Editor: Isabelle MARAS Contributors – members of the Steering group of the project:

Clément DUPUIS – Franz FENSL – Delme HARRIES – Eija KAUNISKANGAS Sabine KLOCKER – Gilbert KUEPPER – Isabelle MARAS – Agnès ROUSSEAUX Vanessa SAVOINI – Christian SCHAERTL – Markus SCHRADER Gaëtan VALLÉE – Berta VIZCARRA MIR – Heini YNNILÄ

Project website: www.change-the-village.org CHANGE THE VILLAGE, CHALLENGE YOURSELF! A European networking project on youth participation

Coordinated by MIJARC Europe (AISBL) Rural Youth Europe MIJARC Europe & Rue Joseph Coosemans 53 Allianssi-talo - Asemapäällikönkatu 1 Rural Youth Europe 1030 Brussels 00520 Belgium With the support of Website: Website: the European Commission www.mijarc.info www.ruralyoutheurope.com ORGANISATIONS PART OF THE PROJECT

CONTENTS MIJARC Europe REGIONAL GROUP II Katholieke Landelijke Jeugd (KLJ) BELGIUM Agricultural and Rural Youth Association (AGRYA) - www.agrya.hu/ About the project “Change the Village, Challenge Yourself!” www.klj.be Katholische Landjugendbewegung Deutschlands (KLJB) Bund der Deutschen Landjugend (BDL) A. INTRODUCTION p. 02 - www.kljb.org GERMANY - www.bdl.landjugend.info/ MIJARC International Schweizer Landjugendvereinigung (SLJV) - www.landjugend.ch/ B. METHODOLOGY p. 5 BELGIUM - www.mijarc.org Mouvement Rural de Jeunesse Chrétienne (MRJC) Slovenian Rural Youth (ZSPM) FRANCE - www.mrjc.org - E-mail: [email protected]

Chapter 1. ABOUT EUROPEAN RURAL YOUTH PARTICIPATION p. 12 National Association of Landowners, Farmers & Agricultural Pro- Spolecnost Mladych Agrarniku Ceske Republiky (SMA CR) ducers in Bulgaria (NALFAPB) Ross KIRILOV BULGARIA CZECH REPUBLIC - www.smacr.cz/ E-mail: [email protected] , [email protected] Österreichische Landjugend (ÖLJ) Plattelandjongeren.nl (formerly APJW – Allgemeen Plattelands - www.landjugend.at/ Chapter 2. REVITALIZING RURAL AREAS Jongeren Werk) - ww.plattelandsjongeren.nl REGIONAL GROUP III Stovarzyszenie Edukacja I Rozwój (Education & Development) PO- Danmarks Landboungdom + Danish 4H WITH FORMAL & NON-FORMAL EDUCATION p. 22 LAND Staszek LONGAWA - E-mail: [email protected] - www.danmarks4h.dk/ Juventude Agraría e Rural Católica (JARC) 4H Norge PORTUGAL - E-mail: [email protected] - www.n4h.no/ Chapter 3. THE EMPLOYMENT ISSUE IN RURAL AREAS p. 33 Katolikus Ifjùsàgi Mozgalom (KIM) Sveriges 4H HUNGARY - www.kimiroda.hu - www.rs4h.se/

Movimiento de Jovenes Rurales Cristianos (MJRC) Suomen 4H Liitto SPAIN - [email protected] Chapter 4. LEISURE TIME: FINLAND - www.4h.fi/ Movimiento de Joves Cristians de Comarques (JARC) Svenska 4H ENJOYING LIFE IN THE COUNTRYSIDE p. 41 SPAIN - www.terra.es/personal/jarcvalles/ FINLAND - www.fs4h.fi/ MTRCT Romania ROMANIA - Tel: +40 744 82 82 53 REGIONAL GROUP IV Conclusion. “CHANGE THE VILLAGE, CHALLENGE YOURSELF!”: Katholische Jugend Österreich Agrarian Youth Union of Bulgaria BULGARIA - E-mail: [email protected] AUSTRIA - www.kath-jugend.at GIVING A BOOST TO IMPROVING THE RURAL YOUTH ENVIRONMENT p. 49 Association of Young Farmers of Ukraine UKRAÏNA - E-mail: [email protected]

Eesti 4H Bibliography p. 53 Rural Youth Europe - www.eesti4h.ee/

REGIONAL GROUP 1 Latvijas Mazpulki (Latvian 4H) - www.mazpulki.lv/ Appendices p. 55 Macra Na Feirme - www.macra.ie Latvian Young Farmers‘ Clubs (JZK) National Federation of Young Farmers‘ Clubs (NFYFC) LATVIA - www.jzk.lv/ - www.nfyfc.org.uk/ Lithuanian Young Farmers‘ Circles (LJURS) Scottish Association of Young Farmers’ Clubs (SAYFC) LITHUANIA - E-mail: [email protected] - www.sayfc.org/ Young Farmers’ Clubs / CFFI Cymru Zwiazek Mlodziezy Wiejskiej (ZMW) WALES - www.yfc-wales.org.uk/ POLAND - www.zmw.pl/ Design: DIE.PROJEKTOREN, www.dieprojektoren.de (Berlin) Young Farmers’ Clubs of Ulster (YFCU) Printing office: Actual Print (Brussels) - www.mygroupni.com/youngfarmers/ OBSERVER MEMBERS Photos: Titel (© Paha_L - FOTOLIA), photocase.com, Pixelquelle.de, Isabelle Maras Armenian Rural Youth Proofreading: Samara Jones - Graphs/Tables: Churi Cordova - E-mail: [email protected] play important roles in rural areas. areas. rural in roles important play can who movements our in participation their through skills valuable gain who people, young many the offer: to something have also we but on participati- this for call movements youth We as society. their and environment their influence to opportunities need They villages. home their with themselves identify to and responsibility take to opportunities need Young people real. dreams these make to them help and ideas own their out work to resources and places them offer to ple, peo- young trust to is thing important most The areas. rural in contributing and living selves them- see to youngsters help to and villages our strengthen to improve, to ideas and visions loped deve- have we 29countries, from youngsters and Together with Rural Youth Europe (RYEurope) something. to change makers policy the ask and problems these on cus fo- only not will (MIJARC) Youth Rural and lture Agricu- Catholic of Movement International The !“. Yourself -Challenge Village the „Change project the of to education. This is one finding fundamental access limited or opportunities job of alack of people are forced to leave their villages because young many However, creativity. of full mosphere at- an and reality into ideas bring to how know who people makers, decision the to links close structures, social stable people: to young cially espe- opportunities, of alot offer areas Rural FOREWORD 01 and in rural areas. rural in and people young in interest an has who everyone The findings of the project will be beneficial to ! future asustainable have rations gene- new that ensure and forward communities drive will that areas rural in blood‘ ‚young this is It se communities. the- of ownership take and areas rural local their ismount that young importance people in stay JARC Europe in this project. What is of para- Youth Europe to have been involved with MI- Rural for experience awonderful been has It Europe of MIJARC Board Member of European the Schaertl, Christian themselves living in the future. ple can participate now and where they can see peo- young which in villages, up build We will (Council of Europe). of (Council ofBudapest Centre Youth European ofthe tor Direc- Rothemund, Antje Mrs to thanks Special Europe Youth ofRural Chairman Harries, Delme areas! rural our in afuture have people young our that ensure and practice into work good this put let‘s all of most and booklet the reading Enjoy

APPENDICES BIBLIOGRAPHY FINAL CHAPTER 4 CHAPTER 3 CHAPTER 2 CHAPTER 1 PROJECT About the project “CHANGE THE VILLAGE, CHALLENGE YOURSELF!”

A. INTRODUCTION at the European Union level and globally by sup- tions and European level youth organisations forts of MIJARC Europe and ECYF4HC. Toge- porting the activities of rural youth organisations and institutions, both governmental and private, ther with the Youth Directorate of the Coun- BACKGROUND and thus creating awareness about the issues of in order to draw attention to the problems and cil of Europe, these organisations reached their The history of the project “Change the Village, the countryside. needs of rural young people. goal to put rural youth on the European political Challenge Yourself!” is linked to the coopera- MIJARC Europe is the European branch of the agenda. tion between its two supporting movements, International Movement of Catholic Agricul- Origins of the cooperation MIJARC Europe (Mouvement International de la tural and Rural Youth. An action-oriented and The cooperation between the two rural youth One of the main outcomes of this event was a Jeunesse Agricole et Rurale Catholique, Interna- self-organised movement of young people for organisations MIJARC Europe and Rural Youth Recommendation of the Parliamentary Assembly tional Catholic Movement of Agricultural Rural young people, MIJARC Europe gathers around Europe dates back several years. of the Council of Europe. This Recommendation Youth) and Rural Youth Europe (RYEurope). 140 000 rural youngsters from fourteen Euro- outlines the difficulties and current trends affec- pean countries1 who want to participate in the In October 1997, the two European organisa- ting rural youth while recommending concrete The two European umbrella rural youth move- building of a fairer society on the basis of Chris- tions of rural young people MIJARC Europe steps to remedy the situation (See Appendices ments MIJARC Europe and Rural Youth Europe tian values. and ECYF4HC (European Committee for Young for the original text of the 1530 Recommenda- are well established in rural areas throughout Eu- Using the methodology “See – Judge - Act”, Farmers and 4H Clubs, today Rural Youth Eu- tion). rope, with approximately 700 000 rural young MIJARC Europe addresses the following topics: rope) met in the European Youth Centre Buda- members throughout Europe. sustainable development, agriculture and food pest. Their purpose was to discuss the situation The major principles underlying our project MIJARC Europe seeks to build a common politi- sovereignty, thinking globally and acting local- that young people living in rural areas faced and are derived from those recommendations, which cal position on both a European and global level ly, alter-globalisation, rural development, social their prospects, notably in Central and Eastern form the basis of the political reflection on the for a fairer rural world. economy and fair trade, gender mainstreaming, Europe. issue of rural youth in Europe. RYEurope aims to focus the attention of inter- youth policy and youth participation. For the first time, rural youth associations and It was acknowledged that young people in rural national and national bodies (both governmental representatives of the Committee on Agriculture areas in Europe still encounter many difficulties and private), as well as the attention of the ge- Rural Youth Europe is a European rural youth and Rural Development of the Parliamentary As- as a result of urbanisation and rural decline. neral public, on the problems and needs of rural organisation which has 500 000 members with sembly of the Council of Europe were brought According to the Assembly‘s approach, the so-

youth. member organisations in twenty different Euro- together on this occasion. A round table discus- lution might be to give young people and their FINAL pean countries2 . Three types of organisations sion was organised between these two parties to representative organisations a greater say in the The two European youth organisations have are involved in Rural Youth Europe: rural youth put forward the concerns of young people from preparation, at both national and European level, as their objectives helping their members make organisations, young farmers’ organisations and rural areas and to ensure greater co-operation of youth and rural development policies. contact with and exchange with young people all 4H Clubs. in the future. over Europe about their ideas, realities and ex- Rural Youth Europe provides international trai- As a result, a symposium “Youth Participation in As the cornerstone of our cooperation, this text periences and to educate and train young people, ning possibilities in rural-related issues and works Rural Development” was held at the European has enabled each of our organisations to keep notably by promoting intercultural learning and as an intermediate between national organisa- Youth Centre (Strasbourg) in March 1998. Its ob- working in close collaboration with the Youth understanding through international meetings. 1 Austria, Belgium, Bulgaria, Catalonia, France, Germany, jective was to develop an integrated approach and Sport Directorate of the Council of Europe. Above all, both organisations promote the posi- Hungary, Macedonia, the Netherlands, Poland, Portugal, towards rural development and youth policies. Furthermore, it has paved the way for a common Romania, Spain and Switzerland. tions of their rural young people to give them a 2 The various regions of Europe are represented: Bri- This was an important landmark as this seminar reflection on how to develop this issue in our APPENDICES BIBLIOGRAPHY 4 CHAPTER 3 CHAPTER 2 CHAPTER 1 CHAPTER PROJECT voice with which to speak to the decision makers tish Isles and Malta (Group I), Central Europe (Group II), represented a culmination of the combined ef- actions over the intervening years. Scandinavia (Group III) and Eastern Europe (Group IV).

02 03 The approach adopted by our project is also inspi- Rural youth organisations have always been awa- vernmental partners while highlighting the role of B. OUR METHODOLOGY red by the guidelines stated by other European le- re of the specific trends affecting the situation of rural youth organisations in the empowerment by

gal documents published before and following the rural youth in Europe and the means to promote youth of their rural environment. As the project focuses on rural young people, we PROJECT Recommendation 1530 of the Council of Europe. youth participation. must first define what we mean by the term “rural Following the publication of the “Charter on Par- What kinds of living conditions do rural youngs- Using the 1530 recommendation by the Council areas” and describe their characteristics. ticipation of Young People in Local and Regional ters have to deal with? What are their needs? of Europe as a guide, our proposed common ap- Life” by the Council of Europe in 1992, the Eu- What are their expectations? What means and proach is necessary in order “to improve the co- First of all, we intended to address youth issues in ropean Commission‘s White paper entitled “A opportunities do they have and could they deve- ordination of national policies in these fields, so as rural areas: but what does this really mean ? new impetus for European Youth” (2001) has lop in order to feel happy in their villages? to avoid incompatibilities and increase the positive promoted the implementation of policies to pro- impact of the measures recommended”6. How do we define rural areas ? mote all aspects of youth and testifies to a great The European rural space is plural because several concern for youth participation3. OUR AIM: working for the future of As a consequence, one of the leading objectives definitions of „rural areas“ and the „rural world“ rural youth of the project is to assess the situation and expec- exist. Indeed, youth policies are of a “crucial im- From these common observations, we, MI- tations of European young people regarding par- The Organisation for Economic Cooperation and portance” to the objectives set by the European JARC Europe and Rural Youth Europe, deci- ticipation in order to properly tailor suggestions Development (OECD) definition indicates that Union (EU), both in the field of economic growth ded to take specific action! and activities. „If 50% of the population of a region live in ru- and employment, in line with the Lisbon Strategy, By means of a grant for pilot projects on youth ral communities, this region is defined as a rural and regarding citizenship policies. People aged 15- participation, we applied and obtained financial We hope that this qualitative and quantitative area. Communities with a population less than 100 24 years old represents on average around 13% of support from the European Commission to run research will provide a unique perspective and inhabitants per km² are defined as rural commu- population of the 25 EU Member states4. a two-year project. illustrate the realities that rural youngsters face nities.”7 In July 2006 at an event for youth sponsored by in different regions in Europe. the Finnish EU Presidency, Pierre Mairesse com- According to our common principles and ex- Rural areas cover 90% of the EU’s territory and mented on the importance of this cohort of young pectations for youth and rural areas, we inten- This leaflet aims to convey what we have expe- include approximately 50% of its population8. people in the EU: “Maintaining and further deve- ded to reduce the gap between the discourse rienced and learnt over the course of the project loping dialogue with young people on the Euro- and practice concerning rural young people. “Change the Village, Challenge Yourself!”. If the most distinctive feature for rural areas is a pean agenda has always been a central issue for The ‘Change the Village – Challenge Yourself!’ The motivation of the young participants has lower population density, the notion of rural itself the (European) Commission and for the Member project was set up in February 2005 in order to been a powerful incentive to pursue our goal, has diverse facets pertaining to the kind of social states”5. evaluate the current situation of rural youngsters, according to the motto: SEE, ASSESS, EVALUATE, network and social life existing in the village, the organise exchanges of experience, assess the ex- RECOMMEND and ACT to change your vil- sense of proximity to other inhabitants, the lack of 3 The Charter was revised in 2003. See: Revised Euro- pean Charter on the Participation of Young People in pectations of young people, as well as present re- lage! access to basic services (employment, education Local and Regional Life, Congress of Local and Regional Authorities of Europe, 2003 commendations to relevant political leaders and and cultural opportunities, leisure activities, health, 4 Source: Eurostat Portal, 2005 adopt suitable strategies to “change the villages”. We hope that this report inspires you to get in- etc.). 5 Pierre MAIRESSE (Director of the unit “Youth, sport volved to move the rural youth forward! 7 See OECD, Creating rural indicators for shaping terri- and relations with the citizen unit” in the DG Education torial policies, Paris, 1994 and Culture, European Commission), “Active European The initiative also aims at enhancing a new co- 8 Rural Foundation of Wallonya (Fondation rurale de APPENDICES BIBLIOGRAPHY FINAL 4 CHAPTER 3 CHAPTER 2 CHAPTER 1 CHAPTER Citizenship of young people”, Finnish EU Presidency youth operation between governmental and non-go- 6 Recommendation 1530 (2001) of the Parliamentary As- Wallonie, Belgium), Rural Europe (L’Europe rurale), Feb- event “Young Active Citizenships”, Hyvinkää, 3 July 2006 sembly of the Council of Europe ruary 2006

