The document summarizes a governance program in Embakasi, Kenya that aimed to increase youth participation and government accountability. It discusses:
1) How Plan Kenya trained youth leaders who formed the Jipange Youth Organization to engage with local government and advocate for transparency.
2) Efforts by Jipange to hold the government accountable, including attending community meetings, requesting information from offices, and conducting social audits of development projects.
3) Challenges faced in raising awareness and gaining support from some officials who thought the youth were motivated by money rather than good governance.
This document discusses women empowerment and communication. It defines women empowerment as developing the confidence, abilities, and skills of women to make informed decisions and participate in economic and political processes. Communication technologies can empower women by providing access to information, resources, and networking opportunities. When used creatively, communication technologies allow women to disseminate information, overcome isolation, access new markets, and engage in lifelong learning. Empowering women through communication is important for social progress and development.
“Empowerment through information and communication technologies-women's persp...AMU
This document discusses the empowerment of women through information and communication technologies (ICTs) in India. It begins with an abstract and introduction discussing the importance of ICT access in promoting socioeconomic development and women's lives. It then provides background on government initiatives and legal frameworks in India related to gender equality and women's empowerment.
The main body discusses how ICTs like communication technologies and information networks can empower women by improving access to education, work opportunities, health services, and participation in decision making. It provides examples of specific ICT projects in India aimed at women. While ICTs provide opportunities, barriers like lack of technical skills and education in developing countries must still be addressed. Overall, the document argues that
Plan International is a child rights organization that works to empower children, especially girls, in developing countries. They focus on issues like youth participation, child protection, and gender-based violence. Plan uses ICTs like mobile phones in several ways - providing direct access to technologies, using technologies as tools to support development work, and improving internal communication. Some specific projects mentioned include girls making media, community mapping for sanitation projects, and developing SMS reporting systems for violence prevention. The overall goal is to leverage technologies to give voice to children and help address issues they face.
This manual was developed to equip young people with a better understanding of the peculiar issues faced by young women and girls, how gender constructs and gender inequality has contributed to this, and how young people can advocate for more equitable societies and gender just communities and institutions. Young people will also be equipped to develop change pathways for tackling gender discrimination including applying a gender analysis in all their advocacy initiatives and leveraging movements and collective efforts for gender justice.
civic engagement of youth in the middle east and north africa an analysis of...Jamaity
The document analyzes the key drivers and outcomes of civic engagement among youth in the Middle East and North Africa based on existing survey data from seven countries in the region. It finds that socioeconomic status is a major predictor of civic participation levels, with less educated, unemployed, rural, and female youth being the least engaged. The study also examines theories that civic engagement leads to greater political voice, social capital, decreased likelihood of political violence, and improved employability, but finds mixed evidence for these relationships in the MENA context.
Protifolon Issue 2: Digital Bangladesh and Gender EqualityMd Masum Billah
Welcome to Protifolon, D.Net's new policy briefing series that highlights cutting edge thinking on the emerging issues affecting Bangladesh. This second edition examines plans and programmes for building a Digital Bangladesh from a gender perspective and in the context of citizenship, education, business and government. It summarises major recommendations for policy makers, ICT for Development activists and women rights activists.
The document summarizes a governance program in Embakasi, Kenya that aimed to increase youth participation and government accountability. It discusses:
1) How Plan Kenya trained youth leaders who formed the Jipange Youth Organization to engage with local government and advocate for transparency.
2) Efforts by Jipange to hold the government accountable, including attending community meetings, requesting information from offices, and conducting social audits of development projects.
3) Challenges faced in raising awareness and gaining support from some officials who thought the youth were motivated by money rather than good governance.
This document discusses women empowerment and communication. It defines women empowerment as developing the confidence, abilities, and skills of women to make informed decisions and participate in economic and political processes. Communication technologies can empower women by providing access to information, resources, and networking opportunities. When used creatively, communication technologies allow women to disseminate information, overcome isolation, access new markets, and engage in lifelong learning. Empowering women through communication is important for social progress and development.
“Empowerment through information and communication technologies-women's persp...AMU
This document discusses the empowerment of women through information and communication technologies (ICTs) in India. It begins with an abstract and introduction discussing the importance of ICT access in promoting socioeconomic development and women's lives. It then provides background on government initiatives and legal frameworks in India related to gender equality and women's empowerment.
The main body discusses how ICTs like communication technologies and information networks can empower women by improving access to education, work opportunities, health services, and participation in decision making. It provides examples of specific ICT projects in India aimed at women. While ICTs provide opportunities, barriers like lack of technical skills and education in developing countries must still be addressed. Overall, the document argues that
Plan International is a child rights organization that works to empower children, especially girls, in developing countries. They focus on issues like youth participation, child protection, and gender-based violence. Plan uses ICTs like mobile phones in several ways - providing direct access to technologies, using technologies as tools to support development work, and improving internal communication. Some specific projects mentioned include girls making media, community mapping for sanitation projects, and developing SMS reporting systems for violence prevention. The overall goal is to leverage technologies to give voice to children and help address issues they face.
This manual was developed to equip young people with a better understanding of the peculiar issues faced by young women and girls, how gender constructs and gender inequality has contributed to this, and how young people can advocate for more equitable societies and gender just communities and institutions. Young people will also be equipped to develop change pathways for tackling gender discrimination including applying a gender analysis in all their advocacy initiatives and leveraging movements and collective efforts for gender justice.
civic engagement of youth in the middle east and north africa an analysis of...Jamaity
The document analyzes the key drivers and outcomes of civic engagement among youth in the Middle East and North Africa based on existing survey data from seven countries in the region. It finds that socioeconomic status is a major predictor of civic participation levels, with less educated, unemployed, rural, and female youth being the least engaged. The study also examines theories that civic engagement leads to greater political voice, social capital, decreased likelihood of political violence, and improved employability, but finds mixed evidence for these relationships in the MENA context.
Protifolon Issue 2: Digital Bangladesh and Gender EqualityMd Masum Billah
Welcome to Protifolon, D.Net's new policy briefing series that highlights cutting edge thinking on the emerging issues affecting Bangladesh. This second edition examines plans and programmes for building a Digital Bangladesh from a gender perspective and in the context of citizenship, education, business and government. It summarises major recommendations for policy makers, ICT for Development activists and women rights activists.
