DOCSLIB.ORG

Active Citizenship for a Sustainable Economy Active

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Active Citizenship for a Sustainable Economy Active ACTIVEACTIVE CITIZENSHIPCITIZENSHIP FORFOR AA SUSTAINABLESUSTAINABLE ECONOMYECONOMY Abstracts from the Fourth International Exchange Organized by the Antonio Núñez Jiménez Foundation and Kettering Foundation Havana, Cuba February 2-3, 2016 ACTIVEACTIVE CITIZENSHIPCITIZENSHIP FORFOR AA SUSTAINABLESUSTAINABLE ECONOMYECONOMY Abstracts from the Fourth International Exchange Organized by the Antonio Núñez Jiménez Foundation and Kettering Foundation Havana, Cuba February 2-3, 2016 Editors: Ileana Marin and Esther Velis Consulting Editor: Ramón Daubón Copy Editors: Joey Easton and Carlos Landaburu Translator: Ramón Daubón Design and Production: Long’s Graphic Design, Inc. The interpretations and conclusions contained in this publication, unless expressly stated to the contrary, represent the views of the authors and not necessarily those of the Kettering Foundation, its directors, or officers, or of the Antonio Núñez Jiménez Foundation, its directors, or officers. www.kettering.org www.fanj.org Copyright © 2018 by the Kettering Foundation CONTENTS Introduction 1 Ileana Marin and Esther Velis WHAT IS ACTIVE CITIZENSHIP? 5 Cayucas SOS: Active Citizenship for a Sustainable Economy 6 Liliana Núñez and Roberto Sánchez Cuba: Spaces for Citizenship in the Political Context of the Transition 9 Rafael Hernández Means and Obstacles for Democracy in Latin America and the Caribbean 12 Aurelio Alonso The Role of the Corporate Citizen in a Newly Industrialized Cuba 15 Julia Sagebien WHAT ARE THE CHALLENGES AND OPPORTUNITIES FOR ACTIVE CITIZENSHIP 19 IN GROWING A SUSTAINABLE ECONOMY? Economic Citizenship: Citizens in Economic Change 20 Randall Nielsen and Ramón Daubón Cities in Transition: Programmatic Bases and Practical Experiences of the 23 Break-the-Circle Transition Institute in Spain Emilio Santiago North American Association for Environmental Education: An Overview 27 Judy Braus WHAT ARE THE CENTRAL CONFLICTS THAT NEED TO BE WORKED THROUGH 31 IN ORDER TO HAVE A SUSTAINABLE ECONOMY (FROM AN ENVIRONMENTAL, SOCIAL, ECONOMIC, AND POLITICAL POINT OF VIEW)? Active Citizenship for a Sustainable Economy 32 John Dedrick An Overview of Cuba’s Economic Trajectory 36 Ricardo Torres Coaching as an Effective Tool for Community Work 39 Marilyn Fernández Female Employment in the New Cuban Economic Model: Unresolved Issues 42 Marta Núñez HOW CAN INSTITUTIONS AND CITIZENS PRODUCTIVELY WORK TOGETHER 45 TO CONTRIBUTE TO THE CREATION OF A SUSTAINABLE ECONOMY? Developing Economic Citizenship in West Virginia 46 Betty Knighton Opening a Path: Active Citizen Participation for Environmental Rehabilitation 50 Ana Margarita de la Torre and Mirlena Rojas Closing Remarks: The Value of an Active Citizenry 53 David Mathews Z Introduction Ileana Marin, Kettering Foundation, and Esther Velis, Antonio Núñez Jiménez Foundation The Antonio Núñez Jiménez Foundation exchanges with groups in the United States (FANJ) and the Kettering Foundation (KF) are and in other countries around the world, engaged in ongoing exchanges to understand including Russia and China. how active citizenship can be strengthened For KF, there is particular interest in and nurtured to better people’s lives through- learning how NGOs that work with citizens out the Western Hemisphere. This exchange in communities are able to align their work began more than a decade ago and, to date, with that of an active citizenry—especially in has included four conferences: two held in addressing the kinds of complex, pernicious Cartagena, Colombia, in 2008 and 2009, and problems that require an array of community two held in Havana, Cuba, in 2014 and 2016. actors if any progress is to be made in address- This current publication brings together ing them. There are rich opportunities for abstracts of the presentations