Compendium of policy measures

WIR. Berichte aus dem neuen Oesterreich (WE. Reports from the new Austria)

Citizenship/civic competences, Enhancing critical thinking and media literacy, Ensuring young people acquire social, civic and intercultural competences, Promoting intercultural dialogue

Austria

2011, 2012, 2013, 2014, 2015, 2016, 2017


From 2011, “Blinklicht Media Lab” has been collecting and publishing autobiographical texts by young people between the ages of 14-25. Telling their own stories gives a voice to young people who would otherwise remain unheard and contributes to a process of reflection and empowerment.

UNESCO network of schools: example of the school houseboat Bertha von Suttner

Citizenship/civic competences, Ensuring young people acquire social, civic and intercultural competences, Fostering the education of disadvantaged children and young people, Promoting intercultural dialogue

Austria

2006, 2007, 2008, 2009, 2010, 2011, 2012, 2013, 2014, 2015, 2016, 2017


The UNESCO Associated Schools Project Network (ASPnet) is a global network of schools committed to promote the principles and values of UNESCO through developing innovative educational contents, pioneering new teaching and learning methods and approaches at the school level. It links millions of teachers and students across the world, currently having 10,000 member schools in over 180 countries. In Austria, 83 schools are part of ASPNet, including the school houseboat Bertha von Suttner.

ProDemos

Citizenship/civic competences, Enhancing critical thinking and media literacy, Ensuring young people acquire social, civic and intercultural competences

Netherlands

2010, 2011, 2012, 2013, 2014, 2015, 2016, 2017


ProDemos is the ‘House for Democracy and the Rule of Law’ in the Netherlands. Located opposite the Houses of Parliament (Binnenhof) in The Hague, its aim is to help explain, in a critical and interactive way, the systems that govern democracy and the rule of law, and to show what citizens themselves can do to exert political influence. This type of educational intervention can be particularly helpful in preparing citizens for active, critical and safe participation in discussions online, including on social media.

Mira Media

Citizenship/civic competences, Enhancing critical thinking and media literacy

Netherlands

2006, 2007, 2008, 2009, 2010, 2011, 2012, 2013, 2014, 2015, 2016, 2017


Mira Media is an NGO that works primarily at the local level to promote ethnic diversity in the media and to strengthen the media literacy of traditionally underserved communities such as the parents of migrant children. It also collaborates with similar organisations at the international level.

Press and Media Week at School, Semaine de la presse et des médias dans l'école

Citizenship/civic competences, Ensuring young people acquire social, civic and intercultural competences

France

2006, 2007, 2008, 2009, 2010, 2011, 2012, 2013, 2014, 2015, 2016, 2017


The Press and Media Week at School is the flagship media education operation, organised and implemented by the French Centre for Media and Information Education (CLEMI) since 1990. Each year more than 200,000 teachers of all levels and disciplines participate in the Week. Its main aim is to help learners, from kindergarten to high school, to better understand the media system, to form their own critical judgment, to develop their interest in current affairs and to forge their identity as citizens.

Radicalisation Awareness Network: Communication and Narratives Working Group

Citizenship/civic competences, Enhancing critical thinking and media literacy, Promoting intercultural dialogue

Austria, Belgium, Belgium - Federal, Bulgaria, Croatia, Cyprus, Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Ireland, Italy, Latvia, Lithuania, Luxembourg, Malta, Netherlands, Poland, Portugal, Romania, Slovakia, Slovenia, Spain, Sweden, United Kingdom

2011, 2012, 2013, 2014, 2015, 2016


The Radicalisation Awareness Network (RAN) is an umbrella network connecting people involved in preventing radicalisation and violent extremism throughout Europe. The Communication and Narratives Working Group is one of nine thematic groups around which RAN is structured.

You Decide’ teaching resource about privacy and digital responsibility / Du Bestemmer

Citizenship/civic competences, Enhancing critical thinking and media literacy, Ensuring young people acquire social, civic and intercultural competences

Norway

2007, 2008, 2009, 2010, 2011, 2012, 2013, 2014, 2015, 2016, 2017


‘You Decide’ is an initiative to raise awareness about online privacy and digital responsibility for children and young adults aged between 9 and 18. The objective of the resource is to increase knoweldge, awareness and independent reflection about privacy and the choices young people make when using digital media.

SiS Catalyst

Ensuring young people acquire social, civic and intercultural competences, Fostering the education of disadvantaged children and young people, Promoting intercultural dialogue

United Kingdom

2011, 2012, 2013, 2014


SiS Catalyst was a four year, EU-funded Mobilising Mutual Learning Action Plan, coordinated by the University of Liverpool (UK). The project aimed to foster and support ethical, effective and sustainable engagement between children aged 7-14 years and the social, cultural, political, scientific and educational institutions which take the decisions that will shape their future. It was an experiment to develop a model for a new educational ecosystem that places children as the drivers of the learning experience.

Free2choose-Create

Citizenship/civic competences, Enhancing critical thinking and media literacy, Ensuring young people acquire social, civic and intercultural competences

Netherlands

2010, 2011, 2012, 2013, 2014, 2015, 2016, 2017


Free2Choose-Create is a student-centred and peer education approach, developed by the Anne Frank House in the Netherlands, that promotes Media Literacy and Critical Thinking. Students develop their own short films about human rights dilemmas and then use these to promote discussion and debate in (formal and informal) education settings.

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