04 05 Eurostat, 1997Eurostat, employment, agricultural in Changes Antoine, MY, Pierre BARTHELE- Commission, European Source: fishing). and ricultural sector in the EU (agriculture, hunting, forestry ag- the in working people 7.4 million approximately were (Belgium), op.cit. It should be noted that in 1997, there on Source: were farmers. Rural Foundation of Wallony populati- active rural the of 30% around 1960s, the 9 In living from farming their earn not do Union European the throughout Around ofemployment: 90% households rural overall in agriculture of share decreasing The opportunities. developments and leisure infrastructure tunities, oppor- employment from benefit may and ding expan- are areas urban of fringes the at located as are- rural however: observed be can discrepancies and economicallyremain Some weak. structurally It is generally acknowledged that many areas rural development. their influenced and areas rural European transformed deeply have sector services ofimpact globalisation and the explosion of the increasing the as well as population, the of ageing and decline rural subsequent the pollution, lture, agricu- intensive urbanisation, the as such changes natural and social economic, major 1960s, the Since areas rural in Changes people. young different for different very be may fact in similar, appear may which tions, situa- some However, Europe. in people young ral ru- byall encountered characteristics common are Despite some discrepancies, we think that there elements. subjective integrate must rural term the define to attempt any as as, are- rural of understanding common and propriate ap- an develop to easy not is it aconsequence, As 9 . 06 major countries in the world, Paris, 2006 Paris, world, the in countries major the in population urban of part and density Population, Statistics), of Institute National (French INSEE 12 Source: op.cit. Wallonya, of dation Foun- Rural Source: population. active rural the double will States Member new these of integration The areas. rural in active people 9million by and 44% by increased agriculture to devoted EU the of area 11 surface The 2006 EN.PDF, che:ITY_OFFPUB/KS-NK-06-016/EN/KS-NK-06-N16- http://epp.eurostat.ec.europa.eu/ca- Eurostat, Source: people. million 463 over was states Member 25 cluded in- which population Union‘s European the 2005, 10 In identities. own youngsters’ rural about ness aware- agreater and wealth agreat also but come over- to fears multiple and contradictions implies mix this environments: urban and rural of worlds” “two the with confronted are youngsters Rural old which totals 2005 in Union European the in lation the aconsequence, As youngsters. Western of rience expe- the from distinct are which changes nomic eco- and political social, through gone have tries coun- European Central and Eastern and states young rural people from the Baltic Furthermore, significantly EU the of area rural the increased which culture, agri- on based largely economies had States ber Mem- new these of Many EU. the of population people 106 million added States Member new ten the landscape: rural European future the on impact asignificant had has Union ropean Eu- the of 2004 May in enlargement recent The p.6), there are approximately approximately are there p.6), people youngsters between the ages of 15-24 years 15-24 of ages years the between youngsters . 12 . On the basis of previous figures (see (see figures previous of basis the . On 11 . approximately 102 million rural rural 102 million approximately share of the rural popu- 13 million rural rural million 13

10 is 22% to the to the , rural youth organisations and the wide range of of range wide the and organisations youth rural within membership of scope broad the of Because consideration. special needs youth Rural different? youth rural makes What p.19-20 2002, October Europe, in people young of situation social –The mosaic youth European the Exploring Siyka, VA, KOVACHE- Lynne, CHISHOLM, Europe, of 13 Council in life local on impact important an has still Church (the organisations religious associations, other ties, partners local other with collaboration the from results youth rural that is element important Another ticipation. par- youth rural enhancing lever apowerful tutes consti- initiative an -such etc. economy rural local of needs the for awareness creating on protection, environmental on –whether community their of benefit the for aproject develop to start people young if However, needs. and ideas their ticulate ar- to people young for difficult sometimes thus is It elsewhere. than community a small in intense more are pressures social good, be to considered generally is life of quality and areas, rural in spread wide- generally is community of sense the While aspects. negative and positive mings, as it includes various interdependencies, shortco- “ the Firstly situation their of picture relevant and ageneral give to was aim our organisations: our in youngsters rural most of involvement of period the to corresponding life of period agiven cover to term this We use old. 13 years from 30 to people young included has ject pro- the youth”, “rural term bythe covered ages 13 . village social system” is very complex very is system” social village , such as the local authori- local the as , such participation of of participation , 07 is changing. constantly which participation youth rural in of trends major the ascertain to needed was Europe in youth rural on focusing basis acomparative with study broader onal or European level on the topic, we felt that a nati- at published reports of focus limited or tions Conscious of the sometimes pigeon-hole descrip- Europe. across politics and society in youngsters of participation the of situation the and needs the life, the environment, the analyse to wanted Europe Youth Rural and Europe MIJARC anticipated outcomes General methodology and involved the community. become to way aconcrete provide organisations other of involvement the and community whole the of benefit the for aproject of existence The people. byyoung participation the of recognition in results collaboration this etc., villages)

APPENDICES BIBLIOGRAPHY FINAL CHAPTER 4 CHAPTER 3 CHAPTER 2 CHAPTER 1 PROJECT Values and general needs general and Values Leisure opportunities Employment Formal and non-formal education youth rural of Needs ‘village’ the of system social The agriculture of role The region their within youths of Identification The environment their and youth Rural themes: following the included project the Thus, EU). the of enlargement the (notably countries these in occurred recently have developments numerous since countries European Central and Eastern in research on put was phasis em- Aspecial boundaries. Union’s European the beyond even youngsters reach to aimed study The ched a study in ched astudy Europe andRYEuropeMIJARC laun- In order toanswerthisquestion, on inEurope? youthparticipati- What isrural the study Communication on theoutcomesof and reports. ofaproject3. Elaboration booklet areas. people livinginrural improve thesituationofyoung thatcould on thepractices Exchange bythequestionnaires. raised 2. Discussiononthemainpoints cipation ofparti- forms identify thedifferent areas and young peoplelivinginrural order toappreciate thesituation of 1. Collection ofquantitativedatain three mainsteps THE STUDY : Translate thequestionnaire young people living in rural young peoplelivinginrural Report andcommunicate Report in eachEuropean language based ontheaimsof on theoutcomes ofthe online andreach directly Design aquestionnaire Put thequestionnairesPut results andreflection Discuss quantitative Gather andanalyse questionaires answers An online survey study the of outcomes the of Analysis perience politics The role of and politics how young people ex- youth? propriate answer to of the rural expectations ap- an participation for options existing the Are areas rural in oneself express to Options politics and society in participation Youth areas? rural for policy youth A specific work? youth rural in methods/approaches New and other associations schools organisations, youth of role The level alocal on Activities areas rural in work Youth study areas study was first made available on the on available made first was nevesFocus Interviews groups 80 10 20 30 40 50 60 70 0 STUDY Meetings, seminars

MIJARC Europe and Rural Youth Europe or- Europe Youth Rural and Europe MIJARC and development. rural participation youth rural on focused which rope) pean Youth Centre of Budapest (Council of Eu- Euro- the in 2006 March in held session Study ble Dou- the is event ayouth of example A notable issues: rural to related themes of aware them making of goal the with people rural young ther toge- brought which seminars European including meetings and events youth Different 2006). spring-summer 2005; (summer-autumn phases two in areas rural in living backgrounds from countrieswith youngsters different and Several rounds of interviews tions. organisa- member the through 2006 February and in written versions from February 2005 to ( website project Europeans‘ opinion order toreach young into thenetworkin andspread nal partners withnatio- cooperation in tionnaire elaborated ques- On-line translated fears? are theirhopesand What in localprojects? How dothey participate rural areasinEurope? young peoplelivingin What isthesituationof THE SURVEY eray-Dcme 05June2005 -March 2006 -December2005 February www.change-the-village.org The project partners have been encouraged to exchange bi- an multilaterally in bi-anmultilaterally toexchange have beenencouraged The project partners order tosustaintherelations andtomaintainpersonalcontacts were also made visits... workshops, interviews, groups, exhibitions, focus rent thematics,with and meetingsondiffe- inseminars Participation we developtogether? experiences? Whatcould and to sharepractices living inruralareas?How inclusion ofyoung people initiatives thatfavour the Whatarethe the survey? What arethemessagesof PRACTICES OF EXCHANGE Through thewebsiteandupdatedreports were held, held, were THE PROCESS And duringthewholeprocess... NETWORKING &... NETWORKING ... SHARING ) 09 European level with policymakersat a „round tabledebate“ including A conference European level? mend onatlocaland What shallwerecom- and duringseminars? pressed inthesurvey out oftheopinionex- What canweconclude RECOMMENDATIONS ELABORATION OF makers. pants, as well as shaping messages for decision partici- and organisers between communication ensured and events significant were seminars The Highlights pilation of practices. best acom- includes and achievements project‘s the outlines booklet 2007, this January in Published booklet. ces collecting begin to decided was it a Session, Study Double the of aftermath the In 2006). (autumn seminar Autumn an as well as 2006) (summer a rally coordinated European RYEurope 2005), (summer Austria ganised summer seminars held in Bourges and ac pi 06October2006 2007 February 2006 March -April from across Europe to include in the project project the in include to Europe across from prepare thefollow-up booklet, meetingsto ofa ject, elaboration intotheproinvolved who havebeenactively Seminars withpeople be thefollowing steps? mendations? Whatcan to answertherecom- moted andimplemented shouldbepro- activities the outcomes?What Which disseminationof STRATEGY DEFINITION OFA DISSEMINATION good -

practi-

APPENDICES BIBLIOGRAPHY FINAL CHAPTER 4 CHAPTER 3 CHAPTER 2 CHAPTER 1 PROJECT In particular, the talk show debate during the 1491 answers were recorded from 27 different Around 30% of the participants lived in rural Double Study Session (March-April 2006, Euro- countries throughout Europe15. areas counting between 500 and 2500 people

pean Youth Centre, Budapest) brought together (about one third of the answers); another 30% of PROJECT seventy rural youth participants and a large pa- The answers have been ordered according to respondents lived in communities with populati- nel of political leaders and experts who debated five geographical areas: ons over 500018. with the young audience on the two following questions: 1. Anglo-Saxon countries According to the results obtained, the partici-

- “How to stop the brain drain in rural areas?” Great-Britain, Ireland, Iceland; pants in the survey – who were mostly mem- CHAPTER 1 - “How can rural young people best partici- bers of the rural youth organisations involved in pate in decision-making processes?” 2. Central Europe the project - were students or young professi- Germany, France, Belgium, Netherlands; onals19. This booklet represents the views of both Online survey on rural youth MIJARC Europe and Rural Youth Europe and CHAPTER 2 participation 3. Eastern European countries As to be expected, the largest number of re- conveys the opinions and testimonies gathered The questionnaire14 was part of this study and Czech Republic, Hungary, Poland, Slovenia, Latvia, spondents (48%) were from the ‘student’ ca- from the young people who participated in the its results will be used to convey useful informa- Lithuania and Estonia (Baltic countries), Russia, Uk- tegory. Following students in popularity at 30% project‘s seminars and interviews21. tion and recommendations to decision makers raine, Bulgaria, Albania, Belarus, Yugoslavia; were respondents who identified themselves as and organisations. The questionnaire was com- ‘employees’ (productive and services sector). Therefore the booklet first reviews our metho- CHAPTER 3 pleted by European youth between the ages of 4. Northern European countries 10% of respondents selected the option ‚others’ dology. The first chapter focuses on participation 13 and 30 years old, who live (or come from) Norway, Sweden, Finland, Denmark; and 3% of respondents identified themselves as in rural areas in a broad sense, and notably de- rural areas. not-employed20. Finally, 6% of respondents iden- fines keys notions and provides important data In answering the questions, rural youngsters were 5. Southern European countries tified themselves as farmers. concerning our target group of rural youth. The CHAPTER 4 given an important opportunity to be heard at Spain, , Portugal, Greece. second chapter is devoted to the topic of both national and European level and to have This booklet on “Change the Village, Challenge education. Chapter three addresses employ-

their needs and hopes addressed. The outcomes The major share of the youngsters who respon- Yourself!” is an overview of the project‘s outco- ment issues; chapter four examines the theme FINAL will greatly contribute to changing the village! ded to the survey were under 25 years old (72% mes. It aims to provide information about cur- of leisure time. Finally, chapter five outlines the of the participants)16. rent needs and expectations of the European main findings as well as future perspectives and The profile and main characteristics of the ru- rural youth while highlighting where rural youth the follow up of the project. ral participants involved were drawn from the The majority - 65% - of the respondents were organisations, decision makers and youngsters The Annexes deserve particular attention, survey’s results. women17. themselves can efficiently intervene. since they include the text of the Recommen- 15 Six countries had the highest levels of participation: 18 One third of the participants lived in villages with po- dation 1530 and several graphs describing the BIBLIOGRAPHY Germany (24,68 %); United-Kingdom (18,78%); France pulations under 500 : see graph in appendices. data from the survey. (17,37%) ; Finland (15%); and both Denmark and Latvia 19 See appendices for graph on professional activity and a with 5,77 % of the answers. Unfortunately, the number of further focus on geographical and gender data. respondents included in the survey was too small in some 20 The category of “Others” can relate to several situa- 21 However, participation in this project was not limi- countries to allow for comparisons at the national level. tions or status ranging from pupils, public service-related ted to members of the organisations mentioned above: 16 See related graph appendices. jobs, children or elderly people care, people helping at “Change the Village, Challenge Yourself!” set up links with APPENDICES 14 See Appendices for the of the original questionnaire 17 Concerning gender sharing in the answers to the sur- farming, young graduates looking for a job or taking a other European and national associations involved in ru- (English version)S. vey, see graph in appendices. professional training. ral matters.

