Manual whatsyourid final by Europahuis Ryckevelde

FACILITATOR’S MANUAL

CONTENT GENERAL INFORMATION ........................................................................................... 2 Preface .................................................................................................................. 2 Goals ............................................................................................................................ 2 The film “I am Europe”.................................................................................................. 3 Authors......................................................................................................................... 3

Practical Information ............................................................................................. 4 Target group ................................................................................................................. 4 Course & duration of the workshop .............................................................................. 4 Room setting ................................................................................................................ 5 Materials needed.......................................................................................................... 5 Getting started ............................................................................................................. 6

THE WORKSHOP “WHAT’S YOUR ID?” ....................................................................... 7 Introduction to the workshop ................................................................................ 7 1. The European Union?................................................................................................ 8 2. The film / extract of the film “I am Europe” ............................................................. 11

Part I. My ID ........................................................................................................ 12 1. Open question ........................................................................................................ 12 2. The values of the EU ............................................................................................... 13 3. Personal interpretation ........................................................................................... 14

Part II. Their ID..................................................................................................... 16 1. Stories of other Europeans ...................................................................................... 17 2. Plenary reflection .................................................................................................... 23

Part III. Europe’s ID .............................................................................................. 24 1. Priorities for Europe (OPTIONAL)............................................................................. 25 2. EU interpretation of values ..................................................................................... 27

Conclusion ........................................................................................................... 42 1. European/universal values? (OPTIONAL) ................................................................. 42 2. Conclusion .............................................................................................................. 45

-1-

GENERAL INFORMATION Preface “What’s your ID?” is a workshop for youngsters and adults which focuses on European values, inspired by the film “I am Europe” by Jef and Margot Vingerhoedt, produced by the Evens Foundation. The film sets the mood with regards to how Europeans think and by which set of values they act. The workshop “What’s your ID?” takes these quotes and examples as a starting point and endeavours to dig deeper. Do we have a set of values in Europe which everyone shares? If so, do we all have the same interpretation of these values? Is the European Union a union based on values? In the first part of the workshop, participants will examine their own ideas concerning values. Which values do they think are important for a liveable society? The second part compares the participants’ ideas with those of the characters portrayed in the film “I am Europe”, in addition to the points of view of their fellow participants. The third part takes a close look at the European context: how does the EU translate these values into concrete measures? Is it enough? Participants will discuss real life examples of how the EU interprets these values and – where needed – formulate recommendations. Participants will then split up in to smaller groups to each discuss one specific aspect. Finally, the values will be placed in a universal context. The workshop does not hold the answers to the questions posed. It allows participants to reflect on European values based on concrete examples, situations and on their own experiences. The workshop is offered free of charge to all groups wanting to reflect on the theme of ‘European values’.

Goals The ultimate goal is for citizens across Europe to make use of the workshop “What’s your ID?”. The film, the manual for facilitators and the presentations are offered free for use by all groups wanting to reflect on the theme of ‘European values’. The Evens Foundation and Ryckevelde vzw hold all copyrights. The workshop itself has the following aims:  Participants reflect on what they see as their own values,  Participants place their own values within a European and universal perspective,  Participants reflect on the European Union,  Participants improve their democratic skills, expressing their opinions, listening to others’ opinions and compromising,  The sense of European citizenship is strengthened.

-2-

The film “I am Europe” At the end of 2010, the Evens Foundation initiated the creation of a European documentary aimed at highlighting Europe as 'a space of encounter', where European citizens can grow closer. The documentary was filmed in six cities and was based around several criteria, but the essence was to emphasize Europeanness, thus reinforcing the idea of a European space. Large European cities and their inhabitants can provide insights into Europe’s soul. Living together in an urban context is a challenge, just as living together in a shared Europe can prove to be. In the search for stories, film makers Jef and Margot Vingerhoedt were guided by what the Treaty of the European Union defines as ‘European values’. The film is built around six of these values: democracy, human rights, freedom, equality, the rule of law and solidarity. It gathers personal stories and impressions that illustrate this Europe of encounter. In late 2011, the film was presented to and discussed with different stakeholders in order to refine the final version. They agreed that the potential of the film lies in the way it can provoke lively reflection on the stories recounted and the varied issues that it raises. Subsequently, the Evens Foundation approached Ryckevelde, organisation for European citizenship, to create a workshop inspired by this film and the values and stories the film portrays.

Authors The Evens Foundation The Evens Foundation initiated both the documentary “I am Europe” and the workshop “What’s your ID?”. The Evens Foundation is a public benefit foundation based in Antwerp, Belgium, with offices in Paris and Warsaw. It initiates and supports sustainable projects, and awards biennial prizes that contribute to the progress and strengthening of Europe based on cultural and social diversity. The Evens Foundation’s mission statement is to initiate, develop and support projects that encourage citizens and states to live together harmoniously in a peaceful Europe. It promotes respect for diversity, both individual and collective, and seeks to uphold physical, psychological and ethical integrity. Find out more about the Evens Foundation at www.evensfoundation.be.

Ryckevelde, organisation for European citizenship Ryckevelde is the author of this workshop. It is a non-profit organisation promoting European citizenship, located in Damme, Belgium. The organisation operates with the belief that peace in Europe – both past and futue – depends on democracy in which citizens can truly participate. Ryckevelde therefore empowers citizens to participate in European society by offering training and debates, as well as administering actions, events and projects on the process of European integration. Ryckevelde was founded as a ‘Centre of Europe’ by Karel Verleye in 1956. As a pioneer of the European cooperation, Karel Verleye also founded of the College of Europe in Bruges in 1949. Find out more about Ryckevelde at www.ryckevelde.be. Manual for workshop “What’s your ID” I Initiative of Evens Foundation I Creation by Ryckevelde vzw ©2013

-3-

Practical Information Target group The workshop targets all European citizens, from the age of 18 years on. This manual and the accompanying presentations are intended for use by the facilitator of the group. This manual has been designed for a workshop consisting of around 20 people. If the group is bigger or smaller, the working method described can be adapted in order to suit the group. For example, a workshop in plenary form can be used for smaller groups. When there are more than 30 people, it is recommended to split up the group. Plenary discussions can be very difficult with bigger groups, diminishing the chance for participation for all.

Course & duration of the workshop The duration of the workshop will depend on the facilitator’s own approach. The biggest difference is whether the whole film “I am Europe” (50 minutes) is played, or only the short introduction (2 minutes). The rest of the timing is indicative. Introduction: (15 minutes or 1 hour, dependent on whether the whole film is viewed.) 1. The European Union? 2. The film ‘I am Europe’ Part I: My ID (10 minutes) 1. Open question 2. The values of the EU 3. Personal interpretation Part II: Their ID (1 hour) 1. Stories of other Europeans 2. Plenary reflection Part II: Europe’s ID (1 hour) 1. Priorities for Europe: OPTIONAL (10 minutes) 2. EU interpretation of values: a. Introduction: plenary setting b. Group work: 3 to 4 working groups c. Plenary discussion Conclusion (20 minutes) 1. European / universal values?: OPTIONAL (15 minutes) 2. Conclusion (5 minutes) = 2h45 minutes including only the film’s short introduction (breaks excluded) = 3h35 minutes including viewing the entire film (breaks excluded)

-4-

Room setting Most of the workshop will take place in plenary setting, with one part in smaller working groups. For the plenaries, it is suggested to face tables and chairs towards a projection screen or white wall, with the facilitator standing in front of the group. Another, more cooperative setting, is to arrange the participants in a circle or rectangle, so that everyone can see each other. The smaller the group, the better this setting works. Make sure all participants can see the projection screen and that each has a table to make notes easily. For the working groups, use up to four tables with chairs dotted around the room. If using a circle or rectangle setting, participants can simply move their chairs. Introduction: plenary setting Part I: My ID: plenary setting Part II: Their ID: plenary setting Part II: Europe’s ID 1. Priorities for Europe: plenary setting (OPTIONAL) 2. EU interpretation of values a. Introduction: plenary setting b. Group work: 3 to 4 working groups c. Plenary discussion Conclusion: plenary setting

