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Development Education & Awareness Raising (DEAR) in the European Union. Field Study: April-June 2010. April-June 2010. DEAR Study consultants visit all EU countries to have meetings (focus group), interviews with governmental officials major stakeholders engaged in DEAR
Field Study: April-June 2010
DEAR Study consultants visit all EU countries
to have meetings (focus group), interviews with
major stakeholders engaged in DEAR
current and former NSA & LA grant recipients and audiences
on governmental DEAR policies and practices that support related educations (such as human rights education;
environmental / sustainable development education;
anti-racist education; multicultural / intercultural education);)
on the value of (and potential for improving) EC support
common practice in their country/in the EU
best (or if not that, at least ‘good’) practice
steps that can be taken to bridge the gap between common and good/best practice
opinions and ideas on the actual and the potential role and added value of the EC (i.p. its NSA&LA grants programme) in bridging this gap
country background paper listing:
European Union current support for and interpretation of DEAR;
the terminology/concept used to describe DEAR in the country;
relevant ‘DE Watch’ information and overall estimated DE national budget and the percentage of it coming from EC co-financing;
Formal education provisions, norms, curriculum related documents, bodies encouraging DE;
Summary of DEAR study results: statistical data about themes, type of activities/methodologies, their geographical spread.
Government (MFA, ME) representatives
NGOs, LAs representatives
Selected actors from NSA/LA grant receiving projects
To what extent the various actors, partners and participants where involved in planning, monitoring and evaluating the action and what could have been done differently to facilitate their involvement?
Who else should have been involved and why?
How could they be further developed in the future?
What are the most significant methodological features of the action and why are they relevant in this specific context/country?
Through what mechanisms are different actors (project partners in other countries, further governmental and non-governmental actors) enabledto benefit and learn from the project’s experiences, outcomes and practices?
To what extent does the EC’s current DEAR approach and instrument support the positive outcome and practices of the project? What are its strength, what should be improved?
The responsible DEAR team member prepares a country report which revises the background paper and points at national strategies (programmes, priorities, and financing) and major initiatives that affect DEAR.
It also identifies the degrees of integration of development issues and DEAR approaches in the national education curricula.
The summary will focus on drawing attention to those characteristics of the project(s) that appear to make them particularly successful in one or more aspects.