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FutureLabAE

FutureLabAE project addresses two main issues: the situation of democracy in Europe, where an increasing number of citizens, who, discontent with the political establishment, start leaning towards xenophobic and populist parties or choose not to vote at all; and the alarmingly high number of people in Europe who lack basic skills, especially digital skills, leaving parts of the population unable to benefit from the digital transformation. Adult education has a role to play in supporting societies and individuals to cope with these two issues.

Challenges for adult education organisations and providers (including trainers) and possible solutions:

  • Adult education organisations are often compelled to be reactive rather than pro-active and change-oriented; education can have a three-way relation to change through:
    • a reactive activity – helping adults, organisations and society to adapt in the changes that has already taken place;
    • a proactive activity – helping to anticipate future situations, or
    • a change oriented activity – helping to create new competences and practices which are a necessary condition for any change and/or development to take place.
  • Adult education staff and trainers are frequently themselves not prepared for changes in societies. They are often busy to adapt to changes in society and have little resources and competences that are needed to reorganize training provision in a more change oriented way.

Aim and objectives of the project

FutureLabAE will provide adult education organisations, staff and trainers with:

  • resources
  • a space for discussing with and learning from each other
  • knowledge, expertise and tools to become more pro-active in order to develop innovative, change oriented provision which will have, on a medium-term, an extremely positive impact on low-skilled learners and the society as a whole.

Partners will develop very concrete recommendations that will allow policy-makers to support the AE sector in the challenges above mentioned as well as to draft policy initiatives on digitalisation and democracy more coherent and impactful.

Outcomes

  • Increased knowledge on the challenges linked to digitalisation and democracy among AE organisations, trainers and policy-makers
  • Improved methodologies and practice of AE organisations and trainers
  • Improved advocacy capacity of adult education providers and organisations
  • Increased and improved involvement of providers and organisations in the shaping of policies at the European, national, regional and local levels
  • Strengthened cooperation among providers, organisations and policy-makers within Member States and across Europe.

Outputs

  • A collection and analysis of change-oriented practises  in the fields of digitalisation and democracy, which is a source of inspiration not only for AE organisations, staff and trainers, but also to policy-makers at different levels
  • Two online courses (which include live and interactive webinars) on digitalisation/democracy and adult education addressed to AE organisations, staff and trainers
  • Two hands-on methodologies for change-oriented workshops on digitalisation and democracy
  • Project conclusions and recommendations for policy-makers and stakeholders (on European, national, regional and local levels)
  • Guidelines for AE organisations and staff on how to work more pro-actively and more effectively with the topics, in order to successfully reach out to and support people with low digital and civic competences

Events

Two workshops are foreseen:

Two regional meetings are foreseen:

  • Central-Eastern Europe regional meeting in Bratislava (Slovakia) –  April 2020
  • Southern Europe Regional meeting in Portugal – March 2021

A final conference on the project result is foreseen in Brussels (Belgium) in June 2021, back to back to the EAEA General Assembly.

Change-oriented adult education

One of the tasks of FutureLabAE project is a collection and analysis of change-oriented adult education practises in the fields of digitalisation and democracy. The collected practices will be a resource for AE organisations, staff, trainers and policy-makers at different levels.

The outcome of the Intellectual Output 1, resource collection and analysis report “Change-oriented adult education in the fields of democracy and digitalisation” by Jyri Manninen, Anna Jetsu & Irena Sgier has been published.

How do we define adult education?

We are interested in all practices (courses, learning communities or other learning environments) and tools (books, games etc.) that help adults to learn new skills, attitudes, ways of thinking and behaving – in a more change-oriented way. Learning is the key point, no matter whether the learning process is planned or naturally occurring, formal or nonformal, work related or non-vocational.

How do we define change-oriented?

A good guideline are the following two types of change orientation (Picon 1991), describing two alternative change oriented roles adult education may have:

  1. Improve the society, community and individuals and make the necessary adjustments for more equity and better society. For example course “How to become a critically aware social media user” aims giving the participant a deeper understanding of how Facebook algorithms work and strengthen the “bubbles” people live in, and learn to change own behavior accordingly.
  2. A more radical structural transformation leading to considerable different new ways of thinking and acting (at individual level) and/or bigger change in community and society, whether by progressive steps or radical changes through “revolutionary” (but not violent) processes. For example: Social movement where citizens and social media experts develop a new type of social media, which works the opposite way than Facebook – helps to break the bubbles and engages people in authentic dialogue in social media.

Read the article written about the analysis report: Change-oriented adult education – How do we go from reacting to changes to shaping the future?

What type of resources are we looking for?

We are looking for courses, seminars or webinars, informal learning practices (learning communities, discussion groups), community development programmes, training and learning methods, learning tools (games, apps) and materials.

You can suggest a change oriented practice by filling in our online resource collection form.

Adults and digitalisation of our society – How can we manage the challenges of digitalisation by using change oriented adult education?

Adult education and digitalisation workshop will be organised in Helsinki 11 December 2019. The workshop will showcase change oriented adult education practices and tools, and give a chance to reflect how adult education can take a more proactive role in the digital transformation of our society.

Time: 11 December, 9.00-16.30
Location: G Livelab, Yrjönkatu 3, 00120 Helsinki, Finland

The workshop is built around the following questions:

  1. What kind of challenges and problems digitalisation causes for adults, communities and society?
  2. What is change-oriented adult education?
  3. What examples there are of change-oriented adult education?
  4. How can we use change-oriented adult education as a tool to solve these challenges?

The workshop will use interactive methods and digital tools to reflect upon how adult education can help to manage the challenges of digitalisation, and discuss how these practices can be transferred to participants’ organisations and countries.  At the end of the day, the participants will have an understanding, what is change-oriented adult education and how to use a change-oriented approach in teaching and learning provision, and how it could be taken into account at the policy level.

Workshop agenda updated (pdf)

Information about travel and accommodation in Helsinki (pdf)

Registration to the workshop latest 2.12.2019: Registration form

The workshop is organised by the Finnish Lifelong Learning Foundation (KVS) in cooperation with the FuturelabAE project consortium.

Additional events in Helsinki 12 December

STUDY VISIT

On Thursday 12 December 9.00 – 11.00 a study visit will be organised to XEdu. xEdu is a business accelerator for educational technology startups creating transformative learning solutions with pedagogical impact.

DISCUSSION EVENT ON CLIMATE CHANGE, ACTIVISM AND THE FUTURE OF EUROPE

In the morning 12 December there is a discussion event focusing on climate change, activism and the future of Europe:

We Europeans share a great, common task – our goal is to make Europe a socially, economically and environmentally sustainable, civilised society. Can we, as citizens and nations, still find the right track? The bilingual discussion is held in English and Finnish and follows a constructive discussion method called Timeout. More information on the discussion event

Study visit and discussion event are for maximum 15 participants each. If there are more than 15 people interested, priority is given for participants travelling to Finland with Erasmus+ KA1 mobility grants. Registration is with the same form as for the digitalisation workshop (it’s also possible to participate only in Thursday’s events.)

