3. Crossing Borders

“Crossing Borders”, est une ONG co- financée par la FAL pour ses projets dans le Moyen Orient et qui agit pour le dialogue entre des jeunes palestiniens et israéliens. Elle a reçu une mention d’honneur par la Fondation Anna Lindh lors de la remise des prix euro-méditerranéens 2006 pour le dialogue entre les cultures sur le thème «Respect mutuel entre les peuples de différentes religions ou de toutes autres croyances».
Crossing Borders travaille à fournir un espace de dialogue impartial et des compétences pertinentes pour former les jeunes et les éducateurs à participer au processus de développement de leurs sociétés. Son but principal est d’augmenter les possibilités pour une paix mondiale et une compréhension internationale, pour une vie ensemble et une coopération sur les problèmes de d’intérêt commun sur des termes d’égalité. L’organisation a débuté en 1999 en tant que projet de l’International People’s College (IPC) à Elsinore, Danemark, dans le but de soutenir le dialogue parmi les jeunes du Moyen Orient. Crossing Borders est ainsi une extension du séminaire “vivre ensemble au Moyen Orient” qui a été organisé à Elsinore chaque année entre 1994 et 1998 pour les éducateurs arabes et israéliens.
Aujourd’hui ses principales activités sont :

• La publication et la distribution d’un magazine dans les écoles et autres lieux fréquentés par les jeunes.
• Des formations sur l’utilisation des medias, le leadership et la résolution de conflits.
• La création d’outils pédagogiques.
• La mise en réseau et la défense de la cause de la paix et le dialogue au sein de la société civile.

3.1. Diallo, G., “Demystifying the other – Intercultural conflict management through Crossing Border’s activities”, Crossing Borders, Elsinore, Denmark (2005)
[Ce texte intéressant est une réflexion sur la résolution de conflits, qui met l’accent sur la nécessité d’impliquer les acteurs à tous les niveaux. Il présente des méthodes d’intervention qui ont un degré élevé de transférabilité. Non disponible en français.]
A reflection on conflict and the process of its resolution, stressing the need to involve people at all levels of the process. The document outlines Crossing Borders’ concepts, methods and main activities. Through the presentation of a project that promotes intercultural dialogue within the context of the Israeli-Palestinian conflict, with youth and teachers from both sides, this text offers a review of the organization’s best practices with a perspective on transferability in other conflict management situations. Bibliography included.

http://www.crossingborder.org/site/downloads/publications/DemystifyingtheotherGdiallo.pdf

Also in : Launikari, M. & Puukari, S., Multicultural Guidance and Counseling, Theoretical approaches

and best practices in Europe, Institute for Educational Research/Centre for International Mobility (CIMO), Jyvaskila, Finland,( 2005),   pp. 176-204.

https://www.cimo.fi/dman/Document.phx?cmd=download&action=view&documentId=du06905102245500

Results of the evaluation of the project available at:

http://www.crossingborder.org/site/downloads/publications/review_raport.pdf

3.2. Crossing Borders magazine and teachers manual, Crossing Borders (2005)

[Ce document présente une grande quantité d’activités pour la classe en matière de médiation de conflits pour des élèves parlant bien l’anglais. Non disponible en français.]
http://www.crossingborder.org/site/downloads/publications/cbmanual_content.pdf

3.3. Crossing Borders Magazine, Crossing Borders (2006)

[Un magazine produit par des jeunes pour les jeunes, sur des thèmes liés au dialogue interculturel et à la médiation de conflits. Non disponible en français.]
“Crossing borders is a bi-monthly magazine as a voice of Arab and Israeli youth, who are interested in learning about conflict, media skills and intercultural communication that enable them to participate in a meaningful dialogue with fellow youth from the “other side”. It contains reports, cartoons, poetry, reviews, opinions, photographs, editorials, letters to the editor (…) Articles are written by young people for others of their age group (…) distributed in high schools, youth clubs, community centers and other organizations in Israel, Jordan, Palestine, and also to interested parties in the region and abroad. (…) It focuses on issues and values of concern to people living in a conflict area.”
http://www.crossingborder.org/index.php?section=magazine&page=view&id=6/30