10 11 coherence. accountability, and participation, effectiveness openness, are approach new this of principles basic five The 22 ropean Union Eu- the within action public to approach anew of principles basic the of part is and level, European at addressed been has participation of concept The ‘participation’. is what of definition appropriate and understanding, they do not constitute a complete to a better contribute However, elements these if level. local at replicated be therefore can model structures must strive to integrate all state of space, them. social the This within people other with tion interac- through arise -that youth to restricted not – needs to refer concepts important these of all As and Knowledge. Ability Motivation; Resources and Access; Structures; mocratic society: ade- in decision-making in participation for ditions precon- the are which ‚tools‘ main four are There tion? by participa- wemean do what But ticipation. par- youth enhancing to contribute all inclusion and Therefore education, mobility, but also exchanges areas. rural and urban both in however neral, ge- in enhanced be to needs society in Participation problems. specific face to continue and vantaged disad- are areas rural in living people young that and footing equal an on participate cannot everyone ming concentrated in it urban that appears areas, beco- increasingly are kinds all of resources While YOUTH PARTICIPATION RURAL EUROPEAN ABOUT 1 Chapter 22 . 12 24 Ibid, p.7-8 24 Ibid, p.7 youth, European for impetus Anew Youth, on Paper White Source: them. concern which decisions the in ved invol- to be of Europe people the to enable process king decision-ma- EU the up opening as well as deployed, are powers various the way the affect which practices and ms mechanis- rules, the all to refers ‚governance‘ term The 23 communities” their of life the general, in and, them concern which decisions the in involved more and consulted are Participation ofbers organisations.” mem- not are who people young for structures existing to access greater providing and difficulties greatest the have who those for easier it making means which exception, without encouraged, be must Participation the decision-making process. in people young include to has It polls. opinion to not certainly and consultation asingle to limited be cannot involvement (…). this Moreover, international to local from levels, various at expression for room given be must participate to will (...) This citizens. responsible as themselves see consulted were who people young “The youth) European for impetus (A new Youth on paper White „empowered“. become to people young rural help to for need the about awareness raise the European Union on this topic have helped to European governance is “ priorities four strategic the of one process, consultation abroad following Paper “ White Commission‘s European the to According A new impetus for European Youth European for impetus A new is 24 . a process ” 23 . The official publications of of publications official . The to “ensure young people people young “ensure to to promote new forms of of forms new promote to ” adopted ” adopted pular idyllic image, particularly for young people. young for particularly image, idyllic pular po- the to up lives rarely is general in life Country in rural areas Understanding young people living to see promoted in rural areas. rural in promoted see to like would participants young the that cipation parti- of means the to drawn attention special cept of participation will be considered, and con- the to related outcomes the survey the in participants the of profile the assessing After our environment! change positively and We to move things want project. our for title and amotto as village!” the “Change sentence the used we why plains ex- This environment. our within byacting heard ideas and voice our make to means Participation to grasp. difficult is initiatives these of dimension European the people, young rural For projects. on-based participati- of development the and work their system which does not facilitate recognition for social aspecific in live areas rural in Young people preference. sexual their of because instance for pressures, cial so- from suffer can and age same the of people other from isolated often feel they addition, In society.multicultural health care, careers and the many of benefits a access to education, transport, leisure facilities, cio-economic disadvantages: most of them lack so- and geographic face may people young Rural 13 10 20 30 40 50 organisations was valuable and stimulating. stimulating. and valuable was organisations Young people felt that being involved in youth organisation. their within vel of responsibility taken on by the youngsters tole- and the origin to national linked be mostly discrepanciesficant in the which answers, can signi- out pointed and survey the of results the on commented seminars the in participants The tivities. ac- their -to aweek 9hours 6to -from time participants in the survey devote considerable 15% the of activity. agiven to themselves devote beyond this time commitment, the youngsters general: in commitment for point” a“turning be to appears hours/week six of Acommitment ties. activi- these to 6hours 3to devote respondents the of 25% around while organisation, an to ked lin- activities in aweek 3hours 1to from spend More than 40% of the participants in the survey in organisations people young rural of Participation 0 One to3 hours tive activities(perweek) Time devoted toassocia- 3 to6 hours 6 to9 hours More than 9 hours Answer No

APPENDICES BIBLIOGRAPHY FINAL CHAPTER 4 CHAPTER 3 CHAPTER 2 CHAPTER 1 PROJECT Major problems and needs Recommendations Why do young rural people belong Measures to foster the participation a) What can rural organisations do? to a club or an organisation? of rural youngsters Self motivation Respondents listed three main reasons for joi- Which of the following measures % of Youngsters should be motivated to achieve so- Rural youth organisations play a crucial role of people ning organisations: the desire to learn new things should be taken to make it easier mething positive in their community; ‘awareness raising’ in the promotion of participa- (33%), to meet people (30%) and to be useful for young people to participate in tion among young people. (more than 10%). society? Involvement One could therefore argue that recognising These responses are evenly distributed across all Carry out specific information cam- 15 This notion relates to the will to get involved in youth organisations which have considerable ex- CHAPTER 1 the geographical areas included in the survey. This paigns for young people leisure activities instead of “staying at home”, ac- perience representing young people as the voice testifies to a will to socialize, to gain new know- Set up more clubs/associations for 16.2 cording to comments from some youngsters; of young people is a way to ensure their opinion ledge and to the open-mindedness about the young people and propositions are heard. “Other” in general. Increase transport opportunities for 15.7 Information CHAPTER 2CHAPTER PROJECT young people Young people should be better informed about the As a consequence, young people living in rural Reduce voting age 2.5 range of opportunities from which they can benefit; settings should be fully aware of the opportuni- ‘The key word for participation is “idea”: Introduce (or develop) in schools 11. 6 ties offered by rural organisations. Participation is an area where young people are able an educational programme about Cooperation and lobbying For instance, participation could be improved by to identify their problems and find solutions. Briefly citizenship Youngsters need to make their voice heard at setting up many more rural youth clubs. Youth CHAPTER 3 said, that means having new ideas for a better life’. Consult young people before any public 18.2 all levels, with different actors within society, and organisations should fight to obtain more facili- Aline F., MRJC (Mouvement Rural de la Jeunesse Chrétienne), decision is taken which directly concerns notably by decisions makers, to communicate ties within rural areas; they should also organise France them about their own sustainable projects; open evenings focused on activities, in order to Set up (or develop) programmes to 16.2 support the youngsters’ involvement in their encourage voluntary work Organisations community. Other 1.3 Rural and other Non Governmental Organisa- None of these 0.8

tions (NGO ) can play an important role as re- In order to enhance participation in rural areas, FINAL No opinion 2.5 gards participation; rural youth organisations should ensure a proper balance between formal and non-formal educa- Responsibility tion. For example, young people should be bet- The need for increased consultation of young Young people have to become aware that they ter informed by those organisations about the people before any public decision is taken, to set can organise constructive initiatives, just like many wide-range of possibilities which are offered to up more clubs/associations for them, to carry out of their parents and actors in civil society; them in general. Rural youth organisations should BIBLIOGRAPHY 4 CHAPTER specific information campaigns for young people open information and education centres in or- (15%) and to benefit from programmes encoura- Professional experience der to improve the management skills of group ging voluntary work were specifically emphasised. Young people need to gain adequate skills and leaders. knowledge in order to better master the me- APPENDICES thods of participation.

14 15 be consulted but also to raise new questions and and questions new raise to also but consulted be take in part the decisions, not only be asked or tion, itthat is they important can more actively ac- political of levels all at and society in people young of participation the facilitate to order In field. youth rural the in work as aactivities whole and encourage voluntary youth rural support fully should leaders Political issues. local on or youth to relevant issue an heard, even when political debate is focused on being not just are youngsters time, the of Most b) life”. community in involved becoming to step first agreat It’s activities. Landjugends in involved been first were politicians many that known vities, to take on more and more responsibility. It is helped me, like all youngsters involved in such acti- It together. things doing by better other each know to get can you where life acommunity creates “It citizens: active be to learning were youngsters where aplace were organisations youth rural that fact the about Martin G., from Austrian Rural Youth, talked changes. these make to required are support practical and will litical po- Clearly, citizenship. of facets all of knowledge their deepen to order in systems education and schooling develop organisations youth the Furthermore, young participants suggested that What can we expect from political leaders? leaders? political from expect we can What 16 support. and means financial less with people young other and them drive to time sufficient and acar have parents whose youngsters between gap social problems in widen fact the These infrastructure constraints. transport to due time leisure their of much use and towns) or places other in cated lo- (often organisations with work their for lages vil- to other have to travel often people young rural Indeed, participation. their and life daily people’s young rural facilitate greatly would areas spect, a better public transport system in rural blems also have social implications. In that re- It goes without saying pro- that infrastructure areas. various youth within villages activities and rural host them help to support financial them grant and attention significant them give should makers decision activities, up set to order in needs cial finan- and material their about information with makers decision with meet people young rural If bodies. political in involved fully also but consulted are youngsters where levels) town or local and departmental nal, (regio- levels political three at operating councils on can be promoted through of a system youth participati- youth favouring initiatives France, in sues before any decision is taken. For example, is- all on consulted be to them for important most was it that felt participants the particular, In themselves. decisions to make try, economic sector, or field for another usually for for usually another for field or sector, economic try, coun- one from people professional or of educated The non? howBut to describe the b period. agiven for least at countryside, young people are or will be leaving the rural the of share asignificant that denied European countries. Indeed, it cannot be many in areas rural affecting problem jor ama- is drain brain the that observe tivities ac- project the in participants young Most c) c) organisations and in particular, at a political level, level, apolitical at particular, in and organisations youth the of coherence the increase to order In leisure time. leisure time. as well as education, employment and participation, of levels the impacts also drain” “brain the so-called Furthermore, countryside. the in youngsters bycertain experienced circle” “isolation the king inand order activities, to contribute to brea- actions their join to relatives and friends their rage young people should rural encou- Furthermore, recognition. social broader towards step first the is this involvement: their for nition recog- greater them give and work, youth with They should also encourage volunteers to assist funding. useful and support, broad secure to order in levels national and regional, local, at tions ac- lobbying in engage also should youngsters rural What can young people do? brain drain can be defined rain drain as “ the departure phenome- To spend my life in To life spendmy (working/studying) a placewithmore (for a few years) afew (for For education 17 For whichreasons would you leave your Living the most highly developed countries”. countries”. developed highly most the of favour in flow aone-way by characterised countries as: “An abnormal phenomena form of drain scientific brain the exchange defines between Nations, United the and Cultural Organisation), an dependent institution of Scientific Educational, Nations (United UNESCO The uery=brain%20drain. com/dictionary?book=Dictionary&va=brain%20drain&q http://www.britannica. Britannica: Encyclopaedia See 25 travel to desire the 24%); (around portunities op- job more with aplace in life one’s spend to fore coming back to the countryside); the desire be- years afew for leaving instance -for (25% education are: mentioned reasons main The question). the answer not did 20% proximately (ap- not could 28% around while area, rural their leaving imagine could participants the of 50% approximately countryside”, the leave to “will they whether about question the to Responding villages. their leave to them lead could which youngsters bythe given reasons the depth in analyse to important is It conditions living or pay better  rural area/village?     ” 25  .     

APPENDICES BIBLIOGRAPHY FINAL CHAPTER 4 CHAPTER 3 CHAPTER 2 CHAPTER 1 PROJECT due to lower membership numbers. membership lower to due affect rural clubs’ membership at given periods may trend drain’ ‘brain the aconsequence, As fashionable”. “not as appears countryside the in living image: of aproblem to extent agreat to relates particular, in activities agriculture-related and life, rural ciate ment explaining why do not youngsters appre- It should also be noted that one important ele- towns. in life personal and social their build to able were schoolmates and friends their of many Furthermore, some youngsters mentioned that ployment reasons. em- and education for towns to areas rural from indicatedMost participants they would move opportunities. leisure more senting pre- aplace in life their spend to like would they Finally, around 8% of the participants indicated participants). the of (20% studying) or (working years afew for abroad live to desire the ayear); to months few a from ranging time of period a -for 23% (around 18 In the two rounds of interviews, interviews, of rounds two the In villages and contribute to local development. tiatives to enable young people to in stay their number of good to practices promote local ini- a have developed organisations However, youth in the following chapters. address will we topics major the all across cuts that issue an is constitutes drain’ ‘brain The ters. youngs- the to according areas, rural in isolated feel often can people rural addition, In dernity. mo- accept to areluctance to leads sometimes which life, of way atraditional on focus the and experiences innovative and experimentation mits pects” of community life: social pressure that li- several also “negative stressed Participants as- valued. and recognised less and less are mers Furthermore, many young people feel that far- etc.) clubs, social to dance, places to improve social life in villages (such as libraries, made been has investment no and society namic ady- into areas rural include to order in exists Participants regret that no concrete strategy life. social their of aspects most for and activity professional their for towns to day every commuting while areas rural in settle who people urban effect: mitory” “dor- the criticised strongly participants Similarly, cohesion. social of notion the and characteristics phenomena’s drain brain the between alink drew who interviewees, young bythe out pointed were similar realities

Ireland Northern Ulster, of Clubs Farmers’ Young M., Leanne land”. the for systems gation irri- operation into putting and animals farm buying towards going be will raised sum the and sheets, We quiz are raising selling money fireside through the charity. supporting are particular in area our in and Ireland and many Project, Action in organisations Northern Zomba the called is it Africa: North in project rity inture We poorer countries. on are a working cha- agricul- improve to trying are we moment, that “In For most local groups, the facilities operated by by operated facilities the groups, local most For able for young people. valu- is objectives these achieving and objectives out setting aproject, developing of process The mobilised rural youngsters: mobilised rural have scope international an with projects Other villages! our in difference areal make can people young necessary, is activity youth a that citizens and actors all by convincing So, initiative. any of up setting the in crucial is authorities local and organisations other with partnership the Furthermore, empowered. thus are people young achieve; to want they what where young people can decide for themselves spaces only the are organisations youth rural

19 and groups). churches (local partners with cooperation close in work to and cultures other with areas rural foreign other of aware become to villages, their of shaping the in involved get and cooperate to them motivate to area, rural their about spectives per- future youngsters’ the develop to velopment, de- sustainable on opportunities training offer to were project” Land “Neu the of objectives The the were projects best then rewarded. process, this Following land. of apiece on activities sustainable up setting and byshaping actions into areas rural of vision their translate to opportunity the had youngsters development”, rural stainable asu- of actors are “We motto the to According villages. their shape to youngsters set up an action-oriented campaign to was to objective enable project the (KLJB), deutschlands the organisation Katholische Landjugendbewegung within held debate atheoretical of basis the On AIM / OBJECTIVES PLACE/COUNTRY: 2005. to 2001 from Implemented STATE IMPLEMENTATION: OF CURRENT LEVEL OF IMPLEMENTATION: GERMANY BAUT ... GE- WIRD -HIER PROJECT LAND NEU PRACTICE: BEST Germany. National.

