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e-DARE

 


Newsletter on Human Rights Education
and Education for Democracy
Published by the DARE project and the DARE network

Year 5, issue 3 (30 June 2008)
Deadline for contributions for the next issue: 22 September 08
Publication: 30 September 08

 

 Table of contents

1. Information from the DARE project coordinator
2.
Conference 'Intercultural Dialogue - Challenge for Democratic Citizenship and Human Rights Education'
    (Vienna, 14-16 November 2008)
3.
Action and Research - DARE Special Interest Group
4.
DARE on Facebook.com
5.
Human Rights Education at Austrian Schools
6.
E-learning in EDC and HRE
7. Conference “Citizenship Education Facing Nationalism and Populism in Europe. Strategies - Competencies - Practice”
    (Sofia, 6-8 November 2008)
8. Human Rights and Europe - discussion between academics from London universities about human rights in Europe
    (London, 12 March 2008)
9. LimeSurvey: an open source tool for making your online surveys
10. New publications and materials
a. Compasito - Manual on human rights education for children (2008)
b. Living in democracy - Lesson plans for lower secondary level (EDC/HRE Volume III) (2008)
c. Human rights in 27 illustrations: to be downloaded for free
d. Children's rights illustrations and a children's rights quartet
e. A (sub)website informing children and adults on children's rights, and another on human rights
f. Teacher manual on intercultural dialogue and intercultural learning
11. Concepts of citizenship across Europe
12. Results of the Civic Education Ukraine Project (March 2005 - March 2008)

Editorial


 1. Information from the DARE project coordinator

Democracy and Human rights Education in adult learning is the title of the current project of DARE. Facing the organisational difficulties we had with personnel changes among quite a lot of the Project partners at the projects start, I first of all want to thank all participating organisations who every day bring in their enthusiasm, energy, experience etc. and make it possible we turned over to perform quite positive earlier than estimated. What has been done since our launching meeting last December?

A new website has been set up by Ragnar Müller: www.dare-network.eu. Besides all relevant information on the network and the project you´ll find the news section organised as a blog. This gives all registered authors the possibility to post their news in EDC/HRE: for getting a login please contact Ragnar Mueller.

A new leaflet and visit cards have been produced for DARE. The will helps us to disseminate our Project and contain all relevant information about DARE.

Wim Taelman has adopted the new DARE design for e-DARE, so DARE products are quite easy to recognise.

The SIG 1 (SIG = Special Interest Group) “Advocacy for EDC and HRE” has met two times (1 in London hosted by CFE, 2 in Berlin hosted by AdB) and set up a working plan go further steps on the strategy for a wider recognition of DARE as Network of NGOs active in EDC/HRE on the European level (CoE and EU). The SIG read and discussed several recent studies on EDC/HRE and wrote a questionnaire which we sent to all DARE Partners in order to get a up to datest information on current developments on the national level. SIG 1 produced an argumentation paper for a coherent policy framework for EDC/HRE in the EU and facilitates a discussion group on this question at the Vienna conference (14-16 November 2008). Furthermore the SIG members on from June start to contact individually MePs to get support for the planned Hearing on EDC/HRE in late 2009.
Besides the advocacy steps towards the hearing the SIG members are planning to apply for consultative status at the CoE in 2009 and will visit several conferences and working groups active in the field.

The SIG 2 “Common projects” will have their initial meeting from 2-7 July in Roma, hosted by EIP. The main aim is to develop concrete further ongoing activities of DARE that reach beyond the current project.

The SIG 3 “Action and Research” had its initial meeting in Tallinn. The SIG produced a discussion paper on “How to teach politics in a globalized world” which offers a new didactical approach in teaching policies. The SIG members discuss this paper with educational experts on national level and will hold a workshop on it at the Vienna conference. To get the paper please contact Anne Stalfort (AdB). The next meeting of the SIG will be 12-15 September in York, hosted by CfGE.

The preparation group for the Conference on Intercultural Dialogue: Challenge and Task for Democratic Citizenship and Human Rights Education (13-16 November, in Vienna, see also the SAVE THE DATE TEXT) met in April in Vienna with Ms Sigrid Steininger (BMUKK) to negotiate the detailed organisation. The conference will be held in cooperation with Zentrum Polis, bmukk, the CoEs DGIV and be official Part of the European Year of intercultural dialogue. It will provide:

  • Presentations and workshops on intercultural didactics in formal learning: Education for Democratic Citizenship (EDC) and Human Rights Education (HRE) in a globalised world

  • Interactive trainings on anti-discrimination; arguing against prejudices and xenophobia; gender mainstreaming in intercultural dialogue, cultural gender norms; training and measuring intercultural competences etc.

