Does the omnipresence of information technology limit our privacy? Does it guarantee more security for all, through a reduction of the freedom of the individual? Does it foster freedom of expression and autonomy? How can equal access to information technology be assured throughout the world?

Among others, Nobel Prize Laureate Shirin Ebadi, Matthias Kaiserswerth (Director of the IBM Research Laboratory Zurich), Niraj Nathwani (European Union Agency for Fundamental Rights, Union FRA), Felisa Tibbitts (Director and Co-Founder of Human Rights Education Associates HREA) and Hanspeter Thür (Swiss Federal Data Protection Commissioner) have already confirmed their active participation. 

The International Human Rights Forum Lucerne aims to support and develop the debate on Human Rights. It also wants to promote Human Rights in the public agenda through giving the different players (politics, science, the private sector, interest groups and the media) a forum where they can meet and discuss current Human Rights issues together. For this purpose, various formats of discourse and dialog will enable contact and fruitful exchange between the groups. A clear goal for the Forum is to ensure that not only dialog will be established but also that concrete projects will be initiated and carried through.

To pre-sign up for the 2010 Forum by E-mail and for more information, please visit the forum's website.  

• Draft framework of for the development of intercultural competence
• Training units for intercultural education developed in the Pestalozzi Programme
• Autobiography of intercultural encounters
• Guidelines for school partnerships for intercultural education
• Guidelines for individual exchanges for intercultural education
  

• 28 participants from the signatory States to the European Cultural Convention
• up to 5 places for participants from outside Europe (South of the Mediterranean, Arab countries)

• understand the work of the Council of Europe in this crucial field
• take into account the full range of aspects concerned by intercultural understanding and education and to 
• introduce education for intercultural understanding in a transversal way in their practice
• identify and undertake appropriate actions to prepare their trainees for intercultural understanding
• understand similarities and differences in pre-service teacher education across and beyond Europe
• establish beneficial cooperation and exchange in a thematic Pestalozzi/European Wergeland Centre network
  

Main topics:

• Development, importance and foundations of human rights
• Human rights enforcement system from a current and historical perspective
• The meaning of human rights in the midst of social upheavals in Eastern Europe
• Perspectives on human rights at historical locations in Berlin  

Goals of the Academy

• Demonstrate possibilities for the connection of historical education with human rights education
• Convey fundamental knowledge and skills in the field of national and international human rights protection
• Encourage the development of corresponding project ideas and educational offerings

Costs:

A 250 Euro program fee includes room and board.
For international participants it is possible to waive the program fee, as well as to grant a travel allowance.

Registration Deadline: January 20, 2010

For more information, view program flyer or visit the EVZ website.

Parallel lecture sessions will present evaluations of and reflections on various issues and contributions representing perspectives of the congress theme and related areas.

For more information, please view the Congress website.

• Different national situations have to be taken into consideration, e.g. related to the question, if and how religion is part of the curricula. Here, the contribution of participants from Austria and Norway showed, that these structural conditions can to a large extend prepare the ground for dialogue or its absence in schools.

• Religious diversity should be more than a teaching subject. The attention should be directed towards schools and other educational institutions as overall environments of learning and living together. As a starting point, educators should reflect aspects of this environment (food, sports, social events etc) and their relation to religious practices and expressions, and how they could be used for the promotion of dialogue.

• It was acknowledged that dialogue is not to be misunderstood as “harmony” – religious topics are sometimes linked to strong emotions. There is a need to prepare  teachers/educators to moderate conflicting situations, which requires their personal openness but also an awareness of the limits of dialogue. Not all controversies can and have to be solved in the classroom, but having them addressed dialogically is better than ignoring them. Here the participants approved the results of the REDCo research project introduced by Prof. Jackson. 


• Openness to religious diversity can lead to dilemmas. Sometimes not all stakeholders in an educational setting are aware of or agree with the principle of plurality, which is an integral part of religious diversity. The rejection of attempts to use educational settings for missionary purposes were named as an example for the establishment of “rules of the game”, which have to be respected by all.

