Newsletter on Human Rights Education
and Education for Democracy
Year 4, issue 1 (11 December 2006)
Deadline for contributions for the next issue:
12 March 2007
Publication: 19 March 2007
Published by the DARE network

Table of content

1. Letter from the chair
2. Global Citizenship
3. Religious Diversity and Anti-Discrimination Training
4. Omnibus 1325
5. The new educational programmes 2007 - 2013
6. Manual and Workshops on Human Rights Education: UNDERSTANDING HUMAN RIGHTS
7. New DARE publication: DARE in Action: Vision and practice for democracy and human rights education Europe
8. Virtual DARE Projects market place (January 2007)
9. E - learning courses on human rights education
10. International Youth Forum: Training Seminars on Human Rights Education


1. Letter from the chair

Dear friends and DARE members,

We are approaching the end of another active year in the lifetime of DARE (Democracy and Human Rights Education in Europe) with meetings and seminars in Vilnius, Bucharest and Sonnenberg, with the joint effort of a new proposal, with high expectations - but also disappointments.

DARE was invited to the EYCE (European Year of Citizenship through Education) evaluation conference in April 2006 in Sinaia, Romania - and contributed with recommendations together with EAEA, the European Association for the Education of Adults, to the topic “Learning and Living Democracy: the way ahead”. We underlined the important role of non-formal learning in a lifelong learning concept of education for democratic citizenship and human rights and tried to draw attention to the contributions of NGOs in this field of education.

In September our second publication appeared at last: “DARE in Action - Vision and practice for democracy and human rights education in Europe”. In the first publication “Why DARE?” we introduced the network, its members and its mission. This new book introduces some of the current practices of member institutions prefaced by theoretical reflections. Human rights and democracy are key concepts for just and active citizenship. Every society interprets and implements these concepts in its own cultural context, bearing in mind social background, institutional framework, economic status, political history and geographical location. This publication will offer you a flavour of this diversity.

All members have been sent will get a memory pack - featuring pictures covering the last four years of networking, the video clip and powerpoint presentation from the evaluation meeting in Sonnenberg, and the new edition of our flier with revised addresses and an update on the list of members. In addition we are working on our so-called “blue series” with short reports and documents on all DARE events of the last 2 years. You will find it on the website.

What are we going to do next? First of all we invite you to attend a meeting of DARE members in Berlin from 8-11 February. You will receive a personal invitation with detailed description in the next few days. It is an opportunity to meet under the system of “Preparatory Visits” for Grundtvig centralised actions. The new generation 2007-2013 of educational programmes starts in January 2007. Grundtvig 4 networks offer an opportunity for funding. The deadline for proposals will probably be in March or April. We hope that all of you will use this opportunity to reach agreements for further steps of action highlighting DARE’s political and educational priorities.

In June there will be a second meeting, combining the annual general assembly and a training programme, hosted in Sofia by Partners Bulgaria. Our meeting will take up the topic of the European Year of Equal Opportunities for All, designated by the European Commission 2007 as part of a concerted effort to promote equality and non-discrimination in the EU. The four core themes of the European Year are:

  • Rights – raising awareness of the right to equality and non-discrimination
  • Representation – stimulating a debate on ways to increase the participation of under-represented groups in society
  • Recognition – celebrating and accommodating diversity
  • Respect and tolerance – promoting a more cohesive society.

These core themes match with daily challenges in the practice of education for democracy and human rights. Gender issues and the non-discrimination strategy of the EU for instance are integral parts of EDC and HRE. The year’s proposed budget of €13,6 million will cover preparatory actions as well as various activities taking place during the European Year 2007 itself.

So, during our meeting in Sofia and as a common initiative on behalf of DARE, let’s check for opportunities - at home and through transnational partnership projects – which will enhance the profile of EDC and HRE.

With best wishes for a relaxing, peaceful Christmas and a successful New Year!

Hannelore Chiout, DARE chairperson, Arbeitskreis deutscher Bildungsstätten


2.Global Citizenship

In order to explore the concept of democracy we compiled some texts on this issue, taken from various internet sources.

