Annexes

AuthorEuropean Union Publications Office, 2006
Pages119-135

Page 119

1 List of Publications, Presentations & Other Output
1. 1 University of Surrey

(a) Publications

Holford, J. & Edirisingha, P. (2002) 'Active Learning, Active Citizenship and Governance in Europe: theoretical, methodological and policy perspectives.' In: M. Schweisfurth, L. Davies & C. Harber (Eds.) Learning Democracy and Citizenship: International Experiences (pp. 273-290). Wallingford: Symposium Books.

Holford, J. (2001) 'Civil Society and citizenship in a learning age.' In: P. Jarvis (Ed.), The Age of Learning (pp. 205-216). London: Kogan Page.

Jarvis, P. (2002) 'Globalisation, Citizenship and the Education of Adults in Contemporary European Society.' Compare 32(1), pp. 5-20.

Jarvis, P. (2002) 'Active Citizenship and Lifelong Learning.' In: Ove Korsgaard, Shirley

Walters & Randi Andresen (Eds.) Learning for Democratic Citizenship (pp. 82-96). Copenhagen: Association for World Education and the Danish University of Education.

Jarvis, P. (2002) 'Globalisation, Citizenship and the Education of Adults in Contemporary Society.' In: M. Schweisfurth, L. Davies and C. Harber (Eds.) Learning Democracy and Citizenship: International Experiences (pp. 291-299). Oxford: Symposium Books.

Merricks, L. & Edirisingha, P. (2001) 'Learning to be Active Citizens: Insights from British Life Histories.' In: Michael Schemmann and Michal Bron Jr. (Eds.) Adult Education and Democratic Citizenship IV(pp. 113-124). Krakov: Impuls Publishers.

Preece, J. (2002) 'Feminist Perspectives on the Learning of Citizenship & Governance', Compare 32(1), pp. 21-34.

Preece, J. & Edirisingha, P. (2001) 'Learning to be an Active Citizen: a gender perspective', Sociale Interventie l4, pp. 37-46.

(b) Conference Presentations

Edirisingha, P. (2001) 'Learning Active Citizenship and Governance in the UK - Early findings from a life history study.' ESREA Biography and Life History Network Conference 'Research meets practice - Biographical Approaches in Adult Learning,' March, Bad Bederkesa, Germany.

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Holford, J. (2000) 'Perspectives on Citizenship and Governance Education in Europe.' ESRC Seminar on Researching Lifelong Learning and Citizenship (Co-ordinator: University of Warwick), October.

Holford, J. (2001) 'Researching Learning of Governance and Active Citizenship in Europe. Some Issues of Method.' April, Vartov, Copenhagen.

Holford, J. (2001) 'How and Where do Adults Learn Active Citizenship? Some Preliminary Observations.' Invited keynote presentation to European Commission, DG Research Research Dialogue Workshop, European Citizenship: Beyond Borders, Across Boundaries, Brussels, April.

Holford, J. (2002) 'The Information Society & Learning Citizenship'. Invited workshop presentation, Learning Economies/Learning Societies Symposium, May, Foundation for Research and Science, University of Crete, Greece.

Holford, J. (2002) 'Active Citizenship & Lifelong Learning'. Invited keynote address, EU Grundtvig conference, Karjaa, Finland, 13 June.

Holford, J. (2002) 'Schools of Active Citizenship? Lifelong Learning, Governance and Exclusion in Europe.' Invited keynote presentation, September, to European Commission DG Research Dialogue Workshop on Education, Inequalities and Social Exclusion. Brussels.

Holford, J. (2002) 'Activity and the Learning Citizen'. Invited keynote presentation, FP5 Thematic Network 'Towards the Learning Society: European Integration and the Perspective of the Learning Citizen - The role of traditions and cultures in creating the learning citizen.' November, Naples.

Holford, J. (2003) 'Education and training for governance and active citizenship in Europe'. Research presentation to 'Towards the learning economy - conclusions from 4* and 5th Framework projects to shape European policies in education and training (FP5 Accompanying Measures Project): Workshop, February, on: Living, working, and learning in the learning society - the perspective of the learning citizen in EU funded research. University of Bremen, Germany.Merricks, L. & Edirisingha, P. (2001) 'Learning to be active citizens: insights from British life histories'. Presented at the ESREA conference, June, Bochum, Germany.