made by partici- learning from the work of FANJ and other pants in the 2016 conference, which was titled organizations it works with in encouraging Active Citizenship for a Sustainable Economy. active citizenship to address domestic issues The approach that KF has taken in the in Cuba, particularly at the local level of exchanges with FANJ is consistent with its neighborhoods, villages, towns, and regions. longstanding practice of developing learning We also think that what KF has learned about exchanges with foundations and other non- communities engaging effectively to address governmental organizations (NGOs) in other complex problems may prove useful to FANJ countries that work directly with communities. and Cuban NGOs as they attempt to engage The relationships develop over extended with local communities. periods of time—as the case with FANJ illus- One area of collaboration has included trates—and they are grounded in a shared an exploration of the role of communities in commitment to experimentation, learning, and addressing environmental protection, conser- sharing what the different participants are vation, and sustainability, particularly in light learning from engaging with citizens in com- of pressures for economic growth. Both foun- munities in their own context. Periodically, the dations want to understand how communities participants meet face-to-face to discuss the wrestle with these tensions. In this respect, KF problems they are addressing, why they are has extensive experience collaborating with addressing them, what they are doing about NGOs in the United States and in other them, and what they are learning from the work. countries that are engaging citizens in address- This approach has been pursued by KF in ing similar environmental challenges. Work ACTIVE CITIZENSHIP FOR A SUSTAINABLE ECONOMY • 1 Introduction in this area includes the development of is- further on this theme in the regional sue guides to encourage deliberation about context in his article, “Means and the trade-offs inherent in any decision. The Obstacles for Democracy in Latin deliberative issue guides that have been de- America and the Caribbean”; while veloped include The Environment at Risk Julia Sagebien, associate professor at (1989), Energy Options (1991), The Energy the School of Business Administration Problem (2006), Sustaining Ourselves (2012), at the Canadian Dalhousie University, America’s Energy Future: How Can We Take writes about the role of what she refers Charge? (2015), and, in collaboration with to as the corporate citizen in a newly the North American Association for Envi- industrialized Cuba. ronmental Education, Climate Choices: How • Randall Nielsen, KF program officer, Should We Meet the Challenges of a Warming and Ramón Daubón, independent Planet? (2016). consultant, discuss economic citizen- In its capacity as a Cuban foundation ship and the role of citizens in economic that does research on the protection of the change. Emilio Santiago, an expert in environment and its relationship to culture the politics of ecology and economy in and society, FANJ invited KF to Havana for Spain, writes about the “Movement for an exchange with practitioners and academ- Cities in Transition,” which was created ics representing eight Cuban organizations, by civil society and citizen organiza- two US organizations, and three organiza- tions in his country to address today’s tions from Canada, Panama, and Spain. socio-ecological crisis. Judy Braus, The participants in the 2016 Havana ex- president of the US-based North change were invited to talk about their efforts American Association for Environmen- to encourage active citizenship for a sustain- tal Education, offers an overview of able economy in their particular contexts: how her organization uses education • Liliana Núñez, FANJ president, and to encourage a heightened level of Roberto Sánchez, director of the FANJ awareness about our environment. nature