From Wikipedia

Global citizenship is a person's obligation to respect and protect their environment and people around them while thinking on a global scale. This can be related to globalization. In terms of international relations, global citizenship refers to a nation-state's responsibility to act with awareness of the world as a global community, by both recognizing and fulfilling its global obligations, and recognizing the rights of global citizens. Global citizenship is related to the idealist school of thought, that states should include a level of moral goodwill in their foreign policy considerations. Whilst a judgment of 'good' global citizenship is a subjective one, some widely agreed upon examples of cases requiring a level of good global citizenship include the signing of the Kyoto Protocol, and the upholding of the UN Charter for Human Rights. Many states struggle to strike a balance between being a 'good' and 'effective' global citizen.

From Oxfam UK, “What is global Citizenship”:

What is Global Citizenship? You may well have come across the notion of 'Global Citizenship', but what does it mean? It is a term being used increasingly in educational circles, and consequently there are a variety of views about what it is. These range from the idea that everyone is a citizen of the globe to the standpoint that in a legal sense there is no such thing as a global citizen.

At Oxfam Education, we believe that Global Citizenship is more than the sum of its parts. It goes beyond simply knowing that we are citizens of the globe to an acknowledgement of our responsibilities both to each other and to the Earth itself.

Global Citizenship is about understanding the need to tackle injustice and inequality, and having the desire and ability to work actively to do so. It is about valuing the Earth as precious and unique, and safeguarding the future for those coming after us. Global Citizenship is a way of thinking and behaving. It is an outlook on life, a belief that we can make a difference.We see a Global Citizen as someone who:


From Compass, “the assumed positive aspects of globalization”:

There is a new dimension of citizenship that is emerging and which is called global citizenship. It combines with the traditional concept of citizenship linked to the exercise of political and legal rights and obligations such as voting. Indeed, to be a global citizen nowadays means to be more critical of what we consume and in which conditions products have been produced, and to be more aware of global issues such as poverty affecting the world, environmental problems or violence. Additionally, some people argue that social and cultural globalization means the opposite of homogeneity; that, on the contrary, new practices and identities are created as a result of the processes of interaction."

”The Old-Persian religious Bahá'i community on the concept of world citizenship:

“The concept of world citizenship implies a sense of responsibility for the planet and all its inhabitants. It begins with an acceptance of the human family and the interconnectedness of the nations of the earth, our home. It includes:_the necessity for social and economic justice, both within and between nations, non-adversarial decision-making at all levels of society, equality of the sexes, racial, ethnic, national and religious harmony, the willingness to sacrifice for the common good.”

Compiled by VORMEN


3. Religious Diversity and Anti-Discrimination Training

The training programme is not designed as a form of interfaith dialogue, nor will it propose itself as an expert in the variety of religious traditions. Instead it is designed in the spirit of anti-prejudice diversity education: to recognise and respect multicultural diversity, to confront prejudice and discrimination and to develop intercultural skills.
The Training Approach
Issues related to religious diversity are becoming increasingly important in European societies. Not only has Europe become more religiously diverse, providing a rich opportunity for intercultural understanding, but it is also an undeniable aspect in many modern-day conflicts in intercultural relations. For this reason, the partnership has been engaged in the development of a new training programme for adult educators to address issues of religious diversity and anti-discrimination. This project brings a topic that has normally belonged only to the realm of religious leaders to the realm of adult educators who may or may not have religious expertise or affiliation. It will work with adult educators to transform religious differences from an obstacle to an opportunity.
The methodology is highly interactive and participatory, building upon participants’ experiences to address practical situations. Handbooks will be provided to participants with a variety of useful cultural information. Adult educators will also receive manuals containing pedagogical tools for use in their own local educational and community contexts.
The specific objectives of the training programme are to:
This course welcomes people of all faiths, beliefs, and sense of religious and non-religious belonging.
Further information on the training programme is available on www.multifaithnet.org
Participants have the option to receive university-level credit for learning achieved through the training programme within the flexible framework of the University of Derby (UK) Learning Through Work scheme. These credits are furthermore applicable through the European Credit Transfer System.
See www.learndirect-ltw.co.uk for more information. A leaflet can be downloaded here.
January 21 – 26, 2007 in Sofia, Bulgaria
May 27 – June 1, 2007 in Rome, Italy
For questions and pre-registration contact training@ceji.org
4. Omnibus 1325
In October 2006 the sixth anniversary of resolution 1325 - passed by the UN Security Council - was celebrated by many organisations involved in peacekeeping and conflict transformation. Resolution 1325 recognises “the urgent need to mainstream a gender perspective into peacekeeping operations”.and reaffirmed “the important role of women in the prevention and resolution of conflicts and in peace-building, and …”the need to improve their role in decision-making with regards to conflict prevention and resolution…” (the full text and more information can be found at www.peacewomen.org/un/sc/1325.html).
The East-West-European Women's Network (OWEN e.V.) based in Berlin and a member organisation of AdB began this year an innovative project called “Omnibus 1325”. It is focussed on the roles and influence of men and women in the different phases of conflict dynamics in armed and violent conflicts – taking the example of the situation in the Caucasus region. The training courses started with awareness-raising - taking into consideration the different cultural, social and religious backgrounds of participants from about eight independent regions. Tools for non-violent conflict transformation were provided and tested. Next step will be a joint seminar with participants from the northern and southern Caucasus. OWEN is working together with a range of human rights and women’s organisations from northern and southern Caucasus and Russia.