  • Discussion groups with practitioners researchers and policy makers from the local to the European level

Already two issues of e-DARE have been published and hopefully the upcoming issues will be packed with new information on EDC /HRE by all members.

Please check www.dare-network.eu for updates!

If you have any questions, ideas, input on the project or want to participate in meetings, please do not hesitate to contact me.

Georg Pirker,
Arbeitskreis deutscher Bildungssttätten (Germany)

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 2. Conference 'Intercultural Dialogue - Challenge for Democratic Citizenship and Human Rights Education'
 (Vienna, 14-16 November 2008)


This European conference will provide input and networking opportunities on three different levels:

  • Presentations and workshops on intercultural didactics in formal learning: Education for Democratic Citizenship (EDC) and Human Rights Education (HRE) in a globalised world

  • Interactive trainings on anti-discrimination; arguing against prejudices and xenophobia; gender mainstreaming in intercultural dialogue, cultural gender norms; training and measuring intercultural competences etc.

  • Advocacy for EDC and HRE: researchers, practitioners and policy makers from the local and the European level will meet in discussion groups.

The conference will begin on 14 November after lunch and finish on 16 November at around noon. Special interest group meetings of DARE members and the General Assembly of the DARE network will be held on 13 November in the afternoon/evening and 14 November in the morning.

The venue is the Hilton Danube Hotel in Vienna. The conference language is English, a few workshops will also be held in German and French. Travel costs will be reimbursed up to a certain limit. Board and lodging costs are covered for the duration of the conference (and the special interest group meetings) and one additional night if necessary.

The conference will provide a forum for practitioners in formal and non-formal education, researchers and scholars in EDC/HRE and policy makers from various levels. All European stakeholders of HRE/EDC in Adult Learning are invited to contribute. Results arising from the conference will be published and used for the preparation of a hearing on EDC/HRE in the European Parliament in 2009.

Please check www.dare-network.eu for regular updates. For more information, please contact the conference office. A detailed programme with the registration requirements will be published until June 30, 2008. Registration deadline is August 31.

Organisers:

  • DARE - Democracy and Human Rights Education in Adult Learning

  • polis - Centre for Citizenship Education in Schools

  • bmukk - Austrian Federal Ministry for Education, the Arts and Culture

The conference is held in cooperation with the Council of Europe - Division for Citizenship and Human Rights Education, Directorate General IV.

Conference office:
DARE, c/o Mr Reinhard Eckert, Zentrum polis - Politik Lernen in der Schule, Helferstorferstraße 5/1, A-1010 Wien

Reinhard Eckert, Zentrum polis (Austria)

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 3. Action and Research - DARE Special Interest Group

The DARE SIG “Action and Research” tries to bridge the gap between practitioners on the grassroots level and academia. The group consists of HRE and EDC experts from Estonia, Germany, Lithuania, Poland, and the United Kingdom. During the first meeting in March 08 in Tallinn, Estonia, Ragnar Müller (Pharos e.V., Germany) presented his research on: “How to teach complex topics such as EU and gobalisation - policy didactics as a new approach”. This didactic approach tries to close the gap between political science and teaching politics in formal and non-formal education. The group decided to take it as a research basis for SIG3 activities. A 6-page abstract of the Policy Didactics approach (in English) was distributed among the SIG members and will be discussed with practitioners and policy makers in the respective countries. During the DARE conference “Intercultural Dialogue: Challenge and Task for EDC and HRE” in Vienna in November 2008, SIG3 will present both the approach and the feedback from practitioners.