APPENDICES BIBLIOGRAPHY FINAL CHAPTER 4 CHAPTER 3 CHAPTER 2 CHAPTER 1 PROJECT ment/ Documentation by each group (photos, (photos, group byeach Documentation ment/ Achieve- groups/ local in cooperation in Work Design of the projects for each piece of land / PROJECT THE OF STEPS society! our in change jor ama- achieve to required is youngsters and areas rural towards approach the in shift areal Thus, achievements. concrete limited in result can ple peo- young of involvement the missing, is port Experience shows that when appropriate sup- acute. particularly becoming is staying” or ving “lea- of question The life. own her or his shapes ayoungster when options of variety the extend opportunities economic broader and portunities op- employment possible of plurality the mobility, growing The Europe. in regions between vary ly features, valuesCultural and ways of living usual- past. the in experienced parents their that those from realities different radically with fronted con- are areas rural in live who Young people &NEEDS PROBLEMS CONTEXT, 20 Email: [email protected] -Rhöndorf Honnef Bad D-53604 23 Drachenfelsstrasse Address: e.V. (KLJB) DEUTSCHLANDS GUNG LANDJUGENDBEWE- KATHOLISCHE Organisation: CONTACT resentatives. rep- KLJB groups, local KLJB of Young members PEOPLE INVOLVED Dioceses and political bishoprics, leaders. PARTNERS each group). for land of apiece byproviding (notably leaders political partners, from support national and cal lo- for need the of conscious became Youngsters tive. posi- very was groups local from feedback the and objectives the beyond well went results The etc.. places, meeting labyrinths, corn fields, garden, up set and 50) aim: (original participated groups 130 than more successful: very was project The OUTCOMES groups. local KLJB bythe led activities main the to related were actions local and initiatives The articles). press and reports COUNTRYSIDE GAY THE ON Europe ... Northern An example of social inclusion from travelling to many of our regions and performing a a performing and regions our of many to travelling atheatre We had classes. school visited clubs local our from Representatives etc. letters membership, rallies, meetings, as such project, the plementing im- for arenas existing the We used 2003. cember De- in ended and 2002 July started project The OF THE PROJECT STEPS many members. reach to managed we project, the of value the of regions organisation’s the in leaders recognised the convincing By styles. life homosexual comed wel- places all not and cities, bigger the than tive conserva- more is countryside the because easy, not was homosexuality about aproject Initiating CONTEXT, PROBLEMS & NEEDS countryside”. the in fun ving “ha- son; achildren’s of title the like sounds almost planation: “Gay in the countryside” in Norwegian ex- some needs project the of name The friends. and family their members, organisation’s the ach tion initiated the project, and we wanted to re- Organisa- Youth Rural Norwegian The Norway. it easier to be homosexual in the countryside in make to was project this of purpose main The AIM / OBJECTIVES state: Current LEVEL OF IMPLEMENTATION NORWAY Finished in December 2003. December in Finished : National. 21 ORGANISATION (NBU) (Norges Bygdeungdomslag) YOUTH RURAL NORWEGIAN Organisation: [email protected] Email: Norway 0135 Oslo, Grønland 9377 PB NBU Address: general Secretary BJØRNSTAD, Guro Name: CONTACT PERSON MONNES. Tone consultant information manager: SI- Project SØYLAND. Kristin time: the at (NBU) sation Organi- Youth Rural Norwegian the of President PEOPLE INVOLVED Norway. in Affairs Family and Children of Ministry bythe financed was which project, this in company relations apublic with We cooperated PARTNERS organisation. our within our feeling is that it is more acceptable to be gay and often, that homosexuality about jokes hear We not do homosexuality. about feel members our how on impact an had has project this that believe we measure, to difficult are they Though OUTCOMES play about homosexuality. All the time we had con- had we time the All tact with media, and was positive. back on the project project the on back ofmost the feed-

APPENDICES BIBLIOGRAPHY FINAL CHAPTER 4 CHAPTER 3 CHAPTER 2 CHAPTER 1 PROJECT Chapter 2 REVITALIZING RURAL AREAS WITH FORMAL & NON-FORMAL EDUCATION

In the previous chapter, we have seen the role can be acquired in different environments and The lack of meeting places for vide the necessary knowledge to deal with the that the rural youth organisations play in both through activities. non-formal education technical and bureaucratic aspects of an appli-

formal and non-formal education. It is widely acknowledged that the basic objec- In the villages, young people usually lack meeting cation. PROJECT tives of a learning process include active citizen- places where they can meet and organise their But how can we better define the concepts of ship, personal development and social inclusion, activities as well as an easy access to them (due In the field of formal education, three main formal and non-formal education? as well as employment-related aspects29. In the to time restrictions and rooms allocated to other needs emerge: perspective of lifelong learning, a complemen- associations for example).

Formal learning “takes place in education and trai- tarity between formal, non-formal and informal Young people spoke about the lack of basic School-related difficulties CHAPTER 1 ning institutions and leads to recognised diplomas education seems necessary30. equipment and access to Internet, such as librari- The class sizes is as well an important issue, on and qualifications”26, whereas non-formal learning es, and access to new consumer technologies. which participating young people had contras- can be defined as a “structured process that gives The notion of lifelong learning refers to “all lear- Since young people find it difficult to travel to ting views. In rural areas, it is common for dif- young people the possibility to develop their values, ning activity undertaken throughout life, with the places where educational or leisure activities take ferent levels to share the same class. It is also CHAPTER 2 skills and abilities other than the ones developed aim of improving knowledge, skills and abilities wi- place, transport-related problems can constitute possible that the same pupils stay five years with under the framework of formal education”27. thin a personal, civic, social and/or employment-re- an important barrier for them. the same teacher. For some young participants, lated perspective”. In that respect, financial support is crucial, as fi- it is essential that pupils have the opportunity These abilities can include social skills such as European Commission, nancial resources are important to ensure that to experience different learning methods du- Communication: ‘Making a European Area of Lifelong know-how in different fields, sense of social Learning a Reality’, November 200131 activities can take place, but organisation of ring their school years. For people holding these CHAPTER 3 behaviour, critical thinking and an open attitude transportation is also very important, particular- views, staying in the same class with the same towards learning as well as leadership and or- ly at local Ievel. teacher would not allow for a ‚good education‘. ganisational skills, conflict management, practical On the contrary, some surveys led in different problem-solving skills, team work, a sense of in- Major problems and needs The lack of leaders EU countries showed that the “single-classroom” CHAPTER 4 itiative, self-confidence, discipline and responsi- In the field of non-formal education, the major Young people seem to lack motivated and com- teaching stimulates the development of coopera- bility28. needs can fall under three main themes. mitted youth leaders, willing to take on the re- tion between pupils and enables their teachers to

sponsibility of organising activities for youngsters experience new educational methods. Learning FINAL Within the European Union, the emphasis had The recognition of non-formal education in rural areas. Indeed, many leaders do not have in such a clasroom can contribute to create a been primarily on formal education, notably at According to the youngsters, non-formal educa- enough as they are busy with school, their studies cheerful and supportive atmosphere, and young political level and through the education systems. tional activities, in particular those linked to youth or their professional activities and would conse- people usually enjoy being mixed with pupils of There is now a great diversity of learning places; issues, should be as widely recognised as formal quently need time “off” to take part in training different ages and levels. education. every day life demands many abilities which sessions for young leaders, etc. Another essential issue is at stake: how to take 26 European Commission, A Memorandum on Lifelong into account the ‘rural’ environment, learn about BIBLIOGRAPHY Learning, November 2000, p.8 29 European Commission, Communication „Making a Eu- General information about how to apply for it and put this knowledge into practice? In that 27 According to the ’s definition. ropean Area of Lifelong Learning a Reality“, November In MADSEN, Peter Torp, “Reforming the concept of edu- 2001, p.3 grants should be extended at all levels and into respect, schools could be more active in getting cation through the recognition of non-formal education”, 30 European Commission, A Memorandum on Lifelong the field of non-formal education, according to rural youth more involved in their local environ- Coyote, No. 11, May 2006, (partnership “Training-Youth” Learning, op.cit., p.9 Council of Europe & European Commission), pp.23-25. 31 European Commission, Communication « Making a the participating youngsters. This is necessary to ment. APPENDICES 28 Most skills described pertain to the European Youth European Area of Lifelong Learning a Reality », op.cit., raise awareness among youngsters and to pro- Forum’s definition. p.9

22 23 The need for appropriate opening hours of Recommendations cial attention should be paid to living conditions and national levels. In particular, administrative schools, high school libraries and the Internet ac- a) Rural youth organisations have a major role and the loneliness of rural youngsters who have grants should be allocated by political leaders for

cess in classrooms for example, was mentioned to play in formal and non-formal education: migrated to towns for their studies, as well as for the management of NGOs and the setting up PROJECT as an issue for young people and also for the local those who intend to move back to their home of projects. population. Non-formal education - Closer cooperation areas. Local authorities should ensure longer opening This can be linked to the “brain drain” phenome- and joint lobbying should be developed between times for schools and extend the use of commu- na: How can well-educated teachers be encoura- youth organisations regarding information sharing In order to increase the recognition of non-for- nity buildings and facilities to NGOs, notably rural ged to come back to rural areas after completing but also the lack of meeting places for non-formal mal education, national governments and institu- youth organisations. CHAPTER 1 their education in bigger towns? education activities. Furthermore, special training tions should work towards a greater involvement sessions on fundraising (e.g. types of grants and of rural young people and consult the organisa- In order to resolve the problem of a lack of lea- Access to university education sponsors) could be organised. tions active in this field as partners that cannot be ders, a credit system should be promoted and First, young people living in rural areas need In order to maintain the leaders’ involvement ignored, when policy-making processes regarding set up in order to promote voluntary work. CHAPTER 2 broader and facilitated access to higher educa- in the long run, training opportunities for youth youth-related policies, but also all issues of con- For instance, more periods of time off (in school tion opportunities and knowledge provided by leaders should be organised and financially sup- cern for youth are debated (such as employment, programmes) should be dedicated for youth acti- universities. Subsequently, young people require ported. social issues, etc.). vities led by youngsters. In that regard, a “credits” support and practical advice about settlement Furthermore, a ‘Handbook for young leaders’ Furthermore, political leaders could provide a system at university or in schools could reward in rural settings when they return home, after would be of the utmost importance in order to forum where policies should be discussed by all the involvement of youngsters in the life of their CHAPTER 3 graduating. enable rural young people to gain basic know- citizens and implemented where appropriate. communities. ledge about their respective duties within their Career counselling: young people need more organisation. For instance, the handbook should b) Decision-makers are also fundamental ac- In order to increase the recognition of non-for- information and expertise provided by people adopt a practical approach to the functions of tors in the field of education: mal education, national governments and institu- CHAPTER 4 working in different vocational fields. association boards, describing the roles of vari- tions should act towards a greater involvement ous positions: the chair, the treasurers, the public Non-formal education - Political leaders should of rural young people and consult the organisa-

“Non formal education is a great way to educate relations responsibilities, etc. address the lack of meeting rooms for rural tions active in this field as partners that cannot be FINAL people differently. It’s a global approach to educa- More public campaigns raising awareness of ru- young people. ignored, when policy-making processes regarding tion: we don’t only deal with people‘s knowledge but ral young people should be promoted by rural The participants emphasised that youth initiatives youth-related policies, but also all issues of con- also with emotions and skills. (...) It’s good to pass youth organisations on the recognition of non- and meetings should be supported by the nati- cern for youth are debated (such as employment, the baton from a generation to a new generation. formal education to promote a positive image of onal governments, but also local councils, busi- social issues, etc.). The responsibility is shared in a progressive way.” non-formal education and importance to young nesses and sponsors. Furthermore, political leaders could provide a Mikala Hoj L., Youth leader in 4H Clubs, Denmark people. forum where policies should be discussed by all BIBLIOGRAPHY Political authorities should provide rural young citizens and implemented where appropriate. Formal education - Youth organisations should people and rural organisations with proper finan- provide help or assistance for rural young people cial and material means on a multi-annual basis to Formal education, In order to improve the ed- in a learning situation as a whole, according to reach their objectives. ucation provided in schools, life-long training APPENDICES the youngsters participating in the project. Spe- Youth networks should be financed at European should be provided to teachers in order to ensu-

24 25 (especially activities led by youth organisations). organisations). byyouth led activities (especially work youth of importance the about awareness raise to and them convince to arguments riate approp- with makers decision the lobby should youngsters places, meeting of lack the Regarding following: the do can youngsters Rural on? c) recognised and valued. diplomas their have to areas rural to returning home as well as a specific assistance for those from away far study who students for provided be should scholarships university, attend can who students rural of number the increase to order In instance). for farms to visits (through region the of reality rural the to schools opening as well as areas, rural in that make youngsters aware of the possibilities cision makers should plan school programmes de- examples, “city-oriented” rather use usually programmes study and schooling most that Given example). for works net- school in openings (jobs places different between teaching their share could teachers onal additi- example, For costs. save to order in up set be should schools village between cooperation agreater leaders, political of support the With educational methods. are upand teachers to ensure date newest with staff teaching amongst education of levels high re What can we expect from youth participati- youth from expect we can What 26 Ireland Northern Ulster, of Clubs Farmers’ Young M., Leanne do officers tions rela- public and treasurers secretaries, leaders, club They also training evenings run for work which the Ireland. Northern in issue big avery is which tection, “ issues: specific on leaders for ning trai- on focus to strive organisations local Some daily activities. their in organisations youth rural and leaders cal politi- to made they suggestions the all account into take also should people young rural turn, In education. non-formal of field the in involvement their and movements youth rural of work the recognise to politicians ropean Eu- lobby should people young rural particular, Non-formal education recommendations. and advice practical vide pro- can who experts with working and schools example, teachers sharing their time between closerport co-operation between schools, for sup- strongly should youngsters rural guidance, education Formal theof mayors. ‘brainwashing’ term the used participant ayoung example, For The YFCU trains offices from all clubs in child pro- child in clubs all from offices trains YFCU The ”. - Concerning professional professional -Concerning - At European level in in level -AtEuropean

tegy in March at 2000 the European level, de- Stra- Lisbon the of establishment the Following &NEEDS PROBLEMS CONTEXT, practices. good of exchange atrue in resulted has which information byadding website this enriched have teachers schools primary the Moreover, accommodation, food etc.). services, times, opening fees, (entrance information necessary all communicate to provided are ture outings. As many details as possible the themes they seek for their fu- placesinteresting according to so that the teachers discover consultation on the Internet a reference easily available for constitutes tool this that is objective The outings with their classes. soarea, that teachers can organise educational the in places different the all reviews which terial ma- to resource access to have easy Normandy Lower from teachers of community the enable to aims teachers schools primary for guide This AIM / OBJECTIVES STATECURRENT (Basse-Normandie). Normandy Lower (Life-Long Learning - Guide du Routard en- Routard du -Guide Learning (Life-Long PUPILS WITH & VISITS REGIONAL OUTINGS FOR FOR TEACHERS GUIDE LEVEL OF IMPLEMENTATION seignant) FRANCE : Started in 2006, ongoing. 2006, in : Started : Regional, in in : Regional, 27 of the territories“. the of development sustainable of goal the with integration mic tives: active citizenship, personal fulfilment, socio-econo- objec- following the reach to seek employment…which from pre-school level until retirement from professional …) space, public the in media, family, the (within initiatives informal also but (associations…) actions cation-related (School,actions professional education-related formal all encompasses education long „Life- adopted: was definition following the Therefore 32 local development. for initiatives global more in integrated is and tution in a community. Besides, school is seen as an insti- fer to the organisation of the way to live together re- both they as good, common the of tablishment es- the to indispensable are education and School question this on reflect to citizens the all and partners its invite and Learning Life-Long about sion vi- its share to wishes Chrétienne) Jeunesse de Rural -Mouvement Youth Christian of Movement (Rural MRJC the Charter, learning Life-long the Through change. social for alever as Training and Education Life-Long of concept the on emphasis an put France in system school the and employment about bates Several milestones can contribute to lead Life-Long Life-Long lead to contribute can milestones Several Learning (LLL) actions: to the development of the skills such ledge, this lead knowledge must base • School is at the midpoint of LLL everyone. as autonomy,as team initiative, work, time management, for creativity knowledge for the sake of know- of sake the for knowledge of knowledge and skills. Beyond Beyond skills. and of knowledge pils to acquire a common corpus pu- all to enable strives it because training), non formal edu- 32 .