3.4. Reider, A., Daily report: Crossing Borders Workshop I for Israeli, Palestinian, Danish and German Youth in Jerusalem, forCrossing Borders, Dialogue Lab, Germany, (2006),

[Un rapport concernant  un atelier, finance par la FAL, organisé pour un groupe de jeunes palestiniens, israéliens, danois et allemands. Non disponible en français.]
A report on the workshop, funded by ALF, summarizing visits, workshops and training techniques used with youth of different cultures to raise awareness of the importance of dialogue, culture and identity. The second focus is on participative action through the creation of youth clubs in the 4 countries.

4. IDEAMED (Identité et Education autour de la Méditerranée) UME/CESOM, Séville, Espagne, 27-30 Octobre 2006

IDEAmed 2006 est un séminaire financé par la FAL, destinée à  la réflexion sur la notion d'identité et son incidence sur le milieu scolaire. Son objectif est de promouvoir le respect pour la diversité culturelle et une vision pour créer un environnement scolaire inclusif. Les documents du séminaire ne sont pas disponibles en français.
IDEAmed 2006 is anintensive four-day-seminar, funded by the ALF. The seminar was designed to engage a reflexion on how identity relates to school culture, as well as classroom practice, pedagogy and curriculum. It aims to increase respect for diversity and promote the vision and implementation of more inclusive classrooms and schools that provide quality education for all students. The immediate goals of the seminar are:

• to deepen and expand a concept of identity as a social construct with implications on classroom practice;
• to explore how the complex and diverse identities of students and teachers interact and shape the knowledge constructed in the classroom;
• to identify spaces for high school teachers to contribute to creating and maintaining more inclusive classrooms and schools.

4.1. The University of Middle East Project, Identity and Education across the Mediterranean: Pedagogy, Curriculum and Practice, IDEAmed Seville, Spain 2006

[Ce document présente le programme du séminaire, et  une bibliographie. Non disponible en français.]
This syllabus offers an overview of the seminar, a short  pre-reading text, the program and a bibliography.
“The seminar examines how particular interpretations of identity result in practical implications in school and classroom curriculum, pedagogy and practice. It explores the [different] socio-economic and political significance/implications of certain policies and practices on demographics, opportunities, social, economic and political power as well as societal expectations regarding schooling. It particularly seeks to examine how various identity markers have been the basis for bias, discrimination, oppression, denial of quality education and/or equal opportunities. At the same time, these same markers have been (and can be) basis for creating, enhancing and/or sustaining an education which envisions and promotes schools and classrooms which contribute to more pluralistic societies. Finally, IDEAmed examines the agency of teachers in creating and sustaining change towards more fair, equitable and sustainable societies.”

4.2. IDEAMED 2006 (Identity and Education across the Mediterranean) - Final Narrative Report, UME/CESOM, Madrid, (2006)

[Ce document est le rapport final pour la FAL,  financeur du séminaire. Non disponible en français.]
This internal document is the final 2006 report for one of the funders (Anna Lindh Foundation) relative to a teacher training program for 20 participants from the Euro-Mediterranean region. The aim of the program is to increase, through support in developing and implementing pilot lesson plans, teacher’s awareness of the importance of inclusive classroom for pluralistic societies. It provides qualitative and quantitative information on the program, stressing results in creating a learning environment for teachers and emphasizing the relationship between cultural identity and classroom practices. A complete final report, including 20 classroom activities, will be available in March 2007 on the UME (University of the middle-East Project) website http://www.ume.org/ .andwww.euromedalex.org.

The project is worth your attention; the documents that will be made available during spring 2007 will certainly be highly appreciated by teachers, teacher trainers and school administrators alike.
See article: Solana, V., “Teachers as Agents of Social Change”, in: ALF Newsletter, issue #4, Nov-Dec 2006- https://www.euromedalex.org/Newsletter/EN/november2006.htm#2.