Anne Stalfort, Arbeitskreis deutscher Bildungssttätten (Germany)

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 4. DARE on Facebook.com

By now probably all of you have heard about the social internet network Facebook, and you likely already have a profile set up. For the uninitiated, Facebook is a vast social networking platform that began among college students and alumni and is now spreading rapidly through the wired world. Members maintain "profiles" that include interests, links to blog posts and articles, photos, message boards and the like. By using Facebook one gets a sense of what a social network with the power of Facebook can mean to organisations and networks should seriously consider building social networking applications.
Now, DARE has its own group on Facebook! By signing into your Facebook account and searching for DARE- Network Friends, you can join a group of fellow DARE members and friends in sharing ideas and questions, learning about upcoming DARE events and more. (If you do not have an account set up yet, you can sign up for free at www.facebook.com and set up your personal profile to get started).

Deyana Dimitrova Kurchieva, Partners Bulgaria

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 5. Human Rights Education at Austrian Schools

A stocktaking exercise prompted by the UN World Programme for HRE

In compliance with the recommendations set forth in the Plan of Action of the UN World Programme for Human Rights Education, the Austrian Federal Ministry for Education, Arts and Culture requested an empirical analysis of the current situation of human rights education in the Austrian school system. The study was generated by Raimund Pehm (time / Tyrolean Institute for Human Rights and Development Policies) in cooperation with polis - Centre for Citizenship Education in Schools. It is based on data on HRE-related initiatives and projects supplied by heads of school and teachers throughout Austria between September and November 2007. The findings were presented and discussed with representatives of organisations and institutions specialising in human rights education at a round table on 8 May 2008.

The study reveals that Austrian teachers are aware of the importance of human rights education in the school system, but that there is some uncertainty about its core content due to the lack of a clear line of demarcation vis-à-vis neighbouring disciplines. On the other hand, integration into thematic networks (e.g. on education for democratic citizenship or education for sustainable development) is a key element of human rights education. The topics most frequently addressed under the broad heading of human rights education are contemporary history and National Socialism / the holocaust as well as children's rights and anti-discrimination. The regional distribution of relevant programmes is relatively irregular, a fact which, according to the author, may be due to the available 'infrastructure' in terms of support measures (service facilities, etc.). The study leaves no doubt about the fact that teachers appreciate “small-scale material” (folders, brochures, magazines, etc.) in printed, manageable, clearly structured and multifunctional form, and that they are much less happy with initial, in-service and continuing training programmes.

The segment of teaching practice analysed by the study displays trends, accumulations, weaknesses and potential. Among the development prospects for human rights education in the school system, the author mentions safeguarding of what has been achieved, innovation and tighter networking of regional and supra-regional facilities that provide human rights education.

A jury, comprising representatives of amnesty international Austria, of the Austrian Commission for UNESCO and of polis, selected especially outstanding examples from among the projects analysed in the course of the study. The prizes were awarded on International Human Rights Day 2007 (10 December).

More information...
Download the study...

Elisabeth Turek, polis - Centre for Citizenship Education in Schools (Austria)


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 6. E-learning in EDC and HRE

Only twenty years ago the fax machine was a revolutionary addition to our communication tools, which consisted of regular mail, express mail, and the telephone. Education and learning via media other than print was limited to the use of (video)cassette tapes and television. Today distance learning courses via the Internet, campaign websites, interactive CD-ROMs, and other e-learning tools offer many possibilities for interactive education and learning. It is estimated that by 2010, almost 50% of the world population will own, or have access to, a computer and 45% will have some kind of access to the internet.

Distance learning is not a new phenomenon (think of the century-old correspondence courses and those educational radio broadcasts), yet the emergence of the personal computer and the rapid expansion of the Internet have given this field a new dimension and created e-learning. E-learning in the human rights field is particularly useful for the continuing education of professional groups. Technologies like the Web lend themselves to certain pedagogical approaches like case studies, simulations and quizzes.

In this article I will present the ways in which information technologies can be integrated into human rights education (HRE) and education for democratic citizenship (EDC), in particular distance/e-learning methodologies, CD-ROMs and the internet.

Synchronous versus a-synchronous learning

First, we must make a distinction between synchronous and a-synchronous modes of distance learning. Synchronous e-learning resembles the traditional classroom or training setting, i.e. the student "receives instruction" at the same time that the teacher is "delivering instruction". In "asynchronous" e-learning the instruction is received at a different time than it was delivered. These different "modes of delivery" require different technologies.

