Children are young citizens of the present, living in the 'here and now', rights holders and competent in many issues related to their lives. Human rights education aims to establish a culture of human rights. Human rights education should have a key role in any educational processes. The United Nations Convention on the Rights of the Child offers an invaluable opportunity for introducing human rights to children. Learning about and experiencing children’s rights helps children to understand what human rights are about, to understand that they are rights-holders themselves, and to adapt and apply their rights in everyday life. These are the key aims of human rights education with children. Compasito is a manual designed to facilitate the practice of human rights education with children. Its primary users are adults active in formal and non-formal education with children. Compasito provides ideas, inspiration and practical help to explore human rights with children. It looks at children as young citizens of the present and as rights-holders who are competent in many issues related to their life. It builds on children’s motivations, experiences and their search for solutions. In Compasito, children’s rights are presented within the wider context of human rights as a whole. Thus, universal human rights and children’s rights are jointly presented in such a way that by understanding their own rights, children also understand that all human beings have human rights. The educational process builds on children’s active participation, by which they learn about human rights and understand human rights issues, acquire skills and abilities to be able to defend human rights, and develop attitudes of respect for equality and dignity. Practitioners of human rights education will find inspiration and practical ideas in this manual to make human rights education a reality for children and for the benefit of our societies.
The second edition of Right to Remember incorporates some small revisions into the original publication. Since it was first published (in 2014), Right to Remember has been widely used, by both Roma and non-Roma youth groups. The response has been almost overwhelmingly positive, but inevitably there have been some suggestions for clarification, amendments, or inclusion of additional material. Certain groups or individuals working on the Roma Genocide have also been kind enough to respond to a call for feedback on the publication. Right to Remember is a self-contained educational resource for all those wishing to promote a deeper awareness of the Roma Genocide and combat discrimination. The handbook is based on the principles of human rights education, and places remembrance as an aspect of learning about, through and for human rights. Strengthening the identity of Roma young people is a priority for the Roma Youth Action Plan of the Council of Europe. This implies the creation of an environment where they can grow up free from discrimination and confident about their identity and future perspectives, while appreciating their history and their plural cultural backgrounds and affiliations. The Roma Genocide carried out before and during the Second World War has deeply impacted on Roma communities across Europe and plays a central role in understanding the prevailing antigypsyim and discrimination against Roma. Learning about the Genocide is very important for all young people. For Roma young people it is also a way to understand what was perpetrated against their communities, and to help them to com to terms with their identity and situation today. Involving young people, including Roma youth, in researching, discussing and discovering the meanings of the Roma Genocide is a way to involve them as agents and actors in their own understanding of human rights and of history. Right to Remember includes educational activities, as well as ideas for commemoration events, and information about the Genocide and its relevance to the situation of the Roma people today. It has been designed primarily for youth workers in non-formal settings, but it will be useful for anyone working in education, including in schools.
A practical guide to the Council of Europe Recommendation CM/Rec(2019)4 to raise awareness and improve the knowledge and capacities of relevant professionals in supporting young refugees and migrants in their transition to adulthood. Being among the most vulnerable, many young refugees experience violence, exploitation and trauma, as well as continued risk of violation of their human rights and fundamental freedoms. When they reach the age of 18, they are no longer under the protection of the United Nations Convention on the Rights of the Child. This means that, from this point, young refugees may no longer have the protection and access to rights and opportunities previously held as children, and they can face an abrupt and dramatic change in the possibility of accessing services and support across many sectors. The rights of young refugees in transition to adulthood has been a priority of the Council of Europe over many years. In 2019, the Committee of Ministers adopted Recommendation CM/Rec(2019)4 on Supporting Young Refugees in Transition to Adulthood, recommending that member states’ governments ensure that additional temporary support is available to young refugees after the age of 18 to enable them to access their rights. The Recommendation also acknowledges the important role played by youth work and non-formal education / learning in supporting the inclusion of young refugees, and in developing competences for active citizenship and democratic participation. The Council of Europe prepared this Guide to further promote and support the implementation of the Recommendation. The Guide should inspire young refugees, youth workers, policymakers, researchers and other relevant actors to familiarise themselves with, apply and support the implementation of the Recommendation in their own contexts and communities. The Guide simplififies the language of the Recommendation in order to assist various actors and stakeholders in developing a better and clearer understanding of the proposals and policy measures. A range of promising practices are likewise incorporated to exemplify how the Recommendation is being put into practice.