5. Partenariat EUROMED-FAL/MEDIES/MIO-ECSDE. Projet d’éducation à la cuisine méditerranéenne (2006)

Ce projet, financé par la FAL vise à promouvoir le dialogue interculturel et le développement durable à travers une recherche-action centrée autour de la nourriture et son contexte culturel méditerranéen. Il débouchera sur la création de d’outils pédagogiques qui seront testés dans les écoles, avant d’être mis à la disposition de tous en mars 2007 à travers le site Internet de MEDIES : http://www.medies.net/.
The project is an Anna Lindh Foundation (ALF) granted project, that unites 7 organizations from 7 Mediterranean region countries. It was approved by its first Call for Proposals (February 2006) under the Thematic Priority: "Euro Med Schools Programme”. The partner organizations involved are: AOYE –EGYPT, Legambiente – ITALY, LHAP- JORDAN, CMEPE –MOROCCO, ETNIA- PORTUGAL, APNEK- TUNISIA with MIO-ESCDE as the leader & coordinator of the project. The project aims at developing teaching materials on the theme of “Mediterranean food”, used as vehicle for promoting intercultural dialogue, sustainable development and linguistic/cultural diversity. The materials will be implemented by selected schools on a pilot basis (for a short-time period) in all partner countries.  When finalized, the materials will be available on the MEDIES website: http://www.medies.net/ The main chapters are: ‘Pedagogical principles”, “Evolution of food and culture in the Mediterranean from the Antiquity to our days”, “Food, biodiversity and the modern landscape”, “The Mediterranean diet” and a glossary of food products. It will provide the following resources: pedagogical principles, background documents and activities for educators and teachers working with youth age 11-15. The ultimate goal of the programme is to support educational projects that develop the values of intercultural dialogue, sustainability and peace.

The material is expected to be finalized in March 2007 and will be published (hard copies) in English and Arabic; it will be produced in CD-Rom in Italian, Portuguese, and Greek.

Materials available in March 2007:

http://www.mio-ecsde.org/article.php?story=20061212045835354

http://www.medies.net/article.php?story=20061212044243149

6. MIO-ECSDE (Bureau d’Information Méditerranéen pour l’Environnement, la Culture et le Développement Durable)

MIO-ECSDE : « Le Bureau d’Information Méditerranéen pour l’Environnement, la Culture et le Développement Durable est une fédération d’organisations non gouvernementales (ONG) de la Méditerranée, traitant de questions relatives à l’environnement et au développement. MIO-ECSDE constitue une plate-forme technique et politique pour la présentation des points de vue et l’intervention des ONG en Méditerranée. En coopération avec les gouvernements, les organismes internationaux et d'autres partenaires socio-économiques, MIO-ECSDE joue un rôle actif dans les domaines de la protection de l’environnement et de la promotion du développement durable dans la région et les pays méditerranéens. » Au centre de l’action de l’organisation se trouve l’éducation, (la formation d’enseignants et d’éducateurs) comme véhicule  pour la promotion du développement durable dans la région méditerranée.

MIO-ECSDE “is a Federation of Mediterranean Non-Governmental Organisations (NGOs) active in environment and development issues. It functions as a technical and political platform and umbrella for NGO intervention in the Mediterranean scene. In co-operation with governments, international organisations and other socio-economic partners, MIO-ECSDE plays an active role in the protection of the environment and the sustainable development of the Mediterranean region (…)”. The core of this initiative is the Educators’ Networks implementing the integrated educational programmes as a vehicle to sustainable development.

MEDIES, est une initiative pour l’environnement et le développement durable, qui anime une communauté d’éducateurs et d’élèves qui œuvre pour l’implémentation de programmes d’éducation au sein du basin méditerranéen.

MEDIES, (Mediterranean Education Initiative for Environment and Sustainability) launched during the World Summit for Sustainable Development (WSSD) in Johannesburg, “is an initiative on Education for Environment and Sustainability (EfES) that facilitates the educational community and students to contribute in a systematic and concrete way for the implementation of Agenda 21 and the Millennium Development Goals, through the successful application of innovative Educational Programmes in countries around the Mediterranean basin.”