Which place do religions and beliefs have in different approaches towards intercultural education? Which are the consequences of these differences with regard to education policies and educational practices?

These questions will be addressed in a lecture by Prof. Robert Jackson, an international expert in the field of religious diversity from the University of Warwick. Jackson will give an outline of the differences between OSCE and Council of Europe’s approaches towards religious diversity in the light of educational questions.

A presentation of the Oslo University College’s INTERKULT project will show that many of the assumptions to be found in the policy field are mirrored in this intercultural practice.

Based on these presentations, we invite to a discussion about the place of religious diversity in intercultural approaches in the educational sector and possible improvements in taking this aspect into consideration.

View the full report here.

At a Ministerial Conference being held in Auschwitz from 26-28 January,  the European Union Agency for Fundamental Rights (FRA) is releasing the findings of the first ever EU-wide "Discover the past for the future - A study on the role of historical sites and museums in Holocaust Education and Human Rights Education". On the eve of the 2010 International Remembrance Day for the Victims of the Holocaust, the report reveals that at historical sites and in schools across the EU, teaching about the Holocaust rarely includes discussion of related human rights issues. 

Teachers and guides are considered to be key to ensuring interest in the subject, yet there is a lack of human rights training on behalf of both groups. Based on the findings of its study, the FRA encourages national governments to better integrate human rights education into their school curricula to reflect the significance of human rights for both the history and the future of the EU.

FRA Director Morten Kjaerum: "The findings of our report reveal the importance attached to Holocaust education, democracy education and human rights education by governments throughout the EU. However, this is not sufficiently reflected in school curricula and links are not established between important historical events, like the Holocaust, and human rights. When this is achieved young people in the EU will be able to fully understand their past and go on to build a more united future." 

Students ask for link to the present
Many of the interviewed students stated that they would appreciate a stronger connection to the present in education activities about the Holocaust, both at school and at historical sites and museums. However, only one of the 22 surveyed Holocaust commemoration sites regarded informing people about human rights as its most important objective. Based on the findings of the study, the FRA is of the opinion that Holocaust education should go beyond the mere transmission of historical facts to include discussion and debate on past and present human rights issues.

Teachers call for guidance
Interviewed teachers appealed not only for financial support for visits to memorial sites, but also for guiding material on how to make best use of such visits. The FRA will publish a handbook for teachers on Holocaust education and human rights education, as well as a handbook to be used by memorial site staff, later in the year.

View the Main Results Report "Discover the past for the future".

Human Rights are a major theme globally as well as in Switzerland. The International Human Rights Forum Lucerne (IHRF) aims to support and develop the debate on Human Rights. It also wants to promote Human Rights in the public agenda through giving the different players (politics, science, the private sector, interest groups and the media) a forum where they can meet and discuss current Human Rights issues together. For this purpose, various formats of discourse and dialog will enable contact and fruitful exchange between the groups. A clear goal for the Forum is to ensure that not only dialog will be established but also that concrete projects will be initiated and carried through.

Please note that the registration deadline for these courses is Monday, 1 February 2010. Applications can be submitted online. Further information will be found:

HREA Distance Learning Programme.

“Human rights stand, alongside development and peace and security, as a pillar of the Organization,” he said, reaffirming that promoting and encouraging respect for human rights and fundamental freedoms for all without distinction to race, sex, language or religion, was a fundamental purpose of the United Nations.

The special meeting -- held on Human Rights Day, as well as the sixty-first anniversary of the Universal Declaration of Human Rights -- followed the Assembly’s adoption of a resolution on follow-up to the International Year of Human Rights Learning (A/C.3/64/L.33/Rev.1).

By that text, which was recommended by its Third Committee (Social, Humanitarian and Cultural), the Assembly encouraged States to expand on efforts made during the International Year and to consider devoting the resources necessary to design and implement long-term human rights learning programmes of action at all levels. It also recommended that the Human Rights Council integrate human rights learning into the draft United Nations declaration on human rights education and training, which had been prepared and would be considered by the Council during a high-level discussion on the matter in March.