Materials needed For the facilitator:  Laptop  Beamer  Audio (speakers)  Flipchart or smartboard with markers (optional, but more practical). For the participants:  Copies: o Annex Part I: ID map for every participant o Annex Part III: 4 x Europe’s ID – Group work roadmap (one for every group)  Pen for every participant

-5-

Getting started It will take some time to browse through this workshop before actually facilitatating it. At least 3 hours should be set aside for the facilitator to absorb all the necessary background information, and an extra 50 minutes to view the film “I am Europe” beforehand (if being shown). However, this manual and the accompanying presentations should provide all necessary tools and background information for a successful and satisfying workshop about European values. This is a short roadmap to prepare to facilitate this workshop: 1. The facilitator reads this manual. 2. The facilitator explores the “What’s your ID?” Prezi presentations. Remark: If working with the Prezi programme for the first time, it is recommended to first browse through them to gain familiarisation. The presentations are enabled with a ‘path’ to help navigation. This is done by either clicking the on-screen arrows or using the arrows on the keyboard to move back and forth. Visit www.prezi.com for several helpful instruction videos. 3. The facilitator decides whether to show the whole film “I am Europe” or the short introduction to the film, included in the Prezi presentation. 4. The facilitator decides which values and statements to discuss during Part II – ‘Their ID’. Choose four out of the six values and one statement per value. 5. The facilitator practises how to ‘teach’ the concrete examples of European policies as translations of values and decides how much information to give. 6. The facilitator prints the copies and prepares everything practically. 7. The facilitator runs the workshop “What’s your ID?”

Good luck!

-6-

THE WORKSHOP “WHAT’S YOUR ID?” Introduction to the workshop Total duration: 15 minutes or 1 hour 1. The European Union? 2. The film ‘I am Europe’

12 minutes 50 minutes or 3 minutes

The facilitator opens the first Prezi Presentation, with the introduction, part I and part II.

The facilitator welcomes the participants. He or she briefly explains the objective and the course of the workshop (depending on how the facilitator plans to proceed). He or she uses the Prezi presentation to illustrate the overview. Facilitator: 1. Objective of the workshop “This is a workshop about values in general, and European values in particular, based on the film “I am Europe”. The goal is to reflect on values in society and how Europeans perceive these values. There is no ‘right’ or ‘wrong’.”

-7-

2. Course of the workshop

“Over the course of this workshop, we will tackle the following areas: Introduction: We’ll start off with a short quiz about the EU. Then we’ll watch (an introduction to) the film “I am Europe”. Part I: In the first part, ‘My ID’, we will reflect on a number of values and your own interpretation of these values. Part II: In the second part, ‘Their ID’, we will look at how other Europeans interpret these values. We will watch some clips from the film “I am Europe” and discuss whether or not you agree. The ‘other’ Europeans are both the people portrayed in the film as well as your fellow participants in this workshop. Part III: In the third part, ’Europe’s ID’, you will reflect in smaller groups on how the EU translates these values through policy. Conclusion: To conclude, we will ask ourselves whether these can be seen as European and/or universal values.”

1. The European Union? Many people don’t know how and why the European cooperation started. In order to create the right framework, this workshop starts with a short quiz, introducing some facts about the EU. The facilitator runs through the four questions and gives some background information. If the group already has this background knowledge, this part can be skipped. Facilitator: Introduction to the quiz

“We’ll start this workshop with a short quiz, introducing some facts about the European Union. I’m sure you’ll all know the answers, but this is meant to freshen up on your EU-knowledge. Here we go.”

-8-

1. First question

“When did the European cooperation start? I’m not looking for an exact date, a period in time is more than enough.” The facilitator gives the floor to the participants. The answer he’s looking for, is ‘after the second World War’. So, if someone answers “end of the 1940’s, beginning of the 1950’s”, the facilitator confirms and asks why exactly then. If someone says ‘after WWII’, the facilitator poses the additional question of when that was exactly. (WWII started in 1940 and ended in 1945). After this, the facilitator zooms in on a short film extract, showing some historic images of how and why it all began. This is a very short history of the European cooperation, stressing the beginning and showing very roughly the evolution of the European cooperation.

NOTE: For the best viewing frame, it is recommended to refrain from zooming in completely on the film as the player will remain visible. Once zoomed out to the frame around it, the player disappears, making it easier to watch.

2. Second question

“How many member states does the EU count?” The facilitator gives the floor to some participants. Give them some time to discuss and help each other with the answer, before moving to the answer in the Prezi presentation.

The answer: Until July 2013, the answer is 27. Croatia joins the EU on 1 July 2013, bringing the total number of member States to 28. The image included in the Prezi presentation shows all 28 members. Manual for workshop “What’s your ID” I Initiative of Evens Foundation I Creation by Ryckevelde vzw ©2013

-9-

3. Third question

“How many citizens does the EU count?” The facilitator again helps participants with the answer. E.g. he can ask how many citizens their own country counts, consider whether the population size can be considered average, and ask them to multiply the answer with 28. The answer: The facilitator gives the answer: “There are 500 million people in the European Union.” The facilitator then asks the additional question: “Is this more, or less, than the number of citizens in the USA?”. The facilitator gives the floor to some participants. Some will say ‘more’, some will say ‘less’. Then, the facilitator goes to the next step in the Prezi presentation, zooming in on the smaller frame:

Answer: “The USA has 300 million inhabitants. This means that the EU has many more. If you compare this to the world population, you can see that 1 in 14 people are citizens of the EU. This is not bad, but compared to China (1,3 billion), this is not that much either.” 4. Final question

“Which one is the world’s biggest trading block? This is a multiple choice answer, participants choose between A. The USA, B. The EU or C. China.” The facilitator asks participants to choose an answer by raise of hands: “Who thinks the answer is A? Raise your hand. Who thinks the answer is B? Raise your hand. And who thinks the answer is C? Raise your hand.” This way the groups sees how other participants think about it. Then te participant moves to the next step in the Prezi presentation, zooming in on the statistics.

- 10 -

Answer: “The EU is the biggest trading block, with 1/5th of global trade being within or with members of the EU. These statistics are from 2010. Future statistics will have to show the effect of the economic crisis on this position in the world. Note that we thank this position mainly to the internal trade, the trade between EU countries. On rd average, 2/3 of a European country’s trade happens with other countries within the EU.”

2. The film / extract of the film “I am Europe” As this workshop is based on the film “I am Europe”, by Jef and Margot Vingerhoedt, the workshop continues with either the film (50 minutes), or a very short extract of the film (2 minutes). Showing the film is a good way to get participants in the right frame of mind, preparing them to reflect on certain (European) values. If short of time, the introductory version of the film, included in the Prezi presentation, is certainly also a good way to familiarise the participants with the subject matter.  

Showing the film: is included in the material, switch to the film. Showing the extract: is included in the Prezi presentation. Zoom in on the frame around the extract and start the clip.

Facilitator: Introducing the film (extract)

“We will now watch (an extract from) the film “I am Europe”. This film was created on the initiative of the Evens Foundation at the end of 2010. It was recorded in six different European cities and is built around six values. These values are not explicit in the film: the filmmakers allow the people in the film to tell their stories and/or give their personal expressions. This workshop “What’s your ID?” is based on this film. Watching the extract/film should create a certain mindset/mood which will help us to discuss European values. Enjoy the film (extract)!”

