Outcome of the conference:
The outcome of the conference can be summarized into three types:
- The Experts/stakeholders meeting statement to the participants of the conference. This could be retrieved from the Stakeholders/Experts meeting consultant report.
- The executive summaries of the workshops written by the NACE Advisory Board focal points and the voted upon recommendations by the participants of the workshops. For the details of the votes, access the document here.
The recommendations from 10 workshops were drafted by the participants with the help of the speakers and guided by the facilitators of the workshops then finally validated by within the world cafe and voted upon in the last session of the conference. 35 recommendations were voted upon, 34 of which passed, and 1 only did not pass. The participants could vote with yes, no, or abstain. The number of recommendations are shown in the below table.
| Workshop | Number of recommendations |
| Human Rights Based Approaches to Civic Education
(Executive Summary by Jakob Erle) |
4 |
| Civic Education in the Digital Era
(Executive Summary by NACE AB member) |
4 |
| The impact of “Countering Violent Extremism” on Civic Education | 3 |
| Youth in Civic Education | 3 |
| Mainstreaming Gender in CE Programming
(Executive Summary by Yosra Foda) |
3 |
| Challenges and Opportunities Social Entrepreneurship offers to CE (Executive Summary by Nadine Moussa) | 4 |
| Challenges and Opportunities Media/Journalism offer to Civic Education | 3 |
| The influence of Arts and Culture on Civic Education
(Executive Summary by Sina Libert) |
3 |
| Exploring the relationship between Religion and Civic Education
(Executive Summary by Lobna Jamal ) |
3 |
| Civic Education Reshaped by Migration and Refugees Influx (Executive Summary by Elhossien Mahmoud) | 5 |
Below is the narrative per workshop, the executive summaries followed by the voted upon recommendations:
Human Rights Based Approaches to Civic Education:
- Parts of the workshops discussions focused on the challenge of Human Rights being a divisive issue. This reflected on part of the discussion on advocacy in the expert meeting where it was proposed to start understanding Civic Education more as an inclusive umbrella for dialogue than as the promotion of certain views and values.
- The issue of “mutant capitalism” – no narrative, meaning etc., only addition and acceleration.
- A discussion on whether religion and Human Rights belong together.
- Food first, only then Human Rights.
Questions raised in the workshop – and the process of the workshop:
- It is a challenge that Human Rights are often perceived as abstract and coming from outside the culture. It is important to connect with everyday life.
- Importance of involving excluded groups in decision making.
- The challenge of democratic e.g. EU states not living up to their Human Rights obligations and in that way weakening the fight for Human Rights in the region.
- As an issue maybe dignity of the individual is more effective than the formalised Human Rights – and this may start with insisting that everyone is greeted by their name, not position, that all individuals are seen in the public.
- The need for safe spaces where Human Rights can be understood and discussed without monitoring or interference from outside.
- The issue of majoritarian groups in any country excluding minorities from participation.
- Civic Education as a possibility for initiating dialogue processes that involve all parts of society, majority, minorities etc. in processes that give common understanding of challenges and opportunities for all to contribute in developing solutions for development of society.
Process in reaching recommendations
- Before the keynotes the 14 participants introduced themselves to the rest of the group.
- After the keynotes and discussion of them the workshop divided in three subgroups, each with the task of coming with four recommendations based on the previous process and the ideas of the participants.
- The recommendations were posted and each participant gave from 0 to 25 points to each recommendation, based on issues such as relevance, reach, possibility of change. The average was calculated for each recommendation and the proposals were ranked.
- Based on the ranking the workshop had a qualified discussion that resulted in the accept of the 3 recommendations with the highest ranking, and then one of the lower ranked was accepted also when the participants agreed that it was very important. Before submission the four prioritised recommendations were edited for increased understandability.
Highlights – Recommendations
- The CE community should promote inclusive solutions to common challenges through involving majority and minority groups in this work.
- The CE community and governmental institutions should cooperate on ensuring representation of rights holders issues in CE programs.
- The CE community should establish safe spaces allowing participatory engagement in Human Rights based approaches to Civic Education.
- The CE community’s work with human rights should be mainstreamed and integrated with day to day experiences.