APPENDICES BIBLIOGRAPHY FINAL CHAPTER 4 CHAPTER 3 CHAPTER 2 CHAPTER 1 PROJECT level. regional at places, different reviewing website net 2 ) We tried to fill this gap by creating an Inter- classes. their with outings pedagogic nise orga- to order in document reference no had they activity: professional their in missing was something that felt had who teachers, school of amajority of up made was Group“ „School team MRJC 1 )The project the of STEPS educational other with linked is project LLL • The cation. The citizen must be an actor in his or her edu- project”; “life her or personal curriculum of each person as well as his and professional the inhabitants; its and territory the of problems and needs the regarding territory the of challenges educational the education; mal infor- and non-formal formal, account: into takes which territory agiven on project educational an and understanding ashared up set to operation co- in world…) work professional the of members councils, local of members elected and leaders cal politi- local pupils, parents, (teachers, actors ned concer- the all school, the within and • Outside in the field of education. education. of field the in challenges European the and projects education projects in the area and is in line with national nee-ting places of the terri- interes- and develop practices. best This project from thisfit exchange of bene- can many teachers so that updated, and visited often be will website the that and chers We hope thathighlight this tool will be useful to tea- OUTCOMES regularly updated. is which website, the launching and up 6) Setting project. our explained we which during Loire), de Pays and Brittany Normandy, (Lower France of West the of Broad ter-regions in- MRJC bythe organised learning, life-long of topic the on held aworkshop 2006, March In 5) schools. to leaflet the of dissemination and ners 4) Presentation of the project to potential part- with clear objectives and budget planning. project the presenting aleaflet of 3 )Elaboration Normandy. Normandy. contributes to to contributes tory of Lower of Lower tory te our leaflets. We have also built up contacts contacts up built also We have leaflets. our te dissemina- to helps which Training, Pedagogical primarily with theContacts French Centre for PARTNERS Chrétienne), Lower Normandy and Orne Orne and Normandy Lower Chrétienne), Jeunesse de Rural (Mouvement MRJC Organisation: [email protected] Email: MACE FERTE LA F-61600 48, BP Challemel, Wilfrid 6 rue Orne and Normandy Lower MRJC Address: Orne) of (department movement MRJC the within animator VANNIER, Marion Name: CONTACT PERSON school teachers. primary three and Orne of department French the in employee MRJC apermanent of posed com- Normandy, Lower Group” “School The PEOPLE INVOLVED l’enseignement). de (Ligue organisation education another and institutions, training teacher national the titut Universitaires de Formation des Maîtres), forInstitutes the Building Trades Teachers (Ins- process of up setting with the contacts National the in are we addition, In Normandy. Lower and with many schools in the of Department Orne 29 village of Szalejów Górny (lower Silesia) thanks to thanks Silesia) (lower Górny Szalejów of village tunities for 12 children aged 3-5 years old in the oppor- care child and education the To increase AIM / OBJECTIVES: 2007. June until 2006 September from months: ten next the for run will and 2006 June until ran and 2006 January STATECURRENT LEVEL OF IMPLEMENTATION teacher Pindral, Iza project), the in their and Children POLAND Górny, Szalejów KINDERGARTEN”) AND THERS MAMY PRZEDSZKOLE (“MO- countryside: the in life daily their improve and settle rents pa- young help can children young rural wards to- initiative oriented social- and educational- how illustrates practice best following The moms : The kindergarten started on on started kindergarten : The (young women involved involved women (young : Local.

APPENDICES BIBLIOGRAPHY FINAL CHAPTER 4 CHAPTER 3 CHAPTER 2 CHAPTER 1 PROJECT Children with teacher and one of the moms and a giraffe during a visit to the zoo in Wroclaw (May 2006) (May Wroclaw in zoo the to a visit during a giraffe and moms the of one and teacher with Children whole the during helpful been have who parents, the of initiative an from originated kindergarten The project the of STEPS employment. seek to able not were they children, their of care take to had mothers Because activities. educational in participate to lity possibi- no and age their of children other with tact con- no had children the suffering: was velopment de- children‘s their parents, the to According funds. and (rooms) space of lack the of because old years 3-5 aged children for education organize to able not is school primary the Górny, Szalejów In high. too be would costs the and populated scarcely is area the kindergarten: no is there area, for 35kindergartens, villages. In Szalejów Górny’s Gmina K & NEEDS PROBLEMS CONTEXT, byparents. implemented and developed programmes care child alternative of realization the ł odzko (County of K ł odzko) 3 runs public increased independence. Since the setting up of of up setting the Since independence. increased increased ability to care ment has been improved as is demonstrated by develop- children’s The parents. their and children on both influence excellent an had has project The OUTCOMES school. primary the with picnics common and zoo the to excursions also were There year). school the of end the for Easter, Mother‘s Day, Children‘s Day, a ceremony Day, (Spring village the from people the for activities volunteersParents, and children prepared some wereactivities organised by a specialist-therapist. For example, once a month on Saturdays, some guidelines. Education’s of Ministry the with line in is programme The hours. four for aweek times three opens usually kindergarten The space. care child a to post-office aformer from room a transformed parents The project. the of course for them themselves and education. As the parents initiated the project, project, the initiated parents the As education. kids’ their in involved greatly been have parents the and age own their children with contacts ting las- long had have children the kindergarten, the ASSOCIATION, (Stowarzyszenie Edukacja IRozwój) Edukacja (Stowarzyszenie ASSOCIATION, DEVELOPMENT” AND “EDUCATION Organisation: Email: [email protected] Poland 91, 57-362 Krosnowice, Krosnowice Address: KRECH Hubert Name: CONTACT PERSON rapist /parents specialist–the- teacher, Reszka- /Beata association teacherPindral- member of (kindergarten), the /Izabela teacher centre, Culture the of director Krech, vice-presidentHubert of the Association, PEOPLE INVOLVED Górny. Szalejów in school Culture Centre in O the parents, the Association), Development” and („Education iRozwój” “Edukacja Stowarzyszenie PARTNERS home. at children their with use to methods education new acquire to opportunity the had parents the addition, In general. in children inand and raising self-confident educating their teers. It helped them to feel more comfortable thesome and teacher activities assisted as volun- in participated They parents. bythe appreciated The educational proposed activities were much obligations. related the all fulfilling while they have been co-organizing and co-financing it ł drzychowice, the primary drzychowice, the primary 31 the potential within ateam. within potential the out bring to able be will they so groups, and teams in use for methods resolution and solving flict Furthermore, participants are provided methods. making with con- decision- effective develop and strategies learn to people young enables also programme training The the knowledge and skills they possess themselves. from also but expertise, external from benefit can they that people young rural show to is training the of objectives leading the of one modules, the ring is improved du- of youngsters theWhile flexibility future. the in with work communication methods in the teams that they will motivating and efficient clear, shape can they that This training aims to teach specific techniques so their personal assets. to according themselves develop and personalities own their understand better to people young for is objective The education. advanced and quality high a people young rural provide to aims Youth Rural Austrian bythe proposed training ‘Auf ZAQ’ The AIM / OBJECTIVES Already implemented. STATECURRENT OF IMPLEMENTATION LEVEL OF IMPLEMENTATION AUSTRIA RAL YOUTH RU- AUSTRIAN THE FROM LEADERS RURAL YOUNG ADVANCED TO TRAINING : Natinal :

APPENDICES BIBLIOGRAPHY FINAL CHAPTER 4 CHAPTER 3 CHAPTER 2 CHAPTER 1 PROJECT notions of the main creativity-related methods are provided. are methods creativity-related main the of notions basic addition, In projects. implemented of closure and management crisis also but coordination project planning, project of fields the from techniques and The basics of project management include methods projects. of implementation the for tools useful participants give to intended is module This management Project 2: Module work. youth in issues relevant the on focused ning trai- in consists module the of part important Another teams. motivate help to strategies and techniques persuasive and tiveness, asser- skills, communication taught are Young people skills. communication and action inter- participants’ improve to intended is module This Module 1: Presentation PROJECT THE OF STEPS within the Landjugend Österreich. they acquire the skills they need to lead their teams that so tools educational relevant provided are ders lea- youth rural modules, different of achoice Through levels. national and regional at organisations youth rural Austrian the within leaders are who ple peo- young Austrian at aimed is training certified The youth groups throughout Austria. 1100 of rural local network national astrong is There areas. rural in importance utmost the of are structures education formal outside learning non-formal and informal why is That location. to due education and learning to access same the have not do they because areas urban from youngsters than education of level alower have usually areas ral Statistics have shown that young people living in ru- & NEEDS PROBLEMS CONTEXT, 32 Organization: LANDJUGEND ÖSTERREICH Email: [email protected] Austria 1014 6, Wien, Schauflergasse Address: PERSON CONTACT and Consumer Protection Generations Security Social of Ministery Federal Training Long-Life for Institute Rural PARTNERS -value. a9point has Training the scheme, educational international ECTS the to According their later professional activities. for use can they that certificate state-recognised a receive training this completed have who reich Öster- Landjugend the from people young The OUTCOMES partners. young with out carried have they ject pro- the on apresentation prepare to have cipants parti- young successfully, training the To complete conflict. of situations in use for mechanisms monitoring as well as conflict, from stemming symptoms and characteristics recognize to how learn They dynamics. group with dealing for techniques and methods specific acquire pants partici- rural young the training, the of end At the Module 4: Groups monitoring planning. budget or projection acosts and be strategy realised, including an advertisement to is booklet aproject framework, this In people. young other with cooperation in aproject out carry to have people young rural phase, this In implementation 3: Project Module realities regarding the employment situation that that situation employment the regarding realities various the about discuss to opportunity the had Yourself!” Challenge Village, the “Change ject pro- the in participants the seminars, the During pp.45-51 2004, June Europe, in People Young and Employment 33 European Youth Forum, Youth Report, Education, end of compulsory school until they enter the life) and the of length this transition (from the smoother and transitions faster into professional have usually people young educated (well skills and qualification of level the all above and sition, tran- this mark may changes many regard, that In path” “employment secure people’s young for factor adetermining is employment to education from transition the market, ployment em- the characterising patterns new the Given ability. and education of levels higher thus and skills specialised for ademand with fronted con- are people young technologies, new the of recently, more and sector, service the of rise the and industries traditional of decline the to Due people. young among rates unemployment cyclical and ods of economic recession, resulting in endemic Member States have been confronted with peri- Over the last twenty years, European Union above. discussed as education to linked closely a topic they experience in their respective countries, THE EMPLOYMENT ISSUE IN RURAL AREAS RURAL IN ISSUE EMPLOYMENT THE 3 Chapter 33 . 33 in: European Youth Forum, Youth Report, ibid, p. 53 p. ibid, Report, Youth Forum, Youth European in: 1999. Cited Communities, European the of Publications cial Offi- for Office Luxembourg: Strategy, Employment pean Euro- the Implementing Commission, European 35 Source: 51 p. ibid, Report, Youth Forum, Youth European in: Cited 2000. Union, European the in Situation Social The Commission, European from: drawn Figures market. job the in stability gain people young 15-24 of before ages the between common quite is work part-time and temporary of experience an that ting indica- (15.6%), workers part-time and (38.5%) workers temporary of share alarge compose people young gures, in this transition phase. According to 1999 Eurostat changes fi- important constitute also etc.) households, of pes ty- different independence, of forms all to (access stages life- traditional to changes as well as decades last two the over protection social regards as risk of level rising and variations the deregulation, market labour addition, In 34 transition. studies post or post-school this of aspects all experience and situation current the by affected particularly are people young Rural three times or two unemployed are 20% and once, least at unemployed become old 15-24 years between Commission’s 45% estimation, of young people of this transition: according to the European EU Member States is related the in levels to unemployment youth the short, In success country. their of conditions cial so- and economic the and origins, ethnic gender, their from, come they place the as well as origins have been provided, their social and economic they education the as such employment to cation edu- from people young European for transition the influence can factors different Europe, in ple Young peo- and Employment Education, port, re- Forum’s Youth European the to According labour market) 35 . 34 .

APPENDICES BIBLIOGRAPHY FINAL CHAPTER 4 CHAPTER 3 CHAPTER 2 CHAPTER 1 PROJECT Indeed, European rural areas as a whole are of- The youngsters tried to identify the main dif- Due to the employment situation, it seems difficult Given this pattern of employment the affected are- ten suffering from weaker infrastructure and eco- ferences but also the common points between for creative young talents to arise from rural areas. as, the issues of migration (brain drain from villages

nomic performance which makes for higher ra- their experiences, while looking for concrete re- to cities and emigration to another country) as well PROJECT tes of unemployment, in particular among active commendations and propositions. Major employment problems affec- as immigration of people are relevant topics. rural young people. In addition, the importance ting rural young people Indeed, many young people from rural backgrounds of agriculture is declining, even if it still plays an According to the rural young participants in the The major obstacle to youngsters who want to be work in urban areas and therefore no longer take important role in shaping the rural landscape in seminars, distinct strengths and weaknesses active is the high unemployment rate in Europe in part in the social life of the villages, for example by many countries. characterise European rural areas regarding general, which particularly affects youngsters in rural buying houses and land. This causes financial spe- CHAPTER 1 For instance, rural regions in OECD countries36 employment issues. areas. Young people are unable to find jobs related culation and increased prices for those living in the are not performing as well economically as urban to their skills and education with this problem more villages. Therefore the cost of housing is also a ma- areas. agriculture’s share of gross value-added for The natural resources of rural areas and the pronounced in rural areas. jor factor preventing some youngsters and notably the economy remains low37. human power exerted on areas are the first of young farmers from settling in the countryside and CHAPTER 2 these strengths. The lack of jobs on a local, national and European thus looking for a job in those areas. However, broad differences characterise rural Rural areas also feature closer communities cha- scale is correlated with a high job insecurity. People Thus the brain drain is a major problem which par- areas in terms of performance. The many assets racterised by the strong social links between no longer work at the same job their whole pro- ticularly affects the employment of young people, of rural regions, such as quality of life or envi- their members. fessional lives. Employment is now more ‚diverse‘ but also pertains to general living conditions in rural ronment, as well as improved transport links and Furthermore, traditions and long established and sometimes ‚volatile‘. For instance, most of the areas, including social and educational aspects. CHAPTER 3 infrastructure can serve to retain or attract peo- cultures usually mark these areas, where the jobs available to young people are only short term, ple, businesses and organisations38. acceptance of the inheritance of the past and temporary and seasonal work. These many aspects of employment in the count- the respect of natural rhythms are usually wide- In the farming sector, the progress of industrializa- ryside are important concerns for the millions of spread. Rural people tend to inherit specific skills tion has led to a lack of work linked to the constant CHAPTER 4 European young rural people who are searching that should be valued. technical advances leading to an increasing number for jobs! Finally, rural areas provide space and a natural of machines.

environment which could be favourable for po- More globally, the overall consequences of liberali- FINAL This rather difficult employment market provo- tential investors. zation and the “services revolution” can worsen the ked many discussions during the seminars but also generated very constructive and stimulating brain drain already affecting rural areas. suggestions! The participants also identified several factors contributing to the weaknesses of rural areas. The issue of corruption may also reinforce the However, the young participants believe that most 36 The OECD (Organisation for Economic Co-operation The high prices of property result in a lack of overall feeling of insecurity. In certain countries and youngsters will return to their villages at some and Development) is made up of 30 member countries, and includes 21 European Union Member states. opportunities to purchase land or to start one’s areas, corruption is indeed a real problem, as is de- point or will relocate to another rural place. For BIBLIOGRAPHY 37 In the 25 EU countries, 96% of rural land use is agricu- own business. In addition, the education system monstrated by a lack of serious investments in the instance, they intend to move back to their village ltural (including forestry), but only 13% of rural employ- ment is in agriculture, producing only 6% of gross value provides limited opportunities to obtain or cre- industrial and agricultural sectors. once they have completed their studies. added in rural regions. Source: OECD Policy Brief, Rein- ate a job in a rural area. There is a lack of com- But some participants felt that the time spent away venting Rural Policy, October 2006, p.2 38 Indeed, in more than a third of OECD countries, rural munication between key players in the field, for and work might be barriers to people moving back APPENDICES areas are the regions with the highest rate of employment example between employers and job seekers. to their village. creation. Source: Ibid.

