2. Outcomes of the EDC/HRE project

The first years of the project were devoted to defining concepts. Several basic publications were issued on the necessary strategies and skills for practising democratic citizenship. In 2002, the Committee of Ministers of the Council of Europe adopted a Recommendation on education for democratic citizenship (Recommendation Rec(2002)12). This was the first political text issued on this topic at the European level (with the second major one being the Council of Europe Charter on Education for Democratic Citizenship and Human Rights Education,²⁷ see below). It specifies that EDC should become “a priority objective of educational policy-making and reforms”.²⁸

In 2002, a network of EDC/HRE co-ordinators, which is composed of one person nominated by each member state, was set up in order to facilitate exchange and co-operation among the member states in this field. This network soon became an invaluable asset for the development and promotion of EDC/HRE. Specific projects were implemented in regions such as south-eastern Europe. 2005 was proclaimed the European Year of Citizenship through Education with the slogan “Learning and Living Democracy”. The 2005 “Year” was a special moment for raising awareness in member states about EDC/HRE. Almost all member states took part in the “Year” in one way or the other, and the feedback from the various partners has been overwhelmingly positive.

However, it was clear from the beginning that giving education for democratic citizenship and human rights higher priority in education policies in member states is not an easy task, even if the situation varies considerably in different member states. Making EDC/HRE a key objective of education systems implies a new philosophy in terms of methodologies and work organisation. Studies carried out in the framework of the project, including the All-European Study on EDC Policies,²⁹ pointed to a strong need for practical instruments to help bridge policy and practice. Therefore, the preparation of instru­ments and tools, exchange of good practice and increased co-operation among and within member states were the priorities of the project in 2006-2009. There were three main areas of work: policy development, the training of education professionals and the democratic governance of educational institutions. For all areas the Council of Europe has developed a series of practical instruments like this series of manuals for teachers.

In May 2010, the many years of work outlined above culminated in the adoption of the Council of Europe Charter on Education for Democratic Citizenship and Human Rights Education adopted in the framework of Recommendation (CM/Rec(2010)7 of the Committee of Ministers by all 47 member states of the Council of Europe). This framework policy document will be an important reference point for all of Europe and will be used as a basis for the Council of Europe’s future work in this field in the coming years.

27. Council of Europe Charter on Education for Democratic Citizenship and Human Rights Education adopted in the framework of Recommendation (CM/Rec(2010)7 of the Committee of Ministers.
28. Recommendation Rec(2002)12, Committee of Ministers of the Council of Europe to member states on education for democratic citizenship.
29. Bîrzea et al. (2004), All-European Study on EDC Policies, Council of Europe Publishing, Strasbourg.