The final voted upon recommendations:
| النهج القائم على حقوق الإنسان في التعليم المدني | Human Rights Based Approaches to Civic Education | Yes | No | Abstention | Total | Yes % | N0 % | Abstention % |
| ان تقوم الجهات الفاعلة في التعليم المدني على تشجيع للوصول الى حلول مشتركة للمشاكل المشتركة عبر انخراط/اشراك الجماعات الأقلية | CE Community to promote common solutions to common good problems by fostering social inclusion through involving majority and minority groups. | 62 | 5 | 14 | 81 | 77% | 6% | 17% |
| ان تسعى الجهات الفاعلة في التعليم المدني على التعاون مع الجهات الحكومية في إبراز تجارب طالبي الحقوق في قضايا حقوق الانسان في برامج التعليم المدني | CE Community to coordinate with state institutions on representing experiences of rights holders with human rights in programs of civic education. | 64 | 0 | 9 | 73 | 88% | 0 | 12% |
| على الجهات الفاعلة في التعليم المدني تأسيس مساحات آمنة للجهات المستضعفة تمكنهم على تطوير منهج المتلائم مع حقوق الانسان في التعليم المدني | CE Community to establish safe spaces allowing participatory engagement on Human Rights-Based Approaches to Civic Education | 71 | 1 | 0 | 72 | 99% | 1% | 0 |
| على الجهات الفاعلة في التعليم المدني ان تطوّر منهجاً للتربية المدنية يظهر الترجمة اليومية لمبادئ حقوق الانسان عبر تعميمها وتبسيطها | CE community should mainstream human rights values in the day to day experiences in CE programs | 57 | 2 | 2 | 61 | 93% | 3% | 3% |
Civic Education in the Digital Era:
The workshops included three presentations divided between two sessions. The session started with two presentation about two different German experiences on software technology. But both, as well as the third presentation, only tackled their programs of technology based on a political context.
The presentations overviewed why did they use technology to reach their goals, the challenges they faced to start and continue, the different stakeholders engaged in their projects and key to success and sustain their projects. The session ended by the recommendation that was presented in the last sessions after the discussion in the workshop.
The Challenges outlined during the workshop:
- transparency and well informed end users, the end user needs to have access to the use of technology, also always question transparency of the project (due to its political sensitivity) questions around how they get their data and protection of the users legal rights and data. All these creates a challenges for them to explain even sometimes to the parliament.
- Funding is another challenge since most of the donors are having restrictions on the time to submit and to apply also not funding their project on then-long run . Moreover the donors conditions might contradict with protecting the end users or violate privacy.
- Fact checking is very hard in procedures and having good sources ( ex. who to trust, hard to verify). Needs more trained staff to work on it .
- Digital illiteracy, for instance softwares are limited to young people since the use oftechnology is very hard to tackle old age and other target groups. The interface is not easy to use for all.
- Personal risk on the people that gets the information
- High Legal advising costs
- Ensure credibility and independence while taking fund and dealing with protocol networks
- Aware of new tools and updated technology
- Accessibility
Importance of the use Technology on social cohesion:
- it helps in enhancing the political participation since it depends on easy access techniques (online and offline)
- It improves the critical thinking while depending on fact checking methods which make polarization less intense, through the use of numbers and declared evidence.