In December 2006 the first stage will be reached and evaluated. 25 participants per region of the Caucasus worked together with four trainers from OWEN on the personal, cultural and structural dimension of the gender aspect in conflict dynamics, and fifteen participants were trained in Berlin. The overall goal of the Omnibus 1325 project is to establish international/intercultural training teams who are able to work in crisis regions on these topics and to enlarge the scope of action for men and women in this field.

More information: Katrin Wolf, www.owen-frauennetzwerk.de, Joanna Barelkowska


5. The new educational programmes 2007-2013

On October 25, the European Parliament adopted the Commissions proposals for this new action programme in the field of education and training. After long negotiations and many twists and turns the programme finally seems ready to roll.

The package, entitled the Lifelong Learning Programme is much less in terms of funding than originally planned and hoped for, although EU funding for education overall is now increased. Critics point to the fact that the EU has many new members, and thus would need a substantial increase in funding in order to lessen the many gaps in educational provision in all member states. The recently published Adult Education trends and issues study identifies some of the gaps in policy, in provision, and in funding. The official stance of the Commission is to highlight that for the first time a single programme will cover learning opportunities from childhood to old age. The Lifelong Learning Programme will cover the period 2007-2013, and is the successor to the current Socrates, Leonardo da Vinci and eLearning programmes. It has a budget of € 7 bn to support projects and activities that foster interchange, cooperation and mobility between education and training systems within the EU. The suggested mobility targets for adult education are still in place, only drastically reduced in numbers.

Ján Figel, the European Commissioner for Education, Training, Culture, and Multilingualism, said, "Education and training are the cement that binds societies together in the face of economic and demographic change. I therefore welcome the decision of the European Parliament to join the Council in adopting the Lifelong Learning Programme. It is a tangible, hands-on result of policy cooperation in education and training between the member states and the EU institutions. With it, it will be possible for individuals in schools, universities and companies across Europe, and at all stages of life, to pursue all manner of stimulating learning opportunities, by participating in Programme-funded projects. I am also pleased because it arrives twenty years after the flagship programme for university education, Erasmus, was launched in 1987, emphasising the continuity and effectiveness of Community action in the field of education."
The Lifelong Learning Programme is the title of a structure that is built on four pillars, or sub-programmes. Grants and subsidies will be awarded to projects under each of these that enhance the transnational mobility of individuals, promote bilateral and multilateral partnerships, or improve quality in education and training systems through multilateral projects encouraging innovation, for example. The four pillars are:
  1. The Comenius programme (€ 1,047 million) addresses the teaching and learning needs of all those in pre-school and school education up to the level of the end of upper secondary education, and the institutions and organisations providing such education;
  2. The Erasmus programme (€ 3,114 million) addresses the teaching and learning needs of all those in formal higher education, including transnational student placements in enterprise, and the institutions and organisations providing or facilitating such education and training;
  3. The Leonardo da Vinci programme (€ 1,725 million) addresses the teaching and learning needs of all those in vocational education and training, including placement in enterprise of persons other than students, as well as the institutions and organisations providing or facilitating such education and training;
  4. The Grundtvig programme (€ 358 million) addresses the teaching and learning needs of those in all forms of adult education, as well as the institutions and organisations providing or facilitating such education.