- 11 -

Part I. My ID Total duration: 10 minutes 1. Open Question 2. The values of the EU 3. Personal interpretation

5 minutes 2 minutes 3 minutes

1. Open question The goal of the workshop is to broaden the participants’ perspectives regarding European values. Once the film has been shown, the facilitator then asks the following open question to all participants: “What are the most important values for a liveable society ?” After posing the question, participants present their answers and ideas. The facilitator notes these down on a blackboard/whiteboard/flipchart, grouping them together where possible. Facilitator: 1. Asking the open question

“If you consider a good, liveable society, what are the most important values? We’re looking for the ‘big words’ here, for example, ‘trust’ is an important value in an interpersonal relationship. What are necessary values for a good society according to you?” 2. Noting down and grouping the answers together Tips: * Help participants reformulate what they are saying into ‘values’. E.g. if someone says ‘together’, ask whether he/she means solidarity or inclusiveness. Or if someone mentions ‘education’, ask them to elaborate. For example, this could be: equal opportunities to education or respecting the human right to education. * If an answer is not clear, it will probably also be unclear to some other participants. Do not hesitate to ask the participant to elaborate. * Another possibility is that other participants disagree with what one participant says. Try to find a consensus by asking what they both really intend to say and denote the underlying value. * Keep in mind the six values that will be discussed later on in the workshop while grouping the answers together on the black/whiteboard: respect for human dignity, freedom, equality, solidarity, democracy and justice. This will help to structure the values given by participants.

- 12 -

*An example of possible groups of answers:

2. The values of the EU Once participants have a view on what values are important to them for a society, the facilitator shows the values written down in Article 2 of the “Treaty on European Union” which can be found in the presentation. He or she points to the similarities and differences between the participants’ ideas and what has been agreed within the EU. The facilitator explains how, throughout the rest of the workshop, participants will work on a set of six values based upon Article 2 of the EU Treaty. These are also the values shown in the film “I am Europe” and have been worked out in the Charter of Fundamental Rights of the European Union. Facilitator: 1. The values of the EU “Now let’s see whether your values match the values written down in the Treaty on European Union.”

[On the spot comparison with participants’ answers]

- 13 -

“It is noteworthy that this text refers to ‘democracy’ and the ‘rule of law’ as being values, while, strictly they are seen as ‘systems’: an interpretation of values, but not a value in itself. Nevertheless, we will continue to work with a set of six values, based upon Article 2 of the EU Treaty, throughout the rest of the workshop. These are also the values in the film “I am Europe” and the ones that have been devised in the Charter of Fundamental Rights of the European Union.” 2. Introduction of the six values

“These are the six values which we will continue to work on for the rest of this workshop: respect for human dignity, freedom, equality, solidarity, democracy and justice.”

3. Personal interpretation In this part, the facilitator hands out a personal ID map to every participant, and asks them to reflect (individually) on each of the six values and the basic interpretation of it. Make sure every participant has a pen to fill in the ID map. Facilitator: 1. Handing out the ID Map to every participant “Now everyone will be given an ID Map. This is a personal document, meant only for you. It is meant to help you structure your thoughts. You can write your name at the top of the page if you like. You will need this document throughout the rest of the workshop as we will gradually fill it in. Don’t start yet, I’ll give you the first assignment right away. Wait until everyone has an ID Map and a pen.”

- 14 -

2. Assignment

“On your ID map, the six ‘values’ discussed in the workshop are already given, together with a very basic interpretation of these values. What I want you to do now is to reflect on every value along with its given basic interpretation. Ask yourself the question: “Do I personally endorse these values?” In other words, do you agree (on a personal level) that every man should be free, equal, live in a democracy, live by the rule of law, respect human dignity and show solidarity? Think about it and put a circle around ‘agree’ or ‘disagree’ next to each value. Leave the rest of the ID map for later, you only have to fill in the part in the blue circle for now. This is merely an exercise to reflect on each value before we move on to the next step.”

- 15 -

Part II. Their ID Total Duration: 1 hour Stories of other Europeans 1. Plenary reflection Stories of other Europeans 2. Plenary reflection Stories of other Europeans 3. Plenary reflection Stories of other Europeans 4. Plenary reflection

1 2 3 4

3 minutes 12 minutes 3 minutes 12 minutes 3 minutes 12 minutes 3 minutes 12 minutes

The goal of this part is to find out how other Europeans interpret these values. It is about filling in the meaning of this value together. The ‘other Europeans’ are both those portrayed in the film “I am Europe” and the participants of the workshop. The facilitator preferably chooses four values to continue working with beforehand and for every value, he or she also chooses one film clip and statement. There is a larger list to choose from (three film clips plus statements per value) and the facilitator decides which ones are the most interesting for the group. After seeing the film clip(s), the facilitator shows the statement linked to it. He or she asks participants to vote intuitively on whether they agree or disagree. After a show of hands, a plenary discussion follows. To conclude the plenary discussion, the group votes again to see whether some people have changed their opinion. This process is repeated for every statement. In this example we choose four statements, allowing 15 minutes for each statement. If the facilitator notices that one of the statements creates a lively discussion, it can be prolonged. Another statement can be dropped in order to respect the timing for this part of the workshop. When a statement is not that popular, the facilitator can move on to the next one. Facilitator: Introducing the second part

“We will now watch a few (e.g. four) clips from the film “I am Europe”. Each is categorised by one of the values. Each clip links to one statement. We will discuss each statement as a group in order to find out how we interpret the value. Two important remarks about these statements: 1. There is no ‘right’ or ‘wrong’ for the statements. They are meant to provoke a discussion about the value. Regard them as a ‘teaser’.

- 16 -

2. The statement only considers the theme of the clip and is not a judgement of what is being said by the person in the clip.

1. Stories of other Europeans The facilitator can find the list of film clips and statements to choose from below. Each statement has a short explanation including its underlying theme. Tick the box of the chosen values, clips and statements. During the workshop, the facilitator first zooms in on the value, then zooms to the circle with the film clip(s) and statement of choice. After showing the film clip(s), the facilitator zooms in on the statement linked to it. Facilitator: 1. Introducing the film clip (example)

“The first clip we will watch is within the framework of the value ‘respect for human dignity’.” 2. Showing the film clip (example)

“There are two film clips for the theme I have chosen, both of which we’ll watch.” The facilitator zooms in on the circle with the clip(s) and statement of choice and proceeds to show it. NOTE: For the best viewing frame, it is recommended to refrain from zooming in completely on the film as the player will remain visible. Once zoomed out to the frame around it, the player disappears, making it easier to watch. 3. Introducing the statement (example)

“Now that we have watched the film clip(s), let’s have a look at the statement linked to them: “It is a moral duty for every European country to help asylum seekers.”” Manual for workshop “What’s your ID” I Initiative of Evens Foundation I Creation by Ryckevelde vzw ©2013

- 17 -

 Respect for human dignity Film clips & statements to choose from: Morrocan immigrants in Spain & “It is a moral duty for every European country to help  human trafficking: Romanian asylum seekers.” woman in Spain “Society should pay for the necessary care and facilities for  Old lady in carehome elderly people so they can age with dignity.” “A government should be punished for not helping  Red Cross: help for homeless homeless people.”

1. “It is a moral duty for e very European country to help asylum seekers.” Asylum seeker = “A person who, from fear of persecution for reasons of race, religion, social group, or political opinion, has crossed an international frontier into a country in which he or she hopes to be granted refugee status.” Note: This is not the same as economic immigrants (people migrating due to economic reasons). The status of asylum seekers is always temporary, until the country where the person is seeking asylum grants or refuses refugee status. The underlying issue here is: Do we respect the human dignity of non-Europeans? This statement usually brings up issues such as good integration, choosing between helping your own people and foreigners, good intentions of foreigners, etc. Note: There is free movement of people within the EU, meaning that EU citizens are never ‘asylum seekers’. If this is brought up by participants, the facilitator should correct this.