- It creates dialogue among different clientele
- It enhance people to work on different channels
- Engaged with different stakeholders and beneficiaries like schools
- Multiplier effect like online materials created
Stakeholders:
- help of academics, media assistance, yellow press, schools, software programmers
Recommendations
There were a lot of recommendations raised from the discussions which was based more on donors and funding resources and fact checking techniques used. We try to merge all suggested ideas as categories and we finalize it by the three main recommendations as follow
- Building capacities for activists / users, education dealing with digital technology to maximize the impact of projects
- Raising awareness for the importance of funding accessible technology for everyone and the importance of rethinking impact in the digital era
- Create an online digital platform that supports digital interactions for civic education for ex ( teaching materials , tool box ..), also foster mentorship and partnerships
The final voted upon recommendations:
| التعليم المدني في العصر الرقمي | Civic Education in the Digital Era | Yes | No | Abstention | Total | Yes % | No % | Abstention % |
| بناء قدرات الناشطين والمستخدمين من أجل التعامل الأمثل مع التكنولوحيا الرقمية واستخدامها لتعظيم الأثر الاجتماعي للمشاريع | Building capacities for activists/users on dealing with digital technologies to maximize the impact of projects online. | 73 | 2 | 2 | 77 | 95% | 3% | 2% |
| رفع الوعي للجهات الداعمة بأهمية تمويل التطبيقات التكنولوجية لاتاحتها للعامة، وبأهمية اعادة التفكير في مفهوم الأثر الاجتماعي وتقييمه للتطبيقات الرقمية | Raising donors awareness about the importance of funding the accessibility of technological tools for everyone and the importance of rethinking impact in the digital age | 54 | 4 | 11 | 69 | 78% | 6% | 16% |
| خلق منصة جديدة على الانترنت لدعم مبادرات التعليم المدني الالكترونية والتشجيع على خلق توائمات وشراكات فيما بينه (المنصة قد تقوم بإمدام المستخدمين بمجموعة من: الأدوات الرقمية التي قد تساعد مشاريعهم، المواد التعليمية … الخ) | Create an online digital platform that supports digital civic education initiatives (the website could have: digital toolbox, learning materials) and foster mentorship/partnership | 74 | 3 | 4 | 81 | 91% | 4% | 5% |
| تنظيم المزيد من البرامج، وحملات التوعية والتشبيك
للقضاء على الأمية التكنولوجية لفئات المجتمع المختلفة والمهمشة. |
Create more programs, advocacy and awareness campaigns tackling digital illiteracy among different groups in the society | 56 | 3 | 0 | 59 | 95% | 5% | 0 |
The impact of “Countering Violent Extremism” on Civic Education:
Voted upon recommendations:
| “مكافحة التطرف العنيف” على التعليم المدني | The impact of “Countering Violent Extremism” on Civic Education | Yes | No | Abstention | Total | Yes % | No % | Abstention % |
| تعميم التعليم المدني كمورد مهم لمكافحه التطيف العنيف ، و تفيذه في جميع الفاضئات التعليميه و العمل علي ضمان استادمته. | the mainstreaming of civic education as an important resource in countering violent extremism applied in all areas of education and learning to ensure its sustainability. | 56 | 7 | 9 | 72 | 78% | 10% | 12% |
| اعداد تصور تشاركي لمنهجيه التربيه المدنيه القائمه علي قاعده محو مكافحه التطرف العنيف و الوقايه منه، و العمل علي مناصره فاعله لادراج هذه المحتويات في المناهج الرسيمه و الغير رسميه و ملائمتها لمختلف المساحات و البيئات | participatory design of civic education strategies based on a values that contribute to countering and preventing violent extremism, and effective advocacy for and contextualization of civic education content in formal and non-formal curricula. | 57 | 2 | 15 | 74 | 77% | 3% | 20% |
| تعبئه الموارد البشريه و الماديه و تسخير كل الاليات المتاحه لتنفيذ برامج التربيه المدنيه و تفعيل اليات للمتابعه و التقييم و التقويم | ensure the availability of all necessary human and financial resources, as well as all tools required, for the execution of civic education programs, including monitoring and evaluation. | 53 | 7 | 15 | 75 | 71% | 9% | 20 |
Youth in Civic Education:
Voted upon recommendations:
| الشباب في التعليم المدني | Youth in Civic Education | Yes | No | Abstention | Total | Yes % | No % | Abstention % |
| تأسيس منصة اليكترونية لتبادل الخبرات و المعلومات حول التربية المدنية | launching an online platform to exchange knowledge and experiences about civic education | 56 | 9 | 12 | 77 | 73% | 12% | 15% |
| العمل على تأسيس شبكات محلية تهدف لإدماج التربية المدنية في النظم التعليمية الرسمية | starting national networks aim to integrate civic education in the formal education system | 51 | 8 | 7 | 66 | 77% | 12% | 11% |
| تصميم مواد و مناهج تربية مدنية تساعد الشباب على ممارسة القيم | designing educational materials and curriculums helps youth to practice the values | 49 | 10 | 15 | 74 | 66% | 14% | 20% |
Mainstreaming Gender in CE:
Gender is a cross-cutting topic when it comes to Civic Education. The workshop sought to answer three of the most triggering questions in order to reach recommendations by the end of the workshop about the questions raised.