and community program, • The central conflicts that need to be speak to the role of active citizenship worked through in order to have a in developing a sustainable economy sustainable economy (from an envi- in their piece, “Cayucas SOS: Active ronmental, social, economic, and Citizenship for a Sustainable Econ- political point of view) are addressed omy.” So does Rafael Hernández, in the piece by John Dedrick, KF vice- director of Temas magazine, in his president and program director, and article, “Cuba: Spaces for Citizenship in the overview of Cuba’s economic in the Political Context of the Transi- trajectory by Ricardo Torres, professor tion.” Aurelio Alonso, deputy director with the Center for Studies of Cuban of Casa de las Américas, elaborates Economy CEEC. Marilyn Fernandez, 2 • ACTIVE CITIZENSHIP FOR A SUSTAINABLE ECONOMY Introduction program officer with the United similar challenges in the United States and Nations’ Habitat program in Cuba, Cuba, we decided to delve more deeply into makes the case for coaching as an the question of how communities become effective tool for community work, resilient. Representatives from Havana, while Marta Núñez, a sociologist and Cojimar, and Guanabo (Cuba), and from professor at the University of Havana, Mobile and Baldwin counties in Alabama focuses on one of the “unresolved (United States) have been exploring this issues,” as she calls female employ- question. Their work will form the core of ment in the new Cuban economic our January 2018 exchange, which will also model. be held in Havana. • Some of the ways in which institutions We would like to close by expressing our and citizens productively work together deep gratitude to each of the authors, transla- to contribute to the creation of a sus- tors, editors, and layout and design specialists, tainable
Load more

Recommended publications
  • CIT2-CT-2003-506023 INTERACT Intercultural Active Citizenship Education
    CIT2-CT-2003-506023 INTERACT Intercultural Active Citizenship Education Specific Targeted Research Project Thematic Priority 7: Citizenship and Governance in Knowledge Based Society Publishable final activity report Start date of project: 1 March 2004 Duration: 42 months Coordinator: Maria Manuela Duarte Guilherme Centro de Estudos Sociais, Universidade de Coimbra, Portugal Team Leaders and Senior Researchers: (Portugal) Manuela Guilherme & José Manuel Pureza (United Kingdom) Audrey Osler & Hugh Starkey (Denmark) Bente Meyer & Claus Haas (Spain) Paloma Castro Research Assistants: Natalia Barranco, Michalis Kakos, Olga Solovova, Ricardo Cabrita, Graça Costa, Katrine Dahl Madsen, Helle Rorbech 1 TABLE OF CONTENTS 1. Introduction 2. Document Analysis 2.a. – At the European level 2.b. – At the national level 2.c. – Crossnational comparative analysis 3. Empirical Study – Interviews with Policy Makers and Academic Experts 4. Teacher Education 4.a. Postgraduate and Teacher Development Programmes (national coverage) 4.b. Postgraduate and Teacher Development Programmes (cross-national analysis) 5. Empirical Study: Teachers’ Voices 5.a. Study Design 5.b. ‘Teachers as Citizens’ 5.c. ‘Teachers as Cultural Workers’ 5.d. ‘Teachers as Transformative Intellectuals’ 5.e. Quantitative analysis and participant observation (Portugal) 6. Conclusions 6.a. What did we learn from teachers? 6.b. What did we learn from policy procedures? 6.c. What are the recommendations for teacher education? 6.d. Cross-national Comparative Analysis 7. Project Evaluation 8. Final Plan for Dissemination and Use of Research 9. Annexes 2 Publishable executive summary This three-year Project, entitled INTERACT – Intercultural Active Citizenship Education, was carried out in four European countries: (a) Denmark (Danmarks Pädagogiske Universitet); (b) Portugal (Centro de Estudos Sociais, Universidade de Coimbra); (c) Spain (Universidad de Valladolid); and (d) United Kingdom (University of Leeds and University of London).