This document summarizes a session convened to discuss involving women in designing mobile applications. 10 contributors attended. The session aimed to address the lack of input from end-users, particularly women, in how mobile applications are designed. Suggestions were made for the types of women to involve, including those in small businesses or health. Participants discussed understanding women's needs and perspectives to inform design. Barriers to women's participation in design were also examined, such as social and cultural factors. The group proposed ideas for how to better include women, such as involving them in literacy programs or having applications address their specific needs and contexts.
This document provides a literature review and analysis of using ICTs to facilitate engagement and active citizenship between young people in the Global North and Global South. It begins with an introduction describing Oxfam Australia's motivation for commissioning the review to inform an ICT pilot project. It then describes the methodological approach, which included reviewing literature, developing 60 case studies, and conducting interviews. The context section provides background on youth trends, ICT usage, and engagement. The document analyzes factors to consider for ICT-enabled youth programs, including the role of ICTs, program design, relationship between learning and activism, and balancing outcomes. It concludes that ICTs can enhance youth engagement but also presents challenges, and programs
The document discusses a project by Isis-WICCE to train grassroots women in Uganda in the use of information and communication technologies (ICTs) such as computers, mobile phones, the internet, and social media. The project aimed to help the women combat violence against women by sharing information and accessing legal support. Key lessons learned included that with training, women were able to grasp ICT concepts and use the tools, but that ongoing support is needed given women's heavy workloads. The project also highlighted both how ICTs can perpetuate violence but also be used to report abuse and raise awareness of women's rights issues.
Information Communication Technologies are not gendered biased.Its usage is equally effective for both males as well as females. its effectiveness and impact depend on how the person uses it. This particular ppt. tells its readers about the power of ICT and how women can use it for their empowerment while performing various roles which she performs during her life.
1. The document discusses how information and communication technologies (ICT) can empower women and enhance communication.
2. ICT allows women to digitally link and exchange information, opening possibilities for online communication and disseminating information to non-online users through hybrid technologies.
3. ICT provides opportunities for women's empowerment in various areas like education, business, and politics by increasing access to information, resources, and decision making power.
What should Europeans do to buildpositive partnerships with Arab countries? Overview of results. June 5th 2012. Authors Ville Tapio and John Lageson.
This interactive, online brainstorming site gathered ideas and feedback from people in the Middle East and North Africa (MENA) about how to forge a new partnership with Europe, especially in light of the ‘Arab Spring’ developments of the past year.
ICT has made a huge contribution to women's empowerment. women living in remote and rural areas are also being benefitted by ICT and they are making their contribution to society-building and development of the country.
The document discusses how Rupantar, a development organization in Bangladesh, uses traditional cultural forms like pot songs, folk drama, and popular publications for development communication and non-formal education in communities. It describes how these forms are rooted in local culture and use colloquial language to effectively impart messages on issues like women's empowerment, disaster preparedness, and livelihoods to millions of people annually, including those who are illiterate. Rupantar adapts these forms to incorporate modern topics while maintaining their grassroots appeal, flexibility, and ability to satisfy needs for self-expression.
The document discusses the Volunteer and Citizenship Program for Local Government Units in the Philippines. It aims to establish Volunteer and Citizenship Desks in local governments to better coordinate volunteers and promote citizenship. The program draws on theories of neorepublicanism and aims to give more citizens a voice in their communities. It also discusses using volunteerism to help the Philippines achieve its UN Millennium Development Goals by taking advantage of the large number of potential volunteers in the country.
Youth demands for the New Urban Agenda (Habitat III)Alice Junqueira
This document’s goal is to contribute to the international conversation about youth and cities governance and it’s importance to the urban sustainable development agenda.
The work is specially aimed to contribute to the discussions of The Third United Nations Conference on Housing and Sustainable Urban Development (Habitat III) - The New Urban Agenda (NUA), but it should not be restricted to it. Agenda 2030 for Sustainable Development, Population and Development Agenda, Human Rights Agenda, and other international agendas are also agendas to which the urban issue is central, since we live in an urban world and cities are core to achieve more just and sustainable societies.
The document discusses the New Public Service movement, which asserts that the primary role of public servants is to help citizens articulate and meet their shared interests through democratic processes rather than attempting to control society. It outlines the theoretical roots of the NPS in democratic citizenship, community and civil society models, organizational humanism, and postmodernism. The document then describes seven principles of the NPS, including serving citizens rather than customers, seeking the public interest, valuing citizenship over entrepreneurship, thinking strategically while acting democratically, having a nuanced view of accountability, serving rather than steering society, and valuing people over just productivity.
This document discusses efforts in Boulder, Colorado to integrate the perspectives of children and youth into urban planning and design through the Growing Up Boulder program. It established a partnership between the city, school district, university and community organizations to engage youth, particularly those from marginalized groups, in civic processes. The program uses methods like community assessments, mapping and modeling to gather input from youth on issues affecting them. It aims to ensure the voices of all youth are represented in planning and that they have opportunities to participate as citizens in shaping their city.
This document discusses participatory governance and citizen participation. It defines participatory governance as citizens being involved in decision making through activities like planning, monitoring, and implementation of government programs. It outlines the legal basis for citizen participation in the 1987 Philippine Constitution and cites international covenants. The benefits of participatory governance are listed as more responsive services, increased productivity, and a sense of ownership. Key qualities of good citizens are described as being active, responsible, participatory, and justice-oriented. The rights and responsibilities of Filipino citizens are also delineated.
This is expanded content related to the 2013 Webinar: Systematic Civic Stewardship: An Organizing Model for Leading Change in the Social Sector | Monday, June 3, 2013
This document provides a literature review on broadening engagement with neighbourhood watch groups. It discusses how neighbourhood watch aims to reduce crime and improve community engagement. Existing research shows neighbourhood watch membership is often driven by crime rates and fear, so external motivations need to be found to replace fear. Groups also need to be inclusive of diverse communities. The literature review explores challenges to broadening participation and different engagement methods tried, such as having marginalized groups represented and using a multi-agency approach.
This document discusses women's safety considerations for smart cities. It outlines 8 key areas that need attention: 1) urban planning and design of public spaces, 2) provision and management of urban infrastructure, 3) public transport, 4) policing, 5) legislation, justice and victim support, 6) education, 7) information technology, and 8) public awareness. Each area is discussed in 1-2 paragraphs on how to make them more gender sensitive and improve women's safety. The document emphasizes that a holistic approach is needed that addresses both infrastructure improvements and changing social norms.
