Working group 3: Final conclusions Education and awareness-raising to combat racism, related discrimination and extremism at sub-national, national, regional and international levels.
12 October 2000

During these two days of sessions range of speakers, from NGOs, intergovernmental organisations and governments then contributed to the debates, structured around 5 main headings:

The last day following topics were brought up:

In relation to (formal) education and schools

(a) Points of principle raised included the following:

Human rights and anti-racism teaching should be mandatory in the curricula of all primary and secondary schools in Europe. Intercultural and human rights education should not be taught as subjects but rather as principles of practice, as attitudes. Representatives of the target groups must be involved in the development of such curricula. Schools and other institutions should not be reacting to crises but acting in such as manner as to preclude them. Their structures need to be adapted for diversity rather than layers added on. A review needs to be made of what is being taught in schools. The teaching of history was singled out for particular discussion. The issue of teaching in ones own language also gave rise to some debate. The comparative advantages and disadvantages of being taught in ones original language or in the host language, in terms of ease of learning, the elimination of differences in the classroom, easier access to higher education and the workplace, and so on were discussed. A proposal for Central European co-operation on education for the less favoured, in particular Roma, was highlighted.

(b) A number of Good practices were identified, including:

However, there was a feeling that, while there might be no shortage of good ideas, rarely is the necessary financing found, indicating lack of real commitment to implementation. Most importantly, it was stressed that "good practices" can only be identified by the beneficiary or target group; those discriminated against must be consulted and must be part of the development of such projects for them to be effective. Good practices should be continuing and never fall into the trap of "tokenism".

III. The discussion then moved on to the training of professional groups, and some regret was expressed that NGOs had not been included as one such group. Before considering basic or in-service training, it was felt that one should look at recruitment and promotion policies; these need to changed. The kind of training that professionals need, it was suggested, is not so much awareness training but rather training in acting in an anti-oppressive manner. This often requires a fundamental change of culture of the profession. In this sense, "tolerance" is not what is needed but respect for one another. Care must be taken by Governments to include minorities in training in information technology, in order to avoid their even greater marginalisation from society.

IV. The issue of Non-formal education and general awareness-raising produced a range of exchanges, from how to mount a successful campaign, including how to ensure that the World Conference against Racism is meaningful, to the central role of children and youth groups in changing society's attitudes and to life-long education. In order to be effective, public awareness campaigns must have a clear message, direct appeal and immediate relevance to those they target. They must be repetitive and/or ongoing over a considerable period, be media-attractive and be memorable. They have to be participatory, hands-on, collective efforts, bringing members of the community and different professions together. They need to have a multiplying effect. Most importantly, they must involve the target group in their design and development and, above all, carry with them real political commitment. The success of a campaign may be evaluated in terms of changed behaviour of those targeted; empowerment of minority groups through knowledge of their rights; and impact on the indifferent. The key role of young people and children was once again underlined. It was regretted that delegations to this European conference could not have included more youth representatives. The importance of including youth groups in national delegations to the World Conference against Racism was felt very strongly witihin the group. Good practices mentioned included: V. Concluding remarks

Finally, the question was put as to whether education is really what is most important in the fight against racism and racial discrimination. It was suggested that racism is essentially a system devised to exclude others from economic power; in this sense, it is a change of attitudes and mind-sets that is needed, beginning with what parents teach their children.