(All documents in section 7 are available at http://www.medies.net/ (for MEdIES members, with free registration) and http://www.mio-ecsde.org/ ).

6.1. “Adjust your water behaviour to the Season”, Mio-EDSCE, 2002.

Educational Poster on sustainable water management, available in eight languages (EN, FR, GR, IT, AR, TR, ES, PR) (Hard copy only)

http://www.medies.net
Un poster pour la promotion de la gestion de l’eau. Disponible en 8 langues.
6.2. Environmental Education: the Mediterranean Perspective: Workshop on methodologies &Teaching Methods, Proceedings, Athens 14-15 December 2002, (EN).
[Un rapport d’un atelier MEDIES.Non disponible en français.]
This article gives background information on MEDIES and a short paragraph on the Methodologies and Teaching methods workshop. It provides photos and a link to the workshop agenda.

http://www.medies.net/

6.3. Methodologies for the Application of Educational Materials in Environmental Education Proceedings of Training Seminar, 25-26 October 2003, Athens.

[Rapport d’une réunion sur les méthodes pédagogiques en matière d’éducation environnementale. Non disponible en français.]
Taking place at the University of Athens, this meeting was addressed to the Greek Environmental Educators Center and NGOs; it aimed at questioning the educational methods applied in EfES programs.
Available in Greek :

http://www.medies.net/
6.4. Scoullos, M., Alampei A., Boulouxi A., Malotidi V., Vazeou S., «Water in the Mediterranean», Educational Package, MIO-ECSDE and GWP-Med, Athens, 2001.

“Water in the Mediterranean” is the result of a fruitful collaboration of NGOs from 7 Mediterranean countries ( Cyprus , Egypt , Greece , Israel , Morocco , Tunisia , Turkey ), Environmental Educators and a group of postgraduate students of the University of Athens . “Particular effort has been invested in the present educational material to familiarize students with concepts, methods and ways of action”.

An extensive tool for educators, teachers and teacher trainers, this book offers comprehensive information on the crucial issue of water and its management. It features, methodological guidance, detailed and well organized theoretical background on the theme, and many “classroom” (or other groups of young, and less young people) activities with a user friendly frame. Highly recommended.
Available in: EN (2001), FR (2002), IT (2002), GR (2003), AR (2004), TR (2004), Croatian (2006)
http://www.medies.net/staticpages/index.php?page=water-book
6.5. Wastes in Our life, Educational Material, (2003),
[Un rapport de réunion sur les méthodes pédagogiques promues par le réseau. Non disponible en français.]

Stressing the importance of managing waste, this toolkit “is currently being evaluated”. It will be soon available online. This article summarizes the 1st meeting for the evaluation of the educational materials - "Water in the Med" and "Wastes in our life", 6th of July 2004. The 1st meeting of Greek educators that had implemented the educational materials on water and wastes during the last school year was organized by MIO-ECSDE, within MEDIES framework, with the aim (a) to support them with the theoretical background of evaluation in education (ways and methods etc), and (b) to collect their comments and suggestions on how the materials may be amended. The meeting was attended by 39 participants, all interested formal and in-formal educators that exchanged views on the abovementioned educational materials and gave useful input based on their actual implementation. Their evaluation is considered particularly important for the package on wastes, as we are now in the process of preparing the new English version.”
Available in Greek :

http://www.medies.net/article.php?story=20040706114338936&query=Wastes%2Bin%2BOur%2Blife
 Soon available in English (available at http://www.medies.net/ for MEdIES members)

6.6. Scoullos, Malotidi V., “Handbook on methods used in Environmental Education and Education for Sustainable Development”, Teacher Training material, MIO-ECSDE, Athens, (2004)
“The “Handbook on methods used in Environmental Education and Education for Sustainable Development” aims to provide an ensemble of elements, both theoretical and practical, for the implementation of educational materials EE and ESD. The handbook is not exhaustive of all the educational methods and possible ways of their implementation, but it rather aims to introduce educators to the basic ideas relevant to the various methods, while trying to highlight some noteworthy or “ tricky " points concerning their application and outcomes. Therefore it does not intend to provide “pre-packaged recipes", but is designed to facilitate educators to plan, in cooperation with their students, their own working methods in the framework of EE/EfES/ESD programmes.”

