Newsletter on Human Rights Education
and Education for Democracy
Year 4, issue 3 (27 June 2007)
Deadline for contributions for the next issue:
20 September 2007
Publication: 25 September 2007
Published by the DARE network

Table of content

1. Letter of the chair
2. Sustainable development: exploring the concept
3. Toolkit on human trafficking available
4. Faces of DARE
5. European Democratic School Development Project
6. Nice set of drawings on children's rights
7. Care to Make a Difference
8. Web database 'Human Rights Actors in Switzerland'
9. The History of Human Rights
10. European Project Planning training course
11. The Grundtvig Award 2007


1. Letter of the chair

One of the most active DARE members, Partners Bulgaria Foundation, invited us to take part in the closing event for their “Interethnic Interaction Programme”, which was carried out from 14-15 June 2007 in Sofia. DARE members had the opportunity to share the experiences of this seven-year programme and to get in touch with partners and supporters of an educational concept which contributed in a sustainable way to intercultural understanding between ethnic minorities in Bulgaria thus fostering democracy and giving roots to human rights. More detailed information you find in the article by Corina Leca below.

DARE combined the closing event of the Interethnic Interaction Programme with our annual General Assembly. Despite the difficult conditions at present the meeting was a sign of the commitment and ongoing activity of network members. Looking back at the past year it turned out that many activities instigated by individual member organisations have taken place, which goes to emphasise both the recognition achieved by DARE and the importance of EDC/HRE. In Croatia a manual was published “111 steps to Democracy”. Another member was invited to get involved in the development of EDC/HRE quality assurance indicators on the strength of her contributions in the context of DARE. In the UK “citizenship manifestoes” supported democratic education in schools. Ou Czech member institution pursued “Tolerance in the multicultural society of Central Europe”, reflecting a topic which has been (and still is) one of the main topics on DARE's agenda.

These are examples which showed something DARE is still missing: a structured way of giving feedback on these activities and a way to collect and to specify members' projects and programmes in education for democracy and human rights.

A thematic workshop therefore took place between the formal sessions of the General Assembly. In this workshop the resources of the DARE network and the missing elements were analysed and practical conclusions drawn. These later were included in the agenda of the General Assembly. Decisions on them were taken by the general Assembly and will be implemented in the work plan for the coming year.

In addition the General Assembly followed the recommendation of the board to postpone the elections. A letter has been sent already to members explaining the procedure and appealing to all of them to take an active part in the election and to nominate candidates for the new board.

The General Assembly focused in particular on:

  • Improvement of the website. A new concept is to be developed by the end of July. The re-launch of the website is planned in October 2007.
  • Involvement of new members and more detailed criteria for membership. In addition to the existing organisation profile a candidate has to submit, it has to be clear that EDC/HRE have to be the primary focus of the organisation's educational practice (EDC as defined by the CoE). The new member has to be a non-profit organisation with registration arrangements as appropriate to the country of domicile. It has to accept the DARE constitution and the Antwerp Declaration and to act according to them. The prospective member agrees to pay the annual fee affiliation on demand. An established prospective member is required to send its past two years' annual reports. Newly established members are required to send a work plan for the current and the coming year. Finally the prospective member is required to play an active role in the DARE network.
    The General Assembly approved three new organisations from the UK, from Germany and Poland.
  • Development of Synchronised Action Days (SADs) as a pilot project for 2007.
    The General Assembly changed the work plan and voted for Synchronised Action Days (SADs) to take place already this year. Around Human Rights Day, 10th December 2007, members are asked to offer a Human Rights Education activity which they are planning anyway. A collection of educational examples along these lines will raise DARE's profile and recognition. Guiding questions will be sent with the end of September as deadline for participating in the pilot.
  • Development and implementation of common projects:The General Assembly recommended a more structured procedure for this area also. Three proposals were approved:
    1. Members should organise training opportunities for EDC/HRE in the context of the Grundtvig 3 programme. Training opportunities will be collected by DARE and submitted for the Grundtvig schedule of training events. This will raise the recognition for the events themselves and for DARE.
    2. Members organise should EDC/HRE projects together with partners from the DARE network. They also will be collected DARE auspices. A certificate should be developed in close cooperation with research institutes, preferably those within the DARE membership.
    3. DARE as a network should apply for project funding. If possible a European volunteer shall support the exploration of funding opportunities.