- Does civic education change mindset towards gender equality? “engaging men and boys”
- Can civic education programmes offer safe spaces for youth to discuss gender equality and gender diversity in the Arab world?
- Promoting Gender Equality in CE programmes: A Public Policy Priority
The workshop started with an introduction of the participants. Followed with a group activity under the name of “where we are – where we want to be “, where the participants were asked to write down what there burning questions and what they look forward to learn from this workshop. Participants wrote down the following:
- Gender terminologies
- Means of spreading awareness of laws related to gender
- Means of Ending of all violence forms against women inside Egyptian universities or in theworkplace.
After the group activity the first presentation took place titled “Gender Equality in Arab states” Speaker Emad Karim asked the participants to reflect on a picture comparing between Equality and Equity as he raised a question what’s the difference between equality and equity and what could be the means to achieve it? From this point participants started to have a discussion on the recent status of Arab world’s when it comes to the two terminologies mentioned and how development projects and Civic Education activities aim to spread these terminologies through their projects. Examples on different projects from different countries were mentioned ex: Egypt, Morocco and Jordan.
Second presentation:Given by Ms. Wiem Melki titled “Promoting inclusive women’s right advocacy” a question was raised: What comes to your mind when we talk about women’s rights initiatives/ projects /advocacy VS inclusiveness? Participants shared different initiatives and activities from their countries. Ms. Wiem tackled another point from her presentation “Tunisian women case studies” where she explained two projects targeting dialogue between women organizations (different backgrounds, age differences, regions and especially ideologies). Participants were interested in knowing the result of such a project therefore, Ms.Wiem asked the participants to reflect on that by answering the following question: Could you think of any topics that women from different ideologies will be ready to work on? The participants mentioned some topics as:
- violence against women
- Girls education
- Major political changes
Third and final presentation given by Mr. Emad Karim titled “Key Findings from the International Men and Gender Equality Survey Middle East and North Africa Egypt, Lebanon, Morocco and Palestine” the survey was conducted by UN Women. Mr.Emad elaborated more about the purpose of the survey ,the methodology used and the key findings of the survey the presentation and the workshop ended with showcasing the recommendations and the outcomes of the mentioned survey of engaging men and boys.
- Engage key sources of social influence to change norms that sustain inequitable masculinities.
- Engage men in supporting a comprehensive policy agenda for women’s rights.
- Change the way boys and girls are socialised, at home and at school.
- Promote men’s caregiving and women’s full participation in the workplace.
Recommendations:
For the participants to reach concrete and focused recommendations the recommendations were divided into 3 thematic areas. Accordingly, the participants were divided into 3 working groups:
- Institutionalizing gender issues at the level of the Arab world.
- Engaging men and boys in advocating and lobbying for Gender issues.
- Policy responses for the promotion of gender-sensitive Civic Education in the Arab World.
- The activation of gender issues at the level of policymakers in the Arab world.
