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1. Youth in Action
mobilising
the potential
of young
Europeans
Youth Democracy:
building a vibrant
society
Y outh Democracy projects aim at
boosting young people’s involvement
in the democratic process at local,
regional and European level. The
objective is to provide young people with ideas
about and experiences of democracy, and to
spark new national and transnational net-
works and exchanges of good practice. Youth
Democracy projects improve young people’s
understanding of how democracy works, help-
ing them to make the most of their right to
participate in the decision-making structures
of a democratic society.
Youth Democracy projects have provided the
opportunity for thousands of young people
to develop a sense of engagement in public
and community life, and to tackle issues of
importance to them, ranging from the rights of
young refugees and migrants to youth unem-
ployment and the functioning of the EU. Their
participation has brought them into contact
with policymakers, scientists, and established
Youth in Action ͷ
Programme

2. ͷȧ civil society organisations. These projects have #SPMNC?LȩAMMNCP?RGMLȩGLȩRFCȩWMSRFȩȏ ȩCJBȩ
empowered young people through volunteer- promotes continuous dialogue between
ing, through involvement in local community young people and policymakers, encouraging
matters, and through acquiring skills — in the exchange of good practice and support-
debate and presentation, in media techniques ing structured dialogue. These national and
and in multicultural dialogue. The participants transnational youth seminars feature dynamic,
have learnt to analyse political or social issues non-formal learning experiences that contrib-
critically, and to make their voices heard. The ute to young people’s education, and to their
projects represent concrete achievements in knowledge and awareness of the European
building active citizenship at local and Europe- and international contexts. This fact sheet
an levels, and in promoting a sense of respon- presents some examples of the hundreds of
sibility and an understanding of democracy. projects completed so far.
Some of the many
Youth Democracy projects
completed so far
1. Engaging young people in respondents to compensate for the lack of well-paid
Bulgarian decision-making work, the limited social life and variety of contacts,
and poorer access to health services, education and
This project aimed to identify how to increase active transport. The young people became involved with
participation and youth employment in small and local governments in the development of municipal
Disadvantaged remote towns in Bulgaria. The youth dimension of youth strategies.
JMA?JȩEMTCPLKCLRȩNMJGAWȩGLȐȩSCLACQȩRFCȩPCQMSPACQȩ?LBȩ Rȩ?ȩL?RGML?JȩWMSRFȩKCCRGLEȩGLȩ1Mȏ ȩ?ȩGLȩ-ARM@CPȩ
ȩ
young people conditions for young people’s development; inad- ȩWMSLEȩNCMNJCȩNPCQCLRCBȩ?LBȩQF?PCBȩJMA?JȩJCTCJȩ
need messages COS?RCȩNMJGAGCQȩ?BTCPQCJWȩ?Ȏ ȩCARȩRFCȩBCTCJMNKCLRȩMDȩ experiences and developed recommendations for
young people’s potential, and can intensify migration
and strategies from the countryside into cities.
RFCȩL?RGML?JȩWMSRFȩQRP?RCEWȩ?LBȩRFCȩ#SPMNCȩȩ
strategy. They discussed with decision-makers issues
to combat Research was conducted on the factors that deter- related to economic activities and entrepreneurship,
stereotypes and mine the choice of hometowns and discussions were employment and career development, recreation,
organised with decision-makers on their vision for youth volunteering, and political participation and
to encourage a employment, education and training, housing policy, civic activism at the local and national levels. The key
culture of dialogue transport, recreation and healthcare. A related survey recommendations were that disadvantaged young
and social on the attitudes of university students from smaller people need messages and strategies to combat
towns revealed that nearly half did not wish to return stereotypes and to encourage a culture of dialogue
connectivity FMKCȩ?ȓ ȩCPȩEP?BS?RGML

3. ȩ2FCȩ?RRP?ARGMLQȩMDȩQCASPGRWȩ and social connectivity, and that bridges should be
and safety, support from the family and a cleaner built to make it possible to contribute to the life of
CLTGPMLKCLRȩUCPCȩLMRȩQSȑ ȩȩAGCLRȩDMPȩKMQRȩMDȩRFCȩ the local community and to policy development.

