Youth democracy


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Youth democracy

  1. 1. Youth in Action mobilising the potential of young EuropeansYouth Democracy: building a vibrant society Y outh Democracy projects aim at boosting young people’s involvement in the democratic process at local, regional and European level. The objective is to provide young people with ideas about and experiences of democracy, and to spark new national and transnational net- works and exchanges of good practice. Youth Democracy projects improve young people’s understanding of how democracy works, help- ing them to make the most of their right to participate in the decision-making structures of a democratic society. Youth Democracy projects have provided the opportunity for thousands of young people to develop a sense of engagement in public and community life, and to tackle issues of importance to them, ranging from the rights of young refugees and migrants to youth unem- ployment and the functioning of the EU. Their participation has brought them into contact with policymakers, scientists, and established Youth in Action ͷ Programme
  2. 2. ͷȧ civil society organisations. These projects have #SPMNC?LȩAMMNCP?RGMLȩGLȩRFCȩWMSRFȩȏ ȩCJBȩ empowered young people through volunteer- promotes continuous dialogue between ing, through involvement in local community young people and policymakers, encouraging matters, and through acquiring skills — in the exchange of good practice and support- debate and presentation, in media techniques ing structured dialogue. These national and and in multicultural dialogue. The participants transnational youth seminars feature dynamic, have learnt to analyse political or social issues non-formal learning experiences that contrib- critically, and to make their voices heard. The ute to young people’s education, and to their projects represent concrete achievements in knowledge and awareness of the European building active citizenship at local and Europe- and international contexts. This fact sheet an levels, and in promoting a sense of respon- presents some examples of the hundreds of sibility and an understanding of democracy. projects completed so far. Some of the many Youth Democracy projects completed so far 1. Engaging young people in respondents to compensate for the lack of well-paid Bulgarian decision-making work, the limited social life and variety of contacts, and poorer access to health services, education and This project aimed to identify how to increase active transport. The young people became involved with participation and youth employment in small and local governments in the development of municipalDisadvantaged remote towns in Bulgaria. The youth dimension of youth strategies. JMA?JȩEMTCPLKCLRȩNMJGAWȩGLȐȩSCLACQȩRFCȩPCQMSPACQȩ?LBȩ Rȩ?ȩL?RGML?JȩWMSRFȩKCCRGLEȩGLȩ1Mȏ ȩ?ȩGLȩ-ARM@CPȩȩyoung people conditions for young people’s development; inad- ȩWMSLEȩNCMNJCȩNPCQCLRCBȩ?LBȩQF?PCBȩJMA?JȩJCTCJȩneed messages COS?RCȩNMJGAGCQȩ?BTCPQCJWȩ?Ȏ ȩCARȩRFCȩBCTCJMNKCLRȩMDȩ experiences and developed recommendations for young people’s potential, and can intensify migrationand strategies from the countryside into cities. RFCȩL?RGML?JȩWMSRFȩQRP?RCEWȩ?LBȩRFCȩ#SPMNCȩȩ strategy. They discussed with decision-makers issuesto combat Research was conducted on the factors that deter- related to economic activities and entrepreneurship,stereotypes and mine the choice of hometowns and discussions were employment and career development, recreation, organised with decision-makers on their vision for youth volunteering, and political participation andto encourage a employment, education and training, housing policy, civic activism at the local and national levels. The keyculture of dialogue transport, recreation and healthcare. A related survey recommendations were that disadvantaged youngand social on the attitudes of university students from smaller people need messages and strategies to combat towns revealed that nearly half did not wish to return stereotypes and to encourage a culture of dialogueconnectivity FMKCȩ?ȓ ȩCPȩEP?BS?RGML
  3. 3. ȩ2FCȩ?RRP?ARGMLQȩMDȩQCASPGRWȩ and social connectivity, and that bridges should be and safety, support from the family and a cleaner built to make it possible to contribute to the life of CLTGPMLKCLRȩUCPCȩLMRȩQSȑ ȩȩAGCLRȩDMPȩKMQRȩMDȩRFCȩ the local community and to policy development.