2. “Society should pay for the necessary care and facilities for elderly people so they can age with dignity.” The underlying issue here is: do we respect the human dignity of elderly people? If they can’t take care of themselves anymore, and there’s no family to rely on, is it something society should provide, or should we abandon them? Note: If all participants agree with this statement, you can play the devil’s advocate by asking whether they are also willing to pay for elderly people who have never worked, never payed taxes, former prisoners, and so on. In addition to being part of the value ‘respect for human dignity’, this definitely touches upon the value of ‘solidarity’.

3. “A government should be punished for not helping h omeless people.” Respect for human dignity allows the right to a proper standard of living. Is this a right that all citizens should be able to enforce? In other words, could a homeless person prosecute the government?

- 18 -

 Freedom Film clips & statements to choose from: Spanish man living a life of  freedom, no responsibilities  Use of guns End of communism (revolution in  Timisoara)

“Freedom means not having any responsibilities.” “Everyone should have the freedom to carry a gun.” “People are only free when they can decide how and by whom they are governed.”

1. “Freedom means not having any responsibilities.” This statement reveals a possible clash between the values ‘freedom’ and ‘responsibility’. In the workshop’s first exercise, where the group is asked what values are important for a good society, ‘responsibility’ might have been mentioned. The facilitator can refer to this. ‘Responsibilities’ can mean many things: being responsible in your society, e.g. helping others, helping your family, taking care of your elderly parents or grandparents, taking care of your children... In a broader sense, it means ‘citizenship’, behaving as a ‘good’ citizen, not damaging or polluting roads, etc. If everyone agrees, you can play the devil’s advocate by asking whether they think that someone who chooses not to do anything for society is entitled to all the benefits of a welfare state like free education, free medical care, unemployment allowance, etc, which others pay for.

2. “Everyone should have the freedom to carry a gun.” This is an obvious statement, referring to the situation in the USA. Does freedom mean that you are entitled to carry a gun?

3. “People are only free when they can decide how and by whom they are governed.” This statement tackles the broader issue of freedom. Being free here means that all people can express their opinion without the fear of being prosecuted, that people choose their own government, etc.

 Equality Film clips & statements to choose from:  Girl in wheelchair



Career woman



Retired managing director

“To pursue equality, positive discrimination is necessary.” “It is more acceptable for a man to have a successful career at a cost to his family, compared to a woman.” “Everyone is equal, no matter what his/her profession/status is.”

1. “To pursue equality, positive discrimination is necessary.” Positive discrimination = the practice of giving special benefits to people from a group that was treated in an unfair way in the past.

- 19 -

E.g. in many European countries, employers who hire a disabled person get rewarded financially, as an incentive for hiring them.

2. “It is more acceptable for a man to have a successful career at a cost to his family, compared to a woman.” This statement provokes a discussion about gender role patterns. If you consider advertisements, manuals in schools, etc, women are more likely to be depicted in a family situation compared to a working situation, and vice versa for men. It is possible that most participants disagree with this statement because they know that it is socially unaccepted to agree. As devil’s advocate, the facilitator should dig deeper with questions tackling their own behaviour: “Who works part-time in the couple to take care of the children?”; “Maybe women don’t want a career as much as men”, etc.

3. “Everyone is equal, no matter what his/her profession/status is.” The facilitator can point at the difference between the desired situation and the real situation. Is everyone equal, or should they be treated equally? For example, a poor-looking person enters a luxury goods shop, as well as a wealthy-looking person – will they be treated equally? The underlying issue here is whether we still live in a society with different social classes. We are all equal before the law, but is this ‘equality’ true in reality?

 Solidarity Film clips & statements to choose from:



Poor – rich under Franco



Loneliness in cities



Red Cross – crisis

“Solidarity means using tax money to make sure everyone has a decent home, food and education.” “Governments should invest (more) in strengthening social ties to increase solidarity.” “Charity is the best way to ensure solidarity.”

1. “Solidarity means using tax money to make sure everyone has a decent home, food and education.” This statement provokes a discussion on the issue of showing solidarity in society with people we don’t know. Do we want to help the poor by giving them money in a structured way? Some participants might think that poverty is something a person is responsible for and that society should not pay for it. Other issues could be that benefits should only be granted to those who really need them. As devil’s advocate, the facilitator can ask what the participants would prefer: a very tight system which risks people in need falling out of society, or a less tight system which risks people benefiting from and taking advantage of the system.

- 20 -

2. “Governments should invest (more) in strenghtening social ties to increase solidarity.” This statement is about a ‘cold’ or ‘warm’ society. People tend to show more solidarity when they know the ‘others’. In large cities or big societies, the ‘other’ often becomes impersonalised, leading to a less solid society. Should the government invest in projects that strenghten social ties and bring people closer together again, or is this a waste of government resources?

3. “Charity is the best way to ensure solidarity.” This statement refers to a non-structured way of ‘giving to the poor’. It relies entirely on the willingness of wealthy/wealthier citizens. It lowers taxes. This is a system that is, for example, seen in the USA, where social security consists largely out of ‘charity’.

 Democracy Film clips & statements to choose from:  Spanish mayor Christiana – consensus democracy  & Belgian cheese cooperative  Sociocracy

“True democracy can only work at a local level.” “Consensus democracy is the most perfect form of governance for all political levels.” “All citizens have to be (pro-)active in policy making.”

1.“True democracy can only work at a local level.” This statement endeavours to ask participants whether they believe ‘democracy’ can work in bigger societies, where the politicians are not known on a personal level and can’t be directly approached easily. The most important example here is the European Union, with 500 million citizens. Can a democracy work on such a large scale?

2. “Consensus democracy is the most perfect form of governance for all political levels.” This statement allows participants to reflect on how decisions should be taken by politicians. Is it a good idea to always use consensus or is there a preference for majority voting in some cases? Issues at stake include getting all people on board, blocking the functioning of a government with vetoes, etc. The facilitator can also ask participants about the last part of the statement, ‘all political levels’. Perhaps a consensus democracy is good at a very basic level, but the larger the scale, the harder this gets (for example, the EU with 500 million inhabitants).

3. “All citizens have to be (pro -)active in policy making.” The person in the clip states that power should be shifted to the people and not to any representatives (politicians). The issue at stake is whether all people even want to be involved in policy making. Perhaps some citizens would prefer to leave the deciding and governing to others. Should we as citizens be obliged to take an interest? Or is this an infringement on the value of ‘freedom’? Manual for workshop “What’s your ID” I Initiative of Evens Foundation I Creation by Ryckevelde vzw ©2013

- 21 -

 Justice Film clip & statements to choose from:



Use of guns



Ex-prisoner



Picture of Ratko Mladić (not from film)

“To ensure justice, citizens should only rely on the rule of law.” “It is just that criminals get a new chance after their time in prison.” “Justice means that even mass killers have the right to a proper defense.”

1. “To ensure justice, citizens should only rely on the rule of law .” This statement asks whether citizens should be allowed to take matters into their own hands, if they feel this is ‘just’. Can we rely on our current justice system and the rule of law? And should we? This statement also raises issues like what is ‘just’ and whether citizens are capable of judging threats correctly.

2. “It is just that criminals get a new chance after their time in prison.” Should criminals get a second chance when leaving prison? The facilitator can bring up the following case. For many professions, you need to show a ‘proof of good conduct’, meaning that ex-prisoners often have little chance of finding a new job. Should a criminal record be more hidden so that society can give them a real second chance?