The handbook could be used as a reference guide when implementing any other educational material relevant to EE, EfES and ESD. Highly recommended.
http://www.medies.net/staticpages/index.php?page=handbook
Soon available in Arabic

6.7. Scoullos, M.J., Environmental Education Related to the Abatement of Poverty and Hunger, Santiago de Compostella, Spain, (2001)
[Un article sur les liens entre la pauvreté et le développement durable. Non disponible en français.]

This is the text from a lecture given in the “International Expert Meeting on Environmental Education” in Santiago de Compostella in November 2004. “Poverty is a major root cause for “unsustainability”.” This document offers a historical, political and economic reflection on poverty, and emphasizes the importance of including the general objective of the “alleviation of poverty and hunger” in EfES programs. The author then concludes on strategic approaches and methods to address the problem in formal education, targeted education “in” and “out” of poverty.
http://www.medies.net/filemgmt_data/files/poverty.pdf

6.8. Special Issues of Sustainable Mediterranean, MIO-ECSDE Newsletter: Issue No 30, August 2003: Environmental Education in the Mediterranean,

Issue No 34, August 2004: The status of Environmental Education in the Med Countries within the formal and non-formal education system, Issue No39, November 2005: The Mediterranean and ESD: A first response to the UN Decade of ESD (2005-2014).
[Numéros spéciaux du magazine du réseau MIO-ECSDE. Non disponible en français.]
http://www.medies.net/staticpages/index.php?page=20050809155301364

6.9. Keep the Mediterranean Litter-free, brochure, MIO-ECSDE.

Une brochure sur le thème d’une Méditerranée propre” qui met l’accent sur les responsabilités de la société civile face a la préservation du littoral et le la faune et flore méditerranéenne.

Disponible en : FR, EN, AR, GR. Pour recevoir une brochure, contacter le Secretariat MIO-ECSDE: info@mio-ecsde.org
6.10. Public Participation, Environmental Information and Awareness in the Mediterranean, MIO-ECSDE, (2002)

“The publication “Publicparticipation, environmental information and awareness in the Mediterranean Region” attempts to summarize the most important aspects of the related issues as they have evolved in the Mediterranean region. It is largely based on the report prepared for the 5th MCSD Meeting in Rome, 1999 (Scoullos, Hunt, Roniotes,1999), given that MIO-ECSDE was the Task Manager of the MCSD Thematic Group on “Information, Awareness, Environmental Education Participation”.

http://www.mio-ecsde.org/article.php?story=20041022142543249

6.11. Scoullos, M., Riomotes, A., The Evolution of Environmental Policies in the Mediterranean from an NGO Perspective, MIO-ECSDE, Athens, (2003).    

 “This little book is an introduction to the evolution of international Environmental policy and the gradual, empirical development of a new kind of diplomacy with emphasis on the Mediterranean region. (…) We adopt a twofold approach: one general showing the overall picture, and one more specific, focusing on a few points of greater interest.”

This document is a good introduction of the issues of environmental policy on the international and regional level. Recommended.

http://www.mio-ecsde.org/filemgmt/singlefile.php?lid=106

6.12. Scoullos, M., Alampei A., Boulouxi A., Malotidi V., Vazeou S., «L’Eau dans la Méditerranée», Mallette pédagogique, MIO-ECSDE and GWP-Med, Athènes, 2003.

Cette mallette est le fruit de la collaboration d’ONG de 7 pays méditerranéens (Chypre, Egypte, Grèce, Israël, Maroc, Tunisie, Turquie), d’éducateurs et d’étudiants de 3ème cycle de l’Université d’Athènes. L’objectif de cet outil est de sensibiliser les élèves aux concepts, méthodes et modes d’action dans le contexte de la conservation de l’eau.