The distinctive feature of the synchronous learning mode is that it incorporates simultaneous two-way communication. Some applications are two-way radio, chat, audio and videoconferencing. Most of them require expensive equipment and high-speed Internet connections. Currently synchronous learning is usually limited to very resource-rich organisations (international corporations, UN agencies and universities in the North). An example is Teaching Human Rights Online, an initiative of the Morgan Institute for Human Rights, in which (under)graduate student teams use videoconferencing to develop critical thinking and problem solving skills while working on case studies of international human rights problems and human rights law. Most distance learning, however, takes place asynchronously.

Distance learning courses are often offered using a mix of technologies like Web pages, file transfers, e-mail, listservs, bulletin boards, audio and video. One example is HREA's Distance Learning Programme for human rights and development professionals. The courses are lead by practitioners who understand the conditions faced by professionals in these fields. They typically involve 60 hours of reading, on-line working groups, assignments, and regular interaction with students and the instructor and facilitator(s). Courses are offered over a three-month period. They are based on a participatory, active learning approach with an emphasis on peer-to-peer learning. Unlike most distance learning programmes, HREA's courses are not exclusively web-based. HREA uses a dual system that makes it possible to participate in the distance learning courses via e-mail only.

Tutorials and other self-directed materials -- Whereas a distance education/learning course is based on interaction of groups in the context of a course, various Internet technologies allow for individual, self-paced learning without a tutor or other classmates. These Web tutorials can be integrated with various technologies such as audio and video, links to source materials, case studies and multiple-choice questions that allow learners to test their acquired knowledge and skills. A good example is the D@dalos International UNESCO Education Server for Civic, Peace and Human Rights Education, which includes self-directed materials on human rights, the European Union, women's human rights and many other topics.

CD-ROMs are an excellent medium to distribute self-paced learning materials as they can store large amounts of data, are easy to produce and can be reproduced very cheaply. Another benefit of CD-ROMs is that there is no need for an Internet connection. A very interesting and successful training programme that uses CD-ROMs are the police training modules developed by the Constitutional and Legal Policy Institute (COLPI, recently renamed to the Open Society Justice Initiative) in Hungary. The CD-ROMs include simulations of situations that police face in their daily work (how to apply appropriate use of force, assistance to victims, etc.) and are based on a combination of video and audio and readings.

Mixed delivery modes -- Courses like HREA's are completely web/e-mail-based. Distance learning can also be used as a supplement to an existing course or training, either as a pre-course or post-course component. Some universities have used on-line tutorials as a preparation of participants of summer courses to have them acquire the same level of knowledge before the course starts. An interesting example is the International Summer University of Human Rights that offers an on-line introduction the UN human rights system on the Web, which participants have to study before they arrive in Geneva for their two-week course.
Another example of such blended learning is the Advanced Compass Training in Human Rights Education by the Council of Europe which combined distance learning with intensive regional workshops.

The impact of e-learning

As is the case in other areas of HRE, few evaluations exist on the impact of e-learning on the learner(s) in EDC/HRE, although the nature of the technologies facilitates collection of more quantitative data. For example, Internet allows for periodic or instant feedback through (on-line) surveys. Anecdotal evidence seems to suggest that the e-learning as mode of delivery is especially strong in imparting knowledge and -- to a somewhat lesser degree - skills. Yet, like in “conventional” EDC/HRE programmes, instilling or changing attitudes and values is harder to accomplish through the application of e-learning.

E-learning enhances the value and effectiveness of EDC/HRE, particularly as a complementary learning tool for (under)graduate students and other target groups. Distance learning also has a lot of potential for use in continuing education for professional groups and in preparation of or as a follow-up to human rights courses offered by universities or human rights organisations. New information technologies have helped create virtual communities of various activists, educators and other professional groups, allowing them to share information and lessons learned, and consequently to improve the quality of their work. New information technologies have also allowed to reach out to learners that have not been reached before. However, one should always be mindful of the need to reach those who do not have access to current information technologies.

To summarise

  • E-learning can be used to distribute education and training materials in many regions and languages.

  • On-line learning or distance learning, which is particularly useful for the continuing education of professional groups. Distance learning also has a lot of further potential for use in continuing education for professional groups and in preparation of, or as a follow-up to, human rights courses offered by universities or human rights organisations. Some universities have used on-line tutorials as preparation of participants of summer courses and have them acquire the same level of knowledge before a course starts.

  • E-learning can be applied for specific pedagogical approaches, like case studies, simulations or quizzes.