These four pillars are joined by what will be known as a ‘transversal programme´ (€ 369 million), which will pursue the following four key activities:

Finally, these actions will be complemented by the new Jean Monnet programme (€ 170 million), which supports institutions and activities in the field of European integration. Critical voices are also raised concerning the final distribution of the reduced funding between these four pillars, as the Grundtvig Programme was most severely cut in its percentage of the global budget allocated. Originally the plan called for 7% of the education budget. It ended at a disappointing 4%. This is a clear indication of the weakness of the adult education strength to lobby, or of the low priority put on non-formal adult education, depending on your point of view.
The implementation of the Lifelong Learning Programme has been allocated a budget of € 6 970 million for the period of the 7 years from 1 January 2007 to end December 2013.

Source: EAEA News 2006-10-30


6. Manual and Workshops on Human Rights Education: UNDERSTANDING HUMAN RIGHTS

In 2006, the European Training and Research Centre for Human Rights and Democracy (ETC) in Graz / Austria presented the second, revised edition of its manual on human rights education, UNDERSTANDING HUMAN RIGHTS. The manual is addressed to human rights educators and learners worldwide and serves human rights trainers in formal and non-formal education. It offers an introduction into the international system of human rights protection and thirteen modules on selected rights or topics. The manual is designed in an open-ended way to be completed by trainers and learners on the basis of their own teaching and learning experiences.
In order to introduce the manual, the Austrian Development Agency (ADA) financed a series of training workshop for multipliers in South-Eastern Europe, starting from 2004. Since then, workshops have been held in Montenegro, Kosovo, Bosnia and Herzegovina, Serbia, Albania and Macedonia - each of them in cooperation with local partners, presenting the manual in Albanian, Croatian and Serbian and relating it with local and regional topics and material. In January 2007, a feedback workshop with human rights trainers mostly from SEE will be organized at the ETC in Graz to review the experience gained and to discuss further challenges and further developments in human rights education based on the manual.

The second edition of the English version as well as the first edition in several languages (Albanian, Arabic, Chinese, Croatian, French, German, Russian and Spanish) is available on-line at http://www.manual.etc-graz.at/typo3/index.php?id=656. Additional material like presentations, cartoons or training activities can also be downloaded for free.

Barbara Schmiedl, ETC Graz


7. New DARE publication: 'DARE in Action: Vision and practice for democracy and human rights education Europe'

DARE in Action: Vision and practice for democracy and human rights education Europe is the latest publication of the DARE network. This new book introduces some of the current practice of member institutions, prefaced by theoretical reflections from a range of members and non-members. In addition, it provides guidance on how to develop teaching materials.

Part One begins with an article by Georg Lohmann about the mutual dependence of a democratic state system and human rights. He argues that democracy is dependent on human rights as a defence system against state tyranny, but underlines that human rights are also dependent on the state system. He looks at this mutual relationship from both liberal and republican perspectives.

Claudia Lohrenscheit considers how experts, scholars and practitioners are engaged in a debate about human rights education (HRE) and education for democratic citizenship (EDC). In her article, the author argues that it is not the difference that counts but the common goals of individual and collective actors who are engaged in promoting education in order to realise human rights and to make the world a better place. The author discusses core values of human rights in general and the human right to education in particular.

Felisa Tibbitts explores the links between education for human rights and education for democratic citizenship. She stresses the importance of human rights as a framework in post-colonial and developing democracies and focuses on the primacy of the human individual and the inalienable human rights which go with that. She recognises the problematic between citizens and governments, and acknowledges that human rights violations and the focus on empowerment make human rights education well suited for national environments where large-scale violations have taken place. She argues that it is the responsibility of governments to provide for education in human rights as a necessity for a well-functioning democracy.
Corina Leca gives an insight into practitioners' experiences in the town of Tîrgoviste, Romania, in using the Council of Europe document about quality assurance in human rights education and education for democratic citizenship. She explores what makes an effective lesson or activity, the interest of students in these two fields, and teachers' definitions of what makes a good professional in EDC and HRE. She addresses the question of democratic conduct in schools and classrooms. She concludes by reminding us that in Romania, as in all countries, quality education in EDC and HRE needs to be implemented in the educational system and not left as fine words in official papers and reports.
The final article of part one considers the nature of an appropriate citizenship for the 21st century. Margot Brown argues the need to recognise individuals' membership of communities ranging from the local to the global. Rights and responsibilities in relation to these intersecting and interdependent communities form a bridge between HRE and EDC. She identifies aspects of global inequalities which are the legitimate concern of EDC and HRE practitioners. She advocates the inclusion of global citizenship in education and the need for young people in education systems to learn about and take action on global as well as on local issues.
Linking part one and part two is a graphic representation of the DARE network.
Part two offers a range of current projects and activities undertaken by members of DARE across Europe. This collection contains innovative and creative examples of HRE and EDC in very different and sometimes challenging cultural settings. They are included to celebrate the commitment and energy of activist and educators in these two fields.
The full text of can be downloaded in PDF format on the DARE website: http://www.dare-network.org
Anne-Marie Eekhout, HREA