Holford, J. & Edirisingha, P. (2000) 'Adult Learning, Active Citizenship and Governance in Europe: Theoretical, Methodological and Policy Perspectives.' British Association of International and Comparative Education conference, University of Birmingham.

Jarvis, P. (2000) Globalisation, Citizenship and the Education of Adults in Contemporary European Society, Key-note address for the British Association of International and Comparative Education conference, September, University of Birmingham.

Preece, J. (2000) 'The Learning of Citizenship and Governance; a gender perspective.' British Association of International and Comparative Education conference, University of Birmingham.

(c) Other Output

Preece, J. (2001) Seminar presentation on the etgace project and its outcomes to date, with a focus on the gender dimension. University of Botswana, Department of Adult Education,.

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Preece, J. (2002) Research proposal accepted in University of Botswana for a Botswana dimension to Citizenship research, based partly on outcomes from the ETGACE project.

(d) Forthcoming

Holford, J. (Ed.) (2003) Citizenship, Democracy and Lifelong Learning. Special issue (Vol. 22, No. 6) of InternationalJournal ofLifelong Education. (Contributing authors: G. Delanty, M. Welton, A. Bron, C. Casey, I. Martin, R. van der Veen.) In press.

Preece, J. & Mosweunyane, D. (2003) 'Rights, Responsibilities and Active Citizenship: an exploration of perceptions of democratic active citizenship values amongst the post independence generation in Botswana.' Conference on Lifelong Citizenship Learning, Participatory Democracy and Social Change, Toronto, Canada.

Preece, J & Mosweunyane, D. 'The meaning of active citizenship in a colonised country whose first language is Setswana' at conference 'Speaking in Tongues: languages of lifelong learning', scutrea (Standing Conference on University Teaching and Research in the Education of Adults).

1. 2 University of Helsinki

(a) Publications

Laitinen, M. & Nurmi, K.E. (2002) Biographical Observations on Active Citizenship

Learning in Finland. University of Helsinki, Department of Education, Research report 183.

Laitinen, M. & Nurmi, K.E. (2002) Developing Intervention Strategies for Active Citizenship and Governance Education in Finland. University of Helsinki, Department of Education, Research report 184.

(b) Conference Presentations

Laitinen, M. and Nurmi, K.E. (2002) 'Active Citizenship and Implications for Education and Policy Development' was given together with Professor Paul Ilsley (University of Northern Illinois, USA) at the Kasvatustieteen paivat (annual meeting of the Finnish Association of Educational Research) Conference, November, Rovaniemi.

Nurmi, K. E. (2001) Life History Analysis of Finish Active Citizens, paper presented at the esrea Biography and Life History Network Conference 'Research meets practice' -Biographical Approaches in Adult Learning', March, Bad Baderkesa, Germany.

Nurmi, K.E. (2002) 'Exploring active citizenship and citizenship learning through Finnish biographies' at Kasvatustieteen paivat (annual meeting of the Finnish Association of Educational Research) Conference, November, Rovaniemi.

(c) Other outputs

The Finnish Advisory Panel established a website to encourage further discussion. The address is www.metodix.com/alku.htm.

A summer school was held at the University of Lapland, July 2000, at which the ETGACE project and its methods were introduced.

Nurmi, K.E. & Laitinen, M. gave a presentation in December 2001 introducing the project and its results so far in 'Finland (mif)'.

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Nurmi, K.E. has given lectures related to etgace on many occasions such as: 'vsop- ohjelma (education and development programme for free or liberal education in Finland); 'lecture series' of Kemin tyovaenopisto (adult education centre, Kemi).

A National Seminar 'Aktiivinen kansalaisuus ja hyva hallinto' (Active citizenship and good governance) was held, January 2003, in Helsinki.

(d) Forthcoming

Laitinen, M. ja Nurmi, K. E. (2003) 'Aktiiviseksi kansalaiseksi kasvaminen suomalaisten elämäkertojen valossa.' Aikuiskasvatus 2 [Active citizenship learning in the light of Finnish biographies. Aikuiskasvatus-journal 2]

1. 3 University of Nijmegen

(a) Publications

Raak, J van (2001) Masters thesis based on secondary analysis of the life histories of older active citizens in the UK, Belgium and Holland. University of Nijmegen.