  • Through e-learning many target groups can be reached (primary and secondary students, youth, teachers, universities, professional groups, human rights advocates).

  • CD-ROMs allow for easier access to large amounts of data such as case law, collections of human rights treaties, etc.

Frank Elbers, Human Rights Education Associates (HREA)

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 7. Conference “Citizenship Education Facing Nationalism and Populism in Europe. 
 Strategies – Competencies – Practice” (Sofia, Bulgaria, 6 – 8 November, 2008)

Networking European Citizenship Education - Conference Announcement
Conference “Citizenship Education Facing Nationalism and Populism in Europe.  Strategies – Competencies – Practice” (Sofia, Bulgaria, 6 – 8 November, 2008)

A conference organized by the Federal Agency for Civic Education, the Foundation “Remembrance, Responsibility and Future”, the Goethe Institute Bulgaria and the Austrian Federal Ministry for Education, Arts and Culture in cooperation with the Centre for Liberal Strategies (Bulgaria) and the Centre for Citizenship Education (Poland) and the Allianz Kulturstiftung.

Purpose and Aims

New nationalist and populist movements have arrived in Europe. Still a protest phenomenon just a few years ago, individual parties have now established themselves in the multi-party system. What began as a fringe campaign has become a challenge for politics and political systems in many EU nations. Transformations in Eastern Europe and expansion of the EU since 2004 have contributed to the acceleration and spread of nationalist and populist discourse. In this situation, some people view ‘culture’, ‘identity’ and ‘national history’ as their only remaining resources, and identify them with feelings of pride, humiliation and self-assertion. Citizenship education has to search for new ways to address the conflicts associated with these specific and complex variants of nationalism and populism.

One of the conference’s starting points is therefore to examine these new expressions of nationalism and populism and seek explanations for what causes them. A second will focus on placing these swings in a European framework. Nationalist and populist currents, along with the identity and history policies they promote, pose a pan-European problem. The consequences for citizenship education, as well as the answers and concepts it provides, therefore have to be discussed anew and redefined in a multilateral fashion. Practitioners and experts from all over Europe are invited to exchange interpretations and experiences of nationalism and populism at this European forum, and the chance formulate European answers to the challenges they pose.
The conference language will be English.

You can now pre-register for the conference by submitting your name, address, country, organisation and/or field of interest to the conference management team: Lab concepts GmbH, Am Hofgarten18, D-53113 Bonn. After pre-registration, you will receive the conference folder and a programme, including the form for final registration.
Participation fee: the general participation fee is EUR 100.- for the total duration of the conference.
This fee covers:

  • accommodations at Hilton Hotel Sofia from 6-8 November, 2008

  • conference folder and documents

  • lunches and dinners as announced in the programme

  • participation in "Seeking Traces", a guided sight-seeing tour through Sofia. On the tour, conference guests will visit specific historically and politically relevant venues and sites.

The new event will build on the reflections and ideas from the NECE conference in Lisbon 2007, on "Rethinking citizenship education in migration societies" (documentation: http://www.bpb.de/veranstaltungen/VUOW2G) 
The programme for the Sofia conference will be published at www.bpb.de/nece.

Christoph Müller-Hofstede, Bundeszentrale für politische Bildung (Germany)

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 8. Human Rights and Europe - a discussion between academics from London universities about the
 state of human rights in Europe (London, 12 March 2008)

In the 60th anniversary year of the Universal Declaration of Human Rights and in the year of the potential ratification of the EU Charter on Fundamental Rights what is the status of human rights discourse in Europe? Within the framework of the London Festival of Europe last month, students were invited to discuss the matter with academics of the field.

The first guest speaker of the evening, Dr George Letsas, a human rights and public law lecturer from the UCL (University College London) Faculty of Laws, provided the audience with a conceptual and historical overview of human rights. Born out of post-WWII enthusiasm, they were meant to safeguard the dignity of the human being but also to ensure international stability, as domestic violations could be prevented from becoming transnational conflicts. Emphasising the universality of core norms that no state should be able to violate, Dr. Letsas concluded that human rights ought to stand over any party political struggle. However, he was also eager to stress some of the implications which go with the abstract nature of human rights; in practice they might run the risk of being interpreted differently owing to factors such as social or cultural contexts.