Sofia has been a very productive and inspiring meeting with a pragmatic and at the same time creative approach to overcome obstacles. In particular it became obvious that we should use the existing capacities of DARE in a better way in order to remain independent. We felt strengthened on the way ahead. Nevertheless we still hope for good news with regard to the last funding proposal.

Best wishes for a relaxing time of holidays and a sunny summer!

Hannelore Chiout, DARE chairperson, Arbeitskreis deutscher Bildungsstätten (Germany)


2. Sustainable development

In order to explore the concept of 'sustainable development' we compiled some texts on this issue, taken from various internet sources. Exploration of other concepts (gender and gender equality, democracy, global citizenship, social justice): see previous issues of e-DARE

From Wikipedia:

"Sustainable development is defined as balancing the fulfilment of human needs with the protection of the natural environment so that these needs can be met not only in the present, but in the indefinite future.
The field of sustainable development can be conceptually broken into four constituent parts: environmental sustainability, economic sustainability, social sustainability and political sustainability.
Sustainable development does not focus solely on environmental issues. More broadly, sustainable development policies encompass three general policy areas: economic, environmental and social. In support of this, several United Nations texts, most recently the 2005 World Summit Outcome Document, refer to the "interdependent and mutually reinforcing pillars" of sustainable development as economic development, social development, and environmental protection."

(e.g. on 'green development', on 'environmental sustainability', 'criticism of the term',…): http://en.wikipedia.org/wiki/Sustainable_development

From the Brundtland Report:
"Sustainable development is development that "meets the needs of the present without compromising the ability of future generations to meet their own needs”.

From the Study Guide on Sustainable Development (HREA):
“What is Sustainable Development?
The right to development implies the right to improvement and advancement of economic, social, cultural and political conditions. Improvement of global quality of life means the implementation of change that ensures every person a life of dignity; or life in a society that respects and helps realise all human rights. These changes must include the eradication and alleviation of widespread conditions of poverty, unemployment, and inequitable social conditions. Sustainable development ensures the well-being of the human person by integrating social development, economic development, and environmental conservation and protection.”

More... (e.g. on the rights at stake, on international and regional instruments of protection and promotion,...)

See also...
Wikipedia on sustainability

Disposable planet? A BBC News Online six-part series on sustainable development

Environment and sustainable development. Council of Europe.

Environment - Sustainable development. European Union.

Summary of European Union legislation on sustainable development

The European Parliament fact sheet on sustainable development

On education for sustainable development. Unesco portal.

E xercises that are designed to help introduce the concept of sustainable development The ESD Toolkit.

Links for information, documents and publications relating to issues contained in Agenda 21 and Johannesburg Plan of Implementation UN webpage

Division on Sustainable Development (UN Department of Economic and Social Affairs)

Definitions of sustainable development Global Development Research Center

Indicators of of sustainable development Global Development Research Center

What is sustainable development? Definition and learning modules. Development Education Program of the World Bank.
Compiled by Wim Taelman, VORMEN (Belgium)
3. Toolkit on human trafficking available

The Austrian Centre for Citizenship Education in Schools is currently involved in the distribution of an educational package which aims at raising awareness among high school teachers and students on human rights issues and on trafficking in women and young people.

The toolkit with the title "Human Rights and Trafficking in Women and Young People in Europe" has been developed by the University of Padua (Italy) in cooperation with the Ludwig Boltzmann Institute of Human Rights (Austria), the Association Human Rights-Human Development of Padua (Italy) and the La Strada Foundation (a Foundation against Trafficking in Women) of Warsaw (Poland). It contains information material and methods that can help teachers acquire the basic knowledge on the issue and stimulate in students different levels of consciousness regarding human trafficking for sexual exploitation.

The materials are available in print and in digital format in German, Italian and Polish. Part of the toolkit is also available in English, though only in digital format. The German version of the toolkit can be ordered from the Austrian Centre for Citizenship Education in Schools

For further information (in German) please visit the site of the Ludwig Boltzmann Institute of Human Rights, where you will also
find the links to the materials in English, Italian and Polish.

