GOALS & BACKGROUND
The goal of the GEAR – Global Education and Active Response project is to contribute to intercultural understanding through cooperation of CSOs with formal education systems, teachers and students and encourage exchange, improvement and up-scaling of existing best practices of global, civic and intercultural learning among schools at local, regional, national and transnational levels. Its general objective is to prevent violent radicalisation and to promote democratic values, fundamental rights, intercultural understanding and active citizenship.
The project is proposing to build on the existing programs for social inclusion and civic/intercultural education of youth and teachers implemented by the project partners, programs developed both by schools and CSOs. Some of these individual programs have a long tradition of implementation at national levels in each country, but they will be enhanced and upgraded in accordance with the actual needs and expanded transnationally, as well as enabling a transnational exchange of existing successful practices among partners and teachers in different countries.
The duration of the project is from the 31st of December 2016 until the 31st of December 2018. This project is funded by the Erasmus+ Programme of the European Union.
The project activities are:
• Education/training of teachers and educators
– 5 (one per partner country) national-level education/training sessions for 20 teachers and educators and a transnational 3-day exchange and education/training for teachers and educators
• Trainings for Youth Promoters of Tolerance and Inter culturalism
– 5 (one per partner country) training sessions for Youth Promoters of Tolerance and Interculturalism and a transnational 2-day exchange and education/training for Youth Promoters of Tolerance and Inter culturalism
• School intercultural and inclusion projects
– inclusion projects developed by schools included in the project
(e.g. solidarity actions/protection of human rights actions, prepared in local communities)
• National and transnational networking and exchange of good practices
– school exchange visits among the partner schools, establishment of an International network of intercultural inclusive schools, conferences and panel debates that focus on the topics of democratic values, fundamental rights, intercultural understanding and active citizenship
• Quality assurance and upgrading education/training modules
– a comparative analysis of existing best practice examples for education/training of intercultural understanding in different countries, that will be used for the curriculum development in each country (to upgrade existing programs) as well as for the transnational curriculum development
• Project Management /Evaluation
– coordination of activities, partner meetings, project monitoring and evaluation
An independent, non-profit civil society organisation devoted to promoting and enhancing human and civil rights, that was established in Croatia in April 1997 as a grass-roots citizen election monitoring initiative aimed at encouraging citizens to participate more actively in the political process, and has grown since to become a respected partner in issues of government accountability, openness and transparency, anticorruption, and protection of human and civic rights.
One of the most recognized GONG’s education programs is Education for civic literacy for teachers consisting of 3 modules (political literacy- human rights, democracy and civil society, EU literacy and media literacy) that prepare teachers for implementing civic education with students.
Peace Institute – Institute for Contemporary Social and Political Studies – is a non-profit research institution (NGO) based in Slovenia, that is developing interdisciplinary research work in various fields of social and human sciences, at national, EU and international level, connecting academic perspective with concrete social and public policy engagement in the fields of human rights, gender equality, media and diverse minorities.
The Peace Institute has implemented several projects focusing specifically on education: e.g. STAMINA – Formation of Non-Violent Behaviour in School and Leisure Time Among Young Adults from Violent Families; Effects of Discrimination on Societal, Political and Social Inclusion of Young People in Slovenia: An Analysis on the Basis of Gender, Sexual Orientation and Ethnicity; GemTrEx – Professionalizing Gender Trainers & Experts in Adult Education; as well as just recently implementing workshops (for secondary school students) on hate speech and migration.
GSI ITALIA is a non-governmental organization, founded in 1997 that has been implementing projects focused on: sensitization of the youth on the social and economic relations between the Developed Countries and the Developing Ones, civil society mobilization – with a particular attention given to young people – against racism, homophobia and any other violations of human rights, establishment of an intercultural constructive dialogue among people (especially the young) coming from different continents; support to the migrants, by facilitating their access to formal/non formal learning programmes; e. international cooperation, through a number of programs implemented in Mexico, DRC, Burkina Faso, Benin, Togo, Morocco (most relevant sectors: food security, water and sanitation, health, gender).
During the last years GSI gained relevant experience within the Youth and Training sectors through the implementation of projects focused on preventing violent radicalization and promoting democratic values, fundamental rights, intercultural understanding and active citizenship.