Un travail de grand sérieux visant éducateurs, enseignants et formateurs, ce manuel offre une banque d’information sur le thème crucial de l’eau et la gestion de l’eau. L’ouvrage contient des ressources en méthodologie pédagogique, des informations bien organisées et détaillées sur le thème, et de nombreuses activités/unités de formation intelligemment présentées. Hautement recommandé.

Disponible en: EN (2001), FR (2002), IT (2002), GR (2003), AR (2004), TR (2004), Croate (2006)
http://www.medies.net/staticpages/index.php?page=water-fr

6.13. Scoullos, Malotidi V., “Manuel sur les Méthodes Utilisées pour l’Education à l’Environnement et l’Education au Développement Durable”, MIO-ECSDE, Athènes, (2005)

« Ce matériel pédagogique offre des éléments théoriques et pratiques pour l’élaboration d’unités de formation sur l’éducation à l’environnement et le développement durable. Il introduit les concepts de base liés aux diverses méthodes pédagogiques en mettant en lumière les aspects délicats de leur mise en œuvre et de leurs résultats. Ce n’est donc pas un “recueil de recettes”, mais  un guide pour permettre aux enseignants d’élaborer, avec leurs élèves, des programmes et des méthodes d’apprentissage de la conservation de l’environnement et du développement durable. »

Le livre peut être utilisé comme guide lors de l’élaboration de matériels pédagogiques relatifs à l’éducation environnementale et l’éducation au développement durable. Fortement recommandé.

http://www.medies.net/filemgmt_data/files/FRENCH_HANDBOOK.pdf

6.14. MIO-ECSDE, Participation du Public, Information et Sensibilisation pour l’Environnement en Méditerranée, (2003)

Cette publication résume les aspects majeurs du thème et leur évolution dans la région Méditerranée. Il est largement basé sur le rapport du Pr. Scoullos (&Hunt, &Roniote, 1999) pour la 5ème réunion MCSD qui s’est tenue à Rome en 1999, étant donné le rôle de leader qu’a tenu le MOI-ECSDE au sein du groupe de travail sur « Information, Sensibilisation, Education Environnementale et Participation ».

http://www.mio-ecsde.org/article.php?story=20041022142543249

6.15. Scoullos, M., Riomotes, A., L’Evolution des politiques de l’environnement en Méditerranée,  MIO-ECSDE, Athènes, (2003).    

« Cet ouvrage succinct consiste en une introduction à l’évolution de la politique internationale en matière d’environnement et au développement progressif, (« durable », ndlr), empirique, d’une nouvelle forme de diplomatie qui se concentre sur la région méditerranéenne. (…) Nous adopterons une approche double en divisant notre étude en deux parties : L’une, plus générale, offrant une vue d’ensemble, l’autre, plus spécifique, se concentrant sur certains points d’un grand intérêt. »

Une bonne introduction sur la question des politiques environnementales tant sur le plan international que régional. Recommandé.

http://www.mio-ecsde.org/filemgmt/singlefile.php?lid=107

7. VIS (Volontariat International pour le Développement) Rome, Italie 

VIS is an NGO based in Italy, member of the National Center of Salesian Missions. It has activities in the field of international cooperation and volunteer aid. Used to working with teachers and schools on intercultural education, the organization offers many teaching materials available in Italian.

VIS est une ONG base en Italie, membre de l’Ordre des Missions Salésiennes. Ses activités se centrent sur la coopération internationale et le volontariat international. Elle opère également dans le domaine de l’éducation, au travers d’interventions en le milieu scolaire et de la création d’outils pédagogiques. Il n’y a pas à ce jour de document en français disponible sur ces actions.

