeds.ac.uk/cchre - as can other publications from the e-shop. Just click on the link 'Order Centre Publications', where you will find full details of all the books as well as the opportunity to purchase on-line.

For those that would like further information or for any enquiries please contact the Centre by telephone 44-113 343 4586 or via email at cchre@education.leeds.ac.uk.

c) The Reality Show

This is a role-playing game exploring the 'dilemma of democracy'. It was developed by the Swedish National Agency for School Improvement as part of the curriculum. The game kit contains all the necessary materials and a guide for teachers.

Game description and ordering information in English:

d) International Summer Academy on Human Rights and Human Security “The role of education for democratic citizenship”

"Human Security can no longer be understood in purely military terms. Rather, it must encompass economic development, social justice, environmental protection, democratisation, disarmament, and respect for human rights and the rule of law."
(Kofi Annan, Towards a Culture of Peace, 2001)

International Summer Academy on Human Rights and Human Security: “The role of education for democratic citizenship”
18 - 28 July 2005; ETC (European Training and Research Centre for Human Rights and Democracy), Graz, Austria

The lack of opportunity to study the relationship between Human Rights, Human Development and Human Security has inspired the idea of the ETC International Summer Academy, which in the last two years has turned out to be a very successful and sustainable event. The ETC established the Summer Academy in the Human Rights City of Graz as a way to enhance the realisation of the Human Security agenda. Awareness of the concept of Human Security, shared understanding of its interdisciplinary and cross-cutting character and its potential for international policy and decision-making is a precondition for the effective promotion of Human Security locally and globally. One of the ETC's contributions to this promotion is a direct offspring of the Summer Academy and the enthusiasm of its participants: the scientific online journal HUMAN SECURITY PERSPECTIVES, launched in February 2004.



The Summer Academy draws on the expertise of a selected group of academics, international professionals and decision-makers from various sectors, which guarantees a broad approach to the questions of Human Security worldwide. The training is based on the ETC's Manual on Human Rights Education, UNDERSTANDING HUMAN RIGHTS; to assure sustainability and multiplier effects, the training methods put particular emphasis on an interactive approach. The Academy is designed as a modular course and allows for the transfer of knowledge as well as the acquisition of skills and the shaping of attitudes.

Target group
The Summer Academy is designed for postgraduate students and researchers, junior staff of ministries and collaborators of NGOs from HSN members and from all over the world with a focus on South-Eastern Europe and developing countries.

For details please consult the Summer Academy's homepage: http://www.summeracademy.etc-graz.at

Barbara Schmiedl, Head of the Training Section, barbara.schmiedl@etc-graz.at

e. Conference report Citizenship and human rights education in the Commonwealth and beyond

An interesting report on this conference can be found at: http://www2.britishcouncil.org/seminars-governance-0334.htm


7. Links about human rights education and empowerment


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
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
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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