  4. 4. 7 - 3 2 ȩ # + - ! 0 ! 7 3The project activities demonstrated that youth Project funded bypolicies are developed not only by organisations the Youth in Action national agency in Bulgariaand institutions in the capital city but also with the Organisation:participation of organisations from remote and small Woman’s Alliance for Development Foundation, Bulgaria.towns. A project video was produced and publishedon YouTube. 1 T ES T I M ON I AL S2. Reviewing the neighbourhood the value and inclusiveness of youth services in their Results focused on neighbourhood. what youngsters0MRRCPB?KQȩJMA?JȩEMTCPLKCLRȩQSNNMPRCBȩȩWMSLEȩ Further work was carried out on childrens’ rights feel aboutpeople undergoing vocational training so that for and on organising a national conference on youthLGLCȩKMLRFQȩQR?PRGLEȩGLȩJ?RCȩȩRFCWȩAMSJBȩPCTGCUȩ the value and work. Structured dialogue between young peopletheir neighbourhood in terms of youth work, young and policymakers was developed, promoting long- inclusivenesspeople and the police, and local youth participation. term cooperation between them. There was alsoȓȩCPȩRP?GLGLEȩRFCȩN?PRGAGN?LRQȩA?PPGCBȩMSRȩPCQC?PAFȩ QGELGȏȩA?LRȩTGQG@GJGRWȩRFPMSEFȩRFCȩBGQQCKGL?RGMLȩMDȩRFCȩ of youththrough interviewing peers, neighbours and lo-cal youth workers. The results were presented to PCQSJRQȩ@WȩKC?LQȩMDȩ?ȩȏ ȩJKȩ?LBȩ?ȩ@PMAFSPC
  5. 5. services in theirlocal policymakers and youth workers in a series Project funded by neighbourhoodof meetings, focusing on the police’s treatment of the Youth in Action national agency in the NetherlandsWMSLEQRCPQȩMLȩRFCȩQRPCCRȩRFCȩSQCȩ?LBȩKGQSQCȩMDȩQMȓ ȩȩ Organisation:drugs by youngsters, and what youngsters feel about GCKCCLRCȩ0MRRCPB?KȩGCLQRȩ(-1ȩRFCȩ,CRFCPJ?LBQ.3. Towards youth employment in The focus was on information and communication, Portugal producing materials to promote the project and 3 creating merchandising and an exhibition, as well as~0CȐȩCARGMLȩDMPȩ?ARGMLȩ˜ȩRMU?PBQȩWMSRFȩCKNJMW a website. Non-formal education was integral to thement’ is part of the EU structured dialogue on youth NPMHCAR
  7. 7. ȩ$PMKȩȩ(?LS?PWȩRMȩȩ+?PAFȩȩ and a guide setting out young people’s rights andPCEGML?JȩKCCRGLEQȩRMMIȩNJ?ACȩGLȩ.MPRSE?JȩGLȩ+?BCGP?ȩ duties in Portugal and the EU in the area of employ-the Azores, the north, the centre and Alentejo/Al- ment, as well as their opportunities. The resultsgarve, as a run-up to a national event. Three hundred included increased empowerment of youth and youthWMSLEȩNCMNJCȩJGTGLEȩGLȩ.MPRSE?JȩzȩWC?PQȩMJBȩ organisations.DPMKȩBGȎ ȩCPCLRȩQMAGMCAMLMKGAȩ?LBȩASJRSP?Jȩ@?AIgrounds and geographical origins, were involved Project funded byalongside decision-makers and experts, to discuss the Youth in Action national agency in Portugalpriorities and measures that should be developed at Organisation:EU level. !MLQCJFMȩ,?AGML?JȩBCȩ(STCLRSBCȩ.MPRSE?J
  8. 8. 4EQ AFȍBOBK@B ALBP MLIFQF@P travelled across Germany to organise debates be- The campaign make? tween pupils and politicians at schools. The campaign R?PECRCBȩWC?PMJBQȩUFMȩUCPCȩCJGEG@JCȩRMȩTMRCȩDMPȩ targeted 18-year-2F?RȩU?QȩRFCȩQS@HCARȩBGQASQQCBȩ?Rȩ?LQ?ȩFGEFȩQAFMMJȩ RFCȩȏȩPQRȩRGKCȩGLȩ
  9. 9. olds who werein Stralsund (Germany) during a debate betweenNSNGJQȩ?LBȩNMJGRGAG?LQȩMLȩȩ+?Wȩ
  10. 10. ȩ2FCȩN?LCJȩ Project funded by eligible to vote for the Education, Audiovisual and Culture Executive Agencydiscussion was moderated by two school students, in Brussels. RFC–ĺ–PQR–RGKC–GL–and involved politicians from the main parties activeon the German political scene. Top of the agenda Partner organisations: 2009 )SKSJSQȩC
  11. 11. 4
  12. 12. ȩ%CPK?LWȩ(C?Lȩ+MLLCRȩ!CLRPCȩMDȩ#VACJJCLACȩU?QȩRFCȩCJCARGMLȩRMȩRFCȩ#SPMNC?Lȩ.?PJG?KCLRȩGLȩ(SLCȩ DMPȩ#SPMNC?LȩLRCEP?RGMLȩ$3ȩ CPJGLȩ%CPK?LWȩ(SECLBNPCQQCȩȩFMUCTCPȩ2SPICWQȩ?NNJGA?RGMLȩDMPȩ#3ȩKCK@CP Deutschland e.V., Germany.ship was the most controversial topic. 4 TES TI M ONIALSThe event was a part of a broad youth campaign,~#SPMȩU?FJȩE?LEȩȏȩL?LACBȩ@WȩRFCȩ7MSRFȩGLȩARGMLȩNPM ‘ The 1.5 hour discussion was very important for me. I found it interesting to see how the politicians interactEP?KKCȩ˜ȩȩWMSLEȩNCMNJCȩRP?GLCBȩ?QȩKMBCP? with each other, especially politicians who representtors in communication and organisation techniques, TCPW–BGĶ –CPCLR–MNGLGMLQ
  13. 13.