This document proposes a project to address youth unemployment in Pakistan by establishing Youth Skill Centers in 10 districts of Azad Jammu and Kashmir. The centers will provide literacy classes, skills training, and life skills education to help unemployed youth and adolescents ages 15-24 develop skills to find work and cope with unemployment. Specifically, the project aims to mobilize youth, raise community support, and empower young people by increasing their skills, knowledge, and access to youth services through the newly established centers.
This document discusses concepts related to youth participation, including:
- Youth participation is important for democracy but not all participation is democratic.
- Critical thinking is needed for conscious participation, and media has a role in fostering reflection.
- Youth participation is multidimensional, involving challenges, capacities, and connections for youth. It occurs on a spectrum from tokenism to citizenship.
This document summarizes a session convened to discuss involving women in designing mobile applications. 10 contributors attended. The session aimed to address the lack of input from end-users, particularly women, in how mobile applications are designed. Suggestions were made for the types of women to involve, including those in small businesses or health. Participants discussed understanding women's needs and perspectives to inform design. Barriers to women's participation in design were also examined, such as social and cultural factors. The group proposed ideas for how to better include women, such as involving them in literacy programs or having applications address their specific needs and contexts.
This document provides a literature review and analysis of using ICTs to facilitate engagement and active citizenship between young people in the Global North and Global South. It begins with an introduction describing Oxfam Australia's motivation for commissioning the review to inform an ICT pilot project. It then describes the methodological approach, which included reviewing literature, developing 60 case studies, and conducting interviews. The context section provides background on youth trends, ICT usage, and engagement. The document analyzes factors to consider for ICT-enabled youth programs, including the role of ICTs, program design, relationship between learning and activism, and balancing outcomes. It concludes that ICTs can enhance youth engagement but also presents challenges, and programs
The document discusses a project by Isis-WICCE to train grassroots women in Uganda in the use of information and communication technologies (ICTs) such as computers, mobile phones, the internet, and social media. The project aimed to help the women combat violence against women by sharing information and accessing legal support. Key lessons learned included that with training, women were able to grasp ICT concepts and use the tools, but that ongoing support is needed given women's heavy workloads. The project also highlighted both how ICTs can perpetuate violence but also be used to report abuse and raise awareness of women's rights issues.
Information Communication Technologies are not gendered biased.Its usage is equally effective for both males as well as females. its effectiveness and impact depend on how the person uses it. This particular ppt. tells its readers about the power of ICT and how women can use it for their empowerment while performing various roles which she performs during her life.
1. The document discusses how information and communication technologies (ICT) can empower women and enhance communication.
2. ICT allows women to digitally link and exchange information, opening possibilities for online communication and disseminating information to non-online users through hybrid technologies.
3. ICT provides opportunities for women's empowerment in various areas like education, business, and politics by increasing access to information, resources, and decision making power.
What should Europeans do to buildpositive partnerships with Arab countries? Overview of results. June 5th 2012. Authors Ville Tapio and John Lageson.
This interactive, online brainstorming site gathered ideas and feedback from people in the Middle East and North Africa (MENA) about how to forge a new partnership with Europe, especially in light of the ‘Arab Spring’ developments of the past year.
ICT has made a huge contribution to women's empowerment. women living in remote and rural areas are also being benefitted by ICT and they are making their contribution to society-building and development of the country.
The document discusses how Rupantar, a development organization in Bangladesh, uses traditional cultural forms like pot songs, folk drama, and popular publications for development communication and non-formal education in communities. It describes how these forms are rooted in local culture and use colloquial language to effectively impart messages on issues like women's empowerment, disaster preparedness, and livelihoods to millions of people annually, including those who are illiterate. Rupantar adapts these forms to incorporate modern topics while maintaining their grassroots appeal, flexibility, and ability to satisfy needs for self-expression.
The document discusses the Volunteer and Citizenship Program for Local Government Units in the Philippines. It aims to establish Volunteer and Citizenship Desks in local governments to better coordinate volunteers and promote citizenship. The program draws on theories of neorepublicanism and aims to give more citizens a voice in their communities. It also discusses using volunteerism to help the Philippines achieve its UN Millennium Development Goals by taking advantage of the large number of potential volunteers in the country.
Youth demands for the New Urban Agenda (Habitat III)Alice Junqueira
This document’s goal is to contribute to the international conversation about youth and cities governance and it’s importance to the urban sustainable development agenda.
The work is specially aimed to contribute to the discussions of The Third United Nations Conference on Housing and Sustainable Urban Development (Habitat III) - The New Urban Agenda (NUA), but it should not be restricted to it. Agenda 2030 for Sustainable Development, Population and Development Agenda, Human Rights Agenda, and other international agendas are also agendas to which the urban issue is central, since we live in an urban world and cities are core to achieve more just and sustainable societies.
The document discusses the New Public Service movement, which asserts that the primary role of public servants is to help citizens articulate and meet their shared interests through democratic processes rather than attempting to control society. It outlines the theoretical roots of the NPS in democratic citizenship, community and civil society models, organizational humanism, and postmodernism. The document then describes seven principles of the NPS, including serving citizens rather than customers, seeking the public interest, valuing citizenship over entrepreneurship, thinking strategically while acting democratically, having a nuanced view of accountability, serving rather than steering society, and valuing people over just productivity.
This document discusses efforts in Boulder, Colorado to integrate the perspectives of children and youth into urban planning and design through the Growing Up Boulder program. It established a partnership between the city, school district, university and community organizations to engage youth, particularly those from marginalized groups, in civic processes. The program uses methods like community assessments, mapping and modeling to gather input from youth on issues affecting them. It aims to ensure the voices of all youth are represented in planning and that they have opportunities to participate as citizens in shaping their city.
This document discusses participatory governance and citizen participation. It defines participatory governance as citizens being involved in decision making through activities like planning, monitoring, and implementation of government programs. It outlines the legal basis for citizen participation in the 1987 Philippine Constitution and cites international covenants. The benefits of participatory governance are listed as more responsive services, increased productivity, and a sense of ownership. Key qualities of good citizens are described as being active, responsible, participatory, and justice-oriented. The rights and responsibilities of Filipino citizens are also delineated.
This is expanded content related to the 2013 Webinar: Systematic Civic Stewardship: An Organizing Model for Leading Change in the Social Sector | Monday, June 3, 2013
This document provides a literature review on broadening engagement with neighbourhood watch groups. It discusses how neighbourhood watch aims to reduce crime and improve community engagement. Existing research shows neighbourhood watch membership is often driven by crime rates and fear, so external motivations need to be found to replace fear. Groups also need to be inclusive of diverse communities. The literature review explores challenges to broadening participation and different engagement methods tried, such as having marginalized groups represented and using a multi-agency approach.