Veen, R van der (2001) 'Naar een leefwereldbenadering van burgerschap.' Sociale Interventie 10(4), pp. 5-13.

Veen, R. van der, Hartman, I & Jansen, T. (2001) 'Training en vorming van burgers'. Sociale Interventie 10(4), pp. 23-31.

Chioncel, N., Veen, van der, R., Wildemeersch, D. and Jarvis, P. (2003) 'The validity and reliability of focus groups as a research method in adult education.' International Journal of Lifelong Education 22. In press.

Mathijssen, C. & Raak, J. van (2003) (Eds.) Hoe worden mensen actieve burgers?

Europeanen denken na over hun sociale betrokkenheid. Materiaal voor discussie over leren voor democratie en actief burgerschap. Nederlandse vertaling. Amsterdam: Instituut voor Publiek en Politiek (39 pp.)

(b) Other outputs

The etgace research project was presented at the Politeia conference on 'Citizenship participation in Europe' which was held in the Netherlands in November 2000.

University of Nijmegen led the development of, and successfully submitted, a EU FP5 funded accompanying measure to the ETGACE project 'Reviewing Education and Training for Governance and Active Citizenship in Europe - A central and Eastern European Perspective' (re-etgace). This project is now in progress, with partners from Slovenia, Hungary and Romania.

(c) Forthcoming Events

A conference for the re-etgace project will be held in November 2003.

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1. 4 Slovene Institute of Adult Education

(a) Publications

Ivancic, A. & Mohorcic Spolar, V. (2001) 'Learning active citizenship and governance in

Slovenia.' In: M. Schemmann and M. Bron Jr (Eds.) Adult Education and Democratic Citizenship IV(European Society for Research on the Education of Adults, esrea) (pp. 101-112). Krakow: Impuls.

Podmenik, D. (2002) 'Effective inclusion in the Social Environment'. Journal of adult Education in Slovenia 3/4, pp. 62-70.

Podmenik, D. (2003) Active Citizenship and Social Capital. In: Makarovic, Matej (Ed). Monograph on social capital. Znanstveno inpublicisticno sredisce Ljubljana, Slovenia.

(b) Conference Presentations

Ivancic, A. & Mohorcic Spolar, V. (2001) 'Learning active citizenship and governance. The case of Slovenia.' Paper presented at the esrea conference, June, Bochum, Germany.

Podmenik, D. (2002) 'Effective inclusion in Social Environment - the "good practices" of Active Citizenship'. International Summer School on Adult Education, Ajdovscina, Slovenia, June

(c) Other output

Ivancic, A. & Mohorcic Spolar, V. (May 2001) introduced the project and some of its findings to national co-ordinators of the project EBIS (Erwachsenenbildung in Suedosten Europa - Adult Education in South Eastern Europe) sponsored by the Institute fuer Internazionale Zusammenarbeit des Deutchen Volkshochschul -Verbandes e. V.

Mohorcic Spolar, V. (2002) Presentation of the project to EAEA (European Association for the Education of Adults) General Assembly, Sofia, Bulgaria, November 9th .

(d) Forthcoming

Ivancic, A. (2002) 'Active Citizenship in the Changing Society - Evidence from Six

European Countries'. Submitted to NovaScience Publishers, Inc. NY for publication, December.

Mohorcic Spolar, V. 'Activity and Active Citizenship' to be published in Japanese Adult and Continuing Education Journal.

1. 5 University of Barcelona

(a) Publications

Cabeza, M., Casamitjana, M., Gomez, A. & Santos, A. (2000) 'Educacion y Formacion para la Ciudadania Activa'. En I Jornadas de Investigacion en Educacion de Personas Adultas. Barcelona: el Roure, pp. 37-43.

Duque, E. (2001) 'etgace Project'. papers d'Educació de Persones Adultes n°37. l'Educació Permanent, Avui. Revista quadrimestral de l' Associació per l'educació de personesPage 124 adultes, 26 September. aepa (Asociación para la Educación de Personas Adultas. Barcelona).

Puigvert, L. (2002) "Ciutadania activa i diàleg igualitari". Revista vol. Barcelona: Federació Catalana de Voluntariat Social, pp. 8-9.