4. 7 - 3 2 ȩ # + - ! 0 ! 7 3
The project activities demonstrated that youth Project funded by
policies are developed not only by organisations the Youth in Action national agency in Bulgaria
and institutions in the capital city but also with the Organisation:
participation of organisations from remote and small Woman’s Alliance for Development Foundation, Bulgaria.
towns. A project video was produced and published
on YouTube.
1 T ES T I M ON I AL S
2. Reviewing the neighbourhood the value and inclusiveness of youth services in their Results focused on
neighbourhood. what youngsters
0MRRCPB?KQȩJMA?JȩEMTCPLKCLRȩQSNNMPRCBȩȩWMSLEȩ
Further work was carried out on childrens’ rights feel about
people undergoing vocational training so that for
and on organising a national conference on youth
LGLCȩKMLRFQ
ȩQR?PRGLEȩGLȩJ?RCȩ
ȩRFCWȩAMSJBȩPCTGCUȩ the value and
work. Structured dialogue between young people
their neighbourhood in terms of youth work, young
and policymakers was developed, promoting long- inclusiveness
people and the police, and local youth participation.
term cooperation between them. There was also
ȓȩCPȩRP?GLGLE
ȩRFCȩN?PRGAGN?LRQȩA?PPGCBȩMSRȩPCQC?PAF
ȩ
QGELGȏȩA?LRȩTGQG@GJGRWȩRFPMSEFȩRFCȩBGQQCKGL?RGMLȩMDȩRFCȩ of youth
through interviewing peers, neighbours and lo-
cal youth workers. The results were presented to
PCQSJRQȩ@WȩKC?LQȩMDȩ?ȩȏ ȩJKȩ?LBȩ?ȩ@PMAFSPC

5. services in their
local policymakers and youth workers in a series Project funded by neighbourhood
of meetings, focusing on the police’s treatment of the Youth in Action national agency in the Netherlands
WMSLEQRCPQȩMLȩRFCȩQRPCCR
ȩRFCȩSQCȩ?LBȩKGQSQCȩMDȩQMȓ ȩȩ Organisation:
drugs by youngsters, and what youngsters feel about GCKCCLRCȩ0MRRCPB?KȩGCLQRȩ(-1
ȩRFCȩ,CRFCPJ?LBQ.
3. Towards youth employment in The focus was on information and communication,
Portugal producing materials to promote the project and 3
creating merchandising and an exhibition, as well as
~0CȐȩCARGMLȩDMPȩ?ARGMLȩ˜ȩRMU?PBQȩWMSRFȩCKNJMW a website. Non-formal education was integral to the
ment’ is part of the EU structured dialogue on youth NPMHCAR

6. ȩ2FCȩMSRAMKCQȩUCPCȩNS@JGAGQCBȩRFPMSEFȩ?ȩ!
ȩ
CKNJMWKCLR

7. ȩ$PMKȩȩ(?LS?PWȩRMȩȩ+?PAFȩ
ȩ and a guide setting out young people’s rights and
PCEGML?JȩKCCRGLEQȩRMMIȩNJ?ACȩGLȩ.MPRSE?JȩGLȩ+?BCGP?
ȩ duties in Portugal and the EU in the area of employ-
the Azores, the north, the centre and Alentejo/Al- ment, as well as their opportunities. The results
garve, as a run-up to a national event. Three hundred included increased empowerment of youth and youth
WMSLEȩNCMNJCȩJGTGLEȩGLȩ.MPRSE?J
ȩzȩWC?PQȩMJB
ȩ organisations.
DPMKȩBGȎ ȩCPCLRȩQMAGMCAMLMKGAȩ?LBȩASJRSP?Jȩ@?AI
grounds and geographical origins, were involved Project funded by
alongside decision-makers and experts, to discuss the Youth in Action national agency in Portugal
priorities and measures that should be developed at Organisation:
EU level. !MLQCJFMȩ,?AGML?JȩBCȩ(STCLRSBC
ȩ.MPRSE?J

8. 4EQ AFȍBOBK@B ALBP MLIFQF@P travelled across Germany to organise debates be- The campaign
make? tween pupils and politicians at schools. The campaign
R?PECRCBȩWC?PMJBQȩUFMȩUCPCȩCJGEG@JCȩRMȩTMRCȩDMPȩ targeted 18-year-
2F?RȩU?QȩRFCȩQS@HCARȩBGQASQQCBȩ?Rȩ?LQ?ȩFGEFȩQAFMMJȩ RFCȩȏȩPQRȩRGKCȩGLȩ

9. olds who were
in Stralsund (Germany) during a debate between
NSNGJQȩ?LBȩNMJGRGAG?LQȩMLȩȩ+?Wȩ

10. ȩ2FCȩN?LCJȩ
Project funded by eligible to vote for
the Education, Audiovisual and Culture Executive Agency
discussion was moderated by two school students, in Brussels.
RFC–ĺ–PQR–RGKC–GL–
and involved politicians from the main parties active
on the German political scene. Top of the agenda
Partner organisations: 2009
)SKSJSQȩC