This document discusses women's safety considerations for smart cities. It outlines 8 key areas that need attention: 1) urban planning and design of public spaces, 2) provision and management of urban infrastructure, 3) public transport, 4) policing, 5) legislation, justice and victim support, 6) education, 7) information technology, and 8) public awareness. Each area is discussed in 1-2 paragraphs on how to make them more gender sensitive and improve women's safety. The document emphasizes that a holistic approach is needed that addresses both infrastructure improvements and changing social norms.
This document proposes a project to address youth unemployment in Pakistan by establishing Youth Skill Centers in 10 districts of Azad Jammu and Kashmir. The centers will provide literacy classes, skills training, and life skills education to help unemployed youth and adolescents ages 15-24 develop skills to find work and cope with unemployment. Specifically, the project aims to mobilize youth, raise community support, and empower young people by increasing their skills, knowledge, and access to youth services through the newly established centers.
This document discusses concepts related to youth participation, including:
- Youth participation is important for democracy but not all participation is democratic.
- Critical thinking is needed for conscious participation, and media has a role in fostering reflection.
- Youth participation is multidimensional, involving challenges, capacities, and connections for youth. It occurs on a spectrum from tokenism to citizenship.
1) The document discusses a Youth and Virtual Democracy (YVD) project that aims to facilitate chats between youth and local authorities to discuss community problems and solutions.
2) The chats would take place online and allow youth to participate in governance and provide feedback and ideas to authorities on issues affecting their lives and communities.
3) For the project to succeed, youth would receive training and the chats would be supported through an online community platform where issues could be posted along with documents, photos and videos to track progress.
Role of social media in strengthening democracySashank Venkata
The document discusses the role of social media in strengthening democracy through healthy debate, fearless journalism, citizen engagement with government, and activism. It outlines how social media enables these democratic processes by allowing for constructive criticism, political discussions, factual journalism, citizen participation in governance, and raising awareness for issues. However, it also notes that effective social media strategies require relevant, easy to share content, a real world connection, influential leaders to shape opinions, and sustained effort to achieve results while avoiding issues like crowd censorship and passive audiences.
The media plays a crucial role in shaping democracy by informing the public and holding governments accountable. It provides information to citizens so they can make informed decisions and exercise oversight of elected representatives. By exposing issues and reminding politicians of unfulfilled promises, the media helps strengthen democracy. While not perfect, a democratic system requires an active and neutral media to function properly as a watchdog of the people over their government.
The role of students developing Nation, steps ,measures, inspirations, role models. how do students involve in transforming their nation and key thoughts
Through the Youth Empowerment through Technology, Arts and Media (YETAM) project in Cameroon, Plan Cameroon empowers youth ages 12 to 21 to advocate for their rights. The YETAM methodology trains youth in leadership, gender issues, communications, and information technologies. Youth then conduct advocacy projects on issues they identify like violence and gender discrimination. Using tools like GPS, video, and websites, youth document community resources and needs to influence local decisions and development plans.
Africities 2009: The challenges and the opportunityDoug Ragan
The document discusses global trends in urban youth development and provides a framework and policy recommendations. Almost half the global population is under 24 and most youth live in developing countries, with over 70% of slum dwellers being under 30. It recommends developing opportunities for youth, capabilities, and second chances. Dedicated youth spaces have benefits like raising self-esteem and forming bonds. The framework proposes youth centers providing job training, recreation, health services, and programs focused on shelter vocations with skills training. It encourages community participation and active involvement of youth in local development.
Remixing Citizenship starts from the position that it is not young people that are disconnected from formal politics, but political institutions that are disconnected from young people.
The report sets a new agenda for debating the relationship between young people, the Internet and democracy. It argues that the nature of citizenship is changing – there is a generation moving to newer, more creative forms of participation and that new forms of communication are key to this. Young people are now able to sample and remix citizenship, picking out the desired elements and discarding those that lack relevance. Remixing Citizenship refers to the idea of adding one’s own innovation to the concept of citizenship.
This document outlines the UNV Youth Volunteering Strategy for 2014-2017. It analyzes the current context of youth and volunteerism globally. Key points include:
- There are over 1.2 billion youth worldwide who face challenges like unemployment but also have great potential.
- Volunteerism can help address social issues and develop job skills for youth.
- Barriers to youth volunteerism include lack of opportunities, social exclusion, and limited research on impacts.
- Changes like increased travel and online volunteering are creating new opportunities for youth.
- The strategy aims to strengthen youth volunteerism and participation through principles, approaches and partnerships over the next four years.
Presentation of the University of British Columbia (UBC) Youth Development Planning Group on June 6, 2007 at the Bicol Science and Technology Centrum, Naga City, in conjunction with their Naga Planning Studio Course.
Youth councils an effective way to promote youth participationDr Lendy Spires
This document discusses youth councils and their effectiveness in promoting youth participation. It provides 6 case studies of youth councils operating at local, national, regional, and international levels in Africa. The case studies illustrate different types of youth councils based on their focus, structure, and roles. Effective youth councils are found to have clearly defined purposes and roles, engage youth in meaningful decision-making, and provide skills development opportunities for participating youth. They can positively impact youth participants through increased confidence and skills, as well as broader communities through advocacy and projects.
The NHDR 2004 tackles the problems of the youth in the Croatian society and tries to produce innovative solutions to deal with them. Produced in a particularly participatory manner in order to better understand young people's needs, the report wants to be an innovative and user-friendly advocacy document, accessible to its key target audience: the young.
Adult and non formal education programmes of non-governmental organizations f...Alexander Decker
This document discusses two case studies of non-governmental organization (NGO) adult and non-formal education programs for poverty alleviation in Nigeria. The first case study examines Accord for Community Development's skills training program, which teaches vocational skills like soap making, welding, and electrical work. Trainees receive practical and entrepreneurship training to help them start small businesses. The second case study looks at Community Development Foundation's program combining literacy, numeracy, and livelihood skills training. Both programs aim to provide skills that improve incomes and lift people out of poverty. The document aims to identify lessons that can improve adult education programs for poverty reduction.