Further information on the events in Helsinki:
sari.pohjola(at)kvs.fi

Repository of tools

Name of the resourceTypeTopicShort descriptionWhat makes it change oriented:Target groupsLinks to additional information online (and/or list of publications if available):Resource develop by (organization, person etc + country):
#somtuMaterial (article, report, other document)Democracy & digitalisationAny member of the Facebook group #somtu shares link for a discussion that is currently taking place on the mainstream Facebook page or site and is predominantly in the group. Others who have time and space and consider it important can join the discussion. We use #somtu in all our comments.#somtu is for anyone who wants to actively engage and confront people who spread hate. Principles are openness, respect and constructive discussion. It does not aim to change the opinions of others or to create an alternative discussion forum. The intention is to bring humanity, decency and facts into public forum discussions.Broad audience
https://www.facebook.com/groups/somtu/about/#somtu, Veronika Pavlíková Klindová and team, Slovakia
123Clic.beMaterial (article, report, other document)DigitalisationThis 1,2,3 click! website has been designed as a family media education tool in response to the increasing use of digital media by young children, their parents, to solve many questions about how to supervise and support that use, and the lack of guidance and tools specifically dedicated to these issues for the 3-6 age bracket.The purpose of this tool is to support the parents guidance on digital media uses of their young children. Supervising, in the sense of guiding and supporting the child as they find their way around these tools. The intuitive aspect of mobile devices and our own amazement at the rapid progress made by our little ones do not mean that they should be used without supervision by parents, first and foremost, and also in the wider context by the family, the school, etc. That support and guidance may take the form of regulating the use of the devices, or helping a child to learn, or playing a game with them, depending on the childs age and personality. The ultimate aim is gradually to encourage the child to be independent. To achieve that aim, the activities described here are designed for at least two people: parent and child. Sometimes, other family members like grandma or big brother may be involved as well. This parent-child relationship is at the basis of our mobile media education objective, which aims to promote bonding. In other words, to counter individual, possibly self-centered, use of such media (a child in its own little corner, playing on the tablet). Doing things together. This is therefore not so much a tool for introducing children to digital media, but rather a resource for parents which is designed to assist them in supervising their children use of such media. At this point we feel it is very important to point out that acquiring skills on digital tablets and mobile phones is not essential for a child development. However, if a child does use these devices, then it is a good idea to find interesting ways of using them with adult supervision. That is why this website has been created.This website is aimed at parents of young children between the ages of 3 and 6 who, noticing the interest shown by their little ones in tablets and mobile phones and in using them, would like some tips and suggestions about the best way to supervise and support them as they do so. It might be also targeted at grand-parents, or childcare staff.www.123clic.be Exists also under the form of a physical booklet. https://media-animation.be/Comment-accompagner-les-usages-numeriques-de-nos-enfants.htmlMédia Animation asbl - Belgium
About Us!(Community) development programDemocracyOver a period of two weeks the diversity of the city of Zurich shall be made tangible and celebrated with artistic projects and activities supported by the city's residents. A diverse program will invite all citizens from all over Zurich to join in. The heart of these intercultural weeks are the community arts projects, which are chosen through a public call. About Us! Zurich Intercultural organises these intercultural weeks in the city during odd-numbered years in September. In between, events shall take place at regular intervals in Zurich's neighborhoods, inviting people to engage with Zurich's diversity.The residents are invited to perceive diversity in their city and actively participate in shaping it. The project was developed by the municipal authorities as a counter-proposal to a popular initiative "For a cosmopolitan Zurich - cultural exchange instead of xenophobia".All residents of the city of Zurich.http://about-us.ch/englisch-startseite/Association About Us, on behalf of and financed by the City of Zurich.
Abortion Rights CampaignInformal learning practiceDemocracyThe ARC is an inclusive campaign that fought for abortion rights in Ireland. They aimed to be representative of the most marginalised and vulnerable groups of women in Irish society by placing a particular focus on their stories and their involvement in the campaign. This learning practice provided free and factually correct information, materials, workshops, during the REPEAL, the 8th movement and referendum in Ireland in 2018.They addressed both a gap in factually correct information available for Irish people, and fought against the conservative 'loveboth' side which shared false information, protested with inappropriate images of dead fetuses, and used aggressive tactics in public and private (including creating a false helpline mirroring the Government). They sought to be inclusive, fair, and honest with information which helped Irish people to learn about the issue and make an informed decision.Irish women, Irish men, citizens of Ireland, marginalised and vulnerable groups.https://www.abortionrightscampaign.ie/2016/11/21/abortion-rights-campaign-values-and-inclusivity-statement/The Abortion Rights Campaign, Ireland
Bad News gameLearning tool (game, digital app etc.)DigitalisationIn this game the user takes on the role of fake news-monger. "Drop all pretence of ethics and choose the path that builds your persona as an unscrupulous media magnate. But keep an eye on your followers and credibility meters. Your task is to get as many followers as you can while slowly building up fake credibility as a news site. But watch out: you lose if you tell obvious lies or disappoint your supporters!" Game is developed by the DROG, which is a multidisciplinary team of academics, journalists and media-experts. They conduct research, give talks, offer workshops and educational programmes and create innovative tools that help people build resistance to disinformation.It demonstrates in an entertaining way, how fake news are manufactures, what is the logic behind them and how easily gain popularity. The game makes people think more how fake news are created.According to the game 15-35- year old but there is basically no age limit upwards.https://getbadnews.com https://www.aboutbadnews.com/DROG info@aboutbadnews.com Netherlands
BaztilleLearning tool (game, digital app etc.)Democracy & digitalisationBaztille is an online tool created for French citizens willing to reinvent democracy. Everyday Baztille ask users opinion about a specific issue so they can vote for the best solution of their choice. The solution that gets the most votes will be defended by Baztille. Baztilles candidates are presented at all elections. Once elected they have only one commitment: apply all decisions taken by users through votes.The core of this movement is citizens who want to change democracy. Created upon a simple observation: during elections time, electors give their power to an elected member who then decides in their place. Once elected there's no control, no sanction, no expulsion. To this aim, Baztille proposes to pull things together by asking everyday citizens only one question in regards to their city, region and country. The arguments are accessible and members can vote for the best proposition. A quick citizen commitment, taking only some minutes per day. During elections, Baztilles candidates commit to respect the compromise of applying decisions members in order to continue the dialogue and control between electors and elected members. During electoral times, the candidates of Baztille will be designated in each territory, by a vote of citizens on the site and the application.French citizenshttp://baztille.org
https://www.youtube.com/watch?v=0924vDZGu9A&t=5s
Grégory Isabelli: Production and design Thibaut Villemont: Technic production and development Thomas Boureau: Artistic concept.
Campus DemokratieInformal learning practiceDemocracyCampus Demokratie is a national platform that aims to promote political education and participation throughout Switzerland and thus strengthen democracy. It connects people and organisations, offers courses and events and provides an online information platform and carries out projects to promote public dialogue and democratic values.They organise events to connect and empower people and encourage them to engage in democratic political and societal processes, including people who are not allowed to vote in Switzerland. In this sense, they work towards a more inclusive and diverse society.All citizens, with a special focus on young people and residents without Swiss citizenship.https://campusdemokratie.ch
Change Makers ProjectCourseDemocracyChange Makers Donegal aims to raise awareness of local and global development issues with adults across County Donegal. We have done this through a range of activities, including workshops, accredited learning, ETB tutor education, community arts projects, horticulture and environmental projects and more. The range of workshops we now offer is extensive and includes Climate Justice, Fashion and Consumerism, Gender Equality, Womens Reproductive Rights, Human Trafficking, Maternal Health, Human Rights, Environmental Workshops (bees, seeds and water), Zero Waste, Fairtrade, Migration and Refugees. In spring each year we have our annual seminar which celebrates what we have done each year and gives our project participants the opportunity to meet up and share their experience and knowledge.  We currently offer three accredited learning opportunities: QQI Level 4 in Local and Global Development Awareness, QQI level 5 in Intercultural Diversity and QQI Level 6 in Global Development. We are currently in the process of developing a further module in Social Justice Principles at level 5. We now have a panel of local development education facilitators to support the project. This is a very positive achievement, as we no longer have to look to Dublin for development education expertise. To achieve this we collaborated with Lourdes Youth and Community Services in Dublin who provided training in Donegal for people who are  interested in becoming development education facilitators. We now have a panel of 10 passionate and committed facilitators on board. We are also working with local communities to help them become Fairtrade Towns. To date Carndonagh and Moville have both achieved Fairtrade Town status. As well as working within Donegal, we also link nationally with other organisations with complementary Development Education agendas to share experience and resources. We are an active member of the Irish Development Education Association which enables us to have a voice nationally.Programmes specifically identify and address social issues such as gender equality, the environment, human trafficking, human rights, migration for people within the community. Workshops are free and needs based. This supports capacity building, prevents conflict by building understanding, and helps sustain communities.Local communities.https://changemakers.ie/Change Makers.
Clic@r na melhor idadeInformal learning practiceDemocracy & digitalisationIt is a project that aims to promote digital inclusion through the provision of equitable access to digital technologies and the development of digital skills in order to access and select appropriate information and to communicate or interact securely on the web.This project promotes the digital inclusion of this age group; nowadays, we live in the digital era and the knowledge of computer tools is of the utmost importance. It will also allow the adult to access to information and form opinions based on the knowledge acquired, thus increasing its critical capacity.Adults over 55 years old.https://www.facebook.com/incluirmais/