Dorothea Steurer, Zentrum polis - Centre for Citizenship Education in Schools, Vienna, Austria


4. Faces of DARE

Twelve people representing eight DARE members participated in the latest General Assembly and in the Interethnic Interaction closing event held in Sofia between the 14th and 16th June. Both meetings were hosted in a wlecoming way and generously supported by Partners Bulgaria Foundation. In spite of the modest participation, DARE has met some important outcomes:

  • getting acquainted with the specific activities and major players of the Interethnic Interaction Programme carried out by Partners Bulgaria 2000-07;
  • approving formal (activity and financial) reports and new membership applications;
  • analysing various dimensions of DARE's way ahead.

A. The very diverse local projects and activities run by Partners Bulgaria and many local entities (NGOs and state bodies) and funded by USAID showed us the genuine faces of the multicultural Balkans. Like the documentary movie presented in the first day “Faces of Bulgaria”, the thirteen speakers who introduced examples of success stories illustrated a very powerful approach employed by the above mentioned programme: identifying and addressing specific problems of local communities by using foreign money/grants and domestic energy are learning opportunities that trigger new investments and intellectual contributions. From mediation centers to cooperative planning; from inclusive policies to inter-religious dialogue; from traditional crafts to tiles and concrete articles; from pastries to ornamental trees and herbs; from computing to sports, health services or cooking, everybody (child, old person, disabled, mayor, teacher, Roma, Turk or Christian, farmer, researcher, religious leader, tailor, dancer, worker etc.) participates in getting closer to his/her fellow citizens or peers. Mediation, human rights, participative methods, sociological studies are not abstract or political concepts used by specialists in conferences and workshops, they produce jobs, medical care centres, dozens of small businesses, extracurricular activities and, even more valuable, people who trust themselves and their peers because they achieve various things together. Besides the extremely efficient Bulgarian experience we were also impressed by the report of the Partners for Democratic Change from Slovakia. The analytical way of presenting good and unhappy lessons they have learnt make us believe they are a real example of sustainability.

B. The DARE General Assembly and workshop took place under the uncertainty of getting the second Grundtvig 4 grant. Although subsequent to September 2006 when the EU grant was over, DARE lost the comfort of undertaking financially covered activities, the participating members were very willing and deeply motivated to overcome the current situation. Besides the often mentioned but never brought into life common projects, the alternatives suggested by the chair (Hannelore Chiout) and some members envisage:

  • offering training workshops to the EDC and HRE community (this would bring both funds and prestige);
  • carrying out synchronized activities round Human Rights Day (this could raise the network profile and improve our sense of belonging);
  • getting involved fresh energies in terms of both new members from countries not represented yet (admission criteria were set up) and skilled volunteers who could raise funds or perform other things needed to make DARE more visible;
  • using annual fees to pay for professional work designed to give substance and attractiveness to the network (renewing the website is a priority).

DARE, as any other multicultural community, has many face(t)s that depict different contents depending on the intersection between internal needs and views and environment. It is time now to give a pragmatic head of steam to the network and show practitioners the most realistic and effective ways to make a difference in EDC and HRE.

Corina Leca, CRED, Romania


5. European Democratic School Development Project

The Citizenship Foundation in London is about to embark on a project in collaboration with a consortium of two German organisations to create an on-line handbook on democratic school development. The project will be funded by the Network of European Foundations (NEF) and contribute to the Initiative for Learning Democracy in Europe (ILDE).

The handbook will take the form of a modular manual. It will be targeted at school developers - including foundations and NGOs as well as administrators and school managers, and complement the guidebook on democratic school governance published by the Council of Europe(*). Its aim is to make visible the different strategies for and approaches to democratic school development pioneered by the foundations, their partners and other bodies in different European countries and to make these strategies and approaches transferable to different national or local contexts. It will be written in English and is intended to be comprehensive, practical and easy to use.
(*) Backman, E. & Trafford, B., (2006) Democratic Governance of Schools. Strasbourg: Council of Europe.

As a first step, the Citizenship Foundation, with the support of the Council of Europe, has produced a scoping study on effective practice in democratic school governance in European schools(**). Written by Ted Huddleston, the study combines themes emerging from the current literature on student participation with the insights of 'experts' in four European countries (England, Spain, Slovenia and the Czech Republic). It outlines the different theoretical perspectives underpinning current thinking in this area, identifies a number of areas of practice that have particular significance for democracy learning and suggests ways in which they might be taken forward in European schools.
(**) Huddleston, T. (2007) From Student Voice to Shared Responsibility: Effective practice in democratic school governance in European Schools. Strasbourg: Council of Europe.