  14. 14. Y O U T H I N A C T I O N It highlighted 5. Young Slovenes make plans for young people in creating the social reality’ envisaged young people’s their future restructuring education so as to increase cooperation with youth organisations, and to encourage youngBCQGPC–RM–GLĻ –SCLAC– ȩL?RGML?JȩWMSRFȩCTCLRȩGLȩ-RMŖCAȩ 1JMTCLG? ȩDMJJMUCBȩ people to become involved. It highlighted young decision-making ȩNPCN?P?RMPWȩPCEGML?JȩBC@?RCQȩMPE?LGQCBȩGLȩȩ NCMNJCQȩBCQGPCȩRMȩGLȐ ȩSCLACȩBCAGQGMLK?IGLEȩRFPMSEFȩ better cooperation with local authorities and local through better designed to promote structured dialogue between young people and policymakers, and to strengthen youth councils and youth centres, ensuring better cooperation with the working relationship between local, national access to information. local authorities and European authorities and young people at all Throughout the entire project — in preparing sug- levels. The national youth council of Slovenia steered gestions, debating, bringing in amendments, and and coordinated the project, with support from its voting — they simulated parliament procedures, member organisations and local youth councils, who and the decisions they adopted represented what prepared the regional debates and fed results from they believed to be necessary to provide for young local to national level. A wide range of young people people to participate as partners in Slovenian society. and a broad spectrum of youth organisations were 2FCȩN?PRGAGN?LRQȩ@CLCȏ ȩRCBȩDPMKȩLMLDMPK?JȩJC?PLGLEȩ represented at regional debates. experience and gained a greater understanding of 1CTCLRWȏ ȩTCȩN?PRGAGN?LRQȩGLȩ?ȩL?RGML?JȩWMSRFȩCTCLRȩ the social context within which they live. And at the discussed issues ranging from creativity and in- national event, the EU in general and Youth in Action novation among young people to the meaning of in particular were presented to the participants, and European citizenship, social inclusion, and youth opportunities open to young people within the EU autonomy — and in particular creating opportunities were explained. for young people with fewer opportunities. They pre- Project funded by sented a resolution to senior national and European the Youth in Action national agency in Estonia ȏȩESPCQȩUFMȩRMMIȩN?PRȩGLȩRFCȩNPMACCBGLEQ
  15. 15. ȩ2FCȩ~0CQMJS Organisation: tion for active, reactive and creative cooperation of +J?BGLQIGȩQTCRȩ1JMTCLGHCȩ1JMTCLG?
  16. 16. 5 T E S T I M ON I AL S ‘Ithe parliament. We were ‘ –JC?PLR–FMU–BGķ that would suit everyone. I also liked the simulation of ––ASJR–GR–GQ–RM–ĺ present a joint opinion –LB–?–AMKNPMKGQC–?LB– divided into four parlia- learnt that a group of people can work well together mentary groups and we only if all members are willing to participate, can had to present our com- clearly express themselves, have good knowledge of mon positions and defend the theme of discussion and good arguments, and are our decisions. Each of us had the opportunity to willing to make compromises. ’ express ourselves. ’ ‘ This seminar really gave me the feeling that I can do QMKCRFGLE–RF?R–GR–GQ–UGRFGL–KW–NMUCP–RM–K?IC–?–BGĶ –CP ence, to initiate a change — as a young person and as an individual. ’ The project gave 6. Schuman remembered The project gave the young people involved a clearer view of what belonging to Europe means, and a the young people 2MȩK?PIȩRFCȩRFȩ?LLGTCPQ?PWȩMDȩRFCȩ1AFSK?LȩBCA sense of European citizenship. The focus was on theinvolved a clearer J?P?RGMLȩKMPCȩRF?LȩȩWMSLEȩNCMNJCȩDPMKȩ$P?LACȩ values of solidarity and respect between people that Luxembourg and Poland came together in Luxem- were at the heart of the construction of the EU, and view of what @MSPEȩDPMKȩȩRMȩȩ+?WȩȩRMȩPCȐ ȩCARȩMLȩFMUȩ that remain indispensable today. belonging to the ideas that inspired Robert Schuman continue to Project funded by GLȐȩSCLACȩRFCȩMNCP?RGMLȩMDȩRFCȩ#3ȩ?LBȩGRQȩGLQRGRSRGMLQ
  17. 17. ȩ Europe means Using the digital ENa library and in a series of semi- the Youth in Action national agency in Luxembourg Partner organisations: nars and visits to the EU institutions, they looked in !4!#ȩ !CLRPCȩ4GPRSCJȩBCȩJ?ȩ!MLL?GQQ?LACȩQSPȩJ#SPMNC ȩ*SVCK@MSPEȩ particular at the evolution of the Schengen area and !CLRPCȩBĸRSBCQȩCRȩBCȩPCAFCPAFCȩCSPMNĸCLLCQȩ0M@CPRȩ1AFSK?LLȩ the traditions of multicultural dialogue. *SVCK@MSPEȩ!#+ȩ$P?LACȩ$MLB?RGMLȩ0M@CPRȩ1AFSK?Lȩ$P?LACȩ #SPMNC?LȩLRCEP?RGMLȩ!JS@ȩGLȩRFCȩ!MKNJCVȩMDȩ1AFMMJQȩGLȩ5MHIMUGACȩ Poland; the Polish Robert Schuman Foundation, Poland.