Collaboratio HelveticaInformal learning practiceDemocracyThis non-profit association wants to create spaces for open dialogue, experimentation and collaboration to create the Switzerland we want to live in. Their work is related to the Sustainable Development Goals (SDG) and aims to create new ways of working and living together. The activities are: Dialogue Evenings, Social Labs (journeys to bring together unlikely allies), Community Platform (where people can contribute resources or hand in projects related to SDGs).The initiatives reference to SDGs include change orientation. The focus on dialogue, labs and community activities aims to connect personal perspectives to global issues and strengthen a sense of common responsibility for future developments, including the future of democracy.Basically everyone interested in topics related to SDGs (individuals and organisations). The association was founded in 2016 and seems to have addressed mainly young adults in its first period of activity.https://www.collaboratiohelvetica.ch/Collaboratio Helvetica, a non-profit organisation in Switzerland.
Colombia Casa KolachoInformal learning practiceDemocracyContext: As a part of the learning cities movement, the city of Medellin in Colombia has been recently awarded with the Learning City recognition by the UNESCO. Along with other 8 cities around the globe, they have shown exemplary progress to promote education and lifelong learning at the local level. Longtime ranked as the most dangerous city in the world, Medellin was caught to an endless violence, crime, drug trafficking history. But today Medellin has made education and innovation the milestones of its future: in 2013 it won the Wall Street Journal and City of the Year award, and, in 2016, the Lee Kuan Yew World City Prize in recognition of its efforts in tackling the myriad of urban challenges. Casa Kolacho: Local initiatives such as Casa Kolacho, generated by local young people, promotes through hip hop, rap graffiti and break dance an alternative way of living and behaving. This non-profit organization runs hip-hop workshops for youth from disadvantaged neighborhoods in the west of the city, which it funds by organizing tours to the hillside communities of La Communa 13. Through the anecdotes narrated by inhabitants, the graffiti tour in La Communa 13 (which has long been considered one of the most violent places in Medellin) shows the urban-social transformation this place has experienced.It might be considered as a revolutionary pacific- process in which the community of la Communa 13 reassembled in order to fight and claim their rights as they were long time segregated from Colombia's government and society and suffered the vestiges of a war that was not theirs. This community movement teaches hip hop; rap and graffiti. They have also created a musical and audio-visual studio.   During a TED speech, one of the leaders of Casa Kolacho explained that they were highly inspired by other social movements such as: Black panthers philosophy, Malcom X, Martin Luther King to construct an artistic/learning movement. In words of this leader called Jeihhco: Hip hop gets to Medellin and with it, a cultural boom. A living culture belonging to the community  In 2002, the ancient president of Colombia Alvaro Uribe Velez, ordered the commune 13 be bombed & the state becomes illegitimate, the state also disappears from our communities, and that's why we need to defend ourselves and make proposals and say we do not agree with this change & and we say we will do things in a different way: revolution without death, a transformation, a revolution because we believe in change, we believe it's possible to have a better world but with no casualties. Education and culture to transform societies Kolacho was a close friend of Jeihhco who was assassinated in 2009, that's the origin of Casa Kolacho : in his memory, hip hop, youth, children, education, training, different alternatives, association, community. In that scope, in that community it's where we gave birth to this project revolution without death as a philosophy, as a social proposal to the world, not only to Medellin. Revolution without death is memory, education, transformation.Inhabitants of la Communa 13.https://www.youtube.com/watch?v=EVHtP2o2QzA https://www.youtube.com/watch?v=ezNv0tSO9ds https://www.medellingraffititour.com/ https://elpais.com/elpais/2016/06/23/planeta_futuro/1466698760_170228.html https://www.theguardian.com/cities/2016/may/13/story-cities-pablo-escobar-inclusive-urbanism-medellin-colombia https://www.travellifex.com/comuna-13-how-colombias-notorious-neighbourhood-reinvented/Casa Kolacho Medellin Colombia
Community Facilitator Programme(Community) development programDemocracyWRDA works regionally to advance women's equality and participation in society in Ireland. This programme provides training for women within communities to directly support other women within their community. The women are recruited from geographical areas that have been identified as areas of low uptake of the screening awareness, often disadvantaged and rural areas. They have gained experience over the years, designing training that is as accessible as possible, considering facilitation methods for women adult learners who have been disengaged from formal education, the timings of training sessions and impact on caring responsibilities, length of course and providing childcare and travel costs. Once trained, the Community Faciliators deliver to a range of community groups, including many that are located in areas of deprivation serving socially marginalised groups.This programme seeks to create awareness, build understanding, improve health and support social change for communities by developing the skills of women within their own community as facilitators. This is a sustainable approach for addressing social issues.Vulnerable and marginalised groups, women, women living in rural areas, isolated women.https://wrda.net/training/community-facilitator-programme/Women's Resource and Development Agency.
Conspiracy theories
Learning tool (game, digital app etc.)Democracy & digitalisationconspiracytheories.be/ (English version) and theoriesducomplot.be (French version) is an online tool that includes 20 videos and one pedagogical booklet (64 pages, available in French and soon in English) available for free access. It is a training tool for educational workers (teachers and educators) who would like to animate or teach about conspiracy theories from the perspective of media literacy.In our opinion, the most important added value and originality of the tool is this possibility of appropriation by the target public. Different reasons for this : A pluralistic approach of conspiracy theories: the tool proposes different ways to work on the subject (not one angle). A physical booklet to appropriate the contents (including, pedagogical itineraries). It's really concrete for the public who want to appropriate the contents. Practical work perspectives through exercises. Clear and precise examples on the analysis.Adult: In-service teachers, youth educators, adult educators, social workers.https://media-animation.be/Média Animation asbl, pedagogical team, Belgium.
Critical pariticpation within the youth College ViennaMaterial (article, report, other document)DemocracyWithin the framework of Youth College Vienna an initiative by the city of Vienna that started in 2016 there is one course that focuses on the individual “integration” needs of young people. The course addresses issues such as values, discrimination, racism, religion, cultures and gender. The issues are addressed in a way that questions and problems the young people raise are discussed. The course is meant to be a counter measure to the – at the time of writing – compulsory courses on 'Austrian values'. Some outcomes of this course are artistic objects dealing with the above mentioned issues.The taking up of relevant issues by the young people and discussing them in a way that is not prescriptive makes it possible for them to find orientation in a new country and environment. The change here is on an individual and collective level.Young migrants.https://www.wien.gv.at/menschen/integration/ankommen/start-wien-fluechtlinge/jugendcollege.html (official web page of City of Vienna) https://www.vhs.at/de/projekte/jugendcollege webpage of VHS Vienna Info Folder: https://www.vhs.at/files/downloads/y7jxENCY4AmERZlRDQZH0xUOlIzmMF1Vpptl9PgD.pdf Newspaper article on youth college: https://wienerzeitung.at/nachrichten/panorama/wien/856443-Deutsch-Mathe-und-kritische-Partizipation.htmlVHS Wien, Caritas Wien, WUK, integrationshaus Wien, et al.
Critical Literacy? Where is it in Teaching and Learning?Seminar or webinarDemocracyThis seminar aims to address the issue of false news and scare tactics being used in the current politcal climate against vulnerable groups unhappy with the current Governing structures. It will provide a learning opportunity to recognise and build understanding in the areas of critical understanding and critical literacy challenging fake new.It seeks to build consciousness for people who may fall victim to fake news and conservative scare tactics in society. This is targeting people who are educationally disadvantaged and most vulnerable to being misinformed in the current political climate. It is a free event.Educationally disadvantaged groups/people with low education who may not have critical literacy or critical awareness.https://www.nala.ie/events/critical-literacy-where-it-teaching-and-learning-seminar-wednesday-27-march-2019Event concept Dearbháil (AONTAS) and Helen (NALA) and organised in partnership as part of the European Agenda for Adult Learning in Ireland.
Approche des droits culturelsCourseDemocracyCultural rights appeared in international treaties as a source of rights and obligations since the Universal Declaration of Human Rights of 1948 (art 22). The cultural training allows to check the correct application of the theory of the cultural rights to the cultural, social and political grounds. It proposes a certain number of keys for the interpretation of these rights, with the aim of allowing the evaluation of their effective fulfillment in the territory and the everyday life of the community. This "effectiveness" of cultural rights concerns all fields of society and involves both cultural and social workers, and all levels of power.The cultural policies of democratization and cultural democracy implemented by the signatory states of the 1948 Declaration were built on a top-down model, from the state to the citizens, beneficiaries of modes of access and participation in culture. The theory of cultural rights reverses the meaning of this relationship: every human being becomes by birth, by the mere fact of his existence, holder of cultural rights to which correspond, on the part of the public authorities, obligations to which he has committed himself by its ratification of universal or European treaties and their transposition into its own law. This new paradigm profoundly modifies the relationship to culture, of which everyone becomes an inventor and a bearer. It gives new impetus and meaning to policies based on cultural democracy.Cultural or social workers, or those who are training for these professions, artists, cultural managers, cultural or social institutions managers , members of associations for the defense of cultural democracy, secondary school teachers, high schools and universities, members of the administration of culture or cultural commissions of political parties etc.Links to additional information online (and list of publications if available): Manuel « Approche des droits culturels »: auteur: Paul Biot. Editions du Cerisier / Ed en ligne : Culture &Démocratie. http://www.cultureetdemocratie.be/documents/Productions/Autres/manuel_droits_culturels.pdfFédération du théâtre-action (association sans but lucratif), membre de la Fédération Wallonie-Bruxelles, secteur de la Création artistique. Belgique
Curieuses démocratiesInformal learning practiceDemocracySocial, political and cultural event that takes place every year in the region of La Drôme in France. Hosted by the city hall of Saillans in the region of la Drôme in France, inhabitants from all ages are able to participate in discussions, conferences, workshops and theatre plays about the subject of local democracies. The event consists in political and cultural meetings to provide citizens with all the necessary tools to become more proactive and engaged in the democratic decision making of their own community.The core idea of this event was originated by the alarming observation of democratic crisis: lower and lower rate participation in political elections, voting choices leaning towards extremist parties, mistrust towards politics. With the help of voluntary associations, researchers, and citizens, the project leads participants not only to a consciousness about democracy but also to a reflection on strategies that could be implemented to a more participative democracy. Example: Participative conference Theories and limits of citizen participation, digital tools and citizen participation Clément Mabi.Open to the public.http://curieusesdemocraties.org/index.php