The study may be downloaded from www.citizenshipfoundation.org.uk

For more information, please contact:

Ted Huddleston, Citizenship Foundation, UK


6. Nice set of drawings on children's rights

Nice set of illustrators on children's rights

VORMEN recently produced a series of drawings on children's rights, for educational use. Of course in Dutch, but we produced an equivalent in English. We are in the process of developing a series of products derived from them: webpages, a quartet game, etc. The English version can be seen in PowerPoint version and in QuickTime. (url's still to be added)

Interested in getting a version in your own language? or in a presentation on a conference or seminar? Contact us…

Wim Taelman, VORMEN (Belgium)


7. Care to Make a Difference

Go-Givers is an exciting new web based programme which has been developed by the Citizenship Foundation for children aged 4 - 11, and their teachers and parents.

We believe that our children's education should have its basis in a philosophy of personal and social responsibility, mutual respect and concern for the world we live in.
The purpose of the project is to create 'Ripples of Care across the World' by educating children to care for their family and friends, and about issues relating to the local and global community. Our objectives are:
The site contains over 80 Stories and lessons. They are highly visual, and adaptable, so that teachers can cater for the needs of their particular cohort. We believe that children learn best through active participation, and have tried to devise activities which allow for maximum creativity and individual expression on the part of the learner. Our intention has been to motivate the young people to engage in further research and autonomous action.

The 'Go-Givers' cartoon characters, who represent children from a variety of backgrounds and experiences, have inspired the stories for younger children. Presentations for older children include case studies on the lives of freedom fighters, famous philanthropists, natural and man-made disasters etc. They include modules on challenging topics such as Rights & Responsibilities, homelessness and immigration, and all are accompanied by lesson plans which suggest pathways for discussion in addition to practical activities. Some can be enhanced by the use of web tools, for example the Ballot Box and the Mind Mapping Tool. A special feature, the 'World Viewer', can be tipped, turned and magnified, and used to access data and information about different countries. Children's knowledge can be consolidated and assessed with custom built electronic timelines, crosswords and quizzes.

The site includes a 'Kindness Kit' which enables teachers to reward individuals and groups for little Kindnesses, and the Noproblem-O Show, an interactive device which helps young people decide how they can make a contribution to the world they live in. The 'Toolkit' provides useful guidelines for activities associated with citizenship, e.g. 'How to make a Leaflet' and 'Tips on Public Speaking'.

It isn't all weighty however! From the Kids' Zone children can also create their own comic strip, send animated E cards and play electronic games based on the themes of care and co-operation.
Liz Griffiths, Project Officer, Go-Givers, Citizenship Foundation

8. Web database 'Human Rights Actors in Switzerland'

This new database locates state and non-state institutions and organisations that are committed to the advancement of human rights in Switzerland and elsewhere.

Are you looking for a type of organisation in Switzerland but you don't remember its name or you're not sure where to start the search? The 'Human Rights Actors in Switzerland' database will help you to refine your search - offering advanced filtering criteria such as regional scope, main activities, target groups or specific human rights issues. The focus of work can for instance be information, training, counselling or research in the area of human rights. The organisation(s) listed are presented in a comprehensive form, including not only a brief description and contact information but also cooperation possibilities, current projects, and much more.

The web database 'Human Rights Actors in Switzerland' was created in September 2006 and is managed by the Swiss organisation Humanrights.ch/MERS. Founded in 1999, it aims to promote human rights in Switzerland by raising awareness of public opinion on human rights issues and sharing information with NGOs and other interested people (its website www.humanrights.ch being a comprehensive information portal). Humanrights.ch also coordinates and compiles complementary NGO reports about human rights conventions. Another important field of activity is organising projects in the field of education on human rights.

Caroline Eichenberger Fuhrer, Humanrights.ch / MERS (Switzerland)


9. The History of Human Rights

Recently I was asked to develop a learning unit on the history and evolution of human rights.(*) Instinctively, I started my explorations with the Magna Carta, the 1689 Bill of Rights in Britain, the 1776 Declaration of Independence, the French Declaration of the Rights of Man and Citizen (whose main beneficiaries were indeed intended to be men and not women), and John Locke (1632-1704), often considered the father of modern human rights. Over the centuries many political philosophers have addressed issues of justice and human dignity. One can find references to justice, fairness and humanity in all world religions: Buddhism, Christianity, Confucianism and Islam. (Paul Gordon Lauren's “The Evolution of International Human Rights: Visions Seen”, Philadelphia, 2003 2nd revised edition, offers probably the most comprehensive account of the history of human rights.)
(*) The learning unit “History and Evolution of Human Rights” will be part of the “Advanced Compass Training in Human Rights Education” (2006-2008) organised by the Council of Europe.