Spanish etgace research team. (2002) 'Seminari de Recerca etgace: Veus, ciutadania i diàleg.' Papers d'Educació de Persones Adultes 39, Setembre. Barcelona Associació per l'Educació de Persones Adultes.

(b) Conference Presentations

Lleras, J., Santacruz, I., & Santos, A. (2000) 'Nuevos Retos y Nuevas Perpectivas en educacion para la Ciudadania Activa' at the VIII Conferencia de Sociologia de la educacion..

Miquel.V., Recuenco, L., & Santacruz, I. (2000) 'The Ethnocentric, Relativistic and Dialogic perspectives of Nazism.' 1st Catalan Conference of Young Sociologists.

Valls, R. (2002) Educaciónpermanente y sociedad de la información. Curso de la Universidad de Verano Casado de Alisal "Desarrollo humano. Educación continua y envejecimiento saludable". Diputación dePalencia. Palencia, España. July 'Voices, dialogue and citizenship'. As published in the etgace web site.

1. 6 Catholic University, Leuven

(a) Publications

Mathijssen, C., Wildemeersch, D., Stroobants, V., & Snick, A. (2003) 'Activeren tot actief burgerschap: de casus van buurt-en nabijheidsdiensten.' Vorming.

Stroobants, V., Celis, R., Snick, A., Wildemeersch, D. (2001) 'Actief burgerschap: Een leerproces' Sociale Interventie 10(4), pp. 13-22.

Wildemeersch, D., & Verlinden, L. (2002) 'Actief burgerschap als tegengewicht voor extreem-rechts', Gids Sociaal-Cultureel Werk 34, pp1-21

(b) Conference Presentation

Celis, R. (2001) 'Exploring governance and active citizenship through life histories.' ESREA Biography and Life History Network Conference 'Research meets practice' -Biographical Approaches in Adult Learning', March, Bad Baderkesa, Germany.

Wildemeersch, D. (2001) 'What do we learn from the new volunteer; Education and

Voluntary Work?' Conference organised by a socio-cultural supporting organisation (Socius and Beraadsgroep 'Vorming'), November.

(c) Other Outputs

Snick, A. (2002) 'Women and active citizenship'. Presentation at conference on 'Perspectives for the women's movement', Brussels. Organised by four umbrella organisations within the women's movement in Belgium and supported by the Deputy Prime Minister and Minister of Employment. (January).

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Stroobants, V. (2002) participated in a discussion meeting of the research centre Kind en Samenleving, introducing the ETGACE project's work on learning for active citizenship in relation to children's learning processes (January).

Wildemeersch D. (2001) 'Learning to Participate in Neighbourhood Services.' European conference on prospects for the social economy within the framework of sustainable development organised by Johan Van de Lanotte, Deputy-Prime Minister, Minister of Budget, Social Integration and Social Economy, Gent, Belgium, November (Paper written by: D. Wildemeersch, A. Snick, V. Stroobants, C. Mathijssen).

Wildemeersch, D. (2001) Participant in workshop on different dimensions of learning active citizenship in Belgium within Symposium on Lifelong Learning in Brussels, organised by the King Baudouin Foundation (April).

Wildemeersch, D. has co-ordinated preparation of a FP6 STRP on Practices and Policies of Active Civic Participation (submitted April 2003).

(d) Forthcoming Events

Wildemeersch, D. & Stroobants, V. (2003) 'Learning active citizenship: Challenge capacity and connection'. 44th Adult Education Research Conference (usa) (June).

Wildemeersch, D. & Stroobants, V. are organising a Conference 'Connection: Active Citizenship and Multiple Identities', to be held in Leuven in September 2003.

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3 List of Agreed Deliverables

All agreed deliverables were completed to the agreed schedule, as specified in Table 7.1 below.