Welcoming the text’s adoption, the representative of Benin, which was the main sponsor of the resolution that established the International Year, said that in a world where the majority of humanity had no access to dignity, freedom or responsibility, the objective was to build momentum among everyday citizens to discover their human rights and identify how those rights worked to make their daily lives better.  “We have often failed to focus on what is really at stake: we must give people the means to become aware of the decision-making processes that are affecting their lives,” he declared.

Emphasizing the link between education and progress toward the realization of human rights, the representative of the United States said knowledge of human rights was their first defence.  Human rights learning, thus, formed the heart of promoting human rights.  Among other things, this learning should include training programmes, developing human rights curricula, and incorporating human rights education and learning into extracurricular activities.

Several speakers highlighted their own country’s efforts to extend human rights learning to their citizens, particularly the most vulnerable.  For example, Thailand told delegates his country had translated the Universal Declaration into Braille and created a child-friendly version.   Kazakhstan had set up a digital library of legal documents on human rights.

Switzerland’s delegate stressed that a United Nations Declaration on Human Rights Education and Training would both provide a definition of principles and responsibilities related to human rights education and deliver the message that such education was not just “nice to have”, but necessary in preventing rights violations and improving countries’ human rights records.

The NHRI Fellow will be provided with a stipend sufficient to fully cover all necessary personal expense in Sweden. In addition to the stipend, the Fellow will be provided with a modest travel allowance to support costs travelling to/from Lund, office space, computer/Internet connections, acute medical insurance, and access to the RWI library and its unique collection of NHRI materials.

Human rights practitioners and scholars with in-depth knowledge of and/or experience working with NHRIs are eligible to apply. Preference will be given to scholars who hold post graduate degrees, and to practitioners with law degrees (LLB or JD) and a solid track record working with or for NHRIs. The Fellow must be able to write and speak English fluently. For details regarding the application procedure, please view RWI's website.

1 in 4 (24%) of all respondents was a victim of crime at least once in the last 12 months.  Members of minority groups, often stereotyped as criminals themselves, can clearly also be victims of crime in need of assistance, protection, and support.

The survey exposes the serious lack of awareness of anti discrimination legislation amongst ethnic minority and immigrant groups.  Almost half (46%) of respondents were unaware that legislation exists forbidding discrimination against people on the basis of their ethnicity in relation to shops, restaurants, bars or clubs. 

While differences among different religious creeds can pose problems, common values do exist among them. Nevertheless, a lot remains to be done, according to the participants, who noted that these common values needed to be actively shared in practice. The group highlighted that ASEM governments should work with UNESCO, the UN Alliance of Civilisations and other international initiatives to promote common values through educational cooperation programmes.

This was the key message from the 16^thTalks on the Hill organised by the Asia-Europe Foundation (ASEF) and Casa Asia. This meeting, which was held in Barcelona last month, gathered a group of education and interfaith experts from Asia and Europe for a collective reflection on the challenges and opportunities of promoting common.

Topmost in the expert group’s recommendations was the need for broad-based education about the world’s major religions as well as non-religious beliefs. The group warned against a pervasive ignorance about the diversity of religions and beliefs in societies across Asia and Europe today, fueling misunderstanding and intolerance at the root of societal tensions and conflict.

Government-led efforts to implement values-based citizenship classes to promote social cohesion were seen as the right way to go. The group called for long-term investment in teacher training, which is a critical prerequisite for the success of any education programme that addresses sensitive issues like religion, beliefs, values and multiculturalism.

“Our discussions highlighted the important role that civil society organisations play, especially in the non-formal education sector, where changes and initiatives can move faster,” says the meeting facilitator Thomas Uthup of the UN Alliance of Civilisations. “Every opportunity should be given to increase civil society competence in non-formal education,” he added.

