MOSAIC - The training kit for Euro-Mediterranean youth work

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2 117 Language barriers Linguistic competences may define the level of participation in international youth activities. Translation is one way of overcoming the negative effects of language barriers, but there are also other methods, such as games of linguistic animation and non-verbal communication methods. It is important to develop with the group effective ways of communicating, other than purely linguistic ones. Q: Do language barriers hinder the participation of less-advantaged young people in your international youth activities? Participation and democratic citizenship in the long term The real challenge in Euro-Mediterranean youth work is to ensure that participants use their experiences, knowledge and contacts after these activities, to develop local, regional, national and international youth projects and youth work practices and to engage in the local community. Some of the methods could include sharing the results and talking about the experiences in school/university, in associations, with family and friends; writing a press release or articles for local/regional/national/international publications; or maintaining contact with local authorities responsible for youth policy and informing them about the results of the activity. Notes 1. Audigier, F. (2000) Basic Concepts and Core Competencies for Education for Democratic Citizenship, Council of Europe, Council for Cultural Co-operation, Education for Democratic Citizenship project, DGIV/EDU/CIT (2000), p. 23. 2. KRÄTZÄ, Wahlrecht – Wahlalter International, available at http://de.kraetzae.de/wahlrecht/international/ (accessed on 3 November 2007). The figures are from The World Factbook 2003 and Fischer Weltamanach (October 2003 and 2004). 3. The duration of compulsory basic education varies among the Euro-Mediterranean countries, ranging from the minimum of between the ages of 6 and 12 in Lebanon and Syria and the maximum of between the ages of 6 and 18 in Belgium and Germany (UNESCO: Education for All Global Monitoring Report 2006, Paris 2005). 4. McCreary Centre Society. Available at: www.mcs.bc.ca/ya_base.htm (accessed on 3 November 2007). 5. Saifuddin, A., “Voices of youth on national youth policy”, available at . 6. Fertility rate refers to average number of children per woman according to the Population Division of the United Nations Secretariat. 7. Austria, Belgium, the Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Ireland, Italy, Latvia, Lithuania, Luxembourg, Malta, Netherlands, Poland, Portugal, Slovakia, Slovenia, Spain, Sweden and the United Kingdom. 8. Algeria, Egypt, Morocco and Tunisia. 9. Cyprus, Israel, Jordan, Lebanon, Occupied Palestinian Territories, Syria and Turkey. 10. Available at www.esa.un.org/unpp/p2kodata.asp. 11. See . Themes
118 12. The Mediterranean countries referred to in this text are the Mediterranean Partner Countries of the Barcelona process. 13. Analytical report, Regional seminar on national youth policies for the Middle East and northern Africa region, organised by UNESCO Regional Bureau for Arab States, with the technical and financial co-operation of UNICEF, Save the Children Sweden and The International Council on National Youth Policy, December 2004. 14. Globalisation and sustainable development, Resolution 1318 (2003), Parliamentary Assembly of the Council of Europe. 15. The United Nations World youth report 2007: young people’s transition to adulthood: progress and challenges, The Department of Economic and Social Affairs. 16. International Labour Organization (2004), Global employment trends for youth, International Labour Organization, Geneva. 17. European Commission (2001) Study on the state of young people and national youth policy in Europe. Final Report, IARD. 18. The United Nations, World youth report 2005: young people today and in 2015, The Department of Economic and Social Affairs. 19. European Commission, Freeze-frame on Europe’s youth ... for a new impetus: the main results of the Eurobarometer 2001 survey on youth, European Commission, Directorate-General for Education and Culture. 20. Sami Nair (2002) “Introduction”, in Avoir 20 ans dans 20 ans en Méditerranée, INJEP, French National Institute for Youth and Community Education. UDIP 03/2002. 21. Targeted Meeting 2, Budapest, Hungary, 22-26 October 2004: expert input by Dr Anthony Azzopardi on the situation of young people in the Euro-Mediterranean Region. 22. “Democracy”, in COMPASS: a manual on human rights education with young people, Council of Europe Publications, 2002, pp. 326-330. 23. Ibid. 24. “Democracy”, Encyclopædia Britannica from Encyclopædia Britannica Premium Service. www.britannica.com/eb/article?tocId=9029895 (accessed 10 May 2006). 25. Education for Democratic Citizenship (EDC) Glossary, Council of Europe, available at www.coe.int/t/dg4/education/edc/What_is_EDC/GlossaryKeyTerms_en.asp#P184_6273. 26. Wenzel, Florian M. (2004) “Wovon reden wir eigentlich? Von der notwendigen Auseinandersetzung über Begrifflichkeiten der politischen Bildung” at www.politische-bildung-schwaben.net/content/view/105/42/. 27. Education for Democratic Citizenship (EDC) Glossary, Council of Europe. 28. Ibid. 29. Siurala, L. (2005) A European Framework for Youth Policy, Directorate of Youth and Sports, Council of Europe Publishing, p. 45. 30. “Citizenship”, in COMPASS: a manual on human rights education with young people, Council of Europe Publications, 2002, pp. 322-325. 