Table 7 .1 Agreed Deliverables


Number Deliverable Title/Description Public or Restricted Month due Status
1 Design and installation of project Website Public 3 Completed
2 Report: Citizenship & Governance Education in Europe: A critical review of the literature Public 8 Completed
3 Progress Report (six-monthly) Restricted 6 Completed
4 Annual Progress Report & Cost Statements Restricted 12 Completed
5 Workshop: Learning Citizenship & Governance Public 22 Completed
6 Report: Learning Citizenship & Governance in Europe: Overall Review & Analysis Public 14 Completed

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5 Programmes of etgace Conferences & Workshops
5. 1 Workshop: 'Learning Active Citizenship & Governance'

Held at University of Westminster, London, December 13th 2001


0930-0945 Arrival, Welcome, Introduction and Plans for the Day John Holford, University of Surrey
0945-1015 Learning Active Citizenship and Governance in Europe: Presentation of research findings Danny Wildemeersch, University of Leuven
1015-1030 Questions and discussion
1030-1045 Coffee
1045-1145 Cases from the ETGACE research:
Transitional Changes in Slovenia & Learning Active Citizenship & Governance
The Context and the Egalitarian Dialogue in Active Citizenship Learning
A Gender perspective on Learning Active Citizenship & Governance
Vida Mohorcic Spolar, Slovene Institute for Adult Education
Lidia Puigvert, CREA, University of Barcelona
Julia Preece, University of Surrey
1145-1230 Review and discussion Chair: Linda Merricks University of Surrey
1230-1400 Lunch

5. 2 Workshop: 'Adult Educational Interventions for Active Citizenship & Governance'

Held at University of Westminster, London, December 13th 2001


1400-1430 Strategies for Developing Active Citizenship: Education and Governance Ruud van der Veen, University of Nijmegen
1430-1445 Questions and discussion Chair: Linda Merricks, University of Surrey
1445-1545 Presentations from research teams:
Bottom up processes uncovered
From Training towards Facilitation
Cybercitizenship for the real world
Veerle Stroobants & Carmen Mathijssen, University of Leuven
Joel van Raak, University of Nijmegen
Kari Nurmi & Matti Laitinen, University of Helsinki
1545-1600 Tea
1600-1630 Keynote Presentation: Reflections on Citizenship Gerard Delanty, University of Liverpool
1630-1650
1650-1700
Questions and discussion
Chair’s Concluding Remarks and Departure
Chair: John Holford, University of Surrey

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6 Reports on National Workshops

In order to build on the participation of educators and policy makers within the project, the final phase of the etgace project incorporated work with experts in citizenship education, as well as active citizens and community organisers in various sectors, through feedback and training workshops in each participating country. This section provides brief reports of these.

6. 1 United Kingdom

The aim of the workshop was to take stock of the current position and state of knowledge in relation to learning citizenship, to explore issues and areas where research is required, to discuss connecting policy, practice and research in this area; and to discuss agendas for moving forward in policy and research. The workshop was held on June 18th 2002. The 26 participants represented a range of expertise, experience and perspectives, with backgrounds in both research and practice. A 'round-table' format was adopted, with brief presentations and discussion.

Briefpresentations were given as follows: 'Building a citizenship culture' (John Potter, CSV); 'Active Citizenship & Volunteering' (Sue Jackson, Birkbeck College, University of London), 'The reality of practical active citizenship at the grassroots community level' (Maria Kraithman, Community Sector Coalition), 'Citizenship & Self-Help' (Colin Roberts, Surrey Police), 'Neighbourhood Renewal & Learning for Active Citizenship' (John Annette, Middlesex University), 'The People's College & Political Literacy' (Jane Jones and Catherine Macrae, Population Education Forum for Scotland), 'Corporate Citizenship' (Chris Hutton), 'Inspiring change: learning for a better world' (Titus Alexander), 'Adult Education and Citizenship; 'Changing Role for Changing Norms' (Rennie Johnston, Southampton and Barbara Merrill, Warwick University), 'Learning Citizenship, Some Ifs and Buts' (Ian Martin, University of Edinburgh), 'Learning Citizenship: Developing the research agenda' (Martin Bacon, Civic Trust), 'Citizenship in an International Context' (Peter Luff, Live Consulting), 'Living global narratives: between privilege and deprivation' (Rosemary Preston, University of Warwick), 'Is global a dirty word?' (John Lipscomb), 'The role of Experience and Experiential Learning' (Juliet Merrifield, Friends' Centre, Brighton).

6. 2 Finland

The aims of the national workshop were to study active citizenship, to discuss means of promoting active citizenship and good governance in Finland and Europe, to explore future challenges related to active citizenship and good governance from the viewpoint of education, especially adult education. The workshop was held on Friday 24th of May 2002. There were 15 participants.