The voted upon recommendations:
| تعميم المنظور النوع الاجتماعي في برمجة التعليم المدني | Mainstreaming Gender in CE Programming | Yes | No | Abstention | Total | Yes % | No % | Abstention % |
| تغير الخطاب الحالي، و رفع الوغى عن طريق إيجاد مساحات /أرضية مشتركة بين الرجال و النساء من أجل التعبير عن الأدوار و الاحتياجات المختلفة لكل نوع، و التأكيد علي ان المساواة في النوع الاجتماعي تخدم جميع الأطراف. | “Changing the current discourse and raising up people’s awareness about the necessity of finding common grounds among men and women in order for them to be able to express their different roles and needs as well as emphasizing the fact that gender equality is for the good of everyone involved.” | 79 | 5 | 6 | 90 | 88% | 5% | 7% |
| الحرص على تفعيل دور منظمات المجتمع المدني في دمج مقاربة النوع الاجتماعي في صياغة وتنفيذ ومتابعة وتقييم السياسات العامة. | Strengthening the role of civil society organizations in mainstreaming a gender-sensitive approach in public policy formulation, implementation, monitoring, and evaluation. | 65 | 1 | 9 | 75 | 87% | 1% | 12 |
| استحداث وتفعيل هيئات استشارية تعمل على قضايا النوع الاجتماعي وتضمن تمثيلية منظمات المجتمع المدني عن طريق خلق قنوات واليات مؤسساتية. | Establish and put into practice advisory institutions that work on mainstreaming gender issues and ensure representation and participation of civil society organizations through creating institutional channels and mechanisms for coordination. | 41 | 6 | 18 | 65 | 63% | 9% | 28% |
Challenges and Opportunities Media/Journalism offer to Civic Education:
The voted upon recommendations:
| التحديات والفرص الي تقدمها وسائل الإعلام / الصحافة إلى التعليم المدني | Challenges and Opportunities Media/Journalism offer to Civic Education | Yes | No | Abstention | Total | Yes % | No % | Abstention % |
| دورة تدريبية لتكوين المدربين من الصحفيين ( سيكون هؤلاء الصحفيين سفراء للشبكة العربية للتعليم المدني لدى وسائل إعلام بلدانهم ) | Training of Trainers (ToT)/Ambassadors of civic education by NACE { grants for production, field trips …} ; | 53 | 3 | 12 | 68 | 78% | 4% | 18% |
| انشاء قاعدة بيانات لتبادل لتجارب التعليم المدني : فيديو / قصص للتعليم المدني / نشر للمشاريع المنجزة محليا و وطنيا داخل البلدان العربية و في المستوى الإقليمي . | Storytelling platform includes
•Features\stories of civic education. •Mapping of local and regional projects •Database : CE across the Arab World. |
50 | 5 | 2 | 57 | 88% | 9% | 4% |
| لمؤتمر 2020 : احكي قصتك مع التعليم المدني عبر فيديوهات قصيرة (المدة 3 دقائق) | For CEC2020: #tell_you_civic_education_story
—> short movies competition about civic education experiences in the Arab region. |
54 | 1 | 7 | 62 | 87% | 2% | 11% |
The Influence of Arts and Culture on Civic Education:
Arts and culture mirror and transcend social realities while providing critical and provocative approaches to them. How these approaches can be used in and are influencing Civic Education has been the overarching question of this workshop. The workshop thus started by exploring interfaces and commonalities of both art, culture and civic education in general, asking for the role of art and artists in society and political and social movements. The question whether art in itself is civic education, developed out of the early discussions and recurred frequently during the interventions. Drawing on the understanding of the concept of culture as defined by UNESCO and the Freiburg declaration, a common ground was set that saw culture as a broader set of cultural, religious, social and intellectual specificities.
The three interventions focused on different examples or approaches to make civic education work through arts and culture, (1) on the education of children on rights through puppet theatre, (2) on the learnings civic education can take from cultural education in times of social and political polarisation, and (3) on the role of cultural institutions in fostering social cohesion. Several findings have been central to the discussions and the formulation of the recommendations, the importance (1) of taking the specific national context into consideration when initiating social change through arts and culture, (2) of the public space and (3) of engaging citizens in the implementation of cultural and civic education programmation in a participatory approach.
The relevance of the national context became visible when discussing the use of puppet theatre in Yemen. This enabled especially girls to actively participate in the creative process and the plays as they were not visible to the public.
The second intervention and following discussions homed in on the example of the German city of Dresden to advocate for the powerfulness of the public space – both with regard to individual citizens and communities – and the importance of engaging people through emotions in civic education. While the city has seen an emergence of right wing movements, the question of how to find safe spaces to meet and where silent voices can raise, became more pressing.
Examples put forward were public interventions and installations. This recurs to the importance of the public space as radically open and easily accessible and of its reappropriation by citizens and refers to the importance of emotions. The importance of touching people through art and making use of these emotions in civic education has been strongly underlined in the discussions. Taking off at this point, the third intervention particularly highlighted the relevance of civic engagement and participatory approaches in the design of cultural programmation. This was exemplified in the Tunisian context, where, in the aftermath of 2011, social and political fragmentation became visible. It presented a cultural space that has been initiated, founded and is still run by citizens on a voluntary basis, mostly from the immediate neighbourhood and thus can create a closely tailored offer.
