Education for democracy and values, what is this talking about?

1. Do you think there are specific methods for democracy education?

LS: More than just specific methods, spaces must be provided that implicitly promote civic education. And not just formal education should be taken into account. Volunteering, non-formal training, information or protest campaigns, debates and forums are also educational spaces and it is necessary to support groups in particular in social or economic difficulties.

BX: The places where we learn about our society, our institutions and our democratic values ​​are important. This is what we call “educational environments”. It is crucial to understand and incorporate the fact that not all educational environments have the same goals. However, all educational spaces should include the ultimate goal of contributing to the creation of a harmonious society. Formal education still has a long way to go, but it certainly offers unique conditions for learning community spirit and civics. Informal or non-formal environments are better suited to the basic needs of the learner.

LS: A key point is the need to create broad partnerships with all the key players. It is also a holistic educational approach that puts the learner at the center of the learning process.

BX: I can only agree with that. Bridging the divide between sectors can increase the learning capital for Citizenship Studies. Nor should we forget the family, which is after all the first “educational environment” in which democracy can be experienced. Family training can be useful. I also believe that we live in a system with several organizational levels. Each of them has more or less identifiable goals. The local level often has less funding and is less concerned with democratic education than institutions at national or European level. Of course, programs and curricula at European and national level are important. But daily practice often takes place at the local level, which is closest to everyday life. Both on the formal and on the non-formal / informal level.

2. Which competences can be acquired in education for democracy and citizenship?

LS: First of all, it’s about dealing with the values ​​that strengthen personal engagement in society. This includes, in particular, respect for human rights, support for equal rights for minorities and gender equality. These achievements are prerequisites for integration into a multicultural society.

LS: It is important to have all competencies that enable you to approach political and social issues. Critical thinking also promotes democratic processes. For education in democracy, everything is indispensable that contributes to strengthening cultural identities in the context of an intercultural dialogue, as well as acquiring the skills to ward off conflicts and to learn peace education.

BX: Much has been said and written. There is no doubt that the Finnish Presidency of the European Union, which starts in July 2019, will support these aspects.

3. What is the vision of the urgent need for education for democracy, citizenship and solidarity from the point of view of civil society organizations?

LS: First of all, we believe that funding and support for projects and activities aimed at strengthening active citizenship are insufficient in view of the challenges. Greater public and private funding would help fill the gaps and encourage greater integration of vulnerable groups. In view of the specific educational work for migrants, the EU and its Member States must end the criminalization of solidarity and enable more in-depth and daily work with migrants, otherwise there is a risk that new difficulties will arise in a few years.

BX: While the education systems must provide learners with learning spaces and tools so that they can both learn AND practice democracy, teachers and educators must be supported and strengthened in this. The professional training of teachers and educators is essential. Funds are needed for this and to enable the essential mobility of specialists.

LS: Indeed, the inadequacies in initial and continuing vocational training for teachers, which we have long denounced, are a serious obstacle to education in democracy. Platforms for exchange and collaboration between professionals from different backgrounds Educational areas should also be strengthened.

BX: Yes, we have found that organized civil society is the main “supplier” of citizenship education in Europe. Horizontal and vertical (thematic and territorial) partnerships are crucial as these are the places where democratic needs and instruments are created and tested. It must be remembered that democracy is exercised not only in elections but in all acts of life.

PRELIMINARY CONCLUSIONS.

At the end of the conversation I asked them both if they had anything else to add. Both agreed on a common global statement.

“The basic values ​​of solidarity, equality and social justice are essential milestones in building inclusive educational societies. People must have the opportunity to participate and work together as free and equal individuals within common social and societal framework conditions. The competencies to be acquired are known and are identified within the framework of the instruments for integrative non-formal and formal education. The systems must now be more open for exchange, for joint participation, for a more holistic vision, in short for lifelong learning.

Specific information is regularly made available on the websites of these two organizations.