225292-CP-1-2005-1-DK-GRUNDTVIG-G1 Final 05-03-2007 Case study: The World is Burning (Krogerup Højskole), DK By Marcella Milana & Tore Bernt Sorensen, Danish University of Education Introduction Informal education for democratic citizenship is embedded in the philosophy of the Danish Folk High Schools, which host primarily young adults, who are temporary out of the formal education and training systems but willing to continue their formal education at a later stage. This is particularly true in the tradition of the Krogerup Folk High School, which emphasise European humanism, human rights, democracy and politics since its establishment in 1946. Furthermore Krogerup is an active participant in the public debate on culture, democracy and public participation in decision making. The course The World is Burning, which is being the specific objective of an in-depth case study, is, to the authors’ acknowledgement, a unique example of non formal learning activity aimed at rising political awareness among well-educated young adults in Denmark, which is worth special attention for several reasons. First and foremost the course represents an explicit attempt to link formal and non formal education – e.g. high school and folk high school’s experiences - as well as education and active engagement in promoting developmental projects in favour of less economically developed countries – e.g. knowledge sharing on the political situation effecting less economically developed countries at local and national level. Secondly the course seems to respond to the need of enhancing internal political efficacy among the young population. In fact, as a recent research report on political efficacy 1 has pointed out, Danish youth, even though well knowledgeable about democracy and the functioning of political processes – i.e. high level of external political efficacy -, do not perceive itself as competent in political matters – i.e. low level of internal political efficacy. In its concluding remarks, the report stress that the Nordic democracies are thus facing the challenge of making the youth realize that they are competent in participating in political processes. Last but not least both the curriculum and the pedagogical approach are strongly linked to research activity carried out at national and international level by scholars engaged in the field of political engagement as well as adult education for democratic citizenship such as Ove Korsgaard (Danish University of Education, DK), Jørgen Gleerup (University of Southern Denmark), Erik Amnå (Goteborg University, SW) and others 2. The case study here presented is based on results from desk research and field work carried out in spring-winter 2006. In particular, desk research activity was carried out already in spring-summer, when direct contacts with the organizer were also established; while field work activity took place during the autumn edition of the course in question (28 August - 14 December 2006). Empirical data were collected through a combination of qualitative methods: participant observation (n. 9 sessions for a total of 36.5 hours) 3, semi-structured 1 Amnå, Erik et al. (2004). Meaningful Participation? Political Efficacy of Adolescents in 24 Countries. Young Citizens Program . Center for Public Sector Research, Göteborg University, Sweden. 2 Interview with R. Baastrup 3 Participant observation was carried out at Krogerup Højskole, according to the following calendar: September 1st (2.5 hours); 9 th (2.5. hours); 12 th (8 hours); 30 th (2.5 hours); October 6 th (8 hours); November 13 th (4 hours); 22 nd (4 hours); December 4 th (3 hours) and 10 th (2 hours). interviews (n. 3 of 1 hour each)4 and focus groups interviews (n. 2 of 1 hour each)5. Most of the empirical data were audio digitally recorded. 1. Stakeholders 6/structural framework The course The World is Burning is organized by Krogerup Folk High School (KFHS) in cooperation with the non-governmental organization Operation Day’s Work (ODW). It is run by KFHS, which is situated in Humlebæk, 35 kilometres north of Copenhagen, and is included in the school’s catalogue. Students enrolled in the course have the obligation of participating in other school’s activities 7. The course was initiated by Rune Baastrup, a volunteer for ODW, at present employed at KFHS. According to national legislation, the State provides Folk High Schools with taximeter funding based on the total number of students attending the school each year. Nonetheless Folk High Schools must not be run on State funding only, therefore participation fees are envisaged, though the exact amount is autonomously set by the school 8. The World is Burning is therefore financed by the State (approx. 2/3) as well as private sponsors, through participation fees (approx. 