http://resilia-solutions.eu/2016/08/what-can-cities-learn-from-the-participatory-democracy-experience-of-saillans/ (in english) https://info.arte.tv/fr/saillans-la-democratie-participative (only in french but subtitles available in german).
City hall of Saillans, Drôme France. It is important to highlight the fact that the city hall of Saillans was totally transformed in 2014. Concerned about the democratic crisis and the low transparency of process of their predecessors, a group of inhabitants built a new path based on the principles of collegiality, participation and monitoring of the participation process.
Dark side of literacyMaterial (article, report, other document)DemocracyThese series of events aim at fostering the discourse on critical literacy in Austria (and Europe). So far three events have taken place (documentation available).The debates about critical adult education and literacy with the aim of developing a new perspective on literacy work (see also Priba). The debates are dealing with Freire, Spivak other critical theoreticians Ethnographic research on literacy work with migrants (See Spotti in the materials). At the time of writing this series of events constitutes the only critical platform for literacy work in the country and a bastion against neo - liberal changes in the field.Trainers and theoreticians in the field of literacy work.https://www.bifeb.at/fileadmin/user_upload/doc/Dokumentation-Dark_Side_Literacy_2016.pdf, http://kritische-eb.at/wordpress/wp-content/uploads/2010/02/Programm_DarkSide-Literacy-2.pdf, http://kritische-eb.at/wordpress/?page_id=39, the third event took place in Germany in co - operation with Grubinet, a network of institutions providing literacy courses in North Rhine Palatinate : www.grubinetz.de/was - ist - los - im - grubinetz
Darknet: Ein Blick in die digitale UnterweltSeminar or webinarDigitalisationThe digital underworld creates politically important freedoms - and it leaves laws in the void. The course shows the contradictions of the digital underworld. Course duration: 2 hours.The course shows that the internet is not a neutral and innocent space. It raises awareness of the existence of professionally organized illegal businesses on the internet and shows that the boundaries between legal and illegal are often blurred.Adults who are interested in the dark sides of the internet.https://www.vhszh.ch/kursangebot?course=19S-0330-04Volkshochschule Zürich, Stefan Mey, Switzerland
Development Education(Community) development programDemocracyDevelopment Perspectives' mission is to contribute to lessening poverty, inequality and climate change through transformative education and active global citizenship.To have informed, active and inclusive citizenry that is tackling the root causes of poverty, inequality and climate change. To recognise the importance and relevance of Development Education in contributing to a more just, equitable and sustainable world. Organisational scale, capacity and income (Governance / Financial / Human Resources) is increased and deepened. To work collaboratively with a diverse set of partners (Locally / Nationally / Internationally) that share our vision in order to maximise reach, impact and influence. DP will maximise the impact of its work in Ireland and internationally through ongoing reflection, evaluation, learning and innovation.Young people, adults, migrants and refugees.https://www.developmentperspectives.ie/homeDevelopment Perspectives, Ireland Bobby McCormack - bobby@developmentperspectives.ie [co-founder and Director]
DigiEssi - Esteetön ja digitaalinen kansalaisopistoCourseDigitalisationDigiEssi-project organised courses for the staff in liberal adult education. The aim of the courses was to improve the staffs ability to teach, provide guidance and understand the special needs of the students, and plan training that is accessible to all. The courses also aimed at increasing the use of digital and mobile technology in liberal adult education trainings and thus improving the students digital skills as citizens.The courses aimed to change the current system and make liberal adult education more accessible for students with special needs and learning difficulties.Liberal adult education teachers.http://www.digiessi.fi/Katri Aaltonen University of Applied Sciences Haaga-Helia Finland
Digital divideMaterial (article, report, other document)DigitalisationThis article questions the norm that emancipation now requires mastery of technology. Without denying the importance of everyone being connected and having sufficient mastery of digital tools, the analysis draws attention to the fact that the digital divide is above all a symptom of deeper social inequalities and questions the norms that lead us to consider connectivity as an end in itself.Developing skills oriented towards change also requires being able to situate oneself in relation to the aims of this change. By questioning what motivates us to connect permanently, we can better choose what we want digital to serve; to demand the necessary adaptations (e.g. at the level of public services) and to acquire the skills that will really benefit us.The article is addressed to trainers in the context of the fight against the digital divide, as well as to social organisations and associations that develop training processes and critical debate about digitalisation.http://www.ftu.be/index.php/publications/technologie-et-societe/269-la-fracture-numeriqueFondation Travail-Université (FTU asbl) Chaussée de Haecht 579  1030 Bruxelles  Belgique  32 2 246 38 51 http://ftu.be Christine Steinbach christine.steinbach@ftu.be
Digitale Kompetenzen in der Basisbildung mit Migratn*innen authentisch erarbeitenMaterial (article, report, other document)DigitalisationThis material aims at developing digital competences together with migrants in a way that includes experience based learning and digital empowerment because it aims at lowering the threshold for migrant women to use information technologies in an emancipated way. The activities use a real-life situation as a starting point for work on the specific topics. The topics are apps, QR Codes, using audio and video resources and making videos. Especially the unit on producing a video seems relevant as here learner work on an instructional video for buying a ticket on public transport, i.e. they produce themselves a learning video for this topic. The unit also includes logistic elements such a copyright, protection of individual rights. Learners not only learn how to buy a ticket but also how to produce a video and upload it on the internet.The empowerment approach to understanding relevant issues and to produce their own learning videos etc.Migrants https://www.netzwerkmika.at/application/files/3915/3597/7763/Digitale_Kompetenzen_authentisch_erarbeiten.pdfMartin Wurzenrainer und Ursula Lummerstorfer (Verein Projekt integrationshaus)
Digital_action_lab: Geschichten aus der NachbarschaftInformal learning practiceDemocracy & digitalisationSwiss people and young refugees learn storytelling with their smartphones. They show their perspectives in Zurich with video installations in various public places.The project uses a digital method to bring people together who have no contact with each other in normal everyday life. Through the exchange of stories and their digital processing, the knowledge about each other and the understanding for each other is improved and the common city is rediscovered from different perspectives.Persons who are interested in intercultural exchange and digital storytelling.http://about-us.ch/englisch-startseite/About us! Zürich interkulturell, Gunda Zeeb, Switzerland
Passaporte Competências DigitaisCourseDemocracy & digitalisationThrough gamified and informal Digital Skills workshops, participants are challenged to explore the democratic, critical thinking and creative potential of the internet and earn digital badges, online micro-credentials (Gibson et al, 2015) based on the Open Badges standard. Earned badges become available on an online portfolio, the "Digital Skills Passport", allowing skills to be shared across the web, on social networks or included in a Résumé, while boosting employability skills and digital citizenship.It draws upon 5 key principles: i) Accessing digital devices does not empower individuals. Knowing how to use them does. Second level and third level digital divide research suggests that efforts to bridge the digital divide should focus more on exploring the relevance and benefits of digital literacy, rather than focusing on learning how to use the technology. Workshops learning activities are based on Kolb's experiential learning theory and incorporate the experiential learning cycle. ii) Nobody wants to learn (again) what they already know. Inspired by the Recognition of Prior Learning paradigm, identifying and mapping learners expectations and interests is considered paramount to create engaging and customized learning experiences. Participants select their learning goals and subsequent sessions are redesigned in order to adapt to the selected goals. iii) Learning happens everywhere. Not only in the classroom. Following Paulo Freire's Problematizing Pedagogy, in which learning becomes a critical understanding of the world, the Program sets the methodological principle of identifying and solving daily life problems of the community so that, through critical thinking and collaboration, technology is seen not as an end but as a mean to fully exercise citizenship. iv) In the digital age, learning is connected, social and lifelong. Connected learning paradigm takes advantage of abundant access to information and social connection rather than isolate it and embraces the diverse backgrounds and interests of learners. Digital Skills Passport support individual learning pathways, plan interest-based activities and foster a collaboration friendly environment. Moreover, Open Badges standard allows for micro-recognition of all forms of learning. v) The learner is the focus and center of the learning process. Non Formal education theory and gamification techniques drive the instructional design of every session, making sure that all learners have an opportunity to succeed.The Program is targeted at all audiences, 15 years old and older, with a particular focus on those with low levels of education, low income or unemployed, including first generation learners, who are considered a priority.http://bit.do/passdigitalaward (in english, for the award jury) and http://bit.do/passdigital (Portuguese)The Program for Digital Inclusion and Digital Literacy - Digital Skills Passport is an initiative of the Lisbon City Council that seeks to demystify the use of technology, helping citizens, in a simple and engaging way, to take advantage of its daily use. Collaboration is key: by working closely with local partners, which include all 19 public libraries and the parish councils of Alvalade, Avenidas, and Ajuda, it's possible to share resources and better serve and reach local communities. It integrates National initiatives of Digital Inclusion, such as the Lisbon University'd international project LIDIA (lidia.ie.ulisboa.pt) and Aberta University OBLID Network (contemcom.org). It partnered with the latter, providing training for digital facilitators in rural areas of Portugal and co-authoring multimedia resources in Digital Citizenship.
Do Not TrackLearning tool (game, digital app etc.)DigitalisationDo Not Track is a personalized documentary series about privacy and the web economy. This documentary series explore how information of every person is collected and used. Every two weeks, they release a personalized episode that explores a different aspect of how the modern web is increasingly a space where movements, speech and identities are recorded and tracked.Interview to Alexandre Brachet producer from Upian: In times when big data is everywhere, is Do Not Track an educational project?: This is another thing that answers Upian producer Alexandre Brachet, who prefers to talk about social impact, "We are beyond information. The point is more: this content is useful for me and allows me to make concrete decisions in my daily life.The publichttps://donottrack-doc.com/en/about/ https://www.youtube.com/watch?v=4GORviDaK9kPublic media broadcasters, journalists, developers, graphic designers and independent media makers from different parts of the world: Upian (a Paris-based production company), the National Film Board of Canada, Arte (a French and German public broadcaster), Bayerischer Rundfunk (German public broadcaster within the ARD), Radio-Canada (Canada's national public broadcaster), RTS (Switzerland's public broadcaster) and AJ+ (digital-only video news network and community from the Al Jazeera innovation department) Upian