  18. 18. 7 - 3 2 ȩ # + - ! 0 ! 7 7. Debating climate change in changes connected with meteorology or archaeol- They learnt about Poland and Norway ogy, and, in addition to workshops, they made trips to glaciers. local and global $GȓȩWLGLCȩWMSLEȩNCMNJCȩDPMKȩ,MPU?Wȩ*GRFS?LG?ȩ The project developed the knowledge that these climate challenges Poland and the UK took part in international climate young people had about climate change, and allowed A?KNQȩ?LBȩKCCRGLEQȩGLȩ,MPU?Wȩ?LBȩ.MJ?LBȩGLȩȩ and how to them to build and take part in a network, as well as ?LBȩ
  19. 19. ȩ2FCWȩBGQASQQCBȩAJGK?RCȩAF?LECȩUGRFȩ to communicate the knowledge they acquired. They GLĻ–SCLAC–RFC– national politicians and prominent scientists, includ- learnt about local and global climate challenges, European debate GLEȩRFCȩ,MPUCEG?Lȩ+GLGQRCPȩDMPȩRFCȩ#LTGPMLKCLRȩ?LBȩ what each person can do to contribute to climate DMPȩK?LWȩMDȩRFCȩWMSLEȩNCMNJCȩRFGQȩU?QȩRFCȩȏ ȩPQRȩRGKCȩ on environment ?ARGMLȩ?LBȩFMUȩRMȩGLȐȩSCLACȩRFCȩ#SPMNC?LȩBC@?RCȩMLȩ they had had the opportunity for exchanges at such and climate environment and climate. The project received media a level. They presented climate projects from their coverage and participants were interviewed on radio, home countries and exchanged experiences. They ?LBȩTGBCMȩȏȩJKQȩ?LBȩNFMRMQȩR?ICLȩBSPGLEȩRFCȩAJGK?RCȩ developed recommendations on issues such as the camps were used in publicising the project. need for more cycle paths, more ecological public transport and public buildings, wider public education Project funded by on environment-friendly behaviour, and the promo- the Youth in Action national agency in Norway tion of local produce. They were also involved in Partner organisations: RFCȩBCTCJMNKCLRȩMDȩRFCȩ)JGK?N?PIȩCQR?@JGQFCBȩ -NNJ?LBȩDWJICQIMKKSLCȩSLEBMKKCLQȩDWJICQRGLEȩ,MPU?Wȩ GLȩ,MPU?WȩGLȩȩUFGAFȩF?Qȩ@CAMKCȩ?Lȩ?PCL?ȩRMȩ Nasjonalparkriket Natur Ungdom, Norway; Secretariat for Youth show the history of climate, and to raise awareness DD?GPQȩUCQRCPLȩ.MKCP?LG?ȩ.MJ?LBȩ0?B?ȩ+§MBXGCƨWȩ5MHCUŁBXRU?ȩ MDȩAJGK?RCȩAF?LEC
  20. 20. ȩCPCȩRFCWȩJC?PLRȩ?@MSRȩAJGK?RCȩ Zachodniopomorskiego, Poland. 7 T ES T IM O N I AL S ‘ Now I know more about ‘ Iincludethe project can grow from global warming and how hope more young people and to combat it. It was a very the whole of Europe, and give good lesson in communi- youth a strong international cating in other languages voice, since this concerns our for both sides. We broke the ice and got to know future.’ each other better.’ 6LRKD JFDOKQP ȎKA QEBFO MI@B they were taught how to handle a camera and Project participants in Utrecht and Lisbon how to introduce music. They visited each others’ AMSLRPWȩRMȩȏȩLBȩMSRȩKMPCȩ?@MSRȩUF?Rȩ@CGLEȩ#SPMNC?Lȩ learnt that ‘Europe’ Eighteen young people who grew up in the poor- means — and what Europe’s history means too, is not something since both countries have a colonial past and now est migrant outskirts of Lisbon and Utrecht had the abstract which has have a large number of immigrants, many of them opportunity to make their voices heard thanks to an nothing to do disadvantaged. It made the young people involved innovative project called ‘Under construction’. They more aware of their place in democratic life and in with them came together with experts in employment, youth Europe. Project participants learnt that ‘Europe’ is not organisations, trade unions and institutions and were something abstract, which has nothing to do