Cives foundation has worked for more than ten years in Spain promoting the civic and ethical education of people, based on the tradition of secular humanism and pluralism and its work is based on the idea that the development and upward social mobility of individuals is also linked to their civic and ethic education.
Specializing in the promotion of the education in values, Cives Foundation is committed to education as a means to create citizens with solid democratic values based in solidarity, critical thinking, interculturality and tolerance.
Nansen Dialogue Centre in Osijek is a non-governmental organization founded in 2001 with a main goal of social recovery of post conflict and multi ethnic communities of Eastern Croatia and a focus on intercultural and integrated education, peace education and dealing with the past processes.
Having a long experience in facilitating interethnic dialogue in communities where NDC works, and also through leading and coordinating The New School project and CSHR project, it developed Training modules for intercultural learning that it’s providing since 2013 for teachers all around Croatia in partnership with Education and Teachers Training Agency of the Republic of Croatia, that is educating and licensing teachers.
Nansen Dialogue Centre Skopje (Macedonia) is a non-governmental and non-profit organization, established in the year 2000, that’s providing support and contribution towards development of education through strengthening the capacities of educational institutions and stakeholders by initiating intercultural and innovative educational policies and practices, as well as promotion and practicing of dialogue with the goal of preventing conflicts, promoting reconciliation and building peace in society.
Since 2008, Nansen Dialogue Centre Skopje is successfully implementing integrated education activities in several primary and secondary schools in multi-ethnic municipalities in Macedonia, and the integrated education model established by NDC Skopje (the Nansen model for integrated education) is accepted by all ethnic communities and has demonstrated excellent results in the process of integration of students, teachers and parents through a wide range of program activities.
Ekonomska i turistička škola Daruvar is one of the oldest secondary schools in Daruvar, Croatia that has been active since the year 1928 and it has extensive experience in working with students and promoting knowledge, culture and tolerance since over one third of population of the Town of Daruvar (4,237 people or 36.42%) are representatives of national minorities.
Since 2012 the school has been implementing the Civic Education program – initially as a facultative subject, and later as inter-curricular teaching, implemented in cooperation with civil society organisations.
Elementary schools Siniša Glavašević is situated in Vukovar, in the eastern part of Croatia, and attended by 383 students (children aged 6 -15) in 23 departments and classes, which are held in the Croatian language and Latin script, and Serbian language and Cyrillic script – the school is multicultural, in addition to the school being attended by children of Croatian and Serbian nationality there are many others (Hungarians, Germans and Czechs).
The school is involved and had been involved in many different projects such as: School without violence, CAP Programme, Children of Africa, School garden, ecology, civic education, Cultural and Spiritual Heritage of the Region and others.
Dalj Elementary School is a public school located in the village of Dalj in Eastern Croatia that offers education in Croatian language and Latin script, in Serbian language and Cyrillic script and since also many Hungarians attend the school, the Hungarian language is taught at the school as an optional subject.
As soon as the school was re-integrated into the educational system of the Republic of Croatia after the 1990s war, it has started to implement various programs enabling students to improve cooperation among different ethnic groups who live in this area, such as Cultural and Spiritual Heritage of the Region, it has been proclaimed UNESCO’s School Without Violence since 2004 and is a member of the RAN (Radicalisation Awareness Network) Edu group since 2015.
Municipal Secondary Vocational School “Gostivar” (Gostivar, Macedonia)
The school is identified as a Municipal Secondary Technical School with different valuable profiles offered for different fields of study, such as vocational education programs aiming to equip students with knowledge, skills or competences required in particular occupations – with the curriculum and the teaching program is realized in three local languages (Albanian, Macedonian and Turkish).
One of the many reforms that was applied to exceed the ‘classic’ educational system is the Twinning Project of “Support to the Modernization of the Education& Training” which included reforms and adjustments to the two year and three year professional vocational education programmes in our school, that enabled access to the newest modules in training and educating the staff; introducing formal and informal learning and teaching.
Municipal Primary School Liria (Tetovo, Macedonia)
The Municipal Primary School Liria – Tetovo includes 1100 students in the teaching process and the school is multi-ethnic, therefore the teaching process is carried out in Albanian and Macedonian language.
With the support of the Nansen Dialogue Centre Skopje (training of teachers on integrated education), the school made a new beginning in the implementation of interethnic activities and building positive relations in the wider community through integrated education.