31. Manuela Coreira and Rui D’Espiney, unpublished paper of the ICE (Instituto das Comunidades Educativas). 32. Council of Europe – 2005 European Year of Citizenship through Education. See www.coe.int/T/E/Cultural_ Co-operation/education/E.D.C/default.asp 33. Appendix to Recommendation 128 (21 May 2003). 34. Siurala, L. (2000) “Changing forms of participation”, Round Table: New Forms of Youth Participation, Youth Policy Papers, Biel (Switzerland), 4-6 May 2000. Available at . 35. UNICEF (2001) The participation rights of adolescents: a strategic approach. United Nations Children’s Fund. New York August 2001 (Working paper series). This paper defines “adolescents” as young people aged between 10 and 19; different terms such as “youth” and “young people” are also used to refer to people in this age range. T-Kit No.11 - MOSAIC - The training kit for Euro-Mediterranean youth work
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11 Mosaic The training kit for Euro
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2 This document does not necessaril
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5 Contents List of figures and tabl
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7 List of figures and tables Figure
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9 List of abbreviations AHDR Arab H
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11 Acknowledgements The production
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14 work, a history textbook or a po
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1 17 T he Mediterranean is both hom
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1 19 and comments on the texts on l
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1 21 Environment The Mediterranean
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1 23 Table 0.1: What is in an activ
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1 25 D Intercultural learning Chapt
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1 27 Always adapt in the light of t
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2 29 Themes
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32 this chapter also looks at the i
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34 the United Kingdom and Ireland;
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36 Figure 1.2: The member states of
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38 Being a crossroads and a bridge
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40 the use of force to settle dispu
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42 D 1.6.1 The Euro-Mediterranean P
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44 Figure 1.4: The countries of the
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46 1.7 Euro-Mediterranean youth wor
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48 Euro-Mediterranean youth work ca
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50 D 1.7.2 Euro-Med Youth Units and
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52 In addition to the efforts of va
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54 the youth field to co-operate wi
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56 of its geography. The institutio
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58 38. See www.isesco.org.ma/Englis
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60 91. For the 2003 Compendium on E
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62 and corn, as well as the tobacco
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64 Meeting and confronting the stra
Page 67 and 68: 66 Russia and Morocco. Can one igno
Page 69 and 70: 68 Arab nationalism and creation of
Page 71 and 72: 70 In terms of the substance of a n
Page 73 and 74: 72 Some projects supported by the E
Page 75 and 76: 74 3. Any timeline, like any histor
Page 77 and 78: 76 Our perceptions, habits and dail
Page 79 and 80: 78 3.3 Elements of culture Time, pl
Page 81 and 82: 80 3.4 Cultural diversity 18 Cultur
Page 83 and 84: 82 Homogenisation. The movement of
Page 85 and 86: 84 many Mediterranean states are of
Page 87 and 88: 86 If Orientalism can be defined as
Page 89 and 90: 88 to today with the mobility of pe
Page 91 and 92: 90 Intercultural dialogue may serve
Page 93 and 94: 92 able to accept others, role dist
Page 95 and 96: 94 13. Dadsi, D. (1995) Specificiti
Page 97 and 98: 96 68. Iben, G. (1974) Sozialerzieh
Page 99 and 100: 98 4.2 Young people’s realities -
Page 101 and 102: 100 For Europe this means that rele
Page 103 and 104: 102 In terms of its implementation,
Page 105 and 106: 104 4.4 What is youth participation
Page 107 and 108: 106 Table 4.2: Resolutions and agre
Page 109 and 110: 108 Education, information, health
Page 111 and 112: 110 Some examples of participatory
Page 113 and 114: 112 The Ladder of Participation 59
Page 115 and 116: 114 Competences We might utilise a
Page 117: 116 Some basic methods and guidelin
Page 121 and 122: 120 58. This is also one aspect of
Page 123 and 124: 122 These are some of the questions
Page 125 and 126: 124 As the institutions ultimately
Page 127 and 128: 126 is that some rights (negative r
Page 129 and 130: 128 D 5.5.1 The European Enlightenm
Page 131 and 132: 130 The Second Optional Protocol 8
Page 133 and 134: 132 Other important human rights do
Page 135 and 136: 134 Some real examples of violation
Page 137 and 138: 136 Finally, if all of this was not
Page 139 and 140: 138 or the way existing mechanisms
Page 141 and 142: 140 Education through human rights
Page 143 and 144: 142 18. See www.echr.coe.int/echr.