    [Show full text]
  • Civil Renewal and Active Citizenship: a Guide to the Debate
    Civil renewal and active citizenship a guide to the debate Véronique Jochum, Belinda Pratten and Karl Wilding Civil renewal and active citizenship a guide to the debate Véronique Jochum, Belinda Pratten and Karl Wilding NCVO’s vision, mission and values NCVO membership NCVO’s vision Our goal is to support members by creating an environment in which voluntary organisations can flourish and develop. We provide a wide range NCVO’s vision is of a fair and open society, which encourages and of information and support services, as well as representing the sector when is supported by voluntary action. dealing with government and policy makers. NCVO’s mission Find out more about the benefits of NCVO membership at www.ncvo-vol.org.uk/join or call 020 7520 2414. NCVO aims to: • give a shared voice to voluntary organisations • cultivate an environment that fosters their development • help voluntary organisations to achieve the highest standards of practice and effectiveness • provide leadership to the voluntary sector in tackling new issues and unmet needs. NCVO’s working values NCVO will: • reflect the priorities and needs of member organisations both in its services and policies • provide services which are characterised by high quality, integrity and respect for recipients • encourage voluntary organisations to learn both from each other and from wider best practice • provide information in an open way with due regard to confidentiality • reflect the diversity of the voluntary sector in its work • provide continuing professional and personal development
    [Show full text]
  • PROMOTING INCLUSION THROUGH SOCIAL PROTECTION Report on the World Social Situation 2018 Advanced Copy Advanced Copy ST/ESA/366
    Advanced Copy PROMOTING INCLUSION THROUGH SOCIAL PROTECTION Report on the World Social Situation 2018 Advanced Copy Advanced Copy ST/ESA/366 Department of Economic and Social Affairs Promoting Inclusion through Social Protection Report on the World Social Situation 2018 United Nations New York, 2018 Advanced Copy Department of Economic and Social Affairs The Department of Economic and Social Affairs of the United Nations Secretariat is a vital interface between global policies in the economic, social and environmental spheres and national action. The Department works in three main interlinked areas: (i) it compiles, generates and analyses a wide range of economic, social and environ- mental data and information on which States Members of the United Nations draw to review common problems and to take stock of policy options; (ii) it facilitates the negotiations of Member States in many intergovernmental bodies on joint courses of action to address ongoing or emerging global challenges; and (iii) it advises interested Governments on the ways and means of translating policy frameworks developed in United Nations conferences and summits into programmes at the country level and, through technical assistance, helps build national capacities. Note The designations employed and the presentation of the material in the present publica- tion do not imply the expression of any opinion whatsoever on the part of the Secre- tariat of the United Nations concerning the legal status of any country or territory or of its authorities, or concerning the delimitations of its frontiers. The term “country” as used in the text of this report also refers, as appropriate, to territories or areas.
    [Show full text]
  • Active Citizenship & Volunteering
    Active Citizenship & The Curriculum Briefing Series ACT has produced a series of topic briefings which are Volunteering designed to explain the new areas of content in the pro- grammes of study for Citi- Curriculum Briefing 3 zenship and to provide a starting point for teachers as they review their plans. Top- Curriculum references ics include: The programme of study at key stage 3 re- develop their skills to be able to use a 1. The electoral system and quires teaching should develop: range of research strategies, weigh evi- party politics dence, make persuasive arguments and skills to research and interrogate evi- substantiate their conclusions dence, debate and evaluate viewpoints, 2. The constitution and po- present reasoned arguments and take experience and evaluate different ways litical system informed action that citizens can act together to solve problems and contribute to society and that pupils should be taught about: 3. Active Citizenship & Vol- the roles played by public institutions and that pupils should be taught about: unteering and voluntary groups in society and the actions citizens can take in democratic ways in which citizens work together to and electoral processes to influence 4. Personal finance improve their communities, including decisions locally, nationally and beyond opportunities to participate in school- different ways in which a citizen can 5. Justice, the legal system based activities contribute to the improvement of his or and international law her community, to include the opportuni- The programme of study at key stage 4 re- ty to participate actively in community Additional resources such as quires teaching should build on the key stage volunteering, as well as other forms of guidance notes on the whole 3 programme of study and pupils should: responsible activity.