Teaching Democracy and Active Citizenship through Citizenship Education: How ...Paulina Pospieszna
Citizenship education, i.e. activities aimee4ed to teach citizens of recipient countries basic values, knowledge, and skills how to be an active and engaged citizen, has become a popular form of empowering young people within democracy assistance of young democracies from Visegrad countries. This paper outlines some of the programs aimed at educating and activating young people in Eastern Europe to be more socially responsible for their local community, region, and country, and focuses on impact evaluation of these programs. Different methods used to evaluate the impact of the citizenship education programs are being presented and discussed together with their advantages and limitations. These suggestions can be useful for both practitioners whishing to learn whether their citizenship education programs produce impact, as well as for researchers wanting to answer the question whether and how citizenship education efforts of organizations from Visegrad countries influence young people.
The document discusses youth participation in development in Indonesia. It notes that Indonesia has a large youth population, with 33% under age 35, presenting an opportunity for development. However, many youth are unable to fully participate due to issues like limited education, health care, poverty, and unemployment. The document recommends investing in youth through education, life skills training, and health services to foster youth leadership and empowerment. It also stresses the importance of meaningful youth participation in decision-making to develop policies that meet their needs and ensure youth can help shape their own future.
The document summarizes key outcomes and lessons learned from a learning event hosted by Cities Alliance and UN-Habitat that brought together leaders of 13 youth-focused city development projects. Some of the main recommendations included: creating spaces for dialogue between youth and local authorities; including youth in policymaking processes; addressing transparency when involving youth in projects and policies; committing city policymakers to support youth programs; and recognizing the potential of youth and the informal sector as assets for sustainable city development. The event highlighted the importance of meaningfully engaging youth in shaping inclusive, resilient cities.
This document summarizes a project to strengthen youth advocacy capacities at the local level in eastern Macedonia. The project created a network of youth organizations, assessed their needs, provided support for registration, and built capacity through trainings. It then supported 5 local advocacy campaigns through a competitive process. The overall aim was to empower youth to create positive changes in their communities.
Putting Children First: Session 2.1.D Marlene Ogawa - Social connectedness as...The Impact Initiative
Putting Children First: Identifying solutions and taking action to tackle poverty and inequality in Africa.
Addis Ababa, Ethiopia, 23-25 October 2017
This three-day international conference aimed to engage policy makers, practitioners and researchers in identifying solutions for fighting child poverty and inequality in Africa, and in inspiring action towards change. The conference offered a platform for bridging divides across sectors, disciplines and policy, practice and research.
[Challenge:Future] Building Active European CitizenshipChallenge:Future
CEYPA is a nonprofit organization in Albania that aims to empower citizens and increase civic participation. Through research, education, advocacy, and volunteer programs, CEYPA works to socially integrate marginalized groups like Roma communities and encourage youth participation in decision making.
The presented project would train 14 youth from different ethnic groups in Kosovo to conduct workshops on accountability, transparency, and civic participation. Data collected from these local workshops would be analyzed and used in a television program on active citizenship. Publications on advocacy and European citizenship would also be created to promote public participation and cooperation among youth from different communities.
The Expert group meeting brought together experts, practitioners, and young people to address policies and programs for urban youth job creation in Africa. Key issues examined included obstacles to urban youth employment, national strategies and policies, and experiences in addressing youth employment. Recommendations emphasized adopting a holistic approach; directing more resources to youth needs; ensuring youth participation in decision-making; and strengthening the link between youth employment, education/skills training, and national plans like PRSPs.
The Youth Manifesto is a comprehensive document compiled by Ghanaian youth that outlines policy proposals and priorities to place youth issues at the center of Ghana's development agenda. It was created through a year-long collaborative process that included capacity building workshops, community forums, and input collection activities to gather perspectives from over 400 locations across Ghana. The final document aims to advocate for more inclusive public policy decision-making that addresses the needs and aspirations of Ghana's large youth population.
Call for Papers Radio Asia Presentation (1) VOTY Radio circa 2006POCHOLO GONZALES
ABSTRACT This is the presentation of Voice of the Youth Network (www.voty.org), Philippines for the Radio Asia 2006 Conference and “Broadcast Asia 2006”. The presentation covers both the topics “COMMUNITY RADIO – RADIO ACTIVISM AND GRASSROOTS RADIO” and “RADIO AND THE WORLD WIDE WEB”. Contents of this presentation include the background of the organization; specifically in its radio and Internet experiences as an effective means of reaching out to the community; the breakthroughs of the organization on its media projects and it’s pioneering activities in the field of Youth Media. VOTY has been given free airtimes by radio stations that truly believe in our advocacies and mission to the Filipino Youth. This is a proof of how worthy our cause has been throughout the years. VOTY believes that the synergy of radio and Internet would create a more powerful impact. Both technologies would compliment one another in providing better services and realizing the organization’s goals. Radio should not be threatened by emerging technologies like podcast, and this paper would precisely prove that. Young people have always been a powerful, moving force. They are no longer potentials but people that already made things possible.
This document appears to be a collection of random numbers and characters with no discernible meaning or organization. It does not provide any clear information that could be summarized.
This document provides information about the Youth in Action programme, which focuses on supporting youth employment in Europe through good practice projects. It describes the five actions that make up the programme, which encourage active citizenship, participation, entrepreneurship, volunteering abroad, international exchanges, and cooperation on youth policy. Short summaries are provided of over 30 European youth projects funded through the programme that help young people develop skills and explore opportunities, such as arts projects, entrepreneurship training, environmental initiatives, and intercultural exchanges. The overall aim of the programme is to empower young people and improve their employment prospects.
This document describes a training course called "VIRTUAL INSANITY" that will teach youth workers and civil society activists how to effectively use internet and web 2.0 tools. The 8-day training will take place in Crete, Greece in January 2013, and will bring together 22 participants from various European countries. The training will cover technical skills for tools like web design and social media, as well as strategic skills for using the tools to strengthen youth work and promote civil society goals.
The document summarizes an international summer camp hosted by the Excellence Center in Hebron, Palestine from August 16-26, 2012. The camp aims to provide cultural immersion for international students through experiences like living with a Palestinian host family, traveling to historic sites, and learning about Palestinian culture and traditions. Participants will have opportunities for volunteer work and will experience Ramadan during their stay. The $1100 fee covers accommodations, food, and travel within Palestine during the week-long program.
The document announces an upcoming training course called "Open the Flower" taking place from October 10-17, 2012 in Crimea, Ukraine. The 6-day course aims to teach participants about group dynamics and communication skills for working with young people, especially those with difficulties. Participants will learn and practice techniques like theater, drama, art therapy, relaxation and visualization. The course is open to those aged 18 or older who have experience working with youth and are motivated to actively participate. Participants will have their travel costs reimbursed and room and board provided at the venue in Crimea.