Voted upon recommendations:
| تأثير الفنون والثقافة على التعليم المدني |
The influence of Arts and Culture on Civic Education: |
Yes | No | Abstention | Total | Yes % | No % | Abstention % |
| ضمان مشاركه اﻟﻣﺟﺗﻣﻊ اﻟﻣدﻧﻲ وﻣؤﺳﺳﺎت التعليم المدني ﻓﻲ اﻟﻣﺷﺎرﯾﻊ الحكومية ﻣن ﺧﻼل إﺑرام اﺗﻔﺎﻗﯾﺎت وﺷراﮐﺎت تتعهد ﻓﯾﮭﺎ اﻷطراف اﻟﻣﺧﺗﻟﻔﺔ ﺑﺎﻻﻋﺗﻣﺎد ﻋﻟﯽ اﻟﻣﻧﮭﺞ اﻟﺗﻔﺎﻋﻟﻲ اﻟﻘﺎﺋم ﻋﻟﯽ اﻟﻔﻧون لدعم التعليم المدني. | Ensure the involvement of civil society and education institutions in public projects
through the conclusion of agreements and partnerships in which different parties commit to rely on the interactive curriculum based on Arts as a catalyzer of civic Education. |
42 | 2 | 14 | 58 | 72% | 3% | 24% |
| تثمين المبادرات الفنية التي تعزز التعليم المدني ودعمها من خلال توفير المزيد من الفرص للفنانين خاصة في المواضيع المتعلقة بتعزيز التعليم المدني في الأماكن العامة والأحياء المهمشة من خلال المبادرات الفنية. | Valorize artistic initiatives addressing civic education and support it by providing
more opportunities for artists mainly in the thematic of promoting civic education in public spaces and marginalized neighborhoods through artistic initiatives. |
51 | 2 | 6 | 59 | 86% | 3% | 10% |
| تكثيف الدورات التدريبية وبرامج بناء القدرات للفاعلين في التعليم المدني والفنانين بشكل رئيسي في تصميم وتنفيذ المشاريع المشتركة التي تساهم في عملية التعلم من خلال النهج الثقافي والفني. | Intensify training courses and capacity building programs of actors in civic education
as well as artists mainly in the design and implementation of joint projects that contribute to the learning process through a cultural and artistic approach. |
54 | 3 | 1 | 58 | 93% | 5% | 2% |
Exploring the relationship between Religion and Civic Education:
The workshop started by pointing out two different positions regarding the topic. As one of the speakers Farooq Mulla declared his access to the subject as a theologian, whereas Youssef Seddik treated the subject in a philosophical/ civic society manner. Farooq Mulla made clear that religious instructions should be used in order to foster CE. CE should help understand Qur’an in a constructive way. Youssef Seddik declared that religion and CE should be separated. Religious instructions such as Islamic studies should not be taught until High school level. In early ages young pupils should learn comprehensive religious studies that include all religious groups worldwide. After the two presentation a lively debate sparked off within the group. The three guiding questions which for the workshop were discussed controversially. The group was discussing about the question, whether to teach the History of Qur’an to younger people or not. Some of the participants argued that there should not be any concern in combining religion and CE, if you concentrate on teaching the “good”, universal values of religions. Finally the group did not share the same perspective or understanding of Islam. During the discussion CE was understood as a counter model to religion – as a competing, incompatible system. Yet, all agreed that the objective of CE should be to promote freedom of thought, religion and above all to foster universal values as well as the respect of the principles contained in the Universal Declaration of Human Rights. CE and religions have many overlaps. Using the positive impact of religions as well as seeking good aspects of Islam to reinforce CE could be a way to integrate religion into CE. One objective of combining religion and CE should be to foster the respect for religions (Judaism, Christianity and Islam, but also Buddhism and so forth). In this context one question has arisen: How can we overcome the fundamental differences between religion and civic education? Religions claim to possess the universal, absolute one and only truth. Regarding issues like the role of women (not only in Islam, but also in Judaism and Christianity and so forth) or the Islamic inheritance law for example, CE and religion take diametrically opposed positions. The need to develop a way, a method or a system to deal appropriately with topics where Religion collides with CE was demanded. Some participants emphasized that they live in an Islamic country where the majority of the population is of Muslim faith. The compatibility of religion and CE is vitally important to them. In these societies CE can only be successful in reaching its goals if it has a relationship to religion that is free of conflict and free of tensions. Pushing back or replacing religion by CE will be doomed to failure. By this means, CE will be considered as anti-religious and therefore be rejected by a large group. CE must be a less confronting element. It should not be in contradiction to other systems or demarcate religion. Otherwise it will be considered as a counter model to religion. The participants reached the recommendation by agreeing on the lowest common denominator.