    [Show full text]
  • Promoting Active Citizenship
    Edited by KARL HENRIK SIVESIND AND JO SAGLIE PROMOTING ACTIVE CITIZENSHIP MARKETS AND CHOICE IN SCANDINAVIAN WELFARE Promoting Active Citizenship Karl Henrik Sivesind • Jo Saglie Editors Promoting Active Citizenship Markets and Choice in Scandinavian Welfare Editors Karl Henrik Sivesind Jo Saglie Institute for Social Research Institute for Social Research Oslo Oslo Norway Norway ISBN 978-3-319-55380-1 ISBN 978-3-319-55381-8 (eBook) DOI 10.1007/978-3-319-55381-8 Library of Congress Control Number: 2017943650 © The Editor(s) (if applicable) and The Author(s) 2017. This book is an open access publication. Open Access This book is licensed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits use, sharing, adap- tation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made. The images or other third party material in this book are included in the book’s Creative Commons license, unless indicated otherwise in a credit line to the material. If material is not included in the book’s Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use.
    [Show full text]
  • The Forms and Nature of Civic Service: a Global Assessment
    C E N T E R F O R S O C I A L D E V E L O P M E N T The Forms and Nature of Civic Service: A Global Assessment January 2003 Global Service Institute Center for Social Development Washington University in St. Louis The Forms and Nature of Civic Service: A Global Assessment Amanda Moore McBride Carlos Benítez Michael Sherraden with Kwofie Danso Beatriz Castaño Lissa Johnson Maury Mendenhall Erica Smulever Erdenechimeg Tserendorj Jenny Brav Lacey Clark January 2003 Global Service Institute Center for Social Development Washington University in St. Louis One Brookings Drive, Campus Box 1196 St. Louis, Missouri USA 63130 314-935-8827 phone, 314-935-8661 fax [email protected] http://gwbweb.wustl.edu/csd/gsi Recommended citation: McBride, A.M., Benítez, C., & Sherraden, M. (2003). The forms and nature of civic service: A global assessment, research report. St. Louis: Center for Social Development, Washington University. The authors gratefully acknowledge support from the Ford Foundation for this research. Helpful comments on methods and the report were received from Mark Schreiner. Special thanks are extended to Dan Kelley, Margaret Lombe, Natasha Menon, and Fengyan Tang for their involvement in the design of the project, and to Suzanne Fragale for formatting and production of the report. Contents Preface and Acknowledgments ........................................................................................................ i Executive Summary .......................................................................................................................iii
    [Show full text]
  • The Civic Pulse Measuring Active Citizenship in a Cold Climate
    THE CIVIC PULSE MEASURING ACTIVE CITIZENSHIP IN A COLD CLIMATE Sam McLean and Benedict Dellot July 2011 ABOUT THE RSA The RSA has been a source of ideas, innovation and civic enterprise for over 250 years. In the light of new challenges and opportunities for the human race our purpose is to encourage the development of a principled, prosperous society by identifying and releasing human potential. This is reflected in the organisation’s recent commitment to the pursuit of what it calls 21st century enlightenment. Through lectures, events, pamphlets and commissions, the RSA provides a flow of rich ideas and inspiration for what might be realised in a more enlightened world; essential to progress but insufficient without action. RSA Projects aim to bridge this gap between thinking and action. We put our ideas to work for the common good. By researching, designing and testing new ways of living, we hope to foster a more inventive, resourceful and fulfilled society. Through our Fellowship of 27,000 people and through the partnerships we forge, the RSA aims to be a source of capacity, commitment and innovation in communities from the global to the local. Fellows are actively encouraged to engage and to develop local and issue-based initiatives. ABOUT CITIZEN POWER AND THE CIVIC PULSE In 2009 Peterborough City Council and the Arts Council approached the RSA to develop a programme of interventions to strengthen civic pride in Peterborough by looking at how participation, attachment and innovation in the city’s public services and among its citizens might be enhanced. The Civic Pulse – one of the Citizen Power projects – is helping to deliver those outcomes by developing a new survey tool which can help local authorities to measure and better understand the capacity of local residents to be active in their communities.
