Project EntreComp 360: Promoting Initiative and Engagement across Sectors

Project period: 09/2019 – 08/2022

This project is supporting actors in all sectors of the lifelong learning system to enhance the development, validation and recognition of the entrepreneurship key competence across lifelong learning. It will do this by creating the Entrepreneurship360 platform as a one-stop-shop to provide guidance, collate tools, share practice, learn through online training and connect those working onthe practical implementation of the EU framework EntreComp into learning and work.

The EntreComp Competency Framework: The Competence Dimensions
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Project: DIGIT-AL – Digital Transformation in Adult Learning for Active Citizenship

Project period: 09/2019-01/2022

The digital transformation is challenging the European citizens in multiple ways: As employees at our workspace, as learners of all ages, or as conscious, self-responsible, and democratic citizens. Digital transformation in its effects relates to vast aspects of peoples everyday life. Therefore, the project identifies approaches, topics and tools, how to include and address the thematic field of digital transformation in adult education.

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DARE statement on the draft contingency plan for the COE budget – May 2019

Democratic Citizenship and Participation are the units comprising education and youth issues within the Directorate General II for Democracy in the Council of Europe (COE). Both play a substantial role for promoting the values of the Council of Europe among young people in its member states and neighboring countries. The fifty states to the European Cultural Convention, initiated by the Council of Europe, therefore focus their activities on enhancing young people’s commitment to human rights, the rule of law and democracy.

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Project SemiFit: Seminar for intercultural trainers in Citizenship Education – May 2019

On invitation of DARE network and training center Kurt Löwenstein 25 trainers gathered for an intensive exchange on the question of quality in citizenship education. They shared approaches, tools and methods and reflected thoroughly about their experiences in different learning context.

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Project: Focus Group Competencies for Democratic Culture

The Council of Europe’s Reference Framework of Competencies for Democratic Culture (RFCDC) was adopted in 2017 and is setting standards for Education for Democratic Citizenship/Human Rights Education in schools. For the NECE network DARE is organizing a focus group aiming to mainstream the framework, together with polis – The Austrian Centre for Citizenship Education in Schools and AdB – Association of German Educational Organisations. .


Activities

  • Teaser Workshop in Marseille in the context of the NECE Conference 2018
  • Kick-off in Vienna in Vienna on 4 and 5 February 2019
  • Contributing to the NECE Conference 2019 October 24-27 in Glasgow
  • Public relations and networking – through the NECE Newsletter.
  • Possible involvement of focus group members in piloting a Teacher Reflection Tool on the RFCDC, which is being developed by the Council of Europe.

Involved Partners


A project in the frame of:

Supported by:

Project SemiFit: Exchange on Quality of Education

SemiFit is a series of three seminars for intercultural trainers in Human Rights Education. DARE members and freelancing trainers selected through an open call met and shared their approaches and criteria for enhancing the quality of education regarding empowerment and civic  competencies of individuals.  They discussed the topic from three perspectives. First, the quality dimension regarding the individual trainer following the E.T.S. Second, the quality conditions in planning and managing cooperation between different partners in projects and programs. Third, the qualitative aspects perceived from the perspective of Education for Democratic Citizenship/Human Rights Education

The exchange took place on December 1-6, 2018 in Almuñécar, Spain. It was supported by a funding of European Commission (Erasmus + programme).

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Democracy and Human Rights under pressure: the effects of right-wing populism, post-truth and radicalisation on Education for Democracy with young people

Recommendations based on the cooperation and analysis in the STEPS project.

In more and more countries in Europe basic democratic participation rights are rejected and questioned, large groups in societies, political parties and government promote authoritarian rule, right-wing populist parties and their leaders deny human rights to certain societal groups  and are dismantling democracy, ordinary people and elected politicians spread hate on NGO´s and undermine democratic decision-making, mistrust is rising on the capacity of the political levels to solve societal challenges. As a consequence, there is a definite need to consider the role of Education for Democratic Citizenship and Human Rights (EDC/HRE) with young people. With the European project STEPS (E+ KA 1 mobility project), DARE members aim to identify the relationship between populism, post-truth, radicalisation and EDC/HRE as work with young people on the political dimension and on the pedagogical dimension of EDC in youth work.