Page 145 and 146: 144 everywhere and nowhere. Althoug
Page 147 and 148: 146 Attitudes in a given society/co
Page 149 and 150: 148 So, although women are oppresse
Page 151 and 152: 150 Gender mainstreaming The United
Page 153 and 154: 152 Marxist feminism also argues th
Page 155 and 156: 154 In addition to these global eff
Page 157 and 158: 156 to benefit from them. When this
Page 159 and 160: 158 and political, social, economic
Page 161 and 162: 160 D 6.5.4 Women and the labour ma
Page 163 and 164: 162 b) physical, sexual and psychol
Page 165 and 166: 164 to become emancipated, another
Page 167 and 168: 166 What can be done to overcome th
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168 Focusing on specific gender iss
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170 3. Organization for Security an
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172 65. Walby, S. (1991); Council o
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174 127. Council of Europe (2008),
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176 188. UN-INSTRAW, Glossary of ge
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178 of minorities, it is hard to pi
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180 In the Arab Human Development R
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182 minority young people might go
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184 7.5 Issues related to minoritie
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186 Problems within and between nor
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188 people who are tolerant but do
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190 Convention, people who claim th
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192 7.10 Challenges for Euro-Medite
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194 adopt non-formal education in
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196 20. See www.escwa.org.lb/ayd/ (
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2 199 8 Religion and tolerance Figu
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2 201 Tolerance The United Nations
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2 203 organised beliefs and practic
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2 205 It seems that the political a
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2 207 to see that fundamentalism is
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2 209 initiatives of non-government
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2 211 the official religion of the
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2 213 share the same essential doct
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2 215 to the Maghreb, the Iberian P
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2 217 70 days after the end of the
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2 219 Zionism 111 refers to the Jew
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2 221 Yazidis are thought to be des
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2 223 In the 21st century, in many
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2 225 laws that regulate various as
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2 227 8. Religion (2007) Encyclopæ
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2 229 65 . Baptism (2007) Encyclop
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2 231 124. Reconstructionism (2007)
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2 233 9 Peace and conflict Figure 9
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2 235 Conflict can be defined as
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2 237 Avoidance can be related to f
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2 239 “I-message” is an effecti
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2 241 Sulha is a traditional Arab m
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2 243 Biased attributions: when pe
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2 245 A second set of concepts whos
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2 247 Humanising the enemy: Feeling
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2 249 is another ‘need’ that mi
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2 251 Peace can be built by actions
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2 253 not only to results but also
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2 255 19. Silverstein, B. and Flame
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258 The environment and people have
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260 10.3 The first Eden: 10 the Eur
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262 landscape, mostly by the destru
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264 Another example from the Medite
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266 Unfortunately, tensions over sh
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268 campaigns and training events.
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270 The overall aim of the renewed
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272 Preservation and restoration of
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274 Notes 1. “Environment” in C
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T-Kit No.11 - MOSAIC - The training
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3 279 Activities index Title Level
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282 Instructions Explain that the
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284 Further information A brief acc
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286 Instructions Ask the group to
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288 Ideas for action Compare the si
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290 Instructions Explain that the
Page 293 and 294:
292 Religion and spirituality can
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3 295 Camels go far without water C
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3 297 What did you learn about you
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3 299 A camel which has carried i
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302 Instructions Tell people to get
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304 Further information See http://
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306 Explain that the information s
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308 Further information The Enemy i
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310 Materials One set of questions
Page 313 and 314:
312 Handouts Rules of the Game Ques
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314 Answers to Question 1: The Bar
Page 317 and 318:
316 Instructions Explain that the a
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318 to the rest of the group once t
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320 Handouts Possible topics for de
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322 Instructions Divide participan
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324 Handouts The list of features.
Page 327 and 328:
326 Instructions The activity is sp
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328 Variations You could use the me
Page 331 and 332:
330 Instructions Introduce the aims
Page 333 and 334:
332 Handouts Handouts in envelopes
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334 Tell them that they now need t
Page 337 and 338:
336 Suggestions for follow up If yo
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338 Instructions Explain that the p
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3 341 Mapping the globe If you don
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3 343 How can you help to protect
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3 345 Handouts Role-cards and the s
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348 Give them 15-20 minutes for th
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3 351 Natural beauty How did they m
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3 353 find, the more interesting an
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3 355 Orange Blue The earth is blue
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3 357 Tips for the facilitator The
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3 359 More maps! Orange Blue
Page 363 and 364:
362 Instructions Divide people into
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364 Handouts Guidance notes for the
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366 Instructions Part 1: Invite peo
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368 Further information Have a look
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3 371 Pass it on Be not disturbed a
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3 373 What information was left ou
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3 375 Pieces of cake Everyone has t
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3 377 the average, and would receiv
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3 379 Rebels and freedom fighters W
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3 381 Would it be possible to be o
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3 383 Reshaping racism There is no
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3 385 Tips for the facilitator Depe
Page 389 and 390:
388 Instructions Ask participants w
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390 The WTO recommends a number of
Page 393 and 394:
392 The activity will be more usef
Page 395 and 396:
394 Suggestions for follow-up Look
Page 397 and 398:
396 When they have arranged themse
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3 399 Timeline of history Inter-rel
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3 401 Variations The “personal hi
Page 405 and 406:
404 Instructions Divide participant
Page 407 and 408:
406 Handouts Decision cards 1-14 C
Page 409 and 410:
408 Instructions Begin by asking pa
Page 411 and 412:
410 Handouts Diamond-ranking diagra
Page 413 and 414:
412 Instructions Ask participants t
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4 415 About the editors and contrib
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4 417 Ellie Keen editor and co-auth
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419 Extended table of contents List
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421 5.3 Human rights values _______
Page 424 and 425:
423 4 Camels go far without water -
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11 Mosaic The training kit for Euro
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