EDEN is a European Commission initiative that aims to promote sustainable tourism development by awarding destinations that exemplify good practices. It has run as a pilot project and preparatory action since 2006 and will continue through 2011. EDEN addresses sustainability, decongestion, seasonality, and tourism flows by selecting annual themes, setting criteria, and funding national competitions to nominate winning destinations. These destinations become part of the EDEN Network to exchange knowledge and encourage others towards sustainable tourism models. Over 100 destinations across 27 countries are expected to be recognized by 2011.
The document discusses the European Destinations of Excellence (EDEN) initiative, which promotes sustainable tourism development across Europe. It highlights 21 destinations that were awarded in 2011 for successfully regenerating physical sites and converting them into tourism attractions. The winning destinations ranged from old railway lines converted into nature trails to derelict industrial sites transformed into art workshops. The goal of the initiative is to showcase lesser-known destinations and encourage sustainable tourism that benefits local communities and environments.
The document outlines the European Union's strategy for youth from 2010-2018. The strategy aims to invest in and empower youth by (1) putting greater resources toward policy areas that affect young people's well-being, and (2) promoting young people's potential to contribute to EU values and goals. It proposes actions in areas like education, employment, health, social inclusion, and participation. The strategy also emphasizes mobilizing key policies across the 27 EU member states and tools like peer learning, structured youth dialogue, evidence-based policymaking, and cooperation across organizations.
Essential Tools for Modern PR Business .pptxPragencyuk
Discover the essential tools and strategies for modern PR business success. Learn how to craft compelling news releases, leverage press release sites and news wires, stay updated with PR news, and integrate effective PR practices to enhance your brand's visibility and credibility. Elevate your PR efforts with our comprehensive guide.
Youngest c m in India- Pema Khandu BiographyVoterMood
Pema Khandu, born on August 21, 1979, is an Indian politician and the Chief Minister of Arunachal Pradesh. He is the son of former Chief Minister of Arunachal Pradesh, Dorjee Khandu. Pema Khandu assumed office as the Chief Minister in July 2016, making him one of the youngest Chief Ministers in India at that time.
13062024_First India Newspaper Jaipur.pdfFIRST INDIA
Find Latest India News and Breaking News these days from India on Politics, Business, Entertainment, Technology, Sports, Lifestyle and Coronavirus News in India and the world over that you can't miss. For real time update Visit our social media handle. Read First India NewsPaper in your morning replace. Visit First India.
CLICK:- https://firstindia.co.in/
#First_India_NewsPaper
केरल उच्च न्यायालय ने 11 जून, 2024 को मंडला पूजा में भाग लेने की अनुमति मांगने वाली 10 वर्षीय लड़की की रिट याचिका को खारिज कर दिया, जिसमें सर्वोच्च न्यायालय की एक बड़ी पीठ के समक्ष इस मुद्दे की लंबित प्रकृति पर जोर दिया गया। यह आदेश न्यायमूर्ति अनिल के. नरेंद्रन और न्यायमूर्ति हरिशंकर वी. मेनन की खंडपीठ द्वारा पारित किया गया
1. Youth in Action
mobilising
the potential
of young
Europeans
Youth 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. 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 municipal
Disadvantaged remote towns in Bulgaria. The youth dimension of youth strategies.
JMA?JȩEMTCPLKCLRȩNMJGAWȩGLȐȩSCLACQȩRFCȩPCQMSPACQȩ?LBȩ Rȩ?ȩL?RGML?JȩWMSRFȩKCCRGLEȩGLȩ1Mȏ ȩ?ȩGLȩ-ARM@CPȩ
ȩ
young people conditions for young people’s development; inad- ȩWMSLEȩNCMNJCȩNPCQCLRCBȩ?LBȩQF?PCBȩJMA?JȩJCTCJȩ
need messages COS?RCȩNMJGAGCQȩ?BTCPQCJWȩ?Ȏ ȩCARȩRFCȩBCTCJMNKCLRȩMDȩ experiences and developed recommendations for
young people’s potential, and can intensify migration
and strategies from the countryside into cities.
RFCȩL?RGML?JȩWMSRFȩQRP?RCEWȩ?LBȩRFCȩ#SPMNCȩȩ
strategy. They discussed with decision-makers issues
to 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 and
to encourage a employment, education and training, housing policy, civic activism at the local and national levels. The key
culture of dialogue transport, recreation and healthcare. A related survey recommendations were that disadvantaged young
and 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 dialogue
connectivity FMKCȩ?ȓ ȩCPȩEP?BS?RGML
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. 7 - 3 2 ȩ # + - ! 0 ! 7 3
The project activities demonstrated that youth Project funded by
policies are developed not only by organisations the Youth in Action national agency in Bulgaria
and 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 published
on YouTube.
1 T ES T I M ON I AL S
2. Reviewing the neighbourhood the value and inclusiveness of youth services in their Results focused on
neighbourhood. what youngsters
0MRRCPB?KQȩJMA?JȩEMTCPLKCLRȩQSNNMPRCBȩȩWMSLEȩ
Further work was carried out on childrens’ rights feel about
people undergoing vocational training so that for
and on organising a national conference on youth
LGLCȩKMLRFQ
ȩQR?PRGLEȩGLȩJ?RCȩ
ȩRFCWȩAMSJBȩPCTGCUȩ the value and
work. Structured dialogue between young people
their neighbourhood in terms of youth work, young
and policymakers was developed, promoting long- inclusiveness
people and the police, and local youth participation.
term cooperation between them. There was also
ȓȩCPȩRP?GLGLE
ȩRFCȩN?PRGAGN?LRQȩA?PPGCBȩMSRȩPCQC?PAF
ȩ
QGELGȏȩA?LRȩTGQG@GJGRWȩRFPMSEFȩRFCȩBGQQCKGL?RGMLȩMDȩRFCȩ of youth
through interviewing peers, neighbours and lo-
cal youth workers. The results were presented to
PCQSJRQȩ@WȩKC?LQȩMDȩ?ȩȏ ȩJKȩ?LBȩ?ȩ@PMAFSPC
5. services in their
local policymakers and youth workers in a series Project funded by neighbourhood
of meetings, focusing on the police’s treatment of the Youth in Action national agency in the Netherlands
WMSLEQRCPQȩMLȩRFCȩQRPCCR
ȩRFCȩSQCȩ?LBȩKGQSQCȩMDȩQMȓ ȩȩ Organisation:
drugs by youngsters, and what youngsters feel about GCKCCLRCȩ0MRRCPB?KȩGCLQRȩ(-1
ȩRFCȩ,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 the
ment’ is part of the EU structured dialogue on youth NPMHCAR
7. ȩ$PMKȩȩ(?LS?PWȩRMȩȩ+?PAFȩ
ȩ and a guide setting out young people’s rights and
PCEGML?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 results
garve, as a run-up to a national event. Three hundred included increased empowerment of youth and youth
WMSLEȩNCMNJCȩJGTGLEȩGLȩ.MPRSE?J
ȩzȩWC?PQȩMJB
ȩ organisations.