11. 4

12. ȩ%CPK?LWȩ(C?Lȩ+MLLCRȩ!CLRPCȩMDȩ#VACJJCLACȩ
U?QȩRFCȩCJCARGMLȩRMȩRFCȩ#SPMNC?Lȩ.?PJG?KCLRȩGLȩ(SLCȩ DMPȩ#SPMNC?Lȩ'LRCEP?RGML
ȩ$3ȩ CPJGL
ȩ%CPK?LWȩ(SECLBNPCQQCȩ
ȩFMUCTCP
ȩ2SPICWQȩ?NNJGA?RGMLȩDMPȩ#3ȩKCK@CP Deutschland e.V., Germany.
ship was the most controversial topic. 4 TES TI M ONIALS
The event was a part of a broad youth campaign,
~#SPMȩU?FJȩE?LE
ȩȏȩL?LACBȩ@WȩRFCȩ7MSRFȩGLȩARGMLȩNPM ‘ The 1.5 hour discussion was very important for me. I
found it interesting to see how the politicians interact
EP?KKCȩ˜ȩȩWMSLEȩNCMNJC
ȩRP?GLCBȩ?QȩKMBCP? with each other, especially politicians who represent
tors in communication and organisation techniques, TCPW–BGĶ
–CPCLR–MNGLGMLQ

13. ’

14. Y O U T H I N A C T I O N
It highlighted 5. Young Slovenes make plans for young people in creating the social reality’ envisaged
young people’s their future restructuring education so as to increase cooperation
with youth organisations, and to encourage young
BCQGPC–RM–GLĻ
–SCLAC– ȩL?RGML?JȩWMSRFȩCTCLRȩGLȩ-RMŖCAȩ 1JMTCLG? ȩDMJJMUCBȩ people to become involved. It highlighted young
decision-making ȩNPCN?P?RMPWȩPCEGML?JȩBC@?RCQȩMPE?LGQCBȩGLȩ
ȩ NCMNJCQȩBCQGPCȩRMȩGLȐ
ȩSCLACȩBCAGQGMLK?IGLEȩRFPMSEFȩ
better cooperation with local authorities and local
through better designed to promote structured dialogue between
young people and policymakers, and to strengthen youth councils and youth centres, ensuring better
cooperation with the working relationship between local, national access to information.
local authorities and European authorities and young people at all Throughout the entire project — in preparing sug-
levels. The national youth council of Slovenia steered gestions, debating, bringing in amendments, and
and coordinated the project, with support from its voting — they simulated parliament procedures,
member organisations and local youth councils, who and the decisions they adopted represented what
prepared the regional debates and fed results from they believed to be necessary to provide for young
local to national level. A wide range of young people people to participate as partners in Slovenian society.
and a broad spectrum of youth organisations were 2FCȩN?PRGAGN?LRQȩ@CLCȏ ȩRCBȩDPMKȩLMLDMPK?JȩJC?PLGLEȩ
represented at regional debates. experience and gained a greater understanding of
1CTCLRWȏ ȩTCȩN?PRGAGN?LRQȩGLȩ?ȩL?RGML?JȩWMSRFȩCTCLRȩ the social context within which they live. And at the
discussed issues ranging from creativity and in- national event, the EU in general and Youth in Action
novation among young people to the meaning of in particular were presented to the participants, and
European citizenship, social inclusion, and youth opportunities open to young people within the EU
autonomy — and in particular creating opportunities were explained.
for young people with fewer opportunities. They pre- Project funded by
sented a resolution to senior national and European the Youth in Action national agency in Estonia
ȏȩESPCQȩUFMȩRMMIȩN?PRȩGLȩRFCȩNPMACCBGLEQ

15. ȩ2FCȩ~0CQMJS Organisation:
tion for active, reactive and creative cooperation of +J?BGLQIGȩQTCRȩ1JMTCLGHC
ȩ1JMTCLG?

16. 5 T E S T I M ON I AL S
‘Ithe parliament. We were ‘ '–JC?PLR–FMU–BGķ that would suit everyone. I also
liked the simulation of ––ASJR–GR–GQ–RM–ĺ
present a joint opinion
–LB–?–AMKNPMKGQC–?LB–
divided into four parlia- learnt that a group of people can work well together
mentary groups and we only if all members are willing to participate, can
had to present our com- clearly express themselves, have good knowledge of
mon positions and defend the theme of discussion and good arguments, and are
our decisions. Each of us
had the opportunity to
willing to make compromises. ’
express ourselves. ’ ‘ This seminar really gave me the feeling that I can do
QMKCRFGLE
–RF?R–GR–GQ–UGRFGL–KW–NMUCP–RM–K?IC–?–BGĶ –CP
ence, to initiate a change — as a young person and as
an individual. ’
The project gave 6. Schuman remembered The project gave the young people involved a clearer
view of what belonging to Europe means, and a
the young people 2MȩK?PIȩRFCȩRFȩ?LLGTCPQ?PWȩMDȩRFCȩ1AFSK?LȩBCA sense of European citizenship. The focus was on the
involved a clearer J?P?RGML
ȩKMPCȩRF?LȩȩWMSLEȩNCMNJCȩDPMKȩ$P?LAC
ȩ values of solidarity and respect between people that
Luxembourg and Poland came together in Luxem- were at the heart of the construction of the EU, and
view of what @MSPEȩDPMKȩȩRMȩȩ+?WȩȩRMȩPCȐ ȩCARȩMLȩFMUȩ that remain indispensable today.
belonging to the ideas that inspired Robert Schuman continue to
Project funded by
GLȐȩSCLACȩRFCȩMNCP?RGMLȩMDȩRFCȩ#3ȩ?LBȩGRQȩGLQRGRSRGMLQ