with able to state their views. The six-month project in them. It helped to position them in Europe, and to ȩ?LBȩȩFCJNCBȩNPCN?PCȩC?AFȩMDȩRFCKȩGLBG take responsibility in decision-making as citizens of a vidually, in creating work which illustrated their lives democratic Europe. and attitudes. Project funded by 2FCȩN?PRGAGN?LRQȩȏȩPQRȩGLRPMBSACBȩRFCKQCJTCQȩMTCPȩRFCȩ the Youth in Action national agency in the Netherlands Internet, and told their own story about who they Partner organisations: are, where they live and what their world looks like, SRGAFRGLEȩ8-#7ȩRFCȩ,CRFCPJ?LBQȩ)3ȩ3RPCAFR1AFMMJȩMDȩ+SQGAȩ?LBȩ using multimedia techniques. During the project Technology, the Netherlands; (SLR?ȩBCȩ$PCESCQG?ȩBMȩ*SKG?Pȩ1N?GL
  21. 21. 8 T ES T IM O N I AL S‘ Two of the Dutch a participants entered ‘ When they were making short video clips, you could see ‘ Two said how gladparticipantsto have been part of the RFCK–@CAMKGLE–KMPC–QCJDAMLĺ–BCLR
  22. 22. –2FC–WMSRF–UMPICPQ and of the Dutch they were were very enthusiastic television talent show said that the most insecure young people were now project and how much they had learnt from what they and performed the song blooming, and that the other group members became BGB–?LB–UFM–RFCW–KCR
  23. 23. –-LC–WC?P–?Ĺ –CP–RFC–KCCRGLE– they wrote during the ’ friendlier. they are still in contact with the friends they made in ’ project. Portugal. ’
  24. 24. 6 Y O U T H I N A C T I O NThe young people 9. Learning how democracy works ence could vote. They also ran an information desk in Hungary and Romania to inform visitors to the festival about their rightsinvolved became and the scope of the Youth in Action programme. Themore aware 2FCȩ~4MGACȩMDȩWMSRFȩU?Qȩ?ȩKMLRFȩNPMHCARȩRF?Rȩ N?PRGAGN?LRQȩNPCN?PCBȩQCTCP?Jȩȏ ȩJKQȩMLȩRFCȩ?ARGTGRGCQȩof democratic RMMIȩNJ?ACȩGLȩȩ?LBȩȩGLȩC@PCACLȩ SLE?PW ȩ of the project, and transmitted the results through UGRFȩȩWMSLEȩNCMNJCȩDPMKȩSLE?PWȩ?LBȩ0MK?LG?ȩ their own youth channels to their peers and throughmechanisms and FCJNGLEȩRFCKȩRMȩSLBCPQR?LBȩ?LBȩGLȐ ȩSCLACȩNS@JGAȩJGDC
  25. 25. ȩ classic media channels, such as press releases andbetter equipped to It allowed young people not only to TV interviews, to a wider audience, ȏȩLBȩRFCGPȩTMGACȩ@SRȩ?JQMȩRMȩBCJGTCPȩ including local inhabitants.pose questions on their message. Using non-formal The project strengthened active par-issues relating to learning methods, the participants ticipation in public life among youngtheir everyday lives worked in seminars on issues rang- people, and increased their social ing from the way that municipalitiesand their future consciousness and capacity to shape UMPIȩRMȩRFCȩGLȐ ȩSCLACȩMDȩKCBG?ȩMLȩ opinions. The young people involved consumption. They attended the became more aware of democratic sittings of city councils, and organ- mechanisms and better equipped to ised discussions, consultations and pose questions on issues relating to interviews with decision-makers, advisors, public actors and journal- their everyday lives and their future. ists. They also attended committee The activities were subsequently meetings of youth organisations to adopted by local high school youth experience how the negotiations are councils and were carried out by conducted and lower-level deci- NSNGJQ
