Recalling growing political commitment and strengthened policy in the field of development education and awareness-raising, at European and national level, inter alia, through the Development Education Resolution of the EU Council of Development Ministers (2001), the Maastricht Declaration (2002), the Palermo Process (2003), the Brussels Conference (2005) and the European Consensus on Development (2005);
Over 120 participants from national ministries and state agencies, EU institutions, European civil society, international organizations, local and regional authorities, and research institutes, participated in the European Conference on Development Education on 3-4 July 2006 in Helsinki. The conference was organized by KEHYS (the Finnish NGDO Platform to the EU), in co-operation with CONCORD, the Ministry for Foreign Affairs of Finland and the European Commission.
The conference focused on the elaboration of a common European Strategy Framework for Development Education. This builds on the Brussels Conference recommendation that comprehensive and coherent development education and awareness-raising strategies should be designed, or where existing reviewed and strengthened, at both national and European levels, in an inclusive fashion with key stakeholders.
In order to provide impetus towards national and European strategies, specific attention was given to the following issues:
· quality and effectiveness;
· financing for development education;
· campaigning and awareness raising;
· co-operation with the media;
· the integration of development education into national educational systems;
· the needs of new member states, and of acceding and candidate countries.
The Conference led to the following main conclusions, and to further specific proposals from individual working groups as outlined in the papers annexed.
1. The European Consensus on Development states that the EU will pay particular attention to development education and awareness-raising in the efforts to enhance civil society engagement in global development, Other European structures and political commitments are similarly inclined. To realise this and ensure that all people in Europe have access to quality development education, a strong European and national Strategy Framework is required.
2. In this Strategy Framework priority should be given to supporting planning, quality, partnership, mutual learning and peer exchange of strategies and experience, in development education and awareness-raising; particularly between new member states, acceding and candidate countries, and countries seeking to strengthen national support mechanisms.
3. The Strategy Framework should support existing mechanisms for coordination, international shared learning of national strategies though, interalia Concord and DEEEP, OECD DAC Heads of Information, GENE Peer Reviews, the North-South Centre’s Global Education Week network and other networks working in this area.
4. In order to move this European strategy forward, a multi-stakeholder task force will work to develop a common perspective on the European Strategy framework for development education. Member states will be consulted about existing and emerging national strategies, to ensure coherence and to move the process forward from Helsinki.
5. Development education, public awareness and media strategies should be based on a model of solidarity and global interdependence. This means working with Southern partners at all stages of the processes. It also means avoiding passive images of the South, in line with best practice and the recommendations of the Code of Conduct on Images and messages. Linking local and global dimensions of issues is also necessary.
6. Integration of global and development perspectives into education systems requires the development of coordinated strategies by Ministries of Education and Ministries of Foreign Affairs, and other relevant Ministries, Civil Society actors, Local and Regional Authorities, and national curriculum bodies. In this process, the European Global Education Peer Review system has proven useful at national level. Particular emphasis and resources should be allocated to training: both initial and in-service teacher training, and training of DE trainers.
7. Increased quality and impact in development education is also required. This necessitates greater clarity and coherence regarding the differences along the continuum from development education to awareness raising to information and campaigning. Appropriate mechanisms of evaluation in these related, complementary but differing spheres are essential. Partners from the South should be involved at all stages.
8. Recalling previous commitments, the Conference recognises the efforts of countries to increase funding to development education. A target of 3% of ODA to development education is endorsed by NGDOs and some member states. The Conference calls on member states, local and regional authorities, NGDOs and the Commission to commit to a staged series of increases in financial support for development education, to ensure pro rata strengthened support as member states approach targets of 0.56%, 0.7%, of GNI to ODA and beyond, and develop inclusive, consultative strategies for disbursement.
9. In the context of ongoing discussions on the reform of European Commission financial instruments, due regard should be given to the European Consensus on Development and reform should be informed by the findings of the Brussels and Helsinki Conferences. The reform should aim at clearer and more coordinated European Commission support structures for DE, that are coherent with member states support structures.
These recommendations are addressed to all actors of society who are able and interested in further improving the impact and quality of development education. This includes among others the EU institutions, national ministries, and international and civil society organisations, research institutes working for active and informed global citizens.
ANNEX 1 – Group A
Strategy of Development Education
1. Overall objective - draft (for NGOs and MS/governments – national and local/international organizations)
“ To increase long term engagement and promote active support of citizens and different stakeholders for world wide poverty eradication, human rights, social justice and sustainable development”
B. Discussion points for the WG in plenary (the full WG):
1) What should a strategic framework look like – content?