17. ȩ
Europe means Using the digital ENa library and in a series of semi-
the Youth in Action national agency in Luxembourg
Partner organisations:
nars and visits to the EU institutions, they looked in !4!#ȩ !CLRPCȩ4GPRSCJȩBCȩJ?ȩ!MLL?GQQ?LACȩQSPȩJ#SPMNC
ȩ*SVCK@MSPEȩ
particular at the evolution of the Schengen area and !CLRPCȩBĸRSBCQȩCRȩBCȩPCAFCPAFCȩCSPMNĸCLLCQȩ0M@CPRȩ1AFSK?LL
ȩ
the traditions of multicultural dialogue. *SVCK@MSPEȩ!'#+
ȩ$P?LACȩ$MLB?RGMLȩ0M@CPRȩ1AFSK?L
ȩ$P?LACȩ
#SPMNC?Lȩ'LRCEP?RGMLȩ!JS@ȩGLȩRFCȩ!MKNJCVȩMDȩ1AFMMJQȩGLȩ5MHIMUGAC
ȩ
Poland; the Polish Robert Schuman Foundation, Poland.

18. 7 - 3 2 ȩ # + - ! 0 ! 7
7. Debating climate change in changes connected with meteorology or archaeol- They learnt about
Poland and Norway ogy, and, in addition to workshops, they made trips
to glaciers. local and global
$GȓȩWLGLCȩWMSLEȩNCMNJCȩDPMKȩ,MPU?W
ȩ*GRFS?LG?
ȩ The project developed the knowledge that these climate challenges
Poland and the UK took part in international climate young people had about climate change, and allowed
A?KNQȩ?LBȩKCCRGLEQȩGLȩ,MPU?Wȩ?LBȩ.MJ?LBȩGLȩȩ and how to
them to build and take part in a network, as well as
?LBȩ

19. ȩ2FCWȩBGQASQQCBȩAJGK?RCȩAF?LECȩUGRFȩ to communicate the knowledge they acquired. They GLĻ–SCLAC–RFC–
national politicians and prominent scientists, includ- learnt about local and global climate challenges, European debate
GLEȩRFCȩ,MPUCEG?Lȩ+GLGQRCPȩDMPȩRFCȩ#LTGPMLKCLR
ȩ?LBȩ what each person can do to contribute to climate
DMPȩK?LWȩMDȩRFCȩWMSLEȩNCMNJCȩRFGQȩU?QȩRFCȩȏ ȩPQRȩRGKCȩ on environment
?ARGML
ȩ?LBȩFMUȩRMȩGLȐȩSCLACȩRFCȩ#SPMNC?LȩBC@?RCȩMLȩ
they had had the opportunity for exchanges at such and climate
environment and climate. The project received media
a level. They presented climate projects from their
coverage and participants were interviewed on radio,
home countries and exchanged experiences. They
?LBȩTGBCMȩȏȩJKQȩ?LBȩNFMRMQȩR?ICLȩBSPGLEȩRFCȩAJGK?RCȩ
developed recommendations on issues such as the
camps were used in publicising the project.
need for more cycle paths, more ecological public
transport and public buildings, wider public education Project funded by
on environment-friendly behaviour, and the promo- the Youth in Action national agency in Norway
tion of local produce. They were also involved in
Partner organisations:
RFCȩBCTCJMNKCLRȩMDȩRFCȩ)JGK?N?PIȩCQR?@JGQFCBȩ -NNJ?LBȩDWJICQIMKKSLCȩSLEBMKKCLQȩDWJICQRGLE
ȩ,MPU?Wȩ
GLȩ,MPU?WȩGLȩ
ȩUFGAFȩF?Qȩ@CAMKCȩ?Lȩ?PCL?ȩRMȩ Nasjonalparkriket Natur Ungdom, Norway; Secretariat for Youth
show the history of climate, and to raise awareness DD?GPQ
ȩUCQRCPLȩ.MKCP?LG?
ȩ.MJ?LBȩ0?B?ȩ+§MBXGCƨWȩ5MHCUŁBXRU?ȩ
MDȩAJGK?RCȩAF?LEC