  26. 26. ȩ1RSBCLRȩSLGMLQȩ?LBȩ,%-Qȩ?JQMȩ sions made, and how these feed into used the non-formal methods of the higher-level policymaking. project to strengthen public commitment and active participation among young people. They also developed democratic skills in a camp, holding workshops on public speaking to a range of Project funded by target groups, conducting team-building activities, and preparing for participation in a youth festival. the Youth in Action national agency in Hungary There they operated an ‘I have opinion!’ democracy Partner organisations: RCLRȩMȎȩCPGLEȩE?KCQȩMLȩRFCȩRFCKCȩMDȩBCKMAP?AWȩRMȩ ?LE)ĸNȩ)SJRSPıJGQȩ#EWCQňJCRȩSLE?PWȩ?HBņQıEGȩ?JJE?RŁIĸPRȩĸQȩ involve more youngsters, and on-stage activities !GTGJCIĸPRȩ#EWCQňJCRȩSLE?PWȩQMAG?R?ȩ.CLRPSȩ2GLCPGGȩQGȩ1RGBCLRGGȩBGLȩ UFCPCȩKMPCȩRF?LȩȩWMSLEȩNCMNJCȩAMSJBȩQF?PCȩRFCGPȩ .?PRGSKȩ .# ȩ0MK?LG?ȩ3LGSLC?ȩ1RSBCLRGJMPȩ+?EFG?PGȩBGLȩHSBCRSJȩ opinions on aspects of youth policy and the audi- Bihor, Romania.The result was that 10. +BT @LKȎABK@B FK PMBHFKD and prepare for public attention. A touring exhibi- their mind RGMLȩQFMUCBȩRFCȩ@CQRȩPCQSJRQȩGLȩ SAF?PCQRȩ!P?GMT?ȩ these deaf young !JSHȩ?LBȩ5?PQ?U
  27. 27. ȩ2FCȩPCQSJRȩU?QȩRF?RȩRFCQCȩWMSLEȩpeople could speak Better integration of young people with hearing and people, many from inner-city or remote rural areas QNC?IGLEȩBGȑ ȩȩASJRGCQȩU?QȩRFCȩACLRP?JȩRFCKCȩMDȩRFGQȩ where unemployment and poverty are widespread, for themselves ?LBȩUFMȩUCPCȩMȓ ȩCLȩQMAG?JJWȩCVAJSBCBȩAMSJBȩQNC?Iȩ NPMHCAR
  28. 28. ȩRȩFCJNCBȩȩWMSLEQRCPQȩDPMKȩ.MJ?LBȩ?LBȩ in a unique and Romania to demonstrate the range of their abilities for themselves with a unique and powerful voice, and talents, and to show that youngsters should be delivering a clear message that they wanted to be powerful voice more involved in their local communities, despite part of their local communities. They increased their their disabilities. It used the photovoice methodology QCJDAMLȏȩBCLACȩE?GLCBȩCVNCPGCLACȩGLȩRC?KȩUMPIȩ to make their silent voices loud and public, so that developed their communication skills, and increased the young people could more easily express their their independence, creativity and critical thinking needs and ideas, discuss their problems, and seek skills. solutions to them. Project funded by ȓȩCPȩPCJCT?LRȩRP?GLGLEȩ?RȩFMKCȩRFCȩWMSLEȩNCMNJCȩ the Youth in Action national agency in Romania involved in the project met in Bucharest for a four- Partner organisations: day workshop, where they were helped to create Asociatia Euroarte, Romania; Asociatia Vasiliada, Romania; Informal group: Polish Intercultural Group, Poland; Informal group: QFMPRȩȏȩJKQȩRMȩCVNPCQQȩRFCGPȩNPM@JCKQȩ?LBȩMNGLGMLQȩ Silent Voices, Poland. 10 TES TI M ON I AL S ‘ We want to show that ‘ This projectprove to the these young people exist its goal, to reached ‘ This project was one of the most beautiful among us and, moreo- world that we are capa- experiences of my life. I ver, that they’re great ble of doing lots of good learnt about photography people who need to be things, and we are proud and about teamwork, integrated. ’ ’ of it. and I had the pleasure of discovery. It’s wonderful when you have good and patient trainers. ’