1/3) 9. In 2005, Operation Day’s Work provided additionally funding to cover travel expenses (20.000 DKK = 2.684 EUR) and communication activities related to the students’ communication projects (10.000 = 1.342 EUR). However the tendency is that these activities are becoming less dependent from ODW funding 10 . Krogerup Folk High School The stakeholder is an individual an informal group X an organisation/institution governmental X non-governmental other: ______________ X non-profit profit oriented other: ______________ The stakeholder is organised/registered at X local 11 regional national European level The organisation is active at X local regional national European level 4 Semi-structured interviews were carried out with the course initiator Rune Baastrup (Oct. 9 th ); a representative from the NGO Operation Day’s Work, Timothy R. Whyte (Oct. 9 th ); and a teacher, Anne Mette W. Nielsen (Oct. 6th ). 5 Focus group interviews were carried out at the end of the course (Dec. 14 th ) with a total of 10 students. The students were divided into two groups. 6 A stakeholder is a person, organisation or institution that has a legitimate interest – i.e. “stake” in a project or entity. Although according to the concept broad definition, teachers/trainers and learners are also stakeholders, we here refer to major stakeholders only. 7 Krogerup Folk High School Timeplan for the students 8 Bekendtgørelse af lov om folkehøjskoler, efterskoler, husholdningsskoler og håndarbejdsskoler - frie kostskoler; http://www.retsinfo.dk/_GETDOCM_/ACCN/A20060082229-REGL (last access on 1.03.07) 9 Interview with R. Baastrup 10 Økonomisk årsberetning , 2005; www.od.dk , (last access on 1.03.07.) 11 The school is situated in the municipality of Fredensborg-Humlebæk - 2 - KFHS´s mission is: “…to inspire interested young people with widely different backgrounds to take a critical stand on the most important current challenges. The tuition should develop the students’ political and cultural engagement, e.g. through a diverse dialogue about concepts of value, perceptions of identity and democracy. The life at the school must develop the students’ sense of responsibility, towards the single individual and the near and global community” (objects clause, § 1,4, our translation)12 . The educational provision by KFHS comprises short- (1 week) and long-term courses (10-20 weeks) in the following subjects: painting, ceramic, design, photography, drama, journalism, writing, rhetoric, video, politics, power, globalisation, sociology, anthropology, psychology, existence, movies, modernity, music, singing, rock poetry, dance, outdoor life, gastronomy, body and relaxation 13 . KFHS is a member of the Danish Association of Folk High Schools (DAFHS), an umbrella organization representing 79 Danish Folk High Schools, which organizes, supports and undertakes development projects for and with the Danish Folk High Schools in the key areas of: democracy, citizenship, culture and sustainability. At present, DAFHS is leading several national and translational projects on citizenship aimed at developing the concept of citizenship “in order to re-establish active and responsible citizenship as an essential element in education and general politics, be it on national, European or global level. Several member schools of DAFHS co-operate with NGOs in 3rd world countries, exchanging students, teachers, and voluntary workers”14 . The organizational structure of KFHS includes a Council, a Governing body, and a Headmaster. The Council is the highest authority and consists of: 3 members of the Danish Youth Council ; 8 former students, each elected for a two-year period; 2 students currently attending the school; 1 member from the Danish Confederation of Trade Unions ; 1 member from the Confederation of Danish Employers ; 1 member from the Danish Co-operative Societies ; 1 member from each of the political parties represented in the Danish Parliament; and 15 members appointed by the council, each elected for a two-year period 15 . The Council selects 5 persons among its members, who can not be employees or current students of the school, to form the school’s Governing body . The chairman of the Governing body is elected every year, while the remaining members are elected every two years. The school Headmaster is elected by the Council after recommendation from the Board of employees and is responsible for the pedagogical as well as financial administration of the school in front of the Governing body. Operation Day’s Work The stakeholder is an individual an informal group X an organisation/institution governmental X non-governmental other: ______________ X non-profit profit oriented other: ______________ 12 http://www.krogerup.dk/visArtikel.asp?artikelID=652 (last access on 1.03.07) 13 Højskolernes fælleskatalog 2006 14 http://www.ffd.dk/english/association-of-folk-high-schools (last access on 1.03.07) 15 http://www.krogerup.dk/visArtikel.asp?artikelID=652; http://www.krogerup.dk/visArtikel.asp?artikelID=653 (last access on 1.03.07) - 3 - The stakeholder is organised/registered at local regional X national European level The organisation is active at 16 X local X regional X national European level ODW is an aid organization promoting better conditions for young people living in poor areas of the world, according to its motto information - taking a stand – action.