20. ȩCPCȩRFCWȩJC?PLRȩ?@MSRȩAJGK?RCȩ Zachodniopomorskiego, Poland.
7 T ES T IM O N I AL S
‘ Now I know more about ‘ Iincludethe project can grow from
global warming and how
hope
more young people
and
to combat it. It was a very the whole of Europe, and give
good lesson in communi- youth a strong international
cating in other languages voice, since this concerns our
for both sides. We broke
the ice and got to know
future.’
each other better.’
6LRKD JFDOKQP ȎKA QEBFO MI@B they were taught how to handle a camera and Project participants
in Utrecht and Lisbon how to introduce music. They visited each others’
AMSLRPWȩRMȩȏȩLBȩMSRȩKMPCȩ?@MSRȩUF?Rȩ@CGLEȩ#SPMNC?Lȩ learnt that ‘Europe’
Eighteen young people who grew up in the poor-
means — and what Europe’s history means too, is not something
since both countries have a colonial past and now
est migrant outskirts of Lisbon and Utrecht had the abstract which has
have a large number of immigrants, many of them
opportunity to make their voices heard thanks to an nothing to do
disadvantaged. It made the young people involved
innovative project called ‘Under construction’. They
more aware of their place in democratic life and in with them
came together with experts in employment, youth Europe. Project participants learnt that ‘Europe’ is not
organisations, trade unions and institutions and were something abstract, which has nothing to do with
able to state their views. The six-month project in them. It helped to position them in Europe, and to
ȩ?LBȩȩFCJNCBȩNPCN?PCȩC?AFȩMDȩRFCKȩGLBG take responsibility in decision-making as citizens of a
vidually, in creating work which illustrated their lives democratic Europe.
and attitudes.
Project funded by
2FCȩN?PRGAGN?LRQȩȏȩPQRȩGLRPMBSACBȩRFCKQCJTCQȩMTCPȩRFCȩ the Youth in Action national agency in the Netherlands
Internet, and told their own story about who they Partner organisations:
are, where they live and what their world looks like, SRGAFRGLEȩ8-#7
ȩRFCȩ,CRFCPJ?LBQȩ)3ȩ3RPCAFR1AFMMJȩMDȩ+SQGAȩ?LBȩ
using multimedia techniques. During the project Technology, the Netherlands; (SLR?ȩBCȩ$PCESCQG?ȩBMȩ*SKG?P
ȩ1N?GL

21. 8 T ES T IM O N I AL S
‘ Two of the Dutch a
participants entered
‘ When they were making short video clips, you could see ‘ Two said how gladparticipantsto have been part of the
RFCK–@CAMKGLE–KMPC–QCJDAMLĺ–BCLR

22. –2FC–WMSRF–UMPICPQ and
of the Dutch
they were
were very enthusiastic
television talent show said that the most insecure young people were now project and how much they had learnt from what they
and performed the song blooming, and that the other group members became BGB–?LB–UFM–RFCW–KCR

23. –-LC–WC?P–?Ĺ –CP–RFC–KCCRGLE
–
they wrote during the ’
friendlier. they are still in contact with the friends they made in
’
project. Portugal. ’

24. 6 Y O U T H I N A C T I O N
The young people 9. Learning how democracy works ence could vote. They also ran an information desk
in Hungary and Romania to inform visitors to the festival about their rights
involved became and the scope of the Youth in Action programme. The
more aware 2FCȩ~4MGACȩMDȩWMSRFȩU?Qȩ?ȩKMLRFȩNPMHCARȩRF?Rȩ N?PRGAGN?LRQȩNPCN?PCBȩQCTCP?Jȩȏ ȩJKQȩMLȩRFCȩ?ARGTGRGCQȩ
of democratic RMMIȩNJ?ACȩGLȩȩ?LBȩȩGLȩC@PCACLȩ SLE?PW ȩ of the project, and transmitted the results through
UGRFȩȩWMSLEȩNCMNJCȩDPMKȩSLE?PWȩ?LBȩ0MK?LG?
ȩ their own youth channels to their peers and through
mechanisms and FCJNGLEȩRFCKȩRMȩSLBCPQR?LBȩ?LBȩGLȐ ȩSCLACȩNS@JGAȩJGDC

25. ȩ classic media channels, such as press releases and
better equipped to It allowed young people not only to TV interviews, to a wider audience,
ȏȩLBȩRFCGPȩTMGAC
ȩ@SRȩ?JQMȩRMȩBCJGTCPȩ including local inhabitants.
pose questions on their message. Using non-formal The project strengthened active par-
issues relating to learning methods, the participants ticipation in public life among young
their everyday lives worked in seminars on issues rang-
people, and increased their social
ing from the way that municipalities
and their future consciousness and capacity to shape
UMPIȩRMȩRFCȩGLȐ ȩSCLACȩMDȩKCBG?ȩMLȩ
opinions. The young people involved
consumption. They attended the
became more aware of democratic
sittings of city councils, and organ-
mechanisms and better equipped to
ised discussions, consultations and
pose questions on issues relating to
interviews with decision-makers,
advisors, public actors and journal- their everyday lives and their future.
ists. They also attended committee The activities were subsequently
meetings of youth organisations to adopted by local high school youth
experience how the negotiations are councils and were carried out by
conducted and lower-level deci- NSNGJQ