Neste livro, Rui Gomes da Silva levanta o véu sobre os bastidores do futebol português. Num estilo que lhe é reconhecido, não evita algumas das maiores polémicas dos anos recentes, sublinhando a estratégia e a gestão de um clube de dimensão internacional como o Sport Lisboa e Benfica, que reconquistou, nos anos mais recentes, a hegemonia no futebol português e que tem sido capaz de se afirmar nas grandes competições internacionais.
It is easy to say "I have no prejudices", "I'm not racist, so it has nothing to do with me", "I didn't invite those refugees". It is hard to say "I may not be to blame for what happened in the past but I want to take responsibility for making sure it doesn't continue in the future". The Education Pack "all different - all equal" was originally produced in 1995 as an educational resource for the European youth campaign against racism, antisemitism, xenophobia and intolerance. Soon after its publication it became a reference work for those involved in intercultural education and training with young people across Europe and beyond. Translated into many languages, it remains today one of the most successful and most sought after publications of the Council of Europe. The usefulness of the pack stems from the variety and creativity of the methodologies proposed. More than twenty years after the "all different - all equal" campaign, the role plays, simulation exercices, case studies and cooperative group work that it proposes remain an inspiration to many youth workers, trainers, teachers and other people actively involved in intercultural education. European societies continue to suffer from a growth of racist hostility and intolerance towards minorities and foreigners; the necessity for intercultural youth work remains undiminished and the relevance of this pack remains unquestionable. Little bit has been changed in this new edition of the pack, apart from an updating of references. Most changes are visible and usable only in the online version, which offers relevant links with other resources for human rights education which continue the legacy of the campaign: equality in dignity and rights, respect for broader appreciation of diversity.
The Council of Europe youth sector aims at enabling young people across Europe to actively uphold, defend, promote and benefit from the Council of Europe’s core values of human rights, democracy and the rule of law, notably by strengthening young people’s access to rights, deepening youth knowledge and broadening youth participation. The activities of the European Youth Centres of Budapest and Strasbourg play a central role in the education and training of young ‘multipliers’ of Council of Europe values. The core of these activities is the programme of study sessions, week-long intercultural non-formal learning activities that are held in cooperation with European youth organisations and networks. These activities bring to the Youth for Democracy programme of the Council of Europe the unique experiences, expectations and concerns of young people regarding contemporary issues and challenges that affect their access to rights and of participating in all spheres of society. The study sessions of the European Youth Centres have been trendsetters in European youth work and remain a benchmark for intercultural youth activities. This manual is published to support the quality of study sessions and other educational activities in the Youth for Democracy programme. Preparing facilitators and developing their competences is one of the essential prerequisites for enabling exchanges of views and dialogical learning, preparing the participants to act as multipliers in their day-to-day lives, and ultimately contributing to the values and priorities of the Council of Europe and its youth sector. This Manual for Facilitators provides essential information, insights and practical tips in the planning and delivering of non-formal education intercultural activities while taking into account essential approaches of intercultural learning, human rights education and youth participation. This manual is a contribution to the quality of intercultural non-formal education activities of youth organisations and at making those activities a truly learning experience for young people in the Council of Europe.
T-Kits (Training kits) are a product of the Partnership Agreement on European Youth Worker Training run by the CoE and the European Communities Commission
This revised edition of Bookmarks reflects the end of the coordination of the youth campaign by the Council Europe. The campaign may be officially over, but the education and awareness-raising to counter hate speech and promote human rights values remain an urgent task for young people of all ages. The work of the Council of Europe for democracy is strongly based on education: education in schools, and education as a lifelong learning process of practising democracy, such as in non-formal learning activities. Human rights education and education for democratic citizenship form an integral part of what we have to secure to make democracy sustainable. Hate speech is one of the most worrying forms of racism and discrimination prevailing across Europe and amplified by the Internet and social media. Hate speech online is the visible tip of the iceberg of intolerance and ethnocentrism. Young people are directly concerned as agents and victims of online abuse of human rights; Europe needs young people to care and look after human rights, the life insurance for democracy. Bookmarks was originally published to support the No Hate Speech Movement youth campaign of the Council of Europe for human rights online. Bookmarks is useful for educators wanting to address hate speech online from a human rights perspective, both inside and outside the formal education system. The manual is designed for working with learners aged 13 to 18 but the activities can be adapted to other age ranges.