Deutsch lernen ohne SchriftMaterial (article, report, other document)DemocracyThese materials aim at providing methods and activities for learners in German as a Second Language Courses who can neither read nor write in German (or Latin script).Traditional models for German as a Second Language have been adapted to “script - less” model in order to make it possible for learners to learn German without having to learn how to read and write, thus access to German has been provided to a larger group of learners who would have faced insurmountable obstacles. Part of the development work included access to electronic media. Trainers (and learners) in literacy courseshttps://netzwerkmika.at/application/files/3015/4201/7531/Deutsch_ohne_Schrift.pdfMIKA (lernraum.wien/AlfaZentrum für MigrantInnen, Danaida, Frauen aus allen Ländern)
Concevoir, réaliser et animer un média dexpression et d'opinons avec des habitants (webradio ou webjournal).CourseDemocracy & digitalisationTraining course for inhabitants in the region of Toulouse in France, led by la Ligue de l'enseignement - the biggest association in France that deals with education, training, culture and communication. This training aims at producing a local opinion/information newspaper, with a philosophical approach of the citizenship concept. This training course was created as part of the national French program called éducation aux medias (education on media) coordinated by the Minister of Culture. Some practices: deontology of positive, responsible and criticism media; a collection of community initiatives (valorisation of inhabitants); opening towards the international in the spirit of reporter without borders - Dominion of words, no insult or defamation, respect for privacy -Topics on ecology, environment; variety of lived experiences: reports, interviews, conflict negotiations, revitalization of tired teams. Some pedagogical content: analyse a media (triangle of media analysis: the reading audience, the media and the journalist); introduction to the history of media; understand the stages of media production and the roles of each: from the editorial project, through the writing conferences, the journalistic and documentation work, the layout of the media, diffusion and partners; introduction to journalistic techniques.This training course enables inhabitants to develop the required skills to promote an active and critical citizenship. Also, to access to an individual and collective speech, to develop social cohesion, self-esteem, and to gain in social empowerment.Community inhabitants, districts, community associations.Association Jets d'Encre : Association nationale pour la promotion et la défense de la presse d'initiative jeune, www.jetsdencre.asso.fr Collectif Enjeu Collectif Interassociatif Enfance et Medias : 5, rue Laferrière 75009 Paris Christian Gauteliier christian.gautellier@cemea.asso.fr Observatoire de la Presse lycéenne : www.obs-presse-lyceenne.org Observatoire français des médias : http://www.observatoire-medias.info/ Centre de Liaison de "Enseignement et des Médias d'Information (Education nationale) : www.cfemi.org Reporters sans frontières site de l'organisation internationale de défense de la liberté de la presse, www.rsf.org Direction du Développement des Médias (DDM) (Premier ministre ; Ministère de la Culture et de la Communication) www.ddm.gOUV.fr Fédération européenne des journalistes : www.ifj-europe.orgLa ligue de lenseignement, FRANCAS, Cémea as part of the project « D-Clics numériques »
Euforia: From Inspiration to ImpactInformal learning practiceDemocracyEuforia describes themselves as an innovative, youth-driven NGO based in Switzerland with a community of volunt'heroes in over 20 countries across three continents. Combining non-formal education and transformative learning methods we empower people and organizations to embark on their own change-making journey. Our key strength is to create safe spaces where people realize their own potential, find solutions and become transformational leaders.The initiative aims at achieving an impact on the individual, organisational and societal level. Their vision is to make the world a better place.Changemakers (individuals and organisations).NGO Euforia, Switzerland
Fake NewsSeminar or webinarDemocracy & digitalisationThe aim of the course is to identify fake news, to demonstrate methods of manipulation and to show reliable resources in www. (Course duration: 4 hours)News and news resources are questioned. Participants learn to differenciate between fake news and news.Adults who are interested in news creation and want to question its content and deal critically with information.https://www.vhszh.ch/kursangebot?course=19S-0340-32Volkshochschule Zurich, Mirko Bischofberger, Switzerland
Free Thought FMInformal learning practiceDemocracyPop-up radio station focused on equality, access and inclusion in adult education: 'At the heart of FREE THOUGHT FM is a 30-day live broadcast of conversations in the gallery between the artist Garrett Phelan, invited FREE THINKERS and members of the public. These conversations will open up the critical and often hidden issues of class inequality and inequality of access to education in the Dublin region.'This movement is using a new medium for engaging diverse audiences into new ways of thinking and deconstructing the current education system and Irish society in the hope of bringing new understanding and change in the area of access for marginalised and disadvantaged groups in Irish education. 'It will use the gallery as a public space, a bastion of free expression, conversation, thought and communication, but will also spread far beyond its walls.' [For this resource the difference is that it seeks to create social change in a broader context that both supports groups to question and gain critical consciousness, and for others to realise the challenges faced by those living in poverty and facing disadvantage.]Marginalised and disadvantaged groups, college students, educators, policy makers, and the general public.http://www.douglashydegallery.com/garrett-phelan https://www.instagram.com/freethoughtfm/?hl=enGarrett Phelan THE DOUGLAS HYDE GALLERY Trinity College Dublin 2 Ireland +353 1 896 1116 dhgallery@tcd.ie
Medialukutaitoa terveydestä
Informal learning practiceDemocracy & digitalisationThe project trained medical students in dialogue and popular writing skills so they could better respond to common and false health beliefs, which are not based on science. The media literacy project aims firstly to use the professional knowledge of future doctors to enable them to be more active in the civic society and on the other hand help people separate the evidence based medical science from health claims that can be harmful. This was done by the students writing popularised science articles tackling the claims on the project website along with other medical experts (www.vastalaake.fi (in Finnish)) and in conversations with people in health cafes (World Café -method). 30 medical students took voluntarily part in our pilot course. They were trained for 30 hours in communication, dialogue, writing, media processes and source criticism.The project aims to improve the dialogue between medical professionals and common people and thus increase trust between them. It provides future medical professionals with better skills to discuss and write about science using a language common people understand. The students founded Vastalääke association to fight false medical beliefs. Taking part in the association the medical students will continue educating people about what kind of health claims to believe and how to practise critical thinking when reading blogs and news about health. The medical students have been trained to be health related media literacy agents. The project has encouraged active citizenship of the medical students, and thus they will help in fighting harmful health beliefs in the society. This sort of training is fully lacking in their formal training.Medical students, doctors, adults interested in health.www.vastalaake.fi (in Finnish) https://kansanvalistusseura.fi/2018/06/medialukutaitoagentti-koulutus/ (in Finnish)Anne Tastula, Finnish Lifelong Learning Foundation - KVS, Finland
Frauenhetz – feministische Bildung, Kultur und PolitikSeminar or webinarDemocracyFostering feminist educationDemocracy needs education, connection of political theory and practical work and action.Women http://frauenhetz.jetzt/Birge Krondorfer et al.
Tous "Homonumericus"Informal learning practiceDigitalisationTous Homonumericus is a program of informal workshops dedicated to the stakes of the numeric communication intended to people that suffers of a numeric gap (elderlies, socially excluded, suffering of low disabilities). During a whole day, they discover the common ways to use numeric tools but beyond the technical skills, the point is to think on the ways by which the numeric environment challenges the society. The final objective is to empower people by emphasizing their critical skills and awareness toward the numerisation under economical, political, social and technical perspectives.We consider that most of "bridging the digital gap policies are oriented toward technical skills improvement. Those policies, supported by governments or private funds, ignores that the main question is not the access to the numeric itself but the cultural awareness of people regarding the social stakes behind the numeric tools. Trough free-speech workshops, we support exchanges of good practices (by instance in familial contexts) and critical views to enhance a complex way of thinking our relation with the numeric society.People that considers themselves to suffer from a lack of skills or tools in front of the numeric. environment. In practice, we mobilise mainly elderly, disabled and socially excluded people.www.toushomonumericus.beMédia Animation asbl, Belgium
Digitale Kompetenzen in der Basisbildung mit Migrant*innen authentisch erarbeitenMaterial (article, report, other document)Democracy & digitalisationThis material aims at developing digital competences together with migrants in a way that includes experience based learning and digital empowerment. It aims to lower the threshold for migrants to use information technologies in an emancipated way. The most interesting aspect of this material and project is the fact that ICT not only is the medium of learning but at the same time the topic. The activities use a real-life situation as a starting point for work on the specific topics. Topics are apps, QR Codes, using audio and video resources and making videos. Especially the unit on producing a video seems relevant as here learners work on an instructional video for buying a ticket on public transport, i.e. they themselves produce a learning video for this topic. The unit also includes logistic elements such as copyright, protection of individual rights. Learners not only learn how to buy a ticket but also how to produce a video and upload it on the internet. Furthermore it should be noted that the aim of some of the activities is to foster the use of digital environments outside the classroom.The empowerment approach to understand relevant issues and to produce their own learning videos. The production of learning videos has a technical aspect and technical skills development, at the same time it encompasses reflection and development of learning strategies by the learners.Migrants.
https://www.netzwerkmika.at/application/files/3915/3597/7763/Digitale_Kompetenzen_authentisch_erarbeiten.pdfMartin Wurzenrainer und Ursula Lummerstorfer (Verein Projekt integrationshaus)
Intergenerational Learning ProgrammeCourseDemocracyThe DCU Intergenerational Learning Programme is part of the School of Education Studies. It began in 2008 to engage older people from the wider community and DCU students in teaching and learning together in a third level environment. It started with a small number of classes on Saturday mornings, where older people were joined by DCU student volunteers to learn basic ICT skills, and gradually evolved, through engagement and dialogue. Participation in third level education, whether for the first time or as a means of re-introducing academic learning into a new phase of your life, has long been denied to the older generation. Through their participation in the Intergenerational Learning Programme, some learners have overcome fear of technology, and become proud participants in the digital world; some have gone on to join undergraduate degrees, and others have discovered a talent for writing.In the current climate of low digital skills and fake news this programme offers participants the opportunity to build their understanding of ICT, critical thinking when using computers and engage in dialogue opportunities with young people (and for the young people).Older people, young people, those with low digital skills.https://www.dcu.ie/ilp/about.shtml  https://intergenerationallearningdcu.wordpress.com/about-ilp/Dr Trudy Corrigan ilp.info@dcu.ie trudy.corrigan@dcu.ie