Voted upon recommendations:
| استكشاف العلاقة بين الدين والتعليم المدني | Exploring the relationship between Religion and Civic Education | Yes | No | Abstention | Total | Yes % | No % | Abstention % |
| استقلاليه التعليم المدني عن المؤسسه الدينيه | Independence of CE from the Religious institute | 62 | 3 | 8 | 73 | 85% | 4% | 11% |
| للمؤسسات الدنيه و الاقتصاديه دوراً ااستشاري في التربيه المدنيه حسب السياق المحلي | Religious and economic institutions have a consulting role in terms of CE according to the local context of the region | 4 | 46 | 16 | 66 | 6% | 70% | 24% |
| ضروره التمييز بين البعد العامودي” الشأن الخاص” في الديانات و البعد الافقي “الشأن العام ” من حيث المعاملات الذي يجمع الانسانية. | the importance of the differentiating between the vertical dimension of religions and horizontal dimension which unites humanity | 23 | 14 | 15 | 52 | 44% | 27% | 29% |
| اقرار التعليم المدني كحق لكل انسان. | Adopting CE as a Human right/ as a right for every Human being | 49 | 7 | 14 | 70 | 70 | 10 | 20 |
| يمكن في التعليم المدني ان يتخذ من الدين موضوعاً | In CE religion can be a subject | 36 | 18 | 16 | 70 | 51% | 26% | 23% |
Challenges and Opportunities social entrepreneurship offer to CE:
Concerning the “Challenges and Opportunities Social Entrepreneurship offers to CE” workshop,the workshop was facilitated by Mr. Ziad Haddara from Lebanon and the speakers were Mr. Ziad Barouni from Tunisia, Ms. Hajar Aquerouach from Morocco and Mr. Mohamed Motawakil from Morocco. The workshop was divided into 3 main sessions: 1. Introduction/presentation by Haddara; 2. Speakers’ speeches and Q&A discussions; 3. Group work activities. Mr. Haddara’s introductory presentation was mainly aiming to set clear definition for civic education (CE) and social entrepreneurship (SE); he discussed how SE could be a main tool in promoting for and achieving CE and he shared numerous success stories of social entrepreneurship in the Arab region. The speakers’ speeches were tackling the following questions set by Mr. Haddara:
- Do you consider yourself a social entrepreneur? How would you distinguish a social entrepreneur from a regular entrepreneur?
- Do you see a clear distinction or not between a social venture/ business and a business that conducts its business responsibly?
- How do you see the relationship between social entrepreneurship and civic education? Is it an obvious one? Direct? Indirect? One pre-requisite to the other? Etc.
- Is there any “conscious” relationship between the work you do and civic education? If not, is there any indirect relationship?
- Can you think of any social business model, or do you know any existing one, whose direct objective is the promotion of civic education?
- What is your ideal project or a commission you would love to get?
After the speeches and their Q&A discussions, Mr. Haddara divided the workshop attendees into 4 groups first to come up with an idea and develop a Social Entrepreneurship business model that directly promotes civic education and each group presented their model. Then, the participants were re-divided to work in groups on the workshop’s recommendations; each group presented their recommendations and then they were filtered to avoid any redundancy. Here are the filtered and agreed upon recommendations (divided into main and supplementary recommendations):
Main Recommendations:
- Encourage and promote training programs that combine social entrepreneurship with civic education, in order to encourage wider adoption.