Moving on to the other speakers, a debate unfolded which would turn out to offer far more provocative arguments. In fact, the discussions cast light on controversies relating to the very nature of human rights and their objectivity. For instance, Dr Letsas feared that a trend turning all questions of justice into human rights would cause an “inflation” of their value and urgency. The second speaker, Prof Gilbert Achcar from SOAS (School of Oriental and African Studies), fiercely objected and blamed the European Union for not paying sufficient attention to social and more practical rights such as the right to work. True, responded Dr Letsas, a house and a job are among the essentials for a human being. However, he said, there are difficulties as to how this would be interpreted in court. Whilst the state in most countries has a commitment to housing programmes and fighting unemployment, to what extent should citizens be able to make a human rights claim that the state provide them with housing and employment? Another speaker, Dr Oscar Guardiola-Rivera, a social activist and theorist teaching at Birkbeck College, went even further in his criticism and accused the whole concept of contemporary human rights as furthering the interests of western capitalism.

To sum up, the evening turned out to be both entertaining and thought-provoking. While some of the arguments voiced were obviously remarkably radical, we should still be aware of some controversies regarding human rights and most of all, the ways in which human rights could be implemented efficiently. Who should establish the content of human rights and what institutions should uphold their practice? With an optimistic outlook for the future, hopefully Europe is able to lead the way through agencies like the Council of Europe and increasingly the EU.

Louise Bengtsson, Centre for Europe (UK)

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 9. LimeSurvey: an open source tool for making your on line surveys

You want to do an evaluation of an EDC/HRE material, project or event? You hate having to tranfer all the data from individual paper sheets of Excel files or whatsoever before being able to start calculations leading to some statistical results? Maybe using LimeSurvey is an answer to your need. At least if your target people have the opportunity to fill it out on line.

Be it that your survey is open for everyone, or only to a restricted series of people you want to invite to participate at your survey, LimeSurvey can be used for it. LimeServey can make use of various types of questions: open and closed ones, single choice and multiple choice, lists, arrays, ranking questions… It can produce very short surveys, or very long and complex ones. You want the whole thing (not only your questions) is in your language? In many cases there is no problem: LimeSurvey is available in many languages. You want your survey filled in by hundreds or even thousands of people? No problem with that. And the more participants, the bigger the advantage at the moment you want the results. Which, at least for the basic statistical results, become available within less than a minute after only some clicks… And for more sophisticated interpretation of the results, these can be exported into various file types, from Excel files to SPSS. Must be expensive? On the contrary, it's free. It is 'open source' software, made available to everyone.

Whereas installing LimeSurvey on your webserver is perhaps not something for people with only limited ICT skills (we asked a 'specialist' for doing it), though it is not very complicated, it is quite simple to learn using it. A demo is available on the LimeSurvey website. Manuals in various languages are also available there.

You want to become a little more familiar with it? Well, you soon will be invited to fill out our survey, produced with LimeSurvey, on e-DARE. This way you will discover LimeSurvey while sharing your opinion and suggestions on our electronic newsletter with us.

Wim Taelman, VORMEN vzw (Belgium)

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 10. New publications and materials


a. Compasito - Manual on human rights education for children (2008)

Living among other people, in their families and communities, children become aware from a very early age of questions related to justice, and they search for the meaning of the world. By fostering an understanding of human rights, shaping opinion and developing attitudes, human rights education strongly supports this natural interest and learning process. This is what human rights education is about and this is what 'Compasito - manual on human rights education for children' is for.

'Compasito' is a starting point for educators, teachers and trainers who are ready to deal with human rights education with children of 7-13 years. The book familiarizes the reader with the key concepts of human rights and children's rights, and provides substantial theoretical background to 13 key human rights issues, such as democracy, citizenship, gender equality, environment, media, poverty, and violence.

The 42 practical activities serve to engage and motivate children to recognise human rights issues in their own environment. They help children to develop critical thinking, responsibility and a sense of justice, and help them learn how to take action to contribute to the betterment of their school or community. The manual also gives practical tips on how it can be used in various formal and non-formal educational settings.