das kollektiv. kritische bildungs - beratungs - und kulturarbeit von und für migrant*innenCourseDemocracyA place for critical educational works addressed to migrant women; das Kollektiv offers: literacy course, preparatory courses for external school leaving exams, cultural events, political activities concerning feminist issues of migrants, theoretical work on critical education and literacy, organisation of conferences and authoring of books and political grassroots work, teacher training courses in cooperation with other feminist/migrant NGOs, cooperation with universities.In most courses the hegemonic language of German is being taught in a way that this hegemonic role of the language and the positioning of the women is being collectively reflected.Migrants and teachers. https://das - kollektiv.at/publikationen - das - kollektivdas kollektiv. kritische bildungs - beratungs - und kulturarbeit von und für migrant*innen Linz/ Austria
Letras Prá VidaCourseDemocracy & digitalisationThis community intervention project aims to promote the literacy, empowerment and social inclusion through workshops with adult people.The project promotes basic skills (reading, writing) based in life of the adult people and the objective of the workshop is the learning through the real life of each adult (life contexts).Dropouts and who have never attended school; low skilled adults.hppts://www.esec.pt/investigar/transferncia-de-conhecimento-letras-pra-vida www.facebook.com/letraspravidaPortugal - ESEC - Escola Superior de Educação de Coimbra
Civic skills via media education in PalestineCourseDemocracy & digitalisationThe media literacy project strengthens the professionalism of Palestinian journalists and other media workers and increases their understanding of media practices and media literacy skills. The project provides Palestinian journalists, NGO workers and public sector employees means to produce and critically evaluate information about events in the region.The project strengthened the functioning conditions of civil society in Palestine by working together with local universities and offering courses in critical media literacy and journalistic skills. The project took part in creation of a media strategy in cooperation with Palestinian local government. Media guide produced in the project was adopted as a part of Palestinian media strategy. So the project advanced changes in the local media sector and education of journalists. Background: The backdrop to the project is the decades long Israeli Palestinian conflict and Israeli occupation which causes isolation of the Palestinian journalists; a fact that makes their work in the region challenging. At the same time the Palestinian media sector is developing rapidly and the use of social media increases quickly. The media literacy project tackled these challenges with two methods: - The workshops, held by Finnish volunteering journalists and media professionals, focused on media skills and journalism ethics in practice and in theory. At the core of the trainings is to teach the local participants how to differentiate reliable and credible sources from rumors and propaganda.  - The project has also created an open-access Media Guide platform and a printable PDF guide book in English and Arabic. The Media Guide is the first ever published media literacy guide for adults, that has been produced in English and in Arabic. The Media Guide extends the impact of the project beyond the Palestinian population. The easy-access media literacy guide works as a tool to critically evaluate the reliability and ethicality of the visual and textual contents that they encounter in media.Palestinian journalists and other media workers, Palestinian NGO staff and public sector employees, refugees in the area.https://mediaguide.fi/mediaguide/?page_id=44 https://annatervahartiala.wordpress.com/2016/05/11/everyday-life-in-the-holy-land/ https://www.elmmagazine.eu/articles/palestinians-struggle-to-develop-information-society-without-3g/ https://www.elmmagazine.eu/articles/online-media-guide-spreads-critical-media-literacy/ https://www.elmmagazine.eu/articles/hate-surrounds-the-children-hate-is-not-within-them/Karoliina Knuuti, Finnish Lifelong Learning Foundation
Media Literacy Network IrelandInformal learning practiceDemocracyMedia Literacy Ireland is a network of interested parties working together to promote media literacy across Ireland. They provide seminars with guest speakers in an effort to increase awareness and understanding in engaging with the media. We believe that media literacy is the key to empowering people with the skills and knowledge to understand how media works in this changing environment, to interrogate the accuracy of information, to counter unfair and inaccurate representation, to challenge extremist views and, ultimately, to make better informed media choices.This network seeks to address the rise of fake news sources, provide information on 'dark ads' and build critical thinking skills for engaging with the media. This is a protective and sustainable approach using education as a tool to inform and equip vulnerable people in society who may lose their voice in democracy due to being targeted by funded conservative campaigns and media bots.https://www.bai.ie/en/viewers-listeners/understanding-media/ file:///C:/Users/dlawless/Downloads/20171204_Background_Network.pdfBroadcasting Authority of Ireland and interested parties supporting the network.
Mokasiko mediaMaterial (article, report, other document)DigitalisationFinnish national broadcasting company YLE created digital learning tools to teach media literacy. They took eight real life media cases resolved by Finnish Council of Mass Media (CMM) and created videos of them. (The Council is a self-regulating committee whose task is to interpret good professional practice and any person who thinks there has been a breach of good practice by media may bring this to the attention of the CMM). Learners will be invited to first read the good practise guidelines for journalists created by CMM and then watch the videos and tick a box "did the media screw up or not". Then they see the right answer and read the reasoning behind it. Themes are for instance: should the victims of a terrorist attack be asked before publishing their photo?; did the radio hosts go too far by joking about the plight of the refugees? The short videos are descriptive and entertaining with pictures and infographics, narrative explanation of the case (complaint, defence, what part of the journalists's ethical guidelines are in question). The type of misconduct is mentioned, for instance "product placement", "privacy protection", or "truthfullness of media" The project got an award for media literacy project with greatest Europe-wide scalability potential in European media literacy week 2019.It's an engaging way to teach media literacy to adults, by using real life cases and letting the users be the judges. It also makes the journalists ethical guidelines more visible and points out reporters make mistakes.Adults, young peoplehttps://yle.fi/aihe/oppiminen/mokasiko-media https://news.media-and-learning.eu/featured-articles/media-mistakes-award-winning-project-puts-the-spotlight-on-media-ethics-and-mistakes/Ville Alijoki YLE - Finnish National Broadcasting company Finland
Mehr Sprache: mehr (Mit)spracheCourseDemocracyThe project ( 2012 – 2014) aimed at migrant women who were learning German as a second language and aimed at comprehensive participation in society. This was done by offering german courses with specific content: environment and society and the production of a Catalogue for "Wissenstransfer zu Nachhaltigkeit in MigrantInnencommunities", ( transfer of knowledge for sustainability for migrant communities). Additionally workshops for economic basic skills were offered by "Miteinand er Lernen - Birlikte Öğrenelim".Empowerment of migrant women in the fields of multilingualism and environment as well as participation.Migrant women and teachers: https://mehrsprachen.wordpress.com https://mehrsprachen.wordpress.com/daz - materialien/Peregrina, Miteinander Lernen, LEFÖ
Nie v naaom mesteMaterial (article, report, other document)Democracy & digitalisationPlatform for citizens and organisations to share in the promotion and development of tolerance in Banska Bystrica. The aim of the platform is to promote and develop the tolerance of diversity through social, cultural and educational events.Civic Platform Not in our city focuses on preventive and deradicalization interventions in Banská Bystrica region. The main goal of the platform is to respond to radicalization, hatred and violence promoted by new extremists and fascists actively, creatively and directly on the basis of facts and experiences from Slovakia and abroad. The platform consists of representatives of organizations working in community work, volunteering, human rights, as well as civil society activists and promoters. Part of this process is to reduce society's polarization, build relationships, challenge negative social aspects such as racism, xenophobia, extremism, hatred, and hate-motivated crimes.The public from the city of Banská Bystrica.http://niot.sk/CKO- Centrum komunitného organizovania, Slovakia
A avó veio trabalharInformal learning practiceDemocracyGrandma Came to Work is an intergenerational creative hub, were social and emotional bonds are knitted in the local community and where elderly people can be themselves. The idea is to fill the gap between generations, offering everyone a place where they can meet, discuss and learn from each other. As a result, they create unique handmade products and experiences of local immaterial culture and tradition.This project allows this group of people (older women) to participate actively in the neighbourhood. So it increases seniors power intervention in society.Old women.https://www.facebook.com/AAvoVeioTrabalhar/ www.fermenta.org
Büro für partzipatorische AngelegenheitenInformal learning practiceDemocracyAs part of the intercultural weeks of the city of Zurich, radio broadcasts will be produced live, in which people who are not allowed to vote discuss current political topics and thus have their say.This project enables people who are not allowed to vote to participate actively in politics resp. to express their opinions in public. Through the radio broadcast, these voices are made accessible to a large audience.Persons without Swiss nationality.http://about-us.ch/englisch-startseite/About us! Zürich interkulturell, Gunda Zeeb, Switzerland.
Kaikkien VaalitSeminar or webinarDemocracyKaikkien Vaalit (Our Election) is democracy education activity developed by Finnish Network of Multicultural Associations, Moniheli. The goal of the #KaikkienVaalit campaign is to promote the participation and influencing of immigrants in the Finnish society. The 2019 edition is carried out through activation workshops and panel discussions. In the workshops participants learn about voting and elections in Finland, about the role of the parliament, as well as basic information about Finland's largest political parties, the main themes discussed during the election campaign, and about ways to participate and influence in addition to voting. The questions developed in the workshops will be presented to the parliamentary candidates taking part in the Kaikkien Vaalit panel discussions. The main themes used in the panel discussions are based on the workshops. The Kaikkien Vaalit campaign is organised for the parliamentary elections from February 26th to April 14th in Helsinki and all over Finland. The workshop materials are freely available for all. Workshops can be organised by many different associations, in various languages.The purpose of the workshops/materials is to advance immigrants participation in Finnish society, and equip them with other ways to participate and influence in decision making in addition to voting.People living in Finland who have a foreign mother tongue and little information about the Finnish political system.https://www.moniheli.fi/toiminta/hankkeet/kaikkienvaalit/Moniheli Network of Multicultural Associations Finland
Budget Participatif - Votre Ville,vos projets
Informal learning practiceDemocracyThe participatory budget is a measure for the development of urban projects in partnership with the inhabitants. It enables them to participate in the organisation of their city and their neighbourhood by carrying out projects that they have created and selected. It also enables the municipality to build a new relationship with the citizens by discussing the use of part of the municipality's financial resources. Finally, it enables the city to promote the development, animation and transformation of neighbourhoods through the ideas of the people who live there or bring them to life. The City defines a budget line and calls the citizens to submit projects for the area they live in. The project proposals are then submitted to the people for a vote. If accepted, the projects are implemented by the initiators.The idea of political participation in Switzerland is closely linked to direct democracy and voting. Social participation, however, knows all the nuances of formal and informal participation. This project picks up on these different forms of participation and above all makes it possible for people who are not allowed to vote to take an active part in the development of their city. Change oriented is also the participatory way citizens are getting involved.People who are interested to participate in decisions regarding their own city.https://my.lausanne.ch/budget-participatif/City of Lausanne