  29. 29. Youth Democracy is Youth Youth Youth Youth Youth part of the Youth in Exchanges Initiatives Democracy Volunteering Support Action programme of the European Union Youth in Action mobilising the potential of young EuropeansYouth in Action is the European Union programme ȧQGELGȏ ȧA?LRȧGKN?AR A survey in March 2011RF?RȩF?QȩFCJNCBȩWMSLEȩNCMNJCȩQGLACȩȩRFPMSEFȩ among a representative Youth in Action has had a demonstrable impact on sample of participantsnon-formal learning and wider mobility, to boost their the hundreds of thousands of young people it has revealed that:skills as well as giving them new opportunities to de- involved. The programme has enabled many of themvelop their personal capacities. It is open to all youngpeople, regardless of their educational, social and RMȩCVNCPGCLACȩMRFCPȩAMSLRPGCQȩȏ ȩPQRȩF?LBȩRFSQȩBCTCJ 91 % oping a greater sense of openness and understand- of young peoplecultural backgrounds. It encourages intercultural dia- ing of other cultures. And it has provided the young considered participa-logue and the inclusion of all young people, particu- people who have taken part with new skills and tion increased theirlarly those with fewer opportunities. It strengthens AMLȏȩBCLAC
  30. 30. ȩ competences in foreignEuropean values everywhere it operates — in the EU languages;?LBȩGLȩȩAMSLRPGCQȩ@CWMLB
  31. 31. ȩRȩDSLBQȩ?ȩUGBCȩT?PGCRWȩof youth activities, including exchanges, initiatives, This is all the more important since for manydemocracy projects, and a voluntary service. It also of the projects, the participants are deliberately 75 %supports youth workers and civil society organisa- selected from communities and social groups with said they improvedtions through training and networking, and promotes fewer opportunities. The whole programme has a their abilities to identify#SPMNC?LȩAMMNCP?RGMLȩGLȩRFCȩWMSRFȩȏ ȩCJB
  33. 33. ȩRȩK?ICQȩQNCAGȏ ȩAȩNPMTGQGMLȩ opportunities for their for involving young people from disadvantaged personal or professional groups (with disabilities, health problems, or social, future;Noticeable results economic or geographic obstacles, unemployed,Youth in Action F?Qȩ?ȩEJM@?Jȩ@SBECRȩMDȩ#30ȩȩKGJ UGRFȩCBSA?RGML?JȩBGȑ ȩȩASJRGCQȩQSAFȩ?QȩC?PJWȩQAFMMJȩ 73 %JGMLȩDMPȩRFCȩzȩNCPGMBȩ?LBȩ@WȩRFCȩCLBȩMDȩȩ JC?TCPQȩMPȩDPMKȩBGȎ ȩCPCLRȩASJRSP?Jȩ@?AIEPMSLBQ
  34. 34. ȩ declared they felt moreGRȩF?BȩDSJJWȩSQCBȩRFCȩ#30ȩȩKGJJGMLȩ?JJMA?RCBȩQMȩD?P
  35. 35. ȩ European; 2FCȩCLE?ECKCLRȩMDȩK?LWȩBGȎ ȩCPCLRȩQMAG?JȩEPMSNQȩGQȩIts basic premise is that investment in young people important in ensuring that the European integrationis the best business case for the European Union and project is not restricted only to elites in European 92 %it is also the way to make a success of the European of youth workers society.GLRCEP?RGMLȩNPMHCAR
  36. 36. ȩ-TCPȩRFCȩDMSPȩWC?PQȩzȩ considered they gainedKMPCȩRF?LȩȩȩNCPQMLQȩRMMIȩN?PRȩ ȩȩ skills and knowledge theyWMSLEȩNCMNJCȩ?LBȩȩȩWMSRFȩUMPICPQ ȩȩȩ Attractive learning would not have otherwiseNPMHCARȩ?NNJGA?RGMLQȩUCPCȩQS@KGRRCBȩ?LBȩȩȩNPM Youth in Action makes extensive use of non-formal acquired;jects were approved for grants; and Youth in Action learning, through attractive methods (such asGLTMJTCBȩ?PMSLBȩȩȩWMSRFȩMPE?LGQ?RGMLQȩGLDMPK?Jȩ workshops, interviews or simulations), and based on 73 %groups of young people, or public bodies every year personal experience outside schools. This promotes of youth organisationsas promoters of projects. The intense involvement of individual-based teaching, with the emphasis on said they were do-non-governmental organisations and social enter- talents and strengths. Professional facilitators ensure ing more internationalprises is a stimulating example for young people of the learning process is conducted mainly by young projects.what it means to be an active player in society, and people themselves, through participation and peermany participants in projects later become involved learning. The non-formal learning experience that In additionthemselves in social work. Youth in Action provides is recognised through a the 2010 survey showed QNCAGȏȩAȩACPRGȏȩA?RCȩA?JJCBȩ?ȩ7MSRFN?QQ