The Talks on the Hill is an ASEF dialogue programme that provides a neutral venue for open and non-confrontational Asia-Europe dialogue and debate between opinion-leaders and area experts. Since 2003, the Talks have engaged diverse individuals and audiences on issues of cross-cultural significance, ranging from the tension between press freedom and religious freedom, to the management of emotional and at times violent public responses to external conflicts.

A human rights-based approach (HRBA) to schooling is concerned with the organisation of learning so that it is reflective of human rights principles and promotes understanding and cherishing of the human rights framework. The HRBA process involves complex interactions between the right to education in general, the implementation of human rights practices within the structure of the school itself, and the teaching of human rights through schooling.

HREA has compiled a wealth of resources on the human rights-based approach to schooling, which can be found in their new Portal for Human Rights Schools. The aims of this portal are:

• to provide viewpoints on the theoretical underpinnings of the HRBA;
• to present a range of HRBA practices that are emerging in schools worldwide;
• to encourage "best practices" in the documentation and evaluation of the HRBA by sharing resources dedicated to examining the most pressing issues in evaluating human rights education.

Designed for primary and secondary schools, teacher training institutions and other learning settings, the new tool, which collects 101 exemplary practices from Central Asia, Europe and North America, is a valuable resource for teachers and education policymakers.

It provides resource materials relevant to key elements for successful human rights education, including 1) laws, guidelines and standards; 2) learning environment; 3) teaching and learning tools; 4) professional development for educators, and 5) evaluation.

The collection demonstrates creative approaches to human rights education and aims to facilitate networking and exchange of experience among education professionals. The practices can be adapted to local conditions anywhere in the world.

Final conference of the Council of Europe project

“Policies and Practices for Teaching Sociocultural Diversity”

2006 - 2009

26 – 28 October 2009, Oslo, Norway

The conference is organized by the Council of Europe, in the framework of the project “Policies and practices for teaching socio-cultural diversity” (2006-2009), and in cooperation with the Ministry of Education of Norway and the Oslo University College. The EWC will assist with the logistics.

In the age of the Social Web (Web 2.0/3.0), virtual learning environments empower teachers and learners to open their classrooms and be part of emerging folksonomies– the social construction of learning. Upcoming learning solutions gradually replace presentation tools with shared discussion and work spaces, offer coaching utilities instead of help desks, and learning resource repositories instead of ready-made digital materials. Teachers and learners alike are now using ICT very differently from one another and ever more creatively. 

But, what real impact is this revolution making on school education? Are schools preparing more adequately their students to live and work in a multi-cultural environment and meet key qualification requirements?

In the emerging School Education Paradigm for the 21st Century, the European School 2.0 (ref. to the European Commission consultation document: Schools for the 21st Century)Ministries of Education and other education authorities as well the whole education ecosystem in Europe need to embrace a set of priorities in the following lines:

• Curriculum planning and assessment should be revisited to allow for the application of learner-centered methods addressing varying learning needs.
• The immersive open educational resources, combined with social software (Web 2.0 and 3.0) are emerging as critical instruments for innovative (lifelong) learning, while fostering new Knowledge building paradigms and collaborative forms of learning materials.
• Furthermore, schools should go into Partnerships and Networks, among themselves - with a cross-cultural and inter-cultural character -, as well as with their social environment.

Apart from the School Networking and Innovation Workshops, education experts and policy-makers joined plenary sessions with keynote addresses and panel discussions as well as roundtables and other interactive sessions.

Ethics and Religious Culture is a new course (introduced in 2008) taught in all elementary and high schools in Quebec province, Canada. It replaced denominationally based forms of religious education in public schools and is compulsory in all schools, private as well as public. The aim of the subject is to promote and understanding of the religious heritage of Quebec. The programme's key principles are Recognition of Others and Pursuit of the Common Good. The course also aims to promote a ‘culture of dialogue’ among students. The fact that the course is compulsory has caused some controversy.