34 35 In all European countries, cities are in fact very Rural youngsters need to exchange about their b) What can we expect from political leaders? attractive for investors and encourage local busi- close to the countryside: many people live in rural experiences and to develop their own projects. nesses and job creation.

areas, but work in the cities. They also need assistance in order to build their Local and national leaders should stimulate a ma- Political leaders should enable young people to PROJECT Technology is making it easier to communicate it skills. jor improvement of the employment situation by settle on farms by providing proper incentives. For is now possible for people to work from home, Broadly speaking, young people need recognition encouraging sustainable agriculture, developing example, cheaper land and subsidies for seeds and which in turn opens up new possibilities for jobs and respect when they choose a rural life or/and agricultural jobs and also the secondary activities fertilizers would favour the settlement on farms. in rural areas. take up agricultural work, form the government that are linked to the agriculture sector. Incentives to help people on social benefits re-

and more generally from society. For example, they should support and promote turn to the labour market are also important CHAPTER 1 A general lack of awareness in urban society The youngsters pointed out that there is an national resources but also local products in rural measures. about rural youth issues was highlighted by the image problem associated with agriculture and areas, according to the founding principles under- The role of political leaders is to shape special or project. rural areas. lying the rural youth organisations’ vision (in terms specific financial offers. For example, lower taxes, People from rural areas, who benefit from so- of food sovereignty, economic cooperation, and and specific incentives to attract businesses to rural CHAPTER 2 cial security (i.e. unemployment grants or family sustainable development). areas. At a more global level, they could be part of allocations) should be helped to find new jobs. Recommendations an overall coherent economic policy towards the Social security benefits should encourage people a) Rural organisations can help Further, those leaders should support initiatives of concerned rural area gathering all actors. to seek work, to prevent people from reinforcing inter-regional cooperation and strong ties between or descending into social exclusion. Anchored at grass-roots level, youth organisa- villages to achieve a balance between the strengths c) What can rural young people do? CHAPTER 3 tions should be the real “contact” points for the and the weaknesses of areas with similar issues, in Resulting needs dissemination of useful information to youngsters. particular employment concerns. Young people should strongly encourage su- The main issues to be addressed are the possi- They could provide specific skills training and or- Political leaders could also promote support for stainable agriculture and the development of bilities of employment and economic develop- ganise regular and focused workshops in order to economic activities, in particular financial support agricultural jobs but also all related activities. CHAPTER 4 ment of rural areas for the future (sustainable keep rural young people up to date on employ- that could help people create sustainable econo- If they are willing to settle in the countryside, they agriculture, development of agricultural jobs but ment market issues. mic activities. could look for all the existing possibilities to find a

also related activities; increased support, in par- For instance, by providing career advice on how Grants could contribute to setting up subsidies sys- suitable job or to create their own activity before FINAL ticular funding). to find a job and how to prepare for interviews, tems that provide micro-credit that enable people moving to urban areas. writing curriculum vitaes, or by means of “me- to start their own businesses, make the area more Rural young people could promote local products Access to agriculture: Helping young people get thods sessions”, etc. in rural areas while applying the main principles started in agriculture Furthermore, more local groups with specific underlying their vision of the development of su- “I would like to see the agriculture field more at- projects should be set up to further include ru- stainable rural areas (food sovereignty, economical tractive for new people and new entrants. It is hard ral youth in the social life of rural communities. cooperation, and sustainable development) BIBLIOGRAPHY to start for someone to get into agriculture: land is Through their involvement, youngsters could They can also support any political incentives es- very expensive; there are no margins; it is difficult to make their voice heard on this issue in public bo- tablished to increase inter-regional cooperation make business profitable”. dies, and for instance at political level. between villages (mostly concerning employ- Andrew S., Scottish Association of Young Farmers ment). Clubs APPENDICES

36 37 will enhance employment and trade opportunities, opportunities, trade and employment enhance will which route atourism on village the keeping Office, “ sustainability: business’ the on focused is aim overall the Thus viability. its ensure to and income farm the diversify to was objective The the property). on live to generation sixth the and farmers are village in (where Longtown parents Christine’s the of edge the on Farm, Tan to House co.uk/) (www.hopesoflongtown. Hope of Christine management the under run office &post shop village the relocate to about was project The /OBJECTIVES AIM Kingdom).(United PLACE/COUNTRY ongoing. STATECURRENT LEVEL OF IMPLEMENTATION: KINGDOM UNITED Longtown, OFHOPES LONGTOWN To secure the future of a Village Store and Post Post and Store ofaVillage future the To secure : Start in December 2001, December in : Start : Longtown, Herefordshire Herefordshire : Longtown, National. 38 mentation. mentation. docu- official of signature and consultation der un- DEFRA with milestones of Re-establishment loan. Development HSBC January 2004 February. in closure foresee to had have would we otherwise solutions, alternative find and try to order in month, afurther for open office post and shop temporary the kept have would we ful, unsuccess- If 2004. January to proceed could we successful, was it As grant. a£60,000 for refusal or acceptance for Kingdom) United Affairs, Rural and Food Environment for (Department DEFRA the from confirmation official the of Reception 2004. 1February and 1January between ding buil- store new the of date astart for application December 2003 OF THEPROJECT STEPS many obstacles! with confronted and tired so Iwas when project the for energy the maintain to Ihad all, Above building. new the start to agrant get to also but apermission, plan to Ihad 2003. November in building the leave to Ihad and retire to mined thods. me- farming current using habitats and House Farm for income term long creating whilst tress of the old premises was deter- mis- office sub-post and owner The NEEDS & CONTEXT, PROBLEMS : Start building and start receiving receiving start and building : Start : Review and decision on tender tender on decision and : Review ” to maintain landscape its Tan Tan made. June 2004 premises! new brand the of Opening 2004: May 4th project review conducted as plan- with DEFRA post office after April. At the end of the month, the for proposition alternative an for Confirmation 2004: February May 2004 received. was claims receipted the of First was continuing. work Internal hire. on accommodation temporary April 2004 opening. the for strategy marketing the of planning and builder the with premises of date opening the of Confirmation building work started. March 2004: receipted works. for aclaim in put to Start conditions. weather bad to due completed not were works building ned : Internal building work continued. work building : Internal : Final Claim for receipted payments payments receipted for Claim : Final : Post office had to move out of the the of out move to had office : Post Building work continued. Internal Building Work continued. continued. Work Building area. my of Club Farmers’ Young the Iattend Organisation: [email protected] Email: 0LT. HR2 fordshire Here- Longtown, Farm, Tan c/o House Address: HOPE Christine Miss Name: CONTACT PERSON nager. ma- bank the and body grant the accountant, an as well as problems sort Icould so me, helped also staff The support. aconstant was family My PEOPLE INVOLVED: myparents. with partnership into Iwent then and trader, asole as I started PARTNERS: 2004. 2nd May the on premises new into I moved OUTCOMES:

APPENDICES BIBLIOGRAPHY FINAL CHAPTER 4 CHAPTER 3 CHAPTER 2 CHAPTER 1 PROJECT farmers but also for the environment (less pol- (less environment the for also but farmers the of income the for important only not is This products. farm of selling direct encourages project this why is That market. the on products his sell can mer afar- which for prices the are this causing blems pro- the of One needs. own their for provide to farmers for difficult more and more becomes It &NEEDS PROBLEMS CONTEXT, etc. vegetables, and fruits seasonal biological),agriculture (traditional, sustainable, about information sell, they products the of list a farmers, local of addresses find can you where (http://www.fermweb.be) awebsite is Fermweb mer. far- alocal from directly products buy to ments move- youth motivate to are objectives The /OBJECTIVES AIM PLACE/COUNTRY: STATECURRENT Flanders). of region the LEVEL OF IMPLEMENTATION BELGIUMFlanders, FERMWEB : Operational. : Operational. Flanders, in Belgium. in Flanders, : National (in (in : National Email: [email protected] Email: [email protected] 3018 WIJGMAAL. B- 4b, Remylaan Address: Belgium vaart‘), met -Vrouwen areas rural in women for (Movement KVLV Organisation: CONTACT PERSON members. local KVLV PEOPLE INVOLVED KLJ. to related is and Flanders in women for movement agricultural and arural is KVLV of Flanders. Government Vrouwen) the and Landelijke van Vormingswerk -Katholiek men Wo- Rural of Organisation (Catholic KVLV The PARTNERS the year. last over visitors 20,300 almost had has website The OUTCOMES data. the of completion further and date to up website the /Keeping promotion its and website the of /Launching ject-website pro- the of and project the of Development OF THEPROJECT STEPS etc.) products, seasonal and local of consumption biodiversity, local the of lution by packing promotion and transportation, 39 See Appendice: “Chapter 4: Leisure time” Leisure 4: “Chapter Appendice: See 39 participants: by the In addition, other were activities also identified 10%). (around sports in • To / To read participate (12%) clubs ations/youth byassoci- organised activities in • To participate (16%) friends • To meet were: survey the in ticipants The time leisure their during people young rural Three main are activities regularly by practiced ment. environ- their enjoy to and activities stimulating in involved be to people byyoung faced times time young people need to dedicate time to the acti- school, training or their professional activities, Besides youngsters. of development overall the Leisure time for is of importance the utmost In rural settings, the the settings, rural In initiatives. to become involved in long term projects and can come together in rural youth organisations It is during their leisure time that young people dreams. and path one’s on reflect simply by or ahob- practice others, with socialize to people young all for time aprivileged is time Leisure and thus mature. creativity their develop talents, their exert to der vities and hobbies they enjoy, particularly in or- LEISURE TIME: ENJOYING LIFE IN THE COUNTRYSIDE THE IN ENJOYING TIME: LIFE LEISURE 4 Chapter 3 predominant activities is often highlighted by the difficulties some- difficulties bythe highlighted often is social dimension of leisure for the young par- young the for 39 . 41 touch with firms and organisations. and firms with touch in get to and information useful and offers o job accessing ameans also are skills IT employment, people experience the tran young When countries). European Eastern and Western between nuances some (with youth an phenomena Europe- which increasingly affects aglobal as appears games video playing or net Inter- the surfing acomputer, using Nowadays, sports. of importance the emphasised Many participants incipating sports. parti- reading, friends, to referring activities lated youth-re- basic to correspond participants by the expressed activities represented Two most the of (4%). ride abike adrive, awalk, for • Go (5.5%), house/farm the in / To out help music to • Listen games, etc... (8.42%), video play Internet, the use • To acomputer, use sition from school to

APPENDICES BIBLIOGRAPHY FINAL CHAPTER 4 CHAPTER 3 CHAPTER 2 CHAPTER 1 PROJECT refore access to telecommunications. the- and areas rural in clubs youth or organisations youth youth, for places of alack experience -still ones ropean Eu- Eastern notably –and countries Many obtained. data the in avariation by reflected is which Europe, in regions different between organisations youth rural of presence 40 An emphasis should put on the discrepancies in the changes. other stimulate potentially and as, immediate environment in are- rural take in order to change their under- to action easiest the is ming involved in leisure activities though they consider that beco- purposes, efficiency For importance. pic of leisure time considered of lower as the employment situation, with the to- well as of participation topics of the importance the emphasised spontaneously participants Most means. financial limited their to due options existing cheapest the using time leisure their spending fer pre- usually youngsters be noted that should It do independently. activities as well as things that young people can group people: young for activities of kinds ferent dif- facilitate organisations youth Rural reading. ding individual like activites using computers or inclu- activities leisure of avariety in involved are Young people arose. time leisure of conceptions different while interlinked, seem activities Certain clubs) ticipating organised in by activities youth rural par- and friends (meeting general in cialisation were concerned so- about participants Most 40 . Information 42 Socialization activities. the fact that there are not enough appropriate change cannot they feel they areas, local their in policy the influence to means enough have Youngleisure time opportunities. people do not Rural areas are characterised by a real lack of pointed out. often was Internet the and computers using for facilities of lack the technologies, new of field the In cities. and areas local between nections con- infrastructure bybad explained be can This formation unsatisfactory infrastructure mainly highlightedThe participants time? spare their of terms What problems to young rural people face in material Place & . Integration Integration & Support Communication and a and Leaders Fun absent or lack of in- and strive to awaken interest in others. in interest awaken to strive and who areyoungsters not involved yet in activities for example agood set should organisations Local the Regarding and governments. should be disseminated to national organisations recommendations organisations’ youth Rural citizens. so that they grow up and evolve as responsible levels, all at youngsters the for training the to cated dedi- atime be should time leisure regard, that In nisations. orga- bythose led initiatives trough improved be also should media the to notably and formation in- to Access region. their in processes economic and social the influence really can they that so ters youngs- of knowledge the improve should sessions Training opportunities, seminars as well as study held in the framework of the project. the of framework the in held seminars the from arose needs following The ? needs their are What As regards the the regards As activities. sport and camps as such attractive, and interesting be should projects The youngsters. for be can they useful and organised cial events and to fundraising activities show how so- as well as actions their about campaigns mation infor- national organise should they instance, For events. public in and population the among image Local promote should organisations strongly their the Concerning medies: a) Recommendations Rural organisations can provide efficient re- efficient provide can organisations Rural lack of motivation and interest and motivation of lack lack of opportunities lack of recognition , , , 43 of being useful for the community: community: the for useful being of feeling the have to youngsters of alot helps ment govern- local bythe supported being fact, In level. cal recognition of youth at rural activities political lo- of importance the about talked people A few nities through information. better opportu- to these access have better should ders lea- youth local experiences: sharing for platforms brought together from across Europe as serve are leaders young which in sessions instance, For for training leaders. organisation support strongly also should governments training, of terms In provide. and initiatives up set to means rial mate- the provide also but projects, local support should organisations and governments National the for As life. daily their impact positively and people young rural benefit really can areas rural for government of levels be developed, so that the money provided by all should youth rural towards subsidies of system all over- an Concretely, governments. national to dies the European Union should allocate more subsi- also while provide to subsidies those territories, national governments In should that perspective, during their activities leisureconstructive time. in participate can youngsters rural that guarantee to order in access media more provide and lines) bus regular more byarranging (e.g. transport blic formation Concerning and funding b) Political leaders have a role to play: support support play: to arole have leaders Political , local governments should improve pu- improve should governments , local lack of motivation and interest and motivation of lack bad infrastructures and lack of in- of lack and infrastructures bad ,