- Engage the private sector and other donor in programs aiming to fund social businesses that directly promote civic education and values.
- Highlight success stories/ best practices of social entrepreneurs who have positively impacted civic education and values.
- Create a certification mechanism (possibly by NACE) to ensure the quality of trainers and organizations engaged in civic education.
Supplementary Recommendations:
- Expand the concept of civic education from an end itself to a tool that aims to create active responsible citizens.
- Encourage universities to include a social dimension to all graduation projects.
Voted upon Recommendations:
| التحديات والفرص تقدم ريادة الأعمال الاجتماعية إلى التعليم المدني | Challenges and Opportunities Social Entrepreneurship offers to CE | Yes | No | Abstention | Total | Yes % | No % | Abstention % |
| تشجيع و تعزيز البرامج التي تدمج بين الرياده المجتمعيه و التعليم المدنيز | Encourage and promote training programs that combine Social Entrepreneurship and CE | 48 | 3 | 6 | 57 | 84% | 5% | 11% |
| ادراك و اشراك القطاع الخاص و الجهات المانحه في برامح تمويل لاعمال مجتمعيه تهدف الي نشر التعليم المدني | entrepreneurship with civic education, in order to encourage wider Adoption. | 63 | 0 | 1 | 64 | 98% | 0 | 2% |
| ابراز قصص نجاح الرياديين المجمعيين الذين اثروا ايجابياً في نشر التعليم و القيم المدنيه. | Engage the private sector and other donors in programs aiming to fund | 56 | 2 | 4 | 62 | 90% | 3% | 6% |
| خلق اليه لضمان جوده المنظمات و المدينين الذين يعملون في المدني كمدربين | social businesses that directly promote civic education and values. | 52 | 10 | 7 | 69 | 75% | 14% | 10% |
Civic Education reshaped by Migration and Refugees Influx:
With the attendance of 9 participants the workshop started with defining the main concepts underlying the topic in addition to general statistics about the migration and the refugee situation in the world and specially in the Arab world. The first speaker in the workshop tackled the legal situation of refugees in Egypt, their numbers, and the challenges they face. The second speaker presented the Tunisian case and the economic, social, and psychological integration processes they go through with the help of the NGOs and the Tunisian Government. The Second session in the workshop the third speaker went back to the Egyptian case to talk about the role of the community schools. Then the discussion went on to explore the different integration cases from all over the world that proved successful and how can this be applied in the Arab world. The third and last session was mainly exploring the recommendations regarding the collective action of the civil society institutions to support the refugee situation in the Arab world and NACE’s role in this.
Voted upon recommendations:
| إعادة تشكيل التعليم المدني من خلال الهجرة واللاجئين |
Civic Education Reshaped by Migration and Refugees influx |
Yes | No | Abstention | Total | Yes % | No % | Abstention % |
| تشريك اللاجئين والمهاجرين في العمل المدني وفسح المجال أمامهم للدفاع عن
قضاياهم بأنفسهم. |
Involve refugees and migrants in civil work and give them the
space to defend their own causes |
66 | 2 | 8 | 76 | 87% | 3% | 10% |
| حث المنظمات المنضوية تحت الشبكة العربية للتعليم المدني على صياغة مادة
تدريبية للتعليم المدني متعلقة بحقوق اللاجئين والمهاجرين. |
Urge organizations affiliated with the network (NACE) to develop a civic education training curriculum on the rights of
refugees and migrants. |
51 | 2 | 9 | 62 | 82% | 3% | 14% |
| التنسيق بين منظمات المجتمع المدني لتقديم مقترحات قوانين خاصة بحقوق اللاجئين
والمهاجرين ثم العمل كقوة ضغط من أجل سن هذه القوانين. |
Coordinate between civil society organizations to draft law
projects related to the rights of refugees and migrants and then to act as a lobbying force for the enactment of these laws. |
49 | 1 | 12 | 62 | 79% | 2% | 19% |
For the details of the votes, access the document here.
For more information and context within the complete CEC III Report by Rana Gaber and Mohamed Hassan please click here.