Policy KitchenInformal learning practiceDemocracy & digitalisationPolicy Kitchen is a method developed by foraus - Forum Foreign Policy to generate concrete solutions for urgent foreign policy challenges. Policy Kitchen is based on a digital innovation platform and physical workshops, so-called Policy Cooking Days. Committed to the bottom-up principle, Policy Kitchen enables the participation of a wide variety of thinkers in the political process. Based on pilot projects in Switzerland, Policy Kitchen connects the international "Open Think Tank Network" and other actors. This enables comprehensive transnational cooperation in relation to global challenges. The vision is to use this method to strengthen democratic participation in international politics.It offers a new digital and personal way to participate in political processes, to share and discuss ideas related to challenges concerning society, environment, etc. Furthermore everyone can be part of the community and can take part in decision-making.Persons who are interested to share and discuss ideas and be part of political processes.https://www.foraus.ch/policy-kitchen/foraus - Swiss Forum on Foreign Policy, Think Tank, Zurich & Geneva, Switzerland
“Prinzipien und Richtlinien”Material (article, report, other document)DemocracyThis framework was the basis for all projects and courses for basic skills and “Basisbildung” funded by the national and regional governments under the umbrella of “Initiative Erwachsenenbildung” from 2011 to 2019. The position paper had a semi-legal status and was replaced by a retro-pedagogical curriculum in May 2019. The principles are strongly oriented on the works of Freire, Gramsci and partly Spivak. It put the learner at the centre of all pedagogical work with three main learning field: languages, ICT and maths. There are no levels and work with learners should be centred on their needs and wishes, taking their individual situation in society as a starting point of literacy work. The so-called filters should “control” the view on the individual learning fields form the perspectives of “pedagogical relations”, learning, the political situation and the contexts. Unfortunately, there is no English version available, yet. In the following you find some excerpts from the original text that unfortunately is only available in German The "principles of basic education" describes a fundamental attitude of teaching and learning. They are oriented on positions of the critical pedagogy (in the tradition of Paulo Freire), the pedagogy of migration (a. o. Paul Mecheril) and postcolonial theories (a. o. Gayatri C. Spivak, Edward W. Said, Castro Varela). The dimensions of action as described in the single areas of learning: languages, mathematics and ICT describes a content based framework of orientation for the development of learning aims. The design of a didactic setting is oriented on the needs of the learners. The selection of topics happens in dialogue with the learners on an individual basis. Basic education in the present societal context reflects and considers the reasons for the production of a need for basic education. Basic education distinguishes itself form an authoritarian understanding of „literacy“ [Alphabetisierung] in the limited sense of reading, writing or calculating and focusses on social, democratic, participatory, (self)critical and critically action oriented dimensions of life. Basic education is the permanent societal development task to enable the active and empowering creation of one‘s own future by education. Basic education does not "identify" individual deficits. The need for basic education results from developments in society and changing challenges for people and their every day life. Limited possibilities of active participation, a limited or no access to new technologies, reduced participation on the labour market as well as reduced access to education produce limited scopes in life as well as disruptions in the management of ones life. They are obstacles for orientation in a permanently changing world. This is true for learners with German as a first or a second language with different languages, educational backgrounds, experience, knowledge and skills. Offers for basic education provide a space in which learners can make visible their already existing competencies, to make use and develop them in purposeful ways. The offers have to be action oriented in the core content fields as well as in the cross sectional fields. Basic education generates cosmopolitan perspectives for transcultural views an makes societal processes of exclusion and discrimination visible in order to reflect them critically. It enhances active participation in society. It also encourages the individual to co-create and change the world instead of "just living in it". Guiding principles: basic education • puts the learners in the centre of attention and educational work • is oriented on the already existing competencies and the ones to be developed • is transparent, dialogue based and reciprocal • interlinks action and reflection and thus makes orientation and transparency possible • is critical to the sources of knowledge • supports self-empowerment and belief in the importance and relevance of self • supports participation in society and democratic life • is oriented on the learners' "worlds" and their needs and wants [private life and world of work] • uses learning environments and materials that can foster this orientation • counteracts discrimination by individual work, awareness raising interventions as well as gender and diversity sensitive perspectives • supports the autonomy of learners • regards learning competencies, digital competencies and competencies for political action not as separate topics but as cross sectional • demands systematic reflection of their own practices and their links to the contents of basic education "courses" from the teachers.Following Freirian concepts of empowerment of the individual and hence of the group this concept aimed for change and was successful as both institutions and teachers/instructors relied on the principles and their implementation, The principles were also an integral part of teacher training courses such as offered by the Bundesinstitut für Erwachsenenbildung in Strobl/St.Wolfgang. https://www.bifeb.at/programm/termin/calendar/2018/04/04/event/tx_cal_phpicalendar/basisbildung_und_alphabetisierung_mit_erwachsenen_diplom_lg_11/ Obvisously change orientation was so strong that the new right-wing government saw izt as one of their main objectives to do away with it and replace it with the afore mentioned curriculum.People in need of basic education or basic skills.Fachgruppe Basisbildung
Restorative Practices IrelandTraining and learning methodDemocracyRestorative practice is a social learning method that supports democratic decision making and shared responsibility through participatory learning and improved communication among participating members.It consistently creates dialogue opportunities for all parties involved when used on a continuous basis. Everyone involved is provided with time to discuss matters, practice active listening and hear about diverse perspectives. It builds relationships, builds understanding, prevents conflicts, and improves communication. It is solution focused and seeks to support all members equally through a fair process.It works well with all groups. It can be particularly useful with diverse groups to build shared understanding and communication.https://www.education.ie/en/Schools-Colleges/Services/National-Educational-Psychological-Service-NEPS-/NEPS-Guides/Listening-to-Young-People-and-Promoting-Dialogue/Restorative-Justice.pdf http://www.restorativepracticesireland.ie/ http://www.restorativepracticesireland.ie/videos/ https://www.iirp.edu/restorative-practices/what-is-restorative-practices https://www.iirp.edu/images/pdf/Defining-Restorative_Nov-2016.pdfConcept development: 'In the modern context, restorative justice originated in the 1970s as mediation or reconciliation between victims and offenders. In 1974 Mark Yantzi, a probation officer, arranged for two teenagers to meet directly with their victims following a vandalism spree and agree to restitution.'
`koly za demokraciuSeminar or webinarDemocracy & digitalisationThe School for Democracy training program was built on years of experience, when we realized that systematic work in the field of education, and thus cooperation with schools, is crucial to addressing the threats of growing extremism and radicalization among young people. The program is a synergistic link between formal and informal, sensitive and modern, interactive and effective grouping of all the good that education can bring.The curriculum focuses on systematic work with students, college and high school students, emphasizing the values of freedom, equality, democracy, open society, and defining itself against all forms of intolerance. The program develops the competences of students and students in the field of human rights, strives to reduce stereotypes and prejudices. It also builds on open discussion and the development of critical thinking.Schools, students, teachers.http://niot.sk/program-vzdelavanie/CKO, Zuzana Szaboová, Slovakia
SDG Advocate ProgrammeCourseDemocracyThe SDG Advocate programme will offer 26 active citizens an opportunity to become one of Irelands SDG Advocates through this innovative project. This training course will allow the advocates to deepen their understanding of the United Nations (UN) Sustainable Development Goals, represent the project internationally and lead transformative change in Ireland.'Our educational programme is action-driven and promotes experiential learning by supporting the advocates own initiatives and projects.'Active citizens aged 18 or over.https://www.developmentperspectives.ie/SDGChallenge/advocate.htmlDevelopment Perspectives
SeriouslyLearning tool (game, digital app etc.)DigitalisationOnline tool helping users to manage hate speech in social media. Aims to provide citizens and civil society with arguments, facts, experts advices and media resources in order to pacify discussion. Seriously addresses the most common subjects of hate speech such as racism, xenophobia, LGTB-phobia, anti-Muslim, sexism.Created by the Renaissance Numérique think thank, Seriously tool is ruled by the principles of this association: - General interest and citizenship -Empowerment -Open innovation -Openness and inclusion Rennaissance numérique is the platform of dialogue, creation of ideas for society support. With the participation of members and partners, the think that organizes conferences in order to build a dialogue between thinkers and actors of digital sphere. It also produces tools and methods for citizen engagement in the digital age. Seriously is not only a digital tool (www.seriously.ong), but is also a support measure, that allows through argumentation, to pacify online exchanges. Seriously thus proposes to transform hate speech into a discursive process leading to the de-escalation of insults and the awakening of critical spirit.Adults, organizations, universities, etchttps://www.seriously.ong/ http://www.renaissancenumerique.org/ https://www.youtube.com/watch?time_continue=4&v=s7ztJVWthHc https://www.forbes.fr/management/seriously-renouer-dialogue-avec-trolls/Guillaume Buffet Créateur du projet Rennaissance numérique France
spacelab(Community) development programDemocracyAn open youth training programme that aims at empowering young people who are above compulsory schooling age and need “orientation” on continuing schooling, further training or life in general. Until recently young people could just show up for the “open training” and would receive €10 per day if they stayed. After “ open training ” they could attend “training” in one of the four centers: design, girls, nature or creativity.The change that spacelab is aiming for is twofold. 1) change in the individuals, better orientation in life, support in e.g. looking for jobs, training opportunities or a.o.b. 2) change in society is one of the stated aims of spacelab: here they try to raise awareness in the “general population” about the difficult situation of young people looking for jobs, housing, training and acceptance in life . Spacelab is an initiative by the ministry of social affairs, the City of Vienna, the job office, the official aims seem to be rather mainstream but as we happen to have just finished an evaluation report we say much more detail and much more in depth; spacelab's utmost aim is empowerment, and empowerment is lived by the institution, the title of our evaluation study might highlight this a bit: “is there anything you are not supporting us for”” Our research has shown that young people have long standing relationships with spacelab, regular contact with trainers and coaches and even on the level of discourse we have been able to observe differences in young people who just started and those who had been with spacelab for a longer time.Young people.https://spacelab.ccWUK Vienna, VHS Wien, Wiener Jugendzentren, Verein Sprungbrett