DPMKȩBGȎ ȩCPCLRȩQMAGMCAMLMKGAȩ?LBȩASJRSP?Jȩ@?AI
grounds and geographical origins, were involved Project funded by
alongside decision-makers and experts, to discuss the Youth in Action national agency in Portugal
priorities and measures that should be developed at Organisation:
EU level. !MLQCJFMȩ,?AGML?JȩBCȩ(STCLRSBC
ȩ.MPRSE?J
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. olds who were
in Stralsund (Germany) during a debate between
NSNGJQȩ?LBȩNMJGRGAG?LQȩMLȩȩ+?Wȩ
10. ȩ2FCȩN?LCJȩ
Project funded by eligible to vote for
the Education, Audiovisual and Culture Executive Agency
discussion was moderated by two school students, in Brussels.
RFC–ĺ–PQR–RGKC–GL–
and involved politicians from the main parties active
on the German political scene. Top of the agenda
Partner organisations: 2009
)SKSJSQȩC
12. ȩ%CPK?LWȩ(C?Lȩ+MLLCRȩ!CLRPCȩMDȩ#VACJJCLACȩ
U?QȩRFCȩCJCARGMLȩRMȩRFCȩ#SPMNC?Lȩ.?PJG?KCLRȩGLȩ(SLCȩ DMPȩ#SPMNC?Lȩ'LRCEP?RGML
ȩ$3ȩ CPJGL
ȩ%CPK?LWȩ(SECLBNPCQQCȩ
ȩFMUCTCP
ȩ2SPICWQȩ?NNJGA?RGMLȩDMPȩ#3ȩKCK@CP Deutschland e.V., Germany.
ship was the most controversial topic. 4 TES TI M ONIALS
The event was a part of a broad youth campaign,
~#SPMȩU?FJȩE?LE
ȩȏȩL?LACBȩ@WȩRFCȩ7MSRFȩGLȩARGMLȩNPM ‘ The 1.5 hour discussion was very important for me. I
found it interesting to see how the politicians interact
EP?KKCȩ˜ȩȩWMSLEȩNCMNJC
ȩRP?GLCBȩ?QȩKMBCP? with each other, especially politicians who represent
tors in communication and organisation techniques, TCPW–BGĶ
–CPCLR–MNGLGMLQ
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 young
BCQGPC–RM–GLĻ
–SCLAC– ȩL?RGML?JȩWMSRFȩCTCLRȩGLȩ-RMŖCAȩ 1JMTCLG? ȩDMJJMUCBȩ people to become involved. It highlighted young
decision-making ȩNPCN?P?RMPWȩPCEGML?JȩBC@?RCQȩMPE?LGQCBȩGLȩ
ȩ 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. ȩ2FCȩ~0CQMJS Organisation:
tion for active, reactive and creative cooperation of +J?BGLQIGȩQTCRȩ1JMTCLGHC
ȩ1JMTCLG?
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 the
involved a clearer J?P?RGML
ȩKMPCȩRF?LȩȩWMSLEȩNCMNJCȩDPMKȩ$P?LAC
ȩ 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. 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?LL
ȩ
the traditions of multicultural dialogue. *SVCK@MSPEȩ!'#+
ȩ$P?LACȩ$MLB?RGMLȩ0M@CPRȩ1AFSK?L
ȩ$P?LACȩ
#SPMNC?Lȩ'LRCEP?RGMLȩ!JS@ȩGLȩRFCȩ!MKNJCVȩMDȩ1AFMMJQȩGLȩ5MHIMUGAC
ȩ
Poland; the Polish Robert Schuman Foundation, Poland.
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?W
ȩ*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. 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#LTGPMLKCLR
ȩ?LBȩ what each person can do to contribute to climate
DMPȩK?LWȩMDȩRFCȩWMSLEȩNCMNJCȩRFGQȩU?QȩRFCȩȏ ȩPQRȩRGKCȩ on environment
?ARGML
ȩ?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?LBȩDWJICQIMKKSLCȩSLEBMKKCLQȩDWJICQRGLE
ȩ,MPU?Wȩ
GLȩ,MPU?WȩGLȩ
ȩUFGAFȩF?Qȩ@CAMKCȩ?Lȩ?PCL?ȩRMȩ Nasjonalparkriket Natur Ungdom, Norway; Secretariat for Youth
show the history of climate, and to raise awareness DD?GPQ
ȩUCQRCPLȩ.MKCP?LG?
ȩ.MJ?LBȩ0?B?ȩ+§MBXGCƨWȩ5MHCUŁBXRU?ȩ
MDȩAJGK?RCȩAF?LEC
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-#7
ȩRFCȩ,CRFCPJ?LBQȩ)3ȩ3RPCAFR1AFMMJȩMDȩ+SQGAȩ?LBȩ
using multimedia techniques. During the project Technology, the Netherlands; (SLR?ȩBCȩ$PCESCQG?ȩBMȩ*SKG?P
ȩ1N?GL
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. –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. –-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. 6 Y O U T H I N A C T I O N
The 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 rights
involved became and the scope of the Youth in Action programme. The
more aware 2FCȩ~4MGACȩMDȩWMSRFȩU?Qȩ?ȩKMLRFȩNPMHCARȩRF?Rȩ N?PRGAGN?LRQȩNPCN?PCBȩQCTCP?Jȩȏ ȩJKQȩMLȩRFCȩ?ARGTGRGCQȩ
of 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 through
mechanisms and FCJNGLEȩRFCKȩRMȩSLBCPQR?LBȩ?LBȩGLȐ ȩSCLACȩNS@JGAȩJGDC
25. ȩ classic media channels, such as press releases and
better equipped to It allowed young people not only to TV interviews, to a wider audience,
ȏȩLBȩRFCGPȩTMGAC
ȩ@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 young
their everyday lives worked in seminars on issues rang-
people, and increased their social
ing from the way that municipalities
and 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. 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#EWCQňJCR
ȩSLE?PWȩ?HBņQıEGȩ?JJE?RŁIĸPRȩĸQȩ
involve more youngsters, and on-stage activities !GTGJCIĸPRȩ#EWCQňJCR
ȩSLE?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?PCQR
ȩ!P?GMT?