Human rights values versus practices

Yet it is important to distinguish values from practices. Until the 18th century no society, civilisation or culture, in the Western and non-Western world alike, had a widely endorsed practice or vision of inalienable human rights. As Jack Donnelly, professor of international human rights at the University of Denver who has written extensively on the subject, put it in a recent article: “It is precisely the idea of equal and inalienable rights that one has simply because one is a human being that was missing not only in traditional Asian, African, Islamic, but in traditional Western, societies as well.” (Human Rights Quarterly 29 (2007)) Up to then rights were not entitlements of all human beings.

Are human rights universal?

An emphasis on if and how human rights are realised in practice also helps us to address one of the most frequently asked questions in our work: are human rights universal? Are human rights values not “Western”, liberal and culturally biased? To answer this question it is useful to apply the concept of “functional universality” coined by Donnelly. “Human rights ideas and practices arose not from any deep Western cultural roots but from the social, economic, and political transformations of modernity.” According to Donnelly human rights provide an attractive remedy for contemporary problems and threats to human dignity in today's market economies and bureaucratic states. It is no surprise, then, that there is widespread endorsement of internationally recognised human rights. As Donnelly points out almost all states accept the authority of the Universal Declaration and the six core international human rights treaties, which are ratified on average by 168 countries (as of 6 December 2006). Donnelly calls this “international legal universality”. And it is not just the political elites that subscribe to international human rights legal standards as the many social movements and grassroots campaigns around the world demonstrate.

Birth of modern human rights

We tend to think of the end of World War II and the United Nations as a major breakthrough in the development of human rights, with the International Bill of Rights (the Universal Declaration of Human Rights, the two covenants on civil and political rights and economic, social and cultural rights, and their optional protocols) and its monitoring bodies as the first modern human rights instruments.

Yet closer study may suggest that the end of World War I has been the watershed in the evolution to modern human rights. Abolitionists, the women's peace movement and labour movement pressured governments into adopting modern constitutions of Weimar Germany and other modern welfare states. And institutions such as the League of Nations the International Labour Organization (ILO) developed a comprehensive human rights regime (on prevention of modern-day slavery, children's rights, international labour standards and minority rights, inter alia), in the interwar years, upon which many of the post-World War II human rights institutions flourished.

Just a few ideas for further exploration.

Frank Elbers, HREA

10. European Project Planning training course (Florence, Italy)

Edition 12: 26th - 30th June 2007
Edition 13: 25th - 29th September 2007
Edition 14: 9th - 13th October 2007

Training Objectives
The training course "European Project Planning" aims to provide participants with the skills to enable them to: use community resources in their professional field in order to carry out development projects, understand and make their way through the community funding opportunities managed by the European Commission, interpret a call for proposal for funding correctly, carry out the procedures necessary for the presentation of a project, create an effective project partnership and set out an application form correctly.

The course lasts 60 hours:
- 25 hours of classroom based learning in Florence (Tuesday, Wednesday, Thursday, Friday, Saturday, 5 hours each day)
- 35 hours of e-learning integrated with 2 virtual meetings with the course tutor and the other course participants.

The methodology that will be used for the classroom based training will be based on the constant integration of theory and practice. The training contents will be provided in classroom using power point presentations. The training contents will be integrated with the analysis of case studies. Practical exercises will be carried out working in groups, they will focus on the simulation of a presentation of a European project. The classroom- based course will be held in a multimedia laboratory where each participant will have access to a PC so as to carry out the practical activities planned (e.g. on line downloading of calls for proposals; on-line search of documentation; on-line simulation of partners_ search; etc.)

The methodology that will be used for the e-learning course is based on the distribution to the participants of a CD-ROM containing the study materials. The use of the CD-ROM will be thoroughly explained during the classroom based course. The structure of the e-learning course is similar to that of a Power Point presentation (a series of slides with didactic contents) with the possibility of accessing more in-depth information relating to a particular slide and attachments containing reference material.