L'état de la démocratie
Material (article, report, other document)DemocracyThis publication brings together the contributions of 12 experts who provided their analysis during two days of training organised by the Christian Workers Movement (CWM) on the state of democracy in Belgium and, more broadly, in Europe. The questioning at the origin of the training is as follows: Democracy is intended to be a decision-making process that is in line with the point of view of a majority, while respecting minorities. In our country, this is embodied in the election of a collective of representative policies, in dialogue with organised civil society. Today, disenchantment is there: many citizens are withdrawing; the complexity of the world opens the decision-making space to non-elected technocrats; in counterpoint, populisms are simplistic and demagogic; interaction with organized civil society is seized. All these pathologies are crossed by the same major question: under what conditions can public good decisions be both effective and legitimate?The content of the study provides keys to understanding the democratic crisis and suggests ways to revitalize it. These ways are aimed at the horizon favoured by the progressive workers movement: strengthening the power to act of the most disadvantaged on an individual and collective level.The study is primarily aimed at leaders and activists of social organizations, associations and movements in popular education or citizenship education, as well as any trainer who wishes to better understand and question with their audiences how to improve their power to act in a democracy.http://www.ftu.be/index.php/semaine-sociale/312-l-etat-de-la-democratie-semaine-sociale-2018Fondation Travail-Université (FTU asbl) Chaussée de Haecht 579  1030 Bruxelles  Belgique  32 2 246 38 51 http://ftu.be Christine Steinbach christine.steinbach@ftu.be For paper edition Revue Politique www.revuepolitique.be
ErätaukoTraining and learning methodDemocracyTimeout is a new way to generate and have constructive public discussions. Timeout was launched by Sitra and Demos Helsinki and has been created together with various organisations and experts by trying out different methods all around Finland in 2017. The development work continues and Timeout is used in many different events in Finland.   The purpose of the Timeout is to strengthen peoples participation in society, mutual trust, the understanding of future developments and their connection to decision-making. The primary goal is not to change anyone's mind but to create more constructive understanding between different perspectives. The discussion follows certain steps developed in the project, and the discussion groups have a facilitator trained in the Timeout method. Sitra has developed tools that can be used in learning the method, planning the events and facilitating the discussions. https://www.sitra.fi/en/timeout/Timeout can bring together people with different backgrounds and views to discuss controversial topics, for instance climate change. Timeout breeds a feeling of inclusion between the participants and in societal inclusion in general. Moreover, it provides a deeper understanding of the topic in question and of different perspectives. At best, it generates unpredictable insights and new thinking. The aim is that discussion participants will launch constructive debates within their own circles, for instance around coffee tables at home or work, or in the communities in which they operate. The goal is to create a more far reaching culture of constructive public discourse in Finland and, at the same time, develop society and democracy.People from different walks of life.https://www.sitra.fi/en/timeout/SITRA & various organisations Finland
Ihan Diginä!(Community) development programDigitalisationThe project trains people with disabilities and special needs in digital tools by organising digiclub activities. Part of the project is to develop peer digital support services, where people with disabilities teach each other. Digital long distance support services are developed with the aim to enable people with disabilities to live independently. Project is also enlarging peoples social life circles by creating virtual discussion forums (virtual digiclubs) for them.The use of digital tools is meant to transform the lifes of the people with disabilities by enabling them to live more independently and participate more socially with the help of digital tools. The digital learning content is developed using cooperative development method. People with disabilities, their families and professionals contribute to the development and express their own needs.The main target group of the project is young people (15-29 years old), but there are also many older people with disabilities involved in the digiclubs, peer support activities etc.https://www.honkalampi.fi/kehittamistoiminta/ihan-digina/Honkalampi-säätiö Saila Kosunen Finland
Traveller Leadership CourseCourseDemocracyA collaborative programme designed to support members of an ethnic minority group with their leadership skills and advocacy. This course took place over 5 days and supported capacity building by recognising and building upon leadership within the Traveller community, and supporting future Traveller representation in leadership and advocacy roles in Irish society.It sought to lift the whole community by building and recognising capacity within the group, for the group. Role models were self identified and provided with methods and tools to advocate for the needs of their community. Leaders from the broader Irish society group were brought in to share their experience and this helped to build the social capital and networks of the participants.Ethnic minority future leaders and change makers.http://dave.dunn.ie/work/leadership-course-for-travellers-exchange-house-ireland/Concept developed by Dearbháil and training developed and delivered by Dave Dunne for Exchange House Ireland National Travellers Service.
Ubunto Academy(Community) development programDemocracyLaunched in 2010 to undertake informal educational activities aimed at young people with leadership profiles from disadvantaged backgrounds, the UBUNTU Academy aims not only to provide training in leadership so that these young people can be agents of change within their communities but also to develop and strengthen service models benefiting the community and entrepreneurship, drawing on the influence of figures such as Nelson Mandela, Gandhi, Martin Luther King, Aristides Sousa Mendes, Sang Suu Kiy and Desmond Tutu. In 2015 the Ubuntu Academy III, which was run simultaneously in Lisbon and Porto, held 17 seminars in Lisbon, 15 seminars in Porto and 4 joint seminars in Lisbon and Porto, one of which was residential. Social projects launched by some of the trainees in 2014 also continued to operate with very positive results. These projects included the project Vidas UBUNTU, which is run by a former trainee and funded by the Active Citizenship Programme, which has been working with pupils and teachers from 110 schools around the country to promote democratic values through a storytelling methodology.The trainees will be agents of changes within their communities. This project is based on the influence of great figures of our history (attached to freedom, equality, human rights, democracy) as Mandela, for instance.Young people with leadership profiles from disadvantaged backgrounds (18 to 35 years old).http://www.academialideresubuntu.org/ m.me/academiaubuntu (Messenger) @academiaubunto
Université Populaire Albanaise - GenèveInformal learning practiceDemocracyThis project promotes reflection, explanations and practical work on rights and the active citizenship of foreigners residing in Geneva. 41% of the population of Geneva are of foreign origin. Through various activities, the project offers answers, which are adapted to the target group, and invites people to think about active citizenship. The Albanian folk high school acts as an interface between the Swiss society and the Albanian diaspora and opens its doors to all other not-mother tongue communities in Geneva.Albanian folk high school is a learning place open to all nationalities. Through low-threshold offerings, people are informed about direct democracy and are activated to participate.Mainly Albanian persons, with a focus on people with difficult backgrounds.https://upa.ch/ https://www.hospicegeneral.ch/fr/universite-populaire-albanaiseAlbanian Folk High School, Switzerland
Words are stones trainer´s kitLearning tool (game, digital app etc.)Democracy & digitalisationTraining kit for young bloggers, social media activists, community managers, moderators, aged 18 - 30, with proven capacity to mobilise young people online. This material wants to provide them information about online hate speech, fake news and how to counteract them in order to have haters free profiles.WASKIT wants to increase critical thinking of people working with social media about hate speech/freedom of speech and fake news. We want them to be prepared on what hate speech is in order to counteract it with “happy speech”.Young bloggers, social media activists, community managers, moderators, aged 18 - 30.http://www.wordsarestones.euASSOCIAZIONE ISES, ITALY Dolores Forgione
Les veilleurs de l'infoCourseDemocracy & digitalisationAs part of the media education strategy from the French government, Les veilleurs de linfo is the new training course developed by La ligue de lenseignement- with the support of the Ministry of Culture. La ligue de l'enseignement is the biggest association in France that deals with education, training, culture and communication Composed by 6 training sessions, this course aims to train young people and adults living in a context in which fake news, conspiracy theories are generating observable drifts.Extract from the course (translated from french): Making the information accessible to the masses makes it more difficult the distinction between the information based on veridical facts and non-trusty information. Some consequences of this new ecosystem are our relation with consciousness, facts, and the legitimacy of democratic institutions. Therefore, within this context the creation of adapted tools become essential. This course is thought as a useful tool to counteract this situation.Young people between 12-18 years old.http://www.laligue42.org/index.php/numerique/les-veilleurs-de-l-info https://www.youtube.com/watch?v=r-m1yVOd2vgLa ligue de l'enseignement France with the support of the Ministry of Culture
Verein Ute BockCourseDemocracyInitially a residential accommodation for young refugees based on the initiative of a single woman who as an ex-social worker decided to get active for refugees, now a network of volunteers with flats and houses for refugees and a centre for education that offer German as a second language course, Farsi, English, cultural and sports activities.Young refugeeshttps://www.fraubock.at/Ute Bock (gest. 2018), Austria
Akademie der ZivielgesellschaftCourseDemocracyThis project offers training and orientation for people intending to create voluntary work initiatives. The course contains training in special areas such as organisation, communication as well as elements of reflective work for volunteers on their initial ideas, in order to refine them up to a point at which they are feasible. Additionally, the projects proposed by participants are linked to existing organisations and initiatives in order to safeguard sustainability.Volunteers preparing their own projects.http://zivilgesellschaft.wien/akademieVHS Wien, Brigitte Pabst and team Vienna, Austria

Partnership

The Future-Lab consortium is composed of 9 partners from 8 countries.

PROJECT COORDINATOR:

Institut National de Formation et de Recherche sur l’Education Permanente (INFREP) – France

PROJECT PARTNERS:
  • European Association for the Education of Adults (EAEA) – Belgium
  • National Adult Learning Organisation (AONTAS) – Ireland
  • Asociacia institucii vzdelavania dospelych v Slovenskej republike (AIVD) – Slovakia
  • Kansanvalistusseura (KVS) – Finland
  • Itä-Suomen yliopisto (UEF) – Finland
  • Amar Terra Verde, LDA. (EPATV) – Portugal
  • Die Wiener Volkshochschulen GMBH (VHS) – Austria
  • Swiss Federation for Adult Learning (SVEB) – Switzerland –> Joined thanks to national funding