ȩ
these deaf young !JSHȩ?LBȩ5?PQ?U
27. ȩ2FCȩPCQSJRȩU?QȩRF?RȩRFCQCȩWMSLEȩ
people 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?JJWȩCVAJSBCB
ȩAMSJBȩQNC?Iȩ
NPMHCAR
28. ȩ'RȩFCJNCBȩȩWMSLEQRCPQȩDPMKȩ.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 QCJDAMLȏȩBCLAC
ȩE?GLCBȩCVNCPGCLACȩGLȩRC?KȩUMPI
ȩ
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?RȩFMKC
ȩRFCȩWMSLEȩNCMNJCȩ 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. 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 Europeans
Youth in Action is the European Union programme ȧQGELGȏ
ȧA?LRȧGKN?AR A survey in March 2011
RF?RȩF?QȩFCJNCBȩWMSLEȩNCMNJCȩQGLACȩ
ȩRFPMSEFȩ among a representative
Youth in Action has had a demonstrable impact on sample of participants
non-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 them
velop their personal capacities. It is open to all young
people, regardless of their educational, social and
RMȩCVNCPGCLACȩMRFCPȩAMSLRPGCQȩȏ ȩPQRȩF?LB
ȩRFSQȩBCTCJ 91 %
oping a greater sense of openness and understand- of young people
cultural 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 their
larly those with fewer opportunities. It strengthens
AMLȏȩBCLAC
30. ȩ competences in foreign
European values everywhere it operates — in the EU
languages;
?LBȩGLȩȩAMSLRPGCQȩ@CWMLB
31. ȩ'RȩDSLBQȩ?ȩUGBCȩT?PGCRWȩ
of youth activities, including exchanges, initiatives, This is all the more important since for many
democracy 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 improved
tions through training and networking, and promotes fewer opportunities. The whole programme has a their abilities to identify
#SPMNC?LȩAMMNCP?RGMLȩGLȩRFCȩWMSRFȩȏ ȩCJB
33. ȩ'RȩK?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 ȩȩASJRGCQ
ȩQSAFȩ?QȩC?PJWȩQAFMMJȩ 73 %
JGMLȩDMPȩRFCȩzȩNCPGMB
ȩ?LBȩ@WȩRFCȩCLBȩMDȩȩ JC?TCPQ
ȩMPȩDPMKȩBGȎ ȩCPCLRȩASJRSP?Jȩ@?AIEPMSLBQ
34. ȩ declared they felt more
GRȩF?BȩDSJJWȩSQCBȩRFCȩ#30ȩȩKGJJGMLȩ?JJMA?RCBȩQMȩD?P
35. ȩ European;
2FCȩCLE?ECKCLRȩMDȩK?LWȩBGȎ ȩCPCLRȩQMAG?JȩEPMSNQȩGQȩ
Its basic premise is that investment in young people
important in ensuring that the European integration
is 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. ȩ-TCPȩRFCȩDMSPȩWC?PQȩz
ȩ considered they gained
KMPCȩRF?LȩȩȩNCPQMLQȩRMMIȩN?PRȩ ȩȩ skills and knowledge they
WMSLEȩNCMNJCȩ?LBȩȩȩWMSRFȩUMPICPQ ȩȩȩ Attractive learning
would not have otherwise
NPMHCARȩ?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 as
GLTMJTCBȩ?PMSLBȩȩȩWMSRFȩMPE?LGQ?RGMLQ
ȩGLDMPK?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 organisations
as 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 international
prises 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 peer
many participants in projects later become involved learning. The non-formal learning experience that In addition
themselves in social work. Youth in Action provides is recognised through a the 2010 survey showed
QNCAGȏȩAȩACPRGȏȩA?RCȩA?JJCBȩ?ȩ7MSRFN?QQ
37. that participants in
The projects supported range widely across youth the programme have a
?ARGTGRGCQȩ˜ȩCTCPWRFGLEȩDPMKȩP?GQGLEȩRFCȩNPMȏ ȩJCȩMDȩ 'LȩRFCȩBGȎȩCPCLRȩCLTGPMLKCLRȩMȎ ȩCPCBȩ@WȩNPMHCARQ
ȩ QGELGȏȧA?LRJWȧFGEFCPȧTMRGLEȧ
young 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. For
jects at local level, creating documentaries on social decision-making. The experience boosts their per- instance in 2009, 60 %
GQQSCQȩQSAFȩ?QȩWMSLEȩNCMNJCȩUGRFȩ'4ȩMPȩCVAJSQGMLȩ sonal development and widens their horizons, help- of participants voted,
MDȩKGLMPGRGCQ
ȩMPȩFCJNGLEȩGLK?RCQȩGLȩWMSLEȩMȎ ȩCLBCPQȩ ing them make choices about their further personal compared to an average
institutions to boost their own self-esteem and to and professional life. And they acquire competencies of 29 % for all young
K?ICȩCȎ ȩMPRQȩRFCKQCJTCQȩRMȩGLRCEP?RCȩGLRMȩRFCGPȩAMK that are increasingly valuable in an evolving labour people across Europe.
munity and into wider society. market ͬ
%
60 29 %
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?RCQȩMDȩ
sheet: Youth Democracy projects; and meetings of RFCȩ#SPMNC?Lȩ3LGML
ȩ?QȩUCJJȩ?QȩRMȩ!PM?RG?
ȩ'ACJ?LB
ȩ
WMSLEȩNCMNJCȩ?LBȩRFMQCȩ?ARGTCȩGLȩRFCȩWMSRFȩȏ ȩCJBȩ Liechtenstein, Norway, Switzerland and Turkey (the
(decision-makers, politicians, administration), mainly programme countries). Projects can receive grants
in implementing the structured dialogue. from national agencies in those countries or from the
#BSA?RGML
ȩSBGMTGQS?Jȩ?LBȩ!SJRSPCȩ#VCASRGTCȩECLAWȩ
7MSRFȩCKMAP?AWȩNPMHCARQȩ?PCȩ?GKCBȩ?RȩNCMNJCȩz in Brussels.
ȩWC?PQȩMJB
44. Number of participants ȩ ȩ ȩȩ ȩ
Youth in Action: http://ec.europa.eu/youth/index_en.htm
#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?@JCȩMLȩRFCȩ'LRCPLCRȩ FRRN
CSPMN?