In order to place the course in an international context, an international symposium for educators, scholars and policymakers was held by McGill University’s Faculties of Education and Religious Studies on October 2^nd 2009. Professor Robert Jackson, Director of the Warwick Religions and Education Research Unit at the University of Warwick, UK, and Professor of Religious Diversity and Education at the European Wergeland Centre, Oslo, gave the opening keynote presentation. Professor Jackson set the Quebec course in a wider international perspective, giving reasons why a knowledge and understanding of different religious traditions and secular philosophies is important in the public education of all societies that embrace the human rights principle of freedom of religion or belief. Other presentations were made by Professor Diane Moore of Harvard University, USA, Dr Isabelle Saint-Martin, of the Sorbonne in Paris and Dr Spencer Boudreau of McGillUniversity.

On Saturday 3^rdOctober, His Holiness the Dalai Lama met Professor Jackson and Dr Isabelle Saint-Martin together with the Principal and senior staff from McGillUniversity before speaking to and answering questions from a large audience, including 500 students from universities in Quebec who are training to teach the Ethics and Religious Culture programme.

Luce Pépin, 2009, Network of European Foundations (NEF), 92 p.

This study was prepared within the framework of the "Religion and Democracy in Europe" Initiative of the Network of European Foundations (NEF). It provides an overview of the diversity of approaches in place in the European Union as far as teaching about religions in schools is concerned. While confessional education remains the most widespread approach, non-confessional and pluri-religious teaching, as well as teaching about “religious facts” seems to be gaining ground, in line with recommendations adopted at European level. The study identifies key issues and challenges facing EU education systems if teaching about religions is to contribute effectively to intercultural and citizenship education. It proposes a European reference framework on the conditions for high-quality intercultural teaching about religions and other convictions in state education.

The study is accessible in English and French on the NEF website: www.nefic.org

Designed for primary and secondary schools, teacher training institutions and other learning settings, the new tool, which collects 101 exemplary practices from Central Asia, Europe and North America, is a valuable resource for teachers and education policymakers.

It provides resource materials relevant to key elements for successful human rights education, including 1) laws, guidelines and standards; 2) learning environment; 3) teaching and learning tools; 4) professional development for educators, and 5) evaluation.

The collection demonstrates creative approaches to human rights education and aims to facilitate networking and exchange of experience among education professionals. The practices can be adapted to local conditions anywhere in the world.

Launched on 2 October at the annual OSCE Human Dimension Implementation Meeting in Warsaw (Poland), the collection contributes to the national implementation of the World Programme for Human Rights Education, a global initiative of the United Nations General Assembly.

The full version of the compendium, including numerous examples of teaching materials, will be available both online and on CD-Rom in December.

Source: HREA website

From September 21-25, history teachers from 13 different countries such as Georgia, Croatia, Bosnia and Herzegovina, Portugal and Slovenia gathered in Oslo to discuss and analyze the image of the other in history lessons. The seminar is the first European Seminar in the Council of Europe Pestalozzi Program, and co-organized with The European Wergeland Centre. The sessions were facilitated by Fabio Del Cavallo, Tahany Shemeis and Klaus Edel.

By providing excerpts from their countries’ text books, images used in the text books, and also images of themselves, the 20 participants and the facilitators deconstructed and discussed stereotypes, biases and prejudices represented in the different contributions. Starting with the personal images, the participants were confronted with what others interpret and read from a specific setting, posture etc.

After dealing with the personal images, the participants went on to work with the text book images and text excerpts. Group work with following plenary sessions and discussions were meant to enhance the teachers’ competences in dealing with the image of the other, both when it comes to first impressions of yourself and the people around you, and also when digging deeper into a specific text and/or subject. In this seminar, the focus was on the Cold War, 1989 and the years 1967/68.

During the seminar, the groups also chose a concrete history book text to work with and rewrite, to get rid of stereotypes and biases. The groups later designed a 30 minute lesson about one of the three focus areas, and taught the rest of the participants, using discussions, film clips, printed images and texts.