3. “Justice means that even mass killers have the right to a proper defense.” The picture in the presentation shows the well-known European case of Ratko Mladić, who is a Bosnian Serb former military leader accused of committing war crimes, crimes against humanity and genocide during the Yugoslav wars. As the top military general with command responsibility, Mladić was accused by the International Criminal Tribunal for the former Yugoslavia (ICTY) of being responsible for the Siege of Sarajevo (5 April 1992 to 29 February 1996) and the Srebrenica massacre (1995) - the largest mass murder in Europe since the immediate aftermath of World War II. This statement is to provoke a discussion on whether or not people like him – who were obviously involved in mass killings - retain their right not only to a just trial, but also to be defended.

- 22 -

2. Plenary reflection The facilitator asks participants to vote intuitively on whether they agree or disagree with the statement shown. After a show of hands, a plenary discussion follows. To conclude the plenary discussion, the group votes again to see whether some people have changed their opinion. Facilitator: 1. First vote “You now see the statement. Think about it very shortly and decide for yourself whether you agree or disagree. Please choose only one of these two options, there is no middle way. This is just an intuitive vote, after which we can discuss the topic more in-depth. Who agrees? Please raise your hand. Who disagrees?” The facilitator counts the votes in favour and against and notes them down. 2. Plenary discussion The facilitator asks the people who made up the minority vote to raise their hands again and picks out someone to explain why he/she agrees or disagrees. E.g. “Who agreed with this statement again? Can you raise your hand again? Is there anyone who can tell me why they agree/disagree?” (Taking someone from the ‘minority’ group of voters first can provoke reactions from the people who voted the opposite. This way, you encourage the discussion.) The facilitator gives the floor to one participant (or appoints one if necessary), which opens the group discussion. After that, the facilitator asks the group who agrees/disagrees with the person who had the floor. Consequently, the facilitator moderates the discussion. There may be some questions about the statement. The facilitator clarifies what is meant by the statement where possible. He or she might also have to stress again that the statement is only meant as a ‘teaser’, to provoke discussion, and that there is no right or wrong answer. * Tips for moderating the discussion: - Do not express your own opinion, be as neutral as possible - If you notice that the participants talk for too long, interrupt and ask participants to try to stick to 1 minute per answer. - If you notice that people start talking all at once, interrupt and ask participants to raise their hand if they want the floor and listen to each other. - Try to give the floor to as many different people as possible. - When there is no immediate reaction, reformulate or play the devil’s advocate by asking provocative questions. - If one participant dominates the discussion, try to interrupt, summarize politely what he or she said and give the floor to another participant. After that, give the floor to as many other participants as possible. - If a participant wanders off topic, interrupt and ask them to stick to the main subject. This might seem impolite, but other participants might be grateful. 3. Second vote (optional) To conclude, the facilitator may opt to vote again. He or she counts the votes and compares them to the vote earlier. Did any participants change their minds?

This process is repeated for every statement. We recommend tackling four statements, allowing 15 minutes for each statement. If the facilitator notices that one of the statements creates a lively discussion, it can be prolonged. Another statement can be dropped in order to respect the timing for this part of the workshop. When a statement does not appear to be very popular, the facilitator can move on to the next one. For this reason, the facilitator can prepare five statements, in case not much discussion follows for some of the statements. Manual for workshop “What’s your ID” I Initiative of Evens Foundation I Creation by Ryckevelde vzw ©2013

- 23 -

Part III. Europe’s ID Total duration: 1 hour Priorities for Europe 1. (OPTIONAL)

Personal ranking Some dilemmas Conclusion

2 minutes 7 minutes 1 minute

Introduction Group work Plenary discussion

15 minutes 20 minutes 15 minutes

EU interpretation of values

The facilitator switches to the second Prezi presentation, with Part III and the conclusion.

- 24 -

1. Priorities for Europe (OPTIONAL) 1.1. Personal ranking In the column ‘Priorities for the EU?’ on the ID Map, participants rank the values according to how important this value should be for the EU (1= most important, 6 = least important). This is an individual exercise where the outcome can differ for every participant. Facilitator: Assignment

“Take your ID Map from the first part of the workshop. Rank the values according to how important you think they should be to the EU. 1 = the highest score, 6 = least important. The blue frame indicates the column which should be filled in. You have a few minutes to do this individually.”

1.2. Some dilemmas After all participants have completed their personal rankings, the facilitator introduces some dilemmas between values in real life situations. The facilitator chooses two dilemmas from the list below. Participants are asked which value prevails in this particular situation. After a few participants answer, the facilitator asks everyone to check whether their answer is in line with their earlier ranking. Facilitator: 1. Some dilemmas

“We will now have a look at some dillemas – or better said – clashes between values. It is up to you to decide which value prevails in this particular situation.” Manual for workshop “What’s your ID” I Initiative of Evens Foundation I Creation by Ryckevelde vzw ©2013

- 25 -

The facilitator explains a dilemma from the list below, illustrated by the Prezi presentation. 2. Short feedback from participants “In your opinion, which value prevails in this situation?” The facilitator appoints two to three participants to give their answers. 3. Check with ID MAP “Now I want you all to have a look at the ranking you made earlier. Is your current answer or opinion in line with this ranking?”

Dilemmas to choose from: 

Freedom – Equality: In many European countries, neo-Nazi groups are forbidden. The dilemma or clash at stake is whether you can forbid a group of people to gather and express their opinions (freedom of speech, freedom of gathering and assembly) because what they are saying is an incitement to hatred, violence and discrimination against another group or community (nondiscrimination, equality).



Freedom – Solidarity: Citizens have the freedom to choose whether or not they care about how much they pollute the environment in the way they live. However, through this, they also affect the environment of others around them and therefore should this freedom be limited (solidarity)?



Freedom – democracy: In Belgium, you are fined for not attending elections (compulsory vote). Is this an infringement of one’s personal freedom?     

- 26 -



Freedom – Justice: The media often name and blame people before their actual trial (freedom of press), despite the ‘presumption of innocence’, which declares that nobody is guilty until proven so in court (justice). Known example: Dominique Strauss-Kahn was accused by a chambermaid of sexual harassment. This was widespread in the media, even though it had not been proven nor been taken to court. What should have happened: freedom of press (as was the real life situation) or a ban on all press articles due to the presumption of innocence?

1.3. Conclusion The facilitator concludes that it is sometimes hard to stick to certain values. This is also true for the EU interpretation of values. Facilitator: Conclusion

“Were your answers always in line with your initial ranking? It is sometimes hard to stick to certain values. This is also true for the EU interpretation of values. The European Union is a union made by people, it is not a fixed science. Some examples of concrete EU legislation now follow.”

2. EU interpretation of values This part gives some actual examples of how the EU interprets its values into concrete legislation. The introduction to this part is presented by the facilitator, who offers these examples before splitting the group into subgroups. The facilitator selects which values to discuss beforehand. If the group is split up into four sub-groups, the facilitator chooses four values. If there are only three, the facilitator selects three values. After the smaller group discussions, all the participants return to a plenary setting once more for a debriefing.

2.1. Introduction The facilitator runs through the selection of the six values, giving two examples of how the EU brings them into practice. He or she uses the Prezi presentation to make the examples visible and lively. Manual for workshop “What’s your ID” I Initiative of Evens Foundation I Creation by Ryckevelde vzw ©2013

- 27 -

Depending on the amount of time left, the facilitator can be more (or less) detailed. As there is already quite a lot, it is recommended to keep each example short. For every value, there is some background information in this manual. This is only meant for the facilitator, who does not have to explain everything that is written down to the participants. Facilitator: Introduction

“I’ll now give you some examples of EU policy and legislation which is more or less an EU interpretation of values. There are many more possible examples per value, this is just to give you a concrete idea of what the EU does within the framework of these values. After this introduction, you will discuss these issues in subgroups of about five people. Every group will deal with a different value. We will discuss the following values in smaller groups for a few minutes. These are [...]. For each value, I’ll first briefly explain two examples of EU legislation.” NOTE: Stressing the fact that they will discuss this in smaller groups later on should prevent participants from already starting to discuss during the presentation of the examples.