Presentations were given as follows: 'Learning to become active citizen in Finland and in Europe from the viewpoint of the ETGACE project' (Kari E. Nurmi, University of Lapland and Matti Laitinen, University of Helsinki), 'Active citizenship in the light of The Report of the Parliamentary Adult Education and Training Committee' (Eeva-Inkeri Sirelius, The Finnish Association of Adult Education Centres ktol), 'Social capital, active citizenship and adult education up to 2010' (Seppo Niemelä, Finnish Adult Education Association faea), 'Active citizenship and education programmes of the Finnish Broadcasting Company' (SeppoPage 132 Heikkinen, Finnish Broadcasting Company FBC), 'The present state of vocational adult education from the viewpoint of active citizenship' (Tapio Varmola, Seinäjoki Polytechnic).

Discussion covered strategies and means to promote active citizenship and good governance. After the workshop a 26-page memorandum (based on the minutes and available in Finnish only) was written and circulated to participants and to members of the Finnish Advisory Panel.

6. 3 Slovenia

The aims of the workshop were to present etgace findings to a broader professional public, to exchange with some other related projects and activities and to strengthen co-operation, and to continue to build a network of citizenship educators and researchers. The team felt that all the aims were realised and especially valued the contribution of presenters from other projects. Other researchers (e.g., Educational Research Institute, Peace Institute) and some policy makers from the Ministry of Education, Science and Sport were also present. The workshop was held on 7 June 2002 and 26 people attended.

Presentations were given as follows: 'Introduction to the etgace findings and their implications for practice' (Angelca Ivancic, Darijan Novak, Darka Podmenik, SIAE), 'Introduction to the Council of Europe project "Education for democratic citizenship”’ (Mitja Sardoc), 'An introduction of the results of the project "Political culture of the Slovenians”’ (Janez Kolenc, Bogomir Novak, Institute for Educational Research), 'An introduction to the projects "Multiculturality", "Right to learn", "Citizenship education" (MajaRadinovic Hajdic, Folks High School, Jesenice), 'An introduction to the project "Consumer education for adults”’ (Breda Kutin, International Institute for Consumer Protection). Most participants were eager to contribute to discussion.

The second part of the day was based around a series of questions prepared in advance:

* Active citizenship is often limited to the micro - local community - level. What kind of interventions could stimulate extension to other levels (regional, national, international) with a bottom-up approach?

* The erosion of participation in traditional organisations is evident in nearly all democracies. What structural changes could attract people to be more willing to participate?

* How can the Internet contribute to the enhancement of active citizenship? What are the tasks of each actor, and possible entrapments?

* Active citizens put an emphasis on learning by doing and experts emphasise the change from teaching to facilitating. What changes does this imply for the development of policy making and for educators?

* What does individualisation mean in education and learning for active citizenship?

* What should be done in changing public space to make it more accessible for women's active citizenship? How can equality be attained in the private domain?

* What are the chances of the findings of the etgace project being used in policy making and also in practice?

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6. 4 Spain

The ETGACE workshop took place on 13 April 2002 at the Faculty of Pedagogy, University of Barcelona. Entitled Voices, citizenship and dialogue, it focused on learning active citizenship and the different ways of including all voices in participatory spaces. Attendance was 48. The seminar asked all participants whether there can be active citizenship without the inclusion of all voices. It prompted proposals for future action related to people's participation. Participants were invited from three main domains (civil society, state and work), such as neighbourhood associations, unions, local administrations, NGOs, and adult education associations.

Presentations were given as follows: The etgace project: Active Citizenship and Governance (Esther Oliver, crea). Round table presentation were given by the following: Diosdado Rebollo, Neighbourhood Association of Trinitat Nova; Ernesto Morales, favibc, Federation of Neighbourhood Associations and Social Housing of Catalonia; Elías Nazareno, Professor of History from the University of Brasilia. Member of the Labor Party in Brazil; Luisa Roldán, Association of Torre Llobeta; Abderrahman el Harrás, Multicultural group of facepa (Federació d'Associacions Culturals i Educatives de Persones Adultes. Federation of Cultural and Educational Associations for Adults) and member of the Association AFPACA; Merly Núñez. Multicultural group of FACEPA and member of the Association AFPACA (Associació per l'Animació i Formació permament d'adults Casc Antic. Association for the Animation and Lifelong learning for Adult of the Casc Antic).