26. ȩ1RSBCLRȩSLGMLQȩ?LBȩ,%-Qȩ?JQMȩ
sions made, and how these feed into used the non-formal methods of the
higher-level policymaking. project to strengthen public commitment and active
participation among young people.
They also developed democratic skills in a camp,
holding workshops on public speaking to a range of
Project funded by
target groups, conducting team-building activities,
and preparing for participation in a youth festival. the Youth in Action national agency in Hungary
There they operated an ‘I have opinion!’ democracy Partner organisations:
RCLRȩMȎȩCPGLEȩE?KCQȩMLȩRFCȩRFCKCȩMDȩBCKMAP?AWȩRMȩ ?LE)ĸNȩ)SJRSPıJGQȩ#EWCQňJCR
ȩSLE?PWȩ?HBņQıEGȩ?JJE?RŁIĸPRȩĸQȩ
involve more youngsters, and on-stage activities !GTGJCIĸPRȩ#EWCQňJCR
ȩSLE?PWȩQMAG?R?ȩ.CLRPSȩ2GLCPGGȩQGȩ1RGBCLRGGȩBGLȩ
UFCPCȩKMPCȩRF?LȩȩWMSLEȩNCMNJCȩAMSJBȩQF?PCȩRFCGPȩ .?PRGSKȩ .'#
ȩ0MK?LG?ȩ3LGSLC?ȩ1RSBCLRGJMPȩ+?EFG?PGȩBGLȩHSBCRSJȩ
opinions on aspects of youth policy and the audi- Bihor, Romania.
The result was that 10. +BT @LKȎABK@B FK PMBHFKD and prepare for public attention. A touring exhibi-
their mind RGMLȩQFMUCBȩRFCȩ@CQRȩPCQSJRQȩGLȩ SAF?PCQR
ȩ!P?GMT?
ȩ
these deaf young !JSHȩ?LBȩ5?PQ?U

27. ȩ2FCȩPCQSJRȩU?QȩRF?RȩRFCQCȩWMSLEȩ
people could speak Better integration of young people with hearing and people, many from inner-city or remote rural areas
QNC?IGLEȩBGȑ ȩȩASJRGCQȩU?QȩRFCȩACLRP?JȩRFCKCȩMDȩRFGQȩ where unemployment and poverty are widespread,
for themselves ?LBȩUFMȩUCPCȩMȓ ȩCLȩQMAG?JJWȩCVAJSBCB
ȩAMSJBȩQNC?Iȩ
NPMHCAR

28. ȩ'RȩFCJNCBȩȩWMSLEQRCPQȩDPMKȩ.MJ?LBȩ?LBȩ
in a unique and Romania to demonstrate the range of their abilities for themselves with a unique and powerful voice,
and talents, and to show that youngsters should be delivering a clear message that they wanted to be
powerful voice
more involved in their local communities, despite part of their local communities. They increased their
their disabilities. It used the photovoice methodology QCJDAMLȏȩBCLAC
ȩE?GLCBȩCVNCPGCLACȩGLȩRC?KȩUMPI
ȩ
to make their silent voices loud and public, so that developed their communication skills, and increased
the young people could more easily express their their independence, creativity and critical thinking
needs and ideas, discuss their problems, and seek skills.
solutions to them. Project funded by
ȓȩCPȩPCJCT?LRȩRP?GLGLEȩ?RȩFMKC
ȩRFCȩWMSLEȩNCMNJCȩ the Youth in Action national agency in Romania
involved in the project met in Bucharest for a four- Partner organisations:
day workshop, where they were helped to create Asociatia Euroarte, Romania; Asociatia Vasiliada, Romania;
Informal group: Polish Intercultural Group, Poland; Informal group:
QFMPRȩȏȩJKQȩRMȩCVNPCQQȩRFCGPȩNPM@JCKQȩ?LBȩMNGLGMLQȩ Silent Voices, Poland.
10 TES TI M ON I AL S
‘ We want to show that ‘ This projectprove to the
these young people exist its goal, to
reached
‘ This project was one
of the most beautiful
among us and, moreo- world that we are capa- experiences of my life. I
ver, that they’re great ble of doing lots of good learnt about photography
people who need to be things, and we are proud and about teamwork,
integrated.
’ ’
of it. and I had the pleasure of
discovery. It’s wonderful
when you have good and
patient trainers.
’

29. Youth Democracy is Youth Youth Youth Youth Youth
part of the Youth in Exchanges Initiatives Democracy Volunteering Support
Action programme of
the European Union
Youth in Action
mobilising the potential of
young Europeans
Youth in Action is the European Union programme ȧQGELGȏ
ȧA?LRȧGKN?AR A survey in March 2011
RF?RȩF?QȩFCJNCBȩWMSLEȩNCMNJCȩQGLACȩ
ȩRFPMSEFȩ among a representative
Youth in Action has had a demonstrable impact on sample of participants
non-formal learning and wider mobility, to boost their
the hundreds of thousands of young people it has revealed that:
skills as well as giving them new opportunities to de-
involved. The programme has enabled many of them
velop their personal capacities. It is open to all young
people, regardless of their educational, social and
RMȩCVNCPGCLACȩMRFCPȩAMSLRPGCQȩȏ ȩPQRȩF?LB
ȩRFSQȩBCTCJ 91 %
oping a greater sense of openness and understand- of young people
cultural backgrounds. It encourages intercultural dia-
ing of other cultures. And it has provided the young considered participa-
logue and the inclusion of all young people, particu-
people who have taken part with new skills and tion increased their
larly those with fewer opportunities. It strengthens
AMLȏȩBCLAC