Democracy

Facilitator: 1. Introduction

“It is often said that the EU is not democratic (or not democratic enough). Let’s have a look at how the EU tries to be democratic.” 2. The European Institutions Manual for workshop “What’s your ID” I Initiative of Evens Foundation I Creation by Ryckevelde vzw ©2013

- 28 -

“When looking at how the EU is governed, one can state that it is, for the most part, an indirect democracy. Most of the institutions – The European Commission, the European Council, the Council of the European Union and the Court of Justice – are composed of either representatives of the Member States (appointed by the national governments) or by ministers elected by the Member States themselves. The European Parliament is the only directly elected institution. In brief: - The European Commission consists of one Commissioner for every Member State, appointed by their respective national governments. - The European Council consists of the Heads of State of every Member State and has a permanent President. Until the end of 2014, this is Herman Van Rompuy. - The Council of the European Union, also know as the Council of Ministers, consists of the ministers of the national governements. They gather according to the agenda subject. For example, if the Council discusses finances, the Member States’ Ministers of Finance will gather. - The Court of Justice is composed of one judge for every Member State, appointed by their respective national governments. - The European Parliament is the only institution that is directly elected by us, European citizens. There are elections for the European Parliament every five years. This indirect democracy implies that national elections are also very important for EU policy making, as our national governments make the decisions in both the European Council and the Council of Ministers: two very important European institutions.”

*NOTE: If wanted, the facilitator can zoom in on every single institution. In the ‘label’ next to every institution, further brief information can be found. Below is some extra background information per institution. 3. The European Citizens’ Initiative (ECI) Manual for workshop “What’s your ID” I Initiative of Evens Foundation I Creation by Ryckevelde vzw ©2013

- 29 -

“The Treaty of Lisbon made it possible for citizens to call on the European Commission to make a legislative proposal. Therefore, they need to collect 1 million signatures across at least a third of the Member States. A minimum number of signatories is required in each of those Member States.” (The facilitator can zoom in on the list in the Prezi presentation and show the number of signatures required in some countries). Another important prerequisite is that this is only possible in the areas in which the Commission has the power to propose legislation (e.g. environment, agriculture, transport or public health). The European Commission is not obliged to actually act on the legislative proposal, only to consider it. The first citizens’ initiatives started to collect signatures in May 2012, as some practicalities first needed to be put in place. One of the first ECIs is “Water is a human right”, a proposal against privatisation of the water market.” *NOTE: Find more information on the ECI on http://ec.europa.eu/citizens-initiative.

Some background information on the European Institutions The European Council The European Council is composed of the Heads of State of the Member States. They are elected by their own national citizens. They gather at least four times a year to discuss the major issues in Europe. For example, it is the European Council that decides on new treaties; on major steps in the European integration process such as the Monetary Union with the euro as currency. This institution has a permanent President. He is appointed by the European Council by consensus. Until the end of 2014, this is Herman Van Rompuy. The building in the background (in the Prezi presentation) is the future building of the European Council in Brussels. It should be finished by the end of 2013. Until then, the Justus Lipsius building - next door - is the seat for both the Council of the European Union and the European Council. More information: http://www.european-council.europa.eu The European Commission The Commissioners in the college of the European Commission are appointed by their national government and approved for a five year term by the European Parliament and the Commission President. The European Commission is the executive body of the European Union and is responsible for proposing legislation, implementing decisions, upholding the Union's treaties and the day-to-day running of the EU. The Commission could be compared to a national government. Although there is one member per Member State, they are bound to

- 30 -

represent the interests of the EU as a whole, rather than their home state. The Commission President (currently José Manuel Barroso) is proposed by the European Council and (dis-)approved by the European Parliament. The building shown in the presentation is the seat of the European Commission in Brussels, the Berlaymont building. More information: http://ec.europa.eu The Council of the European Union – Council of Ministers The Council is the EU institution where the Member States' government representatives sit, i.e. the ministers of each Member State with responsibility for a given area. The composition and frequency of Council meetings vary depending on the issues dealt with. Foreign ministers, for example, meet roughly once a month in the Foreign Affairs Council. Similarly, economics and finance ministers meet once a month in the Council which handles economic and financial affairs, known as the Ecofin Council. The Council has – in general together with the European Parliament – legislative power. The ministers of the Council of the European Union represent the interests of their country. The building shown in the Prezi presentation is the Justus Lipsius building in Brussels, seat of the Council of the European Union (and until end 2013, also the seat of the European Council). More information: http://www.consilium.europa.eu The European Parliament The European Parliament is the only directly-elected EU body and one of the largest democratic assemblies in the world. Its 750 + 1 Members (from mid-2014 onwards, now there are more) represent the EU's 500 million citizens. They are elected once every five years by voters from across all Member States. Once elected, members organise themselves along political lines. They form political groups at European level. Together with the Council of the European Union, the European Parliament has legislative power. It does not hold any legislative initiative however, only the EC can propose legislation. The building shown in the Prezi presentation, is the official seat of the European Parliament in Strasbourg, France. The EP also has a seat in Brussels, Belgium. All Members of the European Parliament (MEPs) move to Strasbourg for one week per month, the rest of the time they gather in Brussels. More information: http://www.europarl.europa.eu The Court of Justice The Court of Justice of the European Union ensures that "the law is observed…in the interpretation and application" of the Treaties. This means that the court reviews the legality of the acts of the institutions of the European Union, ensures that Member States comply with obligations under the Treaties, and interprets European Union law at the request of the national courts and tribunals. The Court thus constitutes the judicial authority of the European Union and, in cooperation with the courts and tribunals of the Member States, ensures the uniform application and interpretation of European Union law. The Court of Justice is composed of one Judge for every Member State and eight Advocates-General. The Judges and Advocates-General are appointed by common accord of the governments of the Manual for workshop “What’s your ID” I Initiative of Evens Foundation I Creation by Ryckevelde vzw ©2013

- 31 -

Member States after consultation of a panel responsible for giving an opinion on prospective candidates' suitability to perform the duties concerned. They are appointed for a six year term of office, which is renewable. The Court of Justice of the European Union has its seat in Luxembourg (building shown in the presentation). More information: http://curia.europa.eu



Equality / non-discrimination

Facilitator: 1. Introduction

“The European Charter of Fundamental Rights mentions more ‘equalities’ than the two examples mentioned below. Here are just two concrete examples of how the EU implements ‘equality’: *NOTE: The equalities include: equality before the law; non-discrimination (on any ground such as sex, race, colour, ethnic or social origin, genetic features, language, religion or belief, political or any other opinion, membership of a national minority, property, birth, disability, age or sexual orientation and nationality within the EU); cultural, linguistic and religious diversity; equality between men and women; the rights of the child; the rights of the elderly; integration of persons with disabilities. Find the European Charter of Fundamental Rights on http://www.europarl.europa.eu/charter/pdf/text_en.pdf 2. Equality between men and women

“The European Commission has set out an entire ‘Strategy for equality between women and men’ (2010-2015). This strategy aims to contribute to improving the place of women in the labour market, in society and in decisionmaking positions both in the European Union and the world.” *NOTE: The strategy is based on co-operation between the Commission and the other European institutions, Member States and other stakeholders. Its key actions include actions in the fields of economic independence of women (female employment rate), equal pay, equality in decision-making and dignity, integrity and an end to gender-based violence. Read more here: Manual for workshop “What’s your ID” I Initiative of Evens Foundation I Creation by Ryckevelde vzw ©2013