More…


b. Living in democracy - Lesson plans for lower secondary level (EDC/HRE Volume III) (2008)

This is a manual for teachers in Education for Democratic Citizenship (EDC) and Human Rights Education (HRE), EDC/HRE textbook editors and curriculum developers. Nine teaching units of approximately four lessons each focus on key concepts of EDC/HRE. The lesson plans give step-by-step instructions and include student handouts and background information for teachers. In this way, the manual is suited for trainees or beginners in the teaching profession and teachers who are receiving in-service teacher training in EDC/HRE. Experienced teachers may draw on the ideas and materials. The complete manual provides a full school year's curriculum for lower secondary classes, but as each unit is also complete in itself, the manual allows great flexibility in use.

The objective of EDC/HRE is the active citizen who is willing and able to participate in the democratic community. Therefore EDC/HRE strongly emphasise action and task-based learning. The school community is conceived as a sphere of authentic experience where young people can learn how to participate in democratic decision making and may take responsibility at an early age. Key concepts of EDC/HRE are taught as tools of life-long learning.

More…


c. Human rights in 27 illustrations: to be downloaded for free

Becoming familiar with human rights must be possible not only for intellectuals - who are able to read and comprehend texts with a high degree of abstract content. For human rights purposes we asked a young illustrator to develop, in close cooperation with us, a series of 27 illustrations together with a 'title page' illustration - each of them illustrating one of a series of 27 human rights, which encapsulate the whole field of human rights.

Being at first developed in Dutch, the language in which VORMEN operates, we have based on them a full set of English materials:

  • a series of A4-size illustrations, without texts, corresponding to the various rights

  • a series of A4-size illustrations, with texts, corresponding to the various rights

  • the same materials in 2- and 4-illustrations per page versions.

  • a PowerPoint presentation (with text).

  • a QuickTime movie.

This set of materials is accompanied by a short leaflet with a brief explanation as to what is to be seen on each of the illustration (background material for teachers, educators and trainers who work with this material).

The picture on the 'title page' is also suitable for printing on a banner, e.g. for use at the occasion of the annual Human Rights Day or in connection with activities celebrating the 60th anniversary of the Universal Declaration of Human Rights.

Have a look and download these materials…

Wim Taelman, VORMEN vzw (Belgium)

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d. Children's rights illustrations and a children's rights quartet (in Dutch)

Already some months ago we published (in Dutch) a series of children's rights illustrations ('tekeningen kinderrechten'), with ('met tekst') and without ('zonder tekst') the text of the name of the corresponding child right, in various versions, and a colourful quartet game on children's rights, ready to be printed and cut into cards.

Have a look…

Wim Taelman, VORMEN vzw (Belgium)

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e. A (sub)website informing children and adults on children's rights, and another on human rights (in Dutch)

Our new (sub)website on children's rights gives information, in accessible language, on children's rights in general and focusing on a number of children's rights (covering in total about the whole of the Convention on the Rights of the Child) more specifically. From a short text, written in a language suited for 10-12 year old children, one can jump (just another tab) to a more elaborated text and even (another tab) to a text which is suited for high school students. One or more examples, a series of Q&A and the relevant text fragments from the official text of the Convention make it more complete.

The actual version has to be considered as 'work in progress'.

A similar (sub)website on human rights is in the process of being completed step by step within the next weeks...

Have a look: on children's rights, on human rights


f. New publication: Teacher manual on intercultural dialogue and intercultural learning (in German language)

Authors: Steindl Mari, Helm Barbara, Steininger Gertraud, Fiala Andrea, Venus Brigitte (Interkulturelles Zentrum). Vienna 2008, 91 pages

This brochure was published by polis in March 2008 and contains hands-on examples for school projects and lessons for a variety of age groups. The manual was a contribution to the EDC Action Days 2008 (http://www.politik-lernen.at/goto/minimal/on/aktionstage/) which were dedicated to Intercultural Dialogue this year.

Elisabeth Turek, polis - Centre for Citizenship Education in Schools (Austria)

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 11. Concepts of citizenship across Europe

SIG-1 Advocacy is currently preparing a Hearing in the European Parliament, scheduled to take place in the fall of 2009. While collecting studies on European policies in EDC/HRE we came across an interesting study that compares concepts of citizenship across Europe. We would like to share the table below with in the hope that it will enchance our multi- and intercultural understanding in EDC and HRE!