It was an intense week for the participants, but the feedback given to the facilitators and the EWC proved that the sessions were of great value for the teachers and that they had a good experience in Oslo. 

The Official Seminar Report will soon be available here.

Established in 2006 by the UN General Assembly, the Human Rights Council is an inter-governmental body within the UN system made up of 47 States responsible for strengthening the promotion and protection of human rights around the globe. 

The Council produces a Universal Periodic Review (UPR) mechanism which assess the human rights situations in all 192 UN Member States once every four years. The UPR is a State-driven process, under the auspices of the Human Rights Council, which provides the opportunity for each State to declare what actions they have taken to improve the human rights situations in their countries and to fulfil their human rights obligations. As one of the main features of the Council, the UPR is designed to ensure equal treatment for every country when their human rights situations are assessed.

The UPR is one of the key elements of the new Council which reminds States of their responsibility to fully respect and implement all human rights and fundamental freedoms. The ultimate aim of this new mechanism is to improve the human rights situation in all countries and address human rights violations wherever they occur.

Norway is one of the 47 states part of the Council, and has has submitted its national report which examines how Norway has followed up its human rights obligations. It sets out the results achieved and examples of good practice, as well as challenges and difficulties that Norway is facing: “… a good opportunity to undertake a general, critical review of the human rights situation in Norway…” (Ministry of Foreign Affairs, Norway - website).

November 16-20 2009

Oslo University College, together with the University of Oslo and the Center for Studies of Holocaust and Religious Minorities, has invited the distinguished anthropologist and historian Prof. Matti Bunzl (University of Illinois-Urbana Champaign) to give a series of lectures in Oslo; 16., 18., 21. September.  The European Wergeland Centre is participating in this event, and EWC’s Research Coordinator Claudia Lenz will be giving a presentation.

Matti Bunzl specializes in the modern history and culture of Central Europe, with particular research interests in Jewish history, the history of gender and sexuality, nationalism, ethnicity, and memory. Additional interests include the history of anthropology, historical ethnography, and the intersection of history, literature, and culture. He is the author of the books:

•  Anti-Semitism and Islamophobia: Hatreds Old and New in Europe. Chicago: Prickly Paradigm Press/University of Chicago Press, 2007.
• Symptoms of Modernity: Jews and Queers in Late-Twentieth-Century Vienna. Berkeley: University of California Press, 2004.

Matti Bunzl received his doctorate from the University of Chicago in 1998. He teaches courses on the history of anthropology and the history and culture of modern Jewry. He is also the director of the Illinois Program for Research in the Humanities.

The event and lectures are open to all interested in this topic. The lectures will be given in English.

16.09.09. 09.30-12.30 The Center for Studies of Holocaust and Religious Minorities,Bygdøy: Huk Aveny 56. Islamophobia and Anti-semitism in the New Europe. Lecture by Prof. Bunzl followed by panel discussions; Prof. Arne Johan Vetlesen (UiO), Prof. Christhard Hoffmann (UiO), Professor Irene Levin (HiO), 1. amanuensis Pål Veiden (HiO) and Dr. Göran Larsson (Gøteborgs Universitet). More...

18.09.09. 13.00-15.00 Oslo University College: Auditorium PA 113, Pilestredet 46 (P46). Islamophobia and Anti-semitism in the New Europe. Lecture by Prof. Bunzl. Introductory presentation by rector Sissel Østberg (HiO) and Claudia Lentz, Research Coordinator, The European Wergeland Centre More...

18.09.09. 19.00-21.00. Wergeland, Litteraturhuset, Oslo, Wergelandsveien 27. Islamofobi og antisemittisme i det nye Europa, A conversation between Sindre Bangstad 1.amanuensis at the Oslo University College, and Prof. Matti Bunzl. More...

21.09.09. 14.15-16.00. Harriet Holters Hus, Room 201, Universitety of Oslo.  Political Theology and Its Discontents: Some Thoughts on Secularism and Sovereignity in Europe. Lecture by Prof. Matti Bunzl. More....