- 32 -

http://europa.eu/legislation_summaries/employment_and_social_policy/equality_between_men_and_women/em 0037_en.htm “One specific example of EU legislation in this area is the Parental Leave Directive. All workers in the EU, both men and women, are entitled to parental leave on the birth or adoption of a child for a period of at least four months. Such leave may be taken until the child has reached an age determined by national law and/or collective agreements, but before the age of eight. The directive on Parental Leave aims to reconcile work and family life and to promote equal opportunities for men and women in the labour market. Parental leave should not be confused with maternity and paternity leave, immediately before and/or after a child is born. There is a European minimum of fourteen weeks for maternity leave and two weeks for paternity leave.” *NOTE: Read more about parental leave here: http://europa.eu/legislation_summaries/employment_and_social_policy/equality_between_men_and_women/em 0031_en.htm 3. Same rights for all EU citizens

“All EU citizens have the same rights across the whole of the EU. Discrimination on the grounds of nationality (within the EU) is prohibited. Specific example: students from other EU countries pay the exact same university fee as local students. France can, for example, not charge a Danish student more than its own national students. In addition, the Danish student studying in France is entitled to the same scholarship as his or her French peers.” NOTE: University fees in Europe vary considerably – while in some EU countries, admission to higher education is free, in others, university can be rather expensive. Financial support in the form of scholarships, grants and loans also depends on different criteria. However, as an EU citizen studying at university in another EU country: • You cannot be required to pay higher course fees, • You are entitled to the same grants to cover course fees as nationals of that country. More information on your rights as a European citizen: http://europa.eu/youreurope/citizens/index_en.htm

- 33 -



Justice

Facilitator: 1. Introduction

“Here are two concrete examples of how the EU puts the value ‘justice’ into practice:” *NOTE: The European Charter of Fundamental Rights ensures the following rights: • Right to an effective remedy and to a fair trial, • Presumption of innocence and right of defence, • Principles of legality and proportionality of criminal offences and penalties, • Right not to be tried or punished twice in criminal proceedings for the same criminal offence. Find the European Charter of Fundamental Rights on http://www.europarl.europa.eu/charter/pdf/text_en.pdf 2. The right to a fair trial for both victims and suspects

“Everyone in the EU has the right to a fair trial. A concrete example of EU law is full interpretation and translation services to suspects in all European courts. This is paid for by the Member States, not the suspects. This means that all suspects have the right to translation of documents and to interpretation during police interrogation, essential meetings between client and lawyer, and at trial. It should be provided free of charge and, where necessary, for the purpose of safeguarding the fairness of the proceedings. E.g. a Russian suspect has the right to receive all documents in Russian and to speak Russian in court, alongside an interpreter, even though Russian is not an official language in the EU. The state pays for this rather than the accused. This right is valid in all courts across the EU.” * NOTE: Article 47 - “Right to an effective remedy and to a fair trial” - of the Charter of the Fundamental Rights of the European Union states the following: “Everyone whose rights and freedoms guaranteed by the law of the Union are violated has the right to an effective remedy before a tribunal in compliance with the conditions laid down in this Article. Everyone is entitled to a fair and public hearing within a reasonable time by an independent and impartial tribunal, previously established by law. Everyone shall have the possibility of being advised, defended and represented. Legal aid shall be made available to those who lack sufficient resources in so far as such aid is necessary to ensure effective access to justice.” More information: http://ec.europa.eu/justice/criminal/criminal-rights/right-translation/index_en.htm 3. Rule of law by EC and Court of Justice Manual for workshop “What’s your ID” I Initiative of Evens Foundation I Creation by Ryckevelde vzw ©2013

- 34 -

“The European Commission (EC) is a 'Guardian of the Treaties'. It controls the correct implementation of all rules and can bring Member States or other bodies to the European Court of Justice. The Court of Justice interprets EU law to make sure it is applied in the same way across all EU countries. It also settles legal disputes between EU governments and EU institutions. Individuals, companies or organisations can also bring cases before the Court if they feel their rights have been infringed. Concrete example: Fines against Microsoft by the EC and Court of Justice. For a number of years, the European Commission has been inspecting Microsoft on their quasi-monopoly position. Several breaches from Microsoft against EU legislation has already led to various fines by the EC and rulings by the European Court of Justice.” NOTE: In March 2013, the European Union fined Microsoft over half a billion euros for failing to comply with a 2009 agreement relating to the company's Internet Explorer browser. It is the first time the EU has penalized a company for such a violation. The compromise reached between Microsoft and the European Commission in 2009 was not particularly complicated. In settling its legal battle with the European Union relating to the company's practice of automatically installing Internet Explorer as the browser for Windows customers, Microsoft agreed to pay a fine of €860 million and offer a choice of browsers in the future. This was done for a time, but in March 2013, the Commission imparted a fine of €561 million on Microsoft for violating the agreement from May 2011 to July 2012. The breach affected some 15 million installations of Windows 7 during that period. "A failure to comply is a very serious infringement that must be sanctioned accordingly," Europe's Competition Commissioner Joaquín Almunia said in a statement to the press.



Freedom

Facilitator: 1. Introduction

“Here are two concrete examples of how the EU puts the value ‘freedom’ into practice:” *NOTE: The European Charter of Fundamental Rights ensures the following rights: right to liberty and security; respect for private and family life; protection of personal data; right to marry and right to establish a family; freedom of thought, conscience and religion; freedom of expression and information; freedom of assembly and of association; freedom of the arts and sciences; right to education; freedom to choose an occupation and right to Manual for workshop “What’s your ID” I Initiative of Evens Foundation I Creation by Ryckevelde vzw ©2013

- 35 -

engage in work; freedom to conduct a business; right to property; right to asylum; protection in the event of removal, expulsion or extradition. Find the European Charter of Fundamental Rights on http://www.europarl.europa.eu/charter/pdf/text_en.pdf 2. The right to privacy – data protection

“Whenever you open a bank account, join a social networking website or book a flight online, you hand over vital personal information such as your name, address and credit card number. Under EU law, personal data can only be gathered legally under strict conditions, for a legitimate purpose. Furthermore, persons or organisations which collect and manage your personal information must protect it from misuse and must respect certain rights of the data owners which are guaranteed by EU law. Example: Google’s new privacy policy. Google changed its privacy policy in March 2012, but soon after, EU regulators stated that this was in breach with EU law on data protection. Google stores personal data in order to offer targeted adverts, without clear notifications or opt-out possibilities to users. (case still open)” *NOTE: Common EU rules have been established to ensure that personal data enjoys a high standard of protection everywhere in the EU. You have the right to complain and obtain redress if your data is misused anywhere within the EU. The EU's Data Protection Directive also foresees specific rules for the transfer of personal data outside the EU. More information on EU data protection regulation: http://ec.europa.eu/justice/dataprotection/individuals/index_en.htm 3. The freedom to work in any EU country without the need for a work permit

“As an EU national, you're entitled to work — for an employer or as a self-employed person — in any EU country without needing a work permit. And while doing so, you are entitled to live there. However Bulgarian and Romanian nationals still face temporary restrictions on working in the EU (until the end of 2013).” * NOTE: More information: http://europa.eu/youreurope/citizens/work/abroad/index_en.htm

- 36 -



Solidarity

Facilitator: 1. Introduction

“Solidarity between Member States is a major principle for the EU. This is especially visible in its regional policy.” 2. Regional policy