Country

Term designating citizenship

Meaning

ARMENIA

kaghokatsintyum

civil status, membership

AUSTRIA

Staatsbürgerschaft

legal status, nationality

AZERBAIJAN

vatandaslig

stone of the motherland

BOSNIA AND HERZEGOVINA

državljanstvo

civil status

BULGARIA

grajdanstvo

legal status, nationality

CROATIA

gradjanstvo

civil rights and entitlements

CZECH REPUBLIC

obcanstvi

legal status

ESTONIA

kodakondsus

nationality

FINLAND

kansalaisuus

being a citizen of the State

FRANCE

citoyenneté

citizenship, legal and political status (member of the Republic)

GEORGIA

nokalaksoba

membership: being a citizen of the State

GERMANY

Staatsangehörigkeit

nationality, membership, legal entitlements

Bürgerlichkeit

member of the middle class, being a bourgeois

HUNGARY

allampolg‡rsag

membership, nationality

ITALY

cittadinanza

nationality, legal status

KAZAKHSTAN

atuldyk

patriotism, loyalty to the State

KYRGYZS TAN

grajdanstvo

legal status, nationality

atuulduk

patriotism [atuul = patriot], set of duties

LATVIA

pilsoniba

nationality

MALTA

cittadinanza

nationality, legal status

THE NETHERLANDS

burgerschap

belonging to the Nation

NORWAY

borgerskap

being a citizen of the State

POLAND

obywatelstwo

membership, belonging to the State

ROMANIA

cetatenie

nationality

RUSSIAN FEDERATION

grajdanstvo

membership, nationality

SERBIA AND MONTENEGRO

gradjanstvo

statehood, membership,

gradjanstvo

legal and political status

SLOVAK REPUBLIC

obcianstvo

membership [obcia = community], nationality

SLOVENIA

državljanstvo

political and civic entitlements

SPAIN

ciudadania

membership, being a citizen of the State

SWEDEN

medborgare

being a citizen of the State [borg = burg, castle, city]

TURKEY

vatandaslik

nationality, legal status

UKRAINE

gromadyanstvo

status of being a citizen

UNITED KINGDOM

citizenship

legal and political status, set of rights and entitlements

ROMANI LANGUAGE

romaniphen

loyalty and obedience to the community and traditional law [romani criss = non-formal traditional court]

ARABIC LANGUAGE

al mwatana

membership, identity, belonging [from watan = land, territory, homeland]

Source: "All-European Study on Policies for Education for Democratic Citizenship" (Strasbourg: Council of Europe, 2004)

SIG-1 Members (Frank Elbers, Deyana Kurcheva, Georg Pirker, Richard Wassell)

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 12. Results of the Civic Education Ukraine Project (March 2005 - March 2008)

The role of civic education (CE) in Ukraine
Ukraine has had CE in one form or another for more than 10 years. However, it remains an optional 'subject'. It is delivered in a number of ways: through a separate subject; through other subjects (a cross-curricular approach); through extra-curricular and community activities; through student participation in school parliaments.

The Civic Education Ukraine Project
This was a three-year Euro 2m project (March 2005-March 2008) financed by the European Union (EU) and managed by Cambridge Education; it was a continuation of the previous EU 'Education for Democracy' project, as a result of which CE became an optional subject in a limited number of upper secondary schools.

Project objectives
The original objective was 'to introduce civic education as a “mandatory training” ', with a national curriculum and related teacher (re)training programmes. However, the objective was modified to reflect the Ministry's preference for raising awareness of CE across all subject areas and helping all teachers to contribute to the development of civic competencies.

Project results
The Curriculum Development Working Group accordingly developed the concept of CE competencies and a table of target competencies for each stage of education, based on an analysis of national documents. The project produced a Teacher Training Guide and Teacher's Resource Manual to support the institutionalisation process, with supporting CD ROM; plus pre-service and in-service teacher training programmes for specialist and non-specialist teachers of CE; short-course in-service training modules on inclusive education and equal opportunities and social equity issues; a wide range of training materials for extra-curricular, activities.

Further project information is available from www.civiced.org.ua

David Royle, International Team Leader, Senior Education Adviser, Cambridge Education (a member of the Mott MacDonald Group)

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 Editorial

This newsletter is edited by the DARE project 'Democracy and Human Rights Education in Adult Learning', which receives funding from the European Community (Lifelong Learning Programme).

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Editor: Wim Taelman
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