A building belonging to the Independent Academy of Free School Teaching in Denmark, URBINGO in Lithuania and a painted house in Poland.
You want to be up to date on some of the activities effe is involved in? Check out our blog entries.
We will keep you posted about the meetings and conferences we have attended. The blog entries are meant to give an impression of the events, the atmosphere and the major issues that have been addressed. They also contain information about people and organizations that have been involved in the events. Sometimes you will find links to the locations we have visited or where we have met people.
You will find some of the blog entries as well in other sections of the website. All blog entries which are part of the activities of CitizensLab can be also found there.
All blog entries reflect the opinion and the experiences of the author. The author of each blog entry is identified at the bottom of the post.
After its decline from a wealthy area of residence in the 20th century, the area around Victoria Square in Athens, Greece, has become a multicultural area and, more recently, a hot spot for migrants. The Greeks who left the area after the Second World War share with the Syrian and Afghan refugees who have arrived at Victoria Square in the recent years a vision of Germany as a latter-day "Promised Land": While the former look(ed) at emigration as a way towards employment, the latter, provisionally "stationed" in Victoria Square, have fled their home countries and are anxious to to on and to reach their final destination to reconnect with family and friends and build a new life.
effe welcomes the initiative to review the 2006 Framework of Key Competences for LifeLong Learning. Two areas are particularly important for the future of education - the adoption of most EU member states of the UN Convention on the Rights of Persons with Disabilities and the 2030 Agenda for Sustainable Development.
The required societal changes need new competences in order to achieve an inclusive and sustainable society. Leading European and international organizations repeatedly call for these changes and for the development of the related competences. But in both cases the very core of the needed changes remains still largely misunderstood.
After a quick and quiet train journey from Frankfurt Fernbahnhof to Brussels I walked from Gare du Nord in Brussels to the hotel. Serban (Asociatia Cicivus Romania) from Romania was the first person I met after checking in. He was waiting for his room to get ready. Francesco (Parliament Watch Italia) from Sicily (as he insisted on saying) was second, after him Marou (COMM'ON) from Greece whom I only knew from the conference call we did before the meeting. After that the lobby of the hotel quickly filled up with people. I knew about 30 of them from the kick-off meeting in Berlin and 20 newcomers were expected to join us in Brussels at the CitizensLab meeting.
What do you think about digital learning? Do you believe that children and young people will benefit from digital learning? How will the digitalization of classrooms change learning processes and in which way does digital learning integrate with the development and needs of children and young people?
Who is developing pedagogical concepts for digital learning tools and environments and what is the motivation behind that? What is the role of the teacher in the digital classroom?
The paper of Ted Warren explores some of these questions. He urges parents and teachers to take responsibility for the learning processes of children and young people rather than to leave it to "the wizards of digital education" who promise they have machines with software that understands children and young people and will provide individualized learning processes.
The European Meeting of Independent Education (EMIE) 2017 on "Right to eduction: Freedom of Parental Choice" took place in January 24, 2017 in Bruxelles. EMIE is an European Network, gathering all organizations and players from civil society concerned with non-state education. Part of the meeting was a hearing with the British MP Andrew Lewer. The contributions on school autonomy of all organizations who have attended EMIE 2017 can be found at the website of ECNAIS.
Anne Charrière who represented effe at EMIE argues in her address to the MP that school autonomy is a prerequisite for inclusion, a view which is based on her experience from a study of three inclusive schools. She states that for inclusive schools to function properly, autonomy is needed at all levels: class level, school level, structural level, space and time organisation. Anne is a board member of effe and has written a master thesis on inclusive schools.
On Friday, November 25th I travelled from Denmark to Leipzig to join the EUDEC Germany meeting in Leipzig from November 25-27. I was looking forward to the meeting at the Freie Schule Leipzig where around 100 people who are interested in democratic education where about to meet. Much different from the conference in Denmark, the program would be filled in by participants (open space) and everybody was expected to take part in facilitating the meeting.
The conference took place at the 24th of November 2016 at the Independent Academy for Free School Teaching in Ollerup in Denmark. Participants were invited to visit free schools on Wednesday and on Friday morning. Apart from inspiring lectures and workshops, we enjoyed a cultural program and fantastic food provided by the kitchen crew of the academy.
As a member of CitizensLab my interest is to find out how teachers can make more use of the learning opportunities which are available in the neighbourhood of schools. I believe that civil society organizations have developed approaches and methods which can be useful for teachers and that they can provide resources for learning outside of the classroom.
The annual conference of Społeczne Towarzystwo Oświatowe (STO) took place in Poznan from November 4-6. The conference offered an inspiring mixture of lectures, workshops and sightseeing.
The declaration on the Right to Delopment (United Nations Declaration, 4 December 1986) proclaims that the right to development is an inalienable human right by virtue of which every human person and all peoples are entitled to participate in, contribute to, and enjoy economic, social, cultural and political development, in which all human rights and fundamental freedoms can be fully realized. The declaration identifies the human being as the central subject of development.
European Forum for Freedom in Education
Europäisches Forum für Freiheit im Bildungswesen
Le Forum Européen pour la Liberté dans l´Education
Dieburger Straße 78