APPENDICES BIBLIOGRAPHY FINAL CHAPTER 4 CHAPTER 3 CHAPTER 2 CHAPTER 1 PROJECT being involved and committed. and involved being by organisations youth rural of work the port They should also be highly motivated and sup- areas. local their in options time leisure their expand to ideas cific spe- suggest and leaders political local their reach to possible means all use should Young people public initiatives port c) Ireland Feirme, Na Macra D., Thomas participate and join to want they if offer we which development for opportunities the and training ship leader- the do, we lobbying political the see don‘t and farmers young seeing by blinded are people some but MACRA about think people most whole a As respect. highest the have they and ganisation “ organisations: farmers’ young of image The Germany Schleswig-Holstein, Landjugendverband Wilm B., useful and recognised feel we personally, and organisation an As government. local the from support strong a have we because important really is This meet. “ For young people, we have a place where we can can we where aplace have we people, young For Some people said that they know it‘s a great or- Youngsters can take an active role to sup- ”, ”, ”, ”, 44 who work jointly with the Spanish organisers. Spanish the with jointly work who Estonia, and Germany from volunteers Union an Europe- two with 5years, of continuation the is which project the of phase first the in We are cattle. raising on afocus and cities, big to ration emig- to due area privileged under an about is It in Western Spain. inhabitants, 620 of village arural area), (Estrélamadure zuela Plasen- in area, arural in place takes project The &NEEDS PROBLEMS CONTEXT, adults and children people, young between To promote inter-generational relationships working of ways different about To exchange cultures European different about awareness To increase world rural the in adults and people young between To promote relationships inter-generational lowing: fol- the are /OBJECTIVES AIM The PLACE/COUNTRY ofstage implementation. STATECURRENT LEVEL OF IMPLEMENTATION SPAIN Plasenzuela, INTEGRATION INTERGENERATIONAL : The project is at its first first its at is project : The : Plasenzuela, Spain. : Plasenzuela, : International. sional budget / Identifying of the volunteers / volunteers the of /Identifying budget sional -provi- analysis /Cost needs the Determining Chronologically, they in: consist OF THEPROJECT STEPS Organisation: ACCION RURAL (Rural action) (Rural RURAL ACCION Organisation: [email protected] Email: 10 CP, E-10271 NOGAL PLASENZUELA c/ Address: ROBLEDO Martin Lorenzo Name: CONTACT PERSON avillage”. of strengths social the “all sport): hunting, people, (young sociations as- housewives; associations, local of adults many, Ger- and Estonia of Plasenzuela, of Young people PEOPLE INVOLVED Estonia. and Germany Spain, currently: and states, Member Union European PARTNERS years. more six for project the continue to attempting been have we that results The participants have been so delighted by the nish young people. Spa- of and villages of conception their as well as Europe, of conception their changes totally it as Europeans, young for positive very is project The OUTCOMES revision. and implementation and ject pro- the of /Integration –location) (deployment implementation of /Place financing for Search 45

and bring in positive inputs society. members YFC the stimulate to projects ective coll- up set to need the to responds project The &NEEDS PROBLEMS CONTEXT, projects/year). two to up enter may (Clubs General/Other Music, Art/Drama, tertainment, En- Social, Sport, Education, Environment, from: are There movement. YFC the to most the contributed has who club the to awarded be will in the Main Challenge part which taking when available Award aSpecial be will there addition In the challenge. on spent be to 70hrs –min. but principle, Same • etc... photos, taking through arecord keep to have Clubs challenge. the on spent be to hours) working (man 40hrs min. option: grant A fast • from are: choose to available are that challenges two The Wales. in members Young farmers all to open is It challenges. two of one either complete to community local their with work to YFC Wales of members for opportunity an is scheme The AIM / OBJECTIVES STATE:CURRENT LEVEL OF IMPLEMENTATION Wales, KINGDOM UNITED CHALLENGE COMMUNITY CLUB’S FARMERS YOUNG WALES Big Challenge “Week-end Challenge” 8 different topic areas topic 8 different Ongoing. : Local to choose

APPENDICES BIBLIOGRAPHY FINAL CHAPTER 4 CHAPTER 3 CHAPTER 2 CHAPTER 1 PROJECT have received guidance, support and training training and support guidance, received have Wales rural in people young of hundreds that ensured has scheme the activity, of gramme pro- YFC Wales the within element Key OUTCOMES 7.participation; Environmental awareness. Community/Club; Size 6. of Club and degree of the to Benefit 5. support/equipment); nancial (fi- shown resourcefulness and Imagination 4. project; to related workmanship of Standard 3. Club; by the shown ambition and terprise communityarea, or Club; 2. Degree of en- surroundings the of needs the to 1. Relevance criteria: following the to according project the assessing Clubs the interviews judges of A panel work. their of record a with attend participants all Day, where Open Challenge Community the at panel Assessment byan judged be will project completed Every included). site the of plan/photo and timetable task, the of (summary Office YFC 2) To submit an application form to the Wales 1) aproject. To choose PROJECT THE OF STEPS Organisation: WALES YOUNG FARMERS’ CLUB CLUB FARMERS’ YOUNG WALES Organisation: Email: [email protected] 3NJ LD2 POWYS Wells, Builth Llanelwedd, YFC Wales Address: HOBBY Susie Name: CONTACT PERSON members. clubs local YFC Youngs PEOPLE INVOLVED YFC local clubs. PARTNERS communities. sustainable create to need the of awareness and understanding their generate to Three provinces (districts). ces. As all young people involved were under 20 20 under were involved people young all As ces. provin- three those around villages 52 different in activities different held of people groups small These own. their on continued they before ject, ordinators only helped them to launch the pro- the themes they were interested in. Project co- people for organised activities themselves, about young The remmiin). (Nuoret live” village the making “Youth project the in participating been had that youth the for organized was project The AIM / OBJECTIVES (Finland) Ruukki in Paavola Place STATE IMPLEMENTATION OF CURRENT Already held, from 3 to 5 of August 2004. August 5of 3to from held, Already LEVEL OF IMPLEMENTATION FINLAND Ruukki, in Paavola –FESTIVAL –4H SIGHT IN LIFE : At the Ruokolahden lava, in the village of of village the in lava, Ruokolahden : Atthe : : 47 with the partners beforehand. beforehand. partners the with contacts any had not had organisers young the therefore place: new abrand was chosen village the since before, place the knew one No project. this during learning was everyone before: similar something done ever had organisers young the of none addition, In involved. were 400km) to up distances, long quite (with area this over all from youngsters seven event; the organize to place and time convenient the find to was with fronted problem were theThe biggest organisers con- &NEEDS PROBLEMS CONTEXT, everyone. for charge of free was festival whole The people. 500 gathering afestival for location adequate the offer could that village smallest the in event an such organize to also was aim Our festival. the in participate also could they and us, with working when spirit team great showed bitants to the people living in Paavola. The village inha- festival was also dedicated The audience). the of front in performed talents other and bands young ex., (for works their present to to meet each other and opportunity the youth The festival aimed to give us. for great learning opportunity a and challenge abig both constituted this old, years

APPENDICES BIBLIOGRAPHY FINAL CHAPTER 4 CHAPTER 3 CHAPTER 2 CHAPTER 1 PROJECT very happy with the results! the with happy very was everyone end, the In expected. originally people young the what be to out turned nally fi- festival the difficulties, and rain Despite 100). (about volunteers as there working people the all plus days, three those during came participants 500 organisers. the of one Riitta, to according middle of nowhere, in the middle of the week”, the “in organised was festival day three The OUTCOMES place. festival the at village the build to starting before artists and bands the all contacted team real were work. Advertisements made, and the the started and funding, for applied festival, the of program the of principles basic the created ge, villa- the found help, to willing people the thered ga- organisers The held. was it before months seven about start to expected was project The project the of STEPS 48 Organisation: THE FINNISH 4H FEDERATION FEDERATION 4H FINNISH THE Organisation: Email: [email protected] Oulu 90100 14 38, as Tornipolku Address: MIKKOLA Riitta Name: CONTACT PERSON provinces.in different team preparatory the gathered who Haapasaari, Soila coordinator the and Pistemaa Laura Pinola, Jyrki Pinola, Pekka Kemppainen, Mirjami painen, Kemp- Karoliina Mikkola, Riitta Anna Liinamaa, were: organisers main over. The turn important an with involved got people Many PEOPLE INVOLVED people. volunteer wonderful the all and Ruukki in Paavola of village the association, 4H- Finnish PARTNERS ryside mainly concern difficulties (financial, fiscal (financial, fiscal mainly concernryside difficulties count- the on living people young and farmers byyoung encountered problems the Therefore cal areas. rural lo- their of development local the in involvement their limiting thus to get employment, isit easier where regions other to or towns bigger to go to areas their leave to have participants the of Many the autumn 2006. in the RYEuropeparticipants seminar in Cardiff areas rural our in anchored are we that and youngsters rural all, above remain and we we feel are, though: youth” “rurban expression the in ourselves we don’t recognise youngsters, ban ur- to similar is time leisure our spend we way the “ identity: rural their of aware ral areas showed that “ Cardiff in held Seminar The and they also must their find own benchmarks. changed have community and family ployment, em- of structures traditional the because ritory ter- new through navigate to have they elements: rural and urban merges which aculture in ucated ed- are people young worlds, bytwo Confronted pean youngsters and rural making them reflect byEuro- faced realities the depicting of terms in contributions important made has study Yourself!” Challenge Village, the “Change The ral environment. ru- their on act could they how about actively Even if we usually study and work in towns and if if and towns in work and study usually we if Even Breaking the barriers the Breaking YOUTH ENVIRONMENT ABOOST TO RURAL IMPROVING THE GIVING Yourself!”: Challenge Village, the “Change ” between town and ru- and town ” between participants were fully ”, stated a group of of agroup ”, stated on the topic of 49 41 See table in the Appendices. the in table 41 See worked. they -2001) which on Europe of Council the of Recommendation 1530 Assembly (Parliamentary solutions they advocated were integrated in the the and participants bythe tackled issues The tions. semination of young rural people’s expecta- Budapest in Session Study the in participants rural the In that regard, the youth perspectives. rural of recognition agreater towards steps tangible generated project the Furthermore, each) (9% ...) transport public (infrastructure, area regional and local the in move to tunities oppor- and offers job (12%) both and activities placesmeetings for young people (13%), leisure to refer answers main three participants’ The outcomes presented in the booklet. The describedwith above. the difficulties in hand hand goes of living aand lower standard farming of image Anegative services. and ture infrastruc- to as areas rural of shortcomings onal rates, the lack of alternative jobs and the traditi- of highand unemployment inadequacy training, inefficiency the abusiness, up setting in legal) and measures to be undertaken , constitutes a , constitutes Final statement, drafted by by drafted statement, Final milestone confirm the the confirm in the dis- 41 .

APPENDICES BIBLIOGRAPHY FINAL CHAPTER 4 CHAPTER 3 CHAPTER 2 CHAPTER 1 PROJECT Since 2001, the landscape of European rural Finally, the importance of having a school ancho- Focus on international networking The project “Change the Village, Challenge Your- areas has evolved: therefore rural young peo- red in the rural place as well as the valuable role In particular, international meetings and actions self!” led to the establishment of cooperation

ple enriched the previous recommendations played by rural youth organisations in non-formal initiated by rural youth organisations are good with the European Citizens’ Panels initiative, PROJECT with their current observations. education, notably in the development of social places to learn from other practices and, at the a European project promoting an active citi- skills for youngsters but also at all levels of the same time, be reassured that we are asking our- zenship. community was greatly stressed. selves the right questions and moving in the right This initiative is chaired and coordinated respec- (See Final statement in appendices) direction. tively by two Belgian organisations: the Founda-

tion for Future Generations (FFG), and the Eu- CHAPTER 1 Important advice for key actors Zsolt T.-M., from AGRYA – Second Wave (Hun- ropean Association for Information and Local in rural areas gary) underlined the interest of networking: “We Development (AEIDL). The project strongly emphasised the crucial have just finished a PHARE project (European pro- From spring 2006 until the end of the year, nine role that rural youth organisations play and will gramme to support new EU Member States) and European citizens’ panels located in nine diffe- CHAPTER 2 play in rural areas. it has helped to improve the structures of our or- rent European countries gathered participants ganisation. Being involved in international projects chosen at random around the following theme Furthermore, it reinforced existing contacts helped a lot to promote our organisation. of discussion: “What roles will rural areas play with their European partners, as well as stimu- What I’ve also learnt is how to deal with the percep- in tomorrow’s Europe?”

lated their networking abilities by extending tion people have of my country. Youngsters I meet The objective of the European Citizens’ Panel is CHAPTER 3 their links with organisations, at local, national from the former 15 EU countries are not surprised to stimulate a bottom-up contribution from citi- According to rural young people, it is of the ut- and European levels. about us. They don’t think we are coming from the zens to the discussion on the future of European most importance create a positive image of rural Middle Ages. We feel valued in what we do. policies affecting rural areas. areas and of rural youth organisations; to stress In line with the long term work of rural youth In fifteen years, there has been such a cultural chan- In April 2007, the leaders of each panel will meet CHAPTER 4 the issue of housing for young people in rural organisations, this pilot project contributed to ge in my country that we need to be recognised for in Brussels at the Committee of the Regions in areas and to care about the conservation and “Europeanise” the way that rural youngsters re- what we have done”. order to present their findings.

development of basic services in rural areas. flect as well as providing a European dimension Representatives of rural youth organisations who FINAL to their local projects. have been involved in our project will take part Furthermore, the rural youngsters’ recommen- The continued exchange about the implemented in the “panel of experts” which will be at the dations emphasise the importance of the trans- projects has enabled the project partners and disposal of the panel of leaders: we will thus con- mission and dissemination of information towards their participants to better identify this “Europe- tribute to nourish this “think tank” and reflection young people on policies and thus existing fun- an feature” as a motor, as well as to define the process. ding programmes, etc.; necessity to help young fields and exact questions to work on and put BIBLIOGRAPHY people to settle in the countryside (micro-credit forward within their own local organisations at At political level, the project “Change the Village, possibilities, grants or alternative funding sche- the local level. Challenge Yourself!” has paved the way towards mes). long term cooperation with decision makers, and notably political leaders. By doing do, it has hel- APPENDICES ped reduce the gap between their discourse and