8. Virtual DARE Projects market place (January 2007)
As a follow-up to the very successful "Projects market place" at the DARE conference in Berlin in December 2005, there will be a "virtual" project market place in January 2007.
In Berlin projects were presented in a poster format, as is the custom at many academic conferences. Several organisations presented outlines of their proposed projects needing partners from other organisations. The rest of the evening was made available for members to look at the posters and ask questions about the projects they were particularly interested in. Several new partnerships and exciting projects have been developed since.

The 2007 DARE project market place will have a similar format yet with one difference: the market place will take place on the DARE website; www.dare-network.org during the month of January.

Mark your calendar! An announcement with further details will be distributed among DARE member organisation after Human Rights Day (10 December).

Frank Elbers, HREA

9. E-learning courses on human rights education

In 2007, HREA will be offering two introductory courses on human rights education. The distance learning course "Einführung in die Menschenrechtsbildung" will be organised from 19 February-27 May 2007. German is the working language of the course. Course instructor is Dr. Karl-Peter Fritzsche, UNESCO Chair in Human Rights Education at the University of Magdeburg (Germany). Course description and application forms can be found at: http://www.hrea.org/courses/8D.html. The application deadline is 31 December 2006.

The English version of the course, "Introduction to Human Rights Education", will be offered from 12 September-4 December 2007. Course instructor is Felisa Tibbitts, Executive Director of HREA. Course description and application forms can be found at: http://www.hrea.org/courses/8E.html. The application deadline is 1 June 2007.

Anna Langenbach, HREA; E-mail: applications@hrea.org

10. International Youth Forum: Training Seminars on Human Rights Education
Learning for Human Rights and Democracy in Europe: (Forced) Migration in Europe´s present and past
14 – 18 February 2006, Berlin; 21 – 25 March, Berlin
Network Migration in Europe organizes a multinational Youth Forum “Training on human rights issues” for students and multipliers who have an active interest in human rights education in the context of migration. The Youth Forum is devoted to the study and betterment of human rights and specifically the relationship between majority and minority populations in past and present. We invite applications from students and multipliers with  interest in training, discussion and grass roots project work of human rights from the following countries: Germany, Poland, Czech Republic, Slovakia, Hungary, Greece, Turkey, Bosnia Hercegowina, Serbia.  The seminar in particular focusses on (forced) migration issues in Europe before 1989 and the new developments after the breakdown of the communist regimes during the nineties until now.
During the International Youth Forum Program in Berlin the participants will be offered one week of training and site visits on the topic of how societies deal with their various human rights issues in particular in respect to migration. The training program offers knowledge, methods and project work.
The Youth Forum intends to qualify students and multipliers for human rights education. At the end of the seminar a certificate will be given for successful participation. Participants can use the knowledge and experiences gained during the training seminar in their community work, their further education and their career paths in non-profit sector, in school teaching and youth work, in media and the private sector.
Good active and passive command of English is mandatory, knowledge of German is an advantage. The Youth Forum on Human Rights looks for particpants who are at ease with intense, constant group activities and interaction.
Costs and expenses for accommodation and food are covered. Travel expenses up to 30 € have to be payed by the participants, additional costs are covered by Network Migration.
More information: International Youth Forum: Training Seminars on Human Rights Education
Learning for Human Rights and Democracy in Europe: (Forced) Migration in Europe´s present and past
Deadlines for Application: 20 January 2006 (Seminar February); 20 February 2006 (Seminar March)

e-DARE 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
Deadline for contributions for the next issue: 12 March 07

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
Persons, organisations and institutions who are interested in e-DARE can subscribe to it by sending an e-mail message to wim.taelman@vormen.org
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