7.1. A Wall is Not Enough, VIS, Roma, Italy, [to be published in 2007]

[Ce guide international sur le mur de séparation érigé sur les territoires occupés en Palestine, est un outil pédagogique qui s’adresse aux enseignants et aux élèves. Son thème central est la représentation de l’absurdité des barrières physiques et mentales entre les cultures pour souligner l’importance du dialogue pacifique. Non disponible en français.]
Within the project "Weak of Global Education", the agency is developing the international guide "A Wall is Not Enough", a didactical tool addressed to teachers and students of the Euro-Mediterranean countries mainly devoted to highlight the importance of the peaceful dialogue among different cultures and faiths. The guide stems from the exhibition “A Wall Is Not Enough” that gathers hundreds of pictures and panels concerning the wall erected in the Palestinian occupied territories; its main intention is to represent the absurdity of physical and mental barriers among different cultures and to highlight the importance of a peaceful dialogue.
This project was made possible partly by the Anna Lindh Foudation for the Dialogue Between cultures amongst other partners.
VIS stresses that “the use of artistic creations as a means to achieve the dialogue among cultures, but also as a vehicle in order to take on processes of enhancement of the local economy”, is very important. The fact that the exhibition "A Wall is not Enough" has received the positive support of many municipalities and NGOs of the Euro-Med civil society confirmed this. With regard to this, one of the main positive outcomes of the project has been the positive evaluation and personal consideration expressed by the Mayor of Bethlehem for the quality of artistic handicraft creations exposed and for the importance of such a project for the whole Bethlehem community.”   
The draft outline of the guide is the following:

• A Wall is not Enough: an updated description of the project
• The “anatomy” of the wall
• The history of the separation
• The Advisory Opinion of the International Court of Justice
• The territorial management system
• An economy having its  back to the wall
• Jerusalem: one capital – two people
• The socio-sanitary impact on the Palestinian people of the wall erected
• The civil society in action
• The exhibition “A Wall Is Not Enough” on tour (a summary of pictures, tales and technical information concerning the 14 cities that hosted the exhibition.
• VIS: aims and objective – the multi-annual experience of VIS in Palestine

The guide will also provide narrative tales gathering life events, personal impressions and hopes intended to put forth a deeper and more empathetic approach of the issue. A detailed bibliography and a list of contacts will conclude the guide.
More information on the organisation and its projects available in Italian at: http://volint.it/ and
http://unmurononbasta.bethlehem.edu/index.html

7.2. VIS and the Global Education Week, 30th December 2006- 6th January 2007: Cairo December 31st 2006/ Sinai-Jerusalem January 1st-4th 2007/ Bethlehem January 4th and 5th 2007.

[Un ensemble de rapports de voyages organisés dans le cadre de l’action « Global Education Week » (NDLR semaine de l’éducation mondiale) , dans le but de favoriser l’utilisation de l’art et des lieux saints pour promouvoir la paix et le dialogue entre les peuples. Non disponible en français.]
In 1999 the North-South Centre of the Council of Europe has launched the first Global Education Week, promoting school activities in the member States with a specific focus on how to overcome poverty and social exclusion. Since, the North-South Centre invites the 46 member States of the Council of Europe to participate annually in the Global Education Week that encourages pupils and teachers as well as youth groups to explore educational activities for global citizenship. It is a matter of addressing issues of diversity and inequality at the local as well as at the global level with an understanding of the core issues of global citizenship:
- Awareness of the wider world and of our own role as world citizens;
- Attitudes of respect for diversity and intercultural communication skills;
- Ability to take action to make the world a more equitable and sustainable place;
- Responsibility for our own actions.

The website for this initiative is: http://www.coe.int/t/e/north-south_centre/programmes/
Participating in this Initiative, VIS organized a trip to Cairo, Mount Sinai, Jerusalem and Bethlehem. During the week, participants were provided with a wide intercultural and inter-religious perspective, highlighting the encounter of different cultures and faiths that are at the core of the historical-social-economic growth of the region. Through conferences, visits to NGO’s, to Museums and site visits, the group was given the opportunity to develop an understanding:

• of the importance of a universal message;
• of peace and dialogue embedded in the Holy Sites of Sinai and Jerusalem;
• of how the intercultural value of religions represents a shared heritage of the Euro-Mediterranean society as a whole;
• of  the artistic and intercultural value of Holy Sites, (such as the Wailing Wall, the Temple Mount), as a shared heritage of many cultures.

All documents were sent by Mr. Toscano, of VIS in electronic version.
The organization’s web site is: http://volint.it/