50 51 to approach decision makers. decision to approach and environment local their in actions real lead to ability their stimulating while lives, their in front ticipants of reflection bal glo- the supported and nourished initiated, have least not but Last on this issue. long cooperation about term parliamentarians with talk and participation youth rural to related concern common of issues the discuss pectations, ex- our present to hearing aspecial in participate to 2006 November in organisations our of tives representa- the invited Europe of Council the of Assembly Parliamentary the of Agriculture for Committee the of president Schmied, Walter Session, Study Double the Following outcome political aconcrete on Focus meetings. formal at as well as nars semi- during dialogue afruitful initiating in reality, in the project on the issues they con- the European rural young par- young rural European the , the project achievements achievements project , the 52 proposent. Spécial débat électoral’), Autumn 2006 2006 Autumn électoral’), débat Spécial proposent. ruraux jeunes (‘Les debate’ electoral Special propose. youngsters ‘Rural News), n°52 (MRJC MRJC du infos Les (MRJC), Chrétienne Jeunesse de Rural 42 Mouvement basis. a regular on future the in Europe Youth Rural and Europe byMIJARC launched process networking the ning bysustai- initiatives stimulate and outcomes rent cur- the complete to seeking while project this in wide range of who have partners been involved by with maintaining the contact firstly activity: follow-up for ground the bypreparing ticipation par- youth rural of topic the on working keep to intend Europe Youth Rural and Europe MIJARC Perspectives months. coming the in leaders political nal natio- and local visiting when views their express focused clearly- and arguments real with people young rural empower to serve will publication This Budapest. in 2006 spring the in drafted needs the emphasising Statement Final in the recalling Challengethe Village, Yourself!” “Change Study current the of outreach European in France in 2007. spring to refers It notably the held be to elections Parliamentary and sidential provides useful knowledge concerning the Pre- debate electoral -Special suggest youngsters ral news incation, MRJC ‘ entitled autumn 2006 The French rural organisation in MRJC, its publi- campaigns political national during ters youngs- rural empower to initiative A concrete desiderata , so that they can present and Ru- ’ 42

social situation of young people in Europe (Explorer la la (Explorer Europe in people ofyoung situation social Siykia, VA, KOVACHE- Lynne, CHISHOLM, Europe, of Council Official texts European Unio European Commission, 1999ties, Publications of theOfficial European Communi- an Employment Strategy European Commission, barometer 2001 on youth impetus, anew for Youth... Culture and Education for general Directorate Commission, European 2001 vember » aReality Learning ofLifelong Area a European European Commission, Communication Learning Commission, European 1997Eurostat, Pierre-Antoine, BARTHELEMY, Commission, European 1994 Strasbourg, life regional and municipal in people ofyoung pation Europe, of Council ciale des jeunes en Europe mosaïque de la jeunesse européenne. La situation so- , November 2000 , November Exploring the European youth mosaic – The –The mosaic youth European the Exploring n, 2000 Changes in agricultural employment agricultural in Changes BIBLIOGRAPHY European Charter on the partici- the on Charter European , Freeze-frame on Europe’s Europe’s on , Freeze-frame , Luxembourg: Office for for Office , Luxembourg: A Memorandum on Lifelong Lifelong on A Memorandum ), October 2002 ), October Implementing the Europe- The Social Situation in the Main results of the Euro- the of results Main « Making «Making , No- , , 53 (INJEP), 2005 populaire l’éducation de et jeunesse la de national l’action n°2 de Cahiers Europe, en locale publique vie àla nes (dir.), Valérie BECQUET, Other publications March 1998, (CEJA-JR)24-29 Committee –Youth Agriculture of Confederation European 4HC), (ECYF Clubs 4H and Young of Farmers Committee ropean Eu- 4HC), (ECYF Clubs 4H and Young Farmers in collaboration with International Movement of lopment » Symposium 2001 Europe, of Council Assembly, areas rural in people ofyoung spects pro- and 1530 Situation the on Recommandation policies OECD, Brussels Youth” European for petus paper White European Commission, , Paris, 1994 , Paris, Creating rural indicators for shaping territorial territorial shaping for indicators rural Creating , European Youth Centre, Strasbourg, Strasbourg, Centre, Youth , European , Jeunesse Education Territoires, Institut Institut Territoires, Education , Jeunesse « Youth Participation in Rural Deve- Rural in Participation «Youth La participation des jeu- La participation , 21 November 2001, 2001, , 21 November , Parliamentary , Parliamentary “A New Im- New “A

APPENDICES BIBLIOGRAPHY FINALCHAPTER 4 CHAPTER 3 CHAPTER 2 CHAPTER 1 PROJECT on of rural youth, 2006 youth, rural of on the socio-economic integrati- miques dyna- locales communautés nes en milieu rural: pour des jeu- (Des communities local dynamic towards areas: rural Chrétienne (MRJC), Jeunesse de Rural Mouvement 2006 3July vinkää, event “Young Active Citizenships”, Hy- youth presidency Finnish EU the of on people European Citizenship of young MAIRESSE, Pierre, “ pp. 23-25 an Commission) May 2006, &Europe- Europe of Council “Training-Youth”(partnership ucation recognition of non-formal ed- the through education of concept the Torp, “Reforming Peter MADSEN, world the in countries main the in population ofurban part and density statistics), of Institute (French INSEE June 2004 Europe in People Young and Employment tion, European Youth Forum, ”, Allocution on the occasi- ), National on study ” , Coyote , issue #11,, issue , Paris, 2006 2006 , Paris, Active Active Youth in in Youth Youth Report, Educa- Report, Youth Population, Population, , 54 index_en.html http://ec.europa.eu/dgs/education_culture/ www.youthforum.org/ http://www.mijarc.info/ http://www.ruralyoutheurope.com/ bat électoral’), Automne 2006 dé- Spécial proposent. ruraux jeunes (‘Les bate’ propose. Special youngsters ‘Rural de- electoral (MRJC), Chrétienne Jeunesse de Rural Mouvement Websites, internet sources: internet Websites, OECD Policy Brief, Les infos du MRJC n°52 News), MRJC (MRJC du infos Les October 2006 October Reinventing Rural Policy Rural Reinventing February 2006 February Rural FoundationRural (L’Europe rurale), Wallonie), tion de rurale gium) (Fonda- (Bel- Wallony of Europe’ ‘ Rural , 1%2FEREC1530.htm 1%2FEREC1530.htm ssembly.coe.int%2FDocuments%2FAdoptedText%2Fta0 http://assembly.coe.int/Main.asp?link=http%3A%2F%2Fa website: Europe’s of Council the 43 See mainly countryside the in living people young and 3. recommended. measures the of impact positive the increase and incompatibilities avoid to as so fields, these in cies poli- national of co-ordination the improve to ry necessa- likewise is It them. concern that policies development rural or youth of preparation the in levels, European and national both say, at greater people and their representative organisations a PEOPLE IN RURAL AREAS RURAL IN PEOPLE YOUNG OF PROSPECTS AND SITUATION RECOMMENDATION 1530 (2001): 2. rently place. taking cur- changes socio-economic vast the to owing which are experiencing even greater imbalances countries, European eastern and central in true decline. andurbanisation rural This is particularly counter especially many as a result of difficulties, 1. in and areas rural help to measures mending recom- been has Assembly the time along For people living in rural areas in Europe still en- The problems encountered by young farmers farmers byyoung encountered problems The APPENDICES The Assembly stresses the need to give young young give to need the stresses Assembly The Although progress has been made, young cultural youth in Europe. Europe. in youth cultural (1976) on the situation of rural and agri- and rural of (1976) situation the on example in its Recommendation 776 776 Recommendation its in example young peopleparticular living for there, 43

55 programmes; programmes; training and education rural innovatory states’ b. development policy; rural and policy youth both of needs the conciling a. particular: in and areas ral ru- in people young to relevance of activities ter European Steering for Committee Youth to fos- i. ofCommittee Ministers: 5. there. afuture build to like would and areas rural in live who people young to opportunities better offer to possible it make would there developed be could that activities new the from resulting areas rural of appeal increased the and areas rural in etc.),transport, the modernisation of lifestyles (education,fields health, communications and development of European countries in various youngin people. particular The socio-economic populations, rural for difficult more even become will conditions living otherwise affairs, of state this 4. living. of standard alower and farming of image negative often the mention to not vices, ser- and infrastructure regards as areas rural of shortcomings traditional the and jobs alternative of lack the unemployment, high training, of quacy inade- and inefficiency the business, in up setting in legal) and fiscal (financial, difficulties concern instruct the European Youth Centre and the the and Centre Youth European the instruct take stock of, support and promote member member promote and support of, stock take The Assembly considers it urgent to change devise and implement a European strategy re- strategy aEuropean implement and devise The Assembly therefore recommends that the the that recommends therefore Assembly The

APPENDICES BIBLIOGRAPHY FINAL CHAPTER 4 CHAPTER 3 CHAPTER 2 CHAPTER 1 PROJECT velopment; velopment; andprogrammes to projects promote de- rural with particular emphasis on youth organisation organisations, youth rural of development the for g. the countryside; ofnagers small and medium-sized businesses in f. areas; rural of needs the to adapted e. in the countryside; businesses of establishment the encourage and promoteareas, access to the technology latest d. schools open; secondary and primary rural keeping to given be must Priority areas. urban in only found not are study further for opportunities that and loped deve- and maintained are areas rural in tunities c. farms; developing or acquiring those for relief tax increased introducing and farming of image public the improve to helping needs, their up in providing farming, training appropriate to set to them for easier it making farmers, young b. concerned; are programmes training and education of implementation and up setting the where particularly policies, youth and rural of ting draf- the on organisations youth rural consult a. ii. areas; rural in youth on c. ensure that educational and training oppor- introduce a training programme for young ma- young for programme atraining introduce train teachers specialising in educational fields take steps to develop distance learning in rural rural in learning distance develop to steps take pay particular attention to the problems of of problems the to attention particular pay invite the governments of member states to: to: states member of governments the invite encourage studies and comparative research research comparative and studies encourage provide support, including financial support, support, financial including support, provide 56 ment. ment. environ- the and nature of protection a better for initiatives local encourage and development m. ones; gies in rural areas, especially the most remote technolo- information new and transport tions, l. side; to find alternative employment in the country- k. ownership; and operations transfer and skills transmit to easier it making tire, re- to wishing people for programmes support of j. etc.); councils, youth them, cerning con- decisions in participate to encouragement (through life consultation, areas political in rural i. encourage young people in to local participate people, etc.); offering to grants companies that employ young and enterprises) rural for (seedbeds period given a for equipment providing centres business youth up setting young, the for mentoring and training involving(i.e. in businesspeople the provision of projects development pilot up set to associations h. encourage job creation in rural areas by means bymeans areas rural in creation job encourage encourage the development of communica- of development the encourage instruct local authorities in rural areas and their their and areas rural in authorities local instruct promote new and help activities young people promote sustainable agriculture and rural rural and agriculture sustainable promote Focus on first results first on Focus Introduction 0Fac 5 17.37 259 France 10 4Iead40.27 4 Iceland 14 2Gec 0.40 6 Greece 12 3Hnay20.13 2 Hungary 13 1Germ y382.68 24. 368 ny ma r e G 11 Reference graphs 2 9Former8Finland7Denmark6Czech5Bulgaria4Belgium Yugoslavia3Belarus republic 865.77 15110.13 0.13 2 241.61 60.40 20.13 1 onr oa % Total Country (Kosovo) lai 0.13 2 Albania uti 31.54 23 Austria Centre ofEurope Participation according togeographicalParticipation area 679 (50%) Eastern EuropeEastern 20.13 80 (6%) 57 2Rsi 00.67 10 Russia 22 3Soei 24.16 62 Slovenia 23 5See 61.74 26 Sweden 25 0Pln 41.61 24 Poland 20 6Urie10.07 1 Ukraine 26 7Uie igo 8 18.78 280 Kingdom United 27 4San3 2.01 30 Spain 24 8Ntelns50.34 5 Netherlands 18 6Lti 65.77 86 Latvia 16 9Nra 0.47 7 Norway 19 1Prtgl20.13 2 tugal Por 21 7Ltuna1 1.14 17 Lithuania 17 5Iay40.27 4 Italy 15 Northern Europe Northern Southern EuropeSouthern onr oa % Total Country 188 (14%) oa 1491 Total 42 (3%) European area Anglo-Saxon Anglo-Saxon 366 (27%) 100

APPENDICES BIBLIOGRAPHY FINAL CHAPTER 4 CHAPTER 3 CHAPTER 2 CHAPTER 1 PROJECT Participation 1: Chapter                  100 inhabitants amr Employees Farmers Less than Participation according to Participation Participation according to Participation (productive professional activity Participation according toage Participation the sizeofvillages sector) 419(28%) inhabitants 100 to500 Employees (services (services sector) 1500 to2500 inhabitants 58 Students 2500 to5000 1072 (72%) inhabitants employed 5 -ORE NTIL Self  THAN - YEARS  5000 inhabitants YEARS OLD tesUnemployed Others More than OLD of Europe (respectively almost 25% and 12% of the 12% the of and 25% almost (respectively Europe of Centre so-called the from countries the in sented active in the services sector are the most repre- Geographically employees (65, 52 %), taking into account the predo- the account into taking 52%), (65, employees and (70,19 %) students categories: represented most the in share male the of double the than more resent rep- participants female perspective, agender From unemployed. are who participants of share largest the have do Europe of Center the of countries The one. students’ the is category ted EuropeanNorthern countries, the most represen- In the Eastern European area as well as for the farmers. of part biggest the entails area Anglo-Saxon The (4%). farmers the and 7%) (around students vices) are well represented (8%) followed by the In the Anglo-Saxon countries, the employees (ser- overall answers). Self-employed Unemployed (productive Employees Employees (services (services Students Farmers sector) Others sector) gender andprofessional activity Participation according to Participation             , the students and the employees employees the and students , the 59 mers. mers. far- as and sector productive the in majority the are men sector, services the in employees as or students as share adominant represent women the figures, increasingly. growing is countries European Eastern in nisations orga- of number the 1980’s, the of end the Since Europe). Southern and Germany Belgium, inFrance, tor established well is (the movement sec- farming the less abit and professionals young and students mostly cover to tends membership more farmers in others, while MIJARC Europe’s entail and parts some in membership a younger have to appear countries) Eastern and & Northern Europe of Centre the in area, Anglo-Saxon the in located (mostly Europe Youth Rural instance, For nisations present there. orga- youth rural the of scope membership the to correspond may area Anglo-Saxon the for farmers of and area Europe of Centre the in sector services the in employees and students of rates large The Male Female   genders showed by those genders between activities and les ro- of sharing “classical” In line with the so-called are men (78,49%). mers who have answered far- the %of 80 Around employees. as men of amajority entails ductive sector (industry) pro- the contrary, the On in the survey. minance of female answers  

APPENDICES BIBLIOGRAPHY FINAL CHAPTER 4 CHAPTER 3 CHAPTER 2 CHAPTER 1 PROJECT Chapter 4 : Leisure time Final chapter

Which are the three main % of activities you usually practice in people your leisure time? Read 9.9 Play sport 9.9 Go to the cinema, theatre, con- 5.5 certs Watch TV 8 Go shopping 2.2 Use a computer, use the Internet, 8.4 play video games, etc. Go for a walk, a drive, a bike ride 5.1 Meet friends 16 Play an instrument 2.6 Listen to music 5.5 Paint 0.4 Go dancing 3.3 Participate in activities organised 12 by associations/ youth clubs Help out in the house/farm 5.5 Do some work for money 2.6 Handicraft activities 1.8 Others 1.3

There were other concerns arising from the answers by youngsters about what they would change in their environment: • Situation of farmers: Cultural opportunities (cinemas, libraries…) (8% each) • Studies/training opportunities; Housing issues (finding a house to rent, buying a house); Mix of people/cul- tures; Basic shopping opportunities (7% each)

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