    [Show full text]
  • Active Learning and Active Citizenship
    Active Learning and Active Citizenship: Theoretical Contexts Edited by Mike McManus and Gary Taylor CORE Metadata, citation and similar papers at core.ac.uk Provided by University of Lincoln Institutional Repository Published 2009 © Sociology, Anthropology, Politics (C­SAP), The Higher Education Academy Network University of Birmingham Birmingham, B15 2TT E­mail: enquiries@c­sap.bham.ac.uk Website: http://www.c­sap.bham.ac.uk © 2009 selection and editorial matter, the Higher Education Academy; individual chapters, the contributors All rights reserved. Apart from any fair dealing for the purposes of research or private study, criticism or review, no part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, graphic, electronic, mechanical, photocopying, recording, taping or otherwise, without the prior permission in writing of the publishers. ISBN 1 902191 38 2 C­SAP Monographs Monograph No. 1: Benchmarking and Quality Management: The debate in UK Higher Education. Edited by David Jary Monograph No. 2: Teaching Rites and Wrongs: Universities and the Making of Anthropologists. Edited by David Mills and Mark Harris Monograph No. 3: Perspectives and Practice in Widening Participation in the Social Sciences. Edited by David Jary and Rob Jones Monograph No. 4: Engagements with Learning and Teaching in Higher Education. Edited by Denise Carter and Michaela Lord Monograph No. 5: Teaching Race in the Social Sciences. Edited by Malcolm Todd and Max Farrar Monograph No. 6: Reflections on Practice: Teaching ‘Race’ & Ethnicity in Further and Higher Education. Edited by Malcolm Todd and Steve Spencer Monograph No. 7: Pedagogies of Teaching ‘Race’ and Ethnicity in Higher Education ­ British and European Experiences.
    [Show full text]
  • Active Citizenship Assignment
    Active Citizenship Assignment Note: This assignment has been adapted from the For Our Common Home lesson plan suite, Module 1, lesson 9. PART I Read the following summary of seven Catholic Social Teachings (CST). Before moving ahead, re- read the principles as many times, and as slowly as needed, to really absorb and understand them. A SELECTION OF CATHOLIC SOCIAL TEACHINGS Catholic Social Teaching (CST) covers all spheres of life – the economic, political, personal and spiritual. The CSTs are usually formulated into seven to ten principles with slightly different wording, depending on the author. However, the CSTs are always based on the same concepts. Below, they are formulated into seven principles: • Human Dignity • Care for Creation • Solidarity • Rights & Responsibilities • Dignity of Work & The Rights of Workers • Call to Participate in Family & Community • Preferential Option for the Poor & Vulnerable Keep reading for more detail on each of the CSTs. 1. Human Dignity • All humans are created in the image and likeness of God. In that way, we have within us immense potential to love as God does. • Each human life is considered sacred within the wholeness of sacred creation. • Human value flows from one’s relationship with God and is not earned or merited. It is inherent, meaning it exists within us permanently. • We can choose to hurt or violate our own or another person’s human dignity, but a person’s dignity is never removable. • Treating people with respect for their God-given dignity and life means more than simply allowing others to live; it means helping all to live to the fullest in all 1 aspects of life: physical, social, mental, and spiritual.