30. ȩ competences in foreign
European values everywhere it operates — in the EU
languages;
?LBȩGLȩȩAMSLRPGCQȩ@CWMLB

31. ȩ'RȩDSLBQȩ?ȩUGBCȩT?PGCRWȩ
of youth activities, including exchanges, initiatives, This is all the more important since for many
democracy projects, and a voluntary service. It also of the projects, the participants are deliberately 75 %
supports youth workers and civil society organisa- selected from communities and social groups with said they improved
tions through training and networking, and promotes fewer opportunities. The whole programme has a their abilities to identify
#SPMNC?LȩAMMNCP?RGMLȩGLȩRFCȩWMSRFȩȏ ȩCJB

32. QRPMLEȩQMAG?JȩBGKCLQGML

33. ȩ'RȩK?ICQȩQNCAGȏ ȩAȩNPMTGQGMLȩ opportunities for their
for involving young people from disadvantaged personal or professional
groups (with disabilities, health problems, or social, future;
Noticeable results
economic or geographic obstacles, unemployed,
Youth in Action F?Qȩ?ȩEJM@?Jȩ@SBECRȩMDȩ#30ȩȩKGJ UGRFȩCBSA?RGML?JȩBGȑ ȩȩASJRGCQ
ȩQSAFȩ?QȩC?PJWȩQAFMMJȩ 73 %
JGMLȩDMPȩRFCȩzȩNCPGMB
ȩ?LBȩ@WȩRFCȩCLBȩMDȩȩ JC?TCPQ
ȩMPȩDPMKȩBGȎ ȩCPCLRȩASJRSP?Jȩ@?AIEPMSLBQ

34. ȩ declared they felt more
GRȩF?BȩDSJJWȩSQCBȩRFCȩ#30ȩȩKGJJGMLȩ?JJMA?RCBȩQMȩD?P

35. ȩ European;
2FCȩCLE?ECKCLRȩMDȩK?LWȩBGȎ ȩCPCLRȩQMAG?JȩEPMSNQȩGQȩ
Its basic premise is that investment in young people
important in ensuring that the European integration
is the best business case for the European Union and
project is not restricted only to elites in European 92 %
it is also the way to make a success of the European of youth workers
society.
GLRCEP?RGMLȩNPMHCAR

36. ȩ-TCPȩRFCȩDMSPȩWC?PQȩz
ȩ considered they gained
KMPCȩRF?LȩȩȩNCPQMLQȩRMMIȩN?PRȩ ȩȩ skills and knowledge they
WMSLEȩNCMNJCȩ?LBȩȩȩWMSRFȩUMPICPQ ȩȩȩ Attractive learning
would not have otherwise
NPMHCARȩ?NNJGA?RGMLQȩUCPCȩQS@KGRRCBȩ?LBȩȩȩNPM Youth in Action makes extensive use of non-formal acquired;
jects were approved for grants; and Youth in Action learning, through attractive methods (such as
GLTMJTCBȩ?PMSLBȩȩȩWMSRFȩMPE?LGQ?RGMLQ
ȩGLDMPK?Jȩ workshops, interviews or simulations), and based on 73 %
groups of young people, or public bodies every year personal experience outside schools. This promotes of youth organisations
as promoters of projects. The intense involvement of individual-based teaching, with the emphasis on said they were do-
non-governmental organisations and social enter- talents and strengths. Professional facilitators ensure ing more international
prises is a stimulating example for young people of the learning process is conducted mainly by young projects.
what it means to be an active player in society, and people themselves, through participation and peer
many participants in projects later become involved learning. The non-formal learning experience that In addition
themselves in social work. Youth in Action provides is recognised through a the 2010 survey showed
QNCAGȏȩAȩACPRGȏȩA?RCȩA?JJCBȩ?ȩ7MSRFN?QQ