We face a growing and interdependent variety of challenges of complex natures: economic growth with less jobs to offer, migration and flight, security issues and liberal freedom, global competition, climate change,  distribution of wealth and solidarity,  access to social rights, to name but a few. These challenges largely affect the basics of solidarity and democratic living together, they are contributing to a resurgence of nationalism in its current form of right-wing populism, which are increasing those challenges even more.

As educators working with young people in both non-formal and formal education, we face a cumulation of challenges which make the populist threat uneasy to react on:

  • almost on all those levels where right-wing populists enter, a massive campaign against basic human rights for all, and against civil society organisations and youth work as provisions for democracy, begins
  • the manifold challenging of basic commitments of HR policies and standards in Europe and beyond, manifesting itself in pressure on perceived ‘others’ in our societies, namely all people of different origins – on refugees and migrants
  • a reflection among EDC practitioners to reach groups affected by extreme ideologies; which is as such reflecting the commitment of EDC in its inherent logic, but also questions the open and voluntary commitment of youth work provisions under a prevention perspective
  • an ongoing discrediting and suspecting of EDC work from right-populist parties/actors as manipulating youth with liberal ideas
  • an increase of European and national policies and programs to tackle hate-speech, radicalization , while long term oriented programs that support an infrastructural commitment to train and develop democratic capacities in our societies are lacking
  • the fatal consequences of the neo-liberal paradigm that affects all aspects of life in our societies, resulting in a disillusionment with the promise of equality, with societal and political participation, an unhealthy focus on competition, even within the educational sectors, while being confronted with the fact that in more and more European countries traditional forms of work/industries get lost or face dramatic changes over the next decades
  • an overstressing of competence acquisition and STEM focus in Formal Education, with EDC/HRE, youth work and especially the field of non-formal learning remaining in a secondary position. Resource oriented approaches and a strategic development of children and youth oriented learning spaces are lacking on a large scale in most countries as has been confirmed by the analysis of the STEPS project.
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Publication: STEPS -Survival Toolkit for EDC in Post-factual Societies

In October 2018 DARE published a new textbook/toolkit on Populism, Post-factualism and Radicalisation and its relation to EDC work with young people.

Editors: Ramon Martinez, Georg Pirker

Contributors: Danilo Vicca, Dr. Rebecca Welge/Dr. Saskia Ruth-Lovell/Robert Lovell, Amanda Warner, Calin Rus, Despina Karakatsani, Ilze Tralmaka, Nils-Eyk Zimmermann, Dimitris N. Chryssochoou, Daniela Kolarova, Alex Klobouk, Margot Kapfer/ Susanne Reitmair-Juárez, Zuzana Schreiberová, Tõnis Saarts, Sulev Valdmaa, Tim Scholz/Georg Pirker/Ina Bielenberg, Despina Karakatsani/Dora Katsamori, Martina Camatta/Elisa Rapetti, Danilo Vicca/ Anna Paola Tantucci/Viviana da Paola, Iveta Verse, Marit Langmyr/Evgenia Khoroltseva/Lillian Hjorth, Lavinia Visan/Oana Bajka, Edurne Grau/Ramon Martinez, Tanveer Parnez

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Community-based School Programme to Reduce School Violence and Conflicts

Community-based School Programme to Reduce School Violence and Conflicts

by Daniela Kolarova

In 2015, three organisations – Partners Hungary Foundation, Partners Bulgaria Foundation and SOS Malta – joined forces to launch a pilot project aimed at developing and testing a community-based school programme for effective prevention and treatment of aggression and bullying, based on alternative conflict resolution methods. The long-term goal of the project was to achieve cultural change in schools through the dissemination of nonviolent communication, the introduction of alternative conflict resolution practices, the prevention of bullying and school conflicts, and a decrease in aggressive and other risk-related behaviour. The research results in the pilot schools have shown that an important effect of the programme is related to an increase in respondents’ awareness.

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