2) How should we proceed – follow up?
Crosscutting issue to be discussed– Relation and synergies between MS and EU levels.
Content that should be in the strategic framework
Overarching objective & specific objectives
Background – policy frameworks (commitments) and lessons learnt
Stakeholders/Actors (identify each actor, added value of each, multi-actor added value – partnerships and alliances)
Quality interventions – integrated approach to development i.e. linking DE to Dev.Coop.
Evaluation and Impact Assessment
Thematic focus/sectors (but not prioritize or exclude i.e. to have “Right to Initiative”)
Cross cutting themes
Implementing modalities – Action Plan?
Q 1. What is the status of the DE strategic framework?
A 1. Member States versus EU level (not in competition but added value/complementary)
- At a EU level
- EU Institutions on board
- MS on board
- Governments (local, regional, national)
- NGOs inputs/contribution
Q 2. What next?
A 2. Reinforcing commitments from the present stakeholders
- A common vision for a DE strategic framework within which each actors plays its role like at EU level - the EC proposes, stakeholders input, MS and EP endorse.
- At national level the possibility for MS to use it as a reference point, commitment to national level strategies
- Commitment in achieving MDGs (GAERC June 2005)
- Multiple-stakeholder/steering group (March 2006) taking forward the DE strategic framework via emails, meetings, etc.
- Drafting group – to be defined within the steering group.
- Input by other stakeholders and experts
- Inputting learnings, experiences, evaluations, etc.
- September 2006 – Meeting of steering group in Brussels
- DE Forum Meeting 2006
- OECD Meeting 2006
- Upcoming Opportunities – 2007 Presidencies
ANNEX 2 – Group B
Quality, Impact and Assessment in Development Education and Public Awareness
1. Include youth and non-org & new groups.
2. EC & governments should fund studies on evaluation comparison & base line research.
3. Different evaluation models for DE & PA and different groups within these categories.
4. We don't only want quantitative evaluation but also qualitative. Also want sharing info and experiences.
5. Evaluation should be done for learning process reasons and not for funding purposes.
6. Have peer reviews in more countries for qualitative evaluations.
7. In order to strengthen quality we should have a strategy for greater coherence on many different levels (methodologies, themes, role, respond)
8. Within the strategy we should take a partnership-approach and be clear on the roles of different actors (ngo´s - gov – EC).
9. Include southern dimension in all our activities and also in the evaluation.
ANNEX 3 – Group C
Building up a truly European DE – Integrating Old & New Member States and Accession Countries
Recommendations to NGOs and state actors in OMS and NMS and the European Institutions:
Increasing DE capacities by building partnerships
Funding of DE in NMS/AC
5. In order to allow to absorb the 10 Million € of the EC CfP 2006 (envelop dedicated to DE in
NMS) and in order to build up equal partnerships between NGOs from OMS and NMS, part of the activities should be allowed to be carried out in OMS, the main part of activities being carried out in NMS
6. In the coming financial perspective 2007-13, EC calls for proposals for DE should be open for NGOs from any accession and candidate countries
7. In the coming financial perspective 2007-13, EC calls for proposals for DE should provide up to
100% EC funding or permit that the matching funds come from public budgets (because raising private funds for DE is extremely difficult).
8. The national governments should explore possibilities to set up instruments for co-financing
projects of non state actors, including provide reliable and regular co-financement for all
projects co-funded by the EC
Effective DE within the NMS/AC
9. DE strategies in the NMS/AC should
• take account of the European DE strategy
• include activities with young people as a target group
• address topics which are specially valuable for addressing DE issues in NMS – e.g. fair trade, migration
• raise awareness amongst and provide capacity building for state actors (MFA, MoE,…) in the NMS/AC
10. In order to successfully develop a European DE strategy, the links between the DE actors on
the national level (NGOs, schools, universities, ministries, local authorities) should be
strengthened and co-operation as partners fostered.
ANNEX 4 - Group D
Integration of Global and Development Education into School Curriculas
GE / DE IN NATIONAL CURRICULUM
We need a system which addresses training as a long term and consistent requirement to implement GE/DE in the school curriculum, which not only trains teachers but also
a professional body of GE/DE trainers.
TRAINING / INITIAL AND IN-SERVICE
National strategies for training should promote:
Accredited training to set standards in GE/DE
ANNEX 5 - Group E
Links Between Media and Development Education
ANNEX 6 – group F
Mobilizing People: Campaigns, Public Awareness and Development Education
[using existing structures such as Development Education Forum and Global Education Network Europe]