  37. 37. that participants inThe projects supported range widely across youth the programme have a?ARGTGRGCQȩ˜ȩCTCPWRFGLEȩDPMKȩP?GQGLEȩRFCȩNPMȏ ȩJCȩMDȩ LȩRFCȩBGȎȩCPCLRȩCLTGPMLKCLRȩMȎ ȩCPCBȩ@WȩNPMHCARQȩ QGELGȏȧA?LRJWȧFGEFCPȧTMRGLEȧyoung people in the media and giving them more of young people discover their own potential and abili- record in European elec-a say, to organising environmental protection pro- ties, and exercise new levels of independence and tions than their peers. Forjects at local level, creating documentaries on social decision-making. The experience boosts their per- instance in 2009, 60 %GQQSCQȩQSAFȩ?QȩWMSLEȩNCMNJCȩUGRFȩ4ȩMPȩCVAJSQGMLȩ sonal development and widens their horizons, help- of participants voted,MDȩKGLMPGRGCQȩMPȩFCJNGLEȩGLK?RCQȩGLȩWMSLEȩMȎ ȩCLBCPQȩ ing them make choices about their further personal compared to an averageinstitutions to boost their own self-esteem and to and professional life. And they acquire competencies of 29 % for all youngK?ICȩCȎ ȩMPRQȩRFCKQCJTCQȩRMȩGLRCEP?RCȩGLRMȩRFCGPȩAMK that are increasingly valuable in an evolving labour people across Europe.munity and into wider society. market ͬ % 60 29 %
  38. 38. ,!#,!Who can take part in Youth Democracy projects, and how do they work?There are two types of project presented in this fact .?PRGAGN?RGMLȩGQȩMNCLȩRMȩRFCȩȩ+CK@CPȩ1R?RCQȩMDȩsheet: Youth Democracy projects; and meetings of RFCȩ#SPMNC?Lȩ3LGMLȩ?QȩUCJJȩ?QȩRMȩ!PM?RG?ȩACJ?LBȩWMSLEȩNCMNJCȩ?LBȩRFMQCȩ?ARGTCȩGLȩRFCȩWMSRFȩȏ ȩCJBȩ Liechtenstein, Norway, Switzerland and Turkey (the(decision-makers, politicians, administration), mainly programme countries). Projects can receive grantsin implementing the structured dialogue. from national agencies in those countries or from the #BSA?RGMLȩSBGMTGQS?Jȩ?LBȩ!SJRSPCȩ#VCASRGTCȩECLAWȩ7MSRFȩCKMAP?AWȩNPMHCARQȩ?PCȩ?GKCBȩ?RȩNCMNJCȩz in Brussels.ȩWC?PQȩMJB
  39. 39. ȩNNJGA?RGMLQȩA?Lȩ@CȩK?BCȩ@WȩLMLNPMȏ ȩRnon-governmental organisations, local or regionalpublic bodies, informal groups of young people, and 7MSRFȧCKMAP?AWȧGLȧȏ ȧESPCQ#SPMNC?Lȩ@MBGCQȩ?ARGTCȩGLȩRFCȩWMSRFȩȏȩCJB
  40. 40. 2007 2008 2009 2010 Submitted projects ȩ +CCRGLEQȩMDȩWMSLEȩNCMNJCȩ?LBȩRFMQCȩPCQNMLQG@JCȩDMPȩyouth policy (either national or transnational) are for Funded projects ȩ WMSLEȩNCMNJCȩ?ECBȩ@CRUCCLȩȩ?LBȩ
  41. 41. ȩNNJGA?RGMLQȩ Successful grant applications (%)
  42. 42. A?Lȩ@CȩK?BCȩ@WȩLMLNPMȏ ȩRLMLEMTCPLKCLR?JȩMPE?LGsations, local, regional or public bodies, or European !MKKGRRCBȩDSLBQȩ KGJJGMLȩ#30
  44. 44. Number of participants ȩ ȩ ȩȩ ȩYouth in Action: #SPMNCȧGPCARȧGQȧ?ȧQCPTGACȧRMȧFCJNȧWMSȧȏ ȧLBȧ?LQUCPQȧ to your questions about the European Union. Freephone number (*): 00 800 6 7 8 9 10 11 (*) !CPR?GLȩKM@GJCȩRCJCNFMLCȩMNCP?RMPQȩBMȩLMRȩ?JJMUȩ?AACQQȩRMȩȩȩLSK@CPQȩ or these calls may be billed.+MPCȩGLDMPK?RGMLȩMLȩRFCȩ#SPMNC?Lȩ3LGMLȩGQȩ?T?GJ?@JCȩMLȩRFCȩLRCPLCRȩ FRRNCSPMN?
  45. 45. CS
  46. 46. *SVCK@MSPEȩ.S@JGA?RGMLQȩ-ȑȩȩACȩMDȩRFCȩ#SPMNC?Lȩ3LGMLȩ!MTCPȩGK?ECȩmȩ+GAFķJCȩ!MLQR?LRGLG.FMRMJRMȩ.?ECȩȩmȩ.?RPGAIȩ1Fĸ?LBCJJȩ-!?PPMJJ.FMRMJRMmȩ#SPMNC?Lȩ3LGMLȩReproduction is authorised provided the source is acknowledged.Printed in Belgium.ɡɘɝɣɔɓȩɞɝȩɔɛɔɜɔɝɣɐɛȩɒɗɛɞɡɘɝɔɕɡɔɔȩɑɛɔɐɒɗɔɓȩɟɐɟɔɡȩ #!$ doi:10.2766/18492