    [Show full text]
  • Educating for Active Citizenship and Sustainable Development
    ROSA INDELLICATO DOI: 10.13166/JMS/113396 Research Fellow in “General Pedagogy” JOURNAL OF MODERN University of Bari “Aldo Moro” Italy SCIENCE TOM 3/42/2019, [email protected] S. 143–154 ORCID: 0000-0001-9585-0726 Educating for active citizenship and sustainable development Abstract In this essay the question of how to reconcile active citizenship and sustainable development will be addressed. In particular, it is a question of developing in the first part of the article a reflection on the education of the citizen, in the second part the necessary conditions for the school to be able to contribute to the formation of the citizen will be addressed and finally the third part will be dedicated to demonstrat- ing how and why the citizen education must also be carried out outside of school, in social life, in acting for sustainable development. Keywords: educating; citizenship; sustainable development Educating for citizenship In an educational landscape that has become over the past decade complex, families ask the school to broaden its horizons to a multicultural coexistence, trying to hold together for all the children who live in it learning and being able to stay in the world. What can be done to revive the sense of citizenship and the rules of civil coexistence in contemporary generations? Surely one cannot ignore the awareness that the founding values of a civil society must be taught from an early age: it is necessary, therefore, to intervene already from the school desks, starting from the kindergarten. The latter presented by the new Guidelines as a response to children’s right to education and care with the aim of promoting the development of identity, autonomy, competence and starting citizenship.
    [Show full text]
  • Programme Guide
    Erasmus+ Programme Guide In the case of conflicting meanings between language versions, the English version prevails. Version 3 (2021): 12-05-2021 Table of Contents PART A – GENERAL INFORMATION ABOUT THE ERASMUS+ PROGRAMME ........................................................ 4 WHAT ARE THE OBJECTIVES AND IMPORTANT FEATURES OF THE ERASMUS+ PROGRAMME? ..................... 6 PRIORITIES OF THE ERASMUS+ PROGRAMME .................................................................................................. 7 Part B – INFORMATION ABOUT THE ACTIONS COVERED BY THIS GUIDE .......................................................... 36 KEY ACTION 1: LEARNING MOBILITY OF INDIVIDUALS ................................................................................... 38 MOBILITY PROJECT FOR HIGHER EDUCATION STUDENTS AND STAFF ...................................................... 41 ERASMUS ACCREDITATION IN THE FIELDS OF VOCATIONAL EDUCATION AND TRAINING, SCHOOL EDUCATION AND ADULT EDUCATION ............................................................................................................................. 68 MOBILITY FOR LEARNERS AND STAFF IN VOCATIONAL EDUCATION AND TRAINING ............................... 77 MOBILITY FOR PUPILS AND STAFF IN SCHOOL EDUCATION ...................................................................... 93 MOBILITY FOR LEARNERS AND STAFF IN ADULT EDUCATION ................................................................. 106 LEARNING MOBILITY IN THE FIELD OF YOUTH ........................................................................................
    [Show full text]
  • Policies on Immigration and the Language Issue in Denmark
    WORKING PAPER SERIES Online Working Paper No. 04 (2012) What is the Point? Policies on Immigration and the Language Issue in Denmark Silvia Adamo This paper can be downloaded without charge from: http://www.recode.fi/publications ISSN 2242-3559 RECODE ± Responding to Complex Diversity in Europe and Canada ONLINE WORKING PAPER SERIES RECODE, a research networking programme financed through the European Science Foundation (ESF), is intended to explore to what extent the processes of transnationalisation, migration, religious mobilisation and cultural differentiation entail a new configuration of social conflict in post-industrial societies - a possible new constellation labelled complex diversity. RECODE brings together scholars from across Europe and Canada in a series of scientific activities. More information about the programme and the working papers series is available via the RECODE websites: www.recode.fi www.esf.org/recode Series Editor: Peter A. Kraus Editorial Assistant: Daniel Moran Section 1, Workshop 1: Linguistic Diversity and the Changing Dynamics of Political Integration Title: What is the Point? Policies on Immigration and the Language Issue in Denmark Author: Silvia Adamo Working Paper No. 04 Publication Date of this Version: April 2012 Webpage: http://www.recode.fi/publications © RECODE, 2012 Helsinki, Finland http://www.recode.fi © 2012 by Silvia Adamo All rights reserved. Short sections of text, not to exceed two paragraphs, may be quoted without explicit permission provided that full credit is given to the source.
    [Show full text]