Issue which arose in discussion included the specification of active citizenship, aiming for consensus with all social agents (politicians, associations, citizens), fulfilling commitments so that everyone can provide ideas in the decision making process, participation is learned and constructed on three levels (administration, services and neighborhood), and promoting the voice of women and immigrants. Some of the conclusions reached during the day were:

* To facilitate democratic values, people should have a voice on what affects them. This should not be left to administrators. Institutional channels that promote democratic participation must be established.

* Immigrants can participate actively in today's society, and must be informed about the where they can do so. Dialogue and solidarity form the basis of civic coexistence between cultures.

* To overcome barriers to participation, people must know their rights and demand they be upheld; and administrations must listen to these demands.

* Education helps people participate. Learning about citizenship often occurs in educational contexts, whether formal or informal.

* Association is the best way of answering the needs of the neighbourhood; it is important to create this type of space.

* Equality between men and women is essential. Women should participate in decision-making and their contributions should be taken into account. Those who have not had the opportunity to participate throughout their lives should be heard and valued.

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Associations are best organised in assembly form, which guarantee everyone has an active role in decision making. Objectives should promote the implementation of participatory initiatives.

6. 5 Belgium

Two national workshops were held, in November and December 2001. The first took place in Ghent and highlighted how neighbourhood services contribute to greater participation in the democratic process by the deprived sector of the population. European institutions consider neighbourhood services to be a driving force for creating employment and a stimulus for more social cohesion. Launching local services that create new jobs actually promotes economic and social cohesion.

The speakers were: Marie-Rose Clinet, Flora Network for Training and Job creation for Women, Belgium; Kai Leichsering, European Centre for Social Welfare Policy and Research, Austria; Danny Wildemeersch, ETGACE project; Anna Csongor, Autonomia Foundation, Hungary; Li eve Meersschaert, Moinho da Juventude, Portugal.

The second workshop, held in December 2001 in Brussels, was a colloquium organised by Contrasten CSV, a social-cultural organisation in Brussels. The meeting was intended for practitioners from civil society from all over Belgium and was as a result of the campaign 'Extreme Right, no thanks!' Danny Wildemeersch (ETGACE team) gave a presentation on 'Active Citizenship and anti-racism' and examined how the three conditions for learning active citizenship (challenge, capacity and connection) can be stimulated by taking part in a campaign against the far right.

6. 6 The Netherlands

A symposium was announced for May 24, 2002, aimed at officials and professionals from the field of education and training for citizenship. However, but registration was disappointing and a small workshop was held instead on June 28, 2002. The purpose was to have an in-depth discussion of the results of the research and examine possible follow-up activities.

One of the participating experts came from the domain of work, the others had expert knowledge of training and education in both the political domain and civil society. None was involved in formal education for citizenship, most had hands-on experience with non-formal education and only one had never worked as a practitioner. Five experts took part in the discussion.

The main themes of the discussion were as follows:

* The discussion started with an analysis of the life histories of active citizens in the framework of existentialist social philosophy, in particular how active citizenship can help to solve the existential crisis that life seems meaningless.

* This triggered a discussion on the growing importance of "identity" (compared to "responsibility") in the public discourse since the 1970s, which has enormous consequences for the self-image of active citizens now in their midlife.

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* Although all acknowledged this new domination of concepts of individualisation and identity in pubic discourse, some wondered whether differences in social-economic class have really become less useful for understanding active citizenship.

* Which brought the group to a typical Dutch theme at that time: the social factors underlying the growth of the new populist party of Pim Fortuyn and the consequences of Fortuyn's murder (just before the elections) by an 'active citizen'.

* After a short break the group discussed interventions. The first theme of this discussion was how new forms of individual guidance for active citizens (mentoring, counselling) could support informal learning better.

* The second theme was how to find forms of interactive decision-making which balance the state's need for governance with lobbying from the side of interest groups.

Discussions also covered translation and publication of etgace learning materials, and the use of ETGACE research instruments in further applied research.

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