37. that participants in
The projects supported range widely across youth the programme have a
?ARGTGRGCQȩ˜ȩCTCPWRFGLEȩDPMKȩP?GQGLEȩRFCȩNPMȏ ȩJCȩMDȩ 'LȩRFCȩBGȎȩCPCLRȩCLTGPMLKCLRȩMȎ ȩCPCBȩ@WȩNPMHCARQ
ȩ QGELGȏȧA?LRJWȧFGEFCPȧTMRGLEȧ
young people in the media and giving them more of young people discover their own potential and abili- record in European elec-
a say, to organising environmental protection pro- ties, and exercise new levels of independence and tions than their peers. For
jects at local level, creating documentaries on social decision-making. The experience boosts their per- instance in 2009, 60 %
GQQSCQȩQSAFȩ?QȩWMSLEȩNCMNJCȩUGRFȩ'4ȩMPȩCVAJSQGMLȩ sonal development and widens their horizons, help- of participants voted,
MDȩKGLMPGRGCQ
ȩMPȩFCJNGLEȩGLK?RCQȩGLȩWMSLEȩMȎ ȩCLBCPQȩ ing them make choices about their further personal compared to an average
institutions to boost their own self-esteem and to and professional life. And they acquire competencies of 29 % for all young
K?ICȩCȎ ȩMPRQȩRFCKQCJTCQȩRMȩGLRCEP?RCȩGLRMȩRFCGPȩAMK that are increasingly valuable in an evolving labour people across Europe.
munity and into wider society. market ͬ
%
60 29 %

38. ,!#,!
Who can take part
in Youth Democracy projects, and how do they work?
There are two types of project presented in this fact .?PRGAGN?RGMLȩGQȩMNCLȩRMȩRFCȩȩ+CK@CPȩ1R?RCQȩMDȩ
sheet: Youth Democracy projects; and meetings of RFCȩ#SPMNC?Lȩ3LGML
ȩ?QȩUCJJȩ?QȩRMȩ!PM?RG?
ȩ'ACJ?LB
ȩ
WMSLEȩNCMNJCȩ?LBȩRFMQCȩ?ARGTCȩGLȩRFCȩWMSRFȩȏ ȩCJBȩ Liechtenstein, Norway, Switzerland and Turkey (the
(decision-makers, politicians, administration), mainly programme countries). Projects can receive grants
in implementing the structured dialogue. from national agencies in those countries or from the
#BSA?RGML
ȩSBGMTGQS?Jȩ?LBȩ!SJRSPCȩ#VCASRGTCȩECLAWȩ
7MSRFȩCKMAP?AWȩNPMHCARQȩ?PCȩ?GKCBȩ?RȩNCMNJCȩz in Brussels.
ȩWC?PQȩMJB

39. ȩNNJGA?RGMLQȩA?Lȩ@CȩK?BCȩ@WȩLMLNPMȏ ȩR
non-governmental organisations, local or regional
public bodies, informal groups of young people, and 7MSRFȧCKMAP?AWȧGLȧȏ
ȧESPCQ
#SPMNC?Lȩ@MBGCQȩ?ARGTCȩGLȩRFCȩWMSRFȩȏȩCJB

40. 2007 2008 2009 2010
Submitted projects ȩ
+CCRGLEQȩMDȩWMSLEȩNCMNJCȩ?LBȩRFMQCȩPCQNMLQG@JCȩDMPȩ
youth policy (either national or transnational) are for Funded projects ȩ
WMSLEȩNCMNJCȩ?ECBȩ@CRUCCLȩȩ?LBȩ

41. ȩNNJGA?RGMLQȩ Successful grant applications (%)

42. A?Lȩ@CȩK?BCȩ@WȩLMLNPMȏ ȩR
LMLEMTCPLKCLR?JȩMPE?LG
sations, local, regional or public bodies, or European !MKKGRRCBȩDSLBQȩ KGJJGMLȩ#30

43. @MBGCQȩ?ARGTCȩGLȩRFCȩWMSRFȩȏ ȩCJB

44. Number of participants ȩ ȩ ȩȩ ȩ
Youth in Action: http://ec.europa.eu/youth/index_en.htm
#SPMNCȧGPCARȧGQȧ?ȧQCPTGACȧRMȧFCJNȧWMSȧȏ
ȧLBȧ?LQUCPQȧ
to your questions about the European Union.
Freephone number (*):
00 800 6 7 8 9 10 11
(*) !CPR?GLȩKM@GJCȩRCJCNFMLCȩMNCP?RMPQȩBMȩLMRȩ?JJMUȩ?AACQQȩRMȩȩȩLSK@CPQȩ
or these calls may be billed.
+MPCȩGLDMPK?RGMLȩMLȩRFCȩ#SPMNC?Lȩ3LGMLȩGQȩ?T?GJ?@JCȩMLȩRFCȩ'LRCPLCRȩ FRRN
CSPMN?

45. CS

46. *SVCK@MSPEȩ.S@JGA?RGMLQȩ-ȑȩȩACȩMDȩRFCȩ#SPMNC?Lȩ3LGML
ȩ
!MTCPȩGK?ECȩmȩ+GAFķJCȩ!MLQR?LRGLG
.FMRMJRMȩ.?ECȩȩmȩ.?RPGAIȩ1Fĸ?LBCJJȩ-!?PPMJJ
.FMRMJRM
mȩ#SPMNC?Lȩ3LGML
ȩ
Reproduction is authorised provided the source is acknowledged.
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doi:10.2766/18492