On each slide of the training course there will be the possibility of asking questions to the on-line tutor by simply clicking on the button "Questions?" which will automatically open up an e-mail window with which it will be possible to send your question directly to the tutor. Practice exercises and tests based on the themes developed will be available at the end of every section.

The training will be conducted by Dr. Elisabetta Delle Donne. Elisabetta Delle Donne is the president of Pixel, an education and training agency based in Florence (Italy) and accredited by the Italian Ministry of Education and by the Tuscany County Council. Pixel also has a certified quality system according to the UNI EN ISO 9001:2000 standard.

Elisabetta Delle Donne graduated in Political Sciences - International Affairs from the University of Florence in 1993. She started working in the field of transnational cooperation funded by the European Commission a few months after her University graduation.From 1993 to 1995 she worked as a European project manager in a public organisation created by the Tuscan universities for the promotion and management of European projects. There she started writing her first European projects application and managing European projects in the field of education and training. From 1996 to 2000 she worked for a consortium of training companies coordinating the European Project Planning and Management team.

At the beginning of 1999 she created Pixel and since then she has been its president. She coordinates the Pixel staff of 15 full time project coordinators and administrative employees and about 100 external consultants who collaborate with them on specific projects.

So far Elisabetta Delle Donne has been involved as project planner and/or manager in more than 50 projects funded by the European Commission mostly in the field of education and training and has developed partnerships with more than four hundred bodies - including universities, public authorities, training organisations, schools, research centres etc. operating throughout Europe. Elisabetta Delle Donne is often invited as a speaker or expert at international conferences to present the European cooperation projects in which she is involved.

Expected results
The individuals who carry out the "European Project Planning" training course will acquire the skills to: use community resources in their professional field in order to carry out development projects, understand and make their way through the community funding opportunities managed by the European Commission, interpret a call for proposal for funding correctly, carry out the procedures necessary for the presentation of a project, create an effective project partnership and set out an application form correctly.

All participants will receive a certificate of attendance with details on the specific training contents developed as well as the skills acquired.

Follow Up
The two weeks following the classroom based course will be devoted to the e-learning based course that the participatnts will attend from their own workplaces. During these 2 weeks 2 virtual meetings will be organised between the course tutor and the course participants so as further to analyse and discuss the contents learned at distance. Also the participants to the course are potential promoters/partners of a common European project which they might decide to present to the European Commission.

Finally, participants will have free access to the Info-financing service (personalised information on financing opportunities available at Community level) provided by Pixel for a period of 1 month after the course.

All participants will receive a certificate of attendance with details on the specific training contents developed as well as the skills acquired.

For further information, please contact Anna Dalrymple, Pixel (Italy)


11. The Grundtvig Award 2007

The European Year of Equality of Opportunities through Adult Education: Learning 4 Rs

The first Grundtvig Award in Adult Education was launched in 2003 in order to recognise and celebrate excellence in adult education. The European Association for the Education of Adults (EAEA) is proud to announce the fifth annual Grundtvig Awards for 2007. This year The European Year of Equality of Opportunities for All, the award will be given to transnational projects focusing on Learning 4Rs: Equality of Opportunity Through Adult Education.

EAEA welcomes entries for two categories of awards, European and Outside Europe.

EAEA invites applications from projects aimed at improving and increasing learners' equality of opportunity to the benefit and reward of full active citizenship and critical democracy. Projects should focus on:

  • Representation
  • Recognition
  • Regulation
  • Respect

The judges will be looking for adult education projects with evidence of content or methods aimed at improving and increasing participants_ equality of opportunity to the benefits and rewards of full active citizenship and critical democracy.

EAEA will award the prizes to the organisations or participants who present the best example of a transnational project in adult learning. The award will go to projects developed by communities, groups and individuals. Adult education projects which at least one transnational partner are eligible to enter a project for the award, presented on videos, photographs, books, power point presentation, slides and posters, and so on. Indeed any project that is accessible to the public, is presented in a comprehensible way and may be useful and/or transferable to others is eligible to enter this competition.

The assessment criteria are as follows...

The project:

It must have the following qualities:

The prizes will consist of specially commissioned sculptures, certificates of achievement and a free subscription for one year to EAEA.

Deadline for submissions: October 22, 2007.

Send your application to eaea-main@eaea.org

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

Editor Wim Taelman
DARE vzw, 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: 20 September 07

DARE correspondence address:

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@gmx.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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