It is easy to say "I have no prejudices", "I'm not racist, so it has nothing to do with me", "I didn't invite those refugees". It is hard to say "I may not be to blame for what happened in the past but I want to take responsibility for making sure it doesn't continue in the future". The Education Pack "all different - all equal" was originally produced in 1995 as an educational resource for the European youth campaign against racism, antisemitism, xenophobia and intolerance. Soon after its publication it became a reference work for those involved in intercultural education and training with young people across Europe and beyond. Translated into many languages, it remains today one of the most successful and most sought after publications of the Council of Europe. The usefulness of the pack stems from the variety and creativity of the methodologies proposed. More than twenty years after the "all different - all equal" campaign, the role plays, simulation exercices, case studies and cooperative group work that it proposes remain an inspiration to many youth workers, trainers, teachers and other people actively involved in intercultural education. European societies continue to suffer from a growth of racist hostility and intolerance towards minorities and foreigners; the necessity for intercultural youth work remains undiminished and the relevance of this pack remains unquestionable. Little bit has been changed in this new edition of the pack, apart from an updating of references. Most changes are visible and usable only in the online version, which offers relevant links with other resources for human rights education which continue the legacy of the campaign: equality in dignity and rights, respect for broader appreciation of diversity.
This title was first published in 2002.Communities of Youth critically evaluates what it means to be a young person at the beginning of the twenty-first century and the problems, opportunities and dilemmas that emerge from the experience. The book is concerned with putting key conceptual debates to do with youth in a comparative cutting-edge empirical context. In particular, it endeavours to transcend what its contributors feel is one of the most damaging trends of recent work on the question of youth, namely: the division between young people’s transitions and youth culture. Building upon the notion of lifestyle as a means of bridging this gap, the book provides something original and timely: a way of linking young people’s broader structural concerns with the cultural and community contexts within which they conduct their everyday lives. The data discussed in the book emanates from a comparative European Union project conducted in Great Britain, Germany and Portugal. The three training programmes examined are based on the performing arts, but the authors argue that the skills young people glean from these courses are more to do with generic skills such as the ability to work effectively in groups, mutual responsibility, discipline and above all, confidence, than the technical proficiencies of performance. These courses become an important part of the young people’s lives and as such, provide a space within which they become themselves . In this sense, the book highlights the fact that far from being passive recipients of public policy, young people actively engage with the power structures that combine to shape their lives. Communities of Youth therefore considers the diversity of European youth and by tapping into this diversity it develops important recommendations that will inform academic debate, research and youth policy.
Guide to Recommendation CM/Rec(2015)3 of the Committee of Ministers of the Council of Europe to member States on the access of young people from disadvantaged neighbourhoods to social rights
Guide to Recommendation CM/Rec(2015)3 of the Committee of Ministers of the Council of Europe to member States on the access of young people from disadvantaged neighbourhoods to social rights
Promoting young people's access to social rights as a means for their inclusion and participation in society! In and around many cities, social and economic imbalances have led to the development of disadvantaged neighbourhoods, where diversity is also accompanied by poverty and often marginalisation or exclusion. This is sometimes combined with different forms and levels of de facto social segregation, discrimination and violence. At times of economic and social crisis, feelings of powerlessness and anxiety about the future risk deepening local tensions and underlying conflicts. Young people are often at the centre of these tensions because they are more vulnerable and insecure, and because they are more directly affected by uncertainties regarding the development of their autonomy, as well as participation in society and contribution to its development. The Council of Europe has challenged itself to respond to these situations by adopting recommendations for its member states that encourage and support them in finding adequate policy responses to situations of exclusion, discrimination and violence affecting young people in disadvantaged neighbourhoods. In early 2015, the Committee of Ministers of the Council of Europe adopted a policy recommendation with proposals for policy measures to member states in order to promote access to social rights for young people. Proposals concern: – the provision of accessible, affordable public services; – overcoming segregation; – promoting the participation of young people; – combating discrimination; – recognition of youth work and non-formal education; – promoting gender-sensitive approaches to the elaboration of youth policies. This publication is an accompaniment to this recommendation, and aims to bring its content closer to policy makers, youth work practitioners, youth organisations and youth workers, and provide step-by-step information and guidance on the implementation of the recommendation. The publication also offers advice and examples of actions to take and policies to develop so that the social rights of young people are taken seriously by all the actors concerned by social inclusion and social cohesion.
Thank you for visiting our website. Would you like to provide feedback on how we could improve your experience?
This site does not use any third party cookies with one exception — it uses cookies from Google to deliver its services and to analyze traffic.Learn More.