“Regional policy is the expression of the EU’s solidarity with less developed countries and regions, concentrating funds on the areas and sectors where they can make the most difference. Regional policy aims to reduce the significant economic, social and territorial disparities that still exist between Europe's regions. During the period 2007-2013, the EU invested a total of €347 billion in Europe's regions, a large part of the overall EU budget. The map in the Prezi presentation shows how the European regions are defined for the period of 2007-2013. The amount of money invested and the types of projects differ depending on the category of the region. The funding helps, for example, to improve transport and internet links to remote regions, boost small and medium-sized enterprises in disadvantaged areas, invest in a cleaner environment and improve education and skills. It is this Regional Policy that is partly responsible for the fact that some Member States contribute more to the EU budget than they ‘gain’ directly on an annual basis (net contributors), and others ‘gain’ more than they contribute (net recipients). The ‘gaining’ comes in the form of (project) funds that flow back directly to one particular Member State.” *NOTE: EU regional policy is financed by three main funds, which can be used under some or all of the regional policy objectives: • European Regional Development Fund • European Social Fund • Cohesion Fund For more information (and for concrete examples of projects in your country/region) go to: http://ec.europa.eu/regional_policy

- 37 -

3. The European Globalisation Fund (EGF)

“The EGF helps workers find new jobs and develop new skills when they have lost their jobs as a result of changing global trade patterns (globalisation), e.g. when a large company shuts down or a factory is moved to outside the EU. It was set up in 2006 and has up to € 500 million available each year. As part of the EU response to the crisis, EGF funding was also available from 1 May 2009 to 30 December 2011 to help workers who lost their jobs as a consequence of the global financial and economic crisis. The graphs in the Prezi Presentation show that: • The automobile and textile sectors were most in need, • Italy and Spain had the most targeted workers. Since the EGF provides one-off, time-limited individual support, it is different from the more structured funds for employment like the European Social Fund.” *NOTE: More information: http://en.wikipedia.org/wiki/European_Globalisation_Adjustment_Fund and http://ec.europa.eu/social/main.jsp?catId=326&langId=en



Respect for human dignity

Facilitator: 1. Introduction

“Next to legislation on human trafficking, torture, etc, here are two concrete examples of how the EU incorporates human dignity into its policies.” *NOTE: The Charter of Fundamental Rights in the EU mentions the following under ‘respect for human dignity’: respect for human dignity; right to life; right to integrity of the person; prohibition of torture and inhuman or degrading treatment or punishment; prohibition of slavery and forced labour. Find the European Charter of Fundamental Rights on http://www.europarl.europa.eu/charter/pdf/text_en.pdf

- 38 -

2. The right to life: no death penalty in the EU

“The European Union holds a strong and principled position against the death penalty. Abolition of the death penalty is also a pre-condition of becoming a Member State of the EU. The map in the Prezi presentation shows that not all countries that ratified the (universal) Human Rights Treaty share this position (e.g. USA).” *NOTE: Find more information here: http://eeas.europa.eu/human_rights/adp/index_en.htm 3. Minimum standards for reception conditions for asylum seekers

“In January 2003, the European Union adopted a Directive laying down minimum standards for the reception of asylum seekers in the Member States. Asylum seekers in the EU must have the opportunity to adequately present their claim for international protection. As the majority of asylum seekers do not have the means to support themselves, EU law states that, while waiting for a decision on their claim, they must be provided with basic necessities such as accommodation, housing and clothing. It also addresses issues like freedom of movement (as a rule, EU States must allow applicants freedom of movement within their territory), family unity, access under certain conditions to the labour market and to vocational training, provision of medical and psychological care and the right of access to the education system for children. The Directive on reception conditions for asylum-seekers ensures appropriate and comparable reception conditions throughout the Union.” *NOTE: Find out more here: http://ec.europa.eu/dgs/home-affairs/what-we-do/policies/asylum/receptionconditions/index_en.htm

- 39 -

2.2. Group work Divide the group into three or four smaller groups of about five people. Every group discusses a different value, with the help of Annex Part III – Group work roadmap:

Annex part III, front: EU interpretation of values. Note that there is a tick box next to each value. The facilitator will have already ticked the box of the value the group will discuss. For example, the box next to ‘democracy’ is ticked for the group that discusses this value.

- 40 -

Facilitator: 1. Introduction and division in groups “Now we are going to split up into smaller groups of about five people. Each group will receive this document to help them through the assignment” [Facilitator shows Annex III.] The facilitator shows the groups where they will work in smaller groups. When everybody assembles in their group, the facilitator can go to each, handing over Annex III along with a short explanation. 2. Handing over Annex III and the assignment “Here is your instruction sheet. On the front, you will see a short recap of what was just said. Your group will work on this assignment for the value [...].First I want you to appoint a president who will lead the group through the instructions, found on the back of this sheet. Then I want you to briefly reflect on the examples given for your value. Are they a good translation of EU values? The most important part, however, is to think about how the EU could improve its policy for this value. You can write your recommendations on this sheet. It is these recommendations which we will discuss later on in plenary again.” The facilitator does this for every group. 3. Assisting throughout the group work The facilitator remains available during the group work for possible questions. As well as keeping to the timing (are all groups on track?) he or she will also announce the last 5 minutes and ask the groups to write down their recommendations. 4. Closure of the group work “Everyone can now go back to the plenary setting. We will listen to each other’s recommendations.”

2.3. Plenary discussion All groups sit together again for the plenary debriefing. They listen to the recommendations of every group and give feedback – if timing allows. Note: If wanted, the facilitator can write down the group conclusions. This might be useful afterwards, depending on the purpose of the workshop. Facilitator: 1. Debriefing of the groups The facilitator asks the representative of each group to briefly (max. 1 minute) convey the recommendations of the subgroup. First ask what their value is, then for the recommendations. The process of the group work may also be discussed, e.g. “Was it difficult, if so, why, etc?”. 2. Feedback from others After each debriefing, he or she can ask the other participants if they agree/disagree/build further on this (if there is time left).

- 41 -

Conclusion Total duration: 20 minutes 15 minutes European / universal values? (OPTIONAL) Personal opinion Group discussion 5 minutes

3 minutes 12 minutes

Conclusion

1. European/universal values? (OPTIONAL) This optional part lets participants reflect on their own opinion about whether they feel these values are European and/or universal and whether they should be universal. For a reality check, the facilitator shows a few quotes from non-Europeans.

1.1. Personal opinion Facilitator: Assignment

“Take your personal ID map again for the final individual reflection. You will now fill in the last part of your ID map. For every value, you answer YES or NO to these three questions: 1. “European value?”: Is the EU based on this value according to you? 2. “Universal interpretation?: - FACT: Is this value – and the European interpretation of it – universal according to you? - DESIRED: Should it be? This is something everyone does individually. It is your personal opinion, so there is no right or wrong answer to these questions.”

- 42 -

1.2. Group Discussion The group discussion focuses on the last two questions: whether the values are and should be universal (two last columns). The facilitator selects in advance the values from a quoted non-European which he or she wants to show. Facilitator: 1. Debriefing of individual exercise

For each value, the facilitator first asks whether participants think this value IS a universal one by a show of hands. After that, he asks whether they think this SHOULD BE a universal value. The facilitator may choose to give the floor to the participants. 2. Quote from a non-European The facilitator shows participants a non-European person’s quote (in the Prezi presentation) for a selection of the values. Do they agree or disagree with this interpretation of the value? Is this also how they see it? The facilitator gives the floor to the participants to give their opinion.

Quotes to choose from:



Respect for human dignity

- 43 -



Freedom



Equality



Solidarity

- 44 -



Democracy



Justice

2. Conclusion To conclude the workshop overall, the facilitator ends by asking participants just one last question: “Is the EU more than a cooperation based on economic goals?” He or she gives the floor to those participants who wish to give an answer. The workshop ends with this short group discussion. Facilitator: 1. Final conclusion “After all this talk about values, one final question: Is the EU more than a cooperation based on economic goals according to you? In other words: Is the EU based on a common set of values, and do we need the EU to safeguard this?” Offer the floor to the participants. Thank the participants for their cooperation and conclude the workshop.

- 45 -