Also at www.shap.org: an audio-glossary of words from different traditions to help with pronunciation as well as definition; practical classroom ideas for primary teachers; the Shap advisory service; articles on topics from The Environment to Conflict and Reconciliation, from Diversity and Distinctiveness to Human Rights and Responsibilities…

Notes for editors

For more information about the 2009 e-journal Food, Faith and Community, please see http://www.shapworkingparty.org.uk/journals/articles_0910/editorial.pdf or contact marilyn.mason@virgin.net.

To contact any of the authors of articles in the e-journal, please contact marilyn.mason@virgin.net.

For more about the Shap Working Party on Education in Religions, contact Chair Clive Lawton at clive@clivelawton.co.uk.

Professor Robert Jackson, Editor of the British Journal of Religious Education, published by Routledge, is delighted to announce that the journal has been selected for inclusion in both the Social Sciences Citation Index® (SSCI) and the Arts & Humanities Citation Index® (A&HCI) from 2008 onwards.

The Social Sciences Citation Index® and the Arts and Humanities Citation Index®, accessed via Web of Science®, use “100% objective journal selection standards: Content is carefully evaluated and selected, meeting high standards in areas such as impact, influence, timeliness, peer review, and geographic representation. These standards assure users of superior results that cannot be matched by a free search engine or less selective database.“ – Thomson Reuters

The recent inclusion of British Journal of Religious Education reflects the high quality of articles published in the Journal and marks an important milestone in its continued development.

The journal publishes articles on religious education from around the world, many of them relating to themes such as citizenship education, intercultural education, human rights education and peace education.

For more information about the Journal, including information on how to submit an article, visit the British Journal of Religious Education homepage at: www.tandf.co.uk/journals/BJRE

During 18 sittings, held over nearly a month during that historic summer, they debated with grave conviction how to reconcile and reconstruct a Europe still emerging from war yet facing new division, launched the astonishing concept of a universal Court to protect human rights, and gave to the citizens of Europe – for the first time – a unified voice in the great affairs of state.

Presentations:

• SecCM/Inf(2009)8E / 29 June 2009   Recommendation CM/Rec(2008)12 on the dimension of religions and non-religious convictions within intercultural education: from principles to implementation - Educational policies - Presentation by César Birzea
  
  
• SecCM/Inf(2009)7E / 29 June 2009   Council of Europe - Exchange 29/30 June 2009 - “Education for understanding religions and non-religious convictions: bases] and pointers for living together as citizens - Teaching about religions and non-religious convictions in diverse socio-cultural contexts: tools and practices as contributions to a mutually supportive society” - Presentation by Peter Schreiner
  
  
• SecCM/Inf(2009)6E / 29 June 2009   "Religious Diversity And Intercultural Education" - Presentation by John Keast
  
  
• SecCM/Inf(2009)5E / 29 June 2009   "Policies and practices for teaching socio cultural diversity - Initial and in-service training of educational staff: organization, content and methods" - Presentation by Angelos Vallianatos (Anglais uniquement)
  
  
• SecCM/Inf(2009)4E / 29 June 2009   "Recommendation CM/Rec(2008)12 on the dimension of religion and non-religious convictions within intercultural education: From the framing of educational policies to their implementation in schools (and other educational contexts)" - Presentation by Dr Micheline Rey, Geneva
  
  
• SecCM/Inf(2009)3 / 29 June 2009   Rencontre 2009 sur la dimension religieuse du dialogue interculturel - Introduction par les Co-Présidents de la Rencontre et par le Secrétariat: 1. Discours introductif par l'Ambassadeur Bellatti Ceccoli - 2. Opening statement by Ambassador Oldenburg - 3. Discours introductif par Gabriella Battaini-Dragoni

Other relevant documents:

• List of Participants
  

• Recommendation CM/Rec(2008)12 of the Committee of Ministers to member states
  on the dimension of religions and non-religious convictions within intercultural education

• Intercultural and interreligious dialogue